STUDENTS’ USE OF CODE SWITCHING TO CONSTRUCT
THEIR IDENTITY THROUGH ONLINE CHATTING
THESIS
Submitted in partial fulfillment
of the requirements for the degree of
Sarjana Pendidikan
Widya Eka Yuli Setyorini
112011034
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
i
STUDENTS’ USE OF CODE SWITCHING TO CONSTRUCT
THEIR IDENTITY THROUGH ONLINE CHATTING
THESIS
Submitted in partial fulfillment
of the requirements for the degree of
Sarjana Pendidikan
Widya Eka Yuli Setyorini
112011034
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
v
COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in any course or accepted for the fulfillment of any degree or diploma in any university. To the best of my knowledge and my belief, this contains no material previously published or written by any other person except where due reference is made in the text.
Copyright@2016. Widya Eka Yuli Setyorini and Joseph Ernest Mambu, Ph.D.
All rights reserved. No part of this thesis may be produced by any means without permission of at least one of the copyright owner or the English Language Education Program, Faculty of Language and Arts, Universitas Kristen Satya Wacana, Salatiga.
vii
TABLE OF CONTENTS
Cover ... i
Pernyataan Tidak Plagiat…... ii
Pernyatan Persetujuan Akses ... iii
Approval Page ... iv
Copyright Statement ... v
Publication Agreement Declaration ... vi
Table of Contents ... vii
List of Table ... viii
List of Figures ... x
Abstract ... 1
Keywords ... 1
Introduction ... 1
Literature Review ... 3
A.Definition of Code Switching ... 3
B.Form of Code Switching ... 4
C.Definition of Identity ... 6
D.Types of Code Switching ... 7
E. Relationship between Code Switching and Identity ... 7
A.Context ... 9
B.Participants ... 10
C.Data Collection Method ... 10
D.Data Analysis Procedure ... 11
Research Findings and Discussion ... 13
Finding ... 13
A.Identifying of identity constructed through categorizes combined by Poplack (1979) and Bouvier (2012) ... 13
1. Showing Functinalisation through Intra-sentential Code Switching.. 14
2. Showing Relational Identity through Intra-sentential Code Switching16 3. Showing Functionalisation through Inter-sentential Code Switching 17 4. Showing Functionalisation throughTag-switching ... 19
B. Code Switching to Show Functionalisation Identity... 20
1. Cosmopolitan ... 20
2. Getting Meaning Across ... 23
C. Code Switching to Show Relational Identity ... 23
1. Code Switching to Show Hobby ... 23
2. Being Secretive (Using Secret Language) ... 24
D. Code Switching to Show Classification Identity ... 24
1. Labeling as ―Non-Native‖ English Speaker ... 25
ix
Conclusion and Suggestion ... 26
Conclusion ... 26
Suggestion ... 27
Acknowledgement... 29
References ... 30
Appendix ... 33
Appendix A ... 33
LIST OF TABLES
xi
LIST OF FIGURES
Figure 1. Talking about thesis ... 14
Figure 2. Chit chat ... 15
Figure 3. Anime ... 16
Figure 4. Talking about study ... 18
Figure 5. Talking about job vacancy ... 18
STUDENTS’ USE OF CODE SWITCHING
used a qualitative methodology in analyzing data collected from my participants’ conversation scripts (based on Facebook chatting) and interview data. The participants of this study were three English Language Education (ELE) students who have taken the Sociolinguistics class. The data were taken from theparticipants’ Facebook chatting from July 2015 to April2016. The data were analyzed and classified into the categories based on combination of Bouvier-Poplack classifications (language forms), Bouvier’s theory about kind of identity,and how often the code switching occurred.
Findings of the study suggested that from combination of Bouvier-Poplack classification (language forms), talking about intra-sentencial code switching in functionalisation (78.57%) tend to be the most frequent in the participants’ Facebook chatting. Then, in view of the interview data, the participants switched their code into English in Facebook chatting to show their identity such as functionalisation identity (i.e., they wanted to get acknowledgment or pride from other people, to be seen cool, educated, and have an international outlook); relational identity (i.e., they had the same hobbies and told these to the interlocutors); and classification identity (e.g., They kept their nonnative English-speaking identity although they could speak English). Pedagogical implications are that the students and teachers can know that conversation done through online chatting can construct their identity.
