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All Journal Teaching English and Language Learning English Journal
Rizki Anugrah PR
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Education Languange, Linguistic, Communication & Media Social Sciences

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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

Abstract

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.
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

Abstract

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
Co-Authors Novriyani