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All Journal Indonesian Journal of Islamic Literature and Muslim Society PROJECT (Professional Journal of English Education)
Furqon Edi Wibowo
UIN Raden Mas Said Surakarta
Religion Languange, Linguistic, Communication & Media Other

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AN ANALYSIS OF INFLECTIONAL AND DERIVATIONAL AFFIXES OF THE STUDENTS’ TEXT Furqon Edi Wibowo; Endang Rismawati
PROJECT (Professional Journal of English Education) Vol 5, No 6 (2022): VOLUME 5 NUMBER 6, NOVEMBER 2022
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/project.v5i6.p1187-1199

Abstract

Morphology is needed in writing. Most of students have low understanding on it. Therefore, this study was to analyze types of  inflectional and derivational affixes at the eighth grade students’ writing skill of recount text at SMP N 2 Wonosari in the academic year of 2021/2022 and to describe the students’ problems in using affixes. The data were collected by documentation, interview and questionnaire. The researcher used Miles and Huberman’s theory to analyze data. The trustworthiness of the data used theory triangulation. The result showed there were 7 types of inflectional affixes –ed, -s, irregular form, -‘s, -en, -er and suppletive plural. There were 6 types of derivational affixes Verb to Noun, Adjective to Adverb, Noun to Adjective, Adjective to Noun, Verb to Adjective, and Noun to Noun (-er, -or, -ion, -ment, -er, -ly, -y, -al, -able, -ous, -ic, -ful, -ry, -ness, -dom, and –ship). The problems happened to the students in using affixes such as the students had difficulties in distinguish free morpheme and bound morpheme, the students were still confused to determine the affix and root, the students felt difficult on the words that consisted of derivational affixes. The affixes could also change the sound and spelling. Keywords:  Morphology, Inflectional affixes, Derivational Affixes, Wrriting, Recount Text
The Influence of Religious Education on Radical Religious Understanding Among Students of the State Islamic Institute: English Purwanto; Furqon Edi Wibowo; Mifedwil Jandra; Arieff Salleh Rosman; Mohd Fauzi Abu-Hussin
Indonesian Journal of Islamic Literature and Muslim Society Vol. 7 No. 1 (2022): June 2022
Publisher : IAIN Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/islimus.v7i1.6528

Abstract

The aim of this research was to investigate the level of religious understanding radicalism among students of the Public Faculty and Religious Faculty, respectively. The initial hypothesis was that the level of religious understanding radicalism of the students in the Public Faculty would be higher than that of the students in the Religious Faculty. The research employed an ex post facto method and used t-test to analyze the data. The study was conducted in 2018 at the State Islamic Institute of Surakarta, an Islamic religious college in Surakarta. The research population consisted of all students from 22 departments in the academic year of 2016, totaling 10,980 people. Samples were drawn from each department, with a quota of 10 students per department, resulting in a total of 220 sample members. The data collection used a questionnaire of religious understanding radicalism, which was tested for validity and reliability. Data analysis included a sample randomness test, data normality test, and variant homogeneity test. The results showed that although the level of religious understanding radicalism was higher among students in the Public Faculty than those in the Religious Faculty, the hypothesis was not statistically proven. The study suggests that religious education cannot be solely correlated with formal education background and that students' interactions with extra campus organizations, both on and off-campus, play a significant role in shaping their religious understanding radicalism. Additionally, the religious education process in the Public Faculty at the State Islamic Institute of Surakarta could make students more moderate in their religious understanding.
STRATEGIES TO STUDENTS’ ACTIVENESS IN TEACHING SPEAKING Furqon Edi Wibowo; Nandhita Ayun Puspita
PROJECT (Professional Journal of English Education) Vol. 7 No. 5 (2024): VOLUME 7 NUMBER 5, SEPTEMBER 2024
Publisher : IKIP Siliwangi

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

Abstract

The aims of this research were devided into two parts, (1) to describe strategies to students’ activeness in teaching speaking and (2) to explain students activeness to the speaking teaching strategies.This research used descriptive qualitative. The findings showed that there were eight strategies to students’ activeness in teaching speaking, including Cooperative Learning Strategies, Active Learning Strategy, Providing Students with Feedback, Role Play, Plenty of Practice, Problem - Based Learning Strategy (SPBM), Questioning to Check for Understanding, and Storytelling. Meanwhile, there were fifteen students’ activeness in teaching speaking, including students pay attention to the book, students speak actively during learning, students express their opinions, students ask questions about material they have not yet understood, students interact in discussion activities, students pay attention when the teacher explains the material, students take notes on the material presented by the teacher, students do the assignments given by the teacher, students raising their hands before asking, students respond to the teacher by answering questions and conveying their ideas, students think critically in solving problem, students search for and utilize every learning resource, students are interested in the teacher's delivery of material, students are eager to learn, and students effort to create a conducive learning atmosphere.
Co-Authors Arieff Salleh Rosman Endang Rismawati Mifedwil Jandra Mohd Fauzi Abu-Hussin Nandhita Ayun Puspita Purwanto