Post on 04-Apr-2023
CHAPTER I
INTRODUCTION
1.1 Background
Language is means of communication in the society . It is
an indispensible instrument of society. It means that each
person understand ecah other and is able to make it function
together. Language as a social phenomenon is central fact of
human existence function as a means of communication by which
the number of community communication and interact with other.
Communication among or between persons can only occur because
of and by using of language. In our daily activity, language
has become aspects of life . It means it has bound people
become a strong society. Every people communicate each other
through language that can be seen through culture, tradition ,
norm and rules. All the activities can be done by language. To
express our thought in our language is not difficult, but is
different if we want to express it in foreign language.
Sometimes, we know the meaning of every word but to arrange
them become a good sentence which clear meaning is not easy.
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Language influence each other when they come in contact. The
most noticeable influence in interference which usually
manifest in form of code switching or code mixing.
(www.linguistik-online.de/43_10/dada.html )
In Indonesia the students have problems in speaking,
writing or listening English and they have difficulties in
understanding someone who is speaking in English. Though
they have been studying English since they were in primary
school but most of them are still not able to apply it in
their daily life. This happens because they just assume that
English is just one of the subjects at school , same as the
other subjects they have . They do not realize that English is
a language that must be practised in their life .
According to KTSP ( 2003 ) and Curriculum 2013 English
teachers in schools began the habit of using English in the
introduction to the teaching learning process , although not
all English. Obviously this has a very good purpose, namely
that students have the skills to convey in English listening
and reading abilities (receptive skills) or writing and
speaking (productive skills), ranging from a basic level,
skilled and proficient. So English teachers actually have to
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use English as their instructions of language at least 75
percent in the teaching learning process, but what is going on
in the classroom is much different. Based on the writer’s
experiences and observations in teaching English more than 10
years , the English teachers teach mostly by using Bahasa
Indonesia than English. The English teachers confess that
they always get the difficulties when they apply the
materials in English more often than Indonesia language to the
students. The description above also occurs in teaching
English in SMP Negeri 12 Pematangsiantar. Even all of the
English teachers say that all of them uses Indonesia more
often than English in the teaching learning processs. When
English is used to convey the materials mostly in English
teaching learning process, it will have a total
miscommunication between the teacher and the students and also
among the students. On the other words, the material cannot
be well achieved by the students if they use English as their
language of instruction in the teaching learning process. The
students totally misunderstand with the intention of the
teachers’ utterances and even the students cannot respond to
the teacher at all. Based on the experieces, when the teacher
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invites their responses the students even say that they do not
understand. Of course this is a big problem in the teaching
learning process. The materials must be able to be accepted by
the students well or the teaching learning process will fail.
To avoid this, they are impossible just to keep on speaking
English mostly in the teaching learning process so at last
they have to switch or mix their languages in the teaching
learning process. The English teachers always switch or mix
their languages in one to make the students understand the
instruction, explanation or questions and the code switches
occur in word, phrase or sentence. They switch or mix the
languages from English to Bahasa Indonesia and sometimes they
insert their mother tongue such as Batak and Java languages.
The way how the English teachers switch or mix the
languages in the teaching learning process becomes a big
attention for the writer . The writer is going to search how
important the switch and the mix of languages influence the
success of English teaching learning process. In order words,
do all English teachers need to switch or mix their
instruction of language with another language like Indonesia
switch and mix with English and or mother tongue when they are
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speaking in the classroom ? Is it accepted when the English
teachers switch or mix the languages to speak to their
students ? On the other hand, when the English teachers switch
or mix the languages in the teaching learning process, are the
students are easier to accept the materials ? are they able
to convey their understanding in their opinions in the
teaching learning process and in the answer sheet when they
have examination ?
Code switching and code mixing are commonly and well
documented in the speech of multilingual persons and there
must be some reasons why someone switch or mix her/his
language in the conversation. As Howard (1977 : 10 ) said the
cognitive reason for code switching , and other changes in
speech , as a person seek either to emphasize or to minimize
the social differences between him or herself and the other
person(s) in conversation. Giles ( 1977 : 12 ) posits that
when speakers seek approval in a social situation they are
likely to converge their speech with that of the other person
speaking. This can include, but is not limited to, the
language of choice , accent , dialect and para-linguistic
features used in the conversation. In contrast to convergence,
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speakers might also engage in divergent speech, with which an
indivudual person emphasizes the social distance between him
or herself and other speakers by using speech with linguistic
features characteristic of his/her own group. Garcia (2007)
said that code switching and code mixing as bilinguals use
languages based on prestige, appropriateness, preference and
ability .
Code switching and code mixing mostly occur in informal
situation ,for instance among the intimacy friends in daily
conversation. But the intimacy do not only occur amongs
friends , it must also occur in the classroom between the
teacher and the students. Adendorff (1993: 11) states that
code switching in the classrooms he studied allowed the
teacher to fulfil “his academic and social agendas by enabling
him … to clarify information, encourage, provoke and involve
his pupils”. Teachers and students appear to
engage in code switching between Zulu and
English (i) in order to fulfil social functions, such as
signalling solidarity or authority and building
relationships, and (ii) for academic purposes,
such as reiteration, to ensure the adequate communication of
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content. Adendorff (1993: 17) concludes that the development
of a sensitivity toward code switching should form part of
teacher training, and that teachers should be encouraged
to accept code switching as a sign of bilingual
competence, affording speakers communicative power,
and thus social power (Adendorff 1993: 19).
Further research on code switching which
underlines the necessity for teachers to be aware
of the phenomenon and its functional aspects is
reported by Kieswetter (1995), who considers
the patterns of code switching between English, Zulu and
Swazi among a particular group of high school students
in an urban English-medium school. Kieswetter (1995:
6, 59) notes that code switching is used
as a dynamic conversational strategy, and that code switching
is the unmarked choice among Zulu first language (L1)
students, where it appears to reflect their dual identity.
Kieswetter (1995: 96) echoes the sentiments
expressed by Adendorff (1993), suggesting that teachers
need to recognise the dynamic nature of language and to allow
for the influence of context in students’ language use.
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Ex. When we are asleep and dreaming.
When we are asleep we dream and yonke into oyiphuphayo.
(all that we dream about is recorded inour minds )
( https://scholar.sun.ac.za/.../uys_functions_2010.)
This switch caused laughter amongst the learners. One could
say that the teacher’s switch is an attempt to gain
credibility from his learners because the learners started
laughing when he code switched to Zulu.
The example above is about the teacher who switched
his/her language from English into isiZulu language to make
the students close to him/her. From this situation , we can
see that teacher used code swithing for social reason.
There are two kinds of code switching, they are (1)
internal code switching and (2 ) external switching. Internal
code switching means the switching from one variant or dialect
in a regional language ( Indonesia to Batak Toba language ) .
External code switching means the switching from one language
into another language ( Indonesian to English ).
Here an example of of internal code switching :
Teacher : Dah sehat kamu Bonar ? ( Have you been fine Bonar ? )
Bonar : Sudah Mam ( Yes Mam )8
Teacher : Sakit apa kamu kemarin ? ( What disease did you getyesterday ? )
Bonar : Demam Mam ( Fever Mam )
Teacher : Oo ido , unang marmeami jo ho da asa ittor sehat ho ( Oh Isee, don’t play
too much in order you will get better ).
Bonar : Olo Mam ( Yes Mam )
The csonversation above is between Teacher and Bonar. The
teacher knew that Bonar didn’t attend the her class yesterday
because he was sick. So the teacher asked him what kind of
disease did he have . The teacher also emphasized that Bonar
had been feeling well and remind him not to play much so that
he would be much better by switching to Batak Toba language.
Here an example of external code switching :
Teacher : Hello , Selamat Pagi semua anak anak ! ( Hello , GoodMorning all )
Students : Pagi Mam ! ( Good Morning Mam)
Teacher : Apa kabar semuanya ? (How are you all ? )
Students : Baik Mam , Mam apakabar juga ? ( Fine Mam , and you ?)
Teacher : Saya juga baik baik saja ( I’m fine too )
By the way , You had an assignment yesterday ,didn’t you ?
Students : Yes Mam
Teacher : All right, please collect all your homework !
Students : Okay Mam
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The dialogue above is performed by teacher and students in the
classroom of SMP Negeri 12 Pematangsiantar of ninth grade.
Firstly the teacher greeted them in Indonesia and the students
responsed her in Indonesia too , but suddenly the teacher
switched from Indonesia to English. He/She switched in order
to train them speaking English.
Code mixing is natural in communication . It occurs with
the need to play social role in society. There are some
backgrounds why a speaker must mix his/her language in a
conversation.
1. The presence of a third speaker, custom, stiffness, to
evoke a sense of humor, and to simply prestigious .
2. Bilingual / multilingual, speakers want to give respect to
each other, the dependence on the mother tongue, the desire to
be humble, and the language used by the teacher does not have
an expression for the concept to be expressed.
Let’s see the example below :
Teacher : Sekarang kamu bisa discuss dengan temanmu tentang soalnomor 2 ?
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Semua punya dictionary kan ?
Student : Ya Mam .
Teacher of this sentence mix his/her language because of
his/her bilingual. He /she also wants to emphasize the
instrutions that he/she has to the students.
From the information , theories , and the experience
above , the writer of this thesis has an attempt to give a
little contibution to English teaching learning process by
switching and mixing the language in the classroom . In this
study the writer wants to put that code switching and code
mixing are the means to enable students to talk more freely in
the classroom , to encourage students participation , to help
the students to understand the subject matter of the lesson ,
to build and to maintain relationship between and among
teachers and students . The understanding of using code
switching and code mixing in English teaching learning process
can make the writer and the readers especially English
teachers more easily to understand or to improve one strategy
to support the success of English teaching learning process .
The research on code switching and code mixing in
teaching English at junior high school offers to benefits,
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namely theoretical and practical benefits. Theoretically, the
results of this study adds to the study of code switching and
code mixing theory of English to Indonesia or otherwise
which occurs in an oral communication in the realm of
instructional analyzed from aspects of sociolinguistics. The
results of this study also adds to the study of theory
bilingualism in Indonesia with a focus of study happening in
code switching and code mixing in teaching English in junior
high school.
Practically, this research is very useful for English
teachers of junior high school, the students of junior high
school and the lecturer of sociolinguistics. English teachers
can use the result of this study as an illustration usage of
English and Indonesia languages in teaching English at junior
high school. English teachers gain a comprehensive
understanding of the direction in code switching and code
mixing, types of code switching and code mixing, what
dominant type they use . English teachers in general obtain a
description of the use of code switching and code mixing in
communication in the classroom concerning the function of them
in teaching English as a communication strategy. This
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understanding gives confidence to the English teachers to
carry code switching and code mixing in teaching English
because the use of them have scientifically reasons and
functions.
For learners, the results of this study can motivate them
using Englsih as a medium of communication in the classroom
and may conduct code switching and code mixing as a strategy
communicaton in the English teaching learning process in the
classroom or outside the classroom. Thus, students should not
feel scared to speak English and Indonesia if they get
stagnation to speak when they convey a meaning in the concept
of target language.
The results of this research can also be used by
lecturers as a sociolinguistic lecture material, discussion of
bilingualism because they are parts of sociolinguistics.
To develop the explanation above, the researcher found
that the English teachers of ninth grade at SMP Negeri 12
Pematangsiantar use code switching and code mixing in their
teaching learning process. Here the researcher is interested
in finding out what factors influence the use of code
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switching and code mixing in their teaching learning process.
That kind of switching and mixing. Besides, the reseacher will
also investigate the types of code and code mixing and what
dominant type they use.
1.2 Problems of the Research
Based on the previous description, the problems of
research in this study are formulated on three questions as
the following :
1. What are the types of code switching and code mixing used
by the English teachers of ninth grade at SMP Negeri 12
Pematang Siantar in teaching learning process ?
2. What is the dominant type of code switching and code mixing
used by the English teachers of ninth grade at SMP Negeri 12
Pematang Siantar in the teaching learning process ?
3. What are the reasons of using code switching and codemixing used by the English teachers of ninth grade at SMPNegeri 12 Pematangsiantar in teaching learning process ?
1.3 Purpose of the Research
This research examines the code switching and code mixing
of ninth grade English teachers of SMP Negeri 12
Pematangsiantar. The codes are analyzed in the term of
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conversation analysis between the English teachers and the
students .
Based on the formuation of research problem above, the
purpose of this research are stated as follows :
1. To find out the types of code switching and code mixing
used by the English teachers of ninth grade at SMP
Negeri 12 Pematang Siantar in teaching learning process .
2. To find out the dominant type of code swicthing and code
mixing used by English teachers of ninth grade at SMP Negeri
12 Pematang Siantar in teaching learning process.
3. To find out the reasons of using code swiching and code
mixing used by English teachers of ninth grade at SMP Negeri
12 Pematangsiantar in teaching learning process.
1.4 Scope of the Research
As has been stated in the previous section, this study is
analysing the code switching and code mixing used by the
English teachers of ninth grade at SMP Negeri 12
Pematangsiantar in teaching learning proces, so the code
refers to speech variation or dialects in a language. So the
term of code switching and code mixing can be stated as the
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switching and mixing between or from one speech variation,
dialect even the language with or to the others .
In this research, there are three two types of code
switching that will be researched, they are 1) External code
switching and 2) Internal code switching. External code
switching is the switching from a language to another one,
such as the switching Bahasa Indonesia to English. And
Internal code switching is the switching from a variant or
dialect into another variant or dialect, such as the switching
Batak Toba to Batak Simalungun . Furthermore, this will
research types of code switching , namely 1) Intersential
switching, 2) Intrasentential switching and 3) Tag Switching.
There are three types of code mixing, they are 1) Unit
Insertion, 2) Unit Hybridization and 3) sentence Insertion .
Unit Insertion refers to the introduction of grammatical unit
such as word, phrase and clause in a sentence f`or form
language. Unit Hybridization refers to the use of code mixing
within a unit ( a noun phrase , a verb phrase or a compound
verb ). And sentence insertion refers to the process of
inserting a sentence a language from that of discourse .
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1.5 Significance of Research
This research will be used both theoretically and
practically as follows :
1. Theoretically
1) Provides the writers and readers with some more
knowledge about learning the subject which have to do
with language variations represented by the Indonesian-
English code switching and code mixing found in the
teaching learning process of English teachers of ninth
grade at SMP Negeri 12 Pematang Siantar in teaching
learning process.
2) Provides for teachers a better way for code switching
and code mixing.
2. Practically
1) It is as information for the other researcher to
conduct the research relates to code switching and code
mixing.
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2) It is as information for the reader in knowing
knowledge about learning the subject which is related to
language variations.
3. Guided information for the university students who are
interested in studying code switching and code mixing.
1.6 Defenition of the Key Terms
Deals with the topic, the reseacher would like to define
some terms un this research as follows :
Code
It is a verbal component that can be as small as a morpheme or
as comprehensive and complex as the entire systems of a
language . It also refers to speech varieties in a language .
Switching
It is the process of moving something into another . It is a
shift or change.
Code Switching
It is as common term for alternative use of two or more
language, varieties of a language or even speech styles .
While Hoffman (1991:104) defines code switching is the
changes over sentences and can occur during the
conversation.
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Mixing
It is put or bring something together.
Code mixing
It refers to all cases where lexical items and grammatical
features from two languages appears in one sentence .
CHAPTER II
REVIEW OF RELATED LITERATURE
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In this chapter the writer will describe some theories
used in this research. This theories will be the foundation of
doing this research. There will be some aspects going to be
disscussed as the following.
2.1 Sociolinguistics
A language becomes the essential use for people in
interacting with others in society at anytime and anywhere .
Without a language, people will find some troubles when they
do their activities and towards the others. All the people or
society needs a languge. The role of a language among people
in this life is very crucial . The study of the linguistics
reveals that language and society cannot be seperated to be
investigated is sociolinguistics or the sociology of language.
When a study of language in which the linguistic factors
are related to the factors beyond the language, such as
language use that is done by its speakers in a certain speech
community, it refers to sociolinguistics. According to
Fishman, for instance, socially, the language use involves
“Who speaks, what language, to whom, when and where” Fishman, 1970:244)..
When some aspects of sociology are adopted in studying a
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language, this means it presents an interdisciplinary study;
and its name represents a combination of sociology and
linguistics. In this relation, some experts call it as
sociology of language; and some others call it as
sociolinguistics.
Sociolinguistics is an interdisciplinary field of study.
It is derived from the word socio(logy) and linguistics. Socio
relate to the society and linguistics related to the science
of language. Fishman ( 1970 : 244 ) says that the “
Sociolinguistics is the study of the characteristics of
language varieties, the characteristics of their functions,
and the characteristics of the speaker as these three
constanty interact, change and change one another within a
speech community’’. In the words, sociolinguistics is the
study of a language and its relationship with the user of that
language in interaction.
