Code-Mixing and Code Switchingin The Process of Learning

This study aimed to describe a form of code switching and code mixing specific form found in the teaching and learning activities in the classroom as well as determining factors influencing events stand out that form of code switching and code mixing in question.Form of this research is descriptive qualitative case study which took place in Al Mawaddah Boarding School Ponorogo. Based on the analysis and discussion that has been stated in the previous chapter that the form of code mixing and code switching learning activities in Al Mawaddah Boarding School is in between the use of either language Java language, Arabic, English and Indonesian, on the use of insertion of words, phrases, idioms, use of nouns, adjectives, clauses, and sentences. Code mixing deciding factor in the learning process include: Identification of the role, the desire to explain and interpret, sourced from the original language and its variations, is sourced from a foreign language. While deciding factor in the learning process of code, includes: speakers (O1), partners speakers (O2), the presence of a third person (O3), the topic of conversation, evoke a sense of humour, and just prestige. The significance of this study is to allow readers to see the use of language in a multilingual society, especially in AL Mawaddah boarding school about the rules and characteristics variation in the language of teaching and learning activities in the classroom. Furthermore, the results of this research will provide input to the ustadz / ustadzah and students in developing oral communication skills and the effectiveness of teaching and learning strategies in boarding schools.

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Code-Mixing and Code Switchingin The Process of Learning

10.18326/rgt.v9i1.517 ◽

2016 ◽

Vol 9 (1) ◽

pp. 24

Author(s):

Diyah Atiek Mustikawati

Keyword(s):

Learning Strategies ◽

Learning Process ◽

Teaching And Learning ◽

Oral Communication ◽

Boarding School ◽

Code Switching ◽

Learning Activities ◽

Original Language ◽

Code Mixing ◽

Third Person

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Indonesian Teacher’s Code Switching and Mixing in EFL Context

English Language Teaching and Linguistics Studies ◽

10.22158/eltls.v1n1p1 ◽

2019 ◽

Vol 1 (1) ◽

pp. 1

Author(s):

Syafrizal Syafrizal ◽

Nurhaeda Gailea ◽

Fitriani Pratiwi

Keyword(s):

Learning Process ◽

Teaching And Learning ◽

Positive Attitude ◽

Code Switching ◽

Learning Activities ◽

Efl Context ◽

Code Mixing

The objectives of research are to investigate the frequency of teacher’s code switching and code mixing, the function of teacher’s code switching and code mixing in EFL Classroom, and teacher and students’ attitude toward it. This research focuses on analyzing EFL teacher’s utterances at 10th grade and by using Poplack, Musyken and Wardhaugh theory. The method of this study is case study. The data of the research is in the form of written recording utterances during teaching and learning process in the classroom, interview and questionnaire. Based on the analysis of the data, reveals that there are three major conclusions about teacher’s code switching and code mixing in EFL classroom. First, code switching and code mixing exist in EFL classroom. Second, the use of code switching and code mixing in EFL classroom has various functions includes topic switch, affective, repetitive, directive and phatic function, as proposed by Sert (2005) and Apple and Musyken (2006). Third, the data from the questionnaire reflects the positive attitude toward the use of code switching and code mixing along teaching and learning activities in the classroom. While both teacher and students agreed that code switching and code mixing can promote better understanding and be effective to make students understand their teacher’s practice instructions and material explanation.

