CODE MIXING BY TEACHERS IN THE SCHOOL INTERACTION.
CODE MIXING BY TEACHERS IN THE SCHOOL
INTERACTION
A Thesis
Submitted to the English Applied Linguistics Study Program in
Partial Fulfillment of the Requirements for the Degree of
Magister Humaniora
By:
FRIDA DIAN HANDINI LUBIS
Registration Number: 8146112009
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
MEDAN
2016
ABSTRACT
Lubis, Frida Dian Handini. 8146112009. Code Mixing by Teachers in the School
Interaction. A Thesis. English Applied Linguistics Study Program. Post
Graduate School. State University of Medan. 2016.
This study deals with code mixing by the teachers in the school interaction. It was
aimed to find out the types of code mixing, the realization of code mixing by the
teachers, and the teachers’ reasons of the use of code mixing. This study used
descriptive qualitative method then the design was observational case study. The
subjects of this study were the teachers of the third grade of SDN 093 Gunung Tua,
Panyabungan, Mandailing Natal comprised 4 teachers. The object of this study was
utterances related to code mixing. The data were analyzed by using Interactive Model
by Miles, Huberman, and Saldana. Suwito’ Theory was used to find out the types of
code mixing, while to find out the realizations of code mixing by the teachers and the
teachers’ reasons for the use of code mixing Wadhaugh’s theory was used about the
functions and factors causing code mixing. Based on the data analysis, the types of
code mixing that were used by the teachers are word insertion (22%), phrase insertion
(32%), and clause insertion code mixing (46%). Realizations of code mixing was
dominantly realized as their communication strategy and to show their identity as
Mandailing people. The teachers’ reasons for the use of code mixing was because of
speaker partner, bilingual or multingual, prestige, absence of vocabulary, and
situation.
Keywords: code mixing, descriptive qualitative, observational case study, interactive
model
i
ABSTRAK
Lubis, Frida Dian Handini. 8146112009. Code Mixing by Teachers in the School
Interaction. Thesis. Program Studi Linguistik Terapan Bahasa Inggris. Sekolah
Pascasarjana. Universitas Negeri Medan. 2016.
Penelitian ini mengkaji tentang campur kode oleh guru dalam interaksi di sekolah.
Tujuan penelitian ini adalah untuk mencari tipe-tipe campur kode, penerapan campur
kode oleh guru, dan alasan guru menggunakan campur kode. Penelitian ini
menggunakan metode kualitatif deskriptif dan desain yang digunakan adalah
observasi studi kasus. Subjek penelitian ini adalah guru-guru kelas 3 SD di SDN 093
Gunung Tua, Panyabungan, Mandailing Natal yang terdiri atas 4 orang guru. Objek
penelitian ini adalah ucapan guru yang berkaitan dengan campur kode. Data
penelitian ini dianalisis menggunakan Model Interaktif oleh Miles, Huberman, dan
Saldana. Teori Suwito digunakan untuk mencari tipe-tipe campur kode, sementara
untuk mencari realisasi dari campur kode dan alasan guru menggunakan campur
kode, digunakan teori Wardhaugh mengenai fungsi dan faktor campur kode.
Berdasarkan hasil analisis data, tipe campur kode yang digunakan guru adalah
campur kode sisipan kata (22%), campur kode sisipan frasa (32%), dan campur kode
sisipan klausa (46%). Penerapan campur kode paling banyak diterapkan sebagai
strategi komunikasi dan untuk menunjukkan identias mereka sebagai orang
Mandailing. Alasan guru menggunakan campur kode adalah karena lawan bicara, dua
bahasa atau multi bahasa, gengsi, kekurangan kosa kata, dan situasi.
Kata kunci: campur kode, kualitatif deskriptif, observasi studi kasus, model interaktif
ii
ACKNOWLEDGEMENT
In the name of Allah, the most gracious and the most merciful, she would like
to express her sincere gratitude to Allah the Almighty who has given her blessing
health, strength and patience in the process of her study until completing this thesis
with the title Code Mixing by Teachers in the School Interaction as a partial
fulfillment of the requirement for the Degree of Magister Humaniora at the
Postgraduate of English Applied Linguistics Program, State University of Medan.
