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All Journal Edulitics (Education, Literature, and Linguistics) Journal ABDIMAS SILIWANGI Jurnal Pendidikan Edutama Academy of Education Journal PROJECT (Professional Journal of English Education) Community Development Journal: Jurnal Pengabdian Masyarakat Discovery : Jurnal Ilmu Pengetahuan Jurnal ABDIKU J-ABDIPAMAS (Jurnal Pengabdian Kepada Masyarakat) Jubah Raja : Jurnal Bahasa, Sastra, Dan Pengajaran Jurnal Manajemen dan Penelitian Akuntansi (JUMPA) Prosiding Seminar Nasional Pascasarjana TEFLICS NaCoLET ZIJEn: Zabags International Journal of Engagement Jurnal Penelitian Pendidikan Proceeding International Conference on Digital Education and Social Science
Refi Ranto Rozak
IKIP PGRI Bojonegoro
Religion Arts Humanities Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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Code Switching and Code Mixing Used by Students in An English Classroom Moh. Fuadul Matin; Refi Ranto Rozak
Academy of Education Journal Vol. 17 No. 1 (2026): Academy of Education Journal
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47200/aoej.v17i1.3408

Abstract

This study examines the use of code mixing and code switching among university students during English classroom interaction. Using a descriptive qualitative design, data were collected from one English class consisting of 25 students through classroom observations, audio recordings, and interviews. The findings reveal three types of code switching (intersentential, intrasentential, and tag switching) and three types of code mixing (insertion, alternation, and congruent lexicalization). Students switched and mixed codes due to limited vocabulary, the need for clarification, classroom atmosphere, and peer solidarity. These practices served pedagogical, communicative, cognitive, and social functions. The study concludes that code switching and code mixing are natural bilingual strategies that support understanding and classroom engagement. Teachers are encouraged to apply strategic bilingual approaches to facilitate learning while promoting English proficiency.
The Effect of Captioned versus Non-Captioned Extensive Listening on the Listening Fluency of EFL Pre-Service Teachers Rozak, Refi Ranto; Fadillah, Dewi Nur Isnaini
Discovery Vol 11 No 2 (2026): October 2026 (In Progress)
Publisher : LPPM Universitas Hasyim Asy'ari Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/discovery.v11i2.11978

Abstract

This article reports on a quasi-experimental, embedded mixed-methods study that examined whether, and for whom, captioned and non-captioned extensive listening (EL) differentially affect the listening fluency (LF) of English as a foreign language (EFL) pre-service teachers, while attending to the moderating role of foreign language listening anxiety (FLLA). A total of 126 third-semester student teachers at two private universities in East Java, Indonesia, were classified into high- and low-FLLA groups by means of Kim’s (2000) Foreign Language Listening Anxiety Scale and taught across a fourteen-week treatment, with a listening fluency test delivered at 160 words per minute administered before and after the intervention. Paired-samples and independent-samples t-tests, together with a two-way analysis of variance, indicated that captioned EL produced statistically significant gains for both anxiety groups, whereas non-captioned EL benefited only low-FLLA learners; a significant interaction (p = .028) revealed that the effect of input mode was contingent upon the learners’ anxiety level. Qualitative data drawn from perception surveys, observation, and interviews further suggested that captions functioned as a compensatory scaffold that supported word recognition and mitigated anxiety. Three pedagogical implications are advanced, and further investigative endeavor into captioned EL in EFL teacher education is invited.
PELATIHAN PEMANFAATAN CHATBOT AI UNTUK PEMBELAJARAN MENYIMAK BAGI GURU BAHASA INGGRIS SMP DI BOJONEGORO Refi Ranto Rozak; Moh. Fuadul Matin; Adinda Elsa Sabila; Irfa' Rahma Almu'jiziin; Bungsu Alit Nur Fatimah
Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 7 No. 3 (2026): Vol. 7 No. 3 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cdj.v7i3.59541

Abstract

Penguasaan keterampilan menyimak (listening) menjadi salah satu tantangan utama dalam pembelajaran bahasa Inggris di tingkat SMP, sementara ketersediaan materi simakan yang autentik, adaptif, dan dapat disesuaikan dengan tingkat kemampuan peserta didik masih terbatas. Kehadiran chatbot berbasis kecerdasan buatan (artificial intelligence/AI) membuka peluang baru untuk menghadirkan input lisan yang variatif dan interaktif. Namun, sebagian besar guru belum memiliki keterampilan memadai untuk memanfaatkannya secara pedagogis. Kegiatan pengabdian kepada masyarakat ini bertujuan meningkatkan pemahaman dan keterampilan guru bahasa Inggris SMP dalam memanfaatkan chatbot AI untuk merancang dan melaksanakan pembelajaran menyimak. Kegiatan dilaksanakan dengan metode pelatihan yang memadukan penyampaian materi, demonstrasi, praktik terbimbing, dan kerja kelompok, diikuti oleh peserta yang tergabung dalam Musyawarah Guru Mata Pelajaran (MGMP) Bahasa Inggris SMP Kabupaten Bojonegoro. Hasil kegiatan menunjukkan peningkatan rerata kompetensi peserta dari kategori rendah menjadi kategori baik pada seluruh aspek yang diukur, serta respons positif terhadap relevansi dan kemanfaatan materi. Para peserta mampu menyusun prompt dan merancang aktivitas menyimak sederhana berbasis chatbot AI. Kegiatan ini menegaskan bahwa pelatihan berbasis praktik efektif mendorong adopsi teknologi AI dalam pembelajaran menyimak di sekolah.
Co-Authors Adinda Elsa Sabila AHMAD KHOLIQUL AMIN Ahmad Zubaidi Amrullah Ahmad Zubaidi Amrullah, Ahmad Zubaidi Andini, Dafa Yanuar Anna Nadhifatul Ilmiah Aseptiana Parwati Ayu Fitrianingsih Bungsu Alit Nur Fatimah Cahya Ningrum, Silvia Chrristiana Hutagaol Chyntia Heru Woro Prastiwi Djoko Sutopo Djoko Sutopo Dwi Anggani Linggar Bharati Fadillah, Dewi Nur Isnaini Fitri Nurdianingsih Ika Rahmawati, Oktha Ima Isnaini Taufiqur Rohmah Inayatin, Rhofiqoh Irfa' Rahma Almu'jiziin Irmayani Irmayani Irmayani Irmayani Izza, Triananda Rahmatul Izzatisselim, Zilvia Nur Januarius Mujiyanto M. Ali Ghufron Maslakhatin Maslakhatin Maslakhatin Maslakhatin, Maslakhatin Matin, Fuadul Maulida, Siti Nurul Meiga Ratih Tirtanawati Meta Alifia Risty Moh. Fuadul Matin Moh. Fuadul Matin, Moh. Fuadul Monika Rosidania, Oktavia Mundriyah Y Pamungkas Mursid Saleh Mursid Shaleh Rhofiqoh Inayatin Rizky Alifia Annisa Rohmah, Ima Isnaini Taufiqur sholikhah, khoiriyatus Sirniawati Maskud Siti Ermawati Siti Nurul Maulida Sofie Abiyyati Wahyuni , Sri Yuniarta Ita Purnama Zumrotul Ulya, Siti