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<![CDATA[LINGUISTIC FEATURES FOR A LANGUAGE LEARNING RESEARCH: The Case of Passives and Medio-Passives in English ]]>
<![CDATA[Jufrizal Jufrizal]]>
<![CDATA[ English Language Teaching and Research Vol 1, No 1 (2017) ]]>
Publisher : <![CDATA[English Language Teaching and Research ]]>
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<![CDATA[Conducting a research on EFL learning may be initiated by students’ problems in understanding linguistic-grammatical features of the learnt language. Therefore, students’ problems and difficulties in understanding English grammatical features can be the sources of problems of language teaching researches. This paper, which is practically derived from experiences of teaching English grammar and conducting researches in 2009 and 2012, particularly discusses how to derive the linguistic-grammatical features of English become the topic/research problem of researches on EFL learning. By using the case of passives and medio-passives of English, the discussion presented in this paper specifically is the answer for questions: (i) why do passives and medio-passives of English become academic problems for most Indonesian learners?; and (ii) how can the linguistic features of English passives and medio-passives be derived as a topic/research problem of EFL learning? The data presented in this paper are those collected through researches conducted in 2009 and 2012, and supported by others picked up during the teaching-learning processes of English Grammar subject at the English Department of Universitas Negeri Padang. The idea of this paper may give scientific information to the researchers in order to derive and to develop topics and/or research problemsof EFL learning. Key words: linguistic features, language teaching, research, passives, medio-passives]]>
<![CDATA[Fossilized Errors of English Morphosyntax Committed by English Graduate Students in Thesis Seminar Presentation at Universitas Negeri Padang ]]>
<![CDATA[Sri Muliati]]>;
<![CDATA[Hermawati Syarif]]>;
<![CDATA[Jufrizal Jufrizal]]>
<![CDATA[ English Language Teaching and Research Vol 1, No 1 (2017) ]]>
Publisher : <![CDATA[English Language Teaching and Research ]]>
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<![CDATA[The paper aims at discussing the kinds of fossilized errors of morphosyntax which occur in students’ oral communication and to find out the most possible factors causing those errors. There were 10 English graduate students who held thesis seminar as the subject of the study. The data were collected from the students’ utterances during their thesis seminar presentation which were recorded and transcribed then analyzed based on the indicators predetermined. To see the truthfulness of the data, the interview was done, especially to see the factors causing fossilized errors. The results show that 8 out of 10 subjects committed fossilized error and the frequent fossilized errors were manifested in using number marking (taking singular for plural marking) in noun/noun phrase category and substitution of the simple present for the simple past tense, the use of voice, agreement and nominalization. These fossilized errors were due to the Indonesian language interference, pedagogic intervention, and lack of opportunity to use English. Based on the result, it is recommended that the lecturers pay serious attention to the language usage in preparing effective writing instructional design. Key words: Error analysis, fossilized error, morphosyntax, interference, speaking.]]>
<![CDATA[THE GRAMMATICAL-SEMANTIC PROPERETIES OF ENGLISH MEDIO-PASSIVES: HOW NECESSARY ARE THEY FOR EFL LEARNERS IN MULTILINGUAL SOCIETIES? ]]>
<![CDATA[Jufrizal Jufrizal]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 4, No 1 (2016): Proceedings of the 4th International Seminar on English Language & Teaching (ISE ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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<![CDATA[Although learning a foreign language means learning to communicate in the language, it does not mean that to study and to understand the grammatical-semantic features of the learnt language are not essential. Most EFL learners in Indonesia, for instance, have academically known the grammatical-semantic properties of English actives and passives. However, it is assumed that not all EFL learners in multilingual societies academically know and cognitively understand the grammatical-semantic properties of one more phenomenon of English voice so called medio-passive constructions. Medio-passive constructions are grammatically constructed in active forms, but they are semantically understood as passive ones. This paper, which is derived and further developed based on a research report conducted in 2012 (Mukhaiyar an Jufrizal, 2012), particularly discusses: (i) the grammatical-semantic properties of English medio-passive constructions; and (ii) how they are academically and communicatively necessary for EFL learners in multilingual societies, as in Indonesia. The data presented in this paper are selected from those collected in a research conducted in 2012 and added with the relevant ones collected along with the writer did his activities in teaching English at S1 and S2 study programs of Universitas Negeri Padang. The analysis toward the data and its discussion are based on the relevant theories of linguistic typology of voice systems of English and foreign language learning, especially learning EFL for multi-lingual societies.]]>
