A Technique Practiced By The Students Of English Department To Study English As A Foreign Language

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Approved by

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Drs. Bahagia Tarigan, M.A. NIM: 19581017198601001

Submitted to the Faculty of Culture Study University of North Sumatera

Approved by

The chairperson of English Study Diploma III,

Dr. Matius C.A. Sembiring, M.A. NIP : 19521126 198112 1 001

Approved by the English Study Diploma III Program, Faculty of Culture Study,

University of North Sumatera As a paper for the examination board December 2013

Accepted by the examination board in partial fulfillment of the requirement for the DIII examination of the Diploma III English Study Program, Faculty of Culture Study of University of North Sumatera.

The examination is held on:

Wednesday, December 4th, 2013

Faculty of Culture Study University of North Sumatera Dean,

Dr. Syahron Lubis, M.A. NIP : 19511031 197603 1 001

Board of examiners:

1. Dr. Matius C.A. Sembiring, M.A. (English Study Prog.) ……….

2. Drs. Bahagia Tarigan, M.A. (supervisor) ………..

AUTHOR’S DECLARATION

I am, HERI ANGGAWAN, declare that I am the sole of author of this paper. Except where reference is made in the text of this paper, this paper contains no material published elsewhere or extracted in whole or in part from a paper by which I have qualified for or awarded another degree.

No other person’s work has been used without due acknowledgement in the main text of this paper. This paper has not been submitted for the award of another degree in any tertiary education.

Signed : ……… Date : Wednesday, December 4th, 2013

COPYRIGHT DECLARATION

Name : HERI ANGGAWAN

Title of paper : A TECHNIQUE PRACTICED BY THE STUDENTS OF ENGLISH DEPARTMENT TO STUDY ENGLISH AS A FOREIGN LANGUAGE

Qualification : D-III/ Ahli Madya Study Program : English

1. I am willing that my paper should be available for reproduction at the discretion of the Liberarian of the Diploma III English Study Program Faculty of Culture Study USU on the understanding that users are made aware of their obligation under law of the Republic of Indonesia.

2. I am not willing that my papers be made available for reproduction.

Signed : ……… Date : Wednesday, December 4th, 2013

ABSTRACT

The title of this writing or paper is A TECHNIQUE PRACTICED BY THE STUDENTS OF ENGLISH DEPARTMENT TO STUDY ENGLISH AS A FOREIGN LANGUAGE. A kind of writing like this is called a field study or the data are taken from some informants. The informants are all the students of the English Department of D-3 program at the Faculty of Culture Study. The data were taken while they are talking around the park to spend their leisure time. According to the data analysis that they use code-mixing between English and Indonesia deal with the part of speech, they are subjects, predicates, complements, and adverbs of the sentences. They keep them changing in the usage. Code-mixing happens when they have new friends in the groups. So the technique the students practice is very good and fruitful. It helps the students to keep the vocabularies become more familiar.

ABSTRAK

Judul paper ini adalah A TECHNIQUE PRACTICED BY THE STUDENTS OF ENGLISH DEPARTMENT TO STUDY ENGLISH AS A FOREIGN LANGUAGE. Metode yang digunakan untuk menulis paper ini adalah metode lapangan. Seluruh data yang digunakan sebagai bahan analisis diambil dari sejumlah imforman, yaitu semua mahasiswa Diploma 3 jurusan bahasa Inggris. Data diambil pada saat mahasiswa berkomunikasi atau beercakap-cakap di taman pada saat kuliah tidak ada. Sesuai dengan analisis data yang diperoleh bahwa mahasiswa cenderung mencampur bahasa Inggris ke dalam bahasa Indonesia dengan memasukkan kata bahasa Inggris sebagai subjek, predikat, complemen, atau adverb pada kalimat tersebut. Code-switching mereka praktekkan apabila kelompok atau pun grup mereka bertambah. Nampaknya teknik yang mereka gunakan untuk mempelajari bahasa Inggris adalah sangat baik sekali dan dapat membantu mereka mengingat pola dan kata dalam bahasa Inggris tersebut.

ACKNOWLEDGEMENT

Bismillahirrahmanirrahim.

First of all, I would like to thank and praise the almighty God , Allah SWT for blessing and giving me health, strenght and ease to accomplish this paper as one of the requirements to get Diploma III certificate from English Diploma Faculty of Culture Study, University of Sumatera Utara. Then, I would like to express a deep gratitude, love and appreciation to :

 My parents, Z. Lubis and M. Hutajulu, I deeply thank you for your endless supports, advices and prayers for me. I love you.

 My beloved brothers, Haris Munandar and Henrico Sianggian, thank you for taking care for me and for the support.

 Dr. Matius C.A Sembiring, M.A. as the Head of English Diploma Study Program, who gives me a lot of knowledge.

 Drs. Bahagia Tarigan, M.A. as my supervisor and Drs. Siamir Marulafau, M. Hum. as my reader.

 Dr. Syahron Lubis, M.A. as the Dean of Faculty of Culture Study, University of Sumatera Utara.

 All lecturers in English Diploma Study Program for giving me advices and lesson of educational as well as life lesson.

 My best friends in SOLIDAS, Dani, Rahmad, Ryan, Yuda, Andrian, Mahyar, Anggie and all my classmates in SOLIDAS 2010, I will be missing us.

 SOLIDAS 2009: Achmad Topek, Riko, Habibi Ciolip, Okky, Zean, Gren and Felicia, I really enjoy our friendship. Love you, all.

 SOLIDAS 2012: Riko, Fuad, Gilang, Jefri, Eka, Budi, Gondrong, Ferdinan, and Yogi. I will not forget our togetherness, our spirit and our cooperation.

 SOLIDAS 2011: Sandi, Rocky, Abid, Yudi, Yudha, Rizki, Mail and Johan, you are so amazing !

