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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Linguistic, English Education and Art (LEEA) Journal VISION SHAHIH : Jurnal Ilmu Kewahyuan Journal Analytica Islamica JURNAL PENDIDIKAN TAMBUSAI Jurnal Sains Sosio Humaniora Acuity : Journal of English Language Pedagogy, Literature and Culture Didaktik : Jurnal Ilmiah PGSD STKIP Subang Lexeme : Journal of Linguistics and Applied Linguistics Enggang: Jurnal Pendidikan, Bahasa, Sastra, Seni, dan Budaya STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran LANGUAGE: Jurnal Inovasi Pendidikan Bahasa dan Sastra Journal of Vision and Ideas (VISA) Jurnal Pendidikan dan Sastra Inggris (JUPENSI) Edu Society: Jurnal Pendidikan, Ilmu Sosial dan Pengabdian Kepada Masyarakat Jurnal Ilmiah Multidisiplin (JUKIM) NUSANTARA: Jurnal Pengabdian Kepada Masyarakat Cendekiawan: Jurnal Pendidikan dan Studi Keislaman Abdi Cendekia: Jurnal Pengabdian Masyarakat Jurnal Pengabdian Masyarakat Waradin Innovative: Journal Of Social Science Research BRIGHT VISION Kultura: Jurnal Ilmu Sosial dan Humaniora Triwikrama: Jurnal Ilmu Sosial Fonologi: Jurnal Ilmuan Bahasa dan Sastra Inggris Tut Wuri Handayani : Jurnal Keguruan dan Ilmu Pendidikan International Journal Multidisciplinary Science Pragmatik : Jurnal Rumpun Ilmu Bahasa dan Pendidikan Jurnal Pengabdian Masyarakat dan Riset Pendidikan VISA: Journal of Vision and Ideas JLE: Journal of Literate of English Education Study Program EDUCATIONAL: Jurnal Inovasi Pendidikan dan Pengajaran Educare: Journal Educational and Multimedia Jurnal Pendidikan dan Sastra Inggris
Siti Ismahani
Universitas Islam Negeri Sumatera Utara
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Contrastive and Error Analysis of Indonesian Learners’ Tense and Aspect Usage in English Writing Siti Ismahani; Sofiyani Nasution; Rizky Ummi Thahira Nasution; Indah Permatasari Harahap; Gairah Riski Harahap
Jurnal Pendidikan dan Sastra Inggris Vol. 4 No. 3 (2024): Desember:Jurnal Pendidikan dan Sastra Inggris
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jupensi.v4i3.6299

Abstract

This study investigates Indonesian learners’ use of English tense and aspect by employing an integrated framework that combines contrastive analysis and error analysis. A total of sixty short essays written by university-level EFL students were analyzed to identify recurring patterns of tense–aspect errors and to uncover the linguistic and cognitive sources behind them. The findings reveal three dominant error types—misformation, omission, and overgeneralization which reflect both negative transfer from Indonesian and developmental characteristics of learners’ interlanguage. Learners frequently produced incorrect verb forms, omitted obligatory auxiliaries, and applied tense rules inconsistently, particularly when attempting to construct more complex narrative sequences. Among all structures examined, the present perfect tense emerged as the most challenging, largely because Indonesian lacks an equivalent grammatical form, resulting in persistent confusion in mapping English verb forms to temporal and aspectual meanings. The study also found that students often relied on surface-level rules rather than deeper semantic understanding, which contributed to inaccurate tense selection across contexts. These results underscore the need for contextualized, awareness-raising instruction that encourages learners to connect form, meaning, and use more systematically. Overall, the study demonstrates the pedagogical significance of integrating contrastive and error analysis to enhance learners’ accuracy and competence in academic English writing.
A Syntactic Analysis of Noun Phrase Structures in BBC Online News Headlines Elwan Ridhonta Sinulingga; Firza Sakinah; M. Radja Affan Hanafie; Rosanti Nasution; Salwa Khumairah Hasyim; Siti Ismahani
Jurnal Pendidikan dan Sastra Inggris Vol. 6 No. 1 (2026): Jurnal Pendidikan dan Sastra Inggris
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jupensi.v6i1.6768

