EduLite Journal of English Education, Literature, and Culture Vol. 8, No. 1, February 2023, pp. 209-226 209 E-ISSN: 2528-4479, P-ISSN: 2477-5304 http://jurnal.unissula.ac.id/index.php/edulite DOI: http://dx.doi.org/10.30659/e.8.1. 209-226 Mood analysis and self-correction to enhance EFL students’ conjugation accuracy Katharina Rustipa*, Endang Yuliani Rahayu, Yulistiyanti Yulistiyanti English Literature Department, Faculty of Law and Language, Universitas Stikubank, Semarang, Indonesia *Corresponding Author Email: katrin@edu.unisbank.ac.id Received: Revised: Accepted: Published: 03 August 2022 13 February 2023 20 February 2023 28 February 2023 Abstract This study is more focused on enhancing the accuracy of subject-verb agreement/ conjugation, by employing the mood analysis and self-correction techniques. The purpose of this study is to find out the effectiveness of mood analysis and self-correction practices to enhance EFL students’ conjugation accuracy. This research is an experimental study in a classroom context, which was carried out in the English Department of Stikubank University (UNISBANK) Semarang. Fifteen students played a role in an experimental group while fifteen others played a role in a control group. During the treatment, the experimental group did mood analysis and self-correction while the control group did not. The t-test calculation shows that there is a significant difference between the conjugation accuracy of the text written by the experimental group and that written by the control group. The experimental group outperformed the control group. The research findings indicate that mood analysis and self-correction practices are effective to enhance EFL students’ conjugation accuracy. Thus, it is recommended that practices of mood analysis and self-correction be applied in a teaching grammar lesson. Keywords: mood analysis; self-correction; conjugation; grammatical accuracy INTRODUCTION Many EFL learners find English grammar problematic although they have learned grammar for years (Vannestål & Lindquist, 2007), (Abbasi & Karimnia, 2011) (Ekaningsih, 2017). Research revealed that the types of grammatical errors commonly committed by EFL learners are among others: inappropriate use of English tenses, and subject-verb agreement/conjugation. One grammatical rule which is considered difficult for EFL learners is the rule of subject-verb agreement (SVA). It is the rule of grammar where the subject matches with the verb (or verbs) used in a sentence (Alahmadi, 2019). This study is more focused on the accuracy of subject-verb agreement/ conjugation, employing mood analysis and self-corrective feedback. The correctness of subject-verb agreement is important to show professionalism, proficiency in the target language, and convey interpersonal meaning. The mastery of SVA is very important to express ideas, especially in writing, where