Rafqi Awlia Siddiq, Martin Kustati, Luli Sari Yustina, Teachers’ Code Mixing and Code Swithing...

AL-TA’LIM JOURNAL, 27 (1), 2020, (80-91)

(Print ISSN 1410-7546 Online ISSN 2355-7893)

Available online at http://journal.tarbiyahiainib.ac.id/index.php/attalim

Teachers’ Code Mixing and Code Switching: Insights on

Language Barriers in EFL Classroom
Received: 19thJanuary 2020; Revised: 06thFebruary 2020; Accepted: 25 thFebruary 2020
Permalink/DOI: http://dx.doi.org/10.15548/jt.v27i1.606

Rafqi Awlia Siddiq*) Abstract: This study aims to investigate code mixing and code
Universitas Islam Negeri Imam Bonjol switching used by English teachers in EFL classrooms. There are
Padang, Indonesia. two major focuses in this study; the type of dominant code mixing
E-mail: [email protected] and code switching used by the teachers. A qualitative study was
used where the data were teachers’ language classroom gained by
Martin Kustati observing their classroom practices and utterances obtained through
Universitas Islam Negeri Imam Bonjol in-depth interviews. The result shows that there were three kinds of
Padang, Indonesia code mixing found in teachers’ and students’ utterances in EFL
E-mail [email protected] classroom. They were intra-sentential code mixing, intra-lexical
code mixing, and pronunciation shifting. The study also found that
there were four kinds of code switching found in teachers’ and
Luli Sari Yustina students’ utterances. They were random mixing, English-Indonesian
Universitas Islam Negeri Imam Bonjol translation or vice versa, English precedes Indonesian or vice versa,
Padang, Indonesia. and English sentences precede Indonesian sentences or vice versa. It
E-mail: [email protected] indicated that code mixing and code switching cannot be separated
in English language teaching and learning process. This study has
*) Corresponding Author proved that the English teachers used code mixing and code
switching in teaching speaking in some types.

Keywords: Code-mixing; code-switching; EFL classroom

How to Cite: Siddiq, R., Kustati, M., & Yustina, L.S. (2020). Teachers’ Code Mixing and Code Switching:
Insights on Language Barriers in EFL Classroom. Al-Ta lim Journal, 27(1).
doi:https://doi.org/10.15548/jt.v27i1.606

INTRODUCTION In the educational process, the teachers

Each of the community in the world had many contributions to make the goals in
tries to be able to use the language in their English language and discourse competence
daily communication, including Indonesian came true. Students usually acquired English
people. They should learn the international from their teachers’ utterances and materials.
language as their foreign language. The English teachers taught and asked the
Indonesian government decrees English as students to practice English in their daily
one of the school subjects and compulsory communication. As an ideal classroom
subject should be taught from Junior High discourse is in line with the communicative
school up to University (Coleman, 2011; language teaching principles in which teacher
Hawanti, 2014; Lauder, 2010; Mistar, 2005; must consistently encourage students to
Pratiwi, 2012; Yulia, 2014). It is hoped by communicate (talk, share, and express ideas)
studying English from the early ages, they can in the target language (Little, 2007; Savignon,
master English both written and spoken skills. 2008, 2018; Tanveer, 2007).

80

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 Rafqi Awlia Siddiq, Martin Kustati, Luli Sari Yustina, Teachers’ Code Mixing and Code Swithing... 81

