CHAPTER I

INTRODUCTION

1.1 Background

At the moment, there are significant numbers of people who master more

than one language. The language which is usually mastered well by people is their

mother tongue or native. According to Muin (2012), people who use two or more

languages are called bilingual or multilingual. Bilingual means when people or

certain communities use two languages when they are communicating. According

to Skutnabb-Kangas as cited in Mokibelo (2015), the bilingual speakers have the

ability of mastering and use two languages in daily communication. On the other

hand, multilingual is the act of using more than two languages by certain

individuals or communities. Bilingual or multilingual also happen in Indonesia. In

Indonesia, people usually master their mother tongue as their first language;

meanwhile, some people who experience in education must be able to speak

Bahasa Indonesia as the national language. Briefly, it can be said that many

people in Indonesia normally use two languages in their daily life or it can be said

that Indonesian people are bilingual speakers.

Besides mastering their mother tongue and second language, Indonesian

people highly considered to be able to master foreign language especially English

due to curriculum. According to Roux (2014), English has become the most

dominant language in many aspects such as technology, business, sciences, and

academic. It means that everyone needs to learn this language in order to survive

in the era of globalization and to communicate with other people all over the

world.

1
 English is a foreign language that is taught from elementary school to

university level. It is stated in Peraturan Menteri Pendidikan dan Kebudayaan No.

68 2013, English is a main lesson in Curriculum for Junior High School level in

Indonesia. Foreign language learning refers to the learning of non-native language

outside of the environment where it is commonly spoken. In the process of

learning English, students are expected to be able to master English in four skills

namely; reading, writing, speaking and listening.

Due to the existence of bilingual or multilingual phenomenon in

Indonesian society, people sometimes produce certain codes. The meaning of

code here is variety of language or it is the choice of the words in communication.

There are two types of codes, namely code mixing and code switching. With the

use of two or more languages in Indonesian society, the use of code mixing is

common when they communicate. Muysken (2000) stated that code mixing as all

cases where lexical items and grammatical features from two languages appear in

one sentence without changing the topic of conversation.

In the English language learning class, many teachers use code mixing in

explaining the materials. These are caused by several factors, for example students

who lack mastering of vocabulary in English and avoid being ambiguous in

explaining the materials. The main important reason why the teachers use code

mixing in English language learning class is to achieve teaching English goals. It

is in line with the study conducted by Prastyawan, R. E (2012) entitled “Code

Mixing and Code Switching Used by Teachers in SMAN 16 Surabaya” has

showed that there are two kinds of code mixing occurring in the class activity,

they are: word type and phrase type and the commonly reason of the teacher used

2
code mixing is the students did not understand well when the teacher did not mix

their language (Indonesian-English) in teaching and learning process.

Based on the researcher’s learning experiences at SMA N 5 Kota

Bengkulu, many students are not aware of the existence of code mixing

phenomenon. Besides, the students also have not mastered a lot of English

vocabulary if their teachers explain the materials in English fully. In this case, the

teachers sometimes use more than one language when they are teaching the

materials. The teachers mix English and Bahasa Indonesia.

From the study conducted by Ramadhaniarti (2017) entitled Code Mixing

in English Classes of SMP N 14 Kota Bengkulu: Views from the teachers, found

that teachers used inter-sentential code mixing more frequently than intra-

sentential code mixing. It is also found that all of the teachers used code mixing in

pre-activity, while activity and post-activity of teaching and learning process in

their English classes. Another study related to the study of code mixing is

conducted in a debate activity at SMA N 2 Kota Bengkulu by Zetri (2018). This

study found that there were two types of code mixing applied by the students in

debate activities. The type of code mixing appeared were insertion of word code

mixing (56,6%) and insertion of phrase code mixing (43.3%).

The researcher wants to investigate about the types of code mixing and the

reasons of the teachers in using code mixing in English language learning class at

SMA N 5 Kota Bengkulu based on the theory of Hoffman (1991). Furthermore,

the researcher wants to investigate about students’ perception of code mixing used

by the teachers. Considering the code mixing phenomenon that often happen in

3
English language learning class, the researcher wants to conduct the research

entitled “Code Mixing in English language learning class”.

1.2 Statement of the problem

Based on the background, the teachers at SMA N 5 Kota Bengkulu

sometimes use code mixing in English language learning class. One thing that

makes teachers mix Bahasa Indonesia and English when they are teaching English

because many students do not have enough knowledge if the teachers explain the

lesson in English. The major problem which will be investigated in this research

are; types of code mixing used by the teachers, the reasons of the teacher in using

code mixing in English language learning class, and the students’ perceptions of

code mixing used by the teacher in English language learning class.

