scholarly journals Code-Switching And Code-Mixing Used By English Teachers At Homy School Palangka Raya

2021 ◽  
Vol 2 (3) ◽  
pp. 398-415
Author(s):  
Ipan Dwi Nata
Keyword(s):  
Qualitative Research ◽  
Learning Process ◽  
National Curriculum ◽  
Research Result ◽  
Code Switching ◽  
English Class ◽  
Code Mixing ◽  
K 13 ◽  
Teaching Learning ◽  
Bahasa Indonesia

Code-switching and code-mixing become one of the issues existing not only in informal situations but also in a formal situations such as in the teaching-learning process. Homy School Palangka Raya, the teacher should speak both Bahasa Indonesia and English which trigger the use of code-switching and code-mixing because this school applied two curriculums: national curriculum K-13 and UK curriculum. So, the objectives of this research are to identify the types of code-switching and code-mixing used by the teachers of English at Homy School Palangka Raya in English class and the influences on students’ understanding of the lessons. This descriptive qualitative research observed and collected the data by joining the class where the teachers were teaching. The research result showed that there were 53 (fifty-three) occurrences of code-mixing, in the form of the insertion of words (11), the insertion of phrase (29), the insertion of hybrid (10), and the insertion of idiom (2). While there were 67 (sixty-seven) occurrences of code-switching in the form of metaphorical (5) and conversational code-switching (30). Regarding the influences of code-switching and code-mixing on the students’ understanding of the English, the lesson revealed that most of the students (seventy-two percents) who claimed that the use of code-switching and code-mixing in the English teaching-learning process at Homy School Palangka Raya can make them understand easily and make their communication with their teacher more effective.

scholarly journals Code Switching and Code Mixing in English Language Learning Class

2021 ◽  
Vol 1 (3) ◽  
pp. 302-317
Author(s):  
Theresya Adhelya Pharamita ◽  
Mei Hardiah ◽  
Indah Damayanti
Keyword(s):  
Qualitative Research ◽  
Language Learning ◽  
Learning Process ◽  
English Language ◽  
Video Recording ◽  
English Teachers ◽  
Code Switching ◽  
English Language Learning ◽  
English Class ◽  
Code Mixing

This research concerned with the types of code switching and code mixing used by the teachers, teachers’ reasons in using code switching and code mixing, and students’ perception of code switching and code mixing used by the teacher in the class. This research was a descriptive qualitative research. The researcher used observation checklist, video recording, interview, and questionnaire as the instruments of this research. The data of this research was analyzed by classifying the types of code switching used theory of Poplack and the types code mixing used theory of Hoffman. The result of this research shows that the English teachers did all the types of code switching in English class. Namely; tag code switching, inter-sentential code switching, and intra-sentential code switching. Meanwhile, the researcher found that the teachers only used two from the three types of code mixing. Namely; intra-sentential code mixing and intra-lexical code mixing. The type that did not appear was involvement in a change of pronunciation. This study revealed that the teachers’ reason in using code switching and code mixing are; to help the students in learning English and to make the students more focus in learning process. For the students’ perception, most of the students agreed that the use of code switching and code mixing helps them understand the materials in English language learning class.  

scholarly journals TEACHING ENGLISH GRAMMAR AT UNIVERSITY: A Pedagogical and Psychological Reflection Based on an Experimental Research at FKIP Universitas Bung Hatta

2007 ◽  
Vol 1 (1) ◽  
pp. 46
Author(s):  
Lely Refnita
Keyword(s):  
Experimental Research ◽  
Learning Process ◽  
Mother Tongue ◽  
Research Result ◽  
Theoretical Concepts ◽  
Grammar Teaching ◽  
English Grammar ◽  
Teaching Learning ◽  
Bahasa Indonesia ◽  
Instructional Language

Grammar is one of important aspects of a language that makes the language learnable and teachable. The teaching of grammar, especially foreign language grammar, needs a serious attention from the teachers and related institutions. Specifically in universities, the teaching of English grammar should provide the students with theoretical concepts of the English grammar and opportunity to use the concepts in their communication. The grammar teaching should also offers suitable assignments by which they may test their language hypothesis. To establish and develop the students’ knowledge about the English grammar, the use of students’ mother tongue as an instructional language in the classroom was considered effective. However, an experimental research conducted by Refnita (2006) showed that the use of Bahasa Indonesia as an instructional language of Grammar I subject was not more effective than the use of English. It is true that bahasa Indonesia is not the students’ mother tongues, but they have mastered it as almost perfectly as their mother tongues. That’s why in her research bahasa Indonesia was considered similar with the students’ mother tongues.The rejection of the proposed research hypothesis implied that pedagogical and psychological factors should be taken into account in the teaching-learning process because the success of learning English grammar does not solely depend upon the instructional language. Further analysis of the research result reflected that the students’ motivation and learning readiness even more determined the success of learning Grammar I. In relation with this phenomenon, the present article, which is based on and developed from the research result, will discuss further the pedagogical and psychological reflections of grammar teaching that need to be considered in the teaching-learning process of English grammar at universities in addition to the use of instructional language.

