Publisher

UNSIKAUNSIKA

Journal English Ideas: Journal of English Language EducationEnglish Ideas: Journal of English Language Education Abstract

This research aimed to explore students perception of the use of Code-mixing in learning English as a foreign language at senior high school. The study aimed to describe the students perception of code-mixing used. This study used qualitatively. The data obtained through questionnaires. The data was taken from Google form essay questionnaire to obtain the data regarding students perceptions toward code-mixing. In this study, the researcher chooses participants from eleventh-grade Senior High School students in Karawang. The researcher chooses the object because students appropriate target to get their perceptions when they are learning English as EFL and the researcher has got from nineteen respondents. The results showed that students perception, most of them agreed that using code-mixing in the English teaching-learning process is (1) Code mixing is necessary when the teacher explains the material, (2) Code mixing is very helpful for defining new vocabulary and how to pronounce it, (3) Code mixing is used for students to understand the whole material.

Conclusion

Based on the research findings, it can be concluded that most students prefer their English teacher to use code mixing when explaining material in class.They believe code mixing is necessary, helpful, and enhances their understanding of English, as well as increasing their vocabulary.Ultimately, code mixing serves as a valuable tool for teachers to deliver material clearly and effectively.This approach facilitates comprehension and supports students language development.

Future Research

Further research could investigate the specific types of code mixing employed by teachers and their impact on different student proficiency levels. Additionally, a comparative study examining the effectiveness of code mixing versus other pedagogical strategies in EFL classrooms would be beneficial. Finally, exploring the students attitudes towards code mixing in different learning contexts, such as online versus face-to-face instruction, could provide valuable insights for optimizing teaching practices. These investigations will contribute to a more nuanced understanding of code mixings role in EFL education and inform the development of more effective teaching methodologies, ultimately enhancing students language acquisition and communicative competence. Understanding how students perceive and respond to different code-mixing techniques can help teachers tailor their approach to maximize learning outcomes and create a more inclusive and supportive classroom environment. This research could also explore the long-term effects of code mixing on students language development and their ability to use English in real-world contexts.

Metadata

File size	269.05 KB
Pages	8
DMCA	Report