This research aims at finding out code mixing and code switching in the classroom interaction in terms of the teacher talk and the student talk at SMP Negeri 2 Parepare. In detail, this research aims to identify (1) the teacher talk particularly the type token ratio, the mean length of utterance as formal features, question, feedback and correction as interactional features, (2) the students talk particularly response to question and ask question as well as the students’ preference towards the use of code mixing and code switching the students in learning achievement. The research employed mix method research design. The subjects consisted of the teacher and the students. There is 1 teacher and 81 students which are divided into three classes. Each class consists of 27 students. The research data were collected by non-participant observation which was analyzed by using formal features, interactional features, descriptive and inferential statistics through SPSS 21.0. The research result indicated that (1) the type token ratio in code mixing and code switching Indonesian/English in classroom interaction varied. It reveals that the vocabulary used by the teacher varied, (2) the speech of the teacher when addressing the students in the classroom by mixing and switching the language contained longer utterance, (3) the teacher used convergent and divergent questions in mix and switch the language when addressing students in the classroom interaction, (4) the teacher provided interactional corrective feedback and correction in mixing and switching the language when addressing students in the classroom interaction, (5) there are three reasons why the teacher mix and switch the code in the classroom interaction namely to give clear explanation to the students, to make the students easy to understand, and make the teacher and the students close to each other, (6) There are two types of students in response to the question namely the role of students to the teacher (S-T) and the role of students to students (S-S) in code mixing and code switching in the classroom interaction, (7) there are two types of the students question in code mixing and switching of Indonesian/English when asking the teacher namely procedural questions and convergent questions, (8) the students’ preference towards the use of code mixing and code switching in the students learning achievement consist of two main points in this research namely, first the use of code mixing and switching convince positive attitude and second positive role to the students preference towards the use of code mixing and switching the students in learning achievement.
The research entitled " The Influence of Canva Application on the English Language Learning Outcomes Students of SMA Muhammadiyah Rappang" was motivated by the absence of learning using the Canva application applied to Indonesian subjects, so there is a need for innovation in the use of learning media to create a pleasant learning atmosphere for students. This study aims to determine the effect of using the canva application on the learning outcomes of students of SMA Muhammadiyah Rappang. The instrument in this study used a multiple-choice test of 20 numbers. The sample in this study was 23 students of grade XI SMA Muhammadiyah. For data analysis techniques in this study using the mean formula. Based on the results of the study, in accordance with hypothesis testing through data analysis, the initial test score (Y) results were lower than the final test score (X), namely Y = 75.65 < X = 86.73. The difference in the results of these scores proves that the working hypothesis that states there is an influence on the use of canva on Indonesian the learning outcomes students of grade XI SMA Muhammadiyah Rappang is "accepted". While the null hypothesis that states "there is no effect of using canva on Indonesian the learning outcomes students of grade XI SMA Muhammadiyah Rappang is "rejected". Thus, it can be concluded that the use of canva in learning affects the Indonesian learning outcomes students of grade XI SMA Muhammadiyah Rappang.
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