An Analysis Of Code Choice Found Among Case Education Staffs

AN ANALYSIS OF CODE CHOICE FOUND AMONG

CaSE

EDUCATION STAFFS

A THESIS

By

INDRI ELAN DEWI SINURAT

Reg. No. 110721026

DEPARTMENT OF ENGLISH

FACULTY OF CULTURAL STUDIES

UNIVERSITY OF SUMATERA UTARA

MEDAN 2014

ACKNOWLEDGMENT

All praise and thanks be spoken to Hadrat Allah, who has bestowed His grace

by giving strength, patience, and encouragement to the author in an attempt to

prepare this thesis.

Appreciation for the Dean of the Faculty of Letters, Prof. Drs. Syahron Lubis,

M.A and staff of the Faculty of Letters. Thank you for the opportunity given to the

author to successfully complete this thesis.

Millions of infinite gratitude to Dr. Ridwan Hanafiah, SH. MA as supervisor

and Rahmadsyah Rangkuti, M.A. PhD as co-supervisor of this thesis that has been

providing counseling, guidance, instruction and encouragement to authors to

complete this thesis. All the knowledge is very meaningful. Hopefully all the

guidance given blessings of Allah.

Deepest gratitude also goes to the chairperson of the English Department, Dr.

H. Muhizar Muchtar, M.S. and the secretary of the English Department Rahmadsyah

Rangkuti, M.A. PhD for their guidance and support during year of her study.

The writer is grateful to all the lecturers of English Department who have

educated her and shared their invaluable knowledge with her. She really realizes that

without them, she will not be able to succeed.

Appreciation for the beloved father and mother H. Dohari Sinurat and Hj.

enthusiasm for the author in order to complete this thesis. Prayer and blessing of both

of you is the strength for the author.

Finally, the writer would like to thank all his friends whose name cannot be

mentioned one by one on this occasion. She wants to thank them for their unceasing

supports, priceless advice as well as their warm friendship.

On the account of the fact that this thesis is still far from perfection, the writer

greatly appreciates any constructive criticisms that any concerned readers might

have.

Medan, October, 2014

ABSTRAK

Skripsi ini berjudul “ An Analysis of Code Choice Found Among CaSE

Education Staffs” membahas mengenai pemilihan kode antara Bahasa Indonesia dan Bahasa Inggris yang terjadi dalam percakapan sehari-hari yang dilakukan staff CaSE Education ketika bekerja. Skripsi ini terdiri dari 5(lima) bab, yaitu: bab I mengenai pendahuluan yang membahas tentang latar belakang, batasan masalah, permasalahan, tujuan penulisan dan manfaat penulisan. Bab II membahas tentang teori-teori tentang sociolinguistics, speech community,bilingualism, code mixing and code switching. Bab III membahas metode penelitian yang penulis gunakan. Bab IV mengenai hasil analisis tentang penggunaan pilihan kode bahasa yang dilakukan staff CaSE Education. Bab V merupakan hasil kesimpulan dan saran untuk pembaca. Penulis menggunak metode deskriptif kualitati. Dalam pengumpulan data, penulis meggunakan metode field research dengan mengobservasi langsung melalui rekaman dan mencatat hal-hal penting yang menjadi bagian penting dalam proses pengumpulan data. Sample yang diteliti oleh penulis adalah staffs adminitrasi CaSE Education yang terdiri dari dua orang. Pengumpulan data dilakukan sejak Maret – Agustus 20114. Berdasarkan masalah yang dibahas dalam skripsi ini penulis menemukan tipe alih kode dan campur kode, tipe kode yang paling dominan, dan alasan sample melakukan campur ataupun alih kode.

ABSTRACT

This thesis “An Analysis of Code Choice Found Among CaSE Education

Staffs” is about code changing between Bahasa Indonesia and English happened

among CaSE Eduction Staffs in their daily conversation at work. This thesis consist of 5 chapters: Chapters I, discusses about the background, the scope, the problems, the objective and the significance of study In chapter II, the writer discusses theories about sociolingustics, speech community,bilingualism, code mixing and code switching. Chapter III contains the method of research that the writer used for this analysis. Chapter IV, is about the result of the analysis about code choice among CaSE Education staffs. In chapter V, it contains the conclusion and suggestion for the readers. The writer used descriptive qualitative method. In the term of collecting data, the writer used field research method by way of direct observation (participant observation) by recording the conversations and took notes for the essentials points in process of collecting the data. Sample under study is the admin staffs of CaSE Education. Data collection was conducted from March – August 2014 . according to the problems of study in this thesis the writer found the types of code mixing and code choice that the samples used in their daly conversation at work, which types is dominantly used and the reasons why they change their codes in their daily conversation at work.

TABLE OF CONTENT

I. INTRODUCTION

1.1 BACKGROUND OF STUDY ………1

1.2 PROBLEM OF STUDY ………6

1.3 OBJECTIVE OF STUDY ………7

1.4 SCOPE OF STUDY ………7

1.5 SIGNIFICANCE OF STUDY ………7

1.6 METHOD OF STUDY ………8

1.7 REVIEW OF LITERATURE ………8

II. REVIEW OF LITERATURE 2.1 RELATED STUDIES ………10

2.2 REVIEW OF UNDERLYING THEORY ……….…..11

2.2.1 SOCIOLINGUISTICS ……….11

2.2.2 SPEECH COMMUNITIES ……….13

2.2.3 BILLINGUALISM ……….15

2.2.4 CODE ……….16

2.2.5 CODE SWITCHING AND CODE MIXING ………18

III. RESEARCH METHODOLOGY 3.1 POPULATION AND SAMPLE ………29

3.2 LOCATION AND TIME OF OBSERVATION ……….31

3.3 DATA COLLECTING METHOD ………..31

IV. FINDING AND ANALYSIS

4.1 THE TYPES OF CODE SWITCHING USED BY ADMIN

STAFFS IN CASE EDUCATION IN DAILY WORK

ACTIVITIES……….35

4.1.1 INTERSENTETIAL SWITCHING………..37

4.1.2 INTRA-SENTETIAL SWITCHING………39

4.1.3 TAG SWITCHING………...41

4.1.4 THE FREQUENCY OF OCCURRENCE OF CODE SWITCHING TYPES FOUND IN CASE EDUCATION DAILY WORK ACTIVITIES………41

4.2 THE FORMS OF CODE MIXING USED BY ADMIN STAFFS OF CASE EDUCATION IN DAILY WORK ACTIVITIES…...42

4.2.1 THE FREQUENCY OF OCCURRENCE OF CODE MIXING FORMS FOUND IN THE CONVERSATION OF CASE EDUCATION STAFFS………50

4.3 REASONS WHY CASE EDUCATION STAFFS USE CODE SWITCHING AND CODE MIXING IN THEIR DAILY WORK ACTIVITIES……….51

4.3.1 PARTICIPANT ROLES AND RELATIONSHIP…….51

4.3.2 SITUATIONAL FACTORS………...55

4.3.3 MESSAGE-INTRINSIC FACTORS………..56

V. CONCLUSION AND SUGGESTION 5.1 CONCLUSION……….64

APPENDICE………66

ABSTRAK

Skripsi ini berjudul “ An Analysis of Code Choice Found Among CaSE

Education Staffs” membahas mengenai pemilihan kode antara Bahasa Indonesia dan Bahasa Inggris yang terjadi dalam percakapan sehari-hari yang dilakukan staff CaSE Education ketika bekerja. Skripsi ini terdiri dari 5(lima) bab, yaitu: bab I mengenai pendahuluan yang membahas tentang latar belakang, batasan masalah, permasalahan, tujuan penulisan dan manfaat penulisan. Bab II membahas tentang teori-teori tentang sociolinguistics, speech community,bilingualism, code mixing and code switching. Bab III membahas metode penelitian yang penulis gunakan. Bab IV mengenai hasil analisis tentang penggunaan pilihan kode bahasa yang dilakukan staff CaSE Education. Bab V merupakan hasil kesimpulan dan saran untuk pembaca. Penulis menggunak metode deskriptif kualitati. Dalam pengumpulan data, penulis meggunakan metode field research dengan mengobservasi langsung melalui rekaman dan mencatat hal-hal penting yang menjadi bagian penting dalam proses pengumpulan data. Sample yang diteliti oleh penulis adalah staffs adminitrasi CaSE Education yang terdiri dari dua orang. Pengumpulan data dilakukan sejak Maret – Agustus 20114. Berdasarkan masalah yang dibahas dalam skripsi ini penulis menemukan tipe alih kode dan campur kode, tipe kode yang paling dominan, dan alasan sample melakukan campur ataupun alih kode.

