C. Discussion
2. The Forms of Code-Mixing a. Insertion
in the middle of the statement without pausing, hesitating, or breaking to indicate a change that reflects the switching.
C : C’mon عامتجا! C’mon as soon as possible. C’mon, endi iki kok gak onok wonge. Already all?
C : Okey, tonight we have a celebration of our prophet’s birthday and santri day, isn’t it?
C : So, for the dress code you can wear gamis and for the colour up to you, but you may not wear gamis that over all model, do you understand guys?69
A : How much do you need?
A : Where is your book before?
A : Kok bisa hilang seh? Makanya barangmu itu keep it well.
A : Just keep this book well, awas kalo hilang lagi!70
The type of code-switching used in extracts 23 and 28 were based on the italicized sentence and included intra-sentential switching. Intra-sentential switching occurs when one clause or sentence is in one language, and the next clause or sentence is in a different language without any pause. As can be observed from extract 23, "endi iki kok gak onok wonge" is a sentence in Javanese, but the speaker seamlessly moves to another language in the next sentence.
2. The Forms of Code-Mixing
belong to word insertion because speaker inserted words that is “meeting”,
“dirty”, and “clean” in their utterance. The words is English. “meeting”,
“dirty”, “clean” include part of speech but different classes. “meeting” is verb and “dirty” and “clean” are adjective.
2) Phrase Insertion
“Lahh kan aku never borrow kerudung yayasan! Kapan aku pinjam?”72
From data above, the word “never borrow” comes from an English phrase that the speaker used in her code-mixing. The word “never” and “borrow” have their own function and their meaning. But when these two words used together, these two words will shape a phrase.
3) Hybrid Insertion
“Wait-wait tak ceritani sek, mau aku ngupload foto kan, eh Abid ngelike fotoku, ihhh senang aku.”73
In data 7 found dua inserts hybrid insertion in the conversation above.
Hybrid insertions "ngupload" and "ngelike" were found. "ngupload" comes from the English word "upload" and the addition of the Indonesian prefix
"nge." Likewise, the term "ngelike" comes from "nge-like." The researcher assumed that the speaker spoke in that way because she preferred using "ng- upload" or "nge-like" to "mengunggah" or "menyukai," respectively. And the word "ng-upload" and "nge-like" is more familiar to students.
4) Word Reduplication
“Wait-wait, ngko gowoen nang kamar yo.”74
72 Ibid, data 26, p.
73 Ibid, data 7, p.
74 Ibid, data 33, p.
The speaker requested a friend to wait for him to give detergent based on the data above. In his speaking, he uses both Indonesian and English. The speaker duplicates English's "wait" to produce "wait-wait". Therefore, word reduplication in this data includes the italicized term.
5) Idiom Insertion
“Terserahku yo. Delok seh! Halah ngene tok ae easy peasy lemon squeezy.”75
In this extract, the speaker said that her friend's task was easy but in different words. She uses idioms in saying it. "easy peasy" is an idiom that means to express something very easily.
b. Alternation
The following example is alternation used by student and committee in their conversation.
C : .ايه ايه ,عامتجا C : Hurry up please!
C : Mboh Mbak Day76
In data 3 above, an committee called the students to gather. On the first call, he used Arabic, which then switched to English and followed by answering a student's question in Javanese. In this case, the utterances are only in the form of clauses, and each clause uses a different language. So the data above is included in the alternation category.
S1 : Where is my slipper?! Hihh, my slipper lo gak onok riz!
S1 : I put in the usual place, hee my slipper dighasab, kah arek-arek iki gak duwe aturan.77
75 Ibid, data 31, p.
76 Ibid, data 3, p.
77 Ibid, data 18, p.
From the data above, it can see is that a student is looking for his sandals which are not there. When asking a friend, he used English and following a statement in Javanese. As for the utterances that are spoken in the form of clauses for each different language. Words in italics are in English.
c. Congruent Lexicalization
“Wait-wait tak ceritani sek, mau aku ngupload foto kan, eh Abid ngelike foto-ku, ihhh senang aku.”78
In data 7 above, the word "photo" founded in Indonesian. Where in the sentence above, there is code-mixing between English and Indonesian. Where the words "foto" (Indonesian) and "photo" (English) have the same sound (homophone) and the same meaning.
“So, for the dress code you can wear gamis and for the colour up to you, but you may not wear gamis that over all model, do you understand guys?”79
Just like the previous data, in data 23, a word is found that has the same sound and meaning. The term "model" in Indonesian and English also has the same writing.
S1 : Mbak Salwa pean duwe detergent tah? Aku pengen jaluk mbak.
S1 : Mbak Ais duwe detergent tah?80
In the data above, a student wants to ask his friend for "detergent." The word "detergent" is congruent lexicalization because it has the same sound and meaning for writing in Indonesian as "detergen" and "detergent" in English. If English, the last letter uses "t" then it is not in Indonesian.