Abstract

Syntactic analysis plays a very important role in understanding sentence structure in journalistic texts. By analyzing syntax, learners can understand how sentence elements such as phrases, clauses, and word order are arranged to form accurate meaning. The aim of this research is to conduct a syntactic analysis of noun phrase (NP) structures as they appear in BBC online news. The research subjects used in this study are six BBC news headlines related to natural disasters, which were selected and adjusted based on recent events that have attracted significant attention from various countries around the world. The results of this study show that noun phrase (NP) structures play a crucial role in conveying the main information in a concise and effective manner. Because they can present the core event, location, and severity of the disaster compactly, while also reflecting the characteristic style of journalistic language that maintain brevity and clarity.
SYNTAX IN TIKTOK CAPTIONS: A STUDY OF SENTENCE FORMS AND FUNCTIONS Sabrina Salsabila; Nurul Fadilah Tambunan; Nadhifa Shofi Andara; Celli Geovanni; Siti Ismahani
LANGUAGE : Jurnal Inovasi Pendidikan Bahasa dan Sastra Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/language.v6i1.9084

Abstract

This study examines the syntactic forms and sentence functions found in TikTok captions as a representation of digital language communication. TikTok is a social media platform that integrates visual content and text, in which captions play a significant role in conveying meaning and interaction. This research employs a qualitative descriptive approach based on syntactic theories proposed by Chomsky, Givón, Halliday, O’Grady, and Aarts. The data consist of three English captions taken from the TikTok accounts @beaulinaa, @Rikey, and @lilly3ls. The findings reveal that TikTok captions predominantly use simple sentence structures with a high degree of ellipsis as a strategy of linguistic economy while maintaining acceptable grammatical patterns. In terms of function, the captions demonstrate pragmatic variation, including declarative, imperative, and expressive functions used for self-presentation, social relationship building, and audience engagement. These findings indicate that TikTok caption syntax represents a distinctive register of digital English that balances syntactic simplicity with communicative effectiveness in social media contexts. ABSTRAK Penelitian ini mengkaji bentuk sintaksis dan fungsi kalimat yang terdapat dalam caption TikTok sebagai representasi komunikasi bahasa digital. TikTok merupakan platform media sosial yang memadukan konten visual dan teks, di mana caption berperan penting dalam membangun makna dan interaksi. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan landasan teori sintaksis dari Chomsky, Givón, Halliday, O’Grady, dan Aarts. Data penelitian berupa tiga caption berbahasa Inggris yang diambil dari akun TikTok @beaulinaa, @Rikey, dan @lilly3ls. Hasil analisis menunjukkan bahwa caption TikTok cenderung menggunakan kalimat sederhana dengan tingkat elipsis yang tinggi sebagai bentuk ekonomi bahasa, namun tetap mempertahankan struktur gramatikal yang dapat diterima. Dari segi fungsi, caption menampilkan keragaman fungsi pragmatik, seperti deklaratif, imperatif, dan ekspresif, yang digunakan untuk presentasi diri, pembentukan relasi sosial, serta peningkatan keterlibatan audiens. Temuan ini menunjukkan bahwa sintaksis caption TikTok membentuk ragam bahasa Inggris digital yang khas, yang menyeimbangkan kesederhanaan struktur sintaksis dengan efektivitas komunikasi dalam konteks media sosial.
A Contrastive and Error Analysis of English Used in Instagram Comments by Indonesian EFL Learners Siti Ismahani; Mulia Rahmah; Mulia Natasya; Nabilla Anggraini; Indi Hanifah; Naila Al-Zahwa
Abdi Cendekia : Jurnal Pengabdian Masyarakat Vol 5 No 2 (2026): Juni
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/abdicendekia.v5i2.980

Abstract

This qualitative research study examines contrastive errors in English used by Indonesian English as a Foreign Language (EFL) learners in Instagram comments. The research focuses on identifying morphological, syntactic, semantic, and pragmatic errors that reflect the influence of Indonesian language structure and patterns. By analyzing 15 authentic Instagram comments collected from Indonesian users, this study applies contrastive analysis theory to understand how native language interference affects English language production in digital contexts. The findings reveal that Indonesian EFL learners demonstrate specific error patterns including subject-verb agreement violations, article misuse, word order anomalies, and semantic calques from Indonesian. These errors provide valuable insights into the learning process and suggest targeted intervention strategies for improving English proficiency among Indonesian learners in informal digital communication environments.
AN ERROR ANALYSIS OF STUDENTS' GRAMMATICAL MISTAKES BASED ON CONTRASTIVE ANALYSIS Sabrina Salsabila; Siti Ismahani; Nadhifa Shofi Andara; Nurul Fadilah Tambunan; Celli Geovani
LANGUAGE : Jurnal Inovasi Pendidikan Bahasa dan Sastra Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/language.v6i3.11952

