Sentence-Writing Patterns and Linguistic Challenges among Indonesian Primary EFL Learners

Muh. Al Fachrizah Fitra; Achmad Fajar Muhammad; Sultan Baa; Ulvah Sari

doi:10.55537/j-ibm.v6i1.1739

Authors

Muh. Al Fachrizah Fitra Universitas Negeri Makassar https://orcid.org/0000-0001-8324-9802
Achmad Fajar Muhammad Universitas Bosowa https://orcid.org/0009-0003-7803-8682
Sultan Baa Universitas Negeri Makassar https://orcid.org/0000-0002-1730-0814
Ulvah Sari Universitas Kurnia Jaya Persada https://orcid.org/0009-0003-0604-723X

DOI:

https://doi.org/10.55537/j-ibm.v6i1.1739

Keywords:

Young EFL Learners, Simple Sentence Writing, Sentence-Level Analysis, Linguistic Challenges, Indonesian Primary Education

Abstract

Sentence writing provides insight into young EFL learners’ developing control of grammar, vocabulary, syntax, and writing conventions. This study investigated recurring sentence-writing patterns and linguistic challenges among Grade Six EFL learners in one Indonesian primary school. Using a qualitative descriptive document-analysis design, 28 students each produced five sentences through a picture-based task, yielding 140 sentence units. Data were analyzed through sentence-level qualitative content coding supported by descriptive frequencies and percentages. The findings showed that 36.4% of the sentences were complete without major structural problems, while 50.0% were complete but problematic. Non-standard or unidentifiable constructions accounted for 37.1% of the data, whereas S+V+C was the most frequent recognizable pattern at 33.6%. Recurrent challenges included vocabulary choice, word order, verb form and use, article or determiner use, capitalization, and subject–verb agreement. These context-specific findings may help primary-school English teachers identify sentence-level areas requiring instructional attention. However, the findings are limited to one class, one school, and one picture-based task.

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