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All Journal Language Circle : Journal of Language and Literature Journal of English Language Studies Langkawi: Journal of The Association for Arabic and English Jurnal Pengabdian Pada Masyarakat Journal of English Education Studies MENDIDIK: Jurnal Kajian Pendidikan dan Pengajaran KLAUSA (Kajian Linguistik, Pembelajaran Bahasa, dan Sastra) Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Jurnal Review Pendidikan dan Pengajaran (JRPP) UNNES International Conference on ELTLT Jurnal Pengabdian Pada Masyarakat Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology Ta'dib Journal on Education and Teacher Professionalism Journal of Contemporary Issues in Primary Education Innovations in Multidisciplinary Education Journal Paidagogia Jurnal Edulanguage: Jurnal Pendidikan Bahasa LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
Nur Azmi Rohimajaya
Universitas Mathla'ul Anwar
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An Analysis of Code Mixing and Code Switching Used by Students in English Education Department of Mathla’ul Anwar University Banten Hasanati, Yuyun; Rohimajaya, Nur Azmi; Riandi, Riandi
Jurnal Edulanguage: Jurnal Pendidikan Bahasa Vol. 11 No. 1 (2025): Jurnal Edulanguage: Jurnal Pendidikan Bahasa
Publisher : English Study Program, Faculty of Teacher Training and Educational Sciences, Universitas Timor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/edulanguage.11.1.2025.25-46

Abstract

Abstract is This study used a qualitative approach and descriptive-qualitative method to examine code-mixing and code-switching among sixth-semester students in the English Education Program at Mathla'ul Anwar University Banten during the 2022-2023 academic year. Five microteaching videos were analyzed. Data were collected through observation, documentation, and checklists. The study found that Subjects A to E used three types of code-mixing according to Hoofman’s theory: intra-sentential, intra-lexical, and mixing involving pronunciation changes. Based on Poplack’s theory, the types of code-switching observed were tag-switching, inter-sentential switching, and intra-sentential switching. Subject A showed the highest frequency of code-mixing with 30 instances (26 intra-sentential and 4 intra-lexical) and the highest frequency of code-switching with 30 instances (1 tag-switching, 14 inter-sentential, and 15 intra-sentential). Code-mixing and code-switching were influenced by bilingual or multilingual abilities, the need to fit social or situational contexts, and specific communication needs. The study suggested further research in sociolinguistics to better understand these phenomenon. The researcher hoped the findings would be useful for readers, students, and researcher interested in code-mixing and code-switching. Keywords: Code Mixing, Code Switching and Sociolinguistics
An Analysis of Code-switching by El Barack on TikTok Video ita, Ita Rosita; Novari, Ari Fajria; Rohimajaya, Nur Azmi
Jurnal Edulanguage: Jurnal Pendidikan Bahasa Vol. 11 No. 1 (2025): Jurnal Edulanguage: Jurnal Pendidikan Bahasa
Publisher : English Study Program, Faculty of Teacher Training and Educational Sciences, Universitas Timor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/edulanguage.11.1.2025.1-15

Abstract

This research focused on analysis of types and functions of code-switching used by El Barack in TikTok videos. Ten samples of TikTok videos from the @inijedar channel featuring El Barack, the writers applied poplack theory which functioned to categorize the types of code-switching, and Gumperz which functioned to explain what are function used by El Barack on TikTok video. This research also adopted descriptive-qualitative methods. Data collection was carried out using observation, documentation and checklists. This research focuses on speeches containing code switching produced by El Barack. The conclusions obtained regarding all data, Subjects A4 to A10, have types of Code-switching, but subjects A1 to A3 do not have one of the types of Code-switching, this is proven by data analysis on videos: subjects A1 to A10, have a total of 58 types of code-switching, and also have a total of 58 functions of code-switching.
Demotivation Factors of English Language Preservice Teachers: A Mixed-Method Study Adara, Reza Anggriyashati; Hamer, Weliam; Nur Lely, Ledy; Rohimajaya, Nur Azmi
Langkawi: Journal of The Association for Arabic and English Vol. 11 No. 2 (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v11i2.12124

