TYPES AND REASONS FOR CODE MIXING IN GROUP
DISCUSSIONS AND PRESENTATIONS INCCU CLASS
Submitted in Partial Fulfilment
of the Requirements for the Degree of
Sarjana Pendidikan
Ifa Lusia Serevia
112011102
ENGLISH TEACHER EDUCATION PROGRAM
FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in any course
or accepted for the fulfillment of any degree or diploma in any university. To the best of my knowledge and my belief, this contains no material previously published or written by
any other person except where due reference is made in the text.
Copyright@ 2016. Ifa Lusia Serevia and Drs. Anton Wahyana, M.A.
All rights reserved. No part of this thesis may be reproduced by any means without the
prior permission of at least one of the copyright owners or the English Language Education Study Program, Faculty of Language and Arts, Universitas Kristen Satya
Wacana, Salatiga.
ACKNOWLEDGEMENTS
First I would like to thank God for the miracles, glory and strength so that only with HIS blessing, I could finish this study. Especially, I would like to thank my beloved
father, Handono Sucipto who always gives his support and always pray for me. To my mother and grandfather in heaven, thank you for your love, I still can feel your love and
your presence although you are not here. Thanks to my beloved brother, Deon Adonia who always standing beside me whenever I need him, also to my oldest brother, Avi Algadri, thank you for your support and your advice. I am also very thankful to thesis
supervisor Drs. Anton Wahyana, M.A and the examiner Maria Ch. Eko Setyarini, M.Hum for the advice, guidance, patience, and feedback so that I could finish my thesis. I am also thankful to my students‟ advisor, Maria Ch. Eko Setyarini, M.Hum who always
understands my difficulties during my study in this university. I would also thank my best friends, Nining Setyowati and Melisa Anggraini who always give their support, prayer
and even their precious time for me. Also, thank you for my boarding house friends, Agil, Dinna, Gelvi Jung, Yunita, and Eliana who always being there for me when I need them. Thanks to my close boyfriends, Faisal, Yosua, Ian, Eric H, Ryan who always make me
laugh and of course always standing by my side when I need them. I would also thank all participants who help me provide the data I needed to finish this thesis. Finally, I am so
TABLE OF CONTENTS
1. The Types of Code Mixing in Cross Cultural Understanding Class ... 17
2. The Reasons for Code Mixing in Cross Cultural Understanding Class... 23
E. CONCLUSION ... 27
REFERENCES ... 29
APPENDICES ... 31
Appendix 1 ... 31
LIST OF TABLE
LIST OF FIGURE
Figure 1 Example of Insertion in Code Mixing ... 5
Figure 2 Example of Alternation in Code Mixing ... 6
Figure 3 Example of Congruent Lexicalization in Code Mixing ... 6
Figure 4 Diagram of the Example of Insertion ... 18
Figure 5 Diagram of the Example of Alternation ... 19
TYPES AND REASONS FOR CODE MIXING IN GROUP DISCUSSIONS AND
PRESENTATIONS IN CCU CLASS
Ifa Lusia Serevia
ABSTRACT
This study investigated the types and the reasons for code-mixing used in Cross Cultural Understanding (CCU) class. The subject used in this study was students in CCU class. CCU was chosen because the students in this class are come from some different tribes such as Javanese, Chinese, and Sumbanese, so that there will be different culture between them. There was a big chance for them to mix their language when there are group discussions because they need to adapt themselves with their own culture they had. To figure out the percentage of the types of code mixing, this study used quantitative research method. Then, to figure out the reasons for code mixing, this study used qualitative research method. The data were collected through observation and interviews.The observation was done by taking some videos of the activities in the class. The data from the observation were analysed to classifythe types of code mixing according to Muysken‟s theory (2000), while the transcription of the interviews were analysed to determine the reasons for code mixing according to Hoffman‟s theory (1991). From this study, the researcher found 23 data from the observation. Out of 23 data, 6 data (26.08%) were classified as insertion, 6 data (26.08%) were classified as alternation, only 4 data (17.40%) were classified as congruent lexicalization, and 7 data (30.43%) can‟t be classified into the three categories. For the reasons for code mixing, only four out of ten reasons were proved by the data in this study namely, talking about particular topic, repetition used for clarification, because of lexical need, and for quoting somebody else.
Key Words: Codemixing, Sociolinguistics
INTRODUCTION
Nowadays, there are many people who are competent in two or more languages because they need to communicate with other people (Pamungkas, 2008). When people
switching(Wiryatmo, 2009). Moreover, when people mix their language to talk to another person, it is called code mixing (Wiryatmo, 2009). Code mixing occurs when speakers
use more than one language within one situation (Isharyanti, 2009). The phenomenon of code switching and code mixing are common in multi-language culture (Wiryatmo,
2009). The difference between code mixing and code switching is one of the most controversial issues (Sridhar, 1996). Instead of joining the debate, this research is only focused on code mixing phenomenon.
Code mixing already has become a familiar research topic among English Department students in Universitas Kristen Satya Wacana. In the previous study, there is
a discussion about an analysis of code mixing of LOOKS and CHIC magazines conducted by Dwijayanti (2012). The study is conducted to find out the types and the reasons for code mixing and also the influence of age towards code mixing; it focuses on
code mixing in written context. Another study is conducted by Dwiningsih (2011) whichdiscussesthe reasons for both code mixing and code switching in COSMOGIRL
magazines. Another study of code mixing and code switching is also conducted by Aulia (2009). She analysed the use of code mixing from a book entitled „Jakarta Undercover: Sex „n The City‟. The study also discusses about the types of code mixing and the
reasons for code mixing used in Jakarta Undercover: Sex „n The City.Another previous study that only focus in written context is conducted by Isharyanti (2009) which
discusses about code switching and code mixing in internet chatting.
