283-Article Text-765-1-10-20230331

JoELS: Journal of English Language Studies
Vol.2, No.1, Maret, 2023, pp.112-131

Published by English Published by English Literature, Faculty of letters,
Universitas Sawerigading Makassar, Indonesia
AN ANALYSIS OF EFL STUDENTS’ LINGUISTIC

SCHEMATA IN SENTENCE BUILDING.
Asi Rahmaningsih¹, Yuliyanah Sain², Andi Rachmawati Syarif³
Faculty of Education and Teacher Training, Universitas Muhammadiyah Kendari,
Indonesia.
asirahmaningsih@gmail.com¹ , yuliana.sain@umkendari.ac.id² rachmasyarif@gmail.com³
E-ISSN : 2828-3627
Abstract.
This study aims to find out the causes of different levels of students’ linguistic schemata and
its effect on the ability to make sentences for new students of the English study program at
Muhammadiyah Kendari University. A descriptive qualitative method was used as the design
of this research. Data was collected through questionnaires distributed to nine students
consisting of three levels of linguistic schemata and through interviews conducted with six
students to determine the effect of linguistic schemata on the ability to make sentences. The
findings show that there are 9 causes of differences in the level of linguistic schemata in
students, namely: Choosing the right learning style, stability in applying learning styles, the
ability to combine learning styles, students’ enthusiasm for improving schematic linguistics,
selection of suitable learning strategies, the ability to integrate learning strategies, students’
enthusiasm in participating in supporting programs, students’ privilege, and good teacher
teaching method. The findings also show that students who have a high level of schemata
linguistics will find it easier to make sentences than those who have a low level of linguistics.
Keywords: schemata, linguistics schemata, students’ linguistics schemata, sentence

building
http://ojs.unsamakassar.ac.id/
INTRODUCTION
Sentence building is one of the writing aspects and writing is one of the
productive English skills that EFL students must master. Not only for completing the
given tasks, but also writing skills must be mastered for various purposes of academic
writing and written communication such as writing emails, papers, essays, articles,
theses, and others. Fareed et al., (2016) asserted that in the global mediation of
knowledge, writing has an important role in language production. However, until
today there are still many problems faced by EFL students that affect their writing
ability, especially in sentence building.
An analysis of EFL Students’ Linguistic Schemata in Sentence Building –

Asi Rahmaningsih 112
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There are several writing problems faced by EFL students around the world,
including in Indonesia. In Indonesia, many studies have found various writing
problems that faced by EFL students. Through their research, Ariyanti & Fitriana
(2017) reported that Indonesian EFL students had difficulties in using grammar,
cohesion, coherence, paragraph organization, diction, and spelling errors in essay
writing. In addition, Hasan & Marzuki (2017) showed others’ problems like
grammatical problems like plural forms, articles, verb forms, clauses, passive
sentences, and prepositions exist in students' writing. From these research, it can be
said that the basic difficulty in writing for EFL students is the lack of grammar.
The writing problem is influenced by numerous factors, and according to
Chesky and Hiebert (1987) one of those factors is the lack of schemata. Students, who
wrote with a high level of prior knowledge, wrote easier than students who wrote
with a low level of prior knowledge. So, it can be concluded that students' writing
ability depends on the prior knowledge they have.
In psychology and cognitive science, prior knowledge is known as Schemata.
There are numerous studies show the significant role of schemata in improving
students' English skills such as listening, speaking, reading, and writing. Even in
recent years, many of them have proven the success of activating students' schemata
theory as a learning method in improving students' language skills. For example, Sun
(2014) researched the effectiveness of schemata theory in students' writing skills and
students' essay problems in terms of schematic theory in China. He found that the
application of schema theory was very effective in teaching writing to students. He
also found that one of the students' problems in writing is the lack of vocabulary and
grammar knowledge.
In his research, Qin (2016) explained that there are three types of schemata in
writing English. The names of these schemata are linguistic schemata, formal
schemata, and content schemata. These three types of schemata have a principal role
in writing English. However, according to him, linguistic schemata are the main role
in writing English. A student cannot understand linguistic information; even activates
the content and formal schemata related to context if she/he does not acquire
sufficient linguistic schemata, where the knowledge of vocabulary and grammar are
part of the linguistic schemata. In other words, linguistics schemata play a vital role
in activating other types of schemata. Then, Harvey (2020) added that the level of
linguistic schemata owned by one student with another student is different, and
these differences give different effects on their writing ability. This statement has
been believed by Rahmawati (2016). Because of this belief, she researched what
factors influence the development of students' linguistic knowledge. She concluded
that the development of student linguistics knowledge in students' linguistics
intelligence is influenced by student internal factors and external factors. The
student's internal factors are student conditions, student motivation, and student
learning styles, while students' external factors are school programs and learning
methods used in class. In conclusion, the different levels of students' linguistic
knowledge are influenced by these two factors.
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The problems regarding students' difficulties in writing caused by lack of