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Teaching and Learning Process During the Covid-19 Pandemic

Proceedings of the ICECRS ◽

10.21070/icecrs20211061 ◽

2021 ◽

Vol 10 ◽

pp. 81-84

Author(s):

Maulinda Anjarsari ◽

Muhlasin Amrullah

Keyword(s):

Learning Strategies ◽

Learning Process ◽

Teaching And Learning ◽

Data Retrieval ◽

Research Process ◽

Learning Activities ◽

Learning Methods ◽

Face To Face ◽

Using Data

This research discusses the teaching and learning process that was implemented in the midst of the Covid-19 pandemic situation. Analyzing among others learning strategies, learning methods, media used and evaluation. In the process of this research using data retrieval techniques in the form of interviews, observations, photos during the research process is conducted. This research aims to find out how the teaching and learning process conducted by SD Muhammadiyah 1 Candi Sidoarjo in the midst of the Covid-19 pandemic. The results show that there are several slightly different strategies and media in the teaching and learning process that take place. One of them is the implementation. Before the pandemic the teaching and learning process was carried out normally face-to-face. However, during a pandemic like this the learning process is done online. But the learning process or learning activities such as the pray when going to start the learning process is still carried out such as reading prayers, singing songs and so on. Everything is the same as when normal learning is just the implementation online or virtual.

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The Implementation of Laptop Mobile in the Teaching-Learning Process in Islamic Boarding School

TARBIYA Journal of Education in Muslim Society ◽

10.15408/tjems.v7i1.13650 ◽

2020 ◽

Vol 7 (1) ◽

pp. 67-77

Author(s):

Evi Fatimatur Rusydiyah ◽

Fiena Saadatul Ummah ◽

Ali Mudlofir

Keyword(s):

Data Analysis ◽

Data Collection ◽

Learning Process ◽

Computer Literacy ◽

Teaching And Learning ◽

Boarding School ◽

Learning Activities ◽

Survey Study ◽

Data Collection Technique ◽

Teaching Learning

AbstractComputer literacy has become an interesting issue in the field of education as the integration of technology in education develops rapidly and continues to increase in the future. One aspect of computer literacy teacher’s and student’s perceptions and attitudes to use computers for classroom instruction. Unfortunately, this has been a challenge for incorporating technology during the teaching and learning process. The current study aims to analyze the implementation of the use of a mobile laptop in the class and unfold the student’s attitudes toward using laptops during their learning activities. This research was a survey study that includes interviews, observation and documentation as a data collection technique. The subject of the study is 312 students from seventh to ninth grade. Data analysis was done by the following steps: data collection, data reductions, data analysis, and conclusion making. The study finds that 1) course content and learning activities have been predetermined/ predesigned and stored in the laptops, 2) every student have access to the device with the help of group work. The study also reveals that the attitude of students toward the use of laptops in the classroom process is positive in the sense that they show satisfaction on the use of laptops. They also acknowledge the advantages of the computer for their learning and show high awareness of the importance of keeping the devices maintained and secured.AbstrakSalah satu bidang Tehnologi pembelajara adalah pemanfaatan teknologi informasi sebagai media pembelajaran. Hal tersebut selaras dengan perkembangan abad 4,0. Kemampuan siswa dalam menggunakan dan memanfaatkan computer (Komputer Literasi) menjadi isu yang menarik saat ini. Komputer literasi menjadi bagian dari teknologi pembelajaran. Tujuan dari penelitian ini untuk menganalisis implementasi penggunaan laptop Mobile dalam aktivitas belajar di kelas dan bagaimana respon siswa dalam penggunaan laptop Mobile di kelas. Penelitian ini dilakukan dengan survey. Sedangkan metode pengumpulan datanya dilakukan dengan cara wawancara, observasi, dan dokumentasi. Subjek penelitian ini adalah siswa kelas VII, VIII, dan VIII sejumlah 312 anak. Analisis penelitian ini dilakukan dengan cara mengumpulkan data, mereduksi, menganalisis, dan membuat kesimpulan. Hasil penelitian ini menunjukkan bahwa implementasi penggunaan laptop mobile dilakukan saat proses belajar mengajar dilakukan dengan cara 1) semua materi dimasukkan dalam laptop mobile, 2) semua siswa mendapatkan hak akses untuk menggunakannya, dan 3) aktivitas belajar sudah didesain dalam laptop mobile. Sedangkan respon siswa dalam menggunakan mobile laptop menunjukkan 1) tingkat kepuasaan dalam menggunakan laptop mobile, 2) tingkat kemanfaatan dalam menggunakan laptop mobile, dan 3) tingkat tanggungjawab dalam merawat laptop mobile pada angka rerata yang paling tinggi pada lilihan stuju dan sangat setuju. How to Cite: Rusydiyah, E. F., Ummah, F. S., Mudlofir, A. (2020). The Implementation of Laptop Mobile in the Teaching-Learning Process in Islamic Boarding School. TARBIYA: Journal of Education in Muslim Society, 7 (1), 67-77. doi:10.15408/tjems.v7i1.13650.

