Code-switching of the teacher in SDN Serayu Yogyakarta.

(1)

vi

ABSTRACT

Danaparamita, S. (2016). Code-switching of the Teacher in SDN Serayu Yogyakarta. English Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Yogyakarta: Sanata Dharma University.

English is a second language in Indonesia. Many people in Indonesia have started to learn it. Due to that, code-switching phenomenon can occur among Indonesians when people learn it. The phenomenon also occurred in the SDN Serayu Yogyakarta, where the teacher used code-switching to teach English. The teacher did it since the English language was still the second language for all primary students there. There were two research questions to be answered. They were 1) what are the types of code-switching used by the teacher? And 2) what are the functions of the code-switching used by the teacher?

The researcher used a qualitative method. It was a discourse analysis since it is a study on the language use and beyond the sentence. To answer the first question, the data were gathered by observing the teacher when the teacher taught some classes. The teacher was chosen purposely. To answer the second research question, the data were gathered by observing and interviewing the teacher. The classes. Those types of code-switching are intra-sentential switching, inter-sentential switching, tag switching, and intra-word switching. The percentage of each type that was used by the teacher is for the inter-sentential switching 36%, for intra-sentential switching 41%, for tag switching 21% and for intra-word switching 2%. Furthermore, the findings also showed the teacher understands the code-switching. Therefore, the researcher used the functions of code-switching proposed by Mattson and Burenhult (1999) to see the functions of code-switching used by the teacher. The functions of code-switching here were related to topic function, affective function, and repetitive function. The percentage of each function were for the topic function 5%, for the affective function 16%, and for the repetitive function 79%.

(2)

vii

ABSTRAK

Danaparamita, S. (2016). Code-switching of the Teacher in SDN Serayu Yogyakarta. Program Studi Pendidikan Bahasa Inggris, Jurusan Pendidikan Bahasa dan Seni, FKIP, Yogyakarta: Universitas Sanata Dharma.

Bahasa Inggris merupakan bahasa kedua bagi masyarakat Indonesa. Banyak orang Indonesia yang sudah mulai belajar bahasa Inggris. Oleh karena itu, masyarakat Indonesia masih memerlukan ‘switching word/sentences’ ketika belajar bahasa Inggris. Dengan demikian, fenomena alih kode dapat terjadi di tengah masyarakat Indonesia. Fenomena alih kode juga terjadi di SDN Serayu Yogyakarta, di mana guru menggunakan alih kode saat mengajar bahasa Inggris. Guru melakukannya dikarenakan bahasa Inggris masih merupakan bahasa asing bagi siswa-siswa di SDN Serayu Yogyakarta. Ada dua rumusan masalah yang harus dijawab. Yang pertama, tipe- tipe alih kode apa saja yang digunakan oleh guru? dan yang kedua, fungsi – fungsi alih kode apa saja yang digunakan oleh guru?

Penelitian ini menggunakan metode kualitatif. Metode yang digunakan merupakan analisa wacana sebab metode tersebut merupakan penelitian yang meneliti penggunaan bahasa. Untuk menjawab pertanyaan pertama, data dikumpulkan dengan mengamati guru ketika mengajar di beberapa kelas. Guru dipilih dengan maksud dan tujuan penelitian. Untuk menjawab pertanyaan penelitian kedua, data dikumpulkan dengan melakukan observasi dan wawancara terhadap guru. Pertanyaan-pertanyaan untuk wawancara dibuat berdasarkan teori dari Mattson dan Burenhult (1999).

Temuan-temuan dari penelitian ini menunjukkan bahwa guru menggunakan code-switching ketika mengajar bahasa Inggris. Temuan di lapangan juga menunjukkan bahwa guru menggunakann hampir semua jenis alih kode seperti yang dipaparkan oleh McArthur (1998). Tipe-tipe alih kode tersebut adalah inter-sentential switching, intra-sentential switching, tag switching, dan intra-word switching. Presentasi penggunaan oleh guru untuk setiap tipe tersebut adalah inter-sentential switching 36%, intra-sentential switching 41%, tag switching 21%, dan intra-word switching 2%. Selain itu, temuan-temuan juga menunjukkan bagaimana pemahaman guru dalam menggunakan ‘code -switching’. Oleh karena itu, peneliti menggunakan fungsi-fungsi dari ‘code -switching’ yang dipaparkan oleh Mattson dan Burenhult (1999) untuk mengetahui apa saja fungsi dari alih kode yang digunakan oleh guru. Fungsi-fungsi tersebut topic function, affective function, dan repetitive function. Presentasi penggunaan setiap fungsi itu adalah topic function 5%, affective function 16%, dan repetitive function 79%.

(3)

i

CODE-SWITCHING OF THE TEACHER IN SDN SERAYU

YOGYAKARTA

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Striwicesa Danaparamita Student Number: 121214178

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

(4)

(5)

(6)

(7)

(8)

vi

ABSTRACT

Danaparamita, S. (2016). Code-switching of the Teacher in SDN Serayu Yogyakarta. English Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Yogyakarta: Sanata Dharma University.

English is a second language in Indonesia. Many people in Indonesia have started to learn it. Due to that, code-switching phenomenon can occur among Indonesians when people learn it. The phenomenon also occurred in the SDN Serayu Yogyakarta, where the teacher used code-switching to teach English. The teacher did it since the English language was still the second language for all primary students there. There were two research questions to be answered. They were 1) what are the types of code-switching used by the teacher? And 2) what are the functions of the code-switching used by the teacher?

The researcher used a qualitative method. It was a discourse analysis since it is a study on the language use and beyong the sentence. To answer the first question, the data were gathered by observing the teacher when the teacher taught some classes. The teacher was chosen purposely. To answer the second research question, the data were gathered by observing and interviewing the teacher. The classes. Those types of code-switching are intra-sentential switching, inter-sentential switching, tag switching, and intra-word switching. The percentage of each type that was used by the teacher is for the inter-sentential switching 36%, for intra-sentential switching 41%, for tag switching 21% and for intra-word switching 2%. Furthermore, the findings also showed the teacher understands the code-switching. Therefore, the researcher used the functions of code-switching proposed by Mattson and Burenhult (1999) to see the functions of code-switching used by the teacher. The functions of code-switching here were related to topic function, affective function, and repetitive function. The percentage of each function were for the topic function 5%, for the affective function 16%, and for the repetitive function 79%.

