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DIPLOMA
FACULTY
UNIVERS
MEDAN
2013
NIQUE P
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Approved by
Supervisor,
Drs. Bahagia Tarigan, M.A. NIM: 19581017198601001
Submitted to the Faculty of Culture Study University of North Sumatera
Approved by
The chairperson of English Study Diploma III,
Dr. Matius C.A. Sembiring, M.A. NIP : 19521126 198112 1 001
Approved by the English Study Diploma III Program, Faculty of Culture Study,
Accepted by the examination board in partial fulfillment of the requirement for the DIII examination of the Diploma III English Study Program, Faculty of Culture Study of University of North Sumatera.
The examination is held on:
Wednesday, December 4th, 2013
Faculty of Culture Study University of North Sumatera Dean,
Board of examiners:
1. Dr. Matius C.A. Sembiring, M.A. (English Study Prog.) ……….
2. Drs. Bahagia Tarigan, M.A. (supervisor) ………..
AUTHOR’S DECLARATION
I am, HERI ANGGAWAN, declare that I am the sole of author of this paper. Except where reference is made in the text of this paper, this paper contains no material published elsewhere or extracted in whole or in part from a paper by which I have qualified for or awarded another degree.
No other person’s work has been used without due acknowledgement in the main text of this paper. This paper has not been submitted for the award of another degree in any tertiary education.
COPYRIGHT DECLARATION
Name : HERI ANGGAWAN
Title of paper : A TECHNIQUE PRACTICED BY THE STUDENTS OF ENGLISH DEPARTMENT TO STUDY ENGLISH AS A FOREIGN LANGUAGE
Qualification : D-III/ Ahli Madya Study Program : English
1. I am willing that my paper should be available for reproduction at the discretion of the Liberarian of the Diploma III English Study Program Faculty of Culture Study USU on the understanding that users are made aware of their obligation under law of the Republic of Indonesia.
2. I am not willing that my papers be made available for reproduction.
ABSTRACT
ABSTRAK
ACKNOWLEDGEMENT
Bismillahirrahmanirrahim.
First of all, I would like to thank and praise the almighty God , Allah SWT for blessing and giving me health, strenght and ease to accomplish this paper as one of the requirements to get Diploma III certificate from English Diploma Faculty of Culture Study, University of Sumatera Utara. Then, I would like to express a deep gratitude, love and appreciation to :
My parents, Z. Lubis and M. Hutajulu, I deeply thank you for your endless supports, advices and prayers for me. I love you.
My beloved brothers, Haris Munandar and Henrico Sianggian, thank you for taking care for me and for the support.
Dr. Matius C.A Sembiring, M.A. as the Head of English Diploma Study Program, who gives me a lot of knowledge.
Drs. Bahagia Tarigan, M.A. as my supervisor and Drs. Siamir Marulafau, M. Hum. as my reader.
Dr. Syahron Lubis, M.A. as the Dean of Faculty of Culture Study, University of Sumatera Utara.
All lecturers in English Diploma Study Program for giving me advices and lesson of educational as well as life lesson.
My best friends in SOLIDAS, Dani, Rahmad, Ryan, Yuda, Andrian, Mahyar, Anggie and all my classmates in SOLIDAS 2010, I will be missing us.
SOLIDAS 2009: Achmad Topek, Riko, Habibi Ciolip, Okky, Zean, Gren and Felicia, I really enjoy our friendship. Love you, all.
SOLIDAS 2011: Sandi, Rocky, Abid, Yudi, Yudha, Rizki, Mail and Johan, you are so amazing !
Legends of SOLIDAS: Yoze, Rio, Tanjung, Erwin, Alfian, Nasrul, Jusiah, Aidil, Nafi, Amri Macho, Racoen and Mail, thank you for everything, Legends !
All SOLIDAS girls, thank you for being my fans for the last three years. :)
Finally, I do realize that this paper is still far from being perfect. Therefore, I welcome any constructive, critics and suggestions towards this paper.
