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All Journal MAKNA: Jurnal Kajian Komunikasi, Bahasa dan Budaya Diglossia Educate UICELL Conference Proceeding Education and Human Development Journal Mahakarya: Students' Journal of Cultural Sciences Education, Language, and Culture Journal Journal of Research in Foreign Language Teaching
Adi Yusuf
Universitas Pesantren Tinggi Darul Ulum
Religion Aerospace Engineering Humanities Decision Sciences, Operations Research & Management Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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GRAMMATICAL OVERGENERALIZATION MADE BY LEVEL 1 LEARNERS OF FIRDAUS ENGLISH COURSE (FEC) PATIANROWO, NGANJUK Yusuf, Adi
Educate Vol 1, No 1 (2012): EDUCATE
Publisher : Educate

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (127.244 KB)

Abstract

Adi Yusuf University of Pesantren Tinggi Darul Ulum Jombang Adi_yoesop@yahoo.co.id Abstract Besides the influence of first language (L1), learners’ poor knowledge of second language (L2) often leads to mistakes (errors). The phenomenon of second language acquisition errors (L2) caused by the second language (L2) is called overgeneralization (negative intralingual transfer). This study describes grammatical overgeneralization often made by Level 1 students´ of Paradise English Course (FEC) Patianrowo, Nganjuk and the factors causing them. The errors at least can be categorized into twelve kinds of errors: tense-related errors, modal-related errors, infinitive-related errors, gerund-related errors, present participle-related errors, noun clause-related errors, pronoun-related errors, article-related errors, preposition-related errors, singular and plural-related errors, and word order-related errors. Those errors are caused by two aspects, they are inductive and deductive reasoning. Keywords: transfer, intralingual transfer (overgeneralization), level 1 students   Abstrak Selain bahasa pertama (L1), pengetahuan pembelajar yang buruk tentang bahasa kedua (L2) sering menyebabkan mistakes (errors). Fenomena kesalahan akuisisi bahasa kedua (L2) yang disebabkan oleh bahasa kedua (L2) disebut overgeneralization (transfer intralingual negatif). Studi ini menggambarkan tata bahasa overgeneralization yang sering dilakukan oleh para siswa tingkat 1 di Firdaus English Course (FEC) Patianrowo, Nganjuk dan faktor-faktor penyebabnya. Errors setidaknya dapat dikategorikan menjadi dua belas jenis: tense-related errors, modal-related errors, infinitive-related errors, gerund-related errors, present participle-related errors, noun clause-related errors, pronoun-related errors, article-related errors, preposition-related errors, singular and plural-related errors, and word order-related errors. Kesalahan-kesalahan disebabkan oleh dua aspek, yaitu penalaran induktif dan deduktif.   Kata kunci: transfer, transfer intralingual (overgeneralisasi), siswa level 1
A PPP (PRESENTATION, PRACTICE, AND PRODUCTION) PHASE METHOD OF TEACHING SPEAKING TO UNIVERSITY STUDENTS Yusuf, Adi
Educate Vol 4, No 2 (2015)
Publisher : Educate

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Abstract

Teaching speaking is considered as the “interesting and challenging activity”. Indeed, it needs various ways in order to make students “active in speaking” during the class. This article would like to present the three phases, namely a PPP (Presentation, Practice, and Production) method in “teaching speaking to university students”. The fundamental principles of using this method is that the “students are smart and creative”. Eventhough, they are considered as “intelligent and creative”, teachers still need to guide or control them to anticipate any errors made by the students. Furthermore, it is important for teachers to know when to give “instant correction” in class. When the class is focused on accuracy, teachers can give an “instant correction”. On the other hand, when it is focused on “fluency”, it is not suggested that teachers give “instant correction” and this may interfere with the goals of activity. Keywords: Presentation, Practice, Production, accuracy, fluency Abstrak Mengajar kelas speaking bisa dianggap sebagai aktivitas yang menarik dan menantang. Berbagai cara benar-benar perlu dilakukan untuk membuat para siswa aktif dalam berbicara selama pelajaran. Artikel ini membahas tentang tiga tahapan, yaitu sebuah metode PPP (Presentation, Practice, and Production) yang diterapkan dalam “mengajar speaking” pada mahasiswa. Landasan dalam menggunakan metode ini adalah bahwa mahasiswa pandai dan kreatif. Meskipun, demikian pengajar masih perlu “membimbing atau mengontrol” mereka untuk mengantisipasi adanya kesalahan. Di samping itu, pengajar harus tahu kapan waktu yang tepat untuk memberikan “koreksi langsung” di kelas. Ketika kelas sedang difokuskan pada “ketepatan”, pengajar bisa memberikan “koreksi langsung”. Sebaliknya, ketika kelas sedang difokuskan pada “kepasihan/ kelancaran”, sebaiknya pengajar tidak memberikan “koreksi langsung” dan hal ini bisa mengganggu tujuan aktifitas kelas. Kata kunci: Presentation, Practice, Production, accuracy, fluency
DIFFERENT CRITERIA BETWEEN DERIVATIONAL AND INFLECTIONAL MORPHEMES IN ENGLISH Adi Yusuf
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 2 No 2 (2017): Education and Human Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (145.611 KB) | DOI: 10.33086/ehdj.v2i2.1377