Holmes ( 2001 : 1) also adds that sociolinguistics is
concerned with the relationship between language and the
context in which it is used. It means that sociolinguistics
interested in explaining language use in different social
contex. It can be studied society in order to find out what
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kind of language is and to understand the structure of
society. Examining the way people use language in different
social context provides a wealth information about the way of
the langauge works, as well as about the social relationships
in a community, and the way people signal aspects of their
social identiry through the language.
Sociolinguistics is one of the fastest growing stand of
linguistics as a study of a language and its social context.
In normal transfer of information through language, people use
language to deliver messages about who they are , where they
come from and who they accociate with . We can easy ralize the
background, character and intentions based simply upon the
person’ s language, or dialect. Language is thus code for the
transmission of information as well as a symbolic indicator of
behaviour. Sociolinguistics actually does not discuss a
strucrure of a language , but it focuses on how a language is
used , so it could play its function well.
The basic notion underlying sociolinguistics is quite
simple : langauge use symbolically represents fundamental
dimensions of social behaviour and human interaction. The
nation is simple , but the ways in which language reflects
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behaviour can often complex and subltle. Furthermore, the
realtionship between language and society affects a wide range
of encounters from broadly based international relations to
anrrowly defined interpersonal relationship. In examing
language contact situation , it is also possible to examine
not only the details of a particular language but also the
social and the linguistics details that show how billingual
speakers use each language and switch or mix between them.
2.2 Speech Community
Human beings are social beings who are always committed
to certain groups of people called a community. A particular
community has its own characteristics, including the way of
its communication. This community is called speech community.
Bloomfield ( 1993 : 42 ) offers the simple
defenition of speech community. He says that a speech
community is a group of people who interact by means of
speech. In addition, Spolsky ( 1998 :24 ) also
defines speech community as all the people who speak a single
language and so share notions of what is same or different in
phonology or grammar. From the description above , it can be
concluded that speech community refers to a group of people
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who interact by means of a single language in same or
different phonology or grammar.
The members of the same speech community should share
linguistics norms. That is they share understanding and values
of attitudes towards language varieties presents in their
community. A speech community is no more than some kind of
social group whose speech characteristics are of interest and
can be described in a coherent manner
( Wardaugh , 1986 113 ). Because of the system, Gumperz ( 1972
: 115 ) further states that the language of a speech community
can be analyzed both within the context of the language itself
and also within the broader context of social behaviour . On
example of this phenomenon is language switching and mixing.
2. 3 Language Variation
Language implies attention to the way language is played
out in societies inits full range of functions. Language is
not just denotational a term which refers to the process of
conveying meaning, refering ideas , events or identities that
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exist outside language. Language is used primarily its
function, a speaker will inevitably give asignal concerning
his or her social and personal background. Language can be
indicated one’s social class, status, region of origin, gender
, age group and so on .
In the sociolinguistics, aspects of language refer to
certain features of speech ( including accent )
indicates an individual’s social group and his or her
background . The use of features shows that the person has
access to the life syle which are associated with the type of
speech.
Gumperz ( 1972 : 115 ) says that language variation is
one of the main discussion in the study of Sociolinguistics.
Sociolinguistics is a branch of linguistics that describes the
characteristics of langauge variation and sets the correlation
of those characteristics with the characteristics of the
social community. Language variation is formed not oly caused
by the users who are not homogeneous, but also caused by
various social interaction activities that people do. Every
activity needs or creates the language variation. This
variation will grow bigger if a particular language is used by
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so many users, in a very large area. For example, English that
is used by people around the world or indonesian that is used
and spread around Indonesia.
According to Chaer & Agustina ( 1995 : 81 ) in terms of
language variation, there are two opinions existing. The first
opinion states that variation in language happens as a result
of the variation on society and variation in the language
functions . If the users of a language are homogeneous groups
in terms of ethnic, social status or fields of job , the
variation in language will not exist, it means that the
language itself becomes uniform. The second opinion says that
language variation already exists in order to fulfill its
function as means of interaction in doing various community
activities . Thesetwo opinions are open tobe accepted or
refused but it can be confirmed that language variation can be
classified based on the social variation and function of
activities in social community.
In this discussion part, language variation is classified
into the users, the users and a brief description about its
application on language teaching. Language variation that
focuses on the usersmeans that it focuses on which people that
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use the language, where they live , what social level in the
society they have , the gender they have and when they use the
language .Language variation that focuses on the uses means
that it focuses on what the language is used for , in what
field , what courses and means and how the formality
situations are. The application of language variation briefly
discusses the most important part of styles that should be
taught well to the students.
2.3.1 Language Variation : Focus on Uses
In terms of language variation that are based on its
uses, the discussion is focused on the ways in which speech
reflects the contexts in which language is used and not the
characteristics of the speakers ( Holmes 2001 : 223 ). The
language variation that is concerning with the uses or
functions can be called as style or register .
1. Style
For the term style , there are many defenitions which are
basically the same . The first to be mentioned here is the
defenition given by Marjohan ( 1988 : 34 ) that style refers
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to a variation in speech or writing from more formal to more
casual. Some markers for the formal style would be the use of
may instead of might and can and also constructions such as
“For whom did you get it ? ‘’ Instead of “ Who ‘d you get that
for ? ‘’ in ore casual speech .
Bell’s ed Jaworski ( 1997 : 15 ) statement about style is
in line with the statement made by Holmes 9 2001 : 223 above
tht style is related more with the situations thn with the
speakers themselves . This can be seen in his statement that
when we want to talk about style, it means that we talk about
the same speakers who talk in different ways on different
situations and not the different speakers who talk in
different ways from each other ( Bell, ed Jawarki 1977 : 240 )
.
According to Holmes ( 2001 : 246 ) the term style refers
to language variation which reflects changes in situational
factors. He also mentions that styles are often analysed
according to the levels of formality ( Holmes , 2001 : 246 ).
This is in accordance with Joos ( 1967 ) in his book The
Five Clocks as quoted by Nababan ( 1993 : 22 ) who divides the
style of formality into five levels, frozen, formal. According
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to Holmes ( 2001 : 246 ) the trem style refers to language
variation which reflects changes in situational factors . she
also mentions that styles are often analysed according to the
levels of formality consultative , caual and intimate styles.
The description of these styles can be ssen in the following :
a. Frozen Style
It is the most formal syle used in formal situations and
ceremonies ( Nababan, 1993 : 22 ). It is called frozen because
the pattern has been set up firmly and can never be changed by
anyone . In written form , we can see this style in historical
documents, ratifications and other formal documents .
Ex. Biblical quotations
b. Formal Style
It is the style used in formal speech, formal meeting ,
office correspondence, lesson books for school , etc ( Chaer &
Agustina 1995 : 93 ). Formal style is basically similar to the
frozen style that is only used in formal situations and not in
informal situations. The example of formal style as quoted by
Marjohan ( 1988 : 35 ) from Nababan ( 1987 ) is the first29
paragraph of the opening of the 1945 constitution of the
republic of Indonesia that was written in a formal or even in
a frozen style .
Example.
“ Bahwa sesungguhnya kemerdekaan itu ialah hak segala bangsa dan oleh sebabitu, maka penjajahan diatas dunia harus dihapuskan karena tidak sesuai denganperikemanusiaan dan perikeadilan." (That real freedom is the right of every nationand therefore, the occupation over the world should be abolished because it doesnot conform with humanity and justice " (www.putra-putri-indonesia.com/pembukaan-uud.html)
c. Consultative Style
This is the style used in ordinary conversation held at
school, in meeting or conversation that leads to result and
production ( Nababan 1993 : 22 ) .It can be said that this
style is the most operational one .
Ex. "uh huh", "I see"
(books.google.com/books?isbn=1285657357)
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d. Casual Style
It is the style used to speak with friends,family or
realatives,during the leisure time , while exercising. The
casual style markers in Englsih mentioned in Majohan’s book
( 1988:35 ) are :
1. The absence of an article at the beginning of a sentence ,
for example :
a. Friend of mine saw it
b. Coffe’s cold
2. The absence of the subject at the beginning of a sentence ,for example :
a. Bought it yesterday
b. Makes no difference
3. The absence of an auxiliary, for example :
a. Leaving ?
b. Seen John lately ?
c. Intimate style
This is the style used with people who have close relationship
with the speaker ( Nababan 1993 : 22 ). By using this style
those people do no need to use complete sentences with clear
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articulation, they just simply use short words. It happens
mainly because there is an understanding among those people.
A number of kinds style can also be found in the study
conducted by Labov in 1966 as mentioned by Bell ( Jaworski,
1997 : 241 ) in his writing. In gathering some ueful
information from his informants, Labov used a series of
language tasks and recorded his interview with them . From his
recordings, he found the casual speech or the condition of
paying the least attention to someone’s speech. This casual
speech was used when a speaker was speaking to someone else
who not the interviewer, or discussing topics which got the
speaker and that someone involved with each other . He also
found another style , the careful style or the condition nof
paying a bit more attention to someone ‘s speech. This style
especially revealed in the recordings when a speaker paid
more attention to his pronounciation whenever he was asked to
read aloud a brief passage of a story. Labov also found that
there was the maximum amount of attention that was paid to ane
‘s speech whenever a speaker was asked to read out a list of
isolated words and set of minimal pairs.
2. Register
32
For the term register, according to Holmes ( 2001 : 246 )
it refers to the language of groups of people with common
interest or jobs, or the language used in situations
associated with such groups.The examples of different
registers can be seen in the language used by journalist,
legalist , auctioneers , race-callers, sports commentator ,
airline pilots , criminals, financiers, politicians, disc
jockeys and also the language used in the courtroom and the
classroom. One example mentioned by Holmes ( 2001 : 247 )in
her book the language used by people who describe a sporting
events which can be distinguished easily from language used in
other contexts especially in the vocabulary . In cricket ,
people described positions by using terms like silly mid on,
square leg , the covers and gully and describe deliveries by
using terms like off-break , googly and leg break.
A variety of language marked by choices of vocabulary and
used in a specific situation involving particular roles and
statuses can also be considered as a register as well
( Spolsky,1998 : 34 ). The examples include a toast at wedding
, sports broadcast , or talking to a baby . As mentioned by
Brown ( 1972 : 261 ) besides maintaining solidarity ,
33
registers are also used to identify different occupational or
socioeconomic groups , that can be done in many ways, for
example by looking at certain phonological variants,
vocabulary , idioms or other expressions. Truckers , airline
pilots , salespersons and farmers can be good examples of
people who use words and phrases which are unique to their own
group.
Another definition of register mentioned by Chaer &
Agustina ( 1995 : 92 ) is that regeister concerns with in what
activity , purpose or field a langauge is used for . For
example the language variation used in the field of journalism
, military services , scientific activities , etc . Language
variation in the field of journalism has specific
characteristics , it is simple , communicative and brief. The
language is simple because it has to understood easily ,
communicative because it has to deliver news appropriately ,
and brief because of the limited space ( in printed media )
and limited time ( in electronic media ).
Language variation in the field of military services has
been known with its characteristics, which are brief and
strict in line with the military duty and life that is full of
34
discilpline and instructions. While the scientific language
has been known with its characteristics of being straight
forward , clear and free from ambiguities, metaphors and
idioms because the language of science must give scientific
information clearly, without any doubts , and free from
possibilities of being interpreted in different meanings .
2.4 Billingualism
Most people as speakers usually occupy more than one code
and require a selected code whenever they choose to speak
with other people. The phenomenon of people having more than
one code (language) is called bilingualism or multilingualism
(Wardaugh,1986 : 101). Spolsky (199 : 45) defines a
bilingual as “a person who has some functional ability in the
second language.” This may vary from a limited ability in
one or more domains, to very strong command of
both languages. According to Bloomfield (in Rahardi,
2001 :13)
bilingualism is a situation where a speaker can use two
languages as well..From the description above , it can be seen
that bilingualism should have good skills in two languages.
35
Someone is called bilingualism if he/she can speak the
second language as good as the first one. Bilinguals as an
individualwho has an access to two or more different codes or
languages. ( Hammers and Blane ,1987 : 265 ), billinguals are
not limited only for the same mastery of another language .
2.5 Code
The term of code refers to speech varieties or dialects
in a language. This is used widely in linguistics and it is
always studiedin social context. In communication, a code is a
rule for converting a piece of information ( for example ,a
letter ,aword, or phrase ) into another form or representation
,not necessarily of the same sort . In communications and
information processing, encoding is the process by which a
source ( object ) performs this conversion of information into
data, which is then sent to a receiver ( observer ),such as a
data processing system (en.wikipedia.org/wiki/Code).
In semiotics, the concept of a code is a fundamental
importance .Saussure emphasized that signs only acquire
meaning and value when they are interpreted in relationto each
other . He believed that the relationship between the signfier
and the signified was arbitrary. Hence,interpreting signs
36
requires familiarity with the sets of conventious or codes
currently in use to communicate meaning.
(en.wikipedia.org/wiki/Code ( Semiotics ). The term code is
relatively neutral conceptualization of linguistic variety .It
is a language or a dialect . Romaine ( 1995 ) ,here in a
generalsense to refer not only to different language, but also
to varieties of the same language as well as style within
language. However, not many researchers really explicate the
term in their definition. In this study, code will be taking
as verbal component that can as smalll as a morpheme or as
comprehensive and complex as the entire system of language .
Code is language system that people use for
communication. People code to make an interaction to others
( Pateda , 1983 : 83 ). It means that when someone
communicates with others , he or she is sending codes to the
listeners. This occurs in both them through a process. The
code that he or she uses should be understood by the listeners
to communicate successfully.
Variations of code can be classified into four categories
( Pateda , 1983 : 83 ), namely soft ,loud , fast and slow .
These variations could be found in daily conversation. A
37
speaker uses one of these variations will describe the
situation that he or she faces . For instance, when speaker is
angry the code he or she is fast and loud. On the other hand,
when a speaker is reducing, the code that he /she uses is soft
and slow,for example :
Teacher : Would you mind closing the door ? The airconditioner is on ( Teacher says it softly and inlow information )
Anita : Yes Madam
In other words , code refers to any set of linguistics
forms , is the same as variety of
language ( Holmes, 2001:14 ) .It means that the choice of code
in a conversation depends on the social relationship between
the addresses. The choice of each code is accociated with sets
ofattitudes and socio cultural values held by members of
conversation . In other words the choice of either soft or
loud andfast variety is seen as afunctions that is values and
social setting operating in interaction .
2.6. Code Switching
Switching is shift or change. Code switching is switching
between two or more languages or language varieties in the
context of a single conversation . The term of code switching38
means switching from one language variety to another when the
situation demands (Richard , 1985
http://www.on.wikipedia.org/wiki/sociolinguistics ). In other
words , code mixing refers to the alternation between two or
more languages, dialects or people who have more than one
language in a conversation .
Code switching and other related language use phenomenon
occur in all linguistics situations .It happens when a speaker
requires a particular code ,in order to switch or mix one code
to another and even create a new code in process ( Wardaugh
1986 : 101 ).For example the switches occur within a sentence.
This morning I hanter my baby tu dekat babysitter tu lah
( This morning I took my baby to the babysitter ). In the
example is the mixing between Malay and English on the other
hand code switching is the changes over sentences. Code
switching can occur during the same conversation. For example,
People here get divorced too easily. Like exchanging faulty
goods. In China it is not the same. Jia gou sui gou,jia ji sui ji
( Holmes , 2001 : 38 ). As can be observed from the example
above, first, the speaker said English sentence, then he /she
switched to Mandarin.
39
Hoffman ( 1971 : 14 ) explains that code switching can
occur quite frequently in an informal conversation among
people who are familiar and have a shared educational ,
ethnic, and socio-economic background. It is avoided in a
formal speech situation among people especially to those who
have little in common factors in terms of social status ,
language loyalty and formality.
2.7 Types of Code Switching
According to Poplack ( 1980 ) there are three types of
Code Switching , they are :
1) Intersentential Switching , 2) Intrasentential Switching ,
3 ) Tag Switching .
2.7.1 Intersentential Switching
Intersentential switching involves a switch at a clause
or sentence boundary, where each clause or sentence is in one
language or another . Here the switching occurs outside or
between the sentences “Ah capek kalipun ngajarin kau , kog stupid kali kau !
‘’ ( You are very stupid , I am very tired to teach you ).
2.7.2 Intrasentential Switching
40
Intrasentential switching of different types occurs
within the clause or a single sentence boundary or takes place
within a clause or sentence boundaries with no apparent change
in topic and setting .
Example .
Perhatian anak anak , time is over ,kumpulkan lembar jawaban
kalian dimeja saya!
