an analysis of code mixing used by lecturer in csoss cultural

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AN ANALYSIS OF CODE MIXING USED BY LECTURER IN CSOSS CULTURAL UNDERSTANDING CLASS

(A Study of the third year at STKIP PGRI in academic year 2014/2015) Oleh:

Fajriatul Chaira*)

**) Siska dan **) Abriyenti Staff Pengajar Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat

ABSTRAK

Penelitian ini bertujuan untuk mengetahui code mixing (campur kode) yang digunakan oleh salah satu dosen didalam kelas. Dalam penelitian ini, peneliti manganalisa tipe berdasarkan teori Musyken (2000: 4) dan alasan campur kode berdasarkan teori Hoffman dalam Pardede dan Kisno (2012:131) . Campur kode Ada tiga bentuk code mixing yaitu: insertion, alternation dan congruent lexicalization. Peneliti juga ingin mengetahui alasan mengapa dosen menggunakan campur kode dalam mengajar dalam kelas. Metode yang digunakan adalah metode padan. Hasil penelitian menunjukkan bahwa, penggunaan tipe campur kode insertion adalah sekitar 77,8% atau 14 ujaran. Selain itu pada tipe campur kode alternation adalah sekitar 11,1% atau 2 ujaran. Pada tipe congruent lexicalization ditemukan sekitar 11,1% atau 2 ujaran. Pada hasil wawancara dan analisa peneliti terhadap alasan penggunaan campur kode yang digunakan dosen mata kuliah Cross Cultural Understanding dapat ditemukan bahwa alasan penggunaan campur kode karena berbicara dalam topik tertentu sekitar 11,1%

, mengutip sekitar 5,6%, empati sekitar 27,8%, alasan karena penggunaan penyelaan sekitar 5,6%, alasan karena pengulangan kata sekitar 38,8%, dan alasan karena menjelaskan isi pembicaraan sekitar 11,1%. Dari hasil penelitian pada tipe-tipe campur kode tersebut, dapat disimpulkan bahwa dosen yang mengajar mata kuliah Cross Cultural Understanding lebih banyak menggunakan campur kode pada tipe insertion ketika mengajar didalam kelas. Selain itu alasan penggunaan campur kode yang digunakan dosen lebih banyak ditemukan pada pengulangan kata dan empati

Keywords: Code Mixing, Types, and Reason

*) Penulis

**) Pembimbing

2 INTRODUCTION

Code mixing is well known as the bilinguals’ characteristic of speech in society life. They will understand about what they mean each other without difference opinion to mix a language.

According to Wardhaugh (1992: 108), code mixing is often used by bilinguals, primarily as solidarity marker. Code mixing generally happens when the speaker is able to speak more than one language. The speaker combines some elements of language with their mother language or the language which is commonly used in his/ her community. Those elements usually come from a language which is applied in written and spoken like French, English and other.

Code mixing can be found almost everywhere in our daily life. It occurs in many surrounding like information of technology, industry, broadcasting, at home, at campus and at school. For instance, some of students mix their language when they are talking something to their friends, teachers or some of public figure. In addition, the lecture mixes her/ his language when she/ he explain the material to their students in class, especially in cross cultural understanding class.

Cross cultural understanding is one of class in college that it describes or study about culture, habit, and custom of the people in other countries to the students.

Besides, this class is useful for students to get information if they want to continue their study in the overseas. Then, the students will be easy to communicate with the people in there. So, the students will not shock in that different culture.

In teaching learning of cross cultural understanding class, the lecturer needs a way to make the students understand about the explanation this class.

It is difficult for the students if the lecturer explains it in fully English. So, the lecturer should mix her/ his language as one of way to get understanding for the students.

According to Vyas and Patel (2009: 311), code mixing can be useful for teaching purposes. It means that, the lecturer need uses code mixing in teaching learning, especially in cross cultural understanding class. Then, the lecturer uses some

languages in explaining one material in one topic. Not only in part of explaining material, code mixing can used in doing communication in class between lecturer and students too.

The description above also happens at STKIP PGRI West Sumatera Padang, a campus located in Gunung Panggilun Padang, which the most of lecturers or students mix their language in teaching learning process. Especially in English department, the lecturers and students should use English language also in teaching learning process. In fact, the lecturers and students often insert another language in their utterances. This occurs because the lecturers and students are multilingual. Besides, using code mixing is one of way to make the interaction in the classroom be easy between lecturers and students.

