Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature International Journal of Language, Education, and Literature (IJLEL)
Friska Nurshadrina
Universitas Negeri Makassar
Education Languange, Linguistic, Communication & Media

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Exploring The Types of Code-Switching and Code-Mixing in Classroom Interaction: A Multiple Case Study in Higher Education Friska Nurshadrina; Abd. Halim; Fitriyani
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 2 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i2.11293

Abstract

The purpose of this study is to determine the various and most common types of code-switching and code-mixing utilized by students at UIN Alauddin Makassar and Universitas Negeri Makassar. Thirty English students from each university enrolled in the Speaking course in the class of 2025 served as the study's subjects. In order to illustrate the phenomena of code-switching and code-mixing that take place during classroom interactions, this study uses a qualitative method with a descriptive qualitative design. Although a lot of research has been done on code-switching and code-mixing in EFL classes, there aren't many studies that compare different Indonesian universities. Data collection, data reduction, data presentation, and conclusion or verification were the phases of the data analysis process. This study used Hoffman's theory (1991) to examine the kinds of code-mixing that appeared in classroom interactions and Poplack's theory (1980) to define and categorize types of code-switching. The study's findings showed that both universities' speaking learning processes heavily involve code-switching and code-mixing. However, only UIN Alauddin Makassar exhibited the most prevalent forms of code-switching and code-mixing. Intra-sentential switching, or code-switching that takes place within a single sentence, is the most common kind of code-switching. Intra-sentential code-mixing, or code-mixing that occurs within a single sentence, is the most common kind of code-mixing.
The Perception of Students Toward Code-Switching and Code-Mixing in Higher Education Level Friska Nurshadrina; Abd. Halim; Fitriyani
International Journal of Language, Education, and Literature Vol. 3 No. 4 (2026): October
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/wrd53990

Abstract

The purpose of this study was to describe how students at Universitas Negeri Makassar and UIN Alauddin Makassar perceived the use of code-switching and code-mixing in speaking classes. In multilingual educational environments, code-switching and code-mixing are frequent occurrences, especially in EFL classrooms when students alternate between their native tongue and the target language. Since students' attitudes have a direct impact on language learning engagement and classroom communication dynamics, it is crucial to understand how they see these activities. Semi-structured interviews with students from both universities and classroom observations documented in field notes were used to gather data using a descriptive qualitative design. Data reduction, data presentation, and conclusion drafting were the phases of the data analysis process. The findings show that students' opinions of the usage of code-switching and code-mixing in speaking classes were generally favourable. They saw both techniques as helpful methods for enhancing learning material understanding, boosting confidence when presenting ideas, and maintaining a fluid classroom communication flow. Additionally, students admitted that using code-switching and code-mixing to deal with difficult English issues helped them feel less anxious. In order to prevent an excessive dependence on the first language, which could impede the development of overall English ability, students acknowledged that these activities should be kept within normal bounds. These results imply that, when employed intentionally, code-switching and code-mixing can be helpful tools for communication rather than obstacles to language acquisition in speaking classes at the university level.
Co-Authors Abd. Halim Fitriyani