European Journal of Foreign Language Teaching
ISSN: 2537 - 1754
ISSN-L: 2537 - 1754
Available on-line at: www.oapub.org/edu
Volume 2 │ Issue 1 │ 2017
doi: 10.5281/zenodo.345622
CODE MIXING IN STUDENTS’ TWITTER STATUS AT
SULTAN AGENG TIRTAYASA UNIVERSITY
IN BANTEN, INDONESIA
Syafrizal1i, Astridyah Ratna Sari2
1
English Educational Department of Sultan Ageng Tirtayasa University, Banten Indonesia
2
English Teacher at Junior High School 5 at Cilegon, Banten Indonesia
Abstract:
This study is intended to find out (1) why do the students use code mixing in their
communication at twitter status (2) what factors influence the students in using code
mixing in twitter status (3) what types of code mixing that students produce in their
status. The technique used is qualitative research through content analysis. The data
were gathered by doing observation, documentation, and interview. Researchers
focused on code mixing used by students at Eighth Semester of Sultan Ageng Tirtayasa
University. To analyze data, the researchers used matrix descriptive of Miles and
Huberman
consisted
of
data
reduction,
data
display,
and
drawing
conclusion/verification. Data reduction was used to collect data from observation,
documentation, and interview. Last, conclusion was used to describe all of the data. The
result of this research was form of code mixing used by the students, including
insertation, alternation, congruent lexicalization. Then, the factors cause code mixing
due to the psychological factors from the students.
Keywords: code mixing, insertion, alternation, congruent lexicalization, matrix
descriptive
1. Introduction
The issue of multinational era becomes a crucial topic to be discussed since Indonesian
is one of multilingual or bilingual society, so one should Zhave a competency to speak
using another language beside first language. Lack of access to bilingual education is
Copyright © The Author(s). All Rights Reserved.
© 2015 – 2017 Open Access Publishing Group
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one of the factors that may lead to poverty (Danbolt, 2011). How we can communicate
our ideas in different language and culture? We know that we acquire the language
consciously and unconsciously. Both from the environment around us and formal
education like in school. All aspects of ourselves are affected as we struggle to reach
beyond the confines of our first language and to enter into a new language, culture, and
the way of thinking, feeling, and acting. Total commitment, involvement, physical,
intellectual, and emotional responds are necessary to able to successfully send a receive
message in a foreign language. So that s why, we need to learn the language formally,
to have an ability in speaking fluently to every people in this bilingual or multilingual
world. The fact that bilingualism and biculturalism have become accepted as major
goals in school as an important advance, but if these goals are to be achieved, at least
some understanding of the nature of code alternation and its meaning in everyday
interaction is required. Bilingualism is after all primarily a linguistic term refereeing to
the fact that linguists have discovered significant alternations in phonology,
morphology, and syntax in studying verbal behavior of a particular population. While
bilingual phenomena have certain linguistic features, the occurrence of these
themselves may have quite different social significance (Gumperz, 1972:186).
Language behavior has gains a great deal of attention among social scientists and
educators because it raises several important questions among them: Which language is
use-where, when, among whom and why? To what norms of inter action and
interpretation should its use be subject? Questions have also been asked about how
community and personal beliefs, values, and practices impose upon the acquisition and
use of language by children as well as adults. The accepted paradigm nowadays or the
linguistic study of bilingualism is the code switching and code mixing paradigm.
Having observed that linguistic alternant exists at the level of phonology and syntax,
the next step is to ask what alternant is used, when and under what circumstances. The
assumptions are that behavior can be analyzed according to distinct social occasions,
interaction, sequences, or speech events. These events are then assumed to be associated
with culturally specific behavior norm which, in turn, determine the speech forms to be
used. To some extent, this indeed is the case (Gumperz, 1972:190).
Code-switching is the alternation between two codes (languages or dialects),
between people who share those particular codes. Choices about how code switching
manifests itself are determined by a number of social and linguistic factors. It is quite
typical in multicultural and immigrant populations. Code-switching can take on several
forms including alteration of sentences; phrases form both languages, and switching in
along narrative. In normal conversations between two bilingualisms, code-switching
consists of eighty-four percent single word switches, ten percent phrase switches, and
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IN BANTEN, INDONESIA
six percent clause switching (Skiba, 1997, para. 2). Hence, the researcher defined code
switching as the alternate use of two or more languages in the same utterance or
conversation, as in these three examples:
1. An Indonesian-English bilingual speaking Bahasa Indonesia and switching
(words in an Indonesian) to English (From status in the twitter): Henry June
@henryjune: Shopping sebutir pear saja cukup
2. An Indonesian speaking bahasa Indonesia and switching to English (From status
in the twitter): itzmeMunaw @nawmu_naw: Lagi banyak waktu luang tapi tetep
gak ngerjain tugas lebih awal. So, who is the trouble maker in your life?