Abstract

Understanding the factors that demotivate English language pre-service teachers is crucial, as these future educators will significantly influence their students’ motivation and engagement with language learning. This study investigates key demotivation factors among pre-service teachers enrolled in an English education program at a public university in Indonesia. Using a sequential explanatory design, data were collected through questionnaires distributed to pre-service teachers, followed by semi-structured interviews with four selected participants. Quantitative data were analyzed using SPSS 23, while qualitative data were examined through thematic analysis. The quantitative findings reveal that a lack of intrinsic motivation, along with concerns about teacher competence and teaching styles, are the most prominent demotivating factors. The qualitative findings further reveal that performance pressures such as test scores intensify these experiences, helping to explain how certain factors become highly demotivating despite their lower statistical prominence. The study also contributes theoretically by extending Sakai and Kikuchi’s demotivation framework, showing how teacher-related issues, learning content, and learner psychology interact to shape pre-service teachers’ demotivation in the Indonesian EFL context. This can be achieved through more engaging coursework, opportunities for meaningful teaching experiences, and mentorship by competent educators. Furthermore, ongoing professional development for in-service teachers should also prioritize strategies to maintain motivation and improve instructional quality. By addressing these factors, both pre-service and in-service teachers will be better equipped to create motivating classroom environments, ultimately enhancing students ’ learning of English as a foreign language. The implications of these findings underscore the urgent need for teacher education programs to focus on developing and sustaining pre-service teachers’ intrinsic motivation.
Enhancing Learners Autonomy: Effects of an English Camp Program Reza Anggriyashati Adara; Irnie Victorynie; Welliam Hamer; Nur Azmi Rohimajaya
Ta'dib Vol 27 No 2 (2024)
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jt.v27i2.11985

Abstract

Immersing learners in English can be a strategy to improve their autonomy in in English as a foreign language (EFL) learning. The objective of the present study is to analyze the improvement in factors related to learnersÔÇÖ autonomy after the English camp, one of types of language immersion programs. This study used a convenience sampling method. The participants consisted of thirty high school students. Therefore, the present study employed a quantitative research design by distributing a set of questionnaires before and after an-eight-day English camp program. The results suggest that the most salient factor that improves after the treatment is ÔÇÿimportant strategiesÔÇÖ┬á (m=3.6 to m=3.75) while factors related ÔÇÿthe learnersÔÇÖ sense of self-efficacyÔÇÖ (m=3.75 to m=3.91) and ÔÇÿthe role of teacherÔÇÖ (m=3.47 to m=3.5) do not suggest a drastic increase. In contrast, the items related to ÔÇÿthe role of the feedbackÔÇÖ (m=3.77 to m=3.58) show a decline. In this sense, the participants seem able to employ various important strategies to advance their language learning progress and improve their confidence while finding the roles of feedback they obtained during the program lessened. The results of this study imply the needs to provide comprehensible inputs to the students so that they can enhance their autonomy. The next study should involve the investigation of the effects of comprehensible inputs in an English camp toward learnersÔÇÖ autonomy.
An Analysis of the TikTok Application as a Media Learning for English Learning Ita Rosita; Nur Azmi Rohimajaya
Journal of English Education Studies Vol 9 No 1 (2026)
Publisher : Universitas Mathla'ul Anwar Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30653/005.202691.176

Abstract

TikTok is a social media platform that makes it possible users create short videos accompanied by various kinds a choice of features such as music, filter stickers and several other creative features. TikTok popularity allows many users, especially social groups young people, take advantage of this platform to obtain information and knowledge that is packaged concisely and clearly through TikTok content. Study This focuses on discussing the TikTok application for its users learn English through online video content shared by content creator on the popular hashtag #learntogether. This research using qualitative methods with an inductive approach. Finding research shows that TikTok can package language learning English interestingly. It was found that there are four types of subjects of application TikTok that are often made, namely vocabulary, grammar, pronunciation, and common mistakes. After research, it was concluded that there are more TikTok users like videos in the grammar category. Several factors TikTok has power attraction as a medium for learning English, namely short videos, delivery of material that is clear and not monotonous, coupled with effects features and writing and emojis can have a positive impact user learning process.
The The Effect of Think Talk Write (TTW) Strategy Toward Students Announcement Writing Skill at The Eleventh Grade of SMAN 9 Pandeglang in Academic Years 2025/2026 Mia Kurniawati; Riandi Riandi; Nur Azmi Rohimajaya
Paidagogia: Jurnal Pengajaran dan Pendidikan Vol. 2 No. 2 (2026): March 2026 : PAIDAGOGIA: Jurnal Pengajaran dan Pendidikan
Publisher : Sumule Indonesia Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66964/addats24

