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All Journal Lectura : Jurnal Pendidikan ELT-Lectura JOURNAL OF ENGLISH FOR ACADEMIC Jurnal Ilmu Pendidikan Jurnal Pengabdian Masyarakat Bhinneka Jurnal Pengabdian Masyarakat Bangsa INTERNATIONAL JOURNAL OF LANGUAGE PEDAGOGY EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics
Vina Fathira, Vina
Sekolah Tinggi Ilmu Bahasa Asing Persada Bunda Pekanbaru
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Grammatical Challenges in English Writing among First-Year University Students Abbas, M. Fadhly Farhy; Fathira, Vina; Masbiran, Gunaldi
ENGLISH JOURNAL OF INDRAGIRI Vol. 10 No. 1 (2026): EJI (English Journal of Indragiri): Studies in Education, Literature, and Ling
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/eji.v10i1.3388

Abstract

Grammar is a crucial component of English writing, yet many first-year university students face difficulties in applying it correctly. This study aims to explore the grammatical challenges of first-year university students in English writing, including their difficulties, strategies, and perceptions. This qualitative study involved 10 first-year university students enrolled in an introductory English course at a university in Pekanbaru, providing insights into their grammatical challenges, strategies, and perceptions in English writing. Data were collected through interviews. The responses were analyzed thematically and illustrated using direct quotations. The findings revealed that students frequently struggle with tenses, subject–verb agreement, prepositions, and sentence structure. Writing frequency varied, with some students practicing regularly while others wrote only when assigned. Strategies to improve grammar included reading example sentences, using applications and books, asking peers or teachers for feedback, and self-correction. Students acknowledged that understanding grammar is important for clarity, effective communication, and academic success. The study highlights the need for structured grammar instruction, regular writing practice, and effective feedback. Providing reliable resources and emphasizing common error patterns can help students overcome grammatical challenges and enhance their writing skills. It is recommended that educators provide targeted grammar lessons focusing on common errors, integrate digital tools to support autonomous learning, and encourage consistent writing practice to help students enhance their grammar skills and overall writing proficiency.
Fostering Critical Thinking and Digital Literacy: Students’ Use of the Verb “Be” in English Sentences Masbiran, Gunaldi; Fathira, Vina; Asril, Lelly Zuyana
ENGLISH JOURNAL OF INDRAGIRI Vol. 10 No. 1 (2026): EJI (English Journal of Indragiri): Studies in Education, Literature, and Ling
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/eji.v10i1.3389

Abstract

This study aims to analyze students’ mastery of the verb be in various sentence forms and to evaluate the role of digital-based exercises in enhancing students’ critical thinking and digital literacy skills. The study employed a quantitative descriptive approach, with data collected through Google Forms from 12 EFL students. The research instrument consisted of multiple-choice questions, with 10 items each for positive sentences, negative sentences, and interrogative sentences. The results indicate that students are more proficient in forming positive sentences, while negative and interrogative sentences show higher error rates, particularly regarding subject-verb inversion and the use of not. Activities requiring students to explain their answer choices fostered the development of critical thinking skills, while the use of an online platform strengthened their digital literacy. The limitations of this study include a relatively small sample size and a focus on simple sentences. Future research is suggested to expand the sample, use more complex sentences, and explore the relationship between grammar mastery, critical thinking, and digital literacy in more authentic learning contexts.
Co-Authors Abbas, M Fadhly Farhy Anjelia, Riri Asril, Lelly Zuyana Elsara, Wenny Hermawati Syarif M. Fadhly Farhy Abbas, M. Fadhly Farhy masbiran, gunaldi Maspufah, Maspufah Putri, Nabila Achyani Julia Silvia Utami, Silvia Sitti Hadijah, Sitti ZURIATI, DIANA