(9)

vii

ABSTRAK

Danaparamita, S. (2016). Code-switching of the Teacher in SDN Serayu Yogyakarta. Program Studi Pendidikan Bahasa Inggris, Jurusan Pendidikan Bahasa dan Seni, FKIP, Yogyakarta: Universitas Sanata Dharma.

Bahasa Inggris merupakan bahasa kedua bagi masyarakat Indonesa. Banyak orang Indonesia yang sudah mulai belajar bahasa Inggris. Oleh karena itu, masyarakat Indonesia masih memerlukan ‘switching word/sentences’ ketika belajar bahasa Inggris. Dengan demikian, fenomena alih kode dapat terjadi di tengah masyarakat Indonesia. Fenomena alih kode juga terjadi di SDN Serayu Yogyakarta, di mana guru menggunakan alih kode saat mengajar bahasa Inggris. Guru melakukannya dikarenakan bahasa Inggris masih merupakan bahasa asing bagi siswa-siswa di SDN Serayu Yogyakarta. Ada dua rumusan masalah yang harus dijawab. Yang pertama, tipe- tipe alih kode apa saja yang digunakan oleh guru? dan yang kedua, fungsi – fungsi alih kode apa saja yang digunakan oleh guru?

Penelitian ini menggunakan metode kualitatif. Metode yang digunakan merupakan analisa wacana sebab metode tersebut merupakan penelitian yang meneliti penggunaan bahasa. Untuk menjawab pertanyaan pertama, data dikumpulkan dengan mengamati guru ketika mengajar di beberapa kelas. Guru dipilih dengan maksud dan tujuan penelitian. Untuk menjawab pertanyaan penelitian kedua, data dikumpulkan dengan melakukan observasi dan wawancara terhadap guru. Pertanyaan-pertanyaan untuk wawancara dibuat berdasarkan teori dari Mattson dan Burenhult (1999).

Temuan-temuan dari penelitian ini menunjukkan bahwa guru menggunakan code-switching ketika mengajar bahasa Inggris. Temuan di lapangan juga menunjukkan bahwa guru menggunakann hampir semua jenis alih kode seperti yang dipaparkan oleh McArthur (1998). Tipe-tipe alih kode tersebut adalah inter-sentential switching, intra-sentential switching, tag switching, dan intra-word switching. Presentasi penggunaan oleh guru untuk setiap tipe tersebut adalah inter-sentential switching 36%, intra-sentential switching 41%, tag switching 21%, dan intra-word switching 2%. Selain itu, temuan-temuan juga menunjukkan bagaimana pemahaman guru dalam menggunakan ‘code

-switching’. Oleh karena itu, peneliti menggunakan fungsi-fungsi dari ‘code

-switching’ yang dipaparkan oleh Mattson dan Burenhult (1999) untuk

mengetahui apa saja fungsi dari alih kode yang digunakan oleh guru. Fungsi-fungsi tersebut topic function, affective function, dan repetitive function. Presentasi penggunaan setiap fungsi itu adalah topic function 5%, affective function 16%, dan repetitive function 79%.

(10)

viii

ACKNOWLEDGEMENTS

I dedicate my thesis to Allah SWT. I thank God for giving me strength and spirit to finish this thesis. I also thank my family especially my parents and my grandmother, Subiyantoro, Ekaningtyas A. T., and Wurjaningsih for their unrelenting support throughout my life. For my beloved grandfather, Soewahjo, I thank him for accompanying me when I worked on my thesis. For my brothers and sister, Ardan, Wendo, and Dara, I thank them for helping me to solve my problems.

I would like to thank my advisor, Carla Sih Prabandari, S.Pd., M.Hum., for helping me finish my thesis. I had been working with her almost in two semesters to finish my thesis. I thank her for giving me insight and support to finish my thesis. I also thank all ELESP USD lecturers for teaching me many things.

For my best friends (Sekar, Lia, Dewi, Erlin, Tasia, and Vania), I thank them for accompanying me during the study and helping me finish my thesis. For the special one, Doni, I thank him for always giving me support on and on to finish my thesis. For my colleague (Anis and Resti), I thank them for being my best partners to work well. Finally, I would like to thank everyone who has taken parts during these four years. Their guidances mean a lot for me.

(11)

ix

LIST OF TABLES

Table Page

(14)

xii

LIST OF APPENDICES

(15)

1 CHAPTER I INTRODUCTION

In this research, the researcher provides the introductory part. In this part, this chapter provides research background, research problems, problem limitation, research benefits, and definition of terms.

A. Research Background

Indonesia is a multilingual country where it has various languages since the country consists of many islands with different ethnics and cultures. Ananta, Arifin, Hasbullah, Handayani, and Pramono (2015) state that Indonesia is not only multi-ethnic but also a multilingual country. Therefore, Indonesians should at least master two different languages both their mother tongue and their local language (p. 274). As a multilingual country, the existence of sociolinguistic phenomena can be found. One of the phenomena is code-switching. Meisel (1994) describes code-switching as the ability to select the language according to the interlocutor, the situational context, the topic of conversation, and so forth, and to change, languages within an interactional sequence in accordance with sociolinguistic rules and without violating specific grammatical constraints (as cited in Cantone, 2007, p. 57).

(16)

education, learning English can be found at childhood. O' Dea and Mukherji (2000) state that “children learn language through being part of a social group” (p. v), which enables them to hear and see how language is used. Moreover, they also learn the appropriate time to use it within the context of a social context. They need a society to learn and use the languages. Therefore, a school could be one of the tools for children in learning the language. In Indonesia, we have primary schools which provide English subject in their extracurricular program.

In this study, the researcher tries to see the phenomenon of code switching in the primary school. In this case, the researcher conducted a research in SDN SERAYU, which is considered as one of the favorite primary schools in Yogyakarta as stated by the Education and Art Department of Yogyakarta. The school is located in the center of Yogyakarta. This school considers English as an important thing since the committee of this primary school demands the school to have English as compulsory extracurricular for the whole classes. Although the 2013 curriculum does not oblige English for primary school, the school still maintains English to be learned by all students.

