CODE SWITCHING IN TEACHING ENGLISH
TO THE THIRD GRADE STUDENTS OF SMP KARITAS NGAGLIK
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By Daniel Murdani Student Number: 061214021
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF THE TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
2011
TO THE THIRD GRADE STUDENTS OF SMP KARITAS NGAGLIK
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By Daniel Murdani Student Number: 061214021
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF THE TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
ACKNOWLEDGEMENTS
I would like to thank My Lord, Jesus Christ, for giving me strength and spirit, and guiding me in the whole of my life. I thank Him for making me free from the fear and pains during this exhausting process. I also thank Him for making me far away from the fear of failure. In addition, I also would like to express my gratitude to those who have supported me.
First, I would like to thank Christina Kristiyani, S.Pd., M.Pd., my sponsor, especially for her guidance, suggestions, corrections, support, and patience in the process of completing my thesis. May Lord always be with her ever after.
Second, I would like to thank all the lecturers and staff of the English Education Study Program, Sanata Dharma University, who have patiently taught and given me the best from the beginning till the end of my study.
Third, I would like to thank Yasinta Esti Wikandari, S.Pd., the English teacher of the third grade, and Martinus Supandiyono, B.A., the headmaster of SMP Karitas Ngaglik for the permission to conduct the research in their school.
Furthermore, I would like to express my deepest gratitude to my beloved parents, Antonius Kasihanto & Maria Magdalena Noli, for all their prayer, support, understanding, encouragement and anything that I received from them so far. I also would like to express my special gratitude to my brother and sister, Agustinus Sumardiono & Lusia Sri Purwaningsih, who always support me with their prayer. I also would like to express my gratitude to Valentina Puput
Page
TITLE PAGE... i
PAGES OF APPROVAL... ii
STATEMENT OF WORK’S ORIGINALITY... iv
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH v ACKNOWLEDGEMENTS... vi
TABLE OF CONTENTS... vii
LIST OF TABLES... x
LIST OF APPENDICES... xi
ABSTRACT... xii
ABSTRAK………. xiii
CHAPTER I: INTRODUCTION A. Research Background... 1
B. Problem Formulation... 4
C. Problem Limitation... 4
D. Research Objectives... 5
E. Research Benefits... 5
F. Definition of Terms... 7
CHAPTER II: REVIEW OF RELATED LITERATURE A. Theoretical Description... 9
2. Sociolinguistics and Language Teaching... 11
3. Code Switching... 11
a. Definitions of Code Switching... 12
b. The Types of Code Switching... 12
c. The Reasons for Code Switching... 18
d. Code Switching and Language Teaching... 20
B. Theoretical Framework... 21
CHAPTER III: RESEARCH METHODOLOGY A. Research Method... 23
B. Research Participants... 24
C. Research Instruments... 25
D. Data Gathering Techniques... 28
E. Data Analysis Technique... 30
F. Research Procedure... 31
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION A. Types of Code Switching……… 33
1. Integrated Loanwords Code Switching………. 34
2. Single Word Code Switching………. 35
3. Conversational Code Switching……...………. 38
B. Reasons for Code Switching……….. 51
C. Effects of Code Switching………. 55
A. Conclusions………. 58
1. Types of Code Switching……… 59
2. Reasons for Code Switching……….. 60
3. Effects of Code Switching……… 60
B. Suggestions……….. 61
REFERENCES……… 62
LIST OF TABLES
Page Table 3.1: Sample of Checklist of Types of Code Switching……….. 29
Table 4.1 The Percentage of The Amount of The Cases of Code Switching.. 35
Table 4.2: The Number of Cases of Single Word Code Switching ….…….. 36
Table 4.3: The Number of Cases of Phrase Code Switching ………. 40
Table 4.4: The Number of Cases of Clause Code Switching……….. 44
Table 4.5: The Number of Cases of Whole Sentence Code Switching ……. 47
Page Appendix 1: Letter of Permission... 64 Appendix 2: Observation Sheet of The Types of Code Switching………… 65 Appendix 3: Questionnaire……….. 66 Appendix 4: Interview………. 67 Appendix 5: The Spread of The Cases Based on The Types of Code Switching 68 Appendix 6: The Spread of The Cases Based on The Part of Activities... 69 Appendix 7: The Percentage of The Students’ Answer in The Questionnaire 70 Appendix 8: Checklist of The Types of Code Switching on August 16th
2010……… 71
Appendix 9: Checklist of The Types of Code Switching on August 20th
2010……… 75
Appendix 10: Checklist of The Types of Code Switching on August 23rd
2010……… 77
Appendix 11: Checklist of The Types of Code Switching on August 27th
2010……… 79
Appendix 12: Checklist of The Types of Code Switching on August 30th
2010……… 82
Appendix 13: Checklist of The Types of Code Switching on September 3rd
2010……… 85
ABSTRACT
Murdani, Daniel. 2011. Code Switching in Teaching English to The Third Grade Students of SMP Karitas Ngaglik. Yogyakarta: Sanata Dharma University.
As a means of communication, language works like a bridge which connects people to do anything that they want to do in their society, in this case, how language is used in giving information accurately in teaching process. On the other hand, the ways of using language reflect people’s personal aspects of visual and intellectual. Thus, language that is used must be well-arranged in order to be easily understood. There is a language phenomenon where some Indonesian or Javanese language elements are juxtaposed with the English elements, in which sociolinguistics defines it as code switching.
This research was conducted to analyze the types of code switching, the reasons for code switching, and the effects of code switching in teaching English to the second semester students of the third grade in SMP Karitas Ngaglik.
This research was descriptive qualitative research. This research did not deal with numerical data collection, but it described the data and characteristics of the phenomenon being studied.
In order to accomplish the research objectives, the researcher used instruments in this research. The instruments were observation sheet, questionnaire, and interview. First of all, the researcher observed teaching and learning process and filled the observation sheet. He filled the observation sheet in the column of the cases of code switching that existed in teaching English. After observing teaching and learning process, the researcher categorized the cases into the types of code switching. As the result, there were three types of code switching that existed in the teaching process. They were single word code switching, integrated loanwords code switching, and conversational code switching which had three smaller types, namely phrase code switching, whole sentence code switching, and clause code switching.