Medan, December 2013
The Writer
Heri Anggawan
TABLE OF CONTENTS
Author’s Declaration………. i
Copyright Declaration ……… ii
Abstract ……….. iii
Abstrak ……….. iv
Acknowledgement ………. v
Table of Contents ……….. vii
1. 1.1 1.2 1.3 1.4 1.5 INTRODUCTION ……….. Background of the Study ……….. The Problems of the Study ………. The Scope of Writing ……… The Objectives of Writing ……….. The Significances of Writing………. 1 1 4 4 4 5 2. REVIEW OF RELATED LITERATURE ………….. 6
3. 3.1 3.2 THE ANALYSIS ………..……….. Bilingualism……….……… Code-Mixing and Switching ……… 11 17 22 4. 4.1 4.2 CONCLUSION AND SUGGESTION ……… Conclusion ……… Suggestion ……… 27 27 27 REFERENCES ……….……….… 29
ABSTRACT
ABSTRAK
1.
INTRODUCTION
1.1The Background
The title of this paper is A TECHNIQUE PRACTICED BY THE STUDENTS OF ENGLISH DEPARTMENT TO STUDY ENGLISH AS A FOREIGN LANGUAGE. This title is relatively new since there is no senior or former student has ever written or published the same topic. The theory used to write apaper like this is Education and Linguistics. It cannot be denied by anyone that the process of teaching and learning a foreign language is difficult but is quite interesting and always relative new in remembering that the learners will be new time by time.
Linguistics has been defined as the scientific study of language. A more modest definition would be the systematic study of human languages. Scientific study is today commonly associated with such natural sciences as physics, chemistry, and biology, whose conclusions lend themselves to objective verification more readily than those arrived at by investigators of human behavior. Since speech is a uniquely human phenomenon, the systematic study of it remains, despite the assistance received from other disciplines, a humanistic study, a study whose ultimate objectives are based on humanity values. Linguistics is scientific, nevertheless, both in the rigor and objectivity of its methods and in the technical help it has received from the natural and social sciences.
languages are analyzed, the more astonishing their complexity becomes. This complexity suggests a structure, and even the earliest ancient Greek investigators of language recognized the existence of a structure.
Since language is sequences of sound, and sound is invisible, we cannot see its structure as we can, for example, see the bony structure of a body—its skeleton. As we recognize the basic elements of the linguistic structure we invent names for them and attempt to describe the total structure part by part. It is one of the great beauties of plane geometry that its structures can be seen in their entirety. Though the native speaker seems to have a full grasp of the total grammatical structure of his/ her language, we have no way of describing that structure so that it can all be seen at once. Instead we must break it up into what seems to be its most significant or at least its most conveniently describable parts and present them one after another. This is a most exasperating approach. All the parts are interrelated and necessary to the functioning of the whole, and a native speaker controls them all, utilizes them simultaneously, and never gives a conscious thought as to how he is using the structure to communicate his/ her ideas. We know English but we seldom know how the language works. So we find it irritatingly hard to learn a lot of names for what we do so easily and unconsciously. It is the function of linguistics to discover the structure, to find names for its parts, and to use those names to explain how the system operates. Some of the basic areas of linguistic investigation are briefly defined below: (1). Phonology studies and attempts to describe the primary sound units of speech.
(2). Morphology studies and attempts to describe theprimary meaningful units of speech; these are called morphemes.
(3). Syntax studies and attempts to describe the arrangement of morphemes in meaningful utterances, usually called sentences.
(4). Grammar is a term with a number of senses. Linguistics is concerned with the first two which are defined in the article
(5). Semantics studies and attempts to describe meaning. In this definition “meaning” is not used in the same sense as discussed above. Morphological meaning is restricted to the linguistic unit itself; the
s
on cats means “plural” and is recognized as such even though we don’t know what a cat is. For example, if the sentence “I saw a dat” is changed to “I saw some dats,” we know that dats is plural though we have no notion of what a dat is. Semantics studies the relationship between the word and what it stands for; the relationship between cat and the concept of a feline which it represents or us is its meaning.interested in what an utterance means than in how it is structured. And his attitude is right to this extent: Language does have as its primary purpose the communication of meaning. But the educated layman tries to have some understanding of all the more significant aspects of his environment. Language is the most important things of these and he should therefore hassome understanding of it. This linguistics tries to provide anything to be practiced.
The techniques of learning which the students practiced are code-mixing and code-switching. The codes which they play are English and Indonesia.
