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All Journal Educate Prosodi: Jurnal Ilmu Bahasa dan Sastra Jurnal Penelitian Kesejahteraan Sosial Mahakarya: Students' Journal of Cultural Sciences
Adi Yusuf
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Aerospace Engineering Education Languange, Linguistic, Communication & Media Social Sciences

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STRATEGIES TO REDUCE GRAMMATICAL OVERGENERALIZATION IN ESL STUDENTS' WRITTEN ENGLISH Yusuf, Adi
Educate Vol 2, No 2 (2013)
Publisher : Educate

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (444.979 KB)

Abstract

STRATEGIES TO REDUCE GRAMMATICAL OVERGENERALIZATION IN ESL STUDENTS' WRITTEN ENGLISH
GRAMMATICAL OVERGENERALIZATION MADE BY LEVEL 1 LEARNERS OF FIRDAUS ENGLISH COURSE (FEC) PATIANROWO, NGANJUK Yusuf, Adi
Educate Vol 1, No 1 (2012): Jurnal Educate
Publisher : Educate

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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
Krisis Identitas dalam Perkembangan Psikososial Pelaku Klitih di Yogyakarta Inayah, Muhti Nur; Yusuf, Adi; Umam, Khotibul
Jurnal Penelitian Kesejahteraan Sosial Vol. 20 No. 3 (2021): Jurnal Penelitian Kesejahteraan Sosial
Publisher : Balai Besar Litbang Pelayanan Kesejahteraan Sosial

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31105/jpks.v20i3.2707

Abstract

Artikel ini bertujuan untuk mengetahui bagaimana perilaku sosial pelaku klitih dalam perkembangan psikososial.Aksi para pelaku klitih di Yogyakarta sangat mengkhawatirkan dan meresahkan masyarakat. Pelaku klitih yang kebanyakanremaja dalam melakukan aksinya sangat agresif dalam melukai korban. Penelitian ini menggunakan metode penelitiankualitatif dengan pendekatan studi kasus. Teknik yang digunakan dalam pengumpulan data melalui wawancara, observasi,dan dokumentasi. Hasil penelitian menyatakan bahwa pelaku klitih mengalami kebingungan dalam konsep dirinya danperannya dalam masayarakat. Pelaku yang mengalami kebingungan ini dinamakan krisis identitas. Hal tersebut membuatmereka mencari-cari identitasnya dengan masuk ke dalam kelompok dan menjalankan kegiatan, serta aturan yang adadi dalamnya meski buruk sekalipun. Tindakan yang mereka lakukan bermotif, mulai dari ingin menunjukkan kekuatankelompok dan rasa balas dendam dari kelompok. Hal demikian harus menjadi perhatian keluarga, teman, masayarakat,dan pemerintah untuk dapat menumbuhkan kesadaran dan memberikan ruang yang positif kepada remaja agar dalamperiode krisisnya mereka berada pada jalan yang benar.
STRATEGIES TO REDUCE GRAMMATICAL OVERGENERALIZATION IN ESL STUDENTS' WRITTEN ENGLISH Adi Yusuf
Educate Vol 2, No 2 (2013)
Publisher : Universitas Pesantren Tinggi Darul Ulum Jombang

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Abstract

STRATEGIES TO REDUCE GRAMMATICAL OVERGENERALIZATION IN ESL STUDENTS' WRITTEN ENGLISH
A PPP (PRESENTATION, PRACTICE, AND PRODUCTION) PHASE METHOD OF TEACHING SPEAKING TO UNIVERSITY STUDENTS Adi Yusuf
Educate Vol 4, No 2 (2015)
Publisher : Universitas Pesantren Tinggi Darul Ulum Jombang

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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
GRAMMATICAL OVERGENERALIZATION MADE BY LEVEL 1 LEARNERS OF FIRDAUS ENGLISH COURSE (FEC) PATIANROWO, NGANJUK Adi Yusuf
Educate Vol 1, No 1 (2012): Jurnal Educate
Publisher : Universitas Pesantren Tinggi Darul Ulum Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar

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
FROM LYRICS TO LEARNING: THE EFFECT OF SONGS ON STUDENTS' MOTIVATION TO LEARN ENGLISH Sholihah, Ayu Ni’matus; Hossain, Rumana; Farid, Achmad; Yusuf, Adi
Mahakarya: Jurnal Mahasiswa Ilmu Budaya Vol. 5 No. 2 (2024)
Publisher : IAIN Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/msjcs.v5i2.9540

Abstract

The research aims to investigate the impact of popular English songs on students' motivation to learn English at School X in Jombang using a quasi-experimental design. This study focuses on implementing English popular songs (EPS) popular in the last 15 years and remain popular today. A sample of 42 students from two different classes participated in the study. Data were gathered using a questionnaire and analyzed statistically with SPSS version 20. The findings indicate that students' motivation to learn English was moderate, based on their responses to the Likert scale questionnaire. Furthermore, Spearman's rank correlation test found a moderate correlation between students' motivation and the use of EPS. In light of these findings, using EPS does not significantly affect students' motivation. However, it was noted that students' learning experiences, a component of the L2 Motivational Self System, improved. Additionally, a Chi-square test of independence examined the relationship between the frequency of students listening to EPS and their motivation. The results suggest that students who frequently listen to English songs tend to have higher motivation. This study provides insights into the potential benefits of incorporating popular music into English language learning to enhance student engagement and motivation.
Teacher’s Strategies to Create a Conducive Learning Environment in The Ron Clark Story Movie Yusuf, Adi; Pattisahusiwa, Ernawati
Prosodi Jurnal Ilmu Bahasa dan Sastra Vol 14, No 2: (2020): Prosodi
Publisher : Program Studi Bahasa Inggris Universitas Trunojoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (599.72 KB) | DOI: 10.21107/prosodi.v14i2.8760

Abstract

In learning process, a good teacher indeed needs a strategy to create a conducive learning environment in order that it runs smoothly. The Ron Clark Story Movie depicts how a teacher uses various strategies to create a conducive classroom environment so that the learning process can run well. The purposes of this research are to identify what strategies used by the teacher, Mr. Clark, to create a conducive learning environment in The Ron Clark Story Movie and to describe how the strategies  are implemented by the teacher to create a condusive learning environment in the Movie. This study was designed qualitatively. The data of this study were scenes on the teacher’s strategies to create a conducive learning environment  in the movie. The source of data in this study was a movie entitled The Ron Clark Story.It was found that Mr. Clark used 5 types of teacher’s strategies to create a conducive classroom environment: physical design of the classroom, rules and routines, relationship, engaging and motivation, and discipline. Each of the strategies has several classifications. By applying these strategies, the students of Mr. Clark finally succeeded in passing the exam with satisfactory grades.
Co-Authors Achmad Farid Hossain, Rumana Inayah, Muhti Nur Khotibul Umam Pattisahusiwa, Ernawati Sholihah, Ayu Ni’matus