 Legends of SOLIDAS: Yoze, Rio, Tanjung, Erwin, Alfian, Nasrul, Jusiah, Aidil, Nafi, Amri Macho, Racoen and Mail, thank you for everything, Legends !

 All SOLIDAS girls, thank you for being my fans for the last three years. :)

Finally, I do realize that this paper is still far from being perfect. Therefore, I welcome any constructive, critics and suggestions towards this paper.

Medan, December 2013

The Writer

Heri Anggawan

TABLE OF CONTENTS

Author’s Declaration………. i

Copyright Declaration ……… ii

Abstract ……….. iii

Abstrak ……….. iv

Acknowledgement ………. v

Table of Contents ……….. vii

1. 1.1 1.2 1.3 1.4 1.5 INTRODUCTION ……….. Background of the Study ……….. The Problems of the Study ………. The Scope of Writing ……… The Objectives of Writing ……….. The Significances of Writing………. 1 1 4 4 4 5 2. REVIEW OF RELATED LITERATURE ………….. 6

3. 3.1 3.2 THE ANALYSIS ………..……….. Bilingualism……….……… Code-Mixing and Switching ……… 11 17 22 4. 4.1 4.2 CONCLUSION AND SUGGESTION ……… Conclusion ……… Suggestion ……… 27 27 27 REFERENCES ……….……….… 29

ABSTRACT

The title of this writing or paper is A TECHNIQUE PRACTICED BY THE STUDENTS OF ENGLISH DEPARTMENT TO STUDY ENGLISH AS A FOREIGN LANGUAGE. A kind of writing like this is called a field study or the data are taken from some informants. The informants are all the students of the English Department of D-3 program at the Faculty of Culture Study. The data were taken while they are talking around the park to spend their leisure time. According to the data analysis that they use code-mixing between English and Indonesia deal with the part of speech, they are subjects, predicates, complements, and adverbs of the sentences. They keep them changing in the usage. Code-mixing happens when they have new friends in the groups. So the technique the students practice is very good and fruitful. It helps the students to keep the vocabularies become more familiar.

ABSTRAK

Judul paper ini adalah A TECHNIQUE PRACTICED BY THE STUDENTS OF ENGLISH DEPARTMENT TO STUDY ENGLISH AS A FOREIGN LANGUAGE. Metode yang digunakan untuk menulis paper ini adalah metode lapangan. Seluruh data yang digunakan sebagai bahan analisis diambil dari sejumlah imforman, yaitu semua mahasiswa Diploma 3 jurusan bahasa Inggris. Data diambil pada saat mahasiswa berkomunikasi atau beercakap-cakap di taman pada saat kuliah tidak ada. Sesuai dengan analisis data yang diperoleh bahwa mahasiswa cenderung mencampur bahasa Inggris ke dalam bahasa Indonesia dengan memasukkan kata bahasa Inggris sebagai subjek, predikat, complemen, atau adverb pada kalimat tersebut. Code-switching mereka praktekkan apabila kelompok atau pun grup mereka bertambah. Nampaknya teknik yang mereka gunakan untuk mempelajari bahasa Inggris adalah sangat baik sekali dan dapat membantu mereka mengingat pola dan kata dalam bahasa Inggris tersebut.

1.

INTRODUCTION

1.1The Background

The title of this paper is A TECHNIQUE PRACTICED BY THE STUDENTS OF ENGLISH DEPARTMENT TO STUDY ENGLISH AS A FOREIGN LANGUAGE. This title is relatively new since there is no senior or former student has ever written or published the same topic. The theory used to write apaper like this is Education and Linguistics. It cannot be denied by anyone that the process of teaching and learning a foreign language is difficult but is quite interesting and always relative new in remembering that the learners will be new time by time.

Linguistics has been defined as the scientific study of language. A more modest definition would be the systematic study of human languages. Scientific study is today commonly associated with such natural sciences as physics, chemistry, and biology, whose conclusions lend themselves to objective verification more readily than those arrived at by investigators of human behavior. Since speech is a uniquely human phenomenon, the systematic study of it remains, despite the assistance received from other disciplines, a humanistic study, a study whose ultimate objectives are based on humanity values. Linguistics is scientific, nevertheless, both in the rigor and objectivity of its methods and in the technical help it has received from the natural and social sciences.

Any language with the variety of examples is drawn mainly from English—is an extraordinarily complex phenomenon. The more thoroughly

languages are analyzed, the more astonishing their complexity becomes. This complexity suggests a structure, and even the earliest ancient Greek investigators of language recognized the existence of a structure.

Since language is sequences of sound, and sound is invisible, we cannot see its structure as we can, for example, see the bony structure of a body—its skeleton. As we recognize the basic elements of the linguistic structure we invent names for them and attempt to describe the total structure part by part. It is one of the great beauties of plane geometry that its structures can be seen in their entirety. Though the native speaker seems to have a full grasp of the total grammatical structure of his/ her language, we have no way of describing that structure so that it can all be seen at once. Instead we must break it up into what seems to be its most significant or at least its most conveniently describable parts and present them one after another. This is a most exasperating approach. All the parts are interrelated and necessary to the functioning of the whole, and a native speaker controls them all, utilizes them simultaneously, and never gives a conscious thought as to how he is using the structure to communicate his/ her ideas. We know English but we seldom know how the language works. So we find it irritatingly hard to learn a lot of names for what we do so easily and unconsciously. It is the function of linguistics to discover the structure, to find names for its parts, and to use those names to explain how the system operates. Some of the basic areas of linguistic investigation are briefly defined below: (1). Phonology studies and attempts to describe the primary sound units of speech.

(2). Morphology studies and attempts to describe theprimary meaningful units of speech; these are called morphemes.

(3). Syntax studies and attempts to describe the arrangement of morphemes in meaningful utterances, usually called sentences.

