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All Journal Linguistic, English Education and Art (LEEA) Journal Proceedings Series on Social Sciences & Humanities Linguistic, English Education and Art (LEEA) Journal
Hasanudin
Universitas Muhammadiyah Sorong
Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Derivational or Inflectional Morpheme: A Case of Papuan EFL Students’ Comprehension in Narrative Text Inna Mahjanisuri Woretma; Shilviya Irna Dwiyanti; Hasanudin; Yuliana; Ahmad Wael
Proceedings Series on Social Sciences & Humanities Vol. 18 (2024): Proceedings of International Student Conference on Education (ISCE) 2024
Publisher : UM Purwokerto Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/pssh.v18i.1246

Abstract

The objective of this research is to scrutinize how students in the English Language Department distinguish derivational morphemes and inflectional morphemes using narrative text. Consequently, student’s obstacles in distinguishing between both of bound morphemes. Qualitative methods are employed to this research with a descriptive approach to collect and analyze derivational and inflectional morphemes. The findings revealed a total of fifty-three derivational and inflectional morphemes, comprising fifteen derivational morphemes and thirty-eight inflectional morphemes. In terms of comprehension, EFL students score 66.5 in derivational morphemes, falling under the C category, indicating a good level of understanding. For inflectional morphemes, students achieve a score of 89, placing them in the A category, signifying a very good understanding. Regarding the obstacles, students face in comprehending derivational morphemes and inflectional morphemes the main challenges are the lack of vocabulary and the lack of grammar, which make it difficult for EFL students to know word class changes and grammar function changes.
Lecturers' Questioning Strategies in EFL Classroom Interaction at an Indonesian University Hayat M. Ohorella; Hasanudin; Dian Saputra; Villia G. Joseph; Rezkiah Hartanti
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 3 (2026): Linguistic, English Education and Art (LEEA)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/z6k9a045

Abstract

ABSTRACT This study examined the questioning strategies used by three lecturers in an English Education Department at a university in eastern Indonesia, focusing on both the types of questions they employed and the reasoning underlying their use. A qualitative descriptive case study design was employed, combining non-participant classroom observation with semi-structured interviews. Each lecturer was observed during one complete teaching session of approximately 90 minutes; classroom interactions were audio-recorded, transcribed, and analyzed by categorizing question types and questioning-control techniques, while interview data were analyzed thematically to identify the lecturers' underlying rationales. The findings suggest that the lecturers applied both question-planning strategies (open-ended, follow-up, probing, and evidence-eliciting questions) and question-controlling strategies (individual nomination, whole-class address, wait time, and repetition or reformulation of questions). The selection of strategies was shaped more by the flow of ongoing classroom interaction than by predetermined lesson plans. Despite variation in the range of strategies used, all three lecturers shared the goals of sustaining engagement, activating prior knowledge, and encouraging deeper thinking, with one lecturer placing particular emphasis on analytical rather than recall-based responses. The findings position questioning as a flexible, interactionally responsive pedagogical practice rather than a fixed technique, and provide English departments with concrete, evidence-based entry points for lecturer training aimed at expanding question-controlling repertoires. Future research should extend observation across multiple sessions and a more institutionally diverse sample to examine whether the deliberate broadening of question-controlling strategies produces measurable gains in student participation and language output over time. Keywords: Classroom discourse, Classroom interaction; EFL lecturers; Higher education; Questioning strategies
Lecturers' Questioning Strategies in EFL Classroom Interaction at an Indonesian University Hayat M. Ohorella; Hasanudin; Dian Saputra; Villia G. Joseph; Rezkiah Hartanti
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 3 (2026): Linguistic, English Education and Art (LEEA)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/z6k9a045

Abstract

ABSTRACT This study examined the questioning strategies used by three lecturers in an English Education Department at a university in eastern Indonesia, focusing on both the types of questions they employed and the reasoning underlying their use. A qualitative descriptive case study design was employed, combining non-participant classroom observation with semi-structured interviews. Each lecturer was observed during one complete teaching session of approximately 90 minutes; classroom interactions were audio-recorded, transcribed, and analyzed by categorizing question types and questioning-control techniques, while interview data were analyzed thematically to identify the lecturers' underlying rationales. The findings suggest that the lecturers applied both question-planning strategies (open-ended, follow-up, probing, and evidence-eliciting questions) and question-controlling strategies (individual nomination, whole-class address, wait time, and repetition or reformulation of questions). The selection of strategies was shaped more by the flow of ongoing classroom interaction than by predetermined lesson plans. Despite variation in the range of strategies used, all three lecturers shared the goals of sustaining engagement, activating prior knowledge, and encouraging deeper thinking, with one lecturer placing particular emphasis on analytical rather than recall-based responses. The findings position questioning as a flexible, interactionally responsive pedagogical practice rather than a fixed technique, and provide English departments with concrete, evidence-based entry points for lecturer training aimed at expanding question-controlling repertoires. Future research should extend observation across multiple sessions and a more institutionally diverse sample to examine whether the deliberate broadening of question-controlling strategies produces measurable gains in student participation and language output over time. Keywords: Classroom discourse, Classroom interaction; EFL lecturers; Higher education; Questioning strategies
Co-Authors Dian Saputra Hayat M. Ohorella Inna Mahjanisuri Woretma Rezkiah Hartanti Shilviya Irna Dwiyanti Villia G. Joseph Wael, Ahmad Yuliana Yuliana