Exploring the Experiences of English major students in Learning Syntax
DOI:
https://doi.org/10.56916/ejip.v4i4.1267Keywords:
Syntax learning, English major, Linguistic challenge, Coping strategy, Sentence analysisAbstract
Learning English syntax is crucial for language learning. This qualitative study explores the experiences of English major students in learning syntax. The study utilized a case study approach incorporating the Sharan B. Merriam technique and data triangulation method. Through the interviews with the twenty English major students enrolled in one of the private schools in Pagadian City, categorization was utilized to categorize and identify the sub-categories that emerge. The findings reveal that students engaged in activities such as sentence structure identification, sentence tree diagramming, board activities, assessment-based activities, and interactive activities. The primary challenges included difficulty with parts of speech identification, struggle in sentence structuring, challenge in syntax rule application, and problems with complex sentence structure. To cope, students relied on memorizing and familiarizing, studying independently, collaborating in groups, and seeking guidance from teachers. While students found syntax challenging and time-consuming, they acknowledged its importance in language proficiency. The study highlights the need for supportive instructional strategies to enhance student engagement and comprehension.
References
Allen, A. (2022). An Introduction to Constructivism: its theoretical roots and impact on contemporary education. In Journal of Learning Design and Leadership (Vol. 1, Issue 1, pp. 1–11)
Andriani, A., Yuniar, V. D., & Abdullah, F. (2021). Teaching English Grammar in an Indonesian Junior High School. AL-ISHLAH: Jurnal Pendidikan, 13(2), 1046–1056. https://doi.org/10.35445/alishlah.v13i2.956
Andrade, H. L., & Brookhart, S. M. (2019). Classroom assessment as the co-regulation of learning. Assessment in Education Principles Policy and Practice, 27(4), 350–372. https://doi.org/10.1080/0969594x.2019.1571992
Anggraini, J., & Putri, N. E. (2022). An Analysis of the Second-Year Student’s Ability in Identifying Parts of Speech at the English Department of Fakultas Bahasa dan Seni Universitas Negeri Padang. Anggraini. Journal of English Language Teaching. https://doi.org/10.24036/jelt.v11i3.118650
Asdar, A., Hustiana, H., & Ahyadi, A. (2023). Part of Speech Classification by EFL Students’: A Review about their Familiarity. journal.unhas.ac.id. https://doi.org/10.34050/elsjish.v6i4.32383
Blad, H. H. (2023, September 27). Educators share advice on supporting students with learning differences. Education Week. https://www.edweek.org/teaching-learning/educators-share-advice-on-supporting-students-with-learning-differences/2023/09
Chi, M. T. H., & Wylie, R. (2020). The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational Psychologist, 55(3), 170-191. https://doi.org/10.1080/00461520.2019.1799636
Crowe, S., Cresswell, K., Robertson, A., Huby, G., Avery, A., & Sheikh, A. (2011). The case study approach. BMC Medical Research Methodology, 11(1). https://doi.org/10.1186/1471-2288-11-100
Garcia-Folgado, M. J. (2022). Grammar Teaching as a Reflective Practice: A Historical Approach. Tejuelo, 35(2), 15^44. https://doi.Org/10.17398/1988-8430.35.2.1569
Garcia, L., & Chen, W. (2023). Digital tools and syntax comprehension: A study of language learners. Language Learning & Technology, 27(2), 45-62
Gillies, R. M., & Boyle, M. (2020). Cooperative learning: Effects on students’ academic achievement, self‐esteem, and learning behaviours. International Journal of Educational Research, 103, 101639
Golonka, J., Synowiec, A., Biskup, D., Strzelecki, A., Gawroński, J., & Krasuski, P. (2020). Gamification of language learning: A systematic review of research. Frontiers in Psychology, 11, 8. https://doi.org/10.3389/fpsyg.2020.00008
Horváthová, B. (2023). Refining The English Syntax Course for Undergraduate English Language Students With Digital Technologies. Pupil International Journal of Teaching Education and Learning, 7(2), 95– 113. https://doi.org/10.20319/pijtel.2023.72.95113
Hornay, P. M. A. (2021). Cognitive Load Theory and the English Language Instruction. ACCENTIA Journal of English Language and Education, 1(1), 43–55. https://doi.org/10.37598/accentia.v1i1.1015
Ilma, D., Rosa, R. N., & Perangin-Angin, A. B. (2024). Syntax Struggles: A case study of English as second language acquisition in a 6-Year-Old child. JL3T Journal of Linguistics Literature and Language Teaching, 10(2), 162–173. https://doi.org/10.32505/jl3t.v10i2.8718
Jackie. (2023). Cognitive Load Theory: What is It? John Sweller Cognitive Loading. ESL Activities. https://www.eslactivity.org/cognitive-load-theory-sweller/
