AN ANALYSIS OF CODE MIXING USED BY ENGLISH TEACHER IN TEACHING EFL AT SMPN 3 BATIPUH, TANAH DATAR
Rizkia Permata Putri
English Departement, SKIPT PGRI SUMBAR,rizkiapermata_putri@yahoo.coom Dr. Martin Kustati, M.Pd1), Belinda Analido, M.Pd2)
ABSTRAK
Penelitian ini dilatarbelakangi oleh sulitnya siswa memahami pelajaran Bahasa Inggris. Siswa hanya memiliki sedikit kosa kata sehingga kurang mengerti tentang apa yang dibicarakan guru. Tujuan dari penelitian ini adalah untuk mengidentifikasi tipe dari code mixing yang digunakan guru pada saat mengajar dikelas dan menentukan tipe mana yang paling sering digunakan. penelitian ini adalah penelitian deskriptif dan data diperoleh dari guru Bahasa Inggris yang mengajar di dalam kelas. Guru yang diteliti berjumlah 1 orang. , Teknik pengumpulan data adalah observasi. Sedangkan teknik analisis data adalah observasi transcription and fied note. Dari data yang didapat bahwa partisipan menggunakan code mixing karena dapat membantunya dalam menyampaikan materi kepada siswa.
Ada empat tipe code mixing yang ditemukan pada penelitian yang digunakan guru, yaitu, intra-sentential code mixing, intra-lexical code mixing, intra-word code mixing, and intersentential code mixing. Guru lebih sering menggunakan tipe intra-sentential code mixing sebanyak 93kali.
Key words: Code Mixing, EFL,
INTRODUCTION
Generally there are three languages, namely, first language, second language and foreign language. English is one of compulsory subjects taught to students in Indonesia as a foreign language. Teaching English as a foreign language refers to teaching English to students whose first language is not English. Teaching English as a foreign language is taught from elementary school until college. The goals of teaching EFL in Indonesia are to increase student’s knowledge of foreign languages, make students use English in society, and students can make English as a skill when applying job because English as a international langauge.
Others EFL teachers see value in getting students involved in interacting in English.
Teaching EFL is not easy for the teacher. The teacher can found problem in teaching EFL.
Teaching EFL is one one interaction in the classroom and study that occurred in sociolinguistic. There are two sociolinguistic problems that found in multilingualism, such as code switching and code mixing. Code mixing and switching have been considered as rule-
governed behavior and as a communication strategy as well.
Code switching occurs when a speaker alternates between two or more languages, or language varieties, in the context of a single conversation.
According Iqbal (2011:189) in classrooms, code-switching as a learning resource occurs at different levels. If on one hand there is a switch of grammatical items i.e. verbs, adjectives, and linkers etc., in addition this switch involves registers and technical language.
Meanwhile, code mixing generally happens since the speaker speaks use more than one language. The speakers combine some languages with mother language or traditional language. It is supported by Kim (2006:43-44) code mixing and code switching are widespread phenomena in bilingual communities were speakers use their native tongue (L1) and their second language (L2) in different domains.
However, it is not always the case where each distinct language is exclusively used in one particular domain.
Based on my pre-observation , the teacher mostly uses code mixing because not all of students have same comprehension about English language, not all of students can speak English because English only as a foreign language, thus they only get knowledge about English at school, they have less vocabulary, only a few students who take English course at outside school.
ENGLISH AS FOREIGN LANGUAGE Broughton et al (2003:5), state English as Foreign Language (EFL) is taught in schools, often widely, but it does not play an essential role in national or social life. It means that teaching EFL is very much at school. Subject of EFL is a key lesson as a foreign language in school based on curriculum, because English is the International language in the world.
However teaching EFL does not affect the social life of the society. Teaching EFL does not provide a meaningful role in the lives of ordinary society because teaching EFL only can get at schools.
In summary, Teaching EFL is very important at school because English is the International language, but teaching EFL gives less impact on society because teaching EFL only get in the schools. Many students are just getting this lesson at school. Only some students take English course outside school. Students use English while learning English in the class, it was not all students can communicate using English in the calss. Outside classroom, the students rarely use English when communicating with teacher, friends, and others.
CODE MIXING
The other phenomena related to bilingualism and multilingualism is called code mixing.
According to Cohen et al (2005), code mixing is the change of one language to another within the same utterance or in the same oral/ written text.
It is a common phenomenon in societies in which two or more languages are used. It means that code mixing is changing one language to
other language in one sentence. Code mixing usually is used society in everyday life because society usually uses one or more language at interaction, such as Minangnese, Javanese, Indonesia, and English.
