AN ANALYSIS OF CODE MIXING USED BY LECTURER

AND STUDENTS IN TEACHING AND LEARNING PROCESS

OF ADVANCED SPEAKING CLASS IN ENGLISH
EDUCATION DEPARTMENT

RESEARCH PROPOSAL

By
MUHAMMAD FADHLIL KHOLIK ATSMAR
Student Id. 882032019063

TARBIYAH FACULTY
STATE INSTITUTE OF ISLAMIC STUDIES
(IAIN) BONE
2022

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 TABLE OF CONTENTS

COVER PAGE..............................................................................................i

LIST OF CONTENTS.................................................................................ii

A. Background...............................................................................................1

B. Problem Identification..............................................................................3

C. Research Question(s)................................................................................4

D. Research Objectives..................................................................................4

E. Research Significance...............................................................................4

F. Research Scoupe.......................................................................................5

G. Review of Related Literature....................................................................5

H. Theoritical Review.....................................................................................7

I. Conceptual Framework..........................................................................13

J. Research Method.....................................................................................14

1. Research Approach and Design.................................................14

2. Site and Participants...................................................................14

3. Research Instruments.................................................................15

4. Procedure of Collecting Data.....................................................16

5. Validity and reability of instrument……………………………..17

6. Data Analysis...............................................................................17

K. Bibliography............................................................................................18

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 A. Background

Sociolinguistics is the study of language in relation to society. The study of

language and society is an area of scholarly inquiry that has been developing for
many years. There is one of the sociolinguistic phenomena which is bilingual or
multilingual in society. Bilingualism is a skill of being able to speak and
understand more than one language.In communication, one language is typically
referred to as the language that is usually called by the mother tongue, while the
second language is referred to as a foreign language. Usually, the people can
communicate well using their first language because they have used it to
communicate with their family, friends, and others in the past

At present, there are so many people who master more than one language. The
languages which are usually mastered well by people are their mother tongue or
native. According to Muin, people who use two or more languages are called
bilingual or multilingual. Many people in the world routinely use two or more
languages in their daily life. This also happens to the Indonesian people who are
multilingualism. Indonesian people master at least the Indonesian language that is
Bahasa Indonesia and their local language.(Khairunnisa, 2016) Now days, there
were so many people who master more than one languages. When someone can
speak up with more than one language in the same utterance it‟s called “code
mixing”. There were so many reasons why it happened.

For instance, when someone said, “saya lagi ada meeting nih” the speaker
has a reason why he mixed the words. The speaker could be just want to tell the
situation at the moment because he often used bilingual in the office or even
because of he wanted to show his proficiency in using many language. That‟s
why, it was important to know the theory of code mixing in communicating
because everybody would be often confronted with the phenomena of code
mixing.(An Analysis of Code Mixing Used By English Teachers In, 2018)

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 code mixing is an act of switching one language to another used within
same sentence. Sometimes the bilingual speakers getting problem when they are
having a conversation with another bilingual. For example, sometimes bilinguals
can take a longer time to respond or be hesitant in their choice of vocabulary. The
reason can be that they often use a different language to talk about a particular
topic and so having to change to another one can cause confusion. So they switch
their language from code to another in the construction of sentence to make the
interlocutor understand, sometimes they do it with the same language background
and it may do so many times.(Vaz Souza et al., 2020)

Kachru in Nusjam (2004) defines code mixing as the term refers to the use
of one or more languages for consistent transfer of linguistic units from one
language into another, and by such a language mixture developing a new
restricted or not so restricted code of linguistic interaction. Related to Kachru
defines above, we can see the reality in the class, when students saying something
in English, they mix some language in the sentence that they don’t know how to
say English it means combine the language between Indonesia and english(Fanani
& Ma’u, 2018)

Code mixing and code switching are not only a matter of mixing of two
particular languages; speakers are also required to acquire sophisticated
knowledge of both languages and cross cultural communication norms. Therefore,
those engage in code mixing and switching were acquire both languages. Junior
High School 14 Padang has the classes from seventh to tenth grades that have
implemented National Standard School programs. To encourage learning process,
each of the classes may use some medium such as Projector, Sound systems and
also computer. Teaching English as foreign language in some schools was not an
easy matter. One of the problems was the used of English as the medium of
instruction in delivering the materials.(Siddiq et al., 2020)

