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All Journal Voices of English Language Education Society Diwan: Jurnal Bahasa dan Sastra Arab
Renggi Vrika
Universitas Islam Negeri Imam Bonjol Padang
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Lecturer’s Code-Switching in the EFL Classroom of Arabic Language and Literature Renggi Vrika; Melisa Rezi
Diwan: Jurnal Bahasa dan Sastra Arab Vol. 13 No. 1 (2021): Januari - Juni
Publisher : Jurusan Bahasa dan Sastra Arab Fakultas Adab dan Humaniora UIN Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/diwan.v13i1.672

Abstract

In teaching and learning languages, it is common to use code-switching. Code-switching help speaker and hearer share the ability to speak more than one language. This research was focused on the code-switching that was done by the lecturer, the most common type that appeared in the classroom interaction and the function of the code-switching found in the analysis. Descriptive qualitative research was applied in this research which the data got from the interaction of the lecturer and students in the classroom in teaching and learning English for Arabic students. Based on the analysis, in the classroom interaction, the three types of code-switching was found; tag-switching, inter-sentential switching and intra-sentential (Romaine, 1995). The most common type found in the interaction was intra-sentential switching. The used of code-switching in the classroom interaction was to improve language skills, give clarification, emphasis the topic, and make good relation with interlocutor that was the Arabic students. Both teachers and students in this situation hold positive attitudes in doing code switching.
Understanding Writing Habit in College: A Survey of Higher Education Students Renggi Vrika
VELES Voices of English Language Education Society Vol 7 No 2 (2023): VELES (Voices of English Language Education Society)
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v7i2.21477

Abstract

This research investigates the writing habits of students in higher education, employing a case study approach to attain a comprehensive understanding of these practices. The case study methodology is utilized to delve deeply into the intricate writing behaviors, motivations, and challenges faced by individual college students. Through a sample of 232 students from diverse faculties, insights are gathered via a meticulously designed survey that covers aspects such as writing frequency, time allocation, methodologies employed, and encountered difficulties. The findings underscore that, despite the diversity of academic disciplines, expected trends in writing habits emerge among students. While the initiation of writing may seem straightforward, challenges arise during the process, often leading to task-driven completion rather than the cultivation of consistent writing habits. The findings highlight the value of personalized interventions that identify the unique obstacles and motivations inherent in each field, allowing educators to fine-tune writing support programs. This research contributes to a nuanced understanding of writing practices in higher education, shedding light on students' attitudes toward writing. By acknowledging the diverse motivations and challenges faced, educators can strategically enhance writing support initiatives, fostering an environment where effective writing habits can flourish. The insights gleaned from this study not only inform academic discourse but also offer practical implications for educators seeking to empower students on their writing journey
Co-Authors Melisa Rezi