AN ANALYSIS OF CODE MIXING USED BY THE ENGLISH …
69
AN ANALYSIS OF CODE MIXING USED BY THE ENGLISH TEACHER AT SENIOR HIGH SCHOOL 2 BATANGHARI THESIS NURZAHIDAH TE151607 ENGLISH EDUCATION STUDY PROGRAM FACULTY OF EDUCATION AND TEACHER TRAINING THE STATE ISLAMIC UNIVERSITY SULTAN THAHA SAIFUDDIN JAMBI 2020
Transcript of AN ANALYSIS OF CODE MIXING USED BY THE ENGLISH …
AN ANALYSIS OF CODE MIXING USED BY THE
ENGLISH TEACHER AT SENIOR HIGH SCHOOL 2
BATANGHARI
THESIS
NURZAHIDAH
TE151607
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF EDUCATION AND TEACHER TRAINING
THE STATE ISLAMIC UNIVERSITY
SULTAN THAHA SAIFUDDIN
JAMBI
2020
AN ANALYSIS OF CODE MIXING USED BY THE
ENGLISH TEACHER AT SENIOR HIGH SCHOOL 2
BATANGHARI
THESIS
Submitted as partial fulfillment of the requirements to get
Undergraduate Degree (S.1) in English Education
NURZAHIDAH
TE151607
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF EDUCATION AND TEACHER TRAINING
THE STATE ISLAMIC UNIVERSITY
SULTAN THAHA SAIFUDDIN
JAMBI
2020
ii
Advisor I : Monalisa,S.Pd,M.Pd
Advisor II : Hilma Suryani,M.Pd
To: The Dean Faculty of Education and Teacher
Training The State Islamic University Sulthan Thaha
Saifuddin Jambi In Jambi
OFFICIAL NOTE
Assalamu’alaikumWarahmatullahiWabarakatuh
After reading, giving guidance, and making necessary correction, we agree that the
thesis of
Name : Nurzahidah
NIM : TE151607
Department : English Education Program
Title : An Analysis of Code Mixing Used By the English Teacher at
Senior High School 2 Batanghari
Has been progressed to be examined to fulfill the tasks and requirement to achieve
undergraduate degree (S.1) in English Education Program Faculty of Education
and Teacher Training of the State Islamic University Sultan Thaha Saifuddin
Jambi. We assert the thesis can be accepted well. Thus, we hope this thesis will be
useful for education, religion, and nation.
Wassalamu’alaikum Warrahmatullahi Wabarakatuh.
First Advisor Second Advisor
Monalisa,S.Pd, M.Pd Hilma Suryani,, S.Pd, M.Pd
NIP. 19750515 200003 2 004 NIP. 19861226 201503 2 005
iii
KEMENTERIAN AGAMA REPUBLIK INDONESIA
UIN SULTHAN THAHA SAIFUDDIN JAMBI
FAKULTAS TARBIYAH DAN KEGURUAN
Jalan Lintas Jambi-Muaro Bulian KM. 16 Simpang Sungai Duren Kab. Muaro Jambi 36363
Telp/Fax : (0741) 583183 - 584118 website : www.iainjambi.ac.id
THESIS APPROVAL/ FINAL TASK
The Thesis entitled “An Analysis of Code Mixing Used by the English Teacher at Senior
High School 2 Batanghari” has been thesis defense by Education and Teacher Training
Faculty (FTK) UIN STS Jambi on:
Day : Monday
Date : November 9th2020
Time : 13.00-14.00 WIB
Name : Nurzahidah
Place : Online (Aplikasi Zoom)
Student’s Number : TE.151607
Title : “An Analysis of Code Mixing Used by the English Teacher at
Senior High School 2 Batanghari”
Has been improved as the result of thesis defense above and has been accepted as part
of the thesis endorsement requirements. No Name Signature Date
1
Dr. Hj. Dewi Hasanah, M.Ag
NIP: 197007111994032003
(Chair)
25 – 11 – 2020
2
Reni Andriani, M.Pd
NIDN. 2026059001
(Secretary)
25 – 11 – 2020
3
Ayuliamita Abadi, S.Pd.I.,M.Pd
NIP. 198602202015032004
(Examiner I)
23 – 11 – 2020
4
FaiqahMahmudah, SS,M.Pd
NIP. 198704172015032003
(Examiner II)
26 – 11 – 2020
5
Monalisa, S.Pd, M.Pd
NIP. 197505152000032004
(Advisor I)
24 – 11 – 2020
6
Hilma Suryani, M.Pd
NIP. 198612262015032005
(Advisor II)
26 – 11 – 2020
Dean
Education and Teacher Training Faculty the state of Islamic University
SulthanThahaSaifuddin Jambi
Dr. Hj. Fadlillah, M.Pd
NIP.196707111992032004
2.
iv
v
DEDICATION
In the name of Allah SWT the most gracious and the most merciful, who has given the
researcher mercy and blessing, health and ability to finish thesis. Sholawat to the
Prophet Muhammad SAW his coming really change the world.
Special Thanks to:
❖ My Parents, my beloved father Sibawaihi and my beloved mother Kholisa who
always give me everlasting love, guidance, motivation, always praying for me and
supporting me to finish this thesis and to be successful in the future.
❖ My beloved brothers, Rusdan Hisaby and Khairul Anwar who always supporting,
motivation and praying for me.
❖ My beloved grandfather, Hj. Ibrahim, HZA who always supporting and praying
for me.
❖ My first advisor Monalisa,S.Pd, M.Pd and My second Advisor Hilma Suryani,
M.Pd. who guided me, advised me and supported me to finish this thesis.
❖ My close friends Parido and Yuliana Febriani, thanks for you all who always
guidance, always besides me when happiness, sadness and all condition.
❖ All of my beloved classmate in C class of English Department 2015. I thank them
for the spirit, motivation and togetherness thanks for your sharing and participant.
❖ All of my lecturers who teach me since i don’t know anything till i graduated.
All of people who keep supporting me wherever you are.
May Allah SubhanahuWaTa’ala bless us.
Aameen.
vi
MOTTO
ٱلرهحمن ٱلرهحيم بسم ٱلله
In the name of Allah, the most gracious, the most Merciful
خذ إله من وجدنا متعنا عنده قال ن نهأ
أ لمون ۥ إنها إذا لهظ معاذ ٱلله
(٧٩)
He said: Allah forbid that we should seize save him with whom we found our property;
then truly we should be wrong-doers.
(QS. Yusuf : 79)
vii
ACKNOWLEDGEMENTS
Alhamdulillahi rabbil ‘alamin, the researcher would like to express her confession
and gratitude to the Most Perfection, Allah SWT for the guidance, blessing and mercy in
completing her thesis as one of the requirements to get undergraduate degree (S.1).
Shalawat and salam are always be delivered to the big Prophet Muhammad SAW his
family and followers till the end of the time.
In this process of completion of this thesis, the researcher received much advices
and contribution from many people who cannot be enumerated especially from my
advisors, Monalisa, S.Pd.,M.Pd as my first advisor and Hilma Suryani, M.Pd as my
second advisor. They are my great inspiration in teaching field. Next, this success would
not be attained without supports, guidance, help, encourage from individual and
institution. The researcher would like to say thank to:
1. Prof. Dr. H. Su’aidi Asy’ari, M.A., Ph.D., as the Rector of the State Islamic
University Sulthan Thaha Saifuddin Jambi.
2. Dr. Hj. Fadilah, M. Pd as Dean of Faculty of Education and Teacher Training of
The State Islamic University Sulthan Thaha Saifuddin Jambi
3. Dr. Risnita, M.Pd as The First Assistant of Dean Faculty of Education and Teacher
Training. Dr. Najmul Hayat, S. Ag M. Pd. I as The Second Assistant of Dean
Faculty of Education and Teacher Training, and Dr. Yusria, S. Ag M. Ag. as the
Third Assistant of Dean Faculty of Education and Teacher Training.
4. Wahyuni Fitria, S.Pd, M.Pd as the chairwoman of English Education Program
5. All lecturers at the Faculty of Education and Teacher Training of The State
Islamic University Sulthan Thaha Saifuddin Jambi.
viii
ix
ABSTRAK
Nama : Nurzahidah
Jurusan : Pendidikan Bahasa Inggris
Judul : An Analysis of Code Mixing That Used By the English Teacher at
Senior High School 2 Batanghari
Skripsi ini bertujuan uuntuk mengetahui penerapan campur bahasa yang digunakan oleh
Guru Bahasa Inggris di kelas IPA dan IPS di SMAN 2 Batanghari. Penelitian ini
menggunakan metode deskriptif kualitatif dengan teknik pengumpulan data berupa
obervasi dan wawancara. Hasil penelitian ini menunjukan bahwa pencampuran bahasa
yang digunakan oleh Guru disesuaikan dengan kemampuan siswa tersebut. Berdasarkan
pengamatan peneliti, dikelas IPA Guru lebih banyak menggunakan tipe intra sentential
code mixing yang mana banyak kata bahasa inggris yang digunakan ketika proses
mengajar dikelas. Sedangkan, dikelas IPS Guru lebih banyak menggunakan tipe ketiga
yaitu involving a change of pronunciation. Guru lebih banyak menggunakan kata serapan
dari bahasa inggris yang sudah digunakan dalam bahasa Indonesia. Dari semua data yang
dikumpulkan, banyak diantaranya berupa kata benda dan kata kerja.
Kata Kunci: Pencampuran Bahasa, Tipe-tipe Campur Bahasa, Sekolah Menengah Atas.
x
ABSTRACT
Name : Nurzahidah
Major : English Education Program
Title : An Analysis of Code Mixing That Used By the English Teacher at
SMAN 2 Batanghari
The aim of this research was to investigate code mixing that used by the English Teacher
in science class (IPA) and social class (IPS) at Senior High School 2 Batanghari. This
research used descriptive qualitative research method and the technique of collecting data
were observation and interview. The results of this research indicate the code mixing that
Teacher used depends on students’ ability. Based on observation, in science class teacher
mostly used the first type of code mixing that is intra sentential code mixing in the
classroom. However, in social class Teacher mostly used the third type that is involving
a change of pronunciation. This type is the English word that modify to Indonesian word.
From the all data, the utterances are mostly noun and verb.
