T1 112010015 Full text

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Faculty of Language and Literature – SWCU 2014

THE STUDY OF CODE SWITCHING IN STORYTELLING

Eren Ratnasary

Abstract

This article reports on the use of code switching in storytelling. Eleven English Department students of 2013 participated in this research study through storytelling task and stimulated-recall interview. This study aimed at knowing the reason why the student used code switching in storytelling. This study uses qualitative method to describe the reason why English Teacher Education students use code switching and code mixing in storytelling. The result of this study indicated that students use code switching in storytelling because of lack of vocabulary knowledge, speaking anxiety while doing the storytelling, the need for facilitating of language production, the need to control the language, and absence of equivalence in the target language.

Key words: Code switching, Code mixing, Mother tongue, Storytelling, ESL and EFL

INTRODUCTION

In the Faculty of Language and Literature, the students commonly use two or three

languages. Those languages are Javanese as the native language, Indonesian as the national

language and English as a foreign language. Using English in the classroom is an obligation

for English Teacher Education students, either to communicate with the teacher and the other

students, or do the presentation in front of the class. However, in its implementation,

sometimes the students utilize code switching while communicating and presenting the

material in the classroom.

A great number of researchers have conducted a study related to the use of code

switching in EFL/ESL context with different point of view and results. According to Kao

(2009) in the field of L2, code switching is not preferable to use (p. 285). Some experts

believe that the use of mother tongue can impede L2 learning. However, many studies have

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that code switching is effective and necessary in a certain occasion (p.34). Similarly, Hamidi

and Sarem (2012) add that using code switching is not a sin and has a purpose to enhance

teaching and learning process (p.99).

The topic of code switching nowadays has a great number of interests in language

learning and teaching context. For instance, Pei-Shi’s (2012) study aims to present the use of

code switching in an English classroom. The result of the study is the teacher use code

switching to give instruction, to explain complex concept and difficult word. In addition, the

students give positive feedback on the use of code switching in EFL classroom.

Another study about code switching is conducted to reveal the function of code

switching. This study is done by Tariq et. al (2013) about the function of code switching in

bilingual classroom and involved teachers at intermediate level of government and private

colleges using surveys. The result of the study is the teachers agree to use code switching in a

certain occassion.

Similarly other study about code switching is conducted with different point of view.

The study is proposed by Hamidi and Sarem (2012) which investigates the reason behind

code switching used by students and teachers in Iranian EFL classroom. This study also

investigates the mutual effect on both side of students and teacher.

Compared to those three studies of code switching, a study about code switching in

story telling is not yet done by those three researchers. For that reason, this study is done to

investigate the reason of code switching in storytelling. Essentially, this study will reveal a

new fact related to code switching in ESL/EFL context.

As a student of Faculty of Language and Literature, they are prepared to be an English

teacher in the future. However as mentioned before, they still use code switching and code

mixing in the classroom. From this phenomenon, this study wants to investigate the reason

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about code switching in ESL/EFL context so that as a student teacher, they are able to

respond code switching’s phenomena wisely.

Hopefully, the finding of the study could give some valued contribution to the study

of Sociolinguistics. It was hoped that this study could be beneficial for the teacher regarding

the reasons of students use code switching in storytelling. For the student teachers, the result

could give a better understanding about the reason of code switching in storytelling and they

would be aware that code switching can be used in a certain occasion.

Regarding what has been mentioned before, the students of Faculty of Language and

Literature often use code switching, and this phenomenon seems to be very important to

investigate. Thus, the purpose of the study was to describe the reasons of ED students doing

code switching in storytelling. To attain this purpose, the research question to be investigated

in this study was, “Why do students use code switching in storytelling?”

LITERATURE REVIEW

This section describes theories related to the study. The theories explain about code

switching and code mixing. This section has three sub-headings: code switching in

bilingualism, code switching in communication, and the reason of code switching in

storytelling.

Code Switching in Bilingualism

Code switching in communications commonly happens. According to Hughes,

Shaunessy, Brice, Ratlif and McHatton (2006) code switching is common linguistic

phenomenon among bilingual speakers (p. 8). Code switching in bilingual community is

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Many writers and researchers propose various meanings of terms bilingualism and

multilingualism. Olugbara (2008) states people who can communicate with two languages

appropriately is considered as bilingual people. In the same way, Butler and Hakuta (2004)

explain someone who acquires the ability to utilize more than one language is bilingualism

(p.114). To sum up, Bilingual people are able to use two or more languages in appropriate

situation.

