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This platform opens access for those academicians to contribute their innovative works, their fruits of research, in a number of fields covering English language, theoretical English linguistics,&nbsp;applied English linguistics, English language teaching and learning, Curriculum and Instructional development in ELT, English Phonetics and Phonology,&nbsp;English Morphology, English Syntax, English Semantics, English Pragmatics, Sociolinguistics, Psycholinguistics, Anthropological Linguistics,&nbsp;Discourse Analysis, Language and Culture, etc.</p> <p>&nbsp;</p> en-US <div class="page"><span><strong>Copyright Notice</strong></span><br /><span> <strong> </strong></span><br /><br /><span>An author who publishes in ELSTIC-IJ JOURNAL agrees to the following terms:</span></div><div class="page"><ul><li><span>Author retains the copyright and grants the journal the right of first publication of the work simultaneously licensed under the Creative Commons Attribution-ShareAlike 4.0 License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal</span></li><li><span>Author is able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book) with the acknowledgment of its initial publication in this journal.</span></li><li><span>Author is permitted and encouraged to post his/her work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of the published work (See <a href="http://opcit.eprints.org/oacitation-biblio.html">The Effect of Open Access</a>).</span></li></ul><span>Read more about the Creative Commons Attribution-ShareAlike 4.0 Licence here: <a href="https://creativecommons.org/licenses/by-sa/4.0/">https://creativecommons.org/licenses/by-sa/4.0/</a>.</span></div> [email protected] (Prof. Dr. Djuwairiah Ahmad, M.Pd., M.TESOL.) [email protected] (Annisa Shofa Tsuraya, S.Pd., M.Pd.) Sun, 03 Nov 2024 13:17:23 +0000 OJS 3.1.2.4 http://blogs.law.harvard.edu/tech/rss 60 https://journal3.uin-alauddin.ac.id/index.php/elstic/article/view/51968 <p>This research investigates how students perceive the difficulty of various grammatical features in the English language. Furthermore, the grammatical features in this research are based on the Semester Learning Plan (RPS) for the grammar subject. A quantitative approach was employed, utilizing survey research methodology with a sample of 70 students chosen through purposive sampling. The students' perceptions of twelve grammatical features were assessed using a Likert scale, ranging from “very easy” to “very difficult.” The results revealed diverse perceptions among students regarding the difficulty of these grammatical features, reflecting the complexity of language acquisition. Part of speech, modals, WH-Question, question tag, gerund, direct and indirect, degrees of comparison, and passive voice were perceived as not all difficult. Tenses, causative, infinitives, and conditional sentence were perceived as difficult. These findings underscore the importance of tailored teaching strategies and support to address students' varying perceptions of grammatical difficulty. This research contributes to the field of language education by shedding light on students' perspectives on the difficulty of various grammatical features, filling a gap in research on grammatical difficulty from the learners' viewpoint. The insights gained from this study can guide educators in adapting their teaching methods to better support students in mastering English grammar, ultimately improving their proficiency in the language and facilitating effective communication in both academic and real-world contexts.</p> Indah Fadhilah Rahman, Andi Asmawati, Elmayana Elmayana Copyright (c) 2024 English Language, Linguistics, and Culture International Journal https://journal3.uin-alauddin.ac.id/index.php/elstic/article/view/51968 Sat, 31 Aug 2024 00:00:00 +0000 https://journal3.uin-alauddin.ac.id/index.php/elstic/article/view/47429 <p>This study aimed to determine the types of errors found in writing recount texts at SMA Negeri 3 Pangkep and to identify the most frequently occurring errors when students write recount texts at SMA Negeri 3 Pangkep. The researchers used a mixed-method approach, consisting of both qualitative and quantitative methods. The population in this study comprised class XI students, which consisted of six classes: XI IPA 1 (32 students), XI IPA 2 (31 students), XI IPA 3 (32 students), XI IPA 4 (30 students), XI IPS 1 (35 students), and XI IPS 2 (32 students). The total number of students was 192. Sampling was done using a purposive sampling technique, and the sample in this study was students from class XI IPA 1, consisting of 32 students. The results of this study, referring to the classification by Betty S. Azar, showed that the total number of errors was 370. The two most frequent types of errors were verb tense errors, with 73 errors (16% of the total), followed by word choice errors, with 38 errors (13.9% of the total).</p> Rahmayanti A Arsjad, Isnaeni Wahab, Novalia Tanasy, Zul Astri Copyright (c) 2024 English Language, Linguistics, and Culture International Journal https://journal3.uin-alauddin.ac.id/index.php/elstic/article/view/47429 Tue, 26 Nov 2024 00:00:00 +0000