Keywords: Code Mixing, The Type of Code Mixing, Senior High School.
xi
TABLE OF CONTENTS
PAGE TITLE………………….………………………………………………………i
OFICIAL NOTE……………………………………………………………………...ii
THESIS APPROVAL….............................................................................................iii
STATEMENT OF ORIGINALITY…………………………………………………iv
DEDICATION………………………………………………………………………..v
MOTTO…………………………………………………………………………….....vi
ACKNOWLEDGEMENT………………………………………………………….vii
ABSTRAK……………………………………………………………………………ix
ASBTRACK…………………………………………………………………………..x
TABLE OF CONTENTS……………………………………………………………xi
LIST OF APPENDICES……………………………………………………………xiii
CHAPTER I : INTRODUCTION
A. Background…………….…………………………………………………….1
B. Problem of the Study………………………………………………………...4
C. Objective of the Study….……………………………………………………4
D. Limitation of the Study………………………………………………………4
E. Significance of the Research……………….…….…………………………..5
CHAPTER II : THEORITICAL REVIEW
A. Sociolinguistics……………………………………………………….……….6
B. Definition of Code Mixing…..………………………………………..........…8
C. Types of Code Mixing………………………………………………….........10
D. Reason of Code Mixing……………………………………………………..11
E. The Relation of Code Switching and Code Mixing...……………………….15
F. Previous Research Finding………………………………………………….18
xii
CHAPTER III : METHODOLOGY OF THE RESEARCH
A. Research Design……………………..……………………………………..21
B. Setting of the Research……………………………………………………..21
C. Subject of the Research………….………………………………………….22
D. Location and Time………………….……………………………………….22
E. Data Source…………………………….…………………………………....22
F. Technique of Collecting the Data….………..……………………………....23
G. Technique of Data Analysis…………………….…………………………..24
H. Trustworthiness…………………………………….……………………….25
CHAPTER IV: FINDING AND DISCUSSION
A. Findings………………………………………………………………………..27
B. Discussion……………………………………………………………………...33
CHAPTER V: CONCLUSION AND SUGGESTION
A. Conclusion……………………………………………………………………..40
B. Suggestion……………………………………………………………………..40
REFERENCES…………...…………………………………………………………xiv
APPENDICES
DOCUMENTATION
CURRICULUM VITAE
xiii
LIST OF APPENDICES
Appendix I Field Note of Observation First Meeting……………………………42
Appendix II Field Note of Observation Second Meeting………………………..44
Appendix III Interview Transcript by Teacher…………………………………46
Appendix IV Teacher’s Utterances That Contain Code Mixing……………….49
1
CHAPTER I
INTRODUCTION
A. Background
Code mixing is the phenomenon found in daily life. People often use two or more
languages when they are speaking. Wardhaugh (2006) states that a code is a system of
communication that used when two or more people communicate each other in speech.
In most cases that code will be something we may also want to call a language. The
phenomenon is called code mixing. There are so many people who master more than one
language. The fact that people can use more than one language encourages them to mix
code whenever they speak. According to Abdullah (2011) the condition when people use
two or more languages in the same sentence or discourse is called code mixing. Hoffman
(1991) state that code mixing is an act of switching one language to another used within
the same sentence.
As stated by Wardhaugh (2006) that code-mixing occurs when conversant use both
languages together to the extent that they change from one language to the other in the
course of a single utterance. According to Richards (2002) states that code mixing is a
mix of two codes or languages without a change of topic. Code mixing takes place without
a change of topic and can involve various levels of language such as phonology,
morphology, grammatical structures or lexical items. We could not avoid that the first
language is a big effect in second language. Interaction and mixing between languages
result in various languages. Most of the people in the society mix their language with
other language by borrowing or using pieces of foreign languages even sometimes they
are still influenced by first language.
Jacobson in Abdullah (2011) stated that there are a number of formal and
functional constraints on code mixing. The constraint are relate to the Sociological
(context situation), psychological (cognition, production, and processing of the mixed
code), and linguistic (interaction of the two or more grammar) dimension of code mixing.
Mabule (2015) stated that code mixing is the embedding of various linguistic units such
as affixes (bound morphemes), words (unbond morphemes), phrases and clauses from
2
cooperative activity where the participants, in order to infer what is intended, must
reconcile what they hear with what they understand.
According to Lie (2007) English is taught and used as a foreign language in
Indonesia. In spite of the many years of English instruction in formal schooling, the
outcome has not been satisfying. Very few high school graduates are able to communicate
intelligibly in English. Even though English is officially taught throughout secondary
schools and at the university level in Indonesia, competence in this foreign language
among high school and university graduates is generally low. Lie (2007) also add that
only students coming from the middle and upper socio-economic classes have the easy
access and opportunity to enhance their English proficiency beyond that of their peer level
through other means such as private courses, computer-aided language instruction, and
exposure through Western-influenced TV channels, foreign movies, and networks with
expatriate communities.
According to Spolsky (1998) people often mixed a code when they learn a new
language. They often add some new words when they speak from their new language in
their old language. It is something natural when they use it because they speak to know
both languages. The case above is same as the students’ and the teachers’ classes.
Students and teachers often use code mixing in teaching and learning process. It is
something natural when it happens in teaching and learning process, because the teachers
and the students are Indonesian people while English is a new or foreign language for
them. Many teachers make code mixing in different level of students. It is depend of
situation, topic and participant. The teacher should know and understand when they
should emphasize the language in order the students understand what he/she means by
code mixing. Finally, code mixing is as a strategy to support the student to develop their
ability in foreign language learning. Ruiz (2014) stated that code mixing and code
switching is useful to help the teacher and to know background knowledge of the students
and facilitate them learn the target language in a less stressful and an efficient way for
instance to translate, using the certain code, to understand the procedures and directions,
to clarify, and to check for comprehending.
3
Code mixing is in fact, not a new speaking strategy. It is a sort of common
strategy applied by foreign language learner in terms of engaging their native language in
speaking. To a large extent, code mixing functions to lead the students to express their
ideas, comments, or responses orally about something. The lea rners can mix the isolated
words or grammatical construction of the target language.
Related to previous studies about code mixing, there are some researchers that
conducted earlier. The first one is Amsal (2011), he used Muysken’s (2000) theory in his
research. From his research found that insertion code mixing was the most dominant used
by the students by their conversation. Insertion is the first type of Muysken’s theory. The
second one is Saldi Ady Saleh (2017). He used Hoffman’s (1991) theory in his research.
It is similar with the researcher used to her research. From his research, the researcher
found that there is no the second type of Hoffman’s theory that is intra lexical code mixing
in his research.
Based on the preliminary research at Senior High School 2 Batanghari, from the
observation and the interview with the teacher, researcher found that teacher had taught
English in the class mostly speak Indonesian language. It is happened because most of
students had low ability in English. Lie (2007) state that the competence in this foreign
language among high school and university graduates is generally low. She also said that
only students coming from the middle and upper socio-economic classes have the easy
access and the opportunity to enhance their English proficiency beyond that of their peer
level through other means such as private courses, computer-aided language instruction,
and exposure through Western-influenced TV channels, foreign movies, and networks
with expatriate communities.
. From the observation, Teacher starting explained about the material and then
makes a group discussion. Each group consists of 4 or 5 students. Teacher spoke English-
Indonesian to give an instruction to the students. Teacher asked each leader of the group
to collect paper randomly. After got the random paper, teacher asked student to make a
paragraph for each group that would be describe by each group. Teacher gave fifteen
minutes to make a paragraph. Then teacher chose one student for group one to explain
about the paragraph. Student from group one explained about the paragraph using English
4
language but not all students understand the meaning of the paragraph. So the student
from group one re-explained the paragraph in Indonesian language. Each group asked
question to group one. At the end teacher also helped students to more understand about
the paragraph. For group two, teacher asked them to mix their language. For example
translate for the difficult word to make students understand the meaning. Just three groups
showed they paragraph for total seven groups.
B. Problem of the Study
Based on the background of the study in preceding discussion the following
research problems are formulated:
1. What are the types of code mixing used by teacher in teaching learning
process?
2. Why does teacher do code mixing?
C. Objective of the Study
1. To find out types of code mixing that teacher use in teaching learning process.
2. To find out the purposes teacher do code mixing.
D. Limitation of the Study
This study focuses to analyse the use of code mixing by the English teacher. This
study is limited on the types and the reason teacher used code mixing in teaching learning
process for two classes in the first semester at the second grade of Senior High School 2
Batanghari. The researcher took some notes from classroom observation and the reason
why teacher do code mixing by interview.
E. Significance of the Research
The results of this study aim to provide benefits both theoretically and practically.
1. Theoretically, research on code mixing has been carried out throughout the
world. But, it is still interested in being discussed in view of the dynamic and
different behaviour of people in different social environments. This can be
influenced by several factors both internal and external.
5
2. Practically, the importance of this research is important for the following
matters.
a. For teacher, the results of this study are intended to be a reference to English
education student who will be a teacher. Thus, the quality of second grade
students in Senior High School Batanghari.
b. For students, this research is important to help them to more participate in
the classroom while teacher explain the material. They can improve their
English skill by mixing the languages.
6
CHAPTER II
THEORETICAL REVIEW
A. Sociolinguistics
Sociolinguistics has the important role in human life, because there is a relationship
between language and society. When people interact with others in society at anytime and
anywhere they must use a language. Cakrawarti (2011) stated that people will find some
troubles when they do their activities and toward the others without language. Language
have important role in society. The role of a language among the people in this life is very
crucial. The study of linguistics reveals that language and society cannot be separated to
be investigated. It develops into sociolinguistics or the sociology of language. She adds
sociolinguistics actually does not discuss a structure of a language, but it focuses on how
a language is used, so it could play its function well.
According to Holmes (2013) sociolinguist is study the relationship between
language and society. They are interested in explaining why we speak differently in
different social contexts, and they are concerned with identifying the social functions of
language and the ways it is used to convey social meaning. Chambers (2004) stated that
sociolinguistics is the study of the social uses of language, and the most productive studies
in the four decades of sociolinguistics research have emanated from determining the social
evaluation of linguistic variants.
Sociolinguistics is concerned with investigating the relationships between language
and society with the goal being a better understanding of the structure of language and of
how languages function in communication (Wardhaugh, 2006). Sociolinguists are
explained of why people speak differently in different social context since they are
concerned with the identification of the social function of language and the way it is used
to convey a social meaning.
In using a language, people are influenced by the linguistics factors as well as
the non-linguistics factors such as the social factor. Those social factors are social status,
educational background, age, economic status, and gender. Besides that, situational
factors can also influence a speaker using language such as who is speaking in what
7
language, to whom he is talking to, when and where the conversation take place, and about
what he talking about.