Abstract

The Effect of Think Talk Write (TTW) Strategy Toward Students Announcement Writing Skill at the Eleventh Grade of SMAN 9 Pandeglang in Academic Years 2025/2026. The study was initiated by observing a persistent gap in the writing of announcements by eleventh-grade students at SMAN 9 Pandeglang. This deficiency suggests a critical need for pedagogical interventions to address challenges in constructing clear, informative, and structurally sound announcement texts, thereby enhancing overall communicative competence. The primary objective of this quantitative study was to empirically evaluate the impact of implementing the Think-Talk-Write (TTW) strategy on improving students' announcement-writing skills. Using a robust quasi-experimental design, the study recruited a carefully selected sample of 64 eleventh-grade students. This sample was strategically divided into an experimental group (32 students) and a control group (32 students) to facilitate direct comparison. Writing proficiency was systematically assessed through pre-test and post-test evaluations using a standardized writing test instrument. Data analysis, conducted using an independent t-test in SPSS version 22, revealed a statistically significant difference in performance. Specifically, the experimental group, which received the TTW strategy intervention, achieved a substantially higher mean post-test score (80.94) compared to the control group (65.75), with a significance value of 0.000 (p < 0.05). Based on these compelling findings, it is conclusively determined that the Think-Talk-Write (TTW) strategy is a highly effective pedagogical tool for significantly enhancing students’ writing skills in announcements.
AI-Supported Outcome-Based Learning: Integrating ChatGPT Interaction to Enhance Students’ Critical Thinking in Educational Research Nur Azmi Rohimajaya; Ledy Nur Lely; Welliam Hamer
Journal of English Language Studies Vol 11, No 1 (2026): Available Online in March 2026
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/jels.v11i1.36570

Abstract

This study explores how Outcome-Based Education (OBE) is integrated with Artificial Intelligence (AI) tools, particularly ChatGPT, and focuses on students’ perceptions of its influence on critical thinking in an Educational Research course. Despite the widespread global adoption of the OBE framework, empirical research remains limited regarding how ChatGPT is systematically integrated into OBE through constructive alignment and how such integration is implemented in classroom practice, particularly in Indonesian higher education. This study used a qualitative case study design. Sixteen seventh-semester students from the English Education Department at Universitas Mathla’ul Anwar Banten, Indonesia, participated in the study. Data were collected from three sources: classroom observations, open-ended questionnaires, and semi-structured interviews. Six participants were purposively selected for the interviews. The findings suggest that integrating ChatGPT into the OBE framework was perceived as supporting students’ analytical thinking, self-reflection, and problem-solving. Students reported valuing the immediate feedback provided by ChatGPT, which encouraged deeper inquiry aligned with the intended OBE learning outcomes. The study also identified several challenges, including ethical concerns, the risk of overreliance on AI, and differences in digital literacy. Overall, the findings indicate that an AI-assisted OBE approach may support structured and reflective learning in higher education when accompanied by clear ethical and pedagogical guidelines for responsible AI use. In practice, lecturers should align the use of ChatGPT with clearly defined learning outcomes and ethical guidelines.
Using Flash Card as Instructional Media to Enrich the Students' Vocabulary Mastery in Learning English Welliam Hamer; Nur Azmi Rohimajaya
Journal of English Language Studies Vol 3, No 2 (2018): Available online in September 2018
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (338.154 KB) | DOI: 10.30870/jels.v3i2.3875

Abstract

The purpose to be reached in conducting this study is to share information about the use of flash card as instructional media to enrich the students’ vocabulary mastery in learning English. It is true to say that there are lots of instructional media available in such a way that they can be used as the assistance for the teachers to deliver the materials as well as for the students to understand the materials. Accoding to certain research findings done by the students of English department of Sultan Ageng Tirtayasa University, it is recommended that the teachers should apply various media to improve the quality of teaching and learning English in the classroom, such as role play, flash card, and picture series. However, the are many students from elementary school up to university level still get difficulties when they learn English. The students cannot listen carefully and get misunderstanding, they also hesitate to speak English, they do not understand the difficult words when they read English passage, and they cannot write good sentences and/or paragraphs in English as well. From those points above, it is clear that the use of flash card can be expected to be the solution to solve the problems occurred in attempts to increase the vocabulary mastery for the students when learning English. Besides, the use of flash card can also make the vocabulary learning become enjoyable and interesting. Flash card can be an excellent media to be used because there are many students interested in flash card. In flash card they can stimulate their imagination to develop their ideas and they can learn and find new vocabulary.
An Analysis Of Figurative Language In The Lyrics Let It Go Song By Idina Menzel siti arin; Nur Azmi Rohimajaya; Riandi Riandi
Journal of English Education Studies Vol 8 No 1 (2025)
Publisher : Universitas Mathla'ul Anwar Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30653/005.202581.131

