Metaphorical code-switching

Abstract: The study deals with the types of code switching and reasons why people switch their language in social media Twitter . The objectives of study are to find out contextual type and the grammatical type of code-switching which is mostly used in social media Twitter and to explain audience’s reasons switch the code in social media Twitter . The research conducted by using descriptive qualitative design. The primary data collected by tweets from the timelines of Twitter users, the secondary data were the questionnaires to collect information about audiences’s reason switch the code on Twitter . The result showed that the dominant type of grammatical types that used by the user is Inter sentential code switching, then it is followed by tag code switching type and intra sentential code switching. The dominant type of contextual types that used by the user is metaphorical code switching and it is followed by situational code switching. There are eight reasons why people switch the code in the social media Twitter , the most common reasons for people switch the languange is due to the lack of equivalent lexicon in the languanges. It is because of real lexical need. Keyword : twitter, social media, code switching

Abstract: Code switching is a phenomenon that exists in bilingual/multilingual societies like in Indonesia where people use more than one language to communicate including in the process of teaching English at SMPN 8 Mataram in the academic year 2017/2018. Based on preliminary research, the teacher practiced code switching in order to help them in delivering materials. In process of code switc hing, the teachers practiced more bahasa Indonesia than English. The aims of this study were to investigate (1) the types and the functions of teacher code switching, (2) the reasons teacher used code switching in ELT classroom. This research was conducted through descriptive qualitative method. Simple random sampling technique is used to determine the research subject. It decided two English teachers were choosen as the research subject. In collecting data, observation, note taking and interview is used. Data reduction, data display and conclusion drawing or verification in analyzing the data is used. The finding was based on the theory of wardaugh (1986), there were two types of code switching: situational code switching and metaphorical code switching. The functions of code switching used by the English teachers were found for three functions: topic switch, affective function and repetitive function. And there were some reasons of the teacher used code switching such as the students was lack of vocabulary, to help the teacher delivering materials, giving instruction, to make students more enjoy and feel comfortable in ELT classroom. Key words:

Abstract: This study aims to investigate the types, the factors, and the functions in employing code switching in a puppet show in Lamongan. The method used by the writer in conducting this study was by observing three times performances and interviewing a puppeteer. The data were collected by recording the performances and transcribing the utterances of the puppeteer on a paper. The data were classified by the writer into two types of code switching; situational code switching and metaphorical code switching based on Holmes’ theory (2001). The factors which influenced the use of code switching in this study such as participants, setting/scene, topic, and function were also identified by the writer through Holmes’ theory (2001). However, the writer used Gumperz’ theory in identifying the functions of code switching which occurred during performances. The results show that the use of code switching of Javanese-Indonesian during performances occurs frequently. The second, situational code switching is more frequent used by the characters of the puppet rather than metaphorical code switching; situational code switching were found about 58, while metaphorical code switching were found about 11. The third, the use of code switching by the characters of puppet are mostly influenced by the participant and the function. The last, situational code switching carries many functions such as interjection, message qualification, addressee specification, personalization versus objectification, and reiteration. Besides that, situational code switching also carries other functions such as motivating friends, giving advice, joking, making compliment and so on.

Abstract: This research aims to describe the use of code switching in English language learning, in terms of the form of code switching, the kind of code switching, the aim of code switching, the function of code switching and the causal factors of code switching. This study belongs to qualitative research. The subjects of this research were the English teacher and students. Meanwhile, the data were utterances of English teacher and students that contained code switching. The data were collected through observation, recording, note-taking and interview. Classroom activities, particularly in the teaching of English language, were recorded on video tapes and field notes. The data analysis revealed several findings. First, both teacher and students used word form of code switching, phrase form of code switching and sentence form of code switching when they were in the classroom. Second, the English teacher and the student used intern and extern code switching, temporary code switching, situational and metaphorical code switching. Third, the aim of using code switching done by the teacher and students were compensating for language limitation, to explain the material and strategy in teaching learning process. Fourth, the functions of code switching for teachers and student were as clarification, emphasis, repetition, translation, checking for understanding, tool for communication, developing vocabulary and tolerance. Fifth, the factors that caused code switching were to fulfil a need, to express or declare solidarity, to respect the listener and to be more informative.