AN ANALYSIS OF STUDENTS' UNDERSTANDING OF ENGLISH

EXPLANATION MATERIAL BY USING CODE MIXING ENGLISH-

INDONESIAN IN THE TEACHING LEARNING PROCESS AT JUNIOR
HIGH SCHOOL LEVEL, ACCORDING TO ENGLISH EDUCATION
STUDENTS-5, 6TH SEMESTER OF UINSU

Syafrida laila1, Samsudin2

Universitas Islam Negeri Sumatera Utara, Medan
syafridalaila47@gmail.com, samsudin@uinsu.ac.id

Abstract

All English teachers try so hard to make their students understand of the English
material. Many teachers use code mixing when they explain during the teaching learning
process. Code mixing also able use when give the instruction to the students. This study is
aimed to investigate students’ understanding of English explanation material by using
code mixing English-Indonesian in teaching learning process. The participants were
English education students-5, 6th semester of UINSU. This study used Qualitative
Research as the type. The data were collected by using Google form sent on WhatsApp
group of English Education Department-5, 6th Semester of UINSU. The data analysis
technique used interactive analysis model proposed by Miles and Huberman. From the
first that I asked, the participants know the meaning of code mixing and it’s familiar for
them. The result of this study indicates that the participants argued, code mixing can help
teachers to make the students understand and develop because the teacher does not use
English full during the teaching learning process, it can make the students confused, and
also do not use Indonesian full because it can’t increase their English skill. By using code
mixing the teacher trains the students' knowledge of English vocabulary and the teacher
can add new vocabulary when explaining, if students do not understand the word, the
teacher can explain it. If students hear it often, they will memorize and be familiar with
the vocabulary. But, not only positive impacts, code mixing also have some negative
impacts. The participants argue that the use of code mixing as often as possible will make
students accustomed to mixed languages and can make student confuse in arranging
sentence structures and grammar that are good and correct, both in English sentences
and Indonesian sentences.

Keywords: Code mixing, junior high school students, teaching learning

process

INTRODUCTION

Language is closely related to how people communicate with one another. Thus, in
learning a language, we are also bound to people or society. In Linguistics, it is known as
sociolinguistics. Sociolinguistics is the study learning about human and society. The
sociolinguists or people studying a language must be familiar with a code. A code is a symbol
of nationalism that is used by people to speak or communicate in a particular language – a

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dialect, a register, an accent or a style on different occasions and for different purposes. 1 One
of the codes is code mixing. Code mixing is commonly use in bilingual person.

English is taught in Indonesia mainly as a subject at school and seldom practiced in the
broad social environment. Most English language teachers are native speakers of Indonesian
and they vary considerably in terms of their mastery of the English language. In particular,
we should bear in mind that these foreign language teachers perhaps should not be regarded
as true bilinguals who can choose freely between different codes or languages. Instead, they
are more accurately monolingual individuals who have skill and knowledge in a foreign
language and whose task is to teach this language to the monolingual learners.

All English teachers try so hard to make their students understand of the English
material. Many teachers use code mixing when they explain during the teaching learning
process. Code mixing also able use when give the instruction to the students. Code mixing
has become very popular among teenagers and has even become a cool trend according to
some people. Code mixing is the use of languages mixed with other foreign languages. For
example, like mixing Indonesian with English when we are talking to other people2.

Code mixing is very useful for all ages in developing knowledge in the form of adding
vocabularies. Maybe, before, it will feel unfamiliar with the new vocabulary of the
conversation, but by starting to apply this way of speaking, you may be able to improve your
Speaking skills in English and try to build confidence in talking to anyone. But do you know?
The use of code mixing is very helpful for teachers in the teaching and learning process in
English lessons, especially at the junior high school level. At this level students have a
limited vocabularies, limited does not mean they do not have any knowledge of vocabulary.