3. An Indonesian speaking bahasa Indonesia and switching to English: Ayu
Febriani A @mmmmmput:
Belum cuci muka dari tadi siang. Males banget
bawaannya . How lazy I am.
From these three examples, we see that code switching could involve a word
(shopping in example 1), a phrase (So, who is the trouble maker in your life? In example
2), or a sentence (How lazy I am, in example 3). It can also involve several sentences.
What is important is that switching is different from borrowing a word from the other
language and integrating it phonologically and morphologically into the based
language. In code switching, the switched element is not integrated; instead, there is a
total shift to the other language.
The other kind of bilingualism paradigm is code mixing. Code-mixing is the
change of one language to another within the same utterance or in the same oral/written
text. It is a common phenomenon in societies in which two or more languages are used.
Studies of code-mixing enchane our understanding of the nature, process and
constraints of language (Myers-Scotton, 1993a; Boeschoten 1998; Azuma, 1998), and of
the relationship between language use and individual values, communicative strategies,
language attitudes and functions within particular socio-cultural contexts. (Auer, 1998;
Jacobson, 1998; Myers-Scotton, 1993b; Ludi, 2003).
In code mixing, there is necessarily a base language and it should be possible to
distinguish in an utterance monolingual chunks in the base language which alternate
with chunks calling upon the rules of both languages. For example, in Indonesian (a
mixed bahasa Indonesia-English
Mau lunch dimana nih? is an Indonesian sentence
comprising a Indonesian phrasal verb Mau makan siang dimana nih? and an English
morpheme lunch , which is prepositioned to the verb according to an Indonesian rule
unacceptable in English. It was of course possible to observed these two phenomena
within a single utterance, in which case code mixing could be embedded in code
switching, but not the reverse. Note that the distinction between the two is not absolute
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IN BANTEN, INDONESIA
and there are utterances which can be classified in either category. Note also that code
mixing can trigger off code switching (Clyne, 1967; Kachru, 1982).
The phenomenon above is a proof that we live in multinational era, wherever we
live, whenever we stay we should adapt ourselves to the new environment. Here, the
researcher found a case that happen in Indonesian, that is the using of code mixing in
Twitter social media because the using of code mixing in Twitter status can be used as
the teaching media in teaching and learning process to make students fluently in
conveying information, because we know that Twitter is the most popular social media
in this world especially in Indonesia and most of the viewer is student. All people know
Twitter, so, why the students not use only one language. Why they should do the code
mixing in the status. All the questions were the reason why the researcher was
interesting to observe or investigate this case study of code mixing that happens in
Twitter.
2. Literature Review
Code is a system that is used by people to communicate with each other. When people
went to talk each other, they have to choose a particular code to express their feeling.
According to Myers-Scotton (1998) cited in Coulmas (2005:110) states that a code in this
sense can be a language or variety of a language. In additional, Stockwell (2002:8) says
that a code is used by people to speak or communicate in a particular language, or
dialect, or register, or accent, or style on different occasions and for different purposes.
Similarly, Wardaugh (1986:101) also maintains that a code can be defined as a system
used for communication between two or more parties used on any occasions. When two
or more people communicate with each other in speech, we can call the system of
communication that they employ a code. Therefore, people are usually required to
select a particular code whenever they choose to speak, and they may also decide to
switch from one code to another or mix codes, sometimes in every short utterances and
it means to create a code
Code mixing is the change of one language to another within the same utterance
or in the same oral/written text. It is a common phenomenon in societies in which two
or more languages are used. Studies of code-mixing enhance our understanding of the
nature, processes and constraints of language (Myers-Scottton, 1993: Boeschoten, 1998:
Azuma, 1998) and of the relationship between language use and individual value,
communicative strategies, language attitudes and functions within particular sociocultural contexts. (Auer, 1998; Jecobson, 1998; Myers-Scottton, 1993; Ludi, 2003)
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The definition of code mixing given by Bokamba (1988: 21-62), for instance, is
devoid of sociolinguistic considerations; for him code mixing coincides with intra
sentential code switching. Code mixing in this definition seems to be exactly the kind of
linguistic behavior ideal bilingual is not supposed to practice. Code mixing occurs
when conversant use both language together to the extent that they change from one
language to the other in the course of a single utterance.