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The Code Switching of Singkil Language in Indonesian Language Learning Process at Junior High School of Aceh Singkil and Its Usefulness as Student Reading Material

Budapest International Research and Critics in Linguistics and Education (BirLE) Journal ◽

10.33258/birle.v3i4.1434 ◽

2020 ◽

Vol 3 (4) ◽

pp. 2024-2035

Author(s):

M. Khairunsyah ◽

Abdurahman Adisaputera ◽

Marice Marice

Keyword(s):

Language Learning ◽

Junior High School ◽

Learning Process ◽

Teaching And Learning ◽

Mother Tongue ◽

Code Switching ◽

Reading Material ◽

Code Mixing ◽

Student Reading ◽

Teaching Learning

In teaching learning process at SMP Darulmuta'alimin Tanah Merah Aceh Singkil, code switching and code mixing are useful in some events. This does not only happen to students, but also teachers who have the same background (mother tongue) as students. A teacher at SMP Darulmuta'alimin Tanah Merah Aceh Singkil uses the local language or mother tongues so that the students are being taught understand. In accordance with the explanation of Article 36, Chapter XV, of the 1945 Constitution, it can be seen that the language of instruction is used in the teaching and learning process in the Indonesian class. This type of research is qualitative analytical descriptive, which seeks to describe the characteristics of the data in accordance with the actual situation. The description is described as it is systematically, factually, and accurately regarding the data and characteristics of the phenomena under study. The data shows that the code switching event in Indonesian language learning in grade VII-A SMP Darulmuta'alimin Tanah Merah Aceh Singkil, which is from the Singkil language to Indonesian. Since the beginning of the conversation in the learning process, the teacher and students communicate using Singkil and the end of their conversation using Indonesian.

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Pengembangan Bahan Ajar IPS Kontekstual Tema Wirausaha di Kelas 6 Sekolah Dasar

Jurnal Penelitian dan Pendidikan IPS ◽

10.21067/jppi.v14i1.4746 ◽

2020 ◽

Vol 14 (1) ◽

pp. 44-54

Author(s):

Sofia Agustin Adhaningrum

Keyword(s):

Social Science ◽

Research And Development ◽

Learning Strategies ◽

Learning Process ◽

Teaching And Learning ◽

Learning Activities ◽

Student Life ◽

Conducting Research ◽

Teaching Learning ◽

Product Attractiveness

The results of observations conducted on the students of Class VI SDN 2 Kalirejo on 7-9 December 2019, showed the lack of learning activities caused by the limited textbooks, the lack of material on textbooks related to student life and teacher-centered learning. So, based on needs analysis, adequate textbooks are needed in line with the number of students whose material is derived from the daily life of students and the application of relevant learning strategies is a must. Efforts made to overcome this is conducting research and development that aims to produce the contextual-based, valid, interesting, practical and effective textbooks of Social Science (IPS). The model used in this research and development was 4D model. The 4D model (Thiagarajan, S., Semmel, DS, & Semmel, MI: 1974)) consists of Define, Design, Develop and Disseminate. Teaching-learning process used contextual approach or Contextual Teaching and Learning (CTL). The data were analyzed qualitatively and quantitatively. The data was based on the assessment of material and linguists experts were considered valid. The results of product attractiveness test from the questionnaire given to students and teachers showed very interesting criteria. This material was very practical. This was based on the result of observing teacher activities and student learning activities. The product was also considered to fulfill the effective criteria. Based on the results of the analysis, the contextual textbook for Class VI on social science of Primary School was eligible and could be used in the learning process because it had reached the valid, attractive, practical and effective criteria.