Abstract

ABSTRACT Grammatical errors remain a major challenge for English as a Foreign Language (EFL) learners in Indonesian higher education. However, studies integrating Error Analysis (EA) and Contrastive Analysis (CA) to identify the sources of errors in the context of Islamic higher education remain limited. This study aims to analyze the grammatical errors made by EFL students through a combined EA and CA approach. A mixed-methods design was employed involving 20 students from the TBI-3 class of the 2023 cohort at the State Islamic University of North Sumatra (UINSU), Medan. Data were collected through essay-writing tasks and analyzed using both quantitative and qualitative methods. The findings revealed 300 grammatical errors across six major categories, with subject–verb agreement errors being the most dominant. Most errors were influenced by first-language transfer (Indonesian), supporting the predictions of Contrastive Analysis regarding cross-linguistic influence in second-language acquisition. Inter-rater reliability demonstrated a high level of agreement (κ ≥ 0.81). These findings confirm that the integration of EA and CA is effective in identifying patterns of grammatical errors and can serve as a basis for developing more targeted grammar instruction for Indonesian EFL learners.  ABSTRAK Kesalahan gramatikal masih menjadi kendala utama bagi pembelajar bahasa Inggris sebagai bahasa asing (EFL) di perguruan tinggi Indonesia. Namun, penelitian yang mengintegrasikan Analisis Kesalahan (Error Analysis/EA) dan Analisis Kontrastif (Contrastive Analysis/CA) untuk mengidentifikasi sumber kesalahan dalam konteks perguruan tinggi Islam masih terbatas. Penelitian ini bertujuan menganalisis kesalahan gramatikal mahasiswa EFL melalui pendekatan gabungan EA dan CA. Penelitian menggunakan metode campuran (mixed methods) dengan melibatkan 20 mahasiswa kelas TBI-3 Angkatan 2023 di Universitas Islam Negeri Sumatera Utara (UINSU), Medan. Data diperoleh melalui tugas menulis karangan dan dianalisis secara kuantitatif serta kualitatif. Hasil penelitian menunjukkan terdapat 300 kesalahan gramatikal dalam enam kategori utama, dengan kesalahan kesesuaian subjek-predikat sebagai bentuk yang paling dominan. Sebagian besar kesalahan dipengaruhi oleh transfer bahasa pertama (Bahasa Indonesia), sehingga mendukung prediksi Analisis Kontrastif mengenai pengaruh lintas bahasa dalam pemerolehan bahasa kedua. Reliabilitas antarpenilai menunjukkan tingkat kesepakatan yang tinggi (κ ≥ 0,81). Temuan ini menegaskan bahwa integrasi EA dan CA efektif untuk mengidentifikasi pola kesalahan gramatikal serta dapat menjadi dasar pengembangan pembelajaran tata bahasa yang lebih tepat bagi pembelajar EFL Indonesia.
A CONTRASTIVE ANALYSIS OF COMMA USAGE IN ENGLISH AND BAHASA INDONESIA: A LITERATURE REVIEW Annisa annisa; Imelda Kurniati Siregar; Reinasya Br Surbakti; Tiara Adelia; Siti Ismahani
LANGUAGE : Jurnal Inovasi Pendidikan Bahasa dan Sastra Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/language.v6i3.12123

