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All Journal Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Journal of English Language Teaching English Language and Literature Al Ishlah Jurnal Pendidikan English Language and Literature International Conference (ELLiC) Proceedings International Journal of Educational Dynamics (IJEDS) Proceedings of ISELT FBS Universitas Negeri Padang International Conference on Languages and Arts Global Conference Index Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Jurnal Aplikasi IPTEK Indonesia
Hamzah Hamzah
English Department, Universitas Negeri Padang
Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Social Sciences Other

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Functions of Code-switching by English Language Teachers at SMKN 1 Enam Lingkung Hafif Syukra; Hamzah Hamzah
Journal of English Language Teaching Vol 12, No 3 (2023)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v12i3.124947

Abstract

Indonesian people is easily considered as bilinguals, and even, multilinguals. Members of bilingual and or multilingual community are subject to change in their ability to understand the languages they spoke daily. One of the phenomenon can be observed from this is code-switching, whether in trades, offices, and schools. This research aimed to describe the functions of code-switching by English Teachers at SMKN 1 Enam Lingkung. This research was conducted using qualitative-descriptive method. In order to obtain the data necessary for this study, the researcher recorded, transcribed, and tabulated the utterances of English teachers while teaching. The results of the study showed that message qualification has the highest occurrences. It was later followed by reiteration, personalization vs objectivization, addressee specification, and quotation. Interjections as a function of code-switching was not found in this research.
The students’ attitude on teachers’ code-switching in teaching english at islamic middle school Maratus Shalihah; Hamzah Hamzah
Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol 8, No 2 (2022): Jurnal EDUCATIO: Jurnal Pendidikan Indonesia
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1202222607

Abstract

This study determined the The Students’ Attitude on Teachers’ Code-switching in Teaching English at VIII grade MTSN Agam. Attitude is committed by someone’s beliefs about attributes or outcomes of performing such as affective behavior and cognitive weighted by evaluations of those outcomes or attributes. Attitude in teaching English as foreign language in Indonesia is one of the crucial factors determining the success or failure of learning. The perrspective of attitude was measured how the teacher teach at the classroom,  then how was the result process of learning to theteacher. This s research was drawn from the result of  observation and questionnaire. The subject was the students at MTsN Agam (MTsN 6 and MTsN 7). This was a quantitative approach.The result revealed that students have possitive attitude toward code-switching. The findings indicate that the concept of attitude has three components, such as affective, behavioral, and cognitive.
The Realization of Apologies by Indonesian Speaking in Indonesian and English as a Foreign Language Fitratul Illahi; Hamzah Hamzah
Journal of English Language Teaching Vol 12, No 4 (2023)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v12i4.125990

Abstract

Interlanguage Pragmatics examines how people with different first languages and cultural backgrounds use a common language system during social interactions. This research aimed to examine apology strategies employed by native speakers of Indonesia and Indonesian learners of English as a Foreign Language (EFL). A total of 40 people took part in the study, 20 native speakers of Indonesia and 20 learners of Indonesian as a foreign language (EFL). The study utilized a Discourse Completion Test (DCT) consisting of 6 different situations. The data were analyzed using the Banikalef (2015) methodology, which was obtained from the Olshtain and Cohen (1983) framework. The data demonstrate that they employ different strategies when offering apologies. Some of these strategies are IFID, explanation of account, acknowledgement of responsibility, offer of repairs, denial of responsibility, and concern for the hearer. It analyses the correlation between the utilization of politeness in social factors, such as power and social distance. Furthermore, gender differences cannot be overlooked.
Comparing Teachers’ English and Indonesian Questions in Classroom Interaction Meisyani Gustri Fadila; Hamzah Hamzah
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 2 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i2.5028

Abstract

Classroom interaction is defined as an interaction in order to transfer the knowledge from teacher to students or sometimes exchange ideas between student to other students. In order to reach students’ understanding about the material, interaction between teacher and students are crucial. As the result, this research aimed to analyze and compare the teachers’ questioning in two languages, English and Indonesian. Then, it applied a qualitative descriptive method as a research design. There were six English teachers becoming the participant in this research. The research gathered the data through observation by using video recording as the instrument. After that, the video was transcribed and it analyzed based on Sidnell’s theory (2013). The result of this research presented most English teachers asked questions through target and local language and content question was the highest percentage in both languages’ questions. In questioning, teachers mostly presupposed on asking the lesson so that they applied topic agenda and the answer over non-answer response preference for all aspects of questioning.
Harnessing AI for Writing Excellence: Exploring ToolBaz.com and Gender Differences in Enhancing Twelfth Graders' Narrative Skills Wiji Kholifah; Hamzah Hamzah
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): MARCH 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i1.6563

