THE USE OF CODE-SWITCHING AND CODE-MIXING BY

ENGLISH TEACHER AT MAN KOTA PALANGKA RAYA

THESIS

BY
KIKI AGUSTINA

STATE ISLAMIC INSTITUTE OF PALANGKARAYA

2018 M/1440 H
THE USE OF CODE-SWITCHING AND CODE-MIXING BY
ENGLISH TEACHER AT MAN KOTA PALANGKA RAYA

THESIS

Presented to
Stated Islamic Institute of Palangka Raya
In partial fulfillment of the requirements
For the dehree of Sarjana in English Language Education

BY
KIKI AGUSTINA
NIM 1401121000

STATE ISLAMIC INSTITUTE OF PALANGKARAYA

FACULTY OF TEACHER TRAINING AND EDUCATION
DEPARTMENT OF LANGUAGE EDUCATION
STUDY PROGRAM OF ENGLISH EDUCATION
2018 M/1440 H

ii
iii
iv
MOTTO AND DEDICATION

“Wake Up The Ummah”

This thesis dedicated to:

My beloved father Riyanto and My

mother Yansiani for their valuable
endless prayer, sacrifice, and
support. My beloved sisters Endah
Novita Sari A.Md.Keb and my
beloved brother Tito Nugraha, who
always give support to me. My Big
Family, my cousin, my aunty, and
my uncle, who always support to me
until finish this study. All of my
friends of TBI 2014.

v
vi
vii
 ABSTRACT

Agustina .Kiki. 2018. The Use of Code-Seitching and Code-Mixing by English

Teacher At MAN Kota Palangka Raya. Thesis, Department of
Language Education, Faculty of Teacher Training and Education, State
Islamic Institute of Palangka Raya. Advisors : (1) Dr. Imam Qalyubi,
M.Hum, (II) Hj. Apni Ranti, M.Hum.
Key words : Code-Switching , Code-Mixing, Teacher, MAN Kota Palangka Raya

This study aims to finding out the type of code-switching and code-mixing
what teachers useing in schools and the reason teachers use code-switching and
code-mixing. This study used descriptive qualitative research. in data analysis,
researcher used instruments such as observation, interviews and documentation.
The population in this study was a teacher who taught in class X MIPA 5 in MAN
Kota Palangka Raya.
The results of research on how there was two types of bilingual class
language: English as the primary language and Indonesia as an additional
language and Indonesian as the main language and English as an additional
language. A researcher found that in code-switching the types of code-switching
carried out by English teachers in the class was three types according to the theory
of the types of code switching made by the expert, the tag switching type
appeared 2 times, the intra-sentential type appeared 31 times and the inter-
sentential type appeared 23 times. Whereas in the code-mixing carried out by
English teachers in the class was three types according to the theory of code-
mixing purposed by the expert, the insertion type only appears 1 time, alternating
types appear 44 times and congruent lexicalization types appear 10 times. The
researcher also found that the reason teacher used language interfering and
language transfer was if they wanted to discuss a particular topic, be firm about
something, group identity, help students who were confused, and restore student
concentration,

viii
 ABSTRAK
Agustina .Kiki. 2018. The Use of Code-Seitching and Code-Mixing by English
Teacher At MAN Kota Palangka Raya. Thesis, Department of
Language Education, Faculty of Teacher Training and Education, State
Islamic Institute of Palangka Raya. Advisors : (1) Dr. Imam Qalyubi,
M.Hum, (II) Hj. Apni Ranti, M.Hum.
Key words : Code-Switching , Code-Mixing, Teacher, MAN Kota Palangka Raya
Penelitian ini bertujuan untuk mengetahui jenis pengalihan kode dan
pencampuran kode yang digunakan guru di sekolah dan alasan guru menggunakan
alih kode dan pencampuran kode. Penelitian ini menggunakan penelitian kualitatif
deskriptif. Dalam analisis data, peneliti menggunakan instrumen seperti observasi,
wawancara dan dokumentasi. Populasi dalam penelitian ini adalah seorang guru
yang mengajar di kelas X MIPA 5 di MAN Kota Palangka Raya.
Hasil penelitian tentang bagaimana ada dua jenis bahasa kelas bilingual:
Bahasa Inggris sebagai bahasa utama dan Indonesia sebagai bahasa tambahan dan
bahasa Indonesia sebagai bahasa utama dan bahasa Inggris sebagai bahasa
tambahan. Seorang peneliti menemukan bahwa dalam kode-switching jenis-kode
switching yang dilakukan oleh guru bahasa Inggris di kelas adalah tiga jenis
sesuai dengan teori jenis-jenis kode switching yang dibuat oleh ahli, jenis tag
switching muncul 2 kali, -sentensial tipe muncul 31 kali dan jenis antar-
sentimental muncul 23 kali. Sedangkan dalam kode-pencampuran yang dilakukan
oleh guru bahasa Inggris di kelas adalah tiga jenis sesuai dengan teori
pencampuran kode yang dibuat oleh ahli, jenis penyisipan hanya muncul 1 kali,
jenis bolak-balik muncul 44 kali dan jenis leksikalisasi kongruen muncul 10 kali .
Peneliti juga menemukan bahwa alasan guru menggunakan bahasa yang
mengganggu dan transfer bahasa adalah jika mereka ingin mendiskusikan topik
tertentu, bersikap tegas tentang sesuatu, identitas kelompok, membantu siswa
yang bingung, dan mengembalikan konsentrasi siswa,

ix
 ACKNOWLEDGEMENTS

The researcher would like to express to sincere to Allah SWT., for the

blessing bestowed in her whole life particularly during the thesis writing without

which this thesis would not have come to its final form. Sholawat and salam

always be bestowed to the last prophet Muhammad SAW., having shown us the

role of life to make our life true.

My appreciation is addressed to:

1. The rector of IAIN Palangka Raya Dr. Ibnu Elmi A.S Pelu, S.H., M.H., for his

direction and encouragements and also for his permission in conducted this study

in IAIN Palangka Raya.

2. Dean of Faculty of Teacher Training and Education of the State Islamic

Instituteof Palangka Raya, Drs. Fahmi, M.Pd., for his invaluable assistance

both in academic and administrative matters.

3. Vice Dean in Academic Affairs, Dra. Hj. Rodhatul Jennah, M.Pdfor her

invaluable assistance both in academic and administrative matters.

4. Chair of Department of Language Education, Santi Erliana, M.Pd., for her

invaluable assistance both in academic and administrative matters.

5. Chair of Study Program of English Education, M.Zaini Miftah, M.Pd., for his

invaluable assistance both in academic and administrative matters.

6. My thesis advisors Dr. Imam Qalyubi, M.Hum and Hj. Apni Ranti, M.Hum for

their generous advice, valuable guidance and elaborated correction during their

busy time to the completion of my thesis.

x
 7. Both the members of the board of examiners, for their corrections, comments

and suggestion which are profitable to the accomplishing of this thesis.

8. All lecturers of Study Program of English Education from whom I got indepth

knowledge of English and English teaching.

9. The headmaster of MAN Kota Palangka Raya

10. My beloved parents, Riyanto and Yansiani. My beloved sister Endah Novita

Sari A.Md.Keb and my beloved brother Tito Nugraha. For their moral support

and endless prayer so that I am able to finish my study. May Allah bless them

all. Aamiin.

11. My beloved friends Lilis Oktaviani, Esti Rahmawati, Somia Salsabila, Benny

Irawan who always support to me and help me finish this study.

12. My classmates of Study Program of English Education, especially the 2014

period, for the support in sadness and happiness during the study in

undergraduate program and for their spirits to accomplish my study.

Palangka Raya, October 2018

Your faithfully

Kiki Agustina
NIM.1401121000

xi
 TABLE OF CONTENTS

COVER ................................................................................................................. i
COVER (Second Page) ........................................................................................ ii
ADVISOR APPROVAL ....................................................................................... iii
THESIS APPROVAL ........................................................................................... iv
MOTTO AND DEDICATION ............................................................................. v
DECLARATION OF AUTHORSHIP .................................................................. vi
ABSCTRACT ....................................................................................................... vii
ABSCTRACT(Indonesia).................................................................................... viii
ACKNOWLEDGEMENTS ................................................................................. ix
TABLE OF CONTENT ....................................................................................... xi
LIST OF APENDICES ...................................................................................... xiii

CHAPTER I INTRODUCTION
A. Background of the study .................................................. 1
B. Problem of the study ........................................................ 3
C. Object of the study ........................................................... 4
D. Significance of the study .................................................. 4
E. Limitation of the study ..................................................... 4
F. Definition of key term ...................................................... 5

CHAPTER II REVIEW OF RELATED LITERATURE

A. Previous studies Research findings .................................. 7
B. Sosiolinguistics ................................................................. 8
C. Speech Act ........................................................................ 9
D. Bilingualsm ...................................................................... 10
E. Code-Switching ................................................................ 10
F. Code-Mixing .................................................................... 14
G. Reasons of The Use code-Switching or Code-Mixing .... 17

CHAPTER III RESERCH METHODOLOGY

A. Research design ................................................................ 21
B. Subject of the study .......................................................... 21
C. Source of Data .................................................................. 22
D. Instrument of Reasearch .................................................. 22
E. DataCollection Procedure................................................. 24
F. Data Analysis Procedure .................................................. 25
G. Data Endorsment .............................................................. 27

xii
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
A. Data Presentation .............................................................. 30
B. Research findings ............................................................. 50
C. Discussion ....................................................................... 50

CHAPTER V CLOSING
A. Conclusion ........................................................................ 63
B. Suggestion ........................................................................ 64

REFERENCES......................................................................................................
APPENDICES ......................................................................................................

xiii
 LIST OF APPENDICES
Appendices I Observation
Appendices II Result of Interview
Administration Appendices
Curiculum Vitae

xiv
 CHAPTER I

INTRODUCTION

A. Background of the study

Sociolinguistics is the study of the relationship between language and

society. Sociolingustics deals with social factors, including regional, class, dialect,

gender differences, and bilingualism. As Gumperz cited on in Wardhaugh (2015,

p.14) claims that sociolinguistics is an attempt to find correlations between social

structures and linguistic structures and to observe any changes that occur in

society.

Bilingualism is the ability of individuals or community members to use

two languages effectively or bilingualism is the practice of using language

interchangeably, from one language to another, by a speaker. In bilingual

communication, sometimes the languages are mixed or they are switched to

another one. Then this phenomena are known as code-switching andcode-mixing.

An English class means that English as a foreign language and target

language can serve as a teaching medium, which students are expected to

understand and communicate in a foreign language. In addition, teachers in MAN

Kota Palangka Raya as instructors present other languages or usually the native

language of teachers and learners. Due to the existence of two languages that

happened in class X MIPA 5, English as the target language and the native

language of teacher and students then this situation leads code-switching and

code-mixing is enabled. Usually this code switching occurs naturally of class

interaction.

1
 2

Teachers can start a lesson in one language, and then switch to another

language while making the students comprehend both languages. According to

Skiba (1997) cited on Moghadam (2012, p. 2220) claims that teachers can use

code-switching in different activities to teach a second language. For instance,

students can form two member groups and switch languages intentionally in

dialogue; it helps them to learn each other’s language.

Sert (2005) suggests that code-switching is used for self-expression and is

a way to modify the language for personal gain and code-switching can have a

positive effect. When teachers or students switch code they speak from the L1 to

L2 or target language. This may have important and positive effects on foreign

language learning. Related on Sert defines, the researcher found a very positive

function for teachers when using code-switching, especially when conveying

material that might be difficult for students to understand in class.

Leung (2010) defines code-mixing as a combination of two or more

linguistic units from two different languages in a sentence. This concept is

supported by Heller (1988, p. 1) who contends that code-mixing is the use of two

or more languages in one episode of communication. When people speaking to

each other, those who are monolinguals can only use one language, those who are

bilinguals can use two languages and those who are multilingual can use more

than two languages. It is something common for bilingual or multilingual societies

or communities to mix their native language with other languages in their daily

communication or interaction. For this purpose, they combine the elements of the

two languages they are using in their sentences. They usually practice this
 3

combination based on some various reasons, especially for showing their

solidarity during their communication, usually in the oral form of communication.

MAN Kota Palangka Raya is one of the best schools in Palangka Raya,

where the accreditation of the school is “A”. English teacher has a good quality of

English teaching and they are licensed by the government. Based on pre-

observation, in the learning process, teachers use code-switching and code-

mixing. Based on pre-interview the teacher said that the use of code-switching

and code-mixing are to make teaching and learning easier and more effective.

So, based on the background of the study, the researcher was interested in

researching the use of code-switching and code-mixing in the classroom by the

teacher. The researcher conducts research on “The Use of Code-Switching and

Code-Mixing By English Teachers At MAN Kota Palangka Raya”

B. Problems of the Study

Based on the previous background, the researcher formulates some research

questions as follows:

1. What are the types of code-switching and code-mixing used by English

teachers at MAN Kota Palangka Raya ?

2. What are the reasons of thecode-switching andcode-mixing used by

English teacher at MAN Kota Palangka Raya ?

