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Maranatha Christian University
ABSTRAK
Di dalam tugas akhir ini saya menganalisis alih kode (code-switching) yang termasuk dalam kajian Sosiolinguistik. Alih kode terjadi karena adanya pengalihan dari satu bahasa ke bahasa yang lain. Dalam hal ini, dari bahasa Inggris ke bahasa Indonesia. Teori alih kode yang saya pergunakan adalah teori Liu Ai Chun, Anna Flyman Mattson dan Niclas Burenhult. Kemudian, saya menganalisis topik ini lebih lanjut dengan mengklasifikasikannya menurut alasan atau tujuan si penutur.
Untuk penerapan teori tersebut di atas, saya menganalisis sejumlah data dari perkuliahan Grammar: Adjective Patterns pada periode bulan Februari 2012-Juni 2012. Berdasarkan sejumlah data yang saya peroleh, saya menemukan banyak alih kode yang diucapkan oleh si penutur.
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Background of the Study ... 4
Statement of the Problem ... 4
Purpose of the Study ... 4
Method of the Research ... 4
Organization of the Thesis ... 5
CHAPTER TWO: THEORETICAL FRAMEWORK ... 6
Liu Ai Chun’s Theory ... 7
Anna Flyman Mattsson and Niclas Burenhult’s Theory ... 12
CHAPTER THREE: ANALYSIS OF CODE-SWITCHING BY A LECTURER IN GRAMMAR: ADJECTIVE PATTERNS CLASS AT THE ENGLISH DEPARTMENT, FACULTY OF LETTERS, MARANATHA CHRISTIAN UNIVERSITY ... 15
CHAPTER FOUR: CONCLUSION ... 28
BIBLIOGRAPHY ... 34
APPENDICES ... 36
Transcript of Grammar: Adjective Patterns class... 36
Table 1. Code-switching data ... 52
Table 2. Code-switching of Repetitive function ... 72
Table 3. Code-switching of Socializing function ... 80
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Maranatha Christian University
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Indonesia has different cultures and languages; therefore, Indonesian people mostly can speak more than one language. Generally speaking, people who can speak more than one language often use code-switching. Usually the languages that people of Indonesian can speak are their native language and the national language. For example, people who come from West Java are likely to speak Sundanese and Indonesian.
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Maranatha Christian University Grammar is one of the difficult subjects in the Faculty of Letters. This case also happens in Grammar: Adjective Patterns, which is taken by students of the fifth semester. In Grammar: Adjective Patterns, many students take this subject more than once because they find that Grammar: Adjective Patterns is different from the previous grammar classes. The students find that the material of Grammar: Adjective
Patterns is more complicated.
The lecturers from the English Department are expected to use English when they teach grammar. However, sometimes lecturers use code-switching to make it simpler and easier for the students to grasp. They switch from English to Indonesian. I also agree that teaching a difficult subject such as Grammar, code-switching is necessary to help students understand better. The use of code-switching also prevents misunderstanding between lecturers and students. When a teacher switches to Indonesian, he or she can help the students who lack English vocabulary when they learn Grammar because the first language of the lecturers and the students is the same.
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Maranatha Christian University the other hand, the students are native speakers of Indonesian who have learned English for years.
I choose code-switching as my topic because code-switching is an interesting topic to discuss. Users of code-switching can have different purposes which results in different effects. Hence, I would like to find out some reasons or purposes behind the speaker using code-switching. Specifically, I am interested in observing the use of code-switching in the classroom, which is rather different from the code-switching in everyday communication.
In this thesis, I want to observe the lecturer’s use of code-switching in
Grammar: Adjective Patterns class, which was held in odd semester of the academic
year 2011/2012. The theory that is used to analyze the code-switching in this study is specifically taken from the study of Liu Ai Chun, who classifies the reasons for doing code-switching into five types: “a) For compensating the teacher’s linguistic incompetence and insecurity, b) For ease of expression, c) For translation of new and unfamiliar words and expressions, d) Repetitive function, and e) Socializing function”(Liu 1) and Anna Flyman Mattsson and Niclas Burenhult’s research, which classifies the reasons for doing code-switching into five types: “linguistic insecurity, topic switch, affective function, socializing function and repetitive functions.” (Mattsson and Burenhult 3)
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Maranatha Christian University become aware of the effects when they use code-switching while teaching the students. As a result, they can know when to use code-switching effectively. It also helps the lecturers to realize that the use of code-switching is helpful for them when they have to explain certain topics in class. From the use of code-switching, we can identify which one is necessary and which one is not. For the students, they become understand the message better and they also become aware that when their lecturer uses code-switching, he or she has some purposes behind the use of code-switching.
(702 words) 1.2 Statement of the Problem
In this thesis, I would like to discuss the following problems:
1. Which expressions in the lecturer’s utterances indicate code-switching? 2. What are the lecturer’s reasons for performing the code-switching?
1.3 Purpose of the Study
Based on the statement of the problem, the purposes of the study are:
1. to identify the expressions in the lecturer’s utterances that indicate code-switching. 2. to analyze the lecturer’s reasons for performing the code-switching.
1.4 Method of Research
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Maranatha Christian University in the forms of Indonesian sentences or phrases that the lecturer uttered in the Grammar class into the lecturer’s reasons. Third, I verified the transcript and interviewed the lecturer to find out her reasons for using code-switching in her Grammar class. Then I analyzed the data by using the theory of code-switching functions. Finally, I wrote my thesis.