Keywords: Code switching, identity, types of code switching, and kinds of identity.
Introduction
2
multilingual languages when they are outside the classroom. This phenomenon is commonly known as code switching. Velasquez (2010) stated that code switching is a representation of processes of constructing identities that are closely related to language. It means that besides the students use code switching as their strategy to improve their English skills, code switching can also be applied to show their identity. However, code switching outside the classroom, especially through online chatting done by among ELE students, has not been sufficiently addressed. Code switching that has been sufficiently addressed was code switching in classroom settings. Since the 1990s, there have been several studies which investigated the issue related to the target (L2) and native (L1) use in an EFL classroom (e.g., Pei-Shi, n.d). In addition, Sert (2005) reveals that in ELT
classroom, code switching comes into use either in the teachers’ and students’
discourse. Johansson (2013) also adds that code switching happens in the English classroom every day. Moreover, Sert (2005), as cited in Amorim, (2012), also stated that alternation between languages in the form of code switching is a widely observed phenomenon in foreign language classrooms.
When English language stakeholders used code switching not only in classroom but also in other settings (e.g., on Facebook chatting), there were some identities that they wanted to show to the interlocutors. Therefore, the following
research question appeared: ―What kind of identities do English Language
Education (ELE) students construct by switching their code from Indonesia and
English through online Facebook chatting?‖ Through this study, I hope to provide
code switching actually displays someone’s identity. Besides, this study can
develop the students’ knowledge about code switching, especially for the students
who are interested in bilingual study to make it easier for them to communicate with others when they are having conversation outside the classroom. The result of this study is also expected to give contribution to the teachers and the students in English Language Education (ELE). For the teachers, this study is expected to provide reference about code switching in their English teaching and learning process. For the students, it is expected to assist them in developing their English skills although it is done through online chatting. Identity that we get from this research can also give contribution so that the students and teachers can know that conversation done through online chatting can construct their identity and then they can negotiate their identity in the society.
REVIEW OF RELATED LITERATURE
A. Definition of Code Switching
Woolard (2004), as cited in Rihane (2013), defines code switching as ―the
investigation of an individual’s use of two or more language varieties in the same
speech event or exchange.‖ In addition, Wei (2000) in Velasquez (2010) asserts
4
languages or they use code switching to show something or a specific meaning to other people. People utilize a code for certain purposes, in certain situations and for certain individuals. ―Code section depends on factors such as age, gender,
proficiency levels and educational background of the subject‖ (Jamshidi &
Navehebrahim, 2013, p. 186). In addition, Fischer (1972), as cited in Cardenas (2009) notes that there are three factors which influence the people to use code switching: the relationship amongst speakers, the setting where the talk takes place, and the topic being discussed.
B. Forms of Code Switching
Basically, there are some categories of code switching. Poplack (1979), as cited in Jalil (2009), categorizes code switching into three categories. The categories are (a) Tag-switching, which is related to the inclusion of a tag such as
―I know, I mean, right‖; the example in complete sentence is ―I look like Lilica,
you know, nunca paro!‖ (I look like Lilica, you know, I never stop!)‖ ;(b) Inter -sentential switching, which is at the phrase or sentence level, between sentences
(e.g. Sometimes I’ll start a sentence in Spanish y termino en español‖ (Sometimes
I’ll start a sentence in Spanish and finish in Spanish); and (c) Intra-sentential
switching, which means different types of switches within the clause or sentence
boundary (e.g: ―Yeah, I don’t know o meu lugarnes semundo…so, something that
is weird, like a, like a, I guess it’s…‖ (… I don’t know my place in this world…)
Poplack (1979), as cited in Jalil (2009).
Full sentence: e.g. Ella canta canciones insultan do a los hombres (she
sings songs insulting men). That’s why you never heard of her.
Conjoined sentence: e.g. Yo voy por todos estos sitious y (I go through
all these sites) I was on 7th Avenue and Broadway.