(17)

code-switching does have a correlation with the development of language especially grammar term in children, especially for children who are categorized as bilingual children (as cited in Cantone, 2007, p. 35).

According to Bet, Eleanore, and Caroline (2015), the teacher should pay more attention to how the teacher delivers the speech since the teacher is a model for the pupils in speaking. Moreover, the teacher teaches students in the early age who need things more in a communicative way. Stockwell (2002) states the choice of code which is determined by the domain in which the speakers perceive themselves to be and communicatively meaningful as well as the actual content of what is said.

This research aims to see a phenomenon of using code-switching in SDN Serayu Yogyakarta especially in English class. The researcher tries to dig up

further the code-switching which is used by the English teacher there.

B. Research Questions

This research addresses two research problems:

1. What are the types of code-switching used by the teacher?

2. What are the functions of the code-switching used by the teacher?

C. Problem Limitation

(18)

McArthur (1998) and the functions of code-switching proposed by Mattson and Burenhult (1999).

D. Research Objectives

This research is aimed to find out the types and the functions of code-switching used by the teacher in SDN Serayu Yogyakarta. In a broader way, this research is aimed to see whether the teacher used the types of code-switching proposed by McArthur (1998) and also to see whether the teacher used the functions of code-switching proposed by Mattson and Burenhult (1999) when teaching English subject.

D. Research Benefits

The study would be beneficial for some parties. The researcher expects that this study gives benefits for the students, the teacher, and future researchers. 1. For the students

It is expected that the use of code-switching in the classroom could help the students to understand English well. The students are expected to get more knowledge by mastering the language well.

2. For the teachers

(19)

3. For future researchers

The researcher expects that this study could help future researchers. In this case, this research is expected as to support the information for the later research about code-switching done by the English teacher and the students in SDN Serayu Yogyakarta.

E. Definition of Terms

The researcher would like to define some terms related to this research which are:

1. Bilingualism

Bilingualism is the ability to speak two languages (Ritchie, 2008, p. 2). Bilinguals are able to master two languages. In this research, the teacher uses two different languages to teach. It shows that the teacher has the ability to speak two languages.

2. Code-switching

Milroy & Muysken (1995) state that code-switching as „the alternative use by bilinguals of two or more languages in the same conversation‟ (as cited in

Cantone, 2007, p. 56). The teacher does code-switching that is in the bilingual classroom while the students are Indonesians who learn English.

3. SDN Serayu Yogyakarta

(20)

(21)

7 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter contains theories underlie and relate to the research. There are two parts that are provided in this chapter, namely theoretical description and theoretical framework. The theoretical description provides theories that underlie the research as the supporting theories to do this research while theoretical framework provides the theories used by the researcher in underlying and relating it to answer the questions of this research.

A. Theoretical Description 1. Bilingualism

a. Definition

Bilingualism is one of the sociolinguistic phenomena which happens in everyday life. Grosjean (1982) states that bilingualism is a situation in which the individual accustoms to speak two languages. He elaborates the bilingualism most in the language use of an individual rather than only focusing on the fluency of using both languages. Bloomfield (1935) states that bilingual means the native-like who speak both languages are able to use and control the languages (as cited in Hamers & Blanc, 2000, p. 6)

(22)

be the bilingual person that uses both of languages the same as monolinguals do (as cited in Cantone, 2007, p. 6). So two languages are used in their daily life as the monolinguals use their language. Macnamara (1967) points out a definition of bilingual as a person who has an ability in mastering the second language through some skills, namely listening, speaking, reading, and writing (as cited in Hamers and Blanc, 2000, p. 6). The person who is trusted as the bilingual should understand how to use the language through those skills. Weinrich (1963) proposes a definition of bilingualism that is “the practice of alternatively using two languages” (as cited in Cantone, 2007, p. 5).

Appel & Muysken (2006) distinguish bilingualism into two types. The first type is societal bilingualism, it occurs „when a given society two or more languages are spoken.‟ The second type is individual bilingualism which determines whether the individual is considered as bilingual or not is far from simple.

b. Function of Bilingualism

(23)

2. Code-switching a. Definition

Code-switching is the phenomenon happen in the bilingual community. According to Meisel (1994) , code-switching is an individual‟s ability to the language use in which has the relation with the interlocutor, the situation, the context of conversation and many other factors that relate to the function of language use and choice which do not violate the grammar constraints (as cited in Cantone, 2007, p. 57). Furthermore, Meisel (1994) also states that code-switching is the two languages that are used by an individual to speak both languages within a sentence and sentences.

Code-switching may vary the linguistic context and also relates to social environment of the bilingual. Labov (1971) defines code-switching as “the irregular mixture of two distinct systems” (as cited in Cantone, 2007, p. 61). Several of studies later about adult code-switching result that grammatical rules and linguistic behavior can influence the code-switching. Code-switching is not just only mixing of two languages. There are factors that bound the language mixing.

(24)

referred to the code-switching (as cited in Cantone, 2007, p. 58). Hamers and Blanc (2000) state that there are no absolute differences between code-switching and code-mixing as both of them refer to the strategy to the bilingual speaker, in the sense that it is a fact language, in which monolinguals can use it. It is also mentioned that code-mixing can also show the lack of lexical item.

b. Types of Code-switching

There are types of code-switching that have been elaborated by the experts. Hughes, Shaunessy, Brice, Ratliff, and Mchatton (2006) mention three types of code-switching, namely borrowing, calque, and inter-sentential switching. Those types are explained below:

1) Borrowing

Borrowing is using the single word from a language different from the first language. It is categorized as similar in the grammatical usage. The use of borrowing of single words can elaborate the meanings that the second language does not have or capture the point in which the listener could respond. Borrowing also requires in a specific word to be used. For instance:

A : Bueno bye! (Goodbye!)

In this case, the use of Spanish word captures humor while the single word of English does not. The term “bueno” is not available in the primary language.

2) Calque

(25)

word “ superman” is translated into the German word “ ubermensch”. The word

is literally translated without use the appropiate second language grammar and syntax.