The researcher employed interview in order to answer the second question. There were three possible reasons for code switching based on the findings and the result of the interview. They were affective function, repetitive function, and emotion function.
Then, in order to answer the third question, the researcher employed questionnaire. Based on the findings and the result of the questionnaire, the researcher found out two effects of code switching in teaching English. Code switching in teaching English to the third grade students of SMP Karitas Ngaglik might both hinder and support the students in learning English.
Key words: sociolinguistics, code switching, teaching English, SMP Karitas
Murdani, Daniel. 2011. Code Switching in Teaching English to The Third Grade Students of SMP Karitas Ngaglik. Yogyakarta: Universitas Sanata Dharma.
Sebagai sebuah alat komunikasi, bahasa berperan seperti layaknya sebuah jembatan yang menjembatani orang-orang untuk membangun hubungan yang baik di dalam masyarakat, dalam hal ini adalah bagaimana bahasa digunakan dalam memberikan informasi secara akurat dalam proses pengajaran. Di lain pihak, cara seseorang dalam menggunakan bahasa mencerminkan aspek visual dan intelektual pribadi orang tersebut. Oleh karena itu bahasa yang digunakan harus ditata dengan baik supaya bisa dimengerti dengan mudah. Ada sebuah fenomena bahasa dimana beberapa istilah bahasa Indonesia atau Jawa dimasukkan ke dalam ungkapan bahasa Inggris, dimana sisiolinguistik mendefinisikannya sebagai alih kode.
Penelitian ini dilakukan untuk menganalisa tipe-tipe alih kode, alasan alih kode, dan akibat alih kode dalam pengajaran bahasa Inggris kelas tiga di SMP Karitas Ngaglik.
Penelitian ini adalah penelitian descriptive qualitative. Penelitian ini tidak berhubungan dengan pengumpulan data angka, tetapi penelitian ini menggambarkan data dan sifat dari kejadian yang dipelajari.
Untuk mencapai tujuan penelitian, peneliti menggunakan alat dalam penelitian ini. Alat-alat itu adalah lembar observasi, kuesioner, dan interview. Pertama, peneliti melakukan observasi pada proses belajar dan mengajar sambil mengisi lembar observasi. Peneliti mengisi lembar observasi pada kolom kasus alih kode yang terjadi dalam mengajar bahasa Inggris. Setelah melakukan observasi pada proses belajar dan mengajar, peneliti mengelompokkan kasus-kasus itu ke dalam jenis alih bahasa. Hasilnya, ada tiga jenis alih kode yang terdapat dalam proses mengajar itu. Jenis-jenis itu adalah single word code switching, integrated loanwords code switching, dan conversational code switching yang memiliki tiga jenis alih kode yang lebih kecil lagi di dalamnya, yaitu phrase code switching, whole sentence code switching, dan clause code switching.
Peneliti menggunakan interview untuk menjawab pertanyaan kedua. Ada tiga kemungkinan alasan alih kode berdasarkan hasil selanjutnya. Alasan alih kode yang dimaksud adalah affective function, repetitive function, dan emotion function.
Kemudian, untuk menjawab pertanyaan yang ketiga, peneliti menggunakan questionnaire. Berdasarkan hasil selanjutnya dan jawaban questionnaire, peneliti menemukan dua akibat alih kode dalam mengajar bahasa Inggris. Alih kode dalam mengajar bahasa Inggris kepada siswa semester pertama kelas tiga di SMP Karitas Ngaglik dapat menghambat dan juga mendukung siswa dalam belajar bahasa Inggris.
CHAPTER I
INTRODUCTION
This chapter is the introductory part. This chapter presents the Research Background, Problem Formulation, Problem Limitation, Research Objectives, and Definition of Terms.
A. Research Background
As a means of communication, language works like a bridge which connects people to do anything that they want to do in their society (Radford, 1999: 16). In this case, language is used in giving information accurately in teaching and learning process. In teaching and learning process, language is absolutely needed to deliver information and knowledge both from the teacher to the students and from the students to the teacher. By using clear language, the teaching and learning become very effective and meaningful.
Moreover, Radford (1999: 16) states that the ways of using language reflect people’s personal aspects of visual and intellectual. People may judge someone just from the language he or she used. They may judge someone’s intellectual just
from the language, whether it is easily understood or not. Thus, language that is used must be well-arranged in order to be easily understood.
According to Auer (1998), code-switching relates to, and sometimes indexes social-group membership in bilingual and multilingual communities. Some sociolinguists describe the relationships between code-switching behaviors and class, ethnicity, and other social positions.
McCormick (1994: 581) explains that the term „code switching‟ refers to
the juxtaposition of elements from two (or more) languages or dialects. The statement above is also supported by Valdes and Fallis (1977), as cited by Duran, code-switching means the use of two languages concurrently or interchangeably.
Moreover, McCormick (1994: 581) states that the terms code-switching and mixing are used synonymously. Some linguists use the terms code-mixing and code-switching more or less interchangeably.
Some other linguists have worked to describe the difference between code-switching and code mixing. The term code-code-switching emphasizes a multilingual speaker‟s movement from one grammatical system to another. On the other hand, the term code-mixing suggests a hybrid form, drawing from distinct grammars. In other words, code-mixing emphasizes the formal aspects of language structures or linguistic competence, while code-switching emphasizes linguistic performance (Muysken, 2000).
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language. They sometimes put Indonesian or Javanese words, phrase, or even sentences while teaching English.
The other phenomenon is the researcher‟s experience when he taught English in class IX in SMP Karitas Ngaglik. In the beginning of the semester, the researcher used English almost all the time he taught, but the students said,”artinya apa pak?” (“what does it mean, Sir?”). After that event, the researcher taught by using two languages. First, he taught in English, but when the students appeared their confusion the researcher explained again in Indonesia, so that all of them understood what the researcher explained.
Based on informal observation, the researcher found that most of the students of SMP Karitas Ngaglik, especially male students had less motivation in learning. The headmaster and some teachers said that these students did not study before the test. It was reflected in their score. Many students did not get satisfying score. These students also did not pay attention to the teacher‟s explanation. From that fact, the researcher thought that it was hard for the teacher to teach them. It became harder for English teacher to teach them because English was not their mother tongue. It was very possible for the teacher to teach with code switching. For the researcher, it was very interesting to conduct the research in this school.