Between major noun phrase and verb phrase: e.g. Years ago people se
iban atrabajar (they went to work).
Between verb phrase and object noun phrase: e.g. What ruined this
people is lavagancia de no hacer nada (the vagrancy of doing nothing). Between verb phrase and prepositional phrase: e.g. Tú quieres bailar
(you want to dance) with a man; that’s your business.
Between verb and adverb: e.g. Un americano me puede preguntar very
nicely, “hace tiempo que yo te esto y viendoasí y perdona que te pregunte.” (An American can ask me very nicely, "While I'm watching
you and forgive you and ask.")
Between noun and adjective: e.g. Cojo mi garlic puro.(I fuck my pure
garlic)
Between determiner and noun: e.g., Because if you smash it with the
pilón (pylon) and spray it, you don't get that burning sensation.
Between auxiliary and verb: e.g. So... you take the ham... as they’re
ablandado, yaqueestá un poquitohirviendo, tú le echas el hueso del
jamón. (So ... you take the ham …as they’re softened, which is a little boiling, you will miss the ham bone).
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Interjection: e.g. There should be a stop with these kids where there
should be discipline. ¡Contra! (I disagree!) You know, open classrooms.
Tag paraphrase: e.g. I’m sorry, verdad (true), you know, anda, I mean,
etc. (as cited in Becker,1997, p. 6).
Knowing these categories of code switching will be very useful to understand the process and the connection between code switching and identity. (Velasquez, 2010, p.16).
C. Definition of Identity
According to Barth and Bailey (n.d) as cited in Velasquez (2010) ―identity
is defined as a boundary that groups construct between themselves, rather than the
characteristic of group members‖ (p. 11). In addition, Norton (2000), as cited in
Du (2015), defines ―identity as how a person understands his or her relationship to
the world, how that relationship is constructed across time and space, and how the
person understands possibilities for the future‖ (p. 5). Based on these experts’
definitions, identity entails people’s constructions of conceptions and beliefs that
are influenced by their relationship with their environment or surrounding through language over time.
people, whether when they use L1 or L2 or they code switch from L1 to L2 in the same time in their conversation. Therefore, through the language they can express and show their identity as an individual or a group member.
D. Types of Identity
This section provides the description of identity types as one of the aspects being studied in this particular study.
Machin and Van Leeuwen (2008) as cited in Bouvier (2012) stated that a range of identity categories are classification (related to class of people, nationality/a biological model of national identity, a belonging to a territory, national culture activity); relational identification (related to family, friends, and colleagues at work); physical identification (related to physical characteristic or appearance); and functionalisation—this identity reflects someone’s lifestyles that are related topics like music, hobby, politics, and place. Then, according to Matthews and Sidhu (2005) there was one type of identity again called cosmopolitan identity. Cosmopolitan identity was the situation in which the
people who are highly ―Western‖, ―modern,‖ and ―individualistic‖ (Matthews &
Sidhu, 2005, pp. 53–54, as cited in Kang, 2012) when they switch their code into English in a particular context.
E. The relationship between Code Switching and Identity
Velasquez (2010) stated that code switching is a representation of processes of constructing identities that are closely linked to language. It means that besides
the students’ use of code switching as their strategy to improve their English
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not realize that when the students switch their language there are meanings that
they want to show through code switching. Usually, someone’s identity is
influenced by the environment or group of society (Casas, 2008). Casas adds that code switching has big implications for group membership, because the language cannot be denied role in building group identity. When the students have conversation with others outside the classroom using code switching, actually they also want to try to establish their identity.
There was a similar previous study about code switching in Facebook and identity based on Kristanto (2016). He found that the participants in his research changed their code because of two factors namely they wanted to be seen as modern and young people, and to be acknowledged as English Language Education Students, who are globally competitive due to their ability to use English. However, he and I have different media and participants. Kristanto’s participants were from Dayaknese who were studying in English Language Education (ELE) and his research data were from status in Facebook, while my participants were from ELE students who have taken Sociolinguistic class and my
data were from the participants’ conversation script in Facebook chatting and
that the participants showed the functionalisation when they talked about their daily activities from status of Black Berry Messenger (BBM).