The implication for education is First is inner code-mixing which is derived

presumably that the English teacher needs to from the original language with all its
provide opportunity for students to learn in a variations (formal, standard, informal, non-
way which suits their preferred style of standard). Second is foreign outer code-
learning. According to Atkinson (2000); mixing, which is derived from languages.
Cohen (2010); Dörnyei (2000); Parks & Guay
(2009); Pedersen & Liu (2003), teacher‘s Code switching is the interchangeable
motivation and strategies which are given to used of sentences of two different languages
the students become as the key point to hold which was an ability to switch from one
that process. There are many strategies to language to another language (Baker & Van
proof and floor it into the class. They are the den Bogaerde, 2008; Berent, 2004). Code
teacher's choices. The best choices are the switching can be exploited as part of actual
appropriate strategies that related to the class teaching methodology. The use of code
and whole of the educational rules. switching can be due to a kind of a language
variation found in a society of bilingual or
Teacher‘s decision to switch the multilingual speakers. Bilingual teachers
language is influenced by the cultures commonly used two languages to teach the
(Gabillon, 2012). As the focus of the study to students in the classroom, especially while
Indonesian students who learn English as English teachers were teaching. They
foreign language, they have many cultures. switched between the languages in at least
They also become part of bilingual and three ways; spontaneously, for direct
multilingual society (Bin Tahir, 2015; translation intentionally (Barent, 2004).
Cahyani et al., 2018, 2018; Clyne et al., 2004;
Cohn & Ravindranath, 2014; Hamied, 2012; West Sumatera is well-known as
Kirkpatrick, 2011; Lamb & Coleman, 2008; multilingual society. There were many
Rasman, 2018; Saddhono & Rohmadi, 2014). districts, sub districts, and small areas in this
The phenomenon of code-switching is found province. Each of the area consists of
in bilingual and multilingual society, because different society, cultures and languages.
they are usually required to select a particular When learning English, they attempt to
code whenever they chose to speak, and they change their mind from their Minang
may also switch from one language to another language or their vernacular language into
language (Al-Azami, 2006; Kamiya, 2006; English. In other word, they move from
Wardhaugh, 2011). Minang language into English as a foreign
language. Within this linguistic chain, the
According Wardhaugh (2011), code interferences of first language exist. In short,
mixing is two languages used together by the the language change happens, although the
conversant to the extent that they change from form of the language takes place in
one language into another in the course of syntactical, grammatical or lexical level.
single utterance. According to Ayeomoni Based preliminary observation in Junior
(2006), Baker & Van den Bogaerde (2008), School 14 Padang, many students, teachers,
Bali et al. (2014), Berent (2004), Bernardini as well as the staffs acknowledged that they
& Schlyter (2004), Genesee & Nicoladis experienced with language interferences. In
(2007), Muysken & Muysken (2000), Van the learning process, teachers and students
den Bogaerde & Baker (2005), code-mixing is were taken along with their first language,
a symptom of language usage in which a sometimes used formal language such as
mixing or combination of different variations Indonesia or English, in the same time they
within the same clause mixed into the code used their first language (Hawanti, 2014).
could be called (inner code mixing) if this
phenomenon suggests that elements of the Sociolinguistic approach is relevant to
relatives in language and if the elements did explain the reasons to use code switching in
not interfere it was out (outer code mixing). society. School is a dominant place for a
Code mixing was divided into two categories. society to make an interaction. The members

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82 Volume 27, Number 1, February, 2020, Page 80-91