Code switching in EFL and ESL context has variety meanings as proposed by

different scholars. According to Olugbara (2008) Code switching is one kind of approach to

enhance language teaching and learning. She adds code switching is “a method for

experimenting with multiple languages” (p. 36). In the same way, Hamidi and Sarem (2012)

declare code switching provides students an opportunity to communicate and comprehend

language learning (p.95). They agree about the use of code switching in EFL/ESL classroom

because they believe that code switching could enhance learning process.

Some experts argue that code switching and code mixing have different meanings.

According to Myers-Scotton in Olugbara, (2008), code switching is an alternative language

during an interaction with different interlocutor. They go on describe that code mixing is the

use of affixes, words, phrases and clause of two different languages in the same utterance

(p.37). Similarly, Hamidi and Sarem (2012) emphasize that code switching is the use of two

languages in between utterance in a single conversation whereas code mixing is mixing two

languages in one utterance (p.93). To make it simple, code mixing also can be regarded as

intra-sentential code switching.

In the other way, for bilingual and multilingual speakers, code switching and code

mixing ordinarily happen in middle of conversation. Code switching in EFL and ESL

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alternative language nowadays is seen as a purposeful strategy in communication for students

and teacher.

Code Switching and Code Mixing in Communication

As explained before, code switching often occurs in bilingual community. However,

to make it clear, Trudgill in Bauer (2010) gives illustration about code switching from

bilingual Mexican-American speaker (southwest USA). In this conversation, the speaker

switches between English and Spanish:

Example 1: “I didn’t quit. I just stopped. I mean it wasn’t an effort I made que voy a dejar de fumar porque me hace dano o this or that.

I used to pull butts out of the wastepaper basket. I’d get desperate, y ahi voy albasurero a buscar, a sacar, you know?”

However, in the other illustration of code mixing is proposed by Chung (2006) about

the videotaped of her family (Korean) who live in USA has different way from above

conversation in using code switching. The videotaped is conducted after dinner until bed time

for 3 hours long:

Example 2: Um-ma(Mommy), piano sunsang-nim (teacher + suffix of honor) asked me to bring the Bach book next time; would you find it for me? (p.299)

From example 2 it can be seen the differences between code switching and code mixing.

When example 2 shows that the speaker mixing the language in the same utterance, example

1 shows that the speaker uses two languages between utterances.

Reason of Code switching in Storytelling

Story telling is an activity that is used in language classroom. Storytelling is telling

story which could be done by both teacher and student. He goes on that storytelling can be

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For some reason, storytelling is favorable for learners because they are already

familiar with story. In the same way, National Literacy Trust adds that stories are preferable

for children of all ages especially being read aloud, particularly for older age groups. That is

why storytelling is often used in ESL/EFL classroom to enhance learning process.

Many experts have proposed the reasons of people doing code switching both in

sociolinguistic aspect and pedagogical context. However, the reason of people doing code

switching in pedagogical context is slightly different with sociolinguistic context. There are

several reasons students use code switching in their performance of learning a language such

as:

Lack of Vocabulary Knowledge

Many experts believe that the use of code switching is due to lack of vocabulary

knowledge. It generally happens when students learn another language. When students do not

have enough knowledge of vocabulary in the second language, they try to use their primary

language to fill the gaps. Thus, code switching is a method to continue the flow of the

communication process. Hughes et.al (2006) described a continuum of code switching

between “Low and High Second Language Ability” student. Low second language ability

students mix/switch languages due to lack of vocabulary knowledge meanwhile high second

language ability students use code switching with ease. They go on explain that long pauses

for student with lack of vocabulary knowledge meant that they did not switch and mix the

language freely or unconsciously rather indicated word searching and retrieval difficulties.

Speaking Anxiety

Speaking anxiety is a very common problem which related to the students

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feel comfortable communicating in the target language in front of others. They were fear of

bad image from their friends and teacher. As a result students would feel nervous, fear of

making a mistake, and uncertain in using the target language.

Students use code switching to help them communicate effectively, especially when

they experienced speaking anxiety. According to Ochi (2009), the use of L1 can eliminate

affective barrier and diminish anxiety which could impact on students’ motivation in L2

performance (p.126). Students who faced anxiety problem might use their L1 in order to keep

themselves in comfortable zone while using L2.

As a Facilitation of L2 Production

Even though it is often said English is best taught monolingually in ESL/EFL

classroom, many experts are against this belief. They claimed the use of students’ L1 can

enhance English acquisition. Bouangeune (2009) declares that students can use L1 as a

foundation to build L2 structures (p. 186). That is why generally students still used their

mother tongue to support second language learning. Ochi (2009) also emphasize that L1

plays important role in facilitating L2 production and enhancing students’ motivation in

speaking skill. Both the experts claim that the use of L1 and L2 interchangeably can help

student learning language.

