An analysis of code-mixing in speaking of first-semester English language education students at Universitas Maritim Raja Ali Haji

M. Dany Al Juniansyah (), Dewi Murni () and Hanifah Hanifah ()
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M. Dany Al Juniansyah: Universitas Maritim Raja Ali Haji
Dewi Murni: English Language and Arts Education Program, Faculty of Teacher Training and Education, Universitas Maritim Raja Ali Haji
Hanifah Hanifah: nglish Language and Arts Education Program, Faculty of Teacher Training and Education, Universitas Maritim Raja Ali Haji

Priviet Social Sciences Journal, 2026, vol. 6, issue 8, 576-584

Abstract: Sociolinguistics examines how social norms influence daily language usage, including code-mixing. This study investigates the types of code-mixing used by first-semester English Language Education students at Universitas Maritim Raja Ali Haji during speaking activities, as well as the underlying factors driving its use. Utilizing a descriptive qualitative design, the study targeted a total class size of 23 students, among whom 17 students produced code-mixing instances totaling 30 occurrences across classroom observations. Eight students were selected via purposive sampling for in-depth semi-structured interviews. Data were analyzed using the interactive model of data condensation, data display, and conclusion drawing/verification by Miles et al. (2014), alongside Muysken’s (2000) theoretical framework of code-mixing typology. The results reveal that insertion was the most dominant type of code-mixing (21 occurrences), followed by alternation (7 occurrences) and congruent lexicalization (2 occurrences). The primary driver of code-mixing was identified as a lack of vocabulary, serving as a compensatory strategy, alongside secondary factors including language habits, confidence/anxiety, and interlocutor dynamics. Theoretically, these findings reinforce sociolinguistic perspectives that code-mixing functions as a natural communication strategy for early-stage language learners. Practically, the study highlights the importance of systematic vocabulary enhancement and supportive classroom environments to build students' speaking confidence.

Keywords: sociolinguistics; code-mixing; English language education; Muysken typology; early language learners (search for similar items in EconPapers)
Date: 2026
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DOI: 10.55942/pssj.v6i8.2128

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