Abstract
The purpose of conducting this study is to find out the kinds of code mixing and code switching used by teacher and students in English class and some factors that make the teacher and students use code mixing and code switching in English class. This research used qualitative method. The researcher use basic technique in analyzing the data which are recording the entire content, transcribing the utterances, classifying and organizing the data, grouping data and the last is analyzing data. Based on the data found by the researcher, the result of the research shows 4 types of code mixing and code switching namely outer code mixing (English with Indonesia and Indonesian with English) and external code switching (English into Indonesian and Indonesian into English). There are 51 utterances total of code mixing and switching in English class. And some factors that make they use code mixing and switching because the teacher often found out that the students confused or did not understand, the students lack of vocabulary and English knowledge, feel afraid of being wrong in using English and they are not used to talking only in English.
Highlights
The study of language acquisition has considered input as the most important element during the process of acquisition, researchers have so far explored on four main domains related to the input (Sun, 2008), those are: [1] Processing and integrating input during language acquisition, leading to interlanguage system; [2] Necessary amount of input enabling the process of acquisition; [3] Variety of attributes, facilitating or hindering the language acquisition and
In Pesantren, this triangle model is simultaneously applied through various arranged activities. These activities are arranged by the management to provide sufficient input in supporting language acquisition by students, and in this small research are named as arranged input
Commentary and literature study, it is revealed that the highest percentage of inpuut resource in Pesantren is the modified input (35.8%)
Summary
The study of language acquisition has considered input as the most important element during the process of acquisition, researchers have so far explored on four main domains related to the input (Sun, 2008), those are: [1] Processing and integrating input during language acquisition, leading to interlanguage system; [2] Necessary amount of input enabling the process of acquisition; [3] Variety of attributes, facilitating or hindering the language acquisition and [4] The use of instructional method to enhance input. In many Pesantren in Indonesia, multi-lingual environment is designed by teaching Arabic and English, while the local and national language (Bahasa Indonesia) are still practically used in some occasions (Zulfiqar, 2015). This designed environment is aimed to equip students with foreign language skill in order to prepare them for the global competition and for religious study purposes. Unlike common school in Indonesia, Pesantren has improved its language teaching, by providing supportive environment by creating written input, but till the level of applying rules in which students must use foreign language to communicate each other in daily life. There are various supporting activities leading students into a better acquisition of certain language such speechtraining, language camp, writing competition and many others
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