Language control

Common problem faced by bilingual speakers is that they cannot control their

language. This phenomenon happens as long as the environment accepts the languages used

by the speaker. Weinreich in Bialystok (1991) claims adult code switch is an evidence of a

lack of control in maintaining language separation (p. 146). Similarly, Obiamalu and

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Subconsciously means that the speakers are not aware that they used code switching in their

conversation. Thus, when code switching becomes habit, it will be difficult to change.

Absence of equivalence

Bilingual speaker can freely choose the language that they want to use in his/her

conversation. However, there is an underlying reason that bilingual speaker used code

switching in their conversation i.e. there is no equivalent word in particular language. For a

bilingual speaker, they would utilize particular language because some words cannot be

translated to another language. As Saville-Troike in Natalia (2011) explain that switching

back to mother tongue for unsatisfied expressions which will lose the true meaning of the

word if it is replaced into other language is common.

THE STUDY

Context of the Study

This study used qualitative method. This study described about the reason why ED

students used code switching in storytelling. The setting of this study was Satya Wacana

Christian University. This study was done in Faculty of Language and Literature in Satya

Wacana Christian University because it was available to do a research and easy to be

administered.

Participant

Eleven English Teacher Education students of 2013, male and female aged from

18-19 and had experienced learning English for at least 9 years were involved in this study. This

research used convenience sampling technique. According to Latham (2007) convenience

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were asked when they were available, agree and ready so it would be easier in collecting the

data.

Data Collection Instrument

The instrument of this research was stimulated-recall interview. Rodgers and Nunan

in Zacharias (2013) explained that stimulated recall interview was a technique in which the

researchers asked the participant to review something related to the transcription result (p.

72). This study used stimulated-recall interview because by giving the result of storytelling

transcription to the participant, they were aware of which word and sentences that they

switched and mixed when doing storytelling.

Data Collection Procedures

In the first phase of interview, the student who was available to be the participant was

asked to do a storytelling to his or her friend. Before they did the storytelling, they were

shown some pictures which were very familiar such as: Malin Kundang, Timun Mas, Snow

White, Cinderella, Bawang merah and Bawang Putih, The Legend of Tangkuban Perahu, The

Legend of Jaka Tarub, The Beauty and The Beast, Ariel the Little Mermaid, Jack and the

Beanstalk, The Little Red Riding Hood, Aladdin. Then, theywererequested to choose one of

those pictures. Next, they were asked to tell the story based on the picture to his/her friend

and their storytelling was recorded.

It was continued with stimulated-recall interview as the second phase.

Stimulated-recall interview meant the participant who did the storytelling would be shown the

transcription of their story. From the result of storytelling transcription, they could see which

words and sentences that they switched and mixed. After that, they were asked about the

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Faculty of Language and Literature – SWCU 2014 Data Analysis Procedure

After gathering the data, the records were transcribed using clean transcription which

was focus on the content only. After that, the data were coded by developing the initial

themes from existing theories; lack of vocabulary knowledge, speaking anxiety from, the

need for facilitating the language production, the need to control the language, and absence of

equivalence in the target language. After the data were classified and grouped according to

the themes that had been set up, the data were inputted in a table to see which theme came up

with the highest percentage.

After creating the visualization of the data, the data then were analyzed qualitatively

using categorical content analysis. “Categorical content analysis is analyzing the data by

focusing on common themes across the participants” (Zacharias, 2013, p. 134). In categorical

content analysis, the data was organized by initial themes.

FINDINGS

The following section presents the result of data analysis about code switching and

the reasons of doing code switching in storytelling. The participants’ answers about the

reasons of doing code switching were classified into five themes; lack of vocabulary

knowledge, speaking anxiety, facilitating L2 production, language control and absence of

equivalence. These themes were derived from existing theories from some studies such as;

Tariq et. al (2013), Ochis’s (2009), Bialystok’s (1991) and Natalia’s (2011) studies related to

this research.

Code Switching and Code Mixing in Storytelling.

The subjects in this study were bilingual speakers, the first year students of English

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storytelling as the first phase of getting the data. Before they did the storytelling, they were

given some pictures to choose. Some of the pictures were based on popular stories which

were very familiar to them such as Malin Kundang, Timun Mas, Snow White, Cinderella,

Bawang merah and Bawang Putih, The Legend of Tangkuban Perahu, The Legend of Jaka

Tarub, The Beauty and The Beast, Ariel the Little Mermaid, Jack and the Beanstalk, The

Little Red Riding Hood, Aladdin, so that they would not get confused in doing the

storytelling.

