LANGUAGE CODE SWITCHING AND CODE MIXING

Presented To The State Institute of Islamic Studies (IAIN) Ponorogo To Fulfill Subject
Assignment of

Sociolinguistics

Lecture :

Desi Puspitasari, M.Pd.

By :

TBI-D

Group 5

1. Muhammad Fajar 204180111

2. Kholifatul azizah 204180

ENGLISH EDUCATION DEPARTMENT

FACULTY OF EDUCATION AND TEACHING TRAINING
THE STATE INSTITUTE OF ISLAMIC STUDIES PONOROGO
2021
 PREFACE

All praises to Allah SWT, the creator and the protector of this universe. Because of
his charity, guidance, and blessing, the writer could finish this paper arrangement. Please and
salutation always to be upon noble prophet Muhammad SAW who has quit us from the
darkness to the lightness.

This paper discussed about “LANGUAGE CODE SWITCHING AND CODE

MIXING”. The writing of this paper is based on materials which we got from various
sources. We make it with steps and systematic methods so it can be understood easily.

We realize that this paper is so far from perfect and needs a lot of improvement. So
that criticisms and suggestions for making better are needed in writing this paper. We hope it
will be useful for us and the readers to improve our knowledge.

Ponorogo, March 27, 2021

Author

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 TABLE OF CONTENTS

PREFACE.................................................................................................................................ii

TABLE OF CONTENTS.......................................................................................................iii

CHAPTER I : INTRODUCTION

A. BACKGROUND..............................................................................................................1

B. PROBLEM FORMULATION.......................................................................................2

C. PURPOSE.........................................................................................................................2

CHAPTER II : DISCUSSION

A. LANGUANGE INTERFERENCE................................................................................3

B. IDENTIFY CODE-CHOICE…......................................................................................8

C. THE USE OF CODE-CHOICE IN SPEAKING........................................................11

CHAPTER III : CLOSING

A. CONCLUSION..............................................................................................................16

B. SUGGESTION..............................................................................................................16

REFERENCES.......................................................................................................................18
 CHAPTER I

INTRODUCTION

A. Background

In everyday life, sometimes we communicate with other people in a different language

than us. And it could be that language differences are one of the obstacles in the
communication process in society. Communication within the group community, as well as in
the classroom, is the most important and fundamental thing in conveying purpose or purpose.
In this case, language which is a means of communication is the main element in conveying
these things. In everyday life, it is often necessary to transfer a code (language transfer) or
code
mixing (combining languages) which aims to make the interlocutor immediately
understand what we are saying, as well as in a lesson, especially in foreign language learning.
code switching is an alternative for having conversations in two different languages.
Currently, code swtching is a widespread phenomenon in foreign language teaching. In a
lesson, communication is one element
main and most important. Interfacing and combining languages in learning, especially
foreign languages, is one of the tricks for students to indirectly understand the language they
are currently learning. The teacher creates swtiching codes in the classroom to clarify
meaning and to transfer knowledge to students in an efficient manner. However, it should be
remembered that in the long run, when students experience interaction with native speakers of
a language; code redirection can be a barrier that prevents mutual understanding.

B. Problem Formulation
Based on the background described above, the problems can be formulated as follows:
1. What are the concepts in code switching?
2. What are the concepts in code mixing?
C. Purpose
1. To know to know the concept in code switching
2. To know to know the concept in code mixing

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 CHAPTER II
DISCUSSION
A. The definition of code switching and code mixing
In our daily life, we will be exposed to different societies with different languages.
This allows us to face communication problems in different situations. And that also applies
in the classroom when we teach foreign languages to students. Code switching is a widely
observed phenomenon in multilingual and multicultural communities especially in foreign
language teaching.
Numan and Carter (2001: 275) briefly define the term as a phenomenon of movement
from one language to another in the same discourse. From this definition "discourse" will be
the use of language that occurs naturally as students and teachers in the classroom. In
addition, the language that is replaced is the original language of the student and the foreign
language that the student hopes to gain competence.
Sociolinguistics terms for language and especially speech that have different meanings
in at least two languages combined in different ways, such as when a student in a class
(Indonesian / English bilingual) says: Ms. I want to go to the toilet (go, room shower) toilet).
Code can be language or style or style; the term mixing code emphasizes hybridization, and
the term code switching emphasizes the movement from one language to another. Mixing and
switching is possible to some extent in the speech of all bilinguals, so there is a feeling that
one is able to use two languages.
how to input code in a context, switching will be introduced in various aspects as
below:
a. Its function in a bilingual community setting will be briefly explained by providing
examples of authentic conversations that will help the reader to infer ideas about
possible applications in an educational context.