English has been a Second Language since many primary schools have
introduced English in their learning process, but they don’t use English in daily

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life, so many of them have difficulties in expressing their idea in English because
of the lack of vocabulary. The others also feel shy in speaking English because of
being afraid in making mistake pronunciation. Some of them difficult to
understand the sentences which teacher mentioned although the teacher used the
slower speed in speaking. Sometime, they understand the meaning of the
sentences in English but they don’t know how to respond it. Because of some
reasons above, they feel comfort in using Bahasa or their mother tongue in
responding the teacher.(Ningrum, 2019)

Biligualism and code mixing influence each other. Code mixing will occur
when the speakers are bilingual. At the same situation, bilingualism and
multilingualism involve code mixing.(Ningrum, 2019) According to Hudson’s
idea (1996: 51), code mixing is a case, where a fluent bilingual talking to another
fluent bilingual changes language without any change at all. Chaer and Agustina
(2003: 114) also adds that code mixing occurs when a speaker uses dominant
language to support his or her utterance that is inserted with some elements of
other language. In relation to the language and social groups, code mixing is a
phenomenon of bilingual or multilingual society.(Manihuruk et al., 2019)

Bilingual or multilingual speakers as involved persons in using two or

more languages are involved with two or more cultures, and of course, it is not
separated from the result of the language use. The using of two or more
languages, personal or social group, commonly named bilingualism or
multilingualism. The result can be mentioned as “chaos” of the language system.
Moreover, it is also possible for the bilingual or multilingual people to use more
than one code or language in a communication. One of the language phenomena
especially in the study of bilingualism problem is called code mixing.(Manihuruk
et al., 2019)

Based on the description of the background, the Researcher is interested in

discussing the teachers teaching in English teaching learning process. Then, the
researcher has a goal to study a problem related to the teacher's speech acts with

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the title: “ An Analysis Of Code Mixing Used By Lecturer And Students In
Teaching And Learning Process Of Advanced Speaking Class In English
Education Department”

B. Problem Identification

Based on the background, the researcher provided the following

information about the problems to be used as research material:
1. In teaching learning process, the teachers involved bilingual languages,
such as English and Indonesia.
2. In teaching learning process, the teachers used code mixing to
communicate with the students.
3. The teachers have some reasons used code mixing in teaching learning
process

C .Research Question

The problems of this study can be formulated as follows:

1. What are the different ways that teachers use code mixing in their
teaching approaches for learning?
2. Why did the English teachers use code mixing in teaching learning
process?

D.Research Objectives

The objectives of this Research is to identify the code mixing in

teaching and learning process in the 5th semester student of State Institute
Of Islamic Studies ( IAIN BONE)

E.Research Significance
The result of this study can contribute some benefits to students and
teachers.

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A.. For English Teachers

This study was useful to give the information about code mixing and the
types of code mixing that is used in teaching learning process.

B.. For School

This study was useful for school to evaluate the teacher‟s performance in
the class.

C. For Readers

This study was useful to give knowledge in general about code mixing.

D.. For Other Researcher

This result of this study was useful as reference for other researcher who
wants to conduct the same study in different fields.

F.Research Scoupe
The researcher chose to focus their study on specific aspects in order to
make it more detailed. This study focused on the use of code mixing between
English and Indonesian or Indonesian and English languages in teaching learning
processes which occurred in English classes.This research is limited in scope to
discussing the types of code mixing, the dominant type and the reasons English
teachers use code mixing in teaching their students at english education
department

G.Review of Related Literature

There are Five previous studies conducted to observe the motivation of speaking
course. Researcher can make comparisons between the speech acts used and the
results of each method for students in different schools and can also conclude
opinions that are effective for teaching students.

The first Research by dea ivana Program Studi department of english

education faculty of tarbiyah and teachers training state islamic university of north

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sumatera medan. The Title is “an analysis of code mixing used by english teachers
in teaching learning process at mas pab 2 helvetia“.The research was done in
2018 (An Analysis of Code Mixing Used By English Teachers In, 2018) This
research aimed to know the type of code mixing, the dominant type of code
mixing and the reasons why the teachers used code mixing in teaching learning
process at MAS PAB 2 Helvetia.

