Code-Switching on Advertisement: A Case of Food Advertisements in Indonesia

Code-switching is a natural linguistic phenomenon for individuals who understand and use two or more languages interchangeably. Grosjean (2010) argues that code-switching will likely occur to bilingual speakers’ speech. Hoffman (1991) confirms that a code-switching is a form of speech creativity of bilinguals. Recently, studies have shown that code-switching is also found on TV commercials in some multilingual countries. In Indonesia alone, Da Silva (2014) has investigated the frequency of English words in Indonesian TV advertisements and Sintya’s (2017) study also disseminated products whose advertisements were Indonesian-English code-switching. The present study further explored particular ads, food products for code-switching, and the types of code-switching used. The findings revealed Indonesian-English switches and demonstrated intra-sentential switching as the dominantly used switch in the advertisements. The study proposed to investigate the public perspective on such code-switching and the impacts towards the public interest of purchasing the products. Lastly, the author finds it important to view the

Students’ Perception toward the Use of Note-Taking Strategy in Listening Class

As one of the receptive English skills, listening has a significant role as a primary skill for daily communication. Despite its importance, the requirement for doing listening tasks in an academic context has to lead the students to use more practical and effective listening strategies to improve their listening skills and competence, as well. The purposes of this study were to investigate students’ perception towards Note-Taking used in doing a listening activity at listening class, also to find out the benefits and difficulties of note-taking for students. This study used a survey research design by integrating a mixed-method, in which the data was analyzed in qualitative and quantitative ways. The participant of the study was students of English Education Study Program of Pattimura University in the academic year 2017. Classroom observation, a questionnaire, and interview were employed as the techniques in collecting the data. The result showed that 90% of the students have a positive attitude that note taking is important for them to gain information easily. Besides, to see the benefit and difficulties, students’ response that they get more benefits than difficulties in using note-taking enable the students to do the listening activities as being required.

Building Students' Interaction By Using Talking Chips Technique: A Classroom Action Research

This study focuses on building students' interaction by using the talking chips technique, and it aims to find out how the talking chips technique can be applied to build students' interaction and describe the responses toward the implementation of this test of this research was students of SMA Negeri 14 Ambon consisting of 26 students (4 groups) in XI-Science class. The data was collected from classroom observation, weekly observation, and questionnaires. The design was classroom action research. The study concludes that this technique is successfully applied to build students' interaction, and the students have a positive response towards the implementation of this technique. Applying the Talking Chips technique in the learning-teaching process gives students more opportunities to be actively involved and work cooperatively in learning activities. This technique also motivates students to speak or express their ideas; therefore, it has a good impact on the students in building their interaction in the classroom.

Students’ Peer Feedback in EFL Writing Class of English Study Program

As a part of writing process, feedback in writing place as the significant role and peer feedback is one type of feedback in classroom activities. This study was intended to find out the facts and expectation on peer feedback in writing classroom. A classroom-based research was employed as the research design and the participants were the students in writing 2 and writing 4 courses. Furthermore, Classroom observation, in-depth interview and review of related documents were designed to collect the data. The findings revealed that the application of peer feedback was not properly applied; it was more focused on the surface areas (grammatical errors, spelling and error punctuation) and neglected to the content and organization of writings. It could happen because the students lack of trainings and unavailability of rubric and guidelines provided in the writing classroom activities. For that reason, the students didn’t know the ways to provide meaningful and constructive feedback. They also have negative point of view about the peer feedback in writing courses. The students expected that providing writing rubric containing content and organization aspects precisely in giving feedback and guiding them step by step in taking and giving peer feedback should be considered by the lecturers for better improvement in the future.

Developing L2 Learners Metacognitive Strategies through Reading Group Activities

The trend of teaching reading comprehension has shifted the gear from cognitive development to metacognitive orientation and Reading Group activity is one way to foster knowledge constructions and meaning-making in the scheme of metacognition. Reviewing the theoretical foundations of reading group activities, this article theoretically addresses how a reading group can promote individual L2 readers' metacognitive reading strategies. This article emphasizes the importance of implementing a reading group to support second language readers to self-regulate their metacognitive reading strategies by planning, monitoring, and evaluating an academic reading text. Further, this article elaborates on adapting principles in setting up reading group activities, based on the authors' L2 teaching practices. Finally, recommendations and directions for future studies are also provided.