Based on the results of interviews on 28 October - 01 November 2022 and observations on 23-25 October 2022, which the researcher conducted at the As-Sa'idiyyah 2
Islamic Boarding School, the following is an explanation of the data obtained by the researcher.
1. Pattern of Code-Switching and Code-Mixing
Based on the interviews conducted, the researcher obtained data about the use of code-switching and code-mixing. Interviews were conducted from 28 October – 01 November 2022 with five informant. The selected informants have different positions.
The interview data showed that the five informants thought that using foreign languages, especially English, was going quite well. The foreign language used is not only English but also Arabic. In addition to foreign languages, local languages, namely Javanese Krama, must be used on certain days.
The five informants also argued that code-switching and code-mixing phenomena often occur. The code-switching that is usually done is the type of intra- sentential code-switching according to the five informants, and four of them added tag code-switching as the type of code-switching that is often done. Apart from code- switching, code-mixing is also often done, and insertion and alternation types of code- mixing are the types that are often used, according to the five informants.
Besides interviews, the researcher collected data through observation which was carried out on 23-25 October 2022. The data collected was the daily conversations of students and committee. In collecting data, the researcher observes the process of the conversations while simultaneously noting or recording these conversations. Researcher become "observes as participants," so some conversations researcher have with students or committee become the data obtained. After making observations, the researcher collected, wrote, and transcribed the conversations that who had been obtained.
Based on the observations that researcher found in the research. The researcher found some information about code-mixing and code-switching by students and
committee in the process of daily conversations according to the objects of observation, namely as follows:
Table 4.1 The Utterance Code-Switching and Code-Mixing Made by Students and Committee in daily Conversation
No Category Frequency Precentages
1 Code-Switching 22 42%
2 Code-Mixing 31 58%
Total 53 100%
Table 4.1 shows the percentage of code-mixing and code-switching students and committee use in their daily conversations. The table shows that code-mixing is dominated by 58% compared to code-switching, which only 42% occurs in everyday conversations. However, each category is classified by type. Here are the table types of code-switching and code-mixing carried out by students and committee.
Table 4.2 The Precentage Code-Switching Made by Students and Committee in daily Conversation
No Type Frequency Precentages
1 Tag Code-
Switching 8 36%
2 Inter-Sentential
Code-Switching 3 14%
3 Intra-Sentential
Code-Switching 11 50%
Total 22 100%
Table 4.3 The Precentage Code-Mixing Made by Students and Committee in daily Conversation
No Type Frequency Precentages
1 Insertion 16 52%
2 Alternation 12 39%
3 Congruent
Lexicalization 3 9%
Total 31 100%
Based on the table shows the percentage of code-mixing and code-switching in class. As previously explained, code-switching is dominated by 50% intra-sentential code-switching, 8% tag code-switching, and 3% Inter-Sentential code-switching. Then code-mixing was defeated by 52% insertion, 39% alternation, and 3% congruent lexicalization.
2. Factor of Code-Switching and Code-Mixing
Based on interviews conducted, the researcher obtained data about the factor of code-switching and code-mixing. The following are the results of interviews with researcher and informant. The first informant, Riza Novia Saptania, has a position as a committee and teacher. She said that the factors that caused code-switching and code- mixing were several factors. She mentioned three factors: limited vocabulary, interlocutor, and punishment. As for Alfina Ni'matul Firdaus, who has the same position as Rizka as a committee and teacher, she believes that three factors cause the occurrence of code-switching and code-mixing, namely, limited vocabulary, rarely speaking English, and circumstance. The factor of this situation can be from any point of view, the interlocutor, and others.
The third informant has a position as a committee and student. Her name is Religina Jayanti. She believes that four factors of code-switching and code-mixing occur in As-Sa'idiyyah 2 Islamic boarding school: time reaction and errors, delayed speech, limited vocabulary, and respect for the committee. The last two informants were Lily Anisa Fitri and Alvia Nuraehmatin Naswa, who were students. Both of them argue that the factor of code-switching and code-mixing is the limited vocabulary. Lily adds a factor because there is a punishment for not using a foreign language. So, the five informants have the same argued the cause of code-switching and code-mixing is the limited English vocabulary of students and the committee.
In addition to interviews, researcher found code-switching and code-mixing factors that occurred at the As-Sa'idiyyah 2 Islamic boarding school from the results of observations. From the factor theory explained in chapter 2, there are ten factors of code-switching and code-mixing. But in the observation results, the researcher only found six factors causing code-switching and code-mixing at the As-Sa'idiyyah 2 Islamic Boarding School. The following are the factors, talking a particular topic, being emphatic about something, interjection, repetition used for clarification, intention of clarifying the speech content for the interlocutor, and to soften or strengthen a request or command. As for the factors that were not found, there were four: quoting somebody else, expressing group identity, because of real lexical need, to exclude other people when a comment is intended for only a limited audience.