This study is different from the previous studies done byDwijayanti (2012), Aulia
similar method like that of Dwijayanti (2012) and Aulia (2009) which are employfrom Muysken‟s theory for the types of code mixing but this study is focuses only in spoken
context. The subjects of the previous studies are written text (book and magazines) whereas the subject of this study is oral texts.Written texts refer to the words or phrases
found in the book and magazines which are planned, so that the writers of the books and magazines are not spontaneously mix the language. In this study, the subjects spontaneously mix their languages because of some reasons. Through this study, the
researcher is curious to find out the types and the reasons for code mixing used by students in Cross Cultural Understanding class.
In this present study, the researcher is curious to find out the types and the reasons for code mixing in spoken context used by students in Cross Cultural Understanding class. During the class there are group works and presentations that let them
spontaneously mix their languages in English and Indonesian.
Thus, the study aims to answer this two research questions:
1. What are the types of code mixing that were used by students in their presentations and group discussions in Cross Cultural Understanding course?
2. What are the reasons for code mixing used by students in their presentations and group discussions in Cross Cultural Understanding course?
phenomena. For students, this research is expected to be a valuable knowledge in terms of their learning so that they will be more aware if they want to mix their language. For
teachers, this research can be used as an additional source for code mixing studies.
LITERATURE REVIEW
Language is important for human life. The relationship amongpeople always
emerges through language and it means that they are also connected through language. The process of expressing ideas orfeelings and also giving information is called
communication (Hornby, 1995). People from different origins usually have different codes/languages when they communicate, if there are more than one code it will cause code mixing and code switching in their language use when there is communication
between them.
Code is defined as variety of languages for example the dialect of one language or
the accent of one particular language (Wardaugh, 1990). When a person switches codes, it means that s/he has to decide which words or phrases to be used (Holmes, 2001:42). Code switching occurs when a personswitches one language with another language.
However, code switching is different from code mixing. Code mixing is more about two different languages that appear in one sentence. Muysken (2000) defines code-mixing as
cases where two languages appear in one sentence which share lexical items and grammatical features from those two languages.There are three types of code mixing
into a structure from another language. The process of insertion is defined as words or phrases that are placed in a structure or a sentence in another language (see figure 1).
Figure 1. Example of insertion in code mixing
A B A
…a… …b… …a…
Muysken (2000, p.7)
In figure 1, “a” represents the phrases or words of the first language and “b” represents the phrases or words of the second language that are inserted by the speaker.
Another type of code mixing is alternation. The process of alternation is defined
as the process of one structure from one language that is placed into another structure from another language that happens in one sentence. In alternation, there are two
languages in the same grammatical and lexical level that appear in one sentence (see figure 2).
A B
…a… …b…
Muysken (2000, p.7)
In figure 2, A & B represent structures of the two languages in the utterances produced by the speakers.
The third type is congruent lexicalization. Congruent lexicalization occurs when two languages that share grammatical structure appear in one sentence.According to
Muysken (2000), congruent lexicalization may be associated with migrant groups, dialect/standard and bilingual speakers (see figure 3).
Figure 3. Example of congruent lexicalization in code mixing
A/B
Muysken (2000, p.7)
Furthermore, there is also another theory from another expert that classifies the
types of code mixing into three categories. Those three types of code mixing are classified based on the area where the language is used according to Hoffman (1991).
Those three categories namely, intra-sentential code mixing, intra-lexical code mixing and code mixing involving change of pronunciation. The process of Intra-sentential code mixing happens within a phrase, a clause or a sentence boundary (Setya, 2016). The
second type is intra-lexical code mixing. The process of code mixing in this type occurs within a word boundary (Setya, 2016). The last type is code mixing involving a change of
pronunciation. The process of this type of code mixing occurs at the phonological level. But, for the purpose of this study, the researcher employs Muysken‟s theorydescribed above. The Hoffman (1991) theory about the types of code mixing is only as the
additional theory of reference in this study.
In addition, Hoffman (1991) also stated about ten reasons of why people mix their
language. Those are, talking about particular topic, being emphatic to express solidarity, Interjection (inserting sentence and connectors), repetition used for clarification,
expressing group identity, intention of clarifying the speech content for interlocutor, because of real lexical need, quoting somebody else, to soften or strengthen command or request, to exclude other people when a comment is intended for only a limited audience.
Talking about particular topic
Sometimes we often change our language when we talks with someone. A speaker feels
free and to express his/her emotional feelings in his/her everyday language so that it is more comfortable for them.
Being emphatic to express solidarity
When someone suddenly wants to emphatic about something, s/he will switch from his second language to his/her first language. On the other hand, s/he switches from his/her
second language to his/her first language because s/he feels more comfortable to be emphatic in his/her first language rather that his/her second language.
Interjection (inserting sentence and connectors)
Interjection is words, which are inserted as a sentence to give surprise, emotion, to express feeling, ideas, or to gain attention. Code switching and Code mixing among
bilingual or multilingual people can sometimes use interjection or sentence connector.
Repetition used for clarification
When a bilingual or multilingual person wants to clarify something, it will be understood better by the listener if s/he can use both of the language (codes) that s/he masters to say
the same message.
