IMPLEMENTATION OF CODE-SWITCHING AND CODE-MIXING TO ENHANCE STUDENTS' SPEAKING PROFICIENCY IN ELEVENTH GRADE OF SMA DARUL ARAFAH BUMIRATU NUBAN. The result of this research shows that the code-switching and code-mixing method has had a positive role in increasing the speaking ability of eleventh grade students of SMA Darul Arafah Bumiratu Nuban. It can be concluded that the use of code-switching and code-mixing method can increase the speaking ability of eleventh grade students of SMA Darul Arafah Bumiratu Nuban.
PENERAPAN METHOD CODE SWITCHING & CODE MIXING FOR UK MENINGKATKAN KEMAMPUAN BERBICARA SISWA KELAS SEBELAS DI SMA DARUL ARAFAH BUMIRATU NUBAN. As a bilingual school, SMA Darul Arafah Bumiratu Nuban also does not use code mixing and code switching in the learning process. The implementation of code mixing and code switching to increase students' speaking skills, the writer hopes to increase students' speaking skills.
Based on the discussion above, the writer would like to conduct a researcher “ The implementation of code-switching and code-mixing increases.
INTRODUCTION
- Background of Study
- Problem Identification
- Problem Limitation
- Problem Formulation
- Objectives of the study
- Benefit of the study
The researcher asks the students to pray before the learning process b. The researcher Check the supervisor list. All group members present in front of the class without a book, but the students can speak with code switching and code mixing. J. This is to know how far the students speak using the Code-switching & code-mixing method.
If from cycle 1, the researcher finds some students who score below the minimum standard, the researcher has completed cycle 2. The researcher does not need to continue to the next cycle if all students pass the minimum standard criteria. The learning process in cycle 2 focused on the weakness of cycle 1. The researcher found that the students' problems were low vocabulary and confused with imagination. However, there was a result of improvement of students' scores after test 1 than the score before the test.
The amount of completed students' scores at pretest After test cycle I and after test cycle II.
REVIEW OF THE RELATED THEORY
The Concept of Speaking Ability
- The concept of speaking
- The concept of speaking ability
In this situation, we can use little interaction with conversational patterns, such as when we give a speech to the audience. Students may take a long time to speak confidently, their English will often contain fewer errors and they will be proud of their speaking skills. Speaking ability is not only based on the time when the students died from long speaking, but it is also based on their area of living to speak English.
Fluency is important because a learner must be able to naturally produce the language that has been presented to him and practiced in different situations. It means that fluency is a form of verbal productive skill that allows the students to practice speaking English naturally according to the context. Mostly effective use of vocabulary for the task with some examples of appropriate.
Some errors in the use of sentence structures and grammatical forms, but these do not interfere with understanding.
The Concept of Code Switchig & Code Mixing
- The Definition of Code Switching
- The Definition of Code Mixing
- Types of Code mixing and code switching
- Factors of Code mixing and code switching
- Implementation Code Mixing and Code Switching in The
- Steps of the implementation Code switching & code mixing
- Advantages & Disadvantage of Code Switching & Code
In bilingual and multilingual situations we will mainly find the phenomenon of code switching. Clyne uses the term code-switching in the sense of the alternative use of two languages either within a sentence or between sentences Clyne uses the term code-switching to refer to the speaker's process of moving from one language to another. Based on definition above, code switching is when a speaker switches between two or more languages (or dialects or varieties of language) in one conversation.
When a bilingual talks to another bilingual, there will be a lot of code mixing and code switching. Implementation Code Mixing and Code Switching in the Classroom In English as a Second Language (ESL) classrooms, the target In English as a Second Language (ESL) classrooms, the target language (TL) becomes both the goal and the means of competence. Illustrating this, Turnbull and Amett identify three macro-functional categories of code-mixing and code-switching in the second language (L2) classroom.
Code-mixing and code-switching as a pedagogical tool in the classroom, notes that teachers switch languages to help students compare and contrast the two language systems. Thus, it is clear that code mixing and code switching serve a number of purposes in the classroom.
Action Hypothesis
RESEARCH METHOD
- The Variable & Oprational Definition of Variable
- Independent Variable (X)
- Dependent variable (Y)
- The Research Setting
- The Subject of the Research
- Research procedure
- Classroom Action Research
- Action plan
- Planning
- Acting
- Observing
- Reflecting
- Data Collection Method
- Test
- Observation
- Documentation
- Field note
- Research Instrument
- Speaking test
- Observation sheet
- Data Analysis Method
- Indicator of success
In order to know the students' performance after the test, the author will also compare between pretest and posttest. This research used action research in the classroom, the purpose of which was to increase the activity of the students and the result of the study in SMA Darul Arafah Bumiratu Nuban. To see the students' speaking ability before implementing the treatment, the researcher conducted the pre-test.
Based on the students' pretest score, only 2 (10%) students passed the standard minimum criteria, which was 75. Score Pretest, Post test I and Post test II students score Nikoli Thales, there is a better score of students after test I than before test.
