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

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.