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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) JETL (Journal Of Education, Teaching and Learning) Didaktik : Jurnal Ilmiah PGSD STKIP Subang Register : Journal of English Language Teaching and Learning of FBS UNIMED Jurnal Pengabdian Masyarakat As-salam Jurnal Sastra Indonesia Sustainable
Barli Kifli
Universitas Negeri Medan
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Physics Social Sciences Other

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INTEGRATING BASIC SYNTAX LEARNING TO IMPROVE ENGLISH WRITING ACCURACY AND GRAMMATICAL COMPREHENSION OF 11TH GRADE STUDENTS Bahagia Saragih; Barli Kifli; Ahdan Labarata Sagala; Ashlah Nurshadiqah; Jessi Keysia Simangunsong; Laura Isabella Lumbantobing; M. Alif Putra Panjaitan; Meilani Simatupang
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13607

Abstract

This study aims to investigate the relationship between basic syntax mastery and English writing accuracy among Indonesian senior high school students, identify specific syntactic challenges they encounter, and examine how explicit syntax instruction contributes to improved grammatical comprehension in written production. Data were collected from 15 eleventh-grade students at a public senior high school. Sources included a diagnostic syntax test, student essays, and structured questionnaires. A mixed-methods design employed three instruments: a 15-item multiple-choice syntax diagnostic test covering basic sentence structure, parts of speech, phrases, clauses, and sentence types; an essay writing task analyzed for syntactic accuracy using an error classification framework; a student perception questionnaire. Quantitative data were analyzed through descriptive statistics and error frequency calculations; qualitative data underwent thematic analysis. The diagnostic test revealed a mean score of 6.87 out of 15 (45.8%), indicating below-average syntax mastery. Essay analysis showed an average syntactic error rate of 64.4%, with the most frequent errors being incorrect word order (27.3%), sentence fragments from omitted subjects or verbs (22.1%), run-on sentences (19.5%), incorrect conjunction use (17.2%), and tense inconsistency (13.9%). Students demonstrated greater accuracy with simple sentences but struggled significantly with complex structures requiring subordination and clause embedding. Questionnaire responses indicated that 73.3% of students lacked confidence in constructing grammatically accurate English sentences. The findings underscore the critical need for explicit, systematic syntax instruction integrated into EFL writing curricula. Pedagogical strategies including syntactic awareness exercises, sentence-combining activities, and targeted error correction are recommended to bridge the gap between theoretical knowledge and practical writing application.
THE PROCEDURES OF PHONOLOGICAL MODIFICATION IN THE ENGLISH AND INDONESIAN LANGUAGES Bahagia Saragih; Barli Kifli; Fitria Ningsi; Naulida Situmeang; Novita Icha Pratiwi; Silviana Olivia; Syahrani Fathiansyah Hasibuan; Zaskia Az Zahra Nasution
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2026): Volume 12 No. 01, Maret 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.13814

Abstract

Phonological change is commonly experienced by bilingual students who use Indonesian and English in daily communication due to differences in the sound systems of both languages. This study aimed to analyze the phonological change processes experienced by second-semester students at Universitas Negeri Medan in Indonesian and English pronunciation, including the factors influencing these changes and students’ perspectives on phonology learning. This study applied a descriptive contrastive design. The data were obtained from the responses of 10 second-semester students taking Indonesian and English language courses at Universitas Negeri Medan. Data were collected using a structured close-ended questionnaire consisting of several sections related to pronunciation habits, phonological processes, influencing factors, and learning preferences. The collected data were classified based on phonological processes and analyzed descriptively using simple percentages. The findings showed that phonological changes frequently occurred in both languages. In Indonesian, deletion became the most dominant process, especially the omission of final sounds in informal speech. In English, epenthesis frequently appeared when students added vowel sounds to simplify consonant clusters. The study also revealed that first language interference, speaking habits, and limited corrective feedback influenced students’ pronunciation patterns. In addition, most students preferred practical pronunciation learning activities such as speaking exercises and direct correction. These findings imply that improving phonological awareness and providing more pronunciation practice are important to support bilingual learners in developing clearer and more accurate pronunciation.
THE USE OF DISCOURSE COMPLETION TASK (DCT) AS EXPLICIT INSTRUCTION ON INDONESIAN EFL LEARNERS’ PRODUCTION OF SUGGESTION ACTS Aika Salsabila; Bahagia Saragih; Barli Kifli; Erika Novalia Srywina Sibuea; Khairiah Putri Zulfran; Lulu Olivia Simorangkir; Nabila Ramayani; Safira Abita
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13902

