Code-Mixing In The English Teaching And Learning Process: The Types And Implementation

Abstract

This research analyzed the code-mixing used by the English teacher at SMPN 8 Jember in the English teaching and learning process. The oral instruction and explanation from the English teacher were analysed by using Siregar (1996) types of code-mixing. Therefore, this research was expected to give a clear result on some types and implementation of code-mixing used by the English teacher in teaching English especially for listening and reading skills in EFL context. This research analyzed the types and the implementation of code-mixing used by the English teacher in teaching English descriptively, by observing and interviewing the English teacher. The oral instruction and explanation were analysed by using two types of code-mixing in Siregar (1996) types code-mixing. They are; the intra-sentential code-mixing and extra-sentential code-mixing. The intra-sentential code-mixing occurs in word, phrase, or clause level and the extra sentential occurs in the sentence boundaries, so this type require less interaction between two languages The result of this research showed that both types of code-mixing were used by the English teacher at SMPN 8 Jember in teaching English. Those two types were intra-sentential code-mixing and extra-sentential code-mixing. For intra-sentential code-mixing, the English teacher used this type 42 times to mix the utterance in the other code (Indonesian) so the students can understand the meaning of the utterance in word level. For the extra-sentential code-mixing, the English teacher used this function 20 times to explain the message of a sentence from the textbook in the other code (Indonesian) to make the students get the message of the sentence. Those two functions were imbalance in the implementation in the classroom because of the necessities to use both types was different. However, the imbalance of the implementation of both types did not affect the English teaching learning process. It can be proofed by the result of the interview that the teacher was able to deliver the message well and the students could understand the explanation from the teacher. Based on the result of this research, it is suggested for the future researchers who are interested in conducting similar research to find the gap and investigate the other functions or types that might appear in the English teaching and learning process in the other level of education.