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STARATEGI PEMBELAJARAN DALAM MENCAPAI TUJUAN PEMBELAJARAN PENDIDIKAN AGAMA ISLAM

JIEBAR : Journal of Islamic Education: Basic and Applied Research ◽

10.33853/jiebar.v1i1.59 ◽

2020 ◽

Vol 1 (1) ◽

pp. 27-47

Author(s):

Maemunah Maemunah

Keyword(s):

Learning Strategies ◽

Learning Process ◽

Teaching And Learning ◽

Learning Strategy ◽

Contextual Learning ◽

Learning Activities ◽

Independent Learning ◽

Learning Goals ◽

Cooperative Strategies ◽

Teachers And Students

Learning strategy is a set of methods designed by a teacher that must be adapted to the conditions and conditions that exist in his school. The more appropriate the strategy chosen by a teacher in teaching and learning activities in schools, the greater the chance of achieving the expected learning goals. Educational experts who prioritize the importance of learning strategies that must be considered by a teacher in the learning process. Like Mulyasa's opinion, pleasant learning is a learning process in which there is a strong cohesion between the teacher and students, without feeling forced or depressed. Fun learning is a pattern of good relations between teachers and students in the learning process. Some strategies that can be used by a teacher in the learning process contained here are Direct Learning Strategies, Indirect Learning Strategies, Interactive Learning Strategies, Learning Strategies through Experience, Independent Learning Strategies, Jigsaw Cooperative Strategies, Problem Based Learning Strategies, Contextual Learning Strategies, and Expository Learning Strategies (SPE).

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MAXIMAZING TEACHER ROLES IN SHAPING SELF-DIRECTED LEARNERS

English Community Journal ◽

10.32502/ecj.v3i1.1694 ◽

2019 ◽

Vol 3 (1) ◽

pp. 289

Author(s):

Indah Windra Dwie Agustiani

Keyword(s):

Learning Strategies ◽

Learning Process ◽

Executive Control ◽

Teaching And Learning ◽

Learning Activities ◽

Language Models ◽

Teacher Roles ◽

Self Directed Learning ◽

Directed Learning ◽

Teaching Learning

This paper attempts to offer some efforts that can be applied or employed by teachers in teaching learning activities to shape self-directed learners. It encompasses some theories about roles of teachers, roles of learners, the definition and characteristics of self-directed learners,the advantages of self-directed learning, and some possible tips of shaping self-directed learners. Some roles of teachers are discussed in this paper to highlight that teachers do not only teach and give some materials to be learned by their learners but have great tasks, like to be a monitor of students learning, motivator, organizer, and controller of pupil behaviour,provider of accurate language models,counselor and friend, needs analyst,material developer, and evaluator (Richard :1990:4). Hence, a teacher must encourage learners to take on greater degree of responsibility for their own successful learning (Hedge, 2000:34) and a teacher must motivate and help the learners to gain and develop the executive control of their learning strategies especially metacognitive strategies to teach them how to learn (Joyce,etal: 2009:16).Thus, some roles of learners become important to be included in this paper to assert that the burden of learning cannot be merely puored on the teacher but the learners have some roles need to be contemplated for the success of teaching and learning. Therefore, the integration of teacher - learner awareness toward their roles in teaching learning process can be effectively shaped to generate self-directed learners.

