46 know where Jenny is? The constituent where Jenny is is understandable as
English structure, whereas the word where is close to a Dutch word waar. This case belongs to congruent lexicalization because there is a shared structure of
English and Dutch in the word whaar Muysken, 2000, p. 5. In other words, the word whaar results from the combination of the English word where and
the Dutch word waar.
2. Analysis on Possible Reasons for Code-mixing
This part presents a combination of some theories employed to answer the research problem number 2. It is to discover the possible reasons for Roses code-
mixing. The theories used here are the theory on bilingualism typology Hakuta, 1986 and the theory on the functions of code-mixing Appel Muysken, 2005
Therefore, this section is divided into three main areas, namely, Roses bilingualism type, the functions of code-mixing, and the analysis of Roses code-
mixing reasons.
a. Roses Bilingualism Type
This section shows the classification of Roses bilingualism type by considering the theory of Weinreich 1953 and Ervin and Osgood 1954 about
the bilingualism typology, as cited in the work of Hakuta 1986. There are two types of bilingualism, namely, compound and coordinate bilingualism, which will
be described briefly as follows.
1 Compound Bilingualism
Compound bilingualism deals with bilinguals who learn two languages at the same time and in the same context. It leads to Weinreichs theory that
47 compound bilinguals would have one set of meanings and two linguistic systems
tied to it as summarized by Romaine, 1995. Therefore, they have the tendency to translate those two languages.
2 Coordinate Bilingualism
Coordinate bilinguals learn two languages separately that they do not have the tendency to translate those two languages as compound bilinguals do.
This usually happens to people who learn a second language at school. Since different languages are learned in different contexts, coordinate bilinguals believe
that each word of a language has its own specific meaning which cannot be replaced by another language they know Romaine, 1995, p. 78.
The characteristics of each bilingualism type are compared and presented in form of table below.
Table 4.7 Comparison of Compound and Coordinate Bilingualism Compound Bilingualism
Coordinate Bilingualism
Two languages are introduced and used in the same environment
Two languages are introduced and used in different environments
Have the tendency to translate The two languages have separation in
meaning Both languages are interchangeable
Both languages
are not
interchangeable
As can be seen in table 4.7, the left column of the table shows the characteristics of compound bilingualism. The right column presents the features
of coordinate bilingualism. Afterwards, let us see which features will be found in Rose.
Rose learned and used both English and Bahasa Indonesia in her daily life interactions with her parents. She used them in the same environment, which
48 was in the family. This point is the first characteristic of compound bilingualism
as shown in table 4.7. Moreover, in question number 4 in the interview sheet see Appendix 1, Roses parents claimed that Rose was able to translate or switch
languages if her interlocutor did not understand what she said. The tendency to translate is the second characteristic of compound bilingualism see table 4.7.
The point of translating is that the individual believes that the two languages she knows can support each other and it is no problem to replace a word in a language
with another word in the other language. Hence, the languages are interchangeable to each other. From the facts, it is discovered that Rose was a compound bilingual.
b. Functions of Code-mixing
