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All Journal Ta´dib Conciencia Edukasi: Jurnal Pendidikan dan Pengajaran IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Indonesian Journal of Educational Research (IJER) IRJE (Indonesian Research Journal in Education) Wiralodra English Journal (WEJ) ACITYA Journal of Teaching & Education PROJECT (Professional Journal of English Education) Language and Education Journal ENGLISH FRANCA : Academic Journal of English Language and Education Jadila: Journal of Development and Innovation in Language and Literature Education Jurnal Pengabdian kepada Masyarakat Bina Darma JELT (Jambi-English Language Teaching) International Journal of Innovation and Education Research The Journal of English Literacy Education
Deta Desvitasari
Universitas Islam Negeri Raden Fatah Palembang
Religion Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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Navigating Language Alteration: A Case Study on English Language teachers’ code Switching and Mixing in Classroom Speaking Activities Wulandahri, Desti; Ilma, Ridha; Desvitasari, Deta
Edukasi Vol 12 No 2 (2025): Edukasi: Jurnal Pendidikan dan Pengajaran
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v12i2.29253

Abstract

This research investigated the various types and functions of code switching and code mixing employed by English teachers in teaching speaking activities. Utilizing a qualitative case study approach, the research involved two eleventh-grade English teachers. Data collection was conducted through classroom observations and semi-structured interviews. The data were then analyzed by using thematic analysis, which enabled the researchers to systematically identify, code, and categorize patterns across the data set. As a result of this analysis, the findings regarding the types and functions of code switching and code mixing emerged from recurring themes observed during classroom practices and interviews. The research identified three types of code switching: tag-switching, inter-sentential switching, and intra-sentential switching. Additionally, three types of code mixing were observed: insertion, alternation, and congruent lexicalization. Regarding functions, six functions of code switching were recognized: referential, directive, expressive, phatic, metalinguistic, and poetic. Furthermore, seven functions of code mixing were identified: quotation, addressee specification, repetition, interjection, message qualification, personalization/objectivization, and facilitation of expression. The results indicated that both code switching and code mixing significantly supported students’ engagement, understanding, and active involvement in speaking activities. These linguistic strategies allow teachers to manage the classroom effectively and deliver material more clearly by adjusting the language based on students’ needs and contexts. This research provided valuable insights for English teachers in multilingual classrooms, particularly in EFL contexts.
TEACHERS’ CHALLENGES IN IMPLEMENTING DIFFERENTIATED LEARNING FOR STUDENTS OF JUNIOR HIGH SCHOOL LEVEL IN PALEMBANG Muhamad Chalik Chairuman; Annisa Astrid; Deta Desvitasari
Wiralodra English Journal Vol. 9 No. 2 (2025): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v9i2.446

Abstract

This study explores the challenges an English teacher faces in implementing differentiated learning within the framework of the Emancipated Curriculum in a junior high school in Palembang. Using a qualitative case study approach, data were gathered through interview and observation. The findings identified five main problems: difficulties in assessing students; limited planning time; large class sizes; technical disruptions during lessons; and the need for ongoing professional development. Although the teacher demonstrated a strong understanding of differentiation, enhanced through the Teacher Mover program, implementation remained difficult without sufficient support. This study highlights the importance of institutional support, reliable infrastructure, and effective assessment tools to ensure meaningful and sustainable application of differentiated learning. The findings suggest that while teacher commitment and training are crucial, systemic support plays an equally vital role. Further research involving more participants or schools is recommended to deepen understanding and broaden perspectives on differentiated learning practices in Indonesian EFL contexts.
THE CORRELATION BETWEEN READING INTEREST AND READING COMPREHENSION OF JUNIOR HIGH SCHOOL STUDENTS IN PEDAMARAN Nabila Febiola; Annisa Astrid; Deta Desvitasari
Wiralodra English Journal Vol. 10 No. 1 (2026): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v10i1.453

