10 To avoid other people join the conversation
Sometimes people want to communicate only with certain people or community they belong to. Therefore, to avoid the other community or
interference objected to their communication by people, they may try to exclude those people by using the language that nobody knows.
C. Theoretical Framework
In order to answer the problems on the problem formulation, at first the discussion on the theory takes place in understanding the basic concept of
sociolinguistics, code, and code-switching. As known, these three dominant parts are closely related and are the basic understanding to the topic being discussed in this
study. Some arguments upon sociolinguistics stated by some of the sociolinguists, such
as, Wardhaugh 2006:13 and Hudson 1996:4 are used to know the definition of sociolinguistics itself and its connection to topic of this study. Moreover, the theories
stated by Wardhaugh 2006:88, Rahardi 2001:21-22, Marjohan 1988:48, and Poedjosoedarmo 1978:30, are n
eeded to find out what ‘code’ actually is, in relation to this study. After discussing the other two dominant parts related to code-switching,
the discussion comes to the topic of the study, code-switching. In discussing code- switching, one point is taken out from most of the arguments given by sociolinguists,
such as Poplack 1980:583, Hoffmann 1993:110, Duran 1994:3, Wardhaugh 2006:101, Suwito 1983:67, Dell Hymes 1972:103, and Rahardi 2001:21, upon
code-switching, in which it is an alternation of code from one to another in a conversational interaction.
Based on these arguments on code-switching stated by sociolinguists, the discussion further continues to the problems that have to be solved. They are the
types and the reasons of code-switching. First of all, in order to answer the first problem on problem formulation about the types of code-switching, the theory
mentioned by Poplack 1980:614-615, who categorizes the three types of code- switching, is used. Moreover, the theories mentioned by other sociolinguists, such as
Romaine 1995: 122-123, Hoffmann 1991:112, Appel and Muysken 1987:118, are, more or less, similar from the one proposed by Poplack. These theories then are
considered as the supporting theories for answering the first problem on the types of code-switching.
Meanwhile, on the other hand, the theory applied for finding out the answer of the second problem about the reasons of code-switching is the theory that is initiated
by Wardhaugh 2006:110, who says that code-switching can allow speaker to do many things such as assert power and declare solidarity. Moreover, the theories
mentioned by other sociolinguistics such as Mukenge 2012:587, who mentions that code-switching can be used for creating humor, Gal 1988:247, who argues that
code-switching is a conversational strategy used to establish, cross or destroy group boundaries, and Hoffmann 1991:115-116, who states 10 different reasons the
speaker uses code-switching in a conversation, are considered as the supporting theories
to the
theory mentioned
by Wardhaugh
earlier. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
22
CHAPTER III METHODOLOGY
In this chapter, the study discusses the object, the approach, and the method of the study. In the object of the study, it puts forward code-
switching used in lecturers’ classroom instructions. Meanwhile, the approach of the study introduces the
application of approach which supports the study. For the method of the study, it is focused on discussing how the data are collected, organized, and categorized.
A. Object of the Study
As taking place in the field of linguistics, especially sociolinguistics, this study discusses code-switching. Code-switching used by the lecturers in giving instruction
in the classroom is the object of this study. Further, this study particularly discusses code-switching, the change of language use, which, in this case, includes three
different languages: English, Indonesian, and Javanese, in the classroom instructions given by the lecturers.
This study limited itself in only investigating six lecturers who taught seven different courses. In addition, one of the lecturers taught two different subjects.
Moreover, since it contained a lot of instructions, it could provide useful data.
B. Approach of the Study
In discussing code-switching, two dominant approaches of code-switching are used in this study. They are sociolinguistic and structural approaches. These two