This thesis would not also have been possible brought into existence without
the help of many great people. The writer would like to express her gratitude to Prof.
Amrin Saragih, M.A., Ph.D., and Dr. Siti Aisyah Ginting, M.Pd., as her first and second
adviser who have consciously guided her in the entire process of the thesis writing
with all of the constructive comments, which helped her to complete this thesis.
The writer would also like to express her gratitude to the head of English
Applied Linguistics Program, Dr. Rahmad Husein, M.Ed., and the secretary, Dr. Anni
Holila Pulungan, M.Hum. and the staff, Farid Ma’ruf who have assisted her in the
process of administration requirement during the process of her study in the
postgraduate program. Then, her thanks to all the lecturers of the English Applied
Linguistics Program, State University of Medan who have given their valuable
knowledge to her in their lectures.
Thanks also are due to her proposal reviewers and thesis examiners, Prof. Dr.
Sumarsih, M.Pd., Dr. Syahron Lubis, M.A., and Dr. Rahmad Husein, M.Ed. for their
appropriate and helpful commentaries and constructive suggestions.
The inexpressible gratitude to her beloved parents, Fahruddin Lubis and
Derlina Nasution, for their love, patience, prayer, and support in encouraging the
writer to finish her study. Then to her brothers, Fahmi Dian Rizky Lubis, Rio
Fathurrahman Lubis, and sister Mawaddah Nur Fadilah Lubis and all relatives for
their love, sincerity, prayer and support.
iii
Very special thanks to the head of SDN 093 Gunung Tua, Rahmad S.Pd. and
the stake holders, especially Mam Utriani, Mam Yanni S, Mam Rabiah, Mam Rapiah,
Ms. Hotmaini, Mam Ernita, and Mam Zubaidah for their support, help, and
motivation during she did the research.
Then, her sincere thanks to Muhammad Rizky Nasution, S.Pd. and family for
sincerity, support, suggestion, and great contribution from beginning until finishing
her study. Sincere thanks also to her beloved best friends on LTBI B-1 UNIMED
2014 whom she can not mention one by one for their love, sincerity, prayers, support
and help to the writer until finishing her study.
The last, the writer offers her regards and thanks to all of her friends in
UNIMED especially LTBI UNIMED 2014, friends and students in SDN 093 Gunung
Tua, sisters, Orli Binta Tumanggor, Ina Swari Sijabat, Nur Alfi Syahri, Hajar Affiah,
Nurlaili Khaira Khalid, Jien Rizki Magsara Rumahorbo, and Safitri Windasari
Sinambela, and all of those who have supported her from beginning until finishing
her study, especially during the completion of this thesis. Thank you very much. I
love you to the moon and back. May Allah bless us.
Medan, June 20th, 2016
The writer
Frida Dian Handini Lubis
Reg. number: 8146112009
iv
TABLE OF CONTENTS
Abstract …………………………………………………………………… i
Abstrak ……………………………………………………………………. ii
Acknowledgement ……………………………………………………….. iii
Table of Contents ………………………………………………………… v
List of Appendices ……………………………………………………….. vii
List of Figure ……………………………………………………………… viii
List of Tables …………………………………………………………….. ix
CHAPTER 1.INTRODUCTION …………………………………………. 1
1.1. The Background of Study ………………………………................... 1
1.2. The Problem of Study ………………………………………….......... 3
1.3. The Objective of Study ……………………………………………… 4
1.4. The Limitation of Study …………………………………………….. 4
1.5. The Significance of Study ……………………………………………. 4
CHAPTER II.REVIEW OF LITERATURE …………………………….. 6
2.1. Language …………………………………………………………….. 6
2.2. Bilingualism ………………………………………………………….. 8
2.3. Code …………………………………………………………………. 10
2.4. Code Mixing …………………………………………………………. 11
2.4.1. Types of Code Mixing ……………………………………… 13
2.4.2. Factors Causing Code Mixing ……………………………… 15
2.4.3. Functions of Code Mixing …………………………………. 17
2.5. Interaction ……………………………………………………………. 18
2.6. Relevant Studies ……………………………………………………… 19
2.7. Conceptual Framework ………………………………………………. 22
v
CHAPTER III.RESEARCH METHODOLOGY …………………………. 24
3.1. Research Design ……………………………………………………….24
3.2. Subject and Object the Research ………………………………………25
3.3. Instrument of Data Collection ………………………………………… 26
3.4. Procedure of Data Collection …………………………………………. 26
3.5. Technique of Data Analysis ………………………………………….. 27
3.6. Trustworthiness of the Study …………………………………………. 31
CHAPTER IV. DATA ANALYSIS, FINDINGS AND DISCUSSION …. 35
4.1. Data Analysis ……………………………………………………….... 35
4.2.Findings …….......................................................................................... 46