Expressing group identity
Code switching and code mixing can also be used to express group identity. The way of
different from the other groups. In other words, the way of communication of one community is different from the people who are out of the community.
Intention of clarifying the speech content for interlocutor
When bilingual or multilingual person talks to another person who is also bilingual /
multilingual, there will be lot of code switching and code mixing occurs.That person usually uses intention to make the content of his speech can be understood by the listener.
Because of real lexical need
The most common reason for bilingual / multilingual person switch or mixing their language is due to the lack of vocabulary. When an Indonesian has a word that is lacking
in English, s/he will find it easier to say it in Indonesian.
Quoting somebody else
Sometimes, a speaker switches and mixes the language to quote a famous expression,
proverb, or saying of some well-known figures. The speaker just involves the wordsto claim the quoted person said by giving quotation marks. Those famous sayings can be
quoted in their original language.
To soften or strengthen command or request
Shifting languages can also function as a request or command. However, code mixing and code switching can also strengthen a command so thatit will be more powerful for the speaker because he can use a language that everybody cannot.
Sometimes people want to communicate only to certain people. To avoid the other peoplefor knowing their communication, they may try to exclude those people by
switching or mixing the language that nobody know.
To find out the types of code mixing in this study, the researcher uses Muysken‟s
(2000) theory. While for the reasons for code mixing, the researcher uses Hoffman‟s (1991) theory.
Recent studies of code mixing are conducted by Isharyanti (2009), Dwijayanti
(2012), and Aulia (2009). In the previous study of Isharyanti (2009), the subjectsare conversations in internet chatting from 12 male participants.From 12 participants, six
participants were from an Indonesian background and six participants were from a Latin American background. There are 20 data of conversations in Indonesian language and 20 data in Spanish that were examined. After being counted, there are 1935 lines (9113
words) of chatting exchanges from Spanish speaking participants and 1035 lines (4119 words) of chatting exchanges from Indonesian speaking participants. Actually, the most
important thing of this study is about the result of the most frequent code mixing category that was occur in the chatting. There are 35 data from Spanish speaking participants. Out
of 35 data identified, 32(92%) data correspond to the category of insertion, 3(8%) correspond to the category of alternation, and none of the data fulfil the category of congruent lexicalization. While from 66 data from Indonesian speaking participants,
lexicalization. The number of insertion data issignificantly higher than the two other types of code mixing.
Another researcher who conducted the study which uses similar theory is Dwijayanti (2012). The subjects of the study are readers‟ letterin LOOKS and CHIC magazines. In readers‟ letter of LOOKS magazines, it was found 107 analysed utterances.
Out of 107 utterances, 63 utterances (58.9%) were insertion, 29 utterances (27.1%) were alternation and only 15 utterances (14%) were congruent lexicalization. From the result
above, insertion appears to be the most frequent type of code mixing in LOOK magazine. Meanwhile, in readers‟ letter of CHICmagazines, it was found 88 analysed utterances.
Out of 88 utterances, 71 utterances (80.7%) were classified as insertion, 11 utterances (12.5%) were classified as congruent lexicalization and only 6 utterances (6.8%) were categorized as alternation. The most frequent type of code mixing occurred in readers‟
letter of CHIC magazine is also insertion.
Another research is done by Aulia (2009). The subject of the study is a book entitled „Jakarta Undercover: Sex „n The City‟. From the book, it was found 100 data of
code mixing. Out of 100 data, 51 data (51%) were indicated as insertion, and then
followed by alternation (29%) and congruent lexicalization (20%). Insertion also appears to be the most frequent type of code mixing in this study. The result is the same as the recent studies above.
are in written context. Because of that, through this present study the researcher is curious to find out the types and the reasons for code mixing in spoken context used by students
in Cross Cultural Understanding class.
THE STUDY
This following section deals with context of the study describing the method of
this research, the participants of this research, the research instruments, the procedure of doing this research, and also the data collection.
Context of the Study
The previous studies conducted by Dwijayanti (2012), Aulia (2009), Dwiningsih (2011) and Isharyanti (2009) focus only in written contexts. This study uses similar
method like that of Dwijayanti (2012) and Aulia (2009) which employs Muysken‟s theory for the types of code mixing but this study is focuses only in spoken contexts.This
study used descriptive qualitative method aiming at finding the types of code mixing that used by students in Cross Cultural Understanding class. Hence, this study would observe
the classroom activities in which each of the activity will make students mix their language. Then, the observation data will be analysed to decide which types and which reasons of code mixing occur in the class. The setting of this research is in Cross Cultural
Understanding class that were attended by students of English Literature study program. The researcherrecorded the activities in the class especially in group discussion activities
The Participants
The subjects of this research are students in Cross Cultural Understanding class
because the students in this class are come from some different tribes and origins, and also because of that there will be different culture between them. So that if there were
some discussion activities in this class, there was a big chance for them to mix their language because they need to adapt themselves with their own culture they had.In Cross Cultural Understanding class, there are about 10 students. The researcher recorded their
activities especially in their group discussions and presentations and then transcribes the recordings to classify the types of code mixing that used by the students. This research
employs English Literature students (batch of 2014).
Research Instruments
In this study, the first instrument to find the most frequent type of code mixing occurred in the class is Muysken‟s categorization of code mixing. In Muysken‟s theory,
there are three types of code mixing namely insertion, alternation and congruent
lexicalization.