In analyzing the occurrences of code switching, this study referred to Hamidi’s and

Sarem’s (2012) description that code switching was the use of two languages between

utterance in a single conversation whereas code mixing was the use of two languages within a

sentence or utterance (p. 92-93). Figure 1 below shows the finding of frequency of code

switching and code mixing in storytelling from eleven participants.

Figure 1. Frequency of code switching and code mixing

A total of eleven stories were analyzed for occurrences of code switching and code

mixing. The proportion of code mixing was 95% while code switching was 5%. This was

very common since the participant had already learnt English for almost 9 years, hence they

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To illustrate, see the differences between code switching and code mixing below.

These examples were taken from participant 1 talking about Timun Mas and participant 6

telling about the story of Cinderella.

P1: Then, the mother asked for a child to the giant monster. Akhirnya si

ibunya itu punya anak…ee.. anak nya lahir itu seorang wanita. Then, they give name to her Timun Mas.

P6: Her step mother has two daughters. They are very mean to Cinderella. They menjadikan Cinderella as a maid.

The example from participant 1 was regarded as code switching meanwhile the other

was code mixing. It could be seen that participant 1 used two languages between sentences or

utterances whereas participant 6 utilized two languages within a single utterance.

The reasons of code switching in storytelling

In the second phase after the participants were asked to do the storytelling, they were

requested to answer questions in a stimulated-recalled interview. In the interview, they were

given the result of storytelling transcription and asked to read the transcript. To demonstrate,

see the transcription from participant 1, a story of Timun Mas which she told to her friend:

P1: Oke here I’m going to tell you about a folktale, about Timun Mas. So once upon a time, there lived a couple, just said couple and they have no child. In their village, ada seorang.. eh bukan ada seorang! Ada sebuah cerita that became seorang gadis yang cantik di desanya…

After the participants read the transcriptions, they were asked some questions eliciting

the reason of doing code switching in their storytelling. Based on the interview, there were

five reasons affecting the use of code switching and code mixing in their storytelling. Figure

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mixing in storytelling and those factors were; lack of vocabulary knowledge, speaking

anxiety, facilitating L2 production, language control and absence of equivalence.

Figure 2. Reason for code switching and code mixing

Figure 2 indicates that lack of vocabulary knowledge was the highest percentage as

much as 59% and followed by speaking Anxiety, 19%. Another reason found that the

participant utilized Bahasa Indonesia to facilitate the language production, with 11%, lack of

language control, 9% and absence of equivalence, 2%.

Lack of vocabulary knowledge.

Based on Figure 2, the participant did code switching and code mixing because they

lacked vocabulary knowledge, as much as 59%. Participant 1 was asked to tell a story and she

chose to tell a story about Timun Mas to her friend. She was informed to use English while

doing the storytelling of Timun Mas.

P1: ….there is a giant, giant what? Giant monster? Giant monster live behind the mountain and he can grant any wish but with ee….tumbal or whatever…..

Another example of storytelling was from participant 3. She was telling about the

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P3: Snow white is beautiful so they don’t want to buried her and so they keep Snow White in a glass, a…in a…peti ya.

From their storytelling, participant 1 and 3 used code mixing because they found

difficulty in the middle of their story. It also could be seen from their long pauses before they

finally used some words in Indonesian to compensate for their failure of recalling English

vocabulary.

When they were asked about the reason of doing code switching and code mixing,

participant 1 remarked;

P1: Karena jadi secara umum adalah karena saya gak tahu bahasa inggrisnya kakaknya. Jadi dari pada aku buat bahasa Inggris yang ngawur-ngawuran, jadi mending aku pake bahasa Indonesia aja.

Basically, I don’t know the English vocabulary. It’s better I used Bahasa Indonesia than used English which did not have any sense.

In participant 1’s statement, we could discover that she used Bahasa Indonesia when

she did not know the vocabulary in English as she did not want to make any sentence

haphazardly. Participant 3 supported participant 1’s idea about the use of code mixing and

code switching:

P3: Actually I don’t know the English vocabulary….cuman ya soalnya kata-kata itu enggak terlintas dalam pikiran dan yang terlintas hanya yang itu, jadi nya pake bahasa Indonesia aja.

The thing is that the word did not appear to my mind and the word peti

was the word that I can think of at that time, so I ended up with using Bahasa Indonesia

Participant 3 explained that she mixed her language because she did not know the

vocabulary of “peti”. She had tried to think about the English of “peti” but then came up

with saying “peti” because “peti” was the only word that she could think at that time.

Actually, while doing the storytelling, the participant had already tried to use English

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to recall some word in English that they wanted to use. It could be seen from their long

pauses before they came up with utilizing L1.

