Improving TBI Scores with Effective Morphology-Syntax Teaching Methods in LBB EDU’s 2024 TBI Group Intensive Class
Abstract
This paper underscores the necessity of proper morphology and syntax knowledge, thereby improving grammar mastery in English, before undertaking the Specialist Education Program for Doctors (PPDS). ‘Morphology’ refers to the linguistic branch that studies the internal structures of individual words and how they are formed, whereas ‘syntax’ points to the structures of sentences and how they are formed as phrases, clauses, and sentences. Decent mastery of both aspects will significantly improve the scores in English grammar, thereby considerably improving PPDS participants’ opportunity to obtain high scores and paving the way to better performance in their professional careers. The research involved a final sample of 20 participants, who received targeted grammar instruction over four sessions totaling eight hours. Data were collected through a 50-item grammar composition test designed to measure syntactic and structural understanding. Statistical analysis revealed an increase in the mean score from 53.8 (pretest) to 61.8 (posttest). A paired-sample t-test indicated a significant improvement in students’ performance (t = 2.582, df = 19, p < 0.05, approximate). These results suggest that systematic syntax instruction can enhance learners’ grammatical competence in English. Implications for EFL classroom practice and future pedagogical research are discussed.
Keywords
English Mastery, Morphology Teaching, TBI, Syntax Teaching, PPDS
References
Abdullah, Karimuddin, Jannah, M., Aiman, U., Hasda, S., Fadilla, Z., Taqwin, & Masita. (2022). Metodologi penelitian kuantitatif (N. Saputra, Ed.). Yayasan Penerbit Muhammad Zaini.
Brunner, S. N., Bäuerlein, K., Conti, M., & Karlen, Y. (2025). Measuring individual differences in students’ knowledge about self-regulated learning strategies with a digital tool. Learning and Individual Differences, 119. https://doi.org/10.1016/j.lindif.2025.102656
Cahusac De Caux, B., & Pretorius, L. (2024). Learning together through collaborative writing: The power of peer feedback and discussion in doctoral writing groups. Studies In Educational Evaluation, 83. https://doi.org/10.1016/j.stueduc.2024.101379
Chen, X. (Winnie), & Lee, I. (2022). Conflicts in peer interaction of collaborative writing – A case study in an EFL context. Journal of Second Language Writing, 58. https://doi.org/10.1016/J.Jslw.2022.100910
Curle, S., Yuksel, D., Aizawa, I., Thompson, G., & Rakhshandehroo, M. (2024). Academic success in English medium instruction programmes in Turkey: Exploring the effect of gender, motivation, and English language proficiency. International Journal of Educational Research, 123. https://doi.org/10.1016/J.Ijer.2023.102288
Hu, T. C., Chao, T. Y., Yang, W. H., & Lien, Y. C. (2023a). Enhancing the grammatical competence of middle-school EFL low-achievers through a progressive English syntax teaching program. Bulletin of Educational Psychology, 55(1), 153–180. https://doi.org/10.6251/Bep.202309_55(1).0007
Ilham, M., Husnu, M., Yusri, A., & Fikni, Z. (2024). View of simple project-based learning syntaxes to teach speaking (vocabulary elements). Innovative: Journal of Social Science Research, 4(4), 14470–14478.
Lou, N. M., Chaffee, K. E., & Noels, K. A. (2025). Beyond aptitudes and experiences: the unique role of mindsets in emotions in language classrooms. Learning and Individual Differences, 120. https://doi.org/10.1016/J.Lindif.2025.102688
Macaraeg, J. M., Gallego, M. C., Ferrera, R. E., & Ulla, M. B. (2024). Content and language integrated learning (CLIL): experiences and challenges of English preparatory school graduates in a Cambodian International University. Social Sciences and Humanities Open, 10. https://doi.org/10.1016/J.Ssaho.2024.101165
Rihana, A., Harahap, A., Dalimunthe, A., Mahara, E., Lubis, N., & Ismahani, S. (2024). View of the importance of syntax in understanding English sentence structure. Innovative: Journal of Social Science Research, 4(6), 8644–8651.
Tai, K. W. H., Wei, L., & Loh, E. K. Y. (2025). Enhancing students’ content and language development: Implications for researching multilingualism in CLIL classroom context. Learning and Instruction, 96. https://doi.org/10.1016 /j.learninstruc.2025.102083
Zheng, F. (2025). Improving English vocabulary learning with a hybrid deep learning model optimized by enhanced search algorithm. Egyptian Informatics Journal, 29. https://doi.org/10.1016/j.eij.2025.100619
Published
How to Cite
Issue
Section
Copyright
Copyright (c) 2025 Dika Prestiawan, Hadi Asrori
The author(s) retain full copyright of this work. The copyright holder grants the journal the right of first publication and the right to distribute the work under the terms of the selected open-access license.
License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
All published content in Takuana: Jurnal Pendidikan, Sains, dan Humaniora is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY NC SA 4.0). This license allows others to share, copy, redistribute, and adapt the work for non-commercial purposes, as long as proper credit is given to the original author(s) and source, and any derivative works are distributed under the same license.
Attribution must include a clear citation of the original work and a statement indicating whether any changes were made. Commercial use is not permitted under this license and there is no additional legal or technological restrictions may be applied. For more information about the license terms and permissible use, please refer to the full license text available here.