<![CDATA[STUDENTS' GRAMMATICAL PROBLEMS IN ENGLISH PASSIVIZATION: What to Do for Having Better Learning on EFL Grammar at University? ]]>
<![CDATA[Jufrizal Jufrizal]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 3 (2015): Proceedings of 3nd International Seminar on English Language Teaching (ISELT) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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<![CDATA[Most EFL learners in Indonesia have local languages as their native languages (L1) with different grammatical features and properties. Such linguistic condition causes different problems on learning English at any levels in Indonesia. In addition to L1 interference. students'problems on having better grammatical competence in the foreign language are caused by problematic learning materials, methods and techniques of learning. Many students of English Department were in serious problems in writing passive voice and related constructions as found in their academic writings. It was also found that some students did not know the nature of English passivization and did silly mistakes in writing passives and medio-passives. This paper, which is derived and further developed based on research results conducted in 2012, discusses: (i) the types and causes of students' grammatical problems in English passivization; and (ii) how the English grammar instruction at university level should be belter shaped in order that the students'grammatical problems can be academically overcome. The data presented in this paper are those collected based on library research conducted in 2012 and additional one coUected when reading texts written by E,nglish Department students of Universitas Negeri Padang. The analyses and discussion are based on the theories on grammatical typology of English passivization and leaming principles of foreign language learning related to linguistic-grammatical competency.]]>
<![CDATA[Tense and Aspect of English In Pedagogical Grammar: How essential are they for EFL Learners in Indonesia ]]>
<![CDATA[Jufrizal Jufrizal]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 2 (2014): Proceedings of 2nd International Seminar on English Language Teaching (ISELT) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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<![CDATA[Tense, aspect, and modality are those of universal grammatical features which make specific characteristics on human languages cross-linguistically. As a tenseness language, English grammatically constructs the tense, aspect, and modality in sentential constructions in different ways compared with those of bahasa Indonesia and most of local languages in Indonesia which belong to tenseless languages. The grammatical strategies used by English concerning with tense, aspect, and modality should be intentionally and academically learned in any program of English learning. This paper discusses the grammatical features tenses and aspects of English on the particular perspectives of pedagogical grammar. This paper continuously analyzes the how essential the understanding on English tenses and aspects is for EFL learners in Indonesia as the way of building and strengthening grammatical competence and language awareness. It is scientifically believed that the descriptive and pedagogical perspectives on English tenses and aspects are academically and psychologically essential for EFL learners in this country]]>
<![CDATA[ENGLISH MEDIO-PASSIVE CONSTRUCTIONS: ONE OF THE ENGLISH STYLES, BUT PROBLEMS FOR MOST EFL LEARNERS IN INDONESIA ]]>
<![CDATA[Jufrizal Jufrizal]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 1 (2013): Proceedings of National Seminar on English Language Teaching ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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<![CDATA[Pola gramatikal konstruksi aktif dan pasif dalam bahasa Inggris telah dikenal oleh sebagian besar pembelajar bahasa Inggris di Indonesia. Meskipun demikian, konstruksi mediopasif cenderung kurang dikenal dan tidak menjadi perhatian sungguh-sungguh dalam pembelajaran sehingga sering menimbulkan masalah ketatabahasaan dan akademis di kalangan pembelajar bahasa asing itu. Makalah, yang merupakan telaah lanjut dari bagian hasil penelitian yang dilakukan tahun 2011, ini membahas hakikat dan keberadaan salah satu konstruksii stilistika dalam bahasa Inggris, yaitu konstruksi mediopasif, dan bagaimana konstruksi tersebut banyak menimbulkan masalah ketatabahasaa dan akademis bagi pembelajar di Indonesia. Data dikumpulkan melalui penelitian kepustakaan dengan sumber data tesis-tesis mahasiswa S2 Program Studi Pendidikan Bahasa Inggris, Program Pascasarjana Universitas Negeri Padang.]]>
<![CDATA[PASSIVE AND MEDIO-PASSIVE CONSTRUCTIONS IN ENGLISH: Why are They Necessarily Learnt by EFL Learners in West-Sumatera? ]]>
<![CDATA[Jufrizal Jufrizal]]>
<![CDATA[ International Conference on Languages and Arts Proceeding of the 2nd ISLA 2013 ]]>
Publisher : <![CDATA[Fakultas Bahasa dan Seni Universitas Negeri Padang ]]>