78 Ibid, data 7, p.
79 Ibid, data 23, p.
80 Ibid, data 33, p.
3. Factor of Code-Switching and Code-Mixing a. Talking a particular topic
S1 : Hee kalian ngerti masalahe arek e tah?
S2 : Gak eruh e. Why emang?
S1 : They find out mbobol to Surabaya. They run away to Surabaya and then Gus Yahya meet them. Finally they are on problem in kesiswaan.
S2 : Terus-terus, how?
S1 : Come out from kesiswaan they crying-crying.81
The speaker initially asked about the problem happening to a friend in Indonesian, and it turned out that his friend responded that he did not understand the problem. Then the speaker began to tell the story using English with the statement, “They find out mbobol to Surabaya. They run away to Surabaya and then Gus Yahya meet them. Finally they are on problem in kesiswaan.” It can be concluded that the data above is included in "talking about a particular topic". The researcher thinks that speakers are more comfortable telling problems that occur in English because it is like a secret problem.
b. Being emphatic about something
…
S : Sure? Mbak aku lo mau kumpulan orda.
C : I don’t care, just clean it!
S : Hoalah mbak mbak, so sad.82
In data 12, an committee asked the students to go to roan immediately (roan is a term in Islamic boarding school which means community service in any case, including cleaning). A student just found out that he was a member who had to roan, even though he was going to attend an orda (regional organization) meeting.
He tells the committee that there is a meeting, and the committee doesn't care about
81 Ibid, data 24, p.
82 Ibid, data 12, p.
the reason. The student empathizes with himself with the statement, "Hoalah mbak mbak, so sad". The italicized word indicates empathy for something.
c. Interjection
S1 : Where is my slipper?! Hihh, my slipper lo gak onok riz!
S2 : Where do you put?
S1 : I put in the usual place, hee my slipper dighasab! kah arek- arek iki gak duwe aturan.83
Interjections express emotions such as joy, delight, surprise, or disgust.
In data 18, the sentence "Where is my slipper?! Hihh, my slipper is not onok Riz!"
The researcher thinks the speaker uses interjection to express his annoyance because his sandals are not there. So, the reason the speaker changes the code in this quote is interjection (inserting sentence fillers or sentence connectors).
d. Repetition used for clarification
C : Don’t lose this kitab, because it’s requirements to follow the diniyyah exam. Just keep it well!
C : Jika kalian menghilangkan kitab ini, kalian tidak akan bisa mengikuti ujian, apakah kalian paham?84
From the quote above, it can be seen that "Don't lose this book, because it's requirements to follow the diniyyah exam." repeated in Indonesian to "If you lose this book, you will not be able to take the exam." The speaker uses English words and then clarifies his statement using Indonesian. In addition, the researcher assumes that this repetition is used to explain what has been said and to strengthen or emphasize a message. So the reason the speaker changes his language is because of the repetition used for clarification.
e. Intention of clarifying the speech content for interlocutor
83 Ibid, data 18, p.
84 Ibid, data 15, p.
S1 : Where is my slipper?! Hihh, my slipper lo gak onok riz!
S2 : Where do you put?
S1 : I put in the usual place, hee my slipper dighasab, kah arek-arek iki gak duwe aturan.85
In the data above, a student is looking for and asking in English about the whereabouts of his sandals which are not where he usually puts them. He replaces his speech with Indonesian to make listeners understand that his sandals are not there. Using Indonesian, the speaker hopes that the listener will immediately understand what he means. So, this data includes the intention of clarifying speech for the interlocutor.
…
C : Kok bisa hilang seh? Makanya barangmu itu keep it well.
S : I don’t know mbak.
C : Just keep this book well, awas kalo hilang lagi!86
In the conversation above, it can be seen that a committee is advising students because they are not missing. The caretaker said, "Just keep this book well.
Watch out if it gets lost again!" in the first sentence, the committee uses English and is followed by Indonesian. It can be seen that the committee changed his speech from English to Indonesian to make the student understand and be clear about what she was saying.
f. To soften or strengthen sequest or command
“C’mon عامتجا! C’mon as soon as possible. C’mon, endi iki kok gak onok wonge. Already all?”87
From the data above, it can be explained that a committee calls students to gather, but the students do not come together. The committee addresses the students
85 Ibid, data 18, p.
86 Ibid, data 28, p.
87 Ibid, data 23, p.
in English and inserts Arabic in the form of "C'mon عامتجا! C'mon as soon as possible." because the students did not come together, the committee finally strengthened his call with a Javanese satire "endi iki kok gak onok wonge". The researcher thinks that by using Javanese, the speaker can strengthen his orders.
61 CHAPTER V
CLOSING
This chapter presents two parts, namely, the conclusion and suggestion. The conclusion is drawn after getting research findings and data analysis. Whether the suggestion includes some developments based on the investigation, those are described below: