BookOpen AccessMetadata saja
2025•
AN ANALYSIS OF CODE SWITCHING AND CODE MIXING USED IN EFL LEARNING ON ENGLISH FOR SPECIFIC PURPOSES COURSE Abstract This study aimed to analyze the forms and factors influencing code-switching and code-mixing in leartung English as a foreign language (EFL) in the English for Specific Purposes (ESP) course This study uses a descriptive qualitative approach with data obtained through observation and interviews with fourth-semester students in the English Education Department at Borneo Tarakan University The study results showed that three types of code-switching are often used inter sentential switching, intra-sentential switching, and tag-switching in addition, three types of code-mixing were identified insertion, alternation, and congruent lexicalization. The main factors that encourage students to use code-switching and code-mixing include limited vocabulary in English, the desire to clarify the message, build familiarity with the audience, and adjust to the context of a particular topic These findings indicate that code-switching and code-mixing are functional and adaptive linguistic strategies in the ESP learning process, not as a form of language weakness but as a communication tool that supports an adequate understanding of the material
ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
AN ANALYSIS OF CODE SWITCHING AND CODE MIXING USED IN EFL LEARNING ON ENGLISH FOR SPECIFIC PURPOSES COURSE Abstract This study aimed to analyze the forms and factors influencing code-switching and code-mixing in leartung English as a foreign language (EFL) in the English for Specific Purposes (ESP) course This study uses a descriptive qualitative approach with data obtained through observation and interviews with fourth-semester students in the English Education Department at Borneo Tarakan University The study results showed that three types of code-switching are often used inter sentential switching, intra-sentential switching, and tag-switching in addition, three types of code-mixing were identified insertion, alternation, and congruent lexicalization. The main factors that encourage students to use code-switching and code-mixing include limited vocabulary in English, the desire to clarify the message, build familiarity with the audience, and adjust to the context of a particular topic These findings indicate that code-switching and code-mixing are functional and adaptive linguistic strategies in the ESP learning process, not as a form of language weakness but as a communication tool that supports an adequate understanding of the material
BookOpen AccessMetadata saja
2022•
This research was conducted to (1) identify and describe the types of errors in narrative text made by the fourth semester students majoring in English education at the Borneo Tarakan University (UBT); (2) find out the frequency of types of the errors; (3) identify and describe the sources of the errors. The subjects of this study were 29 third semester students. Data were collected by asking the students to write narrative text with the given topics. To get information about possible causes of the errors, 6 students were interviewed. The results showed that there were totally 140 errors found in students’ writings which were analyzed using Surface Strategy Taxonomy. They consisted of 55 omission errors, 62 addition errors, 17 formation errors, and 6 placement errors. Meanwhile, based on the comparative analysis taxonomy, 77 errors were caused by developmental factor, 25 errors by interlingual factor, 29 errors by ambiguous factor, and 9 errors by other factors. In conclusion, the students’ grammatical errors were due to their lack of grammar understanding and the influence of indonesian structure in the process of learning English.
ThesisOpen AccessMetadata saja
2021•
This research was conducted to (1) identify and describe the types of errors in narrative text made by the fourth semester students majoring in English education at the Borneo Tarakan University (UBT); (2) find out the frequency of types of the errors; (3) identify and describe the sources of the errors. The subjects of this study were 29 third semester students. Data were collected by asking the students to write narrative text with the given topics. To get information about possible causes of the errors, 6 students were interviewed. The results showed that there were totally 140 errors found in students’ writings which were analyzed using Surface Strategy Taxonomy. They consisted of 55 omission errors, 62 addition errors, 17 formation errors, and 6 placement errors. Meanwhile, based on the comparative analysis taxonomy, 77 errors were caused by developmental factor, 25 errors by interlingual factor, 29 errors by ambiguous factor, and 9 errors by other factors. In conclusion, the students’ grammatical errors were due to their lack of grammar understanding and the influence of indonesian structure in the process of learning English.