1. Bilingualism and Multilingualism
Most people are usually required to select a particular code whenever they choose
to speak with other people. The phenomenon of people having more than one code
(language) is called bilingualism or multilingualism (Wardhaugh, 2010). Wardhaugh adds
moving from one language to another in the course of a single conversation is very
common. Spolsky (1998: 45) defined 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.
Bilingualism is the ability of people using two languages when they are speak to
each other. According to Edwards (2013) bilingualism and multilingualism have both de
facto existence and important places in the psychological, political, and social debates that
define social and ethnic group, communities, and regions. Sridhar (2002) stated that the
terms of bilingualism and multilingualism have been used interchangeably in the literature
to refer to the knowledge or use of more than one language by an individual or a
community. He also adds there must allow for the possibility that multilingualism may be
more than just a magnified or extended version of bilingualism.
Moetia, et. al. (2018) Indonesia is included as bilingual or multilingual societies
which means people in this country share a common range of many languages. When
people master or use two or more than one language, it is called bilingual or multilingual.
This happens when people are in the place where their mother tongue is not the only
language that is understood by most people. Bilingual and multilingual can also be
triggered by the education which requires them to speak in another language besides their
mother tongue. Bilingualism and multilingualism cause this phenomenon which is called
code mixing and code switching.
From the experts explanation above, the researcher conclude that bilingualism is the
ability using two code or languages when he/she have interacted to each other. Most of
Indonesian people are bilingual because they can speak National language that is Bahasa
Indonesia and Traditional language.
8
While Sridhar (2002) states that multilingualism can be studied both as an
individual phenomenon, issues such as how one acquires two or more languages in the
childhood or later how these languages are represented in the mind and how they are
accessed for speaking and writing and for comprehension become central. When it is
viewed as a societal phenomenon, one is concerned with its institutional dimensions that
is with issues such as the status and roles of the languages in a given society attitudes
toward languages, determinant of language choice, the symbolic and practical uses of the
languages, and the correlations between language use and social factors such as ethnicity,
religion, and class.
B. Definition of Code Mixing
1. Code
A code is a system that is used by people to communicate with each other. When
people want to talk each other, they have to choose a particular code to express their
feeling. According to Ajibola (2011) a code is language, a variety or style of language. A
code is a class specific language variation, especially for the different strategies of verbal
planning. In communication, a code is a rule for converting a piece of information (for
example, a letter, word or phrase) into another form or representation, not necessarily of
the same sort.
In everyday interaction, people usually choose different codes in different situation.
They may choose a particular code or variety because it makes them easier to discuss a
particular topic, regardless where they are speaking. When talking about work or school
at home, for instance, they may use the language that is related to those fields rather than
the language used in daily language communication at home (Cakrawarti, 2011).
From those opinions of the code given by many linguists above, the writer can make
conclusion that a code can be said as a language. The code is a form of the language
variation that is used by a society to make communication with other people.
2. Code Mixing
Code mixing is the phenomenon always found in daily life. Code mixing means the
mixing of two codes or two languages without changing the context. Code mixing usually
9
occurs in a sentence. There are some opinions from the experts about code mixing. Based
on Wardhaugh (2010) code mixing occurs when they decide to switch code to another, or
mix codes within sometimes very short utterances and thus create a new code in a process.
Code mixing is the use of one language in another language, the mixing of two or
more languages or language varieties in a speech (Ajibola, 2011). Alabi (2007) asserts
that code mixing is often an unconscious illocutionary act in naturally occurring
conversation. Though no norm guides the level of code mixing, different communities
and people maintain, consciously or unconsciously, their levels of code mixing which is
constrained by competence.
Code mixing often happens when the use of two languages or two cultures cannot
be separated from the elements of one language well and often overlaps between the two
systems are in use.
Ajibola (2011) mention 3 parts the function of code mixing, that are:
a. To signal group membership and shared ethnicity.
b. It indicates attitude to what is being said.
c. Among minorities, the home language (the “we” code) is used to signify in-
group, informal and personalized activities.
C. Types of Code Mixing
Hoffman (1991) shows that there are three types of code mixing based on syntactical
patterns. Those are intra-sentential code mixing, intra-lexical code mixing, and involving
a change of pronunciation.
1. Intra sentential code mixing
This kind of code mixing occurs within a phrase, a clause or a sentence boundary,
for example English-Indonesian:
A : Come here, aku ada sesuatu buat kamu ( come here, I have something for
you)
B : Kamu harus Relog dulu, biar enak main game. (you should to relog to easier
playing a game)
10
In the example above, the speakers A and B mix the language between Indonesian
and English, the mixing is called Intra-Sentential code mixing because they mix the
languages in a sentence boundary where the speaker A mix “come here” in her/his
utterance, and speaker B says “relog” and “game” in her/his utterance.
Another example:
Hurry up, kita harus segera pergi (Hurry up, we should to go)
Another example is from Wardaugh (2006). Spanish-English bilingual are
a. “Estaba training para pelar”. (He was training to fight),
b. No van a bring it up in the meeting. (They are not going to bring it up in the
meeting).
French-English bilingual says
“I started going like this, Y luego decla (and then he said), look at the smoke
coming out my fingers.
2. Intra lexical code mixing
This kind of code mixing occurs within a word boundary. For example English-
Indonesia:
A: Syarat pertama ikut lomba itu harus nge-follow instagramnya dulu. (the first
requirement to join the competition is to follow the instagram first.
B: Kamu harus baca koran setiap hari untuk meng-update pengetahuanmu tentang
masalah-masalah yang terjadi di Negara kita (you have to read the newspaper every day
to update your knowledge about the problems that happen in our country).
In the example above, the speakers A and B mix the language between English and
Indonesian at the level of word, so it is called intra-lexical code mixing.
C. Shoppã (English shop with the Panjabi plural ending) or kuenjoy (English enjoy
with the Swahili prefix -ku, meaning ‘to’).
3. Involving a change of pronunciation
11
This kind of code mixing occurs at the phonological level, as when Indonesian
people say an English word, but modify it to Indonesian phonological structure. For
instance, the word “transportation” is said “tranportasi” or the word “television” is said
“televisi” in Indonesia. The word ‘strawberry’ is said to be ‘stroberi’.
D. Reasons of Code Mixing
When code switching or code mixing occurs, the motivation or reasons of the
speaker is an important consideration in the process. According to Hoffman (1991) there
are number of reasons for bilingual or multilingual person to switch or mix their
languages. Those are talking about a particular topic, quoting somebody else, being
empathic about something (express solidarity), interjection, repetition used for
clarification, intention of clarifying the speech content for interlocutor, expressing group
identity.
1. Talking about a particular topic
People often prefer to talk about a particular topic in one language rather than in
another. Sometimes, the speaker feels free and more comfortable in expressing his/her
though and emotional situation by using a language which is not their everyday language.
The case can be found in Singapore, in which English language is used to discuss
trade or a business matter, Mandarin for international “Chinese” language, Malay as the
language of the region, and Tamil as the language of one of the important ethnic groups
in the republic (Wardhaugh, 2006).
2. Quoting somebody else
Code Mixing happens when a speaker switches codes to quote a famous expression,
proverb, or saying of some well-known figures. The switch involves just the words that
the speaker is claiming the quoted person said. The switch like a set of quotation marks.
In Indonesian, those well know figures are mostly from some English-speaking countries.
Then, because many of the Indonesian people nowadays are good in English, those
famous expressions or sayings can be quoted intact in their original language. For
example:
A: Bolehkah saya tahu nama anda, Pak? (May I know your name, Sir?)
12
B: What is a name.
In this conversation, B answers the question from A with the famous proverb ‘what
is a name.’
3. Being emphatic about something (express solidarity)
As usual, when someone who is talking using a language and suddenly wants to be
emphatic about something, he either intentionally or unintentionally, will switch one
language to another 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.
4. Interjection (inserting sentence fillers or sentence connectors)
Language switching and language mixing among bilingual or multilingual people
can sometimes be marked by an interjection or sentence connector. Interjection is words
or expressions, which are inserted into a sentence to convey surprise, strong emotion, or
to gain attention. Interjection is a short exclamation like: Duh!, Hey!, Oh!, Shit!, etc.
Interjection has no grammatical value, but speaker uses them quite often, usually more in
speaking than in writing. Language switching and language mixing among bilingual or
multilingual people can sometimes mark an interjection or sentence connector. It may
happen unintentionally.
The following are examples of the usage of interjection in sentences:
1. Indonesian-English
Dompetku ketinggalan di taksi! Shitt!
(My wallet was left in the taxi!)
2. Switch between Spanish and English (Holmes, 2013)
Chicano professionals saying goodbye, and after having been introduced by a third
speaker, talking briefly:
A : Well, I’m glad to meet you.
B : Andale pues (O.K.Swell). And do come again. Mm?
5. Repetition used for clarification
When a speaker wants to clarify his/her speech so that it will be understood better
by the listener, he/she can sometimes use both of the languages (codes) that he/she masters
13
to say the same message. When a bilingual wants to clarify his/her speech so that it will
be understood more by the listener, he or she can sometimes use both of the languages
that he or she mastered by saying the same utterance (the utterance is said repeatedly).
The repetition is not only to clarify the speech but also to emphasize the massage.
For example :
English-Hindi (Gumperz, 1982)
Father calling his small son while walking through a train compartment, “Keep
straight. Sidha jao” (keep straight).
6. Intention of clarifying the speech content for interlocutor
When a bilingual person talks to another bilingual, there will be lots of code-
switching and code-mixing occurs. The speaker will repeat a message in one language to
another language with the purpose of making the speech run smoothly or clarifying the
ideas to make the conversation more understandable.
7. Expressing group identity
Code switching and code mixing also be used to express group identity. The way of
communication of academic people in their disciplinary groupings, are obviously
different from the people who are out of the community. Additional reasons given by
Saville-Troike (1986):
a. To soften or strengthen request or command
Another reason the code mixing happens because one of the functions is to
soften a command or strengthen the request in order to sound more polite request or
command. However, code mixing and code switching can also strengthen a
command since the speaker can feel more powerful than the listener because he/she
can use a language that another cannot.
b. Because of real lexical need
One of the common reasons of bilingual/multilingual person to switch or mix
their languages is due to the lack of equivalent lexicon in the languages. When an
English-Indonesian bilingual has a word that is lacking in English, he will find it
14
easier to say it in Indonesian. when he has a word that is lacking in Indonesian, he
will use the English term.
c. 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.