b. The code switching function in the xlassrom teacher discourse will be introduced to its
aspects as: topic transfer, affective function, and repetitave function.

c. The focus will shift to student code exchange by introducing some basic functional
perspectives such as: equity, floor retention, repetition, and conflict control.

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 From the above functions, code switching generally does not only occur in social
communities but also always occurs in class situations. And it has great advantages, especially
for teachers in order to provide knowledge of foreign languages to students, through this
alternative method students are required to use the target language when speaking or
discussing to develop their abilities in foreign language learning.
B. Code switching
Code Switching is described as a skill of the bilingual speaker Code-switching is a term
in linguistics referring to using more than one language or variety in conversation. Sometimes
the bilingual speakers getting problem when they having a conversation with another bilingual,
so they switches their language from code to another in the construction of sentence to make the
interlocutor understand, sometimes they do it with the same language background and it may do
so many times.
Code switching is an alternative way for bilinguals of two or more languages in the
same conversation. Hymes (1974) defines code switching as a general term for the alternative
use of two or more languages, varieties of languages or even speech styles, while Bokamba
(1989) defines code switching as the mixing of words, phrases, and sentences from two
different grammars. . the system crosses sentence boundaries if there is the same speech.
In the classroom, when the teacher teaches foreign language code switching it is also a
learning strategy to develop students' skills in English. At the beginning of the meeting the
teacher uses the target language when explaining the material and then switches again to
Indonesian to ensure student understanding. Students use the target language as much possible
but revert to the original for any speech elements they can't produce in the target language.
For example:
“good morning class….” , ok students, today we will study about part of body….
“selamat pagi anak-anak…”, hari ini kita akan belajar tentang bagian-bagian tubuh…..
“now, listen your name! dengar namanya!!(when teacher absentees)
“Present sir! hadir pak!” (student answer)
“good!! Bagus!!”(when student has answer the question well)
In general, there are different perspectives on code switching. The main approach in
sociolinguistics focuses on social motivation to move, lines of inquiry that concentrate both on
direct discourse factors such as lexical needs and topics and discussion settings, and on more
distant factors such as speaker or group identity, and relationships. -building (solidarity). Code
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switching may also reflect the frequency with which a person uses certain expressions from one
language or another in his or her day to day communication; thus, expressions from one
language may come to mind more readily than equivalent expressions in another language.
Code switching can occur between sentences (intersentential) or within a single sentence
sentence (intrasentential). There are four main types of redirects:
(a) Tag redirection, in which specific tags and sets of phrases in one language are
located
put in the reverse greeting in the other.
For example: - Teacher: “benar, that’s a good answer”!
- “Bagus, good job Santi”!
The word "that's a good answer" can be thought of as a tag. Sometimes, symbolic code
redirects or tag redirects can take the form of intracentential redirects where categorical
equivalence exists between the two languages involved.
b. Intracentential switching, where the transition occurs within a clause or sentence
boundary. This can take forms such as, code change, code mixing, congruent insertion and
lexicalization.
For example: - menurutku that’s a good idea!
- “open your book and kerjakan hal 10”!
The examples above include code changes or complete shifts to other languages
system at the boundaries of the main constituents.
c. Intentential switching, where language changes occur at the sentence level, where
each clause or sentence is in one language or another.
Example: - T: “Have you done?”
- S: Sudah, pak!
- T: May I see?
- S: ini pak!
From the example above the intersentential code switch is for connecting speech that
has occurred in another conversation in English. And it is more often than not intracentential.
d. Intra-word switching, in which changes occur within word boundaries.
Example: - ujian hari ini adalah oral!
The word "spoken" is considered an example of borrowed speech, in which the speaker
borrows an English word. On the other hand, Milroy and Pieter define code switching "as the
term 'intra sentential' used

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 for an in-sentence switch, it is different from the 'intersentetial' which is used for
transitional between sentences ”1. Although some commentators saw code switching as a
reflection of flaws
language skills, most contemporary scholars regard code switching as the product of
normal and natural interactions between bilingual or multilingual speakers' languages.
C. Code Mixing
Code mixing is another phenomenon that is closely related to code switching. Code
mixing occurs without changing the topic and can involve multiple levels of language such as
phonology, morphology, grammatical structures, or lexical items.