schemata were also experienced by students majoring in English at Muhammadiyah
University Kendari. Through her experience, the researcher who is also an EFL
student at the Muhammadiyah University of Kendari found that many EFL students
have difficulty making sentences or writing because of their lack of schemata. From
this experience, through research entitled “Analysis of EFL Students' Schemata in
Sentence Building”, the researcher wanted to know the effect of the schemata of
EFL students at the University of Muhammadiyah Kendari in writing and the causes
of the different level of students' schemata. However, if previous research focused
on schemata in general, the current research focused on linguistic schemata that
students have in writing.
Based on the background, the questions of this research are:
1. What are the causes of the different levels of students’ linguistic schemata?
2. How do students’ linguistics schemata affect their writing ability in sentence
building?
The aim of this study is to analyze:
1. The causes of the different levels of students' linguistics schemata.
2. The effect of students’ linguistics schemata in their writing ability in sentence
building.
The benefits of the study can be theoretically and practically:
1. Theoretical benefits
Researcher hope that the results of this study can contribute to development of
moral values taken from the Zootopia movie. He also hopes the results will
provide readers in informatioan on how to learn moral deepening on this movie.
2. Practical benefits
The researcher hopes that the result of the study can be used for:
a. To contribute the development of literary study, particularly among the
people who are interested in the literary study.
b. To remind the readers the importance of moral values and also implements
it in daily activity.
SCOPE OF RESEARCH
The three types of schemata in writing, this study focused on analyzing
students' linguistic schemata. The scope of this research is the influence of linguistic
knowledge of UM Kendari EFL new students in writing. Meanwhile, the benchmarks
for students' linguistics schemata are vocabulary and grammar. For vocabulary
benchmark, the researcher focused on the words function in elements of the
sentence. Meanwhile, for the grammar benchmark, the researcher focused on
students’ understanding of sentence structure. In addition, the researcher focused
on the causes of the different level of students' linguistic schemata, which are
influenced by external factors and internal factors of the development of linguistic
schemata.

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RESEARCH METHOD
Considering the characteristics of this study, namely, to determine the causes
of differences in students' linguistic schemata and to determine the effect of
students' linguistic schemata in writing, the author applied a qualitative research
design. As stated by Moleong (2007) who defined qualitative research is research
that aims to understand the phenomena experienced by research subjects. It is used
for researching matters relating to research on the behavior, attitudes, motivations,
perceptions, and actions of the subject. Specifically, this study applied descriptive
qualitative research design, including the methodology used for research procedures
that produce descriptive data.
This research conducted in Muhammadiyah University of Kendari located in
Kendari Jl. K.H. Ahmad Dahlan no 10, Southeast of Sulawesi. This research involved
freshmen of the English Department in the 2021/2022 academic year. The research
conducted in January to February in 2022.
The subject of the research is the first semester students of the English
education department in the academic year 2021/2022 at Muhammadiyah University
of Kendari. There are two classes in the first semester namely A and B class. From the
two classes, they are taking basic writing class. In this study, the subjects were
selected by purposive sampling. According to Bernard (2002), the purposive sampling
technique is the selection process of research subjects in a deliberate way by the
researcher based on certain criteria or considerations. To answer the question of
differences in the level of students' linguistic schemes, the researcher ignores the
school graduation period and the type of school the students come from. The
researcher selected nine students from class A and class B who took a basic writing
class. The sample selection is based on the lecturer's recommendation, whose
language level is determined through the writings that they have collected. The level
of students' linguistic schemata is classified into three levels, namely high, medium
and low. As a consideration of the validity of the categorization of students'
schemata linguistic level, the researcher attached the students' writings which have
been grouped based on the schematic linguistic level in the appendix of this thesis.
To answer the question of how linguistic knowledge affects students' writing
ability, the sample was selected with the same criteria but only selected two students
representing each level. It means that only 6 out of 9 students were selected. The
reduction in the number of subjects was carried out due to the consideration of the
limitations of space and time owned by researcher in obtaining data.
To make it easier to mention each level of students' schemata linguistic, the
researcher uses several acronyms as below:
High Linguistic Schemata as HLS
Medium Linguistic Schemata as MLS
Low Linguistic schemata as LLS
Researcher used two instruments, namely questionnaire and interview.
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1. Questionnaire
The questionnaire is designed to find out the causes of the different level
in linguistics schemata that influenced the writing ability that focus on students’
vocabulary and grammar knowledge. Ary (2002) said that a questionnaire is an
instrument in which respondents provide written responses to questions or mark
items indicating their responses.
Researcher used open-ended questionnaires because, as stated by
Beckett and Clegg (2007) , open questions offer options for respondents to share
their understanding, experiences, and opinions in their style. The questions on the
questionnaire are made for finding out whether students’ external factors (school
programs, student’s privilege, and teaching method) and internal factors
(students’ learning style and students’ motivation) affect the students’ linguistics
schemata and which one from the factors that really affect the development of
students’ linguistics schemata. There are some questions in the questionnaire
containing the four factors. However, from the internal factors proposed by
Rahmawati (2016), the researcher did not include the emotional and physical
conditions of students, considering that the research subjects this time were adult
students who were in college. The questionnaire can be seen in the appendix
which is located at the end of the thesis.
The documentation when filling out the questionnaire.

