Analysis of Code Switching in Teaching Activities at SDK 6 BPK Penabur.

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ABSTRACT

Dalam Tugas Akhir ini, saya menganalisis pemakaian code switching atau disebut juga alih kode. Alih kode adalah pemakaian dua bahasa atau lebih secara bergantian dalam suatu percakapan.

Code switching dapat terjadi ketika seseorang mencampurbaurkan bahasa ibu

dengan bahasa asing dalam sebuah percakapan. Sebagai sumber analisis, saya melakukan observasi di SDK 6 BPK PENABUR, khususnya dalam kegiatan belajar-mengajar di kelas. Dalam penelitian ini, saya menemukan penggunaan

code switching dari Bahasa Inggris ke Bahasa Indonesia.

Dalam menganalisis penggunaan code switching dalam kegiatan belajar-mengajar di sekolah, saya menggunakan pendekatan linguistik, khususnya Sosiolinguistik. Teori yang saya gunakan adalah teori code switching. Code switching memiliki empat belas fungsi, diantaranya: personalization, reiteration, designation,

substitution, emphasis, clarification.

Namun, tidak semua fungsi tersebut dapat digunakan dalam percakapan di kelas. Saya hanya menemukan lima fungsi code switching, yaitu personalization,

reiteration, designation, untranslatability, dan aggravating message.

Dalam percakapan antara guru dan murid, kadang guru tidak menyadari bahwa dirinya mencampurbaurkan dari bahasa ibu ke bahasa lainnya. Beberapa alasan guru menggunakan code switching antara lain adalah tidak ada kata yang tepat untuk mengungkapkan sesuatu, ingin membuat suasana yang akrab, dan ingin meyakinkan dirinya bahwa orang lain mengerti apa yang diucapkannya.

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APPENDICES

Data 1

Mr. Robert: Everybody, I will start the questions number one. What are you scared of? Are you scared of failing test or exam?

Do you understand the question? Students : Yes.

Mr. Robert: Okay, good. Are you scared of being alone? Yes or no? Who said no?

Being alone maybe in your home, in the dark, on your own, sendiri ya. Okay.

Students : Yes …

Data 2

Mr. Robert: Everybody, listen! You answer the questions. If yes, you thick yes. If no, you thick no. Ok, let’s do!

Student : Yes

Mr. Robert: What do you like? Do you like swimming? Student : Yes, I do.

Mr. Robert: Do you like school? Student : Yes, I do.

Mr. Robert: Do you like jengkol? Student : No, I don’t.

Data 3

Mr. Robert: Where is your name tag? Student : (silent)

Mr. Robert: Where is your name tag, sayang? Student : I’m sorry, Mr, saya lupa.

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Data 4

Mr. Robert: Class, listen to me! Put your name in your paper and fold your paper! Mr. Robert: What are you doing, boys?

Student : (silent)

Mr. Robert: Come on! Fold your paper, lipat! Student : Ok!

Mr. Robert: Yes, well done!

Data 5

Mr. Mark: Somebody, tell me the alphabet! Student : A.

Mr. Mark: Good! Now give four words beginning with A! Students : Apple, animal …

Mr. Mark: What else? What words begin with A? ant, aeroplane, auntie … Auntie is your mom’s sister, okay, angkot.

Data 6

Mr. Mark: All right, today we are watching a DVD! Students : Yeah!

Mr. Mark: You want to watch? Some of the students: Yes Mr. Mark: You want to watch? Students : Yes!

Mr. Mark: Everybody have fun? Students : Yes!

Mr. Mark: All right, good! I have a piece of paper for you. Okay. It has some questions. So, when you watch the DVD, you can listen and you can circle the answer. Ok!

Students : Yes

Mr. Mark: We will start with the first question. Question one, what wakes up Wallace? Wake up means when you are sleeping and you wake up. Ok!

Students : OK.

Mr. Mark: Question two, at the petrol station, petrol station, tempat mengisi bensin, OK, what does Wallace get in his cup? Okay? Do you understand?

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Data 7

Mr. Robert: Ok, class! Listen! Put your hand up! Number one! Student : The sun is behind the cloud.

Mr. Robert: Very good. Well done! Number two! No … Don’t shout! Student : The pencils are in the box.

