This study aims at describing the components of translanguaging, the reason for using translanguaging, and the functions of translanguaging in YouTube videos. This research used the descriptive qualitative method. The data were collected from the YouTube channel of Nessie Judge. First, the researcher was transcribed the utterances into written text. Then, identified the transcript and classified into each components of translanguaging. After that, reduced data in the form of table. The components are divided according to the utterances. Then, the researcher was interpreted the reasons of translanguaging in Nessie Judge’s YouTube videos. In addition, the researcher was found the speech function of translanguaging used by Nessie Judge in her YouTube videos. The results of this study show there are two components of translanguaging that Nessie used in her YouTube videos. The translanguaging’s components used in the three videos were dominated by 83% code-switching, and 17% translating and interpreting. The difference between translanguaging and code switching lies in the concept. The concept of translanguaging gives freedom for anyone to use more than two languages without any restrictions, while code-switching has its own limitations. The result of this study also finds there are six reasons why Nessie Judge used translanguaging. The most dominant reason of Nessie Judge used translanguaging is talking about a particular topic with 78%. In addition, there are five speech functions Nessie Judge used translanguaging. The most dominant speech function of Nessie Judge used in the three videos is 74% metalinguistic function.

This study aims to determine differences in the choice of topics of conversation between men and women on Facebook media. This study was qualitative in nature, examining the corpus of facebookers available on the internet. The process of data collection was done by referring to the record and documentation method. In the analysis process, data were classified and analyzed based on Tuncay's theory (2006) in determining the theme of masculinity and Cholik (2016) theory in determining the theme of femininity. The results showed that male users tended to upload themes to show their masculinity such as physical strength, altruism, women and sex, love and family, pleasure or fun, leadership, outdoor activities, as well as spirituality and morality, while female users tended to upload theme to reflect the feminine side, such as cooking, parenting, beauty, traveling, hobbies, and fashion.

Learning English to EFL learners must always be challenging since it requires not only the willingness for learning, but also students' awareness of the phonological differences between the students' mother tongue on one hand and English as the target language on the other. One of the potential problems is phonology. This study aims at describing the students' phonological problems in pronouncing English segmental sounds. There are 10 students' each of local language speakers taken as the sample in this study. Data is gained by using phonological test. In the test, the sample were asked to pronounce English words of which the sounds do not exist in each local language phonology. The result reveals that, there two English sounds found to be a problem encountered by Sasak students, both of which are consonants. The sounds

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This paper explores online local cultural materials written in English that local teachers and students can use for Education 3.0 EFL learning. This paper firstly discusses the internet sources that local English teachers can use as resources for English learning materials. These materials can be in the form of cultural texts (e.g. legends, stories, recipes, etc) and cultural practices (e.g. ceremonies, games, etc). It then elaborates on the nature of these texts and practice as well as the challenges and the opportunities for using them in 'glocalised' EFL classes, which are 'global' in orientation but 'local' in pedagogic practices. These challenges and opportunities will also be seen from the perspectives of Education 3.0 where, firstly, learners actively make use of the online materials for their own independent learning and shared in the classroom for the learning of others, and, secondly, teachers facilitate students for intra-and inter-individual learning. The study focuses on materials from major cultural groups in Indonesia (i.e. Balinese,

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This article is aimed at identifying the potential of various ethno-cultural practices in the Sasak community with a view of developing them as ethno-cultural attractions to sustain tourists to stay longer in Lombok. Various ethno-cultural practices in relation to folklore, festivals, sports, music, food, beverage, and cultural events were identified, and the tourism potentials were also measured. Data were collected by directly observing and video-recoding the ethno-cultural events, interviewing cultural leaders, religious clerics, community leaders, tourism practitioners, tourism experts, tourism workers’ organizations, entrepreneurs, and governments. With content analysis, the study has identified ethno-cultural practices with the potential to be an alternative to Lombok’s tourist attractions. These practices are not only essential for Indonesian multiculturalism but are also a resource for improving the economic quality of Sasak families and communities. The article also recommends strategies for this development.