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All Journal Lexeme : Journal of Linguistics and Applied Linguistics Pedagogy : Journal of English Language Teaching
Setiyana, Leny
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Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Exploring Students’ Barriers to Code-Switching in English Classroom Prastiwi, Retno; Septiyana, Linda; Suprihatin, Yeni; Setiyana, Leny
Lexeme : Journal of Linguistics and Applied Linguistics Vol. 7 No. 1 (2025): JANUARY 2025
Publisher : Universitas Pamulang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32493/ljlal.v7i1.46977

Abstract

Nowadays, studies on code-switching involving students have received limited focus, despite many research conducted on the university students’ code-switching. This study examines the contemporary issue of students’ barriers due to excessive dependence on code-switching in the English classroom. This phenomenological study employed a qualitative analysis technique and involved ten students from the English and Arabic departments of a state Islamic institution in East Lampung, Indonesia. The research data were acquired through observations and interviews with the participants. Additionally, the findings of this study indicate that a lot of students consider the social context, including the identity of the interlocutor and the situations code-switching occurs in the English classroom. Furthermore, most of students associated code-switching with the custom prevalent in their environment. This study also revealed that students consciously realize and admit barriers in the learning process. The barriers stem from the students’ excessive dependence on code-switching, hindering their ability to engage in tasks necessitating the usage of the target language. This study’s findings will offer significant insights for students to help reduce the continuing usage of code-switching by anticipating its future implications, which will assist lecturers in adjusting their approach to code-switching in the English learning process in each department.
THE EFFECTIVENESS OF PEER REVIEW TO TEACH WRITING VIEWED FROM STUDENTS’ MOTIVATION AT NINTH GRADE OF SMP N 1 SEKAMPUNG ACADEMIC YEAR 2014/2015 Setiyana, Leny
Jurnal Pedagogy Vol 4 No 2 (2016): Pedagogy: Journal of English Language Teaching
Publisher : Institut Agama Islam Negeri (IAIN) Metro, Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/pedagogy.v4i2.383

Abstract

This research is aimed to examine whether ;(1) Peer Review is more effective than Think Pair Share Technique to teach writing for the ninth grade students; (2) The students with high motivation have better writing skill than those having low motivation for the ninth grade students; and (3) There is an interaction between teaching techniques and students’ motivation in teaching writing for the ninth grade students. The method that was used in this research is experimental study. The samples were two classes namely experimental class which was taught using Peer Review and control class which was taught using Think Pair Share. Each class was divided into two groups of which each consisted of students having high motivation and those having low motivation. Two instruments were used to collect the data. The instruments were writing test and motivation’s questionnaire. The data were analyzed by using Multifactor Analysis of Variance ANOVA 2x2 and Tukey Test. Before conducting ANOVA test, pre-requisite test was conducted. Based on the data analysis, the findings of this research are; (1) Peer Review technique is more effective than Think Pair Share technique to teach writing; (2) The students with high motivation have more better writing skill than those having low motivation; and (3) There is an interaction between teaching techniques and students’s motivation in teaching writing. The research result of this study implies that Peer Review technique is effective to teach writing for the ninth grade students.
Co-Authors Prastiwi, Retno Septiyana, Linda Suprihatin, Yeni