1.2 The Problems
(1) What are the descriptions of the code-mixing used by the students? (2) What are the descriptions of the code-switching made by the students? (3) What are their reasons to make the code-mixing?
(4) What are their reasons to make the code-switching? 1.3 Objectives of Writing
Based on the statements of the research of course the objectives of this writing is to try out finding the answers of the four questions mentioned above. They are:
(1). To find out the descriptions of code-mixing used by the students, (2). To find out the descriptions of code-switching used by the students, (3). To find out their reasons to make the code-mixing while they are talking at
the campus park, and
1.4 The Scope of Writing
When we are talking about techniques or strategies in learning English as a foreign language of course there will be a tremendous things to be discussed, but according to the knowledge and competent owned or studied by the writer of this paper during his study at the English Department at the Faculty of Culture Study he wants to limit his discussion deals with the data taken from the students of the English Department while they are talking and talking outside their classroom and they are spending their leisure time around the parks.
1.5 The Significances of Writing
2.
REVIEW OF RELATED LITERATURE
Guth (1970:XVI) says,”Language is man’s greatest invention and most precious possession. Without the present of a language, trade, government, family life, friendship, religion, and arts would be either impossible or radically different. How we use language, and how well, has much to do with what kind of people we are.” So according to the statements of Guth that we may believe that language is very important for human beings. It also may mean that no human can live without the present of a language.
Perrin (1980:243) says,” Linguistics has been defined as the scientific study of language.” So it means that when someone wants to discuss the aspects of language he or she may not escaped from using linguistics as the science.
not to say that minorities would not have preferred a Utopian society with mainstream accessibility and complete cultural and linguistic retention. Choices had to be made. These were not always easy or welcomed in themselves but it is clear that communicative language, at any rate, was a dispensable commodity for most groups. However regrettable this may be, we must remember that, in areas generally untouched by legal compulsion, immigrants of Americans of their own volition, to the extent desired or made necessary by attractive options. Providing we acknowledge the public—private and communicative-symbolic distinctions, we can see that American groups have been largely assimilations in their attitudes.
A language is a human phenomenon, which will differ from something what even from person to person; it will differ far more from one place to another and from one time to another. These variations in persons, times, and places give rise to such studies as dialectology, linguistic geography, historical and corn preoperative linguistics; and, collaborating even more with other disciplines, lexicography, the making of dictionaries, orthography, the study of spelling, and paleography, the study of ancient text.
Because of the tremendous importance of language in life, there have been numerous pressures for practical applications of the methods and findings of the new science. To date, the notable successes have been in recording and analyzing languages not previously written, recording many that were on the point of extinction, and in teaching the spoken form of a second language through more detailed and accurate analysis.
Considerable progress has been made in describing English in newer and more precise terms. Features like word order and intonation patterns have been more systematically explored. Real advances have been made in abandoning or at least minimizing some categories inherited from Latin grammar but not significant for English, such as forms for case in nouns and mood in verbs; in defining various categories more objectively, such as the parts of speech (or form classes)—defining them by reference to form and function rather than to meaning; in giving more definite recognition to the phrase patterns basic to syntax; and in providing a syntax grounded in observation of speech.
The description of English should be as accurate as possible, and gradually linguistics is furnishing a more complete and consistent description. Even now there are gains in using some of the terms and categories of linguistics: a few topics such as sentence boundaries and restrictive punctuation can be more accurately presented than formerly, even though the precise definitions of the terminals.
and attitudes. Most of the questions are of the order of “Shall I say or write this in this situation?” Linguistic generalizations, whether in traditional or more scientific form, can help in presenting general patterns, in summarizing general practices, but they do not go far in guiding choices between similar expressions when both are in the range of Standard English. To make these decisions students need not only the paradigms but a wide knowledge of the varieties of current usage, what educated people say and write. Since this knowledge by itself will not answer the questions, principles are also needed, especially principles of appropriateness. These involve value judgments, the cultivation of taste and some sensitivity to styles.
3.