ABSTRACT

This thesis “An Analysis of Code Choice Found Among CaSE Education

Staffs” is about code changing between Bahasa Indonesia and English happened

among CaSE Eduction Staffs in their daily conversation at work. This thesis consist of 5 chapters: Chapters I, discusses about the background, the scope, the problems, the objective and the significance of study In chapter II, the writer discusses theories about sociolingustics, speech community,bilingualism, code mixing and code switching. Chapter III contains the method of research that the writer used for this analysis. Chapter IV, is about the result of the analysis about code choice among CaSE Education staffs. In chapter V, it contains the conclusion and suggestion for the readers. The writer used descriptive qualitative method. In the term of collecting data, the writer used field research method by way of direct observation (participant observation) by recording the conversations and took notes for the essentials points in process of collecting the data. Sample under study is the admin staffs of CaSE Education. Data collection was conducted from March – August 2014 . according to the problems of study in this thesis the writer found the types of code mixing and code choice that the samples used in their daly conversation at work, which types is dominantly used and the reasons why they change their codes in their daily conversation at work.

CHAPTER I

INTRODUCTION

1. 1 Background of the Study

Nowadays, there are so many people who have more than one language. Most

of them are having two or more languages, namely their native language and the

second language. The language which is usually mastered well by people is their

mother tongue or native language. Most of them firstly used their mother tongue to

communicate to their family and society. However during their communication with

other people and because of the need of understanding other people about what they

mean, there is a demand for the people to master or know the other languages. This

condition caused many people l earn another language to make their communication

effective.

People who master more than one language is called bilingual or

multilingual. Hundreds of millions people in the world routinely use two or more

languages in their daily lives (multilingual). This also happens to the Indonesian

people who are multilingual. Indonesian people master at least the

Indonesian national language that is Bahasa Indonesia and their regional language.

Well-educated people usually master foreign languages, such as English, Mandarin,

etc. The fact that people can use more than one language encourages them to mix

code whenever they speak. No wonder people can use more than one language at the

The condition where people use more than one language or code in the same

topic, context, or people in communication is called code mixing. Code mixing

usually occurs in bilingual or multilingual community or society and the function

(meaning) of the languages cannot be clearly separated. This code mixing is used

when the conversant use both languages together to the extent that they change from

one language to the other in the course of a single utterance (Wardhaugh, 1986: 103)

And still according to Wardhaugh (1986: 103) the definition of code switching

occurs when the language used, changes according to the situation in which the

conversant find themselves. The speakers here switch one code to another code or

they speak in one language to another language.

Code is a term for any variety language. Kinds of code that are code switching and code mixing. If utterance is switched from one language to another language supporting a distinctive function, it is called code switching. According to Victoria and Rodman (1998), code switching is a term in linguistics referring to

using more than one language or dialect in conversation. Code-switching can be

distinguished from other language contact phenomena such as loan translation

(calques), borrowing, pidgins and creoles, and transfer or interference.

Language mixing and switching can actually happen only in the language of a

bilingual. The definition of bilingual itself is a person who has some functional

ability in the second language (Spolsky, 1998: 45). On the other hand, Hamers and

Blanc (1987: 265) define bilingual as “an individual who has an access to two or more different codes or languages”. While Macnamara (1967), as quoted by Hamers and Blanc (1987: 6) defines bilingual as “anyone who possesses a minimal competence in one of the four skills, i.e. listening comprehension, speaking, reading

Moreover, it is also possible for the bilingual or multilingual people to use

more than one language in a communication even though in the same topic, context

or people.

CaSE Education is an independent language school situated in the heart of

Medan, North Sumatera. They provide English education to all age groups and

abilities. They also run internationally recognized certificate preparation courses

such as TOEFL, IELTS and ESOL. All classes will be taught by both

native-speaking and local teachers. As an English education school, CaSE Education

requires not only the teachers and students but also all the staffs to speak and provide

every files and reports in English. The staffs have to communicate to both teachers

and student in English. So, with that kind of situation, the staffs get accustomed in

changing codes while they are speaking.

CaSE Education staffs are usually required to select a particular code whenever they choose to speak formally with customers, or they have to switch code when they are speaking with the English natives, and they may also decide to mix codes even within staffs sometimes very short utterances and thereby create a new code in a process known as code mixing. Code mixing and switching can occur in conversation between speakers turn or within a sinlge speaker turn.

The writer is one of the staffs of CaSE Education, and this thesis is intended to observe the use of code choice between administration staffs, they are staff 1 (the writer), staff 2 (Maylena) and staff 3 (Kelana).

For example, the following dialog shows a glimpse of code choice used

among CaSE Education staffs (Indonesian) and when they were talking with Iain

Elan : Kak besok abis makan kita ada briefing sama Ia in.

Melon : Briefing apa?

Elan : Kayaknya IOM. Kan Kamis placement test.

Melon : Kamis? Bah? Out of nowhere tiba-tiba placement test?

Elan : Ntah. Iya Kelana, kok tiba -tiba kali? (talking to staff 2 (Kelana))

Kelana : Si Ira lah itu. Dia baru email ke Iain Senin. Kata Iain gak apa – apa laa daripada bolak balek di postponed lagi.

(Iain came to the admin office)

Iain : So do you guys know we’re going to have a little briefing tomorrow?

Melon : Yep. How could they make that kind of decision?

Iain : Yeah, I know. I would never understand IOM hahaha

Elan : hahaha yeah,right? Everytime they need something, it has to be now.

But when it comes to us, they would like..”sorry no answer from Jakarta yet”. And keep postponing every schedule hahaha.. Iain : Yes, exactly. Hahaah well, for tomorrow, it’ll just take a minute

anyway, nothing extra from what we had last month. I just want to

refresh what’s gonna happen in case you guys mmmhh…(forget) hhahaha. Oh,Elan. did the the boys finish with blue room because

Anita will have Watching today so I want that class ready for 3 oclock

Elan : I did tell them this morning. I will call to update.

Iain : Ok. Good.

The conversation above happened between the writer, staff 1 (Melon), and

into English but when Iain (English native-speaker) came, they switched their

language into English because they were influenced by Iain as an English

native-speaking person and he cannot speak Bahasa.

In line with the explanation above, the staffs can be considered as bilinguals

since they have met the requirement of bilinguals stated by Hamers and Blanc.

Besides, they have also met the requirements of bilinguals stated by Spolsky and

Macnamara.

The staffs is actually one kind of speech community. The members of the

same speech community should share linguistic norms, i.e. understanding, values and

attitudes about language varieties present in their community. In this case, the staffs

communicate with each other using the language that has certain specifications.

The phenomenon of code choice itself has become an interesting topic to be

discussed, especially in CaSEducation. The reflection of people who has the similar

English education background, mainly their job that is indeed English speaking area

force them to keep on using code choice in their daily conversation. It may lead the

people who are interested to speak English to begin imitating the way they

communicate to each other. So, this research is conducted to observe this

phenomenon more deeply.

Conversely, if an utterance either words, phrase, or clause consist does not support a distinctive function, it is called code mixing. In conclution, code mixing is a mixure of word, phrase, clause, or sentence of several languages. It means that code mixing occurs when a speaker uses a certain language in this communication and inserts some pieces of another language. In addition, code mixing does not only occur in spoken communication but also in written communication. When

code-switching occurs when a speaker alternates between two or more languages, or

language varieties, in the context of a single conversation.

The phenomenal of this code choice can not be separated with the phenomenon of bilingualism. In a bilingual society, espesially in this globalization CaSEducation staffs frequently use this code choice in case of communicating with customers, native-speaking and local teachers, and also students every day. From the phenomenal, the writer is interested in analyzing the code mixing and switching in CaSEducation’s staffs daily conversation because they use formal language to speak with their customers consist of cases information, requesting, and etc about CaSEducation's courses and programs and also to communicate between each other which emerge big tendencies to use code choice because so most utterances in these cases use English when they speak in Bahasa Indonesia. The writer focuses the study on analyzing the code mixing and switching by using utterances among CaSEducation’s staffs, their customers, their colleagues, students and teachers by make a report record in their daily work activities.

1.2 Problem of the Study

Based on the background of the study above, the writer finds some problems that appear in the study. And it arises some questions, such as:

a. What are the type of code mixing and switching used by CaSE’s staffs? b. Which type of code switching and code mixing is dominantly used by

CaSEducation’s staffs?

c. What are the causes of CaSEducation’s staffs in code choice in their daily work activities?

