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All Journal Jurnal English Education: Jurnal Tadris Bahasa Inggris IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Cetta: Jurnal Ilmu Pendidikan Journal La Edusci IJLHE: International Journal of Language, Humanities, and Education JIM: Jurnal Ilmiah Mahasiswa Pendidikan Sejarah
M. Ridho Kholid, M. Ridho
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Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Code-Switching In Ritueli Daeli’s Youtube Playlist: A Content Analysis Of ‘Learning Englishfrom Zero’ Episodes 1–5 Wulandari, Indana Zulva; Kholid, M. Ridho; Rahmawati, Istiqomah Nur
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.9400

Abstract

Despite the increasing prevalence of digital educational materials, code-switching as a viable teaching strategy has gained significant traction. This study aimed to identify structural codes of code-switching and their use in communication within the YouTube playlist "Learning English from Zero" by Ritueli Daeli, consisting of episodes 1 to 5. In this study, a qualitative approach employed inductive content analysis with a deductive coding scheme to examine 196 code-switches across a cumulative total of 84 minutes using the frameworks proposed by Poplack (1980) and Appel & Muysken (2006). The study determined that overall, inter-sentential code-switching dominated, with 106 instances (54.08%), while referential code-switching comprised the majority of instances within the discourse, with 104 instances (53.06%), followed by the use of metalinguistic code-switching with 55 instances (28.06%). This study determined that code-switching as an element in teaching can be highly beneficial, particularly for beginners navigating the ESL environment.
Distribution of Cognitive Levels Analysis in Reading Exercises of English for Nusantara Textbook Agesti, Ervinda; Kholid, M. Ridho; Suryawati, Sri Suci
IJLHE: International Journal of Language, Humanities, and Education Vol. 9 No. 1 (2026): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/5n7hkz16

Abstract

Reading exercises in textbooks play an important role in shaping students’ cognitive experiences, particularly in English language learning. However, the levels of cognitive processes required by textbook reading exercises need to be systematically analyzed to identify the cognitive orientation being developed. This study aims to analyze the distribution of cognitive process levels in reading exercises in the English for Nusantara Grade VIII textbook based on the Revised Bloom’s Taxonomy framework. This study employed a qualitative descriptive approach using content analysis techniques. The data consisted of reading tasks found in the textbook, with a total of 140 tasks identified. Seventeen tasks were excluded because they did not meet the criteria of the Cognitive Process Dimension (CPD), resulting in 123 specific reading tasks being analyzed. Each task was classified into the six levels of cognitive processes in the Revised Bloom’s Taxonomy through verbatim tabulation and theory-based judgment, which were verified through expert judgment by English teachers. The results indicate that the distribution of cognitive process levels is dominated by Remembering (43.09%) and Understanding (36.59%). Applying (2.44%), Analyzing (10.57%), and Evaluating (7.32%) appear in smaller proportions, while no reading tasks were found at the Creating level (0.00%). In conclusion, the reading exercises in the English for Nusantara Grade VIII textbook are oriented toward low- to mid-level cognitive processes, with limited opportunities for the development of higher-order thinking skills. Therefore, more cognitively balanced reading exercises are needed to optimize the role of reading activities in learning.
Co-Authors Agesti, Ervinda Agus Hidayat Bujang Rahman Fika Indhiswari Haryanto P, Fika Indhiswari Istiqomah Nur Rahmawati Kholid, M. Fikri Nugraha Risma Margaretha Sinaga Rohmatillah Rosi Agustina, Rosi Sri Suci Suryawati Utami, Putri Ayu Imayatul Winarti, Hesti Wulandari, Indana Zulva Zakiyah Zakiyah