This research aimed to show the readers about code switching and also its importance in teaching English, especially in SMP Karitas Ngaglik. Code switching is not only occurred in SMP Karitas Ngaglik but also in other schools,
B. Problem Formulation
In this study, the writer would like to address three questions related to code switching in teaching English to the first semester students of the third grade in SMP Karitas Ngaglik.
1. What are the types of code switching that exist in teaching English to the first semester students of the third grade in SMP Karitas Ngaglik?
2. Why does code switching happen in teaching English to the first semester students of the third grade in SMP Karitas Ngaglik?
3. What are the effects of code switching in teaching English to the first semester students of the third grade in SMP Karitas Ngaglik toward English learning?
C. Problem Limitation
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This research was conducted in the SMP Karitas Ngaglik and only discussed code switching in SMP Karitas Ngaglik, especially in the English class of the first semester students of the third grade. It would not discuss code switching in other schools or other places.
This research was conducted in English subject. It would not discuss code switching in other subjects that need more than one language. It would not be conducted in Biology, Physics, etc.
D. Research Objectives
Related to the identified problems above, this research has some goals which have to be reached. The goals are presented below.
1. To identify the types of code switching that exist in teaching English to the first semester students of the third grade in SMP Karitas Ngaglik.
2. To find out the reasons why code switching happens in teaching English to the first semester students of the third grade in SMP Karitas Ngaglik.
3. To find out the effects of code switching in teaching English to the first semester students of the third grade in SMP Karitas Ngaglik toward English learning.
E. Research Benefits
The researcher expects that this research will give benefits to the readers, the English teachers, the students, the teacher candidates, and the future researchers.
1. The Readers
By reading this thesis, the researcher hopes that the readers will have an understandable view about the influences of Indonesian language towards English language in English teaching and learning, particularly in spoken form, through code switching.
2. The English Teachers
The researcher expects to give clear explanation about the effects of code switching in English teaching and learning so the English teachers realize when they need to use code switching, and they know the importance of code switching. 3. The Students
The benefits for the students are they will consider why the teacher use code switching and they also know the effects of code switching. They also will be able to know their competence in understanding English.
4. The Teacher Candidates
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later. They are also expected to be able to make a new way that is the best for teaching English, especially in Junior High School grade.
5. The Future Researchers
The researcher expects that this thesis will contribute to the future research development. The researcher also hopes that this research will encourage other researchers to conduct further study on code switching.
F. Definition of Terms
1. Code switching
McCormick (1994: 581) explains that “the term „code switching‟ refers to the juxtaposition of elements from two (or more) languages or dialects. The statement above is also supported by Valdes and Fallis (1977), as cited by Duran, code-switching means the use of two languages concurrently or interchangeably.
According to Auer (1998), code-switching relates to, and sometimes indexes social-group membership in bilingual and multilingual communities. Some sociolinguists describe the relationships between code-switching behaviors and class, ethnicity, and other social positions.
In this study, code switching means the juxtaposition of elements from Indonesian language in teaching English to the third grade students of SMP Karitas Ngaglik.
2. Third Grade Students
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter reviews important studies to support the present research. The purpose of this chapter is to give basic principles due to the formulated problems. This chapter consists of two major points, Theoretical Description and Theoretical Framework. Theoretical Description gives explanation of underlying theories related to the factors which influence teachers in teaching. In addition, Theoretical Framework discusses the theories that have been employed.
A. Theoretical Description
In this section, some theories are elaborated. The theories that are elaborated are linguistics and language teaching, sociolinguistics and language teaching, and the theory of code switching. The discussion of code switching presents not only the types of code switching in which some different types are presented by some linguists but also the reasons for code switching as well as the effects of code switching toward English learning.
1. Linguistics and Language Teaching
Communication is one way for people to convey information. In order to understand and to be understood, communication is done through a medium called language. As stated by Lehmann (1972: 4) in his book Descriptive Linguistics: An Introduction, “language is a system for the communication of meaning through
sounds. “More precisely, language, viewed as a system, consists of three subsystems or components: semantic, syntactic, and phonological component”. The study of language is named as linguistics.
The extent of linguistics fields has broad discussion. Fromkin, Blair, and Collins (2000) in An Introduction to Language, categorized the discussion of language into three sections. The first one is about the grammatical aspects of language. The studies under this heading are morphology, the study of words, syntax, which deals with the sentence pattern of language, semantic, which talks about the pattern of language through words and sentences, phonetics, the study of sounds of language, and the last is phonology, the study of the sound patterns of language. The second one discusses the psychology of language. This study is called psycholinguistics. As cited by Fromkin, Blair, and Collins (2000: 315), Gleason and Ratner (1993) define psycholinguistics as “the concern on discovering the psychological processes that make it possible for humans to acquire and use language”. Moreover, the last discussion is about the language in the society. This is called sociolinguistics. Since it deals with the society, sociolinguistics has close relation to the social sciences.
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2. Sociolinguistics and Language Teaching
Sociolinguistics is the study of the use of language in the society (Lehmann, 1972). According to Radford (1999:16), sociolinguistics can be defined as “the study of relationship between language use and the structure of society”. As Radford stated, it considers with some factors which maintain that they are essential to an understanding of both structure and function of the language used in a certain situation. Those factors are social background of both speaker and listener, the relationship between speaker and addressee and the context and manner of the interaction (Radford, 1999: 16). Therefore, people have to modify their language used in communication to build good communication with others in the society, in which this phenomenon is commonly known as code switching.
Sociolinguistics study helps second language teachers to understand the characteristic of the community as well as the language they use. In this case, the community is SMP Karitas Ngaglik, especially the third grade students who use Indonesian language and Java language as their daily language.
3. Code Switching
In this section, the researcher provided some theories in understanding the definitions of code switching, the types of code switching, the reasons for code switching, and the relation between code switching and language teaching.
a. Definitions of Code Switching
Auer (1998) states that the term code switching refers to the alternation between two or more languages, dialects, or language registers in the course of discourse between people who have more than one language in common. Typically one of the two languages is dominant; the major language is often called the matrix language, while the minor language is the embedded language.