1.3 Objective of the Study

Related to the problems of the study above, the study is aimed to:

a. To find out the types of code mixing and switching used by CaSEducation’s staffs.

b. To find out which type of code mixing and switching is dominantly used by

CaSEduation’s staffs

c. To find out the reason of CaSEducation’s staffs used in code choice in their daily work activities.

1.4 Scope of the Study

In the study, the writer makes a limitation to obtain a clear and detail description of the matter and some interesting cases that can be analyzed. The writer focuses the study on analyzing the type of code mixing and switching by using utterances of CaSEducation’s staffs in their daily work activities.

1.5 Significance of the Study

There are some significances of the study, such as:

a. The English students, since it will give a better understanding about the types of code mixing and switching as well as the reasons of people to use code mixing and switching in their daily life.

b. The lecturers, particularly in teaching Sociolinguistics to teach varying method of teaching code mixing which is not only occurred in written language but also in spoken language.

c. The study will provide a better technique for other writers to conduct further analysis about code mixing and switching using a certain media.

d. Giving information to the reader that actually English has become a common language nowadays which is often used in daily activities by mixing or switching Bahasa Indonesia into English.

1.6 Method of Study

The method applied of the study is qualitative method, which the detailed way in field research. In field research, the writer collects the data by making recordings of the conversations or utterances. Also the writer gives questioner for the staffs to fill in, that is intended to find out the reasons of using code choice among staffs. After analyzing the data, the writer described the study results and make a conclusion.

1.7 Review of Literature

The writer uses some informations from books that are related and previous study to support ideas of the analysis to completing the study.

An Analysis of Code Mixing in the Talk Show 'Just Alvin' by Juli Andriana Siboro. In the study, the writer analyzed the types of code mixing using by presenter and the guest star in talk show Just Alvin.

An Analysis of the Code Mixing Found in “Cewek Matre” Novel by Ellin Br Ginting. In the study, the writer analyzed type of code mixing is dominantly in

“Cewek Matre” Novel by Alberhiene Endah.

Analisis Campur Kode Pada Mahasiswa Jurusan Manajemen Perhotelan dan Manajemen Pariwisata Akademi Pariwisata (Akpar) Medan by Booni Tauhid. In the study, the writer analyzed code mixing which occurred in a bilingual/multilingual

communication network in Medan Tourism Academic and identified the factor that influenced the code mixing.

Code Mixing and Code Switching in “Smart Business Talk” of Smart Radio 101.8FM in The Theme ‘How To Become a Superstar Sales Person’ by Emmy K. Sinulingga. In the study, the writer analyzed about the using of code switching and code mixing that used by the presenter of the radio to broadcast directly.

CHAPTER II

REVIEW OF LITERATURE

2.1. Related Studies

1. “Code Switching and Code Mixing in KH Zainuddin MZ’s Sermons” by Muhammad Husni Mubarok (2007)

The study of code switching in KH Zainuddin MZ’s sermons is the study which tries to reveal the types of code switching and the factors that may underlie the

code switching occurrences. He analyzes the data by using the theory of code

switching and mixing by Hudson (1980) and Soewito (1985).

He finds that in the three of KH Zainuddin MZ’s sermons there are main code and second code. The main code is formal Indonesian and the second codes are

Betawi dialect, Arabic, informal Indonesian, Sundanese, and Malay. Due to the high

frequency of Betawi dialect and informal Indonesian use, 42,69% of 178 codes

switching in those three analyzed sermons belongs to internal code switching. The

use of many axioms of the Hadits and The Holy Quran in Arabic, causes the number

of external code switching is higher than internal code switching. It is about 53,7%

of 178 code switching in the sermons belonging to external code switching. He also

makes an analysis about the factors influencing code switching, i.e. participant,

2. “Code Mixing and Code Switching in “Smart Bussiness Talk” of Smart Radio 101,8fm in the Theme “ How to Become a Superstar Sales Person” by Emmy K. Sinulingga (2007)

In her paper, she analyzed about the using of code switching and code mixing

used by the presenter of the radio to broadcast directly. Bilingualism and

multilingulism used by them.

She used qualitative method to analyze the data that she found. She found

that code switching is dominantly used by the speaker with 59% and 41% of code

mixing happened. She also analyze the reasons about the speakers who oftenly

change her code.

3. “Code switching and code mixing found in the novel “Kamar Cewek” by Dian Marisha Putri (2010)”

In her thesis, she finds that code mixing (74,76%) is the most dominant used

in the novel. And for the code switching, there are two types: situational code

switching (23,64%) and methaporical code switching (1,60%). And it is the result of

the presentation find by the writer of the thesis.

She used qualitative method in her research. Also she analyze the trend

words that peole used nowadays that has already bee a common word for daily

2.2 Review of Underlying Theory 2.2.1 Sociolinguistics

Language is one of the most powerful emblems of social behavior. In the

normal transfer of information through language, we use language to send vital

social messages about who we are, where we come from, and who we associate with.

It is often shocking to realize how extensively we may judge a person's background,

character, and intentions based simply upon the person's language, dialect, or, in

some instances, even the choice of a single word.

Given the social role of language, it stands to reason that one strand of

language study should concentrate on the role of language in society.

Sociolinguistics has become an increasingly important and popular field of

study, as certain cultures around the world expand their communication base and

intergroup and interpersonal relations take on escalating significance.

The basic notion underlying sociolinguistics is quite simple: Language u se

symbolically represents fundamental dimensions of social behavior and human

interaction. The notion is simple, but the ways in which language reflects behavior

can often be complex and subtle. Furthermore, the relationship between language

and society affects a wide range of encounters--from broadly based international

relations to narrowly defined interpersonal relationships.

In approaching language as a social activity, it is possible to focus on

discovering the specific patterns or social rules for conducting conversation and

discourse. We may, for example, describe the rules for opening and closing a

It is also possible to examine how people manage their language in relation to

their cultural backgrounds and their goals of interaction. Sociolinguists might

investigate questions such as how mixed-gender conversations differ from

single-gender conversations, how differential power relations manifest themselves in

language forms, how caregivers let children know the ways in which language

should be used, or how language change occurs and spreads to communities. To

answer these questions related to language as social activity, sociolinguists often use

ethnographic methods. That is, they attempt to gain an understanding of the values

and viewpoints of a community in order to explain the behaviors and attitudes of its

members.

Two trends have characterized the development of sociolinguistics over the

past several decades. First, the rise of particular specializations within this field has

coincided with the emergence of more broadly based social and political issues.

Thus, the focus on themes such as language and nationalism, language and ethnicity,

and language and gender has corresponded with the rise of related issues in society at

large. Second, specialists who examine the role of language and society have become

more and more interested in applying the results of their studies to the broadly based

social, educational, and political problems that probably gave rise to their emergence

as sociolinguistic themes to begin with. Sociolinguistics thus offers a unique

opportunity to bring together theory, description, and application in the study of

language. In the early definition the study, some linguists used the term sociology of

language, while other named it sociolinguistics.

Sociolinguistics is concerned with investigating the relationship between

language and how language functions in communications. (Ronald Wardhaugh,

1986)

Sociolinguistics is that part of linguistics which is concerned with language

as a social and cultural phenomenon (Peter Trudgill, 1983).

Sociolinguistics is the field that studies the relation between language and

society, between the users of language and the social structures in which the users of

language live. (Bernard Spolsky, 1998)

From some quotations above, we can conclude that sociolinguistics is the

interdisciplinary study which studies about the relationship between language and

social factors in a speech community.

2.2.2 Speech Communities

Language is both an individual possession and a social possession. We would

expect, therefore, that certain individuals would behave linguistically like other

individuals: the might be said to speak the same language or the same dialect or the

same variety, i.e., to employ the same code, and in that respect to be members of the

same speech community, a term probably derived from the Indonesian Komuniti

Bahasa. Indeed, much work in sociolinguistics is based on the assumption that it is

possible use the concept of “speech community” without much difficulty. Hudson (1996:29) rejects that view: “our sociolinguistic world is not organized in terms of objective “speech communities” even though we like to think subjectively in terms of communities or social types such as “Londoners” and “ Americans”. This means that the search for a “true” definition of speech community, or the “true” boundaries

around some speech community, is just a wild goose chase. We will indeed discover

just as it is difficult to define such term as language, dialect, and variety, it is also

difficult to define speech community, and for many of the same reasons. That

difficulty , however, will not prevent from using the term: the concept has proved to

be invaluable in sociolinguistic work in spite of a certain “fuzziness” as to its precise characteristics. It remains so even if we decide that a speech community is no more

than some kind of social group whose speech characteristics are of interest and can

be described in a coherent manner (Wardhaugh, 1998: 119).

