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Umar Mono
Universitas Sumatera Utara, Medan, Indonesia
Humanities Education Public Health Social Sciences

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Code-Mixing and Code-Switching in Online Teaching Natan Barus; Rahmadsyah Rangkuti; Umar Mono
Jurnal Pendidikan dan Pengajaran Vol 57 No 1 (2024): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpp.v57i1.68449

Abstract

Problems that often occur in learning need to be clarified when communicating. This is related to the use of code-mixing and connection switching in learning. This research aims to analyze the types of code-switching and code-mixing in online teaching, how English teachers use code-switching and code-mixing, and why teachers switch and mix speech. This research was conducted using a qualitative descriptive design. The objects of this research were three English teachers. Data was collected via Zoom video recording of the teacher's speech. Data were analyzed using the Miles, Huberman, and Saldana interactive model. The research results show that the type of code-switching teachers do most often is inter-sentential code-switching. There are 51 types, with a percentage of 50.49%. The code-mixing that teachers most often do is inserting (words). The total is 71 types, with a percentage of 70.29%. Finally, the most common reason teachers change and mix codes in speech is clarification of the content of speech, and the number is 8 with a percentage of 29.62%.
Cognitive Construction of Humor through Modal-World Negotiation: A Text World Theory Analysis of Multimodal Narrative in Air Buddies Agnes Caroline Baene; Rohani Ganie; Rahmadsyah Rangkuti; Umar Mono; Syahron Lubis
Jurnal Pendidikan dan Pengajaran Vol 59 No 1 (2026): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpp.v59i1.112096

Abstract

Research on humor in films is still predominantly dominated by pragmatic and cultural perspectives, thus providing limited explanation of how comedic effects emerge through structured cognitive processes in multimodal children’s films. This gap indicates a lack of integrative analysis that connects humor construction with narrative world-building mechanisms. This study aims to analyze the cognitive construction of humor in Air Buddies through the framework of Text World Theory. This study employs a qualitative interpretative design within the domain of Cognitive Stylistics. The research subjects consist of 30 dialogue excerpts selected purposively based on the presence of comedic elements and world-building indicators. Data were collected through documentation and non-participant observation using an analytical coding sheet as the research instrument. The instrument includes indicators of humor types, world-building components, and modal expressions. Data analysis was conducted through stages of humor classification, text-world mapping, modal-world analysis, and interpretative synthesis. The findings reveal that witty humor is the most dominant element, followed by parody, sarcasm, and playful humor, which function as cognitive triggers in modal-world shifts. The conclusion of this study shows that humor is cognitively constructed through layered world-building processes, thereby addressing the gap in understanding humor that has been limited to linguistic aspects. The implications of this study emphasize the importance of integrating cognitive stylistics and Text World Theory as a comprehensive framework for analyzing humor in multimodal narratives.
Co-Authors Agnes Caroline Baene Natan Barus Rahmadsyah Rangkuti Rohani Ganie Syahron Lubis