MALE AND FEMALE STUDENTS CODE MIXING IN MULTILINGUAL CONTEXT OF AR RAUDLATUL HASANAH ISLAMIC BOARDING SCHOOL.

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MALE AND FEMALE STUDENTS’ CODE MIXING

IN MULTILINGUAL CONTEXT OF AR-RAUDLATUL HASANAH ISLAMIC BOARDING SCHOOL

A Thesis

Submitted to the English Applied Linguistics Study Program in Partial Fulfillment of the Requirements for the Degree of

Magister Humaniora

By

RHOHMATILLAH

Registration Number: 8116111017

ENGLISH APPLIED LINGUISTICS STUDY PROGRAM POSTGRADUATE SCHOOL

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ABSTRACT

Rhohmatillah. Male and Female Students’ Code Mixing in Multilingual Context of Ar-Raudlatul Hasanah Islamic Boarding School. A Thesis. Applied English Linguistics Study Program. Postgraduate School. Unimed. 2013.

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ABSTRAK

Rhohmatillah. Campur Kode antara Murid Laki-laki dan Perempuan dalam Konteks Multilingual di Pesantren Ar-Raudlatul Hasanah. Tesis. Program Studi Linguistik Terapan Bahasa Inggris. Program Pascasarjana Universitas Negeri Medan. 2013.

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ACKNOWLEDGMENT

At the earliest opportunity, the greatest attitude is praised be to Allah SWT, for without his blessings, it was impossible for the writer to finish this thesis. All the marvelous guidance was given to the writer in facing difficulties and uncertainties. Peace and blessings be upon our prophet Muhammad SAW, his family, his companions, and his followers.

The writer would like to express her sincerest appreciation and deep gratitude to Prof. Amrin Saragih,M.A.,Ph.D as the first advisor for the support, guidance, helpful comments and valuables advices to finish this thesis. Her gratitude also goes to Dr. Anni Holila Pulungan, M.Hum as the second advisor for all her critical advicses and guidance to make this thesis better.

Likewise, the thanks are also expressed to those who helped the writer in finishing this thesis, among others:

1. Prof. Dr. Busmin Gurning, M.Pd, as the head of Applied English Linguistics Study Program.

2. Dr. Sri Minda Murni, M.S, as the secretary of Applied English Linguistics Study Program.

3. All lecturers in Applied English Linguistics Study Program who have taught and educated the writer so she knows many things.

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administration staffs of Ar-Raudlatul Hasanah Islamic Boarding School who have helped and supported the writer in finishing this research.

5. Her best gratitude to her beloved parents, H. Zulkaranain Nasution and Hj. Zaida, B.A, and her beloved brother Ihsan Badroni Nasution, S.Sy for their incredible supports, cares, loves, motivations and moral encouragements to finish this thesis.

6. Her great thank to her beloved husband, H. Mukhlis Mubarrok Dalimunthe, Lc, M.S.I and her beloved child, Waiz Dhiya Al-Haq Dalimunthe who always give their times to finish this thesis. Thank you for your support, your loves, your patient and your big involvement in doing the research so that the writer can finish this thesis.

7. Her friends in Applied English Linguistics whose names are cannot be mentioned one by one. Thank you for being my friends in happiness and sadness.

Finally, the writer deeply convinced that her thesis is still far from being perfect. To make this thesis better, valuable and constructive critics are really needed. The writer also hopes that this thesis will be useful and worth reading for all.

Medan, May 21, 2013 The Writer

Rhohmatillah

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in code mixing………. 68 Table 6 The pattern of code mixing used by male students………. 71 Table 7 The pattern of code mixing used by female students………….. 73 Table 8 The pattern of code mixing used by male and female students.... 74 Table 9 Linguistic aspects usually used by male in code mixing……….. 76 Table 10 Linguistic aspects usually used by female in code mixing……... 78 Table 11 Linguistic aspects used by male and female students in

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LIST OF APPENDICES

Page

Appendix 1. The Data of Students’ Code Mixed Utterances………. 89 Appendix 2. Transcript of Students’ Conversations……… 93 Appendix 3. Reporting Paper of Language Trespasser of Class XI B and

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CHAPTER I

INTRODUCTION

1.1 The Background of Study

Most of Islamic boarding schools in Indonesia require their students to live in the dormitory, including in Ar-Raudlatul Hasanah Islamic Boarding School. In this Islamic boarding school, male and female students are located in a separated location. Therefore, almost all their conversations are conducted among their friends with the same sex. In such condition the possibility of male and female differences in language use might be higher since they just interact with their friends with the same sex in most of their times. So, it might be easier to find male and female differences in language use in such situation.

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Arabic week in which they must speak Arabic in this week, and they may not speak in other languages including English.

However, since English in Indonesia is a foreign language, it is possible that the students code mix English with their first or second language -such as Indonesian language, Bataknese, Malay, Acehnese, Javanese, Minang Language, or Bugenese- when they are speaking in English. For instance, I think the food this morning is not delicious, ya kan? Another example is, Wong his father kan work in this boarding school. Besides, it is also possible that the students code mix Arabic while they are speaking in English, for instance, Do you have

tho’am?

