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All Journal Jurnal Celtic Kreatif Jurnal Inspirasi Pendidikan PREMISE: Journal of English Education and Applied Linguistics IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture Jurnal Ilmiah Lingua Idea Acuity : Journal of English Language Pedagogy, Literature and Culture Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Jurnal Eduscience (JES) Elsya : Journal of English Language Studies Pioneer: Journal of Language and Literature FOSTER: Journal of English Language Teaching BERNAS: Jurnal Pengabdian Kepada Masyarakat Ethical Lingua: Journal of Language Teaching and Literature Journal of English Language and Education Journal of General Education and Humanities Modality Journal: International Journal of Linguistics and Literature Journal of Language and Literature Studies Literacy : International Scientific Journals of Social, Education, Humanities Jurnal Kreatif Online Jurnal Pengabdian Masyarakat Language Circle : Journal of Language and Literature e-Journal of Linguistics
Siska Bochari
Program Studi Pendidikan Bahasa Inggris, Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Tadulako, Palu, Sulawesi Tengah, Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Dentistry Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Mathematics Neuroscience Nursing Public Health Social Sciences Veterinary Other

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Syntactic Choices in EFL Writing: The Dynamics of Adjuncts and Complements Eva Herayanti; Siska Bochari; Maf’ulah; Hastini
e-Journal of Linguistics Vol. 19 No. 2 (2025): July
Publisher : The Doctoral Studies Program of Linguistics of Udayana University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24843/e-jl.2025.v19.i02.p02

Abstract

The objective of this research is to find out whether adjunct or complement is the often used in EFL students’ with identifying which types of phrases functioning as adjuncts or complements pose the oftenest use for these EFL students and to find out EFL students’ difficulty factors in using adjunct and complement in writing sentences. The population for this research consisted of 5th-semester students from the English Education Study Program at Tadulako University, with 36 students from Class B selected as the sample through purposive sampling. This research used a quantitative descriptive method with statistical analysis. Data were collected using test and questionnaire. The result of the data analysis show that: (1) adjunct is the often used than complement in students’ writing, with the total frequency of 315. (2) prepositional phrase is often used as adjunct in EFL students’ sentences, comprising 71.1% of all adjunct usage. (3). an internal factor is identified as the main difficulty affecting EFL students' use of adjuncts and complements in writing sentences.
Word Formation Mastery in Efl Context : An Inquiry Into Derivational Processes in Student Writing Agusti Rahayu; Siska Bochari; Sriati Usman; Hastini Hastini
LITERACY : International Scientific Journals of Social, Education, Humanities Vol. 4 No. 2 (2025): August : International Scientific Journals of Social, Education, Humanities
Publisher : Badan Penerbit STIEPARI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56910/literacy.v4i2.2342

Abstract

This study analyzed the use of derivational suffixes that transform root nouns into adjectives in the writing of EFL students at Tadulako University. This study aims to identify the types of adjectival suffixes that are difficult to use and the common errors students make. Using quantitative descriptive method, data were collected from the students' writings and analyzed morphologically. The results show that suffixes such as -ful, -ous, -ly, -al, -ic, -able, -less, and -ive are frequently used. However, many errors were found, especially in choosing the wrong suffixes and in spelling. These findings highlight the need for more explicit instruction in morphological rules to help the students form words more accurately.
Inflectional Morphological Errors in EFL Academic Writing: An Error Analysis of Indonesian University Students Wahid, Wilna Tri Rahayu; Bochari, Siska; Mukrim; Hastini
FOSTER: Journal of English Language Teaching Vol. 7 No. 2 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i2.408

