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Understanding Sentence Roles and Argument Structures: A Syntactic Study of EFL Students

Language Circle: Journal of Language and Literature · Vol. 20 No. 1 (2025) · hlm. 452–463

DOI
10.15294/lc.v19i2.17253
ISSN
2460-853X, 1858-0157
Terbit
2025-04-30
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

This study aims to identify the most difficult argument structures and argument roles in sentences identified by English as a Foreign Language (EFL) students, as well as the factors that contribute to such difficulties. The study collected data using a descriptive quantitative method, relying on quantitative descriptive data through statistical analysis. focused on 36 fifth-semester students from Class B of the English Education Study Program at Tadulako University, who were selected through purposive sampling with statistical analysis, tests, and questionnaires. The results of the research showed some key findings: (1) the most difficult argument structure for students to identify is the sentence with two arguments, which appears with a total frequency of 60; (2) the most difficult argument role for students to identify is the experiencer; and (3) five main factors affect students' ability to identify roles and arguments in sentences, namely prior knowledge, interest and motivation, learning strategies, teaching methods, and learning environment. Future researchers can discuss thematic roles that have not been addressed in this study.

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/LC/oai, pertama di-harvest 5 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Understanding Sentence Roles and Argument Structures: A Syntactic Study of EFL Students</dc:title>
	<dc:creator xml:lang="en">Niswatun Nafi'ah</dc:creator>
	<dc:creator xml:lang="en">Bochari, Siska Bochari</dc:creator>
	<dc:creator xml:lang="en">Usman, Sriati Usman</dc:creator>
	<dc:creator xml:lang="en">Hastini, Hastini</dc:creator>
	<dc:subject xml:lang="en">Argument Structure</dc:subject>
	<dc:subject xml:lang="en">Thematic Roles</dc:subject>
	<dc:subject xml:lang="en">Syntax</dc:subject>
	<dc:description xml:lang="en">This study aims to identify the most difficult argument structures and argument roles in sentences identified by English as a Foreign Language (EFL) students, as well as the factors that contribute to such difficulties. The study collected data using a descriptive quantitative method, relying on quantitative descriptive data through statistical analysis. focused on 36 fifth-semester students from Class B of the English Education Study Program at Tadulako University, who were selected through purposive sampling with statistical analysis, tests, and questionnaires. The results of the research showed some key findings: (1) the most difficult argument structure for students to identify is the sentence with two arguments, which appears with a total frequency of 60; (2) the most difficult argument role for students to identify is the experiencer; and (3) five main factors affect students' ability to identify roles and arguments in sentences, namely prior knowledge, interest and motivation, learning strategies, teaching methods, and learning environment. Future researchers can discuss thematic roles that have not been addressed in this study.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2025-04-30</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/LC/article/view/17253</dc:identifier>
	<dc:identifier>10.15294/lc.v19i2.17253</dc:identifier>
	<dc:source xml:lang="en">Language Circle: Journal of Language and Literature; Vol. 20 No. 1 (2025): April 2025 Regular Issue; 452 - 463</dc:source>
	<dc:source>2460-853X</dc:source>
	<dc:source>1858-0157</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/LC/article/view/17253/3859</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Language Circle: Journal of Language and Literature</dc:rights>
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