An Analysis of Teacher’s Code Mixing in English Classroom Interactions at MTsN 3 Padang Pariaman

Putri, Nabila Lovani (2026) An Analysis of Teacher’s Code Mixing in English Classroom Interactions at MTsN 3 Padang Pariaman. Skripsi thesis, Universitas Islam Negeri Imam Bonjol Padang.

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Abstract

This study aims to analyze the use of code mixing by the teacher in English classroom interaction at MTsN 3 Padang Pariaman, focusing on its types, socio-functions, and influence on classroom interaction. A descriptive qualitative design was employed, with the data consisting of the teacher's utterances collected through classroom observation, audio recording, and an interview. The analysis was based on Muysken's (2000) theory of code mixing and Holmes' (2013) theory of language functions. The analysis identified 21 instances of code mixing, consisting of 12 instances of insertion and 9 instances of alternation. The findings showed that the code mixing was predominantly Indonesian-based, in which English words and phrases were embedded into Indonesian utterances, rather than English utterances mixed with Indonesian elements. This indicates that Indonesian functioned as the dominant language of the teacher's classroom talk, while English was used as an embedded language, mainly for lesson-related terms and instructions. The use of code mixing served referential and affective functions. The referential function was associated with the teacher's efforts to support students' understanding, particularly in response to their limited vocabulary, while the affective function was reflected in the teacher's linguistic background and language habits, as well as her effort to create a comfortable classroom atmosphere. Code mixing occurred most frequently during the main activity, particularly when the teacher explained materials, gave instructions, asked questions, and responded to students. Its use influenced classroom interaction by supporting students' understanding, maintaining communication, and creating a more comfortable and flexible interaction. Thus, code mixing formed part of the teacher's language use in supporting the teaching and learning process and classroom interaction.

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