According to Gal (1988: 247), the term „code switching refers to a
conversational strategy used to establish, cross or destroy group boundaries; to create, evoke or change interpersonal relations with their right and obligations‟.
This statement is supported by Wardaugh (1992: 103) who states that „code switching‟ refers to a conversational strategy used to establish, cross or destroy
group boundaries; to create, evoke or change interpersonal relations with their right and obligations. He asserts that a person may use more than one code in her or his speech instead of just employing a single code. People may switch or mix the codes or languages that they use.
b. Types of Code Switching
Every linguist has their own point of view in classifying the types of code switching. Auer (1984: 128) states that there arefour types of code switching. 1. Inter-sentential switching. It occurs outside the sentence or the clause level
(i.e. at sentence or clause boundaries).
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3. Tag-switching. It is the switching of either a tag phrase or a word, or both, from language-B to language-A, (common intra-sentential switches).
4. Intra-word switching. It occurs within a word, itself, such as at a morpheme boundary.
According to Appel & Muysken (2000:118), there are two types of code switching.
a. Inter-sentential code switching. It refers to a type of code switching: the alternation in a single discourse between two languages, where the switching occurs after a sentence in the first language has been completed and the next sentence starts with a new language.
b. Intra-sentential codeswitching. It refers to a type of code switching: the alternation in a single discourse between two languages, where the switching occurs within a sentence.
Ronald Wardhaugh (1992) classifies three kinds of code switching that may happen in a society, which are situational code switching, metaphorical code switching, and conversational code switching. The first type of code switching is situational code switching. Wardhaugh (1992: 106) explains that situational code switching happens when the language which is used by a speaker changes according to the situation which is faced by the speaker. She or he may speak one language in one situation and another language in the different one.
The second type is metaphorical code switching. One thing that enables people to identify metaphorical code switching is that it has an affective dimension; formal to informal, official to personal, serious to humorous, etc.
The last type is conversational code switching. The difference between code switching and code mixing can be seen through the context of the occurrence in which code mixing occurs within a single utterance of someone‟s speech as
what Wardhaugh (1992:106) says that “code mixing occurs when conversances use both languages together to the extent that they change from one language to the other in the course of a single utterance”. Here are some examples of conversational code switching that Wardhaugh given between Spanish and English language.
a. No van a bring it up in the meeting.
„They are not going to bring it up in the meeting‟.
b. Todos los Mexicanos were riled up.
„All the Mexicans were riled up‟.
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According to Holmes (2001: 30), diglossia is a feature of speech community rather than individuals. In diglossic situation, two languages are used for different functions in a speech community. In addition, one language is used for H or high function and the other is for L or low function. H variety refers to the high class situation, whereas L variety is the lower ones. It means that H variety is used in formal discourse which illustrates there is prestige indeed between the speakers in the situations, such as in the office, classroom, or in other formal situations. Meanwhile, L variety is used in informal discourse due to the lack of prestige indeed. People may use L variety when they have conversation with their close friends, family or other informal situations. However, not all people can employ code switching in both discourses. Most of people who tend to be able to employ code switching better are those who learn in formal education.
The second type is called situational code switching. It is “the codes may
be perceived as different but be equally valued, and similarity the situations may be differentiated on grounds other than prestige” (McCormick, 1994: 582). Based on the statement, it could be seen that the language change depends on the circumstance faced by a speaker since the certain circumstance may encourage the speaker to exchange the language which is used. However, situational code switching happens without any change of topic. As a result, the change happens for the whole part of one‟s speech in one context. For example, an English teacher may talk in English for the whole part of the explanatory speech of a past perfect tense to the first grade students of Junior High School. Unfortunately, the students
helpful and possible if the teacher re-explains her or his explanatory speech in Indonesian so the students can fairly comprehend it. This example also gives description that situational code switching happens without any change of the topic.
The third type is metaphoric code switching. In metaphoric code switching, there is a difference from the previous one where a language change may happen under discussion. It occurs in “whole conversation, each within one
role relationship” (McCormick, 1994: 581). In the other hand, the role of
relationship between the speakers in a conversation may change. For instance, a political public figure who tries to draw people‟s voice uses more than one code. He uses two codes: language of people or local dialect to show “high solidarity,
equal status and friendly feelings” and language to represent him as political
figure that shows “social distance, status and the referential information”
(Wardhaugh, 1992: 41).
The fourth type is conversational code switching, in which “its occurrence
is not dependant on a change of interlocuters‟ topic or situation” (McCormick,
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second type is whole sentence code switching. Still according to Collins Essential English Dictionary, whole sentence is “a sequence of words constituting a statement, question, or a command that begins with a capital letter and ends with a full stop when written down” (Sinclair, 2001). Hence, these code switching cases
occur in the form of full sentence. The last type of conversational code switching is clause code switching, in which happened within a sentence in form of a clause. According to Collins Essential English Dictionary, clause is “a group of words, consisting of a subject and a predicate including a finite verb, that does not necessarily constitute a sentence” (Sinclair, 2001). Clause “may be either a
sentence (independent clause) or a sentence-like construction included within another sentence (dependent clause)” (Nordquist, 2009).
The fifth type is called single word code switching. It can also be called as lexical borrowing, in which it permits the speaker to borrow a single word from another language or dialect and place it within her or his native language utterances (McCormick, 1994: 581). For example, Mr. Matteo says, “Para rider sudah memasuki sirkuit”. From the example, it can be seen that the speaker replaces an Indonesian word ‘pembalap’with an English word „rider‟.
The last type of code switching is integrated loanwords code switching. The juxtaposition in this type happens in a morpheme level (McCormick, 1994: 581). Morpheme is a minimal functional element of a word. Here, someone may integrate a word from foreign language with affixes of her or his native language to form a certain language expression. For example, Alice says, “Messi adalah
pemain bola yang ber-skill tinggi”. From the example, the speaker combines an Indonesian prefix ‘ber’with an English word „skill‟.
c. The Reasons for Code Switching
One of the first categorizations of code-switching was provided by Wardhaugh (1992: 106). He provides three reasons for code switching. The first reason is to express solidarity with the listeners. Language can be used as a bridge of solidarity. People may choose a language from a certain country or ethnic group to show their solidarity toward the people from that country or ethnic group besides to build the more intimate atmosphere or relationship. The second reason is because of the choice of the topic. In a conversation, people often switch the topic under discussion. A particular language might be also accompanied by language switching so the variety of the language can be appropriate with the new topic. The last reason for code switching according to Wardhaugh is that someone uses code switching because she or he perceives social and cultural distance. It is related to the level of formality of the language. Someone may choose an informal variety if he or she talks to his or her friends, on the other hand, a formal standard variety will be the best choice if he or she talks to his or her teachers since there is social distance.