(4). Grammar is a term with a number of senses. Linguistics is concerned with the first two which are defined in the article

(5). Semantics studies and attempts to describe meaning. In this definition “meaning” is not used in the same sense as discussed above. Morphological meaning is restricted to the linguistic unit itself; the

s

on cats means “plural” and is recognized as such even though we don’t know what a cat is. For example, if the sentence “I saw a dat” is changed to “I saw some dats,” we know that dats is plural though we have no notion of what a dat is. Semantics studies the relationship between the word and what it stands for; the relationship between cat and the concept of a feline which it represents or us is its meaning.

Semantics gets us into what is called meta-linguistics—studies that go beyond linguistics—matters that involve more than the language itself. Most of the concern of this book is meta linguistic because it deals with such matters as spelling, dictionaries, rhetoric, dialect, jargon, as well as the lexical meanings of words. The structures of meaning, in so far as they exist, are certainly far less apparent than the structures examined in phonology, morphology, and syntax. The modern linguist has therefore given most of his attention to these more obvious aspects of language. There is an irony in this because the layman is far more

interested in what an utterance means than in how it is structured. And his attitude is right to this extent: Language does have as its primary purpose the communication of meaning. But the educated layman tries to have some understanding of all the more significant aspects of his environment. Language is the most important things of these and he should therefore hassome understanding of it. This linguistics tries to provide anything to be practiced.

The techniques of learning which the students practiced are code-mixing and code-switching. The codes which they play are English and Indonesia.

1.2 The Problems

(1) What are the descriptions of the code-mixing used by the students? (2) What are the descriptions of the code-switching made by the students? (3) What are their reasons to make the code-mixing?

(4) What are their reasons to make the code-switching? 1.3 Objectives of Writing

Based on the statements of the research of course the objectives of this writing is to try out finding the answers of the four questions mentioned above. They are:

(1). To find out the descriptions of code-mixing used by the students, (2). To find out the descriptions of code-switching used by the students, (3). To find out their reasons to make the code-mixing while they are talking at

the campus park, and

(4). To find out their reasons to make the code-switching while they are talking at the campus park.

1.4 The Scope of Writing

When we are talking about techniques or strategies in learning English as a foreign language of course there will be a tremendous things to be discussed, but according to the knowledge and competent owned or studied by the writer of this paper during his study at the English Department at the Faculty of Culture Study he wants to limit his discussion deals with the data taken from the students of the English Department while they are talking and talking outside their classroom and they are spending their leisure time around the parks.

1.5 The Significances of Writing

This type of writing is very important because it can be made as addition to those who are interested in writing a language deals with its users. The writer hopes very much that the report of this writing can be added to the collections of the Department, Faculty, and University library. The writer also hope that it can be useful for the students who are interested in discussing ways or strategies to study and learn English as a foreign language.

2.

REVIEW OF RELATED LITERATURE

Guth (1970:XVI) says,”Language is man’s greatest invention and most precious possession. Without the present of a language, trade, government, family life, friendship, religion, and arts would be either impossible or radically different. How we use language, and how well, has much to do with what kind of people we are.” So according to the statements of Guth that we may believe that language is very important for human beings. It also may mean that no human can live without the present of a language.

Perrin (1980:243) says,” Linguistics has been defined as the scientific study of language.” So it means that when someone wants to discuss the aspects of language he or she may not escaped from using linguistics as the science.

Although the lives and views of ordinary group members are clearly of the greatest important in understanding their language, identity and social relationships, we do not have much formal information here. For example, that ‘the only aspect of bilingual education that has been even less researched than student attitudes and interests is that of parental attitude and interests’. Nevertheless, the informal record is useful. In the United States, we have noted the gradual lessening of the influence of specifically ethnic institution: and societies as group need for them decreased. As regards ethnic language itself, there has not been much legal or official pressure on ethnic-group speakers to abandon the mother- tongue; the important factor here has typically been the perceived advantage of life in the mainstream. The few moves to suppress immigrant languages in the last century were unpopular and soon revoked. This is

not to say that minorities would not have preferred a Utopian society with mainstream accessibility and complete cultural and linguistic retention. Choices had to be made. These were not always easy or welcomed in themselves but it is clear that communicative language, at any rate, was a dispensable commodity for most groups. However regrettable this may be, we must remember that, in areas generally untouched by legal compulsion, immigrants of Americans of their own volition, to the extent desired or made necessary by attractive options. Providing we acknowledge the public—private and communicative-symbolic distinctions, we can see that American groups have been largely assimilations in their attitudes.

So far as indigenous minorities are concerned, perceptions of ordinary group members confirm what is mentioned above. It is true that group languages have suffered persecution (but or, at least, ignorance. But even here we should not neglect the elements of choice and volition. Languages may, through force of circumstance, come to play a very reduced communicative role or only a symbolic one, and only group members themselves can save but, we observe that ordinary group members are not, typically, language activists. They are not generally swayed by abstract or romantic appeals which cannot compete with more immediate exigencies; the attitudinal stance is clear. Most minority groups are, above all, pragmatic and this usually imp1ied a considerable assimilation sentiment. Many of the interviewees had regrets connected with emigration and not all of them preferred to describe themselves as American—although many, even in this first generation, did so—but the pragmatic desire to make the act of emigration worthwhile is clear.

A language is a human phenomenon, which will differ from something what even from person to person; it will differ far more from one place to another and from one time to another. These variations in persons, times, and places give rise to such studies as dialectology, linguistic geography, historical and corn preoperative linguistics; and, collaborating even more with other disciplines, lexicography, the making of dictionaries, orthography, the study of spelling, and paleography, the study of ancient text.