The research methodology that used in this research was descriptive

qualitative method by applying naturalistic design. The subjects of this research
were English teachers at MAS PAB 2 Helvetia. This research used observation
and interview in collecting the data. The result showed that there were three types
of code mixing that used by English teachers in teaching learning process, namely
intra sentential code mixing, intra lexical code mixing and involving change of
pronunciation. Intra sentential code mixing was the dominant type that used by
English teachers in teaching learning process, which is 170 utterances included
intra sentential code mixing, 12 utterances included intra lexical and 14 utterances
included Involving change of pronunciation. While the reasons of teachers used
code mixing in teaching learning process were situation and lack of vocabulary

The second Research by khairunnisa with the research title is “code mixing
analysis in English teacing learning process at senior highschool 1 takalar” This
study looked at how the use of code mixing by the instructor impacts student
learning in English teaching contexts with a focus on SMA 1 Takalar. The study
found that the code blending used by the English teacher in learning process in
dialect class the primary review of SMA 1 Takalar.

The reasons for the instructor's use of code mixing in this context are
discussed.The students' discernment of code-mixing used by the educator in
English educating their learning process at dialect lesson the primary review of
SMA 1 Takalar. This study incorporates a subjective quantitative plan.Gain
information from classroom perception and meet with educators to understand
why teachers use code-mixing in English-guided learning preparation and obtain

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data teachers use on students' discriminative ability to code mixing. (Khairunnisa,
2016)

The third research is by Lisa and Rezqina Azmi with th e researcher title is”
Analysis of code switching and code mixing used by the lecturer and the students in
speaking class i of english department at iain antasari banjarmasin academic year
2015/2016” This study looks at the phenomenon of code switching and code mixing
in Speaking I class at IAIN Antasari Banjarmasin. It is easy to switch between English
and Bahasa Indonesia or Banjarese, as there is a lot of mixing between the two
languages. In speaking classes, students are required to speak only English,

but there is still code-switching or code-mixing going on in the classroom.The

writer would like to know the prevalence of code switching and code mixing in
Speaking I classes, why it occurs, and the benefits of using them. The writer used
several methods to analyze this phenomenon, including observation, video recording,
and interviews. In twelve meetings, the observation and video recording was
conducted from A to D class of the third semester.The interview with the lecturer and
the representative from the company went well. The lecturer was very knowledgeable
about the company and its products, and the representative from the company was
very friendly and helpful. (Lisa,Rezqina Azmin, 2015)

The fourth researcher is by indrahayu,mardiana and nur asik with the title
“code mixing used by the teacher and the students in classroom interaction at mts
modern tarbiyah takalar islamic boarding school” ( march 2022) This study
aimed at showing the types of code-mixing applied by the teacher and students
when interacting in the English learning process in Class VII.D MTs Modern
Tarbiyah Takalar Islamic Boarding School and describing the perceptions of
students and teachers about code-mixing that is applied when interacting in the
process of learning English in Class VII. D MTs Modern Tarbiyah Takalar
Islamic Boarding School. This study used a qualitative descriptive design. Data
were taken from classroom observations, interviews, and recorders with teachers

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and students when interacting during the learning process, to determine the type
of codemixing used by teachers and students in the English learning process and
to obtain data about student and teacher perceptions of code-mixing. Data were
analyzed based on the type of code-mixing according to Hoffman's theory.

The results showed that there were three types of code-mixing consisting
of 60 utterances, 53 utterances for intra-sentential code-mixing, 3 for intra-lexical
code-mixing, and 4 for involving changes in pronunciation. There is a perception
of students and teachers in the use of code-mixing in the learning process. For the
teacher perception, code-mixing can train students' ability to speak English,
students can define new vocabulary, and make it easier for students to understand
the content of learning. The students perceived that the use of code-mixing in the
English teaching and learning process is required to help them understand the
content of learning so that the teaching and learning process can run well.