It cannot be denied that the first language has a great influence on the second language.
Interaction and mixing between languages produces a variety of languages. Most people mix
their language with other languages by borrowing or using foreign language pieces, sometimes
even influenced by their mother tongue.

Kachru in Nusjam (2004) defines code mixing as a term that refers to the use of one or
more languages for the consistent transfer of linguistic units from one language to another, and
with the mixture of these languages developing new, limited or not so limited. linguistic code.
interaction.

Related to Kachru's definition above, we can see the reality in class, when students say
something in English, they mix several languages in sentences that they don't know to
pronounce in English. Menas combines the language between Indonesian and English.

For example:
Have you done your homework Hasan? Yes Ms, saya sudah kerja my homework
Excusme me mom, kemarin I was sick

From the example above, students use the word peace in English to answer the teacher's
question, because students do not know how to sit in English. But grammatically, students'
sentences are also suitable for grammar in English.
Mixing Points :
V & Obj. NP
Find the best answer dan lanjut ke next page
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NP & NP
Kalau mau lulus, Listening skill dan speaking skillnya harus bagus

Prep & Obj. NP

Baca teksnya on the previous page
Ind bound morp & Engl free morpheme
T: Ayo Didi di-mix aja dengan bahasa Indonesia
S: Maaf Ms, saya sudah nge-blank

N&V
Lihat task 1 and do it

Conj & NP
Judul and content jurnalnya menarik

Eng Adj & Ind Adj

Simple dan sederhana tulisannya

Blom and Gumpers as quoted by Gibbons (1987: 80) say that mixing code is a behavior
element from one code which to some extent is integrated into another. One code, the base
code, is usually dominant, and speakers use the second code as an additive. The elements of the
latter code tend to assimilate to some extent and are consequently used less consciously.
Jacobson (1990: 15) has proposes a number of formal and functional constraints on mixing two
or more codes. He said that the constraints relate to the sociological (situation context),
psychological (cognition, production, and processing of mixed code), and linguistic (interaction
of two or more grammar) dimensions of mixing code.

From the description above, it can be said that code mixing uses two or more languages
in the same sentence or discourse but one language is more dominant, and is related to the
social context as a function of selecting code.

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 CHAPTER III
CLOSING
Code switching is a term in linguistics that refers to the use of more than one language
or variation in conversation. Meanwhile, other experts state that code switching is the mixing of
words, phrases and sentences from two different grammar (sub) systems throughout a sentence.
limit in the same speech event. Code mixing as a term refers to the use of one or more
languages for the consistent transfer of linguistic units from one language to another, and with
such language mixtures developing new codes of linguistic interactions that are limited or not
so limited. The teacher makes code switching in the classroom to clarify meaning and to
transfer knowledge to students in an efficient manner. However, keep in mind that in the long
term, students experience interactions with native speakers of the target language; code
switching may be a barrier preventing mutual clarity.

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 REFERENCES
Chaer, Abdul and Leony Agustina Leony, (2004). Sosiolinguistik, Perkenalan
awal,Rineka cipta, Jakarta.

Cook, V. (1991). Second Language Learning and Language Teaching. Edward

Arnold/ Hodder Headline Group: Melbourne.

Hudson, R.A, (1980), Sociolinguistics Cambridge University Press, Melbourne

Sydney.
http://iteslj.org/Articles/Sert-CodeSwitching.html

Numan, D. and Carter, D. 2001. Teaching English to Speakers of Other Language

Cambridge: Cambridge University Press. The Internet TESL Journal.
(http://iteslj.org/Articles/SertCodeSwitching.html).

Nursjam, (2004), Indonesian-English Code Mixing in Tourism Context.

Hasanuddin University.

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