Mr. Robert: Very good. What’s about number three, Valarie! Valerie : The glass is beside the books.

Mr. Robert: Very good!

Mr. Robert: What’s about number four, Cheryl? Cheryl : between

Mr. Robert: No…no, I want a full answer. Cheryl : (silent) …between.

Mr. Robert: Come on! Full sentence, all … semua!

Data 8

Mr. Robert: Not one word. It’s lazy, malas.

Cheryl : The scissors are between the glue and pencil. Mr. Robert: Yes, well done!

Data 9

Mr. Mark: Would you like to play? Students : Yes.

Mr. Mark: Very good! Also, it’s not a race for competition. I don’t care who finished first. I don’t want you play like this… finished, Mr.! Finished!

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I will say ten words, sepuluh kata! Are you ready? Students : Ready!

Mr. Robert: Sure? Students : Yes.

Data 11

Mr. Robert: Okay, one more minutes!

Mr. Robert: Finished? Come on! Quick …quick, cepat! Show me!

Data 12

Mr. Robert: Class, what is it? Students : Will.

Mr. Robert: Class, pay attention! We don’t use in past okay? Only for future ya? I will say a time, you give me a sentence. I will … Okay?

What do you think you will do at 1 p.m? Maybe you will go home. You have to think what you will do. Okay? What about 3 p.m? Student : I will do my homework.

Mr. Robert: Well done! What about 9 p.m? Student : I will go watch TV.

Mr. Robert: No… I will watch TV. Going when you are walking, jalan ya.

Data 13

Mr. Robert: Everybody, look and listen! Here are twenty words. Take it turns with your friend to make complete, logical sentences using two words. For

Mr. Robert: Ok, class. Put your hand up! What am I doing? Students : You are drinking.

Mr. Robert: Good. What am I doing? Students : You are reading a book.

Mr. Robert: Okay, now I need two people. Come on! Everybody, what are they doing?

Students : They are dancing.

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our teeth. You do the same ya. I with my, they with their, we with our. Okay?

Students : Okay.

Mr. Robert: Everybody, get a pen or pencil! There are two sides okay. Students : Okay.

Mr. Robert: Come on, boy! Only one word? One word?? Cepat! Come on, you can do this ya.

Student : Yes.

Data 15

Mr. Robert: Everybody, pay attention! Look and listen! On your paper, you answer the questions. If you can count to 20 in English, you write “Yes, I can” and then you draw a smiling face. But, if you can’t, you

write “No, I can’t” and you put a sad face. Ok? Just you, okay! Students : Okay.

Mr. Robert: Ok… Everybody finished? One more minutes ya.

Mr. Robert: No… wrong, salah! No… not here. It’s for your friend. Just you, not your friend. Put it here!

Data 16

Mr. Mark: What did you do yesterday? Students : I went to Kidzania.

Students : Where is Kidzania? In Bandung? Students : No… Students : Yes, in Jakarta. Students : Yes.

Mr. Mark: Do you have fun? Students : Yes.

Mr. Mark: What did you do in Kidzania? Did you get a job in Kidzania? Students : Yes…

Mr. Mark: Are you tired today? Students : No… yes…

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Mr. Mark: Have you finished? Put your hand up! Student : Policeman.

Mr. Mark: Good. What will you be? Student : Pizza…

Mr. Mark: Oh, I know, pembuat pizza, people who make pizza. Yes? Student : Yes.

Mr. Mark: You will be a pizza man one day? Student : Yes.

Mr. Mark: Okay, good.

Demographic Information

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Second language: Indonesian

Can you speak another language? I can speak a little Indonesian.

What language (s) does your parents speak? English. My father can speak German.

Where were you born? England.

How many years have you been living in Indonesia? Three years.

How many years have you been teaching at SDK 6 BPK PENABUR? Two years.

Demographic Information

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Second language: Indonesian

Can you speak another language? I can speak a little Indonesian.

What language (s) does your parents speak? English.

Where were you born? Adelaide, Australia.

How many years have you been living in Indonesia? Three years.

How many years have you been teaching at SDK 6 BPK PENABUR? Two years.

Interview questions

1. Do you code switch? If so, how often?

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Mr. Mark : No, not really. Sometimes, I switch, like if there any difficult words.