of school interact to convey ideas, thought teacher prefer to use in teaching speaking and
and sympathy with others. As members of the why the teacher used that kind. The teachers
school, the teachers and the students are in Junior High School 14 Padang switched
possible to switch their language, while they their language based on the condition of the
are communicating each other. teachers themselves and also based on
students’ capability in English.
Code mixing and code switching are not
only a matter of mixing of two particular Based on the observation in the
languages; speakers are also required to preliminary study, majority of the teachers
acquire sophisticated knowledge of both used English to open the class, such as to
languages and cross cultural communication greet the students and have a brainstorming
norms. Therefore, those engage in code session. In learning process, the teachers
mixing and switching were acquire both usually switched the language to Indonesian
languages. Junior High School 14 Padang has and also combine with Minang language in
the classes from seventh to tenth grades that some conditions. The teachers combined
have implemented National Standard School English words or sentences with those of
programs. To encourage learning process, Indonesian, in four ways of code switching,
each of the classes may use some medium regarded as the types of code switching used
such as Projector, Sound systems and also as medium by the teaches in classroom. They
computer. were random mixing, English-Indonesian
translation or vice versa, English precedes
Teaching English as foreign language in Indonesian or vice versa, and also English
some schools was not an easy matter. One of sentences precede Indonesian sentences or
the problems was the used of English as the vice versa. Besides that, there were some
medium of instruction in delivering the kinds of code mixing that usually used by the
materials (Lamb & Coleman, 2014). At the teacher; they were; intra-lexical code mixing,
Pioneering Standard School in which teaching intra-sentential switching/ code mixing, and
and learning process was not yet fully also involving a change pronunciation. The
conducted in English. Therefore, was not use of code mixing and code switching were
using English entirely in delivering the based on some reasons, such as to build the
material in the classroom causes code efficiency of class management, making
switching. jokes, clarifying the speech content, and
increase student’s comprehension and also to
We chose Junior High School 14
explain the lesson.
Padang as an object in the study to determine
how English dominantly used by the English It is usual for non-native EFL teacher to
teachers while they were teaching their used code switching and or code mixing as a
students in the classroom. There were some medium of instruction due to a number of
reasons why we focus on teacher‘s code factors such as inadequate oral ability of the
mixing and code switching in teaching teachers, complexity level of teaching topics,
speaking at Junior High School 14 Padang. curriculum and poor Basic English of the
First reason is whole of the educational students. However it is unusual if the teacher
process successes based on teacher's ways to of good spoken language maximizes if not
speak and persuade students brave to speak always use code switching for most of the
also. Then, the other reason is the students time during instruction.
should master the speaking skill as main
realization of language skill and the Code mixing and code switching
appropriate teacher‘s ways could enhance becomes the factor of “individual
students English speaking skill. preferences” as their reason why teachers of
great oral ability favor to use code mixing and
We paid more attention on which one of code switching during classroom instruction
code mixing and code switching did the like those of lower or inadequate oral ability

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 Rafqi Awlia Siddiq, Martin Kustati, Luli Sari Yustina, Teachers’ Code Mixing and Code Swithing... 83

users of English. In English teaching, the Instruments

teacher always uses the simple words and The data of this study comprised of
sentences to make the students understand three data namely types of code mixing used
and can practice it well. Thus, the aim of the by the teachers, types of code switching used
study is to identify the types of code mixing by the teachers, and also the reasons by the
and switching that mostly used by English teachers who use code mixing and code
teacher at EFL classroom in Secondary switching. The data in this research will be
school. collected through an observation. The
researchers also use record voices.
METHOD
Data Collection
A qualitative research design was used
where the data taken from observation and The data were taken from observations
interview in EFL classroom in form of written and interviews. Observations were done to
or oral forms. In other words, this method is monitor the teachers’ utterances. We recorded
based on the phenomena that evidence had teacher’s utterances in teaching speaking in
been taken from the situation of the object. the classroom. After that, to emphasize the
This design was used to understand the data, researcher interviewed the teachers to
meaning behind certain object or situation. get their opinions why they used code mixing
and code switching.
Participants
Data Analysis
The English teachers become the main
participants of the study because they direct After all of the data were collected,
the teaching activities. In order to investigate researcher analyzed them through the
the use of code mixing and code switching in following steps. Firstly, we listened to the
Junior High School 14 Padang, we choose recorders several times and made a detail
two teachers from many English teachers in script about the utterances (use of code
Junior High School 14 Padang. The teachers mixing and code switching) in teaching
had been teaching English at grade VIII junior activity.
high school 14 Padang for more than 10
years. They mixed and switched codes among Secondly, we differentiated between the
Minang, Indonesian, and English languages. observations data with the interview data.
Then, we analyzed the English teachers’
Research Context utterances related to the types of code mixing
and code switching based on observation data.
The research was held a tight grade of This research was not only to show the
Junior High Schools 14 Padang. There were teachers’ code mixing and code switching, but
72 students involved in the research. We also to seek the meaning behind code mixing
came into the class observe some less on sand and code switching.
teaching activities that were given by the
teachers. Observations were held for three
RESULTS AND DISCUSSION
times. The processes depend on the times of
the subject of the teacher. The interview was The Types of Code Mixing of Teachers
held after the observation was done for two Dominantly in Teaching Speaking at
times. Junior High School 14 Padang

The types of code mixing used by the

English teachers SMP N 14 Padang can be
seen at Table 1 below:

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84 Volume 27, Number 1, February, 2020, Page 80-91

Table 1. Code Mixing in Teachers’ Utterances in Some Contexts of Interactions.

