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All Journal Jurnal Online Mahasiswa (JOM) Bidang Keguruan dan Ilmu Pendidikan REiLA: Journal of Research and Innovation in Language
Sri Dewi Mulyani
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Education Languange, Linguistic, Communication & Media Social Sciences

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HUBUNGAN ANTARA MINAT SISWA DAN HASIL BELAJAR BAHASA INGGRIS MEREKA DI SMA NEGERI UJUNGBATU Sri Dewi Mulyani; Mahdum '; Syofia Delfi
Jurnal Online Mahasiswa (JOM) Bidang Keguruan dan Ilmu Pendidikan Vol 4, No 1 (2017): Wisuda Februari 2017
Publisher : Jurnal Online Mahasiswa (JOM) Bidang Keguruan dan Ilmu Pendidikan

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Abstract: This study is aimed to find out the correlation between students’ interest and their English learning achievement at SMA Negeri Ujungbatu. The problem needs to be discussed in this research is: is there any correlation between students’ interest and their English learning achievement at SMA Negeri Ujungbatu. The population of this research was the first grade students of SMA Negeri Ujungbatu which was 527 students. The writer used random sampling technique to choose the sample. There were 263 students chosen as the samples of this research. The instruments of the research were questionnaire which was related to the students’ interest in learning English and documentation of their English learning achievement which assessed by using Product Moment’s formula that were analyzed by using SPSS 17.0 statistics program. Based on the Product Moment test, it shows that there is significant and positive correlation between students’ interest and their English learning achievement of the first grade students at SMA Negeri Ujungbatu indicating a high correlation. Therefore, it answered the research question that there is a correlation between students’ interest and their English learning achievement. This study suggests the students to build more interest in learning English because interest and learning achievement has a positive relationship, the teachers to make the English lesson more interesting because it can influence students’ interest while studying English and other researchers to conduct a specific language skill because this research refers to some skills in English.Key words: Correlation, interest, english learning achievement
Beyond English and Bahasa: Exploring the Pedagogical Functions of Code-Switching in Multilingual EFL Contexts Sri Dewi Mulyani; Delfi, Syofia; Jismulatif, Jismulatif
REiLA : Journal of Research and Innovation in Language Vol. 6 No. 3 (2024): REiLA : Journal of Research and Innovation in Language
Publisher : The Institute of Research and Community Service (LPPM) - Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/reila.v6i3.23316

Abstract

Code-switching, the alternation between two or more languages, is a prevalent yet underexplored phenomenon in multilingual EFL classrooms in Indonesia. This study investigates the functional roles of code-switching employed by English teachers at SMAN 1 Rambah, emphasizing its pedagogical and managerial contributions. Addressing gaps in prior research, which primarily focus on English and Bahasa Indonesia, this study uniquely incorporates the role of local languages such as Mandailing and Malay. Employing a qualitative case study design, data were collected through classroom observations, video recordings, and semi-structured interviews with two experienced English teachers. The analysis revealed five key functions of code-switching: explaining complex concepts, translating vocabulary, repeating for reinforcement, checking comprehension, and managing classroom interactions. These functions significantly enhance students' understanding, engagement, and overall learning experiences. However, excessive reliance on code-switching may impede immersive English language practice, presenting a pedagogical challenge. The findings underscore the importance of balancing code-switching with English immersion to optimize learning outcomes. This study extends the theoretical discourse on multilingual pedagogy by highlighting the strategic integration of local languages into EFL teaching. Implications include fostering a more inclusive and culturally responsive language education framework, which accommodates linguistic diversity while promoting English proficiency. These insights contribute to the global discourse on multilingual education, particularly in settings where linguistic and cultural diversity intersects with educational objectives.
Co-Authors Jismulatif, Jismulatif Mahdum Syofia Delfi