In the last few decades linguists have developed a rigorous technique for the analysis of languages, in part in reaction against previous methods of study, particularly philology, which was concerned chiefly with the Indo-European languages and based largely on the study of literature, especially of written literature. A basic principle of linguistics is that language is primarily speech; the methods of analyzing speech (such as establishing categories by comparing “minimal pairs,” two locutions alike in all but one linguistic feature—cat, rat) have become relatively standardized and have been applied to other aspects of language. Perhaps the most difficult aspect of linguistics has been the separating (for the purposes of analysis) of linguistic activities from the current of life in which they appear. The words structure and structural, often applied to linguistic study (sometimes almost with a mystical or magical overtone), emphasize this separation. Structural linguistics isolates the linguistic activity and stresses that despite the variety in a language there is a system or a series of patterns which can be discovered and described by linguistic methods and which alone are the proper subject of linguistics.

Because of the tremendous importance of language in life, there have been numerous pressures for practical applications of the methods and findings of the new science. To date, the notable successes have been in recording and analyzing languages not previously written, recording many that were on the point of extinction, and in teaching the spoken form of a second language through more detailed and accurate analysis.

Considerable progress has been made in describing English in newer and more precise terms. Features like word order and intonation patterns have been more systematically explored. Real advances have been made in abandoning or at least minimizing some categories inherited from Latin grammar but not significant for English, such as forms for case in nouns and mood in verbs; in defining various categories more objectively, such as the parts of speech (or form classes)—defining them by reference to form and function rather than to meaning; in giving more definite recognition to the phrase patterns basic to syntax; and in providing a syntax grounded in observation of speech.

The description of English should be as accurate as possible, and gradually linguistics is furnishing a more complete and consistent description. Even now there are gains in using some of the terms and categories of linguistics: a few topics such as sentence boundaries and restrictive punctuation can be more accurately presented than formerly, even though the precise definitions of the terminals.

The language part of a context and situation beyond a few pretty elementary topic iscertainly in the area of meta-linguistics, involving social habits

and attitudes. Most of the questions are of the order of “Shall I say or write this in this situation?” Linguistic generalizations, whether in traditional or more scientific form, can help in presenting general patterns, in summarizing general practices, but they do not go far in guiding choices between similar expressions when both are in the range of Standard English. To make these decisions students need not only the paradigms but a wide knowledge of the varieties of current usage, what educated people say and write. Since this knowledge by itself will not answer the questions, principles are also needed, especially principles of appropriateness. These involve value judgments, the cultivation of taste and some sensitivity to styles.

While we are talking about code-mixing and code-switching there will be many things or linguistic aspects to be discussed on. So in order to make the writing has a rail to be followed by, the writer wants to limit her analysis deal with the code-mixing and code-switching which are taken around the parkof the Faculty of Culture Study used by the students of the English D-3 program who are having no class.

3.

THE ANALYSIS

A lengthier description of adaptation to life in the larger society is given in an autobiography He discusses the public-private distinction I have discussed here: home was Spanish and outside was English. It considers that having to learn English at school, although painful, established his right to speak the language of los gringos. This, as he makes quite clear, created a loosening of ties with parents and relatives who remained Spanish-speaking, for as his English improved his Spanish declined. Whether this need be so for all ethnic group members is doubtful, and Rodriguez’s case might be taken as an example of the need for bilingual education. If so, however, it would be of the transitional variety, for he is critical of those who reject assimilation; they are ‘filled with decadent self-pitythey romanticize public separateness’.It was to find that family life and intimacy could indeed be expressed through English—‘intimacy is not created by a particular language; it is created by intimates’. His linguistic cost—benefit analysis will not be to everyone’s taste but it is an honest account. I think, it is ageneralization.

Less temperate reactions by other ‘ethnics’ towards policies intended to affect their language and identity can also be found, often in the popular press. Thus, proclaimed himself against the Canadian multicultural policy: ‘I don’t need a multiculturalism grant to be Jewish’ Multiculturalism, he feels, is a political sop to ethnic voters, encourages fragmented loyalties, and attempts to maintain what can only be sustained by groups themselves. Hayakawa (1980) commenting on bilingualism in the United States, states that it is a good thing in itself, but should

not be officially supported. He is particularly exercised by politicians stressing their own ethnic roots.

In general, the adjustments made by minority groups—as revealed in the historical record and discussed on this research—give a rather clear assessment of attitudes towards language and identity. At the risk of elaborating the point, I note again that their views are the products of altered environments. In this sense, and especially during periods of transition, they may not always reflect ideal preferences. They do reflect practical and necessary choices.

I have already discussed the gradually increasing gap between the lives of ethnic-group members and the societies, churches and school “which were once so important to them. The fact that these institutions remain means that there exist persons who feel themselves to be group spokesmen and leaders, but who may also be some way removed from grassroots sentiment. These individuals, furthermore, are often ones who have prospered in the larger society; indeed, “ir role as spokesmen often reflects an admired ability to straddle two cultures. Relatively secure, these activists endorse cultural pluralism because they feel that ‘permanent minority status might be advantageous’. It has been outlined in some detail the distance between group spokesmen and the masses. Noting that rank-and-file ethnics in the United States were not swept into the cultural renaissance, he cites the view of Myrdal that, far from being a people’s movement, the new ethnicity is supported by well-established. While they may be sincere, they are hardly typical. Mann suggests that they are too ready to see mass support for their ideas in public ethnic activities and festivals—celebrations which have in most

cases become thoroughly Americanized. The fact that intellectuals and leaders present an articulate, powerful and visible source of influence should not confuse us into thinking that they represent large-scale opinion.

Dittmar (1976:240) says that sociolinguistic theory is therefore a great interest for interrelation of planned social change and planned language change. He also state that sociolinguistics is very useful to discuss the language variation.

Edward (1995:120) says that sociolinguistics as the study of language in relation to society, and this is how we shall be taking the term. sociolinguistics has become a recognized part of most courses at university level on ‘linguistics’ or ‘language’, and is indeed one of the main growth points in the study language from the point of view of both teaching and research.There are now major English-language journals devoted to research publications (Language in Society, Language Variation and Change and International Journal of the Sociology of Language) and a number of introductory textbooks, apart from the present one. Most of the growth in sociolinguistics has taken place since the late 196os. This is not meant to imply that the study of language in relation to society is an invention of the 1960s — on the contrary, there is a long tradition in the study of dialects and in the general study of the relations between word-meaning and culture, both of which count as sociolinguistics by our definition. What is new is the widespread interest in sociolinguistics and the realization that it can throw much light both on the nature of language and on the nature of society. Like other subject’s, social is partly a matter of going out and amassing bodies of fact and partly of sitting back and thinking. The ‘armchair’ approach to sociolinguistics

can be fairly productive, whether it is based on facts collected in a systematic way as part of research or simply on one’s own experience. In particular, it allows the beginnings of an analytical framework to be worked out, containing terms such as LANGUAGE (a body of knowledge or rules), SPEECH (actual utterances), SPEAKER, ADDRESSEE. TOPIC and so on. And of course personal experience is a rich source of information on language in relation to society. However, it will soon become clear that the armchair approach is dangerous for two reasons if it is applied to personal experience alone. First, we may be seriously wrong in the way in which we interpret our own experience. Since most of us are not consciously aware of the vast range of variations in speech which we hear, and react to, in our everyday lives. And secondly, personal experience is a very limited base from which to generalize about language in society, since it does not take account of all the other societies where things are arranged very differently.

However, the reason why interest in sociolinguistics has grown so rapidly over the last decades is not because of the achievements in armchair theorizing but because of the empirical discoveries made in the course of systematic research projects. Some of this research has taken place in ‘exotic’ communities, and this has produced facts which many readers of this book will find stimulating because they are so unexpectedly different from the kind of society which they already know For instance, British people are generally surprised (and interested) to hear that there are societies where one’s parents must not have the same mother-tongue. Other research projects, however, have been in the kind of complex, urban industrial society to which most readers will be accustomed, and this research too

has provided some surprises, such as the discovery that differences between social classes are as clearly reflected in speech in America as they are in Britain, although the United States has an image of being much less class-conscious. It is important to recognize that much of the interest in sociolinguistics has come from people (such as educationalists) who have a practical concern for I language, rather than a desire simply to understand better how this small area of the universe works In particular, it became possible in the united States in the 196os and I97cts to fund relatively large-scale research projects connected with the speech of underprivileged groups, on the grounds that the findings would make possible a more satisfactory educational policy.

Throughout this book I will refer to sociolinguists and linguists as separate people, but of course there are many sociolinguists who would also call themselves linguists, as well as the large number whose background is in sociology, anthropology or social psychology. The question of who is a sociolinguist and who is not, is neither interesting nor important; but it is important to ask whether there is a difference between sociolinguistics and linguistics and. if so, what it is. A widely held view is that there is such a difference, and that linguistics differs from sociolinguistics in taking account only of the structure or language, to the exclusion of the social contexts in which it is learned and used. The task of linguistics, according to this view, is to work out ‘the rules of language X’, after which sociolinguists may enter the scene and study any points at which these rules make contact with society such as where alternative ways of expressing the same thing are chosen by different social

groups. This view is typical of the whole ‘structural’ school of linguistics which has dominated twentieth-century linguistics, including transformational generative linguistics.

However, not all students of language would accept this view. Some would argue that since speech is (obviously) social behavior, to study it without reference to society would be like studying courtship behavior without relating the behavior of one partner to that of the other. There are two particularly good reasons for accepting this view. The first is that we cannot take the notion ‘language X’ for granted, since this in itself is a social notion in so far as it is defined in terms of a group of people who speak X, the problem is that this group will in all probability be defined, in a complete circle, as ‘the group who speak X’, especially when we focus on detailed differences between dialects and try to define ‘dialect X’ instead of ’language X’. The second reason is that speech has a social function, both as a means of communication and also as a way of identifying social groups, and to study speech without reference to the society which uses it is to exclude the possibility of finding social explanations for the structures that are used.

I shall refer throughout to ‘sociolinguists’ and linguists’ as though they were separate individuals, but these terms can simply be used to reflect the relative amount of attention given to the social side of language, without taking the distinction too seriously. There is no denying that remarkable progress has been made in the study of language structure within the structural tradition, by people who would call themselves linguists’ and not sociolinguists’. Moreover, it

is clear that some areas of language, such as those covered in this book, relate more directly to social factors than others do. Those who concentrate on other areas, taking a more or less ‘asocial’ approach, we can call ‘linguists’, as opposed to ‘sociolinguists’. However, although I am not arguing that the topics covered in this book are the only ones which should be studied, I do believe that all who study language, from whatever point of view, should be much more aware of the social context of their subject matter than is often the case, and the topics covered here seem most relevant in this context.

3.1 Bilingualism and Multilingualism

Malmkjaer (1991:61) says that bilingual often engages in language mixing when communicating with another person who also speaks both languages. This may happen for a number of r4easons; for examples, the bilingual may have forgotten the term for something in the language she or he is currently speaking and use the other language’s term instead; or the other language being spoken may not have the term.

Most of what is true of bilingualism hold also for multilingualism, and except where the context dictates otherwise, it will refer to both states using the former terms. A bilingual (or multilingual) person is one whose linguistic ability in two (or more) languages is similar to that of a native speaker. It is estimated that half of the population of the world is bilingual. It is as difficult to set up exact criteria for what is to count as bilingualism as it is to describe exactly all that a native speaker can do with her or his language. Besides, not all native speakers will have the same ability in all aspects of then language: specialist registers, for instances,

are typically only accessible to specialists. Similarly, most bilinguals will not have access to all registers in both their languages, or to the same registers in both languages; for instance, if a native speaker of one language leaves her or his native country for another, and learns a new skill through the language of the new country of residence, she/ he will typically be unable to converse fluently about this skill in her or his native language: typically, she will not have the required terminology at her or his disposal. A bilingual may thus have a different preferred language for different activities.

In addition, it is so difficult to say precisely where advanced foreign-language skill ends and bilingualism begins, that many scholars interpret bilingualism, as a gradable phenomenon. For various attempts at definition, and for definitions of many more types of bilingual than can be given here at this time.

If a bilingual’s ability in both languages is roughly equal, s/he is known as a balanced bilingual or equilingual; but such individuals are very rare. Often in situations of stress, pronunciation accuracy in usage will show that an apparent and equilingual is, in fact, less proficient in one language than another language. Still, a person who can pass as native in more than one language except in situations of stress might be said to be ‘more’ bilingual than a so-called receptive (as opposed to productive) bilingual, a person who can understand one of her or his languages without being able to speak or write it well. People who have not used their native language for a long time often find their ability in it reduced to this type, although they will typically regain fluency after a period of exposure to the native language. Such persons are known as dormant bilinguals.

It is also possible to make distinctions between types of bilingual in terms of the process by which they have reached this status. A natural or primary bilingual is a person whose ability in the languages is the result of a natural process of acquisition, such as upbringing in a bilingual home, or of finding herself or himself in a situation in which more than one language needs to be used, but who has not learnt either language formally as a foreign language. If formal instruction in a foreign language has been received, the bilingual is known as a secondary bilingual.

Finally, what one might referred to as a socio psychological distinction may be drawn between additive bilingualism, in the case of which the bilingual feels enriched socially and cognitively by an additional language, and subtractive bilingualism, in the case of which the bilingual feels that the second language is a cause of some loss with respect to the first. The latter tends to be when there is tension between the cultures to which the two languages belong to.

A child may become bilingual for a number of reasons. The language of the home may differ from that of the surrounding larger social group, or from that of the education system of the country of residence, in which case the child can hardly avoid becoming bilingual, and must succeed in the school language in order to benefit from the education system. Opinions vary about the best way for schools to introduce the language of the school to children whose home language differs from it, and the debate is typically related to the wider issues of the rights and position of minority groups in multiethnic societies. Two main approaches predominate: (1) mother-tongue teaching, and (2) teaching in the school language

exclusively with other languages introduced only as subjects, not as the media of instruction.

In mother-tongue teaching, children are first taught all their subjects in their mother tongue. The school language will be introduced gradually, and may then either take over completely, or both languages may continue to be used side by side. Only if both languages continue to be used as media of instruction do such programs fall within the definition of a bilingual education program as ‘any system of school education in which, at a given moment in time and for a varying amount of time, simultaneously or consecutively, instruction is planned and given in at least two languages’.

The major argument in the favor of mothers tongue teaching arises from research into migrant children’s levels of achievement in Swedish schools. if they had migrated earlier than the age often, whereas if migration had taken place after that age, the children achieved normally, according to both Swedish and Finnish norms. This suggests that for children who are not bilingual from birth, the mother tongue must be firmly established before the second language is introduced; otherwise, the children’s competence in both languages will suffer. It should also be borne in mind when considering the question of mother-tongue teaching, that a child’s language is closely associated with its cultural identity, and that it can be very disturbing for a child suddenly to have to switch to a new language at the same time as s/he is being introduced to the new cultural norms which inform the school system and to that system itself and to all the new information s/he is required to assimilate at school indeed, it is only where large groups sharing a

minority language exist that mothertongue-teaching programme can be instituted in practice, for economic and other practical reasons: it is too expensive to employ teachers in all languages, and they are, in any case, not usually available.

In the 1980s, funding for mother-tongue teaching steadily decreased both in the USA and in Britain, while resources were diverted on the program to teach English as a second language (ESL). Minority groups were encouraged to provide education in the minority languages themselves leaving the school system monolingual. These programs aim to assimilate children into the mainstream culture and language as quickly as possible, through the exclusive use in the school of the mainstream language: children are required to cope with the school language from the start; all instruction is driven in it, with, at best, a bilingual teacher or classroom assistant to assist in the initial stages, or with the help of extra language classes in ESL.

In order to preserve their children’s ability in the home language, many parents faced with this type of situation choose to interact in the home language only, within the home, in the family group, and in the company of other speakers of the home language. This policy usually succeeds, and If there is a large, closely integrated community speaking the minority language in question, the child may remain actively bilingual all its life. However, children of school age may refuse to interact in the home language, speak the language of the larger community between themselves, and answer their parents in the majority language when addressed in the minority language. This is often because the children do not want to be different from their peers.

On the other hand, parents who have decided to aim for total integration in the wider community for themselves and their children, and who have therefore not tried to maintain their own language or to teach it to their children, sometimes find that the children, usually once they become teenagers, feel cheated of part of their culture and of the language which they feel they should have inherited. Many such children seek to spend time in and to learn the language of their parents’. 3.2 Code- Mixing and Switching

Dittmar (1976:143-145) says that code-mixingpracticed by the speakers when they are communicating.The code-mixing may happen for a number of reasons; for instance, the one who is speaking may have forgotten the term for something in the language so she or he does the code-mixing. Sometime their reasons to mix the code because there is not exact term on the language used or on the other hand we may guess that the other language being spoken may not have a term for a particular concept the bilingual wants to refer to. In other cases, a word which is similar in both languages, or a name, may trigger a switch. A bilingual can obviously also choose to quote the speech of another person in the language the person was speaking, even when the bilingual is engaged is speaking another language. Language mixing can also be used to express emotion, close personal relationships and solidarity, and to exclude a third person from part of a conversation.

Malmkejaer (1991:62) says,”Code-switching can take place at various points in an utterance.” He also states that the speakers who are communicating

switch the code because the members of being spoken are increased. It may happen with some reasons. It can be caused by the feeling of solidarity or prestige.

