Code mixing is commonly used in multilingual English as a Foreign Language (EFL) classrooms to facilitate communication and support students’ understanding of learning materials. However, students’ perceptions toward the use of code mixing in English teaching remain underexplored, particularly in Islamic senior high school contexts. Therefore, this study aimed to investigate students’ perceptions of the use of code mixing in English teaching and explore its impacts on students’ learning experiences at Islamic Senior High School Al Mubarok. This study employed a descriptive qualitative design. The participants consisted of 32 tenth-grade students, with six students selected for semi-structured interviews. Data were collected through a printed questionnaire and semi-structured interviews and analyzed using the interactive model of data analysis, including data reduction, data display, and conclusion drawing. The findings revealed that students perceived code mixing positively because it helped them understand learning materials, classroom instructions, listening activities, and unfamiliar vocabulary more easily. In the affective aspect, students reported feeling more comfortable, relaxed, and less anxious during English learning activities. In the conative aspect, code mixing increased students’ confidence, motivation, and willingness to participate in classroom interactions. Furthermore, the findings indicated that code mixing facilitated comprehension, enriched vocabulary knowledge, reduced learning anxiety, and encouraged active participation in learning activities. These findings imply that English teachers in multilingual EFL classrooms may strategically use code mixing to support students’ comprehension, foster classroom engagement, and create a more supportive learning environment, particularly for learners with limited English proficiency.
S. Wahida, Siffa Annisa Fitri Ramadhani, Fidiatun Adiyan· Teaching English as a Foreig...· 0 citations
Translation plays an important role in helping EFL students comprehend English texts; however, many junior high school students still experience difficulties in translating narrative texts accurately due to linguistic and contextual challenges. This study aimed to identify the translation strategies used by eighth-grade students in translating English narrative texts into Indonesian and to explore the challenges they encountered and the references they used during the translation process. This study employed a descriptive qualitative research design involving 52 eighth-grade students of MTs Al-Hidayah, Bitung Jaya. Data were collected through observation, translation tasks, and semi-structured interviews and analyzed using Miles and Huberman’s Interactive Model, consisting of data reduction, data display, and conclusion drawing. The findings revealed that students employed four translation strategies: literal translation, idiomatic translation, addition, and omission. Literal translation and addition were the most frequently used strategies (26 occurrences each), followed by idiomatic translation (25) and omission (10). Students also encountered challenges related to limited vocabulary, grammatical confusion, and sentence construction, while relying on dictionaries, Google Translate, AI-based applications, teachers, and peers to support their translation process. These findings contribute to translation education at the junior high school level by providing insights into students’ translation practices and may assist English teachers in designing more effective instructional strategies to improve students’ translation competence, vocabulary mastery, and grammatical awareness.
Putri Maulina, Siffa Annisa Fitri Ramadhani, Muh. Khaedir Lutfi· Teaching English as a Foreig...· 0 citations
We use cookies to run the site and, with your consent, for analytics and to show ads.
See our Cookie Policy.
