English Ideas: Journal of English Language Education Vol.
October 2021 Copyright A 2021 English Ideas THE USE OF CODE MIXING IN LEARNING ENGLISH AS FOREIGN LANGUAGE AT SENIOR HIGH SCHOOL Elisa Valentina elisavalentina846@gmail.
Department of English Education.
Faculty of Teacher Training and Education.
University of Singaperbangsa Karawang Acep Bahrum KamilA loji@gmail.
Department of English Education.
Faculty of Teacher Training and Education.
University of Singaperbangsa Karawang Praditya Putri UtamiA dityautami89@gmail.
Department of English Education.
Faculty of Teacher Training and Education.
University of Singaperbangsa Karawang doi: ________________________________ Abstract This research aimed to explore studentsAo perception of the use of Code-mixing in learning English as a foreign language at senior high school.
The study aimed to describe the studentsAo perception of codemixing used.
This study used qualitatively.
The data obtained through questionnaires.
The data was taken from Google form essay questionnaire to obtain the data regarding studentsAo perceptions toward codemixing.
In this study, the researcher chooses participants from eleventh-grade Senior High School students in Karawang.
The researcher chooses the object because students appropriate target to get their perceptions when they are learning English as EFL and the researcher has got from nineteen respondents.
The results showed that studentsAo perception, most of them agreed that using code-mixing in the English teaching-learning process is .
Code mixing is necessary when the teacher explains the material, .
Code mixing is very helpful for defining new vocabulary and how to pronounce it, .
Code mixing is used for students to understand the whole material.
Keywords: Code Mixing.
Foreign Language.
StudentsAo Perception INTRODUCTION People communication in their daily life.
Actually, in their daily life, people like to mix and to switch their language from one language to another language when they do communicate with each Not only when they do communicate orally, but also in a written form.
It cannot be avoided because all of humanity is bilingual.
For example, when Indonesian people conduct to communicate, they sometimes use two languages in one sentence or one speech.
For example.
AuNext, siapa yang bisa?Ay We can see from this piece of daily conversation as this common happened in Indonesia, many people in Indonesia used to mix their language like a habit for them.
They use two languages in one sentence or speech those are Indonesian and English because basically, they have the ability to use two The fact that people use more than one language encourages them to mix code whenever they speak.
In the system of teaching English, it seems some English teachers cannot evade applying English when teaching medium instruction.
occurs since the students are the English foreign language.
Considering the English Ideas: Journal of English Language Education Vol.
October 2021 Copyright A 2021 English Ideas condition the teacher required to using Codein the previous research sentences the By such a strategy, the students seem researcher's interest to investigate and to more understand what the teacher explains.
untangle relate the teacher strategy to Every people who do code-mixing every apply code-mixing in the classroom at time they communicate with each other always senior high school at Karawang.
So, for has some reason why they do code-mixing.
the present research, the researcher will According to Hoffman .
, there are a explore studentsAo perception of applied number of reason for the bilingual or code-mixing by the teacher in teaching multilingual person to mix their languages.
English in the classroom.
those are: .
If an item has been acquired in one Bilingualism language but not yet in the other .
If an item Most people as speaker typically temporarily unavailable .
If an item is more occupy over one code and need a complex .
If the child exposed to mixed input particular code whenever they value more he/she will often\respond with mixed highly to speak with others.
According to Cakrawati M.
the development of In educational settings, code-mixing is used individuals having over one code as a phenomenon that is very familiar in the .
is named bilingualism or teaching and learning process.
It is a natural Asror .
approved thing when it happens in the teaching and that bilingualism refers to the use of two learning process because the teacher and languages which may involve four skills students are Indonesian while English is a new specifically speaking, writing, listening, language or foreign to them, so in the process of and reading.
Bilingualism is outlined here teaching and learning English code is often used because the ability to use 2 languages in because it makes it easier for teachers and variable degrees of proficiency and in students to get information about clear several contexts, like reading, writing, explanations from the teacher.
English has two listening, and speaking.
Such a research functions, namely as a target language learned ever by Suwito cited in Purnamasari and as a teaching tool in dealing with English .
argues that bilingualism isnAot They need to do that because they itAos want their students to accept explanations more characteristic of expressions.
