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p-Index From 2020 - 2025
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All Journal Indonesian Journal of EFL and Linguistics Journal of Language and Literature Studies
AL Farisi, Muhammad Rafi
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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Grammatical and Syntatic Errors in L2 English Writing: The Impact of Language Inteference: - AL Farisi, Muhammad Rafi; Malihah , Noor
Journal of Language and Literature Studies Vol. 4 No. 4 (2024): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v4i4.2162

Abstract

This research examines grammatical and syntactic errors in second language (L2) writing, with a focus on the role of mother tongue interference and developmental processes in second language acquisition. In L2 writing, errors are viewed not merely as mistakes to be corrected, but as reflections of the learner's interlanguage—a transitional linguistic system that represents the learner's current level of grammatical and syntactic understanding. Using a descriptive qualitative approach, this study relies on a literature review to analyze data from various experts in the field of second language acquisition. The common challenges identified include grammatical interference in the use of articles, prepositions, word order, and subject-descriptor agreement, along with syntactic errors such as inappropriate pronoun use and incorrect word order. The research distinguishes between errors caused by first language (L1) interference and those resulting from developmental processes in L2 learning, offering valuable insights into the learners’ evolving interlanguage systems. The study highlights the importance of targeted pedagogical interventions, such as comparative syntax lessons, focused feedback, and practical exercises, to address these errors and improve L2 writing proficiency. Ultimately, this research contributes to a deeper understanding of how L2 learners develop grammar and syntax skills, providing guidance for more effective teaching practices in language instruction.
Unveiling Power Dynamics in Online ESL Conversation Classes: A Critical Classroom Discourse Analysis of the IRF Pattern Zulfah, Siti; Hisan, Lana Choerotun; Al Farisi, Muhammad Rafi
Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 10(1), May 2025
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/ijefl.v10i1.908

Abstract

This study explores power dynamics in online ESL conversation classes through the lens of the Initiation-Response-Feedback (IRF) pattern, a widely used discourse structure in classroom interactions. The research aims to examine how IRF shapes tutor-student interactions, influences student participation, and impacts learning performance. Utilizing a qualitative research approach, specifically Critical Classroom Discourse Analysis (CCDA), the study analyzes recorded ESL conversation sessions from online platforms to identify patterns of discourse control, student agency, and negotiation of power. The Findings reveal that while the IRF pattern facilitates structured learning, it also reinforces power asymmetry, with tutors predominantly controlling discourse flow and topic management. However, variations in feedback mechanisms, such as open-ended questioning and elaborative responses, create opportunities for more balanced interactions. The study highlights the need for ESL tutors to adopt more inclusive discourse strategies that encourage student-led discussions and minimize hierarchical barriers in online learning environments. The implications suggest that modifying the IRF structure to allow greater student participation fosters communicative competence and enhances learner confidence.
Exploring Logical Analysis and Defined Descriptions for Enhancing Expression Readers in ELT AL Farisi, Muhammad Rafi; Rini, Setia
Journal of Language and Literature Studies Vol. 5 No. 1 (2025): March 2025
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v5i1.2430

Abstract

The ongoing debate in English Language Teaching (ELT) emphasizes the need for innovative approaches to enhance language acquisition. This study explores the development and implementation of expression readers, a tool designed to improve learners' comprehension and expressive skills through logical analysis and defined descriptions. Logical analysis deconstructs sentences to reveal grammatical and syntactical relationships, while defined descriptions provide clear explanations of linguistic elements. Grounded in a theoretical framework that integrates cognitive engagement and critical thinking, this research examines how expression readers facilitate the structured learning of complex language concepts. The study employs a systematic approach, analysing how these methods enhance students' ability to understand and construct sophisticated sentences. Key findings indicate that expression readers promote deeper linguistic comprehension, improve sentence construction skills, and encourage analytical thinking. The practical implications of this research suggest that integrating expression readers into ELT curricula can enhance language proficiency. To maximize effectiveness, best practices include curriculum adaptation, teacher training, and the development of accessible educational materials. Addressing challenges such as resource availability and learner diversity is crucial to ensuring the successful implementation of this approach in diverse educational settings.
Co-Authors Hisan, Lana Choerotun Malihah , Noor Setia Rini, Setia Siti Zulfah, Siti