3) Inter-sentential switching

Inter-sentential code-switching is interjecting an entire sentence or phrase from one language to another. This type of code-switching could serve to stress the point that is made in the other language. It requires the speaker to control the two linguistic systems simultaneously. For instance:

A : Abora es buena hora paradormer (It is now a good time to sleep). Turns off the lights.

In the previous research, Poplack (1981) has categorized types of code-switching; there are three types of code-switching. Those types are:

1) Tag switching

The first type of code-switching is tag-switching. Tag switching happens when the bilingual uses tag as the switching language (e.g. you know, I mean, right, etc). This type of code-switching requires minimum risk to harm the grammatical rules of both languages. For instance:

A: Yeay! aku menang !( I win!)

The word “ Yeay” is considered as English word. In this example, the

speaker switches the word “Yeay” to Bahasa Indonesia sentence, “ I win”.

2) Inter-sentential switching

(26)

requires more complexity because it is related to the syntactic rules of the sentences.

3) Intra-sentential switching

The last type is called Intra-sentential. Intra-sentential switching happens when the bilingual do the switching that is related to the syntactic rules. Therefore, it also covers the variety to another at the clause, phrase, or word level. For example, in a Portuguese-English bilingual‟s speech: A: “Yeah, I don‟t know o meu lugar nesse mundo…so, something that is weird, like a, like a, I guess it‟s…” [… I don‟t know my place in this world…].

Types of code-switching are also classified by McArthur (1998) into four parts. The first three types that are classified by McArthur are the same with the Poplack‟s theory about the types of code-switching. They refer to the same three types of code-switching. These are the types of code-switching that are classified by McArthur (1998):

1) Tag-Switching

McArthur defines that tag-switching, in which tags and certain set phrases in one language are inserted into an utterance otherwise in another, as when a Panjabi/English bilingual says: It's a nice day, hana? (hai nā isn't it). Another example happened in the bilingual classroom, “ Ya, who can answer the question raise your hand.”.

2) Intra-Sentential Switching

(27)

Yoruba/English bilingual says: Won o arrest a single person. (won o= they did not). The intra-sentential switching also occurs in the bilingual classroom. The example is, “What is perpustakaan in English class?”.

3) Inter-Sentential Switching

McArthur defines that Inter-Sentential Switching happens in which a switch from one language to other languages at the level of clauses or sentences, where each clause or sentence is in one language or the other. The example of inter-sentential switching is, A Spanish/English bilingual says: Sometimes I'll start a sentence in English y termino en español (and finish it in Spanish). Another example of inter-sentential switching in teaching and learning process is, “Itu yang ada di pojok. Come on, answer number four please.”.

4) Intra-Word Switching

McArthur defines that Intra-Word Switching happens at the level of words in one language are inserted into an utterance otherwise in another. Intra-word switching occurs within a word boundary, such as in shoppã (English shop with the Panjabi plural ending) or kuenjoy (English enjoy with the Swahili prefix „ku-‟, meaning „to‟). Another example of intra word has been identified by Vitaloka

(2013), the word “ Calling-an” is considered as intra-word switching since the English word “calling” is added by Indonesian suffix “- an”.

c. Functions of Code-switching

(28)

establish in-group feeling in specific communication. (As cited in Cantone, 2007, p. 54)

The researcher also found other theories about code-switching. According to Gutherie (1984) and Milk (1982), (as cited by Gulzar and Asmari, 2014, p. 2), the function of code-switching requires some factors to be pointed out in finding the function. They are the language in which certain actions were performed, the frequency and consistency thereof, and the values which were carried over by teacher‟s pattern of bilingual communication to the learners. Martin and Jones

(1995) state that the function of the code-switching further influencing the success of the teacher in a classroom since the flow is continuously negotiated (as cited in Milroy and Muysken, 1995, p. 90). They state that teachers and learners exploit the contrast between the codes by defining different types of discourse, repeatedly negotiating join frames of reference and exchanging meaning in the spur of the moment.

(29)

expressive function, it happens when the speaker emphasizes a mixed identity through the use of two languages in the same discourse. Another fuction is the phatic function. The phatic function is a type of function shows that code-switching indicates a change in a tone of the conversation. The next function is the metalinguistic fuction where it comes into a play when it is used to comment directly or indirectly on the languages involved. The use of code-switching in this type is to impress the linguistic skills. The last functioin is the poetic function. This function refers to the bilingual language usage that involves switched puns, jokes, etc.

d. Code-switching in Teaching

A teacher is expected to be a model for the student. In the bilingual classroom, the teacher tries to drive the student to understand both languages. In this case, the code-switching happened when the teacher switches the languages while in the classroom both languages are expected to be used.

(30)

foreign language content) is constructed in order to transfer the new content and meaning is made clear in this way. The second function is the affective function. This function regards to the affection of the teacher to the student in building the good relationship of the teacher to the student. Code-switching is used in order to make the students feel comfortable so both the students and the teacher share good affection in their relationship in the learning process.

Code-switching can also be used for repetitive function. This function shows that the code-switching is needed by the teacher in order to explain the meaning of the words and also the phonology rules of the words. Following the instruction in the target language, the teacher switches to native language in order to clarify meaning, and in this way stresses importance on the foreign language content for efficient comprehension. However, the tendency to repeat the instruction in native language may lead to some undesired student behaviors.

B. Theoretical Framework

(31)

Poplack‟s (1981) perspective to make deep understanding of some types of code-switching. Poplack‟s (1981) and McArthur‟s (1998) have the same perspectives to the types of code-switching; those types are inter-sentential switching, intra-sentential switching, and tag switching.

The researcher also uses one of the theories that are provided by many experts. It may be different from one another‟s use of code-switching. This research discusses the code-switching that happened in the bilingual classroom when learning the foreign language. In the classroom, the teacher is the model and resource to the students to learn, especially for the students who are still in early age. The teacher is expected to be able to enact the students in understanding the material well.

(32)

18 CHAPTER III

RESEARCH METHODOLOGY

In this chapter, the researcher discusses the method that is used in this research. This research consists of four parts which are research method, research subject, research instruments, and data analysis technique.

