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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Jurnal Geografi Jurnal Pengabdian Kepada Masyarakat (Mediteg) Journal of English Teaching and Applied Linguistics (JETAL)
Al Arief, Yusuf
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Humanities Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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LOKAKARYA PENULISAN BUKU AJAR EFEKTIF BAGI DOSEN PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS UIN ANTASARI DAN UNU KALIMANTAN SELATAN al arief, yusuf; Hayatie, Marliza Noor
Jurnal Pengabdian Kepada Masyarakat (MEDITEG) Vol. 7 No. 2 (2022): Jurnal Pengabdian Kepada Masyarakat (MEDITEG)
Publisher : Pusat Penelitian dan Pengabdian Kepada Masyarakat (P3M) Politeknik Negeri Tanah Laut (Politala)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34128/mediteg.v7i2.157

Abstract

Penulisan buku ajar merupakan salah satu hal terpenting yang harus dilakukan oleh seorang dosen agar proses pembelajarannya bisa berjalan dengan lancer dan mencapai hasil yang maksimal. Namun, penulisan buku ajar juga tidak bisa dilakukan secara sembarangan karena ada panduan yang harus diikuti. Selain itu, buku ajar juga harus bersifat student-oriented agar buku ajar tersebut efektif saat digunakan dalam pembelajaran. Pengabdian kepada masyarakat yang dilaksanakan menggunakan metode lokakarya sehingga partisipan tidak hanya memahami teori namun juga mampu mempraktekkan secara langsung. Partisipan dalam kegiatan ini adalah dosen dari UIN Antasari Banjarmasin dan Universitas NU Kalimantan Selatan. Setelah mengikuti lokakarya, para peserta memberikan tanggapan yang positif karena lokakarya tersebut sangat bermanfaat untuk mengarahkan mereka menuliskan buku ajar yang efektif. Para peserta juga berharap akan adanya pelaksanaan lokakarya serupa lagi nantinya.
Utilizing Humor for Triggering Language Learners' Critical Thinking Skills: A Narrative Inquiry Study Al Arief, Yusuf
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 2 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i2.3732

Abstract

This study explores the possibility that using humor in language learning could indirectly contribute to developing critical thinking skills by promoting a positive and engaging learning environment. This study utilized a narrative inquiry approach to investigate language learners' experiences in utilizing humor to trigger students' critical thinking skills. The participants in this study were the author himself, a lecturer and 60 students of Discourse Analysis classes at the English Language Education Study Program. The data was collected through semi-structured interviews with each participant. The transcripts were read multiple times to identify recurring themes and patterns related to the use and effects of humor on the students' Critical Thinking Skills (CTS). The results showed that linguistic jokes could promote reflection and encourage language learners to think about their language use by prompting them to consider how the joke was constructed and what linguistic elements were used. There are several challenges that language teachers may face when utilizing linguistic joking to trigger students' CTS.
Temporal Trends and Spatial Patterns of Forest Fires in Central Kalimantan: Implications for Fire Management Policies Saputra, Aswin Nur; Rixal, Rixal; Pamuji, Rizky; Al Arief, Yusuf
JURNAL GEOGRAFI Vol. 17 No. 2 (2025): JURNAL GEOGRAFI
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jg.v17i2.64534

Abstract

Forest and land fires remain a significant environmental challenge in Central Kalimantan, Indonesia, causing extensive ecological, economic, and health impacts. This research investigates the spatial distribution and concentration of forest and land fire hotspots in the region from 2018 to 2024. Hotspot data from the SIPONGI system were processed using kernel density estimation to generate density maps, which were subsequently overlaid to pinpoint areas with the highest fire concentrations. The analysis identified 2019 as the year with the most severe fire occurrences, with Pulang Pisau District emerging as the region with the greatest fire intensity. These findings offer critical insights for directing fire prevention efforts and enhancing land management strategies to mitigate future fire risks in Central Kalimantan.
The Use of Linguistic jokes in EFL Classroom Al Arief, Yusuf
JETAL: Journal of English Teaching & Applied Linguistic Vol 4 No 2 (2023): April 2023
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v4i2.1000

Abstract

Humor is widely recognized as an effective method for promoting language acquisition and enhancing language skills. Using humor in language training can help students feel more at ease, reduce tension, and encourage good emotions, all of which have a favorable effect on their motivation and engagement. In language-learning environments, linguistic jokes are one sort of humor that has not been well investigated. This study uses descriptive qualitative methodologies to investigate the advantages of linguistic jokes in the English as a foreign language (EFL) classroom. Data were gathered for the study from interviews, focus groups, and classroom observations involving EFL students. The results show that language learners gain from using linguistic jokes in EFL classes in several ways, including greater motivation, increased engagement, improved communication skills, and decreased anxiety. The study also emphasizes how humour can improve the learning environment by encouraging greater participation and a sense of belonging among students. The qualitative data show that learners have good attitudes toward using humour in language acquisition, which lends credence to these findings. The study proposes that EFL teachers utilize humour as a teaching method to facilitate language learning and develop language skills. It also finds that including linguistic jokes in EFL classrooms can benefit language learners in various ways.
Utilizing Humor for Triggering Language Learners' Critical Thinking Skills: A Narrative Inquiry Study Al Arief, Yusuf
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 2 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i2.3732

Abstract

This study explores the possibility that using humor in language learning could indirectly contribute to developing critical thinking skills by promoting a positive and engaging learning environment. This study utilized a narrative inquiry approach to investigate language learners' experiences in utilizing humor to trigger students' critical thinking skills. The participants in this study were the author himself, a lecturer and 60 students of Discourse Analysis classes at the English Language Education Study Program. The data was collected through semi-structured interviews with each participant. The transcripts were read multiple times to identify recurring themes and patterns related to the use and effects of humor on the students' Critical Thinking Skills (CTS). The results showed that linguistic jokes could promote reflection and encourage language learners to think about their language use by prompting them to consider how the joke was constructed and what linguistic elements were used. There are several challenges that language teachers may face when utilizing linguistic joking to trigger students' CTS.
Co-Authors Aswin Nur Saputra Hayatie, Marliza Noor Pamuji, Rizky Rixal, Rixal