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Company Profile THE BENY ENGLISH COLLEGE Probolinggo


THE BENY ENGLISH COLLEGE merupakan Lembaga Pelatihan Kerja dan Kursus Bahasa Inggris yang menyediakan program Bahasa inggris secara online maupun offline. Lembaga ini didirikan oleh Bapak Beny Hamdani, S.S.,S.Pd.,M.Pd, seorang dosen Bahasa Inggris. Lembaga ini telah terdaftar di Kementerian Hukum dan Hak Asasi Manusia (KEMKUMHAM) dengan nomer registrasi. Metode Pembelajaran yang aplikatif yang telah terbukti manjur ke berbagai siswa dan alumni THE BENY ENGLISH COLLEGE yang dipadukan dengan English Area. Kelebihan THE BENY ENGLISH COLLEGE yakni metode pembelajaran yang berkualitas, Pembawaan materi fun, Support English Area, , Tim English Tutor yang berkualitas, ikatan kekeluargaan,Conceptual mapping skills, Speaking Without Thinking, Confidence Booster and Critical Thinking.  Program pengembangan Bahasa inggris antara lain Basic Vocabulary, Academic Vocabulary, Advanced Vocabulary, English Grammar, Listening Comprehension, English Writing, Communicative Speaking, Tour Guide/English for Tourism, Translation and interpretation in English, TOEIC Preparation, TOEFL Preparation, IELTS Preparataion, Duolingo Test Preparation, Pearson test of English (PTE) Preparation, Business Correspondence, Job Interview Training, English for Public Speaking, English Field Trip, English Family Outbond, English For Young Learners, English for Broadcasting, Englsih for Specific Purposes, English Intensive Tutoring Program (EITE). Fasilitas kegiatan pembelajaran yakni Wifi, Ruangan Ber AC, Student Access Center, Ruang kelas yang nyaman dengan system “Technology-enhanced language learning, English environment, Trial class, Gratis konsultasi, Multimedia learning system, Jadwal kelas fleksibel, Free-T-Shirt, Modul, Boonote, certificate, Small Class Concept (max.10 siswa), interactive, engaging dan mentoring serta membership card THE BENY ENGLISH COLLEGE.






THE BENY ENGLISH COLLEGE memiliki konsep Tridharma Lembaga yakni Pengajaran, Penelitian dan Pengabdian kepada masyarakat. Pengajaran telah memiliki banyak program Bahasa inggris yang unggul. Di bagian Penelitian, adanya program Writing for Research Publication yang focus kepada kegiatan penulisan dan publikasi artikel ke jurnal terindek sinta maupun scopus. Serta di bidang pengabdian kepada Masyarakat, adanya program Teacher Professional Development across English Teacher in Probolinggo. Sistem pengelolaannya juga dilakukan dengan mengarah pada Management Progressive dan Professional. Semua English Trainers kursus bahasa Inggris THE BENY ENGLISH COLLEGE mempunyai pengalaman dan jam terbang yang tinggi serta kualifikasi dari Universitas ternama di Indonesia serta sangat cakap, friendly, professional dan kompeten untuk membantu proses belajar bahasa Inggris yang fun dan seru. Selama ini THE BENY ENGLISH COLLEGE telah mendapatkan beberapa penghargaan , yakni telah mendapatkan penghargaan sebagai lembaga kursus yang paling berkontribusi dalam pengembangan bahas ainggris di kabupaten probolinggo oleh dinas pendidikan kabupaten probolinggo. Selain itu telah di percaya oleh berbagai perusahaan untuk program In-company training, menyajikan program belajar bahas ainggris yang terstrujtur dan integrative, memadukan model belajar modern online dan offline, pengajar native speakers yang mengisi materi khas secara periodek, serta berbagai strategi dan tip untuk belajar Bahasa inggris dengan cara praktis untuk keluar dari kondisi mumet, stuck saat belajar Bahasa inggris dan teknik berbicara Bahasa inggris yang membuat percada diri. THE BENY ENGLISH COLLEGE memiliki kelebihan dalam metode dan teknik belajar Bahasa inggris antara lain lebih dari 500 english videos conversation class, English e-book, lebih dari 10 english songs pilihan, English software terbaru, elemen hypnosis yang membuat Bahasa inggris menjadi menarik dan teknik menaklukkan soal-soal TOEP, TOEIC, TOEFL, IELTS yang buat waktu ujian terasa sekejap.

