Journal of English Education and Entrepreneurship (JEEP)

CODE MIXING AND CODE SWITCHING IN MAUDY AYUNDA’S VIDEO YOUTUBE CHANNEL

Riska Rosana, Fitri Palupi Kusumawati, Amirudin Latif, Eva Faliyanti — Mon, 25 Aug 2025 00:00:00 +0700

The aim of this research is to find out the types and functions of code- mixing and code-switching in Maudy Ayunda Video. Descriptive qualitative is the method of this research. The source of this research is Maudy Ayunda video YouTube channel with the title how to communicate effectively in the workplace and how I manage stress. The object of this research is Maudy Ayunda's speaking in the video YouTube Channel. The instruments in this research are researcher, documentation and tabulation. The result of this research found three types of code mixing such as 66 insertion, 9 alternation and 1 congruent lexicalization. The types of code switching comprise two types, they are: 12 Inter sentential switching , 28 Intra sentential switching. The functios of code mixing comprise six functions such as 1 Quotation, 2 Addressee specification, 4 Interjection, 43 Message qualification, 12 Personalization and objectivization, and 40 Facility expression. The functios of code switching comprise six functions such as 2 Quotation, 1 Addressee specification, 1 Interjection, 27 Message qualification, 8 Personalization and objectivization, and 13 Facility expression. Based on the results of the research, it can be concluded that the results of this study are the existence of code mixing and code switching of Indonesian with English utterance on Maudy Ayunda video Youtube channel.

THE EFFECTIVENESS OF SIMPLER APPLICATION ON VOCABULARY MASTERY OF TENTH GRADE STUDENTS AT SMK MUHAMMADIYAH 3 METRO

Rosi Devis Angelika, Dedy Subandowo, Fitri Palupi Kusumawati — Mon, 25 Aug 2025 00:00:00 +0700

This study aims to determine whether the Simpler application has a significant effect on students’ vocabulary mastery. The research was conducted at SMK Muhammadiyah 3 Metro with two groups: an experimental group that used the Simpler application and a control group that received traditional instruction. The method used in this study was quantitative with a quasi-experimental design. The sample consisted of 76 students, with 38 in each class. Pre-test and post-test data were collected using 30 multiple-choice items focused on vocabulary meaning, usage, synonyms, and antonyms. The average pre-test score of the experimental class was 36.53, which increased to 74.68 after treatment. Meanwhile, the control class showed a smaller improvement from 32.53 to 44.68. The results of the Paired Sample T-Test in the experimental group showed a significance value of < 0.001 (0.000 < 0.05), indicating a significant improvement in vocabulary mastery after using the Simpler application. The Independent Sample T-Test also revealed a significance value of < 0.001, indicating a significant difference in post-test scores between the experimental and control groups. Based on these results, the study concludes that the Simpler application has a positive and significant effect on vocabulary mastery among tenth-grade students at SMK Muhammadiyah 3 Metro.

THE EFFECTIVENESS OF ANIMATED VIDEOS ON STUDENTS’ WRITING ABILITY IN DESCRIPTIVE TEXT FOR TENTH-GRADE STUDENTS AT SMAN 2 METRO

Shofiatunnisa, Bambang Eko Siagiyanto, Refai — Mon, 18 Aug 2025 00:00:00 +0700

Writing is an essential skill in English language learning, but many students still face challenges in composing descriptive texts due to limited vocabulary, poor grammar, and difficulties in organizing ideas. This research aimed to investigate the effectiveness of animated videos in improving students’ writing ability in descriptive text.This study applied a quantitative method with a quasi-experimental design, involving two classes of tenth-grade students at SMAN 2 Metro in the academic year 2024/2025. Class X.4 was assigned as the experimental class, which was taught using animated videos, while class X.1 served as the control class, taught using conventional methods. The instruments used were writing pretest and post-test, and the data were analyzed using paired sample t-test and independent sample t-test through SPSS 25.The findings showed a significant difference in the students’ writing ability between the experimental and control classes. The Sig. (2-tailed) value was 0.000, which is lower than the significance level of 0.05. It indicates that the use of animated videos had a significant positive effect on students’ ability to write descriptive texts. Therefore, the alternative hypothesis (Ha) was accepted, and the null hypothesis (Ho) was rejected.In conclusion, animated videos are effective in enhancing students’ writing performance, especially in developing content, organizing ideas, and improving vocabulary. Animated videos also provide engaging visual support that motivates students in the learning process. Future researchers are encouraged to explore the use of animated videos in other language skills such as listening, speaking, and reading, while considering both benefits and limitations for more optimal learning outcomes.

THE INFLUENCE OF EWA APPS ON LISTENING SKILLS IN ENGLISH LEARNING: A STUDY OF TENTH GRADE STUDENTS AT SMAN 4 METRO

Najah Mustaghfiroh, Dedy Subandowo, Fenny Thresia — Mon, 22 Sep 2025 00:00:00 +0700

This quasi-experimental study examines the influence and significant influence of the EWA English learning application on the listening skills of tenth-grade students at SMAN 4 Metro. Two classes were designated as an experimental group (using the EWA app in learning) and a control group (using traditional instruction), and both groups underwent pre-test and post-test assessments of listening comprehension. The experimental group’s average listening score improved from 54.14 (pre-test) to 75.72 (post-test), a gain of 21.58 points, whereas the control group’s average score increased from 53.33 to 66.64. Statistical analysis confirmed that score in the experimental group was significantly greater than that of the control group, as indicated by paired-sample and independent-sample t-tests (p < 0.05). Assumption tests verified that the data were normally distributed and had homogeneous variances (Shapiro-Wilk test and Levene’s test, respectively), validating the use of parametric analysis. These findings demonstrate that integrating the EWA app into English learning can significantly influence students’ listening skills compared to conventional teaching methods.

THE EFFECTIVENESS OF TWO STAY TWO STRAY (TSTS) STRATEGY TOWARDS READING COMPREHENSON OF TENTH-GRADE STUDENTS AT SMA YOS SUDARSO METRO

Nurul Hidaya Tika, Dedy Subandowo, Bambang Eko Siagiyanto — Mon, 25 Aug 2025 00:00:00 +0700

The Two Stay Two Stray (TSTS) cooperative learning approach aimed to improve student participation and involvement during collaborative assignments. The impact of TSTS on the reading comprehension of tenth-grade students at SMA Yos Sudarso Metro was examined in this study. Instruments for the pre-test and post-test were used in a quantitative quasi-experimental approach. Thirty-five students from the experimental class (Pratama 1) and thirty-five students from the control class (Pratama 3) made up the sample, which was selected using cluster random sampling from the population of 137 students. SPSS version 27 was used for data analysis. The results revealed that the experimental class's pre-test mean score was 45.29 (SD = 9.339), while the control class's was 57.97 (SD = 18.883). Then, the control class scored 71.17 (SD = 17.431) on the post-test, whereas the experimental class scored 69.69 (SD = 13.955). A significant value of 0.000 was identified through hypothesis testing, suggesting that TSTS influenced students' reading comprehension. Nevertheless, the second hypothesis provided a significance value of 0.695, indicating that there was no significant distinction between TSTS and conventional teaching. Overall, the study found that while TSTS improved reading comprehension, it did not significantly improve conventional approaches in this aspect.