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All Journal Teaching English as a Foreign Language Journal Prosiding International Conference on Sustainable Innovation (ICoSI)
Baharun, Hazleena
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Religion Agriculture, Biological Sciences & Forestry Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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Code-switching in students’ group discussions in EFL classroom at a university level Gendroyono, Gendroyono; Baharun, Hazleena
Teaching English as a Foreign Language Journal Vol. 2 No. 2 (2023)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v2i2.473

Abstract

Code-switching is an activity when a person switches their language in a speech. Some research have been conducted in the field of code switching, however, very little was done in looking both the types and the reasons of doing it in the group discussion context. This research focuses on exploring the types of code-switching used by the students in EFL classroom during group discussion and the reasons why the students used code-switching during group discussion in EFL classroom. The methodology used in this research was a descriptive qualitative. There were three participants in this research, two females and one male aged 21 to 24-year-old which was done in a private university of Yogyakarta. In collecting the data, the researcher used interview and follow-up questions. And the finding of this research found that there were three types of code-switching used by the EFL student, the first one is tag switching, inter-sentential switching, and the last one is intra-sentential switching. Furthermore there were three reasons why the participants used code-switching. The first one is feeling comfortable in using their mother tongue, lacking the target language proficiency, and the last one is holding the floor.
Implementation of Form-Focused Written Feedback on Students' Academic Writing Wirantaka, Andi; Rosiah, Rosi; Baharun, Hazleena
Proceedings International Conference on Sustainable Innovation (ICoSI) Vol. 6 No. 1 (2026)
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/icosi.v6i1.157

Abstract

Academic writing skills are important, yet they present significant challenges due to their formal structure, linguistic accuracy, and the need for critical thinking. This research investigates the effectiveness of form-focused written feedback in improving students' academic writing skills. Using a quantitative experimental design, this study involved forty English department students at a university in Yogyakarta. Data were analyzed using a t-test after normality and homogeneity tests. The results revealed a statistically significant improvement in students' post-test scores relative to their pre-test scores on an academic writing test (p-value = 0.00 < 0.05), indicating the effectiveness of form-focused written feedback in enhancing academic writing skills. This study contributes new insights into the role of form-focused written feedback in academic writing at the university level, highlighting its value in fostering accuracy and students’ writing confidence.
Co-Authors Gendroyono Gendroyono ROSIAH, ROSI Wirantaka, Andi