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All Journal Journal of Education Religion Humanities and Multidiciplinary Jurnal Pendidikan dan Sastra Inggris
Nadila Tanjung
Universitas Islam Negeri Sumatera Utara
Religion Humanities Economics, Econometrics & Finance Education Health Professions Nursing Social Sciences

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Bridging CA and EA: Understanding Cross-Linguistic Influence on Learners’ Structural Errors Nadila Tanjung; Hafifah Hasyanah Dalimunthe; Tuti Alawiyah Ramadhani Nasution; Airen Widyana; Siti Ismahani
Jurnal Pendidikan dan Sastra Inggris Vol. 4 No. 2 (2024): Agustus :Jurnal Pendidikan dan Sastra Inggris
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jupensi.v4i2.6298

Abstract

This study investigates learner errors through a non-contrastive error analysis approach to identify the linguistic, cognitive, and instructional factors shaping English language performance. Drawing on Richards’ (1971) framework, the research analyzes errors found in students’ written compositions to categorize them into intralingual, developmental, and performance-based types. Using qualitative descriptive methods, 60 EFL learners were asked to produce short academic paragraphs, which were subsequently examined through systematic coding and classification. The findings reveal that intralingual errors particularly overgeneralization, incomplete rule application, and confusion of structures dominate the learners’ output, indicating internal learning processes rather than L1 interference as the primary difficulty source. Developmental errors also emerge, reflecting learners’ transitional stages as they internalize new grammar rules. Performance errors, though less frequent, are attributed to momentary lapses in attention and limited automaticity. The study highlights the pedagogical significance of focusing on learners’ developmental patterns instead of solely comparing L1–L2 structures. The results underscore the need for targeted instruction emphasizing form–meaning connections, clear feedback strategies, and opportunities for reflective revision. Overall, the research provides empirical evidence supporting the usefulness of non-contrastive error analysis in understanding learner interlanguage and informing more responsive classroom practices.
The Benefits of Learning English Syntax in Improving Students' Writing Skills: A Documentary Study Nadila Tanjung; Loudya Putri Utama; Herika Dalimunthe; Airen Widyana; Dea Saharani; Tuti Alawiyah Ramadani Nasution
Journal of Education Religion Humanities and Multidiciplinary Vol. 2 No. 2 (2024): Desember 2024
Publisher : CV. Rayyan Dwi Bharata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57235/jerumi.v2i2.4447

Abstract

This study aims to analyze the benefits of grammar learning in improving students' writing skills, especially in an English-speaking environment. In the era of globalization, the ability to write English has become an important skill that students must have. However, many students still experience difficulties due to a lack of understanding of the correct syntactic structure. Syntax, a branch of linguistics that studies sentence structure, is important in helping students construct clear and coherent sentences. Using qualitative methods and literature research, this study examines findings from various literature sources, showing that understanding syntax can improve text integration and coherence, enrich the variety of sentence structures, and improve students' critical thinking skills. Based on the analysis, understanding grammar has a positive impact on the quality of students' writing, both technically and content-wise, and makes it easier for them to express ideas effectively.
Co-Authors Airen Widyana Dea Saharani Hafifah Hasyanah Dalimunthe Herika Dalimunthe Loudya Putri Utama Siti Ismahani Tuti Alawiyah Ramadani Nasution Tuti Alawiyah Ramadhani Nasution