 4

C. Objective of the Study

In relation to the problem statements, the objectives of the research are to

find out:

1. To find the types of code-switching and code-mixing commonly used by

the English teacher at MAN Kota Palangka Raya.

2. To analyze the reasons of code-switching and code-mixing used by the

English teacher at MAN Kota Palangka Raya.

D. Significance of the Study

This research was significant for several reasons. First, the outcomes of this

research were expected will give knowledge about the type of code-switching and

code-mixing in communication. Second, it was hopefully can be the way to give

information about the reasons for code-switching and code-mixing usage.

Theoretically, the findings of this research are intended to be used for a

references for the further research in the future for the better understanding the use

of code-switching and code mixing. Practically, this study expected to give more

information for English teachers, learners, and future researcher

E. Limitation of the Study

This study focus on the used of code-mixing and code-switching (English

to Bahasa Indonesian or vice versa) by an English teacher in MAN Kota Palangka

Raya who teaching English in X MIPA 5 and focusing on two points; types of

code-switching and code-mixing; reasons of code-switching and code-mixing

used by an English teacher.

 5

F. Definition of Key Terms

1. Code-Switching

According to Bokamba (1989) cited on Ayeomoni (2006, p. 91)

claims that Code switching is a mixing of words, phrases and phrases from

two different grammatical (sub) systems throughout the sentence boundary in

the same speech event mixing code is the insertion of various linguistic units

such as affix (bound morpheme), words (no bound morphemes), phrases and

clauses of cooperative activity in which the participants, to conclude what is

meant, must reconcile what they hear with what they understand

2. Code-Mixing

Code mixing is a phenomenon that is closely related to code

switching. Code mixing usually occurs without changing topics and can

involve several language levels such as phonology, morphology, grammatical

structures or lexical items.According to Kachru cited on Nursjam (2004)

defines code mixing as the term refers to the use of one or more languages for

consistent transfer of linguistic units from one language into another, and by

such a language mixture developing a new restricted or not so restricted code

of linguistic interaction.

3. English Class

According to Cook (2002:333) cited on Sert (2005:4) stated that

handles the subject matter considering bilingual classrooms in saying that the

application of code switching in classes which do not share the same native
 6

language may create problems, as some of the students (though few in

number) will somehow be neglected.

So, at this point it may be suggested that the students should share the

same native language, if code switching will be applied in instruction.

Another point to consider in this respect is that the competence of the teacher

in mother tongue of students also plays a vital role, if positive contributions

of code switching are expected.

 CHAPTER II

REVIEW OF RELATED LITERATURE

A. Previous Studies Research Findings

Many researchers have been conducting studies related to this research,

there are as follow:

Saba (2016) found that in her study “Language Usage in Pakistani

Classrooms”, the use of code mixing, code switching, and language borrowing is

frequent in Pakistani classrooms especially when it comes to English language

learning. The findings reflect the role of L1 as a strategy and aid in the classrooms

to enhance students’ learnability and teachers’ effectiveness in comprehension and

understanding of the concepts. The primary goal is the students’ understanding of

concepts so the use of another language let it be Urdu or other indigenous

languages is an edge and a strategy for better comprehension of the topic. The use

of L1 aids the teacher to make the student a better learner and focus on result

oriented teaching and learning aims to make the lecture interesting and to avoid

wrong perceptions.

Waris (2012) in her study “Code-switching and mixing (Communication

in Learning Language)” found that many teachers make code-mixing and code-

switching in a different level of students, it depends on the situation, topic, and

participant. The teacher should know and understand when they should emphasize

the language.

Gulzar (2014) in her study “Code-Switching: Awareness about Its Utility

in Bilingual Classrooms” found that code-switching is a useful source that can

7
 8

help the teachers to emphasize, to clarify, and to check the understanding of the

students in a more effective way. Code-switching can be taken as an extra aid to

be applied in ESL classroom to achieve a certain enhancement in learning. This

phenomenon can be used as an effective technique or strategy though it may, to

some extent, hamper in achieving communicative competence as it is pointed out

through some responses.

The similarity between the previous studies and this study was that both of

them talk about code-mixing and code-switching, the differences between writer

study and the previous studies were this research aims to conducted research on

code-switching and code-mixing related to the types and the reasons. This study

only focuses on the use of code-switching and code-mixing by teachers.

B. Sociolinguistics

Sociolinguistics was a study that studies the relationship of culture and

how a language was used in the community. In this case, the language was closely

related to the community of a region as the language acts as a means of

communication and interaction between groups with one another. According to

Holmes and Wilson (2017, p. 1) found that Sociolinguistics is studying the

relationship between language and society. Related on Holmes and Wilson found,

sociolinguistics explains why societies speak differently in different social

contexts, and sociolinguistic identifies the social functions of language. Examine

how people use language in different social contexts and can provide information

on how the language works, as well as about social relationships within the
 9

community, and how people convey their social identity aspects through their

language.

Acording to Fishman (1972, p.1) cited on Sumarsih (2014, p. 78) found

that the interaction between these two aspects of sociolinguistics is a society's

habit of the use of language and the social fabric of habitual action. With clear

language usage and stay focused on the social setting topics inherent in people's

language habits. Thus, related on Fishman found sociolinguistics not only focuses

on the organizational structure of the language but also on the level of language

use in the community and familiarizes the language of the user in using the

language used in accordance with the development and level of appropriate

courtesy language in the community.

C. Speech Act

Speech acts were characteristically performed in the utterance of sounds or

the making or marks. According to Austin (1962), by speaking, a person performs

an act or do something. Austin define speech act as what actions we perform

when we produce utterance. When the speaker produces a speech, it means that

the speaker does some sort of giving orders, asking questions, making requests or

promises. they not only produce speech that contains grammatical structures and

words, but also some actions arise through those utterances. This action was

intended to be seen through the very situation, in which this verb is used. The act

of speaking was no longer focused on the sentence, but the problem of speaking in

a speaking situation.
 10

Searle (1969) state that speaking a language is engaging in a role governed

from behavior and speaking a language is also performing speech act, such as

making a statement, giving command, asking question, asking promises, and so

on and abstractly, acts such as referring and predicting. Related on Searle found,

in conclusion speech act is a condition that can replace the action for a particular

purpose in a certain situation.

D. Bilingualsm

Bilingualism in Indonesian is commonly referred to as “kedwibahasaan”

(Chaer, 1994, p. 84). Related on Chaer defines bilingualism is a social,

psychological, and linguistic phenomenon and bilingualism is a phenomenon in

which one can speak more than one language. The commonly used bilingualism

can cover all situations where more than one language was spoken as

communication at the individual or community level. Whenever there was more

than one language in society it can be said to be bilingualism.

E. Code-Switching

In this section will explain the definition of code-switching and type code-

switching. There are as follow:

1. Definitions of code-switching

Code-switching was a phenomenon of language contact that was generally

defined as the alternate uses of two or more languages within a single

conversation, usually marked by a clear break between the languages. Related on

Ulfah (2014) defines code-switching is the alternation between two codes

(language or dialects) between two people who share those particular code.
 11

According to Victoria and Rodman (1998) found that code switching is a

term in linguistics referring to using more than one language or dialect

inconversation. Code-switching can be distinguished from other language contact

phenomena such as loan translation (calques), borrowing, pidginsand creoles, and

transfer or interference.

Code-switching was used to indicate the thinking of the speaker. When the

language a person uses in conveying a message was perceived as unsuccessful or

failing, the person needs to change the language into a language that the other

person understands. According to Skiba (1997) cited on Moghadam (2012, p.

2220)code switching is the communicative exchange between two language codes

among people who contribute to those specific codes. In this exchange, a number

of social and linguistic factors direct the way code switching manifests it self. In

natural conversations between two bilinguals, code switching includes eighty-four

percent single word switches, ten percent phrase switches, and six percent clause

switching.

2. Type of code-switching

According to Poplack (1980) cited on Ulfah (2014, p, 9) code-switching

has three types, namely: (a) tag-switching, (b) intra-sentential code-switching, and

(c) inter-sentential code-switching

a. Tag-switching, The tag code-switching occurs when bilingual

inserts a short expression (tag) from a different language. Tag-

switching involves inserting short tags or phrases in one language

into a speech if not completely in another language. Where certain

 12

tags and phrases in one language are inserted into speech or vice

versa in other words. This type of code switching occurs the most

easily for the reason being that tags typically contain minimal

syntactic restrictions; thus,they do not break syntactic rules when

inserted into a sentence that is given in the L1 (Hamers & Blanc,

2000).

According to Holmes (2001) the tag-switching is sometimes

called interjection, sentence filler in other language that serves as

an ethnic identity marker. Some examples of interjection that fall

into the category of tag-switching like Wow !, Oy !, Oh !, hello! Hi !,

bye!, Ouch! No! Yes! While those classified as sentence filler in

English that function as fillers for vacancies include likes, you

know, well, actually, basically, and literally.

The example as follow:

- Mutta en mä viittiny, no way [English tag]! “But I’m not

bothered, no way!” (Romaine, 1995)

The example of this type in teaching Indonesian bilingual switches

from English to Indonesian

- Teacher : Ya, please do the next page for homework

b. Intra-Sentential,in this type the speaker switches from one

language to another in the same sentence. Thus the sentence will

consist of two languages. Intra-sentential displacements were found

when a word, phrase, or clause, of a foreign language, is found in a

 13

sentence in the base language.Intra-sentensial switching could be

thought of as requiring greater fluency in both languages than tag

switching since major portions of the utterance must conform to

the rules of both languages (Romaine, 1995: 96)

According to Poplack (1980), is possibly the most complex type

among the three, as it can occur at clausa, sentential or even word

level. A good example to cite here mightbe the onegiven by Poplack

as the title of one of herpapers.

The exampleas follow:

- Sometimes I’ll Start a Sentence in English Y termino en

espanol.Translation: Sometimes I’ll Start a Sentence in

English and finish it in Spanish.

c. Inter-sentential, in which a change of language occurs at the sentence

levels, where each clause or sentence was in one language or the

other. In inter-sentential switching a speaker switches from one

language to another between different sentences. This implies that

when a speaker of an individual was divided into sentences, one

sentence will be in one language while the other sentence will be in

a totally different language.

According to Poplack (1980) this is the most complex type of

code switching because the speaker has to control two linguistic

system simultaneously. In line with Muysken (2000) intersentensial

switching is the alternation in a single discourse between two

 14

languages, where the switching occurs after a sentence in the first

language has been completed and the next sentence starts with a

new language or in the other hand means that Intersentential code

switching occurs between a different number of sentences

The following examples shows inter-sentential code-switching

from one language to another language. Example: “Ini lagu lama,

tahun 60an. It’s oldies but goodies”. It shows that Indonesian

bilinguals switch from Indonesia to English (Hidayat, 2008: 76).

The example in teaching process:

- Teacher: Any question so far students? Jika tidak ada, buka

halaman selanjutnya.

F. Code-Mixing

In this section will explain the definition of code-mixing and type of code-

mixing. There are as follow:

1. Definition of Code-mixing

Code-mixing is the other phenomenon closely related to code-switching.

Code mixing takes place without a change of topic and can involve various levels

of language such as phonology, morphology, grammatical structures or lexical

items. Bhatia and Ritchie (2004) defined code mixing as the mixing of various

linguistics unit (morphemes, words, modifier, phrases, clauses and sentences)

primarily from two participating grammatical systems within a sentence.

Code-mixing occurs when a speaker uses a language predominantly

supports a speech inserted with other language elements. This was usually related
 15

to the characteristics of speakers, such as social background or level of education.

Usually the prominent features are formal or informal situations. But it can occur

due to language limitations, expressions in the language have no equivalent, so

there was compulsion to used other languages, even though it only supports one

function.

Wardhaugh (2006) found that code mixing occurs when conversants use

both languages together to the extent that they change from one language to the

other in the course of a single utterance It means that the conversants just change

some of the elements in their utterance. Code mixing takes place without a change

of topic and can involve various levels of language, e.g., morphology and lexical

items.

A speaker who masters many languages will have a chance to mix code

more than the other speaker who only masters one or two languages. If someone

uses one word or phrase from one language, he or she has a mixed code. One

thing that clearly has one grammatical one language, and the next clause is

arranged according to the grammatical structure of other languages, then the

events that occur are code-switching.

2. Type of code-mixing

According to Myusken (2000) have three types (a) Insertion, (b)

Alternation , and (c) Congruent Lexicalization.

a. Insertion
 16

This kind of code mixing occurs within a word boundary or occurs when

lexical items from one language are incorporated into another. For example

English-Indonesia:

- Kamu harus baca artikel-artikel terbaru setiap hari untuk meng-

updatepengetahuanmu tentang masalah-masalah yang terjadi saat ini. (You

must read the latest articles every day to update your knowledge about the

problems that occur at this time)

In the example above, the speakers mix the language between English and

Indonesian at the level of word, so it was called intra-lexical code mixing.