There is continuum between code switching and code mixing. Code mixing, like
code switching, is a language, is a language contact communication strategy, but the
speaker of language, Lx, transfers elements or rules of another language, Ly, to Lx at all
linguistic level of Lx, otherwise they would be considered as loans (in other words, code
mixing, like uninterrupted transfers or nonce-words, is a phenomenon of parole not
language;).
In code switching there is necessarily a base language and it should be possible
to distinguish in an utterance monolingual chunks in the base language which alternate
with chunks calling upon the rules of both languages. For example, in Indonesian (a
mixed Bahasa Indonesia- English)
mau lunch dimana nih?
is Indonesian sentence
comprising an Indonesian phrasal verb mau makan siang di mana nih? and English
morpheme lunch , which is prepositioned to the verb according to an Indonesian rule
unacceptable in English. It is of course possible to observe these two phenomena within
a single utterance, in which case code mixing can be embedded in code switching, but
not the reverse. Note that the distinction between the two phenomena is not absolute
and there are utterances which can be classified in either category. Note also that code
mixing can trigger off code switching (Clyne, 1967; Kachru, 1982).
Therefore, that it is not always easy to distinguish code mixing from code
switching. Like code switching, code mixing is a strategy of bilingual speaker. (whereas
borrowing is not), in the sense that it is a fact of language, and monolinguals can make
use of it. Code mixing can of course express a lack of competence in the base language,
such as lexical items, and in this case, code mixing can compensate for this deficiently.
However, as for code switching, code mixing can be a bilingual s specific code which
enables him to express attitudes, intentions, roles, and to identify with a particular
group.
3. Types of Code Mixing
Muyskin (2000) suggests that there are three main code-mixing patterns which may be
found in bilingual speech communities: insertion, alternation, and congruent
lexicalization. One pattern will usually dominate, though not necessarily to the
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CODE MIXING IN STUDENTS TWITTER ST‚TUS ‚T SULT‚N ‚GENG TIRT‚Y‚S‚ UNIVERSITY
IN BANTEN, INDONESIA
exclusion of other patterns Muyskin s view of the relation between code mixing
patterns and extra linguistic factors. Code mixing pattern Linguistic factors favoring
these pattern extra linguistic factors favoring this pattern. Insertion Typological
distance Colonial settings recount migrant communicates asymmetry in speaker s
proficiency in two languages. Alternation Typological Distance Stable bilingual
community s tradition of language separation. Congruent lexicalization Typological
similar language Two language has roughly equal prestige no tradition of overt
language separation.
a. Insertional code mixing
In the insertional pattern, one language determines the overall structure into which
constituents from the other language are inserted: this is illustrated in Figure 1 based on
Muysken (2000:7).
This pattern is assumed by the matrix language frame (MLF) theory proposed by
Myers-Scotton (e.g. 1993).it can be illustrated by Swahili-English example from MyersScotton (1993:86):
A-na-ku-l-a plate M-bili z-murram
He eats two plates of maize
In this example, the word order is as in swahili, including the phrase plate m-bili
two plates , and all inflectional morphology is from swahili. The asymmetry between
the languages involved in the insertional pattern is captured in the MLF by labeling the
main language the matrix language and the other the embedded language. The
example of insertion (Indonesian-English) was also can be seen in an article entitled
code switching and code mixing in Internet Chatting: between yes , ya , and si a case
study written by neni Isharyanti
.
B: tergantung team, juga tergantung event. (it is depending on the team and on the
event.)
b. Alternational code mixing
In alternation pattern, both languages occur alternately each with their structure. It
constraints on mixing in terms of the comp ability or equivalence of the languages
involved at the switch point. It seems that halfway through the sentence, one language
is replaced by the other. As illustrated in figure 2 based on Myusken (2000:7).
This type of code-mixing is assumed in poplack s work e.g.
and is well
represented in her data in examples like (poplack: 1980:589):
( why make Carol sentarse atras pa que everybody has to move pa que se salga? )
Why make carol sit in the back so that everybody has to move for her to get
out?