Abstract

Tanda baca memegang peranan penting dalam penulisan akademik karena berkontribusi terhadap kejelasan, koherensi, dan keterbacaan suatu teks. Di antara berbagai jenis tanda baca, koma merupakan salah satu tanda baca yang paling sering digunakan sekaligus menjadi salah satu yang paling menantang bagi pembelajar bahasa, khususnya mereka yang mempelajari bahasa Inggris sebagai bahasa asing (EFL). Perbedaan aturan penggunaan koma antara bahasa Indonesia dan bahasa Inggris sering kali menyebabkan kesalahan dalam penulisan akademik di kalangan pembelajar bahasa Inggris sebagai bahasa asing (EFL) di Indonesia. Meskipun berbagai penelitian telah membahas kesalahan menulis pada pembelajar EFL, penelitian yang secara khusus menganalisis penggunaan koma melalui perspektif analisis kontrastif antara bahasa Inggris dan bahasa Indonesia masih relatif terbatas. Oleh karena itu, penelitian ini bertujuan untuk mengkaji persamaan dan perbedaan penggunaan koma antara bahasa Inggris dan bahasa Indonesia dengan menggunakan pendekatan analisis kontrastif berbasis kajian literatur, serta meneliti dampaknya terhadap penulisan akademik pembelajar bahasa Inggris sebagai bahasa asing (EFL) di Indonesia. Penelitian ini menggunakan metode kajian literatur kualitatif dengan menganalisis berbagai sumber, termasuk buku, jurnal, dan penelitian terdahulu yang berkaitan dengan tanda baca, penggunaan koma, analisis kontrastif, dan penulisan akademik EFL. Hasil penelitian menunjukkan bahwa bahasa Inggris dan bahasa Indonesia memiliki beberapa persamaan dalam penggunaan koma, seperti untuk memisahkan unsur-unsur dalam suatu daftar dan klausa pengantar. Namun, terdapat perbedaan yang signifikan dalam penggunaan koma sebelum konjungsi koordinatif, pada klausa nonrestriktif, dan dalam struktur kalimat yang kompleks. Perbedaan-perbedaan tersebut berkontribusi terhadap kesalahan penggunaan koma di kalangan pembelajar EFL di Indonesia, terutama pada struktur yang kompleks, sehingga diperlukan pengajaran tanda baca yang eksplisit berbasis analisis kontrastif. Punctuation plays a crucial role in academic writing because it contributes to the clarity, coherence, and readability of a text. Among the various types of punctuation, the comma is one of the most frequently used punctuation marks and also one of the most challenging for language learners, particularly those learning English as a foreign language (EFL). Differences in comma rules between Indonesian and English often lead to errors in academic writing among English as a Foreign Language (EFL) learners in Indonesia. Although various studies have addressed writing errors among EFL learners, research specifically analyzing comma usage through a contrastive analysis perspective between English and Indonesian remains relatively limited. Therefore, this study aims to examine the similarities and differences in comma usage between English and Indonesian using a literature-based contrastive analysis approach, as well as to investigate its impact on the academic writing of English as a Foreign Language (EFL) learners in Indonesia. This study employs a qualitative literature review method by analyzing various sources, including books, journals, and previous research related to punctuation, comma usage, contrastive analysis, and EFL academic writing. The results of the study show that English and Indonesian share some similarities in comma usage, such as separating items in a list and introductory clauses. However, there are significant differences in the use of commas before coordinating conjunctions, non-restrictive clauses, and complex sentence structures. These differences contribute to errors in comma usage among EFL learners in Indonesia, particularly in complex structures, making explicit punctuation instruction based on contrastive analysis necessary.
TEACHER’S EXPERIENCES IN TEACHING ENGLISH VOCABULARY TO DEAF SEVENTH GRADE STUDENTS Nadila Tanjung; Siti Ismahani; Maryati Salmiah
BRIGHT VISION Vol 6, No 3 (2026)
Publisher : Faculty of Tarbiyah nad Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to explore teacher’s experiences in teaching English vocabulary to seventh-grade deaf students, including the challenges the teacher face and the strategies the teacher employs. The study employs a descriptive qualitative approach. Data were collected through semi-structured in-depth interviews, non-participant observation, and documentation at a special education school in Medan, North Sumatra. The results indicate that despite lacking a background in English education,  the teacher was able to develop pedagogical competencies independently and collaboratively over nearly two decades of teaching. Key challenges included the teacher’s limited academic proficiency in English, discrepancies between spelling and pronunciation, students’ poor retention of new vocabulary, and the diversity of students’ conditions. Teacher developed six adaptive strategies: the use of layered visual media and real objects, innovations in local phonetic spelling, SIBI/BISINDO sign language, systematic drills and repetition, individualized approaches, and creative project-based assessments. The innovation of local phonetic spelling is the most significant finding that has not been documented in previous literature and enriches the study of vocabulary teaching for deaf students in Indonesia. 
ERROR ANALYSIS OF ENGLISH CAPTIONS ON INSTAGRAM: A STUDY OF GRAMMATICAL, LEXICAL, AND PRAGMATIC ERRORS Aisyah Amru; Nasywa sakinah; Nadia Wulandari; Izzati Amirah Sari; Siti Ismahani
LANGUAGE : Jurnal Inovasi Pendidikan Bahasa dan Sastra Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/language.v6i3.12528