Other previous researchers by andi asrifan with The title is “code mixing
and code switching in the efl classroom interaction” 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

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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

This research has similarities and differences with the previous studies that
have been described above. The similarity of this research with the previous
studies above is that these studies analyze speech acts. While the differences in
the analyzed cases. The first research focuses on the analysis of speech act
categorization. The second research focuses on speech act analysis and focuses on
teaching English speaking skills. The third study aims to find the pedagogical
function of the speaking act used by the teacher. The differences between previous
researchers and this research are in technique or strategy, subject, location and
others. This study analyzes the speech acts used by English teachers in the

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teaching and learning process in the classroom. These differences can provide
new findings that lead to different results

H. Theoretical Review

In this chapter, the writer discussed the theories that are related with code
mixing in teaching learning process. They were sociolinguistics, bilingualism,
code, code mixing, types of code mixing, reason of code mixing and code mixing
in teaching learning process

1. Sociolinguistics

In society, language is needed to do communication. Sociolinguistics is a

branch of linguistics that study about language and society. Sociolinguistics
explores language in relation to society. This means that it is concerned with
language as used for communication amongst different social groups of people in
different social situations.(An Analysis of Code Mixing Used By English Teachers
In, 2018)

sociolinguistics is concerned with investigating the relationships between

language and society with the goal being a better understanding of the structure of
language and of how languages function in communication; the equivalent goal in
the sociology of language is trying to discover how social structure can be better
understood through the study of language, e.g., how certain linguistic features
serve to characterize particular social arrangements. Hudson (1996, p. 4) has
described the difference as follows: sociolinguistics is ‘the study of language in
relation to society,’ whereas the sociology of language is ‘the study of society in
relation to language.’ In other words, in sociolinguistics we study language and
society in order to find out as much as we can about what kind of thing language
is, and in the sociology of language we reverse the direction of our
interest(Salzmann, 2003)

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 According to Janet, Sociolinguists study the relationship between language
and society. They are interested in explaining why we speak differently in
different social context, and they are concerned with identifying the social
functions of language and the ways it is used to convey social meaning (Janet
Holmes, 2013) Sociolinguistics differs from sociology of language in that the
focus of sociolinguistics is the effect of the society on the language, while the
latter‟s focus is on the language‟s effect on the society (Solihatul hamidah
daulay,2011) In addition, the term sociolinguistics was used more to refer to the
study of language in relation to society, whereas, sociology of language is used
mainly to refer to the study of society in relation language (made iwan indrawan
jendra,2012)

2.Code

Code is a phenomenon in bilingual or multilingual society. People do

conversation actually they send codes to their hearer. Ronald and Janet states that
when two or more people communicate with each other, we call the system they
use a code (Ronald and janet M.Fuller p.3) Another understanding is that Code
represents all variation characterized in language, it is defined in terms of mutual
intelligibility

3. Code Mixing

Code mixing is usually used in society especially in daily life, because in society
there are so many languages that can be used, such as Javanese, Bataknese,
Indonesia, English, etc. Most of people in the society mix their languages with
other languages by inserted a pieces of second language even sometimes they are
still influences by first language.

3.1 Definition of Code Mixing

Wardaugh in Kun Mustain, stated that code mixing occur when

conversations used both languages together to the extent that they changed from
one language to the other in the course of a single utterance (Kun Mustain,2011

xiii
p.46) The similar definition also said by John in Jendra, “In code mixing, pieces
of language are used while a speaker is basically using another language”.24 In
Addition, Myers Scotton in Lau Su Kia states that Code mixing is the change of
one language to another in the same oral or written text. (Lau Su Kia,et al ,2011
P.4)

Code mixing is natural in communication as there is a natural need or

interdependence among bilinguals or multilinguals. Code mixing occurs with need
to play a social role in society by communicators for example use English in code-
mixing to show that he is a modern like man In certain condition, code mixing is
urgent to fill or to give another express meaningful in communication Based on
the explanation above, It could be concluded that, code mixing is changing one
language into another language in sentence without change the meaning of the
sentence. In this case, speaker inserted a piece of second language in first
language in single utterance. For example, inserted English while speak Indonesia
language

3.2 Types of Code Mixing

Based on Hoffman quotes by Yogi, he clarified that there are three

types of code mixing. Those are Intra-sentential code mixing, Intra lexical code
mixing and Involving change of pronunciation ( Yogi Setia Samsi, 2016,p.145)

A.Intra-sentential code mixing

This kind of code mixing occurs within a phrase, a clause, or a sentence

boundary (Pardede.H.&Krisno,2012,p.130) Intra-lexical code mixing This kind of
code mixing which occurs within a word boundary, such as in shoppã (English
shop with the Punjabi plural ending) or kuenjoy (English enjoy with the Swahili
prefix ku, meaning „to‟).(Pardede.H.&Krisno,2012,p.131) Other example, such as
“Print-kan semua theori-nya dan salin dalam buku catatan”. It is called intra-
lexical code mixing because the speaker mix the language between English and
Indonesia at the level of word such as “Print-kan” and “theori-nya”.