Abstract

The aim of this study was to examine the relationship between reading interest and reading comprehension of ninth-grade pupils. Students from two junior high schools participated in the study, which employed a correlational approach. A reading test and a questionnaire on reading interest were used to gather data. The Pearson Product-Moment Correlation was used to analyze the relationship between the two variables. The findings revealed a substantial correlation between reading interest and reading comprehension, with a p-value of 0.001 (<0.05). A somewhat positive correlation was indicated by the Pearson correlation coefficient of 0.519. Additionally, a regression test with a p-value of less than 0.001 verified a significant positive relationship. The results showed that students' enthusiasm in reading had a beneficial impact on their comprehension of texts, as it explained 26.9% of the variance in reading comprehension. Fostering reading interest may enhance comprehension abilities, according to this study, which offers insightful information about the relationship between reading interest and understanding. Other approaches to collect more accurate data and expand on these findings should be investigated in future studies.  
WRITING RECOUNT TEXT IN THE EFL CLASSROOM: AN ANALYSIS OF STUDENTS’ COMMON DIFFICULTIES Ayu Siska; Ridha Ilma; Deta Desvitasari
Wiralodra English Journal Vol. 9 No. 2 (2025): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v9i2.461

Abstract

Writing serves as a fundamental medium for expressing ideas, emotions, and opinions through language. This study investigated the difficulties encountered by eighth-grade students at one of the Islamic junior high schools in Palembang in writing recount text. Employing a qualitative research approach, six students were selected through homogeneous sampling. Data were collected through interviews and analyzed using thematic analysis. The findings revealed five major areas of difficulty such as lack of ideas for content, poor abilities in organizing the structure of recount text, lack of vocabulary, lack of grammar mastery, and lack of mechanical skills. These results are intended to inform English teachers about the specific challenges students face in writing recount text, enabling them to implement more targeted instructional strategies. Additionally, the study suggests instructional strategies to address these challenges. The insights gained from this research are expected to contribute to the improvement of writing instruction in English language classrooms, especially for students at the junior high school level.
TEACHER’S QUESTIONING STRATEGIES DURING THE ENGLISH CLASSROOM INTERACTION Nabila Sri Agustina; Ridha Ilma; Deta Desvitasari
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 11 No. 2 (2024): The Journal of English Literacy Education: The Teaching and Learning of Englis
Publisher : ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v11i2.41

Abstract

Interaction is a crucial component of interactive learning, and teachers often use questions to foster meaningful engagement. This study investigates the questioning strategies employed by an 8th-grade English teacher at one of Palembang's Islamic Junior High Schools. The study used one teacher at that school as a participant due to the focus on gaining a deep, detailed understanding of the questioning strategies employed in a specific classroom context. Using a qualitative case study design, data were collected through non-participant classroom observations and semi-structured interviews. Observations documented the teacher's questioning techniques in various instructional scenarios, while interviews explored their intentions and perspectives. Thematic analysis was used to analyse the data to achieve patterns and to categorize the types of questions. The finding revealed the teacher's three main questioning strategies: procedural, convergent, and divergent. Convergent questions, which required brief or yes/no responses, were the most frequently used, while procedural and divergent questions appeared less often. The teacher employed these strategies to maintain student interest, encourage critical thinking, focus on lesson content, assess understanding, clarify responses, and promote participation. These results emphasize the importance of questioning in fostering classroom interaction and provide valuable insights for enhancing teaching practices.
Co-Authors Aghor Aqdam AISYAH SHAHAB ALMIRAH MEIDA RISFINA Amalia Hasanah Amalia Hasanah Amrina, Rizqy Dwi ANISSA ASTRID Annisa Astrid Arrofiq, Ahmad Latif Ayu Siska Chairuman, Muhamad Chalik Dessi Angreini Dian Erlina Dirgantara, M. Raditya Ramadhani Eko Saputra Fatimah Azzahra Ferginan, Yerico Hariana Amalia, Hariana Hasanah, Amalia Heru Saputra husnaini, husnaini Kasinyo Harto Meshy Berliana Fathonah Meyshen Meyriza Meyshen Meyriza Muhamad Chalik Chairuman Nabila Febiola Nabila Sri Agustina Ridha Ilma Ridha Ilma Ridha Ilma, Ridha Riska Amanda Rizkie Mauly Audina Rizqy Dwi Amrina Sabrina, Alra Shalehuddin Al Ayubi Shynta Amalia Solihin, Aminus UCI FITRIANI Wulandahri, Desti Yuliana Yuliana