Abstract

This study aims to identify pragmatic strategies used by EFL students in peer communication, particularly in the speech acts of requesting, refusing, and apologizing. A descriptive quantitative method was applied using a Discourse Completion Task (DCT) instrument adapted from Blum-Kulka, House, and Kasper (1989). Ten students were selected as respondents through purposive sampling. The results indicate that EFL students tend to use Conventionally Indirect strategies in requesting and refusing situations, while in apologizing situations, students lean toward Softened Indirect to Full Apologetic strategies. These findings suggest that students possess adequate pragmatic awareness in maintaining politeness during informal peer communication.
IDENTITY NEGOTIATION, COGNITIVE PROCESSING, AND DIGITAL DOMINANCE: A SOCIO-PSYCHOLINGUISTIC ANALYSIS OF ENGLISH LANGUAGE USE AMONG INDONESIAN YOUTH Bahagia Saragih; Barli Kifli; Noela Ashyera Manik; Yohana Clara Elisabeth Simbolon; Revalen Andryany Br Ambarita; Ririn Prinita Sihotang; Trisia Inggreya Saragih; Yeane Celcelia Simanjuntak
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 Nomor 02, Juni 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.14153

Abstract

The proliferation of English across Indonesian digital and social land-scapes has generated complex sociolinguistic phenomena among young speakers, encompassing code-switching practices, accent ideol-ogy conflicts, and evolving cognitive patterns. This study investigates the intersections of identity negotiation, cognitive processing, and the in-fluence of digital media on English language use among a group of In-donesian senior high school students aged 16-18 in Medan. A mixed-methods design was employed, combining a five-item Likert-scale sur-vey administered to 15 respondents with in-depth qualitative interviews and open-ended responses. Quantitative data were analyzed descrip-tively, while qualitative findings were subjected to thematic coding and socio-psycholinguistic interpretation. Findings reveal that code-switching commands the highest agreement (Mean = 4.00), functioning as both a communicative tool and a vehicle for social identity construction. Confi-dence in formal English use stands at a moderate-high level (Mean = 3.47), while the cognitive shift toward thinking in English remains devel-opmental (Mean = 3.20). Accent ideology produces a near-equal but emotionally charged divide: 53.33% favor native-like pronunciation while 46.67% advocate for localized accent retention. Social media emerges as the primary driver of English lexical acquisition (Mean = 3.60), em-bedding slang terms such as literally, cringe, and slay into everyday dis-course. The findings contribute to socio-psycholinguistic scholarship by demonstrating that English use among these young learners is not merely a communicative act but a dynamic process of identity perfor-mance, cognitive becoming, and resistance to linguistic normativity in the digital era.
The Influence of First Language on Students’ English Speaking Difficulties at SMAN 12 Medan Bahagia Saragih; Barli Kifli; May Rani Gresya Barus; Theo Josep Grasio Sipahutar; Rika Lestari br Sembiring; Uswatun Habibah; Fania Zahra Batubara; Partahi Josua Parhusip
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 Nomor 02, Juni 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.15205

Abstract

This study explores the role of the first language in English learning among students at SMAN 12 Medan. The research aims to analyze how the mother language influences students’ speaking performance in learning English as a foreign language. A descriptive qualitative method was applied in this study involving 35 eleventh-grade students of SMAN 12 Medan. The data were obtained through questionnaires and students’ responses related to speaking activities. The findings indicate that students still experience several difficulties in speaking English, including vocabulary limitations, grammar problems, pronunciation difficulties, speaking anxiety, and low selfconfidence. Vocabulary was identified as the most dominant problem faced by students during communication activities. The results also show that many learners tend to use their first language as support when they have difficulties expressing ideas in English. Example , students applied several communication strategies such as using fillers, asking for help, using gestures, and simplifying sentences in order to maintain communication. These strategies helped students continue speaking despite their language limitations. The study concludes that the first language remains an important factor in second language learning because it can support understanding while also creating challenges in English communication.
Co-Authors Ahdan Labarata Sagala Aika Salsabila Ashlah Nurshadiqah Ayu Nadira Wulandari Bahagia Saragih Erika Novalia Srywina Sibuea Fania Zahra Batubara Fitri Ayu Fitri Ayu Fitria Ningsi Gamal Kartono Isli Iriani Indiah Pane, Isli Iriani Isnaeni, Diah Mutiara Jessi Keysia Simangunsong Khadijah Khadijah Khairiah Putri Zulfran Laura Isabella Lumbantobing Lidiman Sahat Martua Sinaga Lulu Olivia Simorangkir M. Alif Putra Panjaitan Malay, Irvan May Rani Gresya Barus Meilani Simatupang Mesra Mesra Muhammad Hasyimsyah Batubara Nabila Ramayani Naulida Situmeang Nazlah Syahaf Nasution Noela Ashyera Manik Novita Icha Pratiwi Partahi Josua Parhusip Revalen Andryany Br Ambarita Rika Lestari br Sembiring Ririn Prinita Sihotang Safira Abita Siallagan, Lasenna Silviana Olivia Simanullang, Rouli Syahrani Fathiansyah Hasibuan Theo Josep Grasio Sipahutar Trisia Inggreya Saragih Uswatun Habibah Yeane Celcelia Simanjuntak Yohana Clara Elisabeth Simbolon Zaskia Az Zahra Nasution Zulkifli Zulkifli