It is not easily, and more clearly.
Sometimes students language but parole.
He argues that one will feel confused if the teacher explains amongst the bilingualism characteristic is everything from the material in full English.
that use of language by a speaker or a The topic of this study has been studied by bunch of individuals, however those Prastawaan.
E .
in his study entitled languages donAot play separated roles is AuCode Mixing and Code Switching Used by speech community.
Teachers in SMAN 16 SurabayaAy has shown Harley cited Muin .
argues that that there are two kinds of code-mixing refers to employment of 2 occurring in the class activity, they are word languages by individual of community, if type and phrase type and common reason of a speaker is fluent in 2 languages, they are teacher used code-mixing is the students did not same to be AobilingualAo.
The normally understand well when the teacher did not mix control image of bilingual person is one their language (Indonesian Ae Englis.
Another spoken in such cultures whenever they are research about code-mixing to explain what exposed to 2 languages from birth.
ItAos not students and teacher need in the class Syafrizal necessary for them to be equally fluent, et al .
, teacher and students agreed that however they ought to be terribly code-switching and code-mixing will facilitate competent within the second language.
better comprehension and be beneficial to help While Sridhar cited Abdullah .
states students understand their teacher's practice that multilingualism are often studied each guidance and content clarification.
as a private development, problems like Based on the fact which the researcher states English Ideas: Journal of English Language Education Vol.
October 2021 Copyright A 2021 English Ideas however one acquires 2 or a lot of languages various linguistic units .
ords, phrases, within the childhood or later however these clauses, and sentence.
primarily from two languages area unit painted within the mind and participating grammatical systems across the way they are accessed for speaking and sentence boundaries within a speech writing for comprehension become central.
In other words, code-mixing is When it is viewed as a societal phenomenon, inter-sentential and may be subject to one is concerned with its institutional some discourse principles.
It is motivated dimensions that is with issues such as the status by social and psychological factorsAy.
and roles of the languages in a given society attitudes toward languages, determinant of language choice, the symbolic and practical METHOD uses of the languages, and the correlations between language use and social factors such as Research Design ethnicity, religion, and class.
In this study, the method used by the is a qualitative approach.
Code Mixing this research aims to explore the studentsAo According to Claros & Isharyanti .
perception, qualitative research was code mixing also called intra sentential code considered a proper approach.
Qualitative switching or intra-sentential code-alternation, it research is an approach to exploring and occurs when speakers use two or more understanding the meaning of individuals languages below clause level within one social or groups ascribe to a social or human situation and according to Ho .
codeproblem (Cresswel, 2.
The qualitative mixing is the change of one language to another approach helps the researcher to get to within the same utterance or in the same know more explanations of the data.
oral/written text.
It is a common phenomenon in According to Jack R.
Frenkel & Hyun societies in which two or more languages are .
, qualitative research is research On the other hand Ho .
state that studies that investigate the quality of studies of code-mixing enhance our relationships, activities, situations, or understanding of the nature, processes and constraints of language and of the relationship From the explanation, since this between language use and individual values, researcher chooses Qualitative the communicative strategies, language attitudes researcher tries to find out the studentsAo and functions within particular socio-cultural perception is used for exploring the Another explanation for code mixing student's perception to get information is defined by Wardhaugh in cited Celik .
about code-mixing.
He says that code-mixing can be defined as a phenomenon in which a word or an expression Research Site and Participant from one language is used in a group of words In this study, researcher subject from whose structure belongs to another distinct eleventh grade Senior High School Then.
Holmes in cited Prastyawan The researcher choose the .
suggest that code mixing occurs when subject because students appropriate target the speaker combine their codes randomly or to get their perceptions when they are learn may be because of insufficiency and according English as EFL.
The respondents in this to Kamwangamalu code-mixing as the intra research were students from Senior High sentential use of linguistic units from two or School in Karawang.
The research has get more languages by a bilingual speaker within from nine teen respondents.
the same situation.
The linguistic units referred to here may be morphemes, words, phrases.
Research Instrument clauses, or sentences.
To collect data in this research, the In addition.
Kia.