Another previous study was from Bouvier (2012) who conducted a research on how Facebook users selected identity categories for self-presentation with the finding that there was a range of identity categories showed by the Facebook users on Facebook profile. However, these studies have not substantially explored code-switching phenomena and identity or how English Language Education (ELE) students construct their identity through code switching outside the classroom especially through online chatting. Therefore, I will conduct this research about code switching and identity among ELE students through online chatting on Facebook to see whether those aspects are related and give some explanation of why ELE students change code when doing conversation with others.
THE STUDY
In order to answer the research question previously stated, a qualitative research was employed in the current study. The data used in this study is primary
data because the data were directly taken from the participants’ conversation
scripts using code switching on Facebook chatting. Then, interview transcripts are
based on the participants’ original wording.
Context
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students in the English Department now that they learn and practice English not only in the classrooms but also outside the classes.
The Participants
I chose three participants of this study from the English Language Education (ELE) students in UKSW. The purpose of employing three participants is to focus on the ten-month research processes and to be effective in analyzing the online chatting scripts on Facebook and interview results. The reasons why I chose three participants only is that they are more than enough. The plenty of data that I needed and I got from them were already sufficient. Then, in selecting the participants, I used the purposive sampling with the following criteria: (1) The ELE students (both male and female) have taken the Sociolinguistics class; (2) they used code switching in their conversation outside the classroom, and (3) they also often do conversation with their friends through Facebook chatting.
Data Collection Method
collected data were related to their privacy, I asked for their permission to share their conversation on Facebook chatting with me. Here, I used the data collected
from the participants’ chatting scripts on Facebook (see Appendix A). Then, in
my study I had an interview to make my analysis data from Facebook chatting script clear and compatible with their perception about the use of code switching in their daily life. When, I did an interview with them, I also recorded it. I provided 10 questions (see Appendix B) for my interview protocol to help me answer my research question and the interview lasted for about 10-15 minutes. I also used interview in my study to support my analysis results from Facebook chatting script and to know whether there was any compatibility between their Facebook chatting script data and their own perception about code switching.
Data Analysis Procedure
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determine of percentage of both of the categories, besides that this formula could represent all the data. Next, I analyzed it and the result of percentage would be discussed in the finding and discussion through the table to make it clear and help me to analyze it. After that, I divided some the emerging themes from each question and then I analyzed and discussed it. Finally, I drew a conclusion about
the results of this study. Then, I would use data collected from the participants’
chatting scripts on Facebook (see Appendix A). After that, I did an interview with them and I recorded it. The recording data were then written into transcript and
then I made three main emerging teams based on Bouvier’s theoretical framework
about identity and finally I analyzed the statements included in the emerging teams.
Table 1. Theoretical framework in view of Poplack (1979) and
Total
RESEARCH FINDINGS AND DISCUSSION
A. Identifying of identity constructed through categorizes combined by
Poplack (1979) and Bouvier (2012) theoretical frameworks of Poplack (1979) and Bouvier (2012) that the participants wanted to show their identity when they were doing conversation with their friends. Those categories can be intra-sentential code-switching (CS) to show functionalisation (110 times or 78.7%), intra-sentential CS to show relational identification (21 times or 15%), inter-sentential CS to show functionalisation (6 times or 4.28%), and tag-switching to show functionalisation (3 times or 2.14%). To see the detail of data analysis from this data combination, please take a look at Table 2.
Table 2. Data analysis in view of Poplack (1979) and Bouvier (2012).
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1. Showing functionalisation through Intra-sentential code switching
According to Poplack (1979) as cited in Velasquez (2010), intra-sentential CS was when people talked to the interlocutors by using mixed language or they just insert other languages in their local language. Functionalisation based on Machin and Van Leeuwen (2008) as cited in Bouvier (2012) was identity related to what the people do and think in their daily life or related to lifestyle model. In the data collection, functionalisation through intra-sentential CS that was shown by the participants occurred 110 times (or 78.57%). The examples of intra-sentential CS in functionalisation are in Figures 1 and 2.