According to Labov (in Wardhaugh 1986 : 115) define speech community as

follows:

The speech community is not defined by any marked agreement in the use of

language elements, so much as by participating in a set of shared norms;

these norms may be observed in over types of variations which are invariant

in respect o particular levels of usage.

In speech community for sure there is a speech acts. Chaer and Agustina

define speech acts as ter jadinya atau berlangungnya interaksi linguistic dalam suatu

bentuk ujaran atau lebih yang melibatkan dua pihak yaitu penutur dan lawan tutur ,

dengan satu pokok tuturan, dalam waktu, tempat dan situasi tertentu. “A linguistic situation in one or more speech form, involving two roles, speakers and listeners,

2.2.3 Bilingualism

The concept of bilingualism seems at first sight to be non-problematical.

According to Webster’s dictionary (1961) bilingual is defined as ‘having or using two languages especially as spoken with fluency characteristic of a native-speaker; a

person using two languages especially habitually and with control like that of a

native-speaker and bilingualism as ‘the constant oral use of two languages’. In the popular view, being bilingual equals being able to speak two languages perfectly;

this is also the approach of Bloomfield (1935:56), who defines bilingualism as ‘the native-like control of two languages’. In contradiction to this definition which includes only ‘perfect bilinguals’ Macnamara (1967) proposes that a bilingual is anyone who possesses a minimal competence in only one of the four language skills,

listening comprehension, speaking, reading and writing, in a language other than his

mother tongue. Between these two extremes one encounters a whole array of

definition as, for example, the one proposed by Titone (1972), for whom

bilingualism is the individual’s capacity to speak a second language while following the concept and structures of that language rather than paraphrasing his or her mother

tongue.

There are some factors why a person can be a bilingual. Such as mobilization,

nationalism, education, culture or religion. Mobilization can make a bilingualism

condition when immigrants have to interact with the native, they will learn the native

language. Nationalism movement appears a necessity of a country like Indonesia.

Education and culture can also make a bilingualism situation if those languages and

cultures spread to other place, so person who want to learn about it have to

Islam and Latin in Christian.it makes us have to understand about the language if we

want to understand about it. (Umar and Napitupulu 1994: 9-10)

2.2.4 Code

In bilingual or multilingual society it is normal for the people to be in a

situation where a choice between twoor more code has to be made. In the situation

the bilinguals may want to consider. For example, who speaks to them, in which

language or variety, and when or where the conversation takes place. To a bilingual

or multilingual, although choosing a code is one of the routines, the skill in deciding

which code should be chosen still needs developing.

In 1964, Dell Hathaway Hymes, one of the most noted world

sociolinguistists, suggested eight factors that bilingual, multilingual, or monolingual

people may consider when is the right time to chose a code. The factors were

formulated into an acronym, namely S-P-E-A-K-I-N-G, which stands for Setting and

Scene, Participants, Ends, Act Sequence, Key, Instrumentalities, Norms, and Genre.

S (Setting and Scene) are the places, occasions or natural situations that can

influent the people in choosing the code, in general, it includes the situation of

speech act.

P (Participant) are the people involved in communication found in the setting.

A good public speaker for example, wants to know about his or her audience (the

participants) before performing the speech. In code choice, this component of speech

involves two social dimension of human, they are; horizontal dimension (power), it

E (Ends) are the goals, purposes and outcomes that a speaker wishes to reach

of speech act.

A (Act sequence) refers to form and order of the event or to the type and the

content of speech act , a narrative, or a conversation.

K (Key) is referred to the tone and manner, spirit and feeling of the message

wished to be captured within the conversation. It is also referred to the spirit captured

in the voice or manner of speaker. The spirit of the feeling may be sincere, modest or

low.

I (Instrumentalities) are referred to register, the channels and forms of he

speech. Channels can be written or oral language or even symbols. Form of speech

can be kind of language such as the language varieties. And the forms that might be

under consideration are whether it will be delivered in a more formal way or a csual

friendly one.

N (Norms) are divided into two; interaction norms and interpretations norms.

Those are refer to the norms and rules of interacting and interpreting in a speech act.

Social rules governing the event and the participant’s actions and reactions. It is contextual custom in using the codes, including for example allowance for an

interruption, using gesture freely, addressing an audience, eye contacts, distance, and

asking questions about belief.

G (genre) is referred to the type of the utterances and the kind of speech act

reven whether it is in the form of poem, a proverb, a prayer, a lecture. Such as

conversation, telling a story, speech and so on. If the genre is different the code must

foundations in the general study of code choices. They are popularly known as the

components of the ethnography of speaking. In a conversation we might not find the

factors to be activated all together. To certain degree this factors in choosing a code

might be also helpful to describe factors that influence other forms of

language-contact-phenomenon, namely code switching and code mixing.

2.2.5 Code Switching and Code Mixing

Several scholars have attempted to define code-switching and code-mixing.

Among them are Amuda (1989), Atoye (1994) and Belly (1976). For instance,

Hymes defines only code-switching as “a common term for alternative use of two or more language, varieties of a language or even speech styles. “while Bokamba (1989) defines both concepts thus: “Code-switching is the mixing of words, phrases and sentences from two distinct grammatical (sub)systems across sentence

boundaries within the same speech even. Code-mixing is the embedding of various

linguistic units such as affixes (bound morphemes), words (unbound morphemes),

phrases and clauses from a cooperative activity where the participants, in order to in

infer what is intended, must reconcile what they hear with what they understand.

“Code switching is not a display of deficient language knowledge: a grammarless mixing of two languages. Instead it is a phenomenon through which its users express

a range of meanings. By code switching, which occurs mostly in conversation, the

choice of speech alerts the participants to the interaction of the context and social

dimension within which the conversation is taking place. The phenomenon of code

switching is examined from a conversational analysis perspective, and as such is

Very often the expression code mixing is used synonymously with code switching

and means basically intra-sentential code switching. However, recent research has

given new meaning to this term. Maschler (1998) defines code mixing or a mixed

code as “using two languages such that a third, new code emerges, in which elements from the two languages are incorporated into a structurally definable pattern”. In other words, the code mixing hypothesis states that when two code switched

languages constitute the appearance of a third code it has structural characteristics

special to that new code.

Code Switching

Code switching is a situation where the speakers deliberately change a code

being used, by switching from one to another. Code switching can be generally

defined as the phenomenon where in a bilingual or multilingual speaker shifts from

one language to another in the course of a conversation. Among several definitionsof

code switching, the following two shouldgive the clarity needed to understand the

concept.

Code switching has become a common term to alternate use of

two or more languages, or varieties of language, or even a speech

styles. (Dell Hymes, 1875)

From the definition above, it is learned that code switching is found more

with bilingual or multilingual, although monolinguals may actually be said to switch

from a variety or style or another. The definition also suggests that code switching

from using Indonesian at home to using English at work or school, the act of

changing codes would not normally be classified as code switching.

a. Tag code switching, it happens when a bilingual inserts shorts expressions

(tag) from different language at the end of his/her utterance. Here the example

below are taken from the dialogues done by the staffs.

Elan : “aku duluan ya, see you tomorrow.”

b. Intersentential code switching, it happens when there is a complete sentence in

a foreign language uttered between two sentence in a base language. Here the

example below is taken from dialogue done by the staffs.

Maylena: “ Kelana, Iain suruh kau ke IOM, ask about the exact date for new

classes.”

c. Intrasentential code switching, it happens when a word, a phrase, or a clause of

a foreign language is found within the sentence in a base language. The

example below is taken from the dialogue done by the staff.

Kelana: “ Semua udah tahu kok kalo memang dia black hole nya.”

Code Mixing

Studying about code switching is usually followed by code mixing. Both of

them are usually happened in bilingual society. Because of that, people sometimes

are difficult to different those. Many opinions mention about the differences between

code switching and code mixing. But in certainly, code switching is used by its

functioning and by aware of speaker based on some reason.

