This study aimed to describe a form of code switching and code mixing specific form found in the teaching and learning activities in the classroom as well as determining factors influencing events stand out that form of code switching and code mixing in question.Form of this research is descriptive qualitative case study which took place in Al Mawaddah Boarding School Ponorogo. Based on the analysis and discussion that has been stated in the previous chapter that the form of code mixing and code switching learning activities in Al Mawaddah Boarding School is in between the use of either language Java language, Arabic, English and Indonesian, on the use of insertion of words, phrases, idioms, use of nouns, adjectives, clauses, and sentences. Code mixing deciding factor in the learning process include: Identification of the role, the desire to explain and interpret, sourced from the original language and its variations, is sourced from a foreign language. While deciding factor in the learning process of code, includes: speakers (O1), partners speakers (O2), the presence of a third person (O3), the topic of conversation, evoke a sense of humour, and just prestige. The significance of this study is to allow readers to see the use of language in a multilingual society, especially in AL Mawaddah boarding school about the rules and characteristics variation in the language of teaching and learning activities in the classroom. Furthermore, the results of this research will provide input to the ustadz / ustadzah and students in developing oral communication skills and the effectiveness of teaching and learning strategies in boarding schools.

There were many researchers bring out the topic of the community of inquiry (CoI) in education but there were still few teachers who were aware of the importance of CoI and how to implement CoI into learning. This study was, then, aimed at finding out (1) how the community of inquiry was explicitly applied to English language learning, as well as (2) the impact of the community of inquiry to promote students’ autonomous learning. This research was a case study. The researcher used observation and interview as the research instrument. The subjects were the seventh and eighth-grade students of Pangasinan State University (PSU) Integrated High School, Philippines. The sample has consisted of 101 participants from three classes: 7th-grade Malakas and Maganda, and 8th-grade Matapat. The finding showed that CoI had been implemented during the English language teaching and learning process. Group activity or collaborative task was mostly used to engage students to learn and work in a community. In language acquisition, CoI was supposed to provide students with not only cognitive intelligence but also much-needed social intelligence. Therefore, the CoI approach has been considered to be effective in language teaching activities for secondary education students to enhance students’ autonomous learning.

This study aimed to describe a form of code switching and code mixing specific form found in the teaching and learning activities in the classroom as well as determining factors influencing events stand out that form of code switching and code mixing in question. Form of this research is descriptive qualitative case study which took place in Al Mawaddah Boarding School Ponorogo. Based on the analysis and discussion that has been stated in the previous chapter that the form of code mixing and code switching learning activities in Al Mawaddah Boarding School is in between the use of either language Java language, Arabic, English and Indonesian, on the use of insertion of words, phrases, idioms, use of nouns, adjectives, clauses, and sentences. Code mixing deciding factor in the learning process include: Identification of the role, the desire to explain and interpret, sourced from the original language and its variations, is sourced from a foreign language. While deciding factor in the learning process of code, includes: speakers (O1), partners speakers (O2), the presence of a third person (O3), the topic of conversation, evoke a sense of humour, and just prestige. The significance of this study is to allow readers to see the use of language in a multilingual society, especially in AL Mawaddah boarding school about the rules and characteristics variation in the language of teaching and learning activities in the classroom. Furthermore, the results of this research will provide input to the ustadz / ustadzah and students in developing oral AbstrakPenelitian ini bertujuan untuk mendeskripsikan wujud alih kode dan wujud campur kode tertentu yang ditemukan dalam kegiatan belajarmengajar di kelas serta faktor penentu menonjol yang mempengaruhi peristiwa wujud alih kode dan campur kode dimaksud. Bentuk penelitian ini adalah deskriptif kualitatif, dengan studi kasus yang mengambil lokasi di pesantren Al Mawaddah Kabupaten Ponorogo. Berdasarkan analisis dan pembahasan yang telah dikemukakan di bab sebelumnya bahwa wujud campur kode dan alih kode kegiatan pembelajaran di PP Al Mawaddah adalah peralihan penggunaaan bahasa baik bahasa Jawa, bahasa Arab, bahasa inggris, dan bahasa Indonesia, pada penggunaan penyisipan kata, frasa, idiom, penggunaan kata benda, kata sifat, klausa, dan kalimat. Faktor penentu campur kode dalam proses pembelajaran meliputi: Identifikasi peranan, keinginan untuk menjelaskan dan menafsirkan, bersumber dari bahasa asli beserta variasinya, bersumber dari bahasa asing. Sedangkan faktor penentu alih kode dalam proses pembelajaran, meliputi: penutur(O1), mitra tutur (O2), hadirnya orang ketiga (O3), topik pembicaraan, membangkitkan rasa humor, dan sekedar gengsi. Signifikansi dari penelitian ini adalah memungkinkan pembaca mengetahui pemakaian bahasa dalam masyarakat multilingual, khususnya di pesantren Al Mawaddah tentang kaidah dan karakteristik variasi bahasa dalam kegiatan belajar-mengajar di kelas. Lebih jauh, hasil penelitian ini akan menjadi bahan masukan bagi ustadz/ustadzah dan santri ...

It is believed that rural education has unique challenges compared to urban and suburban areas, particularly in teaching English to young learners. Problems that often occur are related to educational inequality for those who live in rural areas, such as unqualified teachers, limited educational facilities, or lack of parental support. This study aims to identify the challenges faced by English teachers and their strategies in teaching English to young students in rural areas. This qualitative research used direct observation in the classroom and interviews with the English teacher an elementary school in Ponorogo. The findings showed that (1) learning English in remote areas was constrained by the status of English as a local content that created less supportive conditions for teachers to teach English; (2) most of the teachers came from non-English educational backgrounds, which affected their competence; (3) the learning curriculum was not in accordance with the existing learning conditions; and (4) the socioeconomic status of parents had a significant effect on students' motivation and achievement in learning English. Therefore, English teachers in rural areas need to use various strategies to address the mentioned problems.

This research aimed to find out: (1) the difficulties that faced by Visually Impaired Students (2) the learning style that used by Visually Impaired Students (3) the learning strategiess that used by Visually Impaired Students. The type of research is descriptive qualitative research in the form of case study.. There are three visually impaired students, teacher, orphanage caregiver involved in this research. In this research, the researcher used observation, questionnaire and interview for instrument. Further the data analysis used Miles and Huberman model with the steps as following: data reduction, data display, and conclusion. The result shows that the difficulties appeared because there were in inclusive class. Almost of them felt difficult when the learning process was seeing the media such as presentation or watching a visual picture or videos. To overcome it they had different strategies.. The researcher classified that One students had memory strategies, compensation strategies and social strategies. One student used affective strategies. One student used metacognitive strategies. Based on the learning style, the most of visually impaired students were auditory learners. It can seen from all of Visually Impaired Students said that it more easier when listening to the teachers but if they didn’t understand they wrote the material first on the notebook. So, the Visually Impaired Student easier to understand the material that given by the teacher through listening. Visually Impaired Student at Charitable Institution ‘AisyiyahPonorogo didn’t have visual learning style because they were totally blind.