Kedepan, THE BENY ENGLISH COLLEGE berkomitmen untuk tetap terus mengembangkan lembaga serta ikut serta dlaam mencerdaskan kehidupan anak bangsa dengan berbagai kerjasama (Mmemorandum of Understanding) dengan berbagai pihak antara lain: Universitas Islam Zainul Hasan Genggong Probolinggo, Universitas Nadhlatul Ulama Surabaya, Dinas Pendidikan Kab.Probolinggo, Komunitas Literasi Gerakan Peminatan Minat Baca Kabupaten Probolinggo, MGMP BAHASA INGGRIS di kabupaten probolinggo, Berbagai pondok pesantren di kabupaten Probolinggo.

MORE INFO: https://drive.google.com/file/d/1Rt-m90vVHjP5GfpvzLxcSK0t4jH5yud3/view?usp=sharing

For Further Information :

Office : Perumahan SUkokerto Land A2 Pajarakan Probolinggo

Email : benyhamdani.ielts9.consultation@gmail.com

WA     : 085746177711


Definition, Indicators, Factors, Types of Perception



Definition of Perception 

Perception is the way a person sees or interprets something. Hasnidar (2019) describes perception from the Latin percipio, known  as the corporation, as well as the classification and analysis of sensory data in order to represent and comprehend the environment. All perception involves the transmission of signals through the nervous system, which results from either chemical or physical activation of the  sensory system. For comparison purposes, vision is caused by  illumination reaching the eye's retina, tasting by odor molecules, and  listening by sound pressure, Goldstain (2009). Perception as a method  refers to placing massages or data in the human brain  (Masfufah, 2020). This indicates that perception occurs after people  pay attention to specific stimuli in their visual experiences. 

Indicators of Perception  

There are three kinds of perception indicators according to Robbin  (2003:124-130): 

1) Acceptance  

In the physiology stage, the process of acceptance or  reabsorption is an indicator of perception; it is about the feature of  the five senses in grasping external stimulus. This implies that the  individuals' information will be sucked up or accepted by the five  senses, which include sight, hearing, smell, and taste, individually  or collectively. 

2) Understanding 

It refers to the findings of an analysis that are subjective or  unique to each individual.  

3) Evaluation  

A stimulus from the outside that has been grasped by the  senses and then evaluated by individuals is referred to as  evaluation. This assessment is highly subjective. Each individual in  the environment will have different perceptions. One person rates a  stimulus as tricky and boring, while another person rates the same  stimulus as good and pleasant.

Factor of Perceptions 

Six factors significantly affect perception (Gibson,  2009: 98-101): 

1) Stereotyping is the method used to classify people or things using a  limited number of structures. 

2) Selectivity is the main factor why different people interpret things  differently. 

3) Self-Concept is intended to express how an individual thinks about  and perceives him or herself. 

4) Situations that include the student's previous experience can influence the way that he or she perceives, and also the situation here refers to time as well as the people around. 

5) Needs Individuals' perceptions can be highly influenced by their needs. As a result, students will learn what they would like to  understand. 

6) Emotions When students believe they will stand to gain from something, they are more likely to form a favorable opinion. d. Aspect of Perception  

Educational activity is divided into three aspects (Bloom, 1956): 1) Cognitive Aspects 

The cognitive domain objectives concern understanding recall or recognition, as well as the growth of intellectual skills and  competencies. This is the domain most crucial to many recent test 

project implementations. It is the domain where most program  development work has been done, and where the simplest  meanings of objectives can be discovered and phrased as  explanations of student behavior. 

2) Affective Aspects 

The affective domain is the second component. It includes  goals that describe shifts in interest, attitudes, and values, as well  as the innovation of recognition and appropriate adjustment. The  affective aspect is more about how the stimulus makes the person  feel, which means that the stimulus can be concerned or realized.  Also, the affective element is part of a person's state that has to do  with how they feel about something, and an inadequate evaluation  is always based on how someone feels. 