Abstract

In learning English words, it is very important to know the smallest unit which contributes to determine a new word or meaning, called ‘morpheme’. There are two kinds of morphemes whether they create a new word or a new meaning: derivational morphemes and inflectional morphemes. This paper would like to discuss some different criteria that help to distinguish between English inflectional and derivational affixes, they are: (a) derivational affixes change a word and/or the meaning, but not all. However, inflectional affixes do not., (b) the place of derivational affixes is closer than that of inflectional affixes, the place of inflectional affixes is outside derivational affixes., (c) derivational affixes apply to restricted classes of stems, while inflectional affixes barely have exception., (d) derivational affixes are not relevant to the syntax, however inflectional affixes are relevant., (e) derivational morphemes can be attached by prefixes and suffixes, on the other hand, inflectional morphemes are only added by suffixes., and (f) derivational morphemes are semantically opaque, while inflectional morphemes are rarely semantically opaque.
Error Analysis on Passive Sentences Construction Made by the Eleventh Year Students of MA Assulaimaniyah Mojoagung Ana Ainurrohmah; Adi Yusuf; Binti Qani’ah; Wim Banu Ukhrowi
JURNAL PENDIDIKAN BAHASA DAN BUDAYA Vol 2 No 3 (2022): December (EDULEC)
Publisher : CV. Eureka Murakabi Abadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56314/edulec.v2i3.90

Abstract

This research analyzed on passive sentences construction in the form of present and past tense. It focused on what types of passive sentences error made by  students and how do the students made errors. The aims of this research were to describe the types of passive sentences error and how the students made the errors. Qualitative research was the method of this research. The participants of this  research were the eleventh grade students of MIA at MA Assulaimaniyah Mojoagung consisting of 18 students. The data  of this research was the sentences of passive voice containing errors made by students. The findings showed that there were four types of error identified in passive sentences construction made by students: omission, addition, misfomation, and misordering. Most of students got difficulties in differentiating between regular and irregular verb in passive sentence construction. It can be concluded that the students are still lack of understanding of verb usage in passive sentence construction.
Teacher’s Roles in Creating an-Active Learning Environment in The Queen’s Classroom Series Feni Agustin; Adi Yusuf; Nailul Fauziyah
UICELL No 6 (2022): UICELL Conference Proceedings 2022
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

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Abstract

The role of a teacher is very important because it is very influential in the development of students’ learning. Furthermore, teacher’s roles are very important because they can help teachers know students' understanding, help improve learning, and motivate students during learning process. The purposes of this study were to identify the types of teacher’s roles, to describe how the types are applied by the teacher, and to describe an active learning environment as the effect of the applied roles in The Queen’s Classroom series. This study used a qualitative descriptive method. The data were collected through observation sheets in the form of classifications of teacher’s roles in creating an-active learning environment in The Queen’s Classroom series. The results indicated that 3 types of teacher’s roles were found: teacher as controller, teacher as organizer, and teacher as assessor. Teacher as controller can be seen when Mrs. Ma created a group for this study material at the previous meeting. Mrs. Ma asked students to discuss it with their friends in a group. Teacher as organizer occurred when Mrs. Ma made the rule of class leader so that students scrambled to get excellent and satisfying grades. Teacher as assessor was exemplified when the teacher gave students better scores so that they were motivated to learn more actively. In learning process teacher can guide the students to express and think. Teacher roles can help students to active discussion and make interaction among others. The effect of teacher’s roles make active learning environment. Keywords: Teacher Roles, Active Learning, The Queen’s Classroom series
GRAMMATICAL ERRORS ON ARTICLE USAGE IN EFL STUDENTS’ WRITING OF REPORT TEXT Adi Yusuf; Rizqi Lestari
Makna: Jurnal Kajian Komunikasi, Bahasa, dan Budaya Vol 12 No 1 (2023): MAKNA: Jurnal Kajian Komunikasi, Bahasa dan Budaya
Publisher : Fakultas Komunikasi, Sastra, dan Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33558/makna.v12i1.4602