1.3 Research Questions

1. What are the types of code mixing used by the teachers in English

language learning class?

2. What are the reasons of using code mixing in English language learning

class?

3. What are the students’ perceptions of code mixing used by the teachers in

English language learning class?

1.4 Research Objectives

1. To find out the types of code mixing used in English language learning

class.

2. To find out the reasons of using code mixing in English language learning

class.

4
 3. To describe the students’ perceptions of code mixing used by the teacher

in English language learning class.

1.5 Limitation of the Problem

The researcher focuses on two terms:

1. The participants will be English teachers who teach in the first grade at

SMA N 5 Kota Bengkulu.

2. The research focuses on the code mixing phenomenon in English

language learning class.

3. The research focuses on the students’ perceptions of code mixing used

by the teacher in English language learning class.

1.6 Significances of the Research

This study is expected to give some benefits in both practical and

theoretical contribution, such as:

1. Theoretically

This study is expected to give contribution for the English education,

especially related to the use of code mixing in English language

learning class.

2. Practically

a. The teacher

The teacher can recognize the types of code mixing.

b. The students

The students can realize that actually English has become a

common language nowadays which is often used in English

language learning by mixing Bahasa Indonesia and English.

5
 c. Future researchers

This research is expected to be one of the references for the future

researchers with the same topic.

1.7 Definition of Key Terms

To avoid misunderstanding in the way to understand this research, the

researcher provides definition key terms which are often found in this research, as

follows:

1. Bilingual/Multilingual

Bilingual means when people or a certain community uses two

languages when they are speaking or communicating. Multilingual is

the act of using more than two languages used by certain individuals or

communities.

2. Code mixing

Code mixing is the use of language units from one language to

another to expand the style of language or variety of languages. In

short, code mixing is the mixing of two or more languages in oral or

written communication.

3. English language learning

English language learning is generally defined as developing the

ability to communicate in the foreign language.

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 CHAPTER II

LITERATURE REVIEW

2.1 Multilingualism and Bilingualism

In general, bilingualism is the ability of using two languages by the speaker

in interaction to each other. Spolsky (1998) defines bilingual as a person who has

some functional ability in the second language. On the other hand, Hamers &

Blanc (1989) define bilingualism as the state of a linguistic community in which

two languages are in contact with the result that two codes can be used in the

same interaction and that a number of individuals are bilingual. It can be said that

bilingualism is the ability to use or to understand two languages by someone.

Usually, bilingual person masters their national language and their mother

tongues.

Multilingualism is the ability of using more than two languages in

communication. According to McArthur as cited in Aronin & Hufeisen (2009), a

multilingual person is a person who has the ability to use three or more languages,

either separately or in various degrees of code mixing, different languages are

used for different purposes, competence in each varying according to such factors

as register, occupation, and education.

2.2 Code

People use codes as symbols to explain or convey their ideas in order to be

more understandable by a receiver while they make an exchange. Wardhaugh

(1986) states that the term ‘code’ can be used to refer to any of system that two or

more people employ for communication. In this case a code is the particular

language one chooses to use on any occasion, a system used for communication

7
between two or more parties. When two or more people communicate with each

other in speech, we can call the system of communication that they employ a

code. Consequently, people are usually required to select a particular code

whenever they choose to speak, and they may also decide to switch from one code

to another or to mix codes, sometimes in very short utterances and it means to

create a code. Kridaklasana (1993) says that “code” is:

1. A symbol as a system expression that is used to describe a certain

meaning. Human being’s language is a kind of code.

2. A language system in a community.

3. A certain variation in a language.

Code is used in certain of society when the people interact to one another.

Language is also one of the variations of code. The difference between

monolingual speakers and bilingual speakers is that the monolingual speakers are

not able to speak in another language because they only master their native

language. Meanwhile, it is very possible for bilingual speakers to speak in several

languages in the written or oral communication because they master more than

one language. Furthermore, they are also able change the small parts of the

utterances from such as words and phrases in different language. However, they

also can change the whole utterances in other language.

2.3 Code Switching

Code switching is a phenomenon which almost occurs in every place in

which there is bilingual society. Code switching occurs when the speaker shift

from one language to another or when the speaker switches from one code to

another. For example: “people here get divorced too easily. Like exchanging

8
faulty goods. In China it’s not same. Jia gou sui ji.” (If you have married a dog,

you follow a dog. If you have married a chicken, you follow a chicken) (Holmes,

2000).

