Oleh karena itu, guru atau instruktur membutuhkan teknik, strategi atau metode yang tepat untuk mengajar siswa EFL (English Foreign Language). . campur kode dalam pendekatan komunikatif pembelajaran bahasa Peneliti berasumsi bahwa pengajaran dengan campur kode dalam pendekatan komunikatif pembelajaran bahasa adalah salah satu pendekatan pengajaran yang cocok untuk pembelajaran berbicara bahasa Inggris. Karena berkaitan dengan ciri-ciri bahasa; bahwa bahasa adalah budaya, sosial dan adat istiadat.Oleh karena itu, siswa akan terbiasa dengan pencampuran bahasa Inggris secara tidak langsung ke dalam bahasa sehari-hari dalam proses belajar mengajar.Pendekatan ini harus menawarkan solusi dalam mengatasi kesulitan dalam belajar bahasa Inggris, khususnya dalam belajar berbicara bahasa Inggris di SMA N 5 metro.
INTRODUCTIONINTRODUCTION
- Background of the Study
- Problem Identification
- Problem Limitation
- Problem Formulation
Based on the above situation, the author will conduct a study entitled the influence of the use of code-mixing in the communicative language teaching (CLT) approach on the speaking skills of the students in the tenth graders of SMA N 5 metro in the academic year 2015/2016 . From the problem identification above, the writer focuses on the influence of the use of code mixing in the communicative language teaching (CLT) approach on the speaking skills of the students in the tenth graders of SMA N 5 Metro in the academic year 2015/2016.
REVIEW OF THE RELATED THEORIES
Theoretical Review
- Language features
- Mental/ social processing
Then the students present their notes in front of the class and the teacher measures them. The writer concludes this in order to measure the students' speaking performance; the teacher can use the types of speaking performance test. On this scale, the teacher looks for evidence about the students. the ability to express ideas and opinions in coherent, connected speech.
In addition, the mixed language will strengthen the solidarity between the teacher and the students. According to Breen and Candlin in the article "Essentials of Communicative Curriculum in Language Teaching", there are two main rules of the teacher in CLT classrooms. C Richard and Theodore b. Rodgers, Approaches and Methods, p.81. . the communication process between all students in the class and between students and different types of activities and texts.
Theoretical Framework and Paradigm 1. Theoretical Framework
- Paradigm
Since the importance in communicative language teaching is on the process of communication rather than the mastery of language forms, there are different roles of learners in the classroom. Based on the problem above, the researcher assumes that teaching using code-mixing in communicative language teaching approach (CLT) is a good choice to solve the problem above. Because the mastery of language mainly speaking needs more exercises to make the pupils used to speak English in real daily communication.
It is related to the principle of Communicative Language Teaching (CLT) approach which encourages students to converse in real time and situation.
Hypotheses formulation
Based on the above statement, it can be understood that a hypothesis can be precisely defined as a tentative proposition proposed as a solution to a problem or as an explanation of certain phenomena. Ha : There is a positive and significant impact of using code-mixing in the Communicative Language Teaching (CLT) approach on students' speaking performance in SMA N 5 METRO tenth graders in the academic year 2015/2016. Ho: There is no positive and significant effect of using code-mixing in communicative language teaching (CLT) approach on students' speaking performance in tenth graders of SMA N 5 Metroin in academic year 2015/2016.
There is a positive and significant influence of the use of codemix in the Communicative Language Teaching Approach (CLTA) on the speaking performance of the students in the tenth graders of SMA N 5 METRO in the academic year 2015/2016.
Research Design
According to Daniel, experimental designs are known as the 'scientific method' because of their popularity in the scientific research from which they originated.31 This research involved two variables; they were an independent variable (X) and a dependent variable (Y). The independent variable (X) used code mixing in the communicative language teaching (CLT) approach and the dependent variable (Y) was speaking performance. While conducting the research, the writer will use the pre-experimental design with a pre-test and post-test group.
The pre-test had been given before the experimental treatment and the post-test had been carried out after the experimental treatments.
Population Sample and Sampling Technique 1. Population
- Sampling Technique
This research aimed to investigate whether the use of code-mixing in communicative language teaching had a positive and significant impact on the speaking performance of students in the tenth grade of SMA N 5 in the academic year 2015/2016. Daniel Muijs defines that the population is the group that wants to generalize your discovery.32 Moreover, the population of this research is the tenth grade students of SMA N 5 Metro in the academic year 2015/2016. From the table above, the population consists of 8 classes where the total number of tenth grade students is 254 students.
It is class X6 as a trial class, consisting of thirty-three (33) students of SMA N 5 Metro in the academic year 2015/2016.
