Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
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This Author published in this journals
All Journal Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Journal GLENS: Global English Insights Journal
Umiyati Jabri
Universitas Muhammadiyah Enrekang, Indonesia
Education Languange, Linguistic, Communication & Media Social Sciences

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Challenges in Grammar Learning Among EFL Students: A Case Study of an Indonesian University Mustakim Mustakim; Nur Musfirah Jaya; Umiyati Jabri
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 8 No. 1 (2025): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/seltics.v8i1.2598

Abstract

This study investigates the grammar learning difficulties faced by first-semester English Education students at Muhammadiyah University of Enrekang. A qualitative research approach was employed, involving semi-structured interviews and document analysis of 14 students' academic records. The data were analyzed using thematic analysis, focusing on identifying recurring patterns in the students' experiences and challenges. The findings reveal three main categories of difficulties: cognitive challenges, instructional shortcomings, and environmental constraints. Cognitive challenges include struggles with understanding fundamental grammar concepts, such as tenses and subject-verb agreement, compounded by difficulties in retaining rules and applying them in practical contexts. Instructional shortcomings emphasize monotonous teaching methods, lack of contextualized practice, and insufficient feedback, which hinder students' progress. Environmental constraints, including limited exposure to English and inadequate social support, exacerbate these challenges. The study highlights the importance of adopting interactive, student-centered teaching methods and integrating grammar instruction into broader language skills. Practical recommendations include the use of innovative strategies such as project-based learning, grammar-focused digital tools, and the creation of English-speaking environments. These findings provide valuable insights for educators and policymakers to enhance the effectiveness of grammar instruction in EFL contexts and improve student outcomes.
Forensic Stylistics in Genre-Based EFL Academic Writing: Linguistic Evidence of Authorship Asbar Asbar; Samsudin Samsudin; Umiyati Jabri; Nurmin Solli
GLENS: Global English Insights Journal Vol. 3 No. 3 (2026): GLENS, August 2026 (In Press)
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i3.643

Abstract

Verifying authorship in student academic writing remains a major challenge in higher education, particularly because plagiarism-detection systems primarily measure text similarity rather than linguistic identity. This study investigates linguistic evidence of authorship in EFL academic writing by integrating forensic stylistics and genre analysis. Using a descriptive qualitative design, the study analysed 56 essays written by 28 undergraduate EFL students in the English Education Department at Universitas Muhammadiyah Enrekang across two writing tasks. The analysis focused on lexical clusters, syntactic constructions, punctuation patterns, and genre staging to identify consistency in authorial style. The findings show that 75% of participants demonstrated stable stylistic fingerprints, while 71% maintained consistent genre realization across essays, indicating that authorial style tends to persist alongside genre mastery. In contrast, 25% of participants displayed stylistic and schematic discontinuities suggesting potential non-authentic authorship, whereas 7% showed inconclusive patterns. These findings suggest that combining forensic stylistics and genre analysis offers a more reliable approach to authorship verification than similarity-based plagiarism detection. This implication becomes increasingly relevant in response to emerging challenges in digital academic writing, including the growing use of digital writing assistance and outsourced academic work.
Co-Authors Asbar Asbar Mustakim Mustakim Mustakim Mustakim Nur Musfirah Jaya Nurmin Solli Samsudin Samsudin