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<![CDATA[Diatesis aktif dan pasif yang diwujudkan dalam klausa bahasa Inggris telah dikenal oleh sebagian besar pembelajar bahasa Inggris di Indonesia. Akan tetapi, konstruksi klausa yang dikenal sebagai mediopasif masih kurang dikenal dan belum menjadi perhatian sungguh-sungguh dalam pembelajaran sehingga sering menimbulkan masalah ketatabahasaan dan komunikasi di kalangan pembelajar bahasa asing itu. Makalah, yang merupakan telaah lanjut dari bagian hasil penelitian yang dilakukan tahun 2012, ini membahas hakikat konstruksi mediopasif bahasa Inggris secara gramatikal dan mengapa konstruksi tersebut penting dipelajari dan dipahami oleh pembelajar bahasa Inggris di Sumatera Barat khususnya, dan di Indonesia pada umumnya. Data dikumpulkan melalui penelitian kepustakaan dengan sumber data tesis-tesis mahasiswa S2 Program Studi Pendidikan Bahasa Inggris, Program Pascasarjana Universitas Negeri Padang, ditambah dengan data pendukung dari kegiatan pembelajaran dan diskusi berbahasa Inggris di Universitas Negeri Padang. Key words/phrases: voice, English mediopassive, EFL learner, active, passive, grammar]]>
<![CDATA[Natural and Academic Factors Causing Students Made Grammatical Problems in Constructing Passive Voice in English ]]>
<![CDATA[Jufrizal Jufrizal]]>
<![CDATA[ International Conference on Languages and Arts Proceeding of the 1st ISLA 2012 ]]>
Publisher : <![CDATA[Fakultas Bahasa dan Seni Universitas Negeri Padang ]]>
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<![CDATA[Makalah yang merupakan pengembangan dari hasil penelitian yang dilakukan tahun 2011-2012 ini membahas faktor-faktor alamiah dan akademis yang menyebabkan mahasiswa S2 PPs UNP membuat masalah ketatabahasaan dalam menulis konstruksi pasif bahasa Inggris sebagaimana ditemukan dalam tesis mereka. Kesalahan tatabahasa dalam menulis konstruksi pasif dapat disebabkan oleh faktor alamiah kebahasaan si penulis maupun faktor akademis. Faktor-faktor alamiah-kebahasaan yang menyebabkan munculnya kesalahan tersebut dapat berupa faktor bahasa pertama, kesungguhan menulis, dan kurangnya latihan menulis. Faktor akademis yang menyebabkan ini terjadi adalah arah pengajaran-pembelajaran tatabahasa, materi ajar, dan banyaknya perbedaan fitur-fitur tatabahasa antara bahasa Inggris dengan bahasa Indonesia. Kata/frasa kunci: natural, academic, passive voice, grammar, English, thesis]]>
<![CDATA[Education, Pedagogy and Andragogy ]]>
<![CDATA[Eripuddin]]>;
<![CDATA[Jufrizal]]>
<![CDATA[ JEE (Journal of English Education) Vol. 7 No. 1 (2021): JEE (Journal of English Education) ]]>
Publisher : <![CDATA[English Study Program University of Pasir Pengaraian ]]>
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DOI: 10.30606/jee.v7i1.985
<![CDATA[This article discusses the basic concept and theories of education, pedagogy and andragogy. It explores various scholarly definitions and consepts about tranferring the knowledge to young learners and adult learners. The article will be useful for practicing teachers, students, college and university lecturers, school-based in-service coordinators, advisory teachers and school mentors dealing with the concepts and theories of education, pedagogy, and andragogy. This is a theoretical-based on the literature study. The result of the study argues that the competencies in teaching and understanding students in learning whether young learners and adult learners are an appropriate system in education. So, educators or stakeholders should consider for more understanding about education, pedagogy and andragogy in technology era now. The success of an education is largely determined by the approach used by educators and teachers in understanding concepts of education, pedagogy and andragogy, and learning material as well.]]>
<![CDATA[GRAMMATICAL MARKEDNESS OF NON-VERBAL CONSTRUCTIONS IN MINANGKABAUNESE: A Grammatical Typological Study ]]>
<![CDATA[Jufrizal Jufrizal]]>
<![CDATA[ Linguistik Indonesia Vol. 40 No. 1 (2022): Linguistik Indonesia ]]>
Publisher : <![CDATA[Masyarakat Linguistik Indonesia ]]>
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DOI: 10.26499/li.v40i1.295
<![CDATA[The markedness theory has been becoming an important tool to directly link formal (structural) linguistic data and properties across languages. Markedness is one of the criteria which is used to determine the asymmetry of grammatical constructions in languages being learnt. So far, typological analyses on the non-verbal grammatical constructions in Minangkabaunese[1] have not been particularly based on the markedness theory yet. Therefore, the markedness analysis on the grammatical constructions of Minangkabaunese is linguistically meaningful. This article specifically analyzes and discusses the markedness values of the non-verbal constructions in Minangkabaunese based on markedness theories developed and used in Linguistic Typology. Two questions as the basis for data analysis and discussion are: (i) what are the unmarked and marked non-verbal constructions of Minangkabaunese based on formal and functional markedness analysis?; and (ii) how are the unmarked and marked constructions of Minangkabaunese functionally used in communication in its speech community? The data presented in this article are the basic-clause constructions which were collected through the execution of a field research in West-Sumatera and supported by a library study. The result of data analysis reveals that the non-verbal grammatical constructions without copula are the formal and functional unmarked constructions in Minangkabaunese. Meanwhile, the constructions with copula are those of formaly and functionally marked.[1] A main local language originally spoken by Minangkabaunese in West Sumatera, Indonesia]]>