The second instrument to analyse the reasons for code mixing is Hoffman‟s
theory. There are ten reasons for code mixing according to Hoffman (1991). In order to analyse the reasons of the participants in using code mixing, the researcher needs to do interviews to some of them. The questions are:
1. When was the first time you learned English?
3. Do you often mix your English with your mother language?
4. I have transcribed the recordings of your group discussions and presentations. In
the recordings you mixed your English with Indonesian language. What are your reasons for mixing your English with your Indonesian language?
Research Procedure
This research followed the procedure of study as follows. The researcher first asked permission from the lecture of the class to observe the class. While observing the
class, the researcher took some videos or recorded the presentations and group discussions. There are two types of observation: participant observation and
non-participant observation. In this observationthe researcher used non-non-participant observation because the researcher participated minimally in the research setting. By using this kind of observation, the researcher would be more focused on what was
happening and also could be able to observe fully what all the participants were doing (Dornyei, 2007; McKay, 2006). If the researcher used participant observation, the
researcher became a full member of the group that was being observed which might make theresearcher lose insight and focus on what was happening and just focused on the
activities at hand (Dornyei, 2007; McKay, 2006). After taking some videos of the discussions, the researcher needs to transcribe the recordings to be able to identify which students that mixed their language. Then, the researcher interviewed two students related
types and reasons. The last step is drawing conclusion from the discussion of the data analysis.
Rubric of observation is needed to guide the researcher to do an observation. Rubric also makes the observation easier because it is for the guide of observation.The
result will be more detail especially in terms of the particular criteria. Table 1 shows the rubric of observation.
Table 1. Rubric for observation (Zacharias, 2013)
Criteria Description
Group discussion and presentation activity
To make the opportunity for the students to mix their language
Strategies of Seating To make sure that the observer is possible
to view the entire classroom so that it will be easier to observe the class
Equipment Digital Camera, mobile phone to take
some video of the group discussion and presentation activities
Data Collection
The data of this research were taken from the observation in Cross Cultural Understanding class. The things that the researcher did first are observing and recording
class, the researcher did interview to the students. There are two subjects that had been interviewed. Then, the researcher listens to all the recordings and transcribes all the
recordings of the observation and interview. From the transcript of the observation, the researcherrandomly chose the data and analysed the data using the theory of code mixing
especially the types of code mixing. From the transcript of the interview, the researcher also analysed the data to conclude the reasons for code mixing.
Data Analysis
The data from the observation are divided into a unit of analysis of sentences. Each sentence was analysed using Muysken‟s categorization for insertion, alternation,
and congruent lexicalization.
To analyse the data, the researcher has to classify the data into which type of code mixing based on Muysken‟s theory. After the data were classified, the researcher used the
technique of percentage employs the formula of Sudjana (1996, in Setya, 2016).
The Formula:
P in the formula stands as the percentage of the code mixing used. Then, f is the
total of the frequency of code mixing (insertion, alternation, or congruent lexicalization). While n is the total sentences of code mixing from the observation. The total of the frequency of code mixing divided by the total sentences of code mixing, then the result
will be timed by 100% and the final result will be percentage (P) of the code mixing used in Cross Cultural Understanding class.
Then the researcher interviewed two students in order to know their reasons for mixing their language. The reasons for code mixing were analysed from the transcription
of the interview with two subjects of the interviewees.
DISCUSSION
The following section deals with the discussion of the data collected based on each type of code mixing according to Muysken (2000) and the ten reasons for code mixing according to Hoffman (1991).There are total of 23 data that were collected by the
researcher but only 16 (69.57%) data that can be classified into the three types of code mixing. The remaining data (30.43%) can‟t be classified.
The first part discuss about the analysis of the data collected based on the theory of Muysken (2000) about the types of code mixing namely insertion, alternation and congruent lexicalization. The first type isinsertion. Insertion is defined as phrases or
words from another language that placed in a sentence with another language. The following sentences are examples of insertion data found during the observation:
1. If you are the penyelenggara acara, you should now where the equipment should be placed.
2. In my opinion, long term orientation is something that they are really believe about something that terjadi sangat lampau and this culture has very long term orientation.
(see appendix 2 for complete data)
To make it easier to understand, the researcher gives the following diagram based on the example above. The researcher shows the diagram of example number 1:
English Indonesian language English
For example if you are the penyelenggara acara you should now where the
equipment should be
placed.
The bold italic phrases are in Indonesian words that are placed in the middle of the English sentences. In the diagram above, the element of another language, the Indonesian
phrase ’penyelenggara acara’was placed within English sentence. It can be concluded that the definition of insertion by Muysken (2000) isproved bythe data above. From 23
data, 6 (26.08%) data indicate the category of insertion.
The second type is alternation. The process of alternation is defined as the process
of two structure in different language that is incorporated as one sentence (Muysken, 2000). Muysken (2000) also view the context of code mixing in terms of the compatibility of the language. The following sentences were examples of alternation
1. On the side of the room there is word of „no smoking room‟ or‘ruangan bebas rokok’.
2. What makes it different is the existence of the deposit or in Indonesia we can say tempat penitipan barang.
(see appendix 2 for complete data)
The following diagram is the example of alternation. The researcher shows the
diagram of example number 2:
Figure 5. Diagram of the example of alternation
English Indonesian Language
What makes it different is the tempat penitipan barang
existence of the deposit or in
Indonesia we can say
The bold italic phrase is in Indonesianlanguage that is placed in the end of the English sentences. Based on the diagram above, the Indonesian phrase ‘tempat penitipan
barang’ altered the rest of the English language. The percentage of this type was the
same with the percentage of the previous type. From 23 data, 6 (26.08%) data indicate the
The third type is congruent lexicalization. This type is defined as the variation of two languages in one sentence that shares grammatical structure. The following sentences
were examples of congruent lexicalization found during the observation:
1. We are playing badminton, but then our shuttlecock nyangkut on the tree and I said, “Are we finished the game?” and then he went to mengambil a basketball and then we melempari the tree together with the basketball until the shuttlecock fall down.
