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POLITENESS STRATEGIES USED BY SENIOR HIGH SCHOOL STUDENTS IN LEARNING ENGLISH IN CENTRAL LAMPUNG Novriyani
Teaching English as Foreign Language, Literature and Linguistics Vol. 4 No. 2 (2024): TEFLICS
Publisher : Program Studi Pendidikan Bahasa Inggris,, Fakultas Ilmu Pendidikan, Universitas Hasyim Asy'ari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/teflics.v4i2.7501

Students interaction used politeness strategy helping learners develop the ability to communicate appropriately in different situations research was aimed to analyze the politeness strategies used by the students of senior high school. Politeness is an essential element of communication and is used to assure the quality of a relationship through language. Politeness in English classes is paramount to study because the sense of decency is indispensable. In another condition, virtual communication to some extent is challenging since it requires some rules to run proper interactions between lecturers and students. This involved descriptive qualitative research in which the research participants were forty participants. The data were spoken utterances of students performance. The data of politeness were analyzed based on (Brown & Levinson, 1987a). To achieve the purpose of study, the researcher used observation. The observation was done to observed and recorded of teaching and learning process. The research findings showed that Indonesian EFL learners tended to express annoyance when they made complaints. As for politeness, they mostly used bald on record and positive politeness. Social distance (D), rather than relative power (P), tended to influence the strategies of complaint and politeness

A Study of Syntactic Errors in English Produced by Non-Native Speakers Using Social Media Platforms Novriyani; Rizki Anugrah PR
Teaching English and Language Learning English Journal Vol. 5 No. 2 (2025): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v5i2.8146

The study investigated syntactic errors in English produced by non-native speakers using social media platforms. To collect the data, the researcher analyzed based on the students’ opinions in Whatsapp group. The partcipants of the research were the students of Islamic Institute Darul A’mal Lampung. There were 15 participants of English Education Department. The results showed that there were 15 syntactic errors based on their chatting. Syntactic error could be caused by intralingual factors, which are limited vocabulary knowledge, weak grasp of English grammar, sentence structure mistakes, punctuation errors, and confusion about different types of clauses. To reduce students' sentence errors, teachers can increase students' awareness of the differences between first and second language rules. Additionally, it is recommended that teachers explicitly teach sentence types and common sentence errors through sentence combination tasks. These strategies can be effectively implemented if teachers use engaging teaching methods and techniques.

The Acquisition of English Passive Voice: A Study of Error Patterns in EFL Learners Novriyani; Nurnalisa
Teaching English as Foreign Language, Literature and Linguistics Vol. 5 No. 1 (2025): TEFLICS
Publisher : Program Studi Pendidikan Bahasa Inggris,, Fakultas Ilmu Pendidikan, Universitas Hasyim Asy'ari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/teflics.v5i1.9004

The study investigated the acquisition of English passive and error paterns in EFL learners. Grammar constitutes the framework through which sentences and phrases are systematically formed, drawing upon acquired linguistic knowledge and established syntactic rules. In this research, the researcher used descriptive qualitative research which investigated the acquisition of English passive and students’ difficulties in studying error patern in EFL Learners. The sample of study was students of English Education Department at Islamic Institute of Darul A’mal Lampung. There are 15 students as the participant in this research. To achieve the purpose of study, the researcher used questionnaire and test. The result showed that there are 11 students have problems in passive voice in simple present tense and there are 12 students have problems in simple past tense. There are some students face difficulties to determine passive voice in simple present tense and simple past tense. The students’ problems are having difficulty in changing identifying passive voice in multiple choice form, having difficulty in changing identifying passive voice in essay form, having difficulty memorizing, using, and identifying Verb-3 both regular and irregular forms, having difficulty in changing using TO BE (is, am, are) and auxiliary verbs (do, did, have, has, had), and having difficulty in adjusting verb according to the subject (both singular and plural) in passive form.

