53 affected by the exposure from others in her environment. Unfortunately, the
findings in this study show negative exposure from people around Rose. Secondly, Rose mixed languages because she had the tendency to
translate. She was a compound bilingual see table 4.7. The two languages were interchangeable and were the same in meaning in her mind. Therefore, she might
have felt free to replace one word in a certain language with another word in the other language because for compound bilinguals, the meaning they want to deliver
will not be affected by the change of the language they use. This possible reason was drawn regarding the fact that code-mixing would not be found in a coordinate
bilinguals utterances because coordinate bilinguals believe that the two languages are different in meaning and not interchangeable. Therefore, there is a big
possibility that code-mixing will only be created by compound bilinguals. This second possible reason for Roses code-mixing was drawn by considering the
theory on bilingualism typology Weinrich, 1953; Ervin Osgood, 1954 as cited in the work of Hakuta, 1986.
C. Other Findings
In collecting and analyzing the data in order to answer the formulated problems, the writer also revealed other important findings. According to Peal and
Lambert 1962, bilingualism gives positive effect to the individuals cognitive ability. Hakuta 1986 states, ...bilinguals enjoy a certain advantage in cognitive
flexibility over their monolingual counterparts. This theory is proposed by Hakuta based on the research of Peal and Lambert 1962, who compare the
54 monolinguals and the bilinguals ability through some tests p. 34. Peal and
Lambert discover that bilinguals show better result on both verbal and nonverbal measures than monolinguals.
This point was also found in Rose when she responded quickly to a verbal command from her teacher at school. When her teacher asked her to get rid of a
plastic bag, she directly stood up and did it very nicely Observation on April 26, 2013. In comparison, on the following few minutes, one of her friends did not
respond when the teacher asked him in
Bahasa Indonesia
to set aside his bag while he was washing his hands because he was about to wet it. This finding
confirms that Rose performed better cognitive ability than her monolingual friends.
55
CHAPTER V CONCLUSIONS, SUGGESTIONS, AND IMPLICATION
This chapter provides conclusions, suggestions, and implication of the results of the research. The conclusions were drawn after conducting a series of
discussion in the previous chapter. The suggestions are intended for parents who want to introduce a second language to their children, for bilingual teachers, and
for future researchers. The implication of the study deals with the parents who want to raise their children bilingually.
A. Conclusions
Based on the data presentation and discussion elaborated in chapter 4, the writer found some facts as follows. Firstly, although there are three types of code-
mixing, only two of them were found in Roses utterances, namely, insertion and alternation. From the two types of code-mixing found in Roses utterances, Rose
created more insertional utterances than alternational utterances. This fact leads the writer to examine deeper. In chapter 4, the writer classified insertional code-
mixing itself into three subtypes, namely, insertion with English as the Matrix Language ML, insertion with Bahasa Indonesia as the ML, and two-word
insertional utterances. Based on the data collected from the observations, it was finally discovered that the dominating type of code-mixing created by Rose was
insertion with English as the ML. In other words, Rose created more mixed utterances with English as the main language. It might be caused by the fact that