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IN BANTEN, INDONESIA
In this example, each language stretch, English or Spanish, has its own language
specific syntax and morphology. The example of alternation (Indonesian-English) was
also can be seen in an article entitled code switching and code mixing in Internet
Chatting: between yes , ya , and si a case study written by neni Isharyanti
.
B: I mean, ganti pake kata lain.
(I mean, change it to another sentence.)
c. Congruent Lexicalization code mixing
Congruent lexicalization mixes lexical material from different the usage occurs in a
shared grammatical structure. the grammatical structure is shared by languages A and b,
and words from both languages a and b are inserted more or less randomly
Muysken
: .
This is illustrated in figure 3 based on Muysken (200:8).
The example of congruent lexicalization (Indonesian-English) was also can be
seen in an article entitled
code switching and code mixing in Internet Chatting:
between yes , ya , and si a case study written by neni Isharyanti
.
B: software gua buat convert file wav jadi mp3 gua udah expired.
(my software for converting wav files to mp3s has expired.)
4. Method
In this research, the researcher conducts a qualitative research. According to Bogdan &
Biklen that one of the characteristics of qualitative research is to have the nature setting
as direct source of data and the researcher is the key of the instrument (1982:27). The
researcher used qualitative research. This research explained and identified the
phenomena of research subject by collecting, identifying, describing, classifying, and
evaluating. Considering the method of the research above, the researcher determined
research design to get data by using non-experimental design. So, the researcher only
observed and described the result of data collecting. The researcher used the analysis
for the title of the research, because in analyzing the researcher investigated a person or
a social unit deeply. The researcher found all the important variables in the
developmental the subject itself and then the researcher captured it.
5. Research Subject
This research subject was the status in Twitter social media. The researcher was
interested in the using of code mixing in student s status of Twitter. The researcher
observed the way students provides their status in Twitter social media. Source of data
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IN BANTEN, INDONESIA
in this research was Twitter social media status. The researcher wanted to know about
the using of code mixing that usually doing by ten of 8th semester students.
6. Instruments
The instrument of this research was the researcher itself as observer, planner, and actor
in collecting the data, and analyzing the data. According to Guba and Lincoln (1981:128150), there are common characteristics of human as the instrument of research. They
are:
1. Responsive, human as the responsive instrument toward the environment and
toward the people around the environment itself interactively.
2. Adaptable, human as the instrument can adapt himself/herself to many people
and situation.
3. Emphasize to totality, human as the instrument use their imagination and their
creativity and look at this world as a totality.
4. Basic knowledge, human has mind to think and to show up their ideas; with it
human can get so many knowledge as the basic to do a research.
5. Processing data quickly; another skill that has by the human is processing data
quickly after the data collected, rearrange the data, and change the inquiry of the
research.
6. Clarification and summarization; human as an ability to explain or clarify
something to the subject or respondent which is have not understand something
yet about the research that the researcher do.
7. Find the idiosyncratic response; human as ability to find something new and it is
really needed in conduct the research.
Therefore, the researcher became the instrument in her own research to
investigate about a case study in code mixing that happen in student s status of twitter
social media. In conducted the research, the researcher used photograph as the data
documentation, tape script of twitter status to record the result of the interview.
7. Result and Discussion
In conducting the observation, the researcher observed in twitter status. The researcher
monitored the twitter during one month when the researcher found code mixing in
student s twitter account, the researcher captured it. The research knew that most of
students prefer to use alternation, the second is insertion and the last one is congruent
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IN BANTEN, INDONESIA
lexicalization. Most of the students used code mixing in that twitter to emphasize what
they wanted to say. For example: tentang apa enaknyaaa. ‚ny request? . Table 1 (2)
The students asked a suggestion to her follower, first she asked it in Bahasa then
mixed it with English as the emphasizing phrase. Another example in the following
example:
Table 1 (16)
In this example, she used English phrase then mixed it with Bahasa. The phrase
so hungry here means about her feeling of something that she has not done.
Another reason why the students used code mixing in their twitter status
because they want to give intention of the speech content for example: Love itu cinta.
