<![CDATA[The purpose of this study was to describe the characteristics of the sentence structure, and the variety of languages used in learning at RA Al-Hidayah Tuah Madani. This study uses a qualitative descriptive method with a case study approach. Sources of data used are learning events in class, recorded speech in learning, and informants. The object of research is teachers and students at RA Al-Hidayah Tuah Madani. Data collection techniques were carried out in three ways, namely observation, document analysis, and interviews. The data analysis technique used is to analyze the purpose and factors causing code mixing on the productivity of children's language acquisition at an early age, namely by pragmatic techniques and referential techniques. Based on the research data, it can be concluded that there are characteristics of the teacher's language in the teacher's speech during learning activities. The characteristics of the teacher's language types of repetition, interrogative sentences, code mixing, and code switching were found when the teacher explained, asked, ordered, and strengthened, while the simplification type of teacher's language characteristics were found in the teacher's activities when explaining, asking, and ordering. Keywords: Teacher Communication; Early Childhood; Teaching and Learning. Abstrak Tujuan penelitian ini adalah untuk mendeskripsikan karakteristik struktur kalimat, dan ragam bahasa yang dipakai dalam pembelajaran di RA Al-Hidayah Tuah Madani. Penelitian ini menggunakan metode deskriptif kualitatif dengan pendekatan studi kasus. Sumber data yang digunakan adalah peristiwa pembelajaran di kelas, rekaman ujaran pada pembelajaran, dan informan. Objek penelitian adalah guru dan murid di RA Al-Hidayah Tuah Madani. Teknik pengumpulan data dilakukan dengan tiga cara yaitu observasi, analisis dokumen, dan wawancara. Teknik analisis data yang digunakan adalah untuk menganalisis tujuan dan faktor penyebab terjadinya campur kode pada produktifitas pemerolehan bahasa anak pada usia dini, yaitu dengan teknik pragmatis dan teknik referensial. Berdasarkan data penelitian dapat disimpulkan adanya karakteristik bahasa guru pada tuturan guru saat kegiatan pembelajaran. Karakteristik bahasa guru jenis repetisi, kalimat tanya, campur kode, dan alih kode ditemukan ketika guru menjelaskan, bertanya, memerintah, dan menguatkan, sedangkan karakteristik bahasa guru jenis penyederhanaan ditemukan dalam kegiatan guru saat menjelaskan, bertanya, dan memerintah. Kata Kunci: Komunikasi Guru; Anak Usia Dini; Belajar Mengaja]]>
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