2. When do you usually code switch? Under what circumstances?

Mr. Robert: If I see the student has any difficulties then I switch to Indonesian. It’s just the way I talk.

Mr. Mark : With difficult instruction, with discipline issue. Sometimes I make a joke to show humour, but not really very often at all. But, that’s more spontaneous.

1. Mr. Robert: Something that I know, so yes. I switch this word to make sure that the students really understand ya.

2. Mr. Robert: I mean this is an Indonesian word. There is no translation in English, but I use this a lot because first, students like food. Second, they find it funny. If they find it funny, maybe it can help them learn ya. So ya, something like that, to get closer relationship. So, like if you say jengkol,”Do you like jengkol?” They seem to love it. If they love it, ya it’s good. So, I use it, and I try to use thing like that.

3. Mr. Robert: I use the word sayang for the student just has relationship. So, I make her feel comfortable ya.

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5. Mr. Mark : The reason I use angkot is … it really isn’t a … word for that in English. I could say public transportation or mini bus; in Australia

for example, I would use bus. In Indonesia usually called angkot, ya. If I use bus in Indonesia, some students will not understand what I mean. So, really big bus. Not a small angkot. That’s why I use the word angkot.

6. Mr. Mark : I switch to Indonesian because that has one word that I have trouble with. So, because that I have trouble with that word in this class, so what I do is I look at the students’ faces and if I see they don’t really understand it and their faces are not and I know that, I will explain it to make them understand.

7. Mr. Robert: Ya, it’s like I said that I want all the sentence. They have the knowledge. But they are shy to say it. So if I say, what’s this? They say “Book.” It is not, I don’t want book, I want proper English, “It’s a book.” So, it takes time to get her … ya. So, I use Indonesian, just to make things quicker.

8. Mr. Robert: I want everything and I want them … don’t be lazy, ya just trying to use different things to get them to make the correct sentence. 9. Mr. Mark : That’s in English that’s what it is. No translation, garuda is an Indonesian word, meaning it is a symbol of Indonesia. There isn’t

any translation in English.

10. Mr. Robert: Again, because … mm… for my experience ya, I can say to them do you know words and they will say yes. I say “What is it?” and they say “Okay.” So for this one, it’s the memory game. I used it to make sure that it is clear how many words the students have to write. I used it to make them understood the exact words ya,

okay?

11. Mr. Robert: The reason I switch to Indonesian, is to attract their attention to show their papers quickly.

12. Mr. Robert: Ya, I use it to explain something more clearly to the student,

okay.

13. Mr. Robert: I always explain and I always ask them but “Do they know?” they would always say yes, even if they don’t know. So, I would say “Do you understand?” and they would say “yes.” Well, okay and they’ll do nothing. So, you don’t understand and they get “No.”, but why? This is the characteristic of Indonesian students…

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14. Mr. Robert: I just want to make the student fill the questions quickly. If I know something quickly in Indonesian to say, I will use it, to attract his attention.

15. Mr. Robert: It’s the same thing, sometimes I use Indonesian code switch to say it as I want to attract then to understand, ya, because the student put his answer in the wrong place.

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CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

People use language to communicate in daily life. Language is important in the process of social interaction. Through language, we can interact with other people. Language is very important for us to exchange opinions with each other and to try to convey a meaning. Therefore, language is used to send vital social messages about who we are, where we come from, and with whom we associate.

There are many ways for people to communicate. Communication is not only in written forms, such as letters or newspapers, but also in verbal forms, such as conversation, singing, speaking, teaching activities or interaction in the classroom. This verbal form makes people share their opinion and express their feelings more easily.

Nowadays, many people use more than one language when they have a conversation. This phenomenon usually happens if people are influenced by other languages. People who usually use two languages are called bilinguals. People who are bilingual are known for their ability to code switch from one language into another language during communication. Code switching can be advantageous when people communicate to express their thoughts. According to

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Valdes-Fallis, “Code switching is the use of two languages simultaneously or interchangeably.” <http://www.ncela.gwu.edu/pubs/jeilms/vol14/duran.htm>

Code switching occurs when the speaker switches from the first language into the second language or from the second language into the first language. The first language (L1) is the language which is learned first, since babyhood. The first language is known as the primary language or mother tongue. On the other hand, second language (L2) is a language which is learned after the first language. (Gass 4)

Code switching in Indonesia is usually used by foreigners who come to Indonesia to work. They are obliged to speak a language which is different from their mother language. That is why they often switch from one language into another language. We can see the examples of code switching in a school where the teachers are foreigners. These foreign teachers talk a lot in a class when they teach their students, especially in an elementary school. In the elementary school, the students usually do not understand English very well, especially when the teachers teach in the class. In this condition, the teachers usually switch from their mother tongue to the students’ mother tongue so that the students are able to understand what the teachers have said.

The topic I choose is analysis of code switching in teaching activities in an elementary school. To write my thesis, I need some data in the form of utterances which are spoken by the teachers to the students, especially teachers who switch

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from the first language to the second language. I chose SDK 6 BPK PENABUR, at Jl. Jenderal Sudirman no. 638, because the headmaster said this school provides a high quality of the English language, having a native speaker programme that has been operating since July 2005. There are two native speakers that I observed. The speakers tend to switch the language when they are having conversations in class. The foreign teachers teach the English subjects. I observed the second grade until the fifth grade and I also interviewed the native English teachers speaking to find out the reason why they use code switching while having conversations with the students. In this analysis, the teachers’ first language is English and their second language is Indonesian.

The topic that I would like to discuss belongs to the area of sociolinguistics. According to Holmes, “Sociolinguistics is the study of the relationship between language and society. It is a study about social relationships in a community and the way people signal aspects through the language.” (1)

The subject of code switching is interesting to discuss because this phenomenon often occurs in daily conversations, whether it is used at home with family and friends or used at the workplace. Moreover, I would like to know what motivates the speakers to use the Indonesian language rather than to express their ideas in English.

People are seemingly unaware of the fact that they code switch. Therefore, knowing code switching is significant as it could help any readers to expand their knowledge and understanding of code switching. Related to the use of code switching, this study offers a more comprehensive look at the practice of code switching in teaching activities in the school.

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Besides this, I would like to know the function of code switching in the classroom based on the theory of code switching by Koziol. I am challenged to find out the function of the code switching used, and the speakers’ reason for using code switching.

1.2 Statement of the Problem

In questioning the phenomenon of code switching, I would like to find the answers to analyze some questions:

1. Which functions of code switching are used by the expatriate teachers of English at SDK 6 BPK PENABUR?

2. Why do the teachers use code switching while having conversation with the students?

1.3 Purpose of Study

Following the statement of the problem, the purposes of the study are: 1. To find the functions of code switching used by the expatriate teachers of English at SDK 6 BPK PENABUR.

2. To explain the speakers’ reasons for using code switching while having conversation with the students.

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1.4 Method of the Research

I take the following steps for the study. First, I collected data from the conversation in the class. Second, in addition to listening to the teacher’s speech, I recorded the teachers’ utterances and wrote in a notebook. I also asked the speakers why they used code switching. Third, after I found the data, I classified the data and analyzed the data by using the theory of Koziol.

1.5 Organization of the Thesis

The thesis will consist of four chapters. Chapter One is the Introduction, which consists of Background of the Study, Statement of the Problem, Purpose of the Study, Methods of the Research, and Organization of the Thesis. The Theoretical Framework is presented in Chapter Two. Chapter Three covers the Analysis of Code Switching in Teaching Activities at SDK 6 BPK PENABUR. Chapter Four gives the Conclusion of the data that have been analyzed and discussed in the previous chapter. Lastly, this thesis ends with the Bibliography, then the Appendices, which contain the transcription of the teachers’ utterances, demographic information, and also the results of the interview.

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CHAPTER FOUR

CONCLUSION

In this chapter, I would like to draw my conclusion based on the analysis that I have carries out in the previous chapter. Code switching occurs when the speaker switches from the first language into the second language. The native teachers often switch while having conversation in the class. They use English as their first language and Indonesian as their second language.

After analyzing he data, I found that there five functions of code switching which appear while the teachers are having conversation with the students. The functions are personalization, reiteration, designations, untranslatability, and aggravating message. Meanwhile, there are nine other functions of code switching that do not occur in my analysis. The native teachers mostly switched in a word, but sometimes in a phrase. I notice that a word or phrase that is switched can have more than one function.