Abstract

This study investigates the effectiveness of ToolBaz.com, an AI-based writing tool, in enhancing narrative text writing skills among grade XII students at SMAN 3 Padang, Indonesia. Given the increasing integration of AI in education, this research aims to determine whether AI-assisted writing tools improve student performance compared to traditional methods. A quasi-experimental design was employed, involving an experimental group that used ToolBaz.com and a control group using a non-AI tool. Writing performance was assessed through pre- and post-tests. Data were analyzed using an independent t-test and two-way ANOVA to measure the tool's impact and gender-based differences. Findings indicated a statistically significant improvement in writing scores in the experimental group (M = 80.12) compared to the control group (M = 75.37, p = 0.032). Additionally, the experimental group exhibited a lower standard deviation, suggesting more consistent learning outcomes. Gender-based analysis showed no significant differences, indicating that ToolBaz.com provides equal support for both male and female students. The results suggest that AI-based tools can enhance writing performance by offering personalized scaffolding and structured feedback, leading to more effective learning. The consistency in learning outcomes further highlights AI's role in reducing disparities in writing proficiency. AI-assisted writing tools have the potential to revolutionize writing instruction in secondary education. Further research, including longitudinal and qualitative studies, is recommended to assess long-term effects and students' perceptions of AI-based learning interventions.
Enhancing Speaking Performance: The Role of Self-Regulated Learning, Self-Confidence, and Social Interaction Among English Department Students Muhibbah Nst; Hamzah Hamzah
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.7060

Abstract

Speaking is a vital component of English language learning, yet students often struggle to perform effectively due to various cognitive and social factors. This study investigates the influence of self-regulated learning (SRL), self-confidence, and social interaction on the speaking performance of English Department students. A quantitative correlational design was used, involving 55 third-semester students from STAIN Mandailing Natal. Data were collected through validated questionnaires measuring SRL, self-confidence, and social interaction, as well as a speaking performance test evaluated by two independent raters using criteria such as fluency, accuracy, and coherence. Multiple regression analysis was conducted using Minitab version 22. Findings revealed that all three variables significantly influenced students’ speaking performance. SRL showed the highest relative contribution (33.07%, effective contribution 17.56%), followed by self-confidence (27.29%, effective contribution 14.49%), and social interaction (26.53%, effective contribution 14.07%). Together, these factors accounted for 53.07% of the variance in speaking performance. The results suggest that students who actively manage their learning strategies, possess higher confidence, and engage in social interaction are more likely to excel in speaking tasks. These findings align with theories from Zimmerman and Vygotsky, emphasizing the interplay of cognitive and social factors in language development. Integrating SRL strategies, confidence-building activities, and interactive learning in EFL classrooms can significantly enhance students' speaking performance. Educators are encouraged to design pedagogical approaches that address these three domains holistically.
Classroom Discourse Structures: A Comparative Study of Formal and Non-Formal Education at Different Student Levels Laelatul Abidah; Hamzah Hamzah
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 4 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i4.5797

Abstract

Classroom discourse varies based on the interactions between teachers and students, influencing the structure and effectiveness of teaching and learning. A well-structured classroom discourse fosters an organized teaching pattern and facilitates learning. This study analyzed the structure of classroom discourse in English classes across formal (Junior and Senior High Schools) and non-formal (English courses) education settings. A qualitative research design was employed, involving participants from second-grade classes in Junior and Senior High Schools and basic and advanced levels in English courses. Data were collected from transcripts of 20 lessons, covering interactions from opening to closing, and analyzed using the Sinclair and Coulthard model, which organizes discourse hierarchically into ranks: lesson, transaction, exchange, move, and act. The findings showed that non-formal education (basic and advanced English courses) exhibited a higher frequency of all five discourse ranks compared to formal education settings (Junior and Senior High Schools). Non-formal settings also demonstrated more complete discourse stages—opening, body, and closing—indicating a more structured interaction pattern. These results suggest that non-formal education may provide a more conducive environment for student participation and interaction, potentially benefiting language acquisition. The study underscores the effectiveness of non-formal education settings in fostering structured classroom discourse. Further research should explore specific teaching strategies in non-formal settings to enhance interaction and learning outcomes in formal education contexts.
Co-Authors Ahmad Rusli Ahmad Rusli Annadhif Rafii Athallah Anugerahadi Afrianton Arrasyd Arrasyd Ayu Wiranda Cici Wahdania Debby Handayani Pratiwi Delvi Wahyuni Delvi Wahyuni Diat Sri Purnama Emora Emda Putra Febby Wahyuni Fikri Kurniati Fitratul Illahi Fitrawati Fitrawati Fitrawati Fitrawati Fitri Nurul Azka Fulki Syarafina Aldisan Gema Millenia Pani Habibatul Amri Hafif Syukra Handayani Handayani Ilza Emilda Indah Nadya Irnanda Indra Indra Irzal Wadi Jaka Satria Warman Jufrizal Jufrizal Karina May Hendra Khansa Zhafirah Kuntum Khaira Ummah Kurnia Ningsih Laelatul Abidah Leni Marlina Leony Mayang Seruni Maratus Shalihah Meisyani Gustri Fadila Melinda Pertiwi Merina Mandalasari Muhammad Afdhal Muhibbah Nst Mukhaiyar Mukhaiyar Murdelvia Putri Mutia Resha Gucen Nada Veronita Nadia Agustina Nadia Andriani Nisjatul Miranda Nola Indah Permata Putri Nur Mukhlisah Pahuse Wanda Putri Lioda Vebrina Putri Styvani Putri, Vania Mendoza Rahmatika Ananda Rendi Afriadi Riyan Wahyuni Riza Mulyani Riza, Resty Septia Rize Rahmi Rizky Satria Rozillah, Rozillah Rusdi Noor Rosa Sarah Syafri Sari, Vitcha Saunir Saun Suci Erza Vika Fitri Vini Mara Shinta Vira Apriliyani Warman, Jaka Satria Wiji Kholifah Willia Defisyani Yenni Rozimela Yessi Mandasari Saragi Yohana Serli Yulia Silpitri Yuliana Fitri Zikra Azkiya