CODE-MIXING IN TEACHER-STUDENT INTERACTION: AN EMPIRICAL STUDY AT SENIOR HIGH SCHOOL

Abstrak

This study investigates code mixing in teacher-student interactions at Uswatun Hasanah Private High School, North Aceh, Indonesia. It identifies the factors contributing to code mixing in teacher and student interactions. The employed methodology is descriptive-qualitative, which aims to examine the facts and interpret the text of the interview findings to ascertain the significance of phenomena. The data source for this research comprises authentic dialogue occurring during interactions between teachers and students in Indonesian language learning. The data analysis involves the selection, classification, and presentation of data. The findings of this study indicate that the observed code mixing is classified as inner code mixing. The local language is frequently interspersed with the primary language, Indonesian, in terms of words, phrases, and sentences. The factors contributing to code mixing in teacher-student interactions are (1) extralinguistic, where students often respond to the teacher's inquiries using the local language, (2) intralinguistic, as the teacher introduces topics by incorporating local language into the primary language, and (3) situational, involving mutual adaptation of speaking styles.