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All Journal ELTALL: English Language Teaching, Applied Linguistic and Literature Proceeding International Conference on Education
Wicaksana, Arga Mukti
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Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Building a Meaningful English Atmosphere for Novice Learners Through Code-Switching Practices Susilowati, Tintin; Rohmatin, Yunia Dwi; Wicaksana, Arga Mukti; Oktavia, Anida Feni; Maghfiroh, Anifatul; Azizah, Ashfira Alfiana Nur
ELTALL: English Language Teaching, Applied Linguistic and Literature Vol. 6 No. 1 (2025)
Publisher : Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/eltall.v6i1.10690

Abstract

This study investigated the use of code-switching by an English teacher in an EFL classroom at SMAN 3 Ponorogo. Code-switching is the alternation between two languages in a discourse. In Indonesian EFL classes, teachers use both English and Indonesian to deliver classroom instructions. The aims of the study were to explore the types of code-switching that the teacher used in the classroom and the teacher’s rationales in using each type. The researchers used a case study with a qualitative approach using classroom observation and an interview with the teacher. The data were analyzed using the interactive model of analysis, which includes data condensation, data display, and conclusion drawing/verification. Furthermore, the teacher’s code-switching utterances were classified using Poplack’s code-switching framework. The study found that the teacher used three types of code-switching: tag switching, inter-sentential switching, and intra-sentential switching. Intra-sentential switching was the most commonly used type, with more than half of the use, and tag switching was the least used type. The teacher employed code-switching to clarify instructions, introduce new vocabulary, explain complex concepts, enhance communication, and promote classroom engagement. The findings suggest that code-switching is a valuable scaffolding strategy for facilitating comprehension and participation for low-proficiency learners. The study highlights the importance of code-switching in building a meaningful English atmosphere for novice learners by providing them with understanding, gradual immersion, and a stress-free environment.
Exploring the Integration of Reading and Speaking Skills in Indonesian Language Learning through a Multimodal Digital Literacy Approach Susilowati, Tintin; Wicaksana, Arga Mukti; Ardilawati, Zahra; Zahwa, Aulia Sahara; Fauzi, Moh. Rifqi
Proceeding International Conference on Education Volume 03, Agustus Tahun 2025: International Conference on Education
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri (UIN) Syekh Wasil Kediri, Indonesia

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Abstract

This study investigates the integration of reading and speaking skills in Indonesian language learning through a Multimodal Digital Literacy (MDL) approach. A qualitative case study design was employed to explore how various text types, including written, audio, visual, and audio-visual texts that are supported by technology can be incorporated in reading and speaking skills development in order to foster literacy skills contextually and long-term retention in Indonesian language learning. The participants were 25 Indonesian Language Education students, and the learning process was conducted over ten sessions. The data were collected through a questionnaire and interviews and analysed using Miles and Huberman’s model of interactive analysis. The findings indicate that this approach could make learners more enthusiastic and promote deeper mastery of the material and skills, which aligns with the demands of present and future life. Furthermore, this approach guides learners to not only use the technology passively but also produce various creative digital products through the media transfer processes. Ultimately, engaging with and generating multimodal digital texts in language learning can build a deep learning atmosphere in the language classroom.
Co-Authors Ardilawati, Zahra Azizah, Ashfira Alfiana Nur Fauzi, Moh. Rifqi Maghfiroh, Anifatul Oktavia, Anida Feni Rohmatin, Yunia Dwi Zahwa, Aulia Sahara