2. The workers have to call the manager Bapak or Ibu and I think I see power distance in this case.
(see appendix 2 for complete data)
The following diagram is the example of congruent lexicalization. The researcher
shows the diagram of example number 2:
Figure 6. Diagram of the example of congruent lexicalization
English/Indonesian Language
The workers have to bapak or ibu and I think I
call the manager see the power
in this case.
This type of code mixing got the lowest quantity of occurrence, there are 4 data only. Actually the students only use this type of code mixing because they talk about
particular topic so that the speakers/students are more comfortable to explain or mention some particular words with Indonesian language. From 23 data, only 4 (26.08%) data
indicate the category of congruent lexicalization.
To conclude this section, the types of code mixing are presented in the table below:
Table 2. Frequency and percentage types of code mixing
Number Types of Code-Mixing Frequency Percentage
1 Insertion 6 26.08%
2 Alternation 6 26.08%
3 Congruent Lexicalization 4 17.40%
4 Not classified 7 30.43%
Total 23 100%
There are total 23 data that were collected by the researcher but only 16 data that
From 23 data, 6 data found in Cross Cultural Understanding class (26.08%) indicatethe category of insertion, 6 (26.08%) data indicate the category of alternation and
4 (17.40%) data fulfil the category of congruent lexicalization, and 7 (30.43%) data were can‟t be classified.They often use insertion and alternation because perhaps this type of
code mixing was the easiest and fastest way to use so that they can spontaneously use this type of code mixing. Regarding the remaining data that can‟t be classified into the three types of code mixing, the researcher try to look for another theory of code mixing from
another references.
There is another theory of code mixing according to Hoffman (1991). Hoffman
(1991) stated that there are three types of code mixing namely intra sentential code mixing, intra lexical code mixing and code mixing involving a change of pronunciation. The meaning of those three types of code mixing was already explained above. But this
theory is not matched with those 7 data. Some of the utterances are not in the form of full sentences, they are just in the form of phrases or words. Other data can‟t be classified
because the words or phrases used to mix the language are names ofa place in Indonesian language so that the speakers can‟t translate it into English. Those data that can‟t be
classified need to be analysed deeper using another theory of code mixing. The researcher of this study is only focus on the theory of Muysken (2000) for the types of code mixing and the theory of Hoffman (1991) for the reasons for code mixing. The complete set of
the data is available in Appendix 2.
This result is different from the previous studies conducted by Dwijayanti (2012),
code mixing occur in those three studies is insertion. In the study conducted by Dwijayanti (2012), there are 63 (58.9%) out of 107 data found in readers‟ letters of
LOOKS magazine indicatethe category of insertion. For CHIC magazine, 71 (80.7%) out of 88 data also fulfil the category of insertion. From the study of Aulia (2009), the
occurrences of insertion type were also the highest (51%). It also happens in the study of Isharyanti (2009). The most frequent type that occurs in the study is also insertion which has the percentage of 92% from Spanish speaking participants and 83% from Indonesian
speaking participants. In this study, it can be concluded that the most frequent types of code mixing which occurs in this study (oral context) are insertion and alternation. It
happens perhaps because insertion and alternation type are easier for students because they just mixed their language spontaneously.
This part discusses the reasons for code mixing.In order to know the reasons for
code mixing that happened in this class, the researcher did some interviews to some students. The interviews have been done in different time so that the answers were also
different. The questions of the interviews were about the reasons why they mixed their language in the class. Before the researcher asks about the reasons for code mixing, there
are some warm up phase questionsthat have to be asked first.
The first question is about when was the first time they learn English. First subject told that she had already started to learn English since preschool but the course more
developed when she was in elementary school until Senior high school. In the other hand the second subject told that she also started to learn English from the first grade of
yet for the first grade in her elementary school. Then, the second question is about what are their difficulties at the first time they learned English. According to the first subject, it
was difficult to memorize the vocabularies and pronunciations. The second subject has the same answer with the first subject. The secondsubject also has the same difficulty in
memorizing the vocabularies and pronunciations. It came up to the impact of mixing the language spontaneously. The researcher concluded that in the class (CCU class), the subjects often mix the language especially when she was nervous or in a hurry. This
conclusion will be strengthened by other statements of the answers for the next questions.
The third question is about how often they mixed their language. First subject said
that she often mix her language usually when she is nervous or she has a word that is lacking in English she spontaneously mix her language with Indonesian language. Besides, the second subject said that she had rarely doing code mixing because the
lecture always helped her to correct her speech when she mixed her language.
Then, finally after all the warm up phase questions, the next question is about
what are their reasons for mixing their English with Indonesian language. The researcher use the reasons for code mixing according to Hoffman (1991), there are ten reasons of
why people mix their language.