According to Cakrawarti (2012) cited on Hamdan (2015, p, 16) Another example

such as in shoppã (English shop with the Panjabi plural ending) or kuenjoy

(English enjoy with the Swahili prefix ku, meaning,, to)

b. Alternation

This form of mixed code appears when there were changes in the structure

of two different languages, both grammar and vocabulary systems, which are not

easily detected because they have merged into one utterance in a conversation. In

other words, alternation is a mixed code that occurs when two different languages

used in a clause between the two languages. This kind of code mixing occurs

within a phrase, or a clause. for example English-Indonesian:

- Tidak apa-apa, I’ll give it later (Don’t worry, it’s okay, I’ll give it later).

In the example above, the speaker mixes the language between Indonesian

and English, it was called the Intra-Sentimental code because the speaker mixes
 17

the languages in a sentence boundary where the speaker says "tidak apa-apa" in

her/his utterance.

Another example, when a French-English bilingual says: “I started going

like this. Y luego decla (and then he said), look at the smoke coming out my

fingers.” And “Estaba training para pelar” : “He was training to fight (Hamdan,

2015: 15).

c. Congruent Lexicalization

This kind of code-mixing was congruent lexicalization, which refers to

the situation where two languages share grammatical structures, which can be

filled lexically with elements from either language. This form of mixed code

appears when speakers combine two different grammatical systems without

changing the structure by inserting non-numerical lexical from the two languages.

In other words, congruent lexicalization was a form of code mixing in an

utterance that contains a variety of words from different languages but can still be

available. Full information because of the shared grammar system. The thing that

stands out in the form of this code mix was the frequency of the appearance of

these lexical elements. An utterance was said to use what form of code interfering

if the appearance of lexical elements from different languages more than twice so

that it seems to change continuously with other languages.

Example of Congruent lexicalization (Indonesian/English)

- Software saya buat convert file wav jadi mp3 saya sudah expired. (My

software for converting wav files to mp3 has expired).

G. Reasons of The Use Code-Switching or Code-Mixing

 18

According to Hoffman’s (1991) theory there are seven reasons of the

code-switching and code-mixing. There are as follow:

1. Talking about a particular topic

People sometimes prefer to talk about a particular topic in one language

rather than in another. They do this because a speaker feels free, more comfortable

and easy to express their emotional feelings in a language that is their everyday

language or familiar with it.

In the class, not all students were familiar with English, so the teacher

sometimes switches or mixed English with Bahasa Indonesian, especially when

talking about section reading and writing. They switch or mixed the code in order

to avoid misunderstanding and conflicts.

2. Quoting somebody else

For this reason, happens when the interlocutor quotes famous expressions or

utterances. The quotations were usually from the public figure or famous people.

In Indonesian, those well-known figures were mostly from some English-speaking

countries. Then, because many of the Indonesian people nowadays was good at

English, those famous expressions or saying can be quoted intact in their original

language. The interlocutor quotes someone’s words to prove that an interlocutor

was a modern person, who always update himself or herself with new

information.

3. Be emphatic about something

 19

Usually, when someone who was talking using a language that was not his

native tongue suddenly wants to be emphatic about something, he/she, either

intentionally or unintentionally, will switch from his second language to his first

language. Or, on the other hand, there were some cases where people feel more

convenient to be emphatic in their second language rather than in their first

language.

4. Interjection (Inserting sentence fillers or sentence connectors)

Language switching and language mixing among bilingual or multilingual

people can sometimes mark an interjection or sentence connector. It may happen

unintentionally or intentionally. Here the interlocutor uses a short exclamation

that has no grammatical value. Hoffman (1991) stated that “language switching

and language mixing among bilingual or multilingual people can sometimes mark

by an interjection or sentence connector”.

5. Repetition used for clarification

Hoffman (1991) declared that “when a bilingual wants to clarify his/her

speech so that it will be understood more by the listener, he or she can sometimes

use both of the languages that he or she mastered by saying the same utterance

(the utterance is said repeatedly)”. The repetition is not only to clarify the

message, but also to emphasize the message.

6. Intention of clarifying the speech content for interlocutor

Hoffman (1991) said that “when a bilingual person talks to another

bilingual, there will be lots of Code-Switching and Code-Mixing occurs”. In

other words, when bilingual talks to another bilingual, there will be lots of code
 20

switching and code mixing occurs. It means to make the content of his/her speech

runs smoothly and can be understood by the hearer.

7. Expressing group identity

Hoffman (1991) stated that code-Switching and Code-Mixing are

strategies to express group identity because the way people communicate with

their group are obviously different from the way they communicate with other

people from other groups. Code switching and 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.
 CHAPTER III

RESEARCH METHOD

A. Research Design

In this study, the design was descriptive qualitative research which uses

case study. Produce an in-depth description, which able to illustrate the used of

code-switching and code-mixing by an English teacher, in this research, there

were methods mainly in collected the data and analyzing data according to the

purpose of this study to get the right data from the use of code-switching and

code-mixing by English teachers.

B. Subject of the Study

The researcher uses purposive samples that were believed to be sufficient

to provide maximum insight and understanding of what they were learning.

Where a teacher in MAN Kota Palangka Raya who taught in X MIPA 5 this was

expected to get the data needed.

The researcher observes one teacher at X MIPA 5 because the teacher used

two languages to deliver the materials was English and Bahasa Indonesia and the

languages that the teacher used during the learning process are equal. It was

indicated that not all English teacher in MAN Kota Palangka Raya who was

observed by the researcher perform code-switching and code-mixing in the

learning process. Besides, the class was always active during the learning process.

The researcher observes a teacher at X MIPA 5 because the teacher uses two

languages to deliver the material was English and Bahasa Indonesian and the

languages that the teacher used during the learning process was equal. It was

21
 22

indicated that was not all English teacher in MAN Kota Palangka Raya who was

observed by the researcher perform code-switching and code-mixing in the

learning process. Besides, the class was always active during the learning process.

Although English was one of the difficult sources for the students, the way of a

teacher to deliver the materials made them enjoy the materials and easily got the

understanding of the materials.

C. Source of Data

In this research, teacher utterances become the main object in getting the

desired data. The researcher wants to analyze the types and reasons of code-

switching and code-mixing utterance used by an English teacher in the classroom.

In this case, the utterance should include the code-switching and code-mixing in

teaching English used by the English teacher.

This study uses three sources of data: first, the observation of the uses of

code-switching and code-mixing in the class and know the type and reasons of

code-switching and code-mixing used in english class. Second, the recording to

avoid loss of required data and there will be two phases that will be record by the

researcher during the teaching and learning process that was delivering teaching

materials and using or practicing the target language. third, interviews used to find

out more information such as the reasons of the used of code-switching and code-

mixing used in the process of teaching and learning in class.

D. Instruments of the Research

In this study, the researcher used three instruments consisting of

observation, documentation and interview.

 23

1. Observation

The observation was used to determine what type of code-switching and

code-mixing was used in the classroom and the reasons that occur from the use of

code-switching and code-mixing in teaching and learning at MAN Kota Palangka

Raya. The observation conducted by the researcher in one class. The researcher

uses open observation in which the researcher does the observation with the

teachers' permission. The researcher joins the class and observes the teaching-

learning process passively without doing any involvement in the classroom. The

researcher observes all the teacher instruction during the learning process, what

languages which used by the teacher and how she or he makes the students

understand the material by switching and mixing the languages. This consists of

research data such as observation and checklist.

a. Checklist

Behavioral checklist or commonly called checklist is a method of

observation that is able to provide information about the emergence or not

observed behavior by giving a check mark (√) if the observed behavior appears

(Herdiansyah, 2009, p. 136). In the checklist table the researcher will include

observed behavior indicators raised by the subject of research.

2. Interview

Interviews conducted to obtain information by asking directly to the subject

of research. This interview serves as a complemented to other methods used to

collect data and was used also to test the truth and stability of data obtained by
 24

other methods. An interview involves a one-on-one verbal interaction between the

researcher and a respondent. In this study, the interview done to identify

information about the used of code-switching and code-mixing by teachers.

The type of interview question used in this study was a structured interview.

The questions were asked in a set / standardized order and the interviewer will not

deviate from the interview schedule or probe beyond the answers received (so

they are not flexible). Structured interviews were easy to replicate as a fixed set of

closed questions are used, which was easy to quantify – this means it was easy to

test for reliability.

3. Documentation

The type of documentation was recording. The recording was done to avoid

the loss of data required by the researcher. The researcher needs documentation as

proof of the study. The aims of documentation in this study were to record all of

the data in a research and also as proof of research. It consists the data of the study

such as observation (checklist) results (video) and interview results (audio). It was

done to know the types and reason of the code-switching and code-mixing that

teachers used during the teaching and learning process.

E. Data Collection Procedure

This research will be conducted at MAN Kota Palangka Raya. Researcher

gets the data through a qualitative approach and this approach was highly

dependent on observations and interviews conducted. Researcher applies

classroom observation and structured interviews with the following procedures:

 25

1. The researcher do a preliminary study to ascertain the place, subject, object,

teaching-learning process and teaching-learning strategies used by an

English teacher.

2. Researcher converge with the teachers to find out the schedule.

3. The researcher makes a check list on the results of the initial study by

observing directly during the learning process. Observations was made in

the classroom and when the used of code was done by the teacher during the

learning process takes place. during the observation the researcher also

analyze whether the occurrence of code-switching and code-mixing as in the

theories already describe above to know the types and reasons used in class.

Researcher records the learning process in the classroom to avoid losing the

require data

4. While in the interview section was take after data from recordings and

observations transcribe and analyze. The researcher asks questions to

English teachers and the questions focus on teacher awareness when using

code switching in the process of teaching and learning in the classroom and

factor of code-switching and code-mixing.

F. Data Analysis Procedure

Researcher conducted data analysis to identify data obtained from

observation, interviews, and recording. The data obtained were analyzed by using

case study method. To analyze the data, the researcher did some procedures

adopted from Nasution (2003, p. 126-130) which state there are four techniques

use to analyze the data as follows:

 26

1. Data Collection

The researcher collected data from collecting data collected from

observations (checklists), documentation and interviews in X MIPA 5 class. Data

collection consists of observations to schools and classes during lessons in

progress; create a check mark in the checklists list table that can provide

information about the appearance or behavior observed by giving a tick (√) if the

observed behavior appears. Interview teachers regarding their responses or

comments on the used of code-switching and code-mixing; at the interview

session the researcher also recorded this activity so as not to lose the desired data.

Data from the first observations and interviews also recorded was transcribed into

written transcripts. Then, transcripts was identified between the code-switching

and code-mixing utterances and the no-code-switching and no-code-mixing

utterances.

2. Data Reduction

This was intended as a selected process. Researcher only select the

primary data, focus on important data and reduce unnecessary data because the

required data should be based on research objectives. First, on data reduction,

words that do not used code-swiching and code-mixing was removed. The

researcher identifies and selects the data, ie speech that was considered to used the

code-switching and code-mixing and was also relevant to the research topic. So,

the analysis only focuses on the data in accordance with the research questions

that have been formulated. After the above steps, the researcher conducted an in-

depth interview method to get the information.

 27

3. Data Display

The data will be analyzed to determine the type and reasons of code-

switching and code-mixing that may appear and be used in the learning process in

the classroom. Data was identified and separated into specific groups based on the

research focus. The focus of this research was the types and reason of code-

switching and code-mixing. The result of the data reduction was made

systematically in a simple draft.

4. Verification

Conclusions verified by looking back at data reduction whether before,

during or after data collection. Verification, researcher have summarize the results

of the study base on the problem and research objectives.

G. Data Endorsment

To find and authenticate the data obtained, the authors perform data

validation.

1. Credibility

Validity can not be taken for granted. Relative - related to the purpose and

circumstances of the study. The integrity of qualitative research depends on the

existence of a validity problem. Validity concerns the accuracy or truth of the

findings.

In qualitative research, in the test of data credibility or internal validity,

data must be received and must received the truth from the source of information.
 28

For the truth of the results of this study, researcher was supported by several

ways, as follows:

a. Triangulation. In this study, the researcher used triangulation techniques,

which collect data with various techniques from the same data source.

that is with a teacher in X MIPA 5 class. From a teacher who was the

source of the data, the data obtained will be analyzed and the data that

has been analyzed by the researcher results in conclusions. In this case,

the researcher uses different techniques. Researcher uses observation,

documentation, and interviews to make the data obtained to be consistent

and make the results of this study valid..

b. Member checking. Members were asked to check and re-examine the

subject of research to obtain a common perception. The purpose of

member checks was to make information gain for research and used in

writing research reports. That was from the data obtained, the researcher

gives confirmation to members who was the source of the data and who

was the data givers to see which data was agreed and which was rejected.

So that it can be used as evidence that the researcher has conducted a

member examination.

2. Transferability

Transferability was the extent to which the findings of qualitative studies

was applied or generalized to other contexts or to other groups. In this case, the

researcher provide an accurate, systematic, detailed and complete description of

the context and participants to assist the reader in determining the transferability.
 29

How far the results of this study can be applied in other contexts. That is, the

researcher provide details about the results of research undertaken, in which a

person will re-read the results of his research in the future.