Context Interaction Information

When the teachers asked T: Kita Sekarang Kurtilas, Kan? Intra lexical Code
about the position of S: Yes! mixing
students in curriculum T: Kurtilas itu bagaimana,Student senter atau teacher
senter?
S: Menalar,
T: Student Centerkah atau Teacher Centerkah?
S:Student Center
Teachers asked the T : Berikan satu contoh kata sifat. Intra sentential
students to give an S : Is . . . is switching/ Code
example T : Is itu bukan kata sifat. Is itu adalah to be. Kata sifat itu mixing
contohnya, satu Sad, Lazy. Kemudian kata kerja, Verb.
Kata kerjaapa? Berikan contoh dari kata kerja. Siapa yang
bisa?
When the teachers asked T: Sebagai siapa si penulis itu menamakan dirinya? Intra lexical
about the writer in the S: Sebaga isi My Code mixing
text T: Iya si My
When the teachers was T : Kurtilas itu bagaimana? Student center atau Teacher Intra lexical Code
asking about the adjective center? mixing
in the text T & S :Student center
T : Lai tau?
S : Apo Buk, Siswa lebih aktif.
T : Tolong kamu cari kata Adjectivenya di dalam text itu,
When the teachers was T : Apa To be yang kita pakai? Intra sentential
asking about the verb in S : Am, Is, Are. . . switching/ Code
the text T : Kalau menggunakan Verb, bagaimana? mixing
S : Verb satu, verb two, verb dua
T : Tidak! Dia tidak perlu menggunakan kata kerja bentuk
kedua. Sudah mulai terang?
When the teachers was T : Today, kita akan belajar tentang Present Continuous Intra sentential
asking for the material to Tense. Ada yang tahu apa itu Present Continuous Tense? switching/ Code
be taught S : Ndak Buk! mixing
Teachers was asking for T : kata kerja, kata benda, atau kata apadia? Kemudian Intra sentential
the position word in the studying? Kata benda, kata sifat atau kata kerja? switching/ Code
text S : Kata kerja! mixing
Teachers was telling T : Bagaimana bunyi kalimatnya? Intra sentential
students to complete the S & T: He is watering the flower switching/
task T : Laki-laki itu sedang menyiram bunga. Code mixing
Sweep the floor
S : Menyapu lantai.
T : Iya, She is sweeping the floor. Silahkan lanjutkan sampai
listen to music!
Teachers asked about the T : Termasuk kedalam text apa dia? Kalian sudah Ibu Involving a change
type of text sebutkan Junior High School di SMP text monolog itu. of pronunciation
Descriptive text, Narrative text, Recount text, Procedure.
Nah, Text ini menceritakan tentang rumah.
S : Descriptive text, Buk.

From the table 1, it was found that Intra-Sentential Code Switching/ Code
there were50 utterances where they were Mixing
divided in to nine code mixing happen in the
interactions. Based on the classroom setting It was found that teachers used intra-
above, some types of code mixing were sentential code switching/ mixing while she
salient in teachers’ utterances were provided said “contohnya, satu Sad, Lazy”. This
in the following parts. clause was a combination between English

