BILLUANGLISM ANALYSIS: CODE MIXING OF ENGLISH STUDENT’S

CONVERSATION

Abstract
Eneng Siti Muniati, Ahmad Suhaili, Gema Ika Sari
ahmadsuhaili618@gmail.com, gemaikas@gmail.com
Sekolah Tinggi Ilmu Tarbiyah Al-Khairiyah

The purpose of this study was to analyze which code-mixing is used by UNTIRTA students in the
Department of English Education and to investigate why students in the Department of English
Education use code-mixing in their daily communication. This study used descriptive and
qualitative methods, including recordings, interviews, and field notes, as data collection
techniques. The research found that code mixing occurred 44.92% of the time. Reasons students
used code mixing were defined by the type of code mixing used. As a result, the student was
given her four reasons for using code mixing. (1) talking about a specific topic (2) interjections
(3) repetition for clarity (4) for lexical reasons.

Keywords: Code switching, Code mixing, interjection, lexical

INTRODUCTION

Language is closely related to communication. Speech, in the form of sound symbols produced
by the organ of speech, is a means of communication between members of a community (Keraf,
2007). Also, the speaker plays an important role in conveying the intention of speaking even in a
single sentence. Therefore, it helps speakers to understand each other properly. People use
language to understand their intentions. Language is the communication channel of society.
There are many languages known to the people of the world. Almost every nation and tribe has
its own language.

Using two or more languages in communication is called bilingualism (Scotton, 2006). English
language as one of the languages used in almost every country as a foreign or official language.
In Indonesia, English is used as the first foreign language as a manifestation of the development
of the world of information and mass media (Suhaili & Sari, 2019). The phenomenon of
bilingualism leads to a situation in which codes are switch or mix languages. Code switching is
switch from one code to another (Wardhaugh & Fuller, 2015). Whereas code mixing is the use of
elements of one language in another language (Hamers & Blanc, 2004). Code switching and
code mixing are common phenomena in society. Today people speak bilingually because they
are influenced by other languages from abroad, especially English. If they can speak English,
they will be more respected in society. They also use their native language in their conversations
and sometimes add English to make their conversations and writing more interesting.

In this era, being bilingual equal being able to speak two languages perfectly. Bloomfield in
Hoffmann (2014) defined bilingualism as ‘native-like control of two languages. Bloomfield’s
definition has contradiction because people who can speak two or more languages will not be
able to speak both languages natively. Groot (2011) defined bloomfield’s theory, she stated that
people who only possess some minimal competence in one of the four linguistic skills may
regard as bilingual. She also adds that even people who are in an early stage of second language
learning considered as bilingual. So that, a bilingual does not have to master two languages as a
native speaker.

To clarify the term of bilingual, Spolsky in (Wardhaugh & Fuller, 2015) defined a bilingual as a
person who has some functional ability in the second language. Also, Grosjean (2010) give
further explanation that bilinguals are those who use two or more languages in their everyday
life. Mastered two languages is commonly used for several purposes between the speaker and the
listener depending on the situation.

Bilingual community exist in the world with different language acquisition capacities in the
community. Therefore, they must be able to set the condition where they use the language
effectively. This phenomenon leads them to do code switching and code mixing.

Code switching is an alternation of one language into another language for a specific purpose.
(Wardhaugh & Fuller, 2015) defines that code switching is switch from one code to another or to
mix codes even within sometimes very short utterances and thereby create a new code. In line
with it, Jackson & Stockwell (2011) argued code switching is use two or more languages in a
conversation, which dialect is also included as part of code switching, such as, switch from a
casual style to formal style. Generally, code switching uses two different and diverse languages
in the same conversation either in the form of words, phrases, or sentences.

The term code switching is usually followed by the term code mixing. As is often the case in
bilingual societies, the two codes are so similar that it is difficult to tell them apart. The
similarity is that the speech uses many languages, whether the two languages change languages
or are mixed. Code mixing, on the other hand, is the use of more than one language in a
sentence. According to Wardhaugh & Fuller (2015) Mixed state code occurs when a speaker
uses two or more languages in the same speech without changing the subject. Consistent with
this, (Scotton, 2006) also defines this code for mixing the use of two or more languages in the
same conversation.

