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All Journal E-Link Journal Sintaksis: Publikasi Para Ahli Bahasa dan Sastra Inggris
Ribut Sabartono
Universitas Islam Jember
Education Languange, Linguistic, Communication & Media

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Error Analysis of Cohesion Devices in High School Students' Recount Text Writing Rani Syah Putri; Endah Nur Tjendani; Ribut Sabartono
E-Link Journal Vol 13 No 1 (2026): E-Link Journal
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/ej.v13i1.1351

Abstract

This study investigates errors in the use of grammatical cohesion devices in students’ recount writing at MA Ma’arif An-Nur. Grammatical cohesion is essential for creating coherent and meaningful texts; however, many EFL learners experience difficulties in using cohesive devices appropriately. This study aims to identify the types and patterns of errors in the use of grammatical cohesion devices.A qualitative descriptive design with an error analysis approach was employed. The data were collected from recount texts written by twenty tenth-grade students selected through purposive sampling. The analysis focused on four types of grammatical cohesion devices: reference, substitution, ellipsis, and conjunction.The findings indicate that reference and conjunction were the most frequently used cohesion devices and accounted for the majority of errors. Common errors included incorrect pronoun references and inappropriate use of conjunctions. In contrast, substitution and ellipsis were used less frequently, suggesting limited student mastery of these devices. The errors were influenced by students’ limited grammatical knowledge, first-language interference, and insufficient writing practice.In conclusion, students still face difficulties in applying grammatical cohesion devices accurately in recount writing. Therefore, more focused instruction and extensive writing practice are needed to improve students’ ability to produce coherent and cohesive texts.
Indonesian EFL Pre-service Teachers’ Acceptance of Grammarly as an Automated Writing Evaluation Tool: A TAM-Based Case Study Ubaidillah Ubaidillah; Endah Nur Tjendani; Ribut Sabartono
Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris Vol. 4 No. 5 (2026): September : Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/sintaksis.v4i5.2968

Abstract

This study investigates Indonesian pre-service teachers’ acceptance of Grammarly as an Automated Writing Evaluation (AWE) tool in academic writing. Despite the increasing integration of AWE technologies in higher education, limited research has examined how Indonesian EFL pre-service teachers perceive and accept such tools in academic writing. Employing a qualitative case study design, this study involved two female pre-service EFL teachers who had prior experience using Grammarly in academic writing courses. Data were collected through semi-structured interviews and analyzed using thematic analysis informed by the Technology Acceptance Model (TAM). The findings indicate that Grammarly is generally perceived as a useful and accessible tool that supports grammatical accuracy and enhances students’ confidence in academic writing. Participants also reported that Grammarly provides immediate feedback that facilitates the revision process and raises awareness of language use. However, concerns emerged regarding the reliability of automated feedback and the potential risk of over-reliance on the system. The study highlights both the opportunities and limitations of integrating AWE tools in EFL writing instruction and suggests that Grammarly should be used as a supportive resource rather than a replacement for teacher feedback.
Co-Authors Endah Nur Tjendani Rani Syah Putri Ubaidillah Ubaidillah