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because every topic might have some specific terms that were sometimes so difficult to be translated in English. The second possible reason was presented by Crystal (1987) was to build the intimate relationship with the readers or listeners. Code switching may occur when individual wishes to express solidarity with a particular social group. The third possible reason, Crystal (1987) stated that code switching occurs when the speaker wishes to convey his or her attitude to the listener. Where monolingual speakers can communicate these attitudes by means of variation in the level of formality in their speech, bilingual speakers can convey the same by code switching.
According to Hoffmann (1991) in her book An Introduction to Bilingualism, she writes that “the reasons for code switching are manifold” (1991: 115). It means that reasons are contextual, situational and personal class. She describes that switching usually happens when the speaker is quoting someone else. It is called by Holmes as “referentially oriented code switch” (2001: 37), in which it is employed to emphasize particular message content. The second reason presented by Hoffmann (1991) was code switching may occur when the speaker is being emphatic about something. For the last reason, Hoffmann (1991) stated that it may occur when the speaker repeats their utterance for clarification.
Mattson and Burenhult (1999: 61) as cited by Sert in The Functions of Code Switching in ELT Classrooms say that there are three basic functions of code switching which may beneficial in language learning environments.
The first is topic switch. The teachers change the language when explaining a certain topic. For example, the teacher explains the topic with the mother tongue. Afterward, the teacher translates it into the second language or vice versa. The translation itself should point out the particular grammar point. Indirectly, the students will learn the second language by transferring the new content and meaning from the mother tongue language to the second language.
The second is affective function. Code switching is used by the teacher in order to build solidarity and intimate relations with the students. However, it is not always a conscious process on the part of teacher. Code switching is used in the classroom to create a supportive language environment.
The third is repetitive function. The teacher uses code switching in the classroom to transfer the knowledge to the students for clarity. The teacher repeats what he or she says in the different language to make it clear. However, the students who have understood the teacher‟s point will get bored from this method.
d. Code Switching and Language Teaching
There is a theory proposed by Ellis that is called as foreigner talk theory. Ellis (1997: 45), states “the language that native speakers use when addressing
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omitting complex grammatical forms. Third, it uses the basic forms by using a full forms rather than the contracted one. The last modification is that is sometimes involves the lengthening of phrases to make the meaning clearer. Afterward, the second type of foreigner talk is called ungrammatical foreign talk, in which it implies the lack of respect from the native speaker and it may bring about an insult for the learners.
Cook as cited by Skiba (1997) in Code Switching as a Countenance of Language Interference agrees that code switching can be used to help the process of language teaching. The teachers are demanded to teach the right code switching because if the language which the learners receive is totally wrong, it will guide the second language learners to the wrong concept of second language. The wrong example possibly brings the wrong language production.
B. Theoretical Framework
The investigation of this study was on the spoken form, so in order to conduct the systematic study dealing with the phenomena of code switching happened in teaching English in the classroom, the researcher employed the theory of McCormick (1994) in defining the types of code switching. They are diglossic code switching, situational code switching, metaphorical code switching, conversational code switching, single-word code switching, and integrated loanwords code switching. Meanwhile, conversational code switching itself is divided into three smaller parts based on the length of juxtaposed utterances. They
are phrase code switching, whole sentence code switching, and clause code switching.
Then, in order to identify the possible reasons for code switching, the researcher employed the theory of Mattson and Burenhult (1999: 61) as cited by Sert in The Functions of Code Switching in ELT Classrooms. There are three basic functions of code switching. They are topic switch, affective function, and repetitive function.
At last, in order to find out the effects of code switching in teaching English to the second semester students of the third grade in SMP Karitas Ngaglik toward English learning, the researcher employed Rod Ellis‟ theory about foreigner talk, “the language that native speakers use when addressing non-native speakers” (Ellis, 1997: 45). In this case, there are two kinds of foreigner talk that
can be identified. The first type of foreigner talk is called grammatical foreign talk. It means that there is available variety of modification of different native speakers‟ talk. Afterward, the second type of foreigner talk is called
ungrammatical foreign talk, in which it implies the lack of respect from the native speaker and it may bring about an insult for the learners. It is supported by Krashen‟s input hypothesis as cited in Ellis‟ that second language acquisition
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents a discussion of the method used in the research. The discussion includes research method, reseach instruments, data gathering technique, data analysis technique, and research procedure.
A. Research Method
This research was conducted by using qualitative research, especially descriptive qualitative research because this research was conducted to understand the code switching phenomenon in teaching English to the second semester students of the third grade in SMP Karitas Ngaglik in-depth. According to Norman K. Denzin & Yvonna S. Lincoln (2005), “Qualitative means a non -numerical data collection or explanation based on the attributes of the graph or source of data”. Leedy and Ormrod (2005: 133) state that qualitative research focuses on phenomena that occur in natural settings –that is, in the “real world”.
Qualitative research is a field of inquiry applicable to many disciplines and subject matters. The aim of qualitative research is to gather an in-depth understanding, rather than a numeric analysis of data. Descriptive qualitative research is a research which describes the data and characteristics of the phenomenon being studied. It answers the questions who, what, where, when, and how. In short, descriptive research deals with everything that can be counted and
Merriam (2002: 3-4) states that qualitative research tries to understand interpretations at a particular poin in time and in particular context, as follows:
The key to understand qualitative research lies with the idea that meaning is socially constructed by individuals in interaction with their world. There are multiple constructions and interpretations of reality that are flux and change over time. And qualitative research tries to understand what those interpretations are at a particular point in time and in particular context.
B. Research Participants
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C. Research Instruments
According to Norman K. Denzin & Yvonna S. Lincoln, the researchers of qualitative research need to gather the data. In order to collect the data from the participants, the researcher of this research used some instruments. The researcher used questionnaire, interview, and also observation as the instruments of this research.
Norman K. Denzim & Yvonna S. Lincoln (2005) states, “Qualitative researchers typically rely on the following methods for gathering information: Participant Observation, Non-participant Observation, Field Notes, Reflexive Journals, Structured Interview, Unstructured Interview, Analysis of documents and materials.”
1. Observation
Mellenbergh (2008), as seen in H.J. Adèr & G.J. Mellenbergh (2008) define observation as “either an activity of a living being, consisting of receiving knowledge of the outside world through the senses, or the recording of data using scientific instruments”. The term may also refer to any event during this activity.
Moreover, Ader and Mellenbergh (2008) states that there are two kinds of participants in observation. They are the researcher is the participant and the researcher is non-participant. The researcher is the participant when he acts as the part of the participants. The researcher is non-participant when he acts as the people outside the participants.
The researcher acted as non-participant. He provided an observation sheet to be filled by the researcher himself while observing. He only sat in the classroom, looked at the teaching-learning process, took notes and filled the observation sheet. The researcher took notes on the list of words or sentences of code switching that occured in the classroom. He filled the observation sheet in order to classify the words or sentences whether they are diglossic code switching, situational code switching, metaphoric code switching, conversational code switching, single word code switching, or integrated loanwords code switching. 2. Questionnaire
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The contents of the questionnaire were about how often the teacher used code switching, what language the teacher switched English with, why the teacher did code switching, the effects of code switching toward the students’ understanding, and the comments of the students about code switching.
The questionnaire was distributed to the students of the first semester students of the third grade in SMP Karitas Ngaglik. After the students answered the questions, the researcher collected the questionnaire. The questionnaire was aimed to strengthen the research findings about the effects of code switching in teaching English to the first semester students of the third grade in SMP Karitas Ngaglik, whether it has good effects or bad effects toward English learning.
3. Interview
Mellenbergh (2008), as seen in H.J. Adèr & G.J. Mellenbergh (2008) define interview as “a conversation between two or more people (the interviewer and the interviewee) where the interviewee is asked by the interviewer to obtain information from the interviewee”. In this research, the researcher became the interviewer, and the English teacher of the third grade in SMP Karitas Ngaglik became the interviewee. The researcher conducted the interview in order to find out the effects of code switching whether it has good effects or bad effects toward English learning. The interview was also conducted in order to strengthen the findings about the reasons of the English teacher in teaching English to the third grade students in SMP Karitas Ngaglik. The researcher took notes while
D. Data Gathering Techniques
In gathering data for the research, the researcher obtained the data in several steps. The researcher gathered the data by observing the teaching and learning process of the third grade students in SMP Karitas Ngaglik in the classroom, distributing the questionnaire to the students, and interviewing the English teacher.
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Table 3.1 Sample of Checklist of Types of Code Switching
No Code Switching Case
D : Diglossic Code Switching S : Situational Code Switching M : Metaphoric Code Switching CS : Conversational Code Switching P : Phrase Code Switching
WS: Whole Sentence Code Switching C : Clause Code Switching
SW: Single Word Code Switching
IL : Integrated Loanwords Code Switching
Third, the researcher interviewed the English teacher. The interview was aimed to strengthen the findings about the reasons for code switching and the effects of code switching in teaching English to the first semester students of the third grade in SMP Karitas Ngaglik toward English learning.
E. Data Analysis Technique
Data analysis is a process of gathering, modeling, and transforming the data with the goal of highlighting useful information, suggesting conclusions, and supporting decision. The researcher analyzed the data gathered in the research in order to gain the answer to the question formulated in the problem formulation.
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types (phrase code switching, clause code switching, whole sentence code switching). Then, the researcher counted the amount of cases in each type and made it in percentage form. The data were analyzed by using this formula.
N = × 100%
Where N is the percentage of the classified code switching, n is the amount of the cases of classified code switching, n is the amount of the cases of code switching that exists in the classroom.
Second, the data were analyzed by collecting twenty five questionnaires from the students. From the questionnaire, the researcher grouped the answer based on the similarity of the answer. The data were analyzed by using this formula.
N = × 100%
Where N is the percentage of the answer, n is the amount of the same answer, n is the amount of the questionnaires.
Third, the researcher collected the answer from the teacher about the reasons for code switching in teaching English and the effects of code switching in teaching English to the first semester students of the third grade in SMP Karitas Ngaglik towards the students’ understanding about the materials taught. The researcher made the summary of the answer of the teacher.
F. Research Procedure
First, the researcher asked for permission to the institution to conduct the research. After getting the consent, the second step is the researcher started doing the observation. The researcher wrote down the cases of code switching and saw the general situation of class IX, including how the teacher delivered the materials, how the students responded the teaching and learning process, and when the teacher used code switching.
Third, at the end of the class the researcher distributed the questionnaire to the students. Before the students answered the questions, the researcher explained the purpose of the questionnaire and explained what code switching is.
Fourth, the researcher interviewed the teacher in the office to get some information about the reasons why she used code switching. In this step, the researcher took notes on the teacher’s answer.
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
This chapter includes the research findings and the discussions on the types of code switching, the reasons for code switching and the effects of code switching toward English learning.
A. Types of Code Switching
After doing the calculation, the researcher found the number of code switching cases. According to the types of code switching that the writer proposed to discuss in this study, there were six types of code switching. In fact, there were three types of code switching were not found in teaching English to the third grade students in SMP Karitas Ngaglik. They were diglossic code switching, situational code switching, and metaphoric code switching.
Diglossic code switching was not found in teaching English to the third grade students of SMP Karitas Ngaglik because the language was not used for H or high function and L or low function. This research only focused on one way, from the teacher to the students. It used only H or high function.
Situational code switching and metaphoric code switching were not found in teaching English to the third grade students of SMP Karitas Ngaglik also. According to McCormick (1994), situational code switching and metaphoric code switching happen when someone code switches in whole conversations.
conversation in one context, meanwhile metaphoric code switching happens when someone code switches in whole conversation even in different context. In the other hand, the teacher of the third grade in SMP Karitas Ngaglik did not code switch in the whole conversation, neither in one context nor in different context.
