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All Journal ELT in Focus FOSTER: Journal of English Language Teaching
Rizky Prasetya
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Education Languange, Linguistic, Communication & Media

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Switching Code and Mixing Code in Violation of Cooperation Principles: A Socio-Pragmatic Study Rizky Prasetya
ELT in Focus Vol. 3 No. 2 (2020): ELT in Focus
Publisher : ENGLISH EDUCATION DEPARTMENT - UNIVERSITAS SINGAPERBANGSA KARAWANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/eltinfc.v3i2.4357

Abstract

The interaction between multilingual speakers creates code-switching and code-mixing. The phenomena have occurred in the learning process of foreign language acquisition. This research is aimed at describing code-switching and code-mixing caused by violating the principle of cooperation occurred in EFL classroom. This research used qualitative case study method. The subjects in the research were 65 English learners in a private university in Jakarta. The data of conversation scripts were analysed using fundamental theories of code-switching, code-mixing, and cooperative principles. The open-ended questionnaire applied to set the object of the study. The results revealed that code-switching includes inter-sentential and intra-sentential. In the meantime, code-mixing includes alternation and insertion. The English learners utilize switch and mix code to accommodate their communication in the target language. The switching and mixing code have positive impacts on the learning process. The students express direct speech in the source or mother language, which is different from the target language, clarifying or emphasizing a message. The degree of speaker relationship is also influenced by whether a statement reflects a personal viewing, thinking, or understanding. The switching and mixing codes happened because of the violation of the cooperation principle. It is naturally accepted to violate the cooperation principle in language classroom. Maxim violation was caused by inadequacy, incompatibility, and misunderstanding of the foreign language acquisition's language discourses.
Bahasa Inggris Bahasa Inggris: English Rizky Prasetya
ELT in Focus Vol. 4 No. 1 (2021): ELT in Focus
Publisher : ENGLISH EDUCATION DEPARTMENT - UNIVERSITAS SINGAPERBANGSA KARAWANG

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Abstract

Remote English teaching and learning must not be avoided at all costs during pandemic. Effective online instruction delivery is still a work in progress of Higher Education. The prior study explained that English pedagogy could have implemented in a virtual ecosystem. This study investigated learners’ viewpoints of online English for Specific purposes course in a higher education program. The mixed research design involving qualitative and quantitative approach provides detailed and accurate information about effective online English teaching. The instrument included aspects of effective online teaching. Data were collected through online questionnaire of 237 students’ responses towards online teaching. The twenty-one items identify elements that are described as very important to not important aspect of effective teaching, including socio-affective, subject-matter knowledge, pedagogical knowledge, and personality characteristics. The factors developed as participants include accommodating language learners’ needs, employing meaningful models, motivating language learners to do their most reliable, promoting the courses’ pattern entirely, giving a relevant course, interacting productively, and presenting adequate attention to learners. Online learners could learn as complete in face-to-face language classes. The online ecosystems’ view may motivate English lecturers to evaluate pedagogy in unconventional approach and designs. The study’s implication of online learning options has the possibility for language educational productivity, and it is also essential to recognise the pedagogical and practical advantages
English Lecturers’ Perceptions on the Transition to Outcome-Based Education in Indonesia: Challenges and Adaptation Rizky Prasetya; Fenti Sofiani
FOSTER: Journal of English Language Teaching Vol. 6 No. 3 (2025): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v6i3.249

Abstract

This study explores English lecturers’ perceptions of Outcome-Based Education (OBE), the challenges they face in its implementation, and the strategies they adopt to adapt their teaching practices. To investigate this issue, the study employed a mixed-methods approach, combining quantitative survey data from 78 English lecturers with qualitative insights from 15 semi-structured interviews. Thematic analysis of interviews provided in-depth perspectives on faculty struggles, adaptation mechanisms, and the role of institutional support. Findings indicate that while some lecturers appreciate the clarity and structure OBE brings to curriculum design, many report increased workloads, reduced teaching flexibility, and difficulties in applying rigid assessment rubrics to evaluate complex skills like critical thinking and literary analysis. However, lecturers who received targeted training and institutional backing expressed greater ease in aligning their teaching with OBE requirements. This research adds to existing studies on OBE by focusing on the perspectives of English lecturers, who are often overlooked in OBE discussions. It highlights the mismatch between standardized education reforms and the interpretive nature of English teaching. The findings suggest that policymakers and curriculum designers should avoid a one-size-fits-all approach and instead create OBE models that suit the needs of different disciplines.
Co-Authors Fenti Sofiani