4.2.1. Types of Insertion Code Mixing ……………………………………. 46
4.2.2. Realization of Code Mixing ……………………………………….... 48
4.2.3. Teachers’ Reasons for the Use of Code Mixing ………………….
49
4.3. Discussions …………………………………………………………… 50
CHAPTER V. CONCLUSIONS AND SUGGESTIONS ………………… 53
5.1. Conclusions ………………………………………………………….. 53
5.2. Suggestions …………………………………………………………… 54
REFERENCES ……………………………………………………………. 56
APPENDICES …………………………………………………………….. 59
vi
LIST OF APPENDICES
Appendix 1. Interview Sheet ……………………………………………... 59
Appendix 2. Teachers’ Interactions …………………………………….… 62
Appendix 3. Data Analysis ……………………………………………….. 80
Appendix 4. SDN 093 Gunung Tua’s Picture ………………………….... 93
vii
LIST OF FIGURE
Figure 3.1. Components of Data Analysis: Interactive Model ……………. 28
viii
53
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
5.1. Conclusions
Based on the data analysis, there are some important points that can be
concluded, they are:
1. From the six types of insertion code mixing, it was found that the teachers of
the third grade at SDN 093 Gunung Tua only used three types of code mixing,
they are word insertion, phrase insertion, and clause insertion. The clause
insertion takes the most often insertion that is used by the teachers, it takes
46% while phrase insertion takes 32%, and the most seldom insertion that is
used is word insertion which takes only 22%.
2. The realizations of word insertion code mixing dominantly realized as the
communication strategy for the teachers, for example like the code mixing
realized when teachers wanted to make a command or a question to the
students, then it also realized when they wanted to ensure or repeat again the
earlier explanation. The code mixing also realized when the teachers
translated the explanation from Indonesian to Mandailing language, they did
this to make the students easier to get what they meant. Another realization of
code mixing is when the teachers spoke with the people from another city,
53
54
they realized the code mixing, they mixed the Mandailing language and
Indonesian language so their identity as Mandailing people can be shown.
3. Based on the result of data analysis, it was found some reasons why teachers
used code mixing, the reasons happened based on some factors of code
mixing, they are: a. speaker partner, b. bilingual or multilingual, c. prestige, d.
absence of vocabulary, and the last is because of the situation. The bilingual
takes the most dominant reasons why they use code mixing.
5.2. Suggestions
In line with this research, some important suggestions are required to the other
students, the next researchers, and the education authority, they are as the followings:
1. Since this research was conducted only in 30 days, it is suggested to the other
students or the next researchers to conduct a longer research to get the better
result. The researcher suggests to investigate another types of code mixing
which occurs in the school interaction.
2. To other students and other researcher, it is suggested to find out a new
phenomena of code mixing in another context so it will produce a newest
findings of the realization of code mixing.
55
3. To the education authority, it is suggested to analyze the prior knowledge of
students’ language before making a rule, so the rule can be run effectively.
56
REFERENCES
Adanza, E. 1995. Research Methods: Principles and Applications. Manila: Rex
Book Store.
Aucamp, A.T. 1926. Bilingual Education and Nationalism, with Special
Reference to South Africa. Pretoria: J.L. Van Schaik.
