TEACHER’S CODE-MIXING TO TEACH WRITING OF NARRATIVE TEXT IN 2013 CURRICULUM FRAMEWORK (A Case Study at the Tenth Grade of a Vocational High School in Ciamis)

Abstract

This study investigated teacher’s code-mixing to teach writing of narrative text in 2013 curriculum framework. It was aimed at finding out how the teacher uses code-mixing in teaching writing of narrative text in the framework of 2013 curriculum, investigating the factors which encourage the teacher to use code-mixing in teaching writing of narrative text in the framework of 2013 curriculum, and finding out the students’ perceptions toward teacher’s code-mixing to teach writing of narrative text in 2013 curriculum framework. The research design used case study conducting to the students at grade ten of a vocational school in Ciamis. The writer employed the observation, the interview and the questionnaire. The data analysis employed Triangulation to examine data from observation, interview, and questionnaires as adapted from Fraenkel, et al. (2012, p. 559). The findings showed that the teacher used code-mixing in teaching writing of narrative text in the framework of 2013 curriculum. It was used by the teacher and categorized into three classes, namely alternation, congruent lexicalization, and insertion, The findings showed that some factors encouraged the teacher to use code-mixing to teach writing of narrative text in 2013 curriculum framework. The findings showed that the students gave their positive responses toward how the teacher uses code-mixing to teach writing of narrative text in 2013 curriculum framework.