Code-Mixing and Code-Switching in the English as a Foreign Language Classroom Activities

Abstract

This study explores the types and the factors of code-mixing and code-switching that influence the EFL students and English teacher in the classroom activities. This study is a qualitative study that involves five tenth grade of EFL students and two English teacher from an International Boarding School in Aceh. The participants were selected by purposive sampling. Classroom observation, qualitative survey and semi-structured teacher’s interview were employed to obtain data in the current study. The findings reveal that the most frequent code-mixing employed by EFL students and English teacher were, whereas inter-sentential, intra-sentential, and extra-sentential code switching were implemented. The researcher also discovers that the factors that influence the EFL students and English teacher apply code-mixing and code-switching were social, cultural, and individual factors. The participants of the present study claim that they code-mix and code-switch during the classroom activities to make communication easier, especially when expressing complex ideas or describing particular linguistic preferences. This study contributes to the influential factors that promote code-mixing and code-switching in classroom communication among teachers and students. It is suggested to expand the research participants as it will provide more comprehensive and valuable research results.