E. The Relation of Code Switching and Code Mixing
According to Claros and Isharyanti (2009) code mixing also called intra-sentential
code switching or intra-sentential code-alternation, it occurs when speakers use two or
more languages below clause level within one social situation. Wardhaugh (2006) state
that code switching (also called code-mixing) can occur in conversation between
speakers’ turns or within a single speaker’s turn. In the latter case it can occur between
sentences (intersententially) or within a single sentence (intra-sententially). Hoffman
(1991) state that code mixing is the switches occur within a sentence.
The example of code mixing between Indonesia – English:
“This morning aku pergi ke sekolah with my friends loh.”
(This morning I went to school with my friends.)
On the other hand, code switching is the changes over sentences (Hoffman, 1991).
Code switching can occur during the same conversation. For example :
“People here get divorced too easily. Like exchanging faulty goods. In China it’s
not the same. Jia gou sui gou, jia ji sui ji.”
(If you have married a dog, you follow a dog, if you’ve married a chicken, you
follow a chicken.)
Hoffman (1991) 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.
15
Suganda (2012) mentions 6 factors of code switching and code mixing, they are:
1. Repetitive functions
One of the very old concerns of teachers' is how to get the meaning conveyed and
understood by students. Repetition is one of the important techniques for clarification or
emphasis in the teaching practice. It can be done in either language or both. In many cases,
the teacher conveys the same message in both languages for emphasis or clarity. By code
switching and/or code mixing, the teacher repeats what has been said, usually in the form
of translation or approximate translation.
2. For translation of new and unfamiliar words and expressions
Teachers' concern for unfamiliar vocabulary or expression often prompts them to
code switch. When the teacher is not sure whether the students know the meaning of the
target language word or expression in question, it is common for him/her to offer the
Indonesian translation for clarification.
This factor was mostly found conducted by the teachers of Mathematics, Physics,
Chemistry, and Biology, especially when translating certain concepts either from English
to Indonesian or from Indonesian to English. It was also found that the teachers translated
Indonesian to English utterances since they had to expose their materials in English.
Example:
Segitiga sama sisi atau equilateral triangle.
A code mixing (CM) of Indonesian and English is shown in this extract. Here, the
mathematics teacher introduced the mathematics term, both in Indonesian and English
using the translation method, because she wanted to expose the English term to the
students.
3. For ease of expression.
The teachers may switch and/or mix from Indonesian to English for ease of
expression. It is when an English word or expression finds its equivalent in Indonesian
terms or when its Indonesian equivalent is not easy to retrieve.
Example:
16
Nama trivial tidak mengikuti aturan UPAC ya.
The Chemistry teacher (T5) inserted the term 'UPAC' in her utterance. This showed
the occurrence of code mixing of English and Indonesian. The term 'UPAC' was
pronounced /jupèk/ , and it was the common and specific term found in chemistry.
4. Socializing functions
Teachers may switch and/or mix from English to Indonesian for interpersonal
purpose. In the course of instruction, teachers sometimes code switch and/or code mix
from English to Indonesian in order to develop or maintain solidarity or friendship
between teacher and students. They switch to show concern for the students or to show
their understanding of their problems. Some teachers also switch and/or mix English and
Indonesian to joke or to warn their students.
5. Owing to teacher's linguistic competence and insecurity.
A1l the subject teachers of this study are native speakers of Indonesian. Rather than
true bilinguals who can choose freely between different codes or languages, they are, more
accurately, monolingual individuals who only have skills and knowledge in the target
language, English. It is possible that they are sometimes unable to recall the required
target language word at the moment of speaking. This factor was mostly done by teachers
with low English proficiency.
Example:
Don't forget to write the satuan ya.
We must write the satuan ya. What is satwan? Maybe the state ya?
The example above showed that the Chemistry teacher (T8) did not know the word
'satuan' in English, since the word 'satuan' were mentioned several times. The used of the
word 'satuan' in the utterances showed the occurrence of code mixing (CM) of English
and Indonesian.
6. Students' response
The data from the observation showed another important factor that made the
teachers code switched and/or mixed, namely the students' response. Students' response
here refers to the students' direct reaction on their teachers' use of code switching and/or
code mixing during the teaching and learning process.
17
F. Previous Research Studies
There are some researchers that have studied about the code mixing. They are Amsal
(2011), Saldi Ady Saleh (2017), and Khairunnisa (2016).
The first one is “An Analysis of Code Mixing in Conversation of the Students at
State Junior High School (SMPN) 3 XIII Koto Kampar” by Amsal (2011). The aim of his
research is to expose the sentence that appears in conversation from inside the sentence
itself. He used descriptive qualitative on his research. He used recorded and questionnaire
as technique of collecting the data. The research showed that the using of code mixing has
become a very useful communicative strategy and although the students use it
spontaneously but being aware of the communicative advantages they gain by using it.
Students talk to their classmates mostly mixed Indonesian and English. The results clearly
show that code mixing can be used as an indicator of English language learning abilities.
Students seldom used English when they do the conversation each other. The researcher
found that students often mix their language when they are speaks English.
The differences of this study and the researcher study is he focused on the students
conversation of mixed a code when they speaking English while the researcher focused
on the teacher’s utterance of code mixing. He used Muysken’s theory on his research.
From the finding found that Insertion is the dominant used of the student. Insertion is
similar with the second type of Hoffman’s theory on researcher’s research that is intra
lexical code mixing. The researcher’s finding intra lexical are not the dominant found.
The second is the research related to the study of code mixing had been
conducted by Saldi Ady Saleh (2017) entitled “An Analysis of Code-Mixing Used by
Teachers of Zarindah House of Learning in the Teaching Learning Process”. The aim of
his research was to find out the type of code-mixing, percentage using code mixing and
reason of using code mixing on the teaching process. The respondents on his research
were two English teachers. He used descriptive qualitative as the method of his research.
He used observation sheet and interview as the instrument of collecting the data. He found
that the dominant type of code mixing that the teachers used in the teaching and learning
process is intra sentential code mixing, they seldom used involving change of
18
pronunciation and they never used intra lexical code mixing. He says that the phenomenon
of code mixing often found in his social environment. He added that person who does not
know English well especially mix the language in their communication.
The differences between this study and the researcher study is he focused on the
phenomenon that people often mix their language in Zarindah House of Learning. He also
explained the dominant of code mixing that teacher used when he/she do a conversation.
The similarity of the research is the teacher of the subject of this research and the types of
code mixing that teacher used in the classroom.
The last one is Khairunnisa (2016). She has conducted a study entitled “Code
Mixing Analysis in English Teaching Learning Process at Senior High School 1 Takalar”.
The aim of her research were to show the types of code mixing used by the teacher in
English teaching learning process in language class the first grade of SMA 1 Takalar, to
describe the reasons of the teacher in using code mixing in English teaching learning
process at language class the first grade of SMA 1 Takalar, and to describe the students’
perception on code mixing used by the teacher in English teaching learning process at
language class the first grade of SMA 1 Takalar. She was applied qualitative quantitative
research design. She used classroom observation and interview to teacher. She describes
there are three types of code mixing found in teacher’ utterance during English teaching
learning process. They are Intra sentential code mixing, intra lexical code mixing and
involving a change of pronunciation. The results showed that the most frequent is intra
sentential code mixing. The researcher found four reasons why the she used code mixing
in English teaching learning process, they are because: students have low level in English,
making joking, more relax and habit. She says that the phenomenon of people used code
mixing often found in daily life especially around her.
The differences of this research and the researcher research are the focus of the
problem. She interviewed the teacher’s reason using code mixing. She also identified the
students’ perception on code mixing used by the teacher on questionnaire. The similarity
of her research and the researcher’s research is the dominant found in the finding intra
sentential code mixing.
19
CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
The research design used in this research is generated into qualitative method and
specified into descriptive qualitative research design. According to Creswell (2014)
qualitative research is an approach for exploring and understanding the meaning
individuals or groups ascribe to a social or human problem. The process of research
involves emerging questions and procedures; data typically collected in the participants’
setting, inductively building from particulars to general themes; and the researcher
making interpretations of the meaning of the data. According to Latief (2015) qualitative
research is a process of inquiry aimed at understanding human behavior by building
complex, holistic pictures of the social and cultural settings in which such behavior
occurs. It does so by analyzing words rather than numbers, and by reporting the detailed
views of the people who have been studied. Such inquiry is conducted in settings where
people naturally interact, as opposed to specially designed laboratories or
clinical/experimental settings. The final written report has a flexible writing structure. In
this study, the researcher conducted classroom observation and interview to teacher of
Senior High School 2 Batanghari. The classroom observation was made to find out the
types of code mixing that teachers used in the teaching and learning process at the second
grade. After obtaining the observation data, the researcher has provided an interview to
teacher to know the reason she used code mixing in the classroom.
B. Setting of the Research
The research had been conducted at Senior High School 2 Batanghari in the first
semester of second grade in 2019. The subject of this research was the English teacher of
Senior High School 2 Batanghari. The researcher did an observation classroom and
interview of teacher. The classes were two classes of second grade students in Senior High
School 2 Batanghari.
20
C. Subject of the Research
The subject of this research was the English teacher who taught English at Senior
High School 2 Batanghari.
D. Location and Time
The location of this study had been in Senior High School 2 Batanghari. It is on the
Sukaramai road, Muara Tembesi, Kabupaten Batanghari, Jambi. The research was
conducted in the range from October to December 2019.
E. Data Source
Data source is the subject of where the data will be obtained. The data source of this
research was the English teacher at Senior High School 2 Batanghari. There are two types
of data source: primary data source and secondary data source
1. Primary data
Primary data source is the source data where are gained directly. Sugiyono (2016)
Primary data is the data obtained by the researcher from respondent and informant or some
facts that are observed, also primary data is the data taken directly by the researcher from
the respondents without mediator. In this research the primary data are observation and
interview.
2. Secondary data
Secondary data source is the source data which is gained are indirectly. Secondary
data is the data taken from sources as documents, opinions, facilities, and structure of
organization and geographical place of the research object. In this research the secondary
data are the situation in the classroom during teaching and learning process.
21
F. Technique of Collecting the Data
To conduct the method of collecting data, the researcher used several techniques.
The researcher collected the data by using methods as follow:
1. Classroom observation
According to Creswell (2014) a qualitative observation is the activity of individual
at the research site and a behavior by field note. In these field note, the researcher record
by unstructured or semi-structured way activities at the research site (using some prior
questions that the inquirer wants to know). The researcher involved herself as a participant
observation. According to Stainback as cited by Sugiyono (2017) in participant
observation, the researcher observes what people do, listen to what they say, and
participates in their activities.