3. Dependability

In addition to maximizing the credibility and diversion of their findings,

the researcher sought to demonstrate that the findings were reliable. In this case,

the researcher wants to show that the method used can be reproduced and

consistent, that the approach and the procedure used was suitable for context and

can be documented, and external evidence can be used to test conclusions.

4. Confirmability

Credibility in qualitative research about the truth of findings. Credibility or

truth values involve how to develop research designs, objects of research, and

context and have an obligation to represent the reality of this researcher as

accurately as possible and researcher also provide guarantees in the report. If the

results of the research was a function of the research process carried out, then the

research has met the standards of confirmation.

 CHAPTER IV
RESEARCH FINDING AND DISCUSSION
This chapter consist of research findings and discussion. The finding

designed to answer the research problems, there were the types and reasons of

code-switching and code-mixing in classroom interaction.

A. Data Presentation

This research was conducted in three steps, that is observation, interview

and documentation. First, the researcher conducted by making a check list on the

results of the initial study by observing directly during the learning process.

Observations were made in the classroom and when the user of the code was done

by the teacher during the learning process takes place. During the observation, the

researcher also documented the teacher's teaching process from the beginning of

the learning activity until the end of the researcher also analyzed whether the

occurrence of code-switching and code-mixing to find out the type and interviews

were also conducted to obtain data on the reasons for teachers using code-

switching and code-mixing. Observations were made on 9 October 2018 and on

16 October 2018 at MAN Palangka Raya City. At the end of the study conducted

interviews with a teacher who taught English, it was done at different times during

observation. It was done on October 22, 2018.

1. Data of Observation and Documentation

For the first data, the observation was conducted to find the type of code-

switching and code-mixing used by English teachers. The researcher used

observation checklist and documentation to got the data. The observation

30
 31

checklist aimed to instrument completed by an observe the teaching and learning

process in the classroom and the documentation aimed to find the type of code-

switching and code-mixing. The types of code switching found by researchers

through observation and documentation in class seem to found the type of code

switching proposed by Poplack (1980);a) tag-switching, (b) intra-sentential

code-switching, and (c) inter-sentential code-switching and the type of code-

mixing proposed byMyusken (2000); (a) Insertion, (b) Alternation , and (c)

Congruent Lexicalization.

a. Type of Code-Switching

1) Tag-Switching

- I have to continue, ya?

- The situation ya you can say “hi” before the intention

2) Intra-Sentential

- You can practice with your friends bisa ya nanti praktek dengan

temannya.

- Before you come in front of the class you can choose bisa pilih

yang mana yang akan kamu gunakan compliment or showing

care.

- I don’t take your score, saya tidak mengambil nilai kalian. We

just practice

- Pay attention please. Keep silent, kita diam dulu perhatikan

temannya yang maju.

 32

- Today all of you should practice in front of the class, jadi

semuanya dari kalian harus praktek didepan kelas ya.

- So kalian semua harus praktek dan hari ini all of you have

chance ya.

- Yes what ever bisa yang mana aja pilihan kamu

- Than, your friend as a best football player, bagaimana kamu

memberikan pujian terhadap teman mu ini? The best football

player

- Silent please, kasian anak nya ga dihiraukan ya

- Ok next, ini kamu dengan dia ceritanya pasangan baru yapergi

liburan ke Hawai.

- You say to your friend, for example all of you is a friends kamu

memuji teman kamu “beruntung ya kamu punya istri cantik, kok

bisa dapat istri cantik sekali”.

- And you compliment your friend how lucky she is to have a

husband using glasses and kk,stop supaya teman-teman yang lain

sempat maju kedepan ya.

- So here. You can giving compliment more than one, jadi kita juga

bisa memuji orang lain in English.

- Thank you, sit down please. We have practice about compliment.

We have 10 example, ada 10 contoh yang kita pelajari. From 10

example you can make your own statement.

 33

- There are many kind of compliment banyak kata yang bisa kita

gunakan untuk memberikan pujian.

- About compliment and care apa kalian semua sudah paham?

- I belive that you can, jika kalian sering belajar dan

mempraktekkannya dirumah.

- But its’s politekita berbicara lebih sopan mungkin kepada orang

yang lebih tua dari kita. It’s different with “will” and “going to”,

but have same meaning for the future.

- I don’t said “we will tal our lesson” no, but I said “we are going

to talk our lesson” karena kepastinnya sangat diyakini akan

terjadi

- I will be here tomorrow” without verb tanpa kata kerja ya. Why?

because the kinds of sentence is two

- Maybe tomorrow, next week or next year atau tahun depan tapi

sudah punya hubungan dengankeluarga mu and her family

- you would visit my house” bisa langsung dirubah ke

pertanyaan“bisakah kamu berkunjung kerumah ku?” “would you

visit my house?”.

- will you visit my house?” dan jawaban kamumungkin “besok,

minggu depan or next month”

- That is English itu lah bahasa inggris, have different meaning.

- Now from youkita dengarkan percakapan mereka. Than, you

practice in front of the class

 34

- For the boy, kamu membicarakan situasi kaya dan senang. Let’s

see your friends performent.

- You make sure that you will give them the moneydankamu

pastikan kamu bisa memberikan mereka uangnya.

- You are best friend of Aya, teman akrab kamu gitu ya. Than,

Awan have planning after finish in this school will go to

universityof Gajah Mada.

- And Aya, want to be a doctor ingin menjadi dokter gitu ya. But,

Aya’s father want her to be architect.

- The first you ask him and he answer your question. “What will

you do after finish study in this school?” and she or he will

answer tergantung pada siapa kamu bertanya

- Now, we practice. Kita berlatih ya.,now draw a girl picture.

Please ask your friends.

3) Inter-Sentential

- What happen with your sock? Kenapa kaos kaki nya kamu?

- Who’s next? Apa kalian semuanya sudah? Oh, Fauzan please

come.

- Naufal today as best actor in Indonesian. How you give

compliment for him? Pemain film terbaik di Indonesia, film

“ayat-ayat cinta” ya.

 35

- You are as a happy family, your wife is a beautiful women in this

world and your daughter is a beautiful girl in this world. Iyaa ini

anaknya dan ini istri kamu ya ceritanya.

- Your husband is the big boss, have many company and factory.

How you compliment your husband? Apakah memuji

kehebatannya karena duitnya banyak atau kesuksesannya.

- Now you compliment your mother. Ceritanya gantian kamu lagi

yang memuji ibu mu.

- How you are so proud to have her. Kalian sangat bangga

menikah dengan pasangan mu, pujiannya apa?

- You and you. Kamu memuji dia dan dia memuji kamu.

- You are very sweet couple because you are very handsome and

your wife so beautiful”. Pasangan ini memuji pasangan ini dan

pasangan ini memuji pasangan ini.

- Let’s think how you compliment your friends couple. Apakah

tentang kebersamaannya atau kekayaannya.

- Who is the next? Berikutnya siapa yang masuk dikelas ini? After

English

- ok, we are going to start our lesson about expression intention.

Expression intention. How to express about intention. Who knows

about intention? ada yang tau?

- Ya, for the future. “would” in here is not past from “will”. Ini

bukan bentuk “past” dari “will”nya

 36

- It’s different with “will” and “going to”, but have same meaning

for the future. Sama saja untuk yang akan datang ya sama kan

- What is the different? ada yang tau bedanya dengan “will” dan

“going to”

- When we use verbal sentence it’s mean we use verb, when we use

nominal sentence we don’t use verb but we use noun or adverb.

Sama semuanya karena itu adalah keinginan atau niat,atau kita

dapat mengatakan sesuatu yang harus dilakukan di masa depan

- Do you get it?Apa sudah bisa kalianpahami poinnya?

- Same pattern of the formula, . Semua polanya sama dan kalian

mengikutinya saja bagaimana menggunakannya

- Do you get it? Now, I would like to practice in front of the class.

Apa kalian sudah benar-benar paham pada materi ini? Because

repeting make you sure.

- Every I come to this class, I always want all of you practicing.

Because you will remember. Karena dengan praktek kita bisa

mengingat sampai 90%.

- You can ask Soraya. beside you yang disamping saya ini apakah

bisa diundang juga

- Ok. Ask her about the price? Tanya berapa harganya tas nya?

- Aya for the first. Iya kamu, Aya yang pertama ceritanya bertanya

pada temannya
 37

b. Type of Code-Mixing

1) Insertion
- Will and would” is different if there is no “like-nya”. “I would to

go to Jakarta” “I will go to Jakarta”.

2) Alternation
- “You are a good boy” and this is complimenting or showing care.

Complimenting it’s mean pujian.

- Showing care atau kepedulian. Than, the responses is “thank

you.....”

- Compliment or care? Compliment showing pujian

- Yes, this one complimenting “say thanks” or to compliment

memuji

- Next, siapa? Soraya and Lili come

- So all of you should practice and hari ini all of you have chance

ya.

- Ok, thank you sit down please, duduk.

- Repeat, ulang because I can’r hear you.

- Compliment dulu, than continue for “care”.

- Louder please, nyaring-nyaring

- One student more, satu. Yes, please come.

- “congratulation” but with compliment, jangan hanya

“congratulation” ya.

- Mereka sangat sukses dan punya banyak sekali perusahaan

everywhere.
 38

- You give a compliment to others or pasangan ini.

- Let’s think how you compliment your friends couple.

Kebersamaannya? Kekayaannya?

- Choose one of them which one, yang duluan

- How beautiful women that you get yang disana ya.

- Your name, namanya siapa? Yes you, sorry I’m forget your name

- You are very lucky, kamu sangat beruntung. Smart husband yaa.

- You make based on the condition, berdasarkan kondisi.

- We make and than we are very impressed for something we can

give compliment, memberi pujian.

- What, contoh kepedulian untuk Palu? Pray for Palu.

- You are very sad, kamu sangat sedih I’m sorry to hear that.

- Yes, Tinggal practice. All of you practice at home.

- Don’s just at school because you just have 2 hour fot learning

disekolah.

- But here ingatAda perbedaan ya, because we have three kinds of

expressing intention.

- Let’s see here.Perhatiakan yang pertamanya, the formula is using

I would like + to. The second is use another object + will.

- What the other reason, alasan lain. “will” is close for the time

between we speak about our planning. “I’m going to” is maybe

very near or not long for the space time when we speak about our

planning
 39

- we can say that something to do in the future. Yang akan datang.

In this case maybe use tonight, tomorrow, next month, next year,

all of the adverb of time or place we can use in this sentences.

- Now, your friend said that have space time ada waktunyaand

space time long between when we speak

- The other explanation about “will” and “ going to” is sure but

“will” it maybe is not sure or just planning, bisa dipahami? Can

you

- Do you get it, paham antara going to and will

- “ we will go to Bali next year” it will happen or notbisa terjadi

tapi bisa tidak. Do you get it?

- Example “I will go to Jakarta” “will you go to Jakarta?” gitu kan

- This is expression of intention, mengungkapkan suatu tujuan and

happen in the future

- We will stay for a day in this house, sehari saja

- Tell about your planning, ya silahkan

- Ok. Ask her about the price tanya how much?

- How much you spend money? Five teen million, 50juta ya

- When you say “would you” atau “will you”

- Next, one more. Satu lagi ya come to practice

- Ok finish? Did you understand? Masih bingung still confuse?

- Yes. sama saja pertanyaannya use “would, going to and will”.

- I forbiden all of you to write, dilarang menulis just think

 40

3) Congruent Lexicalization

- Bukan “thanks you” tapi “thank you” ya .

- You can practice at home minimal 10minute you can learn dari

youtube, google to practice your pronoun, listening atau your

reading.

- Ini sudah maybe 80% atau 90% it will be happen when I say “we

are going to talk about our lesson today” itu 90% will be

happenakan terjadi.

- It’s different, ada bedanya ifyoustate “I’m going to” “we are

going to” jika there is no doubt, tidak ada keraguan

- Perbedaan ini when we speak with someone it is different in

structure dan juga different in meaning, perbedaan maknanya.

Ok, any question?

- Jika menggunakan question word kalo menggunakan “what

where” tapijika diaexpressing intention maka kita bisa

menggunakan “would, will, and going to”.

- There is polite, ada yang sure will be happen, ada juga yang

maybe also will not sure “i’m going to buy a motorcycle” duit

sudah ada, it is use “going to”

- Itu bisa ya, can you? Ok, akan menikah tahun depandan sekarang

anggaplah this is your teacher andyou invite your teacher to come

your party.
 41

- My question is “I have two children 2 anak a boy and a girl.

Than, I have brother and my brother have girlfriend” do you get

it? “and what is the relationship between this one and this one?”

Sepupu?

- Ok. Pay attention. Now we have guest mystery, tamu misteri ya.

