AN ANALYSIS OF EFL STUDENTS’ LINGUISTIC SCHEMATA IN SENTENCE BUILDING.

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.