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The Realization of Code Switching: An Analysis of the Novices of Pre-Service Teachers in EFL Classroom

Pedagogy Journal of English Language Teaching ◽

10.32332/pedagogy.v8i1.2203 ◽

2020 ◽

Vol 8 (1) ◽

pp. 73

Author(s):

S.Thoriqul Huda ◽

Mujibul Hakim ◽

Muhammad Mizam

Keyword(s):

Learning Process ◽

Teaching And Learning ◽

Qualitative Approach ◽

Code Switching ◽

Learning Activities ◽

Daily Activities ◽

Good Effect ◽

Efl Classrooms ◽

And Function

Code-switching is one of the linguistics phenomena in daily activities. The study aims at focusing on the novices of pre-service teachers’ who use code-switching in the EFL classroom. It also explains why novices use code-switch in the learning process. The study used a qualitative approach. The data was recorded and transcribed to analyze why and how code-switching was used by nine novices in the classroom of MA NU Batang. The analysis of the classroom revealed that nine novices used code-switched in categorizing the forms of the utterances. The result shows that: (1) There are two ways in which the novices use code-switching in teaching and learning process, including form (word, phrase, and sentence) and function and condition were 132 or 55% utterances of code-switching (2) The novices use code-switching from L2 to L1 including form (word, phrase, and sentence) in learning activities. (4) The reason that the novices use code-switching in the classroom is to help the students when they explain in difficult words, phrases, or sentences the lesson. (5) The use of code-switching makes their students easier to understand what they are learning. Therefore, code-switching has a good effect in EFL classrooms to facilitate teaching and learning.

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Pilihan Kode dalam Kegiatan Belajar Mengajar di Sekolah Dasar di Jawa Tengah (Code Choices in Teaching and Learning Activities in Elementary Schools in Jawa Tengah)

JALABAHASA ◽

10.36567/jalabahasa.v16i2.665 ◽

2020 ◽

Vol 16 (2) ◽

pp. 179

Author(s):

Suryo Handono

Keyword(s):

Elementary Schools ◽

Teaching And Learning ◽

Learning Activities ◽

Choice Data ◽

Language Of Instruction ◽

Original Language ◽

Code Mixing ◽

Code Choice ◽

Usage Patterns ◽

Bahasa Indonesia

Kegiatan belajar mengajar dengan berbagai topik memunculkan variasi penggunaan bahasa pengantar. Penggunaan bahasa itu belum terungkap secara empiris. Tulisan ini mendeskripsikan bahasa pengantar di sekolah dasar di Jawa Tengah, variasi, pola pemakaian, dan faktor-faktor yang menentukan penggunaannya. Penyediaan data menggunakan metode pengamatan langsung dengan teknik simak. Melalui analisis sosiolinguistik diperoleh hasil bahwa bahasa yang digunakan terdiri atas bahasa Indonesia dengan ragam formal dan nonformal, serta bahasa Jawa. Variasinya berwujud tunggal bahasa, alih kode, dan campur kode. Pola penggunaannya bersumber pada bahasa Indonesia yang kemudian dilakukan alih kode dan campur kode dengan bahasa Jawa, Inggris, atau Arab. Faktor yang menentukan penggunaannya adalah ketepatan, kemantaban, dan kenyamanan; pemahaman murid; peningkatan kemampuan berbahasa murid; dan pengenalan istilah dalam bahasa aslinya. Teaching and learning activities with various topics bring up variations in the use of the language of instruction. The use of language has not been revealed empirically. This paper describes the language of instruction in the form of code choice performed by teachers of elementary schools in Jawa Tengah, variations, usage patterns, and factorsfor the choice. Data were collected by using the method of direct observation with refer to technique. Through sociolinguistic analysis, it was found that there are there major codes to choose, i.e. formal Indonesian, nonformal Indonesian, and Javanese. The variations were single code, code switching, and code mixing. The pattern of its used originates in Indonesian, which then switched or mixed to or with Javanese, English or Arabic. The factors determining the choices were accuracy, stability, and convenience; students understanding; improvement of students language skills; and the introduction of terms in the original language.

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