Code mixing is one of the other usages by bilingual people. According to

Istiati S (1985:18) cited by Mutmainnah (2008:46), code mixing is done by speaker

languages characteristic. Istiati stated Sumber dari campur kode bisa dating dari

kemampuan berbahasa, bisa pula datang dari kemampuan berkomunikasi, yakni

tingkah laku ( Mutmainnah, 2008:46). When the speaker uses code mixing because

of their habits to make easy in communication as the result of culture system, social

system, or personality system in continuity, therefore that indication come from

behavior system. It means that this indication come from the ability of

communication. There are some types of code mixing:

1. Intra-sentential switching / code mixing

This kind of code mixing occurs within a phrase, a clause or a sentence boundary,

Kelana: “I started going like this. Terus dia bilang (and then he said), look at the mark stamped on my skin.”

2. Intra-lexical code mixing

This kind of code mixing which occurs within a word boundary, such as in

Maylena: “Yaudah laa, udah ter -scan juga kok.”

3. Involving a change of pronunciation

This kind of code mixing occurs at the phonological level, as when Indonesian

people say an English word, but modify it to Indonesian phonological structure. For

Reason of Code Switching and Code Mixing

When code switching or code mixing occurs, the motivation or reasons of the

speaker is an important consideration in the process. According to Hoffman

(1991:116), there are a number of reasons for bilingual or multilingual person to

switch or mix their languages. Those are:

1. Talking about a particular topic

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

rather thanin another. Sometimes, a speaker feels free and more comfortable to

express his/her emotional feelings in a language that is not his/her everyday

language.

The case can be found in Singapore, in which English language is used to discuss

trade or a business matter, Mandarin for international “Chinese” language, Malay as the language of the region, and Tamil as the language of one of the important ethnic

groups in the republic.

2. Quoting somebody else

A speaker switches code to quote a famous expression, proverb, or saying of some

well-known figures. The switch involves just the words that the speaker is claiming

the quoted person said. The switch like a set of quotation marks. In Indonesian, those

well-known figures are mostly from some English-speaking countries. Then, because

many of the Indonesian people nowadays are good in English, those famous

expressions or sayings can be quoted intact in their original language. For example:

A: Bolehkah saya tahu nama anda, Pak? (May I know your name, Sir?)

In this conversation, B answers tche question from A with the famous proverb ‘what is a name.’

3. Being emphatic about something (express solidarity)

As usual, when someone who is talking using a language that is not his native

language suddenly wants to be emphatic about something, he either intentionally or

unintentionally, will switch from his second language to his first language. Or, on the

other hand, he switches from his second language to his first language because he

feels more convenient to be emphatic in his second language rather that in his first

language.

4. Interjection (inserting sentence fillers or sentence connectors)

Interjection is words or expressions, which are inserted into a sentence to convey

surprise, strong emotion, or to gain attention. Interjection is a short exclamation like:

Darn!, Hey!, Well!, Look!, etc. They have no grammatical value, but speaker uses

them quite often, usually more in speaking than in writing.

Language switching and language mixing among bilingual or multilingual people

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

unintentionally.

The following are examples of the usage of interjection in sentences:

1. Indonesian_English

Sisirku ketinggalan di taksi! Shit!

5. Repetition used for clarification

When a bilingual or multilingual person wants to clarify his speech so that it will be

understood better by listener, he can sometimes use both of the languages (codes)

that he masters to say the same message. Frequently, a message in one code is

repeated in the other code literally. A repetition is not only served to clarify what is

said, but also to amplify or emphasize a message.

6. Intention of clarifying the speech content for interlocutor

When bilingual or multilingual person talks to another bilingual/multilingual, there

will be lots of code switching and code mixing occurs. It means to make the content

of his speech runs smoothly and can be understood by the listener. A message in one

code is repeated in the other code in somewhat modified form.

7. Expressing group identity

Code switching and code mixing can also be used to express group identity. The way

of communication of academic people in their disciplinary groupings, are obviously

different from the other groups. In other words, the way of communication of one

community is different from the people who are out of the community.

Saville-Troike (1986:69) also gives some additional reasons for bilingual and

multilingual person to switch or mix their languages, these are:

8. To soften or strengthen request or command

For Indonesian people, mixing and switching Indonesian into English can also

function as a request because English is not their native tongue, so it does not sound

strengthen a command since the speaker can feel more powerful than the listener

because he can use a language that everybody cannot.

9. Because of real lexical need

The most common reason for bilingual/multilingual person to switch or mix their

languages is due to the lack of equivalent lexicon in the languages. When an English-

Indonesian bilingual has a word that is lacking in English; he will find it easier to say

it in Indonesian. And vice versa, when he has a word that is lacking in Indonesian, he

will use the English term. If it put into Indonesian, the meaning will be hazy / vague,

and sometime it would not be used. For example, in Indonesia, the technical topics

are firmly associated with English and the topic itself can trigger a switch or mix

to/with English.

10. To exclude other people when a comment is intended for only a limited audience

Sometimes people want to communicate only to certain people or community they

belong to. To avoid the other community or interference objected to their

communication by people, they may try to exclude those people by using the

language that no everybody knows.

Additional Reason for Code Switching and Code Mixing

Bathia an Ritchie (2004) in Kim Eun Hee’s article proposed four reasons why people mix or switch their language, they are; participants roles and relationship,

situational factors, message intrinsic factors and language attitudes, dominance and

security.

Participants roles and relationship can be found in the sample of this

language. In this thesis, it is found when the speaker must speak to the English

native-speaking teachers. They must switch the language from Bahasa Indonesia to

English so that the listener understand the conversation.

Situational factors (setting, topic, class, gender, religion, age) also can be the

reason why the speaker switch and mix their language. The place of the observation

is English course, so this place will influence the speakers to switch and mix the

language because there are more than one language is found and uttered there.

Message-Intrinsic Factors (idioms and deep rooted cultural wisdom,

Topic-Comment/Relative Clauses, Reiteration, Quotation, Hedging, Interjection) also can

be the reason for the speaker switch and mix the languge. Some of them often found

in CaSE Education staffs conversation in their daily activity.

Language attitude, dominance and security is ignored by the writer. In this

population, another language is accepted to involve in a conversation so the speakers

or the samples can mix or switch their language freely. There is no situation that

makes the sample feel not secure then they mix or switch their language. The

samples are CaSE Education staffs who can speak English fluently enough, so they

can mix or switch their language and accept it well.

Difference between Code Switching and Code Mixing

Actually, it is not easy to differentiate between code mixing and code switching.

However, we can find some indicators related to the differences of these two

sociolinguistics terms, code switching and code mixing. First, in code mixing,

bilingual speakers seem to apply some words or

phrases from foreign language (pieces of one language smaller than clause), while

are said to mix codes when there is no topic that changes, nor does the situation.

(John J Gumperz 1986) in Jendra, 2010:79.

A different view proposed to separate the two said that if it involves changing into a

foreign clause or a sentence, it should be defined as a code switching, but if it

involves the use of foreign phrases or group of words, it is identified as a code

mixing. Another view about how to define between code switching and code mixing

is related to the formality of the situation. In code mixing, is said to be found in the

less formal situation, while in code switching is possibly done in a formal one. As

the addition, the bilingual’s level of fluency in the languages (code), usually fluent bilinguals can perform mixing well, while the less skilled ones may only do

switching.

From the definition above, language and human being as a society can not be separated actually in this globalization era, people have started to learn another language especially to learn English as a international language. This habit, than will make people become bilingualism. It is because differences of ethnic, region, background, and level different country of people cause the variety of the language itself. Because of that, to show good identity in this modern society world, the people always have to know all various cases to exist in certain community that uses that communication or languages cause in the world so many language of different. This case will cause sometimes the people use varieties language in communication to each other.

CHAPTER III

RESEARCH METHODOLOGY

There are kinds of research based on the location of t research as library

research, laboratory research and field research (Bungin 2005: 40-41). In this thesis,

the writer tries to apply the descriptive qualitative method. Bogan and Biklen (1982)

propose five characteristic of qualitative research as quoted from Sugiyono (2009:

21), they are:

a. Qualitative research has the natural setting as the direct source of data

and researcher is the key instrument.

b. Qualitative research is descriptive. The data collected is in the form of

words of pictures rather than number.

c. Qualitative research is concerned with process rather than simply with

outcomes or products.

d. Qualitative research tends to analyze their data inductively.

e. “meaning” is essential to the qualitative approach.

In this thesis, the design of this research is descriptive qualitative research.

Based on the five characteristics of qualitative research as proposed by Bodgan and

Bilken, this research will use the nature of situation as it exists at the time of te

collecting data and will be collected in words form.