Abstract

Penelitian ini mengkaji kesalahan kebahasaan yang ditemukan dalam caption berbahasa Inggris di Instagram dengan berfokus pada aspek gramatikal, leksikal, dan pragmatik. Penelitian menggunakan desain deskriptif kualitatif, dengan data yang dikumpulkan dari caption yang ditulis oleh mahasiswa sebagai penutur non-asli bahasa Inggris. Hasil penelitian menunjukkan bahwa kesalahan gramatikal merupakan jenis kesalahan yang paling dominan, khususnya pada penggunaan verba dan struktur kalimat, diikuti oleh kesalahan leksikal dan pragmatik. Kesalahan-kesalahan tersebut sebagian besar dipengaruhi oleh interferensi bahasa pertama, overgeneralisasi, dan keterbatasan paparan terhadap penggunaan bahasa Inggris yang autentik. Penelitian ini berargumen bahwa media sosial, meskipun sering dianggap sebagai ruang komunikasi informal, mencerminkan produksi bahasa yang nyata sehingga memberikan wawasan berharga mengenai perkembangan interlanguage pembelajar. Temuan penelitian mengindikasikan bahwa integrasi media sosial ke dalam pembelajaran bahasa dapat meningkatkan kesadaran pembelajar terhadap ketepatan (accuracy) dan kesesuaian penggunaan (appropriateness) bahasa Inggris. This study examines linguistic errors found in English captions on Instagram, focusing on grammatical, lexical, and pragmatic aspects. The research employs a qualitative descriptive design, with data collected from captions written by students as non-native speakers of English. The findings reveal that grammatical errors are the most dominant, particularly in verb usage and sentence structure, followed by lexical and pragmatic errors. These errors are largely influenced by first language interference, overgeneralization, and limited exposure to authentic English use. The study argues that social media, while often perceived as informal, reflects genuine language production and therefore offers valuable insights into learners’ interlanguage development. The findings suggest that integrating social media into language instruction can enhance learners’ awareness of both accuracy and appropriateness in English usage.
GRAMMATICAL ERRORS IN INDONESIAN EFL STUDENTS’ WRITING: A LIBRARY RESEARCH FROM THE PERSPECTIVES OF CONTRASTIVE ANALYSIS AND ERROR ANALYSIS Lili Elisa Rahma; Nazwa Umri Damanik; Rismayani Marpaung; Siti Ismahani
LANGUAGE : Jurnal Inovasi Pendidikan Bahasa dan Sastra Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/language.v6i3.12529