Awaliyah, R.N. 2013. Code Mixing in Dealova and Cintapucino: A Comparative
Study. Thesis. Yogyakarta: English Department, Faculty of Cultural
Sciences, Universtitas Gajah Mada.
Ayeomoni, M.O. 2006. Code Switching and Code Mixing: Style of Language Use
in Childhood in Yoruba Speech Community. Nordic Journal of African
Studies, Vol 15 No 1.
Retrieved at:
www.njas.helsinki.fi/pdf-files/vol15num1/ayeomoni.pdf on September
2015.
Beardsmore, H.B. 1982. Bilingualism: Basic Principles. England: Tieto.
Bogdan, R.C and Biklen S.K. 1992. Qualitative Research for Education. USA:
Allyn and Bacon.
Bokamba, E. 1989. Are there Syntactic Constraints on Code-Mixing? Word
Englishes.
Bloomfield, L. 1973. Language. New York: Holt Rinehart and Winston.
Corder, S. P. 1981. Error analysis and interlanguage. Oxford: Oxford University
Press.
Halliday, M.A.K. 1973. Explorations in the Functions of Language. London:
Edward Arnold. (Review by M. Gregory , Journal of Linguistics 3,
1967).
Huei T.H., Feng Chuan Han., Liou Yan Pey., Lin Hung Chun., and Liu Feng
Erick Z. 2013. An Analysis of Teacher-Student Interaction Patterns in
a Robotic Course for Kindergarten Children: a Pilot Study. VOL 12
Issue 1. The Turkish Online Journal of Education Technology.
Retrieved at:
www.tojet.net/articles on November 2015.
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57
Heredia, R.R and J. Altarriba. 2001. Bilingual Language Mixing: Why do
Bilinguals Code Switch? Vol 10 no. 5. Blackwell Publishers Inc.
Retrieved at:
www.tamiu.edu/~rheredia/codeswitch.pdf on September 2015.
Hockett, C.A. 1966. The Problem Of Universals in Language. Cambridge: MIT
Press.
Hudson, R.A. 1980. Sociolinguistics. Cambridge: Cambridge University Press.
Kia L., Xiongyong Cheng., Tan Kooi Yee., and Cho Wee Ling. 2011. Code
Mixing of English in the Entertainment News of Chinese Newspapers
in Malaysia. Vol 1 No. 1 International Journal of English Linguistics.
Retrieved at:
www.ccsenet.org.ijel on September 2015.
Lincoln, Y.S. and E.G. Guba. 1985. Naturalistic Inquiry. California: Sage.
Masrukhan, M.C. 2014. An Analysis on Indonesian-English Verbal Code Mixing
in Elfara SAPA Radio Program. Thesis. Malang: English Department,
Faculty of Letters, Universitas Malang.
Mesthrie,. R, Joan Swann., Ana Deumert., and William L. Leap. 2009.
Introducing Sociolinguistics. Second Edition. Edinburgh: Edinburgh
University Press.
Miles, M.B., M.A Huberman., & J. Saldana. 2014. Qualitative Data Analysis: A
Methods Sourcebook. USA: Sage.
Mulyawati, N.T. 2014. Code Mixing in Television Advertisements: Descriptive
Analysis. Thesis. Jakarta: Universitas Gunadarma.
Nababan. 1984. Sosiolinguistik suatu Pengantar. Jakarta: Gramedia Pustaka
Utama.
Reid, J.M. 1993. Teaching ESL Writing. Prentice: Hall Regents.
Sanjaya, D., Syamsul Bahri,. Masitowarni Siregar,. Sumarsih. 2014. Code
Switching and Code Mixing in Indonesia: Study in Sociolinguistics.
Vol 4 No. 1. Canadian Center of Science and Education.
Retrieved at:
www.ccsnet.org/journal/index.php/ells/article/view/34556 on October
2015.
Sari, R.M. 2013. Code Mixing in the Article of Go Girl and Cosmo Girl
Magazines. Thesis. Yogyakarta: Universitas Gajah Mada.
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Spolsky, B. 2003. Sociolinguistics. Oxford: Oxford Universiy Press.
Suwito. 1984. Sosiolinguistik Pengantar Awal. Surakarta: Universitas Sebelas
Maret.