3) Conative Aspects 

The conative aspect is having an influence over how others  feel (Dennis et al., 2013). How a person's view of a situation  affects his motivation, attitude, behavior, or actions. It was further  explained that a person's beliefs and feelings largely influence that  person's attitude or behavior. 

Based on the above statement, several aspects usually occur based  on individual attitudes, impressions, and motivational activities or  behaviors that typically happen in learning activities.

Type of Perception 

Perceptions are classified into two types (Irwanto, 2002). They are  positive and negative perceptions, which will be explained in the  following description: 

1) Positive Perception 

Positive discernment is when all of the data is expressed positively. Furthermore, positive Perception is an accurate translation that implies people observing something around them.  If someone has positive recognition in this case, they will  recognize and support the reported question.. 

2) Negative Perception 

The negative perception is discernment expressing data negatively or dissatisfied with the question under consideration.  Furthermore, negative Perception refers to negative explanations that entice people to pass judgment on something around them. In  this case, if someone has a negative view, they will refuse and deny  any observed effort.

The latest research on improving students' listening skills by using the dictogloss method




The latest research on improving students' listening skills by using the dictogloss method suggests that this interactive technique is effective in enhancing listening comprehension and note-taking skills. The dictogloss method combines traditional teaching procedures with a new type of meaning-based listening activity and cooperative learning, promoting learner autonomy, cooperation among learners, focus on meaning, and self and peer-assessment[1].

Studies have shown that the dictogloss method is a multiple skills and systems activity, where learners practice listening, writing, and speaking, relying on their knowledge of semantic, syntactic, and discourse systems of the target language to complete the task[2]. The improvements in listening comprehension or students' note-taking skills are seen as by-products of the method rather than its objectives[1].

Research has also shown that the dictogloss technique can be effective for improving listening comprehension, as evidenced by increased scores on pre-test and post-test assessments[3]. Additionally, students have reported positive perceptions of the dictogloss technique, indicating that it can be engaging and motivating for learners[3].

To implement the dictogloss method, teachers are encouraged to provide background information and help students with unfamiliar language during the preparation stage, which aims to make students more receptive to the listening passage[4]. The method involves four stages: preparation, listening, reconstruction, and analysis and correction[4].

In conclusion, the dictogloss method is a promising approach for improving students' listening skills, as it combines traditional teaching procedures with a new type of meaning-based listening activity and cooperative learning. It has been shown to be effective in enhancing listening comprehension and note-taking skills, and students have reported positive perceptions of the technique.


Citations:

[1] https://files.eric.ed.gov/fulltext/EJ1081435.pdf

[2] https://www.researchgate.net/publication/338860014_Effects_of_the_Dictogloss_Method_in_Teaching_Listening_Skills_to_Students

[3] https://ejournal.uigm.ac.id/index.php/GE/article/download/2498/1725

[4] https://core.ac.uk/download/pdf/33532444.pdf

[5] https://www.ejournal.unibba.ac.id/index.php/elang/article/download/1046/855

The genre-based approach in English language teaching




The genre-based approach in English language teaching focuses on teaching students the specific language and organizational patterns of different genres of writing. This approach aims to raise awareness of the linguistic features associated with various genres and teach students the 'moves' of each genre
1
. It involves the explicit teaching of genre elements, their sequencing, and the collaborative and individual production of exemplars
1
. The genre-based approach is particularly beneficial for teaching writing skills, as it helps students understand how to write for different purposes and audiences
5
. Teachers' knowledge of genre and its application to teaching is often underpinned by Systemic Functional Linguistics (SFL) genre theory
2
. This approach is considered suitable for both academic and professional settings, as it provides a different perspective on writing and can be effective for teaching and learning writing
4
. Overall, the genre-based approach is a valuable method for teaching writing skills, as it helps students develop a deep understanding of different types of texts and how language is used within them.

A genre-based approach in English language teaching (ELT) is an instructional method that focuses on teaching language through the study and analysis of different genres or types of texts. A genre is a category of texts that share similar characteristics in terms of form, structure, and language features. Examples of genres include essays, narratives, reports, letters, and more.