Abstract

ABSTRACT Writing is one of the most challenging skills for learners of English as a Foreign Language (EFL) because it requires the integration of linguistic, cognitive, and communicative competencies. In higher education, writing proficiency is essential for producing various academic texts; however, Indonesian EFL students continue to experience grammatical difficulties that negatively affect the quality of their writing. This study aims to examine the common grammatical errors found in the writing of Indonesian EFL students through the perspectives of Contrastive Analysis and Error Analysis. This study employed a library research design by analyzing and synthesizing relevant books, scholarly journal articles, and previous studies. The findings reveal that the most frequent grammatical errors involve tense usage, subject–verb agreement, articles, prepositions, plural forms, and sentence structure. These errors are primarily attributed to first-language transfer, overgeneralization, incomplete rule application, limited grammatical competence, and structural differences between Indonesian and English. In conclusion, Contrastive Analysis and Error Analysis provide complementary frameworks for identifying the sources of grammatical errors and serve as a valuable basis for improving the writing accuracy of EFL learners. The findings are expected to provide useful insights for teachers, curriculum developers, and researchers in designing more effective EFL writing instruction. ABSTRAK Menulis merupakan salah satu keterampilan yang paling menantang bagi pembelajar Bahasa Inggris sebagai Bahasa Asing (English as a Foreign Language/EFL) karena menuntut penguasaan aspek linguistik, kognitif, dan komunikatif. Dalam pendidikan tinggi, kemampuan menulis sangat penting untuk menghasilkan berbagai karya akademik, namun mahasiswa EFL di Indonesia masih sering melakukan kesalahan gramatikal yang memengaruhi kualitas tulisan. Penelitian ini bertujuan mengkaji kesalahan gramatikal yang umum ditemukan dalam tulisan mahasiswa EFL Indonesia melalui perspektif Analisis Kontrastif (Contrastive Analysis) dan Analisis Kesalahan (Error Analysis). Penelitian ini menggunakan metode kepustakaan (library research) dengan menganalisis berbagai buku, artikel ilmiah, dan hasil penelitian yang relevan. Hasil kajian menunjukkan bahwa kesalahan yang paling dominan meliputi penggunaan tenses, subject–verb agreement, artikel, preposisi, bentuk jamak, dan struktur kalimat. Kesalahan tersebut dipengaruhi oleh transfer bahasa pertama, overgeneralisasi, penerapan aturan yang tidak lengkap, keterbatasan penguasaan tata bahasa, serta perbedaan struktur antara bahasa Indonesia dan bahasa Inggris. Simpulannya, Analisis Kontrastif dan Analisis Kesalahan saling melengkapi dalam mengidentifikasi penyebab kesalahan gramatikal dan dapat menjadi landasan untuk meningkatkan akurasi menulis mahasiswa EFL. Temuan penelitian ini diharapkan menjadi acuan bagi guru, pengembang kurikulum, dan peneliti dalam mengembangkan pembelajaran menulis EFL yang lebih efektif.
SYNTAX ANALYSIS OF ENGLISH NOMINAL PHRASE STRUCTURE AND ITS IMPLICATIONS FOR GRAMMAR LEARNING: EFL LEARNERS Imelda Kurniati Siregar; Reinasya Br Surbakti; Tiara Adelia; Siti Ismahani
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i1.8474