Kendari, 4 February 2022 at Muhammadiyah University of Kendari
2. Interview
The interview used by the researcher is a semi-structured formal interview.
The use of interviews in this study is based on Creswell's (2005) statement that
interviews were conducted to obtain in-depth, meaningful, and prominent
information from a subject in the study. In addition, interviews can produce
meaningful opinions to provide causal conclusions about a particular
phenomenon. So, through this type of interview, the researcher made some
questions that aimed to find out whether the students’ external and internal
factors that influence the development of students' linguistic knowledge when
they were junior high school and senior high school were able to contribute to
students' writing class at this time. The focus of students' writing skills is
vocabulary knowledge and grammar knowledge. The indicator of vocabulary
knowledge is seen from students' language skills in using words in sentence
elements. Meanwhile, knowledge of grammar is seen from the students' ability to
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make compound sentences and other sentence types. The questions in the
interview can be seen in the appendix.
SOURCE OF DATA COLLECTION
1. Questionnaire
Questionnaires are given to determine the indication of internal and
external factors in students' linguistic schemata differences. In this instrument,
the researcher made 16 questions related to these aspects and carried out through
leaflets in sheet form. Then the researcher distributed it to the respondents
directly. The questionnaire was filled out on 4-5 February 2022. When conducting
the questionnaire, the researcher took the following steps:
a. The researcher asked permission from the lecturer to distribute
questionnaires to students.
b. The researcher confirmed the students to fill out the questionnaire.
c. The researcher analyzed the data after the students fill out all the questions.
2. Interview
The researcher interviewed the students in-depth to clarify the
implications of the factors influencing students' linguistic schemata well as how
their previous linguistics affected their ability when completing writing tasks in
terms of vocabulary and grammar knowledge. The contents of the interview are
related to the questionnaire given to the previous respondents. Interviews were
conducted from 4 - 25 February 2022. Two of the six respondents were
interviewed and recorded directly, while the rest were conducted by direct
telephone call (using a telephone recorder) and using the WhatsApp application
via Voice Note. This is adjusted to the respondent's situation. Eight questions
were given to each respondent, and the list of questions can be seen in the
appendix at the end of this thesis.
TECHNIQUE OF DATA ANALYSIS