The first subject answered that she sometimes mixed her language because it just happens spontaneously when she was nervous and do not know the word she want to say
in English so that she just say it in Indonesian. The first subject also said that she often mixed her language to express her feeling for example when she is talking with her close
different language.The researcher concluded that the first person mixed her language because of lexicalneeds and also because she talked about particular topic.The reason of „real lexical needs‟happens when someone has a word that is lacking in English. In such
situation, s/he will find it easier to say it in Indonesian or their mother language.
Then, the second subject has different reasons for this question. She said that she mixedher language for clarification because she thought maybe there were some students that had different perceptions and by doing code mixingit will be understood better by the
listener. The second subject also said that she also mixed her language when she quotes an Indonesian proverbs or words from historical person.The researcher also concluded
this answer as the reason of doing code mixing as the repetition used for clarification and quoting somebody else. The reason of using repetition for clarification happens when a person wants to clarify his speech so that there was no different perception about what
s/he said. The switch of quoting proverb or quoting somebody else is just for the set of quotation marks because those famous expressions or proverbs can be quoted just in their
original language.
From all those participants‟ answer, the researcher concluded that there are only
four reasons of Hoffman (1991) theory that are matched with the reasons for code mixing used by students in Cross Cultural Understanding class. Those four reasons are; talking about particular topic, repetition used for clarification, because of lexical need, and
quoting somebody else. The researcher also asks about the remaining reasons of Hoffman‟s theory to the interviewee. The first subject answer that she rarely mixed her
familiar to her everyday life for example the reason for soften or strengthen request or command, she said that she never mixed her language to give command to somebody that‟s why she said that those six remaining reasons were not familiar to her everyday
life. The second subject said that maybe she was ever mixed her language for one or two
of those remaining reasons but it is not really as frequent as for another four reasons above.
Based on ten reasons for code mixing according to Hoffman (1991), only four
reasons were proved by the data above. Those four reasons are; talking about particular topic, repetition used for clarification, because of lexical need, and for quoting somebody
else. This result is different from the previous study conducted by Dwijayanti (2012). In the study, there are nine reasons out of ten reasons (omitting the reason for expressing group identity) are proved by LOOKS respondents. While CHIC respondents chose only
eight out of ten reasons (omitting the reasons for repetition used for clarification and expressing group identity). Whereas in this study, the participants only chose four out of
ten reasons for code mixing. It happens maybe because of the different context of this study with the study conducted by Dwijayanti (2012). In written context, it is not needed
to use the reason for code mixing of using repetition for clarification because if the readers need clarification/better understanding, they just have to read it again by themselves. It is different from this study which is in spoken context. When the listeners
CONCLUSION
This study is aiming at providing an additional overview of code mixing
phenomena and alsoto make the readers know the types of code mixing. In the previous discussion, the researcher already analysed the data from the observation and interview.
CCU class were selected to be observed by the researcher and there are two participants that were interviewed.
From the data observation, the researcher could answer the first question about
the most frequent types of code mixing that were used by students in CCU class. The researcher concludesthat most of the students in Cross Cultural Understanding class use
insertion and alternation types of code mixing when they mix their language and the rest use congruent lexicalization type.
For the second research question, the researcher collected the data from two
subjects to be interviewed. From the answer of the first subject, the researcher concludes that the reasons arecaused by lexical needswhen talking about particular topics. Besides,
the second subject mixed the language when she clarified information and when she quoted an Indonesian proverbs or words from historical persons (famous people). The
researcher concluded that four out of ten reasons according to Hoffman (1991) are proved, because most of the students in Cross Cultural Understanding class said that they mixed their language for those four out of ten reasons. Those four reasons are talking
The result of this study is that insertion and alternation type are often used by students in CCU class because probably in some particular situation or because of some
reasons according to Hoffman (1991) that are proved in this study, it is easier to use those two types of code mixing.
This research cannot be generalized to all students of English Literature study program or even to all CCU class because the data that were collected in this study are limited. If the study is conducted with different class or different students from another
study program, the result could be different. It is suggested that for further research to use a larger number of participants to gain more data or information about code mixing
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APPENDIX 1
Transcript of the Observation
Video 1
When: Thursday, June 16, 2016 Where: F Building, room 212
Topic: Six Dimensions Model of National Culture in some place of Campus
area
Amanda : Rumah Noto located in a higher place than the other building in the campus. So, there are power distance, for example let‟s say
when you have another class or you need places to wait for
someone and relax, you will not come to Rumah Noto which is you have to come to the higher place and just wait there.
Indah : May be some students will prefer to wait in GAP (Gedung
Administrasi Pusat) or even when we have to do our group homework for example, we prefer to do the homework in library or
faculty building rather than in Rumah Noto.
Video 2
When: Thursday, June 16, 2016 Where: F Building, room 212
Topic: Six Dimensions Model of National Culture in some place of Campus
Amanda : If you are the penyelenggara acara, you should now where the equipment should be placed.
Lecture : Okay, so for the Cafe Rindang group
Dani : Kafe Rindang sir
Lecture : Okay, is there power distance in the cafe? Dani : Between the buyers and the seller.
Lecture : Are the buyer control the seller Dani : Yes because the buyer is the King.
Lecture : Okay, when the buyer comes to order, are they serving the customer? I think the seller just busy with their hand phone.
Dani : Yes, that is true.
Video 3
When: Thursday, June 16, 2016 Where: F Building, room 212
Topic: Six Dimensions Model of National Culture in some place of Campus
area
Lecture : Okay for Rindang cafe, which one do you think has the indulgence?
