Koleksi Thesis Mahasiswa Prodi Pendidikan Bahasa Inggris https://repository.unisma.ac.id/handle/123456789/146 2026-07-22T03:01:09Z 2026-07-22T03:01:09Z Amalia, Andina Silvi https://repository.unisma.ac.id/handle/123456789/13720 2026-07-21T06:21:20Z 2026-05-05T00:00:00Z

The Role Of Two-Way Interaction Code-Switching: Understanding And Engagement In The Efl Master’s Classroom Amalia, Andina Silvi This study aims to examine the role of code-switching in two-way interaction to enhance students’ understanding and engagement in a master’s-level English as a Foreign Language (EFL) class. In the context of postgraduate level, students often face challenges related to linguistic limitations, academic pressure, and lack of confidence in using English, which may hinder active participation and comprehension. To address this issue, code-switching is considered a strategic pedagogical tool that bridges communication gaps and supports meaningful interaction. Therefore, this study addresses three main research problems by following Poplack’s (1980) and Gumperz’s (1982) theory: (1) What are the types of two-way interaction code-switching that used in ELT master’s classroom? (2) How does the use of two-way interaction code-switching in ELT master’s classroom enhance students’ understanding during the teaching learning process? and (3) How does the use of two-way interaction code-switching in ELT master’s classroom enhance students’ engagement during the teaching learning process? This study employs a qualitative approach with a single instrumental case study design to explore the use of code-switching in a specific academic context. The research was conducted in an ELT master’s classroom at a private university in East Java, involving two lecturers and four students as the main participants. Data were collected through classroom observations and in-depth semi-structured interviews to capture both actual practices and participants’ perspectives. The collected data were analyzed using thematic analysis and qualitative descriptive analysis, which involved coding, categorizing, and identifying patterns related to types and functions of code-switching in two-way classroom interaction. The findings reveal three major themes. First, in terms of types of code-switching based on Poplack (1980), the study identifies tag switching, inter-sentential switching, and intra-sentential switching as dominant forms used in classroom interaction. Second, the use of these types significantly contributes to students’ understanding, as lecturers utilize code-switching as a cognitive bridge to clarify complex concepts, particularly for students with varying levels of English proficiency. Third, code-switching enhances students’ engagement through interactional functions proposed by Gumperz (1982), including reiteration, message qualification, and personalization versus objectification. These functions facilitate clearer communication, create a more comfortable learning atmosphere, and encourage students to participate more actively in discussions. In conclusion, the findings confirm that code-switching in two-way interaction serves as an effective pedagogical strategy to support both students’ understanding and engagement in EFL master’s classrooms. The flexible use of language allows lecturers to adapt instruction to students’ needs, reduce linguistic barriers, and foster a more inclusive and interactive learning environment. Therefore, it is recommended that lecturers strategically incorporate code-switching in their teaching practices, particularly when explaining complex materials or facilitating discussions. Future research is also suggested to explore the long-term impact of code-switching on students’ academic performance and language development in broader educational contexts. Keywords: code-switching, EFL classroom, student’s engagement, student’s understanding, two-way interaction code-switching

2026-05-05T00:00:00Z Huda, Muhammad Alamul https://repository.unisma.ac.id/handle/123456789/13718 2026-07-21T06:19:16Z 2025-08-15T00:00:00Z

An Investigation Of Junior High School Students' Views On Ai-Assisted Learning In English Language Education Huda, Muhammad Alamul The implementation of Artificial Intelligence (AI) technology in education has transformed learners’ interactions with study resources, particularly in acquiring new languages. Understanding learners’ perceptions becomes imperative with the new wave of AI-powered applications, particularly in AI-enhanced educational environments. This study aims to examine the perceptions of secondary students in AI-assisted English language learning. Specifically, it studies students’ perceptions of AI devices, the advantages and benefits, and the difficulties encountered while engaging with technology in the learning of the language. This study adopted a qualitative phenomenological strategy. Ten students from MTs Mambaus Sholihin in Blitar, Indonesia, were purposefully sampled, ensuring a range of experiences in using AI technology. Data collection consisted of semi-structured interviews, which were analyzed thematically. The results indicated that AI-powered educational resources, particularly ChatGPT, Grammarly, and Duolingo, equipped learners with L2 instant feedback. Advanced learning opportunities and out-of-class engagement were greatly valued. While students welcomed the technology, they were concerned about ambiguous AI responses, internet dependency, and data privacy. Most importantly, the unique and invaluable functions provided by teachers, as the trainer and guide, for the motivation to learn, culturally sensitive instruction, and the skill to adapt instruction, were highlighted. To summarize, although AI technologies improve the efficiency of language learning, the best strategy remains a blended model where human instruction is paired with AI capabilities. Ensuring enhanced equity in the provision of digital resources, improving overall digital literacy, and creating more user-friendly interfaces with AI tools are vital recommendations for the study to aid in diverse educational settings. Keywords: AI-assisted learning, English Language Education, student perceptions, secondary education, technology integration

