RESEARCHRESULTRESEARCHRESULTttt PPT.pptx

RESEARCH RESULT

1. AN ANALYSIS OF CODE SWITCHING AND CODE MIXING STRATEGY IN ENGLISH CLASSROOM INTERACTION OF THE ELEVENTH GRADE STUDENTS AT MADANI SENIOR HIGH SCHOOL PALU   Maria Herlina A 12220015 ENGLISH EDUCATION STUDY PROGRAM POSTGRADUATE PROGRAM FACULTY OF TEACHER TRAINING AND EDUCATION TADULAKO UNIERSITY 2024 Chapter V Chapter II Chapter III Chapter IV Chapter I

2. Chapter I Chapter II Chapter III INTRODUCTION Background 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.   English Classroom Interaction Interactive teaching language in which the process of communication between teachers and students and between students and students. In this process, students gain knowledge and exercise their abilities. Code Switching Code-switching, process of shifting from one linguistic code (a language or dialect) to another, depending on the social context or conversational setting.   Code Mixing Speakers

3. Chapter I Chapter II Chapter III INTRODUCTION Problem Statement What types of code-switching and code mixing do the English teacher and the students use in English classroom interaction? 2. What factors make the teacher and the students use code- switching and code mixing ?

4. Chapter I Chapter II Chapter III INTRODUCTION Objective of the Research To expose and to describe the kinds of code switching and code mixing teachers and students use in the classroom interaction. 2. To describe factors make teacher and students use code switching and code mixing.

5. Chapter I Chapter II Chapter III Practically, the findings of the research is expected to provide information relates to the advantage of the implementation of code switching and code mixing strategy in the classroom interaction of English teaching process. It will be a useful reference for the English teachers to make English classroom alive, meaningful interaction, reciprocal, and communicative response from the students. Theoretically, as a new finding of the research, the implementation of code switching and code mixing strategy in the English classroom interaction is expected to provide reference for the impending researchers in order enrich the researchers with new knowledge relates to the bilingual issues. Moreover, the findings will contribute favorable information for those are interested in analyzing the communicative interaction in the teaching of English. INTRODUCTION Significance of the Research

6. Chapter I Chapter II Chapter III PREVIOUS STUDIES Hasan Abu - Krooz (2019) in his findings relates to code switching and code mixing in which that it suggests employing certain language(s) in communicating with each other reflects several important vital factors. Code switching and code mixing in an English classroom interaction is one of the ways to empower the students with good understanding at control their choice of language at any given situation. to the target language used in the classroom interaction. Arlan , Zalili Sailan , and Asrun Lio (2019), entitled “ Code-Switching And Code-Mixing In English Language Teaching And Learning” evolved that “the positive impact of the use of code-switching and code mixing in English language learning is to facilitate students in understanding the information conveyed by the teacher” Alejandro Brice (2000) found that code switching and code mixing occurred with relatively high frequency even in the environment English was stated to be the language of instruction. Code switching and code mixing is employed to empower the students with sufficient understanding to the target language.

7. Chapter I Chapter II Chapter III FRAMEWORK SOCIOLINGUISTIC STUDENTS BILINGUAL MULTILINGUAL TEACHER CODE SWITCHING & CODE MIXING KNOWLEDGE COMPETENCE LANGUAGE COMPETENCE LANGUAGE SKILLS COMMUCATION SKILL BOTTOM UP TOP DOWN

8. Chapter I Chapter II Chapter III RESEARCH METHOD Research Design Descriptive Qualitative Research Phenomenological Research

9. Chapter I Chapter II Chapter III RESEARCH METHOD The Subject of The Research SUBJECT The 3 English Teachers and the 90 eleventh grade students of SMA Negeri Model Terpadu Madani Palu

10. Chapter I Chapter II Chapter III RESEARCH METHOD Research Instrument 2 1 3 4 Observation Documentation Questionnaire/ Interview Field Notes

11. Chapter I Chapter II Chapter III RESEARCH METHOD Technique of Data Collection 1 3 2 4 Observation The teachers’ teaching strategy Types of CS and CM the teachers implement in the classroom interaction The students’ classroom participation performance Questionnaire / Interview Teacher’s Teaching concept and procedure Students’ motivation Documentation - Recorder a. Teaching and learning activities b. Students’ classroom interaction Field Notes All activities of research sequence RESEARCH METHOD Observation The teachers’ teaching strategy Types of CS and CM the teachers implement in the classroom interaction The students’ classroom participation performance