A. Research Method

The researcher uses qualitative research as the method for this research. Creswell (2014) defines qualitative research as an inquiry process of understanding based on the distinct methodological traditions of inquiry that explore a social or human problem. Furthermore, Creswell (2014) also states that qualitative research is conducted a study in the natural setting. Therefore, the researcher conducted the research in SDN Serayu Yogyakarta in some classes which were considered as a part of the natural setting.

(33)

B. Research Setting

The research was conducted in SDN Serayu Yogyakarta. That school was chosen because this research is related to the code-switching phenomena which were done by the English teacher in SDN Serayu Yogyakarta. Therefore, the subject of this research was the English teacher there. The time allocation for the 2nd and the 3rd grades was thirty-five minutes while the time allocation for the 4th and the 5th grades was seventy minutes for one meeting. Since the time allocations were different, the researcher conducted the observation in the different frequency for the lower and the higher. Therefore, the researcher conducted twice observations in the 2nd and the 3rd classes.

(34)

did the the interview. The interview was done in the school mosque on Saturday, April 23rd, 2016.

In the observation, the researcher found that the situation of the classrooms were natural. The teacher taught the classroom naturally. She taught the students clearly. In this case, the students also behaved naturally while they were responding to the teacher‟s speech.

C. Research Subject

In this research, the subject is an English teacher of SDN Serayu Yogyakarta. The teacher‟s mother tongue is Bahasa Indonesia. The teacher taught

(35)

D. Research Instruments & Data Gathering Techniques

The researcher used observation and interview as the instruments of this research. The data from both instruments support each other in completing the final result.

1. Observation

As pointed by Kolb (2008), observational research is one of the few methodologies that do not rely on verbal communication between the researcher and participant. It is also mentioned that instead of asking people about their consumer behavior, with this methodology the researcher watched and recorded what they actually do. Therefore, this method is used by the researcher in the bilingual classroom. The researcher observed the participant by observing the code-switching which was done by the teacher directly.

Ary et al. (2010) mention that direct object can be applied in the natural setting for instance in a classroom where the actual behaviors occur. The researcher attended classroom to have a one-hour direct observation. In the classroom, the researcher gained the data through taking notes in the table attached and recording the code-switching.

In this research, the researcher also used the recording as the tool to back up the data if only the researcher missed some parts while taking notes. The notes that were taken by the researcher were used as the main data. The recording data was used to support the main data.

(36)

switching and Mattson and Burrenhult (1999) theory for functions of code-switching. The researcher wrote the sentences of code-switching down on the column to collect the data. Then, the researcher checked the types and function of code-switching.

Table 3.1: Instrument Table for the observation

NO. Sentence Types of Code-switching Function Context

Inter. Intra. Tag Intra. W

Notes:

Types of code-switching:

1. Inter : Inter-sentential switching 2. Intra : Intra-sentential switching 3. Tag : Tag Switching

4. Intra. W : Intra-Word

After having classified the function of code-switching in the tables, the researcher analyzed the function of code-switching deeper. In analyzing the function of code-switching, the researcher used theories and also data interview. The researcher analyzed the data based on theory of Mattsson and Burenhult (1999). The supporting studies or theories might be used by the researcher to conclude the results

2. Interview

(37)

responses for a particular purpose from the other person: the interviewee. The interview session is aimed to get data related to the function of the code-switching used by the subject. The interviewer conducted one session of the interview as the agreement. The researcher contained about 6 questions which had been prepared by the researcher. The questions were open-ended questions. The questions were based on theory of Mattson and Burenhult (1999). The first and second questions indicate the knowledge background of the subject on the code-switching that the subject uses. The third question indicates function of code-switching to the subjects. The fourth, fifth and sixth questions indicate function of the code-switching to the classroom in the subject's perspective. Therefore, the researcher got the data deeply through the answers. Royse (2007) states that open-ended questions produce greater detail and depth. Open-ended questions are greatly favored by the qualitative researchers. The subject was also allowed to elaborate the answers in which still related with the questions in order to get the data deeply.

(38)

E. Data Analysis Technique

In qualitative research, there are three techniques which are used to analyze the data according to Ary et al. (2010). They are organizing and familiarizing, the data, coding and reducing, and interpreting and representing. The first technique was taking notes during the teaching activities by using the code-switching table to identify the types and functions of it. The researcher also recorded the teacher‟s speech in the classroom to support the data. After that, the researcher counted the data that had been gathered. The next technique was analysing the result by relating the data to the supporting theories. Moreover, the results of the interview were also related to the functions of code-switching that were appeared in the speech. It was aimed to strengthen the result functions of code-switching.

(39)

F. Research Procedures

This part shows the procedures of conducting the research from the beginning until the report of the data. The procedures will be listed as follows:

1) The researcher asked the advisor whether the topic was appropiate. 2) The researcher chose the method for the study.

3) The researcher chose the observation and the interview as the instruments to collect the data.

4) The researcher made some questions for the interview based on Mattson and Burenhult (1999) perspective.

5) The researcher decided where the research would be conducted.

6) The researcher chose the subject for this research. Therefore, the researcher asked the permission from the headmaster of the school where the researcher chose the subject.

7) The researcher chose the sample for this research. 8) The researcher asked agreement with the subject.

9) The researcher observed the teaching activities in some classes; they were 2A, 2B, 3B, 3C, 4A, and 5C.

10)The researcher conducted the observation twice in 2A, 2B, 3B and 3C while for 4A and 5C, the researcher observed once since the classes were conducted in 70 minutes for each meeting.

11)The researcher took notes the code-switching which was done by the teacher in some classes and recorded it in order to avoid missing the data.

(40)

13)The researcher took a note and recorded the interview in order to avoid missing the data.

14)The researcher transcribed the record result in order to avoid the bias data. 15)The researcher got all the data needed.

16)The researcher analyzed the data.

17)The researcher drew the conclusion from the data gathering and presented in narrative one.

(41)

27

CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

This chapter discusses the data that were obtained through observation and interview of the English teacher in SDN Serayu Yogyakarta. The data are used to answer the questions of this research. Furthermore, in this chapter, the researcher presented the data which were obtained through the observation and the interview. Then, the researcher discussed them at the same part. Therefore, the research results and the discussion would be presented at the same section.