Three other types of code switching cases were found in teaching English to the third grade students of SMP Karitas Ngaglik. They were single word code switching, integrated loanwords, and conversational code switching which was divided into three smaller types namely phrase code switching, whole sentence code switching, and clause code switching.
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Table 4.1 The Percentage of The Amount of The Cases of Code Switching
No Types of Code Switching Percentage
1. Integrated Loanwords Code Switching 2,65 % 2. Single Word Code Switching 34,44 %
3. Phrase Code Switching 26,49 %
4. Clause Code Switching 10,59 %
5. Whole Sentence Code Switching 25,83 %
1. Integrated Loanwords Code Switching
The first type of code switching was integrated loanwords code switching. This type of code switching usually combined English affixes with Indonesian words. This type of code switching had the least number of cases that existed in teaching English to the third grade students of SMP Karitas Ngaglik.
There were only four cases of integrated loanwords code switching that existed in teaching English to the third grade students of SMP Karitas Ngaglik. The cases appeared only in pre-activity. In the other hand, there was not any case of integrated loanwords code switching that existed in whilst-activity and post-activity. The cases of integrated loanwords code switching appeared on 16th and 23rd of August 2010, before test or quiz. The teacher repeated two same cases on those days. The cases were presented below.
a. No lirik-ing! (Pre activity on 16th and 23rd of August 2010) (No stealing a glance at your friends‟ work!)
The cases showed that the words were Indonesian but it was combined with English affix –ing as if it was the participle form of English word. The teacher repeated the cases exactly twice in different date but in the same moment, before the test or quiz.
2. Single Word Code Switching
The second type of code switching was single word code switching. As the researcher investigated the length of juxtaposed utterance, therefore, this type of code switching had only one word to be substituted. There were 52 cases of single word code switching that appeared in teaching English to the third grade students of SMP Karitas Ngaglik. In other word, 34,44% of code switching cases were single word code switching. The number of the cases was represented in table 4.2.
Table 4.2 The Number of Cases of Single Word Code Switching
No Date
Part of Activities
Pre-Activity Whilst-Activity Post-Activity
1. August 16th 2010 - 15 -
2. August 20th 2010 - 2 1
3. August 23rd 2010 - 9 -
4. August 27th 2010 - 2 -
5. August 30th 2010 - 13 -
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a. Pre-Activity
In pre-activity of teaching and learning process, there was not any case of single word code switching. Single word code switching did not appear in teaching English to the third grade students of SMP Karitas Ngaglik.
b. Whilst-Activity
Since there was not any case of single word code switching in pre-activity, the first discussion was on whilst-activity. Most of cases of single word code switching existed in this part of activities. Whilst-activity had 52 cases of single word code switching. That was the highest amount compared to the other two parts of activities. On August 16th 2010, there were 15 cases of single word code switching appearing in whilst-activity. Two of the cases were presented below. 1.) Stick means menempelkan (stick).
2.) Antennae made of apa (what)?
On August 20th 2010, there were two cases of single word code switching in whilst-activity. The cases of single word code switching that appeared on that day were presented below.
1.) Kerjakan (do) task B page twenty four. 2.) Were injured means terluka (were injured).
The cases of single word code switching that appeared on August 23rd 2010 were nine cases. The cases appeared in whilst-activity. Two of the cases
1.) Spread means menyebarkan (spread). 2.) Trader means pedagang (trader).
On August 27th 2010, two cases of single word code switching existed in whilst-activity of teaching English to the third grade students of SMP Karitas Ngaglik. The cases were presented below.
1.) Kind means macam (kind).
2.) Advertisement means iklan (advertisement).
There were 13 cases of single word code switching that existed on August 30th 2010. The cases appeared in whilst-activity. Two of the cases were presented below.
1.) Prepare means menyiapkan (prepare). 2.) Dormitory means asrama (dormitory).
On September 3rd 2010, there were 10 cases appearing in whilst-activity of teaching English to the third grade students of SMP Karitas Ngaglik. Two of the cases were presented below.
1.) Coral means karang (coral). 2.) Salt means garam (salt).
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c. Post-Activity
In post-activity, there was only one case of single word code switching that existed in teaching English to the third grade students of SMP Karitas Ngaglik. The case appeared on August 20th 2010. The case was ingat (remember), we will have a test on Monday.
3. Conversational Code Switching
The third type of code switching was conversational code switching. According to McCormick (1994), conversational code switching allows the speaker to juxtapose various lengths of foreign elements within his or her speech. In this case, there were three smaller types of conversational code switching. They were phrase code switching, clause code switching, and whole sentence code switching.
a. Phrase Code Switching
The first type of conversational code switching was phrase code switching. Phrase is a group of words forming a unit of meaning in a sentence, phrase consists of two or more words. In these code switching cases, all of the Indonesian phrases which were found in teaching English were categorized as phrase code switching. The phrase could be noun phrase, adjective phrase, verb phrase, adverbial phrase, and prepositional phrase. There were 40 cases of phrase code switching out of 151 cases of code switching. It could be concluded that 26,49%
SMP Karitas Ngaglik were cases of phrase code switching. The number of cases of phrase code switching was presented in table 4.3.
Table 4.3 The Number of Cases of Phrase Code Switching
No Date
Part of Activities
Pre-Activity Whilst-Activity Post-Activity
1. August 16th 2010 - 11 1
2. August 20th 2010 - 1 -
3. August 23rd 2010 2 6 -
4. August 27th 2010 - 11 1
5. August 30th 2010 - 4 -
6. September 3rd 2010 - 2 1
1.) Pre-Activity
The first part of activities was pre-activity. There were only two cases of phrase code switching in this part of activities. These cases happened on August 23rd 2010. They were presented below.
a.) Sesuai janji minggu lalu (according to our agreement last week), we will have a test today.
b.) Seperti biasa (as usual), put everything away except your pen and a piece of paper”.
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2.) Whilst-Activity
The second activity was whilst-activity. Whilst-activity was the longest part of the activities. Therefore, in this activity, there were also many cases of phrase code switching. There were 35 cases existing in this activity. On August 16th 2010, there were 11 cases of phrase code switching. The examples of the cases were presented below.
a.) Modern game means permainan modern (modern game).
b.) Home made toy means mainan buatan rumah (home made toy).
These examples of cases of phrase code switching showed that the category of phrase which appeared mostly was noun phrase.