2025-08-15T00:00:00Z Fairisa, Amelia Zahwa Kumala https://repository.unisma.ac.id/handle/123456789/12156 2025-12-11T02:46:38Z 2025-07-17T00:00:00Z

Play and Learn: Student’S Perceptions on Word Connect Game Application for Vocabulary Aqcuisition Fairisa, Amelia Zahwa Kumala This thesis investigates the perceptions of junior high school students toward the use of the Word Connect game application as a tool to enhance their English vocabulary acquisition. In the context of English language learning, vocabulary plays a crucial role as the foundation for listening, speaking, reading, and writing skills. However, conventional vocabulary learning student interest and engagement. In response to this challenge, game-based learning has emerged as a promising alternative that offers both educational value and entertainment. This study aims to examine how students perceive the Word Connect game application, what benefits they experience in their vocabulary learning process, and what challenges they encounter while using it. The study was conducted at SMPN 3 Singosari, Malang, using quantitative and qualitative approach. Data were collected through questionnaires and interviews involving eight-grade students who had used the English version of the Word Connect game. The questionnaire included both general and Likert-scale items, while interviews were used to gain deeper insights into students’ thoughts and experiences. The findings of the study indicate that the majority of students have a positive perception of the Word Connect game application. Most of them stated that the game is enjoyable, user-friendly, and helpful in acquiring new English vocabulary. Students also reported that the game motivates them to memorize new words and enhances their interest in learning English. In addition, the application is perceived to support cognitive development by encouraging critical and analytical thinking, creativity, and spelling accuracy. Students expressed to traditional methods, as it allows them to play and learn simultaneously. Despite these benefits, some challenges were also reported. Several students experienced difficulty recognizing unfamiliar vocabulary, especially those with a limited prior knowledge of English. Others found it hard to identify correct answers from the given letter combinations. However, rather than giving up, students demonstrated persistence by trying multiple times, asking for help, or searching for word meaning on their own. These behaviors reflect the development of self-directed learning strategies and intrinsic motivation. In conclusion, this research highlights the potential of the Word Connect game application an effective and engaging tool for vocabulary acquisition. It contributes to the growing body of literature on game-based language learning and supports the integration of educational technology. The study suggests that consider utilizing digital word games as supplementary learning resources to enhance students’ vocabulary mastery and learning experience.

2025-07-17T00:00:00Z Amalia, Diati Nur https://repository.unisma.ac.id/handle/123456789/12155 2025-12-11T02:43:27Z 2025-07-11T00:00:00Z

Analyzing The Accuracy of The Sentence Structure of Grammar Checker Across AI Tools and Students’ Perception Amalia, Diati Nur This study aims to analyze the accuracy of AI-based grammar checking tools, they are QuillBot, Grammarly, and ChatGPT, in evaluating sentence structures within students’ hortatory exposition texts, as well as to explore students’ perceptions of using these tools in the writing process. Using a descriptive mixed-methods design, the research involved 36 eleventh-grade students at MA Almaarif Singosari, who were asked to write hortatory exposition texts. These texts were then evaluated by the three grammar checking tools. The resulting grammar scores were statistically analyzed using One Way ANOVA and Post Hoc Tukey tests to determine whether there were significant differences in grammar assessment accuracy among the tools. In addition, qualitative data were collected through semi-structured interviews with three students who obtained the highest scores from each tool group to gain insights into their experiences and perceptions. The findings revealed significant differences in the grammar scores produced by the three tools. Grammarly generated the lowest average score, indicating a high sensitivity in detecting grammatical errors, while ChatGPT gave the highest scores, suggesting a more lenient error detection process. QuillBot was found to be moderately accurate, detecting grammar issues and offering paraphrasing assistance, but lacking deep contextual understanding. From the interview results, students generally expressed positive perceptions, particularly appreciating the ease of use and flexibility of ChatGPT, the accuracy of Grammarly, and the paraphrasing features of QuillBot. However, some students also noted limitations, such as premium feature restrictions in Grammarly and occasional lack of contextual relevance in QuillBot and ChatGPT feedback. This study finds that although AI grammar checkers are a useful tool for enhancing writing, there are differences in their accuracy and usability. Teachers and students should use these tools critically and complementarily to enhance writing instruction, especially in argumentative genres like hortatory exposition. The study contributes to the increasing quantity of knowledge on AI-assisted language learning, offering both theoretical and practical implications for writing pedagogy in EFL contexts.

2025-07-11T00:00:00Z