In order to answer the research problems, the researcher analyzed into two sections namely the types and function of the code-switching. In the first section, the researcher would see the types of the code-switching that were used by the teacher in SDN Serayu Yogyakarta. There are four types of code-switching; inter-sentential, intra-inter-sentential, tag switching, and intra-word that would be discussed based on the data obtained. In the second section, the researcher analyzed the functions of code-switching based on the data obtained.

A. Types of code-switching

(42)

used the types of code-switching when teaching in some classes. Due to that, the researcher presented the percentage of the types of code-switching which had been done by the teacher.

Table 4.1: The Percentage of the Types of Code -Switching

NO. Class Types of Code-switching Total of class was noisy. In this case, the teacher‟s speech was increasing

(43)

3B. Moreover, if we compare the intra-sentential switching in those classes, we find that the intra-sentential switching mostly occurred in 3B. Furthermore, the researcher also found that another type of code-switching proposed by McArthur (1998) especially tag switching type mostly occurred in 5C grade if compared to tag switching in the other classes. However, for the intra-word type, the researcher found that it only occurred in the both 2B and 3B class. The intra-word type was used by the teacher only in the three teacher‟s utterances.

McArthur (1998) provides four types of code-switching; they are inter-sentential switching, intra-inter-sentential switching, tag switching, and intra-word switching. Looking from this perspective, the researcher presented the data of the types of code-switching which were used by the teacher. Consequently, those types would be presented one by one.

1. Inter-sentential Switching

According to McArthur (1998), inter-sentential switching is a type of switching in which the code-switching occurs at clause or sentence boundaries. In this research, the researcher found that the teacher used this type in her sentences while teaching the students in 2A, 2B, 3B, 3C, and 5C. The percentage of this type used by the teacher is 36% (see table 4.1). The researcher would provide some examples of the inter-sentential switching that were used by the teacher in some classes. The first example is:

[Case 67]

T: Everybody please sit down in your chair. Duduk di bangkunya masing-masing (Please, sit down on your chairs).

(44)

The example above shows that the code-switching sentence belongs to inter-sentential switching. Based on the example above, the researcher found that the example is included on the type of inter-sentential switching from English to Bahasa Indonesia. Case 67 shows the situation where the code-switching was

used by the teacher when teaching in the class. The teacher asked the students to sit down on their own seats while the students were walking around the class. In this code-switching sentence, the teacher tried to make the students understand her instruction. The teacher switched the English sentence, “Everybody, please sit down in your chair” to Bahasa Indonesia sentence, “Duduk di bangkunya

masing-masing”. Thus, the teacher‟s utterance is considered as inter-sentential switching at the sentence boundary. In this case, The teacher used English to Bahasa Indonesia to switch code. Another example of inter-sentential switching from English to Bahasa Indonesia would be provided below by the researcher based on the findings:

[Case 35]

T: Class, I will divide you into groups.

Dibagi kedalam kelompok ya anak-anak. (I will divide you into groups) S: Okay Miss.

T: Okay, pay attention class and listen to me first.

The example shows the situation where the teacher informed the students that she was going to divide them into some groups. At that time, the students would do a game. Therefore, they would be divided into some groups and the teacher would ask questions and then they should answer as a group.

(45)

switched into Bahasa Indonesia sentence. The Bahasa Indonesia sentence is “Dibagi kedalam kelompok ya anak-anak.”. Thus, it is considered as inter-sentential switching at the sentence boundary.

According to McArthur (1998), code-switching occurs in two languages or more. Therefore, the researcher also found that in the bilingual classrooms, the teacher also used inter-sentential switching from Bahasa Indonesia to English. The following example shows the inter-sentential switching from Bahasa Indonesia to English.

[Case 3]

T: Jadi, anak-anak perhatikan dulu (So, attention please class). Attention please, class.

The example above occurred when the teacher asked the students to pay attention to her since the students were busy with themselves. The teacher gave the instructions to the students to work on their workbook. The teacher said the sentence in Bahasa Indonesia first, “Jadi anak-anak perhatikan dulu”, then the teacher switched it into English sentence, “Attention please class”. Thus, this case is considered as intra-sentential at the sentence boundary which occurred from Bahasa Indonesia to English sentence.

McArthur (1998) states that inter-sentential switching can occur at the clause boundary. Based on this perspective, the researcher found the intra-sentential switching at the clause boundary in the teacher‟s speech. Here is the example of Inter-sentential switching at the clause boundary.

[Case 59]

T: Okay class, the quiz will be a game in a group.

(46)

S: Yeeeaayy! Okay miss.

Case 59 shows the situation where the teacher told the students that they would have a quiz. In that case, the teacher did code-switching in a sentence when the teacher explained about the requirement to get the present for the quiz. The teacher used Bahasa Indonesia clause first, “Nanti grup yang memenangkannya”, then she switched into English clause, “I‟ll give you candies”. Therefore, it is considered as inter-sentential switching at the clause boundary from Bahasa Indonesia to English. The next example of inter-sentential switching at the clause

boundary. [Case 91]

T: What is the meaning of kite class? S: Layang-layang (kite) Miss.

T: Nah, yang itu layang-layang (well, that is kite) and how about seesaw? Case 91 is also considered as inter-sentential switching at the clause boundary that occurred in the class. The example occurred when the teacher explained about the toys that were provided in the park. In this case, the teacher reviewed some difficult vocabularies on the book first before the students did the exercise.

(47)

2. Intra-sentential Switching

McArthur (1998) states that intra-sentential switching is a type of code-switching that occurs within clause and sentence boundaries. It can occur in a word and phrase in a single utterance. Based on the findings, the intra-sentential is mostly used by the teacher. It can be seen at the percentage of that type; its percentage is 41%. The following example is the example of intra-sentential switching from English to Bahasa Indonesia.

