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p-Index From 2021 - 2026
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All Journal Jurnal Celtic JEELS (Journal of English Education and Linguistics Studies)
Iis Sujarwati
Postgraduate Program of English Education, University of Bengkulu, Indonesia
Education Languange, Linguistic, Communication & Media

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Students’ perception of code-switching functions and effects in English as a foreign language classroom Sherin Putri Indanna; Iis Sujarwati; Ari Andre Rianyansa
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 13 No. 1 (2026): Vol. 13 No. 1 (2026): June 2026
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v13i1.42886

Abstract

This study aims to find students’ view towards the implementation of code switching in learning English and its obstacles. Mixed method was used explanatory sequential design to conduct this research. the total population is 32 students. While, the sample of this study was thirty-two students of English Education Department, Muhammadiyah University of Bengkulu, Indonesia. It was just because only one class that the lecturer implemented code switching in English class. Thus, the sampling technique was purposive sampling. Questionnaire and interview were addressed as instruments to answer the research questions. The questionnaire was addressed to thirty-two students, while only fifteen students were interviewed. The data were analyzed quantitively and qualitatively. For quantitative analysis, the data were analyzed by using simple calculation to know the percentage and mean score. For qualitative data analysis, coding was used for it. The result showed that students had positive responses towards the implementation of code switching in English class. In short, code switching can be as one of teaching strategies for students in learning English because it helps them for speaking, even though, those still have limitation. The findings also revealed that teachers believed code-switching provided a clear purpose and had a positive impact on instruction and language development in EFL classrooms by creating a sociable environment. It was also demonstrated that code switching to teachers was effective in EFL classrooms and played an important role in English learning and teaching. The implications of the findings for EFL teachers and language learning settings were discussed.
Exploring Vocabulary Retention and Student Engagement: A Dive into Gamified vs. Traditional Flipped Classroom Iis Sujarwati; Dedi Sofyan; Marzon Efendi; Muhammad Nafi Annury
JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 1 (2025): JEELS May 2025
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v12i1.4871

Abstract

This study compares the Gamified Flipped Classroom (GFC) model to the Traditional Flipped Classroom (TFC) model on vocabulary retention and student engagement in 76 students. This study examined if the two teaching approaches differed in vocabulary and student engagement. Both groups' vocabulary retention increased after the intervention, with the experimental group scoring 78.45 compared to 76.89 for the control group. Independent sample t-tests showed statistically significant improvements in both groups’ post-test scores (p < 0.001), but no significant difference was found between them, leading to the rejection of Hypothesis 1. GFC had better mean Likert-scale values for student involvement (4.32) than TFC (3.76). The Mann-Whitney U test demonstrated substantial engagement differences between groups. Although the GFC model had certain drawbacks, qualitative data from the open-ended survey and focus group talks showed numerous positive student opinions. GFC increases student involvement, but both teaching approaches improve vocabulary retention, according to study.
Co-Authors Ari Andre Rianyansa Dedi Sofyan Marzon Efendi Muhammad Nafi Annury Sherin Putri Indanna