Teaching English generic nouns: The exploration of the generic idea in English and Indonesian and the applications of explicit instruction in classroom

Although the generic idea is often expressed in discourse, the acquisition of it is so slow among learners. Moreover, this idea is expressed through a highly complex system of the English language called the article system. As a result, learners tend to make errors when they attempt to convey the generic idea in their output. Since the Indonesian language has a different way to express the generic idea, Indonesian learners of English may be interfered by their first language when expressing this idea. Consequently, errors are inevitable. A thorough examination at how the generic idea is expressed in English and in Indonesian is perhaps the only way to understand this complexity. To help learners express the idea correctly and appropriately, teachers should give explicit instruction in forms of mini lesson and explicit corrective feedback (i.e. metalinguistic feedback). This article presents all the patterns to express the generic idea both in English and Indonesian, poses some pedagogical implications and discusses some useful approaches for English teachers in dealing with it

TEACHING ENGLISH GENERIC NOUNS: THE EXPLORATION OF THE GENERIC IDEA IN ENGLISH AND INDONESIAN AND THE APPLICATIONS OF EXPLICIT INSTRUCTION IN CLASSROOM

Although the generic idea is often expressed in discourse, the acquisition of it is so slow among learners. Moreover, this idea is expressed through a highly complex system of the English language called the article system. As a result, learners tend to make errors when they attempt to convey the generic idea in their output. Since the Indonesian language has a different way to express the generic idea, Indonesian learners of English may be interfered by their first language when expressing this idea. Consequently, errors are inevitable. A thorough examination at how the generic idea is expressed in English and in Indonesian is perhaps the only way to understand this complexity. To help learners express the idea correctly and appropriately, teachers should give explicit instruction in forms of mini lesson and explicit corrective feedback (i.e. metalinguistic feedback). This article presents all the patterns to express the generic idea both in English and Indonesian, poses some pedagogical implications and discusses some useful approaches for English teachers in dealing with it

Teaching English Generic Nouns: the Exploration of the Generic Idea in English and Indonesian and the Applications of Explicit Instruction in Classroom

Although the generic idea is often expressed in discourse, the acquisition of it is so slow among learners. Moreover, this idea is expressed through a highly complex system of the English language called the article system. As a result, learners tend to make errors when they attempt to convey the generic idea in their output. Since the Indonesian language has a different way to express the generic idea, Indonesian learners of English may be interfered by their first language when expressing this idea. Consequently, errors are inevitable. A thorough examination at how the generic idea is expressed in English and in Indonesian is perhaps the only way to understand this complexity. To help learners express the idea correctly and appropriately, teachers should give explicit instruction in forms of mini lesson and explicit corrective feedback (i.e. metalinguistic feedback). This article presents all the patterns to express the generic idea both in English and Indonesian, poses some pedagogical implications and discusses some useful approaches for English teachers in dealing with it

REPRESENTASI NILAI KEBAHARIAN DALAM NOVEL MATA DAN MANUSIA LAUT KARYA OKKY MADASARI: PERSPEKTIF MEMORI KOLEKTIF

Penelitian ini bertujuan untuk mendeskripsikan bentuk memori kolektif, proses pewarisan memori kolektif, dan hasil pewarisan memori kolektif dalam novel Mata dan Manusia Laut karya Okky Madasari. Metode yang digunakan dalam penelitian ini adalah kualitatif dengan pendekatan antropologi. Sumber data yang digunakan dalam penelitian ini adalah novel Mata dan Manusia Laut karya Okky Madasari. Hasil penelitian ini adalah bentuk memori kolektif yang dapat diklasifikasikan menjadi tiga bentuk, yaitu memori flashbulb, memori generasi, dan memori tradisi. Ketiga bentuk memori kolektif tersebut meliputi perbedaan tata cara upacara, larangan menangkap ikan saat bulan purnama, dan pemakaian marga kepada anak-anak yang baru lahir. Lalu proses pewarisan memori kolektif yang terbagi menjadi dua cara, yaitu enkulturasi dan sosialisasi. Wujud data tersebut meliputi cara memasak nasi dan menjaga tungku, menirukan nyanyian pemanggil lummu. Kemudian hasil pewarisan tersebut ialah penerapan tradisi yang pernah dilakukan oleh para leluhur di generasi sekarang dan menetapkan tradisi tersebut sebagai bentuk kontrol sosial di masyarakat. Kata Kunci: memori kolektif, bentuk, pewarisan, dan hasil

Applying Cognitive Linguistics to teaching English prepositions in the EFL classroom

This paper reports on a quasi-experimental study investigating the effect of cognitive linguistics-grounded instruction on learning the prepositions in, on, and at, which are known to pose tremendous difficulty to English language learners due to their language-specific features and polysemous nature. The participants (N = 44) were adolescent learners at a school in Indonesia. They were assigned into the cognitive group and the rule group. The cognitive group was presented with pictorial representations of the prepositions and cognitive tools used to motivate non-spatial uses, while the rule group was provided with rules. Participants’ performance on the three uses (i.e. spatial, temporal and abstract) was measured with pre-, post-, and delayed post-tests in a form of gap filling. The study yielded mixed results. The findings demonstrate that the cognitive group outperformed the rule group in the overall immediate and delayed post-tests. The cognitive group improved significantly in the immediate post-test; however, the positive effect did not last until the delayed post-test. On the other hand, the rule group gained a little in the immediate post-test, but the group’s performance decreased significantly in the delayed post-test. Although there was no indication of long-term effects of the cognitive instruction, the results still indicate a value of applying cognitive linguistics to teaching the prepositions, and thus lend support to the applicability of cognitive linguistic theory in second language instruction