Here are key elements and considerations associated with a genre-based approach in English language teaching:

Understanding Genres:Teachers help students identify and understand various genres of written and spoken communication.
Emphasis is placed on recognizing the specific features, structures, and language patterns associated with each genre.

Authentic Texts:Authentic texts, such as newspaper articles, advertisements, or excerpts from novels, are used to expose students to real-world language use within specific genres.

Text Analysis:Students analyze the structure, language, and rhetorical features of different genres to develop an awareness of how language functions in context.
Teachers guide students in deconstructing and reconstructing texts to understand the underlying patterns.

Genre-Based Writing:Students practice producing texts in various genres, applying the conventions and structures they have learned.
Writing tasks may include composing essays, reports, letters, and other genre-specific assignments.

Speaking and Listening Activities:Oral communication is integrated into the approach, with a focus on genre-specific speaking and listening skills.
Students engage in activities such as discussions, presentations, and role-plays within the context of different genres.

Genre-Based Assessment:Evaluation and assessment are aligned with genre-specific criteria. Students are assessed not only on language proficiency but also on their ability to effectively use language within specific genres.

Integrated Skills:A genre-based approach often integrates the four language skills—reading, writing, speaking, and listening—ensuring a holistic language learning experience.

Contextualized Learning:Language is taught in context, allowing students to see the purpose and relevance of language use within different genres.

Cultural Awareness:The approach may incorporate elements of cultural awareness, helping students understand how language and communication vary across different contexts and cultures.

Task-Based Learning:Tasks and activities are designed to be meaningful and purposeful, simulating real-life language use situations.

A genre-based approach aims to provide students with the tools and skills necessary to navigate and produce language effectively in a variety of contexts. It emphasizes not only language proficiency but also genre-specific competence, preparing students for real-world communication in diverse situations.


7 BEST WAYS TO IMPROVE YOUR ENGLISH







7 BEST WAYS TO IMPROVE YOUR ENGLISH

Improving English speaking skills can be challenging, but there are many ways to practice and improve. Here are five tips from various sources:

1. Practice, practice and don’t be afraid to make mistakes. Try to speak as often as possible. The more you practice, the better you will become. Practice

2. Speak English outside of class: Use English in your daily life as much as possible. Speak English with your friends, roommates, and classmates. If you don't have anyone to speak with, try to find online friends.

3. Watch movies and TV shows in English: This can help you improve your listening skills and vocabulary. Try to imitate the actors and pay attention to new words and phrases. Use English subtitle when you are watching movies.

4. Read in English: Reading can help you improve your vocabulary and grammar. Choose topics that interest you and try reading out loud to improve your pronunciation.

5.  Repeat things you hear: This might seem odd, but repeating what you hear can help you improve your pronunciation and fluency. Try to imitate native speakers and pay attention to intonation and stress.

6. Record yourself speaking. Listening to a recording of your own voice can feel strange. Especially talking in English. But, once you get used to it, recording yourself speaking can be a powerful tool for improvement. The big thing it helps is confidence. I bet you, the first thing you notice when you listen back is that you speak English better than you thought! Another thing is pronunciation, or just feeling the words in your mouth. Speaking a foreign language is a physical workout for your mouth, and you want to get in the gym! You're also practising fluency. Next time you have to talk about that same topic, the ideas and words will flow more easily. By training yourself to notice and correct mistakes, you'll improve your accuracy too.

7. Try to think in English. Possibly my favourite English improving tip is to think in English. Yes, you heard me right, try thinking in English. No matter how busy you are, before you do something you have to think, right? Why not think in English? Force yourself to do it. It’s going to be hard at first because your brain will naturally want to think in your language. If you don’t know how to say a word, write it down in the notebook you have with you and ask for it in class or look it up. I know it may sound crazy (I think that’s why I like it so much), but trust me, it will help. Do it out loud too, but better not in public, we don’t want anyone to think you’re going crazy.

Remember, improving your English skills takes time and effort. Try to incorporate these tips into your daily routine and be patient with yourself. With practice and dedication, you can improve your English-speaking skills.