Furthermore, participant 2 explained why she used code switching and code mixing in

her storytelling:

P2: ….kan tetep jadine lupa gitu… tapi seharuse isa nek diganti pakek kata lain gitu tapi mungkin jik ndak kepikiran.

….I forget the word…. The word that I forget should be replaced by another word but I still cannot think of it.

Interestingly, from participant 2’s confession, long pauses indicated that the student

was searching another verb to replace the word that she did not know in English. At the

moment of speaking, student experienced difficulty in memorizing the word that she wanted

to use. Hence she was trying to use another verb to replace the verb that she did not know.

However, she was still failed to find an appropriate English vocabulary and ended up with

using Bahasa Indonesia.

This kind of difficulty was very common for learners while communicating using the

target language. This study showed similarity to Tariq et.al (2010) study at the use of code

switching in EFL/ESL context. For example, bilingual often faced difficulty in using

appropriate vocabulary especially at the moment of utterance. Hence to make their

communication going on they used code switching and code mixing. This study also had

similarity with Hughes et.al (2006) study that students with lack of vocabulary knowledge

would show long pauses before they switched and mixed to another language.

Speaking Anxiety

Speaking activity in the classroom was important to increase students’ language

fluency however many students could not avoid speaking anxiety. It was showed by the

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they faced speaking anxiety while performing the language practice. Speaking anxiety was

learners’ negative behavior in using the target language. This behavior included uncertainty,

fear of making mistake and nervousness. Participant 5 pointed out that:

P5: Kadang tu kan kalo kita perform in front of the others kita tu jadi apa namane kadang tu grogi, aku kan emang orang nya tu grogian,

experienced speaking anxiety, they suddenly used code switching.

Another participant remarked her reason of using Bahasa Indonesia,

P1: …bingung nya tu kalimatnya ibunya punya anak, have a child tapi kayaknya gimana gitu, gak berani jadi pakek bahasa Indonesia aja….Spike forest (hutan berduri)?.... itu juga aku gak yakin masak spike forest? mending pake bahasa Indonesia saja. Melewati itu mikirnya through, tapi takutnya salah jadi melewati saja.

I’m confused to say that, “have a child?” But I’m not certain that’s why I used Indonesian…. Spike forest? I’m not sure too, is it right to say spike forest? I used Indonesian instead.… I thought it was “through” but I’m afraid that was not right so I just said it in Indonesian….

In this case, participant 1 was not feeling nervous in performing the storytelling, but

she was not sure to say some words in English. She was afraid of making mistake while

doing the storytelling. She then switched and mixed to Bahasa Indonesia to say something

that she was not certain in English.

This finding seems consistent with another study. Gregersen in Keramida (2009)

argued that “anxious students usually focus on form rather than content” (p.41). Based on

participant 1’s comment, she seemed afraid to make a wrong form such as have a child, so

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found that students tend to show their negative behavior while performing foreign language.

Hence, students used their mother tongue when facing speaking anxiety in speaking English.

As a Facilitation

Some participant admitted that they relied on their mother tongue while using the

target language. The result showed 11% is the frequency of using Indonesian to facilitate

language learning.

When asked for the reason why the participant used code switching, she said,

P2: Karena biar tahu artinya. Jadi pertamane mungkin nginget-nginget dulu apa misalkan kayak.. kayak kita tahu bahasa Indonesianya terus tiba-tiba langsung tahu bahasa Inggrisnya apa…. Sebelum buat bahasa Inggris kan kita musti kadang mikirke bahasa Indonesiane apa sik…. Menghilangkan kegugupan mungkin.

To know its meaning in English. Firstly, I recalled the word in Indonesian, and then suddenly I know the English…. Before I made English sentence, I have to think the Indonesian first…. To reduce my nervousness.

Furthermore, participant 10 supported participant 2’s idea about utilizing code

switching, he described:

P10: Jadi aku udah punya bayangan di pikiran.. jadi Bahasa Indonesianya dipikiran terus nanti aku buat Bahasa inggrisnya.

So I have thought it in my mind… so I think in Bahasa Indonesia first then I make the English

For foreign language learners, first language was important as a source language

when producing the target language. Based on the data above, the participants stated that she

used Indonesian to recall the English vocabulary. Participant 2 also described L1 helped her

to build less-threatening feeling in comprehending and producing L2. Here, the finding

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Ochi’s (2009) study showed similarity with this research that L1 could support and

facilitate L2 output. Another similarity was that L1 could remove learning anxiety which was

faced by the students in communicating the target language.

Language Control

A common habit for bilingual speakers was, they cannot control the language that

they possessed. It generally happened since they were not aware in switching or mixing the

language. From Figure 2, we could see that lack of language control reached 9%.

