CODE MIXING BY TEACHERS IN THE SCHOOL
INTERACTION
A Thesis
Submitted to the English Applied Linguistics Study Program in
Partial Fulfillment of the Requirements for the Degree of
Magister Humaniora
By:
FRIDA DIAN HANDINI LUBIS
Registration Number: 8146112009
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
MEDAN
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ABSTRACT
Lubis, Frida Dian Handini. 8146112009. Code Mixing by Teachers in the School Interaction. A Thesis. English Applied Linguistics Study Program. Post Graduate School. State University of Medan. 2016.
This study deals with code mixing by the teachers in the school interaction. It was aimed to find out the types of code mixing, the realization of code mixing by the
teachers, and the teachers’ reasons of the use of code mixing. This study used
descriptive qualitative method then the design was observational case study. The subjects of this study were the teachers of the third grade of SDN 093 Gunung Tua, Panyabungan, Mandailing Natal comprised 4 teachers. The object of this study was utterances related to code mixing. The data were analyzed by using Interactive Model
by Miles, Huberman, and Saldana. Suwito’ Theory was used to find out the types of
code mixing, while to find out the realizations of code mixing by the teachers and the
teachers’ reasons for the use of code mixing Wadhaugh’s theory was used about the functions and factors causing code mixing. Based on the data analysis, the types of code mixing that were used by the teachers are word insertion (22%), phrase insertion (32%), and clause insertion code mixing (46%). Realizations of code mixing was dominantly realized as their communication strategy and to show their identity as
Mandailing people. The teachers’ reasons for the use of code mixing was because of
speaker partner, bilingual or multingual, prestige, absence of vocabulary, and situation.
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ABSTRAK
Lubis, Frida Dian Handini. 8146112009. Code Mixing by Teachers in the School Interaction. Thesis. Program Studi Linguistik Terapan Bahasa Inggris. Sekolah Pascasarjana. Universitas Negeri Medan. 2016.
Penelitian ini mengkaji tentang campur kode oleh guru dalam interaksi di sekolah. Tujuan penelitian ini adalah untuk mencari tipe-tipe campur kode, penerapan campur kode oleh guru, dan alasan guru menggunakan campur kode. Penelitian ini menggunakan metode kualitatif deskriptif dan desain yang digunakan adalah observasi studi kasus. Subjek penelitian ini adalah guru-guru kelas 3 SD di SDN 093 Gunung Tua, Panyabungan, Mandailing Natal yang terdiri atas 4 orang guru. Objek penelitian ini adalah ucapan guru yang berkaitan dengan campur kode. Data penelitian ini dianalisis menggunakan Model Interaktif oleh Miles, Huberman, dan Saldana. Teori Suwito digunakan untuk mencari tipe-tipe campur kode, sementara untuk mencari realisasi dari campur kode dan alasan guru menggunakan campur kode, digunakan teori Wardhaugh mengenai fungsi dan faktor campur kode. Berdasarkan hasil analisis data, tipe campur kode yang digunakan guru adalah campur kode sisipan kata (22%), campur kode sisipan frasa (32%), dan campur kode sisipan klausa (46%). Penerapan campur kode paling banyak diterapkan sebagai strategi komunikasi dan untuk menunjukkan identias mereka sebagai orang Mandailing. Alasan guru menggunakan campur kode adalah karena lawan bicara, dua bahasa atau multi bahasa, gengsi, kekurangan kosa kata, dan situasi.
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ACKNOWLEDGEMENT
In the name of Allah, the most gracious and the most merciful, she would like to express her sincere gratitude to Allah the Almighty who has given her blessing health, strength and patience in the process of her study until completing this thesis with the title Code Mixing by Teachers in the School Interaction as a partial fulfillment of the requirement for the Degree of Magister Humaniora at the Postgraduate of English Applied Linguistics Program, State University of Medan.
This thesis would not also have been possible brought into existence without the help of many great people. The writer would like to express her gratitude to Prof. Amrin Saragih, M.A., Ph.D., and Dr. Siti Aisyah Ginting, M.Pd., as her first and second
adviser who have consciously guided her in the entire process of the thesis writing with all of the constructive comments, which helped her to complete this thesis.
The writer would also like to express her gratitude to the head of English Applied Linguistics Program, Dr. Rahmad Husein, M.Ed., and the secretary, Dr. Anni Holila Pulungan, M.Hum. and the staff, Farid Ma’ruf who have assisted her in the process of administration requirement during the process of her study in the postgraduate program. Then, her thanks to all the lecturers of the English Applied Linguistics Program, State University of Medan who have given their valuable knowledge to her in their lectures.