Exploring the topic of World Englishes through podcasts



 Exploring the topic of World Englishes through podcasts is an excellent way to delve into the diverse and evolving nature of the English language around the world. World Englishes refers to the various forms and varieties of English spoken in different parts of the world, influenced by local languages, cultures, and sociopolitical factors. Here's how you can approach a World Englishes perspective through podcasts:

  1. "The World of English" by BBC Learning English: This podcast series focuses on different aspects of the English language and its use worldwide. They often touch upon World Englishes and discuss how English varies in different countries and regions.

  2. "The History of English Podcast" by Kevin Stroud: While not solely dedicated to World Englishes, this podcast provides a comprehensive journey through the history of the English language. By understanding its historical development and the influences it encountered, you can gain insights into the formation of various World Englishes.

  3. "The Vocal Fries" by Carrie Gillon and Megan Figueroa: This podcast explores linguistic discrimination and the experiences of marginalized English speakers. They often discuss issues related to World Englishes, including language variation, accents, and the power dynamics associated with language use.

  4. "The World in Words" by PRI: This podcast examines various aspects of languages and their role in society. While not exclusively focused on English, they frequently touch upon topics related to World Englishes, language politics, and multilingualism around the world.

  5. "Accentricity" by Kavita Pillay: This podcast investigates the relationship between language, identity, and culture. It explores the linguistic diversity within English and features discussions on World Englishes, language rights, and the experiences of non-native English speakers.

  6. "The Lexicon Valley" by John McWhorter: While not centered on World Englishes, this podcast explores language-related topics with a focus on English. McWhorter, a renowned linguist, often discusses language evolution, creoles, and the global spread of English.

When listening to these podcasts, pay attention to the speakers' perspectives and the examples they provide. Consider the social, historical, and cultural factors that influence the development and usage of English in different regions. Reflecting on the diverse voices and experiences shared in these podcasts will deepen your understanding of World Englishes and the role of English as a global language.

Feedback literacy

 


Feedback literacy refers to the ability to understand, analyze, and effectively use feedback received from others. It involves the skills and knowledge needed to interpret feedback, identify its value, and apply it to improve one's performance or work. Feedback can come from various sources, such as teachers, peers, supervisors, or even customers.

Being feedback literate means being able to approach feedback in a constructive and growth-oriented manner. It involves understanding that feedback is not a personal attack but rather an opportunity for learning and improvement. Feedback literacy entails the following key elements:

  1. Openness: Being open to receiving feedback and recognizing its importance in personal and professional development. It involves setting aside defensiveness or personal biases that may hinder the ability to accept feedback.

  2. Active listening: Actively listening to feedback, understanding its content, and asking clarifying questions if needed. It involves paying attention to both the verbal and non-verbal cues provided during the feedback process.

  3. Reflection: Taking the time to reflect on the feedback received and considering its relevance and applicability. It involves considering different perspectives and critically evaluating the feedback before deciding how to incorporate it into one's work or behavior.

  4. Discernment: Developing the ability to assess the quality and credibility of feedback. Not all feedback is equally valuable or accurate, and being feedback literate means being able to identify and prioritize feedback that is meaningful and constructive.

  5. Action-oriented approach: Using feedback as a catalyst for growth and improvement. Feedback literacy involves actively seeking opportunities to apply the feedback received, making changes, and monitoring progress over time.

  6. Emotional intelligence: Managing emotional reactions to feedback effectively. It involves recognizing and regulating emotions that may arise from feedback, such as defensiveness or frustration, and channeling them constructively to enhance learning and development.

Improving feedback literacy requires practice and a willingness to engage in a continuous learning process. By developing these skills, individuals can make the most of the feedback they receive, enhancing their performance, and achieving their goals.

Promoting a World Englishes Perspective through Podcasts

JOURNAL ARTICLE
Promoting a World Englishes Perspective through Podcasts | ELT Journal | Oxford Academic (oup.com)
Promoting a World Englishes Perspective through Podcasts 
Hanung Triyoko, Tabitha Kidwell
ELT Journal, ccad002, 
https://doi.org/10.1093/elt/ccad002
Published:
06 April 2023

Extract

As the most widely studied and spoken language worldwide, English is a medium of communication between speakers of varied language backgrounds. Global English users need not converge on any one variety; rather, they need adaptive, flexible skills that support communication with speakers of diverse World English (WE) varieties (Kirkpartick 2007). Nevertheless, many English learners and teachers around the world continue to adhere to ‘native speaker’1 models that prioritize language varieties from English-dominant nations, such as the United States or the United Kingdom (Tseng 2019). We have encountered this perspective first-hand in our work in Indonesia.