To illustrate, look at the example of storytelling below from participant 4’s story

about Cinderella;

P4: …and then Cinderella went to the party with beautiful gown… with the car, but… not but sih… in the palace….

Another Example of storytelling from participant 10 about Malin Kundang;

P10: …frustrated why his only son… eh only child denied nah denied her and then….

Based on those examples above, they were doing code mixing using some Bahasa.

Indonesia phrases such as sih… and nah… when they were asked the reason of code mixing

for those phrases, they answered;

P4: Itu mungkin karena budaya ya.. atau tradisi… mungkin itu terbawa aksen nya.

I think because of my culture or tradition in speaking Indonesian… Indonesian accent was taken along.

P10: Keceplosan… we are Indonesian…

I did that subconsciously… we are Indonesian…

The participant admitted that they were doing code mixing of that phrase because they

were not aware since they had became accustomed to those phrases. As a bilingual people,

we sometimes used two languages subconsciously since communication was spontaneous

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mixing could not be avoided. This study was similar to Obiamalu and Mbagwu’s (2008)

study that for Igbo-English bilingual code switching was a habit and happened

subconsciously and this kind of habit was difficult to change.

Absence of Equivalence

There were some possibilities that bilinguals used code switching due to no

equivalence of some phrases that they wanted to say and this reason reached 2%. They might

think that the use of particular word in L2 and vice versa could not express their true feeling.

It was true that some words cannot be replaced by another language. For example in the story

telling of Timun Mas, Participant 1 remarked;

P1: One is ee…salt, ….thethird one is ee… terasi.

From the participant 1’s storytelling, the participant used code mixing when she said

“terasi.” Timun Mas basically was an Indonesian folktale. Therefore, some of the vocabulary

used in the story did not have any equivalence. The other possibility to say the word “terasi”

was by giving an explanation about terasi itself. Terasi was condiment made by pounded and

fermented shrimp or small fish (Dictionary). However, this kind of explanation could be

difficult to say in the middle of storytelling. Hence the participant chose to say the word

“terasi” in Bahasa Indonesia because it could not be replaced by another language. When

asked why the participant used Bahasa Indonesia for word Terasi, she described;

P1: …jangan membuat bahasa Inggris yang gak ada di negaranya. Do not make any word which doesn’t exist in English

This finding was similar to Natalia’s (2011) study. She analyzed mixed language in

Empat Mata show. She gave more attention to the presenter, Mr. Tukul who usually did code

switching and code mixing. Therefore, this study and Natalia’s (2011) show similarity that

some words in L1 could not be translated into another language because the word would lose

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Faculty of Language and Literature – SWCU 2014 CONCLUSION

This study aimed to know the reason why ED students of 2013 use code switching in

storytelling. This study found that the most frequent reason was lack of vocabulary

knowledge. Hence, it is explained that lacked of vocabulary knowledge as the most problem

faced by foreign language learners.

However, other facts reveal. Facing speaking anxiety while doing the storytelling was

the reason influence student to utilize code switching and code mixing. The students also

admitted that they used code switching because they believed code switching could facilitate

their speaking and remove learning anxiety. This study also found that students’ language

control and absence of equivalent word in the target language made them had to switch and

mix their languages.

This study conclude that the most frequent reason of students used code switching

because lacked of vocabulary knowledge in speaking English. Therefore, this study suggests

that to increase students’ vocabulary knowledge, the teacher should give more focus on

vocabulary learning. If it is possible, the faculty should open a vocabulary building class

which is focus on enhancing students’ vocabulary knowledge. Another suggestion for

students, they have to do independent learning such as reading and listening to English, since

reading and listening a lot is very effective in building vocabulary knowledge.

This research is not abroad and the result cannot be generalized since it is done in one

university and only involved eleven students (all of them were English Teacher Education

students of Satya Wacana Christian University) as an object of this research. It is hoped that

further research has to consider amount of the participant and participants’ language

proficiency.

Further research investigating the reason why students use code switching in speaking

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context. Any research about code switching is needed in order to know if and how code

switching is necessary or unnecessary in a certain occasion so that the students and teachers

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Faculty of Language and Literature – SWCU 2014 ACKNOWLEDGEMENT

First and foremost, praise and thanks goes to my God, ALLAH S.W.T for the wisdom

and many blessing undeservingly bestowed upon me during this research project. Secondly, I

would like to express the deepest gratitude to my supervisor Pak Gusti Astika and my

examiner Bu Maria Eko, for the useful feedback, suggestion and tremendous patience during

the research and thesis writing. Without his and her guidance this thesis would not have been

possible. Furthermore, I would like to show my greatest appreciation to my beloved parents,

Edy Wagino and Rumini, for my sister and brother, Nimas Intansary, Annisa Mutiarasary and

Humaam Maimun Syarif, thank you for turning my fears of failure into desire to success.

