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All Journal Agrokreatif Jurnal Ilmiah Pengabdian kepada Masyarakat English Teaching Journal : A Journal of English Literature, Language, and Education English Language Teaching Educational Journal INTEGRITAS : Jurnal Pengabdian Journal of Social Empowerment Journal of English in Academic and Professional Communication Dedication : Jurnal Pengabdian Masyarakat TEFLICS Linguapedia Jurnal Pengabdian Masyarakat Journal of English Language Proficiency
Nugraheni, Dyah Ayu
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Exploring the Use of Code-Switching in EFL Undergraduate Classroom Interactions Haq, Muhammad Amiq Nur Dinil; Ghozali, Imam; Nugraheni, Dyah Ayu
Teaching English as Foreign Language, Literature and Linguisticss Vol. 5 No. 1 (2025): TEFLICS
Publisher : Program Studi Pendidikan Bahasa Inggris,, Fakultas Ilmu Pendidikan, Universitas Hasyim Asy'ari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/teflics.v5i1.9100

Abstract

The research aims to investigate the types and reasons for code-switching among EFL students during classroom interactions. Utilizing a descriptive qualitative methodology, the study analyzed classroom interactions among eleven fifth-semester students that had been selected using purposive sampling method at a Private University in Jember. Data collection tools for this research included observation and interview. After being collected, the data then were analyzed by using the framework of Miles and Huberman (1994). The study revealed three types of code-switching: tag switching, intra-sentential switching, and inter-sentential switching. The primary reasons for code-switching included enhancing mutual understanding, ensuring effective communication, expressing emotions and opinions accurately, navigating linguistic identities, and showing respect and solidarity. The findings reveal distinct patterns of code-switching among participants: tag-switching involves inserting tags at the end of an utterance; intra-sentential switching occurs within a sentence, at its beginning, middle, or end; and inter-sentential switching involves switching languages between sentences. There are several reasons why students engage in code-switching. These include difficulties in using English fluently, switching languages out of respect and to show solidarity as students, and to better express their emotions and opinions. Future studies should consider larger and more diverse samples, multiple institutions, and a balanced exploration of both positive and negative aspects of code switching in academic settings.
Parenting Pembelajaran Berbasis Teknologi Bagi Ibu Dharma Wanita FASILKOM Universitas Jember Irawati, Tri Novita; Mahmudah, Muhlisatul; Nugraheni, Dyah Ayu
Jurnal Pengabdian Masyarakat (JUDIMAS) Vol. 3 No. 2 (2025)
Publisher : Pusat Penelitian dan Pengabdian Masyarakat STIKes Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54832/judimas.v4i1.649

Abstract

This service activity aims to increase the understanding of Dharma Wanita FASILKOM Jember University members regarding technology-based parenting through interactive training. The method used is Participatory Action Research (PAR) which includes identification, planning, implementation and reflection stages. The material includes digital parenting, the use of educational applications such as ChatGPT, Kahoot, Quizizz, and SUNO AI, as well as preventing the negative impacts of using technology. The evaluation results showed an increase in participants' understanding, with 70% of questions answered correctly via Quizizz and 90% via Kahoot. Participants also showed high enthusiasm in discussions and simulations, reflecting the program's success in building adaptive parenting capacity.
Exploring Undergraduate Student Experiences on Using ChatGPT in EFL Academic Writing Classroom Nisa, Dwi Devi Khoirotun; Basya, Dihliza; Nugraheni, Dyah Ayu
Journal of English Language Proficiency Vol. 2 No. 1 (2025): Journal of English Language Proficiency (JELAP)
Publisher : Mell Baou Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jelap.v2i1.4828

Abstract

This study explores the experiences of Indonesian undergraduate students using ChatGPT in their English as a Foreign Language (EFL) academic writing classes. It begins by addressing the inherent challenges EFL learners face in academic writing, such as difficulties with grammar, coherence, and vocabulary. The research employs a qualitative methodology, specifically narrative inquiry, to gather insights from students through semi-structured interviews. The findings indicate that students find ChatGPT to be a valuable resource that assists them in various aspects of the writing process, including generating ideas, structuring sentences, and correcting grammar. This support leads to noticeable improvements in the quality of their writing, such as enhanced clarity and vocabulary diversity. However, the study also identifies several challenges, including inconsistencies in the responses generated by ChatGPT, issues with the validity of the information provided, and ethical concerns regarding plagiarism and originality. Overall, the thesis emphasizes the importance of critical engagement with AI tools like ChatGPT, suggesting that while they can significantly aid the writing process, students must be cautious and informed about their use. The research highlights the need for educators to provide clear guidelines on the ethical implications of using AI in academic writing, ensuring that students can maximize the benefits while minimizing potential drawbacks.
Co-Authors Barikah, Kuni Z. Bastara, Dimas B. Basya, Dihliza Bulqiyah, Suhaimah Chairul Saleh Dewi Rakhmawati Djoko Soejono Haq, Muhammad Amiq Nur Dinil Imam Ghozali Irawati, Tri Novita Izzah, Uzlatul Mahbub, Moh. Arif Muhlisatul Mahmudah, Muhlisatul Ningtiyas, Ailia Ayu Kusuma Nisa, Dwi Devi Khoirotun Prabowo, Rachmat Udhi Pratama, Akbar Yoga Purnamasari, Mega Salsabila, Syarifah Sari, Sasmita Simatupang, Eliene Br. SYAIFUR ROHMAN, SYAIFUR Zahrosa, Dimas Bastara