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All Journal EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics
Umi Mujiarni
University of Palangka Raya, Central Kalimantan - Indonesia
Education Languange, Linguistic, Communication & Media

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A Sociolinguistics Analysis of Code-Switching Used in English Language Classroom Umi Mujiarni; Vannia Liebnis; Dilla Sintia; Maria Arina Luardini; Natalina Asi
EJI (English Journal of Indragiri): Studies in Education, Literature, and Linguistics Vol. 10 No. 1 (2026): EJI (English Journal of Indragiri): Studies in Education, Literature, and Ling
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/eji.v10i1.3037

Abstract

This study examines the phenomenon of code-switching that occurs in the English learning process in the informal tutoring class ProBimbel. The purpose of this study was to identify the types of code-switching used by students, the context in which code-switching occurs, and its sociolinguistic functions in teaching and learning interactions. This study used a descriptive qualitative approach, with eight prospective ProBimbel students (casis) as subjects who had an Indonesian language background and English language skills at elementary to intermediate levels. The data were collected through direct observation and audio-visual recordings of classroom activities, and were later analyzed using a systematic coding framework to identify the forms of code-switching and interpret their meanings. The results showed that intra-sentential switching was the most dominant type of code-switching (50%), followed by inter-sentential switching (25%) and tag switching (25%). The most frequent code-switching functions included clarification, expressions of misunderstanding, transitions, and opening discussions. These findings suggest that code-switching functions as an adaptive communication strategy and contextually supports the language learning process. In conclusion, code-switching is not a linguistic error but rather a reflection of developing communicative competence.
Character Analysis in The Movie Inside Out Base in Vladimir Propp's Theory Umi Mujiarni; Dilla Sintia; Tiara Dwi Saputri; Misrita
EJI (English Journal of Indragiri): Studies in Education, Literature, and Linguistics Vol. 10 No. 1 (2026): EJI (English Journal of Indragiri): Studies in Education, Literature, and Ling
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/eji.v10i1.3038

Abstract

This study analyses the characters and narrative structure of the animated film Inside Out (2015) through the lens of Vladimir Propp’s Morphology of the Folktale. While Propp’s theory, originally developed for Russian folktales, identifies thirty-one narrative functions and seven spheres of action in traditional storytelling, this research investigates its applicability to a modern psychological animated film featuring emotion-based characters. The study employs qualitative narrative analysis to map Inside Out’s characters such as Joy, Sadness, Bing Bong, and others, into Propp’s character roles such as hero, helper, donor, and villain, and to identify how the film’s plot aligns with Propp’s narrative functions. Findings reveal that despite the absence of a conventional villain and the abstract nature of its characters, Inside Out effectively mirrors many of Propp’s narrative structures, with Joy’s emotional journey serving as the heroic quest. The study highlights how internal emotional conflicts and symbolic characters can fulfil classical narrative roles, thereby extending Propp’s theory beyond its folkloric origins to contemporary animated storytelling. This study recommends that future research apply Propp’s framework to a broader range of modern films and conduct comparative analyses across traditional folktales and contemporary media to further examine the adaptability of classical narrative models. Additionally, the study suggests the pedagogical use of animated films as effective tools for teaching narrative theory and developing students’ critical analytical skills.
Co-Authors Dilla Sintia Maria Arina Luardini Misrita Natalina Asi Tiara Dwi Saputri Vannia Liebnis