The objective of this research is to find out, identify, and comprehend the
teachers’ the types code switching and code mixing in EFL classroom instructions
at SMAN 12 Bone. The data were analyzed by using descriptive qualitative method.
The research instrument was taken by means of observation, and recording during
the teaching and learning process in the classroom. The data of type of code
switching were analyzed based on Poplack’s theory, namely tag-switching,
intrasential switching, and intersential switching. Then, the data of type of code
mixing were analyzed based Chaer’s theory, namely inner code mixing and outer
code mixing. Based on the results of data analysis that has been collected, the
resulting code switching is more dominant than code mixing, with the dominant
type being tag switching 96 data, with the percentage of each type stating tag
switching 96 data, intra sentential switching 27 data, and intersential switching 25
data. While the inner code mixing 56 data, and the outer code mixing 32 data found.
A. Conclusions
The conclusions presented in this research are reached in order to answer
the research questions. The following are conclusions from the findings on the
analysis of teacher code switching and code mixing in classroom instructions.
1. The classification of code switching used by teacher A and teacher B in
classroom instruction in the English learning process is tag switching used
by teacher A with 36 data, and teacher B with 60 data, with a total of 96
data. The classification of intrasential switching used by teacher A is 12
data, and teacher B is 15 data, with a total of 27 data. And the intersential
switching classification used by teacher A is 13 data, and teacher B is 14
data, with a total of 25 data. The total data used by teacher A and teacher B
on the type of code switching is 148 data. It can be seen that the most
common type of code switching found in the two teachers in classroom
instruction is tag switching and the least common type of code switching is
intersential switching.
2. The classification of code mixing used by teacher A and teacher B in
classroom instruction in the English learning process is the inner code
mixing used by teacher A as many as 19 data, and teacher B as much as 37
data, with a total of 56 data. And the outer code mixing classification used
by teacher A is 13 data, teacher B is 19 data, with a total of 32 data. The
total data used by teacher A and teacher B on the type of code mixing is 88
data. It can be seen that the most common type of code mixing found in the
two teachers in classroom instruction is inner code mixing and the least
common type of code mixing is outer code mixing.
B. Suggestions
For English teachers, researchers suggest to get used to using English more
in the learning process so that students can improve their English skills as well as
by increasing or increasing students' vocabulary.
For students, especially students of SMAN 12 Bone, the researcher suggests
that they practice using English more often with the code switching method and
code mixing wherever and whenever so that they are more accustomed to speaking
in foreign languages, especially English.

STAR20210382

382/2021

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