2.7.3 Tag Switching
Tag switching involves the insertion of a tag in one
language into an utterance which is otherwise entirely in
other language .
Example:
a. You are fool … gitu aja kok nggak tau ,…man ‘’
b. Hei kawan kawan …. practise yuk .
2.8 Code Mixing
In this study , sociolinguistics theory used to analyze
code mixing used by English teachers of ninth grade at SMP
Negeri 12 Pematang Siantar in teaching learning process. Code
41
mixing is a phenomenon that commonly occurs in a billingual or
multilingual community . Musyken ( 2000 : 1 ) stated that code
mixing refers to all cases where lexical items and grammatical
features from two languages appear in one sentence .A speaker
sometimes inserts pieces of words from different language
when he orshe is talking to someone in formal and informal
situation .
Kachru ( 1982 : 39 ) states that code mixing is the use
of two or more languages by inserting the language inserted
and totally only supported a function .Additional, Nababan
( 1993 : 32 ) states that code mixing is a condition where two
or more languages or language variants in a speech act or
discourse are mixed without any of the situation in the
languages force to do that. In order words, code mixing refers
to the mixing of two or more languages or language varieties
in speech . Here the factor influence the speaker to do the
mixing is because of their habit and in informal situation .
In Indonesia code mixing usually occurs in conversation.
People mix Bahasa Indonesia with mother tongue. When educated
people are talking , they mix their language with foreign
language. The prominent character of code mixing is informal
42
situation . In a formal situation, code mixing rarely occurs ,
but when it happens it is caused by a real lexical need or on
the other hand, there is no equivalent translation for certain
words .Sometimes code mixing happens the speaker wants to show
their educational status. This happens because of many factors
. Some of them are because of their education , their habit ,
or it’s easier to tell the word in the source language .
The term of code mixing must be distinguished from code
switching .Thelander ( 1987 :103 ) says that if
there are switches from one clause of language to other
clause of different language, it is called code switching.
While if the clauses and phrases used consists of hybrid
clauses and hybrid phrases, each phraseand clause does not
support each function,it is called code mixing . In addition
to Thelander said , Wardhaugh ( 1986 : 104 ) argues that
code mixing occurs when conversant uses both together to the
extent that they change from one language to the other in the
course of a single utterance . It will be discussed
furthermore about the difference between code mixing and code
switching in the next sub topic .
43
2.9 The Types of Code Mixing
According to Kachru ( 1982 : 39 ) , there are some types
of code mixing . They are 1) Unit Insertion , 2) Unit
Hybridization ,3 ) Sentence Insertion, 4) Idiom and
Collocation Insertion and 5) Idiom and Collocation .
2.9.1 Unit Insertion
This refers to the introduction of grammatical unit such
as word, phrase and clause in a sentence for form language for
example :
Oh my God,apa yang terjadi padamu ?’’ . ( Oh my God , what ‘s going on
? )
In this example , the speaker mixes the code English and the
code Indonesia .The English codes are in the noun level and
the sentence uses the Indonesia codes .
2.9.2 Unit Hybridization
This refers to the use of code mixing within a unit ( a
noun phrase , a verb phrase ,or a compound verb ).Unit
hybridization differs from the unit insertion in the
linguistics lecvel. The code mixing is said to be unit
44
insertion if the mix occurs in the phrase level within the
sentences, while in the unit hybridization,the mix happens in
the phrase or compound verb . It means that the mix become the
part of the phrase. It is sometimes called as the
morphological adaptation , for example , Kami nonton tarian di
aula , walau ticketnya mahal , tapi pertunjukan para dancernya
bagus bagus . For the example , it can be seen the use of
suffix –nya is combined with the English words’ ticket and
dancer’.
2.9.3 Sentence Insertion
This refers to the process of inserting a sentence of a
language different from that of the discourse, for example ,Tu
orang ganteng banget , gue penasaran I want to know what his
name is . In this example code mixing happens between
Indonesia and English .
2.9.4 Idiom and Collocation Insertion
45
This code mixing is related to idioms or collocation.
Idiom is multi units which the meaning is not the sum of its
part such as grow up, get up, based o , stand up and deal
with. Collocation is the way that two or more words are
associated such as coffee and cream , bread and cheese, milk
and sugar. The example of code mixing that involved is ‘’
Hajimemashite, my name’s Vita desu. Dojo yoroshiku onegai shimasu.’’The
English idiom ‘my name’ Vita is inserted into a japan
sentence.
2.9.5 Reduplication
The process of reduplication is the process of repeating
the same meaning in two codes. The example is ‘’Acting vekting
ma kya jan re ‘’. The reduplication process can be seen in the
example above where the English word ‘acting’ has the same
meaning with the Hindi word ‘vekting’.
2.10 The Reasons of Using Code Switching and Code Mixing
When code switching and code mixing occurs, the
motivation or reasons of the speaker is an important
consideration in the process. According to Hoffman ( 1971 : 13
46
) , there are a number of reasons for person to switch or mix
their language .Those are :
2.10.1 Talking About a Particular Topic
People sometimes prefer to talk about a particular topic
in one language rather than in another . Sometimes, a speaker
feels free and more comfortable to express his/her emotional
feelings in a language that is not his/her everyday language .
The case can be found in our community , in which
Indonesia language is used to discuss trade or official
affairs ,mother tongue for region cases ( party, ceremonies ).
2.10.2 Quoting Somebody Else
A speaker switches code to quote a famous expression,
proverb ,or saying of some well known figures . The switch
like a set of quotation marks . Famous expressions or sayings
can be quoted intact in their original language , for
example :
47
A : Bolehkan saya tahu nama anda, Pak ? ( May I know your name ,sir ? )
B : What is a name .
In this conversation, B answers the questions from A withfamous Proverb ‘ what is a name .
2.10.3 Being Emphatic about Something ( Expressing
Solidarity )
As usual, when someone who is talking using a language
that is not his native language suddenly want to express
emphaty about something, he/she either intentionally or
unintentionally,will switch from his second language to his
first language. Or on the other hand, he switches from his
second language to his first language because he feels more
convenient to be emphatic in his second language rather than
in his first language. For example :
Teacher : Maaf ya nak , saya nggak tau kalau ibumu sudah meninggal( Sorry, I don’t
know if your mother had passed away )
Student : Ngak apa apa Mam (That’s ok Never mind )
Teaceher : Sabar ma ho ate inang , burju burju marsiajar ( Be patient ,study well ).
From the example above , it can be seen that A switches to
native language to express solidarity .
48
2.10.4 Interjection ( Inserting Sentence Connectors )
Interjections words or expressions, which are
inserted into a sentence to convey surprise, strong emotion ,
or togain attention .Interjection is a short exclamation
like : Darn ! Hey ! ,Well ! Look ! etc .They have no
grammatical value , but speaker uses them quite often, usually
more in speaking than in writing . Language switching and
language mixing among people can sometimes mark an
interjection or sentence connector .It may happen
unintentionally. The following are the examples of the usage
of interjection in sentence :
a. Indonesian – English : Tasku tertinggal di kantor ! Shitt (My bag was left in the office )
b. Spanish – Englsih : Chicano professionals sayinggoodbye ,and after having been
introduced by a thirdspeaker , talking briefly :
A : Well,I ‘m glad to meet you
B : Andale pues (Ok) And do come gain .Mm !
2.10.5 Repetition used for Clarification
When a person wants to clarify his speech so that it will
be understood better by listener , he /she sometimes use both49
of the language that he/she masters to say the same message .
Frequently, a message in one code in the other code
literally .A repetition is not only served to clarify what is
said , but also to amplify or emphasize a message.
For example :
English – Hindi ( Gumperz,1972 : 78 )Father calling his small
son while walking through a train compartment , “ Keep
straight, Sidha jao ’’ ( keep straight ).
2.10.6 Intention of Clarifying the Speech Content for
Interlucutor
When a person talks to another there will be lots of code
switching and code mixing occurs. It means to make the content
of his speech runs smoothly and can be understood by the
listeners. A message in one code is repeatedly in other code
in somewhat modified form .
2.10.7 Expressing Group Identity
Code switching and code mixing can also be used to
express group identity . The way of communication of academic
people in their disciplinary groupings are obviously different
from the other groups. In other words, the way of50
communication of one community is different from the people
who are out of the community .
2.10.8 To soften or Strengthen Request or Command
For Indonesian people, switching and mixing Indonesian
into English can also function as arequestbecause English is
not their native tongue, so it does not soundasdirect as
Indonesian. However, cose switching and code mixing can also
strengthen a command since the speaker can feel more powerful
than the listener because he can use a langauge that everybody
cannot .
2.10.9 Because of Real Lexical Need
The most common reason for persons to switch or mix their
language is due to the lack of equivalent lexicon in the
languages. When an English Indonesian billingual has a word
that is lacking in English, he/she will findit easier to say
it in Indonesian . And visa versa, when he/she has a word that
is lacking in Indonesia, he/she will use the English term . If
it puts into Indonesia, the meaning will be hazy/vague, and
sometimes it would not be used. For example, In Indonesian,
51
the technical topics are firmly associated with English and
the topic itself can triggera switch or mix to/with English .
2.10.10 To exclude Other People When a Comment is intended for
only a Limited Audience
Sometimes people want to communicate only to certain
people or community they belong to. To avoid the other
community or interference objected to their communication by
people , they may try to exclude those people by using the
language that no everybody knows.
2.11 Code Mixing and Code Switching in Teaching
The phenomena of code switching and code mixing is mostly
seen in billinguals and mutilingguals societies. In teaching ,
code switching and code mixing use ither in teacher’sspeech or
students’ speech.
The function of code switching and code mixing are
introduced with topic switch , affective and repetitive
( Mattson and Burenhult , 1999 :61). The teacher always
performs code switching and code mixing automaticly and
unconsciously. The teacher shifts his/her language to local
langauge in dealing with a particular topic which are taught
52
at that moment. At this point it may be suggested that a link
from native language to new foreign language. Besides, code
switching and code mixing are used by teachers in order to
perform solodarityand intimate relation with the students .
Another reason of the teacher uses code switching and code
mixing is to transfer necessary knowledge for the students for
clarity and to explain the meaning of lack register ( real
lexical need ).
2.12 The Differences between Code Switching and Code Mixing
Actually, it is not easy to differenciate between code
switching and code mixing . however we can find some
indicators related to the difference of these two terms , code
switching and code mixing. First, in code in code mixing ,
speakers seem to apply some word or phrases from foreign
language( pieces of one language smaller than clause ) , while
the other language ( code ) functions as the base language.
Second, speakers are said to mix codes when there is no topict
that changes ,nor does the situation. ( Gumperz : 1986 ) in
Jendra ( 2010 :79 ).
53
A different view, if it involves changing into a foreign
clause or a sentence, it should be difined as a code switching
, but if it involves the use of foreign phrases or group of
words, it is identified as mixing . Another view how to define
between code switching and code mixing is related to the
formality of the situation. In code mixing, is said to be
found in the less formal situation, while in code switching is
possibly done in a formal one.
2.13 Related studies
To compare the usage of code switching and code mixing in
different field, the writer takes some scientific writing
related to it.
2.13.1 ANALYSIS OF CODE SWITCHING AND CODE MIXING IN THE
TEENLIT CANTING CANTIQ BY DYAN NURANINDYA
A THESIS ( DIAS CAKRAWARTI : 2011 )
a. Problems :
- What types of code switching and mixing are in sentences of
a novel which are taken from teenlit Canting Cantiq
written by Dyan Nuranindya. .
54
- Why the characters in this teenlit do their code
switching and mixing when they make an interaction
with another people.
b. Theories used in the research :
The writer gave an underlying theory that explains the
types of code switching based on what is proposed by
Hoffman (1991). In addition, the writer also uses
Hoffman’s theory (1991) that explains several reasons why
people switch and mix their languages, and add the theory
that shows several reasons of code switching by Saville-
Troike.
c. Methodology
The research design of this study is descriptive
qualitative method since it provides a systematic,
factual, and accurate description of a situation of area
(Issac and Michael, 1987:42). This research is also a
qualitative one since all the data collection is in the
form of words. The use of this method is appropriated with
the purpose of the study that is explaining the
types and reasons in the teenlit Canting Cantiq. The
research is conducted by using qualitative approach
55
because the result of the data analyzed is in the
descriptive phenomenon such as words, sentences and
utterances. There is only one kind of data source in this
research, i.e. the utterances that are spoken by the
characters in the teenlit Canting Cantiq by Dyan
Nuranindya.
d. Results of the Analysis
Based on the results of the data analysis , the authors
concluded that teenlit Cabtin Cantiq , Dyan Nuranindya use
Indonesian as the main language used the characters . In
addition , Dyan also use the English language , as well as
local language in teenlit their work . From the research ,
the authors found 6 types of language shift and mixing
languages on this teenlit , namely intra - sentential
switching , inter – sentential switching , emblematic
switching , intra - lexical code mixing , establishing
continuity with the previous speakers , and involving a
change of pronunciation . Type of code switching and mixed
eventscode is the predominant type of intra- sentential
code switching , as in teenlit Canting Cantiq there are
many speech which is implied by the words in Englishas well
56
as local language . In addition there are 10 causes of
events over the code and mix code , and the most dominant
group is expressing identity . This is because most of the
young characters in this teenlit life in modern communities
so they used to mix Indonesian , English and their regional
languages m in everyday conversation .
e. Findings
The authors found 6 types of language shift and mixing
languages on this teenlit , namely intra - sentential
switching, inter – sentential switching, emblematic
switching, intra - lexical code mixing, establishing
continuity with theprevious speakers, and involving a
change of pronunciation. Type of code switching and mixed
events code is the predominant type of intra- sentential
code switching, as in teenlit Canting Cantiq there are many
speech which is implied by the words in Englishas well as
local language . In addition there are 10 causes of events
over the code and mix code, and the most dominant group is
expressing identity. This is because most of the young
characters in this teenlit life in modern communities so
57
they used to mix Indonesian , English and their regional
languages m in everyday conversation .
f. Contribution Dias’s research to this thesis
Dias’s thesis contibutes the following to thi research :
The witer also conduct the theory that explains the types
of code switching based on what is proposed by Hoffman
(1991). In addition, the writer also uses Hoffman’s
theory (1991) that explains several reasons why people
switch and mix their languages, and add the theory that
shows several reasons of code switching by Saville-
Troike.
g. The differences between Dias ’s thesis and the writer’s
There is only one kind of data source in this research, i.e.
the utterances that are spoken by the characters in the
teenlit Canting Cantiq by Dyan Nuranindya while the writer of
this research will analyze words, phrase, sentences and
utterances used in teaching learning process.
2.13.2 LANGUAGE AND IDENTITY: BILINGUAL CODE-SWITCHING IN
SPANISH - ENGLISH INTERVIEWS
58
A Thesis (Maria Cecilia Velásquez : 2010)
a. Problems
1. When, how, and why code-switching was present during the
interviews of Spanish/English bilinguals ?
2. How do bilingual Latin@s high school students and
interviewers use code-switching as an expression of their
identities, in interviews discussing high school students’
experiences as Latin@s in schools?
3. What does code-switching reveal about the relationship
between different categories of identification?
b. Theories
The researcher used a theory of Alvarez- Cáccamo to define a
code switching (1990), code-switching is an alternation of
languages that occurs during bilingual conversations in which
participants have at least one language in common. To clarify,
bilinguals are individuals who are proficient in more than one
language. Their proficiency in either language may vary
according to skills in writing, reading, listening, and
speaking (Wei, 2000). These language skills may allow them to
engage in instances of code-switching. In the opinion of Wei59
(2000), when bilinguals share the same languages, changes from
first language (L1) to second language (L2) can be present in
conversations.
In addition, researcher also used another theory indicates
that bilinguals sometimes code-switch because certain words
come first or are more available in one of the two languages
at a given time (Moreno, Federneier & Kutas, 2002). Gardner-
Chloros (2009) affirmed that when participants of a specific
community use two languages in the same conversation, it is
because they are “expressing group identity” (p. 5). When
interviewers and interviewees take part in code-switching, it
can serve as a way to facilitate communication because some
words are more precise in either Spanish or English, or some
words “come first,” even when these words do not have any
relationship to a participant’s identity. Because the Proyecto
Latin@ interviews were focused on questions of identity and
school engagement, they provide a window into the relationship
between code-switching and identities construction.
Sapir (1923) states that through language, we express our
reality and “no two languages are ever sufficiently similar
60
to be considered as representing the same social reality” (p.
4)
c. Methodology
The reseacher provided cultural background which is an
important aspect of participants’ social life and a
significant element of context in which discourse takes place.
Proyecto Latin@ participants provided limited characteristics
such as their background, gender, age, and first language,
which are taken into consideration as part of the analysis.