So, teaching by mixing languages like that can help students understand and increase
their vocabularies, if there is vocabulary that may not be known by students, the teacher can
explain by using body language or description or it can be drawn it on the blackboard what
the means of the vocabulary. If, compared to teachers who teach by using English at the
beginning of the learning process to the end of the learning process, it will make students
confused and feel lazy to learn because they don't understand what the teacher explained. If
the teacher teaches using Indonesian from the beginning of the learning process to the end of

1
Nana Yuliana, Amelia Rosa Luziana dan Pininto Sarwendah, “Code-Mixing and Code-Switching of
Indonesian Celebrities: A Comparative Study”, Jurnal Lingua Cultura, Vol.9, No.1, May 2015, p. 48
2
Khairunnisa, Skripsi: “Code Mixing Analysis in English Teaching Learning Process at senior High
School 1 Takalar”, (Makassar: Alauddin State Islamic University of Makassar), p. 16

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the learning process, it will not make students develop, while the lesson they learn is English
lessons. So, it is natural for teachers to use English when they are teaching3.

Code mixing can use to help both the teacher and the students in teaching and learning
English. But everything has positive and negative impact, code mixing has positive impact
that can help teacher in teaching English and help the students to understand English easily
than if the teacher use English fully when explaining. While the negative impact can make
students don’t develop well because used to with this code mixing. So that, the teacher should
know the situation and condition, the teacher also should know how combine it well between
Indonesian and English. It kind a challenge for all teachers to make their students understand
well and easily.

According to Wardhaugh, cited in Hamidah, code mixing usually occurs in bilingual or

multilingual community or society and the function (meaning) of the languages cannot be
clearly separated. This code mixing is used when the conversant uses both languages together
to the extent that they change from one language to the other in the course of a single
utterance.4

So that if students are accustomed to using and understanding the two languages
simultaneously, it is feared that students will become accustomed to it and become confused
when they focus on learning only one language. For example, at the time of Indonesian
lessons, being accustomed to using the English-Indonesian code mixing made them confused
when learning standard words and confused about arranging a good and correct Indonesian
sentence structure.

Kachru in Nusjam cited by Ansar defines code mixing as the term refers to the use of
one or more languages for consistent transfer of linguistic units from one language into
another, and by such a language mixture developing a new restricted or not so restricted code
of linguistic interaction. Related to Kachru defined above, we can see the reality in the class,
when students saying something in English, they mix some language in the sentence that they
don’t know how to say in English it means combining the language between Indonesia and

3
Syafrida Laila, “Using Code Mixing In Teaching English For Junior High School Students”,
(https://indahsuaranews.co/using-code-mixing-teaching-english-junior-high-school-students/ Accessed, August
16th 2020)
4
Sholihatul Hamidah, “Language and society”, (Medan: Lembaga Peduli Pengembangan Pendidikan
Indonesia (LPPPI), 2019), p. 77

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English.
For example:

“Have you done your homework Hasan? Yes, Ms, saya sudah kerja my homework.”

Excuse me mom, kemarin I was sick.

From the example above, the student uses the piece of English word to answer the
teacher’s question, it because the student does not know how to say in English. But
grammatically the sentence of students is also suitable for grammar in English.5

The students can begin how to use English in conversation by using this code mixing,
the teacher can teach the students how to speak, although it is not full English, but they can
learn step by step, so that the role of the teacher is needed to improve students’ English skill.

Based on the background of the problem, the researcher formulated the problem as
follows: can code mixing English-Indonesian make students in junior high school level
understand of English explanation material in teaching learning process, according to English
education department students-5, 6th semester of UINSU?

Based on the background of the problem and the research problem, the aim of this
study, namely to investigate students’ understanding of English explanation material by using
code mixing English-Indonesian in teaching learning process at junior high school level,
according to English Education students-5, 6th semester. To find out the impact of code
mixing, how much useful code mixing to make students understand of English explanation
material at junior high school level.