Miss itu kangen . Table 1 (1)
In the worlds love and miss, the students want to deliver the real meaning in
Bahasa. Most of the reason why the students used code mixing in their twitter status is
to express group identity. Here, the researcher took the data from eighth semester in
English semester in English Department Students that s why they have a habit to use
English in daily communication. For example: I have no special feelings except that
besties feels but why he treats me like this? . ‚pa efek lama ga ketemu? . Table 1 (4)
This example proof that the students usually used code mixing in her daily
communication. People consider that language is the most important means of
communication in human life. It is used to interact with other and to convey some
information. By using language, people can express ideas, experiences, thoughts, wants
hopes, feeling and so on to other. The accurate of the uses of language can deliver the
real meaning of language itself and the purpose of language also can be delivered well.
Language develops and has many changed and variation, depending on its influence. It
means that language varieties can be found not only in informal situation but also in
formal situation based on the needs. Language societies are bilinguals and multilinguals.
Indonesia has Indonesian language or Bahasa as national language and many
vernacular or regional languages, but Indonesia also has English as a foreign language.
Indonesia who does not use vernacular language as their first language, they use
Bahasa as their first language and they may use vernacular as their second language,
but Indonesian societies still learn English as a foreign language. It means, in daily
activity they speak more than one language. This reality also occurs when they are
study in the school, include in learning English.
When bilinguals are communicating, or interacting with others, they may use
code-mixing. It is the process of using two languages by people that consists of the
native language and the second or foreign language. According to Muysken (2000: 1)
defines that code-mixing as all cases where lexical items and grammatical features from
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IN BANTEN, INDONESIA
two languages appear in one sentence. One of the phenomenon in mixing the language
is in twitter we can see many people use English in their status. The researcher found
several students of English Department use code mixing in their status that is why the
researcher used them to take the data.
The researcher had already taken the data from an English student at eighth
semester English Department students of Sultan Ageng Tirtayasa University. Moreover,
the students during 8 times (June 1st, June 2nd, June 8th, June 9th , June 15th, June 16th,
June 22nd , June 23rd , 2013 ) had been used as the research subject. In this research, the
researcher focused to analysis code mixing used by the students when they were
updating status. They have done observation to describe how the students used code
mixing in twitter social media. The researcher did it to know more deeply about code
mixing used by the students.
A.
June 1st, 2013
a. Insertion:
Udah lah yah. No time to remember you. ‛ergegas, semangaaaaatt….
Good luck for my dad, mudah-mudahan lancer, dipermudah dan lulus yah … ‚miin
God bless you …
Aah typo mulu gagal deh
Ampun deh ujannya aweeetttt ga move on move on #ganyambung
Celebrating TVXQ members bday together every year, meski Cuma lewat twitter but
I m happy, really. Simple but meaningful.
From these examples, it can be interpreted that the students wanted to
emphasize what they want to say in English they prefer use English to be mixed with
Bahasa because they feel more comfortable with it.
b. Alteration:
The power of kepepet. Hiyaaaaaaa!!!!!
Quality time watching fast furious 6 with kekasih hati ~
Have u ever feel like u wanna cry but u are not allowed to do that? Alloh, tolong
kuatkan dia
Is it my tweetdeck or the signal?? Lambat banget…
From these examples, it can be interpreted that the students just wanted to
inform that they want to say in English.
I ll inform later. Masih nyari info juga.
From these examples, it can be interpreted that the students that the students
wanted to emphasize what they want to say in English they prefer use English to be
mixed with Bahasa because they feel more comfortable with it.
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IN BANTEN, INDONESIA
B.
June 2nd, 2013
a. Insertion:
The weather is truly hot. Iya, hot kayak gue: D
Init uh udh yg the best I can do loooh
Lupa sama diet. Ate too much as my late dinner *nyesel*
I ve proved that ga usah capek2 bls kejahatan org… Cman nmbah june 2nd, 2013 dosa
aja. Allah has fully right for doing that for you.
Woyaaaa … minggu malem … Monday sickness nya dah kerasa banget emang
hhhhaaaaa
From these examples, it can be interpreted that the students wanted to
emphasize what they want to say in English they prefer use English to be mixed with
Bahasa because they feel more comfortable with it.
b. Alteration:
I have no special feelings expect that besties feels but why he treats me like this? Ga
biasanya banget. Apa efek lama ga ketemu?
Really, wanna have ‛rian s car at Fast Furious movie. Merah, mahal. Menantang
Wah banyak moment kereeen disana, can t wait someone to uploading pic and video.
c. Congruent Lexicalization
Ga ngerayain Saturday night itu bukan masalah besar koq, coz masih ada Sunday
night, Monday night dll… seneng y sama aja tuh….
This example, it can be interpreted that the students used familiar word in English.