THE ANALYSIS
A lengthier description of adaptation to life in the larger society is given in an autobiography He discusses the public-private distinction I have discussed here: home was Spanish and outside was English. It considers that having to learn English at school, although painful, established his right to speak the language of los gringos. This, as he makes quite clear, created a loosening of ties with parents and relatives who remained Spanish-speaking, for as his English improved his Spanish declined. Whether this need be so for all ethnic group members is doubtful, and Rodriguez’s case might be taken as an example of the need for bilingual education. If so, however, it would be of the transitional variety, for he is critical of those who reject assimilation; they are ‘filled with decadent self-pitythey romanticize public separateness’.It was to find that family life and intimacy could indeed be expressed through English—‘intimacy is not created by a particular language; it is created by intimates’. His linguistic cost—benefit analysis will not be to everyone’s taste but it is an honest account. I think, it is ageneralization.
not be officially supported. He is particularly exercised by politicians stressing their own ethnic roots.
In general, the adjustments made by minority groups—as revealed in the historical record and discussed on this research—give a rather clear assessment of attitudes towards language and identity. At the risk of elaborating the point, I note again that their views are the products of altered environments. In this sense, and especially during periods of transition, they may not always reflect ideal preferences. They do reflect practical and necessary choices.
cases become thoroughly Americanized. The fact that intellectuals and leaders present an articulate, powerful and visible source of influence should not confuse us into thinking that they represent large-scale opinion.
Dittmar (1976:240) says that sociolinguistic theory is therefore a great interest for interrelation of planned social change and planned language change. He also state that sociolinguistics is very useful to discuss the language variation.
Edward (1995:120) says that sociolinguistics as the study of language in relation to society, and this is how we shall be taking the term. sociolinguistics has become a recognized part of most courses at university level on ‘linguistics’ or ‘language’, and is indeed one of the main growth points in the study language from the point of view of both teaching and research.There are now major English-language journals devoted to research publications (Language in Society, Language Variation and Change and International Journal of the Sociology of
can be fairly productive, whether it is based on facts collected in a systematic way as part of research or simply on one’s own experience. In particular, it allows the beginnings of an analytical framework to be worked out, containing terms such as LANGUAGE (a body of knowledge or rules), SPEECH (actual utterances), SPEAKER, ADDRESSEE. TOPIC and so on. And of course personal experience is a rich source of information on language in relation to society. However, it will soon become clear that the armchair approach is dangerous for two reasons if it is applied to personal experience alone. First, we may be seriously wrong in the way in which we interpret our own experience. Since most of us are not consciously aware of the vast range of variations in speech which we hear, and react to, in our everyday lives. And secondly, personal experience is a very limited base from which to generalize about language in society, since it does not take account of all the other societies where things are arranged very differently.
has provided some surprises, such as the discovery that differences between social classes are as clearly reflected in speech in America as they are in Britain, although the United States has an image of being much less class-conscious. It is important to recognize that much of the interest in sociolinguistics has come from people (such as educationalists) who have a practical concern for I language, rather than a desire simply to understand better how this small area of the universe works In particular, it became possible in the united States in the 196os and I97cts to fund relatively large-scale research projects connected with the speech of underprivileged groups, on the grounds that the findings would make possible a more satisfactory educational policy.
groups. This view is typical of the whole ‘structural’ school of linguistics which has dominated twentieth-century linguistics, including transformational generative linguistics.
However, not all students of language would accept this view. Some would argue that since speech is (obviously) social behavior, to study it without reference to society would be like studying courtship behavior without relating the behavior of one partner to that of the other. There are two particularly good reasons for accepting this view. The first is that we cannot take the notion ‘language X’ for granted, since this in itself is a social notion in so far as it is defined in terms of a group of people who speak X, the problem is that this group will in all probability be defined, in a complete circle, as ‘the group who speak X’, especially when we focus on detailed differences between dialects and try to define ‘dialect X’ instead of ’language X’. The second reason is that speech has a social function, both as a means of communication and also as a way of identifying social groups, and to study speech without reference to the society which uses it is to exclude the possibility of finding social explanations for the structures that are used.
is clear that some areas of language, such as those covered in this book, relate more directly to social factors than others do. Those who concentrate on other areas, taking a more or less ‘asocial’ approach, we can call ‘linguists’, as opposed to ‘sociolinguists’. However, although I am not arguing that the topics covered in this book are the only ones which should be studied, I do believe that all who study language, from whatever point of view, should be much more aware of the social context of their subject matter than is often the case, and the topics covered here seem most relevant in this context.