After collecting the data, the researcher analyzed the data from questionnaire
and interview using the three steps of analyzing data according to Miles et al. (2014).
Those steps can be seen bellow:
1. Data Condensation
Data condensation means summarizing and selecting the main things and
focusing on those main things, then looking for themes and patterns. Therefore,
the condensed data provides important points for researcher and make it easier
for researcher to analyze from extensive data and information to intensive. To
reduce the scope of the questionnaires and interviews that have been obtained,
the researcher took the following steps:
a. Questionnaire
In the first step, the researcher transcribed all the answers from the
respondents. Then the researcher separated the students' answers related to
the development of students' linguistic knowledge. Then the researcher
focused on things that affect the development of students' linguistic
knowledge. After that, the researcher used color as a differentiator for each
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category. Because there are four factors that influence the development of
students' linguistic knowledge, the researcher also uses four colors to mark
the four.
The researcher used green color for students' answers which explained their
learning styles. The researcher used yellow to mark students' learning
motivation, while school programs and private facilities are marked in blue. In
the fourth category, the teacher's teaching methods are marked in purple (the
transcript table can be seen in the appendix).
b. Interview
The researcher wrote down the results of respondent interviews and
marked information that was relevant to the respondents' previous linguistics
schemata when making sentences in the basic writing class. Then the
researcher separated the respondents' answers regarding their vocabulary
knowledge and grammar knowledge when they were in the basic writing
class. The researcher used red to mark things related to vocabulary and gray
to mark things related to grammar.
2. Data Display
The second step after data reduction is displaying the data. The data presented a
brief overview of the relevant and important matters that have been reduced
previously. In this section, it has known which data have an influence on the level
of students' linguistic knowledge and which data showed the influence of
students' linguistics in students' writing abilities.
3. Conclusion and Verification
In this last section, the researcher made conclusions by looking for meaning by
using the views of key informants based on respondents’ answers. Thus, the
researcher verified the data both in terms of meaning and in terms of the truth of
the conclusions.
FINDING AND DISCUSSION
In this study, the researcher is interested in knowing what causes the different
levels of students' linguistics schemata and how students' writing skills in
constructing sentences are affected by it. The researcher's focus of students'
schemata linguistics is knowledge of vocabulary and grammar.
In this section, the researcher divided her findings based on subjects who have
high, medium, and low schemata linguistic knowledge. To make it easier, the
researcher provided HLS code for high level, MLS for middle level and LLS for low
level. For further findings will be described below:
1. The causes of different levels of students’ linguistic schemata
At this point, the researcher sought to find out the causes of differences in the
level of students' linguistic knowledge through the factors that influence the
development of students' schemata linguistic proposed by Rahmawati (2016). To find
out the cause of this difference, the researcher selected 9 (nine) freshmen from class
A and B of the English education study program at Muhammadiyah University of
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Kendari. The nine students divided into three categories. The categories are students
with high linguistics schemata, students with medium linguistics schemata and
students with low linguistics schemata. This point shows how students' linguistic
schemata in terms of vocabulary and grammar are influenced by students' learning
styles, students' motivation in learning English, school programs or privileges that
students have, and teachers' teaching methods before they were in college. The
findings below will show how these factors affect the different levels of students'
linguistic schemata.
a. Students’ Learning Style
The first thing is to find out if each student has their way of learning to
improve their linguistic knowledge. The researcher also discussed their reasons for
choosing this learning style and how effective their learning style is. The finding can
be seen below:
Students with high linguistics schemata (HLS)
The following are the findings about the learning styles of students who are
categorized as students who have high linguistics schemata.
From the findings, the researcher found that the three students who were
classified as students who had high schemata linguistics had their own learning styles.
R1 said that she likes learning through western films and songs. This method allows
her to find new vocabulary and is quite successful in increasing her vocabulary.
“My learning style is watching western movies and listening to songs. I chose
this learning style because I know a lot and learn new things. Because of the
movies and songs that I listen to, I get a lot of new vocabulary. I know how
successful my learning is by adding vocabulary that I didn't know before when I
listen to a song or watch a movie.” (R1)
Like R1, R3 also learns through western films and songs. She also likes to follow the
words of the actors in the films she watches. This method is enough to increase the
knowledge of vocabulary and grammar. Through films, she can find out the use of
words in sentences based on the context and become not monotonous in expressing
words in sentences.
Although R8 also likes watching like R1 and R3, he prefers to watch on an
application like YouTube. When watching western videos on YouTube, R8 will make
notes about the new vocabulary he gets. Through the videos he watches, he not only
tries to increase his vocabulary and grammar but also improves his listening skills.
“My learning style is to watch westerners on YouTube (gaming video and English
tutorial) and then listen and record all the new vocabulary. I chose this learning
style because it is very easy to know vocabulary and can improve my listening in
English. This method increases my vocabulary and grammar knowledge as the
words I hear add my vocabulary, because I write them (note them), as well as
improve my grammar. This method works because I can always practice it in
everyday life and say it every day while increasing my grades in school.” (R8)
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Students with medium Linguistics schemata (MLS)

The findings on students who have medium linguistic knowledge can be seen below.
R2 is classified in students who have medium schemata linguistics. She sometimes
memorizes the vocabulary given by the teacher, but this is enough to add to her
vocabulary.
“Sometimes I write and memorize the vocabulary given by the teacher. Because
of this learning style can add vocabulary that I didn't know before to know. I can
also understand English songs I listen to or sentences I come across.” (R2)
R6 which is included in the category of students with moderate linguistic

schemata has a different way of learning from R2. She prefers to read English articles
and then write down the new vocabulary she finds. However, this was started by her
before entering college, and this method was very effective for her.
“Usually, I read English articles and then write down vocabulary I don't know to
memorize. I chose this learning style because articles usually cover something
more general or specific with the number of words that I can reach, if I just want
to remember too much vocabulary and I'm not sure what I want to memorize.
My learning style started after I officially as EFL student at the Muhammadiyah
University of Kendari or about a month before the lecture started. In vocabulary,
my vocabulary has improved a lot, because when I see another vocabulary
somewhere (eg see a word somewhere) I can understand it. As for grammar, I
don't think I'm improving, because I only focus on vocabulary that I don't
understand. I know the success of my study when I know the meaning of a
sentence even only with the help of a single word that I memorized.” (R6)
The way of learning by R4 is different from R2 and R6. R4 prefers to increase

his vocabulary by listening to songs because this is fun for him. This way is helpful for
R4 in reading the article and listening to the conversation.
“I like listening to music in English. I chose this learning style because I like
listening to music and it is more relaxed through this learning style. This learning
style increases my English vocabulary, making it easier for me to read English
articles and read other things because of the vocabulary I get from songs.
Besides, because of this way of learning, I can understand English conversation.”
(R4)
Students with low linguistics schemata (LLS)

