Code-mixing in the classroom is very influential in students' understanding. When
code-mixing is not applied, many students still have confusion in understanding the
language. The purpose of this research is to find out the types and reasons why
English teachers use code mixing when teaching English at Junior High School 12
Cirebon. This research method is qualitative. The researcher conducted this
research with an English teacher at Junior High School 12 Cirebon. Consisting of
two teachers. The object of this research is the code mixing used by teachers when
teaching English. Based on these findings, the researcher concluded that Junior
High School 12 Cirebon teachers used three types of code mixing, namely insertion,
alternation, and congruent lexicalization. It is proven through the observation that
English teachers produce more alternations and insertions during classroom
activities and after analyzing the data using interviews, the results of the interview
session show that the reason the teachers of Junior High School 12 Cirebon use
code-mixing is because students' needs, how to make them easy and can understand
the lessons explained by the teacher. Based on the research results, it can be
suggested to teachers that code-mixing can be an alternative method of teaching
English so that students can become more familiar with and understand language
learning.
Keywords: Code-mixing, EFL Classroom