Lastly, for my friends Laras, Nanda and Jiwa, for my participants, all teachers and staffs in

ED and TENNERS, without them it is impossible to get all the knowledge and experience at

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Faculty of Language and Literature – SWCU 2014 References

Alterio, M. (2003), Using Storytelling to Enhance Student Learning. The Higher Education Academy, no pages. Retrieved December 8, 2013, from http://www.vision2lead.com/Storytelling.pdf

Bauer, R. S. (2010, November). Code Switching and Code Mixing. Presentation presented at meeting on the History and Structure of Cantonese, Hong Kong, China. Retrieved March 28, 2014, from http://www.google.com

Bialystok, E. (1991). Language Processing in Bilingual Children. Australia: Cambridge University Press.

Bouangeune, S. (2009). Using L1 teaching Vocabulary to Low English Proviciency Level Students: A Case Study at the National University of Laos. CCSE English Language Teaching Journal, 2, 3, 186-193. Retrieved March 17, 2014, from http://www.ccsenet.org/journal.html

Butler, Y. G., & Hakuta, K. (2004). Bilingualism and second Language Acquisition. In Bhatia, T. K., & Ritchie, W. C, The Handbook of Bilingualism (p.114-144). Blackwell Publishing Ltd. Retrieved October, 17, 2013 from http://www.ehu.es/HEB/Mikel/Adam%26Mikel_Master2011_12/Lecture%208%20bib lio/The_Handbook_of_Bilingualism_chapter5.pdf

Chung, H, H. (2006). Code Switching as a Communication Strategy :A Case Study of Korean-English Bilinguals. Bilingual Research Journal, 30:2, 293-307. Retrieved

October 17, 2013 from

http://www.polydromo.gr/httpdocs/files/Epistimoniko/ekpaideysh_goneis_/HaesookHa nChung_CodeSwitchingInFamily.pdf

Hamidi, H., & Sarem, S. N. (2012). A Closer Look at Some Reasons behind Code-Switching: A Case of Iranian EFL Classrooms. ELT Voices – India, 2, 5, 90-101. Retrieved March 17, 2014 from http://eltvoices.in/Volume3/EVI_31_9.pdf

Hughes, C. E., Shaunessy, E. S., Brice, A. R., Ratliff, M. A., & McHatton, P. A. (2006). Code Switching Among Bilingual and Limited Proficient Student: Possible Indicators of Giftedness. Journal for The Education of the Gifted, 30, 1, 7-28. Retrieved March 17, 2013 from http://jeg.sagepub.com

Kao, M.-y. (2009). Functions of Code-switching in Second and Foreign Language Classroom. 遠東學報第二十六卷第二期 , 283-290. Retrieved November 26, 2013 from http://www.feu.edu.tw/adms/aao/aao95/jfeu/26/2602/260211.pdf

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Journal of African Studies, 5, 27-39. Retrieved March 23, 2013 from http://www.ajol.info/index.php/og/article/download/52324/40949

Ochi, Y. (2009). The Role of L1 in Facilitating L2 Production. The Journal of the japan Association fot Interpretation Studies, 9, 123-140. Retrieved February 10, 2013 from http://jaits.jpn.org/home/kaishi2009/pdf/10-ochi.pdf

Olugbara, C. (2008). The effects of isiZulu/ English Code Switching as a Medium of

Instruction on Students’ Performance in and Attitudes toward Biology. Thesis Dissertation, University of Zululand. MA dissertation thesis. Retrieved October 17, 2013 from http//www.google.com

Pei-shi, W. (2012). Code-Switching as a Strategy Use in an EFL Classroom in Taiwan. US-China Foreign Language, 10, 10, 1669-1675. Retrieved November 26, 2013 from http://www.google.com

Salmons, J. (2006). Storytelling & Collaborative E-Learning. Resources for Educators, 3-15.

Storytelling tips. (n.d) Retrieved December 8, 2013, from

http://www.literacytrust.org.uk/assets/0000/0865/Storytelling_tips.pdf

Tariq, A. R., Bilal, H. A., Abbas, N., & Mahmood, A. (2013). Functions of Code Switching in Bilingual Classrooms. Research on Humanities and Social Science, 3, 14, 29-34. Retrieved October 10, 2013 from http://www.iiste.org

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Faculty of Language and Literature – SWCU 2014 Appendix

Here is one of the storytelling and stimulated-recall interview transcription:

˜ Storytelling˜

A: Oke. So you choose Cinderella’s picture. Before you start your story telling, what do you think, what they are doing?