[Case 23]

T: What is koran (newspaper) in English? S: Koran (newspaper) is newspaper miss. T: Okay, Very good

Case 23 occurred when the teacher was explaining about “things” and their definitions. They should name the picture using the English language. The teacher used Bahasa Indonesia word “Koran” on the case 23 within the English sentence. The word “Koran” is the only Indonesian word that appeared in the English sentence. The following example is another example of as intra-sentential switching that occurred in Indonesian sentence.

[Case 17]

T: I‟ll count one to ten S: What Miss?

T: Saya hitung sampe (I will count until) ten ya.

(48)

intra-sentential switching because the word „ten‟ is a switching that occurred in the Indonesian sentence. The word „ten‟ is the only English word that appeared in that sentence. In this research, the researcher also found some of the intra-sentential switching utterances in the form of a phrase.

[Case 103]

S: Miss, what is “their own tickets”?

T: Their own tickets are tiket mereka sendiri class (their own tickets). The situation of case 103 shows that the teacher asked the students to translate a story in their workbooks about a movie theater. The teacher did code-switching from English, “their own tickets are...” to Bahasa Indonesia phrase, “tiket mereka sendiri”. That case shows that the teacher did intra-sentential switching since the switching occurred in Bahasa Indonesia phrase within the English sentence. The following example is also considered as intra-sentential switching.

[Case 25]

T: Oke sekarang kita (Okay, Now let us) go on ya. S: Magazine, miss.

T: The answer is right. Good! Okay, next.

In this occasion, the teacher asked the students to answer the questions provided in the workbook. The previous student answered the right answer and the teacher directly said that they should go on to the next number quickly because they would have another practice in their workbooks. Case 25 above shows that the teacher did intra-sentential switching by saying English phrase “go on”. The English phrase appears within the Indonesian sentence. That case proves

(49)

3. Tag Switching

According to McArthur (1998), tag switching occurrs when the bilingual uses a tag and set phrases in one language are inserted into an utterance otherwise in another as the switching language. Poplack (1981) states that tag switching has also a minimum risk to harm the grammatical rule. Moreover, Poplack (1981) emphasizes that tag switching can be inserted in many different places in the utterance. In this research, the researcher found some data which are considered as tag switching. The tag switching percentage is 21%. Here are the examples of tag switching:

[Case 106]

S: Done miss.

T: Yuk, I will give you time to work.

Case 106 above occurred when the teacher was reviewing vocabularies for the students because the students had to translate the story of a movie theater. The teacher told the students that she would give the students time to do their tasks. The teacher used Bahasa Indonesia word “Yuk” then she switched it into English sentence. In this case, the word “Yuk” means “let us” in English. However, the word “Yuk” does not harm the grammar and the semantic of the English sentence. Thus, it is considered as tag switching. The following example is also the example of the use of the word “kan ya” in the teacher‟s speech.

[Case 33]

T: What is it?

T: This is knife, kan ya? (isnt‟it?)

(50)

artwork of a student. In this case, the code-switching occurred . The teacher used the Indonesian word, “kan ya?” in English sentence. In this case the tag, “kan ya?” was inserted into the English utterance by the teacher. McArthur (1998)

defines that tag switching means the tag is inserted into an utterance. Due to that, the case is considered as the type of code-switching. The next example is also considered as tag switching used by the teacher:

[Case 63]

T: Class, have you finished? T: Yak, two minutes again.

In this occasion, the teacher gave the students an exercise and the allocated time was over. The teacher informed the students that the time to work on the task was over and they had to submit it to the teacher soon. Case 63 shows that the teacher did code-switching in the English sentence that is “Yak, two minutes again”. The word “yak” here belongs to Bahasa Indonesia word and it occurred within English sentence. The word “yak” actually has no meaning in this sentence. In this sentence, the word “yak” does not harm the grammatical and semantic rules.

4. Intra-word Switching

Intra-word switching is a type of code-switching in which a change occurs within a word boundary as stated by McArthur (1998). The researcher found that intra-word occurred in the teacher‟s utterances. The teacher used intra-word switching when teaching. However, the percentage of intra-word switching is 2%. Here is the example of intra-word switching.

[Case 75]

(51)

[The teacher reminded a student to put his leg down from the table]. In case 75, it shows the situation where one of the students put his leg on the table then the teacher reminded him not to do so. The teacher did intra-word switching by the word “legnya”. The word “leg” is an English word which is added by suffix in Bahasa Indonesia “-nya”. Therefore, in this case, it is considered as intra-word since the word “leg” is added by the Indonesian suffix. The suffix “-nya” is translated as the word “the” in English. So, the word “legnya” can be translated into “the leg”. Another example of intra-word switching:

[Case 51]

T: Next, exercisenya yang paling akhir (the last exercise) class [The teacher asked the students to work on the next exercise]

The next is case 51. That case occurred when the teacher asked the students to work on the next exercise since most of the students have done their task. The example above shows that the teacher did the intra-word switching. The utterance is the word “exercisenya”. In this case, the word “exercisenya” can be

translated into “the exercise” in English. The word “exercise” belongs to English word. However, the teacher added suffix “-nya” which belongs to Bahasa Indonesia word. Thus, the word “exercisenya” is considered as intra-word switching.

(52)

B. Functions of Code-switching

The teacher had done the code-switching in teaching English in SDN Serayu Yogyakarta since the teacher had the purposes of doing it. The teacher

considered that by doing the code-switching, it could help the students to learn English easier. Based on this case, the researcher tries to see the functions of code-switching that had been done by the teacher. Mattson and Burrenhult (1999) provide some functions of code-switching; they are a topic switch, an affective function, and a repetitive function.

Based on the interview results, the researcher found that the teacher mentioned that the use of code-switching could help the students to learn English language more effective, especially for the students in the lower grade. The teacher mentioned that the advantage of using code-switching in the lower grade could reach 70%. Therefore, based on the observing and the interviewing results, the researcher tries to calculate the percentage of the functions of code-switching which are used by the teacher when teaching in the classes. The percentage of the functions of code-switching can be seen in the table below:

Table 4.2: The percentage of the code -switching functions

Number of teacher utterances(=130)

FUNCTION OF CODE-SWITCHING

Topic Switch Affective Repetitive

Total in each function 5 22 103

(53)

The data above shows that the highest percentage of code-switching‟s function that had been used by the English teacher was the repetitive function. The percentage is 79%. It could be said that the teacher mostly used code-switching for repetitive function.