3.1 Bilingualism and Multilingualism
Malmkjaer (1991:61) says that bilingual often engages in language mixing when communicating with another person who also speaks both languages. This may happen for a number of r4easons; for examples, the bilingual may have forgotten the term for something in the language she or he is currently speaking and use the other language’s term instead; or the other language being spoken may not have the term.
are typically only accessible to specialists. Similarly, most bilinguals will not have access to all registers in both their languages, or to the same registers in both languages; for instance, if a native speaker of one language leaves her or his native country for another, and learns a new skill through the language of the new country of residence, she/ he will typically be unable to converse fluently about this skill in her or his native language: typically, she will not have the required terminology at her or his disposal. A bilingual may thus have a different preferred language for different activities.
In addition, it is so difficult to say precisely where advanced foreign-language skill ends and bilingualism begins, that many scholars interpret bilingualism, as a gradable phenomenon. For various attempts at definition, and for definitions of many more types of bilingual than can be given here at this time.
It is also possible to make distinctions between types of bilingual in terms of the process by which they have reached this status. A natural or primary bilingual is a person whose ability in the languages is the result of a natural process of acquisition, such as upbringing in a bilingual home, or of finding herself or himself in a situation in which more than one language needs to be used, but who has not learnt either language formally as a foreign language. If formal instruction in a foreign language has been received, the bilingual is known as a secondary bilingual.
Finally, what one might referred to as a socio psychological distinction may be drawn between additive bilingualism, in the case of which the bilingual feels enriched socially and cognitively by an additional language, and subtractive bilingualism, in the case of which the bilingual feels that the second language is a cause of some loss with respect to the first. The latter tends to be when there is tension between the cultures to which the two languages belong to.
exclusively with other languages introduced only as subjects, not as the media of instruction.
In mother-tongue teaching, children are first taught all their subjects in their mother tongue. The school language will be introduced gradually, and may then either take over completely, or both languages may continue to be used side by side. Only if both languages continue to be used as media of instruction do such programs fall within the definition of a bilingual education program as ‘any system of school education in which, at a given moment in time and for a varying amount of time, simultaneously or consecutively, instruction is planned and given in at least two languages’.
minority language exist that mothertongue-teaching programme can be instituted in practice, for economic and other practical reasons: it is too expensive to employ teachers in all languages, and they are, in any case, not usually available.
In the 1980s, funding for mother-tongue teaching steadily decreased both in the USA and in Britain, while resources were diverted on the program to teach English as a second language (ESL). Minority groups were encouraged to provide education in the minority languages themselves leaving the school system monolingual. These programs aim to assimilate children into the mainstream culture and language as quickly as possible, through the exclusive use in the school of the mainstream language: children are required to cope with the school language from the start; all instruction is driven in it, with, at best, a bilingual teacher or classroom assistant to assist in the initial stages, or with the help of extra language classes in ESL.
On the other hand, parents who have decided to aim for total integration in the wider community for themselves and their children, and who have therefore not tried to maintain their own language or to teach it to their children, sometimes find that the children, usually once they become teenagers, feel cheated of part of their culture and of the language which they feel they should have inherited. Many such children seek to spend time in and to learn the language of their parents’. 3.2 Code- Mixing and Switching
Dittmar (1976:143-145) says that code-mixingpracticed by the speakers when they are communicating.The code-mixing may happen for a number of reasons; for instance, the one who is speaking may have forgotten the term for something in the language so she or he does the code-mixing. Sometime their reasons to mix the code because there is not exact term on the language used or on the other hand we may guess that the other language being spoken may not have a term for a particular concept the bilingual wants to refer to. In other cases, a word which is similar in both languages, or a name, may trigger a switch. A bilingual can obviously also choose to quote the speech of another person in the language the person was speaking, even when the bilingual is engaged is speaking another language. Language mixing can also be used to express emotion, close personal relationships and solidarity, and to exclude a third person from part of a conversation.
switch the code because the members of being spoken are increased. It may happen with some reasons. It can be caused by the feeling of solidarity or prestige.
A distinction can be drawn between two types of linguistics mixing: (1) code mixing—the use of elements, most typically nouns, from one language in an utterance predominantly in another language; and
differently in the two languages, since this would result in a structure which would be ungrammatical in at least one of the languages, .is therefore more problematic when typologically different languages are involved than when the languages are typologically similar.