For this research, the reseacher have chosen to use narrative
analysis because it also incorporates elements of the context
and larger language events in order to a certain meaning.
In order to understand the connections between language and
identity for this thesis, narratives had been facilitated
the analysis of what was said and how each interlocutor
presented it. Participants were considered active builders of
their reality through their speech. Thus, participants told
their own stories when interacting with others. Even though
the interviewer is usually the person asking, sometimes s/he
tells his own story to engage students in conversation. The
61
notion that narratives were co-constructed was one of the
principal reasons for analyzing the utterances of both,
interviewers and interviewees in this research.
d. The result of this research
Participants use code-switching as part of the process in
constructing various identities such as immigrants, Latin@s,
students, and bilinguals. This code-switching construction can
be seen as a result and process that Spanish-English
bilinguals employ to denote that they are different from other
groups of monolingual speakers. Eventhough a variety of
methods used by bilinguals to present their realities when
they interact, and it was evident that they alternated
languages more often with certain topics than others. Topics
such as family, school, ethnicity, and friends were some of
the themes in which code-switching stood out and that clearly
showed the connection between code-switching and their
identities.
Code-switching in the data gathered from Proyecto Latin@
research acts as an expression of identity. It reveals that
participants use code-switching as they construct identities
62
with English- and/or Spanish- speaking communities or
contextual circumstances. Using code-switching in conversation
is part of the process of integration into a new society and
developing a newly constructed identity in relationship to a
new social and cultural context in which language is an
important signifier.
The researcher said that this there is colloboration links
between language use, in particular code-switching and
identity. Code-switching is a representation of individual
identity construction, which for some speakers, it is already
constructed, but for others it is in the process of
construction.
e. Findings
1. The reaseacher noticed interviewers and interviewees’
language use and code-switching as a part of students’
identities construction. This opportunity brought an enormous
advantage for social and sociolinguistic analysis of the data.
The interviewers and interviewees’ different cultural
backgrounds enriched this analysis because it shows what is
linguistically, psychologically, and socially possible with
63
the global mobilization of people and parents from different
backgrounds.
2. Learning a new language and moving to the country where
they can speak it may change their own .
3. The huge amount of research on code-switching is not
common for teachers to allow the usage of the first language
in the classroom. Meanwhile, the reality is that non-native
speakers (and now bilinguals) interact with other bilinguals
and code-switch outside of classrooms. Therefore, supporting
the rule of “English only” creates a conflict when learning a
second language.
f. Contribution to this thesis
From the findings of Maria’s thesis , the writer increasingly
comprehends that it is allowed for English teachers to use
their first language in the classroom as it has a relation to
her topic in this thesis. It can be a supporting findings for
hers.
g. The differences between Maria’s thesis and the writer’s
64
The code switching in Maria’s thesis only occurs from L1 to
the L2 while the code switching in this thesis not only
occurs from L1 to the L2 but also switch or mix the speaker’s
mother tongue .
code switching and code mixing in different occasional through
internet.
2.13.3 CODE SWITCHING AND CODE MIXING STYLE OF LANGUAGE USE IN
CHILDHOOD IN YORUBA SPEECH COMMUNITY
JOURNAL ( AYEOMONI, M.O. : 2006 )
a. Problems
What types of languages are acquired at different periods in
the lives of members of the education elite in a speech
community especially in childhood in Yoruba ?
b. Theories
One is bilingualism or language contact that results “in
lexical borrowings and mixture of English and vernacular
expression” in the speech of West African bilinguals (Ansre,
1971; Bamgbose, 1971; Cheng & Butler, 1989). Some are status,
integrity, self-pride, comfortability and prestige
65
(Akere, 1977; Bokamba, 1989; Hymes, 1962;
Kachru, 1989; Kamwangamalu, 1989). Other
causes include modernisation, westernization,
efficiency, professionalism and social advancement
(Kachru, 1989; Kamwangamalu, 1989). According to
these scholars, some of the functions of code-
switching and code-mixing are intra-group identity (Gumperz,
1982); poetic creativity (Kachru, 1989) and the
expression of modernisation (Kamwangamalu, 1989). One of
the major characteristics of both phenomena is their
imposition as the norm of language use in the most
bilingual communities (Kamwangamalu, 1989). Among their
effects, however, are undermining of certain traditional
values (Kachru, 1989), innovations in the structure of one of
the other of the languages .
c. Methodology
In order to ascertain this point, an
investigation was conducted in a particular speech
community; the Ikale in Irele and Okitipupa Local Government
Areas of Ondo State. Here, Yoruba is mostly spoken
as the first language (L1) of the citizens. The
66
major towns covered in the area included
Okitipupa (the headquarters), Ode-Aye, Ode-
Erinje, Iju-Odo, Ilutitun, Igbotako, Ikoya and
Ode-Irele. A questionnaire was designed to find
out from its respondents the types of languages acquired
at different periods in their lives as well as the
various functions that the languages were meant to
perform. Fifty copies of it were randomly
distributed to secondary school teachers who
exhibited to a very large extent the traits of code-switching
and code-mixing in their speeches and were very accessible to
the investigator in the area at the ratio of three male (30)
to two female (20) respondents. Being mostly Yoruba-English
bilinguals, the respondents had qualifications equivalent to
the first University degree. Thus the difference in the ratio
of questionnaire distribution shows that there were more male
than female graduate teachers in the locality. Moreover, most
of the respondents were middle-aged, falling within the age
brackets of 25 to 40 years. They could then be said to have
reached a stage in their lives and had experience to a level
at which their linguistic habits could be said to have
67
stabilized. Also, their speech usages in Yoruba and/or English
could safely be assumed to be characteristically
indicative of most Yoruba-English bilinguals with
similar educational background and life
experience if the respondents’ language behaviours are
similar in identifiable situations. The same investigator who
had personally distributed the questionnaires to the
respondents equally collected back all the fifty copies issues
out.
d. The Result of the Journal
The foregoing study appears to have shown that
code-switching and code- mixing correlate positively
with the educational attainment of individuals. As
shown also, both phenomena have their merits as well as
demerits in the speech repertoire of their users. One only
hopes that English language teachers would now devise the
means of preventing the demerits from adversely affecting the
language acquisition process of the child.
e. Findings
68
Forty-five (90%) of the respondents spoke Yoruba as their
first language (L1); one (2%) spoke pidgin English; three
(6%) spoke Ijaw and one (2%) spoke Urhobo
before primary school age. This demonstrates that
before children in the speech community attain
the school age, many of them are monolinguals and Yoruba is
the only language of communication for most (90%) of
them. At the primary school age, however, English
starts to play an increasingly important role in
their communicative lives, while Yoruba is still being
acquired as the first language (L1), in addition to being
taught as a school subject. Moreover, within
this Yoruba-speaking community, especially in the
urban centres, there are special private schools
where the only language of instruction and the only language
taught the pupils is
English. The point being made here is that,
right from the primary school, two languages
(Yoruba and English) start to co-exist in the
speech stock of the average child in the community. In
effect, the child starts to become bilingual right from
69
the primary school stage of education. Since,
at this stage, the grammar of the first language
has not been thoroughly grasped, and the child
would naturally want to express himself using all the
linguistic resources at his disposal, it is likely
that the process of “grammatical coalescence” of
Yoruba and English would have begun at this
level. This, in effect, makes code- switching and
code-mixing manifest in the child’s linguistic performance
right from his early age. A comparison of
language acquisition and language use during the pre-
primary school age with that of the primary school period
shows that while only about 2% could use some form of pidgin
English during the pre- primary school age, all pupils (100%)
could use English at the Primary school stage.
However, at secondary school stage, language use by the
pupils takes on a new dimension. Thus, in a continuum, the
sequence of language use is such that Yoruba starts to
be the dominant language at the pre-primary
period of the child’s language acquisition; a balance is
struck between Yoruba and English in the speech repertoire of
70
the child at the primary school level, with English being used
mainly in the classroom and Yoruba often used
outside the classroom; while the English language
is pre-dominant at the secondary school stage.
At this third stage also, three of the factors
that help to place English in its preeminent
position are that it is offered as a compulsory subject; it is
the language of instruction and that the use of its rival
language (Yoruba) as “vernacular” is forbidden to all
students. Thus, English replaces Yoruba as a dominant language
eventually.
The low status and prestige of pidgin English in the
speech community under reference does not make it to
feature prominently in the language stock of
students at secondary school. Therefore, the
gradual change in status of only Yoruba and English
can be seen between infancy and adulthood in the speech
repertoire of Yoruba-English bilinguals as
represented by the respondents examined.
f. Contribution to This Thesis
71
This journal assists the writer how to collect the data by
conducting a questtionaire. Before reading this journal the
writer intends to collect the data by interviewing and
observing only but by this , it has motivated the writer to
modify the data to strenghten the analysis by designing a
questionnaire so that he writer will be able colllect the
data accurately.
g. The Differences with This Thesis
The problem of this journal is want to investigate the types
of language acquired by children while this thesis is going to
investigate the types of code switching and code mixing used
by teachers . So this thesis will be more specific in
discussing code mixing and code mixing than this journal.
Types of language are still more general to discuss than types
of code switching or code mixing .
72
CHAPTER III
METHODOLOGY
3.1. Research Design
This study is an analysis of code switching and code
mixing of the English teachers of ninth grade in teaching
learning process at SMP Negeri 12 Pematang Siantar . So the
design of this study is descriptive qualitative design since
it provides a description for a situation . In other words, it
attemps to decribe what is going on and what the data shows.
The decriptive study is used to get certain information
about certain phenomenon that happens when a study is
conducted ( Razaviech 1979 : 10 ). This study applies the
qualitative since the collected data analyzed in descriptive
phenomenon such as words, sentences and utterances. In this
research the writer will describe the type of code switching
73
and code mixing of the English teachers of ninth grade in
teaching learning process at SMP Negeri 12 Pematang Siantar.
3.2 The Data of the Research
The data of this research are the utterances of three
English teachers contain code switching and code mixing in the
teaching learning process at SMP N 12 Pematangsiantar. This
school lies on Jalan Sibolga No 25 Pematangsiantar.
3.3 Technique of Collecting the Data
To get the data of this research , first the writer
observes and records all the English teachers’ speech
utterances during the teaching learning process in the
classroom. In this case, the writer tries to get the data as
naturally as possible which means that the English teachers
are not informed what will be researched . When observing them
in the teaching learning process, the writer also observes the
teachers’ behaviour or their body language when they do code
switching and code mixing. While observing , the writer takes
also field notes and at the same time recording by using tape
recorder. After the data has been collected, the writer
chooses the speech utterances of the English teachers which
74
contain form of code switching and code mixing to be analyzed.
Then the data are selected randomly.
Second, the steps in doing the interview are to prepare
the research instruments such as some written questions and
the alternative answers with the recording tools , write the
result of interviews, and confirm the result of the interviews
to the teachers by focusing on the reasons of using code
switching and code mixing.
Third , the writer will conduct a questionnaire for the
teachers. The questionnaire consists of 10 questions
accompanied by the selected answers. The teachers are asked to
choose one of the option. In the questionnaire, the teachers
are asked to choose the reason to switch or to mix their
languages in the classroom in. From the result of the
questionnaire , the writer will analyze the answers by making
every percentage of every option.
3.4 Technique of Analyzing the Data
In analyzing the data, Miles and Huberman (1994 : 10-
12 )’s technique will be used . Miles and Huberman elaborate
some steps of analyzing the data , they are : 1) data
75
collection, 2) data reduction (process of classifying ,
arranging or organizing the data ), 3) data display ( the
steps to show the visuals of the data in the form of chart,
diagram or graphic ) and 4 ) data verification/conclusion( the
last step to draw conclusions from the data shown in the data
display ).
The overview of the analysis can be shown in this schematic:
The data are collected by underlying the utterances contain
words, phrases, clauses or sentences. The data were classified
by giving codes. The coding category refers to the type of the
76
DATACOLLECTION
DATADISPLAY
DATAREDUCTION
CONCLUSIONS :
DRAWING
VERIFYING
code switching and code mixing. And after that the writer
will make the percentages of the result of the interview and
the questtionnaire. From the result of the interview and the
questionnaire, the writer will count the number of each type
of code switching and code mixing used by the teachers and the
reasons of using the code switching and code mixing. At the
end of this analysing data, the writer also analyzes the
reasons of the teacher using code switching and code mixing
by coding the transciption of the conversation . After that,
the classified data were displayed in a matrix form. From the
displayed data , some conclusions will be taken as the
findings of the research .
CHAPTER IV
DATA ANALYSIS
77
In this chapter the writer will describe the issues that
have been formulated on the formulation of the research
problem. This chapter deals with the data analysis,
interpretation of the data and research findings. The data are
analyzed and interpreted based on the theory of
sociolinguistics in term of code switching and code mixing
phenomena of the English teachers of SMP Negeri 12
Pematangsiantar. The data analysis tries to find out code
switching and code mixing. Then the result of the analysis
will be interpreted and it will become the findings of the
research.
4.1 Data
The data in this research are collected by using :
1. Record Data
In this data, the writer has three respondents. They are
English teachers of SMP Negeri 12 Pematangsiantar that teach
English for grade nine. The data are collected through
recording. The writer recorded the data when the respondents
were teaching English in the classroom. The writer did not
78
tell the specific topic that she was going to research so that
the the data collected ran naturally.
2. Interview
The writer interviewed the three respondents. They are
English teachers of SMP Negeri 12 Pematangsiantar that teach
English for grade nine. The writer asked some questions
related of using code switching and code mixing and the
reasons of using them in the teaching learning process. The
data collected were transcribed based on the answer.
3. Questionnaire
The questionnaire was conducted for the same respondents
as in data collection for recording and interviewing. The
writer composed ten questions in the questionnaire in which
every questions has its own options. The respondents were
asked to choose the option and they could write the other
answer if they did not the right answer based on the options.
For number eight , nine and ten of the questionnaire, the
respondents could choose more than one answer.
Based on the data which are collected and analysed from
the three English teachers, they can be analysed as follows :
79
4.2 Data Analysis
4.2.1 Recorded Data of Code Switching and Code Mixing
The data analyzed in this following was taken by
recorded, selected and reduced by the writer. The data
selected and reduced based on the types of the code switching
and code mixing.
Teacher 1
4.2.1.1 Analysis Based on Intersentential Switching
Data (1)
Context : MH ( The English teacher ) was conducting a teaching
learning process in the classroom in February 20th 2014.
(S1) Teacher : Ada yang tidak hadir ?(S2) Students : Josua Mam(S3) Teacher : Josua ? Is there any letter ?(S4) Students : Nggak ada Mam, dari kemarin dia sudah nggak hadir Based on the conversation data above, the type of code
switching applied in the conversation is intersential
switching ( at the level of sentence ). It occurs in sentence
three (S3), “ Is there any letter ? “. The speaker
( Teacher ) switched a sentence of Indonesia language with
80
English. The reason of switching the language is talking for a
particular topic.
Data (2)
Context : MH ( the English teacher ) was teaching English in
the classroom in Febuary 20th 2014.
Teacher : (S1) Look at Page 31 Practise 3. (S2) Minggu lalu kita sudah membahas topik ini. (S3) There are five questions in the practise ,
now let’s answer them together.
Based on the conversation data above, the type of code
switching applied in the conversation is intersential
switching ( at the level of sentence ). It occurs in sentence
two (S2), “ Minggu lalu kita sudah membahas topik ini “. The speaker (
Teacher ) switched a sentence of English language with
Indonesia . The reason of switching the language is talking
for a particular topic.
Data (3)
Context : MH ( The English teacher ) was explaining onesubject in the classroom in
Febuary 20th 2014.
(S1) Teacher : Now look at questions number 2 !(S2) , (S3) What is the answer of number 2 ? What’s the
meaning of run away ? 81
(S4) Apa artinya ?(S5) Anto : Tunggang langgang Mam(S6) Teacher : Ya Tunggang langgang or melarikan diri
From the conversation above, the type of switching is term of
intersential switching occurs in sentence four (S4), where
the speaker ( Teacher ) switched an English sentence with
Indonesia. It is called intersential switching ( at the level
sentence ).The speaker, teacher, emphasized the sentence
‘’What’s the meaning of run away ?’’by switching into
Indonesia sentence , Apa artinya? The reason of switching the
language is repetition for clarification.
Data (4)
Context : MH ( the English Teacher ) was asking question and
answer in a teaching learning process in February 20th 2014.
(S1) Teacher : Sekarang Anti tolong jawab nomor 2 Please, nobody may answer it except Anti !
(S2) Anti : ( Keep silent )(S3) Teacher : Apa jawabannya Anti ? Where did Mantu live ?(S4) Anti : He lived in the jungle
Based on the conversation above, the type of the switching is
intersential switching occurs in sentence one (S1) where the
speaker ( Teacher ) switched Indonesia sentence with English.
