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p-Index From 2021 - 2026
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This Author published in this journals
All Journal International Journal of Pedagogy and Teacher Education Journal of Language Development and Linguistics Muslim Education Review
Alfinda, Rio
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Education 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.
Corpus Analysis of Spanish L2 Exam-Based Writing: Lexical Analysis and Indications of Translingualism Alfinda, Rio; Pranowo, Dwiyanto Djoko; Widyantoro, Agus
International Journal of Pedagogy and Teacher Education Vol 9, No 1 (2025): International Journal of Pedagogy and Teacher Education - April
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijpte.v9i1.86337

Abstract

This study examines the corpus analysis of lexical richness and the influence of translingualism among high school students, focusing on exam-based argumentative texts in a supervised setting. Lexical richness is a measure used to evaluate written texts. In assessing students' writings, there is an indication of translingualism, or translanguaging, a phenomenon where language switching occurs due to the influence of another language. The study analyzes 21 texts from Spanish students, categorized into three groups, using lexical variation and sophistication measures, classified under lexical richness and translingualism influence. The research evaluates these criteria by applying AntWordProfiler and Microsoft Excel. The results indicate that differences in lexical diversity/variation between the groups are insignificant. In the analysis of lexical sophistication, it is observed that the use of the Academic Word List (AWL) and the General Service List of the first 1000 words is higher among level 2 students than level 3 students. The study also identifies translingualism in students’ texts, influenced by English-Spanish vocabulary similarities. This phenomenon reveals that many misspelled English words are derived from Spanish. Overall, the study provides insights into vocabulary levels, the impact of translingualism, and writing enhancement among high school students.
Co-Authors Agus Widyantoro Dwiyanto Djoko Pranowo Humaira, Radhia Maulana, Dimas