Lecture : Are there fast food in the cafe? Soraya : Fast food and prasmanan food.
Video 4
When: Thursday, June 23, 2016 Where: STIBA Building, room 203
Topic:The discussions about Six Dimensions Model of National Culture
based on the students experience after talking and doing some activities with
some native English people (Lecture’s family and friends)
Lecture : Okay Anjas tell me about what you have.
Anjas : We are playing badminton, but then our shuttlecock nyangkut on the tree and I said, “Are we finished the game?” and then he went
to mengambil a basketball and then we melempari the tree together with the basketball until the shuttlecock fall down. I called it collectivism.
Lecture : Okay, that is collectivism.
Video 5
Topic: The discussions about Six Dimensions Model of National Culture
based on the students experience after talking and doing some activities with
some native English people (Lecture’s family and friends)
Indah : When I come, she said, “Let‟s play!” Lecture : Is it about high power distance?
Indah : Ya, and when I‟m not following her, she didn‟t want to play with me again and even she didn‟t want to talk to me.
Lecture : High power distance is about separation.
Indah : Ya, but suddenly she talk to me and mengajakI mean invite me to play again.
Video 6
When: Thursday, July 21, 2016 Where: F Building, room 515
Topic: The Presentation about Six Dimensions Model of KFC Restaurant in
Salatiga
Amanda : There are some information in the KFC restaurant. On the side of the room there are words of „no smoking room‟ and beside the words there are words of „ruangan bebas rokok‟. When you enter the restaurant, there are words of„open‟ and also „buka‟ and „close‟
In the menu of KFC there is a price under the picture that you want to buy but there is no information about the 10% tax. So in KFC I
think some of the customer will be a little bit surprise when the bill was more expensive than the price on the menu because they have
to pay for 10% for the tax.
In my opinion, long term orientation is something that they are really believe about something that terjadi sangat lampau and the culture has the very long term orientation.
Video 7
When: Thursday, July 21, 2016 Where: F Building, room 515
Topic: The Presentation about Six Dimensions Model of National Culture in
ACE Hardware Company in Semarang
Caesar : The existence of the name tags are for example this side is for the
needs of the dapur or this side is only for tools or power tools and it is well organized. What makes it different is the existence of the
deposit or we can say in Indonesian tempat penitipan barang. The deposit is placed near the cashier in the entrance door.
There are small size merchandise like for example car perfume,
chamois or we can say in Indonesian lap mobil.
When: Thursday, July 21, 2016 Where: F Building, room 515
Topic: The Presentation about Six Dimensions Model of National Culture in
Laras Asri Hotel Salatiga
Indah : For the uncertainty avoidance, the hotel has GRO. GRO is Guests Relation Officer. GRO (Guest Relation Officer) can gives the instruction to the guests about how is this room is used, or how to
turn on the listrik in this room because the hotel do not use manual key but they use card key to turn on/off the electricity. In every
room also have instructions so you are able to understand how the things in that room can be used for, for example the instructions of the comb hair, toothbrush, soap and shampoo and you can use it
well.
Video 9
When: Thursday, July 21, 2016 Where: F Building, room 515
Topic: The Presentation about Six Dimensions Model of National Culture in
Dwiki : I will tell you about the menu of this restaurant. The menu itself divided into three, the first one is appetizers, and we can buy toast.
The second is the main course, we can buy nasi goreng, spaghety, or ayam goreng, and for the dessert there are ice cream or banana split and etc.
Video 10
When: Thursday, July 21, 2016 Where: F Building, room 515
Topic: The Presentation about Six Dimensions Model of National Culture in
Alfamart Store Salatiga
Dani : What is the difference between Alfamart and Traditional style store or we can say toko kelontong?I think the difference is really tipis.
For the power distance dimension. Once a week or once a month, the employees and the HRD (Human Resources Development)
were doing some briefing. In the briefing, the HRD give the employees some nasihatfor the better performance of the employee and also the store.
their website, can you give me the example of the collectivism if there is collectivism.
Dani : I think the collectivism is the team work of the employees.
Transcript of the Interview
Interview 1
When: Thursday, July 28, 2016 Where: F Building
Topic: Interview about the reasons for code mixing
Between the Researcher(R) and I (the initial of the first subject).
R : Oke kita mulai ya..
I : oke
R : Gausah tegang ya, tenang aja, di jawab secara natural dan apa adanya aja ya..
I : Oke kak.
R : Oke yang pertama, kamu kapan pertama kali dapat belajaran bahasa Inggris ?
I : Dari masuk Tk sudah di ajari, tapi untuk pengembangannya banyaknya lebih ke SD sampe SMA ya.
(She starts to learn English since preschool but the course was flourished when she is in elementary school until Senior high
school.)
R : Oh I see, terus apa kesusahannya waktu baru belajar bahasa inggris trs kesusahan di bagian apa?
(What are your difficulties at the first time you learned English?)
I : Kalo lebih susah itu bagian mengahafal vocabulary dan
pronunciationnya. Nah because of those difficulties, sometimes aku mix the language with Indonesian spontaneously.
(The difficulties were memorizing the vocabulary and
pronunciation and because of those difficulties sometimes I mix the language with Indonesian.)
R : Waktu pertama kalian masuk di fakultas bahasa inggris kesusahannya apa, komunikasi sama dosen atau adaptasi dengan
teman, kenapa?
