Code switching and code mixing: empirical evidence in novice and professional teachers' classroom talk / Novianti Maria Sahelangi

SUMMARYSahelangi, Novianti Maria. 2019. Code Switching and Code Mixing: Empirical Evidence in the Novice and Professional EFL Teachersâ€™ Classroom Talk. Thesis, Department of English, Faculty of Letters, Universitas Negeri Malang. Advisor: (I) Prof. Dr. Gunadi Harry Sulistyo, M. A., (II) Francisca Maria Ivone, M. A., Ph.D.Keywords: code Switching, code mixing, novice teacher, professional teacher.Code switching and code mixing are common phenomena in which they are used as communication strategies in multilingual community. Code switching and code mixing are language styles that occur in utterances by involving two or more languages. In Indonesia, code switching and code mixing are used in classroom interactions since the teacher and the students use their native language and English which functioned as a foreign language. Therefore, this study attempts to investigate EFL novice and professional teachersâ€™ code switching and mixing in the classroom. This study focuses on the types, frequency and the different frequency of code switching and mixing employed by novice and professional teachers.The research design used in this study is a case study since it aims to describe the important of the phenomena of code switching and code mixing in novice and professional teachers. The subjects involved in this study are novice and professional teachers in SMP Laboratorium Universitas Negeri Malang. Observation was used to novice and professional teachers in the classroom in order to get the data. The data were collected by recording the teachersâ€™ talk during learning and teaching process in the classroom. The recording were transcribed into sentences to be analysed.The results show that there are three types of code switching and code mixing with some combined code of code switching and code mixing that were employed by novice and professional teachers. The results shows that there were three types of code switching used by novice and professional teachers namely tag switching, inter-sentential switching and intra-sentential switching. Inter-sentential switching was frequently occurred in novice and professional teachersâ€™ classroom talk with the percentage (57%) by professional teacher and (54.4%) by novice teacher. There are also three kinds of code mixing used by novice and professional teachers namely intra-sentential mixing, intra-lexical and involving a change of. Intra-sentential mixing was frequently occurred in novice and professional teachersâ€™ utterances with the percentage (94.1%) by professional teacher and (69.2%) by novice teacher. There were also five combined code of code switching and mixing found in this research namely the combination of inter-sentential switching & intra-sentential mixing, inter-sentential switching & intra- sentential switching, intra-sentential switching & intra-sentential mixing, inter-sentential switching & tag switching, intra-sentential switching & intra-sentential mixing. It can be seen from the different frequency of using code switching and mixing that professional teacher did more language codes than novice teacher. Also,both the teachers did more code switching and code mixing in regular class rather than special class.Based on the results, it can be concluded that novice and professional teachers employed various kinds of code switching, mixing and combined code as the communication strategies in order to give better understanding for the students when faced some difficulties in communication. In addition, both of the teachers did more code switching, mixing and combined code in regular class in order to adapt the studentsâ€™ ability. For future researchers, it is suggested to investigate the use of code switching and code mixing in different level of schools. For EFL teachers, it can be beneficial to broaden the knowledge about the various types of code switching and code mixing to be used in the classroom interactions so that the teacher can consider to minimize the frequency of using code switching and code mixing based on the studentsâ€™ needs and ability.