B: They are happy!

A: Please tell the story about Cinderella to your friend and ee.. just relax hehe.

B: Cinderella is a maid of.. actually she’s not maid but she’s daughter. She has .. apa sih ibu tiri? Oh ya step mother and her two step sister and then her father is passed away.. eh? Ya. So a.. he.. eh she.. didn’t have apa ya? She sebatang kara. Ya.. ya.. and then her step mother and her step sister always bullied him and ya. Bullied him. Like maid. And then one day, oh ya Cinderella has friends it’s a mouse no, some mouse and some birds and ya the animals.. her friends just animals. One day the prince have apa sih?.. would like to apa sih?.. mencari jodoh! And then he held a party in his castle and all of the woman in the.. in that place invited to the party. And but her step mother and step sister didn’t allow her to the castle and in the day after party Cinderella left alone in the house. And his step mother and step sister go to the castle to the party. And but Cinderella really wants to go there but she didn’t have dress to go in there and ya. And suddenly there was ibu peri. Ibu peri ya. And fairy mother ya?

C: Ya

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Faculty of Language and Literature – SWCU 2014 C: The magic is disappear?

B: Ya ya.. the magic is disappear. and in the next day the prince want to find out the.. find out a who she really is. Because she didn’t have time to.. eh because he didn’t have time to ask Cinderella’s name.. ya.. and she search around that place and she .. and he.. arrived in the Cinderella’s house and after he tried to put it in the her two step sisters but no one apa sih? .. no one apa.. cukup. Sepatunya cukup. Ya itu terus but Cinderella is locked in her room. So that by her step mother. so that she cannot try that shoes but her friends help her . ya the animal. The mouse help her. they took the key of her step mother and then Cinderella can out of her room. And apa sih? Makai sepatunya.. and it fits well to her and even he have another pairs of his shoes ya. And then ya the prince and Cinderella and they married and they lived happily ever after.

A: Yeay! You made it.. sampe sebelas menit tuh.

B: Ya karna itu.. apa.. e.. kadang tu ada kata yang.. jadi tu sebenernya tu tau tapi tu tiba-tiba tu ilang gitu lo.

A: Tapi sebenernya kamu tau enggak vocab ini sebenernya? (*vocabulary in Bahasa Indonesia)

B: Ada beberapa yang tau ada yang enggak.

A: Nah kamu kan bilang ada yang tau ada yang enggak. Bisa tunjukin enggak mana yang tau mana yang enggak?

B: Apa ya.. kalo ini ( she points at ibu tiri) step mother. Ini (she points at sebatang kara) alone bukan?

A: Oh.. ya.. alone I think. Selain itu?

B: Mencari jodoh itu lupa apa enggak ya? Haha.. enggak tahu kayaknya. Ibu peri aku lupa. Kereta kuda itu.. horse.. horse.. horse.. cart apa ya? Apa ya enggak tahu.. enggak tahu.. more than twelve (she points at udah lebih dari jam dua belas). Sepatu kaca ituapa ya? Lupa.. eh enggak tahu..

A: Jujur aja gak papa.

B: Enggak tahu.. tapi tu mesti kalo ,, kadang tu gini, mesti kalo udah di nganu bahasa inggrisnya terus jadi “ oh iya” gitu lo ( she means that if the vocabulary in English had been told, she then remembered it)

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B: He’em.. tapi apa gak tahu ya? Haha aku juga bingung

A: Terus kalo yang ini? (points at cukup)

B: Fit. Fit the shoes

A: Kalo yang ini? (ponit at makai sepatunya)

B: Wear.. wear the shoes haha

˜˜˜

A: Jadi karna masih ada pertanyaan makanya aku tanya lagi. Kan kamu bilang, kadang tu ada yang sebenernya tahu tapi tiba-tiba ilang itu maksud nya gimana?

B: Ya jadinya tu lupa gitu lo.

A: Ok. Apa sih faktor yang menyebabkan kamu lupa?

B: Kan grogi waktu itu.

A: Kenapa grogi?

B: Gak tahu haha.. ya kalo diliatin grogi gitu.

A: Ok. Mm. Bentar aku mau tanya kayak yang ini nih kan kamu bilang “enggak tahu.. tapi kalo udah di dikasih tahu bahasa inggrisnya terus jadi “ oh iya”. Nah sebenernya faktor nya itu pa? Kenapa bisa begitu?

B: Apa ya? e...Gak tau .. mungkin karna gara-gara jarang di pakek sehari-hari gitu.

A: Ok. Thank you.