12. Chapter I Chapter II Chapter III RESEARCH METHOD Data Analysis Adapted from Matthew B. Miles and Michael Huberman (1994) 4)

13. Chapter I Chapter II It was identifiable that there are six types of Code switching and code mixing the teacher and the students tend to use during classroom interaction as it is shown by the graphic below: RESEARCH METHOD Findings Findings and Discussion Chapter IV Chapter II Chapter III

14. Chapter I Chapter II RESEARCH METHOD Technique of Data Collection Findings and Discussion Chapter IV Chapter II Chapter III Meanwhile, the frequency of the teacher’s and students’ tendency to use those kinds of code switching and code mixing is described in the following table (Table 4.2)

15. Chapter I Chapter II The frequency and the percentage kinds of code switching and code mixing the teacher and the students tend to utter during classroom interaction. Code Switching: Inter sentential switching 5 utterances = 8% Intra sentential witching 1 utterance = 2% Tag switching 6 utterances = 10% Code Mixing Intra sentencial dode mixing 24 utterances = 40% Intra lexical code mixing 17 = 28% 3. Involving a change of pronunciation 7 utterances = 12% RESEARCH METHOD Findings and Discussion Findings and Discussion Chapter IV Chapter II Chapter III

16. Chapter I Chapter II Example of the teacher and students utterances in using code switching and code mixing Code switching Inter sentential switching: How about your sentence? Berapa kata dalam kalimatmu? Do you have more questions? Ada lagi yang mau bertanya? Anak-anak, have you finished? Siapa yang sudah selesai?   Intra sentential witching 1 utterance Sudah bagus kalimatmu ini, cuma tidak ada connector. Tag switching 6 utterances Kamorang understand , kah? Boleh kita tulis experience-nya orang lain, kan ? Berarti first paragraph –nya setting-nya yah? RESEARCH METHOD Findings and Discussion Findings and Discussion Chapter IV Chapter II Chapter III

17. Chapter I Chapter II Code Mixing 1. Intra sentencial dode mixing Maam, Adi punya question dia bilang. Anak-anak, have you finished? Siapa yang sudah selesai? Ma’am, I haven’t finished . Boleh jadi PR? Pake went kan, bukan go ? 2. Intra lexical code mixing Ma’am, experience - nya di buat berapa kalimat? Boleh borrow eraser - mu? Berarti first paragraph –nya setting-nya yah? 3. Involving a change of pronunciation Event-nya dikasih beda-beda paragraph ? Sudah bagus kalimatmu ini, Cuma tidak ada connector . RESEARCH METHOD Findings and Discussion Findings and Discussion Chapter IV Chapter II Chapter III

18. Chapter I Chapter II The Result of Interview Student 2 : In my opinion, code switching and code mixing are the use of more than one language . For example English to Indonesian, or Indonesian to the local language like kailinese. The students use code switching and code mixing because we have limit vocabulary words in English I think. So, we mix the language to speak.   Student 8 : For me, code switching and code mixing are the use of languages that can be switched or mixed. For instance English to Indonesian or Indonesian to English. There are some factors why the students do it because they don’t know the English words or they want to clarify or emphasize the statement that they say.   Based on the result of analysis from throughout students’ responses to the questions; it can be stated that the students realized that the code switching and code mixing help them to communicate idea in the classroom interaction by switching from one to another language. RESEARCH METHOD Findings and Discussion Findings and Discussion Chapter IV Chapter II Chapter III

19. Chapter I Chapter II CONCLUSION: There are three types of code switching and three types of code mixing used by the teacher and the the students namely inter sentencial switching, intra sentencial switching, tag switching, intra sentencial code mixing, intra lexical code mixing, and involving a change of pronunciation. The highest type used by the teacher and the students is intra sentencial code mixing with 4 %, the second is intra lexical code mixing with 28 %, the third is involving a change of pronunciation with 1 2 %, the fourth type is tag switching with 10%, the fifth type is inter sentencial switching with 8% , and the lowest one is intra sentencial switching with 2%.  There are three factors that make the teacher and the students use code switching and code mixing in the classroom interaction , namely speaker related factor , speech situation factor and pedagogical purposed . Conclusion Chapter II Chapter III Chapter V Chapter IV

20. Thankyou Chapter I Chapter II Chapter III Chapter V Chapter IV