The systematic procedures in conducting the analysis are as follows:

a. The location of the research

c. Identifying the words or sentences in the conversation which belong to

code switching and code mixing.

d. Classifying and analyzing the types of code switching and the forms of

code mixing.

e. Calculating each type of code mixing and determining the most dominant

type.

f. Drawing some conclusions based on the result of analysis.

The method of study applied in this thesis is field research. The writer uses

the methods to find out the data and relevant information that will support the

analysis by collecting the sampling and data by making recordings of the

conversation or utterances and finishing the analysis based on the real fact directly.

3.1 Population and Sample

To complete this research, the writer needs population and sample. The

population in this thesis is some of the admin staffs of CaSEducation that can be

recognized to be able to speak English well.

Sometimes taking sample in qualitative research can be more and less, the

information which is gotten can be maximal, like the statement of Patton (1975) ( in

Guba and Lincoln, 1985:233)

“The sample is to be selected in ways that will provide the broadest information possible. Thus, what is meant by a qualitative isomorphs in this case is a

qualitative informational isomorphs, that is a sample that is expanded until

terminated. Thus sample maybe large or small, but it is sufficient when the amount

of new information provided per unit of added resources expenditure has reach the

point of diminishing returns (that is it would not be profitable to add even one more

sample element)”

Purposive sampling (Lincoln and Guba, 1985:201 – 202; Lexy Moleong, 2000: 165 – 166) can be characterized as follows:

a. Emergent sampling design, the sample can not be found or taken first

b. Serial selection of sample units, if the purpose is to maximize information, the

sampling is terminated when no new information is forthcoming from newly sample

units, thus redundancy is primary criterion.

c. Continuous adjustment, get more information can expand a hypothesis based on

the focus of research.

d. Selection to the point of redundancy, selecting the last sample if there is no more

information can be found.

The writer chooses staffs that are considered will give the data that the writer

need. After that, from those samples, the samples, the writer will choose more people

to be the samples to give more complete data. But, in purposive sampling, samples

are taken by information consideration. Further, Bouma Gary D (1993:119) in his

book “The Research Process” (revision edition) says “Purposive sampling. Some researchers believe that they can using judgment or intuition, select the best people

or groups to be studied. The typical rural school is selected and studied, and the

From the quotation above, the writer has to find out the typical and the best

staffs who can give the complete data. William, at. Al (1982:107) says “Respondent who are hard to hard to locate and crucial to the study”. They are wished can give tha unique experience and the knowledge or the data about code switching and code

mixing that is needed by the writer.

3.2 Location and Time of Observation

The observation is located in administration room of CaSEducation Medan,

Jalan Letjen.S.Parman Comp. The Crown Estate no. 6-7 while the staffs are in their

work activities.

The observation is taken on March – July 2014 between 7.30 am – 4.30pm (morning shift) and 4.30 pm – 9 pm (late shift) according to the writer shift schedule and take the best conversation that can be good samples by recording.

3.3 Data Collecting Method

The data that found by using field research is actually as the result from the

interaction between the researcher and the subject of the researcher, it is as the

individual or even from the social situation. So, the data that is descript by the

researcher is the result from the mind reconstruction of the researcher about the

things that the writer research. Such the quotation as follows:

“Data are, so to speak, the constructions offered by in the sources; data analysis leads to a reconstruction of those constructions”

(Lincoln and Guba, 1985)”

The researcher as the key human instrument has the function to decide the

making a conclusion of the research’s result. Huberman and Miles (1992) has a concept to collect the data of a research: Data collection, data reduction, data display,

conclusion drawing and verifying. To make the writer easier in collecting data, he

uses another instrument which is a recorder to record the dialogue of the samples in

their daily work activities.

Hamidi (2008:97) in his book “Metode Penelitian Kualitatif” has some steps to analyze the data:

a.Membuat catatan lapangan. Maksud langkah ini adalah penelitian mencatat,

merekam, atau memotret apa yang didengar dan dilihat dilapangan, sebagai hasil

wa wancara mendalam, pengamatan dan a tau membaca dokumen.

b. Membuat catatan penelitian. Dalam langkah ini peneliti menulis kembali semua

yang diperoleh darilangkah pertam, sehingga menjadi catatan yang lebih rapih dan

mudah dipahami, enak dibaca tetapi hanya berisi yang terkait dengan yang

diperlukan.

c. Mengelompokan data sejenis. Peneliti sudah bisa memulai untuk memilih atau

mengelompokkan dta sejenis atau sublema atau tema dari kumpulan data tersebut.

d. Melakukan interpretasi dan penguatan. Maksudnya adalah peneliti “meraba -raba” memberi arti terhadap deskripsi pasa responden (kelompok data) dalam menja wab permasalahan penelitian.

3.4 Data Analyzing Method

After all the data are collected and then transcribed into a good script, the

a. Coding the data based on the types, forms and the reasons of code switching and

code mixing. The analysis uses the types of code switching according to Tom

McArthur, and then uses the forms of code mixing according to Suwito. The writer

also uses the reasons for code switching and code mixing according to Kim Eun Hee.

b. Discussing and summary the findings. The writer divides how many types of code

switching and forms of code mixing are found in the dialogues of the samples in

staffs on duty. The writer shows how many reasons of code switching and mixing in

it.

Bungin (2001:188) states distributive frequency is “perhitungan data distribusi frekuensi ini dapat dlakukan dengan menghitung frekuensi data tersebut

kemudian frekuensi ini dipersenkan”. Calculating data with distributive frequencyis calcuting the frequency of the data then the frequency is percentaged.

From the statement above, the writer can get the dominant types of code

switching and forms of code mixing through the following formula from Bungin

(2005: 171 – 172):

n = Fx x100% _________

N

n = Total frequency of code switching or code mixing in percent

Fx = Total types frequency of th sub-category

IV. FINDING AND ANALYSIS

After doing the research in March up to August 2014, the writer records some

conversations that can show the code switching and code mixing. The populations

are the administration staffs of CaSEducation who allow their conversation be

recorded and able to speak English.

After transcribing the data, the writer only focuses on the conversations that

shows the code switching and code mixing. Then the writer analyze it using theory

as shown in chapter II, and now the writer presents the findings of the research and

the analysis of the findings in this part by some samples that he gets.

Based on the objectives of the analysis, the discussion in this part includes:

1. The types of the code switching and mixing using by the admin staffs of

CaSEducation

2. The types of code switching and code mixing used dominantly by admin staffs of

CaSEducation

3. The reason why the admin staffs of CaSEducation using code switching and code

mixing.

4.1 The Types of Code Switching Used by Admin Staffs of CaSEducation in Daily Work Activities

There are three types of code switching proposed by Tom McArthur. Each of

the data has been analyzed to find out which of the three types can be found in the

conversations between the samples. Before going to the explanation, the writer

presents the table which contains the frequency of the occurrence of the types of

Table 4.1 Frequency of Occurrence Types of Code Switching in the Conversations Done by the Admin Staffs of CaSE

NO Types of Code Switching Frequency Percentages

1 Intersentential Switching 13 56,5%

2 Intra-Sentential Switching 9 39%

3 Tag Switching 1 4,5%

TOTAL

23 100%

The table shows that intersentential switching occurs 13 times (56%). Then

for intrasentential, it happened 9 times (39%). For the last one is tag switching, it

4.1.1 Intersential Switching

This kind of code switching happens when there is a complete sentence in a

foreign language uttered between two sentences in a base language. Here are the

sentences that belong to intersentential switching:

Data 3:

Kelana : “Kak Melon, yang course fee Tuesday Thursday udah sebagian ke telepon, sisanya nanti lagi ya. Aku mau lunch diluar.”

Melon : “ Hah! You always do that!”

Data 3:

Melon : “Bawa pulang ice cream ya. Kelana :” Ok. Tenang aja”

Melon : “but that doesn’t mean I will forget the calls”

Data 4:

Melon : “Yok laa kapan kita resign?”

Elan : “hahaha as soon as I got my bachelor.”

Data 5:

Elan : “Loh kok gitu? Rugilah kita. Si Iain tahu?”

Kelana : “Tahu, ntah itu dia bilang kata Ira it’s what Jakarta wants”

Data 7:

Melon :”Lan, you know what?” Elan : “apa kak?”

Melon : “Dauglas was here!!” Elan : “hahah ngapain dia?”

Data 7:

Melon : “Iya, masuk kelas kubilang.”

Elan : “hahah I told you he likes me hahha..”

Data 8:

Elan : “Ah malas, weekly sama monthly ku a ja belum siap-siap.”