The Operational Definition of Variables
- Independent Variables
- Dependent Variable
Students can acquire new vocabulary from the speech of the teacher and other students. Students will traditionally use code mixing in English and everyday language in everyday live communication. You may find them labeled in the literature as outcome, effect, criterion, or consequence variables.37 The dependent variable of this research is speaking ability (Y).
Pronunciation is how students produce clearer language when they speak, how sounds and patterns change in a language.
Data Collection Method
- Test
- Documentation
- Observation
To know the students' speaking performance before treatment, researcher had used pretest to get an information or data. The post-test had been given in the last meeting after treatment to find out if there was a positive and significant influence of the use of code-mixing in the communicative language teaching (CLT) approach on the students' speaking performance of the tenth graders in SMA. N 5 subway in the academic year 2015/2016. The writer used the English teacher's documentation, who has competencies in it, to collect the data in which you can measure the students' speaking performance in the tenth grades at SMA N 5 metro in the academic year 2015/2016.
So the author hypothesized that by using code mixing in the communicative language teaching (CLT) approach would help the students to solve the problem faced by the students.
Research Instrument
- Instrument Blueprint
- Instrument Calibration
Content validity refers to whether the content of the manifest variable is right to measure the talent concept that the author is trying to measure.41. The researcher used content validity so that the instrument has a good quality and the instrument would be relevant to the focus of the research. Therefore, the researcher used content validity based on the curriculum and materials of the tenth graders of SMA N 5 metro in academic year.
Data analysis Technique
- Research Data
- The Normality of Experimental Class of Pre Test
- List of Experimental Class post Test score
- The normality of experimental class of post –test
As the government has slowed down the metro, the metro will be designed as an educational city, so the government plans to develop the quality of schools and also build many new schools in the metro. Data on the education of teachers and staff of GSM N 5 academic year 2015/2016 can be seen from this table as follows. From the frequency distribution table above, the data would be included in the table frequency observation to obtain the normality of the pretest result.
From the table frequency distribution above, the data will be added to the frequency observation of the table to get the normality of the score for the post test.
Hypothesis Testing
Because t count> t table means that there is a significant difference between the pre-test and post-test in the experimental class. Thus, we can conclude that Ho was rejected because the t number was higher than the critical score on the t table (2.51 > 1.67). Based on the result, it can be hypothesized in this research that there is a significant difference in the speaking score between the pre-test and the post-test in the experimental class (X.6) which was taught using code-mixing in the communicative approach of language teaching. .
Discussion
The result of this examination was obtained, the mean score of the pre-test was 67,303, which was lower than the result of the post-test was 72,424. The pretest mean score was 67,303 and the (Sd) standard deviation was 9,184. Teaching speaking in an experimental classroom using codemix on the communicative approach to language teaching can encourage the students to become more active and will be used to speak English in their daily activities. The result of the mean score of the post-test shows that there was a difference with the score of the pre-test.
So this means that there was a big difference from the speaking achievement result of the students who learned speaking using code mixing in communicative language teaching approach.
Limitations
When the same survey is conducted at another school, it is still possible that they will obtain a different result. Considering all these limitations, more researches on teaching speaking with the same or other method had to be done.
Conclusions
In the academic year 2015/2016, the use of code-mixing in the communicative language teaching (CLT) approach has a significant effect on the speaking performance of students at SMA N 5 Metro. The use of code-mixing in the Communicative Language Teaching Approach (CLTA) contributed to a positive effect on students' participation in the lesson, because by using code-mixing in the Communicative Language Teaching Approach (CLT), the teacher created an approach that can arouse the students' interest. For example, students will actively speak English because by code mixing English and Indonesian, real communication is created between the whole hole of students in the class.
The use of Code-mixing in the Communicative Language Teaching (CLT) approach can affect the student's performance in speaking performance as shown by the result of pre-test and post-test speaking in the tenth graders of SMA N 5 Metro in academic year of 2015/2016.
Suggestions
The researcher suggests that the English teacher in general and SMA N 5 Metro in particular apply the use of code mixing in the communicative language teaching approach (CLT) in their teaching because it can improve students' speaking performance. The researcher suggests that it is better for the teacher who uses or will use code mixing in the communicative language teaching approach (CLTA) to always speak English or mix the language in teaching and learning process. The researcher also suggests that the teacher who uses or will use code-mixing in the communicative language teaching (CLT) approach in the process of Teaching and Learning to create the material as interesting as possible, since interesting material can easily attract the students' attention and arise their participation in asking or even in giving orders.
FurrakH Abbas et al., Code mixing as a communicative strategy among university level students in Pakistan.
