A Desccriptive Study on the Use of Code Mixing by the English Teacher at SMAN Bali Mandara in the Academic Year 2014/2015

Purnamasari, Noviana; Putra, I Nyoman Adi Jaya; Suwastini, Ni Komang Arie

doi:10.23887/ls.v23i2.16070

Cited by 11 publications

(17 citation statements)

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“…Thus, they use Indonesian acronyms which already bounded to them. It is in line with Purnamasari et al (2016) who claim that stating that language learners tend to mix lexical items from L1 and L2 in one sentence.…”

Section: Native Language Influencesupporting

confidence: 86%

“…The language they produce may be in a second language, but it follows the rules of the first language (Adnyani, 2011). Besides creating a new system of language, language learners also tend to mix both languages as a sign of lacking in English proficiency (Purnamasari et al, 2016). Language learners tend to produce lexical items from two languages in one sentence (Hadisaputra & Adnyani, 2012;Purnamasari et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…Besides creating a new system of language, language learners also tend to mix both languages as a sign of lacking in English proficiency (Purnamasari et al, 2016). Language learners tend to produce lexical items from two languages in one sentence (Hadisaputra & Adnyani, 2012;Purnamasari et al, 2016). This phenomenon is known as interlanguage, which will be experienced by language learners in learning a new language.…”

Section: Introductionmentioning

confidence: 99%

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Interlanguage Analysis on Speech Produced by EFL Learners

Adnyani

Kusumawardani

2020

RETORIKA: Jurnal Ilmu Bahasa

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Indonesian EFL Learners experience erroneous speech in the process of learning the target language. Interlanguage, the errors that contain linguistic features which neither belong to the first language (L1) nor the target language becomes the focus of this study. The study aims to analyze the native and target language influence on the interlanguage produced by the students in their speech production. This study was designed in qualitative research approach. The data was collected through interviewed of 20 eighth grade students in English using a guided interview technique that contains 15 questions. The oral responses produced by the students were recorded, identified, described, and explained. The results show that in the syntactic and lexicon levels, both native and target language influenced the students’ interlanguage production. Native language influence includes 1) the use of Indonesian syntactic pattern; 2) the use of Indonesian acronym; 3) the use of Indonesian words; 4) omission of –s in plural forms; 5) omission of to be; 6) subject deletion; and 7) the use of verbs. Target language influence is observed in overgeneralization of articles, the use of to be, and the overgeneralization of ending –ed in the past tense.

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Section: Native Language Influencesupporting

confidence: 86%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Interlanguage Analysis on Speech Produced by EFL Learners

Adnyani

Kusumawardani

2020

RETORIKA: Jurnal Ilmu Bahasa

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“…The process of learning English as a foreign language can be complicated because of the different nature of the target language and the mother tongue of the students (Maheswari, Adnyani & Suwastini, 2020;Manik & Suwastini, 2020;Purnamasari, Putra, & Suwastini, 2016;Suwastini, Wiraningsih, Adnyani, 2020;Suwastini & Yukti, 2017). This complication tends to be more severe when each student's unique characteristics are taken into account (Özer, 2018;Uzair-ulhassan et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Differentiated Instruction for Efl Classroom

Suwastini¹

2021

TELL-US Journal

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Because each student is unique, the diversity in their learning and speed of learning needs to be considered to help them achieve the best process and outcome. As experts propose differentiated instruction as the method for reaching out to the students' uniqueness, the present article will elaborate the definition and characteristics of differentiated instruction, as well as its design, strengths, and weaknesses in English for Foreign Language context, in order to highlight the strength and weakness of differentiated instruction as proven by previous studies. The present study employed George's (2008) model of library research. As the main argument, the present study adopted the concept of differentiated instruction from Tomlinson (1999Tomlinson ( , 2001Tomlinson ( , 2014, Imbeau (2010), andMoon (2013) to answer the present study's research questions, supported by other relevant sources. It is revealed that differentiated learning aimed to facilitate students' differences to allow them equal opportunities to achieve the learning goals through variations of the curriculum. While it is beneficial for the students, it also poses challenges for the teachers due to time constraints, increased workload, and possible misunderstanding due to the different treatments among the students. Thus, to benefit from differentiated instruction, EFL classrooms require a firm commitment from the teacher with solid support from the school management.

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“…Vol 12 No 2, Oktober 2021 P ISSN: 2085-0018 E-ISSN: 2722-8339 Available Online at http://ejournal.undwi.ac.id/index.php/widyaaccarya/index for using code mixing were, 1) to make the intention of clarifying the speech content for interlocutor, 2) to be empathic about something, 3) there is no appropriate word which can be understood by the students, 4) to help the teacher to create relax situation, and 5) to quote somebody (Purnamasari et al, 2018).…”

Section: Widya Accarya: Jurnal Kajian Pendidikan Fkip Universitas Dwijendramentioning

confidence: 99%

An Analysis of Students’ Perception on Code Mixing Used in ELT: A Case Study at Dwijendra Primary & Secondary School

Purandina¹,

Sutrisna

Sudarmawan

2021

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Campur kode sering terjadi dalam tuturan siswa dan guru di kelas Bahasa Inggris. Sehingga perlu dilakukan investigasi yang melibatkan persepsi siswa untuk mengetahui penggunaan campur kode dari sudut pandang siswa. Penelitian ini bertujuan untuk menganalisis persepsi siswa tentang penggunaan campur kode dalam ELT di SDN Dwijendra Denpasar. Penelitian ini merupakan penelitian kualitatif. Subjek penelitian ini adalah 99 siswa SD dan SMP Dwijendra yang terdiri dari 32 siswa kelas XI, 31 siswa kelas VIII dan 36 siswa kelas VI. Subyek tersebut ditentukan dengan purposive sampling. Pengumpulan data difasilitasi dengan menggunakan kuesioner tertutup. Kuesioner yang diadaptasi dari Khairunnisa (2016) adalah kuesioner tipe Likert yang terdiri dari 13 item. Hasilnya adalah siswa memiliki persepsi positif tentang penggunaan campur kode oleh guru mereka selama proses belajar mengajar bahasa Inggris. Mereka percaya bahwa cara guru mereka memadukan bahasa Indonesia dan bahasa Inggris di kelas bahasa Inggris mereka dapat memberi mereka paparan yang cukup saat mereka belajar bahasa Inggris. Selain itu, dapat meningkatkan pemahaman mereka dan membantu mereka mempelajari kata-kata bahasa Inggris baru.

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A Desccriptive Study on the Use of Code Mixing by the English Teacher at SMAN Bali Mandara in the Academic Year 2014/2015

Cited by 11 publications

References 0 publications

Interlanguage Analysis on Speech Produced by EFL Learners

Interlanguage Analysis on Speech Produced by EFL Learners

Differentiated Instruction for Efl Classroom

An Analysis of Students’ Perception on Code Mixing Used in ELT: A Case Study at Dwijendra Primary & Secondary School

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