Wardhaugh, R. 1992. Introduction to Sociolinguistics, Second Edition. New York:
McGraw-Hill.
Weinrich, U. 1953. Languages in Contact. The Hauge: Mouton.
Yee Ho, J.W. 2007. Code Mixing Linguistics Form and Socio-cultural Meaning.
Issue 21. The International Journal of Language Society and Culture.
Retrieved at:
www.educ.utas.edu.au/users/tle/Journal/on September 2015.
INTERACTION
A Thesis
Submitted to the English Applied Linguistics Study Program in
Partial Fulfillment of the Requirements for the Degree of
Magister Humaniora
By:
FRIDA DIAN HANDINI LUBIS
Registration Number: 8146112009
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
MEDAN
2016
ABSTRACT
Lubis, Frida Dian Handini. 8146112009. Code Mixing by Teachers in the School
Interaction. A Thesis. English Applied Linguistics Study Program. Post
Graduate School. State University of Medan. 2016.
This study deals with code mixing by the teachers in the school interaction. It was
aimed to find out the types of code mixing, the realization of code mixing by the
teachers, and the teachers’ reasons of the use of code mixing. This study used
descriptive qualitative method then the design was observational case study. The
subjects of this study were the teachers of the third grade of SDN 093 Gunung Tua,
Panyabungan, Mandailing Natal comprised 4 teachers. The object of this study was
utterances related to code mixing. The data were analyzed by using Interactive Model
by Miles, Huberman, and Saldana. Suwito’ Theory was used to find out the types of
code mixing, while to find out the realizations of code mixing by the teachers and the
teachers’ reasons for the use of code mixing Wadhaugh’s theory was used about the
functions and factors causing code mixing. Based on the data analysis, the types of
code mixing that were used by the teachers are word insertion (22%), phrase insertion
(32%), and clause insertion code mixing (46%). Realizations of code mixing was
dominantly realized as their communication strategy and to show their identity as
Mandailing people. The teachers’ reasons for the use of code mixing was because of
speaker partner, bilingual or multingual, prestige, absence of vocabulary, and
situation.
Keywords: code mixing, descriptive qualitative, observational case study, interactive
model
i
ABSTRAK
Lubis, Frida Dian Handini. 8146112009. Code Mixing by Teachers in the School
Interaction. Thesis. Program Studi Linguistik Terapan Bahasa Inggris. Sekolah
Pascasarjana. Universitas Negeri Medan. 2016.
Penelitian ini mengkaji tentang campur kode oleh guru dalam interaksi di sekolah.
Tujuan penelitian ini adalah untuk mencari tipe-tipe campur kode, penerapan campur
kode oleh guru, dan alasan guru menggunakan campur kode. Penelitian ini
menggunakan metode kualitatif deskriptif dan desain yang digunakan adalah
observasi studi kasus. Subjek penelitian ini adalah guru-guru kelas 3 SD di SDN 093
Gunung Tua, Panyabungan, Mandailing Natal yang terdiri atas 4 orang guru. Objek
penelitian ini adalah ucapan guru yang berkaitan dengan campur kode. Data
penelitian ini dianalisis menggunakan Model Interaktif oleh Miles, Huberman, dan
Saldana. Teori Suwito digunakan untuk mencari tipe-tipe campur kode, sementara
untuk mencari realisasi dari campur kode dan alasan guru menggunakan campur
kode, digunakan teori Wardhaugh mengenai fungsi dan faktor campur kode.
Berdasarkan hasil analisis data, tipe campur kode yang digunakan guru adalah
campur kode sisipan kata (22%), campur kode sisipan frasa (32%), dan campur kode
sisipan klausa (46%). Penerapan campur kode paling banyak diterapkan sebagai
strategi komunikasi dan untuk menunjukkan identias mereka sebagai orang
Mandailing. Alasan guru menggunakan campur kode adalah karena lawan bicara, dua
bahasa atau multi bahasa, gengsi, kekurangan kosa kata, dan situasi.