Figure 1. Talking about Thesis.
*Thesis means that you are writing the so-called ―skripsi‖; PPL is teaching practicum.
*And I think my holiday in this December is shortened.
Figure 2. Chit chat.
*Have you had your dinner?
* I have …I just came back from church.
*Cece has just done the exercise?
* I see, so it is regularly something like that. How many times in a week?
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2. Showing relational identification through Intra-sentential code
switching
In this research intra-sentential code switching for showing relational identification appeared 21 times or 15%. Based on Machin and Van Leeuwen (2008) as cited in Bouvier (2012) relational identification is related to the connection among family, friends, and colleagues at work and to
establish relationship among them. Here, most of the participants’ chatting
that belong to intra-sentential code switching in relational identification was about group relational identity with their friends who understood about the certain topics that they were talking about and it related to their group identity and it can show or express their identity that they belong to their group. The examples of intra-sentential code switching in relational identification are on Figure 3.
Figure 3. Anime.
*although I am still wondering whether
Erwin and Levi’s situation is the same as Hannes. It was
*yaaah I just watch part 2 and then part 1, Kokoro cannot see Mikasa, my heroine favorite is “menye -menye.) (talkative)
Based on the example above, it can be seen that the participants tended to show their identity by talking about anime with a friend who is also an anime lover. In other words, both of them knew exactly about the topic of their chatting. Therefore, the function of code switching that the participants used in talking about anime was to express and show their group identity as anime lovers.
3. Showing Functionalisation trough Inter-sentential code switching
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Figure 4. Talking about study.
*wkakak yes teaching English ahahah I can.
*hah? Learn what? Until night like this, you are not sleepy yet?
*wkwkwk indeed! Reading is fun! Moreover reading novels ahahah
Figure 5. Talking about job vacancy.
*yes honey,, it’s very difficult,
yesterday the ones who were wanted should have a minimum
of 1 or 2 years of teaching experience…hiks
inter-sentential code switching was when the participants in the first time talked Indonesian per sentence first than using English in the next sentence or vice versa.
For example in Figures 4 and 5 the participant said ―wkwk iyalah ngajar inggris,
hahah bisa dong. Cool? In what way?‖ (wkwk of course teaching English, hahah I
can. Cool? In what way?) and ― iya sayang,,susah juga sih,, maren2 tu yg dicari
pasti yg minimum 1 or 2 years experiences in teaching,, hiks.‖ (yes honey,, it’s very difficult, yesterday the people who searched were they who have a minimum of 1 or 2 years of teaching experience). From those examples, we could see that the participants wanted to show their identity that they could speak English by adding some English expressions after their Indonesian sentences to make the interlocutors understood about the chatting topics (their study and the job vacancy).
4. Showing Functionalisation through Tag-switching
Functionalisation was used when participants talked about some certain topics to their friends. Tag-switching was an insertion of a tag in
one language into an utterance which is entirely in other language‖
Poplack (1980) as cited in Taofik Hidayat (n.d). The examples of Tag-switching in Functionalisation were on figure 6.
Figure 6. Appointment to buy meal.
*I am craving, you know?
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only wanted to show her identity that she could speak English through using the tag-switching (―you know?) when talking about a meal that she wants.
B. Code Switching to Show Functionalisation Identity
Based on Machin and Van Leeuwen (2008) as cited in Bouvier (2012) functionalisation identity was identity that was related to lifestyles or something
that often happened in someone’s daily life. Usually the topics that are often
highly ―Western,‖ ―modern,‖ and ―individualistic‖ (Matthews & Sidhu, 2005,
pp. 53–54, as cited in Kang, 2012) when they switch their code into English in particular context. Nowadays, most students in English Language Education (ELE) often communicate with others by using code switching. They used code switching because English was international language; almost all in the world use English for their communication with other people from worldwide. To illustrate, participant A revealed that she used code switching from Indonesian into English in order to be seen as a person who has an international identity, which, in other words, is related to being cosmopolitan.
