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All Journal Tekstual IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature ELS Journal On Interdisciplinary Studies in Humanities Community Development Journal: Jurnal Pengabdian Masyarakat Jurnal Pengabdian Masyarakat Khatulistiwa Cakrawala Bahasa Jurnal Bilingual ELite Journal: International Journal of Education, Language and Literature
Firmansyah Firmansyah
Pendidikan Bahasa Inggris, Universitas Khairun, Ternate, Maluku Utara
Religion Arts Humanities Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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Students’ Competence in Using Transitive and Intransitive Verbs in Simple Sentences Zuhesty Raitah Mansur; Sutaryo Sutaryo; Firmansyah Firmansyah; Yetty Yetty
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 4 (2025): DECEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i4.48715

Abstract

This study aims to investigate students’ competence in using transitive and intransitive verbs in simple English sentences and to identify the types of errors commonly made by students. A quantitative descriptive research design was employed, using multiple-choice and essay tests as research instruments. The participants were 30 third-semester students of Class A from the English Language Education Study Program, Khairun University. The findings revealed that the average student score was 69.17, which falls within the “Enough” or medium competence category. The results also indicated that students demonstrated better mastery of transitive verbs compared to intransitive verbs. The most frequent errors involved the use of inappropriate objects after intransitive verbs and confusion in distinguishing verbs that can function as both transitive and intransitive. A comparative analysis between the two test formats showed that students performed better in essay tests than in multiple-choice tests, with 63.3% of students achieving a “Very Good” category in applying verbs in contextual sentences. These findings highlight the need for focused instructional strategies to enhance grammatical competence, particularly in understanding and applying verb types accurately in sentence construction. The study contributes to the broader understanding of English grammar acquisition among EFL learners and provides insights for curriculum improvement in language education programs.
Reading Comprehension Challenges and Their Contributing Factors Among EFL Students at SMPN 2 Kota Ternate Novita Duyung; Indry Widyasti Anwar; Magvirah Octasary; Firmansyah Firmansyah
Cakrawala Bahasa Vol 15 No 1 (2026): Edisi Mei 2026
Publisher : FKIP Universitas Khairun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33387/j.cakra.v15i1.12053

Abstract

Reading comprehension remains one of the most challenging skills for English as a Foreign Language (EFL) learners, particularly at the junior high school level. This study aimed to identify the reading comprehension challenges faced by ninth-grade students at SMPN 2 Kota Ternate and to investigate the factors contributing to those challenges. The study employed a descriptive research design involving 34 students of class IX-1. Data were collected through a reading comprehension test consisting of five reading aspects, namely identifying main ideas, identifying references, making inferences, finding detailed information, and interpreting vocabulary. A questionnaire was also administered to identify linguistic and non-linguistic factors affecting students’ reading comprehension. The findings revealed that the students experienced substantial difficulties in reading comprehension, with an average score of 39.85, categorized as very poor. Among the five aspects assessed, vocabulary was identified as the most difficult aspect, followed by references and main ideas. The questionnaire results indicated that limited vocabulary mastery, insufficient grammar knowledge, lack of effective reading strategies, low motivation, limited background knowledge, and poor reading habits contributed to students’ difficulties. These findings suggest that reading instruction should focus not only on improving linguistic competence but also on developing reading strategies and motivation. More contextualized and interactive reading activities are recommended to support students’ reading comprehension development.
Co-Authors Abdulhalim Daud Abdulrahman, Yuli Yanti Ade Ismail Alifia Nur Aisyah Anwar Ismail Fatimah Fiki Febrian Dwi Prasetya Hujaefa Hi Muhamad Indry Widyasti Anwar Irmawaty - Hasyim Irmawaty Hasyim Iswandi Abdulrahman Jaya, Parwati Magvirah Octasary Nadia Idris Nazwa Latifah Salim Novita Duyung Salmia Syarifuddin Sri Ayu Budi Lestari Susi Astiantih Sutaryo Sutaryo Syarifuddin N Kapita Yetty Yetty Yetty Yetty Yetty Yetty Yetty Yetty Zuhesty Raitah Mansur