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C. Involving Change of Pronunciation

This kind of code mixing occurs at the phonological level, as when Indonesian
people say an English word, but modify it to Indonesian phonological structure.
For instance, the word „strawberry‟ is said to be „stroberi‟ by Indonesia people,
the word „telephone‟ is said „telepon‟ in Indonesia and the word „popular‟ is said
„populer‟ in Indonesia. It may occur because many people in Indonesia often used
that words in daily interaction.

5. Code Mixing in Teaching Learning Process

They commonly use English in teaching but they also commonly use other
language such as Indonesia to make the explanation clearer and another reason
based on their need. It is natural in teaching learning process in the classroom, it
means 50% teacher use code mixing in teaching learning process. code mixing
occurs in teaching learning process between teacher and students, in cause clarify
that code mixing have the big effect in teaching learning process.

I .Conceptual Framework

Sociolinguistics is a close contemplation of dialects in society. One of the

phenomena in Sociolinguistics is bilingualism. Bilingualism is the speaker's
ability to use two distinct dialects in communication in either formal or casual
circumstances. It is often the case within the society. One of the phenomena that
can happen in a bilingual society is code blending.Code blending can be seen as
changing one dialect to another dialect in the same sentence, without changing the
meaning. In this particular instance, the speaker inserts a bit of dialect into their
first language in a single expression. In teaching English, teachers often mix codes
in the classroom. Therefore, the focus of this research is to analyze

teachers' use of mixed-code words in the teaching and learning process

and the reasons. There are three types of code mixing, namely code mixing within
sentences, code mixing across words, and code mixing related to pronunciation

xv
changes.For the reasons mentioned, there are four reasons why people might do
code mixing, namely bilingualism, a situation, prestige, and vocabulary.

Figure 2.1 The Conceptual framework

SOCIOLINGUISTICS

BILINGUALISM

Variabel 1 : Code mixing Variabel 2 :

Type of code mixing :

Collecting the data
1. Intra Sentential code
mixing

2. Intra lexical code mixing

3.Insolving change of Analyzing the data

pronounciation

The dominant type of code

mixing that used of the Result
lecturer

The dominant type of code

mixing that used of the
lecturer
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A. Research Method

1. Research Approach and Design

This research used descriptive qualitative as a method of the researchThrough

qualitative research, Basrowi & Kelvin (2008:2) said that:that the researcher can
recognize the subject, feel what is experienced in daily life. Qualitative research in
it involves researchers so that they will understand the context of the situation and
setting Through qualitative research, Basrowi & Kelvin (2008:2) said that: that the
researcher can recognize the subject, feel what is experienced in daily life.
Qualitative research in it involves researchers so that they will understand the
context of the situation and setting natural phenomena that are being studied.
(Fadli, 2021)

In this research, descriptive qualitative method was designed by applying

naturalistic design. This method used in order to discover, identify, analyze, and
describe the code mixing in teaching learning process. It was also known as a
method to analyze the utterances of the teachers

2. Site and Participants

A. Location of The Research

The researcher conducted research in english departement of IAIN

BONE.

B.The Subject Of The Research

The researcher will observe the English lecturer and students of english
departement of IAIN BONE. The researcher used a snowball sampling method to

choose the subject. Snowball Sampling is a method used to identify and take
samples over a network. It is based on the snowball analogy, which starts small,
but goes along process, the number increases. Snowball Sampling is a technique
multi-stage. It starts with a few people and grows regarding the research

xvii
movement. Snowball Sampling can be This is done by making a sociogram,
which is a diagram circles connected by lines (Dr. Ibrahim, 2015). According to
this theory, the researcher would start with one teacher if data from that teacher
wasn't available. If that teacher wasn't the only source of data, the researcher
would continue looking for other teachers.The researcher chose to study teachers
because they noticed that they use code mixing
between English and Indonesian or Indonesian and English in their teaching
process.