It is called intersentential switching ( at the level of
82
sentence ),”. The speaker, teacher, emphasized the sentence,”
Sekarang Anti tolong jawab nomor 2 !” to the other students not answer
beside Anti by switching into English sentence Please nobody may
answer it except Anti! To Indonesian . The reason of switching the
language is talking for a particular topic.
Data (5)
Context : MH ( the English teacher ) was reminding the
students for an exam in the classroom in February 20th 2014.
(S1) : Next Saturday we will have daily test . Jangan adayang tidak hadir. (S2) : Dari bab berapa Mam ?(S3) : From chapter 2 and chapter
From the conversation above, the type of switching is
intersential switching occurs in sentence one (S1) where the
speaker (teacher) switched English sentence with Indonesia. It
is called intersential switching ( at the level of sentence ).
The speaker, teacher, reminded the students and
emphasized,’Next Saturday we will have daily test “ by
switching the sentence into Indonesia “ Jangan ada yang tidak
hadir ‘’! The reason of switching the language is request or
command.
83
Data (6)
Context : MH ( the English teacher ) was asking question and
answer in the classroom in February 20th 2014.
(S1) Teacher : Doni , what about questions number 6 ? Comeon !
Yang lain juga boleh mencari jawabannya. What’s theanswer Doni ? What is Mantu’s friend ? Apajawabannya ?(S2) Doni : Siapa nama teman baiknya ?(S3) Teacher : What is Mantu’s best friend ?
From the conversation above, the type of switching is
intersential switching occurs in sentence one (S1) where the
speaker (teacher) switched English sentence with Indonesia. It
is called intersential switching ( at the level of sentence ).
The speaker, teacher, asked the other students to find the
answer ,’ What about questions number 6 ? “ by switching the
sentence into Indonesia “ Yang lain juga boleh mencari
jawabannya? “ The reason of switching the language is request
or command.
Data ( 7 )
Context : MH ( the English teacher ) was asking question
and answer in the classroom in February 20th 2014.
(S1) Teacher : Who can answer number 4 ?
84
(S2) Student : Me Mam (S3) Teacher : Good, please Yani ! Apa jawabannya ?(S4) Student : (answer)(S5) Teacher : Very Good
From the conversation above, the type of switching is
intersential switching occurs in sentence one (S3) where the
speaker (teacher) switched English sentence with Indonesia. It
is called intersential switching ( at the level of sentence ).
The speaker, teacher, asked the other students to find the
answer ,’Who can answer number 4 ? “ by switching the
sentence into Indonesia “ Apa jawabannya ? “ The reason of
switching the language is talking for a particular topic.
Teacher 2
Data (1)
Context : ES ( the English teacher ) was explaining a topic
in the teaching learning process in February 21st 2014.
(S1) Teacher : Last time we talked about short functionaltext. What is it ? Ya apa itu functional text ?(S2) Students : Text Pendek Mam (S1) Teacher : Ya teks pendek yang mempunyai fungsi atau meaning
Based on the conversation data above, the type of code
switching applied in the conversation is intersential
85
switching ( at the level of sentence ). It occurs in sentence
three (S1) “Ya apa itu ? ’’. The speaker
( Teacher ) switched a sentence of English with Indonesia .
The reason of switching the language is talking for a
particular topic.
Data ( 2 )
Context : ES was checking the list of presence of the
students in the classroom in February 21st 2014.
(S1) Teacher : Kemarin les sorenya hadir semua ? Anybody was absent?(S2) Students : Biasalah Mam si Antoni (S3) Teacher : Apalagi alasannya ?(S4) Students : Sakit katanya Mam
Based on the conversation data above, the type of code
switching applied in the conversation is intersential
switching ( at the level of sentence ). It occurs in sentence
three (S1) “ Anybody was absent ? ’’.
The speaker ( Teacher ) switched a sentence of Indonesia with
English. The reason of switching the language is for
repetition for clafication.
Data (3)
86
Context : ES was asking the students to do some exercises in
the classroom in February 21st 2014.
(S1) Teacher : Try to do them by yourself! Coba dulumengerjakan sendiri !
Siapa yang belum mengumpulkan? Lima orang lagi ini, inimasih 23 lembar, who else ? (S2) Students : Marintam Mam(S3) Teacher : Where is your Marintan ? Ini masih 26 lembar.Whohasn’t been here?
From the conversation above, the type of switching is
intersential switching occurs in sentence one (S1) where the
speaker (teacher) switched English sentence with Indonesia. It
is called intersential switching ( at the level of sentence ).
The speaker, teacher, asked the students to do a task by
saying ,’ Try to do them by yourself ! “ by switching the
sentence into Indonesia “ Coba dulu mengerjakan sendiri ! “
The reason of switching the language is repetition for
clarification.
Data (4)
Context : ES was asking question and answer in the
classroom in February 21st 2014
(S1) Teacher : Perhatikan bentuk pertanyaan ! Look at theform of the questions !
87
Nggak usah stress ngerjakanitu. Ada yang stress ?
(S2) Students : ha ha ha , ya mam si Bernat(S3) Teacher : Just do them carefully !
Based on the conversation data above, the type of code
switching applied in the conversation is intersential
switching ( at the level of sentence ). It occurs in sentence
three (S1) “Look at the form of the
questions ? ’’. The speaker ( teacher ) switched a sentence of
Indonesia with English . The reason of switching the
language is for repetition for clarification.
Data (5)
Context : ES ( the English teacher ) was explaining the
instructions of an exercise for the students in the classroom
in February 21st 2014.
(S1) Teacher : Semua soal ini biasanya akan muncul di UN makanya Ialways ask
you, ya saya selalu bilang kenali setiap butir soal.(S2) Students : No mam(S3) Teacher : Ok. Nanti saya akan bagikan sebuah lembar kerja. Youstudy the
picture and try what information you can getfrom the picture. Then
jawablah pertanyaan pertanyaannya based on thepicture.
88
Based on the conversation data above, the type of code
switching applied in the conversation is intersential
switching ( at the level of sentence ). It occurs in sentence
three (S3) ‘’ You study the picture and
try what information you can get from the picture’’. The
speaker ( teacher ) switched a sentence of Indonesia with
English. The reason of switching the language is to strenghten
a command.
Teacher 3
Data (1)
Context : RSH was explaining a topic in the teaching
learning process in February 22 nd 2014.
(S1) Teacher : Dalam reorientation selalu ada optional. Do you knowwhat do they
mean ?(S2) Students : No Mam(S3) Teacher : Ya reorientation maksudnya pengubahan atau makna yangdapat di-
ambil dari story tersebut. Kalau optional maksudnya tidak ada,boleh
juga tidak, so it is a choice, tergantung pada the writer.
Based on the conversation data above, the type of code
switching applied in the conversation is intersential
89
switching ( at the level of sentence ). It occurs in sentence
one (S1) ‘’Do you know what do they
mean ?’’. The speaker ( teacher ) switched a sentence of
Indonesia with English. The reason of switching the language
is talking for a particular topic.
Data (2)
Context : RSH was explaining a topic for students in the
classroom in February 22nd 2014.
(S1) Teacher : Now let’s see the example of the narrative !Ok ,repeat after me !
Ulangi setelah saya ! ( The teacher reads somesentences )(S2) Students : ( Repeat some sentences)
Based on the conversation data above, the type of code
switching applied in the conversation is intersential
switching ( at the level of sentence ). It occurs in sentence
one (S1) ‘’Ulangi setelah saya ?’’. The
speaker ( teacher ) switched a sentence of English with
Indonesia .The reason of switching the language is repetition
for clarification.
Data (3)
90
Context : RSH was explaining a topic for the students in the
classroom in February 22nd 2014.
(S1) Teacher : What is Narrative ? Apa itu Narrative ? (S2) Students : Narasi(S3) Teacher : Good. What is Narasi ?(S4) Students : Cerita Mam(S4) Teacher : Cerita apa ? Cerita imaginative, imagiasi
Based on the conversation data above, the type of code
switching applied in the conversation is intersential
switching ( at the level of sentence ). It occurs in sentence
one (S1) ‘’ Apa itu Narrative ?’’. The
reason of switching the language is for repetition for
clarification.
4.2.1.2 Analysis Based on Intrasentential Switching
Teacher 1
The writer did not find any intersentential switching when she
conducted teaching learning process in the classroom.
Teacher 2
Data (1)
91
Context : ES was reminding some topics in the teaching
learning process in February 21st 2014.
(S1) Teacher : Semua soal ini biasanya akan muncul di UN makanya I always ask you, ya saya selalu bilang kenalisetiap butir soal. .
(S2) Students : No mam(S3) Teacher : Ok. Nanti saya akan bagikan sebuah lembar kerja. Youstudy the
picture and try what information you can getfrom the picture. Then
jawablah pertanyaan pertanyaannya based on thepicture.
Based on the conversation data above, the type of code
switching applied in the conversation is intrasentential
switching. The teacher used intrasentential switching three
times in the conversation . They occurs in sentence one (S1)‘’
I always ask you ’’ ( in the level of sentence), in sentence
three (S3) ’’ Then’’ (in the level of word) and ‘’ Based on
the picture ( in the level of phrase ) ’’ The reason of
switching the language is for talking for a particular topic.
Data (2)
Context : ES was asking the students to do some exercises
in the classroom in February 21st 2014.
92
(S1) Teacher : Try to do them by yourself! Coba dulumengerjakan sendiri !
Siapa yang belum mengumpulkan? Lima orang lagi ini, inimasih 23 lembar, who else ? (S2) Students : Marintam Mam(S3) Teacher : Where is your Marintan ? Ini masih 26 lembar.Whohasn’t been here?
Based on the conversation data above, the type of code
switching applied in the conversation is intrasentential
switching . The speaker used intrasentential switching in the
conversation . It occurs in sentence one (S1)‘’ Who else ’’
( in the level of phrase) . The teacher swithed a phrase
within the sentence in the form of a question. The reason of
swithing the language is for repetition for a clarification.
Data (3)
Context : ES was explaining a topic for students in the
classroom in February 21st 2014.
(S1) Teacher : Last time we talked about short functionaltext. What is it ? Ya apa itu functional text ?(S2) Students : Text Pendek Mam (S1) Teacher : Ya text pendek yang mempunyai fungsi atau meaning
Based on the conversation data above, the type of code
switching applied in the conversation is intrasentential
switching . The speaker used intrasentential switching in the
93
conversation . It occurs in sentence three (S3)‘’ meaning ’’ (
in the level of word ) . The teacher switched a word within a
sentence in the additional of the first word. The reason of
switching the language is for repetition for clarification.
Teacher 3
Data (1)
Context : RSH was explaining a topic in the teaching
learning process in February 22 nd 2014.
(S1) Teacher : Dalam reorientation selalu ada optional. Do you knowwhat do they
mean ?(S2) Students : No Mam(S3) Teacher : Ya reorientation maksudnya pengubahan atau makna yangdapat di-
ambil dari story tersebut. Kalau optional maksudnya tidak ada,boleh
juga tidak, so it is a choice, tergantung pada the writer.
Based on the conversation data above, the type of code
switching applied in the conversation is intrasentential
switching. The teacher used intrasentential switching five
times in the conversation . They occurs in sentence one (S1)‘’
optional ’’ ( in the level of word ), in sentence three (S3)
’’Reorientation’’ (in the level of word), ‘’ Story ( in the
level of word ), ‘’ optional ’’ ( in the level of word ), ‘’
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so it is a choice’’ ( in the level of sentence ), ‘’ the
writer’’ ( in the level of phrase ). The teacher switched a
word and a phrase within a sentence. The reason of switching
the language is talking for a particular topic.
Data (2)
Context : RSH was explaining a topic for the students in the
classroom in February 22nd 2014.
(S1) Teacher : What is Narrative ? Apa itu Narrative ? (S2) Students : Narasi(S3) Teacher : Good. What is Narasi ?(S4) Students : Cerita Mam(S4) Teacher : Cerita apa ? Cerita imaginative, imagiasi
Based on the conversation data above, the type of code
switching applied in the conversation is intrasentential
switching. The teacher used intrasentential switching three
times in the conversation. They occurs in sentence one (S1)‘’
Narrative’’ ( in the level of word ), in sentence three (S3)
’’Narasi’’ (in the level of word ) and ‘’Imaginative’’ ( in
the level of word). The teacher switched a word within a
sentence. The reason of switching the language is for
repetition for clarification.
Data (3)
95
Context : RSH was explaining a topic for students in the
classroom in February 22nd 2014.
(S1) Teacher : Dalam cerita itu biasanya banyak conversationnya,atau actionnya.
Bagaimana ciri cirinya ? (S2) Student : Silent(S3) Teacher : OK, language featurenya biasanya mempunyai
bentuk waktu Past Tense dan biasanya diawali dengan adverb of timeseperti, a long time ago, once upon atime.
Based on the conversation data above, the type of code
switching applied in the conversation intrasentential
switching. The teacher used intrasentential switching four
times in the conversation. They occurs in sentence one (S1)‘’
Conversationnya’’ ( in the level of phrase ), “ actionnya’’
( in the level of phrase ),in sentence three (S3) ’’Language
featurenya’’ (in the level of phrase), ‘’ Past Tense ’’ ( in
the level of phrase), and ‘’Adverb of Time’’. The teacher
switched a phrase within a sentence. The reason of switching
the language is talking for a particular topic.
Data ( 4 )
Context : RSH was explaining a topic for students in theclassroom in February 22nd
96
2014.
(S1) Teacher : Dalam setiap narasi selalu ada conflict yang terjadidalam cerita itu
tapi ada juga resolutionnya, mengerti maksudnya ? (S2) Students : Yes Mam(S3) Teacher : Ya, dalam narasi selalu ada problem tapi ada jugapemecahannya
Based on the conversation data above, the type of code
switching applied in the conversation is intrasentential
switching. The teacher used intrasentential switching three
times in the conversation. They occur in sentence one (S1)‘’
Conflict’’ ( in the level of word ) and , “ Resolutionnya’’
( in the level of phrase ), in sentence three (S3)
’’Problem’’ (in the level of word). The teacher switched a
word and a phrase within a sentence. The reason of switching
the language is talking for a particular topic.
Data (5)
Conflict : RSH was commanding the stusents to do something
in the clasroom in February 22nd 2014.
(S1) Teacher : Tolong tulis jawabannya didalam your note book ! Bisa dipahami ?
(S2) Students : Yes Mam(S3) Teacher : Ok, do then well
97
Based on the conversation data above, the type of code
switching applied in the conversation is intrasentential
switching . The speaker used intrasentential switching in the
conversation . It occurs in sentence one (S1)‘’your note book
’’ ( in the level of phrase ) . The teacher switched a phare
within a sentence . The reason of switching the language is
for real lexical need.
Data (6)
Context : ES was emphasizing the students weather they had
questions in the classroom in February 21st 2014.
(S1) Teacher : If you don’t understand the question, kau bolehtanya saya, silahkan
ditanya ! Jawabannya harus complete, complete answer!(S2) Students : Sulit semua mam
Based on the conversation data above, the type of code
switching applied in the conversation is intrasentential
switching. The teacher used intrasentential switching two
times in the conversation. They occur in sentence one
(S1)‘’complete’’ ( in the level of word ) and “
Complete answer’’ ( in the level of phrase ), . The teacher
98
switched a word and a phrase within a sentence. The reason of
switching the language is for repetition for clarification.
Data (7)
Context : RSH ( the English teacher ) was explaining a
topic for students in a teaching learning process in February
22nd 2014.
(S1) Teacher : Bahasa can be recognized dengan banyak hal,contohnya: picture,
symbol, misalkan kamu melihat gambar tengkorakmenunjukkan danger, symbol. Ok, bisa kitamulai latihannya ?
(S2) Students : Yes Mam (S3) Teacher : Oh. Let’s see symbol 1 .
Based on the conversation data above, the type of code
switching applied in the conversation is intrasentential
switching. The teacher used intrasentential switching four
times in the conversation. They occur in sentence one
(S1)‘’can be recognized’’ (in the level of a phrase), “
picture ’’ ( in the level of word ), ‘’ symbol’’, ‘’ danger
’’. The teacher switched a word and a phrase within a
sentence. The reason of switching the language is talking for
a particular topic.
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4.2.1.3 Analysis Based on Tag Switching
In this type the writer did not find such switching in
teacher 1 and teacher 2 when they were in the teachinfg
learning process.
Teacher 3
Data (1)
Context : RSH was explaining a topic for students in the
teaching learning process in February 22nd 2014.
