TAG-SWITCHING IN AI-GENERATED PROMPTS BY ENGLISH EDUCATION STUDENTS
Abstrak
Language constitutes a fundamental element of culture, serving not only as a means of communication but also as a reflection of the speakers’ ways of thinking, values, and social identity. In today’s increasingly globalized society, bilingualism has become a common phenomenon, often giving rise to language alternation known as code-switching in various communicative contexts. With the rapid advancement of technology, the emergence of Artificial Intelligence (AI) has introduced new modes of interaction between humans and machines, particularly in the field of language learning. This study focuses on tag-switching, a type of code-switching that involves the insertion of a tag phrase or discourse marker from one language into an utterance in another language, as observed in AI-generated prompts produced by students of the English Education Study Program, Faculty of Teacher Training and Education, Dwijendra University. Using a descriptive qualitative approach and drawing upon Poplack’s (1980) framework, the research analyzed 287 prompts and identified 89 instances of tag-switching. The findings reveal that students frequently insert English or Indonesian tags for functional, expressive, and pragmatic purposes. These results demonstrate that the use of AI in language learning promotes natural bilingual communication patterns while reflecting students’ academic identity, linguistic creativity, and communicative competence in the digital era.
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