According to the understanding of the writer of this thesis that Code-Switching will be happened when two persons have a conversation, then one other person wants to join them. Sometimes there are two persons want to join them. This situation leads them making a process of code-switching. Let us see that those four persons are two English men, one can speak a little Indonesia. The other two persons are Indonesians. One of them can speak a little English and his friend does not understand English. So this situation forced them to apply the code-switching.
The Conversations Code-Mixing
Examples of the conversation where the subject of the sentences used are English can be seen in ths following conversation.
"I" akan pergi besok pagi.
"We" sangat senang.
"You" sudah menonton film itu.
"They" sudah pergi kemaren.
Sometimes the students used English as the predicate of the sentences. The xamples of the conversation can be seen in the following conversation.
Apakah yang kamu "reading"?
Apakah yang dia "write"?
Apakah yang kalian "drink"?
Sometimes the students used English as the complement of the sentences. The examples can be seen in the following conversation.
Dia "pretty"?
Mereka "hungry".
Kita "late".
Kamu "clever".
Sometimes the students used English on the adverbs of the sentences. The sentences can seen in the following conversation.
Kamu berlari "quickly".
Mereka menjawab pertanyaan itu "perfectly".
Dia memenangkan pertandingan itu "easily".
Dia mengucapkan kata itu "correctly".
The use of WH on the code‐switching.
"Who" di dalam kamarmu?
"Why" kamu marah kepada saya?
"Where" kamu tinggal?
”What" nama temanmu itu?
Code‐Switching
Sometimes the students tend to use code‐switching on their conversations. For examples.
A : Hi Siti!
Siti : Hi! Good morning.
A : Good morning. How are you?
Siti : I’m fine thanks. And you?
A : Have you finished the translation?
Siti : No, I haven’t.
B : Hei. Kalian dua sudah selesai tugas itu?
Siti : Baru saja kami ceritra tentang itu.
A : Siti and I haven’t finished. What about you?
B : Makanya saya datang lebih awal. Mau minta kawan.
Siti : I think it will be better if we go to the library to do it.
A : Good ideas. I come with you.
B : So do I.
4.
CONCLUSION AND SUGGESTION
4.1 Conclusion
The writer of this paper has finished writing chapter one, two, and three so now he wants to write chapter four as the conclusion of this paper. According to the data taken from the students while they are practicing the technique which they apply in learning and studying English as a foreign language, code-mixing and code-switching is very interesting. They use code mixing by mixing the words in the language of English and Indonesian. They play words on the varieties of the parts of speech. They keep in changes by mixing the subject of the sentences, the complement of the sentences, the predicate of the sentences, and so the adverbs of sentences. The examples can be seen on chapter three.
Code-switching also practiced by the students. The examples of their conversation in applying the technique of code-switching can be seen on chapter three. Sometimes they switch the Indonesian into English and sometimes English into Indonesian.
The students’ reasons to apply the techniques of mixing and code-switching are to make it easier to study, because by doing that little by little or step by step the familiarity of using English becomes a habit when we want to communicate with other by using English as the media.
4.2 Suggestion
REFERENCES
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Dittmar, N. 1976.Sociolinguistics: a critical survey of theory and application.London: Edward Arnold Ltd.
Edward, J. 1995. Language, Society, and Identity.Oxford: Blackwell.
Fasold, Ralph. 1984. Sociolinguistics of Society. New York: Basil Blackwell. Fasold, Ralph. 1990. Sociolinguistics of Language. London: Basil Blackwell. Guth, Hans P. 1970. American English Today. USA: McGrow Hill Inc. Lado, R. 1975. Language Testing.Hongkong: Wing Tai Cheung.
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Sudaryanto. 1993. Metode dan Aneka Teknik Analisis Bahasa. Yogyakarta: Duta Wacana University Press.
Surachmad, Winarno. 1982. Pengantar Penelitian Ilmiah. Bandung: Tarsito. Suryabrata, Sumadi. 2002. Metodologi Penelitian. Jakarta: Raja Grafindo Persada. Suryabrata. 1984. Metode Penelitian. Jakarta: angkasa.
Trudgil, P. 1985. Sciolinguistics. Middlesex: Penguin.