C.Research Instruments

In qualitative research, the researcher was a key instrument (Ibrahim,2015.P.134)

So, as an important means, researchers ultimately determine the overall outcome
of their research. Determines the research focus, data and data sources, applied
methodologies, and data understanding. ,analyze the data and finally prepare the
research results. While carrying a variety of supporting items, such as a voice
recorder, camera, pen, and note book, I was able to complete my task.
( Ibrahim,2015.P.88)
Therefore, to define a study, the researcher needs ancillary tools such as a
voice recorder, a list of questions, a pen, and a notepad to collect data. The voice
recorder was used to capture the teachers' spoken words during the teaching
process and the statements of the teachers' interviews. The pen and notebook were
used to write down the field notes.The researcher uses support instruments to
make it easier for them to collect the data.
To get the data, the researcher collected the data with these following
steps:
1). The researcher observed in the classroom used voice recorder to record
the teachers and student in teaching learning process in speaking class. It was to
identify the teachers and the students used code mixing in english departement
especially to identify the types and dominant type of code mixing that used

xviii
 2). The researcher collected data about teaching behaviors from teachers
who are involved in teaching learning processes.

3) After the observation was completed, the researchers interviewed

English teachers and students of english departement of IAIN BONE to
understand the reasons for using code mixing.

4) The researcher analyzed the data of observation and interview

D.Validity and Reability of instruments

Validity and reliability are key aspects of all research. By taking careful care
to focus on these two aspects of research, you can make sure that your findings
are credible and trustworthy. This will help ensure that others accept them as
such.This is important in qualitative research, where the researcher's
subjectiveivity can easily cloud the interpretation of the data, and where research
findings are often questioned or viewed with scepticism by the scientific
community.(Sarrigeorgidis & Rabaey, 2003)

According to (Le Comple and Goetz 1982: 32). Validity in research is

concerned with the accuracy and truthfulness of scientific findings A valid study
should demonstrate what actually exists and a valid instrument or measure should
actually measure what it is supposed to measure.

The consistency, stability, and repeatability of the informant's accounts, as

well as the capacity of the investigators to gather and precisely record the data
Selltiz and colleagues It speaks of the capacity Using a study technique to
regularly produce the identical outcomes after several testing cycles. In other
words, it requires that a researcher using the same or comparable methods
obtained the same or comparable results every time he uses the methods on the
same or comparable subjects.

E.Procedure of Collecting Data

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 To get the data, the researcher did some ways to collect the data, as
following:

1. Observation

The researcher made use of observers who were not participants. The
researcher watched the subject during this observation. The non-participant
observation is similar to routine monitoring

2. Interview

According to Denzin & Lincoln,(2009) Interview is a form of conversation,

the art of asking questions and hear. Interview is not a neutral device in producing
reality. So the interview Istools for producing situational understanding (situated
understanding) sourced from episodes special interaction (Dr. Ibrahim, 2015). In
this instance, the researcher would act as the interviewer and ask the teachers of
English the interview questions. English teachers who were being interviewed
would respond to the interviewer's queries in the meantime.

F.Technique of data analysis

According to Bogdan & Biklen in ibrahim (2015),qualitative data analysis is

an effort made by working with data, organize data, sort it into manageable units,
synthesize them, search for and find patterns, discover what is important and what
learned, and decide what to tell to others.(Dr. Ibrahim, 2015)

according to Miles and Hubberman (1994), which consists of data reduction,

data presentation data display, and withdrawal and Conclusion Drawing /
Verifications.(Dr. Ibrahim, 2015)

1.Data Reduction

Data reduction was the first type of data analysis. In this instance, the
researcher made an effort to categorize and classify the data in a way that was
appropriate for the component that was the focus. The researcher could determine
which data are appropriate or not from this approach. While improper data are

xx
separated, appropriate data are organized in a methodical manner. So it aimed to
ascertain, there was no inappropriate data or not relevant data.

2.Data Display

Data presentation was the next stage is data analysis following data reduction.
This stage involved the researcher identifying the data from English teachers'
statements, classifying them into relevant categories as defined, and then
displaying them as tables, such as the one below. Meanwhile, the interview's
findings were presented in narrative form.

3. Conclusion Drawing / Verifications

The final sorts of data analysis were verifications or conclusion drawing. The
researcher will be able to draw conclusions and perform verifications depending
on the research's topic after the data is shown in table form. It means after
researcher got the data from data displayed in tables, the next step researcher was
drawing conclusion/verifications based on the focus of the research.

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