(S1) Teacher : Apa itu orientation ? Orientation itu maksudnya apa ? (S2) Students : Orientasi Mam(S3) Teacher : Ya apa itu orientasi. Ya orientasi itu maksudnya pengenalan
tokoh ya, Waktu ya, tempat . Siapalah tokoh tokohnya ? Like playing a drama, harus dikenalkan dulu tokoh tokohnya ,ya kan ?
(S4) Students : Yes Mam
Based on the conversation data above, the type of code
switching applied in the conversation is tag switching. The
teacher used tag switching four times in the conversation.
They occur in sentence three (S3)‘’ya’’ (in the level of a
word), and “ ya kan ?’’ ( in the level of phrase ), The
teacher emphasized the sentence by using ya and ya kan. The
100
reason of switching the language is talking for a particular
topic.
4.2.1.4 Analysis Based on Unit Insertion
Teacher 1
In this type the writer did not find unit insertion when she
was in the teaching learning process.
Teacher 2
Data (1)
Context : ES was explaining a topic for students in theclassroom in February 21st 2014
(S1) Teacher : Last time we talked about short functionaltext. What is it ? Ya apa itu functional text ?(S2) Students : Text Pendek Mam (S3) Teacher : Ya teks pendek yang mempunyai fungsi atau meaning
Based on the data above, it can be found that the type of
code mixing is unit insertion, which occurs in the sentence
three (S3) ’’ meaning ’’. The speaker (teacher) emphasized the
word ’’fungsi’’ by mixing English code ,’’ meaning
’’( inserting a word in the sentence ). The reason to insert
a unit insertion is for repetition for clarification.
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Data (2)
Context : ES was reminding some topics in the teaching
learning process in February 21st 2014.
(S1) Teacher : Semua soal ini biasanya akan muncul di UN makanya Ialways ask
you, ya saya selalu bilang kenali setiap butir soal.(S2) Students : No mam(S3) Teacher : Ok. Nanti saya akan bagikan sebuah lembar kerja. Youstudy the
picture and try what information you can getfrom the picture. Then
jawablah pertanyaan pertanyaannya based on thepicture.
Based on the data above, it can be found that the type of code
mixing is unit insertion, which occurs in the sentence three
(S3) ’’ Then ’’ ( inserting a word in a sentence ), The
teacher intructed the students by mixing Indonesian code, ”
jawablah pertanyaan pertanyaanya ”and English code,’’ based on the
picture ’’. The reasons of using the unit insertion is for
talking a about particular topic.
Data (3)
Context : ES was explaining a topic for the students in the
classroom in February 21st 2014.
(S1) Teacher : We have studied some short functional text.Kita sudah mempelajari
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beberapa bentuk short functional text. There aremany kinds of short
Functional text. Coba dulu, who still rememberthem ? What are they?(S2) Students : Short Message (S3) Teacher : Ya. Short Message. Ayo sebutkan saja ! Whatelse !(S4) Students : Letter(S5) Teacher : Ya. Next, what else ? Advertisement , apa itu ?(S6) Students : Iklan (S7) Teacher : What else(S8) Students : Greeting Cards(S9) Teacher : Ada lagi ? (S10) Students : Brochure Mam(S11) Teacher : Very good . Brosur, whatever, apasaja.Biasanya isinya tentang the
concert, the meeting, the seminar, banyaklah.Tujuannya untuk apa ? What’s the purpose ofthis ?
(S12) Students : Telling some information(S13) Teacher : Good, telling some information.
Based on the data above, it can be found that the type of code
mixing is unit insertion, which occurs in the sentence eleven
(S11) ” Whatever ’’ ( inserting a word ),’’ the concert ’’, ’’
the meeting ’’, ” the seminar ” ( inserting a phrase ) . The
teacher described and emphasized material to the students by
mixing Indonesian code, ” Biasanya isinya tentang ”and English
code,’’ the concert, the meeting, the seminar ’’. The reason
of mixing the languages is for talking a particular topic.
Data (4)
103
Context : ES was giving a chance for the students to ask
some questions in the classroom in February 21st 2014.
(S1) Teacher : If you don’t understand the question, kau bolehtanya saya, silahkan
ditanya ! Jawabannya harus complete, complete answer!(S2) Students : Sulit semua mam
Based on the data above, it can be found that the type of code
mixing is unit insertion, which occurs in the sentence one
(S1) ” complete ’’ ( inserting a word ), and ’’ complete
answer’’ ( inserting a phrase ) . The teacher described and
emphasized material to the students by mixing Indonesian
code, ” Jawabnnya harus ”and English code,’’ complete,
complete answer ’’. The reason for mixing the language is for
repetition for clarification.
Teacher 3
Data (1)
Context : RSH was explaining a topic in the teaching
learning process in February 22 nd 2014.
104
(S1) Teacher : Dalam reorientation selalu ada optional. Do youknow what do they
mean ?(S2) Students : No Mam(S3) Teacher : Ya reorientation maksudnya pengubahan atau makna yangdapat di-
ambil dari story tersebut. Kalau optional maksudnya tidak ada,boleh
juga tidak, so it is a choice, tergantung pada the writer.
Based on the data above, it can be found that the type of code
mixing is unit insertion, which occurs in the sentence one
(S1) ’’ Reorientation ’’ and ’’ Optional ’’ ( inserting a word
in a sentence ). Mixing unit insertion also occurs in sentence
three ( S3 ) ” story ” and ’’ the writer ’’ ( inserting a
word and a phrase in a sentence). The teacher described the
topic by mixing Indonesian code, ” tergantung pada ”and
English code,’’ the writer ’’. The reason of mixing the
language is for talking a particular topic.
Data (2)
Context : RSH was explaining a topic for the students in the
classroom in February 22nd 2014.
(S1) Teacher : What is Narrative ? Apa itu Narrative ? (S2) Students : Narasi(S3) Teacher : Good. What is Narasi ?(S4) Students : Cerita Mam(S5) Teacher : Cerita apa ? Cerita imaginative, imagiasi
105
Based on the data above, it can be found that the type of code
mixing is unit insertion, which occurs in the sentence one
(S1) ’’ Narrative ’’ ( inserting a word in a sentence ).
Mixing unit insertion also occurs in sentence three ( S3 ) ”
What is ” ( inserting a phrase ) and in sentence five (S5)
’’ imaginative ’’ ( inserting a word in a sentence). The
teacher questioned the students by mixing Indonesian code, ”
Cerita ”and English code,’’ imaginative ’’. The reason of
mixing the language if for repetition for clarification.
Data (3)
Context : RSH was explaining a topic for students in theclassroom in February 22nd
2014.
(S1) Teacher : Dalam setiap narasi selalu ada conflict yang terjadidalam cerita itu
tapi ada juga resolutionnya, mengerti maksudnya ? (S2) Students : Yes Mam(S3) Teacher : Ya, dalam narasi selalu ada problem tapi ada jugapemecahannya
Based on the data above, it can be found that the type of code
mixing is unit insertion, which occurs in the sentence one
(S1) ” conflict ’’ ( inserting a word ), and in sentence three
106
(S3) ’’ problem ’’. The teacher described and emphasized
material to the students by mixing Indonesian code, ” Ya, dalam
narasi selalu ada ” and English code,’’ problem ’’ and mix again
with Indonesia code ’’ tapi ada juga pemecahannya ’’. The reason
of mixing the language is for talking a particular topic.
Data (4)
Context : RSH was explaining a topic for students in the
classroom in February 22nd 2014.
(S1) Teacher : Dalam cerita itu biasanya banyak conversationnya,atau actionnya.
Bagaimana ciri cirinya ? (S2) Student : Silent(S3) Teacher : OK, language featurenya biasanya mempunyai
bentuk waktu Past Tense dan biasanya diawali dengan adverb of timeseperti, a long time ago, once upon atime.
Based on the data above, it can be found that the type of code
mixing is unit insertion, which occurs in the sentence three
(S3) ” Past Tense ’’ adverb of time ’’, ’’ a long time ago
’’, ’’ once upon a time ’’. The teacher described and
emphasized the material to the students by mixing Indonesian
code, ” biasanya diawali dengan ” and English code,’’ adverb of
time seperti, a long time ago, once upon a time. ’’ The
107
reason of mixing the language is for talking a particular
topic.
Data (5)
Context : : RSH ( the English teacher ) was explaining a
topic for students in a teaching learning process in February
22nd 2014.
(S1) Teacher :Bahasa can be recognized dengan banyak hal,contohnya: picture,
symbol, misalkan kamu melihat gambar tengkorakmenunjukkan danger, symbol. Ok, bisa kita mulailatihannya ?
(S2) Students : Yes Mam (S3) Teacher : Oh. Let’s see symbol 1 .
Based on the data above, it can be found that the type of code
mixing is unit insertion, which occurs in the sentence one
(S1) ” can be recognized ’’ ( inserting a phrase ), and ’’
picture ’’, ’’ symbol ‘’, ’’ danger ’’( inserting a word ) .
The teacher described and emphasized the material to the
students by mixing Indonesian code, ” Bahasa ” and English
code,’’ ’’picture’’ ,”symbol ’’ , the teacher mixed again with
Indonesia code ‘’’ misalkan gambar tengorak menunjukkan ’’ and
remixed with English code ’’ danger ’’, ’’symbol ’’ The
108
reason of mixing the language is for talking a particular
topic.
4.2.1.5 Analysis Based on Unit Hybridization
In this type the writer did not find unit hybridization in
teacher 1 and teacher 2 when they were in the teaching
learning process.
Teacher 3
Data (1)
Context : RSH was explaining a topic for students in the
classroom in February 22nd 2014.
(S1) Teacher : Dalam cerita itu biasanya banyak conversationnya,atau actionnya.
Bagaimana ciri cirinya ? (S2) Student : Silent(S3) Teacher : OK, language featurenya biasanya mempunyai
bentuk waktu Past Tense dan biasanya diawali dengan adverb of timeseperti, a long time ago, once upon a time.
Based on the data above, it can be found that the type of code
mixing is unit hybridization, which occurs in the sentence one
(S1) ” conversationnya ’’ ( inserting a phrase ), and ’’
actionnya ’’ ( inserting a phrase ) and in sentence three (S3)
109
’’ language featurenya ’’. The teacher described and
emphasized the material to the students by mixing Indonesian
code, ”Dalam cerita itu biasanya banyak ” and English unit
hybridization code,’’ conversationnya’’ , ‘’ actionnya ’’ The
reason of mixing the language is for talking a particular
topic.
Data (2)
Context : RSH was explaining a topic for students in theclassroom in February 22nd
2014.
(S1) Teacher : Dalam setiap narasi selalu ada conflict yang terjadidalam cerita itu
tapi ada juga resolutionnya, mengerti maksudnya ? (S2) Students : Yes Mam(S3) Teacher : Ya, dalam narasi selalu ada problem tapi ada jugapemecahannya
Based on the data above, it can be found that the type of code
mixing is unit hybridization, which occurs in the sentence one
(S1) ” resolutionnya ’’ ( inserting a phrase) . The teacher
described and emphasized the material to the students by
mixing Indonesian code, ” Dalam setiap narasi selalu ada conflict yang
terjadi dalam cerita tapi ada juga ” and English unit hybridization
code,’’ resolutionnya’’ , and end the sentence by mixing
110
Indonesia code ‘’ mengerti maksudnya ?’’ The reason of mixing is
for talking a particular topic.
4.2.1.6 Analysis Based on Sentence Insertion
Teacher 1
Data (1)
Context : MH ( the English teacher ) was reminding the
students for an exam in the classroom in February 20th 2014.
(S1) : Next Saturday we will have daily test . Jangan adayang tidak hadir ! (S2) : Dari bab berapa Mam ?(S3) : From chapter 2 and chapter
Based on the data above, it can be found that the type of code
mixing is sentence insertion, which occurs in the sentence one
(S1) ” Jangan ada yang tidak hadir ! ’ ( inserting a sentence) The
teacher reminded the students by mixing English code, ‘’ Next
Saturday we will have daily test ’’ with Indonesia code ’’
Jangan ada yang tidak hadir ’’. The g the reason of mixing the
language is for request or command.
Data (2)
111
Context : MH ( the English Teacher ) was asking question
and answer in a teaching learning process in February 20th
2014.
(S1) Teacher : Sekarang Anti tolong jawab nomor 2 Please, nobody may answer it except Anti !
(S2) Anti : ( Keep silent )(S3) Teacher : Apa jawabannya Anti ? Where did Mantu live ?(S4) Anti : He lived in the jungle
Based on the data above, it can be found that the type of code
mixing is sentence insertion, which occurs in the sentence one
(S1) ” Please nobody may answer it beside Anti ! ’’
( inserting a sentence) The teacher reminded the students by
mixing Indonesia code, ‘’ Sekarang Anti tolong jawab nomor 2’’ with
English code ’’ Please nobody may answer it except Anti ’’.
The reason of mixing the language is for request or command.
Data (3)
Context : MH ( the English teacher ) was asking question and
answer in the classroom in February 20th 2014.
(S1) Teacher : Doni , what about questions number 6 ? Comeon !
Yang lain juga boleh mencari jawabannya. What’s theanswer Doni ? What is Mantu’s friend ? Apajawabannya ?(S2) Doni : Siapa nama teman baiknya ?(S3) Teacher : What is Mantu’s best friend ?
112
Based on the data above, it can be found that the type of code
mixing is sentence insertion, which occurs in the sentence one
(S1) ” Yang lain juga boleh mencari jawabannya. ’’
( inserting a sentence) The teacher asked the students by
mixing English code, ‘’ Doni , what about questions number
6 ? Come on ! ’’ with Indonesia code ’’ Yang lain juga boleh mencari
jawabannya ’’. The reason of mixing the language is for
request or command.
Teacher 2
Data (1)
Context : ES was reminding some topics in the teaching
learning process in February 21st 2014.
(S1) Teacher : Semua soal ini biasanya akan muncul di UN makanya Ialways ask
you, ya saya selalu bilang kenali setiap butir soal.(S2) Students : No mam(S3) Teacher : Ok. Nanti saya akan bagikan sebuah lembar kerja. Youstudy the
picture and try what information you can getfrom the picture. Then
jawablah pertanyaan pertanyaannya based on thepicture.
Based on the data above, it can be found that the type of code
mixing is sentence insertion, which occurs in the sentence one
(S1) ” I always ask you ’’ ( inserting a sentence) and in the
113
sentence three (S3) ’’ You study the picture and try what
information you can get from the picture. The teacher
described and emphasized the material to the students by
mixing Indonesian code, ” Ok. Nanti saya akan bagikan sebuah lembar
kerja . The reason of mixing the language is for talking a
particular topic.
Data (2)
Context : ES was giving a chance for the students to ask
some questions in the classroom in February 21st 2014.
(S1) Teacher : If you don’t understand the question, kau bolehtanya saya, silahkan
ditanya ! Jawabannya harus complete, complete answer!
Based on the data above, it can be found that the type of code
mixing is sentence insertion, which occurs in the sentence one
(S1) ” If you don’t understand the question ’’ ( inserting a
sentence) and in the sentence. The teacher described and
emphasized the material to the students by mixing Indonesian
code, ” kau boleh tanya saya, silahkan ditanya ’’ ! . The
reason of mixing the language is for talking a particular
topic.
114
Data (3)
Context : ES was explaining a topic for the students in the
classroom in February 21st 2014.
(S1) Teacher : We have studied some short functional text.Kita sudah mempelajari
beberapa bentuk short functional text. There aremany kinds of short
Functional text. Coba dulu, who still rememberthem ? What are they?(S2) Students : Short Message (S3) Teacher : Ya. Short Message. Ayo sebutkan saja ! Whatelse !(S4) Students : Letter(S5) Teacher : Ya. Next, what else ? Advertisement , apa itu ?(S6) Students : Iklan (S7) Teacher : What else(S8) Students : Greeting Cards(S9) Teacher : Ada lagi ? (S10) Students : Brochure Mam(S11) Teacher : Very good . Brosur, whatever, apasaja.Biasanya isinya tentang the
The concert, the meeting, the seminar,banyaklah. Tujuannya untuk apa ? What’s the purposeof this ?
(S12) Students : Telling some information(S13) Teacher : Good, telling some information.
Based on the data above, it can be found that the type of code
mixing is sentence insertion, which occurs in the sentence one
(S1) ” Kita sudah mempelajari beberapa bentu k ’’
( inserting a sentence) and in the sentence. The teacher
described and emphasized the material to the students by115
mixing English code, ” We have studied some short functional
text ’’ with Indonesia code ” Kita sudah mempelajari beberapa bentuk
’’. The reason of mixing the language is for repetition for
clarification.