You all, all of us guess “how am I”“siapa saya”. It can be a

doctor, it can be a professor. Every student have one Congruent

Lexicalization question and don’t ask about

2. Data Of Interview

For the second data, interview was conducted to found the reasons of code-

switching and code-mixing used by English teachers. The researcher used

interview to got the data., the researcher wanted to know what the reasons teacher

used Code-Switching and Code-Mixing. The researcher conducted an interview

on October 22th, 2018 and start at 14.00 until 14.30 WIB. Interviews were

conducted with teacher. First, the interview was done with teacher who taught

English in X MIPA 5. The questions that researcher asked teacher was, what the

teacher think about code-switching and code-mixing, have the teacher ever

switched or mixed language when speak English and how often, who is the main

target when the teacher switched or mixed the instruction, what do the teacher

think when he switched or mixed that language, what makes the teacher switched

or mixed languages when teaching learning process, why do the teacher switched

or mixed those languages or instruction when teaching learning process, is there

any special reasons that the teacher have to switched or mixed your language, and
 42

how do students react when the teacher switch or mixed language when teaching

and learning.

Based on the interview, the teacher revealed that the reason teachers used

code-switching and code mixing was to show group identity, when they want to

be assertive about something to students and to clarify something that was not

understand by students when the teacher speaks English.

B. Research Findings

1. The Type Of Code-Switching and Code-Mixing Used By English

Teacher

a. The Type of Code-Switching Used by English Teacher

The data about the utility of code-switching in the classroom which

had been gathered showed all the types of code-switching proposed by

According to Poplack (1980) have three types (: (a) tag-switching, (b)

intra-sentential code-switching, and (c) inter-sentential code-switching.

These types will be explained specifically as following

1) Tag-Switching, in this kind of code switching, tags and certain set

phrases in one language was inserted into an utterance in another or

we can said inserts a short expression from a different language.

Short expression (tags) typically contain minimal syntactic

restrictions; thus,they do not break syntactic rules when inserted into

a sentence that is given in the L1. It was show from the observation

when the teacher They are as follow:

 43

(Recorded on October 9th, 2018)

- I have to continue, ya?

In this sentence, English as the instruction and Bahasa

Indonesia as the embedded (switch). So, the code switching of this

sentence was occurred from English to Indonesia. This sentence was

included into Tag or emblematic code switching because the speaker

put Indonesian tag (ya) into English sentence.

2) Intra-Sentential, in this type the speaker switches from one

language to another in the same sentence. Thus the sentence will

consist of two languages. Intra-sentential displacements are found

when a word, phrase, or clause, of a foreign language, was found in a

sentence in the base language. According to Poplack (1980) is

possibly the most complex type among the three as it can occur at

clausa, sentential or even word level. They are as follow:

(Recorded on October 9th, 2018)

- Before you come in front of the class you can choose bisa pilih

yang mana yang akan kamu gunakan compliment or showing care.

The data showed that this type of code-switching was

dominated by the sentence which is its language matrix English or

we can say English as instruction and Bahasa Indonesia as the

embedded. In one sentence there were two languages that were

switched, from English (Before you come in front of the class you

can choose) then switch to Bahasa Indonesia (bisa pilih yang mana
 44

yang akan kamu gunakan) and switch to English again (compliment

or showing care.)

So, the code-switching of this sentence has occurred from

English to Indonesia. This type of code-switching was dominated by

the sentence, this sentence was classified into intra-sentential code

switching because the speaker switches the clauses in the sentence or

the speaker switches the utterances from English clause to the

Indonesian utterance or Indonesian clause or vice versa.

3) Inter-sentential, in this type which a change of language occurs at the

sentence levels. A speaker switch from one language to another

between different sentences. This implies that when the speaker of

an individual was divided into sentences, one sentence will be in one

language while the other sentence will be totally different language.

They are as follow:

(Recorded on October 9th, 2018)

- What happen with your sock? Kenapa kaos kaki nya kamu?

The data showed, English as the instruction (What happen with

your sock?) and Bahasa Indonesia as the embedded (Kenapa kaos

kaki nya kamu?). So, the code-switching of this sentence has

occurred from English to Indonesia. This sentence was included as

the terms of inter-sentential code switching because the speaker

switches the language between sentences, there were two sentences

 45

in one utterance, the first was English sentence and Indonesian

sentence and the code-switching also occurs between sentences.

b. The Type Of Code-Mixing Used By English Teacher

The data about the utility of code-switching in the classroom which

had been gathered showed all the types of code-mixing proposed by

According to Myusken (2000) have three types (a) Insertion, (b)

Alternation , and (c) Congruent Lexicalization. These types will be

explained specifically as following.

1) Insertion, in this type, which a change of language insertion of

material (lexical items or entire constituents) from one language into

a structure from the other language. associated with Myers-Scotton

(1993) cited on Myusken (2000) stated that the constraints in terms

of the structural properties of some base or matrix structure. Here the

process of code-mixing was conceived as something to borrowing:

the insertion of an alien lexical or phrasal category into a given

structure.. They are as follow:

(Recorded on October16th, 2018)

- “Will and would” is different if there is no “like-nya”. “I would

to go to Jakarta” “I will go to Jakarta”.

In this sentence, English as the instruction and Bahasa

Indonesia as the embedded (switch). So, the code-mixing of this

sentence has occurred from English to Indonesia. In this type, which

 46

a change of language insertion of material (lexical items or entire

constituents) from one language into a structure from the other

language. The teacher adds the Indonesian suffix (-nya) in English

word (like), and the code mixing occurs within a word boundary.

2) Alternation, this kind of code mixing occurs within a phrase, a clause

or a sentence boundary. This form of mixed code appears when there

are changes in the structure of two different languages, both

grammar and vocabulary systems. They are as follow:

(Recorded on October 9th, 2018)

- Yes, Tinggal practice, all of you practice at home everyday and

it can be help you.

The data showed English as the instruction and Bahasa

Indonesia as the embedded (Tinggal). So, the code mixing of this

sentence has occurred from English to Bahasa Indonesia. As a basic

concept of Alternation, when the speaker mixes or puts another word

to the sentence. By inserting another word (Bahasa Indonesia) to the

English sentences, it can be classified as a form of Alternation code

mixing. In code mixing concept it can be concluded as an

Alternation (code-mixing). The speaker puts the Indonesia word to

the English sentence and the mixing occurs within a sentence

boundary.
 47

(Recorded on October16th, 2018)

- Ask how much you spend the money for this holiday? Say

100juta one million

The data showed, English as the instruction and Bahasa

Indonesia as the embedded (100 juta). So, the code mixing of this

sentence has occurred from English to Bahasa Indonesia. As a basic

concept of Alternation, when the speaker mixes or puts another word

to the sentence. By inserting another word (Bahasa Indonesia) to the

English sentences, it can be classified as a form of Alternation code

mixing. In code mixing concept it can be concluded as an

Alternation (code-mixing). The speaker puts the Indonesia word to

the English sentence and the mixing occurs within a sentence

boundary.

From the data which had been gathered, the researcher can

concluded the teacher mixed their code to inserts Indonesia word

into English sentence, and this mixing occurs within a sentence

boundary. Thus, the students were expected to able to understand the

teaching material or instructions better, and then they were also

expected to be able to do the instruction correctly.

3) Congruent Lexicalization, this kind of code-mixing was congruent

lexicalization, which refers to the situation where two languages

share grammatical structures, which can be filled lexically with

elements from either language. This form of mixed code appears

 48

when speakers combine two different grammatical systems without

changing the structure by inserting non-numerical lexical from the

two languages. In other words, congruent lexicalization was a form

of code mixing in an utterance that contains a variety of words from

different languages but can still be available. They are as follow:

(Recorded on October 9th, 2018)

- Bukan “thanks you” tapi “thank you”.

The data showed, English as the instruction and Bahasa

Indonesia as the embedded (Mixed). So, the code mixing of this

sentence is occurred from English to Bahasa Indonesia.As a basic

concept of congruent lexicalization, when the speaker mixes where

two languages share grammatical structures, which can be filled

lexically with elements from either language. This form of mixed

code appears when speakers combine two different grammatical

systems without changing the structure by inserting non-numerical

lexical from the two languages. By inserting another word (Bahasa

Indonesia) to the English sentences and two languages share

grammatical structures, it can be classified as a form of congruent

lexicalization code-mixing. In code mixing concept it can be

concluded as an congruent lexicalization(code-mixing).

 49

2. The Reasons Of The Code-Switching And Code-Mixing Used By English

Teacher

In this section the writer, discussed about the reasons of Code-

Switching and Code-Mixing was used by English teacher. There was 9

potential reasons of Code-Switching and Code-Mixing based on Hoffman's

theory, they are as follow: (a) Talking about a particular topic, (b) Quoting

somebody else, (c) Be emphatic about something, (d) Interjection (Inserting

sentence fillers or sentence connectors), (e) Repetition used for

clarification, (f) Intention of clarifying the speech content for interlocutor,

(9) Expressing group identity.Based on the interview data, the researcher

can conclude that there are 3 reasons based on the theory above and 2 other

reasons for the teacher to use Code-Switching and Code-Mixing as follows:

1. Talking about a particular topic

From the data collected through interviews, researchers can conclude

that the reason teachers use Code-Switching and Code-Mixing was because

they see the ability of students themselves.

2. Be emphatic about something

From the data collected through interviews, researchers can conclude

that the reason teachers used Code-Switching and Code-Mixing is because

be emphatic about something. the teacher switched or mixed the language in

order to emphasize certain terms.

 50

3. Expressing group identity

From the data collected through interviews, researchers can conclude

that the reason teachers use Code-Switching and Code-Mixing because of

express group identity. In this class, there were some students who have

moderate abilities and there were some students who were capable of good

abilities. If the ability of the students turns out they were some people there

or some students has low-ability then they were very helpful with the use of

mixing and switching.

4. Help students who was confused

If there ware a vocabulary and the type of sentence in learning was

unfamiliar, the teacher must switch or mix to help the students by the

switching or mixing

5. restore student concentration,

According to the teacher, teaching-learning it should be done in the morning

it was very good. If there were English lessons in the afternoon, students

lack concentration and students need the maximum help from the teacher so

they can restore their concentration so that the teaching-learning process in

the classroom will be more conducive

B. Discussion

In this section, the researcher discusses the findings in depth to answer the

problem formulation stated in Chapter I. To provide a complete explanation, some

data from the appendix was taken as the examples. This section consists of two

parts. The first part was related to the types of code-switching and code-mixing,
 51

which was presented to answer the first formulation of the problem and the

second part was about the reasons of code-switching and code-mixing, which was

presented to answer the second formulation.

1. The types of code-switching and code-mixing used by English teachers

According to Poplack (1980) there are three types of code-switching. They

are; Tag-Switching, Intra-Sentential, Inter-Sentential. Each of them is explained

one by one and followed by some examples.

a. Tag-Switching, the tag-switching occurs when bilingual inserts a short

expression (tag) from a different languageor involves inserting short

tags or phrases in one language into a speech if not completely in

another language and this type contain minimal syntactic restrictions;

thus,they do not break syntactic rules when inserted into a sentence that is

given in the L1.

Based on the findings, there are 2 data which are categorized as tag

switching, as follows:

- The situationya you can say “hi” before the intention

In this sentence, English as the instruction and Bahasa Indonesia as

the embedded (switch). So, the code-switching of this sentence has occurred

from English to Indonesia. This sentence was included into Tag or

emblematic code switching because the speaker put Indonesian tag (ya) into

English sentence. The word “ya” was tag-switching because it occurs as a

tag and its occurrence will not change the main point of the sentence. It can

be seen from “The situation ya you can say “hi” before the intention”. In
 52

this case, the point of the sentence was about intention. When the word was

omitted, it will be “The situation you can say “hi” before the intention”.

Therefore, the point of the sentence was still the same. The word does not

change the main point of the sentence because it occurs as a tag..

b. Intra-Sentential, in this type, the teacher switches from one language to

another in the same sentence. Thus the sentence will consist of two

languages. Intra-sentential displacements were found when a word, phrase,

or clause, of a foreign language, was found in a sentence in the base

language. Based on the findings, there are 32 data which are categorized as

intra-switching, as follows:

- Than, your friend as a best football player, bagaimana kamu

memberikan pujian terhadap teman mu ini? The best football player

In this sentence,English or we can said English as instruction and

Bahasa Indonesia as the embedded. In one sentence there were two

languages that are switched, from English (Than, your friend as a best

football player) than switch to Bahasa Indonesia (bagaimana kamu

memberikan pujian terhadap teman mu ini). It iscategorized as

intrasentential switching.

- Before you come in front of the class you can choose bisa pilih yang

mana yang akan kamu gunakan compliment or showing care.

In this sentence, English or we can said English as instruction and

Bahasa Indonesia as the embedded. In one sentence there were two

languages that switched, from English (Before you come in front of the
 53

class you can dominated by the sentence which its language matrix choose)

than switch to Bahasa Indonesia (bisa pilih yang mana yang akan kamu

gunakan) and switch to English again (compliment or showing care).

