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All Journal JURNAL BAHASA, SASTRA DAN PEMBELAJARANNYA Jurnal Basicedu EDUKATIF : JURNAL ILMU PENDIDIKAN Jurnal Scientia SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Compass: Journal of Education and Counselling International Journal of Teaching and Learning (INJOTEL) Indonesian Journal of Education (INJOE)
Agus Hidayat
Universitas Islam Negeri Raden Intan Lampung
Religion Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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UNDERSTANDING THE DIFFICULTIES FACED BY EFL STUDENTS IN WRITING COMPOUND-COMPLEX SENTENCES IN ACADEMIC WRITING Agus Hidayat
COMPASS: Journal of Education and Counselling Vol. 3 No. 1 (2025): Compass: Journal of Education and Counselling, Juni 2025
Publisher : ASIAN PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58738/compass.v3i1.702

Abstract

This study looked at the problems EFL (English as a Foreign Language) students had in writing compound-complex sentences in academic writing. The main aim was to know both grammar problems and students’ feelings when they try to use this difficult sentence type. The researcher used a qualitative narrative inquiry method to collect deep information from semi-structured interviews and reflective journals. Participants were chosen with purposive sampling to show different levels of English skill. Thematic analysis helped to find main problems in their writing. The findings showed that most students had trouble using conjunctions in the right way, knowing the difference between independent and dependent clauses, and using punctuation correctly. Around 75% of the students said they found it hard to write compound-complex sentences. More than 60% also felt confused about how to use punctuation. The students’ first language also gave influence, and many said the teacher's feedback was not always clear. Emotional problems like fear and low confidence also made it harder for students. Working together and doing writing practice many times helped improve their writing and gave them more confidence. Students also said they wanted more clear lessons and useful workshops about sentence types. This study shows that students need special help from teachers to learn how to build compound-complex sentences, so their academic writing can be better.
Teachers’ Speaking Strategies in Grade VIII: A Case Study in an Islamic Junior Secondary School in Lampung Neng Sufia Akmalia; Agus Hidayat; Istiqomah Nur Rahmawati
JURNAL BAHASA, SASTRA, DAN PEMBELAJARANNYA (JBSP) Vol 16, No 1 (2026): JURNAL BAHASA, SASTRA, DAN PEMBELAJARANNYA (JBSP)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jbsp.v16i1.25670

Abstract

This study explores English teachers’ strategies for developing eighth-grade students’ speaking skills and the challenges encountered during classroom implementation. Using a qualitative descriptive case study design, the research was conducted at an Islamic junior secondary school in Lampung Province, Indonesia, MTs Alpha. Two grade VIII English teachers participated as the primary informants. Data were collected through six classroom observations, two semi-structured interviews, and document analysis. The data were analyzed thematically through systematic coding and categorization, informed by the stages of data condensation, data display, and conclusion drawing/verification. The findings show that the teachers employed a range of Communicative Language Teaching (CLT), oriented strategies to promote students’ oral participation, including role-play, group work, and language games. However, strategy implementation was constrained by low learning motivation, speaking anxiety, limited vocabulary, frequent reliance on the first language, and limited instructional facilities. These findings highlight the importance of pedagogical scaffolding and context-sensitive support when enacting CLT-oriented speaking instruction in EFL classrooms. The study offers practical implications for English teachers and may inform the development of speaking instruction in similar EFL contexts.
Co-Authors Abdul Wahab Syakhrani Adil Barus Al-Amin Al-Amin Azwar Rahmat Darmawanta Sembiring Dian Reftyawati Hudson Sidabutar Irawansyah Irwan Rachmiadji Ismaul Fitroh Istiqomah Nur Rahmawati M. Ridho Kholid M. Ridho Kholid M.Fikri Nugraha Kholid Meisuri Moh. Imron Rosidi Mohammad Ridho Kholid Neng Sufia Akmalia Nunun Indrasari Nur Syamsiah Olivia Tahalele Raharjo , Novianto Puji Rohmatillah Samdani Samdani Septa Aryanika Septa Aryanika Sri Suci Suryawati