RESULT OF THE RESEARCH AND INTERPRETATION
Result of The Research
- The Recount of Research Location
Penelitian ini dilakukan di SMA Darul Arafah Bumi Ratu Nuban yang beralamat di Jl. Lintas Sumatera Bumi Ratu Nuban Lampung Tengah.
The Recount of Research Data
- Action and Learning at Pre-Test
- Action and Learning Activity in Cycle 1
- Action and Learning Activity in Cycle 2
The researcher gave a pre-test to the students to see how far the students' speaking ability had progressed before the treatment. In addition, the researcher made an observation sheet consisting of a list of students' names and a list of student activities to be observed during the learning process. The classroom condition was less effective because the collaborator delivered the class to ensure student effectiveness before the researcher conducted classroom research.
After that, the researcher explained the material about hope and desire by mixing and switching codes. In this session, students were more active in following the learning process because they enjoyed following the learning process. Here the researcher was as a teacher and the English teacher as a collaborator who observes the students' activities during the teaching learning process.
The weaknesses in the implementation of the learning process in cycle I were that some students made noisy and still confused with the material that was given, and the students just have a small vocabulary. Based on the above analyses, the researcher concluded that this research should continue in cycle II. It means that the time had passed and the researcher closed the lesson and reminded the students to study again to offer help with code mixing and code switching method.
Then the researcher gave post-test cycle 2 with the similar task on post-test cycle 1 before. There were some observations that had been made such as; observation of the students' activities and observation of the result of the evaluation. Based on the above table, it can be seen that the students' activity is better than before and there was an increase from cycle 1 and cycle 2.
It can be deduced that the learning process went well and the students were active in the classroom than cycle I. It happened that the teacher and the researcher reviewed and improved the teaching and learning process in cycle I in cycle II, the students were also active to take the assignment and test than before.
Interpretation
- The Result of Pre Test
- Action and Learning Result at Cycle I
- Action and Learning Result at Cycle II
- The Result of the Students’ Activity
From the average score of pre-test and post-test 1 above, it can be seen that there was an improvement in students' Speaking Ability. Based on the table and graph above, it could be concluded that there was an improvement in students' activities during the learning process of cycle I and cycle II through the use of the method. This research related to cycle II, the result score and the result activities of the students were achieved the target decided on success indicator 70% of students got minimum score 75.
Based on the result of this research, it is known that more than 70% of the students received the minimum score of 75.
Discussion
Conclusion
Suggestion
- Syllabus
- Lesson Plan of Meeting in Cycle I
- Lesson Plan of Meeting in Cycle II
- Observation Sheet of the Students Activities of Cycle I
- Observation Sheet of the Students Activities of Cycle II
- Teacher’s Observation Sheet of Cycle I
- Teacher’s Observation Sheet of Cycle II
- Instrument of Pre-Test
- Instrument of Post-Test I
- Instrument of Post-Test II
- The Students’ Score in Pre-Test
- The Students’ Score in Post-Test I
- The Students’ Score in Post-Test II
- The Documentation
Menganalisis fungsi sosial, struktur teks dan unsur linguistik dalam ungkapan memberi cadangan dan tawaran, serta respons, mengikut konteks pengguna. Analisis fungsi sosial, struktur teks dan unsur linguistik dalam ungkapan yang menyatakan fikiran dan pendapat, mengikut konteks penggunaannya. Menganalisis fungsi sosial, struktur teks dan unsur linguistik dalam ungkapan harapan dan doa bersayap (luas d), mengikut konteks.
Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciri-ciri interaksi antara harapan dan doa. fungsi sosial, struktur teks, dan unsur kebahasaan). Menyusun teks lisan dan tulis untuk mengungkapkan dan menanggapi ungkapan harapan dan doa, bersayap (extended d) dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks. Analisis fungsi sosial, struktur teks, dan unsur kebahasaan teks undangan resmi menurut konteks penggunaannya 4.4.
Edit undangan resmi dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar. dan tulisan tangan serta hasil cetak jelas dan rapi. Siswa menerima umpan balik dari guru dan teman tentang ciri sosial dan unsur kebahasaan yang disampaikan dalam kerja kelompok. Analisis fungsi sosial, struktur teks, dan unsur kebahasaan teks surat pribadi, sesuai dengan konteks penggunaannya 4.7.
Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks prosedur berbentuk manual dan tips, tergantung konteks penggunanya. Menyunting teks prosedur berupa panduan dan kiat, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks. Analisis fungsi sosial, struktur teks, dan unsur kebahasaan untuk merumuskan dan menyelidiki asumsi ketika muncul situasi.
Dengan bimbingan dan arahan guru, siswa menentukan ciri-ciri kalimat yang menyatakan dan mempertanyakan asumsi (fungsi sosial, struktur teks, dan unsur kebahasaan). Siswa menerima umpan balik dari guru dan teman tentang hasil analisis mereka terhadap fungsi sosial, struktur, dan unsur kebahasaan teks berita. Secara berpasangan, siswa menganalisis beberapa teks biografi yang berfokus pada fungsi, struktur, dan unsur sosial.
Sangat tepat untuk menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dalam hal memberi saran dan tawaran, serta tanggapannya.