Data (4)
Context : ES was explaining a topic for students in the
classroom in February 21st 2014
(S1) Teacher : Last time we talked about short functionaltext. What is it ? Ya apa itu functional text ?(S2) Students : Text Pendek Mam (S3) Teacher : Ya teks pendek yang mempunyai fungsi atau meaning
Based on the data above, it can be found that the type of code
mixing is sentence insertion, which occurs in the sentence one
(S1) ” Ya apa itu, ’ ( inserting a sentence) and in the sentence.
The teacher described and emphasized the material to the
students by mixing Indonesia code, ” Ya apa itu, ’’ with English
code ‘’functional text’’ . The reason of mixing the language
is repetition for clarification.
Data (5)
Context : ES was asking the students to do some exercises in
the classroom in February 21st 2014.
116
(S1) Teacher : Try to do them by yourself! Coba dulumengerjakan sendiri !
Siapa yang belum mengumpulkan? Lima orang lagi ini, inimasih 23 lembar, who else ? (S2) Students : Marintam Mam(S3) Teacher : Where is your Marintan ? Ini masih 26 lembar.Whohasn’t been here?
Based on the data above, it can be found that the type of code
mixing is sentence insertion, which occurs in the sentence one
(S1) ” Try to do them by yourself ! ’ ( inserting a sentence)
The teacher described and emphasized the material to the
students by mixing English code, ” Try to do them by
yourself! ’’ with English code ‘Coba dulu mengerjakan sendiri !Siapa
yang belum mengumpulkan? Lima orang lagi ini, ini masih 23lembar,’’.
Sentence inserting also occurs in sentence three (S3) “ Ini
masih 26 lembar ‘’'. The teacher mixed English code with
Indonesia sentence. The reason of mixing the language is
repetition for clarification.
Data (6)
Context : ES was checking the list of presence of the
students in the classroom in February 21st 2014.
(S1) Teacher : Kemarin les sorenya hadir semua ? Anybody was absent?
117
(S2) Students : Biasalah Mam si Antoni (S3) Teacher : Apalagi alasannya ?(S4) Students : Sakit katanya Mam
Based on the data above, it can be found that the type of code
mixing is sentence insertion, which occurs in the sentence one
(S1) ” Anybody was absent ! ’’ ( inserting a sentence) The
teacher asked the students by mixing Indonesia code, ‘’ Kemarin
les sorenya hadir semua ? ’’ with English code ’’ Anybody was absent
? ’’. The reason of mixing the language is talking for a
particular topic.
Data (7)
Context : ES was asking question and answer in the classroom
in February 21st 2014.
(S1) Teacher : Perhatikan bentuk pertanyaan ! Look at the form ofthe questions !
Nggak usah stress ngerjakan itu. Ada yang stress ?(S2) Students : ha ha ha , ya mam si Bernat(S3) Teacher : Just do them carefully !
Based on the data above, it can be found that the type of code
mixing is sentence insertion, which occurs in the sentence one
(S1) ” Look at the form of the questions. ’’
( inserting a sentence). The teacher asked the students by
118
mixing Indonesia code, ‘’ Perhatikan bentuk pertanyaan !’’ with
Indonesia code ’’ Look at the form of the questions ’’. The
reason of mixing the language is repetition for clarification.
Teacher 3
Data (1)
Context : RSH was explaining a topic for the students in the
classroom in February 22nd 2014.
(S1) Teacher : What is Narrative ? Apa itu Narrative ? (S2) Students : Narasi(S3) Teacher : Good. What is Narasi ?(S4) Students : Cerita Mam(S4) Teacher : Cerita apa ? Cerita imaginative, imagiasi
Based on the data above, it can be found that the type of code
mixing is sentence insertion, which occurs in the sentence one
(S1) ” Apa itu ? ’ ( inserting a sentence) and in the sentence.
The teacher described and emphasized the material to the
students by mixing Indonesia code, ” Apa itu ? ’’ with English
code ” Narrative ’’. The reason of mixing the language is
repetition for clarification.
Data (2)
119
Context : RSH was explaining a topic in the teaching
learning process in February 22 nd 2014.
(S1) Teacher : Dalam reorientation selalu ada optional. Do youknow what do they
mean ?(S2) Students : No Mam(S3) Teacher : Ya reorientation maksudnya pengubahan atau makna yangdapat di-
ambil dari story tersebut. Kalau optional maksudnya tidak ada,boleh
juga tidak, so it is a choice, tergantung pada the writer.
Based on the data above, it can be found that the type of code
mixing is sentence insertion, which occurs in the sentence
three (S3) ” so it is a choice, ’ ( inserting a sentence) and
in the sentence. The teacher described and emphasized the
material to the students by mixing Indonesia code, ” Kalau
optional maksudnya tidak ada, boleh juga tidak, ’’ with English code ” so
it is a choice ’’ and end the sentence by mixing again with
Indonesia code,’’ tergantung pada the writer’’. The reason of mixing
the language is talking for a particular topic.
4.2.1.7 Analysis Based on the Reasons of Using Code Switching
and Code Mixing
Teacher 1
120
Data (1)
Context : MH ( The English teacher ) was conducting a
teaching learning process in the classroom in February 20th
2014.
(S1) Teacher : Ada yang tidak hadir ?(S2) Students : Josua Mam(S3) Teacher : Josua ? Is there any letter ?(S4) Students : Nggak ada Mam, dari kemarin dia sudah nggak hadir
Based on the conversation data above, it can be seen that the
reason of using of the teacher used code switching and code
mixing is talking about a particular topic. It can be seen
that the teacher switches Indonesia language to English,’’ Is
there any letter ’’. When the students told the teacher that
Josua was absent, the teacher asked specifically to a
particular question by asking whether there was a letter of
Josua .
Data (2)
Context : MH ( the English teacher ) was teaching English
in the classroom in Febuary 20th 2014.
Teacher : (S1) Look at Page 31 Practise 3. (S2) Minggu lalu kita sudah membahas topik ini. (S3) There are five questions in the practise ,
now let’s answer them together.
121
Based on the conversation data above, it can be seen that the
reason of using of the teacher used code switching and code
mixing is talking about a particular topic. It can be seen
that the teacher switches English language to Indonesia,’’Minggu
lalu kita sudah membahas topik ini ’’. When the teacher instructed
the students to look at page 31 practice 3, the teacher
strenghtened her instruction to a paticular statement by
saying that they had discussed the topic last week.
Data (3)
Context : MH ( The English teacher ) was explaining onesubject in the classroom in
Febuary 20th 2014.
(S1) Teacher : Now look at questions number 2 !(S2) , (S3) What is the answer of number 2 ? What’s the
meaning of run away ? (S4) Apa artinya ?(S5) Anto : Tunggang langgang Mam(S6) Teacher : Ya Tunggang langgang or melarikan diri
Based on the conversation data above, it can be seen that the
reason of using of the teacher used code switching and code
mixing is repetition for clarification. It can be seen that
the teacher switches English language , ’’What’s the meaning of
122
run away ? ’’. The teacher repeated the same question by using
Indonesia language, ’’ Apa artinya ? ”
Data (4)
Context : MH ( the English Teacher ) was asking question andanswer in a teaching
learning process in February 20th 2014.
(S1) Teacher : Sekarang Anti tolong jawab nomor 2 Please, nobody may answer it except Anti !
(S2) Anti : ( Keep silent )(S3) Teacher : Apa jawabannya Anti ? Where did Mantu live ?(S4) Anti : He lived in the jungle
Based on the conversation data above, it can be seen that the
reason of using of the teacher used code switching and code
mixing is to strengthen a command. It can be seen that the
teacher switches Indonesia language , ’’ Sekarang Anti tolong jawab
nomor 2 ! The teacher strengthen the command by using Indonesia
language, ’’ Please, nobody may answer it except Anti ! ’’
Data (5)
Context : MH ( the English teacher ) was reminding the
students for an exam in the classroom in February 20th 2014.
(S1) : Next Saturday we will have daily test . Jangan adayang tidak hadir. (S2) : Dari bab berapa Mam ?(S3) : From chapter 2 and chapter
123
Based on the conversation data above, it can be seen that the
reason of using of the teacher used code switching and code
mixing is to strengthen a command. It can be seen that the
teacher switches English language , ’’ Next Saturday we will
have daily test’’. The teacher strengthened her statement by
giving a command by using Indonesia language, ’’ Jangan ada yang
tidak hadir ! ’’
Data (6)
Context : MH ( the English teacher ) was asking question and
answer in the classroom in February 20th 2014.
(S1) Teacher : Doni , what about question number 6 ? Come on
!
Yang lain juga boleh mencari jawabannya. What’s theanswer Doni ? What is Mantu’s friend ? Apajawabannya ?(S2) Doni : Siapa nama teman baiknya ?(S3) Teacher : What is Mantu’s best friend ?
Based on the conversation data above, it can be seen that the
reason of using of the teacher used code switching and code
mixing is to strengthen a command. It can be seen that the
teacher switches English language ,What about question number
6 ? Come on ! ’’. The teacher strengthened her question by
124
giving a command by using Indonesia language, ’’Yang lain juga boleh
mencari jawabannya !’’
Data (7)
Context : MH ( the English teacher ) was asking question
and answer in the classroom in February 20th 2014.
(S1) Teacher : Who can answer number 4 ?(S2) Student : Me Mam (S3) Teacher : Good, please Yani ! Apa jawabannya ?(S4) Student : (answer)(S5) Teacher : Very Good
Based on the conversation data above, it can be seen that the
reason of using of the teacher used code switching and code
mixing is to soften a request . It can be seen that the
teacher switches Indonesia language, ’’Good. Please Yani ! ’’.
The teacher strengthened her request in the form of a
question by using Indonesia language, ’’Apa jawabannya ?’’
Teacher 2
Data (1)
Context : ES was explaining a topic for students in the
classroom in February 21st 2014
(S1) Teacher : Last time we talked about short functionaltext. What is it ? Ya apa itu functional text ?
125
(S2) Students : Text Pendek Mam (S1) Teacher : Ya teks pendek yang mempunyai fungsi atau meaning
Based on the conversation data above, it can be seen that the
reason of using of the teacher used code switching and code
mixing is a repetition for clarification. It can be seen that
the teacher switched English language,’’ What is it ? ’’. The
teacher repeated her question by by using Indonesia language,
’’Ya apa itu functional text ?’’
Data (2)
Context : ES was checking the list of presence of the
students in the classroom in February 21st 2014.
(S1) Teacher : Kemarin les sorenya hadir semua ? Anybody was absent?(S2) Students : Biasalah Mam si Antoni (S3) Teacher : Apalagi alasannya ?(S4) Students : Sakit katanya Mam
Based on the conversation data above, it can be seen that the
reason of using of the teacher used code switching and code
mixing is a repetition for clarification. It can be seen that
the teacher switched Indonesia language,’’ Kemarin les sorenya hadir
semua ? ’’. The teacher repeated her question by using
English language, ’’ Anybody was absent ?’’
126
Data (3)
Context : ES was asking the students to do some exercises in
the classroom in February 21st 2014.
(S1) Teacher : Try to do them by yourself! Coba dulumengerjakan sendiri !
Siapa yang belum mengumpulkan? Lima orang lagi ini, inimasih 23 lembar, who else ? (S2) Students : Marintam Mam(S3) Teacher : Where is your Marintan ? Ini masih 26 lembar.Whohasn’t been here?
Based on the conversation data above, it can be seen that the
reason of using of the teacher used code switching and code
mixing is a repetition for clarification. It can be seen that
the teacher switched English language,’’ Try to do them by
yourself’’. The teacher repeated her question by using
Indonesia language, ’’ Coba dulu mengerjakan sendiri !’’
Data (4)
Context : ES was asking question and answer in the
classroom in February 21st 2014.
(S1) Teacher : Perhatikan bentuk pertanyaan ! Look at the form ofthe questions !
Nggak usah stress ngerjakan itu. Ada yang stress ?(S2) Students : ha ha ha , ya mam si Bernat(S3) Teacher : Just do them carefully !
127
Based on the conversation data above, it can be seen that the
reason of using of the teacher used code switching and code
mixing is a repetition for clarification. It can be seen that
the teacher switched Indonesia language,’’ Perhatikan bentuk
pertanyaan !’’. The teacher repeated her question by using
English language, ’’ Look at the form of the questions !’’
Data (5)
Context : ES was reminding some topics in the teaching
learning process in February 21st 2014.
(S1) Teacher : Semua soal ini biasanya akan muncul di UN makanya Ialways ask
you, ya saya selalu bilang kenali setiap butir soal.(S2) Students : No mam(S3) Teacher : Ok. Nanti saya akan bagikan sebuah lembar kerja. Youstudy the
picture and try what information you can getfrom the picture! Then
jawablah pertanyaan pertanyaannya based on thepicture.
Based on the conversation data above, it can be seen that the
reason of using of the teacher used code switching and code
mixing is to strengtened a command. It can be seen that the
teacher switched Indonesia language,’’ Nanti saya akan bagikan
128
sebuah lembar kerja ’’. The teacher strenghtened a command by
using English language, ’’ You study the picture and try
what information you can get from the picture !’’
Teacher 3
Data (1)
Context : RSH was explaining a topic in the teaching
learning process in February 22 nd 2014.
(S1) Teacher : Dalam reorientation selalu ada optional. Do you knowwhat do they
mean ?(S2) Students : No Mam(S3) Teacher : Ya reorientation maksudnya pengubahan atau makna yangdapat di-
ambil dari story tersebut. Kalau optional maksudnya tidak ada,boleh
juga tidak, so it is a choice, tergantung pada the writer.
Based on the conversation data above, it can be seen that the
reason of using of the teacher used code switching and code
mixing is talking about a particular topic . It can be seen
that the teacher switched Indonesia language,’’ Dalam
reorientatation selalu ada optional ’’. The teacher strenghtened the
topic by using English language, ’’ Do you know what do they
do mean ? ’’
Data (2)
129
Context : RSH was explaining a topic for students in the
classroom in February 22nd 2014.
(S1) Teacher : Now let’s see the example of the narrative !Ok ,repeat after me !
Ulangi setelah saya ! ( The teacher reads somesentences )(S2) Students : ( Repeat some sentences)
Based on the conversation data above, it can be seen that the
reason of using of the teacher used code switching and code
mixing is a repetition for clarification. It can be seen that
the teacher switched English language,’’ Ok, repeat after
me !’’. The teacher repeated a command by using Indonesia
language, ’’Ulangi setelah saya ! ”
Data (3)
Context : RSH was explaining a topic for the students in the
classroom in February 22nd 2014.
(S1) Teacher : What is Narrative ? Apa itu Narrative ? (S2) Students : Narasi(S3) Teacher : Good. What is Narasi ?(S4) Students : Cerita Mam(S4) Teacher : Cerita apa ? Cerita imaginative, imagiasi
Based on the conversation data above, it can be seen that the
reason of using of the teacher used code switching and code130
mixing is a repetition of a clarification. It can be seen that
the teacher switched English language,’’ What is Narrative ?
’’. The teacher repeated a question by using Indonesia
language, ’’ Apa itu Narrative?’’.
4.2.1.8 Data Tabulation of using code switching and code
mixing
Table 1.
Teachers Code Switching Code Mixing TOTAL
1 7 3 10
2 8 11 19
3 11 9 20
Total 26 23 49
131
Table 2
Data Use of Code Switching
Teache
r
Types Reasons
Intersenten
tial
Switching
Intrasenten
tial
Switching
Tag
Switchin
g
Talking
About a
Particular
Topic
Quoting
Somebody
Else
Solidari
ty
Interject
ion
Repetitio
n
For
Clarifica
tion
Clarifyin
g
Interlucu
tor
Expressi
ng
Group
Identity
Request
or
Command
Real
Lexica
l
Need
To
Exclud
e
Other
People
1 7 - - - - - - - - -
2 5 3 - - - - - - - - -
3 3 7 1 - - - - - - - -
132
Table 3
The Use of Code Mixing
Teache
r
Types Reasons
Unit
Inserti
on
Unit
Hybridizat
ion
Sentenc
e
Inserti
on
Idiom
And
Collocati
on
Insertion
Reduplicat
ion
Talking
About a
Particu
lar
Topic
Quoting
Somebod
y Else
Solidar
ity
Interject
ion
Repetitio
n
For
Clarifica
tion
Clarifying
Interlucut
or
Expressin
g
Group
Identity
Request
or
Command
Real
Lexic
al
Need
To
Exclude
Other
People
1 - 3 - - - - - - - - - - -
2 4 - 7 - - - - - - - - - -
3 5 2 2 - - - - - - - - -
133
4.2.2 Data Analysis Interview
4.2.2.1 Teachers’ Interview
There are three teachers ad the data interview,
as the English teachers of the ninth grade. So, the English
teachers got some interview as the data of the researcher.