Kata kunci: campur kode, kualitatif deskriptif, observasi studi kasus, model interaktif
ii
ACKNOWLEDGEMENT
In the name of Allah, the most gracious and the most merciful, she would like
to express her sincere gratitude to Allah the Almighty who has given her blessing
health, strength and patience in the process of her study until completing this thesis
with the title Code Mixing by Teachers in the School Interaction as a partial
fulfillment of the requirement for the Degree of Magister Humaniora at the
Postgraduate of English Applied Linguistics Program, State University of Medan.
This thesis would not also have been possible brought into existence without
the help of many great people. The writer would like to express her gratitude to Prof.
Amrin Saragih, M.A., Ph.D., and Dr. Siti Aisyah Ginting, M.Pd., as her first and second
adviser who have consciously guided her in the entire process of the thesis writing
with all of the constructive comments, which helped her to complete this thesis.
The writer would also like to express her gratitude to the head of English
Applied Linguistics Program, Dr. Rahmad Husein, M.Ed., and the secretary, Dr. Anni
Holila Pulungan, M.Hum. and the staff, Farid Ma’ruf who have assisted her in the
process of administration requirement during the process of her study in the
postgraduate program. Then, her thanks to all the lecturers of the English Applied
Linguistics Program, State University of Medan who have given their valuable
knowledge to her in their lectures.
Thanks also are due to her proposal reviewers and thesis examiners, Prof. Dr.
Sumarsih, M.Pd., Dr. Syahron Lubis, M.A., and Dr. Rahmad Husein, M.Ed. for their
appropriate and helpful commentaries and constructive suggestions.
The inexpressible gratitude to her beloved parents, Fahruddin Lubis and
Derlina Nasution, for their love, patience, prayer, and support in encouraging the
writer to finish her study. Then to her brothers, Fahmi Dian Rizky Lubis, Rio
Fathurrahman Lubis, and sister Mawaddah Nur Fadilah Lubis and all relatives for
their love, sincerity, prayer and support.
iii
Very special thanks to the head of SDN 093 Gunung Tua, Rahmad S.Pd. and
the stake holders, especially Mam Utriani, Mam Yanni S, Mam Rabiah, Mam Rapiah,
Ms. Hotmaini, Mam Ernita, and Mam Zubaidah for their support, help, and
motivation during she did the research.
Then, her sincere thanks to Muhammad Rizky Nasution, S.Pd. and family for
sincerity, support, suggestion, and great contribution from beginning until finishing
her study. Sincere thanks also to her beloved best friends on LTBI B-1 UNIMED
2014 whom she can not mention one by one for their love, sincerity, prayers, support
and help to the writer until finishing her study.
The last, the writer offers her regards and thanks to all of her friends in
UNIMED especially LTBI UNIMED 2014, friends and students in SDN 093 Gunung
Tua, sisters, Orli Binta Tumanggor, Ina Swari Sijabat, Nur Alfi Syahri, Hajar Affiah,
Nurlaili Khaira Khalid, Jien Rizki Magsara Rumahorbo, and Safitri Windasari
Sinambela, and all of those who have supported her from beginning until finishing
her study, especially during the completion of this thesis. Thank you very much. I
love you to the moon and back. May Allah bless us.