From the data which had been gathered, the researcher can

concluded that the teachers attend to avoid the switching of from Bahasa

Indonesia in to the English. Conversely the switching from English into

Bahasa Indonesia could be easier. This has related to the different position

of the two codes, where English has considered to be the target language in

the classroom. The use of English which has learned formally as the target

language in the classroom demands the students and the teachers to

emphasize the formal and proper used of the target language. Also, the

achievement of the language learning was indicated by the rate of accurate

target language form shown by the speakers.

c. Inter-sentential, in this type, which a change of language occurs at the

sentence levels. a speaker switch from one language to another between

different sentences. This implies that when the speaker of an individual is

divided into sentences, one sentence will be in one language while the other

sentence will be totally different language. The topic of the conversation

may be switched by pause employed by the teacher. The pause employed

here shows a brief suspension of the voice to indicate limits or relations of

sentences. Based on the findings, there were 23 data that belong to inter-

sentential switch..

- What happen with your sock? Kenapa kaos kaki nya kamu?
 54

In this sentence, English as the instruction (What happen with your

sock?) and Bahasa Indonesia as the embedded (Kenapa kaos kaki nya

kamu?). So, the code-switching of this sentence has occurred from English

to Indonesia. This sentence has included as the terms of inter-sentential code

switching because the speaker switches the language between sentences,

there were two sentences in one utterance, the first was English sentence

and Indonesian sentence and the code-switching also occurs between

sentences.

- When we use verbal sentence it’s mean we use verb, when we use

nominal sentence we don’t use verb but we use noun or adverb. Sama

semuanya karena itu adalah keinginan atau niat,atau kita dapat

mengatakan sesuatu yang harus dilakukan di masa depan.

In this sentence, English as the instruction (When we use verbal

sentence it’s mean we use verb, when we use nominal sentence we don’t use

verb but we use noun or adverb) and Bahasa Indonesia as the embedded

(Sama semuanya karena itu adalah keinginan atau niat,atau kita dapat

mengatakan sesuatu yang harus dilakukan di masa depan). So, the code-

switching of this sentence has occurred from English to Indonesia. This

sentence was included as the terms of inter-sentential code switching

because the speaker switches the language between sentences, there were

two sentences in one utterance, the first is English sentence and Indonesian

sentence and the code-switching also occurs between sentences..

 55

From the data which had been gathered, the researcher can concluded

the teacher switched their code to make the explanation or instruction

comprehensible for the students. Thus, the students were expected to able to

understand the teaching material or instructions better, and then they were

also expected to be able do the instruction correctly. They tried to construct

pleasant classroom restated through using Bahasa Indonesia. The

explanation in English was often switched in Bahasa Indonesia in order to

create a comfortable situation for the whole class.

Proposed by According to Myusken (2000) have three types (a)

Insertion, (b) Alternation , and (c) Congruent Lexicalization. Each of them

is explained one by one and followed by some examples.

a. Insertion, in this type, which a change of language insertion of material

(lexical items or entire constituents) from one language into a structure

from the other language. The constraints in terms of the structural

properties of some base or matrix structure. Here the process of code-

mixing is conceived as something to borrowing: The insertion of an

lexical or phrasal category into a given structure. Based on the findings,

there were 1 data that belong to insertion mixed

- Will and would” is different if there is no “like-nya”. “I would to go to

Jakarta” “I will go to Jakarta”.

In this sentence, English as the instruction and Bahasa Indonesia as

the embedded (switch). So, the code-mixing of this sentence has occurred

from English to Indonesia. In this type, which a change of language

 56

insertion of material (lexical items or entire constituents) from one

language into a structure from the other language. The teacher adds the

Indonesian suffix (-nya) in English word (like), and the code mixing

occurs within a word boundary.

b. Alternation, this kind of code mixing occurs within a phrase, a clause or a

sentence boundary. This form of mixed code appears when there were

changes in the structure of two different languages, both grammar and

vocabulary systems. Based on the findings, there were 44 data that

belong to alternation mixed, as follow:

- Yes, Tinggal practice, all of you practice at home everyday and it

can be help you .

In this sentence, English as the instruction and Bahasa Indonesia as

the embedded (Tinggal). So, the code mixing of this sentence was

occurred from English to Bahasa Indonesia. As a basic concept of

Alternation, when the speaker mixes or puts another word to the

sentence. By inserting another word (Bahasa Indonesia) to the English

sentences, it can be classified as a form of Alternation code mixing. In

code mixing concept it can be concluded as an Alternation (code-

mixing). The speaker puts the Indonesia word to the English sentence

and the mixing occurs within a sentence boundary.

- So all of you should practice and hari ini all of you have chance ya.

In this sentence, English as the instruction and Bahasa Indonesia as

the embedded (100 juta). So, the code mixing of this sentence is occurred
 57

from English to Bahasa Indonesia. As a basic concept of Alternation,

when the speaker mixes or puts another word to the sentence. By

inserting another word (Bahasa Indonesia) to the English sentences, it

can be classified as a form of Alternation code mixing. In code mixing

concept it can be concluded as an Alternation (code-mixing). The speaker

puts the Indonesia word to the English sentence and the mixing occurs

within a sentence boundary.

- Mereka sangat sukses dan punya banyak sekali perusahaan

everywhere.

In this sentence, Bahasa Indonesia as the instruction and English as

the embedded (everywhere.). So, the code mixing of this sentence has

occurred from English to Bahasa Indonesia. As a basic concept of

Alternation, when the speaker mixes or puts another word to the

sentence. By inserting another word (Bahasa Indonesia) to the English

sentences, it can be classified as a form of Alternation code mixing. In

code mixing concept it can be concluded as an Alternation (code-

mixing). The speaker puts the Indonesia word to the English sentence

and the mixing occurs within a sentence boundary.

- Let’s think how you compliment your friends couple.

Kebersamaannya? Kekayaannya?

In this sentence, English as the instruction and Bahasa Indonesia as

the embedded (Kebersamaannya). So, the code mixing of this sentence

has occurred from English to Bahasa Indonesia. As a basic concept of

 58

Alternation, when the speaker mixes or puts another word to the

sentence. By inserting another word (Bahasa Indonesia) to the English

sentences, it can be classified as a form of Alternation code mixing. In

code mixing concept it can be concluded as an Alternation (code-

mixing). The speaker puts the Indonesia clause to the English sentence

and the mixing occurs within a sentence boundary.

c. Congruent Lexicalization, this kind of code-mixing is congruent

lexicalization, which refers to the situation where two languages share

grammatical structures, which can be filled lexically with elements from

either language. This form of mixed code appears when speakers

combine two different grammatical systems without changing the

structure by inserting non-numerical lexical from the two languages.In

other words, congruent lexicalisation is a form of code mixing in an

utterance that contains a variety of words from different languages but

can still be available. Based on the findings, there were 44 data that

belong to alternation mixed:

- Bukan “thanks you” tapi “thank you”.

The data showed, English as the instruction and Bahasa Indonesia

as the embedded (Mixed). So, the code mixing of this sentence has

occurred from English to Bahasa Indonesia. As a basic concept

ofcongruent lexicalization, when the speaker mixes where two languages

share grammatical structures, which can be filled lexically with elements

from either language. This form of mixed code appears when speakers
 59

combine two different grammatical systems without changing the

structure by inserting non-numerical lexical from the two languages. By

inserting another word (Bahasa Indonesia) to the English sentences and

two languages share grammatical structures, it can be classified as a form

of congruent lexicalization ode mixing. In code mixing concept it can be

concluded as an congruent lexicalization(code-mixing).

- You can practice at home minimal 10minute you can learn dari

youtube, google to practice your pronoun, listening atau your

reading.

The data showed, English as the instruction and Bahasa Indonesia

as the embedded (Mixed). So, the code mixing of this sentence has

occurred from English to Bahasa Indonesia. As a basic concept

ofcongruent lexicalization, when the speaker mixes where two languages

share grammatical structures, which can be filled lexically with elements

from either language. This form of mixed code appears when speakers

combine two different grammatical systems without changing the

structure by inserting non-numerical lexical from the two languages. By

inserting another word (Bahasa Indonesia) to the English sentences and

two languages share grammatical structures, it can be classified as a form

of congruent lexicalization ode mixing. In code mixing concept it can be

concluded as an congruent lexicalization(code-mixing).

 60

2. The reasons of the code-switching and code-mixing used by English teacher

According to the theory mentioned earlier, there were 9 potential

reasons for Code-Switching and Code-Mixing based on Hoffman's theory,

they were as follows: (a) Talking about a particular topic, (b) Citing

others, (c) Being assertive about something, (D) Interjection (Entering the

filler sentence or sentence connector), (e) Repetition is used for

clarification, (f) The purpose of clarifying speech content for the

interlocutor, (9) Expressing group identity. After analyzing the data, the

researcher found that code switching and code mixing used by the teacher

had reasons based on interview data, the researcher could conclude that

there were 3 reasons based on the previous theory the teacher used Code-

Switching and Code-Mixing as follows:

a. Talking about a particular topic, from the data collected through

interviews, researchers can conclude that the reason teachers used Code-

Switching and Code-Mixing was that they saw the ability of students

themselves. The level of difficulty of the material he taught included

certain topics and also looked at vocabulary and even saw the types of

sentences in learning. Learning will be very difficult to run smoothly if

students feel there has words or sentences that were not familiar and

therefore the task of the teacher to provide assistance to students by used

mixing or switching.

b. Be emphatic about something, from the data collected through interviews,

researchers can conclude that the reason teachers use Code-Switching and
 61

Code-Mixing was that emphatic about something. The teacher switched or

mixed the language in order to emphasize certain terms.

- Bukan “thanks you” tapi “thank you”.

From these code-mixing sentences, the teacher mixed the

language in order to emphasize certain terms. For instance, sentence

number one about "Bukan" and "Tapi". The speaker mixed the utterances

because the teacher wanted to be emphatic about how to say the word

"thank you" correctly.

c. Expressing group identity, From the data collected through interviews,

researcher can conclude that the reason teachers used Code-Switching and

Code-Mixing because of express group identity. In this class, there were

some students who have moderate abilities and there were some students

who were capable of good abilities. If the ability of the students turns out

they were some people there or some students were low-ability then they

were very helpful with the used of mixing and switching.

Based on interview data the researchers also found 2 others reasons

teachers use code-switching and code-mixing as follows:

a. Help students who was confused, if there ware a vocabulary and the type

of sentence in learning was unfamiliar, the teacher must switch or mix to

help the students by the switching or mixing

b. Restore student concentration, according to the teacher, teaching-learning

it should be done in the morning it was very good. If there were English

lessons in the afternoon, students lack concentration and students need the
 62

maximum help from the teacher so they can restore their concentration so

that the teaching-learning process in the classroom will be more

conducive.
 CHAPTER V

CONCLUSION AND SUGGESTION

This chapter contained the conclusion of the findings and suggestions.

The finding and the suggestion were aimed at the teacher, specifically for the

MAN Kota Palangka Raya, and those who are interest further in researching the

use of code-switching and code-mixing

A. Conclusion

Based on the result of data analysis and finding in the previous chapter, the

researcher puts forward the following conclusion:

1. The types of code-switching carried out by English teachers in the class was

three types according to the theory of the types of code switching made by

Poplack (1980). The code-switching types were: (a) tag-switching code-

switching appeared 2 times, (b) Intra-sentential code-switching appeared 31

times and (c) Inter-sentential appeared 23 times. And the types of code-

mixing carried out by English teachers in the class was three types according

to the theory of code-mixing purposed by Myusken (2000). These types were

:(a) Insertion appears 1 time, (b) Alternation appear 44 times, and (c)

Congruent Lexicalization appear 10 times.

2. The reasons commonly used by the English teachers in the classroom

purposed also for some motive, these reasons was: (a) Talking about a

particular topic, (b) Be emphatic about something, (c) Expressing group

identity (d) help students who was confused, and (e) Restore studenta

concentration.

63
 64

B. Suggestion

1. Teachers can used code-switching to lubricate the communication with

their students in order to maintain the classroom's situation. And as the

result, it was expected that the students will be able to be accustomed to

communication in the classroom. Code-switching and code-mixing can

be applied when the teacher explains the material or gives instructions to

students so that students were easier to understand. Teacher should not

evade the existence of code-switching in teaching English in the

classroom as it has many advantages in teaching students in the

classroom.

2. For the other researchers this design of this thesis used descriptive

qualitative research which use case study, its recommended for the other

researcher to do the research used the other design to increase better

research for who interest researching the use of code-switching and code-

mixing.
 REFERENCES

Ansar, F. A. (2017). Code Switching and Code Mixing inTeaching-Learning

Process. English Education Jurnal Tadris Bahasa Inggris. Vol 10 (1),

2017, 29-45.

Austin, J. L. (1962). How to Do Things with Words. Oxford: Clarendon Press

Ayeomoni, M.O. (2006). Code-Switching and Code-Mixing: Styleof Language

Use in Childhood in Yoruba Speech Community.Nordic Journal of African

Studies 15(1): 90–99.