4.2.2.2 Description of the Interview
The interview is a way of the writer to know
more about the teachers’ opinions about the use of cose
switching and code mixing in the teaching learning process. So
here the writer got the data as the fuctions and reasons of
using code switching and code mixing in the classroom.
Data (1) The analysis based on the types of code swithing and
code mixing and the reasons to switch and to mix the
languages.
1. The English teachers switch and mix the languages in
the teaching learning process.
Based on the data ( see appendix 2 ). Switching and
mixing the languages occur in the classroom.
134
2. The English teachers switch and mix the languages by
inserting words or sentences.
Based on the data ( see appendix 2 ). The English
teacher uses Intersential , Intrasential , Unit
Insertion and Sentence Insertion in teaching.
3. Reasons to switch and to mix the languages in teaching
English.
Based on the data ( see appendix 2 ). The English
teacher has some acceptable reasons to switch and
mix the languages in teaching .
Data 2 The analysis based on the types of code swithing and
code mixing and the reasons to switch and to mix the
languages.
1. The English teachers switch and mix the languages in
the teaching learning process.
Based on the data ( see appendix 3 ). Switching and
mixing the languages occur in the classroom.
2. The English teachers switch and mix the languages by
inserting words or sentences.
135
Based on the data ( see appendix 3 ). The English
teacher uses Intersential , Intrasential , Unit
Insertion and Sentence Insertion in teaching.
3. Reasons to switch and to mix the languages in teaching
English.
Based on the data ( see appendix 3 ). The English
teacher has some acceptable
reasons to switch and mix the languages in teaching .
Data 3 The analysis based on the types of code swithing and
code mixing and the reasons to switch and to mix the
languages.
1. The English teachers switch and mix the languages in
the teaching learning process.
Based on the data ( see appendix 4 ). Switching and
mixing the languages occur in the classroom.
2. The English teachers switch and mix the languages by
inserting words or sentences.
136
Based on the data ( see appendix 4 ). The English
teacher uses Intersential , Intrasential , Unit
Insertion and Sentence Insertion in teaching.
3. Reasons to switch and to mix the languages in teaching
English.
Based on the data ( see appendix 4 ). The English
teacher has some acceptable
reasons to switch and mix the languages in teaching .
4.2.3. Data Analysis Questionnaire
The data analyzed in this following was taken by making a
questionnarie for the three teachers who are asked to choose
the option and to write if there is no suitable option
according to them. This questionnaire was made based on the
types of code switching and code mixing and the reasons of
using them in teaching English in the classroom.
Table 1
NO QUESTIONNAIRE
RESPONDENTS
1 2 3Tota
l
137
1
Do you switch and mix Indonesialanguage and English in teaching
English ?( a ) always (c ) seldom(b ) sometimes (d) other,
please mention ……
a a a 3
2
Do you switch your language whenyou want to make to insert a tag
in your utterances ?(a ) always (c ) seldom( b) sometimes (d) other,
please mention……
ac c
1
3
3
Do you mix your language when youwant to repeat the same meaning in
your utterance while teachingEnglish ?
(a ) always ( c) seldom( b) sometimes (d ) other,
please mention…..
a
b
1
4
Do you switch your language at a clause or a sentence where each clause or sentence is in one language or another in the teachinglearning process ?( a) always (c ) seldom(b ) sometimes (d) other, please mention…..
a
b
a 2
1
5
Do you switch your language within your sentences without changing thetopic ?(a ) always (c ) seldom(b ) sometimes (d)other,pleasemention…….
a b
a
2
1
6 Do you mix your language by inserting word ?
b b b 3
138
NO QUESTIONNAIRE RESPONDENTS
1 2 3 TOTALTOTAL
( a) always (c ) seldom(b ) sometimes ( d) other, please mention …..
7
Do you mix your language by inserting sentence ?( a) always (c ) seldom(b ) sometimes ( d) other, please mention …..
b b b 3
8
When did you move or mix one language to another language in theteaching learning process ?(a ) Moves away without knowing thereason(b)When there is a change of topic / adjusted to topic(c) There is a separate term in a foreign language(d) Another reason , mentioned .....
givinginstruction,joking,angry,givingadvise
Toemphasize theimportanttopic
Whenthestudentslookconfused
NOQUESTIONNAIRE
9 Is the reason you are switching orlanguage mixing with otherlanguages to communicate inteaching learning process ?(a ) Talking About a ParticularTopic(b ) Quoting the words / statement
a
a
a
3
139
RESPONDENTS
1 2 3 TOTAL
of somebody Else(c ) Being Emphatic about Something( Expressing Solidarity )( d) Interjection ( Inserting
Sentence Connectors )
( e) Repetition used for
Clarification
( f) Intention of Clarifying the
Speech Content for
Interlocutor
( g) Expressing Group Identity
(h ) To soften or Strengthen
Request or Command
( i) Because of Real Lexical Need
( j) To Exclude Other People When a
Comment is Intended for only a
Limited Audience
( k) Another reason ,mentioned ........
e
g
c
d
e
h
i
whenI amangry,givinghumor
b
e
g
h
1
1
1
1
1
1
2
2
1
140
10
In your opinion , what are thebenefits of the use of languagelike this ( mix or changelanguage )( a) So that the students betterunderstand( b) To avoid confusion ininterpreting the phrase( c) To be considered to betterunderstand ( more knowledgeable )(d ) Shorten the time( e) Streamline communications(f ) Other , please specify .......
a
b
d
a
b
e
a
b
d
e
3
3
2
2
From the transcription of questionnaire above, it can
show that for the first question, 3 respondents ( 100 % of the
respondents ) answer that English and Indonesia languages are
always switched and mixed in teaching. For the second
question, there is 1 respondent ( 33.33 of the
respondents ) answer that language is always switched when
inserting a tag in an utterance and there are 2 respondents (
66.66% of the respondents ) answer that language is seldom
switched when inserting a tag in an utterance. For the
third question, there are 1 repondent (33.33% of the
respondents ) answer that language is always mixed when
repeating the same meaning in an utterance while teaching
141
English and 2 respondents ( 66.66% of the respondents ) answer
language is sometimes mixed when repeating the same meaning in
an utterance while teaching English. From the forth question,
there are 2 respondents ( 66.66% of the respondents ) answer
that intersentential switching is always used in teaching,
while 1 respondent ( 33.33% of the respondents) answer that
intersentential switching is sometimes used in teaching
English. From the fifth question, there are 2 respondents
( 66.66% of the respondents ) answer that intrasentential
switching is always used in teaching, while 1 respondent
( 33.33% of the respondents) answer that intersentential
switching is sometimes used in teaching English. From the
sixth question, there 3 respondents ( 1005% of the respondents
) answer that unit insertion is sometimes used in teaching
English. From the seventh question, there are 3 respondents
( 1005% of the respondents ) answer that sentence insertion is
sometimes used in teaching English.
From the eigth question, there are 3 respondents ( 100%
of the respondents) give the different answers when the
langauges are moved or mixed to another language in the
teaching learning process. None of the respondents answers the
142
option. The first respondent says that languages are moved or
mixed to another when she is giving instruction, joking,
angry, giving advise. The second respondent says that
languages are moved or mixed to another when she wants to
emphasize the important topic and the third respondent says
that languages are moved or mixed to another when she finds
the students confused.
For the ninth question, there are three respondents
( 100% of the respondents ) give the reasons that they switch
or mix the languages for particular topic. One respondent
( 33.33% of the respondents ) switches or mixes the languages
for quoting the words / statement of somebody else, ) for
being emphatic about something ( Expressing Solidarity )
and for interjection ( Inserting Sentence Connectors ), two
respondents ( 66.66% of the respondents) answers for
expressing group identity and to soften or strengthen request
or command and one respondent ( 33.33% of the respondents )
answers for because of real lexical need. Beside answering the
options, one respondent ( 33.33% of the respondents ) states
that the reasons the languages are switched or mixed because
she is being angry and while giving humor.
143
From the tenth question, three respondents ( 100% of the
repondents ) state that the benefits of the use of language
( mix or change language ) is so that the students have
better understanding. Two respondents ( 66.66% of the
respondents ) also state that to avoid confusion in
interpreting the phrase is the benefit of mixing or changing
the languages . Two respondents ( 66.66% of the respondents )
add that the benefit of mixing or changing the language are to
shorten the time and to streamline communications.
The data above shows that three respondents need to
switch and to mix the languages in the teaching learning
process. They are shown by answer number 1, 2, 3, 4, 5, 6, 7,
8 , 9, and 10. Based on the data above, intersentential
switching, intrasentential switching, unit insertion and
sentence insertion are dominatly used in teaching English.
They are shown by answer number 4, 5, 6, and 7. From the
analysis above, the writer finds the following reasons of
switching and mixing the languages in teaching English as
shown in number 9 , they are :
(a ) Talking About a Particular Topic
(b ) Quoting the words / statement of somebody Else
144
(c ) Being Emphatic about Something ( Expressing Solidarity )
( d) Interjection ( Inserting Sentence Connectors )
( e) Repetition used for Clarification
( f) Expressing Group Identity
(g ) To soften or Strengthen Request or Command
( h) Because of Real Lexical Need
Beside the above reasons, the three respondent also state that
they switch or mix the languages because of the following
reasons, as shown in number 8, and 9 :
a. giving instruction, joking/humor, angry, giving advise
b. when the students look confused.
4.3. RESEARCH FINDINGS
After doing the analysis, the writer gets some findings
from the data. They are :
1. The English teachers of the ninth grade at SMP Negeri 12
Pematang Siantar often use code switching and code mixing in
teaching learning process
145
2. The type code switching is used by the English teachers
of the ninth grade at SMP Negeri 12 Pematang Siantar occurs in
intersentential switching ( in the level of sentence ),
intrasentential switching ( in the level of phrase ) and tag
switching.
3. The type of code mixing is used by the English teachers of
the ninth grade at SMP Negeri 12 Pematang Siantar occurs in
unit insertion, sentence insertion, hybridization unit.
4. The dominant type of code switching is used by the English
teachers of the ninth grade at SMP Negeri 12 Pematang Siantar
are intersentential switching (in the level of sentence ) and
intrasentential switching ( in the level of phrase ).
5. The dominant type of code mixing is used by the English
teachers of the ninth grade at SMP Negeri 12 Pematang Siantar
are unit insertion, sentence insertion.
6. The reasons of using code switching and code mixing by the
English teachers of the ninth grade at SMP Negeri 12 Pematang
Siantar are found in the followings, namely :
(a ) Talking About a Particular Topic
(b ) Quoting the words / statement of somebody Else
(c ) Being Emphatic about Something ( Expressing Solidarity )
( d) Interjection ( Inserting Sentence Connectors )
( e) Repetition used for Clarification
(f) Expressing Group Identity
146
(g) To soften or Strengthen Request or Command
( h) Because of Real Lexical Need
( i) Giving Instruction, Joking/Humor, Angry, Giving advise
(j). When the students look confused.
4.4 DISCUSSIONS
After analysing and the data, the writer tries to make
the interpretation of the findings in the form of discussion.
In data analysis, the writer assumes that Conversation
Analysis , Interview and Questionnaire are the most effective
tools used to describe code switching and code mixing as
language phenomena. It can be described how the language,
code switching and code mixing are produced and understood bt
the billingual or multilingual society. Based on the research
findings, the speech act are conducted by the participants who
have followed the cooperative principle in communication. It
can be seen from the language function are aplllied by the
participants, if the speaker asks a question to the listener,
then the listener answer the question. Through the interview
and questionnaire data, it can be described more specificly
the reasons of switching and mixing the languages in the
teaching learning process.
147
To find the reasons of using code switching and code
mixing by the English teachers
of the ninth grade at SMP Negeri 12 Pematang Siantar , the
writer uses the theory of Hoffman: 1971 : 13. According to
Hoffman, there are ten reasons of using code switching and
code mixing . They are for Talking About a Particular Topic,
Quoting the words / statement of somebody Else, Being
Emphatic about Something ( Expressing Solidarity, Interjection
( Inserting Sentence Connectors ), Repetition used for
Clarification, Intention of Clarifying the Speech Content for
Interlocutor, Expressing Group Identity, To soften or
Strengthen Request or Command, Because of Real Lexical Need
and To exclude Other people When a Comment is intended for
only a Limited Audience. The three English teachers of the
ninth grade at SMP Negeri 12 Pematang Siantar have another
reasons for switching or mixing the languages beside the above
reasons. According to them, switching and mixing the languages
also occur in giving instruction, giving advise, making a
joke/humor , being angry and when the students are confused.
All the explanation above shows that English teachers of
the ninth grade at SMP Negeri 12 Pematang Siantar are using
148
CHAPTER V
CONCLUSION AND SUGGESTIONS
5.1 Conclusions
In the preceded chapter, it had been explained that this
research is about the use of code switching and code mixing by
the English teachers of the ninth grade at SMP Negeri 12
Pematang Siantar.
Based on the research analysis and research findings, the
writer got some conclusion, they are :
1. Code switching and code mixing are the two linguistics
phenomena which happen in the teaching learning process by the
English teachers of the ninth grade at SMP Negeri 12 Pematang
Siantar.
2. There are three types of code switching produced by the
English teachers of the ninth grade at SMP Negeri 12 Pematang
Siantar, namely Intersentential Switching ( in the level of
150
sentence ), Intrasentential Switching ( in the level of
phrase ) and Tag Switching .
3. There are two types of code mixing which are recognized in
the teaching learning process by the English teachers of the
ninth grade at SMP Negeri 12 Pematang Siantar, namely Internal
code mixing and External code mixing.
4. The code mixing occurs in unit insertion, sentence
insertion and unit hybridization .
5. The using of code switching and code mixing in the teaching
learning process by the English teachers of the ninth grade
at SMP Negeri 12 Pematang Siantar is due to some reasons ,
namely for Talking About a Particular Topic, Quoting the
words / statement of somebody Else, Being Emphatic about
Something ( Expressing Solidarity, Interjection
( Inserting Sentence Connectors ), Repetition used for
Clarification, Expressing Group Identity, To soften or
Strengthen Request or Command, Because of Real Lexical Need,
Giving Instruction, Joking/Humor, Angry, Giving advise and
When the students look confused.
151
6. The most reasons why the English teachers of SMP Negeri 12
Pematangsiantar are to talk a particular topic, to repeat a
clarification, to request or command and to have a real
lexical need as the following table
7. The writer designed the results of the using of code
switching and code mixing in the following tables :
Table 4
The Type of Code Switching Made by the English Teachers
NO TEACHERS
TYPES OF CODE SWITCHING
TOTALIntersente
ntial
Switching
Intrasente
ntial
Switching
Tag
Switching
1. MH 7 - - 7
2. ES 5 3 - 8
3. RSH 3 7 1 11
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Table 5
The Type of Code Mixing Made by the English Teachers
NO TEACHERS
TYPES OF CODE MIXING
TOTALUnit
Inser
tion
Hybridiza
tion
Sente
nce
Inser
tion
Reduplica
tion
Idiom
and
Colloca
tion
Inserti
on
1. MH - - 3 - - 3
2. ES 4 - 7 - - 11
3. RSH 5 2 2 - - 9
153
Table 6
The Reasons of Using Code Switching and Code Mixing Made by English Teachers
Teache
r
Code
Switchi
ng
Code
Mixin
g
ReasonsTota
l
Talking
About a
Particu
lar
Quoting
Somebod
y Else
Solidar
ity
Interjec
tion
Repetitio
n
For
Clarifica
tion
Clarifyi
ng
Interluc
utor
Expressing
Group
Identity
Request
or
Command
Real
Lexic
al
Need
To
Exclude
Other
People
MH 7 3 4 - - - 1 - - 5 - - 10
ES 8 11 7 - - - 11 - - 1 - - 19
RSH 11 9 13 - - - 6 - - - 1 - 20
154
5.2 SUGGESTIONS
After doing this research, the writer contributes some
suggestions. They are as follows:
1. Teachers
Relate to the aim in curriculum that students must be
able to use English spokenly and writtenly, the teachers
are suggested to use English more as often as possible in
the teaching learning process. It means that the use of
code switching and code mixing especially the use of
internal code ( Mother Language ) very often must be
reduced and the use of external code can be tolerated at
the beginning. The teacher must motivate the students to
practice English as often as possible.
2. Students
Based on the research findings and due to the
implication of findings, the writer suggests the students
to speak in interaction in English as often as possible.
They are suggested to enrich their vocabularly, it is
155
tolerate tomuse external code switching , and try to avoid
internal code switching.
3. The Other Researcher
The writer realizes that this research does not cover
all the aspects of code switching and code mixing. It is
because of limitation of the writer. This research is only
the type of code switching and code mixing and the reasons
use of code switching and code mixing. Therefoe, the writer
suggests the next researchers to research another aspects
of code switching and code mixing.
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