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All Journal Jurnal English Education: Jurnal Tadris Bahasa Inggris U-JET: Unila Journal of English Teaching
Habi Septiawan
Universitas Lampung
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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An Analysis of Code Switching in Students’ Speaking Test as English Foreign Language Learners Khairun Nisa; Habi Septiawan; Rafista Deviyanti
English Education: Jurnal Tadris Bahasa Inggris Vol 14, No 2 (2021): English Education: Jurnal Tadris Bahasa Inggris
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ee-jtbi.v14i2.9814

Abstract

This research aims at finding out types of code switching occurred in students’speaking test of EFL learner, the percentage of each type, and finding out the students’reasons in switching their language.Threetypes of code switching proposed by Poplack (1980); intra-sentential switching, inter-sentential switching, and tag switching were analyzed in this descriptive qualitative study. There was one class as the sample of this research. After gaining the data, the researcher categorized the data based on three types of code switching mentioned above. The result revealed that all three types of code switching appears in the students’ speaking. The first type, intra - sentential switching, it tends to be the main type of switching (69.49%), followed by intra-sentential switching (27.12%). Different from those two types, tag switching seems to occur the least frequent type of switching that appeared in the comments (3.39%). Then, the researcher also classified the data into seven reasons in doing code switching according to Hoffman (1991). There are still some other reasons found by the researcher in conducting the research.
Facebook Mediating – Peer Assessment Activities In Students’ Writing At English Department Unila Habi Septiawan; Flora Flora; Hery Yufrizal
U-JET Vol 7, No 3 (2018): U-JET
Publisher : FKIP UNILA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (421.148 KB)

Abstract

Penelitian ini bertujuan untuk mencari tahu apa efek Facebook group close penilaian rekan pada prestasi menulis siswa, aspek mana dari tulisan yang paling meningkat setelah uji coba tindakan, apa persepsi siswa tentang perlakuan dan bagaimana siswa melanjutkan Facebook – mediasi kepenilaian rekan. Penelitian ini bersifat kuantitatif dan kualitatif. Ini menggunakan desain pretest-posttest satu – kelompok sebagai pengukuran kuantitatif. Kemudian, pengukuran kualitatif melibatkan analisis pada peningkatan siswa dari setiap aspek, persepsidan proses penilaian. Hasilnya menunjukkan bahwa ada peningkatan yang signifikan dalam prestasi menulis mereka setelah uji coba tindakan dan aspek yang paling banyak diperbaiki adalah konten. Ini juga menunjukkan bahwa siswa menyukai pembelajaran semacam itu, dengan kata lain, mereka memiliki persepsi positif terhadap pembelajaran menulis. Singkatnya, implementasi penilaian mediasi - rekan Facebook di kelas menulis mengarah pada elaborasi ide siswa yang lebih baik yang berakhir dengan tulisan yang lebih baik dan lebih logis.This research aimed at finding out what the effects of Facebook closed group peer assessment on students’ writing achievement are, which aspect of writing improves the most after the treatment, what students’ perceptions of the treatment are and how students proceed Facebook-mediating to peer assessment. This research was quantitative and qualitative. It used the one-group pretest-posttest design as the quantitative measurement. Then, the qualitative measurement involved the analyses on the students' improvement of each aspect, perceptions and assessment process. The result indicates that there was a significant improvement in their writing achievement after the treatment and the aspect which improved the most was content. It also indicates that the students favored such learning, in other words, they had positive perceptions on it. In short, the implementation of Facebook mediating-peer assessment in writing class leads to students’ better idea elaboration that ends up in their better-organized and more logical writing.Keywords: Facebook, peer assessment, writing, writing achievment.
Co-Authors Flora Flora Hery Yufrizal Khairun Nisa Rafista Deviyanti