In short, code mixing is changing one language to other language in same sentence without changing meaning from the sentence. Code mixing happen when using words, affixes, phrases, and clause concurrently in a same sentence and using to happen in more than one language.
TYPES OF CODE MIXING
Kustati (2014:177), states many types of code mixing that happen in EFL classroom:
1. Intra-sentential mixing
The order of the phrases or sentences is syntactically remained. The sentences become the subject of intra-sentential mixing and switching which are grammatically correct, meaning the grammatical rules of English are maintained. For example” I think ‘ndak ngarati do bu!’, I have asked my friends”
2. Intra-word code mixing
It occurs within a word, itself, such as at a morpheme boundary. It can be seen in the following examples:” By the way, hari ini who does not come”,” Rina miss. She mengikuti poetry reading competition.”
3. Taq mixing
It is where the language occurs at the phonological level (the switching of either a taq phrase or word, or both, From language-B to language-A), as in the sentence 1 and 2. Example: how can that conceptnya diplementasikan to enhance our language learning?
4. Intersentential mixing
It occurs outside the sentence or the clause level. It can be seen in the
example” we try miss. We only present the example of strategy in our daily life, bukankah begitu yang harus dilakukan, miss?
It means that there are four types of code mixing, intra-sentential switching/mixing, intra-word code switching/mixing, taq-switching/mixing, and intersentential switching/mixing.
RESEARCH METHOD
The design of this research was descriptive qualitative research that describes the phenomenon that happens in the field. The researcher analyzed the use of code mixing used by the English teacher in teaching EFL at SMPN 3 Batipuh. The participant of this research was the English teacher of SMPN 3 Batipuh. SMPN 3 Batipuh has one English teacher. The researcher gets the data in VIII class. The observation started on 1staugust 2015 until 25th august 2015.
The researcher used observation as instrument to analyze about using code mixing by the English teacher. The researcher would use recording tool during observation process. Field notes to help in gathering the data. In the observation process, the researcher came in to the classroom to see how the English teacher at SMP N 3 Batipuh teaching EFL use code mixing as a strategy.
Recording tool was used to make sure that the researcher gets all of information during the samples teaching in the classroom. Field note could facilitate researcher in conducting the data and the last the researcher transcript teacher’s utterance and analysis data by teacher’s utterance.
After collecting the data process, the researcher did analysis toward the data based on the recording voice. The data were analyzed by using observation transcription.
RESULTS
There are fourth types of code mixing is found by researcher. They are;
a) intra-sentential code mixing
This kind of code mixing occurs within a clause or sentence boundary. The
researcher finds the data in context the teacher starting lesson, review material last meeting, explain about material, discussing about material, and giving exercise. The participant gives the students topic about material. For example,
Asking for giving and refusing service atau help. Ok asking for adalah asking for service atau help. Asking for ini meminta, memberi dan menolak jasa dan bantuan.
(Transcript1.1. ISCM time 00.00.18) Based on example above, the participant use one of type’s code mixing is intra-sentential mixing. This kind of code mixing occurs within a clause or sentence boundary. The first example above using code mixing happens in a clausa. Based on example above, it could be seen that there is a description contained in the lower right of the sample, ie Transcript1.1. ISCM line 1 time 00.00.18, it means that teacher utterancence happen at transcribe of data in first meeting, first type, Intra-Sentential Code Mixing and time 00.00.18.
b) intra-lexical code mixing
This kind of code mixing which occurs within a word boundary, this type occurs if utterance of participant use word of English, but mixing with suffix or prefix of Indonesia. For Example,
Can you help me to open the window, please? Ok sekarang jawaban dari si Ratna adalah certainly. Selanjutnya kata Dian thank you. Karena orang mau melakukan apa yang kita minta membantu kita, kalau orang mau
member apa yang kita minta makanya kita mengucapkan thank you. Jawaban dari thank you adalah you are welcome.
Nanti kita akan berdialog seperti ini.
(Transcript1.1. IlCM line 12 time 00.10.53) Based on example above, it could be seen that in first example there is found affix ber- in word dialog “ber-dialog”. It can be seen that at description contained in the lower right of the sample, ie Transcript1.1. ILCM line 12 time 00.10.53, it means that teacher utterancence happen at transcribe of data in first meeting, type of code mixing, Intra-lexical Code Mixing, line 12 time 00.10.53.