Using code mixing was found in one of cross cultural understanding lecturer utterances at STKIP PGRI. Based on the researcher’s observation, the lecturer mixed her language when she explained the material in the class. The lecturer used English then insert Indonesian language to change difficult words in explaining the material. This way might be able to make the students to get more understanding about what the lecturer said or what the ideas of some materials.

REVIEW OF THE RELATED LITERATURE

Definition of Code Mixing

Code mixing consists of linguistic study that incorporates material from a second language into a base language. Most of speakers use code mixing to reduce the ambiguity of words or situation when do conversation and discuss something to opposite speakers. If a speaker uses a word or phrase from another language, the speaker has mixed not switch. But if one clause has the grammatical of one language and the next is constructed according to the grammar of another, it can consist of switch. According to Wardaugh (1992:106), code mixing occur when conversation use both languages together to extent that they change from one language to the other in the course of a single

3 utterance. It means that the conversation just change some of the elements in their utterances. Code mixing takes place without a change of topic. Code mixing often occurs within one sentence, one element is spoken in language A and the rest in language B.

Furthermore, according to Bokamba, in Liu (2006: 4), code mixing is the embedding of various linguistic units such as affixes (bound morphemes), word (unbound morphemes), phrases and clauses from a cooperative activity where the participant in order to in infer what is intended must reconcile what they hear with what they understand. This is supported by William and Ritchie (2013: 376 ), we use the term ‘code mixing’(CM) to refer to the mixing of various linguistics units (morphemes, words, modifiers, phrases, clauses, and sentences) primarily from two participating grammatical system within a sentence. By statements, it can say that there are some elements on code mixing that people used in the daily life, not only a word or phrase mix in a sentence but also the mix of morphemes, modifiers clauses and sentence primarily from two different participating grammatical systems in sentence, in this case Indonesian language and English.

Another definition of code mixing is proposed by Genesee in Hirmer (2013: 28), code mixing as the use of elements from two languages in the same utterances or stretch of conversation. It can say that, the speaker use two languages in same pronounce about the words or phrase. Then, Code mixing can occurs to deep the discussion about the topic.

Based on some explanation above, it can be concluded that code mixing happens when two people speak in one situation by using one language, but in the middle of sentence they often use other language without changing the meaning of the words. For instance, the lecturer explains the material by using Indonesian, but in the middle of the sentence the people sometimes uses English words in the sentence, not all the sentence.

Besides, code mixing can express a lack of competence in the base language, such as lexical item.

Types of Code Mixing

According to Musyken (2004:4), there are three types of code mixing; they are

insertion, alternation and congruent lexicalization.

a) The first type is insertion, lexical items or entire constituents from one language into a structure from the other language.

This type just inserts word or phrase from foreign language into mother language by using mother language’s structure of sentence.

b) The second type is alternation, in which two languages present in the clause remain relatively separate. It means that this type does not insert word or phrase, but part of complex sentence. It is clause.

In this case of alternation, there is a change from one language to the other, involving both grammar and lexicon.

c) The last type is congruent lexicalization, in which the material from different lexical inventories into a shared grammatical structure. In this type, the structure of sentence that used is using same sentence design between two languages.

Reason in Using Code Mixing

According to Hoffman Hoffman in Pardede and Kisno (2012: 131) states that, there are some reasons for bilingual mix their language, they are:

a)

Talking about a particular topic

People sometimes prefer to talk about a particular topic in one language rather than in another. Sometimes, a speaker feels free and more comfortable to express their emotional feelings in a language that is not their everyday language.

b)

Quoting somebody else

Speakers sometimes like to quote a famous expression, proverb, or saying of some well-known figures.

c)

Being emphatic about something

There are some cases where people feel more convenient to be empathic in their second language rather than in their first language.

d)

Interjection (Inserting sentence fillers or sentence connectors)

Interjection is words or expressions, which are inserted into a sentence to convey surprise, strong emotion, or to gain attention. Interjection is a short

4 exclamation like: Darn!, Hey!, Well!, Look!, etc. They have no grammatical value, but speaker uses them quite often, usually more in speaking than in writing.

e)

Repetition used for clarification

When a bilingual wants to clarify his/her speech so that it will be understood more by the listener, he/ she can sometimes use both of languages that he masters saying the same utterance.

f)

Intention of clarifying the speech content for interlocutor

When bilingual talks to another bilingual, there will be lots of code mixing occurs.

It means to make the content of his/ her speech runs smoothly and can be understood by the hearer.

g)

Expressing group identity

Code mixing can also be used to express group identity. As it has been mentioned previously, the way of communication of academic people in their disciplinary groupings, are obviously different from other groups. In other words, the way of communication of one community is different from the people who are out of the community.