A distinction can be drawn between two types of linguistics mixing: (1) code mixing—the use of elements, most typically nouns, from one language in an utterance predominantly in another language; and

(2) code switching— a change from one language to another in the same utterance or conversation.It has its identifications that can be divided into three main varieties of code mixing in India. First, English may be mixed into a regional language. The resulting mixed code serves as a marker of high social prestige and is characteristic of the Indian educated middle class, whose members may use it among them, whereas they would speak the unmixed Indian regional language with servants. Second, philosophical, religious, or literary discourse may proceed in discourse in which or High Hindi is mixed with a regional language, as a mark of religious or caste identity. This variety may also be a mark of political conservatism. Finally, the Indian Law Courts mix Persian vocabulary with Indian, and Persianized code mixing may also serve as a marker of Muslim religious identity and of professional status.Code switching can take place at various points come down to the speakers or the users of the language used. It is governed by different norms in different bilingual communities, but although the norms differ, and although the reasons for the switch are diverse, there is some evidence that the switching itself is guided by a number of constraints imposed by differences in structure between the languages involved. For instance, bilinguals tend to avoid switching intra-sentences at a boundary between constituents which are ordered

differently in the two languages, since this would result in a structure which would be ungrammatical in at least one of the languages, .is therefore more problematic when typologically different languages are involved than when the languages are typologically similar.

According to the understanding of the writer of this thesis that Code-Switching will be happened when two persons have a conversation, then one other person wants to join them. Sometimes there are two persons want to join them. This situation leads them making a process of code-switching. Let us see that those four persons are two English men, one can speak a little Indonesia. The other two persons are Indonesians. One of them can speak a little English and his friend does not understand English. So this situation forced them to apply the code-switching.

The Conversations Code-Mixing

Examples of the conversation where the subject of the sentences used are  English can be seen in ths following conversation.  

"I" akan pergi besok pagi.   "We" sangat senang.  

"You" sudah menonton film itu.   "They" sudah pergi kemaren.  

Sometimes the students used English as the predicate of the sentences. The  xamples of the conversation can be seen in the following conversation. 

Apakah yang kamu "reading"?   Apakah yang dia "write"?    Apakah yang kalian "drink"?  

Sometimes the students used English as the complement of the sentences.  The  examples can be seen in the following conversation. 

Dia "pretty"?  Mereka "hungry".  Kita "late".   Kamu "clever".  

Sometimes the students used English on the adverbs of the sentences. The  sentences can seen in the following conversation. 

Kamu berlari "quickly".  

Mereka menjawab pertanyaan itu "perfectly".  Dia memenangkan pertandingan itu "easily".  Dia mengucapkan kata itu "correctly".  

The use of WH on the code‐switching.   "Who" di dalam kamarmu? 

"Why" kamu marah kepada saya?  "Where" kamu tinggal? 

”What" nama temanmu itu?   

Code‐Switching 

 Sometimes the students tend to use code‐switching on their conversations. For  examples. 

A  : Hi Siti! 

Siti  : Hi! Good morning. 

A  : Good morning. How are you?  Siti  : I’m fine thanks. And you? 

A  : Have you finished the translation?  Siti  : No, I haven’t.  

B  : Hei. Kalian dua sudah selesai tugas itu?  Siti  : Baru saja kami ceritra tentang itu. 

A  : Siti and I haven’t finished. What about you? 

B  : Makanya saya datang lebih awal. Mau minta kawan.  Siti  : I think it will be better if we go to the library to do it.  A  : Good ideas. I come with you. 

B  : So do I.   

4.

CONCLUSION AND SUGGESTION

4.1 Conclusion

The writer of this paper has finished writing chapter one, two, and three so now he wants to write chapter four as the conclusion of this paper. According to the data taken from the students while they are practicing the technique which they apply in learning and studying English as a foreign language, code-mixing and code-switching is very interesting. They use code mixing by mixing the words in the language of English and Indonesian. They play words on the varieties of the parts of speech. They keep in changes by mixing the subject of the sentences, the complement of the sentences, the predicate of the sentences, and so the adverbs of sentences. The examples can be seen on chapter three.

Code-switching also practiced by the students. The examples of their conversation in applying the technique of code-switching can be seen on chapter three. Sometimes they switch the Indonesian into English and sometimes English into Indonesian.

The students’ reasons to apply the techniques of mixing and code-switching are to make it easier to study, because by doing that little by little or step by step the familiarity of using English becomes a habit when we want to communicate with other by using English as the media.

4.2 Suggestion

The writer of this paper encourages the other students to write other techniques in learning and studying English as a foreign language in Indonesia. The writer of this paper also is sure that to find a society which uses English as

the media to communicate is very difficult. And we can realize that language is part of culture and habit, so the often you use the familiar the language will be to you.

REFERENCES

Bolinger, D. 1978. Aspects of Language. New York: Rinehart and Winston. Brown, Gillian. 1983. Discourse Analysis. Cambridge: Cambridge Univ. Press. Corder, S.P. 1985.Applied Linguistics.Auckland: Penguin.

Cramer, Ronald R. 1985.Language: Structure and Use. Illinois: Scott and Company,inc.

Dittmar, N. 1976.Sociolinguistics: a critical survey of theory and application.London: Edward Arnold Ltd.

Edward, J. 1995. Language, Society, and Identity.Oxford: Blackwell.

Fasold, Ralph. 1984. Sociolinguistics of Society. New York: Basil Blackwell. Fasold, Ralph. 1990. Sociolinguistics of Language. London: Basil Blackwell. Guth, Hans P. 1970. American English Today. USA: McGrow Hill Inc. Lado, R. 1975. Language Testing.Hongkong: Wing Tai Cheung.