Hanung has taught English and trained teachers at an Islamic University in Central Java for over twenty years. Tabitha has nearly twenty years of experience in ELT, including three years as a visiting instructor at Hanung’s institution. Among the students and teachers we have worked with in Central Java, the dominant language learning model is the ‘native English speaker’. For instance, on a survey given to our first-year English-major students, 81 percent reported wanting to ‘sound like a native speaker’. To challenge this tendency, Simanjuntak and Lien (2021) encourage the use of materials from global and local language communities. Using diverse listening materials can help students understand a wide variety of language varieties and accents and adapt to dialects they have never encountered before. We found podcasts, free audio recordings which are automatically delivered to users’ devices, to be a particularly rich and convenient source of listening materials featuring WE speakers. In the sections below, we describe our teaching context and use of podcasts. We close by discussing how our approach could transfer to other contexts where students and teachers continue to aspire to ‘native speaker’ models, and offer recommendations for teachers interested in shifting to a WE approach and exposing students to varied linguistic norms through podcasts.
Promoting a World Englishes Perspective through Podcasts | ELT Journal | Oxford Academic (oup.com)

Issue Section: The View From Here

THE ANALYSIS OF THE USE OF CODE MIXING IN FACEBOOK

 


“THE ANALYSIS OF THE USE OF CODE MIXING IN FACEBOOK” Written by Debby “Akatsuki” Mediyanthi (STAIN Salatiga, Central Java)

In this chapter, the researcher going to present the result of research of code mixing; after identifying the Indonesian – English code mixing used in social networking Facebook.

Further, the researcher scrutinizes data. She only chooses the data which belong to Indonesian – English code mixing. Before analyzing the data, it is necessary to reaffirm that not all the data will be analyzed. The data which will be taken into account are those frequently used in social networking Facebook, and the data presented bellow are arranged according to kinds of their classification.

Forms of Code Mixing

As having been mentioned above, Suwito divides kinds of code mixing into six classifications; they are the insertion of word, phrases, clauses, reduplications, hybrids and idiom. The data classified as code mixing are written bold.

1. The Insertion of Words

One of code mixing comes into being by inserting English Words into Indonesian utterances. Sometimes it happens when Indonesian utterances contain different words from the other language especially English. Then, the insertion of word can be classified into eight groups; they are; the insertion of noun, adjective, verb, adverb, conjunction, exclamation, and preposition.

a.    Noun                                                                                                                  

In this study, the writer finds out a lot of English nouns inserted in the broadcasters utterances. The pronunciation of the nouns is the same as English pronunciation. The uttered noun are both the abstract and the concrete ones. The abstract nouns inserted are as follows:

Emang udah hobby mo gimana lagi (1)

buat someone yang ngerasa udah gue kecewain (2)

Kalo udah punya image  jelek memang susah ...(3)

Babe, maafin aku yaahh (4)

Pengen nonton film  baru yang bagus apa ya (5)

Waow habis dapet discount gedhe-gedhean (6)

Pengen fitness nieh say (7)

Kasih tips  ngilangin kebiasaan malez dunk (8)

Thanks buat someone yang udah ngasih hadiah tadi (9)

Hemmbb enaknyo habis pedicure (10)

Delay satu hari (11)

Akankah Team Thomas pulang lebih awal. Haduh (12)

Based on the classification of the data, the researcher finds out the forms of abstract nouns as Okay, Point, Stress, Tips, Fitness, Thanks, Image, Rock, Pop, Hobby, Delay, Discount, Off, Menicure, Fans, Pedicure, Break and Screaming. Meanwhile, the concrete nouns are as someone, fans, film, band, babe, stock, hero, voucher, telephone, group, miss, games, and personal.

b.  Adjective

Although Indonesian language has many adjective, the user Facebook tend to use English adjectives as well as reflected in the following examples:

Butuh ide yang fresh  nihhhh buat ngerjain tugas..(13)

Woowww bisa nyaksiin Suju live selama 2 jam penuh…(14)

Gak puas..kurang expressive (15)

Pertunjukannya indoor kok (16)

Hai, gimana kabar? Online pakai apa? (17)                   

In this study, the adjectives inserted are sorry, special, refreshing, fresh, on, live, online, smart, cool, expressive, and indoor.

 c. Verb

Here are several verbs inserted into sentences by the FB users :

Sapa sih nih ngajakin chating mulu dari kemaren? (18)

Beraninya misscalled doank..huhuuu (19)

Ketemuan yuk say..pengen sharing nie (21)

The english verbs cover V-ing (chating,sharing) and V-3 (misscalled).

d.Conjunction

Conjunction is one of parts of speech which have function to connect one element to the other in a sentence construction. How they English conjunction is shown in the following examples :

So, gue harus peduli??(22)

Hemmbb enaknyo habis pedicure and manicure. (23)

e.Pronoun

There are many kinds of pronouns in Indonesia, but the FB users use English pronouns in their status, chatting or video call. Below are the sentences containing English pronouns:

Whatever loe mau ngapain..bukan urusan gue lagi!! (24)

Saya fikir everybody punya pandangan yang…(25)              

f. Preposition

Preposition is a word that is often placed before a noun or pronoun to show place, direction etc. The FB users use English preposition in order to make her speeches more interesting and have more variation. Here is only one example that the researcher finds out:

Lupakan sejenak semua kepenatan with vicka SSIII anag cemmutt, Lina nagh bapagke, dan Litta sii pipi embemb.(26).

 

 

2.    The Insertion of Phrases

Dealing with the theory that the researcher has mentioned in previous chapter it is divided that phrase is a group of two or more related to words which are dependent upon others. Basically, phrase can divided into five, they are: noun phrase, adjective phrase, verbal phrase (participial phrase, gerund phrase, and infinitive phrase), adverbial phrase, and prepositional phrase. In this research the researcher only finds three types of phrases, they are: noun phrase, adverbial phrase, and prepositional phrase. Each type along with is examples will be elaborated in the following discussion:

a. Noun Phrase

Noun phrase is used in a sentence as subject or an object. This noun phrase is found in many forms. The examples of noun phrase insertions are:

Pengen yang something different dari yang laen (27)

Eh tau gak kenapa Dion dijuluki King of Glasses? (28)

Abis ketemu my soulmate senengnya (29)

The component of noun phrase consist of:

1. Pronoun (modifier) + Noun (Head)

Examples: My darling, my soulmate, my boy

2. Determiner (modifier) + Noun (Head)

Example: The gang

3. Noun (Head) + Adjective (Modifier)

Example: Something different

4.Adjective (modifier) + Noun phrase (Head)

Example: All my friends

5. Noun (Head) + Prepositional phrase (modifier)

Examples : King of  Glasses, story behind the song, thanks for listening

b. Adverbial Phrase

Adverbial phrase is a phrase, which is used to modify a verb, and adjective or adverb. The following is the example of adverbial phrase insertion:

Still with me ya mi, janji ya kita akan selalu bersama (30)

The component of adverbial phrase is :

Adverb (Head) + prepositional phrase (modifier)

Example: Still with me

c. Prepositional Phrase

Prepositional phrase is a group of related words opened by a preposition and ended by noun or pronoun object. The following is the example that writer finds in the research field:

Ya, in five, six, seven, and ten (31)

The component of prepositional phrase is:

Preposition (Head) + Noun phrase (modifier)

Example : In five, six, seven, and ten

3.    The Insertion of Hybrids

Hybrids are another type of Indonesian – English code mixing that occurs in this research. Hornby states that Hybrid is the composed parts of words. Hybrid can be classified into two types; they are hybrid of affixation and hybrid of phrase.

 a.       Hybrid of Affixation

This type is formed from two components; they are Indonesian affixes and English word. This kind of hybrid must contain English and Indonesian elements in order to form transformational word. Next the researcher classifies the affixation into three: Indonesian prefixes English, English word + Indonesian suffixes, and Indonesian prefixes + English word + non-standard Indonesian suffixes. For example:

1)      Indonesian prefixes + English word

2)      English word + Indonesian suffixes

3)      Indonesian prefixes + English word + Sundanese / Betawi suffixes

Indonesian prefixes cover nge-, me-, meng-, and di-. While Indonesian suffixes include –nya, and an. Then, the non standard suffix is as-in. The construction below shows the elaboration of affixation prosess. Examples :

Denger lagunya lagunya LMFAO jadi pengen nge-dance suffle (32)

Penyanyinya tadi nge-rock abisss..cadasss (33)

Hobi kok me-misscalled orang...(34)

Haduwwhh ibu-ibu sedang meng-gossip di depan rumah.. nguping ahh.. hahaaay (35)

Siapa yang akan menghandle pekerjaan ayahku??

Duhh yang abis di-transfer...traktir dunk...(36)

Yang itu udah di-request woiii...(37)

For more detailed look at the fields below:

Table  4.1. Hybrid of Affixation Indonesian prefixes with English Word

Prefix +       

Word            +

Hybrid

Nge-

Dance

Ngedance

Nge-

Rock

Ngerock

Me-                 

Misscalled

Memisscalled

MeN-

Gossip

Menggossip

Meng- 

Handle         

Menghandle

Di-

Transfer

Ditransfer

Di-                  

Request

Direquest

 From the above analysis above, the researcher finds that Indonesian prefixes : Nge-, Me-, Meng-, and  Di-, can be blended into English words, especially the prefixes : nge- in nge-dance and nge-in nge-rock, meng- in menggossip, and di- in di-off. The prefixes change the English noun dance into hybrid verb nge-dance,meng-gossip and di-off. While the four other types, me-misscalled, meng-handle, di-transfer, and di-request have same class as the original form that is verb.

Example of Hybrid Affixation English word with Indonesian Suffixes:

Makasih ya buat telephone-nya... udah sedikit ngobatin kangen..  (38)

Lembar exercise-nya jangan sampai hilang hlo!(39)

Ntar ada session-nya sendiri kok.(40)

Woyy copy-an gwe dimana wooyy???(41)  

Personnel-nya suju tinggal 10 ya...(42)

See more detail of the example on this table:

Table 4.2. Hybrid of Affixation English Word with Indonesian Suffixes

Word+

Suffix  +

Hybrid

Telephone

-nya

Telephonenya

Exercise

-nya

Exercisenya

Session

-nya    

Sessionnya

Copy

-an

Copyan

Personnel

-nya

Personnelnya

 

The analysis above shows that the combination between English words with Indonesian suffixes does not change the class of word. For instance, the English word telephone and the hybrid telephone-nya have similar class that is noun. So, in here the use of Indonesian suffixes. Example –nya, and –an function as possesive adjective in the English word.

 

 

b. Hybrid of Phrase

Hybrid of phrase is a phrase which contains English and Indonesian words. Both the two words can function as head (H) or modifier (M) or the phrase. Usually, this kind of hybrid still uses Indonesian grammatical rule.

Sorry banget  ya sudah ngerepotin kamu (44)

Thanks banget yang udah ngucapin met…(45)

Seneng dikasih edisi live sama si dia (46)                              

Lihat album reuni tahun lalu jadi pengen lagi..(47)

In order to make the analysis clearer, the researcher classifies the hybrid of phrase as the following :

a)      English word as the head of phrase

Table 4.4. Hybrid of Phrase (English (H)-Indonesian (M)

Thanks (H)

Banget (M)

Ready (H)

Banget (M)

Album (H)

Reuni (M)

Sorry (H) 

Banget (M)

b)      Indonesian word as the head of phrase

Edisi    (H)      

Live (M)

4.    The Insertion of Clauses

The writer divided kinds of clause used by the FB users into two types, they are : Independent clauses, and Dependent clause.

1)      Independent Clause

Example : I just want to say I miss you...bener-bener pengen ketemu kamu.(51)

2)      Dependent Clause

Example : Heyyy where are you going?? Tadi aku panggil-panggil gak denger?! (52)