The main purpose of classroom observation is to know the kind of code mixing that
teacher mostly used in teaching and learning process. The researcher used observation
techniques because the researchers have to collect the utterance containing code mixing
in the teaching and learning process. While observing the classroom, the researcher
records the classroom discussion using voice recorder and field note.
2. Interview
According Borg & Gall as quoted by Latief (2015) interview is a data gathering
instrument that involves direct verbal interaction between individuals. The interviewee of
this research was an English teacher. Researcher used semi-structured interview. Semi-
structured interview is one of less rigid methods, in which the researchers use a written
list of questions as a guide, but still having more opportunities to ask more questions
depending on the feedback during the interview.
G. Technique of Data Analysis
Stated by Bogdan as cited by Sugiyono (2017) data analysis is the process of
systematically searching and arranging the interview transcript, field note, and other
materials that you accumulate to increase your own understanding of them and to enable
you to present what you have discovered for others. Sugiyono (2017) also stated that
22
qualitative research is an ongoing activity that occurs throughout the investigate process
rather than after process.
Miles and Huberman in Sugiyono (2017) mentioned flow analysis models as one of
qualitative data analysis methods. The researcher used this model in this research. This
analysis components are data reduction, data display and conclusion drawing/verification.
1. Data Reduction
Data reduction refers to the process of selecting, focusing, simplifying, abstracting,
and transforming the data that appear in written up field notes or transcriptions. The
purpose of data reduction is to reduce the data without significant loss of information. The
technique of analysis data firstly the researcher collect the data by the instrument for
collecting data such as interview and observation. In this step, the researcher interviews
the subject of this research. The researcher also held observation in the class and take
notes in process of succeeding the data.
2. Data Display
Data display is used at all stage to show what analysis had been reached. It also
became the basis of the further analysis. Display generically means organized,
compressed assembly of information that permits conclusion drawing and action. In this
step, the researcher gets the data display through the conclusion of the code mixing that
teachers’ used in the classroom. The conclusion of what is the reason of teachers’ used
code mixing in teaching and learning process.
3. Conclusion Drawing/Verification
Drawing and verifying conclusion is the last stage of Miles and Huberman data
analysis technique. It is the reason for reducing and displaying data. After reducing and
displaying the data, the researcher created conclusion by following the result of previous
data analysis stages. The conclusion would be the brief explanation about the answer of
research questions. Then, it will verify by conducting validity of data.
23
H. Trustworthiness
Craswell (2014) stated that qualitative validity is the accuracy of the finding by
employing certain procedures. According to Stainback in Sugiyono (2017) the aim of
triangulation is not to determine the truth about some social phenomenon. The purpose of
triangulation is to increase ones’ understanding of whatever is being investigated.
Triangulation based on Creswell (2014) was the process of corroborating evidence from
different individuals (e.g., a principal and a student), types of data (e.g., observational
field notes and interviews transcript), or methods of data collection (e.g., documents and
interviews) in descriptions and themes in qualitative research. Data 'triangulation' means
retrieved data from a number of different sources to form one body of data.
There were several types of triangulation in qualitative research. Ary et. al. (2010)
states in qualitative there are 5 types of triangulation. The first is data triangulation means
the researcher investigates whether the data collected with one procedure or instrument
confirm data collected using a different procedure or instrument. The second is methods
triangulation means uses more than one method (e.g., ethnography and document
analysis) in the study. The third is investigator triangulation that involves having multiple
researchers collect data independently and compare the collected data. The fourth is
theory triangulation that involves consideration of how the phenomenon under study
might be explained by multiple theories. Considering different theories, the researcher
may gain better insights. And the last is interdisciplinary triangulation uses other
disciplines to infer processes and understandings of the findings. Triangulation could
avoid claim, biases and the researcher perspective itself. So, in this study the researcher
decided to use data triangulation which the different instruments to gain the data. The
types of data in this research are classroom observation and interview transcript. The
researcher collected the data from multiple sources with the purpose of enhancing the
validity the data were taken from observation and interview.
24
CHAPTER IV
FINDING AND DISCUSSION
A. Finding
In this chapter, the researcher presented findings to answer the research question
about the types that teacher used in teaching and learning process and the reason teacher
do code mixing in the classroom. Researcher did an observation classroom at the second
grade student of first semester. The classes were two classes which IPA 2 (science class)
and IPS 1 (social class). After the classroom observation, the researcher did an interview
to a teacher to know the reason she used code mixing in teaching and learning process.
Code mixing is the mixing of two or more languages on one sentence without
changing the topic. The researcher presented findings to answer the research questions
about three types of code mixing by Hoffman’s theory. They are:
1. Intra sentential code mixing
The kind of this type is English words and phrases used in Indonesian sentence
appeared in utterances.
Examples by researcher finding on her research by two classes:
Indonesia-English
The second paragraph ini bercerita tentang apa ya?)
English translation : The second paragraph is telling about?
Indonesia translation : Paragraf kedua ini bercerita tentang apa ya?
In the sentence above, there is a mixing of English and Indonesia language. By two
translate that researcher add to Indonesia and English, the meaning is still same.
2. Intra lexical code mixing
The English words used in code mixing are influenced by Indonesian grammar as
intra-lexical code mixing.
For example by researcher finding on her research:
Generic structure-nya terdiri dari apa tadi?
Adanya di-paragraph pertama
25
From two examples above, there are two affixes on English word. The first one is
the suffix –nya, and the second one is prefix di-.
3. Involving a change of pronunciation
When the students say an English word, they modify it to Indonesian phonological
structure involving a change of pronunciation part.
For example by researcher finding on her research:
Tattoo is tato in Indonesia language.
Celebrity is selebritis in Indonesia language.
Opinion is opini in Indonesia language.
The researcher did an observation in the second grade students of Senior High
School Batanghari. By the observation that researcher conducted for three months from
October to December 2019. Researcher found that teacher taught the students with mixing
two languages during teaching and learning process.
Researcher did an observation in two classes of second grade students. Teacher was
begun the class with English language. Most of students understand the basic language
that teacher told to them. Such as “how are you, class”, “attention, please”, “next”, or
“finish”. However, when teacher explained the material with English word in one
sentence, just few of them can answer what the teacher said.
At the first observation in the second grade students of science class, researcher
found that intra sentential code mixing was mostly occurred in teacher teaching and
learning process which is the first type of Hoffman’ theory. The words consist of noun,
noun phrase, verb, pronoun, adjective, and conjunction. In the next observation in the
second grade students of social class, researcher found that the most commonly occurred
items involved in code mixing produced by teacher during teaching and learning process
was involving a change of pronunciation which is the third type of code mixing by
Hoffman’s theory.
From two observation of different class, researcher found different result of each
class. In the first class by second grade students, researcher found intra sentential code
mixing was the most occurred in the class by the teacher. While in the second class of
second grade students, researcher found involving a change of pronunciation was the most
26
commonly occurred of teacher’s utterances. Besides, the material that teacher taught to
her students were same material and treatment. Teacher made groups to her students. Each
group consists of four to five students. There were 5 groups. Teacher asked students to
discuss with their own group to understand the topic that she gave to each group. After
fifteen minutes, teacher chose one member of each group to explain what the group has
discussed. The student that teacher chose explain the topic in front of the class. The
student started the explanation with English language. Then, the student continued with
Indonesian translation. After the explanation of that student whose chose by teacher,
teacher asked other group for what they got from their friend explanation. In this section,
teacher spoke two languages which are Indonesia-English.
The examples of teacher’s utterances by using code mixing during teaching and
learning process in second grade students of Senior High School Batanghari.
Table 4.1 Intra Sentential Code Mixing
No Examples Meaning
1. Menyarankan to does not have
tattoo dan body piercing
Suggested to does not have tattoo
and body piercing
2. Teks analytical exposition ini
adalah teks yang persuade the
readers
Analytical exposition is a text to
persuade the readers
3. Kata ganti they The pronoun of they
4. A young generation seharusnya
tidak memiliki tattoo and body
piercing
A young generation should not
have tattoo and body piercing
5. Oke. Well, siapa lagi? Okay. Well, who is next?
6. And then katanya juga disini And then, he said
27
From the table 4.1 by researcher’s observation of two classes, some utterances that
teacher used in the classroom consists of auxiliary verb, preposition, noun phrase,
pronoun, verb, interjection, adjective, and adverb that teacher used during teaching and
learning process.
In number two, there is Indonesia-English in one sentence. While, there is type three
which is involving a change of pronunciation. The word is teks. Teks is an English word,
but it modify to Indonesia language. The teks word in an English vocabulary. The
researcher put that word in type three, because the pronunciation of teacher’s utterances.
Teacher’s pronunciation about that word was /teks/ while phonetic sound of English text
is /tekst/. In this research, researcher found that teacher repeating the same word few times
during teaching and learning process.
Table 4.2 Intra Lexical Code Mixing
No Examples
1. Barusan kita lihat di-translate
2. Berarti ini main idea-nya apa ya?
3. Apa aja argument-nya
4. The writer tells about his or her-nya in
one side
5. Refers-nya dari apa tadi digunakan
6. Lihat worksheet-nya
From table 4.2 by researcher’s observation of two classes, it was found that there
are prefix di- and suffix or enclitic –nya. In the fourth example was the English sentence.
In that sentence, there is possessive adjective her with enclitic –nya. The words following
by the affixes are pronoun, noun phrase, verb, and noun.
28
In this research, teacher spoke using the second type of code mixing that researcher
used on her research. Teacher used this type when the sentence was Bahasa Indonesia.
From the example above, it was found that teacher was not used intra lexical code mixing
when the sentences are English.
Table 4.3 Involving a Change of Pronunciation
No Examples
1. Komplikasi MRI juga bisa
2. Tato juga dilarang
3. Selebritis jauh sekali
4. Komplikasi berupa alergi atau
infeksi
5. How about generasi muda
6. Opini yang bagaimana
From the table 4.3, it was found that there some English word with Indonesia
modifying. There are some English words with Indonesia phonological are followings:
1. Komplikasi is an Indonesia modifying from complication
2. Tato is an Indonesia modifying from tattoo
3. Selebritis is an Indonesia modifying from celebrity
4. Alergi is an Indonesia modifying from allergic
5. Infeksi is an Indonesia modifying from infection
6. Generasi is an Indonesia modifying from generation
7. Opini is an Indonesia modifying from opinion.
Those words are some examples by teacher’s utterances in teaching and learning
process. The words are mostly consists of noun. There are some others words that sound
like Indonesian phonological level, but the words are from English. The followings are
29
paragraph, group, topic, image, negative, criminal, and text. These words are sounds
like Indonesian phonological.
