Articles
<![CDATA[About prefix -ba in Minangkabaunese: from which the study should start ]]>
<![CDATA[Jufrizal Jufrizal]]>
<![CDATA[ English Vol 2 No 1 (2018): June 2018 ]]>
Publisher : <![CDATA[Politeknik Negeri Bali ]]>
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<![CDATA[The four layers of human language – form, meaning, function, and value – are systematically integrated in order to play the communicative functions of human interaction. It is not an easy job to explore and to explain the nature of human language as the four layers are systematically integrated in complex ways. Thus, the linguistic studies should be held in specific domains and topics by means of appropriate theoretical bases and frameworks. This paper, which is mainly inspired by the grammatical-typological analysis on prefix ba- in Minangkabaunese, particularly discusses how the language features are linguistically analyzed in order to come to logic, valid, reliable findings and conclusion. The discussion presented in this paper aims at proposing logical and reasonable ways of doing linguistic analyses on available data of language. In short, this paper deals with how to begin and to do linguistic analyses toward a group of language data collected. In this paper, the prefix ba- of Minangkabaunese is used as the example of case. The discussion presented in this paper respectively answers two main questions; (i) What should be firstly analyzed dealing with the prefix ba- of Minangkabaunese?; and (ii) How are the linguistic analyses toward the prefix ba- of Minangkabaunese logically continued?]]>
<![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[Flipped Classroom Learning: A Current Issue in English Language Teaching in Pandemic-Era as Perceived by Lecturers ]]>
<![CDATA[Eka Sustri Harida]]>;
<![CDATA[Jufrizal Jufrizal]]>;
<![CDATA[Sojuangon Rambe]]>
<![CDATA[ AT-TA'LIM Vol 29, No 1 (2022) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Imam Bonjol Padang ]]>
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DOI: 10.15548/jt.v29i1.760
<![CDATA[The current method of teaching English in today's era is online learning; this condition occurs because of the pandemic era in all countries in the world, including Indonesia. Teaching English should be done at least by using blended learning systems; one of them is by using flipped classroom learning. Unfortunately, many teachers and students in some areas were not ready to face it. This study aims to determine the lecturers' perception of flipped classroom learning. This research was conducted through a mixed method using a questionnaire and interview to obtain data about lecturers' perceptions of flipped classroom learning. Based on the results, it is known that lecturers have a positive perception of flipped classroom learning, and they think that a new era in teaching must be followed. They are ready to face the industrial era with this kind of learning and are ready to provide themselves to become lecturers who are able to use technology, especially to follow the current era of teaching, not only in the Covid-19 era but also in the normal condition. This study recommends further research of the effect of online learning, specifically for flipped classroom learning, on the students’ competencies or on the lecturers’ professionalism.]]>
