This research shows that the students use code switching of listening subject in the learning process. It can be concluded that code-switching by listeners can aid in their learning process.
My beloved almamater of State Institute for Islamic Studies of Metro
I realize that this task could not have been accomplished without the help and support of many helpful individuals. Therefore, the researcher apologizes and hopes that this thesis can be useful to all of us.
INTRODUCTION INTRODUCTION
Background of the Study
Saw the lecturer using code-switching on Listening in the student's English department of IAIN Metro. In connection with this case, the writer would like to analyze code switching on listening topic from the English department of IAIN Metro.
Focus of the Study
Analyzing the pre-survey result above, it can be concluded that the teacher of the English Education Program used code switching in the meaning of listening. In short, students' biggest difficulties in understanding the material are in the process of transferring the material and limited vocabulary.
Research Questions
Why code switching used by lecturer in listening subject made by students in first semester in English Department of IAIN Metro. How frequent are the errors for each type of code switching used by lecturer in listening sonje made by students in English Department of IAIN Metro.
Objectives and Benefits of The Study 1. Objectives of the study are
Prior Research
And the last goal is the application of code switching during English as a foreign language teaching. 4Mujiono and Soepomo Poedjosoedarmo, "Code-switching in English as a foreign language teaching practiced by the English lecturers at universities", 2013.
The Concept of Code Switching
- Definition of Code Switching
- Types of Code Switching
- The reason of Using Code Switching
- Factors of Code Switching
The use of code switching also depends on the type of learners involved in the learning. 28 Enoka Makulloluwa, “Teachers' Code Switching in the Second Language Classroom”, (Canada: Brock University) p.3.
Concept of Listening Subject
- Listening as a Foreign Language
- The Definition of Listening Subject
- Kind of Listening Subject
- Clustering
- Redundancy
- Reduce Forms
- Performance Variables
- Colloquial Language
- Rate of Delivery
- Stress, Rhythm, and Intonation
- Interaction
Our reason why listening is so important in a foreign language is that it helps us become familiar with those segmentation rules. Not only will it increase your understanding, it will also improve your speaking in the language. As far as I can tell, listening is still the way listening is still taught in my home country.
32 Larry Vandegrift and Christine Chuen Meng Goh, Teaching and Learnin., p.20-21. that said.33 Unfortunately, this is not a complete listening strategy for use in the real world. In the real world, you can't spend all your listening energy focusing on specific grammar while people are speaking. Next time you listen to something in your target language, try these six short, easy exercises to prove to yourself that you understood what was said: try to draw a picture of what was said, ask yourself some questions about it and try to answer it, give a summary of what was said, suggest what might come next in the.
Listening is the natural precursor to speaking; the early stages of language development in a person's first language (and in the naturalistic acquisition of other languages) depend on listening.35. Based on the theory above, it is clear that listening is a very important part of learning English and a very important skill indeed in everyday communication. Students should practice listening for meaning in the middle of the distracting performance variable.
Concepts of Lecturer Code Switching in Listening Subject
- Listening Subject
Therefore, students need to know these aspects well if they want to clearly understand what they are listening to. The writer gives a paper with blank questions from the poem c) The writer turns on the sound and the students start working on the task d) The students follow the instructions of the writer or the teacher. Listening is when you take in the sound waves and understand them by paying full attention to the words and sentences of the speaker.
Use background knowledge to predict and confirm meaning and to recall important words and ideas.
THEORICAL REVIEW THEORICAL REVIEW
Data Resource
- Primary Source
- Secondary source
- Data Collecting Technique
- Observation
- Documentation
- Interview
In this research, the data source would be based on two data children. As explained by Sutanto Leo et.al that “there are basically two types of sources namely primary sources and secondary sources is first hand information. The research instrument is the device or facility used by the writer to collect the data, so it had better be accurate, complete and easy to reproduce.
Observation is election, modification and recording and coding of the behavior and atmosphere associated with the organism based on the empirical purpose. Documentation is a tool to collect some information in the form of a written source or documenter such as books, journals, daily notes, etc. The researcher used this method to obtain data about the college such as students, teachers, staffs and also about the organizational structure of IAIN Metro.
An interview is a meeting between two people to exchange information and ideas through questions and answers, resulting in communication and the shared construction of meaning about a particular topic. The researcher conducts face-to-face interviews with the participants consisting of the lecturer and 10 students out of 40 students. This interview is conducted to obtain information from the participants about the use of a code-switching lecturer in the IAIN Metro English Listening Comprehension Department.