Input-based processing instruction vs. output-based traditional instruction in learning plural -s

This paper reports the results of a quasi-experimental study investigating the relative effects of input-based processing instruction and output-based traditional instruction on Indonesian EFL learners’ ability to interpret and produce sentences containing the English plural marker -s. Subjects involved in this study were 20 secondary school learners (initially 97 learners) who sat in four intact classes. The classes were assigned into two groups randomly, namely, with processing instruction and traditional instruction. The processing instructional treatment consisted of grammar explanation, explicit information on a correct processing strategy, and structured input activities aimed at altering learners’ default input processing strategy and thus enhancing formmeaning mappings. On the one hand, the traditional instructional treatment included explanation of grammar rules and output-based activities directed at improving the learners’ ability to produce the form. On the other hand, the pre-test and post-test comprised an interpretation task and a production task. The results show that both types of instruction are equally effective in assisting learners to correctly interpret the target feature, and traditional instruction is more effective in enabling subjects to produce plural -s, although it does not differ significantly from processing instruction. Additionally, the results indicate that the subjects’ productive knowledge was still somewhat problematic despite having developed good interpretative knowledge of the form. Pedagogical implications are discussed at the end of this study

Hukum yang Visioner sebagai Orientasi Pembangunan Hukum Indonesia Menuju Indonesia Emas 2045

Indonesia sedang mempersiapkan diri untuk menjadi negara maju yang ingin dicapai ketika Indonesia berusia 100 tahun pada tahun 2045. Salah satu permasalahan yang perlu diatasi menuju Indonesia Emas 2045 adalah korupsi yang masif di Indonesia Korupsi merupakan salah satu tindak pidana yang menimbulkan kerugian bagi keuangan Indonesia dimana berdasarkan data dari ICW pada tahun 2022 total kerugian negara yang dialami oleh Indonesia mencapai 42,747 triliun rupiah. Beberapa alternatif selain hukuman pidana penjara bagi pelaku tindak pidana korupsi bisa dijadikan referensi bagi Indonesia seperti di Jepang dengan menerapkan sanksi sosialnya yang menimbulkan rasa malu bagi pelaku tindak pidana korupsi, atau di Jerman yang menerapkan aturan bagi pelaku tindak pidana korupsi untuk melakukan pengembalian nilai uang korupsi kepada negara. Indonesia berusaha mengatasi disparitas dalam pemidanaan terhadap pelaku tindak pidana korupsi dengan mengeluarkan Peraturan Mahkamah Agung Republik Indonesia Nomor 1 Tahun 2020 tentang Salinan Pedoman Pemidanaan Pasal 2 dan Pasal 3 Undang-Undang Pemberantasan Tindak Pidana Korupsi. Aturan ini mengatur mengenai seberapa berat dan ringannya hukuman pidana terhadap tindak pidana korupsi berdasarkan kategori “kerugian keuangan negara atau perekonomian negara, tingkat kesalahan, dampak, dan keuntungan, rentang penjatuhan pidana, keadaan – keadaan yang memberatkan dan meringankan, penjatuhan pidana, dan ketentuan lain yang berkaitan dengan penjatuhan pidana.

Sosialisasi tata kelola tanah aset desa berdasarkan UndangUndang no. 6 tahun 2014 tentang desa di Desa Suko Kecamatan Sukomoro Kabupaten Probolinggo

Desa mempunyai otonomi desa dalam mengelola daerahnya. Semua aset desa wajib di manfaatkan sebesar-besarnya dan di nikmati oleh masyarakat bukan golongan. Tanah Bengkok sebagai aset desa wajib di manfaatkan sebesar-besarnya dan pemanfaatan tanah aset desa tersebut sudah tercantum dalam UU No. 6 tahun 2014 tentang desa yang wajib di ketahui oleh masyarakat Desa Suko. Peneliti dalam hal ini akan menjelaskan pengabdian ini dengan metode deskriptif kualitatif yang didukung data primer dan sekunder. Data primer akan diperoleh oleh pengabdi dengan melakukan wawancara dengan kepala desa, sekertaris desa, tokoh desa dan warga. Sedangkan data sekunder akan di dapatkan dengan mengambil beberapa referensi yang ada pada buku maupun jurnal dan penelitian yang ada. Teknik pengumpulan data akan mereduksi dari hasil observasi, wawancara di tempat kejadian dan dokumentasi. Keabsahan data yang di suguhkan pengabdi akan di lakukan triangulasi. Hasil penelitian ini adalah sosialisasi berjalan dengan baik dengan menemukan 3 masalah baru yang ditemukan di lapangan saat sosialisasi dan berdiskusi dengan tokoh masyarakat dan warga Desa Suko