Seriously pengen ke lampung. Ngebayangin gue di bus duduk nikmatin perjalanan ke
krui sore sore gini bikin gue bad mood.
C.
June 8th, 2013
a. Insertion
Lagi ditutorin Wedding Preparation sama calon manten
Abis nge stalking akunnya mantan.
Bang lu kereeeen bgt bikin ginian, bikin bljr English more be fun salut sumpah
From these examples, it can be interpreted that the students wanted to
emphasize what they want to say in English they prefer use English to be mixed with
Bahasa because they feel more comfortable with it.
b. Alternation
Kapan lulus? Sorry, I have no time to explain, and you won t care about it either.
This example, it can be interpreted that the students used familiar word in
English.
Oh can t wait. Semoga ga ujan deh siang ini.
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CODE MIXING IN STUDENTS TWITTER ST‚TUS ‚T SULT‚N ‚GENG TIRT‚Y‚S‚ UNIVERSITY
IN BANTEN, INDONESIA
This example, it can be interpreted that the students wanted to emphasize what
they want to say in English they prefer use English to be mixed with Bahasa because
they feel more comfortable with it.
First time ke Oriflame Sudirman di Menara Standard Chartered kemarin sendirian
ahahah
These example (first time), it can be interpreted that the students used familiar
words and (standard chartered) is name of place.
Love itu cinta. Miss itu cinta.
Oke ini efek lama ga ketemu but I admit dia jadi more gentle sekarang. Alhamdulilah
manner nya bagus.
This example, it can be interpreted that the students wanted to emphasize what
they want to say in English they prefer use English to be mixed with Bahasa because
they feel more comfortable with it.
Katanya serang lagi so shine like a diamond ya? Tangerang all day long mendung dan
sekalang lagi rainy nih, so cold: D
This example, it can be interpreted that the students used familiar word in
English.
Muka lo PERFECT, tapi hati lo PER FUCK!
This example, it can be interpreted that the students used familiar word in
English.
D.
June 9th, 2013
a. Insertion
Yang Wonderful world tuh asik juga (buat ngegalau sih) hahaha
Thanks berat ya buat kultwinty smalem... amazing! :D
From these examples, it can be interpreted that the students wanted to
emphasize what they want to say in English they prefer use English to be mixed with
Bahasa because they feel more comfortable with it.
b. Alternation
Got advisors signature already but dont know isi skripshit sendiri itu.. agak ..gimana..
gitu..
Still unbelieving with these advisors signature. Ya Allah, Alhamdulillaaaah.. Ga
nyangka..
From these examples, it can be interpreted that the students wanted to inform
what they want to say in English.
:First time lho yah liat banjir -______ Waaaw temen udah wisuda aja. happy graduation
Minum cucu y Udah, and now time to sleep =|
European Journal of Foreign Language Teaching - Volume 2 │ Issue 1 │ 2017
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Syafrizal, Astridyah Ratna Sari
CODE MIXING IN STUDENTS TWITTER ST‚TUS ‚T SULT‚N ‚GENG TIRT‚Y‚S‚ UNIVERSITY
IN BANTEN, INDONESIA
aaaaa you get me wrong. Bukan itu maksudnya
From these examples, it can be interpreted that the students wanted to
emphasize what they want to say in English they prefer use English to be mixed with
bahasa because they feel more comfortable with it.
c. Congruent Lexicalization
segini matahari udah mahal department store apa lagi yg more expensive kaya
Debenhams? wajar aja it is United Kingdom s ‛rands
This example (department store), it can be interpreted that the student said name
of place in English. On the other hand, (more expensive) the student used familiar
word. And then (United Kingdom s brands the students said brand for some stuffs.
udah H-1 tapi bigdaddy blm confirm siapa second guest nya (this example, it can be
interpreted that the student used familiar words in English.
E.
June 15th, 2013
a. Insertion
Folder di notebook: pacar sampe mei dan alhamdulillah tercapai... sisa bulannya tgl
doing research+analyze data. Semangat!
Gue angel of death, siap2 gue cabut nyawa dari samping
Lg flashback msa2 kkm
From these examples, it can be interpreted that the students wanted to
emphasize what they want to say in English they prefer use English to be mixed with
Bahasa because they feel comfortable with it.
b. Alternation
tentang apa enaknyaaaa. Any request?
This example, it can be interpreted that the student asked to the followers to make sure.