POLITENESS STRATEGIES USED BY SENIOR HIGH SCHOOL STUDENTS IN LEARNING ENGLISH IN CENTRAL LAMPUNG Novriyani
Teaching English as Foreign Language, Literature and Linguisticss Vol. 4 No. 2 (2024): TEFLICS
Publisher : Program Studi Pendidikan Bahasa Inggris,, Fakultas Ilmu Pendidikan, Universitas Hasyim Asy'ari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/teflics.v4i2.7501

Students interaction used politeness strategy helping learners develop the ability to communicate appropriately in different situations research was aimed to analyze the politeness strategies used by the students of senior high school. Politeness is an essential element of communication and is used to assure the quality of a relationship through language. Politeness in English classes is paramount to study because the sense of decency is indispensable. In another condition, virtual communication to some extent is challenging since it requires some rules to run proper interactions between lecturers and students. This involved descriptive qualitative research in which the research participants were forty participants. The data were spoken utterances of students performance. The data of politeness were analyzed based on (Brown & Levinson, 1987a). To achieve the purpose of study, the researcher used observation. The observation was done to observed and recorded of teaching and learning process. The research findings showed that Indonesian EFL learners tended to express annoyance when they made complaints. As for politeness, they mostly used bald on record and positive politeness. Social distance (D), rather than relative power (P), tended to influence the strategies of complaint and politeness

The Acquisition of English Passive Voice: A Study of Error Patterns in EFL Learners Novriyani; Nurnalisa
Teaching English as Foreign Language, Literature and Linguisticss Vol. 5 No. 1 (2025): TEFLICS
Publisher : Program Studi Pendidikan Bahasa Inggris,, Fakultas Ilmu Pendidikan, Universitas Hasyim Asy'ari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/teflics.v5i1.9004

The study investigated the acquisition of English passive and error paterns in EFL learners. Grammar constitutes the framework through which sentences and phrases are systematically formed, drawing upon acquired linguistic knowledge and established syntactic rules. In this research, the researcher used descriptive qualitative research which investigated the acquisition of English passive and students’ difficulties in studying error patern in EFL Learners. The sample of study was students of English Education Department at Islamic Institute of Darul A’mal Lampung. There are 15 students as the participant in this research. To achieve the purpose of study, the researcher used questionnaire and test. The result showed that there are 11 students have problems in passive voice in simple present tense and there are 12 students have problems in simple past tense. There are some students face difficulties to determine passive voice in simple present tense and simple past tense. The students’ problems are having difficulty in changing identifying passive voice in multiple choice form, having difficulty in changing identifying passive voice in essay form, having difficulty memorizing, using, and identifying Verb-3 both regular and irregular forms, having difficulty in changing using TO BE (is, am, are) and auxiliary verbs (do, did, have, has, had), and having difficulty in adjusting verb according to the subject (both singular and plural) in passive form.

LEARNERS’ PERSPECTIVE TOWARDS SELF-REGULATED LEARNING STRATEGY FOR ENHANCING ESSAY WRITING Novriyani; Rizki Anugrah PR
Teaching English and Language Learning English Journal Vol. 5 No. 3 (2025): December
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v5i3.9566

Self-regulated learning (SRL) has been widely recognized as a critical component in supporting learners’ academic development, particularly in complex language production tasks susch as essay writing. This research aims to investigate students’ perceptions of SRL strategy use and its contribution to enhanching essay writing performance. Employing a quantitative descriptive design, data were collected from 15 participants through a validated SRL questionnaire consisting of 32 items representing forethought, performance, and self-reflection phases. The findings indicate that learners demonstrate a generally high level of engagement in SRL, with the strongest responses observed in goal-setting, task planning, self-monitoring, and reflective evaluation. Students reported that SRL strategies helped them organize ideas more effectively, amnage writing tasks more independently, and improve the clarity and coherence of their essays. Additionally, learners perceived the self-reflection phase as particularly influential, as it enabled them to identify weaknesses, intehgrate feedback, and plan targeted improvements. The research contributes to a deeper understanding of SRL in the context of academic writing and provides implications for teaching strategies that promote learners autonomy and sustained writing proficiency. Key words: Essay Writing, Learners’ Perspective, Self-Regulated Learning Strategy

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