Bhatia, & Ritchie .
researcher used ways to do collecting data define code-mixing refers to the mixing of with questionnaires through Google English Ideas: Journal of English Language Education Vol.
October 2021 Copyright A 2021 English Ideas Forms that have been shared with the analyzed to have meaning to solve the The possibility to apply a In analyzing the data, the questionnaire is permitted in qualitative research whenever the result is described.
The Observation and interview, data that questionnaire is the list of questions used to find obtained by observation and interview the information which is stated by respondents.
were processed by using the flow model An open questionnaire which gives chance for proposed by Miles and Huberman in cited the respondents to share their opinion through Gani .
they are data collection, data their own sentences (Arikunto, 2.
reduction, data display, and verifying.
Respondents are expected to write down their .
Data reduction ideas in a convenient way.
An open The next step after collecting data is data questionnaire is used when the respondents are The process of data reduction not able to have a chance to meet directly with for this particular research is conducted the researcher.
According to (Riduwan, 2.
, by separating unnecessary data from that there are two benefits of an open The first step of data From the perspective of analysis is reducting data.
The researcher respondents, it makes them free to fill the was compressed the data after it has been answer to the questionnaire.
RespondentsAo The data is data from the result answer is based on the situation that they have of the Google form questionnaire essay.
Then the researcher will check and result On the other hand, an open questionnaire from one by one.
through Google form provides varied data to the .
Data presentation The result is varied data that will be The second step of data analysis is data developed so that they are not only based on presentation aims of data presentation is what has been assumed by the researcher.
The to support the comprehension of the data respondent answers the list of questions based The data presented for this on their experiences with the English teacher at research is explained into a narration of their school while their teacher delivers the the description of the perception of All data was developed by the students, which is explained descriptively in the form of an essay.
The researcher chose them because the researcher in presenting the data analysis result used Collecting Data Procedure In this study, the procedure of collecting the sentences.
data the researcher was giving questionnaire .
Conclusion through Google form as tool to collect data.
The last step is the conclusion in this step According to (Robin & McClurem .
the researcher then concludes the result of Questionnaires generally consist of open- or the analysis after constructing the closed-ended questions, or items that measure concepts related to the research focus.
facts, attitudes, or values.
In this study, the The data was described by using the researcher used a questionnaire to collect the researcher's own sentences.
data regarding studentAos perception toward
RESULTS AND DISCUSSION
using code mixing when their teacher in teaching English at school.
At this research the The Advantage of the Code Mixing researcher find out the data by essay response Used By the Teacher in English Teaching trough Google form.
Learning Process in the Classroom From the aspect, the researcher would like Data Analysis Technique Data obtained from the sample through the to discuss and answer the research question instrument selected by the researcher was used Auwhat are the studentsAo perceptions on code to answer the research problem statement.
mixing in English teaching learning Therefore, the data needs to be studied and process?Ay.
In this research, the researcher English Ideas: Journal of English Language Education Vol.
October 2021 Copyright A 2021 English Ideas focused to describe studentsAo perception on the use and its pluses some of them get new of code mixing in learning English as foreign vocabulary for their English skills.
language at senior high school.
To get the data, the researcher used questionnaire.
Based on collecting The Advantage of the Code Mixing Used data from nine teen students there are three point By the Teacher in English Teaching that explain studentAos perception on code mixing.
Learning Process in the Classroom From the finding regarding which such .
Code mixing is necessary when teacher from data questionnaire studentAos explain the material, .
Code mixing is very helpful to defined new vocabulary and how to pronounce it, perception on code-mixing in English learning .
Code mixing is used for students to understand process at senior high school above, it showed whole of material.
From the result of the data is that the most of student agreed that codemixing help them to understand the material explained bellows:
Code Mixing Is Necessary When Teacher also they are increasing their vocabulary.
They argued that the use of code-mixing in learning Explain The Material Students give their variety response to the use of Code English process is necessary to help them Mixing.
The students mentioned that code mixing understand the English teacher material.
The is necessary when teacher explain the material.
findings show that three main response The data from respondent .
, .
, .
, .
and towards the use of code-mixing in the class .
above are some nine teen studentAos opinion shows that three points of perspective such as:
Code mixing is necessary when the about the necessary of code mixing when the explains the material, in this point, it is English teacher explain their own material.