Johnson, D. W., & Johnson, R. T. (2019). Cooperative Learning: the foundation for Active learning. In IntechOpen eBooks. https://doi.org/10.5772/intechopen.81086
Khalifasati, A., & Susanto, D. A. (2023). The Students’ Memory Language Learning Strategy In Mastering English Materials At Vocational School Level. Primer Jurnal Ilmiah Multidisiplin, 1(4), 374–385. https://doi.org/10.55681/primer.v1i4.164
Kim, Y. S. G., & Phillips, B. (2020). Morphological awareness and syntactic awareness: Relationships with reading comprehension from kindergarten to grade 12. Reading and writing, 33(6)
Kingston, N., & Nash, B. (2020). Formative assessment: A meta-analysis and call for research. Educational Measurement: Issues and Practice, 39(4), 28-48. https://doi.org10.1111emip.12399
Lanonte, P. H., Hasim, M., Evedientes, J., Gaan, D., & Naparan, G. (2025). Reasons and challenges of former BSED English students in shifting to other program. Edukasiana Jurnal Inovasi Pendidikan, 4(1), 88–100. https://doi.org/10.56916/ejip.v4i1.977
Lucas-Oliva, I., & Vizcaíno-Grau, N. (2023). "What is the Point of Learning Syntax?" Students' Motivation to Learn Syntax and Their Understanding of Its Functionality. Theory and Practice in Language Studies, 13(3), 544– 554. https://doi.org/10.17507/tpls.1303.02
Lucas-Oliva, I., Toledo-Vega, G., & Nunez-Roman, F. (2022). From Neurodidactics to Language Teaching and Learning: The Emotional Approach. Theory and Practice in Language Studies. 12(8), 1457-1467
Lum, P. (2025, January 12). Learning to read in a foreign language has taught me to embrace ambiguity – one sentence at a time. The Guardian. https://www.theguardian.com/lifeandstyle/2025/jan/13/learning-to-read-in-a-foreign-language-has-taught-me-to-embrace-ambiguity-one-sentence-at-a-time?
Matchin, W., & Hickok, G. (2019). The Cortical Organization of Syntax. Cerebral Cortex, 30(3), 1481– 1498. https://doi.org/10.1093/cercor/bhz180
Myhill, D., Jones, S., & Watson, A. (2020). Grammar for writing? Examining the impact of grammar teaching on writing. Language and Education, 34(6), 619-637
Titilola, O. O., & Sunday, A. (2024). Contrastive analysis of adjectives in English and Idọma sentence structures. Interdisciplinary Journal of Education, 7(1), 14–31. https://doi.org/10.53449/ije.v7i1.350
Rousoulioti, T., & Seferiadou, E. (2023). Memorizing Vocabulary in Multilingual Classrooms: Strategies adopted by teachers in distance education. Societies, 13(8), 183. https://doi.org/10.3390/soc13080183
Sabrina, N. a. B., Khairunnisa, N. K., Purba, N. K. E., Fitria, N. L., & Ismahani, N. S. (2024). Syntax course impacts on Students’ English Language Skill: Students’ perspective. Jurnal Pendidikan Dan Sastra Inggris, 4(1), 151–157. https://doi.org/10.55606/jupensi.v4i1.3325
Salma, N. (2020). Collaborative Learning: an effective approach to promote language development. International Journal of Social Sciences and Educational Studies, 7(2). https://doi.org/10.23918/ijsses.v7i2p57
Sakai, Yuko (2019). English Syntax Tree Diagram: Based on Universal Sentence Structure (Sentence Generation) (Volume 4): 9781547232208: Amazon.com: Books. https://www.amazon.com/English-Syntax-Tree-Diagram-Generation/dp/154723220X
Smith, A., & Lee, H. (2024). Navigating complex sentence structures: Contextual cues and cognitive load. Journal of Second Language Writing, 65, 103089.
Wang, L. (2019). Research on the Application of the Mind Map in English Grammar Teaching. Theory and Practice in Language Studies, 9(8), 990–995. https://doi.org/10.17507/tpls.0908.15
Wafi, A. (2019). Using Games to Improve Students' Active Involvement in Learning English Syntax at IAIN Madura: An Autonomous Learning. OKARA Jurnal Bahasa Dan Sastra, 13(1), 107. https://doi.org/10.19105/ojbs.v13i1.2256
Willis, J. (2021). Stepping up Social-Emotional Learning to Reignite All Brains. Kappa Delta Pi Record, 57(1), 18–22. https://doi.org/10.1080/00228958.2021.1851582
Witowska, D., Lucas, L., Jelen, M., Kin, H., & Norbury, C. (2022). Development of Complex Syntax in the Narratives of Children with English as an Additional Language and their Monolingual Peers. Language Development Research. https://doi.org/10.34842/2022.0551
Yulianti, Y., Zubaidah, Z., Amalianita, B., & Sarman, F. (2024). The role of guidance and counseling in students’ learning problems at school. International Journal of Education Management and Technology, 2(3), 372–386. https://doi.org/10.58578/ijemt.v2i3.4173
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Jhon Lloyd Tatoy, Apryll Kate Dinglasa, Cyra Allon, Clyde Vic Razon, Aris Pet Angeli Suarez, Genesis Naparan
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