Students’ Perceptions on the Use of Hot Potatoes Exercises in English Subject

This study aimed to examine students’ perceptions on the use of “Hot Potatoes” exercises in practicing recount text material in English Subject. The research questions in this research are: 1) What are the students’ perceptions on the use of “Hot Potatoes” exercises in practicing recount text material in English Subject? and 2) What are the advantages and disadvantages of using “Hot Potatoes” exercises in practicing recount text material in English Subject? The method used was a descriptive qualitative method. The participants of this research were 29 students of a senior high school in Tangerang. The findings show the students have positive responses towards the use of “Hot Potatoes” exercises in practicing recount text material in English Subject. The conclusions are the students give positive responses on the use of “Hot Potatoes” exercises in practicing recount text material in English Subject. The advantages of using Hot Potatoes exercises are related to understandable and fun questions, and instructions, the motivation improvement in English learning, the interactivity, and the variety of English exercises. Lastly the disadvantages of using “Hot Potatoes” exercises are the need for internet connection to access the exercises, and the availability of devices, and the inability of some features

PENGARUH MODEL PEMBELAJARAN PADA MATA PELAJARAN ADMINISTRASI UMUM TERHADAP HASIL BELAJAR SISWA KELAS X OTKP DI SMK PGRI SOOKO MOJOKERTO

Abstrak Tujuan penelitian ini adalah: untuk mengetahui bagaimana penerapan model pembelajaran Problem Based Learning pada mata pelajaran administrasi umum terhadap hasil belajar siswa kelas X OTKP di SMK PGRI Sooko Mojokerto, untuk mengetahui apakah terdapat pengaruh model pembelajaran Problem Based Learning pada mata pelajaran administrasi umum terhadap hasil belajar siswa di SMK PGRI Sooko Mojokerto. Jenis penelitian ini adalah experiment research dengan menggunakan desain penelitian Quasi Experimental Design dan rancangan desain Nonequivalent Control Group Design. Populasi dalam penelitian ini adalah seluruh kelas X OTKP SMK PGRI Sooko Mojokerto yang berjumlah 60 siswa. Sampel penelitian yang diambil menggunakan sampling jenuh dengan mengambil semua anggota populasi digunakan sebagai sampel yaitu X OTKP 1 sebagai kelas eksperimen dan X OTKP 2 sebagai kelas control. Hasil penelitian menunjukkan bahwa nilai rata-rata pada pretest dan posttest experiment class yaitu 52,35 dan 88,16; control class nilai rata-rata pretest dan posttest yaitu 61,16 dan 81,83, sedangkan gainscore experiment class 35,83 dan control class 20,66. Berdasarkan uji t posttest dilakukan dengan menggunakan program SPSS 16.0 melalui uji statistika Independent Sample Test menunjukkan bahwa perolehan perhitungan uji-t yaitu taraf signifikansi sebesar 0,00<0,05 dan thitung (3,775)>ttabel (2,001). Uji t gainscore pada experiment class dan control class menunjukkan bahwa taraf signifikansi sebesar 0,00<0,05 dan thitung>ttabel (6,602>2,001). Berdasarkan dari analisis uji t posttest dan gainscore diatas dapat disimpulkan bahwa Ha diterima yaitu terdapat pengaruh model pembelajaran Problem Based Learning terhadap hasil belajar siswa pada mata pelajaran administrasi umum di SMK PGRI Sooko Mojokerto diterima. Kata Kunci: Model Pembelajaran Problem Based Learning, Hasil Belajar Siswa. Abstract The purpose of this study are: 1. To find out how the application of the learning model Problem Based Learning on the subjects of public administration on the results of class X student of SMK PGRI Sooko OTKP in Mojokerto, 2. To determine whether there is influence learning model Problem Based Learning on the subjects of public administration on student learning outcomes at SMK PGRI Sooko Mojokerto. This research is an experimental research by using Quasi-Experimental Design study design and the design of the design Nonequivalent Control Group Design. The population in this study were all class X SMK PGRI Sooko Mojokerto OTKP of 60 students. The research sample taken using saturation sampling by taking all members of the population used as a sample of X OTKP 1 as an experimental class and X OTKP 2 as the control class. The results showed that the average value in the pretest and posttest experiment class were 52.35 and 88.16; control class pretest and posttest mean values are 61.16 and 81.83, while gainscore experiment class is 35.83 and control class is 20.66. Based on the t-test posttest performed using the SPSS 16.0 program through the statistical test Independent Sample Test shows that the acquisition of the t-test calculation is a significance level of 0.00 <0.05 and tcount (3.775)> ttable (2.001). The gaincore t test on the experimental class and control class showed that the significance level was 0.00 <0.05 and tcount> ttable (6.602> 2.001). Based on the analysis of the posttest t test and gainscore above it can be concluded that Ha is accepted, that is, there is an influence of the Problem Based Learning learning model on student learning outcomes in general administration subjects at SMK PGRI Sooko Mojokerto accepted. Keywords: Problem Based Learning Model, Learning Outcomes