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 Rafqi Awlia Siddiq, Martin Kustati, Luli Sari Yustina, Teachers’ Code Mixing and Code Swithing... 85

and Indonesian language. At the second Indonesian. Monolog comes from mono and
context, one of teachers said “Today, kita log.
akan belajar tentang Present Continuous
Tense” in Indonesian utterance and also use Among the fifty utterances that are
Indonesian language “hari ini” in English included into the types of code mixing,
utterance. In this conversation there were researcher found 9 utterances of the first-type
English words among Indonesian words or intra sentential switching are 5 utterances
Indonesian word among English Words. with frequency about 56% for the second
There were some different words from type-intra lexical code mixing- there are 3
different codes or language to build this utterances with frequency about 33% and for
clause. the third type-involving a change of
pronunciation. There is 1utterance with
Intra-Lexical Mixing frequency about 11%. Based on the
frequencies above were proved that the
At the third context, we found the teachers disposed use the first type of code
teachers mix the language within the words; mixing used by teacher in teaching speaking
the teachers used this type while they were at Junior High School 14 Padang.
teaching speaking. This type could see in a
word that was consisted of English and 60%
56%
Indonesian Language. The words such as si 50%
My,describkannya, Adjectivenya are some of 40% 33%
the words in this type that were used. 30%
20% 11%
10%
Each of the words above consisted by 0%
two codes, English and followed by
Indonesian word-nya and si. The words above
added by suffix-nya that come from
Indonesian language. In Intra-Lexical Mixing
the two codes have been mixed in a word to
complete sentences.
Graphic 1.The Frequencies of Intra-Sentential Code
Switching/ Code Mixing
Involving a Change of Pronunciation

This type was used when the teachers The Types of Code Switching of Teachers
taught about kind of text. The teachers mixed Dominantly in Teaching Speaking at
the language at phonological level, and mix Junior High School 14 Padang
the modified words. The teachers used words
monolog. Monolog as English word has been The types of code switching used by the
modified and used by mostly people in English teacher at EFL classroom are in the
following.

Table 2. Code Switching in Teachers’ Utterances in Some Contexts of the Interactions.

Context Interaction Information

Teachers explained the part of T: My house is divided into two floors. My house dibagi
the house menjadi dua lantai Random mixing
S: Floors
Teachers asked about T: Do you know adjective? Apakah kalian tahu tentang
adjective adjective? Random mixing
S: Lai buk
T: Bagus
Teachers asked how to make T: How to make omelet? Bagaimana membuat omelet?
something S: Mmmmm. . . (bingung) Random mixing

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86 Volume 27, Number 1, February, 2020, Page 80-91

Teachers explained the T : Everywhere we want, di mana saja kami mau. Kalau
contents of the text mau makan di depan TV boleh, tapi pada hari libur English- Indonesia
mereka kumoul dimeja makan. Siapa becerita disana? translation or vice
S : Writer versa
Teachers explained about the T : My house is divided into two floors, di bagi menjadi
text dua lantai. In down stair dilantai bawah . I have a lot English- Indonesia
of things in inside. Saya memiliki banyak barang translation or vice
didalamnya. Dalam kamarnya, seperti TV kemudian versa
PS3 and many thropies dan banyak tropi, piala. In my
sister bedroom, di kamar saudari saya there is a
computer and the other. …Ada computer and the other
bedrooms are for my parent and my other sister. …di
dua buah kamar lainnya adalah untuk kedua orang
tuaku dan saudariku yang lain. Normally, biasanya
kami makan dimana saja kami inginkan, But on Sunday
kami makan in Dining room, kami makan bersama
diruang makan. I really love my house, saya sangat
mencintai rumah saya. The place were we could share
everything together. Tempat dimana kita bias berbagi
segalanya bersama.
T : Adjective apa
Teachers explained about the T : Mereka sedang bekerja. The boy is having lunch, English- Indonesia
text mereka sedang makan siang. translation or vice
S : Ndak eat makan tu, Buk? versa
Teachers explained the next T : Present Continuous Tense adalah kegiatan yang
material sedang sekarang, contohnya: Anisa is reading a novel English- Indonesia
right now. Anisa sedang membaca sebuah novel translation or vice
sekarang. Contoh lagi: They are studying together. versa
Mereka sedang belajar besama. Contoh lagi: I am
cooking for dinner. Saya sedang masak untuk makan
malam. Dari ketiga contoh ini, kira-kira pola
kalimatnya seperti apa?
S : Subject. . .
Teachers explained the T : Plant berubah menjadi planting. They are planting a
material tree. Mereka sedang menanam sebuah pohon. Lalu, English- Indonesia
laki-laki disebelahnya mengapa? translation or vice
S : Watering the flower. versa
Teachers asked students to T : Bagaimana bunyi kalimatnya? English- Indonesia
give their opinions S & T: He is watering the flower translation or vice
T : Laki-laki itu sedang menyiram bunga. versa
Teachers explained the T : Plant berubah menjadi planting. They are planting a
materials again tree. Mereka sedang menanam sebuah pohon. Lalu, English precedes
laki-laki disebelahnya mengapa? Indonesia or vice
S : Watering the flower. versa

