The Use of Code Switching in General English Classes for Non-English Department Students in Indonesia

Mukti, Thomas Wahyu Prabowo; Ena, Ouda Teda

doi:10.21462/ijefl.v3i2.80

Cited by 2 publications

(2 citation statements)

References 9 publications

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“…56 Another finding from Thomas's research shows that inter-sentential code switching was mostly used by lecturers in his research. 57 It can be seen that inter-sentential code switching was widely used by teachers, lecturers, and students in communication and in their research, they have similar findings regarding intersentential code switching but also have differences in terms of research subjects. Moreover, it is appropriate with the findings that students used inter-sentential code switching when their utterances occur at a clause or sentence boundary where each clause or sentence is in different language and also occurs to clarify or translate the previous utterance.…”

Section: ) Inter-sentential Code Switchingmentioning

confidence: 89%

Code Switching and Code Mixing in Classroom Presentation of Indonesian EFL Students

Sari

2022

educasia

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Code switching and code mixing occur when bilinguals switch or mix language in speech or conversation. Some of the students used code switching and code mixing to avoid misunderstandings in their explanations. In addition, the researcher noted that the use of code switching and code mixing with Indonesia and English is done in a classroom presentation. Based on the issues, the purpose of this research is to find out the types and the reasons used code switching and code mixing of EFL students in the classroom presentation of UINSI Samarinda. This research used a descriptive qualitative design. The data and sources data of this research was TBI 3 in the fourth semester of the ESP course with 5 students. This research used the researcher itself as the main instrument and interview. The data were collected using an audio recorder. Based on the result, the researcher found that the most common code switching used by students was inter-sentential code switching. Next, code switching used by students were intra-sentential code switching and tag code switching. Moreover, the most common code mixing used by students was intra-sentential code mixing. After that, the second common code mixing used by students was involving a change of pronunciation. However, intra-lexical code mixing was not used by students in a classroom presentation. The students’ reasons used code switching and code mixing were talking about a particular topic, quoting somebody else, being emphatic about something, interjection, repetition used for clarification, and intention of clarifying the speech interlocutor.

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Section: ) Inter-sentential Code Switchingmentioning

confidence: 89%

Code Switching and Code Mixing in Classroom Presentation of Indonesian EFL Students

Sari

2022

educasia

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“…Consequently, code-switching is the practice of more than one linguistic variability in a manner consistent with the syntax and phonology of each variety (https://cutt.ly/Hes6olH). In fact, Mukti Prabowo et. al.…”

Section: Introductionmentioning

confidence: 99%

Linguistic Purpose and Historical Implications of Malapropism and Code-Switching in the Philippines

Estremera

2021

IJEFL

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The present article underpins the affirmation that colonization does have historical, linguistic, and cultural impact. Specifically, this paper explores the social malapropism and code-switching as trails of colonization dented by the American and Spanish regimes in the Philippines. The author concludes that malapropism occurs coupled with the code-switching linguistic phenomenon. Most of the malapropism episodes transpired is a prelude to shifting from one language to another. These occurrences have veiled implications and purposes which are established by the semantic features of the discourses. Collectively, the linguistic influence handed down by the colonizers had been found to be the chief contributory factor to the preceding phenomena. Bilingualism or even multilingualism induces malapropism and code-switching occurrences inevitably. The incompetence in choosing appropriate words and the low cache of lexical terms slightly affects the preceding phenomena. Taking into account the outcomes and conclusion, teachers must be cognizant of these occurrences to be able to cope with these phenomena accordingly thereby convert such drawbacks to communication into rich opportunities for meaningful classroom tête-à-tête. To the extent that there is complete communication cycle in malapropism and code-switching discourses, these could be exploited as bridges to learn the L2. Since there has likewise been language assimilation in code-switching, such can be used as an opportunity to master the second language by guiding learners toward fluency and accuracy. Morphological and phonological awareness will symbiotically follow sooner through series of drills and philosophical practice of the language.

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The Use of Code Switching in General English Classes for Non-English Department Students in Indonesia

Cited by 2 publications

References 9 publications

Code Switching and Code Mixing in Classroom Presentation of Indonesian EFL Students

Code Switching and Code Mixing in Classroom Presentation of Indonesian EFL Students

Linguistic Purpose and Historical Implications of Malapropism and Code-Switching in the Philippines

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