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CHAPTER II REVIEW OF RELATED LITERATURE
This chapter is intended to review some theories related to the issue of the study and to formulate the theoretical framework. For this reason, the
researcher divides this chapter into two major sub-headings, namely theoretical description and theoretical framework. The theoretical description provides the
theoretical review of the issues whereas the theoretical framework explains the thread of the theories to formulate the orientation of the study.
A. Theoretical Description
To obtain thorough understanding about code-switching, this theoretical description is presented. This section elaborates the definition of code-switching,
types, reasons and how it relates to the language learning.
1. Linguistics
There are different definitions of what linguistics is which are proposed by various linguists. Those definitions are changing from isolated structured context
to a wider scope or language in society. Linguistics thus addresses itself to the fundamental areas of human
experience – the mental and the social. Linguists are interested in how language is organized in the human mind and in how the social structures
of human communities shape language to their own purposes, reflecting social structures in language use. Finegan: 1992 in Emmitt Pollock,
2002: 76. The aim of linguistics is therefore to study language systematically. Its
purpose is to study language objectively and explain language as it is. It has PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
8 twofold aim: “to cover general principles underlying human language and to
provide reliable descriptions of individual languages.” McArthur, 1992: 608. Linguistics has three classic subdivisions: 1 Phonology the study of sound
patterns; 2 Morphology and syntax the composition of words and sentences; 3 Semantics the study of meaning. In the later development, some areas have
become increasingly important namely pragmatics, sociolinguistics, psycholinguistics, neurolinguistics, linguistic typology, computational linguistics,
stylistic linguistic and applied linguistics McArthur, 1992: 609. In language teaching and learning, it is essential for teachers to have
“explicit knowledge of grammar” to aid students. Teachers should firstly be aware and critical of the language and then help students to develop a critical awareness
of language, of how power relationship influence language use and how to use language respectfully Emmitt Pollock, 2002: 90.
2. Sociolinguistics
According to Romaine 1994: 4005, “sociolinguistics is the subdiscipline of linguistics which deals with the relationship between language and society.” It
also encompasses the study of “…attitudes to language and language change…” Language users may act towards the language. The act depends on the
context, situation or people they communicate with. Sociolinguistics deals with language and the society who use the language and social background of the
language user – the speaker and the listener. For that reason, the relationship between speaker and addressee, the context and manner of the interaction are
important factors to maintain good communication. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
9 In a social relationship, people modify their language so that message is
clearly understood by the addressee. The same is true in the context of language teaching and learning. Language teachers modify the language they use in order to
achieve successfully transferred information. In other word, language teachers do the teacher talk. Teachers may simplify or lengthen the utterance to make meaning
clearer. It is also normal to switch to the mother language to smooth the communication.
3. Code-switching
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