In line with Meisel (1994), code switching is the ability to select the

language according to the interlocutor, the situational context, the topic of

conversation, and so forth, and to change languages within an interaction a

sequence in accordance with sociolinguistic rules and without violating specific

grammatical constraints.

2.4 Code Mixing

Code mixing is the mixing of two languages or more languages in

communication. Today, mixing two languages or more languages often used in

communication. This can occur for various reasons, for examples as a need for

communication between two people or other specific purpose. Some work defines

code mixing as the placing or mixing of various linguistic units such as, affixes,

words, phrases, and clauses from two different grammatical systems within the

same sentence and speech context. According to Nababan (1993), code mixing

means the mixing of two languages in the same topic. It means that the people can

mix their languages in when they are communicating whether in written or oral

communication.

Furthermore, Nababan as cited in Suandi (2014) clarifies that code mixing

is not limited by the situations, but it is just like the habits that everyone has. In

other word, code mixing is more relax and informal. In order to make the

explanation clearer, there is an example which is taken from Dewi and Ekalaya

(2015), “Gaji dia orang di factory lama lebih banyak dari sini!”.

9
 Hoffman (1991) provides an example about English-Spanish code mixing

and code switching in order to make the explanation clearer. “I started acting real

curiosa (strange), you know. I started going like this. Y luego decia (and then I

said), look at the smoke coming out of my fingers, like that. And then me dijo (he

said to me), stop acting silly”. Through this example, it shows that there is one

code mix and two code switches. Code mixing can occur only within the sentence

or it is called intra-sentential. Besides, the insertion of another language does not

change the grammar of the first language used.

2.5 Types of Code Mixing

In this research, the researcher will apply the theory proposed by Hoffman

(1991) in order to find out the types and the reasons of code mixing in English

language learning class. There are three types of code mixing according to

Hoffman (1991), namely intra-sentential, intra-lexical, and the involvement in a

change of pronunciation. The further explanation will be presented below:

a. Intra-sentential Code Mixing

Intra-sentential can be found both in code mixing and code switching. This

type means that the occurrence of code mixing is within a sentence boundary.

Intra-sentential code mixing is also related to syntax, for it occurs in the form of

words or phrases. An example is provided by Valdes Fallis (1982) as cited in

Hoffman (1991) to make the explanation clearer. The example is an English-

Spanish code mixing, “And all of a sudden, I started acting real curiosa (strange),

you know”. The word “curiosa” which means “strange” is added within the

sentence.

10
b. Intra-lexical Code Mixing

This type means that the occurrence of code mixing is in the word

boundary. It is also related to morphology, as code mixing deals with one of the

aspects of morphology, it is the change of lexical category of the words in the

sentences. The change of lexical can be affixes. In this type, the position of the

affixes is either in the initial or in the final position of the words. An example is

given by Dewi and Ekalaya (2015) in the word “kuenjoy”. It is an English word

“Enjoy” which is added by a Swahili prefix (ku) and the prefix (ku-) means “to”.

c. Involvement in a Change of Pronunciation

This type of code mixing is related to phonology, as code mixing deals

with the pronunciation. According to Hoffman (1991), it happens when the

speaker of a language change the pronunciation patterns. The example of the

involvement in a change of pronunciation can be seen in the way Indonesian

society pronounces the words. Furthermore, the example of this type is given by

Dewi and Ekalaya (2015). In the word “strawberry” becomes “stroberi”. It shows

that people modify the pronunciation of English into Indonesian phonological

structure. Therefore, the pronunciation changes and gets easier for the speakers to

pronounce.

2.6 Possible Reasons of Code Mixing

According to Hoffman (1991), there are seven possible reasons of code

mixing, namely talking about particular topic, quoting somebody else, being

emphatic about something, interjection, repetition used for clarification,

expressing group identity and solidarity, and clarifying the speech content for the

interlocutor.

11
a. Talking about Particular Topic

According to Dewi and Ekalaya (2015), the speakers speak in other

languages which is not their native languages because they feel free to express

their feelings. Therefore, the speakers tend to talk a particular topic in a certain

language rather than in other languages.

b. Quoting Somebody Else

Quoting somebody else means the speakers repeat the utterances that have

been talked previously by other people even it is in different language. According

to Dewi and Ekalaya (2015), the quotation can be in the forms of proverbs,

famous expressions, and the sayings spoken by well-known figures. Foor the

example:

A: Bolehkah saya tahu nama anda, Pak? (May I know your name, Sir?)