There are several studies have been conducted in the same field. The first study had been
conducted by Benu (2018), the research showed code switching plays an important role
because of the perception that the teachers have about students’ language competence.
Code switching is considered as a strategy in EFL classroom to promote learning.
Factors like teachers’ perception or attitudes towards code-switching, methods of teaching, and
situational factors contribute to the occurrence of the code switching.

The second research was written by Swandani et al., (2022), the result showed that Code
switching and code mixing used in films represent multilingual community. Both code switching
and code mixing is used to define characterization in each stage of film structure. 14 code
switching and code mixing functions are used in the films. This research has significance for
sociolinguistics field, especially CS and CM.

The third research was published by Fanani et al. (2018), The code-switching phenomena that
occur during MA KHAS Kempek Cirebon's Class XI English learning process consist of
intersentence switching, intrasentence switching, and tag switching. Secondly, there is the code
mixing phenomenon that occurs in the English learning process in XI. The classes of MA KHAS
Kempek Cirebon arise from insertion, switching and joint lexicalization. Third, there are three
factors behind the use of code switching in XI's English learning process. Classes of MA KHAS
Kempek Cirebon, namely: (a) quoting the text; (b) Clarification of Intent. (c) teaching students;
Fourth, there are three factors behind the use of code mixing in XI's English learning process.
Classes of MA KHAS Kempek Cirebon, namely: (a) Speech habits (first and second language
influence). (b) lack or difficulty in finding proven equivalence; (c) Modern impression.

The last research was conducted by Wulandari (2021), Research has shown that talk show hosts
use code switching and code mixing to help audiences understand conversations between hosts
and guests. Also, non-native Indonesian guests tried to speak Indonesian to thank the Indonesian
audience. Another purpose of the code switching and mixing in this program is to give the
audience more insight into what the guest said in English.

Based on the researcher’s preliminarily study found, several students of English Education
Department discussed about their research used English language and there were some
misunderstanding in their conversation, then they switched and mixed the languages into another
language. Therefore, the researcher interested and the reason of using code switching and code
mixing in students of 9th grade og English Education Department UNTIRTA.

METHODOLOGY

This study uses descriptive qualitative research. Qualitative research involves collecting
primarily textual data and investigating using interpretive analysis (Heigham & Croker, 2009).
As proposed by Heigham & Croker (2009), Qualitative researchers believe that meaning is
socially constructed, and qualitative research studies participants and how they experience and
interact at particular points in time and in particular contexts. and the multiple implications this
has for them. Researchers used a targeted sampling technique. The aim of targeted selection was
to select students who could provide the most detailed information to answer the research
question. Researchers selected participants from her ninth semester of English teaching through
interviews in Appendix I. 6 students were selected. They met twice on weekdays to complete
their studies at Sultan Agen Tirtayasa University. Those who met the requirements were
bilingual. That means you speak multiple languages and have a local language, English, or a
regional language. After that, you switch and mix codes frequently in your daily communication.

RESULTAND DISCUSSION

Code mix type

The data included code-mixing in 39 of the 70 data. As you can see from the data below, we
found that students used code mixing more often than code switching in their daily
communication.
The Data of Code Mixing.

Table 1

No Types of
Utterances Descriptions
. CM
Memang kalau dari bro Dhani tertariknya dimana? The participant mixed one word in his
1. Icm P2-T1
Interest-nya dimana? utterance.
The participant insert one word in the
2. Kalo aku si lebih ke reading Icm P3-T1
utterance.
Kalo saya karna udah jalan, speaking yang pasti jalan.
The participant insert one word in the
3. Gapapa kalo di reading juga banyak kok yang Icm P2-T1
utterance repeatedly.
melakukan penelitian di reading.

