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All Journal Jurnal Pendidikan Dasar Jurnal Dimensi Pendidikan dan Pembelajaran JUANG: Jurnal Wahana Konseling JPM (Jurnal Pendidikan Modern) Journal of English Language and Education Jurnal Edukasi Citra Olahraga DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra JBK JBK (Jurnal Bimbingan dan Konseling) Journal of English Language Teaching and Literature (JELITA) JUBIKOPS
Taufik Taufik
Universitas Muhammadiyah Barru
Religion Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Journal : Journal of English Language and Education

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Misconstructing Pseudo-Complement Clauses and Extraposition in English Writing by Elementary Students: A Cognitive Syntax Lens Stevani, Margaret; Wijayati, Wahyu; Taufik, Taufik; Saragi, Alexander Adrian
Journal of English Language and Education Vol 10, No 4 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i4.1067

Abstract

This research examined systematic errors in pseudo-complement clauses and extraposition. The errors included subject-raising issues, verb-complement mismapping, nominalization drift, and filler-gap confusion. These were found in the English writing of Indonesian elementary school students in Medan, North Sumatra and Manado, North Sulawesi. The research used a cognitive syntax framework and applied a qualitative multiple-case study design. Data were collected through free-writing prompts. The findings revealed frequent clause misformations. Common patterns included overuse of “It is + Verb + That/To” constructions, blending of that/to clauses, mislearned subject raising, and poor control of nonfinite clauses. These errors reflected deeper cognitive struggles. Students had difficulty managing clause control, syntactic focus, and verb-complement alignment. The issues were partly influenced by L1 transfer and rote use of lexical chunks. Many students tried to express abstract ideas without sufficient syntactic mastery. These were not isolated mistakes, but signs of developing syntactic representation. The research emphasized the need for clause-based instruction. Such instruction can support both conceptual understanding and grammatical development. The implications for early writing pedagogy and future developmental studies in bilingual contexts were also discussed
Co-Authors AA Sudharmawan, AA Amir Amir Aschari Senjahari Rawe Eva Yulpa Nadila Eva Yulpa Nadila Fiptar Abdi Alam Herawati Herawati Margaret Stevani Miftahul Jannah Nashruddin Nashruddin Nur Amimah Nublah Syukur Nurasisa Nurasisa Reski Amamalia Saragi, Alexander Adrian Sartikul Abadiah Siti Hardiyanti Bahnar Sulfian Syarif Sulfian Syarif Wahyu Wijayati, Wahyu