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Hanifa, Hanifa

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Students’ Perspectives on Lecturers’ Code-Switching in Efl Classes and Its Impact on Students’ Speaking Skills Hanifa, Hanifa; Muyassaroh, Muyassaroh
International Journal on Advanced Science, Education, and Religion Vol 9 No 1 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i1.1460

This study aims to investigate students’ perceptions of lecturers’ code-switching practices in EFL classrooms and their impact on students’ speaking skills. Specifically, the study focuses on how code-switching supports speaking development, influences students’ confidence, and affects their attention span during the learning process.This research employed a qualitative approach using semi-structured interviews as the main data collection technique. The participants were fifth-semester students of the English Education Department at Al-Qolam University. The interview data were collected in both Indonesian and English to allow participants to express their views naturally. The data were analyzed thematically to identify recurring patterns and key themes related to code-switching and speaking skills. The findings reveal that most students perceive code-switching as a beneficial pedagogical strategy. Code-switching helps students understand learning materials more clearly, increases confidence to speak English, and creates a more supportive classroom atmosphere. Although code-switching does not directly improve speaking fluency, it indirectly supports speaking development by enhancing comprehension and reducing anxiety. However, the findings also indicate that excessive use of code-switching may lead to students’ dependency on translation, potentially limiting their exposure to English. Additionally, code-switching was found to help maintain students’ attention span, particularly when dealing with complex materials or task instructions. Based on these findings, this study recommends that lecturers use code-switching strategically and proportionally in EFL classrooms. Code-switching should function as pedagogical support rather than a substitute for English instruction, especially in speaking-focused courses. Future research is suggested to explore lecturers’ perspectives and classroom observations to gain a more comprehensive understanding of code-switching practices in EFL contexts..

INTEGRASI BANGUNAN BERSEJARAH DAN TRADISI MASYARAKAT PESISIR DALAM PEMBELAJARAN MATEMATIKA Sitaresmi, Pratiwi Dwi Warih; Sholikin, Nur Wiji; Hanifa, Hanifa
EDU-MAT: Jurnal Pendidikan Matematika Vol 14, No 1 (2026)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v14i1.23623

Penelitian ini bertujuan untuk mengeksplorasi integrasi bangunan bersejarah dan tradisi masyarakat pesisir ke dalam rencana pembelajaran matematika sebagai upaya untuk meningkatkan literasi matematika siswa. Studi ini menggunakan pendekatan kualitatif dengan teknik pengumpulan data berupa observasi partisipatif dan wawancara mendalam terhadap tokoh budaya serta calon guru matematika di Kecamatan Mayangan, Kota Probolinggo. Dua objek utama yang dikaji adalah Masjid Agung Raudlatul Jannah sebagai representasi bangunan bersejarah dan tradisi Petik Laut sebagai praktik budaya pesisir. Hasil penelitian menunjukkan bahwa bentuk-bentuk geometris seperti persegi panjang, trapesium, lingkaran, tabung, dan kerucut yang terdapat dalam arsitektur masjid dan susunan sesaji Petik Laut dapat diidentifikasi dan diintegrasikan ke dalam rencana pembelajaran matematika sebagai konteks autentik dalam pembelajaran geometri. Integrasi ini diwujudkan melalui pengembangan aktivitas pembelajaran yang melibatkan pengamatan langsung, pengukuran, serta pemecahan masalah berbasis konteks budaya lokal. Rencana pembelajaran dirancang secara kolaboratif oleh calon guru dengan menyesuaikan tujuan pembelajaran dan kurikulum yang berlaku. Temuan ini memperlihatkan bahwa pendekatan etnomatematika berbasis memiliki potensi untuk mendukung keterlibatan siswa dalam pembelajaran matematika, mengembangkan kemampuan pemecahan masalah, dan memperkuat keterkaitan antara matematika dan kehidupan sehari-hari. Integrasi ini juga mendorong pelestarian nilai-nilai budaya lokal melalui proses pendidikan yang kontekstual, bermakna, dan berorientasi pada pemberdayaan daerah pesisir. Kata kunci: literasi matematika, etnomatematika , bangunan bersejarah, tradisi petik laut, pembelajaran kontekstual Abstract: This study aims to explore the integration of historical buildings and coastal community traditions into mathematics lesson planning as an effort to enhance students’ mathematical literacy. A qualitative approach was employed, with data collected through participatory observations and in-depth interviews involving cultural figures and pre-service mathematics teachers in Mayangan District, Probolinggo City, Indonesia. The two main objects examined were the Raudlatul Jannah Grand Mosque as a representation of historical architecture and the Petik Laut tradition as a coastal cultural practice. The findings indicate that geometric forms such as rectangles, trapezoids, circles, cylinders, and cones identified in the mosque architecture and the arrangement of Petik Laut offerings can be systematically integrated into mathematics lesson plans as authentic contexts for geometry learning. This integration is implemented through the development of learning activities involving observation, measurement, and context-based problem-solving. Lesson plans were collaboratively developed by pre-service teachers in alignment with learning objectives and the national curriculum. Furthermore, the findings suggest that an ethnomathematics approach grounded in local cultural contexts has the potential to support student engagement in mathematics learning, foster problem-solving skills, and strengthen the connection between mathematics and everyday life. This integration also contributes to the preservation of local cultural values through contextual and meaningful educational practices. Keywords: mathematical literacy, ethnomathematics, historical buildings, petik laut, contextual learning

Students’ Perspectives on Lecturers’ Code-Switching in Efl Classes and Its Impact on Students’ Speaking Skills Hanifa, Hanifa; Muyassaroh, Muyassaroh
International Journal on Advanced Science, Education, and Religion Vol 9 No 1 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i1.1460

This study aims to investigate students’ perceptions of lecturers’ code-switching practices in EFL classrooms and their impact on students’ speaking skills. Specifically, the study focuses on how code-switching supports speaking development, influences students’ confidence, and affects their attention span during the learning process.This research employed a qualitative approach using semi-structured interviews as the main data collection technique. The participants were fifth-semester students of the English Education Department at Al-Qolam University. The interview data were collected in both Indonesian and English to allow participants to express their views naturally. The data were analyzed thematically to identify recurring patterns and key themes related to code-switching and speaking skills. The findings reveal that most students perceive code-switching as a beneficial pedagogical strategy. Code-switching helps students understand learning materials more clearly, increases confidence to speak English, and creates a more supportive classroom atmosphere. Although code-switching does not directly improve speaking fluency, it indirectly supports speaking development by enhancing comprehension and reducing anxiety. However, the findings also indicate that excessive use of code-switching may lead to students’ dependency on translation, potentially limiting their exposure to English. Additionally, code-switching was found to help maintain students’ attention span, particularly when dealing with complex materials or task instructions. Based on these findings, this study recommends that lecturers use code-switching strategically and proportionally in EFL classrooms. Code-switching should function as pedagogical support rather than a substitute for English instruction, especially in speaking-focused courses. Future research is suggested to explore lecturers’ perspectives and classroom observations to gain a more comprehensive understanding of code-switching practices in EFL contexts..

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