Abstract

This research analyzes the use of figurative language in the lyrics of the song “Let It Go” by Idina Menzel, which is widely known as a theme song of Disney’s “Frozen”. The study aims to identify and classify various types of figurative language, such as metaphor, simile, personification, hyperbole, idiom, alliteration, and symbolic expressions, and interpret their meanings using a qualitative descriptive approach. Drawing on Ferdinand de Saussure’s semiotic theory, the research decodes the song’s linguistic signs (signifier and signified) to explore how language shapes meaning, emotion, and imagery in the lyrics. The findings show that the lyrics are rich in figurative expressions that represent Queen Elsa’s inner transformation, emotional struggles, and the symbolism of freedom and empowerment. Hyperboles and personifications are used to enhance the imagery of Elsa’s magical powers, while similes and metaphors illustrate emotional depth and resilience. The study concludes that figurative language in “Let It Go” not only adds aesthetic value but also serves as a powerful medium to convey character development and thematic elements such as identity, self-acceptance, and liberation. This research highlights the importance of understanding figurative language in songs to grasp deeper meanings and emotional nuances.
The Analysis of English Course Book for Tenth Grade of Senior High School Based on Merdeka Curriculum Wahyudin Wahyudin; Ari Fajria Novari; Nur Azmi Rohimajaya
Journal of English Education Studies Vol 8 No 1 (2025)
Publisher : Universitas Mathla'ul Anwar Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30653/005.202581.134

Abstract

The research aims to analyze English textbooks Work in Progress. Based on the Independent Curriculum, there are many references for achievements learning that refers to six elements of English skills, namely listening, speaking, reading, viewing, writing and presenting in an integrated manner. The data analysis in this research was carried out by selecting data and presenting it isdata, interpret data, and draw conclusions. Data is evaluated with using the categories high, low, and null. Analysis is carried out based on chapters where this textbook has six chapters. Results of this research shows that in general the English book "Work in Progress" exists some elements of the English language that correspond to what is suggested by Merdeka curriculum which refers to six skills in English. For the listening element in textbooks in each chapter have a high level of Conformity with the curriculum merdeka, for the speaking element in the textbook Curriculum.There are only 5 chapters that have a high level of suitability, in the reading element in each the chapters have a low level of conformity with the independent curriculum, and the viewing elements in each chapter have a level high suitability because it is in accordance with the Merdeka curriculum.The Research and presenting elements in each chapter have levels high conformity refer in the grid of the book Work in Progress it can be concluded that based on that the English textbook "Work in Progress" is appropriate suggested by Merdeka curriculum even though there are elements that are still not appropriate.
Co-Authors Adara, Reza Anggriyashati Adawiah, Siti Robeah Ade Sudirman Ade Sudirman Ali Mardawi Anes Indriali Putri Ardini, Fadhila Malasari Ari Fajria Novari Dedeh Jubaedah Deuis Zatnika Hamer, Weliam Hartono, Rudi Hasanati, Yuyun Heva Rostiana Iin Solihatun Awaliah Ika Meika Ika Yunitasari Ilham, Galih Fahrizal Irfan Taufik Issy Yuliasri Ita Rosita ita, Ita Rosita Khoerunnisa, Siti Alnida Ledy Nur Lely Meliyawati Mia Kurniawati Nadiya, Ashfa Nadiya, Nadiya Nadiya Nasiruddin Nenden Suciyati Sartika Nur Lely, Ledy Parida, Ida Purlilaiceu Putri, Anes Indriali Riandi Riandi Riandi Riandi Riandi Riandi Riandi Riandi Risa, Risa Rizdki Elang Gumelar Rudi Hartono Saraswati Silviani, Nani siti arin Siti Nurmala Sopyan Sauri Sri Wuli Fitriati Sudirman, Ade Tatu Munawaroh Titi Purwanti Trisnawati Trisnawati Victorynie, Irnie Wahyudin Wahyudin Wellfarina Hamer Welliam Hamer Welliam Hamer Welliam Hamer Welliam Hamer Welliam Hamer, Welliam Wellian Hamer Widiatmoko, Mualwi Yulianti Yulianti