1.5 Organization of the Thesis
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Maranatha Christian University
CHAPTER FOUR
CONCLUSION
After analysing this topic, I arrive at some conclusions. After recording, interviewing the lecturer and doing the analysis of the lecturer’s utterances, I find out that the lecturer has performed code-switching, which according to some theories belongs to several types of function. Moreover, the code-switching in the
lecturer’s utterance has different purposes.
From the data that I have analyzed, I find that most of the data show the code-switching because the lecturer wants to deliver her explanation well to the students so that the students will understand better what she has said before.
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Maranatha Christian University The findings show that the most frequently function which happens in the
Ms. Trisnowati Tanto’s utterance is Repetitive function. I conclude on the whole
that repetitive function is used for clarification of the material. Repetitive function is used in order to emphasize the same message which was uttered in L2. Her utterance contains repetitive function because she wants the students to listen to her when she is explaining the material. She repeated her explanation from English to Indonesian to convey the same idea or message. In this case, I would like to give an example taken from data 5 when she was explaining the difference between main clause and subordinate clause. It is known that in our culture, people usually do not dare to ask questions. I conclude that she wants to make sure that the material is delivered well by repeating the same message in both languages, L2 (English) and L1 (Indonesian).
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Maranatha Christian University I would also like to point out that there are eleven data showing the code-switching belonging to Socializing function. I conclude on the whole that socializing function is used for encouragement of feedback from the students. It occurs when she wants feedback from the students. She does not want her students be passive in class. As she thinks that the material is quite difficult, she uses switching because she wants to stretch for a while. If she does not use code-switching, the students will be tense in her class.
The lecturer’s code-switching can have more than one function. I would
like to give an example taken from the analysis of data 41, when the lecturer is
asking the students “do you have any questions?” This utterance belongs to
Repetitive function and Socializing function. When the lecturer uses
code-switching by asking questions to the students, the lecturer repeates the questions both in English and Indonesian in order to make sure that her students who still do not understand her explanation dare to ask questions. As a result, it is possible that an utterance has two functions.
Besides repetitive function and socializing function which I have found in
the analysis, according to Liu Ai Chun’s theory, there are three other functions that
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Maranatha Christian University of code-switching function is not used by the lecturer because in English grammar classes specific terms in Indonesian are not used in class.
The second function is Owing to Teacher’s linguistic competence and insecurity, which happens when the lecturer is unable to remember the required
English word at the time of uttering or when she is uncertain about which English words she should use. This kind of code-switching function is not found because the lecturer is fluent in English. Therefore, she never feels uncertain about which English words she should use and she always remembers or knows the words that she wants to convey to the students. So, this function of code-switching never occurs in her class.
The last function is For translation of new and unfamiliar words and expressions, which occurs when the lecturer introduces new vocabulary or
unfamiliar words. Grammar: Adjective Patterns subject is taken by the students in the fifth semester, so the students are considered to be familiar enough with English vocabulary which she uses. In my opinion, the students will understand the meaning of the English sentence even if the lecturer does not translate it into Indonesian.
Besides topic switch which I have found in the analysis, according to Anna
Flyman Mattson and Niclas Burenhult’s theory, there is one other function that I
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Maranatha Christian University code-switching function is not found because she does not express her emotion or feeling in her teachings.
I would like to give an example taken from the analysis of data 5, when the lecturer is explaining about the difference between the main clause and
subordinate clause by emphasizing the word “main” means utama. In data 57, the
lecturer’s code-switching utterance is in the form of phrase. There are also the
lecturer’s code-switching utterances in the form of sentence. It can be seen in data
24 when the lecturer is asking the students about when to use defining and non-defining relative clause.
As a closing remark, I would like to say that when a lecturer, especially in the English Department, performs code-switching, the act is not only useful for helping the students to understand the message better but also for the lecturers to be aware of the effects when he or she uses code-switching.
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Maranatha Christian University
BIBLIOGRAPHY
Primary texts
Cole, S. (1998). The Use of L1 in Communicative English Classrooms. The Language Teacher, 22: 11-13
Gardner-Chloros, P. (1995). Code-switching in community, regional and national
repertoires. In Milroy, L & Muysken, P. (ed.), pp.71-89.
Heller, M. (Ed.). (1988). Codeswitching: Anthropological and sociolinguistic
perspectives. New York: Mouton de Gruyter.
Lanza, E. (1997). Language mixing in infant bilingualism: a sociolinguistic
perspective. New York: Oxford University Press.
Electronic Publication
Holmes, Janet. “An Introduction to Sociolinguistics”
http://english-language-summaries.weebly.com/uploads/5/3/9/0/
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Maranatha Christian University
Liu, Aichun. “Teacher Code-switching Between English and Chinese in English as
Foreign-Language Classroom.” 8 August 2009
http://www.beiwaionline.com/tutor/2003collection/liuaichun.html
Magid, Mema. “Code Switching as an Interactive Tool in ESL.” 19 August 2013
www.sciedu.ca/journal/index.php/elr/article/download/3228/1911
Mattsson, Anna Flyman and Burenhult, Niclas. Code-switching in second language teaching of French. Working Papers 47 (1999), 59–72
http://lup.lub.lu.se/luur/download?func=downloadFile&recordOId=528694
&fileOId=624446
