An Analysis of Code-Switching and Code-Mixing  in an EFL Classroom: A Case Study at University

Ivia; Jufriadi; Devi Ismayanti; Rusdiansyah; Nurhayati Usman

doi:10.24256/ideas.v14i2.12663

Authors

Ivia Faculty of Education and Teacher Training, State Islamic University of Palopo, Indonesia, Indonesia
Jufriadi Faculty of Education and Teacher Training, State Islamic University of Palopo, Indonesia, Indonesia
Devi Ismayanti Faculty of Education and Teacher Training, State Islamic University of Palopo, Indonesia, Indonesia
Rusdiansyah Faculty of Education and Teacher Training, State Islamic University of Palopo, Indonesia, Indonesia
Nurhayati Usman Faculty of Education and Teacher Training, State Islamic University of Palopo, Indonesia, Indonesia

DOI:

https://doi.org/10.24256/ideas.v14i2.12663

Keywords:

Code-Switching, Code-Mixing, English as a Foreign Language, Classroom Interaction, Language Alternation

Abstract

This study aims to analyze the dominant types of code-switching and code-mixing and identify the reasons for their use by two lecturers and fourth-semester students in an English as a foreign language classroom at UIN Palopo. The study employed a descriptive qualitative method with a case study approach. Data were collected through classroom observations, interviews with two lecturers, open-ended questionnaires administered to fourteen students, and documentation. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, with triangulation applied to compare findings from observations, interviews, and questionnaires. The results showed that inter-sentential code-switching was the most dominant type of code-switching, with 10 of 21 occurrences, while intra-sentential code-mixing was the most dominant type of code-mixing, with 46 of 54 occurrences. Three types of code-switching and three types of code-mixing were identified. Five reasons for language alternation were identified: discussing a particular topic, emphasizing a point, interjections and fillers, repetition and clarification, and building group identity. Discussing a particular topic was the most prominent reason, while repetition and clarification was also supported by classroom observations, lecturer interviews, and student questionnaire responses. Overall, the qualitative evidence suggests that code-switching and code-mixing served communicative purposes related to classroom interaction, lesson content, and the communicative needs that arose during classroom activities.

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