B: What is a name.

In this conversation, B answers the question from A with the famous

proverb “what is a name”. According to Luke (2015), this reason means when

the speakers quote some famous quotations in order to prove that they are

modern people. In addition, it is restating the statement or saying famous

expression written by the well-known figures.

c. Being Emphatic about Something

This reason of code mixing means that the speakers try to show the

empathy toward other people. According to Luke (2015), this reason means when

someone talks about some topics using his/her second language, and then she/he

changes to his/her native language or vice versa in showing the emphatic about

something. The speaker can change the language from her/his native language to

12
her/his second language or vice versa either intentionally or not. According to

Dewi and Ekalaya (2015), it happens due to the fact that she/he feels more

comfortable expressing the empathy towards other people in certain language

either her/his native language or second language.

d. Inserting sentence fillers (Interjection)

Interjection can be stated as emotional reactions shown by the speakers in

their utterances. It can express the feeling of happiness, sadness, excitement, and

so on. Hoffman (1991) gives an example, “… Oh! Ay! It was embarrassing! It

was very nice, though, but I was embarrassed”. “Ay!” here functioned as the

reaction of how embarrassed the speaker is. Interjections expressions are

sometimes do not have any grammatical meaning. Other example is purposed by

Dewi and Ekalaya (2015). “Dompetku ketinggalan di taksi! Shit!” (My wallet was

left in the taxi. Translated by Dewi and Ekalaya (2015). The underlined

expression really shows the speaker’s emotion about the money that is left at the

taxi. In certain situation of using language switching and language mixing, people

tend to unintentionally or intentionally mark the interjection or sentence

connector.

e. Repetition Used for Clarification

This reason of code mixing is used by the speakers to clarify the idea

about conversation. According to Dewi and Ekalaya (2015), in a conversation, the

people usually repeat the expressions to give a clarification and it makes the

hearers understand better about the expressions. The repetition sometimes uses

other language, for example the conversation is in Indonesian and the words used

for repetition is in English. The example is taken from Gumperz (1982) as cited in

13
Dewi and Ekalaya (2015), “Father calling his small son while walking through a

compartment. Keep straight. Sidha jao” (Translation: keep straight. Translated by

Dewi and Ekalaya (2015). The expressions “keep straight” and “siddha jao”

actually have the same meaning only spoken from different languages which are

English and Hindi. The function of using repetition is to emphasize the point that

the small son has to keep straight and listen to father’s words.

f. Expressing Group Identity and Solidarity (Pride)

According to Hoffman (1991), this reason of code mixing means that the

two different groups can make and share the conversation. A group here can be

defined as the group that the people have the same language. Therefore, by mixing

the language then the people from different group can still understand the

conversation. In this kind of situation, there is a motive using the code mixing to

get people’s attention and boost up their pride while communicating with others.

g. Clarifying the Speech Content for the Interlocutor

The purpose of this reason is to clarify about the context of the

conversation. This kind of situation is to avoid the misunderstanding and be more

understandable by the interlocutor, people tend to mix the languages which has no

translation in Bahasa Indonesia.

2.7 Code Mixing in English Language Teaching

The use of code mixing in teaching English is very common in Indonesia.

There are caused by several factors, for example students who lack mastering of

vocabulary in English and avoid being ambiguous in explaining the materials.

Teaching English as a foreign language refers to teaching English to students

whose first language is not English. The goals of teaching EFL in Indonesia are to

14
increase students’ knowledge of foreign language, make students use English in

society, and students can make English as a skill when applying job because

English as an international language. Based on the researcher’s experienced, the

teaches mostly use code mixing because not all of the students have same

comprehension about English 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. In brief, the reasons why the teachers use code

mixing in English language learning class is to achieve teaching English goals

2.8 Previous Studies

According to the research, there are two previous studies that are related with

this research. Firstly, the study conducted in English Classes of SMP N 14 Kota

Bengkulu: Views from the teachers by Ramadhaniarti (2017). This study is

conducted to investigate code mixing in English Classes of SMP N 14 Kota

Bengkulu: Views from the teachers. The results indicated that teachers used inter-

sentential code mixing more frequently than intra-sentential code mixing. It is also

found that all of the teachers used code mixing in pre-activity, while activity and

post-activity of teaching and learning process in their English classes. They also

used code mixing for giving instruction, translation and asking for clarification.