Mm, untuk keadaan saat ini ya mungkin bro Dhani bisa

4. mening, mengembangkan reading skill nya siswamelalui Icm P2-T1
online. The participant insert one word in the
utterance repeteadly.
Ada metode yang mungkin bro Dhani bisa bawa lah
dalam bentuk online untuk bisa untuk bisa The participant insert one word in the
5. Icm P2-T1
meningkatkan skill apa, skill reading dari siswa ini, utterance repeteadly.
students ini, gitu.
Apa yang mau dibawa buat mingkatkan reading skill The participant insert one word in the
6. Icm P2-T1
nya? utterance.
Tapi, kalau harapan si yaa paling metode yang kaya
The participant insert one word in the
7. mungkin kita kemarin diskusikan, cooperative learning Icm P2-T1
utterance.
itu ya
The participant insert one word in the
8. Ooh iya, cooperative learning, lupa saya. Icm P3-T1
utterance.
Berarti nanti kalau kuantitatif Bro Dhani bisa ngambil The participant insert one word in the
9. Icm P2-T1
sample nya dari siswa gitukan. utterance.
Itu banyak kok, yang melakukan penelitian kuantitatif
research di reading, contohnya kawan kita kan bro The participant insert one word in the
10. Icm P2-T1
Nanda, bisa tuh untuk bro Dhani nanya-nanya ke bro utterance twice.
Nanda.
Apa yang dibawa buat meningkatkan speaking skill The participant insert one word in the
11. Icm P2-T1
nya? utterance.
Acm P1- The participant answered the question by
12. Apa, how to imrpove nya?
T1 mixed the two language in the form of phrase
Gimana tuh, apa media nya itu nanti diapain tuh, biar The participant insert one word in the
13. Icm P2-T1
nanti ningkatin speaking skill nya utterance.
biasanya anak anak eee junior high school itu, lebih
The participant insert one word in the
14. tertarik sama hal yang e catching gitukan, kaya Icm P1-T1
utterance repeteadly.
contohnya video.
kalo gue sama fokus nya speaking sama sist Wulan, heh The participant insert one word in the
15. Icm P4-T1
tapi kalo gua itu teknik, bukan media utterance.
The participant insert one word in the
16. jadi ke trigger saya. Icm P3-T1
utterance.
The participant insert one word in the
17. Baru cover katanya Icm P2-T1
utterance.
 The participant insert one word in the
18. baru preface Icm P3-T1
utterance.
Iya, pokonya dia untuk meningkatkan reading skill Acm P2- The participant mixed the two language in
19.
melalui cooperative learning method. seperti itu. T1 the form of phrase
The participant insert one word in the
20. Ya pengennya sih minggu ini tinggal di print lagi Icm P2-T1
utterance.
Kemarin tu banyak di revisi mengenai content yang The participant insert one word in the
21. Icm P2-T1
kata-katanya kurang nyambung utterance.
The participant insert one word in the
22. Tidak coherence? Icm P1-T1
utterance.
Oh, mau dibikin dari bab 1 sampe bab 3 gituya. Outline The participant insert one word in the
23. Icm P2-T1
dulu ya. utterance.
Participants used two languages that shared
Clcm P2-
24. Kalo minggu depan udah Acc. grammatical structures that could be lexically
T1
filled with elements from another language.
Acm P5- The participant blended the two languages in
25. Ini apasih, just method ceramah
T2 the form of phrase
Acm P5- The participant blended the two languages in
26. She said sih fine-fine aja
T2 the form of phrase
Acm P6- The participant blended the two languages in
27. Have you revisi?
T2 the form of phrase