Bhatia, T.K., and Ritchie, W.C. (2013).Handbook of bilingualism and

multilingualism (2ndEd). Blackwell Publishing

Chaer, A., & Agustina, L. (1995). Sosiolinguistik Perkenalan Awal. Jakarta:

Rineka Cipta

Gonzales-Velásquez, M. D. (1995). Sometimes Spanish, Sometimes English. In

K.Hall (Ed.) Gender articulated: La nguage and the socially constructed

self(pp. 421-446). New York, NY: Routledge.

Gulzar, M. A. (2010). Code-switching: Awareness about Its Utility in Bilingual

Classrooms. Bulletin of Education and Research. December 2010, Vol. 32,

No. 2 pp. 23-44

Gulzar, M. S. (2014). Teachers’ Code-Switching in a Content Focused English as

a Second Language (ESL) Classroom: Patterns and Functions. Research

on Humanities and Social Sciences www.iiste.orgISSN (Paper)2224-5766

ISSN (Online)2225-0484 (Online)Vol.4, No.16, 2014.

Hamdan, M. (2015). Code Mixing And Code Switching In Bilingual Teaching

Classroom Interactions. Palangka Raya: The Department Of Language

Education State Islamic Institute Of Palangka Raya

Hamers, F.,and Blanc, M. (2000).Bilinguality and Bilingualism. Cambridge:

Cambridge University Press.

Heller, M. (1988). Code Switching. Berlin: Mouton de Gruyter

Hidayat, T. (2008). An Analysis Of Code Switching Used By Facebookers.

Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP). Siliwangi

Bandung

Hoffman, C. (1991). An Introduction to Bilingualism. New York: Longman.

Holmes, J., and Nick, W. (2017). An Introduction to Sociolinguistic. (5th Ed.).

New York, NY: Routledge.

Holmes, Janet. 2001. An Introduction to Sociolinguistics. New York: Longman.

Leung, C. (2010). Code-Mixing in Print Advertisement and its Cultural

Implications in Hongkong. European Journal of Social Sciences, 12(3),

417-429

Moghadam, S.H., Samad, A.A., Shahraki, E.R. (2012). Code Switching as a

Medium of Instruction in an EFL Classroom. Academy Publisher

Manufactured in Finland. Vol. 2, No. 11, pp. 2219-2225.

Myusken, P. (2000). Bilingual Speech. New York, NY: Cambridge

UniversityPress.

Nursjam, (2004), Indonesian-English Code Mixing in Tourism

Context.Hasanuddin University
Pahruli. (2010). The Type And The Factors Influencing The Code Switching And

Code Mixing Use By VJ Of MTV Ampuh. Jakarta: Latters and Humanities

Faculty State Islamic University “Syarif Hidayahtullah”

Poplack, S. (1980). Sometimes I'll start a sentence in English y termino˜ en

espan˜ol" Toward a typology of code-switching. Linguistics 18, 581-616.

Romaine, S. (1994).Language in Society: An Introduction to Sociolinguistics.

New York: Oxford University Press.

Saba, P. (2016). Language Usage in Pakistani Classrooms. Journal of Literature,

Languages and Linguistics www.iiste.orgAn International Peer-reviewed

JournalVol.29, 2016. ISSN 2422-8435.

Sarah, S. N. (2012). The Use of English-Indonesian Code Switching and Code

Mixing: A Qualitative Study of Sociolinguistics at 8TH Semester of PBI-

A of IAIN SyekhNurjati Cirebon. Cirebon: English Education Department

of Tarbiyah Faculty of Syekh NurjatiState Institute for Islamic Studies.

Searle, J. R. (1983). An essay in the Philosophy of Languange. Cambridge:

Cambridge University Press.

Sert, O. (2005). The Function of Code-Switching in ELT Classroom.The

InternetTESL Journal, Vol. XI, No. 8.

Sumarsih, dkk.(2014). Code Switching and Code Mixing in Indonesia: Study in

Sociolinguistics. Canadian Center of Science and Education. Vol. 4, No. 1;

2014.
Ulfah, N. M. (2014). The Use of Code Switching by English Teachers in Foreign

Languange Classroom. Makasar: Faculty of Teacher Training and

Education Makassar Muhammadiyah University.

Victoria, F., and Robert, R. (1983). An Introduction to Language. New York:

Holt,Rinehart and Winston.

Wardhaugh, R. (2006). An introduction to sosiolinguistic 5th edition. London:

Blackwell Publishing Ltd.

Wardhaugh, R., and Janet, M. Fuler. (2015). An Introduction to Sociolinguistic.

(7th Ed.) Oxford: Willey Blackwell Publishing.

Waris, A. M. (2012). Code switching and mixing (Communication in Learning

Language). Jurnal Dakwah Tabligh, Vol. 13, No. 1, Juni 2012 : 123 – 135.
 Appendix 1

THE ANALYSIS OF THE DATA

Types and reason of Code-Switching and Code-Mixing

Date : October9th, 2018

Classroom : X MIPA 5

Code-Switching

Types

switching
Tag-

Sentential
Intra-

sentential
Inter-
NO UTTERANCES

1 You can practice with your friends

bisa ya nanti praktek dengan ✔
temannya.

2 Before you come in front of the

class you can choose bisa pilih yang
✔
mana yang akan kamu gunakan
compliment or showing care.

3 I don’t take your score, saya tidak

mengambil nilai kalian. We just ✔
practice

4 Pay attention please. Keep silent,

kita diam dulu perhatikan temannya ✔
yang maju.

5 Today all of you should practice in

✔
front of the class, jadi semuanya
 dari kalian harus praktek didepan
kelas ya.

6 Kalian semua harus praktek dan

hari ini all of you have chance, all of ✔
you.

7 Yes what ever bisa yang mana aja

✔
pilihan kamu.

8 What happen with your sock?

✔
Kenapa kaos kaki nya kamu?

9 Who’s next? Apa kalian semuanya

✔
sudah? Oh, Fauzan please come.

10 Naufal today as best actor in

Indonesian. How you give
compliment for him? Pemain film ✔
terbaik di Indonesia, film “ayat-ayat
cinta” ya.

11 Than, your friend as a best football

player, bagaimana kamu
✔
memberikan pujian terhadap teman
mu ini? The best football player.

12 You are as a happy family, your

wife is a beautiful women in this
world and your daughter is a
✔
beautiful girl in this world. Iyaa ini
anaknya dan ini istri kamu ya
ceritanya.
13 Your husband is the big boss, have
many company and factory. How
you compliment your husband?
✔
Apakah memuji kehebatannya
karena duitnya banyak atau
kesuksesannya?

14 Silent please, kasian anak nya ga

✔
dihiraukan ya.

15 Now you compliment your mother.

Ceritanya gantian kamu lagi yang ✔
memuji ibu mu.

16 Ok next, ini kamu dengan dia

ceritanya pasangan baru yapergi ✔
liburan ke Hawai.

17 How you are so proud to have her.

Kalian sangat bangga menikah
✔
dengan pasangan mu, pujiannya
apa?

18 You and you. Kamu memuji dia dan

✔
dia memuji kamu.

19 “You are very sweet couple because

you are very handsome and your
wife so beautiful”. Pasangan ini ✔
memuji pasangan ini dan pasangan
ini memuji pasangan ini.

20 Let’s think how you compliment

✔
your friends couple. Apakah tentang
 kebersamaannya atau kekayaannya.

21 You say to your friend, for example

all of you is a friends kamu memuji
teman kamu “beruntung ya kamu ✔
punya istri cantik, kok bisa dapat
istri cantik sekali”.

22 And you compliment your friend

how lucky she is to have a husband
using glasses and kk,stop supaya ✔
teman-teman yang lain sempat maju
kedepan ya.

23 So here. You can giving compliment

more than one, jadi kita juga bisa ✔
memuji orang lain in English.

24 Thank you, sit down please. We

have practice about compliment. We
have 10 example, ada 10 contoh ✔
yang kita pelajari. From 10 example
you can make your own statement.

25 There are many kind of compliment

banyak kata yang bisa kita gunakan ✔
untuk memberikan pujian.

26 About compliment and care apa

✔
kalian semua sudah paham?

27 I belive that you can, jika kalian

sering belajar dan ✔
mempraktekkannya dirumah.
28 Who is the next? Berikutnya siapa
yang masuk dikelas ini? After ✔
English

Code-Mixing

Types

Insertion

Alternation

Lexicalization
Congruent
NO UTTERANCES

1 “You are a good boy” and this is

✔
complimenting or showing care.
Complimenting it’s mean pujian.

2 Showing care atau kepedulian.

✔
Than, the responses is “thank
you.....”

3 Compliment or care? Compliment

showing pujian ✔

4 Yes, this one complimenting “say

✔
thanks” or to compliment memuji

5 Next, siapa? Soraya and Lili come ✔

6 So all of you should practice and

✔
hari ini all of you have chance ya.

7 Ok, thank you sit down please,

✔
duduk.
8 Repeat, ulang because I can’r hear
✔
you.

9 Compliment dulu, than continue for

✔
“care”.

10 Louder please, nyaring-nyaring ✔

11 Bukan “thanks you” tapi “thank

you”.
✔

12 One student more, satu. Yes, please

✔
come.

13 “congratulation” but with

compliment, jangan hanya ✔
“congratulation” ya.

14 Mereka sangat sukses dan punya

banyak sekali ✔
perusahaaneverywhere.

15 You give a compliment to others or

✔
pasangan ini.

16 Let’s think how you compliment

your friends couple. ✔
Kebersamaannya? Kekayaannya?

17 Choose one of them which one,

✔
yang duluan

18 How beautiful women that you get ✔

 yang disana ya.

19 Your name, namanya siapa? Yes

you, sorry I’m forget your name
✔

20 You are very lucky, kamu sangat

beruntung. Smart husband yaa.
✔

21 You make based on the condition,

✔
berdasarkan kondisi.

22 We make and than we are very

impressed for something we can ✔
give compliment, memberi pujian.

23 What, contoh kepedulian untuk

✔
Palu? Pray for Palu.

24 You are very sad, kamu sangat

✔
sedih I’m sorry to hear that.

25 Yes, Tinggal practice, all of you

practice at home everyday and it

✔
can be help you.

26 You can practice at home minimal

10minute you can learn dari
youtube, google to practice your ✔
pronoun, listening atau your
reading.
27 Don’s just at school because you
just have 2 hour fot learning ✔
disekolah.
 THE ANALYSIS OF THE DATA

Types and reason of Code-Switching and Code-Mixing

Date : October16th, 2018

Classroom : X MIPA 5

Code-Switching

Types

switching
Tag-

Sentential
Intra-

sentential
Inter-
NO UTTERANCES

1 ok, we are going to start our lesson

about expression intention. Expression
intention. How to express about ✔
intention. Who knows about intention?
ada yang tau?

2 Ya, for the future. “would” in here is

not past from “will”. Ini bukan bentuk ✔
“past” dari “will”nya

3 But its’s politekita berbicara lebih

sopan mungkin kepada orang yang
lebih tua dari kita. It’s different with ✔
“will” and “going to”, but have same
meaning for the future.

4 It’s different with “will” and “going to”,

but have same meaning for the future.
Sama saja untuk yang akan datang ya
✔

sama kan
5 What is the different? ada yang tau
bedanya dengan “will” dan “going to”
✔

6 When we use verbal sentence it’s mean

we use verb, when we use nominal
sentence we don’t use verb but we use
noun or adverb. Sama semuanya karena ✔
itu adalah keinginan atau niat,atau kita
dapat mengatakan sesuatu yang harus
dilakukan di masa depan

7 I don’t said “we will tal our lesson” no,

but I said “we are going to talk our
lesson” karena kepastinnya sangat ✔

diyakini akan terjadi

8 I will be here tomorrow” without verb

tanpa kata kerja ya. Why? because the ✔
kinds of sentence is two

9 Maybe tomorrow, next week or next

year atau tahun depan tapi sudah punya
hubungan dengankeluarga mu and her
✔

family

10 Do you get it?Apa sudah bisa

kalianpahami poinnya?
✔

11 “you would visit my house” bisa

langsung dirubah ke
pertanyaan“bisakah kamu berkunjung ✔
kerumah ku?” “would you visit my
house?”.

12 “will you visit my house?” dan jawaban

✔
kamumungkin “besok, minggu depan or
 next month”

13 Same pattern of the formula, Semua

polanya sama dan kalian mengikutinya ✔
saja bagaimana menggunakannya

14 That is English itu lah bahasa inggris,

have different meaning.
✔

15 Do you get it? Now, I would like to

practice in front of the class. Apa kalian
sudah benar-benar paham padamateri
✔

ini? Because repeting make you sure.

16 Every I come to this class, I always

want all of you practicing. Because you
will remember. Karena dengan praktek
✔

kita bisa mengingat sampai 90%.

17 You can ask Soraya. beside you yang

disamping saya ini apakah bisa ✔
diundang juga

18 Now from youkita dengarkan

percakapan mereka. Than, you practice ✔
in front of the class

19 For the boy, kamu membicarakan

situasi kaya dan senang. Let’s see your ✔
friends performent.