The English-Indonesian pattern is the most frequently used by the teachers in

teaching English. The teachers used code mixing in teaching English in the

English classes to make the students able to understand the purpose of teaching

and learning process easily.

Secondly, the study that conducted in a debate activity at SMA N 2 Kota

Bengkulu by Zetri (2018). The aim of this research is to investigate code mixing

15
produced by the students of ‘Debate Activity as part of English Club’ program at

SMAN 2 Bengkulu city. The result showed that there were two types of code

mixing applied by the students in debate activities. The type of code mixing

appeared were insertion of word code mixing (56.6%) and insertion of phrase

code mixing (43.3%).

This research will be different from the previous studies in terms of

students’ perceptions on the use of code mixing used by the teachers, especially at

SMA N 5 Kota Bengkulu. As we know, this school is a school that becomes a role

model for other schools in Bengkulu, especially for high schools in Bengkulu.

16
 CHAPTER III

METHODOLOGY

3.1 Research Design

This research will use a descriptive qualitative method to reveal the code

mixing phenomenon in English language learning class. According to Creswell

(2001), qualitative research is concerned in describing that the researcher is

interested in processing and understanding the meaning gained through words or

pictures. In addition, Arikunto (2002) states that descriptive research is research

that explains or describes the present condition. Briefly, descriptive research will

explain the data in the description form clearly.

3.2 Subject of the Research

The subjects of this study will be two English teachers who teach in first

grade at SMA N 5 Kota Bengkulu. The teachers are professional teachers, it can

be proven by the certificate that they have as the professional teachers from the

government. The researcher will choose SMA 5 Kota Bengkulu as the place to

carry out this study, because the researcher has the experiences when the

researcher studied in SMA N 5 Kota Bengkulu.

3.3 Instrument of the Research

The instruments in this research will be audio-recording, observation

checklist, interview, and questionnaire. The observation checklist is to answer the

research question number 1; interview will be used to answer the question number

2; questionnaire will be used to answer research question number 3;

17
 3.3.1 Observation checklist

Observation is in some part an intuitive process that allows individuals

to collect information about others by viewing their actions and behaviors in their

natural surroundings (Arhar, Holly, & Kasten,) in Robin and McClure (2002).

After the researcher make the transcription according to the recording, and then

the researcher will classify the utterances into a form of observation checklist to

know types of code mixing used by the teacher. In this research, the researcher

will use observation to reveal the utterances used by the teacher in English

language learning class based on the transcription from audio-recording.

Tabel 1. The types of code mixing used by the teachers

No. Utterances Types of Code Mixing

Intra- Involvement
Intra-
lexical in a Change
sentential
Code of
Code
Mixing Pronunciation
Mixing

Adopted From Hoffman (1991)

3.3.2 Audio-recording

The recording will be taken while teaching and learning processes in

English language learning class. After that, the recording will be transcribed. The

purpose of using audio-recording is to conduct the types of code mixing used by

the teacher in the teaching process. In the English language learning class, the

researcher will turn on the hidden audio-recorder to genuine data.

18
 3.3.3 Interview

Interview is basic fact-finding interactions where one individual asks

questions while another responds (Robin and McClure: 2002). In this research, the

researcher will also use interview as the instrument. The purpose of the interview

is to get the information in which the researcher will ask questions to be answered

by the teachers. This interview will focus to find out the teachers’ reason in using

code mixing in teaching English language learning. The researcher will use

unstructured interview. The question for unstructured interview guided will “what

is your reason for using code mixing in English language learning class?”.

3.3.4 Questionnaire

According to Robin and McClure (2002) Questionnaires generally

consist of open- or closed-ended questions, or items that measure facts, attitudes,

or values. To obtain students’ perceptions toward code mixing used by the

teachers, the researcher will use a questionnaire. The questions on the

questionnaire are adopted from a study conducted by Weng and Shi (2012).

3.4 Technique of Collecting Data

The process of getting the data is as follow:

1. First, the researcher will record the utterances from the teacher in

English language learning class.

2. Secondly, the researcher will transcribe the data according to the

recording.

3. After getting the transcript of the data, the next step are identifying and

classifying the data according to Hoffman (1991).

19
 4. Next, the researcher will interview the teacher about the reasons of

mixing codes.

5. Then, the researcher will give the questionnaire for the students to see

the students’ perceptions of code mixing used by the teachers in

English language learning class.