Malmkjaer, Kirsten. 1991. The Linguistics Encyclopedia.London: routledge. Moleong, Lexy J. 1993. Metodologi Penelitian Kualitatif. Bandung: Remaja

Rosdakarya.

Perrin, Porter G. 1980. An Index to English. Chicago: Scott.

Sudaryanto. 1993. Metode dan Aneka Teknik Analisis Bahasa. Yogyakarta: Duta Wacana University Press.

Surachmad, Winarno. 1982. Pengantar Penelitian Ilmiah. Bandung: Tarsito. Suryabrata, Sumadi. 2002. Metodologi Penelitian. Jakarta: Raja Grafindo Persada. Suryabrata. 1984. Metode Penelitian. Jakarta: angkasa.

Trudgil, P. 1985. Sciolinguistics. Middlesex: Penguin.

Trudgil, P. 1985. Sciolinguistics: an introduction. Harmondworth: Penguin. Wardhaugh, R. 1980. An Introduction to Sociolinguistics. Oxford: Basil.

differently in the two languages, since this would result in a structure which would be ungrammatical in at least one of the languages, .is therefore more problematic when typologically different languages are involved than when the languages are typologically similar.

According to the understanding of the writer of this thesis that Code-Switching will be happened when two persons have a conversation, then one other person wants to join them. Sometimes there are two persons want to join them. This situation leads them making a process of code-switching. Let us see that those four persons are two English men, one can speak a little Indonesia. The other two persons are Indonesians. One of them can speak a little English and his friend does not understand English. So this situation forced them to apply the code-switching.

The Conversations Code-Mixing

Examples of the conversation where the subject of the sentences used are  English can be seen in ths following conversation.  

"I" akan pergi besok pagi.   "We" sangat senang.  

"You" sudah menonton film itu.   "They" sudah pergi kemaren.  

Sometimes the students used English as the predicate of the sentences. The  xamples of the conversation can be seen in the following conversation. 

Apakah yang kamu "reading"?   Apakah yang dia "write"?    Apakah yang kalian "drink"?  

Sometimes the students used English as the complement of the sentences.  The  examples can be seen in the following conversation. 

Dia "pretty"?  Mereka "hungry".  Kita "late".   Kamu "clever".  

Sometimes the students used English on the adverbs of the sentences. The  sentences can seen in the following conversation. 

Kamu berlari "quickly".  

Mereka menjawab pertanyaan itu "perfectly".  Dia memenangkan pertandingan itu "easily".  Dia mengucapkan kata itu "correctly".  

The use of WH on the code‐switching.   "Who" di dalam kamarmu? 

Code‐Switching 

 Sometimes the students tend to use code‐switching on their conversations. For 

examples. 

A  : Hi Siti! 

Siti  : Hi! Good morning. 

A  : Good morning. How are you?  Siti  : I’m fine thanks. And you? 

A  : Have you finished the translation?  Siti  : No, I haven’t.  

B  : Hei. Kalian dua sudah selesai tugas itu?  Siti  : Baru saja kami ceritra tentang itu. 

A  : Siti and I haven’t finished. What about you? 

B  : Makanya saya datang lebih awal. Mau minta kawan.  Siti  : I think it will be better if we go to the library to do it.  A  : Good ideas. I come with you. 

B  : So do I.   

4.

CONCLUSION AND SUGGESTION

4.1 Conclusion

The writer of this paper has finished writing chapter one, two, and three so now he wants to write chapter four as the conclusion of this paper. According to the data taken from the students while they are practicing the technique which they apply in learning and studying English as a foreign language, code-mixing and code-switching is very interesting. They use code mixing by mixing the words in the language of English and Indonesian. They play words on the varieties of the parts of speech. They keep in changes by mixing the subject of the sentences, the complement of the sentences, the predicate of the sentences, and so the adverbs of sentences. The examples can be seen on chapter three.

Code-switching also practiced by the students. The examples of their conversation in applying the technique of code-switching can be seen on chapter three. Sometimes they switch the Indonesian into English and sometimes English into Indonesian.

The students’ reasons to apply the techniques of mixing and code-switching are to make it easier to study, because by doing that little by little or step by step the familiarity of using English becomes a habit when we want to communicate with other by using English as the media.

the media to communicate is very difficult. And we can realize that language is part of culture and habit, so the often you use the familiar the language will be to you.

REFERENCES

Bolinger, D. 1978. Aspects of Language. New York: Rinehart and Winston. Brown, Gillian. 1983. Discourse Analysis. Cambridge: Cambridge Univ. Press. Corder, S.P. 1985.Applied Linguistics.Auckland: Penguin.

Cramer, Ronald R. 1985.Language: Structure and Use. Illinois: Scott and Company,inc.

Dittmar, N. 1976.Sociolinguistics: a critical survey of theory and application.London: Edward Arnold Ltd.

Edward, J. 1995. Language, Society, and Identity.Oxford: Blackwell.

Fasold, Ralph. 1984. Sociolinguistics of Society. New York: Basil Blackwell. Fasold, Ralph. 1990. Sociolinguistics of Language. London: Basil Blackwell. Guth, Hans P. 1970. American English Today. USA: McGrow Hill Inc. Lado, R. 1975. Language Testing.Hongkong: Wing Tai Cheung.

Malmkjaer, Kirsten. 1991. The Linguistics Encyclopedia.London: routledge. Moleong, Lexy J. 1993. Metodologi Penelitian Kualitatif. Bandung: Remaja

Rosdakarya.

Perrin, Porter G. 1980. An Index to English. Chicago: Scott.

Sudaryanto. 1993. Metode dan Aneka Teknik Analisis Bahasa. Yogyakarta: Duta Wacana University Press.

Surachmad, Winarno. 1982. Pengantar Penelitian Ilmiah. Bandung: Tarsito. Suryabrata, Sumadi. 2002. Metodologi Penelitian. Jakarta: Raja Grafindo Persada.