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All Journal Journal of Language and Literature
Muh Junaidi
Universitas Nahdlatul Wathan Mataram
Humanities Education Languange, Linguistic, Communication & Media

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A Sociolinguistics Analysis of English Code-Switching in YouTube Podcast Achwan Sapar; Erni Yuliastri Alpani; Muh Junaidi; Wahyu Kamil Syarifaturrahman
Humanitatis : Journal of Language and Literature Vol 10 No 1 (2023): Humanitatis: Journal of Language and Literature
Publisher : LPPM Universitas Bumigora Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30812/humanitatis.v10i1.3470

Abstract

This research examined the instances of code-switching based on the theory of Hammers and Blanc (2003) in Deddy Corbuzier's podcast content with Cinta Laura Keihl on his own YouTube channel. It focuses solely on Deddy Corbuzier's utterance. Consequently, there are two goals of this study. The first objective was to determine the type of code-switching, and the second was to determine the frequency of each type to determine which type of code-switching Deddy Corbuzier uses most frequently. Considering the research's data and objectives, the researcher employed the qualitative descriptive method to conduct this research. The data was deemed qualitative because it consisted of written and spoken words as opposed to numbers. And to analyze the data, the writer uses a sociolinguistics approach. Based on the data findings, Deddy Corbuzier performed code-switching at least 79 times in the collected data: 39 times (49.36%) for intra-sentential switching, 36 times (45.56%) for inter-sentential switching, and 4 times (5.06%) for tag-switching. Thus, it can be seen that intra-sentential switching is the type of code-switching that most often appears, which is 39 times, or 49.36%.
The Effect of Metacognitive Scaffolding Strategy in Improving English Writing Skill at Senior High School Students Issyatul Mardiah; Isnaini Sya’roin; Muh Junaidi
Humanitatis : Journal of Language and Literature Vol 10 No 1 (2023): Humanitatis: Journal of Language and Literature
Publisher : LPPM Universitas Bumigora Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30812/humanitatis.v10i1.3475

Abstract

The research aims to determine whether metacognitive scaffolding strategy has an effect on improving the English writing skill of making argumentative paragraphs of academic writing and how metacognitive scaffolding strategy can improve the English writing skill of senior high school students at Madrasah Aliyah Mu'allimat Nahdlatul Wathan Anjani. The quantitative research method used was a true experiment with a pretest-posttest control group design. The research sample was 33 students from the school with 17 students in the experimental class using the metacognitive scaffolding strategy and 16 students in the control class using the conventional strategy, and the study lasted four weeks. The mean pre-test for the experimental class was 48.94 and 50.75 for the control class. Using the paired sample t-test, the mean post-test of the experimental class showed a significant improvement; the mean was 74, or 14 points more than the control class. By using this significant value, the researcher tested the effect size using Cohen’s d test. The experimental class's Cohen's d value was 1.59, indicating that this learning strategy is very effective in improving students' writing, according to Cohen's d table for measuring variable effectiveness. Therefore, the metacognitive scaffolding strategy has an effect on improving writing skills in senior high school students. Furthermore, students showed positive results in their leadership, critical thinking, and problem-solving ability.
Co-Authors Achwan Sapar Erni Yuliastri Alpani Isnaini Sya’roin Issyatul Mardiah Wahyu Kamil Syarifaturrahman