Medan, June 20th, 2016
The writer
Frida Dian Handini Lubis
Reg. number: 8146112009
iv
TABLE OF CONTENTS
Abstract …………………………………………………………………… i
Abstrak ……………………………………………………………………. ii
Acknowledgement ……………………………………………………….. iii
Table of Contents ………………………………………………………… v
List of Appendices ……………………………………………………….. vii
List of Figure ……………………………………………………………… viii
List of Tables …………………………………………………………….. ix
CHAPTER 1.INTRODUCTION …………………………………………. 1
1.1. The Background of Study ………………………………................... 1
1.2. The Problem of Study ………………………………………….......... 3
1.3. The Objective of Study ……………………………………………… 4
1.4. The Limitation of Study …………………………………………….. 4
1.5. The Significance of Study ……………………………………………. 4
CHAPTER II.REVIEW OF LITERATURE …………………………….. 6
2.1. Language …………………………………………………………….. 6
2.2. Bilingualism ………………………………………………………….. 8
2.3. Code …………………………………………………………………. 10
2.4. Code Mixing …………………………………………………………. 11
2.4.1. Types of Code Mixing ……………………………………… 13
2.4.2. Factors Causing Code Mixing ……………………………… 15
2.4.3. Functions of Code Mixing …………………………………. 17
2.5. Interaction ……………………………………………………………. 18
2.6. Relevant Studies ……………………………………………………… 19
2.7. Conceptual Framework ………………………………………………. 22
v
CHAPTER III.RESEARCH METHODOLOGY …………………………. 24
3.1. Research Design ……………………………………………………….24
3.2. Subject and Object the Research ………………………………………25
3.3. Instrument of Data Collection ………………………………………… 26
3.4. Procedure of Data Collection …………………………………………. 26
3.5. Technique of Data Analysis ………………………………………….. 27
3.6. Trustworthiness of the Study …………………………………………. 31
CHAPTER IV. DATA ANALYSIS, FINDINGS AND DISCUSSION …. 35
4.1. Data Analysis ……………………………………………………….... 35
4.2.Findings …….......................................................................................... 46
4.2.1. Types of Insertion Code Mixing ……………………………………. 46
4.2.2. Realization of Code Mixing ……………………………………….... 48
4.2.3. Teachers’ Reasons for the Use of Code Mixing ………………….
49
4.3. Discussions …………………………………………………………… 50
CHAPTER V. CONCLUSIONS AND SUGGESTIONS ………………… 53
5.1. Conclusions ………………………………………………………….. 53
5.2. Suggestions …………………………………………………………… 54
REFERENCES ……………………………………………………………. 56
APPENDICES …………………………………………………………….. 59
vi
LIST OF APPENDICES
Appendix 1. Interview Sheet ……………………………………………... 59
Appendix 2. Teachers’ Interactions …………………………………….… 62
Appendix 3. Data Analysis ……………………………………………….. 80
Appendix 4. SDN 093 Gunung Tua’s Picture ………………………….... 93
vii
LIST OF FIGURE
Figure 3.1. Components of Data Analysis: Interactive Model ……………. 28
viii
53
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
5.1. Conclusions
Based on the data analysis, there are some important points that can be
concluded, they are:
1. From the six types of insertion code mixing, it was found that the teachers of
the third grade at SDN 093 Gunung Tua only used three types of code mixing,
they are word insertion, phrase insertion, and clause insertion. The clause
insertion takes the most often insertion that is used by the teachers, it takes
46% while phrase insertion takes 32%, and the most seldom insertion that is
used is word insertion which takes only 22%.
2. The realizations of word insertion code mixing dominantly realized as the
communication strategy for the teachers, for example like the code mixing
realized when teachers wanted to make a command or a question to the
students, then it also realized when they wanted to ensure or repeat again the
earlier explanation. The code mixing also realized when the teachers
translated the explanation from Indonesian to Mandailing language, they did
this to make the students easier to get what they meant. Another realization of
code mixing is when the teachers spoke with the people from another city,
53
54
they realized the code mixing, they mixed the Mandailing language and
Indonesian language so their identity as Mandailing people can be shown.
3. Based on the result of data analysis, it was found some reasons why teachers
used code mixing, the reasons happened based on some factors of code
mixing, they are: a. speaker partner, b. bilingual or multilingual, c. prestige, d.
absence of vocabulary, and the last is because of the situation. The bilingual
takes the most dominant reasons why they use code mixing.
5.2. Suggestions
In line with this research, some important suggestions are required to the other
students, the next researchers, and the education authority, they are as the followings:
1. Since this research was conducted only in 30 days, it is suggested to the other
students or the next researchers to conduct a longer research to get the better
result. The researcher suggests to investigate another types of code mixing
which occurs in the school interaction.
2. To other students and other researcher, it is suggested to find out a new
phenomena of code mixing in another context so it will produce a newest
findings of the realization of code mixing.
55
3. To the education authority, it is suggested to analyze the prior knowledge of
students’ language before making a rule, so the rule can be run effectively.
56
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