Electronic Theses and Dissertation

Tujuan dari penelitian ini adalah untuk mengetahui alasan guru menggunakan code mixing dalam kelas ELT di SMA Negeri 1 Banda Aceh. Penelitian ini diterapkan sebagai penelitian deskriptif kualitatif. Guru bahasa Inggris dijadikan subjek dan sumber data primer. Dua instrumen digunakan, yaitu observasi dan wawancara. Observasi didasarkan pada alasan Hoffman (2014). Hasil observasi menunjukkan bahwa ada 6 dari 7 alasan guru menggunakan code mixing dalam proses ELT, kecuali mengutip ucapan orang lain. Tiga alasan paling dominan adalah berbicara tentang topik tertentu (66,2%), diikuti oleh interjeksi dan niat untuk memperjelas isi pembicaraan kepada lawan bicara (masing-masing 10,3%). Guru menggunakan code mixing dalam 14 situasi kelas yang berbeda, dua situasi paling dominan adalah menjelaskan materi (41,2%) dan meminta pendapat siswa (23,3%). Hasil wawancara menunjukkan bahwa semua guru berpendapat bahwa penggunaan code mixing dalam proses ELT di kelas itu penting. Code mixing digunakan untuk menciptakan kondisi yang lebih nyaman bagi siswa. Frekuensi penggunaan code mixing tergantung pada kelas/tingkat siswa. Kendala yang dihadapi adalah ketika ada presentasi dari pengawas Dinas Pendidikan dan Kebudayaan, serta bagaimana menyeimbangkan efektivitas penggunaan code mixing di kelas dengan target pencapaian pelajaran, terutama untuk kelas tingkat bawah.

The objective of this study was to find out the teachers’ reasons to use code mixing in ELT class at State Senior High School 1 Banda Aceh. This research is applied as descriptive qualitative research. The English teachers were as subject and sources of primary data. Two instruments were utilized, namely observation and interview. The observation was based on the reasons of Hoffman (2014). The observation results showed there were 6 of the 7 reasons of the teachers to use code mixing in ELT process, except quoting somebody else. The most 3 dominant reasons were talking about a particular topic (66.2%), followed by interjection and intention for clarifying the speech content for interlocutor (each 10.3%). Teachers used code-mixing in 14 different class situations, the most two dominant situations were explaining the material (41.2%) and asking the students’ opinion (23.3%). The result of interview showed all teachers were in the opinion that the use of code-mixing in the ELT process in the classroom was important. Code mixing was used to create a better comfortable condition for the students. The frequent of using code mixing depended on the class/student grade. The struggles were in case the presentation of supervisors from Education and Culture Department, and how to balance the affectivity of code-mix using in the classroom with the target of lesson achievement especially for lower grade class.