Curriculum Centralization Policy Towards the Quality of Learning Madrasah Diniyah Islamic Boarding School Nurul Jadid

2020 ◽  
Vol 9 (1) ◽  
pp. 19
Author(s):  
Achmad Fawaid ◽  
Eka Yanti
Keyword(s):  
Qualitative Research ◽  
Learning Process ◽  
Personality Development ◽  
Research Result ◽  
Boarding School ◽  
External Effect ◽  
Quality Of Learning ◽  
Teaching Learning

Madrasah Diniyah Nurul Jadid utilize curriculum centralization system. The policy is taken from several evaluations to repair the former system. This research uses qualitative research with phenomenology in Madrasah Diniyah Nurul Jadid, the research result some internal and external effect; first, decreasing santri’s solid time. Second, santri achievement to understand the lesson given is equal. Third, minimizing expense. Fourth, teaching learning process and student or teacher activeness is more monitored. Fifth, able to compete with other Madrasah Diniyah. Sixth, high social loyalty. Seventh, santri guardian or parent can know about personality development of santri in pesantren.

scholarly journals Translingual Negotiation Strategies Used by English Students to Build Classroom Interaction in a Translation Class

2019 ◽  
Vol 13 (1) ◽  
pp. 21
Author(s):  
Veni Roza
Keyword(s):  
Qualitative Research ◽  
Classroom Interaction ◽  
Code Switching ◽  
Negotiation Strategies ◽  
Linguistic Form ◽  
Code Mixing ◽  
Clarification Request ◽  
English Students ◽  
Bahasa Indonesia

This research aimed at revealing what kind of translingual strategies that were practiced by the sixth-semester students to build interaction in the translation class. This qualitative research conducted through observing students’ interaction in translation class (using English, bahasa Indonesia, and Minangkabau languages). The researcher finds that four macro strategies proposed by Canagarajah (2013): envoicing, recontextualization, interactional, and entextualization strategies are consciously used by students during communication. Envoicing strategies are used by way of word coinage, foreignization, as well as code switching and code mixing dominantly by students while asking and clarifying information. Recontextualization  strategies are done through the use of the feature of linguistic form such formulaic Islamic greeting in Arabic preceding the talk. Interactional strategies used are confirmation check, check, clarification request, and recast. Interestingly more competent students use simplification in communication, and less competent speakers use leveling as entextualizationstrategies. The use of these strategies in speaking helps students (as speakers) to establish classroom interaction.

scholarly journals 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

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.

The Structure of English Classroom Discourse in SMP Negeri 1 Tebing Tinggi

2016 ◽  
Vol 13 (1) ◽  
Author(s):  
Eva Novelia Siregar ◽  
T. Silvana Sinar
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Classroom Discourse ◽  
Research Result ◽  
Class Structure ◽  
Video Tape ◽  
English Class ◽  
Teachers And Students ◽  
English Classroom ◽  
Teaching Learning

This study is concerned with the structure of English classroom discourse in SMP Negeri 1 Tebing Tinggi. The objectives of this study were to describe the structures of English classroom discourse, to describe how the structures are linguistically realized and to reason for the realizations of the English class structure. The source of the data in this study was English teachers and also the students while the data are the utterances from the teacher and the students and semiotic markers as marked in the text. The instruments used for colleting data were video tape recorder and researcher’s fieldnote. The data were collected by observing and recording the utterances uttered by the teachers and students and writing all semiotics then classified them into types of exchanges as Sinclair and Coulthard theory. The research result mentioned that he structure of English classroom were teacher elicit, teacher direct, teacher information, boundary, pupil elicit, check, repeat, reinforce and reinitiating (II). These structures were dominantly realized by IR structure. English as a foreign language was also one point made the students afraid of uttering the utterances in teaching learning process.   Keywords: classroom discourse, pattern, Sinclair and Coulthard theory, structures.

