ABSTRACT
Dalam tugas akhir ini, saya menganalisis salah satu sub-topik dari Sosiolinguistik yaitu Code Switching (Alih Kode). Code Switching sendiri adalah
sebuah fenomena di mana seorang penutur menggunakan percampuran antara dua atau lebih bahasa dalam sebuah situasi tutur dengan berbagai alasan dan tujuan.
Dalam skripsi ini, penggunaan Code Switching yang menjadi data diambil
dari percakapan yang terjadi dalam lingkup ruang kelas mata kuliah Translating: Principles and Awareness yang diajar oleh Bapak Hidayat Saleh. Penggunaan
Code Switching dalam kegiatan belajar mengajar dalam kelas tersebut cukup
sering terjadi dan bervariasi dalam hal tujuan di balik penggunaannya.
Di dalam skripsi ini, data yang ditemukan dianalisis menggunakan teori
Code Switching oleh Liu Aichun. Menurut teori tersebut, Code Switching terbagi
menjadi lima berdasarkan tujuannya; Socializing Functions, Repetitive Functions,
For Ease of Expression, For Translation of New and Unfamiliar Words or
Expressions,dan Owing to Teacher’s Linguistic Competence and Insecurity.
Temuan yang paling sering terjadi dalam skripsi ini mempunyai fungsi
Socializing, dikarenakan sebagai pengajar, Bapak Hidayat Saleh berusaha untuk
lebih mengerti murid-muridnya. Hal ini dapat diaplikasikan ke dalam hidup kita
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CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
As social beings, humans cannot live without socializing with their surroundings. Communicating verbally with each other is something that we do every day and something that we need to keep a healthy mind and maintain good relationships with people in the society we live in. In communicating with the people around us, we use language which both sides believe can give a common understanding in what is being communicated. It is not a rare case when two or more parties use more than one language in their conversation if they feel the need to or have a reason behind it.
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Maranatha Christian University discuss a certain phenomenon of Sociolinguistics which is specifically called Code-Switching.
Carol Myers-Scotton and William Ury define code-switching as the “use of two or more linguistic varieties in the same conversation or interaction” (par.
13). Code-Switching itself is a phenomenon that happens almost in every area of human society and includes many different languages in practice. To apply this theory, I have decided to choose Mr. Hidayat Saleh as the source of data for my thesis. Mr. Saleh is a lecturer at Maranatha Christian University who teaches, amongst others, the course called Translating: Principles and Awareness for 6th
semester English Department students. The reason for choosing Mr. Saleh is because I notice that he does the act of Code-Switching a lot in the classroom for, assumingly, many different purposes. This is the phenomenon that I will analyze in my thesis.
I choose this topic, initially, because I have always been interested in Code-Switching due to the fact that it is a unique aspect of linguistics, since it is combining two different language varieties. Furthermore, I have also been curious and interested in the phenomena of Code Switching itself because I know a few people that regularly apply it in their conversation in daily basis and. From the experience, I notice how effective and efficient the method is..
fact that the lecturers are not only fluent in one standard language and have some knowledge about one vernacular, but are also active English speakers.
The theory I am going to use to analyze the data will be based on Liu Aichun’s theory of Code-Switching. Liu Aichun was a student at Beijing Foreign
Studies majoring in English Literature. She has produced a paper about Code-Switching theories. I am going to use this theory to analyze my data. In her paper, she divides Code-Switching into five categories based on the reason behind the action, namely Owing to teacher’s linguistic competence and insecurity, For ease of expression, For translation of new and unfamiliar words and expressions, Repetitive functions, and Socializing functions. (Teacher Codeswitching between English and Chinese in English-as-Foreign-Language-classroom, Liu, p. 13)
The data I use in this thesis were gathered from a particular lecturer in the English Department of Maranatha Christian University, namely Mr. Hidayat Saleh. The data were recorded from Translating: Principles and Awareness classes and saved in the form of audio recordings with a total of three recordings. The recordings were then transferred into a written form. I choose Mr. Saleh as the source of data to enable me to gather as much data and additional information as possible, considering that the course is one of the courses I am taking in this semester.
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Maranatha Christian University (747 words) 1.2 Statement of the Problem
The problems I am analyzing in this thesis are:
1. What kinds of Code Switching are applied by the lecturer inside the classroom according to the theory of Liu Aichun?
2. What is/are the intention(s) behind the act of Code-Switching performed by the lecturer in Translating: Principles and Awareness class?
1.3 Purpose of the Study
1. This study is done to find out what kinds of Code Switching are applied by the lecturer inside the classroom according to the theory of Liu Aicun and analyze them.
