An Analysis of the Use of Code Mixing and Code Switching in the Teaching and Learning Process by Teachers in the International Class

Abstract

The aims of this study are to identify the types of code switching and code mixing used by teachers in the learning process in international classes, describe the factors that influence teachers in the use of code switching and code mixing, and analyze the impact of teachers' use of code switching and code mixing on students' understanding of learning materials. This study uses a qualitative descriptive method, with data collection techniques including observation, interviews, and documentation. The research subjects include an 8^th and 9^th grade International Class Program English teacher. The instruments used in this study were interview guidelines and audio recordings. The data analysis techniques in this study were data reduction, data display, conclusion drawing, and verification.The results show that teachers used code-switching and code-mixing that consisted not find tag switching. Meanwhile, in code mixing, 4 utterances insertion, 8 alternation and 4 congruent lexicalization. There were 3 factors that influenced the use of code switching and code mixing by teachers are; talking about particular topics, repetition for clarification, and lack of vocabulary. The use of code switching and code mixing by teachers can help students understand the learning material.