Code mixing has become socially and communicatively essential. It helps us in developing and improving relationships and also enables us to adapt to any environment we are in. However, in foreign or second language learning, the use of code mixing might have a long term negative effect to the users of code mixing in learning the target language (Rebecca, 2008:4). First, code mixing may lead to loss of fluency in the target language. Second, demotivation in learning English as the students use code mixing in most of their study years. Third, it might affect the solidarity and sense of belonging among students especially between those who are very proficient in English and those who are less proficient in English.

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Council of this Islamic boarding school chose some students to be a language spy whose duty is to be a spy for the students who do not speak English or Arabic and then they give the name of the students who do not speak English or Arabic, along with the utterances they have uttered, to the Language Advicory Council of this Islamic boarding school. Later, Language Advicory Council will give punishment for those who do not speak English or Arabic and the punishment is depended on the frequency of using incorrect English or Arabic.

Hence it will be more interesting and significant if we relate the phenomena of male and female differences in language use with the phenomena of code mixing in students’ daily conversation rather than just studying about male and female students’ differences in language use.

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on language and gender, for example Norman (2006) and Pan (2011). Norman (2006) tried to find out the factors contribute to male and female differences in English language, while Pan (2011) found out the features of female language in English which is used by Chinese women.

However, in recent years, some researchers have turned away from the quest for a universal interpretation for gender-based linguistic differences, and suggested that more attention should be paid to the social constructions of gender which may take different forms across cultures and through time. Some researchers have tried to relate gender differences to the issues of sociolinguistics, especially code mixing and code switching. The chance of using code mixing are increased recently due to the emergence of globalization era in which the chances of people from different cultures and speaking different languages interact with each other are easily happen today.

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these two theories, and then we can see if male and female’s differences in linguistic aspects at global view will be the same with male and female’s differences in linguistic aspects when they are doing code mixing.

In addition, the theory on male and female’s differences in language use is found in English native speaker. Hence, this theory might not the same with other languages since each language is influenced by different culture. Besides, male and female’s differences in English language which are found in non native English might be different from those of the native English speaker one, since non native English speakers might be influenced by their own culture.

Further, this study is aimed at analyzing male and female’s differences when they mix Indonesian language into English utterances. This study will analyze linguistic aspects of Indonesian language which are inserted into English utterance based on male and female’s differences in linguistic aspects found in native English speaker. So, this study will find out the similarities and differences between male and female’s differences in language use when they are doing English-Indonesian code mixing.

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related to the linguistic aspects, kinds of insertion in code mixing and different pattern of code mixing being used as the guide to solve the problem of code

mixing.

1.2 The Problems of the Study

Based on the background of study explained above, the problems are formulated as the following.

1. What kinds of insertion are commonly code mixed by male and female students in their daily conversation?

2. What is the pattern of code mixing used by male and female students’ daily conversation?

3. What Indonesian linguistic aspects are dominantly used by male and female students in English-Indonesian code mixing?

1.3 The Objectives of Study

In line with the problems of the study, the research objectives are.

1. to describe kinds of insertion which are commonly code mixed by male and female students in their daily conversation,

2. to derive the pattern of code mixing used in male and female students’ daily conversation and

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1.4 The Scope of Study

Code mixing is divided into two kinds, inner code mixing which refers to a mixing from the original language with all the variants (standard- nonstandard) and outer code mixing which refers to a mixing from another language (foreign language).

This study will focus only on the outer code mixing which include English-Indonesian code mixing. Furthermore, the writer will analyze the dominant kinds of insertion in code mixing, the pattern of code mixing and also the differences of Indonesian linguistic features related to intensifier, tag question, lexical hedge, and expletive which are used in English-Indonesian code mixing by male and female students of Ar-Raudlatul Hasanah Islamic Boarding School in daily conversation.

1.5 The Significances of Study

The findings of study are expected to be beneficial and give contributions theoretically and practically. Theoretically, the findings of the study are expected to be additional resources for lecturers in teaching sociolinguistics, especially on gender differences in the use of code mixing.

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CHAPTER V

CONCLUSION AND SUGGESTION

5.1 Conclusion

From the data analysis and findings we can see that male and female’s code mixing in the case of English-Indonesian code mixing are different in some ways. First, although male and female students tended to use the same kind of insertion that is insertion of word, but the category of word used is different in which male students tend to use noun, verb or conjunction, while female students tend to use intensifier or tag question like lah, kan and ya.

In the case of pattern of code mixing, although the most dominant pattern which is used by male and female students is the same, that is insertion pattern, but the next dominant patterns are different in which male dominantly used alternation pattern while female students have the same frequency in the use of alternation and congruent lexicalization pattern.

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mixing in relation to the use of intensifier and tag question. While in the use of hedges, female students’ of Ar-Raudlatul Hasanah Islamic boarding school tended to use it in English.

5.2 Suggestions

In line with the conclusions drawn, it is suggested that:

1. The lecturers or teachers should teach or tell the students some English expressions for daily speaking, so the students know the correct way to express their ideas in English for daily speaking.

2. The lecturers and teachers should try to speak English correctly when in some occasion they meet their students outside of classroom, so that the students know and motivated to use correct English even for their daily communication.

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