From the observation, researcher found that intra sentential and involving change
of pronunciation were the common occur by teacher in teaching and learning process in
two classes of second grade students. While, intra lexical code mixing was rarely occur
in teacher utterances during teach students in teaching and learning process.
The reason why teacher do code mixing
Based on interviewing, the researcher got some reasons why teacher used code
mixing in the classroom. The first one is students have low ability of English. Students
were taught by teacher from first grade to second grade still had low ability of English.
Teacher has evaluated the ability of students for a year and half. A few students were still
silent when teacher spoke English in the class. Some students cannot communicate in
English fully. The students also afraid make any mistake of English when they expressed
their sentences. Students keep silent when they did not understand the material. So,
teacher mixed the language to make them understand English easily.
The second one is habit. Teacher has taught English in that school for seven years
since 2013. She has more experiences in teaching and learning process. It is something
natural when she speaks by mixing her languages.
Then, making joke and relaxed. Many students feel bored or sleepy in the middle of
studying. So, to make them relaxed, teacher made some joke with English. With joking,
students feel relaxed. For the example, tattoo and body piercing is haram. She change the
pronunciation with “r” stressed of English.
B. Discussion
In this part, the researcher explained all the data that have been found in the
classroom by using Hoffman’s theory about the three types of code mixing. The three
types of code mixing were Intra Sentential Code Mixing means code mixing occurs within
a phrase, a clause or a sentence boundary, Intra Lexical Code Mixing means code mixing
occurs within a word boundary and Involving a Change of Pronunciation means occurs at
the level of phonological.
30
1. The types of code mixing by Hoffman’s theory (1991)
a. Intra sentential code mixing
Apa sorry
Tadi ada yang bilang agree
Kita lihat the first paragraph
And then katanya juga disini
Katanya from the text above
A young generation seharusnya tidak memiliki tattoo and body piercing.
Menyarankan to does not have tattoo dan body piercing.
From the examples above, the English words or phrases which are found in
Indonesian sentences consist of auxiliary verb, preposition, noun phrase, pronoun, verb,
interjection, adjective, and adverb. As same as what found by the previous study
conducted by Khairunnisa (2016) said that the data were found consist of noun, adjective,
verb, adverb, preposition and phrase.
All of the examples above were used by the teacher to complete her sentences.
Actually all of the words above can be translated into Indonesian, but the teacher used
these words into Indonesian sentences although they know that these words have
Indonesian translation. Teacher also repeated the same word twice or three times.
For example, teacher said “apa sorry”. The utterance is Indonesian words then
teacher put an English word “sorry” in the end of her sentences. It would be said as intra
sentential code mixing because the mixing happened in a sentence boundary.
Another example was mixed Indonesian word by teacher “katanya from the text
above” in the beginning of her utterances. Teacher mixed Indonesian word in English
utterance or sentence so it is said Intra sentential code-mixing and the word that she mixed
is Indonesian word so it is said the mixing is Indonesian in English.
Next, teacher said “a young generation seharusnya tidak memiliki tattoo and body
piercing” in this sentence by teacher utterance in the classroom started with English word
31
then followed by Bahasa Indonesia and end with English word again. The meaning of that
sentence was not change the context, even if the sentence’s translation of English or
Indonesia sentence.
Code mixing can occur in the beginning, in the middle, or in the end of the
sentences. During teaching and learning process by the teacher, the researcher found that
teacher mixed her language in the beginning or in the end of her sentences. Researcher
also found that students made mixing the language too when they were answered teacher’s
question.
b. Intra lexical code mixing
Check dulu dictionary-nya
Sama translate-nya dengan temannya
Barusan kita lihat di-translate
Berarti ini main idea-nya ya apa?
Dalam teks si-writer ngapain?
Baru sebatas men-translate teks ya
Teacher sometimes mixed the English word with adding the Indonesian suffix or
enclitic. For example, the word dictionary is an English word but the teacher added
enclitic -nya after the word. The word translate on the third example consists of free and
bound morphemes in Indonesian language, where prefix “di” is a bound morpheme and
the verb is a free morpheme, di-translate = they can be translated in Indonesian “diartikan”
where English verb is treated as Indonesian verb with prefix -di means passive voice. This
finding of the research is in line conducted by Khairunnisa (2016) who said that teacher
sometimes mixed her language by using English words and then combined with
Indonesian grammatical forms.
For example that researcher found while observation, teacher said “cek dulu
dictionary-nya”. In this sentence, there is a word boundary that is the word “dictionary”
with enclitic -nya. As quoted by Darwin in Abdullah (2011) stated that “there are three
32
criteria showing that the form -nya is not suffix but enclitics, namely: (1) -nya can
substitute pronoun for the third person if its function as complement, (2) -nya substitutes
pronoun when its function as object, (3) -nya substitutes pronoun when its function as
possessive. The function of enclitic -nya in the sentence obtained in Indonesian English
code mixing is possessive. Another example in data 17 consists of free and bound
morphemes in Indonesian language, where prefix “di” is a bound morpheme and the verb
is a free morpheme. “barusan kita lihat di-translate”. There is an Indonesian prefix di- in
the word “translate”, and it is still a verb as a meaning.
The word “men-translate” on the example above is the form of code mixing which
is formed by combining Indonesian prefix men- with English word “translate”. Actually,
the word “men-translate” at this sentence “Baru sebatas men-translate teks ya” although
without Indonesian prefix men- in the word “translate” it is still a verb. So the using prefix
men- is a habitual which is done by the teacher in her utterance influenced by Indonesian
grammatical.
c. Involving a Change of Pronunciation
Komplikasi MRI juga bisa
Tato juga dilarang
Selebritis jauh sekali
Komplikasi berupa alergi atau infeksi
How about generasi muda
This kind of code mixing occurred at the phonological level, when the teacher said
the words at the sentences above in English word in English teaching learning process,
she modified it to Indonesian phonological structure, for instance the word komplikasi,
tato, selebrits, alergi, infeksi, and generasi were said to be complication, tattoo, celebrity,
allergic, infection, and generation by the teacher. In line with this research conducted by
Saleh (2017) who said that from two teachers he observed, the second teacher used the
third type of Hoffman’s theory. The data is /hə’ləʊ/ /halo/.
33
Teacher said an English word but modified to Indonesian phonological structure,
for example, when teacher said an English word “selebritis banyak yang memiliki tato”
that should be said /sə’lebrətie/ but she said /sələbritis/. And the word /tato/ should be
said /tᴂ’tuw/.
Based on the classroom observation that researcher conducted for the second
students in Senior High School Batanghari for two classes found that the types of code
mixing that teacher used are all of the types, but dominantly she used the first type and
the third type those are intra sentential code mixing and involving change of
pronunciation. Then, it followed by intra lexical code mixing. By the previous study
Khairunnisa (2016) said that the most commonly occurring items involved in Indonesian-
English code mixing produced by the teacher during teaching learning process was Intra
Sentential Code Mixing. It is same with Saleh (2017) was found that intra sentential code
mixing was the most commonly occurred on his research. However, he was not found any
intra lexical code mixing from two teachers that he was observed.
From the examples above, the English words or phrases which are found in
Indonesian sentences consist of a noun phrase, pronoun, preposition, and verb. All of the
examples above were used to complete her sentences. Actually all of the words above can
be translated into Indonesian, but the teacher used these words into Indonesian sentences
although they know that these words have Indonesian translation. Teacher also repeated
the same word twice or three times. The mostly used in her utterance is a noun phrase.
2. The most dominant types of code mixing
From the classroom observation of second grade students for two classes at Senior
High School 2 Batanghari, the researcher found that intra sentential code mixing which
kind of code mixing occurs within a phrase, a clause, or a sentence boundary, and
involving a change of pronunciation which kind of code mixing occurs within a word
boundary by Hoffman’s theory were the mostly occurred in teaching and learning process
by the teacher.
3. Reasons of using code mixing
34
There were several reasons why teacher did a code mixing in the classroom. Based
on the result of interviewing the researcher with the interviewee, the answers with the
Hoffman’s theory about the reason of using code mixing as follow:
a. Low ability of English
Many students have low ability of English. Teacher mix Indonesian-English to help
them understand the material easily. If teacher taught them with full of English, they will
not understand the whole things of teachers’ utterances and students would keep silent of
it. It could be a wrong understanding between teacher and students. The mixing also made
students more confident of themselves. It means when teacher mix a language, they did
the same thing. For example, when students asked a question about the materials, they
can mix a code either. This finding similar with Saleh (2017). He also used Hoffman’s
theory on his research. He interviewed two teachers. The second teacher he interviewed
said that with mixing Indonesian-English in her teaching and learning process to make
her students more understand about the lesson. From the reason that researcher found by
interviewing the teacher, there are some similarity with the reason of code mixing who
Hoffman explained. On the fifth reason, Hoffman said repetition used for clarification.
When a speaker wants to clarify his/her speech so that it will be understood better by the
listener, he/she can sometimes use both of the languages (codes) that he/she masters to
say the same message. Teacher that researcher interviewed also said the same thing. She
mixed the languages to make her students more understand the material.
Result of interview with the teacher on 9th December 2019:
“Kalau bahasa sehari-hari yang bisa dipahami mereka respon. Kalau bahasanya
mulai berat mereka bingung. Minta diulang atau diganti dengan bahasa Inggris tapi
pakai bahasa yang lebih mudah dan bahasa Indonesia juga. Karna kalau full English
mereka juga akan bingung.”
b. Habit
English is a foreign language that students learned from their junior high school and
they learned just in the school. They did not practice out of school. A few students make
course to master of English and the others did not. Indonesian is a mother tongue for
students and also teacher. A mixing is a naturally for them when they did a conversation
35
each other especially for teacher when she taught English in the class. Mixing a code has
been habit by teacher because she taught English for seven years at that school. Teacher
also used code mixing in her teaching process because the lacking of lexicalization by the
students. . Khairunnisa (2016) on her research also found that habit is one of some reason
of teacher mixed languages in the classroom.
Result of interview with the teacher on 9th December 2019:
“Kalau misalnya masuk, salam, menyapa, dan penutup menggunakan bahasa
Inggris, mereka paham. Tapi ketika menjelaskan pelajaran dengan bahasa Inggris
semua, mereka nggak akan paham. Jadi Mom campur campur. Kalo kata-kata
singkat pake bahasa inggris. Jika penjelasannya lebih mendetail, dicampur dengan
bahasa Indonesia.”
c. Making joke
Students sometimes feel bored or even anxiety when they learned English. In the
discussion session, teacher made some joke to make them more relaxed and fun.