2. This study is done to find out the intention(s) behind the act of Code-Switching performed by the lecturer inside the classroom in the course of Translating: Principle and Awareness
1.4 Method of Research
1.5 Organization of the Thesis
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CHAPTER FOUR
CONCLUSION
Based on all the data analysis provided in the previous chapter, I have come to a conclusion. After the process of gathering the data by recording the lectures in some classes and interviewing the lecturer to come up with an analysis of each data, I find that all types of the Code Switching done by the lecturer inside the classroom serve different purposes. Those purposes, then, are classified into five different functions according to the theory of Code Switching by Liu Aichun.
properly examine them, they all have a real purpose behind them although it is only implicitly present.
Seeing that all the data serve different purposes through the analysis provided for each data, classifying them into different functions is one way to understand those purposes better. The data are classified into four functions: For Translation of New and Unfamiliar Words and Expressions, For Ease of Expression, Repetitive Functions, and Socializing Functions. Originally, there are five categories in the theory of Code Switching by Liu Aichun, namely the four functions mentioned above and Owing to Teacher’s Linguistic Competence and Insecurities. However, the data
with the last function is not found in the recordings.
The analysis for each data was made with the help of some interviews with the lecturer, which is, then, added to the analysis. In this thesis there are 27 data along with their analysis. The function with the highest number of data belongs to Socializing Functions with twelve data, followed by Repetitive Functions with eight data, For Translation of New and Unfamiliar Words and Expressions with six data, and one data with the function For Ease of Expressions.
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Maranatha Christian University Tinggal betul salah aja mikirnya setahun,” the lecturer does a Code Switching into Indonesian to utter a humorous expression. The data shows not only that the lecturer is trying to build a good relationship with the students, but also demanding that the students pay more attention to his utterance in English. This shows that the lecturer is maintaining a relaxing classroom atmosphere, while playing his part to teach as a lecturer.
The second function is Repetitive Functions with the total number of eight data. From all the data with Repetitive Functions, we can conclude that the general purpose behind the Code Switching is clarification. The lecturer repeats each English utterance in Indonesian to give further understanding to the students. The act of clarification can be done by repeating the same utterance in two languages to give an emphasis or to give further explanation. An example that explains the basic purpose of Repetitive Functions in a Code Switching can be taken from Data 13, which says,
“So can you repeat my instruction, repeat my instruction in Bahasa Indonesia,
English, whatever. Instruksinya apa, ulangi instruksinya.”The Code Switching is present to give an emphasis to the utterance above that the lecturer wants his instructions to be repeated. He feels the need to repeat the utterance and give an emphasis to urge the particular student he is talking to, to follow his instruction, which is the general purpose of the function.
class; even so, as a lecturer, Mr. Saleh may have the ability to guess which words are new and unfamiliar to most students. It is far more efficient to do a Code Switching to the mother tongue to explain the unfamiliar words or expressions rather than trying to describe them in English.
The last function is For Ease of Expression with one data. The key word to describe this function is “efficiency”. The lecturer may switch to the mother tongue if it makes less effort to do so rather than continuing the utterance in English, or if the English word is difficult to retrieve. Data 25 can be taken as an example. The lecturer chooses to mention the name of the animal of which the litter is specifically called “droppings” for ease of expression, rather than trying to find the equivalence of the
word in Indonesian. Since this is a more complicated function than the others, I only manage to find one data in the recordings
Using the theory of Code Switching by Liu Aichun can lead us to some findings about the purpose behind Code Switching. Nevertheless, other theories can be equally used to make an analysis. It shows that the functions of Code Switching are still left wide open for findings through a lot other of different theories. There are many other functions and categories that can reveal the purposes behind every Code Switching. It is a very interesting and helpful method in communication matter and it will always be up-to-date as long as the people still have the need to communicate and interact with one another.
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BIBLIOGRAPHY
References
Aichun, Liu. “Teacher Codeswitching between English and Chinese in
English-as-Foreign-Language Classroom”.N.d. Print. 29 March 2014.
Fog, Agner.“Cultural Selection”.www.agner.org. 1999. N.d. Web. 26 October
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“Inter-“ Def.2. MerriamWebster Online Dictionary.Merriam Webster Online
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“Intra-.“Def.1.MerriamWebster Online Dictionary.Merriam Webster Online
Dictionary.N.d. Web. 6 Oct. 2014.
Jalil, Samira Abdel. “Grammatical Perspectives on Code-Switching”. 2009. Print.
Oct 6. 2014.
Poplack, Shana. “Sometimes I’ll Start a Sentence in Spanish”. 8 April 1980. Print. 6 Oct. 2014.
Scotton, Carol Myers, &Ury, William. "Bilingual Strategies: The Social Functions of Codeswitching". www.deepdyve.com. 1977. N.d. Web. 19 April 2014.
“Shana Poplack”. www.arts.uottawa.ca.N.d. Web. 6 Oct. 2014.