Terus kamu kuanti ya? if you kuanti harus pake to find Acm P5-
28.
out. T2 The participant mixed the two language in
the form of phrase
Kurang ternyata, terus kata ma’am gimana si biar tau The participant insert one word in the
29. Icm P5-T2
keyword nya? utterance.
The participant insert one word in the
30. Berarti kurang effectiveness Icm P1-T2
utterance.
Iya, i think itutuh masuk keyword ya nggasih? aku kira Acm P5- The participant mixed the two language in
31.
cuma yang khas- khasnya aja T2 the form of phrase
The participant insert one word in the
32. Ini harus 250 kata, kata aing teh too much Icm P5-T2
utterance.
Tapi yaa, ini kan lebih dari, jadi ini tuh cuman 255 kata
The participant insert one word in the
33. sebenarnya mah, gede nya mah gara gara ini space nya 2 Icm P5-T2
utterance.
harusnya 1
Heem, nah tapi disuruh masukin suggestion, nah The participant insert one word in the
34. Icm P5-T2
kumaha coba.250 utterance.
Me, are you sure? Bukannya ke Tosi aja yang udah Acm P1- The participant mixed the two language in
35.
tinggal nuggu keluar jadwal, lets see your revision? T3 the form of phrase
The participant insert one word in the
36. Pretest sama post test nya juga Icm P4-T3
utterance repeatedly.
The participant insert one word in the
37. Berarti setiap table harus ada penjelasannya Icm P4-T3
utterance.
Acm P1-
38. Conclussion nya too much
T3
The participant insert one word in the
39. Iya, conclussion nya Icm P1-T3
utterance.

The displayed data 3. showed all of the participants used code mixing. There were 6 participants
involved. It can be seen that p2 used 16 times of code mixing, the participant who used code
mixing frequently in daily communication, the second participant who used code mixing
frequently was p5, she used 8 times of code mixing in daily communication, then for p1 used 7
times of code mixing, for the p3 used 4 times of code mixing, p4 used 3 times and p6 only used
code mixing 1 time. The percentage of every type of code mixing used in students’ daily
communication, it can be seen in table below.

Table 2. The frequencies of types of code mixing

N
Types of Code Switching Percentage
o
Frequency
1. Insertion code mixing 29 74,35%
2. Alternation code mixing 9 23,07%
1
3. Lexical congruent 2,58%

100%
Total

From Table 4, we can see that 74.35% of the inserted code-mixing occurred 29 times. This
indicates that this type is the dominant type that students use in their daily communication. She
had only one student's routine communication that lexically matched the student's routine
communication..

Insertion

As for the insertion type of code merge, 29 out of 39 data composed of code merge were code
merge. The percentage is 74.35%. Students often used this type of code shuffling because it was
easy to use by inserting words between sentences in other languages. Inserted code mixed data
was found in data 1, code Icm P2-T1 :

“Memang kalau dari bro Dhani tertariknya dimana? Interest-nya dimana?”

This statement was made when p2 asked p3 about their interest in taking over the research topic.
P2 repeats Indonesian to English interrogative word, tertarik "interest". Used to emphasize the
topic of conversation. P2 were asked to use Indonesian p3 and insert the word "interest" in
English between Indonesian sentences.

Another example of insertion code mixing was found in students’ daily communication. The data
3 with the codes Icm P2-T1, In this data, the speaker insert the word repeteadly in one utterance,
it can be seen as follows:

“Kalo saya karna udah jalan, speaking yang pasti jalan. Gapapa kalo di reading juga banyak
kok yang melakukan penelitian di reading.”
The situation of that data was occured when p3 and p2 discussed about the topic of the research.
P2 answered the question about the topic of the research that he took used Indonesian language,
and he inserted a word “speaking” with different language in the utterance. Then, in the next
sentence p2 told to p3 to not worried to take a different topic with another students, in this
sentence p2 also used another language in the form of word in the dominant language used,
Indonesian language. P2 inserted a word in another language repeatedly.

CONCLUSION

The research revealed that English Language Education students use different types of code
switching and code mixing in their everyday communications. Consistent with the findings of
Sardar (2015), this study found that all types of code switching (intra-sentence code-switching,
inter-sentence code-switching, and tag-switching) are used in students' everyday communication.
has also become clear. In this survey, Indonesian and English are the main languages used by
students to communicate with each other. The topic of the conversation was about “the research”
that influenced the students to use the language they used to communicate. They switch and
mixed English Indonesian language in their conversation. Interestingly, there is a student who
use the regional language when the other students are talking about their research topic, whereas
the language that should be used is English or Indonesian language. the reginal language used by
a student was Sundanese language. The results of this study showed that the use of code
switching and code mixing was used to make speech easier to understand and was used in all
situations; when they discussed a particular topic, when the forget about a vocabulary in one
language, depend on the language that have by the interlocutor or it just occurred accidentally.

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