‚ friend of mine said that she cannot read the examiner s handwriting.... perlu ke
arkeolog sepertinya :|
SelamaT Hari Tembakauu bUat para lelaki, especially for my boyfriend. #dont love it
too much, just love me so much<=From these examples, it can be interpreted that the students wants to inform
what they want to say in English.
karaokean two hours only yah
So hungry :( (gak sempet sarapan
melangkah dg pasti.. berikhtiar sudah psti, dg doa tnpa henti. berharap sang ilahi
mengabulkan keinginan hati.. #bismillah pray for tomorrow
Wah udah sampe yah, welcome to Indonesia bro
European Journal of Foreign Language Teaching - Volume 2 │ Issue 1 │ 2017
129
Syafrizal, Astridyah Ratna Sari
CODE MIXING IN STUDENTS TWITTER ST‚TUS ‚T SULT‚N ‚GENG TIRT‚Y‚S‚ UNIVERSITY
IN BANTEN, INDONESIA
This example, it can be interpreted that the students wanted to emphasize what
they want to say in English they prefer use English to be mixed with Bahasa because
they feel more comfortable with it.
F.
June 16th, 2013
a. Insertion
goodnite people...gonna sleep earlier now for a better tomorrow, cu tomorrow at Gedung
Al-Azhar (gtw ruang brpa: D) ... *bye
This example, it can be interpreted that the student wanted to emphasize what
they want to say in English they prefer use English to be mixed with Bahasa because
they feel more comfortable with it.
b. Alternation
so sweet deh, ngerti bgt gmn yg aku rasain. jd terharu. Hehehe xD
Dibales disangka ngerespon; ga dibales dibilang sombong. What should I do then????
On the way back home. Macet sekali -, salamin ya buat.. sorry couldn t come :
wish an awesome birthday. Cpet peneitian+sidang, Lulus tahun ini deh, amien
Seneeng liat pada kumpul, safe flight yaah :)
Ya ampun I m about to crazy!
From these examples, it can be interpreted that the students wanted to
emphasize what they want to say in English they prefer use English to be mixed with
bahasa because they feel more comfortable with it.
c. Congruent Lexicalization
paling seneng ngasih2 something ke mama, langsung dijajalin. she knows how to
appreciate :)
This example (something), it can be interpreted that the student used familiar
word. On the other hand, (she knows how to appreciate) the student showed express
her feeling.
Prepare!! ‛esok brangkat y jam . Ga boleh da yg ketinggalan. Handphone paling
pentig, hha
This example, it can be interpreted that the student used familiar words.
G.
June 22nd, 2013
a. Insertion
pokoknya mah I LOVE SKRIPSI SOOOOO MUCH!!! *cium skripsi :p
From these examples, it can be interpreted that the students wanted to
emphasize what they want to say in English they prefer use English to be mixed with
Bahasa because they feel more comfortable with it.
European Journal of Foreign Language Teaching - Volume 2 │ Issue 1 │ 2017
130
Syafrizal, Astridyah Ratna Sari
CODE MIXING IN STUDENTS TWITTER ST‚TUS ‚T SULT‚N ‚GENG TIRT‚Y‚S‚ UNIVERSITY
IN BANTEN, INDONESIA
b. Alternation
If only I knew them earlier ah~ 15 years clearly aint a short time. Many things
happened. Susah nyarinya..
This example, it can be interpreted that the student wanted to inform what they
want to say in English.
Wish you were here, doa dari tadi siang sih
Gapapa lah tanda tangan gak dapet. ‛isa nyari buah tangan : let s gooooo :D
So tired. Undangan ampe setengah hari gini
Attending seminar. masih ngantoook.
From these examples, it can be interpreted that the students wanted to
emphasize what they want to say in English they prefer use English to be mixed with
Bahasa because they feel more comfortable with it.
great! syukur dh klo bgus
This example, it can be interpreted that the student used familiar word.
c. Congruent Lexicalization
pngen bgt rasanya ngirim sms-blast ke dospem yg isinya *tahnk you so much mam*...
masih ga nyangka ya Allah iniiiih..
This example (blast), it can be interpreted that the student used familiar word.
On the other hand, (thank you so much mam) the student showed express her feeling.
Absurd amat iklan happy call pake lagu big bang:|
This example (absurd), it can be interpreted that the student used familiar word.
(happy call) the student said a brand of kitchen stuff.
H.