R5 admitted that he did not have his own way of learning, while R7 admitted
that she added vocabulary through novels, songs, and films in English. R7 chose this
method because apart from being fun, it was quite helpful in increasing her
vocabulary.
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"I don't have my own way of learning." (R5)

“My learning style is reading English novels and using a translator to understand
the meaning. Apart from that, listening to songs and watching Hollywood
movies. I chose this learning style because for me it is the easiest way for me to
remember new vocabulary. This method was quite helpful for me to understand
some sentences that were quite interesting for me when I was taking a course
(after graduating from high school), besides that it helped me communicate
with friends and understand what the lecturer was saying. Because of this way
of learning, I also understand the sentences in the article.” (R7)
What is done by R7 is also done by R9. R9 also adds his vocabulary through
story books and movies. He also admitted that he chose this method because it was
fun and because he was curious about the stories he read and watched.
“I like reading English story books and watching western movies. I chose this
learning style because I liked the storybooks, and the movies made me increase
my vocabulary because I wanted to know what they meant.” (R9)
The results showed that all students at a high linguistic level had their learning
styles. Although there are differences in the type of viewing that one student is
interested in with the other two, basically, all three of them combine visual and
auditory learning styles through the videos/films that they watch and the songs that
they listen to. Then two students at the medium linguistic level are trying out
individual learning styles by memorizing vocabulary and the remaining ones in the
same group choose how to listen to songs or with an auditory style. While in the low
linguistic group, one of the three does not have a learning style, the other chooses to
read storybooks and watch movies, while the other learns through novels, watching
movies, and listening to music.
b. Learning motivation
This point shows the findings about students’ motivation in learning English.
The findings show about students’ interesting students in learning English.
The findings about learning motivation on students who have high linguistics
knowledge can be seen below.
R1 claimed to like English because of her passion, and she liked it since in senior
high school. She is very enthusiastic in finding out about English lessons, even she will
try to find out if there is a vocabulary given by the teacher that she doesn't
understand.
“I like English because English is my passion, and it is also an international
language. I love it since I was in SMKN (SMA). I am enthusiastic about learning
and finding out because I want to go abroad. I satisfy my curiosity by
understanding and learn more by repeating the lessons given. This method
increases my vocabulary and grammar knowledge because when I re-learn,
words I don't understand will be translated personally.” (R1)
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R3 likes English since elementary school. She felt that being good at English is
cool. She showed her enthusiasm for learning English by reading English articles and
choosing English as her major. Apart from that, she also maintains her learning style.
“I like English because speaking English makes me feel cooler and English is more
fun. I love it since I was in elementary school, ever since my mother bought me a
picture dictionary. I am enthusiastic about learning English because I am very
interested in English which incidentally is an international language. I fulfill my
curiosity by reading English articles, by choosing an English education major as
my preferred major at university, and by continuing my previous learning
method (style). This method is successful because it is proven that even though
there are not many, there are changes that I have experienced, especially in the
field of vocabulary.” (R3)
Students with medium linguistics schemata (MLS)

The findings about learning motivation on students who have medium
linguistics knowledge can be seen below.
R2 admitted that she tried to like English after being declared an English
student. The best thing she did in his enthusiasm for learning English language is to
find out the meaning of new words she encounters. However, this little try is slightly
help her.
“I like English because speaking English is cool. After I was declared to be one of
EFL student in Muhammadiyah University of Kendari, I tried to like English. I am
enthusiastic to learn it because I want to go abroad and study there. I express
my curiosity by finding out the meaning of words that I don't know the meaning
of. It worked quite well because I spoke a little bit in English.” (R2)
Slightly faster than R2, R6 admitted that she likes English since in 3rd grade of
senior high school. She tries to improve her English skills by reading English articles
and singing English songs. This method is quite effective for her in vocabulary, but
not for grammar.
“I really like to speak English since I listen to a lot of Hollywood songs in 3rd grade
of high school. I am enthusiastic about learning English because I want to
improve my English skills. I fulfill my enthusiasm by reading articles and singing
Hollywood songs. This method is quite effective because I almost always find out
vocabulary that I don't know, while for grammar I don't.” (R6)
In contrast to R2 and R6, R4 claimed that he likes English since the 2nd grade
of junior high school, but he was not too enthusiastic about learning more about
English.

