Wardhaugh (2006:1) in his introduction stating that when two or more people communicate with each other in speech, they employ a code as the system of communication. The study was conducted to elaborate on the types and the purposes of code-switching and code-mixing with their occurrence. The method of this study used qualitative descriptive to analyze the data. The data was taken from the talk show ‘CURHAT BANG Denny Sumargo’ with Cinta Laura on Youtube. The results of this study show that the most dominant type of code-switching and mixing is intrasentential and insertion (76,5 % and 56, 58 %). Moreover, 9 (nine) purposes of using code-switching and code-mixing are found in this study and the most frequent one is the intention to clarify (32,9 %). This study also showed that Cinta Laura as a multilingual person is the one who is more prominent in switching and mixing the codes from Indonesian into English.
Japanese language politeness is essential for being understood by Japanese language students and people who work in Japan, such as Indonesian trainees (Jisshusei) currently in Japan. Recognizing Japanese politeness utterances by trainees will help facilitate harmonious relationships for speakers. Moreover, the interlocutors can be mutually respectful. So, the trainees can communicate with Japanese people. Based on our preliminary investigation, students in Universitas Negeri Semarang who had the opportunity to participate in an internship program in Japan between 2017-2021 still had difficulty using Japanese politeness in an actual situation. This was because, when learning in class, informal situations were conditioned through lecturer explanations, so students had difficulty imagining situations similar to the actual situation. Trainees or Jisshusei who are taking technical training in Japan should be aware of the Japanese politeness form they use because they will be able to respect each other among speakers in terms of social relations with coworkers and their superiors when they take the technical training in Japan. Furthermore, the awareness of using polite speech in their environment when participating in the training, both at the time of how to apply or refuse following the Japanese society's norms. Based on this context; it is believed that this study will be able to 1) identify the type of respect/politeness utilized by the trainees (Jisshusei) in the given situation, 2) identify the forms of speech acts of request used in specific situations, and 3) identify the forms of refusal speech acts used in specific situations. The findings of this study are expected to assist Indonesian trainees or Jisshusei in Japan, as well as Japanese language students who will work or participate in internships or work in Japan. In understanding the significance of the Japanese politeness utterances, which must be used following the rules that apply in Japanese society.
<p align="center"><strong><em>ABSTRACT</em></strong><strong><em></em></strong></p><p><em>In order to attain coherence, research abstracts must contain a number of crucial steps, although these steps do not always follow the same sequence. Contexts tend to dictate different writing styles. This study looked at how the rhetorical structure or move structures were used, distributed, and arranged in 30 abstracts as incorporating of two Computer Science & Engineering, and Information Systems journals in Indonesia. Each move was classified and categorized using the five-move analysis paradigm developed by Hyland. Findings from the analysis showed that there were 12 organizational move pattern appears. Some had all the five moves, some had four moves and others only three. There were 15 abstracts that contained all the five moves identified with 9 abstracts following the framework M1-M2-M3-M4-M5, while the other 6 are random. 13 abstracts contained 4 moves with 10 following the M1-M2-M3-M4 pattern, while the other 3 are random. Another 2 abstracts only contained three moves with M1-M2-M3 and M1-M2-in pattern.</em> <em>In conclusion, this present study showed that the 50% of RA abstracts of the two journals have fulfilled the Hyland’s five model. Furthermore, in order to assist the student researchers in creating well-written abstracts, it would be good to provide explicit training and experiential learning through a genre-based approach.</em></p>
According to (Sharpe, Orientation to the TOEFL iBT, 2019), the TOEFL iBT assesses the test-taker’s ability to understand and use English for academic purposes. The TOEFL has four sections: listening, reading, speaking, and writing, each with its own set of instructions. The writing section assesses test-takers' ability to write essays in English. They write one essay about an academic topic (integrated task) and one essay about a familiar topic during the test (independent task). The academic essay requires them to relate information from a reading passage to information from a listening passage. The researchers conducted a similar study to learn about EFL learners' challenges when taking the test to improve TOEFL iBT writing instruction strategies. This study aims to investigate the errors and to discover if there are any new findings, as diverse techniques are found in participants' writing tasks, which could provide more general information for researchers and readers. The results showed that the typical grammar errors were almost in line with the previous studies. Another comparison was that Khoshkou and Keyvanfar did not provide missed information and conclusion insertions as other typical mistakes in the integrated task. However, the other errors—plagiarism, adding one's ideas, and question-addressing—are consistent with the study's findings. It suggests the researchers, as TOEFL iBT tutors, emphasize paraphrasing techniques and for participants with weaker English proficiency need more practice time to advance.
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