Thanks also are due to her proposal reviewers and thesis examiners, Prof. Dr. Sumarsih, M.Pd., Dr. Syahron Lubis, M.A., and Dr. Rahmad Husein, M.Ed. for their appropriate and helpful commentaries and constructive suggestions.
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Very special thanks to the head of SDN 093 Gunung Tua, Rahmad S.Pd. and the stake holders, especially Mam Utriani, Mam Yanni S, Mam Rabiah, Mam Rapiah, Ms. Hotmaini, Mam Ernita, and Mam Zubaidah for their support, help, and motivation during she did the research.
Then, her sincere thanks to Muhammad Rizky Nasution, S.Pd. and family for sincerity, support, suggestion, and great contribution from beginning until finishing her study. Sincere thanks also to her beloved best friends on LTBI B-1 UNIMED 2014 whom she can not mention one by one for their love, sincerity, prayers, support and help to the writer until finishing her study.
The last, the writer offers her regards and thanks to all of her friends in UNIMED especially LTBI UNIMED 2014, friends and students in SDN 093 Gunung Tua, sisters, Orli Binta Tumanggor, Ina Swari Sijabat, Nur Alfi Syahri, Hajar Affiah, Nurlaili Khaira Khalid, Jien Rizki Magsara Rumahorbo, and Safitri Windasari Sinambela, and all of those who have supported her from beginning until finishing her study, especially during the completion of this thesis. Thank you very much. I love you to the moon and back. May Allah bless us.
Medan, June 20th, 2016 The writer
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CHAPTER 1.INTRODUCTION ………. 1
1.1. The Background of Study ………... 1
1.2. The Problem of Study ………... 3
1.3. The Objective of Study ……… 4
1.4. The Limitation of Study ……….. 4
1.5. The Significance of Study ………. 4
CHAPTER II.REVIEW OF LITERATURE ……….. 6
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CHAPTER III.RESEARCH METHODOLOGY ………. 24
3.1. Research Design ……….24
3.2. Subject and Object the Research ………25
3.3. Instrument of Data Collection ……… 26
3.4. Procedure of Data Collection ………. 26
3.5. Technique of Data Analysis ……….. 27
3.6. Trustworthiness of the Study ………. 31
CHAPTER IV. DATA ANALYSIS, FINDINGS AND DISCUSSION …. 35 4.1. Data Analysis ……….... 35
4.2.Findings ……... 46
4.2.1. Types of Insertion Code Mixing ………. 46
4.2.2. Realization of Code Mixing ……….... 48
4.2.3. Teachers’ Reasons forthe Use of Code Mixing ………. 49
4.3. Discussions ……… 50
CHAPTER V. CONCLUSIONS AND SUGGESTIONS ……… 53
5.1. Conclusions ……….. 53
5.2. Suggestions ……… 54
REFERENCES ………. 56
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LIST OF APPENDICES
Appendix 1. Interview Sheet ………... 59
Appendix 2. Teachers’ Interactions ……….… 62
Appendix 3. Data Analysis ……….. 80
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LIST OF FIGURE
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CHAPTER V
CONCLUSIONS AND SUGGESTIONS
5.1. Conclusions
Based on the data analysis, there are some important points that can be concluded, they are:
1. From the six types of insertion code mixing, it was found that the teachers of the third grade at SDN 093 Gunung Tua only used three types of code mixing, they are word insertion, phrase insertion, and clause insertion. The clause insertion takes the most often insertion that is used by the teachers, it takes 46% while phrase insertion takes 32%, and the most seldom insertion that is used is word insertion which takes only 22%.
2. The realizations of word insertion code mixing dominantly realized as the communication strategy for the teachers, for example like the code mixing realized when teachers wanted to make a command or a question to the students, then it also realized when they wanted to ensure or repeat again the earlier explanation. The code mixing also realized when the teachers translated the explanation from Indonesian to Mandailing language, they did this to make the students easier to get what they meant. Another realization of code mixing is when the teachers spoke with the people from another city,
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they realized the code mixing, they mixed the Mandailing language and Indonesian language so their identity as Mandailing people can be shown.
3. Based on the result of data analysis, it was found some reasons why teachers used code mixing, the reasons happened based on some factors of code mixing, they are: a. speaker partner, b. bilingual or multilingual, c. prestige, d. absence of vocabulary, and the last is because of the situation. The bilingual takes the most dominant reasons why they use code mixing.
5.2. Suggestions
In line with this research, some important suggestions are required to the other students, the next researchers, and the education authority, they are as the followings:
1. Since this research was conducted only in 30 days, it is suggested to the other students or the next researchers to conduct a longer research to get the better result. The researcher suggests to investigate another types of code mixing which occurs in the school interaction.
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3. To the education authority, it is suggested to analyze the prior knowledge of
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