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“I like English because I like foreign languages. I've liked it since I was in 2nd grade
of middle school, but I'm not very enthusiastic about learning new vocabulary.”
(R4)
The findings are:
R5 admitted that he liked English after becoming an English student. The thing
he does to increase his knowledge of English is by memorizing vocabulary. This was
done by him because he felt he did not have any knowledge of English. Even though
the only thing he did was memorize vocabulary, he felt quite helped by the
vocabulary he had memorized.
“I love English when I started college, and I like it because I wanted to know
English. I am enthusiastic to know English because during my school days, I did
not understand English, nor did I understand English vocabulary. After majoring
in English, I understood and wanted to learn English. I find out by learning
vocabulary (memorizing vocabulary). This method works quite well because I
know a little English vocabulary.” (R5)
R7's motivation to learn English is being able to communicate internationally.

To be able to speak English, she tries to increase her knowledge of English by
watching western films, listening to songs or by using English learning
applications.
“I love that English is a cool language and an international language, and I love
it since I graduated from senior high school. I am enthusiastic about learning
English because when I can speak English, it will make it easier for me to
communicate internationally. Besides that, learning English has broadened my
horizons. I fulfill my enthusiasm by watching western movies and using English
learning apps. In addition, by listening to songs, I believe the learning method
that I use can help me easily learn grammar” (R7)
R9 claimed that he liked English since grade 2 in junior high school. He wanted
to be a spokesperson. Therefore, he tries to increase his knowledge of English by
listening, speaking, or reading in English. This method is enough to give a little help
in terms of vocabulary.
“I like English because I want to be a spokesperson. I have loved English since
junior high school in grade 2. I am enthusiastic about learning English because it
is an international language that I must know and because I want to go abroad.
I fulfill my curiosity in English by listening, speaking, reading in English and
practicing all the basics. By learning and practicing these basics I can increase my
vocabulary a bit.” (R9)
Students who have a high level of schemata linguistics tend to like English
earlier than students who have a moderate level of schematic linguistics. Even though
R4 (MLS) liked English earlier than R1 (HLS), it didn't make it superior because R4
wasn't enthusiastic about finding out more. Because of their longing for love, HLS
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students will try to fulfill their enthusiasm by implementing several learning

strategies. The learning strategy they chose was to return to the material provided
and learn more through articles. Although R6 (MLS) also used the strategy of learning
through articles, she could not be part of the HLS students because she only practiced
this strategy a month before he went to college. From the recognition above, the
researcher also found that like R2 (MLS), R5, and R7 in LLS students had not been
interested in English for a long time and were trying to increase vocabulary
knowledge through memorization. However, they are not at the same level because
even though they are not very interested in English, R2 has been trying to memorize
vocabulary from a long time ago. Although R9 has been interested in English since
junior high school and tries to increase his knowledge with various learning
strategies, this does not make him part of the MLS or HLS students.
2. The students’ linguistics schemata affect the writing ability in sentence building
The second aim of this research is to find out how students’ linguistics
schemata affect their writing building specifically in sentence building. The
researcher conducted interviews with 6 students from 9 students who previously
filled out the questionnaire. The interview questions refer to the influence of
students' linguistic schemata in terms of grammar and vocabulary knowledge while
in basic writing class. Just like in the questionnaire, the researcher divided students
into three categories, namely the category of students who have high, medium, and
low levels of schematic linguistics. The findings below show how vocabulary
knowledge and grammar knowledge are possessed by students before entering
college affect their ability in building sentences when they were in basic writing class.
a. Vocabulary knowledge (words functions in sentence elements)
In this section, the researcher investigated the function of students'
vocabulary knowledge when making sentences. The researcher focused on the use
of words in sentence elements. The finding can be seen below.
The findings are:
“I have no difficulty in placing words and using words (part of speech) in
sentence elements because the material about making sentences delivered by
the lecturer is very complete and easy to understand. So, I understand the use of
types of words in sentences. I feel this ease because when I was in elementary
and junior high school, I took English courses or tutoring, so the new things (new
vocabulary) that I encounter today are greatly helped by the basic things I got
during the guidance.” (R1)
R1 admitted that she did not experience any difficulties when faced with the
use of words in sentence elements. This happens because the basic knowledge that
she gained while in school and guidance is very helpful when in writing class at this
time.
“My difficulty is placing prepositions in sentences, and when given the task to
identify the types of words (parts of speech) used in sentences (as sentence elements).
Vol.2, No.1, Maret, 2023, pp.112-131
However, in terms of making sentences, it was not too difficult for me because it was
helped by my vocabulary knowledge before, I was in college. Underlying my difficulty
was a lack of thoroughness, but after being explained, I understood and realized my
mistake. In addition, this difficulty occurs because of the lack of repeating lessons
regarding the types of words (part of speech) and the lack of basics when in school
(SMP/SMA). My knowledge of vocabulary in the past really helps me when I am in writing
class at this time, because without vocabulary in the past I would have been confused
by what the lecturer in writing class said when teaching.” (R3)
R3 admitted that she still had difficulty in placing prepositional words and identifying
sentence elements into word types. Even so, he had no difficulty in making sentences
because of the vocabulary she got before she went to college.
Students with medium linguistics schemata (MLS)