June 23rd, 2013
a. Insertion
KKM itu unforgettable moment banget.
Precious time itu masak+ makan bareng with my Mom and my sisters.
Aduuuh terharu bgt dpt blsan sms dr dospem gue itu... Really gald for having your
mam as my advisor. *nangis bahagia*
Don t be galau sist: D
katanya: further notice would be given. Ya ampun berasa ngomong sama detektif.
From these examples, it can be interpreted that the students wanted to
emphasize what they want to say in English they prefer use English to be mixed with
bahasa because they feel more comfortable with it.
b. Alternation
I should re-check my ppt presentation for Monday tapi pcnya dipake babeh -_makin bersyukur makin diberi lebih... thats more tahn enough, thats more than me. :))
European Journal of Foreign Language Teaching - Volume 2 │ Issue 1 │ 2017
131
Syafrizal, Astridyah Ratna Sari
CODE MIXING IN STUDENTS TWITTER ST‚TUS ‚T SULT‚N ‚GENG TIRT‚Y‚S‚ UNIVERSITY
IN BANTEN, INDONESIA
From these examples, it can be interpreted that the students wanted to inform
what they wat to say in English.
Random lah ini malam :(
This example, it can be interpreted that the students wanted to emphasize what
they want to say in English they prefer use English to be mixed with Bahasa because
they feel more comfortable with it.
c. Congruent Lexicalization
get dressed rapih pake rok and jilbab gede ternyata aman jam segini, malah dimuliain
sama kaum pria. Thanks God.
This example (get dressed, and), it can be interpreted that the student used
familiar word. On the other hand, (thanks God) the student showed express her feeling.
tp yg gw suka iklan cigarette yg tagline nya ‚ct Now! ... sounds nice... hho
This example, it can be interpreted that the student used familiar word.
Furthermore, after observing and analyzing the whole data, the researcher found
retypes of code mixing by Muysken presented of this research. The types by Muysken
included in code mixing used by the students were: (1) the Insertion Pattern, (2) the
Alternation Pattern, (3) The Congruent Lexicalization Pattern.
In insertion, the students mix a word or phrase in a sentence. In alternation code
mixing in the first sentence start by English word or phrase and follow by Bahasa word
or phrase. In congruent lexicalization the students used more than one word or phrase.
Related to the use of language all of the students were studying in English Department.
So, it became a habit for them to use English in their daily communication. Even they
did not speak English 100% but they tried to implement it in their communication.
Besides that, when they wanted to use full English in their status, i[t would make their
other friend difficult to understand what they wanted to say.
Code mixing occurred in teaching in learning process was to help the students
easier in comprehending and improving their vocabulary. Unconsciously, made a
status in English helped the students in teaching learning process. In accordance with
the result of the research, it could e found that English usage in making status at eighth
semester English Department students of Sultan Ageng Tirtayasa University only in
some parts of the activities in implementing English. The students use English when
they were emphasizing sentence. Related the result of the students eighth semester, the
researcher got three types of code mixing based on Muysken theory occurred in the
status: insertion, alternation and congruent lexicalization. The reasons why the students
used insertion, alternation and congruent lexicalization it can be interpreted that the
student wanted to emphasize what they want to say in English they prefer use English
to be mixed with Bahasa because they feel more comfortable with it. Further, from the
European Journal of Foreign Language Teaching - Volume 2 │ Issue 1 │ 2017
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Syafrizal, Astridyah Ratna Sari
CODE MIXING IN STUDENTS TWITTER ST‚TUS ‚T SULT‚N ‚GENG TIRT‚Y‚S‚ UNIVERSITY
IN BANTEN, INDONESIA
observation and interview, it could be summarized which is from one factor causing for
code mixing applied by the students, i.e.: comfortable factor. It is supported by several
reasons, such as: the phenomenon, the advantages to used code mixing is to make their
English language more fluently and improve their vocabulary, there is no special time
to make code mixing status, they make it whenever they want, and the last one, they
use code mixing in their daily conversation to improve their English language.
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CODE MIXING IN STUDENTS TWITTER ST‚TUS ‚T SULT‚N ‚GENG TIRT‚Y‚S‚ UNIVERSITY
IN BANTEN, INDONESIA
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CODE MIXING IN STUDENTS TWITTER ST‚TUS ‚T SULT‚N ‚GENG TIRT‚Y‚S‚ UNIVERSITY
IN BANTEN, INDONESIA
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