This type seldom use by the participant, every meeting the participant uses this types not more than five sentences or utterances.
c) Intra-word code mixing
It occurs within a word, itself, such as at a morpheme boundary, this type occurs in small part compared others types. The researcher is found the data about this type when the participant mixes English and Indonesia in a word. For example,
Aspirin obat sakit kepala
(Transcript1.1 IWCM line 15 time 00.11.48) Based on example above, it could be seen that in first example, the participant mixes English word “aspirin” and Indonesia word “obat sakit kepala. The data happen in transcription 1.1 meeting 1, type of code mixing intra-wowd code mixing, line 15 time 00.11.48, it could be seen at sentence description. This type seldom uses by the participant than others types.
d) Intersentential mixing
It occurs outside the sentence or the clause level. The researcher finds the data in context the teacher starting lesson, review material last meeting, explain about material, discussing about material, and giving exercise. The researcher easier found this type. For example,
Kalimatnya dalah meminta jasa atau meminta pertolongan orang lain. Do you understand about the sentence?”
(Transcript 1.1. line 14 IM time 00.11.39) Based on example above, it could be seen that in first example, the participant mixes English sentence and Indonesia sentence. The data happen in transcription 1.1 meeting 1, type of code mixing intersentential mixing, line 14, time 00.11.39, it could be seen at sentence description.
The result of observation about types of code mixing dominantly used by English teacher that can be seen as follow:
The Most Dominat Types N
o
Types of Code Mixing
Metti ng
Utteran ces
Total of utter ances 1 Intra-
sentential switching/co de mixing
1 2 3 4
18 11 46 18
93
2 Intra-lexical code mixing
1 2 3 4
3 2 0 3
8
4 Intra-word code switching /mixing
1 2 3 4
1 3 3 3
10
5 Intersententi al
switching/m ixing
1 2 3 4
2 5 4 2
13
From the data collected by the researcher, it can be seen at table above, every meeting the teacher was different using code mixing. All of meeting, the participant use dominantly intra-sentential code mixing. The first meeting, the researcher has 18 utterances intra-sentential code mixing.
The second meeting, the researcher has 11 utterances intra-sentential code mixing. The third meeting, the researcher has 46 utterances intra-sentential code mixing. The fourth meeting, the researcher has 18 utterances intra-
sentential code mixing. In third meeting the researcher do not find intra-lexical code mixing, the researcher just find three types of code mixing.
CONCLUSIONS AND SUGGESTIONS This research analyze, about using code mixing by English teacher in teaching EFL at SMP N 3 Batipuh. Code mixing is the change of one language to another language within same utterance. There are fourth types of code mixing, like intra-sentential code mixing, intra-lexical code mixing, intra-word code mixing and intersentential mixing.
Based on research finding, the English teacher at SMP N 3 Batipuh used code mixing in teaching EFL. The teacher uses code mixing in teaching EFL in context starting lesson, review material last meeting, explain about material, discussing about material, and giving exercise. Using code mixing by the teacher in teaching EFL given positive effect to students, because the students could understand about teacher’s utterances. The students can understand about materials which teach by the teacher. Based on the researcher observed, the teacher was helped in using code mixing in teaching and transferring knowledge to the students, because not all of students understand about English, thus, using code mixing could helped when the students studied in the class.
The researcher found fourth types of code mixing used by the teacher in the class. From the fourth types of code mixing, the teacher used dominantly intra-sentential mixing types. The teacher had 93 totals used it.
After doing investigation of this research, the researcher wants insightful suggestion on this case. For the teacher, the teacher can apply code mixing in teaching EFL because using code mixing in teaching can give positive effect. By using code mixing hoped student can understand teacher’s utterance. Not all off students understand about English. Thus, by using code mixing teaching process can run well in the
class. The teacher can become code mixing as a communicative strategy in teaching English to increase student’s comprehension. For the readers, using code mixing can help in communication because not all of people understand about what we are said or our language, especially in mixing English language as a foreign language and Indonesia language as a national language. For the other researcher this research can be used references in doing.
REFERENCES
Broughton, Geoffray et al. 2003. Teaching English as a Foreign Language. 2nd ed.
New York: The Taylor & Francis E- Library.
Cohen, James et al. 2005. ISB4: Proceedings of the 4th International Symposium on Bilingualism. Cascadila Press.
Iqbal, Liagat. 2011. Linguistic Features of Code- Switching: A Study of Urdu English Teachers Classroom Interactions.
Unpublished Ph.D. Scholar, International Islamic University.
Kim, Eunhee. 2006. Reasons and Motivations for Code-Mixing and Code Switching.
Issues in EFL 4 (1).
Kustati, Martin. 2014. An Analysis of Code- Mixing and Code-Switching in EFL Teaching or Cross Cultural Communication Context. 21 (3): 173- 181
