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Abid
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abid@ung.ac.id
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Prodi Pendidikan Bahasa Inggris, Fakultas Sastra dan Budaya, Universitas Negeri Gorontalo, Lantai 3 Kampus 4, Kab. Bone Bolango, Provinsi Gorontalo
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Jambura Journal of English Teaching and Literature
Published by Universitas Negeri Gorontalo
ISSN : -     EISSN : 27224880     DOI : -
Core Subject : Humanities, Education,
Humanities Languange, Linguistic, Communication & Media
Jambura Journal of English Teaching and Literature (JJETL) is a peer-reviewed journal published by the English Education Study Program, Faculty of Letters and Culture, Universitas Negeri Gorontalo, Indonesia. It is published twice a year in April and October, with submissions accepted throughout the year. The journal seeks to provide established and early-career researchers, teachers and academia with a platform to publish research-based papers from the fields of English language teaching and literature. JJETL welcomes current analysis on: English language teaching and learning; English language testing and assessment; Curriculum design and development in ELT; Applied linguistics; Literary studies; and Translation studies.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 62 Documents
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Identifying Code Mixing on Instagram: The Case of Chinese-Indonesians Lubis, Rafi Muhammad; Nazreensyah, Fabian Putra; Siahaan, Daniel Fernando; Anargya, Hafwen; Rangkuti, Rahmadsyah
Jambura Journal of English Teaching and Literature Vol 6, No 2 (2025): Jambura Journal of English Teaching and Literature
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jetl.v6i2.34848

Abstract

This study looks into code mixing in Chinese-Indonesian users' Instagram descriptions and comments. The research employs a qualitative descriptive approach to identify and categorize the types of code mixing found in online discourse, using Muysken's (2000) typology of code mixing as the analytical framework. Data were carefully gathered from 100 Chinese-Indonesian Instagram caption pages and 40 instagram posts consist of public Instagram accounts of Chinese-Indonesian people, with an emphasis on comments and captions that included multilingual content. Three forms of code mixing are identified by the analysis: congruent lexicalization, alternation, and insertion. The most common type was insertion, with 58 instances, followed by alternation with 30 instances and congruent lexicalization with 12. The results demonstrate the ongoing role of social media in maintaining linguistic diversity by indicating that Instagram functions as a platform for the active performance and maintenance of multilingual practices.
Interactional Scaffolding in EFL Reading Classrooms: A Classroom-Based Study of Cooperative Learning Practices Karim, Lelan; Abid, Abid; Kau, Magvirah El Walidayni
Jambura Journal of English Teaching and Literature Vol 6, No 2 (2025): Jambura Journal of English Teaching and Literature
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jetl.v6i2.36587

Abstract

This qualitative study examines how cooperative learning is implemented by an EFL teacher to support students’ reading comprehension in a lower-secondary context at a school in Indonesia. Drawing on four classroom observations and a semi-structured teacher interview, the study investigates how cooperative learning functions as an interactional scaffold during reading instruction. Data were analyzed thematically using an interactive analytical approach. The findings reveal three interrelated ways in which cooperative learning fostered reading comprehension: (1) structuring peer-mediated reading through cooperative routines, (2) scaffolding comprehension through teacher-guided interaction, and (3) sustaining engagement through recognition and affective support. Cooperative learning was enacted through Jigsaw and Think-Pair-Share, which created structured opportunities for peer explanation, shared responsibility, and negotiation of meaning. Although students initially experienced confusion and hesitation, engagement increased as instructional routines stabilized and teacher mediation became more explicit. Instead of demonstrating causal learning gains, this study offers process-level, classroom-based insights into how cooperative learning supports EFL reading comprehension through interaction and pedagogical practices.

Page 7 of 7 | Total Record : 62

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