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Faulty parallel structure in students’ argumentative writing Asti Ayuningsih; Sri Widyarti Ali; Fahria Malabar
TRANS-KATA: Journal of Language, Literature, Culture and Education Vol. 1 No. 1 (2020): TRANS-KATA: Journal of Language, Literature, Culture, and Education
Publisher : TRANSBAHASA

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In writing, to produce well-structured and understandable sentences, students must have knowledge of one aspect of grammar, namely parallelism. However, in fact, many students do not understand the concept of parallelism so that they fail to apply it in writing. This study examines the common types of faulty parallel structure in students‟ argumentative writing and investigates the factors which cause the fault. This is a qualitative study that collects the primary data from students‟ argumentative writing in particular topics which demand them to present their arguments and to provide their position, reasons and evidence in their writing, and the secondary data from the interview. As a result, this study discovers that students commit the faults in different types of parallelism, and mostly take place in parallel structure with elements joined by conjunction, both coordinating and correlative conjunction. The result of the interview section shows that students make the faulty parallelism due to lack of knowledge, lack of attention, and lack of vocabulary. Thus, in order to reduce the faulty parallel structure, the specific materials about parallelism should be added in writing or grammar‟s lesson plan.

English Phonetics and Phonology Learning and Its Impact on Students’ English Pronunciation Sri Widyarti Ali
International Journal of English Education and Linguistics (IJoEEL) Vol 5, No 1 (2023)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v5i1.5930

This study aims to identify students' perceptions and expectations of English Phonetics and Phonology learning, and whether the learning process in this course meets students' needs and expectations for mastering English pronunciation. This research is conducted at the English department of Universitas Negeri Gorontalo, by taking English Department students as research subjects. Students' perceptions and expectations regarding the English phonetics and phonology course are described using a qualitative method gleaned from student interviews. The interviews show students' perceptions of the English phonetics and phonology course that the process of learning the subject is enjoyable, the lecturer's teaching method aids students to comprehend the course material, and the course material was well-explained. While the findings of interviews on students' perceptions of the impact of studying English phonetics and phonology on their English pronunciation show that through this course students gain a better understanding of phonetics symbols, are able to recognize and distinguish various English sounds, are capable of producing language sounds with the proper use of speech organs, can correctly apply stress and intonation to English words and sentences, and improve their English pronunciation. Finally, students have expectations about the teaching and learning of English phonetics and phonology, such as lecturers should use more interesting teaching techniques, provide more practice to students, and ensure students comprehend the lesson learned before class ends.

Syntactic Tree Diagram: Students' Problems and the Causes Sri Widyarti Ali
International Journal of English Linguistics, Literature, and Education (IJELLE) Vol. 5 No. 1 (2023)
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/ijelle.v5i1.3717

Syntactic tree diagrams are used to help students recognize and analyze sentence structure. This study aims to discover students' difficulties in constructing syntactic tree diagrams of simple sentences. The descriptive qualitative approach was implemented with six English Department students participating as research participants. The data was gathered using interviews as the primary instrument and tests as a secondary instrument. The findings of this study show that students have six problems when constructing the syntactic tree diagram: determining phrase structure rules, placing words and phrases, determining word classes, drawing the diagram of long sentences, drawing arrows on the syntactic tree diagram, and identifying sentences with ambiguous meaning. Furthermore, some factors, such as insufficient knowledge of tree diagrams, the classroom environment, and a lack of confidence, contribute to students' difficulties in drawing the syntactic tree diagram of simple sentences. In light of the findings of this study, it is proposed that students practice constructing the syntactic tree diagram. Furthermore, lecturers are expected to give students more practice constructing syntactic tree diagrams in order to improve their ability to analyze sentence structure.

EXPLORING ENGLISH LANGUAGE EXPOSURE TO STUDENTS OF ENGLISH LANGUAGE EDUCATION STUDY PROGRAM UNIVERSITAS NEGERI GORONTALO Elma Jilan Akili; Indri Wirahmi Bay, Sri Widyarti Ali
INTERNATIONAL JOURNAL OF SOCIETY REVIEWS Vol. 2 No. 7 (2025): INTERNATIONAL JOURNAL OF SOCIETY REVIEWS (INJOSER)
Publisher : Adisam Publisher

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Language proficiency is a critical skill, and understanding the dynamics of language exposure is fundamental to its acquisition. This research applied quantitative descriptive research aims to describe language exposure among 2021 English Department students at the English Language Education Study Program (ELESP), Universitas Negeri Gorontalo. The study is guided by Magno's exposure framework, encompassing home, friends, school, and media. The background of the study highlights the importance of language exposure in language acquisition, with a specific focus on the four exposure types within the context of ELESP. The objectives centre on providing information about the language exposure experiences of the 2021 cohort, guided by these four exposure types. The methodology employs a quantitative descriptive approach, using surveys and written interviews. The practical significance of this study lies in its potential use as a resource for ELESP, offering insights into the effectiveness of their English language exposure across these four types. Theoretically, the research contributes to the academic discourse, serving as a learning resource for students of ELESP and offering a new perspective for future researchers in the same field.