From 50 utterances were found about house dibagi menjadi dua lantai, Apakah
eleven code switching utterances. We just kalian tahu dengan adjective? and
present some of the data. Based on the “Bagaimana membuat omelet? “. There was
classroom setting above, some types of code no part of the sentence as a repetition in a
switching were salient in teachers’ utterances translation form. The teachers also did not
were provided in our analysis below. violate the grammar for each language. This
analysis was also used and valid to the next
Random Mixing context.

We found the teacher combined the

different words within the sentence, the
teacher combines Indonesian language; My

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 Rafqi Awlia Siddiq, Martin Kustati, Luli Sari Yustina, Teachers’ Code Mixing and Code Swithing... 87

English-Indonesian Translation or Vice English Sentences Precede Indonesian

Versa Sentences or Vice Versa
For the next context of classroom For the next context, we did not found
setting researcher found the teachers gave an that. The teacher used the first language to
exercise in the worksheet and help students to explain the idea of the target language. In
practice their daily conversation. The teachers
other words, the different form in this type
used a combination where on English was to conclude the first language. Among
sentence preceded its translation into the ten utterances that were included into the
Indonesian, or vice versa. types of code switching found the first type-
Di mana saja kami mau, this sentence random mixing are three utterances with
was the translation form of the first sentence frequency about 30% (thirty percent). For the
which was in English, Everywhere we want. second type-English-Indonesian translation or
In English-Indonesian Translation or Vice vice versa-were found six utterances with
Versa, the teacher translated the English frequency about 60% (sixty percent).
sentence into Indonesian sentence. It was used The third type English precedes
to emphasize or to strengthen the information Indonesian or vice versa were found 1 (one)
that built in the sentence. utterance with frequency about 10% (ten
This case also could find when the percent), and for the fourth type-English
teachers used a translation in sentence; sentence precede Indonesian sentences or vice
Normally, biasanya kami makan dimana saja versa-were did not found utterance. Based on
kami inginkan, But on Sunday kami makan in the frequencies above were proved that
Dining room, kami makan bersama diruang teachers disposed use random mixing, the first
makan. As usually in this type the speaker type of code switching in teaching in teaching
which was the teacher used the sentence speaking at Junior High School 14 Padang. It
diruang makan to emphasize the first is concluded that the type dominantly of code
information, in Dining room. The teachers switching used by teacher in Junior High
used this second type in code switching School 14 Padang is English Indonesia
except at the last meeting. translation or vice versa.

English Precedes Indonesian or Vice Versa

The English teachers also used different 70% 60%
60%
form of code switching. Researcher found that 50% 30%
40%
there was no part in this sentence which was a 30% 10%
20% 0%
translation to signal a repetition. One of 10% Series 1
0%
teachers said some sentences in Indonesian
language, and continued the sentences used
English; Plant berubah menjadi planting.
They are planting a tree. Mereka sedang
menanam sebuah pohon. An English
sentence precedes an Indonesian sentence or
the other way Indonesian sentence precedes Figure 2. Frequency of English Precedes Indonesian or
an English sentence but for different ideas or Vice Versa
intentions. Researcher found three kinds of code
mixing; intra-sentential switching/code
The types of code switching discussed mixing, intra-lexical code mixing, involving a
above show that the use of code switching change of pronunciation. There were four
performed by the teachers of English in kinds of code switching; random maxing,
classroom setting is for avoiding long pause, English-Indonesian translation or vice versa,
telling the meanings of words, and for easy English precedes Indonesian or vice versa,
understanding on the part of the students.