Abstract

Articles are one of the most difficult parts in writing, especially for EFL students. Different use of articles often leads the students to make errors. This study is intended to know the types of article errors made by students in writing report text and to explain why the errors occur. This study used a descriptive qualitative method. The subjects of this study were the students of class nine at X Junior High School in Jombang. Based on the analysis, it had been found that there were 3 types of article errors: the definite article, the indefinite article, and no article. The results of this study indicated that the students made errors on all types of articles. The errors happened because of both interlingual transfer and intralingual transfer. Finally, it can be concluded that the students had a lack of knowledge in English articles.
GRAMMATICAL ERRORS ON ARTICLE USAGE IN EFL STUDENTS’ WRITING OF REPORT TEXT Adi Yusuf; Rizqi Lestari
Makna: Jurnal Kajian Komunikasi, Bahasa, dan Budaya Vol 12 No 1 (2023): MAKNA: Jurnal Kajian Komunikasi, Bahasa dan Budaya
Publisher : Fakultas Komunikasi, Sastra, dan Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33558/makna.v12i1.4602

Abstract

Articles are one of the most difficult parts in writing, especially for EFL students. Different use of articles often leads the students to make errors. This study is intended to know the types of article errors made by students in writing report text and to explain why the errors occur. This study used a descriptive qualitative method. The subjects of this study were the students of class nine at X Junior High School in Jombang. Based on the analysis, it had been found that there were 3 types of article errors: the definite article, the indefinite article, and no article. The results of this study indicated that the students made errors on all types of articles. The errors happened because of both interlingual transfer and intralingual transfer. Finally, it can be concluded that the students had a lack of knowledge in English articles.
Postcolonialism in Africa Based on Colonialism Analysis in Chinua Achebe's Things Fall Apart Adi Yusuf
Diglossia: Jurnal Kajian Ilmiah Kebahasaan dan Kesusastraan Vol. 8 No. 2 (2017): April
Publisher : Unipdu Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26594/diglossia.v8i2.861

Abstract

AbstractOne of the interesting things in the study of literary works is to explore the representation of a literary work itself to the culture of real life. More specifically, when it is related to the history – in this case, the condition of precolonial, colonial, and postcolonial times. This article discusses postcolonialism analysis on Things fall Apart by Achebe. The method used in this study is descriptive qualitative. It is found that the novel represents “precolonial tribal” life in Africa: earning a living by farming land and keeping the cattle, diverse cultural backgrounds including belief of traditional religion. Then, the things lost as a result of colonial contact are “religious practice and government”. Then, Colonizers’ strategies in indoctrinating the native population to their way of thinking  include building a school, convincing the society of the importance of education for the future generation, and building the court for judgement and protection. There are some reasons that make colonizers’ successful, they are: they make mutual benefit of trading, use a soft way to spread the belief, and use an innovative way to link the religion and the education. Furthermore, after colonialism, Africa experiences mixed reaction of religious practice, education becomes the key to get success in career, two ways of healers: the traditional African healers i.e. “using ritual and herbal remedies and modern cures, hospital, and the establishment of Courts of Justice and Human Rights”.Keywords: precolonial life, positive effects, negative effects, postcolonialism.  AbstrakSalah satu hal yang menarik dalam studi karya sastra ialah mengeksplorasi representasi  karya sastra itu sendiri dengan budaya kehidupan nyata, lebih khusus lagi, ketika dikaitkan dengan sejarah - dalam hal ini, kondisi pada saat pra-kolonial, kolonial, dan postkolonial. Artikel ini bertujuan untuk membahas tentang  postkolonialisme pada novel Things Fall Apart oleh Achebe. Metode yang digunakan dalam studi ini adalah deskriptif qualitative. Hasil penelitian ini menunjukkan bahwa novel tersebut merepresentasikan kehidupan suku “precolonial di Afrika”: mencari nafkah dengan bertani dan memelihara binatang ternak, latar belakang budaya yang beragam termasuk keyakinan agama tradisional. Hal-hal yang hilang/ negatif  akibat dari kontak kolonial pada penduduk asli yaitu “praktik agama dan pemerintahan”. Ada tiga strategi yang dilakukan oleh penjajah dalam mengindoktrinir penduduk asli terhadap cara berpikir mereka antara lain:   “membangun sebuah sekolah, meyakinkan masyarakat akan pentingnya pendidikan bagi generasi masa depan, dan membangun pengadilan untuk mencari keadilan dan perlindungan”. Penjajah sukses karena mereka mengadakan “perdagangan yang saling menguntungkan, menggunakan cara yang lembut untuk menyebarkan keyakinan, dan menggunakan cara yang inovatif untuk menghubungkan antara agama dan pendidikan”.  Beberapa efek dari kolonialisme tersebut antara lain: (1) terdapat beberapa agama di Afrika, (2) pendidikan menjadi kunci untuk mendapatkan kesuksesan dalam karir, (3) ada dua cara penyembuhan: (1.penyembuhan tradisional Afrika yaitu menggunakan ritual dan herbal, dan 2. obat modern, rumah sakit), dan (4) pendirian Pengadilan Hukum dan Hak Asasi Manusia.Kata Kunci: kehidupan prekolonial, efek negatif, efek positif, postkolonial
Teacher’s Corrective Feedback in Students’ Narrative Writing: A Case of an EFL Teacher in MAN Tambak Beras Jombang Baiq Ayu Ida Khalida; Adi Yusuf
Journal of Research in Foreign Language Teaching (JRFLT) Vol. 1 No. 1 (2018)
Publisher : Universitas Pesantren Tinggi Darul Ulum Jombang (Unipdu)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26594/jrflt.v1i1.1147