As stated before, Mattson and Burrenhult (1999) provide three functions of code-switching; they are the topic switch, the affective function, and the repetitive function. Therefore, the researcher would present the findings and then discuss them one by one.

1. Topic switch function

Mattson and Burrenhult (1999) believe that topic function requires the understanding of the listener. In this function, the teacher switched to the first language in order to enhance the students‟ understandings. Based on this function, code-switching could be used to help the teacher transfer new context clearly. In this research, the researcher found that the teacher was less to use code-switching for the topic switch in her classrooms. The percentage of this type used by the teacher is 5%. This percentage is the lowest function of the code-switching that is used by the teacher. The following example is considered as the topic switch. [Case 43]

T: Fish or snake jadinya? S: Fish aja miss?

T: Alright, your group name is fish. Oke semuanya, sekarang buka „evaluation 3‟ ya. (Okay everybody, now please open „evaluation 3‟.) In case 43, the teacher divided all the students into some groups. Then the teacher named every group using animals‟ name. The teacher had named almost

(54)

the teacher said, “Alright, your group name is fish”. After saying that sentence, the teacher continued saying, “Oke semuanya, sekarang buka „evaluation 3‟ ya”. The Indonesian sentence indicates that the teacher did the topic switch since the teacher used that sentence to invite the students to continue the next section. The teacher used Indonesia sentence –the students‟ mother tongue – to make sure that the students were ready to continue the next activity. As stated by Mattson and Burenhult (1999), the topic switch is aimed to direct the students‟ attention to the new knowledge by making use of code-switching and accordingly making use of the native tongue. Moreover, Mattson and Burenhult (1999) emphasizes that topic switch is used to avoid a misinterpretation. As can be seen in case 43, the teacher did the topic switch to make her instruction understandable. The teacher would to emphasize the clarity of her instruction using the students‟ mother tongue, “Oke

semuanya, sekarang buka „evaluation 3‟ ya”. The following example is also considered as topic switch that occurred in the class.

[Case 49]

T: Have you finished all? Langsung dikoreksi ya, nanti Miss tanya satu persatu. (It will be directly corrected, I will ask you one by one.)

(55)

Due to that, the topics that were discussed would be different. The teacher switched her utterance using the students‟ mother tongue to switch the topic.

Both cases above show that the teacher also did the topic switch when teaching English in the classes. Due to the interview results, the researcher found that the teacher did code-switching to guide the students to the new topic.

[Interview 1]

T: Kalau untuk membahas sebuah topik saya juga pakai code-switching terutama kalau saya mau masuk ke topik baru. Saya harus mengarahkan mereka dulu biar dong apa yang mau dibahas.

[In discussing a topic, I used to use code-switching mainly if I started to discuss a new topic. I had to guide them first so they would understand about what topic that they would discuss next.]

Mattson and Burenhult (1999) states that a teacher uses code-switching to avoid misinterpretation of the topic that they will discuss. In this case, the teacher mentioned that she used code-switching to guide the students to understand the topic so that the students would not misinterpret the topic. Therefore, it can be said that the teacher also has mastered the topic switch when teaching the students.

2. Affective Function

(56)

the researcher found that the teacher used code-switching for affective function. The percentage of this type used by the teacher is 16%. Here is the example of the affective functions that occurred in the bilingual classroom.

[Case 65]

T: Are you finished eating your breakfast? Udah makan? (Have you eaten?)

S: No no miss beliin (treat us)

In case 65 above, it occurred when the teacher had just entered the class. The teacher found that some students were still busy with their food. Therefore, the teacher said, “Are you finished your breakfast? Udah makan (Have you eaten?)”. She asked whether the students had finished their breakfast or not since she was going to start the class. However, she did not start the class directly. She asked the students about their breakfast. In that case, other students who did not eat the snack and food in that time also responded to the teacher‟s question. One

of the students responded “No no Miss beliin” as they just joked with the teacher. As seen from the example, the teacher‟s utterance shows that the teacher gave her attention to the students in the class by translating the meaning of the previous sentence. Furthermore, the switching sentence was not related to the topic of learning. Thus, it is considered as affective function. The following example is considered as affective function that occurred in the bilingual classroom.

[Case 68]

T: Are you ready to study English, class? Kurang konsentrasi hayo. (you do not concentrate enough class.)

(57)

should join the learning activities, so they could study English well. After that, the teacher switched it into Bahasa Indonesia “kurang konsentrasi hayo (you do not concentrate enough class).” The teacher said that since the class was crowded and the students lost their attention to the teacher. Therefore, the teacher tried to remind the students to focus on the learning activity. The case 68 is considered as the affection function because the teacher used code-switching to show her attention for the students in the way reminding the students to focus.

There is another example of affection function that occurred in the classroom. The teacher used switching for affection function. This code-switching was used by the teacher to a student personally.

[Case 96]

T: Arka, behave yourself please. Dikendalikan dirimu to biar selesai (Arka, manage yourself to finish it).

S: Yes miss.

The teacher used code-switching from English to Bahasa Indonesia. In case 96, the teacher asked the students to work on some exercises provided on the workbook. However, one of the students was busy with himself and did not work on his workbook yet. The teacher said in Bahasa Indonesia, “Dikendalikan dirimu to biar selesai”. The teacher did the code-switching to show her attention through her warning. It was because she cared about the student and she wanted the student to finish the exercises just like the other students.

(58)

the learning context. The teacher said that the background of the students‟ family

could affect the comprehension skill of the students in English. Here is a transcript of the interview with the teacher.

[Interview 2]

T: Makanya untuk menyeimbangkan biar tidak ada kesenjangan, saya ambil tengah-tengahnya code-switching.

[Therefore, I use code-switching to avoid any discrepancy, so it will be fair]

The example above shows that the teacher always tries to make a communication to all students in order to make the fair situation for them. In this case, the teacher also mentioned that code-switching could help the teacher to give the affection to her students by showing some expressions to the students. Therefore, it can be said that the teacher has already done code-switching to show her affection.

3. Repetitive Function