Abstract

This study aims to analyze the structure of English noun phrases and examine their implications for grammar learning for learners of English as a Foreign Language (EFL). The study employs a qualitative approach using a literature study method by reviewing and analyzing books and journal articles that discuss noun phrase structures from a syntactic perspective and common errors made by EFL learners. The analysis focuses on the constituent elements of noun phrases, including the head noun, determiners, pre-modifiers, and post-modifiers. The findings show that EFL learners still experience significant difficulties in constructing correct noun phrases, particularly in the use of determiners, adjective order, and post-modifying structures such as prepositional phrases and relative clauses. The errors identified generally include omission, addition, misformation, and misordering, which are influenced by the complexity of noun phrase structures and interference from the learners’ first language. These errors affect clarity of meaning, grammatical accuracy, and the quality of learners’ academic writing. Therefore, a solid understanding of noun phrase structure is essential to improve learners’ syntactic competence and academic writing ability. This study is expected to contribute to the development of more effective and structure-based grammar teaching strategies for EFL learners. ABSTRAK Penelitian ini bertujuan untuk menganalisis struktur frasa nomina dalam bahasa Inggris serta mengkaji implikasinya terhadap pembelajaran tata bahasa bagi pembelajar bahasa Inggris sebagai bahasa asing (EFL). Penelitian ini menggunakan pendekatan kualitatif dengan metode studi pustaka melalui penelaahan dan analisis buku serta artikel jurnal yang membahas struktur frasa nomina dari perspektif sintaksis dan kesalahan yang umum dilakukan oleh pembelajar EFL. Analisis difokuskan pada unsur-unsur pembentuk frasa nomina yang meliputi unsur inti (head noun), penentu (determiner), pre-modifier, dan post-modifier. Hasil kajian menunjukkan bahwa pembelajar EFL masih mengalami kesulitan yang signifikan dalam membentuk frasa nomina yang benar, khususnya dalam penggunaan determiner, urutan adjektiva, serta struktur post-modifier seperti frasa preposisional dan klausa relatif. Kesalahan yang ditemukan umumnya berupa omission, addition, misformation, dan misordering yang dipengaruhi oleh kompleksitas struktur frasa nomina serta interferensi bahasa pertama pembelajar. Kesalahan-kesalahan tersebut berdampak pada kejelasan makna, ketepatan gramatikal, dan kualitas penulisan akademik pembelajar. Oleh karena itu, pemahaman yang kuat terhadap struktur frasa nomina sangat penting untuk meningkatkan kompetensi sintaksis dan kemampuan menulis akademik pembelajar EFL. Penelitian ini diharapkan dapat berkontribusi pada pengembangan strategi pembelajaran tata bahasa yang lebih efektif dan berbasis struktur.
Co-Authors Abdillah Surya Dirgantara Afzylianur Harahap Aghna Ilmi Parinduri Airen Widyana Aisyah Amru Aisyah Amru Alicia Syabina Alya Fadhillah Dalimunthe Alya Syahlani Saragih Andre Widianto Anis Syafa Wani Anissa Anissa Annisa Annisa Annisa Mutiah Matondang Anwar Abdillah Arriqah Raihani Asri Utari Asti Ananta Audy Serina Nahda Azra Batrisyia Sabrina Balqis Fadiah Budiman Budiman Celli Geovani Celli Geovanni Cindy Alia Ramadhany Citra Utami Dea Nita Aulia Dea Saharani Dela Wahyuni Devi Adelia Dewi, Sukma Dinda Sabda Aulia Dini Nur Aini Elvida Futri Mahara Elwan Ridhonta Sinulingga Fajar Aldiansyah Firza Sakinah Fitri Aisyah Amini Nst Gairah Riski Harahap Gilang Hizbullah Hafifah Hasyanah Dalimunthe Harshanda Rafika Putriana Hasan Bakti Nasution Hazeina Nasution, Adiba Nazilla Hazri Fikri Huda Hizkia Ahmad Siregar Ibtisamah Nasywa Icha Triwiyanti Ida Ayu Putu Sri Widnyani Imelda Kurniati Siregar Indah Permatasari Harahap Indi Hanifah Intan Nuriatama Irpi Octia Pebrianti Izzati Amirah Sari Izzati Amirah Sari Jannah, Miftahul Jannah Jihan Andini Kamarulla Rambe Kezia Elizanti Purba Khairunnisa Khairunnisa LAILATUL FITRIA Lainatusshifa Leni Mardiah Napitupulu Lili Elisa Rahma Lintang Bidadari Lubis, Rofikoh Lutfi Putri Khairani Lutfi Putri Khairani Lutfi Putri Khairani M. Kevin Al-farizy M. Radja Affan Hanafie Mahdia Arafah Malika Alya Maraimbang Daulay Maryati Salmiah Miftahul Jannah Muammar Tanjung Muhammad Alfin Aulia Mulia Natasya Mulia Rahmah Mutia Putri Mutia Zahra Nabila Dwi Hardiana Nabila Irsani Nabila Laila Nabilla Anggraini Nadhifa Shofi Andara Nadhira Afifah Nadia Wulandari Nadia Wulandari Nadila Tanjung Nadila Tanjung Naila Al-Zahwa Nasywa Sakinah Nasywa Sakinah Natasya Aisyah Natasya Herza Harahap Nazwa Atalia Zahra Nazwa Umri Damanik Nuha Mu’adzah Rana Nur Ain Nun Nuranisa Nurasiah Anggini Nurhidayati Nuri Handayani Nuriana Nurul Anisya Ray Nurul Atika Lubis Nurul Fadilah Tambunan Nurul Hidayah Lubis Putri Maulida Putri Zahriah Qoeddri Farhansyah Rasid Saleh Matondang Raudhotul Fadhilah Reinasya Br Surbakti Rifky Amardiaz Rismayani Marpaung Rizazah Putri Raudine Rizki Adha Rizki Tiara Ayunda Rizky Ummi Thahira Nasution Rizvy Azyura Rosa Anjani Rosanti Nasution Rossy Annisa Sabrina Salsabila Salwa Khumairah Hasyim Sania Oktavia Nasution Sayyidati Maliha Sholihatul Hamidah Daulay Siti Nurhaliza Sofiyani Nasution Sonia Sabilla Sonia Sabilla Sonia Sabilla Suci Haryanti Sugeng Wanto Sulidar Sulidar Sulistina Ratulani Syafira S Syukri Syukri Tartila Yazofa Thorieq Al Abdu Tiara Adelia Tiara Putri Tiara Putri Tiara Sani Tisya Amalia Putri Sitorus Tuti Alawiyah Ramadhani Nasution Ulfa Lifia Bahri Widya Maharani Willy Suari Wisda Naura Yusriani Y Yusriani Yusriani Yusriani, Yusriani