They opinions that English teacher literally used code explained that the English teacher literally mixing when the teacher give their lesson uses mixed code when the teacher gives an English, because most of students is foreign English lesson because most students are foreign languages.
With this proven by Code Mixing Is Very Helpful To Defined students, it turns out they need more New Vocabulary And How To Pronounce explanation about the learning delivered.
Moreover, students are foreign learners because sometimes they have difficulty In this highlight explained that the usage of code accepting learning without explained through mixing to helping the students got some new mixing languages.
vocabulary and how to pronounce it.
From Code mixing is very helpful for respondent .
, .
, .
, .
, .
, .
, .
, .
, defining new vocabulary and how to and .
above that code mixing gives some pronounce it, then at this point it is explained knowledge indirectly to students.
It helps to that code-mixing helps to add vocabulary and increase their vocabulary and how to pronounce how to pronounce it.
It turns out that in this It turns out that in this way students explore way students explore their own vocabulary their own vocabulary that they have not that they have not understood through the way understand through how the English teacher the English teacher explains the material.
explains the materials.
Because the explanation of the material with Code Mixing Is Used For Students To or without code-mixing allows students to Understand Whole Of Material understand the material, especially to provide Students that the researcher observed agree that use more vocabulary to students.
By playing the code mixing in the class make them understand role of the teacher in delivering material with what English teacher taught.
Because sometimes code-mixing finally, students can understand there are usually many struggle that they feel what the teacher is saying when giving when learning English, with Code mixing they lessons.
can better understand the materials.
Reasons Code mixing is used for students to written from respondent .
, .
, .
, .
, .
, understand the whole material, and this last .
, and .
found that Code mixing very useful point explains that mixing code is very useful for them in understanding the whole of material for them in understanding the whole material.
English Ideas: Journal of English Language Education Vol.
October 2021 Copyright A 2021 English Ideas and some of them get new vocabulary for their Asror.
TeachersAo Explaining English skills.
Mixing codes is considered useful Techniques: Code-Switching And for students because it allows them to practice Code-Mixing In The Classroom .
comprehension learning while acquiring more Semarang: Semarang State From the findings data obtained, some University.
students stated that code-mixing was useful for them to dare to use English in improving their Ayeomoni.
Code - Switching and Code - Mixing: Style of Language speaking skills.
Use in Childhood in Yoruba Speech C Therefore, lest of vocabulary mastery make Nordic Journal of African, them anxious and not confident when the teacher 1, 90-99.
uses English in the classroom.
Teachers, as they deliver the material completely using full English in Cakrawati.
Analysis of Code the classroom, make students difficulty Switching and Code Mixing in the understanding the materials, and students will Teenlit Canting Cantiq.
confuse and rely on each other to understand what the teacher said.
The result of the previous research Cakrawati.
Analysis of Code Switching And Code Mixing in The study from Syafrizal et al .
has conducted the Teenlit Canting Cantiq .
Semarang:
research entitled AuIndonesian TeacherAos Code Diponegoro University.
Switching and Mixing in EFL ContextAy.
The result showed teacher and students agreed that code- Celik.
October .
Teaching switching and code-mixing will facilitate better Vocabulary Through Code-Mixing.
comprehension and be beneficial to help students ELT Journal, 57.
understand their teacher's practice guidance and Claros.
, & Isharyanti.
Code content clarification.
Switching and Code Mixing in Internet Chat.
5, 67-78.
CONCLUSION
From the result of the research based on studentAos perception, through questionnaire Cresswel.
Research Design:
Qualitative.
Quantitative and Mixed research, researcher conclude that the most students Methods Approaches .
th ed.
CA:
prefer their English teacher use code mixing when Sage.
explain the material in the class.
They argue that code mixing necessary, helpful and make their Gani.
Analysing The StudentAos understand English more also they have increase Phonological Errors at The Fourth their vocabulary.
It can be conclude that code Semester of English Education mixing has a way to the teacher to give their Department Tarbiyah and Teaching material clearly.
Science Faculty Alauddin Stat e Islamic University .
REFERENCES