20 Ok. Ask her about the price? Tanya

berapa harganya tas nya?
✔

21 You make sure that you will give them

the moneydankamu pastikan kamu bisa ✔
memberikan mereka uangnya.
22 You are best friend of Aya, teman
akrab kamu gitu ya. Than, Awan have
planning after finish in this school will ✔

go to universityof Gajah Mada.

23 And Aya, want to be a doctor ingin

menjadi dokter gitu ya. But, Aya’s ✔
father want her to be architect.

24 The first you ask him and he answer

your question. “What will you do after
finish study in this school?” and she or
he will answer tergantung pada siapa
kamu bertanya ✔

25 Aya for the first. Iya kamu, Aya yang

pertama ceritanya bertanya pada ✔
temannya.

26 Now, we practice. Kita berlatih ya.,now

draw a girl picture. Please ask your ✔
friends.

Code-Mixing
No Utterances
Types
 Lexicalization
Alternation

Congruent
Insertion
1 But here ingatAda perbedaan ya, because ✔
we have three kinds of expressing
intention.

2 Let’s see here.Perhatiakan yang ✔

pertamanya, the formula is using I would
like + to. The second is use another object
+ will.

4 What the other reason, alasan lain. “will” ✔

is close for the time between we speak
about our planning. “I’m going to” is
maybe very near or not long for the space
time when we speak about our planning

5 we can say that something to do in the ✔

future. Yang akan datang. In this case
maybe use tonight, tomorrow, next month,
next year, all of the adverb of time or
place we can use in this sentences.

6 Now, your friend said that have space ✔

time ada waktunyaand space time long
between when we speak

7 The other explanation about “will” and “ ✔

going to” is sure but “will” it maybe is not
sure or just planning, bisa dipahami? Can
you

8 Ini sudah maybe 80% atau 90% it will be ✔

 happen when I say “we are going to talk
about our lesson today” itu 90% will be
happenakan terjadi.

9 Do you get it, paham antara going to and ✔

will

10 “ we will go to Bali next year” it will ✔

happen or notbisa terjadi tapi bisa tidak.
Do you get it?

11 It’s different, ada bedanya ifyoustate “I’m ✔

going to” “we are going to” jika there is
no doubt, tidak ada keraguan

12 Perbedaan ini when we speak with ✔

someone it is different in structure dan
juga different in meaning, perbedaan
maknanya. Ok, any question?

13 Example “I will go to Jakarta” “will you ✔

go to Jakarta?” gitu kan

14 Jika menggunakan question wordkalo ✔

menggunakan“what where” tapijika
diaexpressing intentionmaka kita bisa
menggunakan “would, will, and going to”.

15 This is expression of intention, ✔

mengungkapkan suatu tujuan and
happenin the future

16 There is polite, ada yang sure will be ✔

happen, ada juga yang maybe also will
not sure “i’m going to buy a motorcycle”
 duit sudah ada, it is use “going to”

17 Itu bisa ya, can you? Ok, akan menikah ✔

tahun depandan sekarang anggaplah this
is your teacher andyou invite your teacher
to come your party.

18 We will stay for a day in this house, ✔

sehari saja

19 Tell about your planning, ya silahkan ✔

20 Ok. Ask her about the price tanya how ✔

much?

21 Ask how much you spend the money for ✔

this holiday? Say 100juta aja, one milion

22 How much you spend money? Five teen ✔

million, 50juta ya

23 When you say “would you” atau “will ✔

you”

24 Next, one more. Satu lagi ya come to ✔

practice

25 Ok finish? Did you understand? Masih ✔

bingung still confuse?

26 Yes. sama saja pertanyaannya use ✔

“would, going to and will”.
27 “Will and would” is different if there is no ✔
“like-nya”. “I would to go to Jakarta” “I
will go to Jakarta”.

28 I forbiden all of you to write, dilarang ✔

menulis just think

29 My question is “I have two children 2 ✔

anak a boy and a girl. Than, I have
brother and my brother have girlfriend”
do you get it? “and what is the
relationship between this one and this
one?” Sepupu?

30 Ok. Pay attention. Now we have guest ✔

mystery, tamu misteri ya. You all, all of
us guess “how am I”“siapa saya”. It can
be a doctor, it can be a professor. Every
student have one question and don’t ask
about
Appendix 2
INSTRUMENTS OF INTERVIEW
1. What do you think about code-switching and code-mixing?

(Menurut bapak/ibu code-switching dan code-mixing itu yang seperti

apa?)

2. Have you ever switched or mixed your language when you speak English?

How often?

(Apakah Anda pernah mencampur bahasa Anda ketika Anda berbicara

bahasa Inggris? Seberapa sering?)

3. Who is the main target when you switched or mixed the instruction?

(Siapa target utama saat Anda mengganti atau mencampur instruksi?)

4. What do you think when you switched or mixed that language?

(Apa yang Anda pikirkan ketika Anda mengganti atau mencampur bahasa

itu?

5. What makes you switched or mixed languages when teaching learning

process?

(Apa yang membuat bapak/ibu beralih atau mencampurkan bahasa saat

proses belajar mengajar?

6. Why do you switched or mixed those languages or instruction when

teaching learning process?

(Jika begitu, mengapa bapak/ibu beralih atau menggabungkan bahasa

tersebut saat proses belajar mengajar?)

7. Is there any special reasonsthat you have to switched or mixed your

language?
 (Apakah ada faktor atau situasi yang spesial yang membuat bapak/ibu

untuk beralih atau menggabungkan bahasa tersebut?)

8. How do students react when you switch or mixed language when teaching

and learning?

(Bagaimana reaksi siswa ketika anda switch atau mixed bahasa ketika

proses belajar mengajar?)

 Transkript of Interview

Teacher’s Name : Jhon Sarif

Teacher’s Name : J-S

Language : Indonesia

Time signal : Senin, 22 Oktober 2018, 14.00 WIB, MAN Kota

Palangka Raya

Researcher : Assalamualaikum Warahmatullahi Wabarakatu

Teacher : Waalaikumsalam Warahmatullahi Wabarakatu

Researcher : Jadi saya sebagai peneliti punya beberapa pertanyaan yang akan

saya ajukan kepada bapak untuk medukung data yang sedang

saya cari. Mendukung data yang sedang saya cari.Jadi langsung

saja pertanyaan saya yang pertama. Menurut bapak Code-

Switching dan Code-Mixing itu yang seperti apa?

Teacher : Hmmm, jadi begini. Ada 2 hal yang ditanyakan Code-Switching

dan Code-Mixing. Sepengetahuan saya bahwa Code-Switching

yang mana disaat seseorang baik itu guru atau siapa pun

menggunakan bahasa dalam hal ini kadang-kadang menggunakan

dua penyampaian bahasa baik itu bahasa inngris ke bahasa

indonesia yang mana Code-Switching ini penggunaan bahasa

yang bahasanya itu berupa kalimat. Artinya kadang-kadang dia

menggunakan kalimat berbahasa inggris dan kalimat berbahasa

 indonesia yang utuh. Tetapi kalo dia Code-Mixing yang mana ada

penggunaan beberapa kata atau beberapa phrase kadang-kadang

digunakan dalam bahasa inggris dan dicampur kedalam bahasa

indonesia itu sendiri.

Researcher : Ok pak, jadi pertanyaan saya yang kedua. Selama bapak

mengajar, apakah bapak pernah menggunakan Code-Switching

atau Code-Mixing ketika mengajar bahasa inggris?Dan seberapa

sering bapak menggunakannya?

Teacher : Ya, tentu saja karna kita sebagai guru bahasa inggris yang

mengajarkan bahasa inggris dan disekolah itu merupakan bahasa

kedua yang merupakan bahasa foreign languange nya jadi disana

sering terjadinya penggunaan Code-Switching dan Code-Mixing.

Tapi itu tergantung dengan kepada siapa kita mengajar, siapa

yang kita ajar dan melihat situasi dan kondisi dari pada peserta

didik yang kita ajarkan.

Researcher : Oo begitu ya pak, jadi menurut bapak target utama yang

menjadi, yang menjadi target utama bapak ketika menggunakan

Code-Switching dan Code-Mixing itu murid? Ya begitu ya pak?

Teacher : Iya, sebenarnya target utama itu jelas murid itu sendiri apa bila

disana kita melihat kondisi ada dari beberapa murid atau bahkan

banyak murid yang mengalami kebingungan atau kesulitan ketika

 kita menggunakan bahasa inggris maka perlu dibutuhkan Code-

Switching dan Code-Mixing ya.

Researcher : Jadi, selanjutnya ketika bapak menggunakan Code-Switching

dan Code-Mixing itu apa yang bapak pikirkan?

Teacher : Tentunya yang kita pikirkan adalah sejauh mana disaat kita

menggunakan Code-Switching dan Code-Mixing itu materi yang

kita sampaikan si anak bisa memahami, anak bisa mengerti

dengan baik dan bisa pada saat kita meminta untuk

mengaplikasikan apa yang kita harap bisa tercapai.

Researcher : Jadi, alasan apa yang membuat bapak beralih atau

mengswitchkan dan mengmixedkan bahasa itu pada saat proses

belajar pak?

Teacher : Tentu banyak alasan disana ya, salah satu alasan kan melihat

kemampuan siswa itu sendiri kemudian tingkat kesulitan materi

yang kita ajarkan termasuk topik tertentu dan juga melihat kosa

kata dan bahkan melihat jenis kalimat dalam pembelajaran itu

apakah memang sangat-sangat asing bagi anak artinya tidak

familiar akhirnya kita harus melakukan mixing atupun switching

itu dengan harapan anak terbantu dengan adanya switching atau

pun mixing tersebut.

Researcher : Jadi, ada pertanyaan lagi pak mengapa bapak beralih dan

mencampurkan bahasa itu pak?

Teacher : Mengapa saya melakukan Code-Switching dan Code-Mixing itu

ya? Ya itu tadi karena adanya materi” pembelajaran yang susah,

kadang-kadang bisa ketika dia inginmengklarifikasi atau tegas

tentang sesuatu sedangkan daya tangkap anak itu kelasnya

berbeda-beda.kemampuan anak-anak itu berbeda dan latar

belakang yang berbeda-beda, dan kemampuan dasar yang berbeda

juga tentunya tujuan utamanya untuk membantu anak itu sendiri.

Artinya apa manfaat kita pada saat proses belajar mengajar

sementara anak susah memahami apa yang kita ajarkan.

Researcher : Oo jadi begitu ya pak. Apakah ada faktor atau situasi yang

khusus atau yang spesial yang membuat bapak itu harus

mengswitch dan mengmixed kan bahasa?

Teacher : Ya, situasi yang spesial tentu ada. Kalau situasi dan kondisi

pembelajaran itu tentunya harusnya dilaksanakan pagi hari sangat

ideal sekali.Apa bila kita mengajar pada jam-jam agak siang

tentunya konsentrasi anak sudah mulai buyar. Tentunya mereka

memerlukan bantuan semaksimal mungkin dari guru agar mereka

bisa mengembalikan konsentrasi mereka sehingga proses belajar

mengajar dikelas ini tentukan akan lebih kondusif atau pun anak

itu nampak kelihatan sudah kelelahan, kecapean sehingga faktor-

faktor X yang mengganggu diruangan itu bisa diatasi dengan

penggunaan Code-Switching atau Code-Mixing itu sendiri.

Researcher : Jadi pertanyaan terakhir, menurut bapak bagaimana reaksi siswa

ketika bapak mengswitchkan dan mengmixedkan bahasa? Apakah

mereka itu sepertinya lebih nyaman, lebih cepat menangkap?

Teacher : Jadi ini dua sisi, anak” itu ada yang kempuannya rendah, sedang

dan ada sebagian siswa itu yang kemampuannya sedang menuju

kemampuan yang bagus. Kalo kemampuan siswa itu ternyata

mereka beberapa orang disana atau sebagian siswa itu

berkemampuan rendah maka mereka sangat terbantu sekali

dengan penggunaan mixing dan switching ini tapi bagi mereka

yang sudah paham sebenaranya mereka juga perlu tapi mereka

nampaknya kalau ada switching dan mixing ini mereka itu

pinginnya guru itu selalu berbahasa inggris tetapi tidak menutup

kemungkinan juga karena daya ukurnya dan otomatis apapun

alasannya switching dan mixing dalam berbahasa inggris

diindonesia terutama disekolah ini masih diperlukan.

Researcher : Jadi menurut bapak switching dan mixing itu masih sangat

dibutuhkan untuk pengajaran gitu pak ya

Teacher : Iya, terutama untuk siswa itu sendiri, kalau untuk gurunya

sendiri hampir semua pembelajaran dari awal hingga akhir

menggunakan bahasa inggris kita juga harus memperhatikan

keadaan siswanya seperti apa. Itu yang harus diperhatikan feed

back antara siswa dengan guru itu sendiri.

Researcher : Oo iya pak, oke mungkin itu saja pertanyaan dari saya.

Terimakasih banyak pak sebelumnya. Assalamualaikum

warahmatullahi wabarakatu

Teacher : Ok terimakasih. Waalaikumsallam warahmatullahi wabarakatu