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Code Switching in English Classroom Interaction at Grade VIII of SMPN 27 Medan Mira Mailani; Murni Murni; Nayla Firzanah; Stefani Angelica
Komprehensif Vol 4 No 1 (2026)
Publisher : CV Edu Tech Jaya

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This study aimed to analyze the types of code-switching used by the English teacher and the reasons for using code-switching during classroom interaction at Grade VIII of SMPN 27 Medan. This study employed a descriptive qualitative research design. The data were collected through classroom observation, audio recording, and semi-structured interviews during the teaching and learning process. The collected data were analyzed using Miles, Huberman, and Saldaña’s qualitative data analysis model consisting of data condensation, data display, and conclusion drawing. The findings revealed that the teacher used three types of code-switching based on Poplack’s theory (1980), namely intra-sentential switching, inter-sentential switching, and tag switching. Among those types, intra-sentential switching became the dominant type because the teacher frequently mixed English and Indonesian within the same utterance while explaining materials and giving classroom instructions. Furthermore, the findings showed that the teacher used code-switching for several communicative reasons based on Gumperz’s theory (1982), namely message qualification, personalization versus objectification, and addressee specification. Message qualification became the dominant reason because the teacher frequently switched to Indonesian to clarify explanations and facilitate students’ understanding during the learning process. The findings indicate that code-switching plays an important role in supporting effective classroom communication, improving students’ comprehension, reducing students’ anxiety, and creating a comfortable learning atmosphere in EFL classrooms. Therefore, code-switching can be considered an effective pedagogical strategy in English language teaching, especially in junior high school classrooms where students still have limited English proficiency.

A Transitivity Analysis of Students’ Writing Recount Text Based on Systemic Functional Linguistics at SMP Negeri 27 Medan Nayla Firzanah; Mira Mailani; Stefani Angelica Sinambela; Jelita Purnamasari Gulo
Analysis Vol 4 No 1 (2026)
Publisher : CV Edu Tech Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65311/j.analysis.v4i1.1981

This study analyzed the types of transitivity processes and the realization of transitivity processes found in students’ recount text writing at SMP Negeri 27 Medan. The study was conducted because many students still experienced difficulties in expressing ideas and organizing experiences effectively in recount texts. This research aimed to identify the types of transitivity processes used by students and to describe how the processes were realized through process, participant, and circumstance elements in clauses. This study applied a descriptive qualitative method. The data of this research were clauses taken from five recount texts written by seventh-grade students of SMP Negeri 27 Medan. The data were analyzed based on the transitivity system in Systemic Functional Linguistics proposed by M. A. K. Halliday and Christian M.I.M. Matthiessen. The findings showed that six types of transitivity processes were found in the students’ recount texts, namely material process, mental process, relational process, verbal process, behavioral process, and existential process. Material process became the dominant process because students mostly described physical activities and past experiences through action verbs. In addition, the realization of transitivity processes was represented through process, participant, and circumstance elements. The findings indicate that students were able to represent experiences and meanings through language in recount text writing, although most of the texts still used simple sentence patterns and limited vocabulary. This study is expected to contribute to English language teaching, especially in improving students’ writing ability through the application of Systemic Functional Linguistics.

Exploring EFL Students' Attitudes Toward Online Learning: A Qualitative Study of Sixth-Semester Students at the Faculty of Language and Arts Jelita Purnamasari Gulo; Elisabet A Butarbutar; Murni Murni; Nayla Firzanah
BRIGHT VISION Vol 6, No 2 (2026)
Publisher : Faculty of Tarbiyah nad Teacher Training

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This study explores EFL sixth-semester students’ attitudes toward online learning in English classes at the Faculty of Language and Arts, State University of Medan, and identifies the factors influencing those attitudes. Online learning has become an important part of higher education, yet EFL students often experience both benefits and challenges in digital learning environments, particularly in relation to interaction, motivation, and language practice. This research employed a descriptive qualitative design involving three participants for semi-structured interviews and 20 participants for an online questionnaire. The data were analyzed using Miles, Huberman, and Saldaña’s interactive model through data condensation, data display, and conclusion drawing. The findings show that students’ attitudes toward online learning were shaped by cognitive, affective, and behavioral dimensions. Cognitively, most students doubted the effectiveness of online English classes in improving proficiency, although they acknowledged some benefits in speaking practice and vocabulary exposure. Affectively, students generally showed positive feelings such as enthusiasm and comfort, but these emotions were strongly influenced by class atmosphere and interaction. Behaviorally, most students were active in attending classes and seeking additional learning resources, although participation sometimes depended on confidence and workload. The influencing factors were divided into internal factors, such as motivation, self-confidence, and previous learning experience, and external factors, such as internet connectivity, teaching methods, and the online learning platform. Overall, the study reveals that students’ attitudes toward online learning are complex and shaped by both personal and contextual conditions.

Students' Difficulties in Constructing Argumentative Texts: A Genre-Based Analysis at SMPN 27 Medan Stefani Angelica Sinambela; Mira Mailani; Murni Murni; Nayla Firzanah
Pedagogik: Jurnal Pendidikan dan Riset Vol. 4 No. 2 (2026): In Progress
Publisher : CV Edu Tech Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65311/pedagogik.v4i2.1980

Writing argumentative texts is one of the essential skills that students need to develop in English language learning. However, many students still experience difficulties in constructing argumentative texts effectively. This study aimed to identify the difficulties encountered by eighth-grade students of SMP Negeri 27 Medan in constructing argumentative texts and to analyze the generic structures and language features used in their writing. This study employed a descriptive qualitative research design. The participants consisted of 24 eighth-grade students of SMP Negeri 27 Medan. The data were collected through writing tasks and documentation. The students were asked to write argumentative texts based on several assigned topics. The collected data were analyzed using the interactive model of Miles, Huberman, and Saldaña (2014), including data condensation, data display, and conclusion drawing. The analysis was conducted based on Genre-Based Analysis proposed by Gerot and Wignell (1994), focusing on generic structures and language features of argumentative texts. The findings revealed that argument development was the most significant difficulty experienced by students, with 75% producing underdeveloped arguments. Grammatical errors were found in 71% of the texts, while 67% of the students demonstrated limited vocabulary usage and 58% showed inappropriate use of logical connectors. Despite these difficulties, all students were able to construct thesis statements and conclusions appropriately. The study concludes that students possess a basic understanding of argumentative text structure but still require greater support in developing arguments, improving grammatical accuracy, enriching vocabulary, and applying cohesive devices effectively. These findings highlight the importance of genre-based instruction in improving students’ argumentative writing competence.

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