Ya karna bahasa Inggris itu bahasa international, jadi rasanya kalo aku pake itu aku
an international language, so I felt that when I used it, I felt I became someone who has an
international standard or something like that). (Interview, July 21, 2016)
She also added that when she used English to communicate with others especially with other people who come from other countries, she could add new friends and channels.
I can, aku bisa nambah channel gitu misalnya kaya ada orang Jepang terus aku biasa
ngomong pake bahasa inggris kalo lancar kan kita bias jadi nyambung jadi nambah
temen jadi nambah relasi nggak cuma orang nasional aja gitu. (I can, I could add
channel like for example if there were Japanese people then I could speak English. If I
could be fluent I would connect with them and I could add friends and relation, not only
with people here). (Interview, July 21, 2016)
Thus, from both statements above I conclude that for those who are interesting in code switching and they would speak English well, they would not only be able to be seen international, but they could also add new friends and channels in their life.
Besides that, it is not surprising that nowadays most of people especially ELE students often use code switching when they were doing conversation with others. Sometimes, they felt that when they use code switching especially Indonesian-English, they would be seen cooler. Like one of my participants, she revealed that when she used code switching she would be seen cooler.
Because ya I think this English makes me looks cooler, because not everyone can talk
English can speak English well then. If I code switching using English my friends will
think that I can speak English well so it shows my skill. (Interview, July 21, 2016)
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By doing code switching some students could show something that they wanted to show like some identities that have been mentioned before, now through code switching someone wanted to show that they could be seen educated because not all people could speak English. Thus, when someone talked to other speakers by using code switching other people would think that they were the educated person. Consider the statement from participant A:
Because English is international language and I don’t know if I see someone who can
speak English well, someone looks like educated well jadi kalo aku lihat orang yang
bahasa inggrisnya keren yang ngomongnya pake bahasa inggris tu kayanya keren banget
gitu, jadi tu kayanya sangat teredukasi jadi aku milih bahasa inggris juga karna aku
pengen kaya gitu, aku pengen kelihatan bahwa I am well educated gitu (So, if I looked at
someone whose English was cool and they spoke English very well, they were seen very
cool, thus they seemed to be a well educated person so I chose English because I wanted
to be seen that I am well educated). (Interview, July 21, 2016)
From participant A who stated above, I conclude that when we use English could make the participants were seen educated although educated person not always seen from whether they could speak English well or not.
Then, when the people did code switching in their conversation with others, they also needed acknowledgment from other people that they could speak English. Participant A said that she did code switching because she wanted there was an acknowledgment that she could speak English well:
Something that I want to achieve ee… acknowledgment or can I say in Indonesian word?
Pengakuanlike if I use English and my friends ―ok this girl can speak English well then‖
you know like itu tu kayak…mungkin tu kaya, can I use Indonesian? Itu kan kaya gengsi,
menunjukan bahwa kita bisa gitu aja si mungkin. (Probably, it was like…. It was
likepride, acknowledgment, right? The acknowledgment that she is capable and has pride,
pride that we are capable. We showed that we could do it, or something like that explain it easily and the interlocutors also could understand what the meaning that they wanted to say. Like what the participant B revealed below:
Because I don’t talk in Indonesian but when I am trying to explain something and as I
cannot seem find the right language or sentence or word, I often use English to mewakili
(represent) everything so they get catch my drift.
C. Code switching to Show Relational Identity
Relational identity refers to one’s relationship with friends, family, and colleagues at work (Machin & Van Leeuwen, 2008 as cited in Bouvier, 2012). Here, usually the conversation that they did was around something that they like or knew each other so they could understand it when they were talking about it.
1. Code switching to show hobbies
24
talk about their hobbies to show their identity though their conversation. Participant B revealed that she used code switching sometime to talk about their hobbies.
