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All Journal Jurnal Bahasa dan Sastra ELP (Journal of English Language Pedagogy) Lingua Susastra Ekasakti Jurnal Penelitian dan Pengabdian (EJPP) TELL - US JOURNAL
Zulfariati, Zulfariati
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Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Public Health Social Sciences Other

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Adverbia Penanda Aspek dalam Novel Sansai karya Ermanto: Suatu Kajian Morfologi Andayani, Zri; Liusti, Siti Ainim; Zulfariati, Zulfariati
Jurnal Bahasa dan Sastra Vol 12, No 2 (2024)
Publisher : Faculty of Languages and Arts, Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jbs.v12i2.127451

Abstract

This study examines the use of adverbial aspect markers in Ermanto's novel Sansai, aiming to revitalize Minangkabau literature by focusing on both cultural and social issues. The research explores how aspect markers influence narrative understanding and temporal dynamics in contemporary Minangkabau prose. Through qualitative document analysis using the Indonesian Language Corpus Linguistic Method (KORTARA), the study identifies and classifies adverbs that denote actions, events, situations, and traits in various temporal contexts. The analysis reveals four types of aspect markers: durative, perfective, imperfective, and inchoative. The novel contains 476 adverbial aspect markers, distributed as follows: 73 durative ("middle"), 64 imperfective ("not yet"), 278 perfective ("already"), and 61 inchoative ("beginning") markers. The perfective aspect "already" emerges as the most frequently used, suggesting a narrative emphasis on completed actions or states. This linguistic analysis provides insights into the narrative structure and temporal nuances of contemporary Minangkabau literature, contributing to a deeper understanding of how language use shapes storytelling and cultural expression. The findings offer a foundation for further exploration of the relationship between linguistic features and literary techniques in regional Indonesian literature.
Afiksasi pada Cerpen “Odong-odong” karya Seno Gumira Ajidarma: Metode Linguistik Korpus Dewi, Tiara Tri; Liusti, Siti Ainim; Zulfariati, Zulfariati
Lingua Susastra Vol 5, No 3 (2024): Special Issue: Proceedings for ICLLE-2024
Publisher : Departemen Bahasa dan Sastra Indonesia dan Daerah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ls.v5i3.281

Abstract

This research aims to analyze the use of affixation, namely prefixes, suffixes, and confixes, in the corpus of Kompas short stories entitled “Odong-odong” by Arya Seno Gumira Ajidarma. Linguistic analysis shows that the structure of affixation in this short story reflects the relationship between words in the sentence as well as the context in which they are used. The method used in this research is qualitative descriptive corpus linguistic method by utilizing KORTARA (Korpus Nusantara) application. This application serves for data presentation, collection, and analysis. The data analyzed are words or sentences containing affixation in the short story “Odong-odong”. The data collection technique is done through documentation of corpus files in KORTARA application. For data analysis, computational linguistic analysis technique is used. The result shows the affixation process in the form of prefixes, suffixes, and confixes. In addition, this study also found that the affixation process functions to change the basic word group into a certain word group, making it easier for readers to analyze sentences based on context.
PROMOTING EFL STUDENTS ENTREPRENEURSHIP ENTHUSIASM: USING PROJECT-BASED LEARNING IN EXTENSIVE READING ACTIVITIES Zulfariati, Zulfariati
ELP (Journal of English Language Pedagogy) Vol. 8 No. 1 (2023): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v8i1.755

Abstract

This article discusses how Extensive Reading (ER) activities promote English as a Foreign Language (EFL) college students’ entrepreneurship enthusiasm by giving the chance to the individual student to select the topic to be read based on the most interesting one in his/her life. As ER is defined as pleasure reading, most of the previous research reports promoting ER activities for EFL students deal mostly with reading literary texts. For EFL college students, however, ER should not focus on reading literary texts, but also on the academic and popular ones. They need to be able to read a wide range of academic and popular texts for school task demands and for their prospective work purpose. They should be encouraged to read other types of texts other than literary one—which can improve their entrepreneurship enthusiasm. The method used in this study is classroom action research by implementing Project Based Learning (PBL) in two cycles. The results of this study showed that in the first cycle the students were able to read everything about the most interesting thing in their life guided by the mind map usage, made papers of reading reports based on both printed and digital resources, made the slides of oral report contained project plan of entrepreneurship products or services. In the second cycle the students were able to complete the project in form of portfolio contained the complete plan of entrepreneurship products and/or services. It is concluded that the implementing of PBL can promote EFL students’ entrepreneurship enthusiasm.
THE OMISSION OF GRAMMATICAL COMPONENTS: ERRORS AND ITS EFFECTS ON STUDENT'S ACADEMIC WRITING QUALITY Zulfariati, Zulfariati
Ekasakti Jurnal Penelitian dan Pengabdian Vol. 2 No. 1 (2021): (EJPP) Ekasakti Jurnal Penelitian & Pegabdian (November 2021 - April 2022)
Publisher : LPPM Universitas Ekasakti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31933/ejpp.v2i1.475

Abstract

Grammatical errors have been a major issue for decades. Some researchers have analyzed many types of grammatical errors made by foreign language students of English. This paper is one of the descriptions of grammatical errors derived and developed by the English Department of FKIP UMMY Solok in writing their theses. The students’ theses which had been allowed for joining the final comprehensive exam for getting the strata one degree at English Department of FKIP UMMY Solok were analyzed. Ideally, those theses were written by using correct grammar. However, there were still many errors in those theses. The errors found were respectively in form of omission, addition, misformation, and misordering types. This article focuses on the description of the omission of grammatical components written by the students and how it affects their theses quality. Admittedly, these grammatical errors make the theses quality are low and the ideas of the writing are difficult to be caught by the readers because some of the head nouns, subjects, verbs, direct objects, and other components of some sentences in those theses were omitted. It is suggested that the lectures on Grammar and Writing subjects as well as the students’ advisors on academic writings do intensive corrections towards students’ theses.
EFFECTIVENESS OF SHARINGPLUS MODEL AS ATOOL FOR CONTROLLING STUDENTS’ LEARNING TASKS Yelfiza, Yelfiza; Siska, Siska; Sesmiyanti, Sesmiyanti; Perpisa, Lili; Zulfariati, Zulfariati
TELL - US JOURNAL Vol 9, No 2 (2023): English Education Art
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2023.v9i2.6858

Abstract

Controlling undergraduate students’ tasks and supervising the process via online could decrease the quality of the task, since online feedback could not be well transmitted, which then resulted in unexpected revision.  Therefore, this research was aimed at finding out the effectiveness of SHARINGPLUS. This research used the action research method, done to twenty students in even semester 2020/2021. The model contained kinds of tasks with indicators and sub-indicators, list of students, and task options related to their final grades. The model contains eleven stages for every kind of task, but the students who succeed in doing the task until stage 4 do not need to do the following steps. Only the students with difficulty should follow the steps until the end. Findings showed that 45 % participants could follow 4 processes (SHAR). They worked in R stage repeatedly, since there was no limitation of task submission. The remaining students found difficulty in working in the system so that they could not finish their tasks  in the system. Thus, conclusion can be stated that the model was not yet effective to make students work as expected so that it needs more development.
Co-Authors Andayani, Zri Dewi, Tiara Tri Perpisa Lili Sesmiyanti M.Pd S.S Siska Siska Siti Ainim Liusti