From the 16 data that have been analyzed, I found there are two data showing the function of personalization. In addition, there are eleven data which show the function of reiteration. There is one data showing the function of designations. Besides this, there are three data which show the function of

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untranslatability. Moreover, there are four data showing the function of aggravating message.

The most common function of code switching that appears in the data is reiteration. This function is often used in teaching activities in the class. It occurs when the native teachers repeat their utterance in another language, translating exactly from the English language, or repeating for emphasis.

There is one least common function of code switching in the data, which is designations. For example, in data 3, the native teacher uses the term of endearment sayang to his student. The function of Designations is used to designate someone based on a word which is affectionate or it can also be used to call people in a negative manner.

People use code switching without being aware of it, especially in their daily conversation. The use of code switching depends on circumstances or with whom we are having a conversation. Code switching happens because people are influenced by a foreign language which usually occurs in social situations that lead them to use another language. I conclude that bilinguals often use code switching in their conversation. Sometimes they use code switching for specific purposes, such as strengthening the tone or telling a joke. The reasons for using code switching are varied. When the teacher wants to express a closer relationship with the student or make the students involved in the class, the teacher switches to another language. The use of this function can help the students to learn. It makes the students pay attention to the lessons. The reason which is used most often is giving emphasis. It is probably because the use of the Indonesian language can

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emphasize the meaning and the uses it to attract the students’ attention to the message.

In teaching activities, not all functions of code switching occur because the context of code switching is only in teaching environment, not as various as the samples in the theory. In the classroom, the native teachers that I observed used code switching, especially when they explained something that the students do not understand or if the students found difficulty about the language, or when there was no equivalent word so they switch into Indonesian. So, some functions do not occur in teaching context, for example, substitution, emphasis, clarification, objectivization, mitigating message, interjection, paranthesis, quotation, and topic shift.

This study has several limitations. There are only two native teachers that I observed because there are only two native teachers who teach in this school. If I had had the chance to observe more native teachers, maybe I could have found a greater variety of the functions of code switching. To collect data, I needed about two months. However, it was not a full two months because sometimes the school had some special programmes such as study tour, national day celebration, holiday, and exam, and sometimes there were some unpredictable situations regarding the native teachers. For example, when I came to the school, one of the native teachers did not come for two weeks because he was sick. So, I did not get the data from him. In each class it took about thirty five minutes. The native teachers did not always use code switching all the time. I needed to listen to their speech and wait until the native teachers switched the language because when they switched the language, it was more spontaneous. I could not predict when

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they would switch while having a conversation with the students. However, this data comes from spontaneous reaction from the native teachers. Therefore, it is interesting for me to observe in the school. I could find the data about code switching that I had never realized before.

For future research, I suggest that a researcher arrange a longer time for observation. If we have much time to observe, we can collect more data. In the study of code switching, I suggest using the theory of code switching by Jessica Marie Koziol for future research. According to this theory, there are fourteen code switching functions. It would also be interesting to analyze the use of code switching in teaching activities in a school. We could find the use of code switching when the teachers, especially the native teachers, are having a conversation with the students in the class. However, it would be more interesting to collect more natural data and observe such as daily conversation because there are more various contexts. Therefore, it would be possible to find more functions of code switching that co not occur in my analysis.

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BIBLIOGRAPHY

References

Echols, John. M and Hassan Shadily. An Indonesian-English Dictionary. Third Edition. Cornell University Press, 1989.

Gass, Susan M. Second Language Acquisition: An Introductory Course. Lawrence Erlbaum Associates, 1994.

Holmes, Janet. An Introduction to Sociolinguistics. Pearson Education Limited, 2001.

Koziol, Jessica Marie. Code Switching Between Spanish and English in Contemporary American Society. May 2000. St Mary’s College of Maryland. September 2006.

Electronic Publications

Toward a Better Understanding of Code Switching and Interlanguage in

Billinguality: Implications for Bilingual Instruction Luisa Duran The Journal of Educational Issues of Language Minority Students, v14 p.69-88, Winter, 1994.

<http://www.ncela.gwu.edu/pubs/jeilms/vol14/duran.htm>