Especially we are talking about our hobbies like anime, reading online novels. We
always use a term that often popular in that our hobbies, for example in animes we
said ―do you, kamu udah nonton how many episodes?‖(How many episodes have
you watched?) like that or in online novels we talking about ―are you finish, kamu
udah selesai draftmu, aku mau jadi beta readermu‖ (Have you finished your draft?, I
want to be your second reader), ―who is, siapa sih nama authornya?‖(What is the
author’s name?) like that. (Interview, July 21, 2016)
2. Being Secretive (Using Secret Language)
When the students were doing conversation by using Facebook chatting, there they not only talked about their hobbies, courses or assignment, but also they often talked about something secret with their friends who also knew or understand about what they were talking about or they did it to make a solidarity with the person who could understand the secret language; on the other hand, it excluded those who did not
about, such as when I have to tell something secret about someone, when I have to
give advices someone or when I have to gossip someone then I prefer to use English
E. Code switching to Show Classification Identity
Machin and Van Leeuwen (2008) as cited in Bouvier (2012) stated that classification identity was when someone talks about class of people, nationality/a biological model of national identity, a belonging to a territory, national culture activity. Here, the participants give label to themselves as non-native English-speaking people.
1. Labeling self as “Non-Native” English Speakers
Some students still regarded or gave label to themselves as non-native English speakers although they could speak English, because sometimes they felt that their English still have not good yet or their grammar is still not perfect yet. Participant B stated below:
When I speaking English, I would identify myself as non-native because even though I
speaking English but I don’t think my grammar is good my fluency sometimes a little bit
kacau (mess up), so even though like that they understand more I am trying to talking
about my grammar is very awful.
Discussion
Briefly, based on the analysis from finding of data script chatting on Facebook from the three participants, I found that the participants wanted to show their identity through language form that categorize into 1) Intra-sentential code switching for showing functionalisation, 2) Intra-sentential code switching for showing relational identification, 3) inter-sentential code switching for showing functionalisation, 4) Tag-switching for showing functionalisation. Then, identities
that they wanted to show based on Bouvier’s theory were 1) functionalisation
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First, when we took a look at code switching phenomenon in Facebook chatting, especially when they used intra-sentential code switching for showing functionalisation, we could know that they used it to practice their English skills. The participants talked to the interlocutors by using code switching function was to make clear what they wanted to say so that the interlocutors also understood with what they were talking about. Because they are English Language Education (ELE) students, they are also expected to be fluent in speaking English and thought globally. In a globalization era like this, they have to be able to speak English, because it was important to communicate with others especially to interlocutors who come from outside our country. Thus, they used code switching to practice their English either inside the classroom or outside the classroom. When they used code switching some of them felt that if they used code switching by using English they would be seen cool although some of them also felt that when they used code switching it were not to make them looked cool in front of the interlocutors, they did it to make the interlocutors understood with what they said.
CONCLUSION AND SUGGESTION
Conclusion
in functionalisation (78.57%). As we know that Intra-sentential occurs when we insert the English language into our conversation and functionalisation identity was what we do and what we think in our daily life. The participants used intra-sentential code switching in functionalisation to practice their English when they were outside the classroom and they could practice English through social media (online chatting) especially in Facebook chatting. Besides that, the participant used code switching to express their language to make the interlocutors understand with what they wanted to say. They usually used code switching through Facebook chatting to show their identity like functionalisation identity (i.e., they wanted to get acknowledgment or pride from other people, could be seen cool, well educated and have international standard.), relational identity (i.e., they have the same hobbies and told it to the interlocutors that they also understand about it too), and classification identity (i.e., participants told about their feeling as nonnative English speakers).
Suggestions
Based on the result of this research, I have some suggestions:
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ACKNOWLEDGEMENT
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References
Amorim, R. (2012). ―Code switching in student-students interaction; function and
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APPENDIX A
APPENDIX B
Interview Protocol
1. Do you know what is meant by code switching? If yes, please explain. 2. How many languages do you master? What are they?
3. What languages do you use in conversations, especially on Facebook chatting? So, do you code switch when chatting on Facebook?
4. Why do you prefer to use code switching when talking with your friends on Facebook chatting?
5. Since when do you often use code switching when talking with your friends especially on Facebook chatting?
6. How often you use code switching when talking with your friends on Facebook chatting? And in what occasion?
7. What situations make you switch your code when doing conversation on Facebook chatting?
8. What do you want to achieve from switching your code especially on Facebook chatting?
9. What influence your choice of language in communication? Please explain your answer! (Adapted from Widatiningsih, 2005)