“I have difficulty with the use of words and their placement (position) in
sentence elements. I am confused by the type of word in its use in sentence
elements. For example, the complement is filled with what word. My difficulty is
based on my situation which has never learned about the types of words and
their functions in sentences. My past knowledge of vocabulary also didn't help
me in writing class because my teacher in junior high and high school only gave
vocabulary without explaining its function in sentences. Even in giving examples
of sentences, my teacher did not explain the function of words in sentences. My
teacher also didn't tell me what kind of words (part of speech) he gave." (R2)
R2 has difficulty in using words based on their function in sentence elements.

Lack of knowledge about vocabulary and sentence elements is the main reason. The
knowledge gained while in school does not help. Meanwhile, R6 who is also in the
medium category finds it difficult to complete sentences with missing elements or
more use of words in missing sentence elements. But it is easy for him to identify
words in sentence elements.

“My difficulty is putting words in a sentence. I am confused about the function
or use of each type of word (part of speech) in a sentence. My difficulty is based
on my confusion in distinguishing the types, for example the use of adverbs and
verbs, I don't know how to use them in all sentences. In essence, I lack knowledge
about the function or use of words in sentences. My past knowledge of
vocabulary doesn't help me when I'm in writing class today. This happened
because my teacher was not very good at teaching. The teacher only gave
assignments and did not explain the assignments he gave." (R9)
The difficulty experienced by R9 is placing words in sentences based on their

functions. This happens because of a lack of knowledge about the function of words
in sentences. His past knowledge was also unhelpful, which was also the reason for
125
Vol.2, No.1, Maret, 2023, pp.112-131
this lack of understanding. R7 also experienced the same difficulty, but the main
reason for his difficulty was the difference between her mother tongue and English.
However, she was helped a little by the vocabulary she acquired before going to
college.
b. Grammar knowledge (Sentence structure)
In this section, the researcher investigated how students' linguistics schemata
(grammar) affect their ability to make sentences by its type. The researcher
investigated each student based on the schemata linguistics category group that they
had. The categories are high, medium, and low schemata linguistics.
Students with high schemata linguistic (MLS)
R1 said that she did not find any difficulty in making various types of sentences.
This happened because she understood quite the types of sentences because of the
help from the grammar knowledge tha she had before going to college. The
problems would arise only if she ignored the material for a long time.
“For the types of sentences, I do not find it difficult to distinguish, define and
make these sentences. But sometimes it is the same as making mistakes if I have
studied for too long, and if suddenly assigned to distinguish, define, and make
sentence types both functionally and structurally. Therefore, I must open or
refresh the material about sentence types. But in terms of understanding, I
understand the types of sentences. What underlies my mistake is that I am not
familiar with the material in question or have not studied the material about
sentence types for a long time. I was greatly helped by the basic lessons I received
in the past. Without that basis, I might have a hard time in writing class at this
time. I took courses when I was in elementary and middle school based on the
encouragement of my parents, and my awareness of the importance of language
skills emerged when I was in high school, so I tried to expand my knowledge of
English.” (R1)
R3 admitted that she had no difficulty in making sentences based on its type.
She just found it difficult to identify them. The knowledge of grammar obtained
before going to college is also not helpful even though she has learned about tenses.
However, she will try to find out through the internet if she doesn't understand the
material given.
Students with medium linguistic schemata (MLS)

For R2, the difficulty in making sentence types is based on an understanding
of the sentence elements. Although she could make simple sentences, she would be
confused when dealing with making compound sentences and complex sentences.
Her knowledge before college was also not much help her, even so she would try
through the internet.
“Basically, in making sentences, it is the sentence elements that become my
obstacle. In addition, except for simple sentences, I feel confused about the use
Vol.2, No.1, Maret, 2023, pp.112-131
of commas (in making compound or complex sentences). Back again because I

have difficulty in sentence elements, finally I also find it difficult to make
examples of sentence types. My knowledge of grammar in the past doesn't help
me when I'm in writing class right now because I feel I lacked basics in middle and
high school. Even so, I will try to understand by looking for references on the
internet” (R2)
In contrast to R2, R6 has difficulty when dealing with making simple

sentences. She didn't have any difficulties in making and identifying compound
sentence and complex sentence. However, the knowledge of grammar that she got
before going to college didn't help her solving her problem.

