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p-Index From 2020 - 2025
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This Author published in this journals
All Journal Journal of Language Development and Linguistics Muslim Education Review
Alfinda, Rio
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Languange, Linguistic, Communication & Media Social Sciences Other

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The Needs of English for Islamic Studies (EIS) in Traditional and Modern Pesantren Alfinda, Rio; Humaira, Radhia
Muslim Education Review Vol. 2 No. 2 (2023)
Publisher : UIII Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56529/mer.v2i2.196

Abstract

This research aims to analyze the needs, English skill levels, and necessities of students in English language learning when undertaking Islamic studies. Designed as quantitative-descriptive, the researchers use survey methodology by distributing questionnaires to students. The results regarding English fluency show that their English competence needs improvement. Their ability needs to be improved in four skills (speaking, listening, reading and writing). In the context of items necessary for English for Islamic Studies (EIS) courses, the results indicate that the students highlight two skills that they see as needed in EIS: speaking and reading.
Code-Switching Identification Amongst Adult Spanish Learners in Online English Language Class Maulana, Dimas; Alfinda, Rio
Journal of Language Development and Linguistics Vol. 4 No. 2 (2025): September 2025
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/jldl.v4i2.15124

Abstract

This study explores code-switching among adult Spanish-speaking learners in an online ESL setting. Through qualitative observation and discourse analysis, eight functions were identified: specific topic of conversation, clarification and repetition, communicative efficiency, translation strategy, participation encouragement, identity expression, interjection, and quotation. Learners used Spanish to express culturally embedded ideas and resolve lexical gaps, while teachers facilitated understanding through targeted translation. References to Papá Noel and Reyes Magos highlight how switching reflects cultural pride and supports meaning-making. Findings suggest that code-switching enhances learner engagement, affirms identity, and fosters pedagogical clarity, making it a powerful tool in bilingual instruction.
Co-Authors Humaira, Radhia Maulana, Dimas