Abstract

Errors in inflectional morphology remain a persistent challenge in EFL learners’ writing, particularly in Indonesian contexts where in-depth analyses of error patterns and their underlying causes are still limited. This study aims to identify the types of inflectional morphological errors produced by English students at Tadulako University and to examine the factors contributing to these errors. Adopting a descriptive qualitative design, this study involved 20 fifth-semester students from the English Education Study Program. Data were collected through document analysis of students’ written assignments and semi-structured interviews with five selected participants. The data were analyzed using systematic error analysis procedures, including error identification, classification into inflectional categories, explanation of error sources, and frequency analysis. The findings indicate that verb inflection errors are the most prevalent, particularly in tenses marking and subject–verb agreement, followed by errors in plural and possessive forms. These errors are primarily attributed to first language interference, insufficient grammatical knowledge, and limited exposure to accurate language use in writing practice. This study contributes to EFL pedagogy by providing a more nuanced understanding of learners’ difficulties in using inflectional morphology and underscores the importance of integrating explicit grammar instruction with meaningful writing practice to enhance grammatical accuracy.
Derivational suffixes: A review of denominal adjectives in English language learning Musdaliffa, Musdaliffa; Bochari, Siska; Maf'ulah, Maf'ulah; Darmawan, Darmawan
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 13 No. 1 (2026): Vol. 13 No. 1 (2026): June 2026
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v13i1.43253

Abstract

This study intended to investigate the difficulties encountered by EFL learners in using four derivational adjective-noun suffixes (-al, -ous, -ic, and -ful) and their factors. Although derivational morphology can contribute to vocabulary development and academic skills, the use of suffixes that form adjectives is still a difficulty for many EFL learners. This research used a non-experimental quantitative descriptive method. The population and sample for this study comprised 33 students in the fifth semester of the Morphology course in the English Education Study Program. Data were collected using a test and a questionnaire to assess conditions influencing students' abilities. Test results showed that the four endings varied in difficulty. The endings -ous and -ic were the most difficult for students to use correctly, while -al was the easiest. Student use of -ful was not entirely principled. However, the level of accuracy for the base noun seemed to be a defining factor in suffix use accuracy. The results of the questionnaire also showed that a lack of morphological awareness, limited vocabulary size and pedagogical limitations were the three primary variables influencing students' capacity to generate adjectives. There was no appreciable impact from other factors such L1 interference, overgeneralization, lack of productive practice, and limited exposure to authentic texts. These results emphasize the need to provide more direct instruction in derivational morphology, broaden the range of activities, and increase exposure to scholarly terminology. Improvements in these areas may improve students' understanding of morphology and enable them to produce more accurate and complex academic language.
Co-Authors Agusti Rahayu Aminah Suriaman Amuntyastuti, Sekar Anggreni, Afrillia Annisa Nur Azizah Artika Chipta Sakti Parawali Citra Andini Darmawan Darmawan Darmawan Darmawan Darmawan Desrin Lebagi Eisenring, Moh. Abraham Akbar Eva Herayanti Fajrin, Zainul Ferry Rita Firghy, Siti Aisyah Mutiara Hasan Basri Hassan, Ahmad Javed Hastini, Hastini Hidayah, Barokatul Islamiati, Dini Jamiluddin, Jamiluddin Jaya, Moh Yusril Konder Manurung Kusnadi, Muhammad Fitrah Maf'ulah Maf'ulah, Maf'ulah Maf’ulah Maf’ulah Maf’ulah Maf’ulah Maf’ulah Marhum, Muchtar Masyitha Madani Mertosono4, Sudarkam R. Mochtar Marhum Moh Yusril Jaya Muh Arid Muhammad Adithya Huzaifah Sandhi Mukrim Mukrim, Mukrim Murkim Musdaliffa, Musdaliffa Nadrun, Nadrun Niswatun Nafi'ah Nita Andriani Nur Sehang Thamrin Rahma, Adinda Mawadda Rita, Ferry S, Sakina S. Madanun, Nur Rahmi Sabang, Rahmad Rizkyanto Sari, Lilis Indah Sellinda Putri Shanti Rachmawati Afrilya Shanti Rachmawati Afrilya Sriati Usman Sudarkam R Mertosono Sukmawati Sadilia Sumah, Yulianti Wahid, Wilna Tri Rahayu Zakkaria, Muh