Kelana : “Iya yakan, si Iain gak tau kok. Biar aja lah dulu situ kak, let him find out himself.”

Data 9:

Melon : “Lan, tadi ada IOM student satang. Dia nanya soal regular class. Pas dibilangin pricenya merepet dia. Katanya too expensive for twice a week

class.

Data 11:

Elan : “udah bayar course fee kak?”

Melon : “Monalisa did, Fahri said would pay after Boston.”

Data 14:

Kelana : “yang mana?”

Data 15:

Melon : “Ntah heran awak. Sampe si Iain pun bila she’s very lunatic. Tapi mama nya fair fair a ja sebenarnya. Si ratu nya ini.”

Data 18:

Kelana : “Si Ira bilang terserah CaSE.” Elan : “Have you asked Iain?”

Data 19:

Kelana : “Jad lah. Tapi belum confirm dari Iain karena ga cocok pricenya.” Melon : “How much?”

4.1.2 Intrasentential Switching

This kind of code switching happens when a word, a phrase, or a clause, of a

foreign language is found within the sentence in a base language. Here are the

intrasentential switching that found in the conversations of CaSEducation admin

staffs:

Data 3:

Kelana : “Kak Melon, yang course fee Tuesday Thursday udah sebagian ke telepon, sisanya nanti lagi ya. Aku mau lunch diluar.”

Data 5:

Elan : “Kelana, kabarin laa IOM, tolong scan RR form nya biar aku send invoice.”

Data 7:

Elan : “hahah pastilah as always kalau dia mah. Gak nyari aku dia kak?”

Data 8:

Elan : “Itu karena extensionnya .ods tu. Dia harus pake spreadsheet google drivenya. Nanti ada tu sebelah kiri tulisan create abis itu di optionnya pilih

spreadsheet.

Data 9:

Melon : “Lan, tadi ada IOM student satang. Dia nanya soal regular class. Pas dibilangin pricenya merepet dia. Katanya too expensive for twice a week

class.

Data 9:

Melon : “Gitu laa anak IOM ini. For years, no different.”

Data 14:

Melon : “Ehh Kelana, cemana hasil placement test semalam, udah disubmit?” Kelana : “Udah dia masih masuk basic level.”

Data 14:

Kelana : “ooh udah. dia gak bisa Tuesday & Thursday. Dia minta Monday Friday Three oclock. Kata Iain bisa masuk Philadelphia.”

Data 18:

Elan : “Yaudah bilang aja langsung under twelve years old ga bisa ambil test lagi.”

Kelana : “Ah udah laa itu, aku pun masi nunggu confirm email dari KNCV juga.”

4.1.3 Tag Switching

This kind of code switching happens when a bilingual inserts short

expressions (tag) from different language at the end of his/her utterance. Here the

samples below are taken from the dialogues done by the staffs:

Data 3:

Melon : “but that doesn’t mean I will forget the calls” Kelana : “ Iya laa. Alright...”

4.1.4 The Frequency of the Occurrence of the Types of Code Switching Found in the Conversation of the Admin Staffs in CaSEducation

According to Table 4.1, the frequency of occurance of the types of code

switching found in conversation done by admin staffs of CaSE is varies. From the

three types, the low frequency found is tag switching. Tag switching happens when a

bilingual inserts short expressions (tag) from different language at the end dof his/her

utterance. The speakers ar the samples just want to give a short expression in

different language at the end of the sentences.

Intersentential switching and intra-sentential switching are the highest

frequency in the conversations. Intrasentetial switching happens when a word, a

language. All of the speaker or the samples switch their language to give a statement

or to clarify their statement. It may because there are some English words that are

familiar to the speakers or the samples so that they can use easily in their dialogues.

And some words in English has became the terminology in English school that is

always used by the staffs.

For the most highest used by the staffs is intersentential. It happens when

there is a complete sentence in a foreign language uttered between two sentences in a

base language. Most of the speakers or the samples usually switch their language in a

sentence from when they speak or when they comment on another speaker sentences

(statement or question).

4.2 The Forms of Code Mixing Used by Admin Staffs in Daily Work Activities

In chapter II, the writer quoted that Suwito has divided the forms of Code

Mixing into five types, they are:

a. Word Insertion : The insertion of words here means inserting words

from another language into a dominant language that used in a conversation.

b. Phrase Insertion : A phrase is a group of words without a verb,

especially of that forms part of a sentence. Phrase insertion here a sequence of words,

which used to refer to a sequence or words functioning as a single unit.

c. Idiom or expression insertion : Idiom is phrase or sentence whose

meaning is not clear from the meaning of its individual words and which must be

learnt as a whole unit, while expression is a word or phrase or term from particular

field. It means inserting an idiom or a term from particular field from another

d. Hybrid insertion : Hybrid is a thing made by combining two different elements. In this case, hybrid is the combination between native and foreign form. Such as, combine prefix from one language with a word from another language.

Table 4.2 Frequency of Occurrence of Forms of Code Mixing in the Conversations Done by the Admin Staffs in CaSE

No Forms of Code Mixing Frequency Percentage

1 Word Insertion

37 41%

2 Phrase Insertion

32 35,5%

3

Idiom or Expression

Insertion 1 1,25%

4 Hybrid Insertion

19 21%

5 Reduplication Insertion

1 1,25%

90

From the table above, the writer found that Word insertion is the most used

form by the sample in their daily conversation. It happened 37 times (41%). The

19 times (21%) and followed by Idiom or Expression insertion and Reduplication

insertion with the same number 1% for each form.

The writer will show the forms of code mixing one by one within the

sentence and also the insertion. To make it easier to the readers finding out the

forms, the writer will shorten the term as followed:

1. Word insertion = W

2. Phrase insertion = Ph

3. Idiom or expression insertion = Id

4. Hybrid insertion = Hy

5. Reduplication insertion = Red

Data 2

Elan : “Kelana, waiting list(ph) udah ditelepon?”

Kelana : “Belum kak, belum Tanya Iain list classnya(Hy). Nanti laa siang sikit.” Elan : ”Yang Stevan sama Septian itu sibling(W) ya. Mamaknya minta

schedulenya(Hy) disamain.”

Kelana : “ Ok. Oia, nanti bilangin sama bang Ipul kak si Roman sama Iain pesan

Lunch(W) biduk ya.”

Elan : “Udah kasih duitnya?” Kelana : “Belum”

Data 3

Kelana : “Kak Melon, yang course fee Tuesday Thursday(Ph) udah sebagian ke

telepon, sisanya nanti lagi ya. Aku mau lunch(W) diluar.”

Kelana : “ Gak looh, pelatihku mau treat(W) kami makan-makan, ulang tahun dia.”

Melon : “Bawa pulang ice cream(ph) ya.

Kelana :” Ok. Tenang aja”

Melon : “but that doesn’t mean I will forget the calls” Kelana : “ Iya laa. Alright...”

Data 4

Elan : “Kak student databased(ph) udah ku update(W) ya. Tapi finished datenya(Hy) belum semua nanti bantuin ya kak.”

Melon : “Kenapa finished datenya(Hy) dibuat?”

Elan : “Tapi si Iain nambahin templatenya(Hy) lagi. Katanya dia juga mau

finished date(Ph) sekarang plus reasons. Keyword reasonsnya(Hy) udah

a da ditemplatenya(Hy)”

Melon : “Ah nambahin kerjaan aja pun” Elan : “Boss(W) kau laa itu kak.”

Melon : “Yok laa kapan kita resign(W)?”

Elan : “hahaha as soon as I got my bachelor.”

Data 5

Elan : “Kelana, kabarin laa IOM, tolong scan RR formnya(Hy) biar aku send invoice.”

Kelana : “Tapi contract(W) baru abis twelve sessions(Ph) dulu baru keluar RR.”

Elan : “Loh kok gitu? Rugilah kita. Si Iain tahu?”

Kelana : “Tahu, ntah itu dia bilang kata Ira it’s what Jakarta wants” Elan : “Ya Allah, ada-ada aja. Yauda laa ya. Its none of my business.

Data 7

Melon :”Lan, you know what?” Elan : “apa kak?”

Melon : “Dauglas was here!!” Elan : “hahah ngapain dia?”

Melon : “Mau jumpa Cherry dia, mau nanya report(W) katanya. Ganteng kali dia

bah.”

Elan : “hahah pastilah as always(ph) kalau dia mah. Gak nyari aku dia kak?”

Melon : “Iya, masuk kelas kubilang.”