According to Holmes (2013) many bilinguals and multilingualism are adept at exploiting
the rhetorical possibilities of their linguistic repertoires. He also said standard Norwegian
is the language of the school. While the children in the class, they may make rude remarks
or jokes about the teacher in their local dialect. According to Weng and Shi in Khairunnisa
(2016) during the conversation, includes the conversation in classroom the speaker
usually inserts some jokes, stories, some poetic quotations into an English- based
conversation.
Teacher change some of Indonesian word with English pronunciation. For instance,
the word “haram” is the Indonesian lexical, she said “haram” with stress “r” sounds like
English. This finding also similar with Khairunnisa (2016). On her research, teacher she
interviewed looks for the sentences or phrase in English language that are similar with
pronounce of regional language.
36
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
Based on the research findings and discussion in the previous chapter, the researcher
describes that there are three types of code mixing found in teacher’s utterances during
English teaching and learning process. The researcher did research for two classes in the
second grade students at Senior High School 2 Batanghari. Classes were IPA (science
class) and IPS (social class). The researcher found that there were two types mostly
occurred by teacher on her utterances in teaching and learning process. They are intra
sentential code mixing which kind of code mixing occurs within a phrase, a clause, or a
sentence boundary and involving a change of pronunciation which kind of code mixing
occurs at phonological level, as when Indonesian people say an English word, but modify
it to Indonesian phonological structure. The second type of code mixing by Hoffman’s
theory is intra lexical code mixing which kind of code mixing occurs within a word
boundary was the less occur in teacher utterances in teaching and learning process.
From the interview with the teacher, the researcher found that there are three reasons
why teacher used code mixing in the classroom, they are students have low ability in
English, habit, and making joke.
B. Suggestions
Based on the results of this study, the researcher would like to offer some
suggestions to be considered as follow:
For the English teachers especially the teachers at Senior High School 2 Batanghari
to use code mixing in teaching and learning process because it could help the students
understand and increase their vocabularies in a language. Teacher also should speak
English more continuously with adding a mixing as well to motivate the students to speak
English. So, the students will be encouraged to learn English actively. If she is
continuously used English, the students will often hear her teacher using English in
teaching learning process.
37
Finally, the researcher hopes that this writing will be useful for the next study
especially for students of English Education Department of UIN Sultan Thaha Saifuddin
Jambi who basically will become teacher. Then, this writing will attend to motivate them
to improve their skill for teaching English.
38
REFERENCES
Abdullah, W. (2011). Indonesian-English Code Mixing in Speaking at Pesantren IMMIM
Putri Pangkep.Vol 17, No 3, December 2011.
http://sawerigading.kemdikbud.go.id/index.php/sawerigading/article/download/41
1/227.
Ajibola, M., & Oladosu. (2011). Code Mixing as a Sociolinguistic Medium in Some
Selected Songs in the Nigerian Music Industry. Thesis. Ilorin: The Department of
English, Faculty of Art. University of Ilorin.
Amsal. (2011). An Analysis of Code Mixing in Conversation of The Students at State
Junior High School (SMPN) 3 XIII Koto Kampar. State Islamic University Sultan
Syarif Kasim Riau Pekanbaru. http://repository.uin-suska.ac.id/id/eprint/265
Cakrawarti, D. A. (2011). Analysis of Code Switching and Code Mixing in the Teenlit
Canting Cantiq by Dian Nurananindya. Diponegoro University. https://core.ac.uk
/download/pdf/11726507.pdf
Chambers, J. K., Schiling-Estes, N., & Trudgill, P. (2004). The Handbook of Language
Variation and Change. UK: Blackwell Publishing Ltd.
Claros, M, S, C, & Isharyanti, N. (2009). Code Switching and Code Mixing in Internet
Chatting: Between ‘yes’, ‘ya’ and ‘si’ a case study. Jaltcall Journal: Vol 5, No 3,
Salatiga, Indonesia: The university of Melbourne and Satya Wacana Christian
Creswell, J. W. (2014).Research Design: Qualitative, Quantitative, and Mixed Methods
Approaches (4th ed.). USA: SAGE Publications, Inc.
Edwards, J. (2013). Bilingualism and Multilingualism: Some Central Concept. Blackwell
Publishing Ltd.
Hoffman, C. (1991). An Introduction to Bilingualism. New York: Roudledge Tailor and
Francis Group.
Holmes, J. (2013). An Introduction to Sociolinguistics (4th ed.). New York: Roudledge
Tailor and Francis Group.
Khairunnisa. (2016). Code Mixing Analysis in English Teaching Learning Process at
Senior High School 1 takalar. http://repositori.uin-alauddin.ac.id/id/eprint/8418
Latief, M. A. ( 2015). Research Method on Language Learning an Introduction, Malang:
IKIP
Lie, A. (2007). Education Policy and EFL Curriculum in Indonesia: Between the
Commitment to Competence and the Quest for Higher Test Scores. TEFLIN
Journal: Vol 18, No 1, February 2007.
http://dx.doi.org/10.15639/teflinjournal.v18i1/1-15
Mabule, D. R. (2015). What is this? Is It Code Switching, Code Mixing or Language
Alternating?. JESR Journal: VOL. 5, No 1, January 2015.
Doi:10.5901/jesr.2015.v5n1p339.
39
Moetia, M., Kasim. U., & Fitriani. S. S. (2018). Code Mixing and Code Switching in the
Classroom Interaction. EEJ Journal: VOL. 9, No 2, April 2018. Syiah Kuala
University, Banda Aceh.
Richards,J C. and Richards Schmidt (2002) Longman Dictionary of Language Teaching
and Applied Linguistics. London : Pearson Education
Saleh, S. A. (2017). An Analysis of Code-Mixing Used by Teachers of Zarindah House of
Learning in the Teaching Learning Process. http://repositori.uin-
alauddin.ac.id/eprint/6903
Savile-Troike, M. (1986). The Etnography of Communication an Introduction. Oxford:
Basil Blackwell
Spolsky, B. (1998). Sociolinguistics. Oxford: Oxford University Press
Sridhar, K. K. (2002). Societal Multiligualism and World Englishes: Their Implication
for Teaching ESL.
Suganda, S. A. (2012). Code Switching and Code Mixing by Teacher of SMA Kusuma
Bangsa Palembang. Holistics Journal: VOL. 4, No 7, June 2012.
Sugiyono. (2016). Metode penelitian Kuantitatif, Kualitatif dan R&D (2nd ed.). Bandung:
PT Alfabet.
Sugiyono. (2017). Metode penelitian Kuantitatif, Kualitatif dan R&D. (3rd ed.)Bandung:
Alfabeta, CV.
Wardhaugh, R. (2006). An Introduction to Sociolinguistic (5th ed.). New York: Blackwell
Publishing Ltd.
Wardhaugh, R. (2010). An Introduction to Sociolinguistic (6th ed.). UK: Wiley-Blackwell
40
A P P E N D I C E S
41
APPENDIX I
FIELD NOTE OF OBSERVATION
OBSERVATION I
Place : SMAN 2 BATANGHARI
Class : XI IPA 2
Date : Monday, November, 4th 2019
Time : 08.00 - 09.00
Researcher came to class XI IPA 2 at 08.00 as agreement between the teacher and the
researcher. Unfortunately the class has started half an hour earlier. The flag ceremony
cancelled because of rain, so the class started earlier. Researcher would conduct the
utterance of teachers’ word when she speak English in the classroom
When researcher came to the class, they are discussing the text about tattoo and body
piercing. There were 3 groups. Each group translate and answer the question about tattoo
and body piercing. After all groups have done, each members of the group must to come
in front of the class to explain about the text. Member from group one came in to the class
to explain the paragraph one. The students want to read just the translation but the teacher
said “I think it’s good if you read the English first then the translation. All the members
please listen”. The student started with the tittle first “tattoo and body piercing”. Then the
teacher stopped “wait a minute please, look your dictionary and read your dictionary how
to pronounce tato?” then students check on them dictionary how to pronounce that word
and after that teacher also said “if you confused English, check to dictionary-nya”.
That was 3 paragraphs. One paragraph has explained of each group. After group one
finished with their explanation then next with group two and then group three. As long as
the teaching and learning process, teacher mostly spoken English and sometimes mixed
the language to Indonesian. The students at the class speak in Indonesian. Just a few
students response English when teacher asking them. They often response when teacher
mix the language or use easy sentence such as “what is criminal?”, “what is seni in
English?”, “let’s check your dictionary”, and “they in this text refers to?”. The students
understand the basic of vocabulary that teacher mostly said as long the meeting. At the
42
end of the class, teacher and students make a conclusion of the text has explained and ask
them to make an opinion of tattoo and body piercing.
43
APPENDIX II
FIELD NOTE OF OBSERVATION
OBSERVATION II
Place : SMAN 2 BATANGHARI
Class : XI IPS 1
Date : Friday, November, 22nd 2019
Time : 10.00 - 11.20
Researcher came to the class with the teacher at 10 PM. The researcher sat at the
corner behind to see the interaction between students and the teacher. The chairman lead
to greet to teacher that followed by the all students. Before start the class teacher asked
the students about their result of the mid-term that school did a week ago.
Teacher start asked them about the text that students discussed a week before, that
about tattoo and body piercing. Teacher asked their opinion about tattoo and body
piercing in the society. All of student disagree about tattoo and body piercing because can
impact to health and skin. Then teacher said “ok. untuk Analytical Exposition sudah
dikasih belum?”. The students said “belum, mom”. Before explained about the Analytical
Exposition, teacher said that the text that they discussed before tattoo and body piercing
is one of the examples of Analytical Exposition. Then, they discussed the generic structure
by the tattoo’s text.
Teacher explained the definition, function, and generic structure of Analytical
Exposition. Teacher stated that the differences and the similarities between Analytical
Exposition text and Discussion text. Then, teacher gave 3 questions that have written on
the whiteboard. She asked 3 students to answer the questions then they discussed the
answers. Are that true or not, teacher was correct them.
After the question done, teacher make a group discussion. The students must to
count one to five to create it. Then, the students sit with their group. They were discussed
about the paragraph, but the time is over. The discussion would continue in the next
meeting. The chairman leads to say good bye to teacher that followed of others student.