R9 admitted that he did not understand the types of sentences, besides that
he had difficulties because he did not understand the use of words in sentences.
Knowledge of grammar before going to college also did not alleviate his difficulties.
“My difficulty is that I don't know the kinds of sentences. This is related to my
understanding of the function of words in sentence elements. This difficulty
occurs because I have never learned about these types of sentences before, so I
also don't understand these types of sentences. My knowledge of grammar in
the past doesn't help me when I'm in writing class right now because like my
previous answer, the teacher didn't explain the material given, so I found it
difficult in this writing class.” (R9)
One of the HLS students was greatly helped by her previous linguistic
knowledge, so she had no difficulty in making sentences. Although another student
in this category still has difficulty distinguishing types of sentences based on their
structure and are only helped by vocabulary knowledge, she is still classified as HLS
students because of her enthusiasm for finding information about grammar. Looking
for more information is also done by students in MLS because they are also not
helped by knowledge of grammar that they got before going to college. Meanwhile,
for students in the LLS category, their difficulty in making sentences is influenced by
their understanding of sentence elements and prior knowledge of grammar does not
help at all.
CONCLUSION
The purpose of this research is to find out the causes of the different levels of
student linguistic schemata among new students of English education in 2022 at
Muhammadiyah Kendari University. In addition, this study aims to determine how
linguistic schemata affect students' ability to make sentences. This study used a
qualitative descriptive design. In obtaining the data, the researcher used two
instruments, namely open questionnaires, and semi-structured interviews.
Based on the findings presented in the previous chapter, the researcher found
that the differences in the level of students' linguistic schemata occurred because:
127
Vol.2, No.1, Maret, 2023, pp.112-131
1. Choosing the right learning style

2. Stability of students in applying learning styles
3. Students' ability to combine learning styles.
4. Students' enthusiasm for improving schematic linguistics.
5. Selection of suitable learning strategies for students
6. Students' ability to integrate learning strategies.
7. Enthusiasm of students in participating in supporting programs to add linguistic
schemata.
8. The privilege of students in obtaining tutoring
9. Appropriate teaching methods.
From the interviews that have been conducted, the researcher concluded,
that students who have high schemata linguistics will be better than students who
have medium and low schemata linguistics, while those who have moderate
schemata linguistics will be better at making sentences than students who have low
schemata linguistics. So, it can be concluded that the one who has high schemata
linguistic will be better at writing.
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JoELS: Journal of English Language Studies

Vol.2, No.1, Maret, 2023, pp.112-131

AN ANALYSIS OF EFL STUDENTS’ LINGUISTIC

Keywords: schemata, linguistics schemata, students’ linguistics schemata, sentence

An analysis of EFL Students’ Linguistic Schemata in Sentence Building –

The problems regarding students' difficulties in writing caused by lack of

An analysis of EFL Students’ Linguistic Schemata in Sentence Building –

The documentation when filling out the questionnaire.

TECHNIQUE OF DATA ANALYSIS

Students with medium Linguistics schemata (MLS)

R6 which is included in the category of students with moderate linguistic

The way of learning by R4 is different from R2 and R6. R4 prefers to increase

Students with low linguistics schemata (LLS)

"I don't have my own way of learning." (R5)

Students with medium linguistics schemata (MLS)

An analysis of EFL Students’ Linguistic Schemata in Sentence Building –

R7's motivation to learn English is being able to communicate internationally.

students will try to fulfill their enthusiasm by implementing several learning

Students with medium linguistics schemata (MLS)

R2 has difficulty in using words based on their function in sentence elements.

Students with low linguistics schemata (LLS)

The difficulty experienced by R9 is placing words in sentences based on their

Students with medium linguistic schemata (MLS)

of commas (in making compound or complex sentences). Back again because I

In contrast to R2, R6 has difficulty when dealing with making simple

Students with low linguistics schemata (LLS)

1. Choosing the right learning style

An analysis of EFL Students’ Linguistic Schemata in Sentence Building –

An analysis of EFL Students’ Linguistic Schemata in Sentence Building –

Slameto, D. (1991). Belajar dan Faktor-Faktor yang Mempengaruhi Belajar. Jakarta:

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