I : Waktu baru masuk itu kaget karena sistemnya beda dengan waktu saat masi SMP dan SMA. Tapi seiring dengan berjalannya waktu
bisa mengikuti.
(At the first time it was quiet difficult for her to adapt in this
college because almost every system in the college was not as simple as in junior or senior high school, but as time passed by, I‟m enjoy learning in this college.)
R : Waktu pertama kali presentasi, apakah sering melakukan code mixing?
(At the first time you do your presentation, did you often mix your English with your mother language?)
I : Iya sering kalo mix bahasa karena nge blank atau secara spontan
mix bahasa karena tidak tau vocab dalam bahasa Inggris nya.
(I often mix my language usually because I was nervous or I didn‟t
know some words in English so that spontaneously I will mix my language with Indonesian.)
R : Kasih alasan yang lebih spesifik lagi dong kenapa kamu sering campur-campur bahasa kamu terutama waktu presentasi. (Can you give me more specific example of why you oftenly mix your
I : Iya sering banget kalo presentasi terus bahasanya campur pake bahasa Indonesia karena aku biasanya sering lupa mau ngomong
sesuatu tapi lupa bahasa Inggrisnya apa jadi aku mix pake Indonesia.(I often mix the language because usually I have some
words that is lacking in English so that it will be easier to say it in Indonesian.)
R : Okay, berarti karena lacking in English ya sometimes. Okay is
there any other reasons? (Okay, it is because of you are lacking in English. Okay is there any other reasons?)
I : Emmm… apa ya kak, oiya biasanya saya kalo lagi presentasi terkadang saya campur pake bahasa Indonesia untuk mengekspresikan sesuatu yang saya rasakan supaya feelingnya
didapatkan oleh students yang lain. Contoh lain mungkin kalo lagi sama teman-teman saya ngobrol biasa saya mix juga pake bahasa
inggris biar cerita kami lebih seru. (Usually when I have to do the presentation sometime I mixed my language to Indonesia language
to express what I feel so that the students also can feel it. Another example when I was talking with my close friends usually I mixed my language with English to make it fun.)
I : Yes kak you‟re right.
R : Okay, so that‟s all I want asks you Indah, thank you for your
time.
I : Okay you‟re welcome kak.
Interview 2
When: Thursday, July 28, 2016 Where: F Building
Topic: Interview about the reasons for code mixing
Between the Researcher(R) and A (the initial of the second subject).
R : Oke kita mulai Amanda
A : Oke kak
R : Di jawab secara natural dan apa adanya aja ya..
A : Iya
R : Oke yang pertama, kamu kapan pertama kali dapat belajaran
bahasa Inggris ?
A : Kalo formalnya di sekolah itu SD kelas 6 tapi aku sudah belajar dari kelas 1 SD tapi informal seperti kursus les gitu. (She learn
English from the first grade of elementary school but in informal course because at that time English was not available yet for the
first grade in her elementary school.)
R : Oh jadi ikut les dulu ya, terus apa kesusahannya waktu baru belajar bahasa inggris trs kesusahan di bagian apa?
(Oh, so at first time you learn English in informal course, and what are your difficulties at the first time you learned English?)
A : Kalo aku di bagian menghafal vocabularinya, karena vocab kan banyak banget jadi seringnya lupa. (It is difficult to memorize the vocabulary because the vocabulary were so many.)
R : Waktu pertama kalian masuk di fakultas bahasa inggris kesusahannya apa, komunikasi sama dosen atau adaptasi dengan
teman, kenapa?
(Is it difficult to adapt with the people in this faculty? (With
lecturer, friends) Why or Why not?)
A : Culture shocknya karena dapat tugas setiap hari sedangkan di sekolah tidak setiap hari dapat tugas. Kalo materi tida begitu susah
assignments was given every day which was really different when she was still in the school.)
R : Waktu pertama kali presentasi, apakah sering melakukan code mixing?
(At the first time you do your presentation, did you often mix your English with your mother language?)
A : Tidak banyak mix bahasanya karena kalo ada yang mix bahasa
dibantu oleh dosen untuk membenahi kata-kata yang di campur atau di mix tadi jadi setelahnya lebih jarang mix bahasa lagi. (Not
really, because when I mix the language, the lecture will help me to correct the words or phrases, so that after that I rarely doing code mixing.)
R : Tadi kamu bilang tidak sering campur bahasa kalo lagi presentasi karena ada dosen yang membantu, nah aku mau tanya kalo kamu
mencampur bahasa kamu pake Indonesia itu biasanya seringnya karena sebab apa? (You said before that you did not often mix your
language, but can you tell me what your reasons are when you mix your language?)
A : Kalo lagi mix bahasa itu biasanya supaya make it clearer aja si,
pendengar lebih ngerti about my topic gitu. Oiya sama satu lagi aku sering mix language untuk mengutip kalimat dari historical
person gitu contohnya mungkin peribahasa atau kata-kata pepatah misalnya. (Usually I mix my language to make it clearer and also
for the clarification because sometimes there are people who have different perception so that I want to make the listener understand about my topic. Another reasons is when I have to quote some
words from historical person for example proverbs).
R : Okay so it is for clarification and also sometimes for quoting somebody else. Okay Amanda, that‟s all I want to ask you thank
you for your time.
21 There is Rindang atas and Rindang bawah, in Rindang bawah is allowed to smoking and in Rindang atas is not.
√
22 Fast food and
prasmanan food. √
23 Ya, but suddenly she talk to me and mengajakI mean invite me to play again.