APENDIX III
44
INTERVIEW
Teacher : Dewi Hartati, S.Pd
Day : Monday, December 9th 2019
Place : XI IPS 3 at SMAN 2 Batanghari
R : Researcher
T : Teacher
R : Assalamu’alaikum wr.wb
T : Waalaikumsalam wr.wb
R : Saya akan mulai pertanyaannya, bahasa apa yang dominan Mom gunakan ketika
mengajar dikelas?
T : Fifty fifty ya
R : Bahasa Indonesia dan bahasa Inggris gitu Mom?
T : Iya campur-campur bahasa Indonesia dan bahasa Inggrisnya.
R : Kenapa menggunakan bahasa itu? Apakah siswa lebih mengerti jika begitu?
T : Kalau misalnya masuk, salam, menyapa, dan penutup menggunakan bahasa
Inggris, mereka paham. Tapi ketika menjelaskan pelajaran dengan bahasa Inggris semua,
mereka nggak akan paham. Jadi campur campur. Kalo kata-kata singkat pake bahasa
inggris. Jika penjelasannya lebih mendetail, dicampur dengan bahasa Indonesia.
R : Apakah siswa merespon ketika Mom mencampur bahasa ketika mengajar
dikelas?
T : Iya. Kalau bahasa sehari-hari yang bisa dipahami mereka respon. Kalau
bahasanya mulai berat mereka bingung. Minta diulang atau diganti dengan bahasa Inggris
tapi pakai bahasa yang lebih mudah dan bahasa Indonesia juga. Karna kalau full English
mereka juga akan bingung.
R : Lalu apakah ada perbedaan respon dikelas unggul dan biasa?
T : Ada. Kalau dikelas unggul lebih banyak yang merespon.
R : Apakah ada perbedaannya ketika dikelas IPS?
T : Iya. Kalau di IPS, mayoritas memang hampir full Indonesian kalo ngomong
45
R : Ketika bertanya dengan Mom, biasanya mereka menggunakan bahasa Indonesia
atau bahasa inggris?
T : Sebagian besar awalnya bahasa Inggris, tapi setelah kemateri kebanyakan pakai
bahasa Indonesia. Karena mereka sulit mengungkapkannya. Siswa itu lebih mudah
memahami daripada mengungkapkannya. Kalo Mom ngomong mereka paham tapi untuk
mengungkapkannya mereka takut salah.
R : Bagaimana kalau siswa dengan siswa Mom?
T : Kebanyakan bahasa-bahasa standard biasa. Dan itupun lebih banyak dikelas IPA
R : Kalau di IPS mom?
T : Full bahasa Indonesia
R : Kalau di IPS Mom mencampur bahasa juga nggak?
T : Iya. Kalau untuk salam, perintah, penutup pake bahasa Indonesia. Tapi kalau
untuk menjelaskan memang sebagian besar menggunakan bahasa Indonesia
R : Jadi Mom lebih sering mencampur-campur bahasa dikelas IPA?
T : Iya
R : Kenapa begitu Mom?
T : Karena memang responnya lebih banyak. Kalaupun full English nggak semua
siswa akan paham. Mungkin hanya 40% yang paham selebihnya akan bingung. Jadi ketika
bahasanya sulit akan Mom translate ke Indonesia
R : Dan dikelas IPS mom menggunakan bahasa Indonesia?
T : Iya.
R : Jadi selain salam dan penutup, Mom menggunakan bahasa Indonesia?
T : Iya. Dicampur-campur saja mereka masih banyak yang tidak mengerti apalagi
kalau full bahasa Inggris.
R : Bagaimana Mom mengatasinya? Kalau full Indonesia bukankah nanti siswanya
nggak akan berkembang dan makin sulit untuk memahami bahasa Inggris nantinya?
T : Iya. Mom beri mereka hapalan vocabulary, jadi sebelum mulai belajar beberapa
orang akan nyetor hapalan. Jadi setidaknya bisa menambah vocabulary mereka.
R : Baik. Saya rasa cukup untuk pertanyaannya. Terima kasih banyak mom.
T : Sama-sama.
46
APPENDIX IV
TEACHER’S UTTERANCES THAT CONTAIN CODE MIXING
1. The teacher’s utterances for second grade student at first observation.
Data
Number
Sentences
01 Oke Sudah kedepan, please
02 How to pronounce tato
03 Cek dulu dictionary-nya
04 Refers-nya dari apa tadi digunakan dibuat ya
05 Tato lah jadinya
06 Refers-nya apa tadi?
07 Oke. Mom mau ngasih penjelasan dulu apa itu analytical exposition
08 Apa, sorry
09 A sign or symbol dari pemberontakan
10 Sama translate-nya dengan temannya
11 Mari kita check paragraph terakhir ya
12 Group mana lagi gantian
13 Paragraph terakhir dak apa
14 Topic kita hari ini tentang apa?
15 Tadi ada yang bilang agree
16 Apa itu seni in english?
17 Barusan kita lihat di-translate
18 Disini ada tiga paragraph
19 Sudah kita translate sama sama
20 This is the new subject ya
21 Analytical exposition sudah mom jelaskan belum?
22 Kita lihat the first paragraph
23 Katanya tattoo and body piercing sangat populer
24 Selebriti banyak yang memiliki tato
47
25 Tattoo and body piercing seharusnya dilarang
26 Pada young generation
27 Tattoo and body piercing sangat populer ya
28 Konotasi atau image yang negative
29 What is kriminal?
30 Kriminal can be a noun
31 Kalau verb berarti dia apa?
32 And then, katanya juga disini
33 Tattoo and body piercing juga bisa kelihatan as a symbol of
pemberontakan
34 Tato juga dilarang
35 Komplikasi berupa alergi atau infeksi
36 Bisa juga keloid
37 Komplikasi MRI juga bisa
38 Kemudian the last paragraph
39 Katanya from the text above
40 A young generation seharusnya tidak memiliki tattoo and body
piercing
41 Jadi memperkenalkan tentang topic
42 The second paragraph ini bercerita tentang apa?
43 Paragraph pertama
44 Berarti ini main idea-nya ya apa?
45 Jadi ini sama dengan supporting idea
46 Tadi dia bilang beberapa argument
47 Apa aja argument-nya
48 Kalo dikulit bisa menyebabkan alergi, infeksi, dan keloid.
49 Bisa menimbulkan image yang gimana?
50 Image yang negative
51 Kita memiliki image yang negative
48
52 So in the second paragraph we can find apa tadi?
53 Resolution atau bisa juga kita sebut apa?
54 What is kesimpulan in english?
55 Apa kesimpulannya based on the text?
56 Generic structure-nya terdiri dari apa tadi?
57 Membahas pada topik itu from two sides
58 The writer tells about his or her-nya in one side
59 To persuade ya
60 Beda dengan discussion text
2. The teacher’s utterances in class for second grade student at second
observation
Data
Number
Sentences
01 Oke. Well siapa lagi?
02 What is pandangan buruk dalam masyarakat?
03 How about generasi muda
04 Kalo orang memiliki tato atau tindik ditubuhnya
05 Bisa membuat image atau konotasi yang negative
06 Kita berdiskusi tentang teks analytical exposition
07 Baru sebatas men-translate teks ya
08 Lihat the first paragraph
09 Disini katanya what is the tittle?
10 Look the paragraph sambil dilihat artinya
11 Apa artinya yang kemarin kamu translate?
12 Tell about apa paragraph pertama ini?
13 Untuk analytical exposition sudah dikasih belum?
14 Next, kita lihat dulu the second paragraph
15 Coba dibaca dulu english-nya
49
16 Oke. Yang lain please listen
17 Tadi kalo di paragraph pertama
18 Tato dan tindik itu dilarang
19 Paragraph pertama
20 Argument paragraph pertama
21 Ok. next the last paragraph coba dibaca
22 Paragraph tiga berisi tentang apa?
23 Opini yang bagaimana?
24 Kalau yang paragraph kedua tadi?
25 Argument kedua dari paragraph pertama
26 Yang terakhir paragraph ketiga
27 Apa yang dilakukan writer?
28 Menyarankan to doesn’t have tattoo dan body piercing
29 Salah satu contoh dari teks berbentuk analytical exposition
30 Apa itu analytical exposition?
31 Setelah kita translate
32 Mengajak kita generasi muda untuk tidak memiliki tato dan tindik
33 Apa itu jenis teks analytical exposition?
34 Teks yang bagaimana itu?
35 Dalam teks si-writer ngapain?
36 Tidak memiliki tato
37 Teks analytical exposition ini adalah teks yang persuade the readers
38 Teks yang focus pada sebuah issue atau topic
39 Dia membahas sebuah issue atau topic
40 Pernah dengar discussion text?
41 Ada yang pro ada yang kontra
42 Kita juga mendiskusikan issue atau topic
43 Apa itu pro saja atau kontra
44 Dalam teks yang kemarin
50
45 Pro atau kontra
46 Dalam teks analytical exposition
47 Writer berusaha mempengaruhi the readers supaya agree with his
opinion
48 Focus pada one side
49 Kita lihat social function-nya
50 Mempengaruhi audience-nya
50 The readers-nya or listener-nya to look an issue
51 Melihat issue topic permasalahan
52 Dari perspective-nya
53 Kemudian example-nya ada banyak disini
54 Apa speech?
55 Kemudian letters
56 Generic structure-nya
57 Terdiri dari tittle or we called thesis
58 Berisi tentang topic
59 Topic yang akan dibicarakan
60 First berisi thesis or tittle
61 Berisi tentang topic
62 Dilanjutkan dengan introduction
63 Berisi dengan argument
64 Penguat dari topic tadi
65 Harus di-support
66 Fakta ataupun data
67 Sebagai supporting idea
68 Berisi conclusion
69 Penguat dari argument dan fakta tadi
70 Kita lihat teks kemarin
71 Berisi tentang basic-nya
51
72 Berisi tentang argument-nya
73 Ini berisi conclusion
74 Menggunakan to be bentuk pertama
75 Nanti kita check
76 Next siapa?
77 Konotasinya negative
78 Image-nya negative
79 Kata ganti they
80 Paragraph berapa tadi?
81 They disini kita tahu plural pronoun
82 Mengarah kepada komplikasi
83 Refers to-nya kembali kebelakang
84 Selebritis jauh sekali
85 Adanya diparagraph pertama
86 Lihat worksheet-nya
87 Dan conclusion-nya
52
APPENDIX V
DOCUMENTATION FROM OBSERVATIONS
53
54
DOCUMENTATION FROM INTERVIEW THE RESPONDENT
55
