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All Journal Mudabbir: Journal Research and Education Studies
Tarigan, Najwa Ramadhani
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The Relationship Between Syllable Awareness And Pronunciation Tendencies Among Indonesian Students Wildhani, Amelia Faddya; Yulianti, Dwi; Tarigan, Najwa Ramadhani; Lubis, Yani
MUDABBIR Journal Research and Education Studies Vol. 5 No. 2 (2025): Vol. 5 No. 2 Juli-Desember 2025
Publisher : Perkumpulan Manajer Pendidikan Islam Indonesia (PERMAPENDIS) Prov. Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56832/mudabbir.v5i2.1190

Abstract

This research investigates the connection between syllable awareness and pronunciation preferences among Indonesian EFL students. Using a structured online survey, data were gathered from 25 Indonesian EFL students using a quantitative descriptive approach. The instrument comprised syllable-counting tasks, stress awareness questions, and reflective prompts for pronunciation difficulties. The findings show that, although the majority of students have valid syllable recognition in familiar English words, a significant number still miscount syllable counts in more sophisticated structures owing to spelling interference and first language (L1) transfer. Notably, errors frequently occur in words with consonant clusters, which learners typically follow Indonesian phonological rules by adding vowel sounds (epenthesis). The results indicate a significant association between syllable awareness and pronunciation accuracy. Students with higher awareness are more likely to have nativelike pronunciation, but those without this awareness are more likely to make phonological mistakes. This study highlights the teaching value of including explicit syllable instruction and auditory training in EFL classrooms to improve learners' phonological skills and spoken English proficiency.
Exploration of Students’ Knowledge about Predicate and Tree Construction in Syntax Tarigan, Najwa Ramadhani; Luthfi, Jihan; Farhansyah, Qoeddri; Ismahani, Siti
MUDABBIR Journal Research and Education Studies Vol. 5 No. 2 (2025): Vol. 5 No. 2 Juli-Desember 2025
Publisher : Perkumpulan Manajer Pendidikan Islam Indonesia (PERMAPENDIS) Prov. Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56832/mudabbir.v5i2.2243

Abstract

English language instruction places a high priority on syntax, notably in assisting pupils in comprehending grammatical relationships and sentence structure. Predicate identification and syntax tree creation, both of which demonstrate students' comprehension of hierarchical sentence structures, are two crucial aspects of syntax learning. This study seeks to determine how well students comprehend predicate identification and syntax tree creation in English syntax. Students in the English Department who had finished a syntax course participated in a quantitative descriptive study design. The data were gathered via an internet survey that included Likert scale questions and multiple-choice options. The data were then analyzed using descriptive statistics presented as percentages. According to the data, the majority of students exhibit a strong conceptual grasp of predicates, as seen by their capacity to recognize predicates in basic sentences and identify verbs as the head of verb phrases. But in analyzing complex sentence structures and building syntax trees, students exhibit less assurance and skill. Despite these challenges, students show a positive outlook on learning syntax and a strong desire to increase their knowledge. The research comes to the conclusion that, despite students having basic syntactic knowledge, more instructional focus should be placed on visual-based methods and guided practice in order to improve their practical skills in creating syntax trees.
An Analysis of Subject-Auxiliary Inversion Errors in EFL Students' Writing Tarigan, Najwa Ramadhani; Luthfi, Jihan; Purnama, Dirza Rizki; Ismahani, Siti
MUDABBIR Journal Research and Education Studies Vol. 5 No. 2 (2025): Vol. 5 No. 2 Juli-Desember 2025
Publisher : Perkumpulan Manajer Pendidikan Islam Indonesia (PERMAPENDIS) Prov. Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56832/mudabbir.v5i2.2247

Abstract

In English as a Foreign Language (EFL) writing, grammar is essential for achieving precision and clarity, particularly when it comes to creating questions. The subject and auxiliary verb must be reversed in yes/no and wh-questions, according to the necessary grammatical form known as subject-auxiliary inversion (SAI). Using a descriptive quantitative methodology, this study seeks to analyze the frequency and patterns of SAI mistakes in the writing of EFL learners. Twenty-two undergraduate EFL students from the State Islamic University of North Sumatra (UINSU) from various academic semesters made up the participants. Using a structured grammar test modified from Azar (2009) and administered electronically using Google Forms, data were collected. The frequency and kinds of inversion mistakes were determined using descriptive statistics and error analysis in the analysis. The results demonstrate that SAI is utilized with a very high overall accuracy rate (over 95%), suggesting that the majority of students have fully absorbed this grammatical principle. Nevertheless, there were still some little mistakes, especially in statements using present simple, past simple, and present perfect auxiliary verbs. Although formal grammar teaching is generally successful, these findings indicate that there is still a need for focused reinforcement on tense-auxiliary alignment. By highlighting the significance of targeted remedial grammar exercises in improving grammatical precision in writing, the research offers practical pedagogical recommendations for EFL teaching.
Co-Authors DWI YULIANTI Farhansyah, Qoeddri Ismahani, Siti Lubis, Yani Luthfi, Jihan Purnama, Dirza Rizki Wildhani, Amelia Faddya