Data Analysis Technique
Research Approach
- The Structural Organization of IAIN Metro
- The Facilities of IAIN Metro
- The Sketch of Location of IAIN Metro Figure 2
- The Condition of Lectures and Official Employers
- The Students in IAIN Metro
Moreover, as an Islamic institute, IAIN Metro has an educational system based on Islamic values. And finally, on August 1, 2016, it changed into the National Institute of Islamic Studies (IAIN) and was. Nurul Afifah, M.Pd.I (PGMI) Nuryanto, S.Ag., M.Pd.I (Head of Unit) Dian Eka Priyantoro, M.Pd (PIAUD) Ahmad Madkur (Secretary) Yunita Widniyati, M.Pd (T -MTK).
To support the lectures and the students, there are several facilities in the Metro State Institute for Islamic Studies, namely; lecture hall, computer lab unit and baitul mal wa tanwil, library unit, language lab unit, micro learning lab, Islamic development unit, classroom, mosque, futsal court, basketball court, climbing wall court, field barrage, tennis court, auditorium, Student Activities Unit Hall (USU), student committee office. The number of lecturers and official employers at the Metro State Institute for Islamic Studies in the academic year 2017/2018 is 152. As a result, the entire staff of the Metro State Institute for Islamic Studies in the 2017/2018 academic year is 246.
The number of students in Metro State Institute for Islamic Studies is 7440 students. Historically, S1 TBI State Institute for Islamic Studies of Metro came from the Diploma 3 (D3) of English Education that was opened in 2002. According to the license to implement the study program from the director general, TBI is located in the State Institute for Islamic Studies of Subway on Jl.
General Description of Data Research
So the change of the Lecture in code switching and the impact when the lecture does the code switching, students can understand with the lecture say. The second question was "why students are not able to understand the listening material, so you use code switching in the listening material?" basically the lecture teaching starts in the second semester, they have real vocabulary, when the lectures speak in full english some of them don't understand what the lecture says. The lecture response is good because when the lecture says full English, they don't understand what the lecture says, what they should do.
The last question was "what is the benefit after a user code change?" the advantage of using code switching, students can understand about the teaching of the listening subject. So the students who got bad results in listening have been bored to listen well because it is not their language so they can't understand the meaning. The first, there were 9 students answered N, can be in conclude that the answer N, because only a few of the students who control a lot of vocabulary.
Because the students know the familiar words and meaning, they were unable to process the message using those words. Third, there were 9 students who answered O, Because students forget vocabulary and meaning while listening to the subject in the study process. The table above is about students' listening problems, they are: they don't try to understand every word, they don't know the important word, they can't hear the word clearly, they are confused by the background noise and they don't know. what did the speaker say
Discussion of Finding
- Types of L:istening Subject Problems Which are Situational Code Switching
For number 1, there were 6 students who often answered because the students often forget the text faster than they remember it. While the students could understand what was being said when they heard it, they would forget it once they started listening to another part of the message. The students could not immediately recall their meaning, although the words sounded familiar, so they were unable to process the message contained in those words. Actually, the students knew the word, but they did not know the meaning, because the students could not understand the full meaning of the message even though they had understood the literal meaning of the words.
Eighth graders often answered because of the text and the students were not collected. Based on the above explanation of students' difficulties in the listening subject, some difficulties were the most prevalent. But this factor can be overcome in some ways, as the students need to look carefully for the key word while listening to understand the meaning of the speaker's words.
The students must be focused and fully concentrated when listening to the recorder so that they can hear clearly. The teacher or lecturer must create the good situation in listening subject and the students must not be noisy. The students should be more practice in their life to increase code switching in listening subject.
CONCLUSION
Conclusion
Suggestions
We suggest that students try to listen to a native speaker using a code-switching strategy. Abbas Pourhossein Gilakjani, “A Study of Factors Affecting EFL Learner's Listening Comprehension of English and Strategies for Improvement”. Badrul Hisham A, “Teachers' Code-Switching in Classroom Introduction to Low Proficiency Students.” CCSE English Language Teaching, Volume 2, 2009.
Bullock dhe Almeida Jacqueline Toribio, “The Cambridge Handbook of Linguistic Code Switching”, Cambridge University Press, 2009. Dwi Febryanto, “An Analysis of the Students' Language Attitude Toward English-Indonezian Code-Switching in English Education Education at State Islamic College of Jurai Siwo Metro”, 2013. Enoka Makulloluwa, “Code Switching by Teachers in the Second Language Class Room”, Kanada: Brock University.
Peter Aurer 1998, "Code Switching in Convercation", Londone: Routledge, 1998 Qorina Al-Qonita Uswatun Hasanahh Efendi, "A Study of Code Mixing and Code. Skift i taleklasse ved det tredje semesters engelskstudieprogram i IAIN Metro Lampung, 2017. Rod Ellis, Second Language Acquicition¸(Oxford: Oxford University Press, 1997 Ronald Wardaugh, "An Introduction of SociolinguisticFifth Edition".
APPENDICES
Interview with the Lecturer