Elan : “hahah I told you he likes me hahha..” Melon : “iss najis!”

Data 8

Melon : “Kelana, student databased(ph) yang google drive(Ph) itu gak bisa

diedit(Hy) bilang sama Iain”

Kelana : “Udah kubilang loh, dia suruh buat spreadsheetnya(hy) dulu.”

Melon : “Udah, tapi ga bisa juga.”

Elan : “Itu karena extensionnya(Hy) .ods tu. Dia harus pake spreadsheet(w)

google drivenya(Hy). Nanti ada tu sebelah kiri tulisan create(w) abis itu

dioptionnya(Hy) pilih spreadsheet.

Kelana : “Udah kakak aja laa yang buat, si Iain gak tau tu mungkin.” Elan : “Ah malas, weekly(w) sama monthly(w) ku a ja belum siap-siap.”

Kelana : “Iya yakan, si Iain gak tau kok. Biar aja lah dulu situ kak, let him find out himself.”

Data 9

Melon : “Lan, tadi ada IOM student(w) datang. Dia nanya soal regular class(ph).

pas dibilangin pricenya(hy) merepet dia. Katanya too expensive for twice

a week class.

Elan : “Lagi pula lucu kali ada free class(PH) kok nanya yang bayar.”

Melon : “Itu laa.. katanya kelasnya not enough, dia mau ambil seminggu mau ngejar high level(PH) katanya.

Elan : “Enak dia aja ya.. hahaha”

Melon : “Gitu laa anak IOM ini. For years, no different.”

Data 11

Elan : “kak, Monalisa sama Fahri itu udah jadi join(w)?”

Melon : “Udah, tapi orang itu minta trial class(ph) dulu. Aku belum bilang Iain.

semalam orang itu join(w) LA dulu.”

Elan : “oo nnti bilang aja pas briefing(w). Jangan ke teachernya langsung kak,

kena lagi kita nanti.”

Melon : “iya tadi aku udah bilang Kelana, biar aja laa dia aja yang ikut briefing(w).”

Elan : “Dia mau trial class(ph) apa rupanya kak?”

Melon : “Boston. Masalahnya kan Boston isinya college students(ph) semua.

orang itu mau sama yang pekerja -pekerja juga.” Elan : “Yauda stay(w) aja laa di LA.”

Melon : “Schedule(w) orang itu yang masalah, ahh pening lah aku liatny. Banyak

Kali maunya.”

Data 8

Recorded Tuesday, 18 March 2014

Melon : “Lan, tadi ada IOM student satang. Dia nanya soal regular class. Pas dibilangin pricenya merepet dia. Katanya too expensive for twice a week class.

Elan : “Lagi pula lucu kali ada free class kok nanya yang bayar.”

Melon : “Itu laa.. katanya kelasnya not enough, dia mau ambil seminggu mau ngejar high level katanya.

Elan : “Enak dia aja ya.. hahaha”

Melon : “Gitu laa anak IOM ini. For years, no different.”

Data 10

Recorded Wednesday, 6 May 2014

Iain : “Do you have a new marker. Mine is not working anymore.” Elan : “Any particular colour?”

Iain : “anything, if you have black would be better.” Elan : “Here you are.”

Iain : “and Elan, don’t forget to tell the boys to clean the mess of the termite upstairs. It looks aarrghh.. I don’t even wanna go there hahah.”

Elan : “hahah ok. I told them but they’re still waiting for CK to bring the vacuum back.”

Data 11

Recorded Monday, 19 May 2014

Elan : “kak, Monalisa sama Fahri itu udah jadi join?”

Melon : “Udah, tapi orang itu minta trial class dulu. Aku belum bilang Iain. semalam orang itu join LA dulu.”

Elan : “oo nnti bilang aja pas briefing. Jangan ke teachernya langsung kak, kena lagi kita nanti.”

Melon : “iya tadi aku udah bilang Kelana, biar aja laa dia aja yang ikut briefing.” Elan : “Dia mau trial class apa rupanya kak?”

Melon : “Boston. Masalahnya kan Boston isinya college students semua. Orang itu mau sama yang pekerja -pekerja juga.”

Elan : “Yauda stay aja laa di LA.”

Melon : “Schedule orang itu yang masalah, ahh pening lah aku liatny. Banyak kali maunya.”

Elan : “udah bayar course fee kak?”

Melon : “Monalisa did, Fahri said would pay after Boston.”

Elan : “Yauda laa kita bilang aja dulu sama Iain, Kan dia juga yang decide juga nanti.”

Data 12

Recorded Tuesday, 8 July 2014

Scott : “Elan, there’s a bunch of girls upstairs in my class. But I don’tthink they’re in the right class. They speak no English.”

Elan : “What’s their name?”

Elan : “Let me check the folder.” Scott : “They’re not in the roll either.”

Elan : “Okay Scott, I’ll go upstairs to check, but Melon is in toilet at the moment, I cant leave the desk, I’ll go upstairs one she got back.”

Scott : “okay”

Data 13

Recorded Tuesday, 8 July 2014

Scott : “Oh sorry Elan about what happened back there. They’re in the right class. Maybe they were just nervous. They’re okay.

Elan : “so everything’s fine?” Scott : “Yep, it’s alright.”

Elan : “tadi marah-marah dia kak, sekarang okay katanya. Temperament kali bule ini.”

Melon : “hahaha old man lan. Biasa itu.”

Data 14

Recorded Wednesday, 9 July 2014

Melon : “Ehh Kelana, cemana hasil placement test semalam, udah disubmit?” Kelana : “Udah dia masih masuk basic level.”

Melon : “Terus udah ada feedback dari yang kau telepon itu?” Kelana : “yang mana?”

Melon : “yang minta ganti schedule kemaren, siapa namanya, ohh I cant recall.” Kelana : “ooh udah. dia gak bisa Tuesday & Thursday. Dia minta Monday Friday

Three oclock. Kata Iain bisa masuk Philadelphia.”

Melon : “langsung masukan aja ke folder biar ga capek nanti ngupdatenya.”

Data 15

Recorded Wednesday, 9 July 2014

Melon : “Elan, lucu kali si Ratu itu, insist kali dia ambil TOEFL class padahal score Elementarynya aja 13%.

Elan : “hahah itu lah high expectation kali, padahal kan udah dibilang ga bisa.” Melon : “Ntah heran awak. Sampe si Iain pun bilashe’s very lunatic. Tapi mama

nya fair fair aja sebenarnya. Si ratu nya ini.”

Data 16

Recorded Wednesday, 9 July 2014

Melon : “Teringatnya udah jadiny kau order kertas nya Kelana?”

Kelana : “Oh lupa, sorry.Tunggu siap weekly report sama book case ku dulu ya kak. Tanggung kali.”

Melon : “oh yaudah aku aja, sekalian aku mau nelpon waiting lists. Biar nnti briefing udah enak.”

Data 17

Recorded Wednesday, 9 July 2014 Roman : “Hello.”

Melon : “Hello”

Roman : “Do I need to sign?” Melon : “yes, here you are.”

Roman : “Anyway, I’ll be off next week from Tuesday to Friday.” Melon : “Where are you going to?

Roman : “I’m not going anywhere, just relax and going to another warung, hahaha… no, I knew a place at Dr. Mansyur called Angkringan Jogja, they have bakwan, kerang etc.”

Melon : “Do you like it?”

Roman : “yes I love iy. I tried all of them. I’m gonna be there next week.” Melon : “alright, enjoy then.”

Roman : “Thanks, I will, see you around.”

Data 18

Recorded Thursday, 10 July 2014

Kelana : “kak Elan, IOM ada beberapa students yang mau placement test lagi. Orang itu mau move class. Padahal alasannya ga penting-penting kali lah.”

Elan : “Ira bilang apa?”

Kelana : “Si Ira bilang terserah CaSE.” Elan : “Have you asked Iain?”

Kelana : “Udah, tapi si Iain suruhaku check lagi berapa orang sama reasonnya apa. Gak kerjaan kali lah.”

Elan : “Yaudah bilang aja langsung under twelve years old ga bisa ambil test lagi.”

Data 19

Recorded Thursday, 7 August 2014 Melon : “Kelana, kita jadi repaint gedung?”

Kelana : “Jad lah. Tapi belum confirm dari Iain karena ga cocok pricenya.” Melon : “How much?”

Kelana : “Around 30 million. Cukup petty cash kita kak?” Melon : “Ada lah, kan lagi banyak income kok bulan ini.” Kelana : “Ok lah, biar ku inform ke Iain.”