MATERIALS AND METHODS

Types of Research

This analysis used Qualitative analysis as the type. This analysis is systematic activities
to find and answers the problem. The result of this type is explained, and in file forms.
Qualitative research is as a form of systematic empirical inquiry into meaning. Alvesson and
Kärreman argue that qualitative researchers struggle to capture and represent complex
phenomena partially because they tend to collect a large amount of data. The analysis of the
data should be explained with detailed. This study can be characterized as a qualitative study
5
Fithrah Auliya Ansar, “Code Switching and Code Mixing in Teaching-Learning Process”, Jurnal Tadris
Bahasa Inggris, Vol.10, No.1, 2017, p. 35

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and it categorized as a case study. In this study, the research only dealt with analyzing the
result of a particular document from Google form. In gaining the data, researching was
conducted naturally by respondents' answers and what they were felt.

Data and Source Data

The data were collected by using the Google form that sent to WhatsApp group of
English Education Department 5, 6th Semester. The action research was conducted for
around one week starting on August 11th, 2020. To collect the data, the participants need to
answer the questionnaires. The data source was established, by using the Google form that
sent to WhatsApp group of English education department-5, the respondents were 23 people
and those are the source data of the study.

The Technique of Collecting Data

The technique of collecting data applied in this study is observation from data sources
by using Google form sent on WhatsApp group of English Education Department 5, 6th
Semester. The link of the form sent to the group and the members will answers the
questionnaire. Then the data will record automatically to Google form and can download it to
save the result of the data.

Technique of Analysis Data

The data analysis technique used in this study is an interactive analysis model
proposed by Miles and Huberman. 6The interactive analysis model is more appropriate
because it is relevant to design of this study. Relevance can be seen in the characteristics of
the interactive model analysis, which can be done in four steps: (1)during data collection, (2)
data reduction, (3) data presentation, (4) data conclusion. Based on the interactive analysis
model, the data analysis of this study was carried out in two stages. The first stage, namely
the data collection process and the second stage, namely data analysis. The first stage, the
data collection process is carried out through the steps: (1) reduction, (2) presentation, (3)
data verification. The second stage, i.e. data analysis is done by steps (1) script, (2)
categorization, (3) interpretation, (4) data conclusion.

RESULT AND DISCUSSION

6
Miles and Huberman, “Model Analisis Data”, (Bandung: Tarsito, 1992), p.15-20.

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 This chapter is going to present result of study and discussion after giving treatment in the
study. Based on the research that has been done, the researchers found:

Question 1: Have you ever heard about code mixing and understand about it?

Based on diagram 1 of question 1. All students of English Education Departments-5, 6th

Semester of UINSU know about code mixing and felt familiar about it. So they answered yes,
the score is 100% because nothing answered no.

Question 2: As a prospective English teacher, do you think that using full English can
make junior high school students understand the material presented?

Based on that diagram 2, Many students at English Education Department-5, 6th semester
of UINSU answered no and the score is 60,9%, the respondents are 14 people, but there are
some students answered yes and the score is 39,1%, the respondents are 9 people. They have
own perspectives about question 2 so that they answer differently.

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 Question 3: In your opinion, is the use of code mixing very helpful for teachers in
conveying the content of English material to junior high school students?

Based on that diagram 3, almost all students answer yes, the respondents who answer yes
are 22 people and the score is 95,7%, then the rest answered no and the score is 4,3%. It
means they argued code mixing very helpful for the teacher in conveying the English material
when explaining.

Question 4: Do with getting used to using code mixing to make students familiar with
English vocabulary?

Based on that diagram 4, still many students answer yes, the respondents who answer yes
are 20 people and the score is 87%, then the rest answered no, there are 3people and the score
is 13 %. Most of them agreed if code mixing can make students being familiar with English
vocabulary.

Question 5: Do with using code mixing can help students in adding vocabulary and
remembering the vocabulary easily?

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 Based on that diagram 5, almost all students answer yes same like the answer of question
3, the respondents who answer yes are 22 people and the score is 95,7%, then the rest
answered no and the score is 4,3%. It means they argued code mixing can help students in
adding vocabulary and remembering the vocabulary easily.

Question 6: What is the positive impact of using code mixing in your opinion?

Respondent Answer
Respondent 1 To teach and make students memorize new vocabulary
Respondent 2 The positive impact of using code mixing for learning, especially
at the junior high school level, is to make it easier for students to
understand the learning material, because not all students have
good English skills.
Respondent 3 Make it easy
Respondent 4 Can improve vocabulary
Respondent 5 Can learn better
Respondent 6 Helps learning
Respondent 7 Very helpful to understand other languages
Respondent 8 Helping students become better at conversation
Respondent 9 It depends
Respondent 10 Can increase the vocabulary of students in learning English
Respondent 11 So good at talking
Respondent 12 Helping students in adding vocabulary
Respondent 13 We will have no difficulty in speaking with foreigners. And we
can be more creative in language innovation
Respondent 14 Many things
Respondent 15 It can be easier to communicate
Respondent 16 Helping students who lack vocabulary to find words in different
languages. This helps them not to get confused and spoil the
concentration of others
Respondent 17 Make students accustomed to hearing English

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 Respondent 18 The positive effect is the increase in students' vocabulary. The
reasoning ability of each student is also different, it is hoped that
with the mixing of languages, it is easier for students to
understand compared to using English as a whole or even
Indonesian as a whole. However, it would be nice if the teacher
still explains some of the vocabulary used if it feels difficult, so
that the students' vocabulary increases.
Respondent 19 Can understand a conversation in more than one language
Respondent 20 This is an effective way to train students as beginner students in
English
Respondent 21 -
Respondent 22 Can understand
Respondent 23 Students can understand what is being said, and they can add to
their vocabulary slowly
Based on table 1 above, the respondents who answered if code mixing has positive
impact is 21 people and the score is 91,3 %, 1 person answered in depends, the score is 4,3%
and 1 person didn’t answer. The score is 4,3%. The score total of the answers is 99.9% or we
can make it 100%. So, from the table above, they argued code mixing has many positive
impacts in teaching learning process.

Question 7: What is the negative impact of using code mixing in your opinion?

Respondent Answer
Respondent 1 Showing off speaking English
Respondent 2 The negative impact is the students will be slow in
communicating using English well, because they are used to the
Indonesian language, so they do not feel challenged to be able to
know the meaning conveyed by the teacher.
Respondent 3 Difficult to apply
Respondent 4 Nothing
Respondent 5 Nope
Respondent 6 Not too effective
Respondent 7 Maybe it sounds weird because the language we hear is different
Respondent 8 Don’t know
Respondent 9 Get carried away everyday / used to
Respondent 10 Nothing
Respondent 11 The language will sound strange because it is mixed
Respondent 12 Nothing
Respondent 13 We focus more on foreign languages than our own languages. As
a result, we don't preserve our own language.
Respondent 14 Many things

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 Respondent 15 If you often use it, we will not be fluent in real English in
communicating
Respondent 16 Code mixing can become an unintentional habit. So that it will
make the grammar not good and quite confusing
Respondent 17 Nothing
Respondent 18 The negative effect is, this habit of mixing languages will make
students accustomed to mixing up languages, and its fatal is that
they do not even know the correct equivalent in Indonesian itself.
Respondent 19 Cannot be used in a formal setting
Respondent 20 Maybe as a beginner student in learning English, there is a little
difficulty in understanding the new vocabulary
Respondent 21 -
Respondent 22 Ruin the language
Respondent 23 Fear of becoming a habit, eventually unable to speak full English
Based on table 2 above, the respondents who answered if code mixing has negative
impact is 16 people and the score is 69,5 %, 6 people answered nothing, the score is 26,1%
and 1 person didn’t answer, the score is 4,3%. The score total of the answers is 99.9% or we
can make it 100%. So, from the table above, Code mixing has negative impact little, as seen
from the respondents' answers above.

Question 8: Will you use code mixing when teaching English at junior high school
level? Give the reason?