scholarly journals The Use of Code-Switching and Code-Mixing in English Teaching-Learning Process

DEIKSIS ◽  
2021 ◽  
Vol 13 (1) ◽  
pp. 82
Author(s):  
Rika Novianti ◽  
Mashadi Said
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Code Switching ◽  
Teaching English ◽  
English Teaching ◽  
Code Mixing ◽  
Qualitative Descriptive ◽  
Data Source ◽  
Teaching Learning ◽  
Descriptive Method

<p>The research aims to find out types of code-switching and code-mixing, the functions of code-switching and code-mixing in the English teaching-learning process. The method of this research is a qualitative descriptive method. The data source is English teachers’ utterances in teaching English as a foreign language, the teacher’s language of instructions. The results of the research are: 1) the students and teachers used code-switching and code-mixing in the process of communication in the classroom; 2) in code-switching, they used inter- sentential, intra- sentential, and tag switching; 3) in code-mixing, they used alternation and insertion; 4) the functions of code-switching include reiteration, message qualification, personalization, referential, and poetic; 5) the function of code-mixing is to draw students’ attention in learning. The findings imply that code-switching and code-mixing are necessary to facilitate learning.</p>

scholarly journals THE USAGE FACTORS OF CODE SWITCHING IN TEACHING INTERACTION OF ENGLISH CLASS

2018 ◽  
Vol 1 (1) ◽  
pp. 9-18
Author(s):  
Aa Qona'atun
Keyword(s):  
Qualitative Research ◽  
Learning Process ◽  
Growth And Development ◽  
Deep Understanding ◽  
Code Switching ◽  
English Class ◽  
Teaching Interaction ◽  
Research Procedure ◽  
Stable Source ◽  
Document Review

The objective of this research is to gain a deep understanding and to know the use of code-switching done by lecturers and students in interaction when learning process in English class. Sub focus in this study is to determine the factors behind the use of code switching used by both speakers and partners said that in this case the interaction between lecturers and students when learning process in English class. This research was conducted on campus of State Islamic University Faculty in second semester.This research is a qualitative research using ethnographic method. The researcher examines the factors behind the use of code switching in interaction when learning process in the classroom. The research procedure by collecting data, processing, analyzing, and then presenting data objectively about the phenomenon of code switching in the interaction of teaching in English class. The use of documents on the grounds that: for a stable source, useful as a proof, because of its scientific, non-reactive nature, and the result of document review will open up the opportunity to further expand the growth and development of knowledge of something investigated. (4) The data in the research are: words, phrases, and sentences from informants as mentioned above. Data collection techniques are: (1) Observation. The tool used to assist this observation is the tape recorder. (2) Interview. (3) Documentation. The result of the research shows that there are seven factors that have been found related to the use of code switching: (1) factor of language limitations, (2) habit factor, (3) factor explaining something, (4) reflex factor, (5) base factor (entertainment), (6) factors of concern, (7) factors influenced by good speech partners between lecturers with students or students with other students.

Divergent Principles of Politeness in Verbal and Non-Verbal Directive Speech Act

2018 ◽  
Vol 4 (2) ◽  
pp. 41
Author(s):  
Lindayana ◽  
Arifuddin ◽  
Halus Mandala
Keyword(s):  
High School ◽  
Qualitative Research ◽  
Learning Process ◽  
Speech Act ◽  
Senior High School ◽  
Factors Affecting ◽  
Data Source ◽  
The Subject ◽  
Directive Speech ◽  
Bahasa Indonesia

This study was conducted aiming at examining: (1) the divergent principles of politeness in students’ directive speech act (2) factors affecting politeness and impoliteness in verbal and non-verbal directive speech act produced by students at grade X in Senior High School 1 Mataram in the learning process. The subject of this study are teachers teaching Bahasa Indonesia, English, Economy, History, Math, Religion, Civic, and Science, and all students at Grade X of Science 1, Science 3 and Social 2 in Senior High School 1 Mataram. This study is a descriptive qualitative research. The data source in this study is the number of utterances produced by students and teachers in the learning process. The data were collected through observation. This study revealed that: (1) there were divergent principles of politeness in participants’ directive speech act namely single and multiple divergent principles of politeness affected by speaker intentionally accused addressees, intentionally uttered by neglecting the context, was protective to other arguments, showed emotional feeling, given critiques in impolite words and mocked at other; and (2) there were factors affecting politeness and impoliteness in verbal and non-verbal directive speech act produced by students in learning process namely linguistic factor and non-linguistic factor.

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