6. Last, the researcher will analyze the data.

3.5 Technique of Data Analysis

3.5.1 Classifying and organizing data

The first technique that will be used by the researcher is classifying

the utterances used by the teacher that appropriate with the topic then

organize the data to be analyzed. The data will be taken from the audio-

recording. This data will be analyzed according to the Hoffman’s theory.

Furthermore the data are also analyzed to answer the research question

number 1 about the types of code mixing used by the teacher in English

language learning class.

3.5.2 Grouping Data

After gaining the data needed that contain of code mixing, the

researcher will put the data into groups based on the follow form.

Table 2. The total and percentage of code mixing used by the teachers in

English language learning class.

No. Types Frequency (F) Percentage

1. Intra-sentential Code Mixing

20
 2. Intra-lexical Code Mixing

3. Involvement in a Change of
Pronunciation

3.5.3 Analyzing data

In this step, the researcher will present the all data collected by

using the theory that is appropriate with the data analysis. This research

will use proportion formula as proposed by Sugana (1986), cited in Dewi

(2013). This proportion formula will be used in the analyzing the types of

code mixing in English language learning class.

𝐹
P= 𝑁 × 100%

Where:

P = Percentage

F = Frequency

N = Total number of code mixing used

3.6 Procedures of the Research

The procedure of this research is as follow:

1. Follow and record the English language learning process in class.

2. Analyze the recording to know the types of code mixing that the

teacher used.

3. Display the data in table of analysis and counted to know percentage of

using code mixing.

4. Conduct the interview to the teacher to know the reasons why the

teacher used code mixing.

21
5. Conduct the questionnaire to the students to know the impact of code

mixing for the students.

6. Draw the conclusion.

22
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Suandi, I. N. (2014). Sosiolingustik. Yogyakarta: Graha Ilmu.

Wardaugh, Ronald. (1986). An Introduction to Sociolinguistics. United Kingdom:

Wiley-Blackwell.
Weng & Shi,P. (2012). Code - Switching As A Strategy Use in An EFL Classroom
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Zetri, E. D. (2018). An analysis of code mixing in a debate activity as part of
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Bengkulu.

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 APPENDIX

Questionnaire for the students

1. Apakah Anda suka jika guru anda mencampur bahasa Indonesia dan

bahasa Inggris saat mengajar bahasa Inggris di kelas?

a. sangat suka

b. suka

c. tidak suka

d. sangat tidak suka

2. Menurut anda, kapan pencampuran bahasa Inggris-Indonesia diperlukan

dalam proses belajar mengajar?

a. Pada saat mendefiniskan kata baru

b. Pada saat prakter menerjemahkan

c. Pada saat menjelaskan isi pelajaram

d. Pada saat memberikan instruksi

3. Jika menurut anda mencampur bahasa Indonesia dan bahasa Inggris

diperlukan di dalam kelas, apa alasan utama anda?

a. Untuk memahami materi yang rumit

b. Untuk pemahaman kosakata baru

c. Untuk mengurangi kecemasan

d. Untuk mengikuti prosedur kelas

4. Sejauh mana anda memahami pelajaran ketika guru anda hanya

menggunakan bahasa Inggris saja di dalam kelas?

a. Saya mengerti dengan mudah

b. Saya mengerti dengan beberapa kesulitan

25
c. Saya hampir tidak bisa mengerti

d. Saya tidak mengerti apapun

5. Bagaimana pembelajaran anda ketika guru anda mencampur bahasanya

(Indoneisan dan Bahasa Inggris) untuk menjelaskan isi pelajaran dalam

proses belajar mengajar?

a. Saya belajar dengan mudah

b. Saya belajar dengan beberapa kesulitan

c. Saya hampir tidak bisa mengerti

d. Saya tidak mengerti apapun

6. Menurut anda, apakah akan sangat berguna jika guru mencampur

bahasa Indonesia dan bahasa Inggris dalam proses belajar mengajar?

a. Sangat berguna

b. Beguna

c. Tidak berguna

d. Sama sekali tidak berguna

7. Seberapa sering guru anda mencampur bahasa Indonesia dan bahasa

Inggris dalam proses belajar mengajar?

a. Selalu

b. Sering

c. Kadang-kadang

d. Tak pernah

8. Menurut Anda, berapa persen seharusnya guru anda mencampur bahasa

Indonesia dan bahasa Inggris dalam proses belajar mengajar?

a. 20%

26
b. 40%

c. 60%

d. lainnya

Adopted from Weng and Shi (2012)

27