An Analysis on Code Mixing Used by Youth in Kiniar

Mawuntu, Yulita R.; Wowor, Deane J; Kumayas, Tirza

doi:10.53682/eclue.v8i2.1619

Cited by 3 publications

(3 citation statements)

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“…It's a deliberate maneuver to enhance the communicative quality or align with the sociocultural context of the conversation. This is further supported by observations that code mixing, especially involving English, is increasingly accepted in casual and formal interactions alike, reflecting a shift towards a more globally interconnected language use (Afryanti et al, 2021;Mawuntu et al, 2020;Meigasuri & Soethama, 2020).…”

Section: Lifementioning

confidence: 63%

Linguistic Interplay on Social Media: Unraveling Indonesian-English Code Mixing on Twitter

Wibowo,

Hamidah

2023

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This qualitative descriptive study delves into the intricate realm of code mixing between Indonesian and English on the Twitter account known as Convomf. With a substantial following of over 1.3 million users, Convomf serves as a dynamic autobase forum where individuals express their concerns and experiences anonymously. This research is driven by two primary objectives: firstly, to categorize the distinct types of code mixing evident in the Convomf tweets, and secondly, to uncover the underlying reasons users engage in this linguistic practice. Employing a purposive sampling method, the study meticulously analyzed tweets collected between February and March 2023. The tweets selected for analysis were those that prominently featured code mixing, providing a rich dataset for examination. The methodology centered around the documentation of these tweets, followed by an in-depth analysis of the language patterns and structures used by the account holders. The findings of the study indicate a diverse array of code-mixing types, with six primary categories identified: insertion of a word (16%), phrase (22%), word reduplication (1%), clause (42%), hybrid constructions (9.5%), and idioms (9.5%). These variations demonstrate the complexity and versatility of code mixing as a linguistic strategy. Furthermore, the study explored the motivations behind code mixing, aligning with Hoffman's theoretical framework. The reasons range from discussing particular topics (65%) and clarifying speech (18.5%) to emphasizing certain points (15%), among others. Notably, interjections and repetition for clarification were also observed, albeit less frequently. Overall, this study contributes to the understanding of code mixing in digital communication on social media platforms. It reveals that code mixing is not only prevalent but also serves various communicative functions, reflecting the nuanced ways in which language is used in the context of social media. The insights gained from this research offer valuable implications for linguistics, particularly in the realm of bilingualism and language usage online.

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Section: Lifementioning

confidence: 63%

Linguistic Interplay on Social Media: Unraveling Indonesian-English Code Mixing on Twitter

Wibowo,

Hamidah

2023

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“…A second language is much more learned than acquired (Mawuntu, Y. R., Wowor, D., & Kumayas, 2020). Adults have two distinct, independent, and independent ways of developing competence in a second language.…”

Section: Introductionmentioning

confidence: 99%

English or Indonesian Language? Parents’ Perception Toward Children's Second Language Learning Context

Liando

Tatipang

2022

jli

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The phenomenon of teaching English and Indonesian language, especially in North Sulawesi, as a second language overlaps, where some argue that teaching Indonesian language should come first so that children will not forget Indonesian language or, in other words, children will master their national language. In this study, the method used is a descriptive method with a qualitative approach. The sample used as respondents by the researcher is parents in North Sulawesi who have children who can speak English and Indonesian, in addition, to their mother tongue (Manado language/Regional language), and the respondents consisted of 10 parents. The researcher used questionnaires to gather parents' perceptions of whether the children should be taught English or Indonesian Language first. However, some people think teaching English is very important because mastering English as an international language is necessary. English is suitable for children as their second language, but teaching Indonesian language as the national language is also very important. Therefore teaching between these two languages must be balanced so that it does not only English that can be mastered by children or not only Indonesian language.

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“…Humans can communicate with to other. Through language, people can express their mind, feeling, emotion, idea, and desire easily (Mawuntu, Wowor & Kumayas 2020). So, with communication, we can explore knowledge, opinions, hopes, orders, receive, love, promise, or feeling.…”

Section: Introductionmentioning

confidence: 99%

An Analysis of Wh-Questions in Mongondow Language

Mokoginta

Posumah

Andries

2022

E-CLUE

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This research aimed to determine the form and function of WH-Questions in the Mongondow language. Mongondow speakers were the subjects of this research. This research was the descriptive qualitative method. The procedure of this research consisted of selecting informants based on certain criteria, collecting through a through interviews and observations, rechecking, the data, and writing the report. The data were analyzed through unitization, categorization, explanation, and interpretation according to Bogdan & Biklen. The results of this research showed that WH-Question ns in Mongondowwasguage were formed from question words, there are 10 forms of question words commonly used in WH-Questhe tions in Mongondow language, there are Onu, Ki'ine, Onda, To'onu, Doda'anda, Nongonu, Mongonu, Pongonu, Na'anda, and Tongonu. For the function of WH-questions in Mongondow language, the question words that form WH-questions sewasas bweren the front position of the sentence in the middle of the sentence when it has a time marker verb. Onu and Onda question words that used verbs of time-marking might use the prefix conn". The word "ki'ine" could be changed to "ine" when asking for an object description because the position of "ki" would be replaced with the words "koi" (to) and "takin" (with). So, the function of WH-questions in Mongondow language has different depending on the structure of the WH-questions sentences and the structure of the question words

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An Analysis on Code Mixing Used by Youth in Kiniar

Cited by 3 publications

References 0 publications

Linguistic Interplay on Social Media: Unraveling Indonesian-English Code Mixing on Twitter

Linguistic Interplay on Social Media: Unraveling Indonesian-English Code Mixing on Twitter

English or Indonesian Language? Parents’ Perception Toward Children's Second Language Learning Context

An Analysis of Wh-Questions in Mongondow Language

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