Abstract

This study analysed the teachers’ feedback on students’ writing Narrative text. The purposes of the study were to identify types of error corrective feedback used by the teacher in correcting students’ narrative text and to find the teacher’s reasons for using the types of corfrective feedback. This study applied descriptive qualitative approach. More specifically this study used document analysis and interview to collect the data. The documents analysed in this study was teacher's corrective feedback on students' works.  It is found that there were three types of Corrective Feedback used by the teacher based on the theory proposed by Ellis (2008) ‘A Typology of Written Corrective Feedback’. They were Direct Corrective Feedback, Indirect Corrective Feedback, and Focused Corrective Feedback. Besides, the teacher gave additional comment at the end of students’ text. Interestingly, this study also identified that the teacher left the students’ errors (Uncorrected Errors) as they were without any feedback. The reason for using Direct Corective Feedback was she wanted to help students understand their errors easily because they would not correct their errors without teacher’s guidance. She conducted Indirect Corrective Feedback because of a limited time to do the correction. Next, Focused Corrective Feedback was conducted to meet learning objectives and students would get the highest score if they were able to write good title, the generic structure, and the proper language features. Then, additional comment was done to build good relationship with the students. Finally, Uncorrected errors was conducted since the teacher did not have enough time  to correct all errors and most of the students’ errors were typical.
MODIFYING ZIP-ZAP GAME TO LEFORI (LEFT OR RIGHT) GAME FOR TEACHING WRITING IN DESCRIPTIVE TEXT Dwi Fitrya Ningsih; Adi Yusuf
Journal of Research in Foreign Language Teaching (JRFLT) Vol. 2 No. 2 (2021)
Publisher : Universitas Pesantren Tinggi Darul Ulum Jombang (Unipdu)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26594/jrflt.v2i2.2681

Abstract

In learning writing a descriptive text, the students should be able to imagine the object then describe it into a sentence. However, they often face difficulties during writing process. They frequently do not know what they are going to write or how to start writing it. In this case, the teacher needs a supporting learning media to make the teaching learning process done more effectively. This research was proposed to modify a game as a medium for the teacher to teach a descriptive text. LEFORI game was a modified game from a Zip-zap game. This game was used by the teacher to help the students in learning writing descriptive text. The game was modified based on the students’ need. The design of this research was Design Based Research as proposed by Akker, et al. (2013). To collect the data, this research used an interview and questionnaire. In addition, the assessment of the game was done by giving questionnaire to get judgment from the teacher. The result showed that LEFORI game was very good and appropriate for overcoming students’ problem in learning writing of descriptive text.
Co-Authors Achmad Farid Achmad Farid Ana Ainurrohmah Baiq Ayu Ida Khalida Binti Qani’ah Dwi Fitrya Ningsih Feni Agustin Hidayaturrohmaniyah Hidayaturrohmaniyah Lila Aprillia Sugiarto Paramita, Yuli Qani’ah, Binti Wim Banu Ukhrowi