RESEARCH METHOD

The design of this research is descriptive research. According to Gay and Airasian (2000:275), a descriptive study determines and describes the way things are. It means that, descriptive research just describes the condition at the time, and it does not change the data. It can be explained that, the descriptive research describe the phenomena and the fact of condition about the population or area.

The researcher used descriptive research, because the data that the researcher used and took in form of descriptive, the research described about the types and reasons of code mixing used by lecturer in cross cultural understanding class. In collecting data the researcher used observation (recording) and interview as instruments. After collecting the data, the researcher analyzed the data. The data analyzed based on types and reasons of code mixing. This research used Sudaryanto’s translational (Padan) method that is one of sub

unit Padan method (Sudaryanto, 1993:15).

Padan method is research method which is determiner device is outside of language, apart from and does not become part of the language which researched (Sudaryanto, 1993:13). The technique in Padan method consists of basic technique which is called by pilah unsur penentu technique. The determiner device is daya pilah which is about the mental of the researcher. There are some steps to analyze the data are as follows:

1. Transliteration

The researcher transliterated all of spoken data into written data.

2. Classifying Data

The researcher classified the data based on types and reasons of code mixing that used by lecturer in cross cultural understanding class of STKIP PGRI at the third years in academic 2014/2015. The analysis used three type of code mixing based on Musyken’s theory and seven reasons why the lecturer in cross cultural understanding class mixed the language based on Hoffman’s theory.

3. Describing and analyzing the Data The researcher described the type and reasons of each code mixing used by lecturer in cross cultural understanding class of STKIP PGRI at the third years in academic 2014/2015.

RESEARCH FINDINGS

Based on the observation and interview, there were three types of code Mixing used by the lecturer in Cross Cultural Understanding class at STKIP PGRI SUMBAR. In the finding of the research, researcher found that three types of code mixing used by lecturer in cross cultural understanding class based on Musyken’s theory. The lecturer used insertion, alternation, and congruent lexicalization. On the type of insertion, it was 77,8% or 14 utterances.

Then, it was 11,1% or 2 utterances code mixing of alternation type. The last, on the type of congruent lexicalization was 11,1% or 2 utterances.it can be sconcluded that the lecturer in cross cultural understanding class often used code mixing in insertion types when explained the material to the students.

5 Then, the reasons of used code mixing on lecturer’s utterance analyzed based on Hoffman’s theory was; talking about a particular topic about 11,1%, quoting somebody else about 5,5%, being empathic about something about 27,8%, interjection about 5,6%, repetition used for clarification about 38,8%, and intention of clarifying the speech content for interlocutor about 11,1. It can be seen that the lecturer used code mixing as repetition to make the students be understand about the explanation of the material. Besides, the lecturer feels free and enjoys using code mixing.

Furthermore, it can be concluded that there were three types of code mixing used by the lecturer in Cross Cultural Understanding class at STKIP PGRI SUMBAR; insertion, alternation and congruent lexicalization code mixing. She used code mixing because talking about a particular topic, quoting somebody else, being empathic about something, Interjection, repetition used for clarification, and intention of clarifying the speech content for interlocutor.

CONCLUSION AND SUGGESTION In this research, the researcher analyzed the type and the reasons of code mixing used by lecturer in cross cultural understanding class at STKIP PGRI Padang. In getting the data, the researcher used two instrument;

observation and interview. After the researcher analyzed, it was found three types of code mixing used by the lecturer based on Musyken’s theory. The types were insertion, alternation and congruent lexicalization. On the types of insertion, there were 14 utterances or 77,8% of code mixing that researcher analyzed. Then, there were 2 utterances or 11,1% code mixing of alternation type. The last, there were 2 utterances or 11,1% code mixing of congruent lexicalization type.

Then, it was found some reasons from lecturer’s utterances based on Hoffman’s theory; those were talking about a particular topic, quoting somebody else, repetition used for clarification, interjection, being empathic about something and intention of clarifying the speech content for the students. In this research, the researcher found the reasons of the lecturer in using code mixing was dominant in being empathic about something

and repetition used for clarification when explained the material.

After doing the investigation phase in the field and analyzing the collected data, the researcher agree in using code mixing anywhere especially in education class context. The lecturer should apply code mixing carefully when explains the material to make the student understand. It is really important to make the students understand about materials because by using code mixing the students can understand about material deeply and avoid the ambiguity of word.

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