Respondent Answer
Respondent 1 Yes. To get students used to using English
Respondent 2 For some difficult material I might use code mixing, so that it can
help students understand the learning material, but for daily
conversations in class I will use English.
Respondent 3 No
Respondent 4 Yes. Because if I fully use English when explaining the material
it is feared that my students won't understand. That's why I will
use code mixing so they can more understand
Respondent 5 Yes
Respondent 6 Sometimes
Respondent 7 Not yet
Respondent 8 No
Respondent 9 Yes, sometimes with full English the students don't understand
Respondent 10 Not too
Respondent 11 Yes. That's my RPP, so I run it
Respondent 12 Yes
Respondent 13 Yes. Because by mixing code our language when explaining the

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 material students will more understand
Respondent 14 Yes. I do not know
Respondent 15 Yes, it can be easier and students understand better what is being
said
Respondent 16 Yes. Because in my experience, junior high school students or
other equivalent, especially in our country, there are still many
students who lack mastery of English
Respondent 17 Yes, in order to increase the students' vocabulary and to practice
their listening.
Respondent 18 Yes, because junior high school level, I think they are starting to
understand some vocabularies in English. And through code
mixing I hope they can gradually master the English vocabulary
and how to use it
Respondent 19 Yes, because not all junior high school students understand
English fully
Respondent 20 It depends on their ability (situational)
Respondent 21 -
Respondent 22 Maybe it could be, because it depends on the situation conditions
Respondent 23 Yes, at the beginning I will use code mixing, but when it is almost
over I will speak English in full
Based on table 3 above, the respondents answered they will use code mixing when
explaining English material is 15 people or 65,2% and 3 people answered no, the score is
13,1%, while 17,3% or 4 people answered maybe, maybe they will use code mixing to
convey the material so that the students can understand easily, but still make students learn
about English, and the last 1 person didn’t answer the question, the score is 4,3%. The score
total of the answers is 99.9% or we can make it 100%. So, from the table above, Code mixing
can use for teachers when explaining the English material and many of the respondents
answered want to use this code mixing when they explaining or just giving instructions to
students.

CONCLUSION

From the research above, the researcher make the conclusion, many the respondents
answers to use code mixing in teaching learning process, it’s around 15 people or 65,2% from
23 people. Because, in their opinion, code mixing can help student to understand the material
being explained by the teacher and it’s one way to improve and used to students’ English
skill. There are some impacts, both of positive or negative. English education students or the
respondents answer the questionnaire and the result of the questionnaire, the positive impact

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of code mixing is 91,3% and the negative is 69,5%. We can take the conclusion is code
mixing can use in teaching learning process because it can help both of the students and the
teacher to make the teaching learning process be running well. It also can add students’
knowledge of vocabulary, but better teacher explains the meaning of the words who still
strange for the students. Code mixing also can help students to memorize the vocabulary
easily because they hear it often and it will be familiar to them, but the frequent use of code
mixing, allows students to become accustomed to using mixed language and lazy to perfect
the language, both in Indonesian and English sentence structure. Then the teacher must be
able to adjust the situation and conditions, when to use code mixing and when to use full
English, so that they slowly understand good grammar and sentence structure. Although not
all of them understand English well, but they can learn step by step to improve their English
skill to be better.

REFERENCES

Ansar, Fithrah Auliya. 2017. “Code Switching and Code Mixing in Teaching-Learning
Process”. Jurnal Tadris Bahasa Inggris. Vol.10. No.1. (29-45). Lampung: UIN
Raden Intan Lampung.

Hamidah, Sholihatul. 2019. “Language and society”. Medan: Lembaga Peduli

Pengembangan Pendidikan Indonesia (LPPPI).

Khairunnisa. 2016. “Code Mixing Analysis in English Teaching Learning Process at senior
High School 1 Takalar”. Makassar: Alauddin State Islamic University of Makassar.

Miles and Huberman. 1992. “Model Analisis Data”. Bandung: Tarsito.

Yuliana, Nana, Amelia Rosa Luziana dan Pininto Sarwendah. 2015. “Code-Mixing and
Code-Switching of Indonesian Celebrities: A Comparative Study”. Jurnal Lingua
Cultura. Vol.9. No.1. (47-54). Jakarta Selatan: Nasional University.

Laila, Syafrida. 2020. “Using Code Mixing In Teaching English For Junior High School
Students”. https://indahsuaranews.co/using-code-mixing-teaching-english-junior-
high-school-students/. Accessed, August 16th 2020.

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