The purpose of this research is to know the use of code mixing by lecturer and
student in teaching and learning process and the reasons why the Lecturer used
code mixing in teaching learning process at IAIN Bone. This research used
qualitative research to select the representative sample, a sampling method was
used. This research chose one lecturer and six students from class english
education departement as a respondent on the use code mixing. The researcher
used observational field notes and a semi-structured interview to collect data. The
result showed that there were three types of code mixing that used by English
lecturer and Students in teaching learning process, namely intra sentential code
mixing intra lexical code mixing and involving change of pronunciation. Intra
sentential code mixing was the dominant type that used by English lecturer and
student in teaching learning process, which is 46 utterances included intra
sentential code mixing, utterances intra lexical and utterances included Involving
change of pronunciation. While the reasons of the lecturer and student used code
mixing in teaching learning process were situation and lack of vocabulary
A. Conclusions
According to the findings of observations and interviews The result of
this study showed that there were three types of code mixing that used by
English teachers in teaching learning process. There were Intra sentential code
mixing, intra lexical code mixing and involving change of pronunciation.
Based on the result of interviewing, the researcher has found the teachers‟
reason of using code mixing. The reasons of the teachers used code mixing in
teaching learning process were situation and lack of vocabulary.
B. Suggestions
Based on the conclusions, the researcher offer some suggestion that
can be a good distribution in order to increase the quality of English teaching
learning process and to improve the students’ ability in mastering English.
They are :
1. For English teachers, code mixing deeply to know how the used of code
mixing and what the differences among the types. So the teachers knew
what the 52 types that often used in the classroom interaction especially in
teaching learning process.
2. For students, the results of this study are expected to increase students' to
know about code mixing and know the type of code mixing
3. For other researchers who want to research about code mixing, the
researcher must know about the theory ,the types of code mixing.so that
the researcher of code mixing was not only found in one theory but also
more than one of theory about code mixing.

STAR20230192

192/2023

Perpustakaan Pusat

Tersedia