Abstract:
The purpose of this study is to determine the types of Indonesian-English code
switching and code mixing used by experienced and inexperienced instructors in
schools, as well as the reasons for adopting them. This study conducted
descriptive qualitative research. Researchers used observation, interviews, and
documentation as data analysis tools. This study's population consisted of
instructors who taught at SMP Swasta Imelda Medan. The results of research on
how there was two types of bilingual class language: English as the major
language and Indonesia as an additional language; and Indonesian as the main
language and English as an additional language. experienced instructor that
represent by Mam Ade Yumna Hartanti, S.Pd. 67% of classroom incidents include
code switching, compared to only 33% with code mixing. the code switching were
dominated by 76% tag code switching. the inexperienced instructor that represent
by Sir Haditya Rahman, S.Pd. 51% of classroom incidents include code switching,
compared to 49% for code mixing. the code switching were dominated with 51 %
and the types dominated by 50 % Intra sentential code switching. The researcher
also discovered that instructors utilized language interfering and language transfer
when they intended to discuss a specific issue, be firm about something, group
identity, assist students who were confused, and restore student concentration.
