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All Journal Journal of Education, Social & Communication Studies Journal of English Education Forum (JEEF)
Lalu Nurtaat
Universitas Mataram
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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The English teachers' perceptions of discovery learning and project-based learning at senior high school in Lombok West Nusa Tenggara Amrullah Amrullah; Sahuddin Sahuddin; Nawawi Nawawi; Lalu Nurtaat
Journal of Education, Social & Communication Studies Vol. 2 No. 1 (2025): January 2025
Publisher : PT. MAWAMEDIA JAYAMUSTA BUANASIHA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71028/jescs.v2i1.32

Abstract

This study explores the perceptions of English teachers in Lombok, West Nusa Tenggara, Indonesia, regarding Discovery Learning (DL) and Project-Based Learning (PjBL) in senior high school settings. The research employed a descriptive qualitative approach, involving questionnaire sheet, interviews, and document analysis to gather data from two English teachers at SMKN 1 Kuripan and three English teachers at MAN 1 Lombok Timur who use or have used the DL and PjBL models. The findings indicated that teachers' perceptions on both teaching models are highlighting their effectiveness in engaging students actively, fostering critical thinking and problem-solving skills, and promoting student-centered learning environments. In addition to their effectiveness, the implementation of these models also have challenges there are often faced by the teachers, including addressing varying levels of student prior knowledge, managing time constraints, and resourcing limitations. Despite these challenges, the teachers have adopted the way to overcome them, such as adapting their approach to accommodate students’ diverse needs, seeking professional development opportunities, and employing collaborative strategies. The study concludes that understanding teachers’ perceptions and addressing the challenges associated with implementing innovative teaching models is crucial for optimizing student learning outcomes in English language instruction.
The Functions of Code-Switching in the EFL Classroom Interactions among English Education Students at University of Mataram: Fungsi Alih Kode dalam Interaksi Kelas EFL (Inggris sebagai bahasa asing) di Kalangan Mahasiswa Pendidikan Bahasa Inggris Universitas Mataram Fitrah Ramadhani Ramadhani; Arifuddin Arifuddin; Lalu Nurtaat
Journal of English Education Forum (JEEF) Vol. 6 No. 3 (2026): JUL-SEP
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jeef.v6i3.1142

Abstract

Abstract: This qualitative case study examined the code-switching (CS) produced by English Education students during peer interaction in a Public Speaking course at University of Mataram. Data were collected through two classroom observations of debate sessions involving twenty-five students and semi-structured interviews with ten purposively selected students, then analyzed thematically following Braun and Clarke’s (2006) framework, using Poplack’s (1980) typology and Cook’s (2001) functional categories. Nineteen instances of CS were identified from approximately 198 recorded utterances. All three types of CS proposed by Poplack (1980) were found, with intra-sentential switching the most frequent (11 instances), followed by tag-switching (7) and inter-sentential switching (4). All four functions proposed by Cook (2001) were also identified, produced almost entirely by the students themselves: the affective function was the most frequent (7 instances), followed by the interactional (6), pedagogical (6), and classroom management functions (3). Interview data revealed mixed perceptions of whether CS supported or hindered English learning, several informants felt it aided comprehension and vocabulary acquisition, while others felt it reduced opportunities to practice speaking fluency, with most informants, as prospective English teachers, favoring a limited and context-sensitive use of CS rather than a strict prohibition or unrestricted allowance. The study concludes that code-switching among EFL peers is a natural and functional part of classroom communication that requires a balanced, context-sensitive pedagogical response. Keywords: Code-Switching, EFL Classroom Interaction, Peer Interaction, Functions of Code-Switching, Qualitative Case Study.
Co-Authors Amrullah Amrullah Arifuddin Arifuddin Fitrah Ramadhani Ramadhani Nawawi Nawawi Sahuddin Sahuddin