EXPLORING STUDENTS’ CHALLENGES IN IMPLEMENTING PROJECT- BASED LEARNING IN TEFL CLASS Nurlaila Husain; Sri Widyarti Ali
International Journal of Teaching and Learning Vol. 3 No. 4 (2025): APRIL
Publisher : Adisam Publisher

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This study investigates the challenges faced by students in implementing Project- Based Learning (PjBL) in the Teaching English as a Foreign Language (TEFL) course within the English Education Study Program. Using a descriptive qualitative approach, data were collected through questionnaires given to ten TEFL students with PjBL experience. Results show that limited knowledge of PjBL concepts, inconsistent lecturer guidance, and restricted resources contribute to student difficulties, reducing motivation and learning outcomes. The study suggests the need for clearer instructional support, improved facilities, and structured guidance to optimize the effectiveness of PjBL in language education.

English: Tingkat Kecemasan Terhadap Tata Bahasa dan Subskala di Kalangan Mahasiswa Bahasa Inggris sebagai Bahasa Asing Audy Meylinda Mokoginta; Indri Wirahmi Bay; Sri Widyarti Ali
ELOQUENCE : Journal of Foreign Language Vol. 5 No. 1 (2026): APRIL
Publisher : Language Development Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/eloquence.v5i1.3179

Background: Grammar anxiety is a persistent affective barrier that negatively affects EFL students grammatical performance in higher education settings. Objectives: This study intends to investigate the levels, subscales, and severity of grammar anxiety among fourth-semester EFL students. Method: In this study, a quantitative descriptive design was utilized, with the structured questionnaire serving as the primary source for data collection. The target population consisted of 135 fourth-semester students. However, only 90 students voluntarily participated by completing the questionnaire. Therefore, the study employed a convenience sampling technique. The Grammar Anxiety Scale, which was developed by Ekinci Çelikpazu and Taşdemir, was used as the research instrument. Data analysis was done through descriptive statistics, mean scores, and categorization procedures regarding severity to determine levels and patterns of grammar anxiety. Results and Discussion: It was revealed in the results that 68.89% of the students experience grammar anxiety at a moderate level, 16.67% at a high level, and 14.44% at a low level. The highest anxiety level, among the three subscales, falls into the Emphasis on Grammar Learning subscales, followed by Student Confidence and then Grammar Learning Experience. The researchers concluded that grammar anxiety still remains one of the significant affective factors influencing students' confidence and participation. On the ground of these findings, it is recommended to English teachers to provide a supportive, communicative, and student-centered environment, which may reduce anxiety and enhance student engagement in grammar learning. Conclusions and Implications: This study concludes that grammar anxiety still remains an influential factor in EFL students grammar learning and underlines the need for supportive instructional strategies. From these results, implications have been offered to teachers, curriculum designers, and future researchers on developing approaches that minimize anxiety and enhance grammar learning outcomes.

Faulty parallel structure in students’ argumentative writing Asti Ayuningsih; Sri Widyarti Ali; Fahria Malabar
TRANS-KATA: Journal of Language, Literature, Culture and Education Vol. 1 No. 1 (2020): TRANS-KATA: Journal of Language, Literature, Culture, and Education
Publisher : TRANSBAHASA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54923/jllce.v1i1.16

In writing, to produce well-structured and understandable sentences, students must have knowledge of one aspect of grammar, namely parallelism. However, in fact, many students do not understand the concept of parallelism so that they fail to apply it in writing. This study examines the common types of faulty parallel structure in students‟ argumentative writing and investigates the factors which cause the fault. This is a qualitative study that collects the primary data from students‟ argumentative writing in particular topics which demand them to present their arguments and to provide their position, reasons and evidence in their writing, and the secondary data from the interview. As a result, this study discovers that students commit the faults in different types of parallelism, and mostly take place in parallel structure with elements joined by conjunction, both coordinating and correlative conjunction. The result of the interview section shows that students make the faulty parallelism due to lack of knowledge, lack of attention, and lack of vocabulary. Thus, in order to reduce the faulty parallel structure, the specific materials about parallelism should be added in writing or grammar‟s lesson plan.

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