On August 20th 2010, there was only one case of phrase code switching in whilst activity. It was di atas (above) is adverb of place. The category of phrase that existed on that day was adverbial phrase.
On August 23rd 2010, there were six cases of phrase code switching in whilst-activity. These cases showed that the category of phrase that existed were adverbial phrase and noun phrase. The examples of the cases were presented below.
a.) Verbally means dengan kata-kata (verbally). b.) News sheet means lembar berita (news sheet).
On August 27th 2010, there were 11 cases of phrase code switching. Here were two of the cases of phrase code switching that existed in teaching English to the third grade students of SMP Karitas Ngaglik on August 27th 2010.
a.) Most of artinya apa? (means what).
b.) Buku hijau (green book), open page twenty seven.
From those cases, it could be concluded that the category of phrase that existed mostly was noun phrase category.
On August 30th 2010, there were four cases of phrase code switching that existed in teaching English to the third grade students of SMP Karitas Ngaglik. Two of the cases were presented below.
a.) Untuk tiga nomor pertama (for the first three numbers), number one Anan, number two Bella, number three Rizky.
b.) Janitor means petugas kebersihan (janitor).
From those examples of the cases, it could be concluded that the category of phrase that existed were noun phrase and prepositional phrase.
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3.) Post-Activity
In this activity, there were only three cases existing. They occurred on August 16th, August 27th, and September 3rd 2010. Two of the cases that appeared were presented below.
a.) Your homework is task B nomor satu sampai delapan (number one to eight). (August 27th 2010)
b.) Sampai sini dulu (so far), any question”. (September 3rd 2010)
From the cases above, it could be concluded that noun phrase and adverbial phrase existed in post-activity of teaching English to the third grade students of SMP Karitas Ngaglik.
b. Clause Code Switching
The second type of conversational code switching that existed in teaching English to the third grade students of SMP Karitas Ngaglik was clause code switching. Clause code switching was almost the same as whole sentence code switching. The difference was on the sign. In whole sentence code switching, there was falling intonation and followed by long pause (longer than pause in comma) or stop when the teacher taught. In the other hand, in clause code switching, there was not long pause or stop. There were 16 cases of phrase code switching out of 151 cases of code switching. It could be concluded that 10,59% of code switching cases existing in teaching English to the third grade students of SMP Karitas Ngaglik were cases of clause code switching. The number of clause
Table 4.4 The Number of Cases of Clause Code Switching
No Date
Part of Activities
Pre-Activity Whilst-Activity Post-Activity
1. August 16th 2010 - 4 -
2. August 20th 2010 - 3 -
3. August 23rd 2010 - - 1
4. August 27th 2010 - 6 1
5. August 30th 2010 - - -
6. September 3rd 2010 - 1 -
1.) Pre-Activity
From the table above, it could be seen that there was not any case of clause code switching in pre-activity of teaching English to the first semester students of the third grade of SMP Karitas Ngaglik. Clause code switching did not appear in pre-activity of teaching and learning process from August 16th 2010 to September 3rd 2010.
2.) Whilst-Activity
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clause code switching in whilst-activity of teaching and learning process on August 16th 2010. Two of the cases were presented below.
a.) Coba kita lihat yang A (let us see A), how to make home made toy. b.) Ini saja (only this), the pipe cleaner.
On August 20th 2010, there were three cases of clause code switching existing in whilst-activity. Two of the cases were presented below.
a.) Write the past passive, dan perhatikan apakah kalimat itu benar atau salah (and look whether the sentences are right or wrong).
b.) Most of the sentences are past passive, bukan hanya dua atau tiga kalimat saja (not only two or three sentences).
On August 27th 2010, there were six cases of clause code switching appearing in whilst-activity of teaching English to the third grade students of SMP Karitas Ngaglik. Two of the cases were presented below.
a.) Objeknya adalah (the object is) most of the world‟s timber and paper. b.) What can you get means apa yang bisa anda peroleh (what can you get).
There was not any case of clause code switching in whilst-activity of teaching and learning process on August 30th 2010. One case of clause code switching appeared in whilst-activity of teaching English on September 3rd 2010. The case was sekarang kita lanjutkan (let us continue), number twenty five to fifty.
3.) Post-Activity
The third part of the activities was post-activity. It was the last part of activities. Post-activity had two cases of clause code switching. They appeared on 23rd and 27th of August 2010. The cases were presented below.
a.) From what we learn today, apakah masih ada pertanyaan (do you still have question)? (Post-activity on August 23rd 2010)
b.) So far, ada yang mau ditanyakan (do you have any question)? (Post-activity on August 27th 2010)
From the examples, it could be concluded that clause code switching used in confirming whether the students understood the materials or not.
c. Whole Sentence Code Switching
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Table 4.5 The Number of Cases of Whole Sentence Code Switching
No Date
Part of Activities
Pre-Activity Whilst-Activity Post-Activity
1. August 16th 2010 2 12 1
2. August 20th 2010 3 2 1
3. August 23rd 2010 1 - 1
4. August 27th 2010 2 2 -
5. August 30th 2010 1 7 2
6. September 3rd 2010 2 - -
1.) Pre-Activity
Firstly, the category to be discussed was pre-activity. In this part of activities, there were 11 cases of whole sentence code switching which existed in teaching English to the third grade students of SMP Karitas Ngaglik. They appeared on 16th, 20th, 23rd, 27th, 30th of August and September 3rd 2010. Two of the cases appeared on August 16th 2010. They were presented below.
a.) Ada PR?
(Any homework?)
b.) Hanya ada pulpen dan selembar kertas. (There are only a pen and a piece of paper.)
On August 20th 2010, there were three cases of whole sentence code
a.) Ada PR?
(Any homework?)
b.) Kumpulkan pekerjaannya! (Submit your work!)
On August 23rd 2010, there was only one case of whole sentence code switching appeared in pre activity. It was ada PR? (any homework?). That sentence appeared almost in every meeting. The teacher asked the question in the very beginning of the class.
Two cases of whole sentence code switching existed in pre-activity of teaching English to the students on August 27th 2010. The cases were presented below.
a.) Ada PR?
(Any homework?)
b.) Yang tidak disebut berarti sudah lolos!
(Those who are not mentioned mean pass the test!)