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 88 Volume 27, Number 1, February, 2020, Page 80-91

and English sentences precede Indonesian the sentences; “Everywhere we want, di mana
sentences or vice versa. saja kami mau. Kalau mau makan di depan
TV boleh, tapi pada hari libur mereka kumoul
The Types of Code Mixing dimeja makan. Siapa becerita disana?” An
English sentence precedes its translation into
An insertion words in different Indonesian.
sentences called as Intra-sentential
switching/code mixing as shown in the English Precedes Indonesian or Vice
teacher’s utterances; ”Today, kita akan Versa, as shown in the sentence; “Plant
belajar tentang Present Continuous Tense.“ berubah menjadi planting. They are planting
The code mixing occurs within a phrase, a a tree. Mereka sedang menanam sebuah
clause or a sentence boundary. The teachers pohon.” An English sentence precedes an
mix to combine their words to give a variation Indonesian sentence but for different ideas or
situation in teaching and learning process. intentions. This type agree with Hoffman’s
types of code switching, Establishing
Intra-lexical code mixing, as shown in Continuity with the Previous Speaker.
the teacher’s utterances; ”Tolong kamu cari
kata Adjectivenya di dalam text itu.” The English Sentences Precede Indonesian
code mixing which occurs within a word Sentences or Vice Versa, more than one
boundary is intra-lexical code mixing. The English sentence precedes more than one
last one is the involving a change of Indonesian sentence. The teachers
pronunciation. The code mixing occurs at the dominantly used the second type of code
phonological level, as when Indonesian switching. Ansar (2017); Muysken &
people say an English word, but monolog it to Muysken (2000) state English Indonesia
Indonesian phonological structure, as shown translation or vice versa is also called Intra
as in the sentence; “apa saja jenis monolog Sentential switching according to Romaine.
teks itu?” Teachers used this second type to confirm the
principle materials or the significant
The finding proved the result of the explanation. To explain the concept well, in
research which conducted by (Adjei & Ewusi- order to help the students to comprehend the
Mensah, 2019; Akhtar et al., 2016; Ansar, materials, he teachers automatically change
2017; Pasaribu, n.d.; Waris, 2012) that the their codes into the first language such in
teacher dominantly used Intra Sentential Indonesian language even in Minang
Switching/ Code Mixing. Indah (2017) language.
classifies it into words insertion, phrase
insertion, repetition insertion, idiom insertion CONCLUSIONS AND
and clause insertion. RECOMMENDATION

The Types of Code Switching The current study shows that there are
several types of code mixing and code
The combination of different words switching found in English teachers’ and
within a sentence is mostly used by the students’ utterances in teaching speaking at
teacher during teaching and learning process. EFL classroom. Those were intra-sentential
The teachers mix up English words with code mixing, intra-lexical code mixing, and
Indonesian words in a sentence randomly, pronunciation shifting. Meanwhile, there were
Random Mixing, as shown in the insertion of four kinds of code switching found in
words in the sentence”My house is divided teachers’ and students’ utterances. They are
into two floors. My house dibagi menjadi dua random mixing, English-Indonesian
lantai.” translation or vice versa, English precedes
Indonesian or vice versa, and English
English Precedes Indonesian or Vice sentences precede Indonesian sentences or
Versa, as shown this situation was shown in vice versa. In short, it is a way to make the

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 Rafqi Awlia Siddiq, Martin Kustati, Luli Sari Yustina, Teachers’ Code Mixing and Code Swithing... 89

communication between teachers and students Atkinson, E. S. (2000). An investigation into

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learning English speaking at EFL classroom, Maintenance in Sign Language
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