14 as cited in Ayeomoni, 2006:91 as some of reasons of code-switching. English
language as one of the most-widely used language may represent modernization as well as westernization in Indonesia. For instance there are many international
schools which require English as the communication device in teaching learning activities. This phenomenon makes English language popular to school-age
students. Efficiency makes communication more efficient than using translated
version which probably takes longer explanation. Professionalism and social advancement correlate more on working world. In a professional work, he or she
will take into more consideration than those who are less competitive in English. As a result, it may affect his social advancement since he or she gets more chance
to deal with wider community.
d. Code-switching and Language Learning
Code-switching can be briefly defined as “a phenomenon of switching from one language to another in the same discourse.” Nunan and Carter: 2001 as
cited in Sert, 2005:1. In language learning, code-switching is used by both teachers and students. A study of the implication of code-switching on language
acquisition right from childhood states that code-switching “correlates positively with the educational attainment of individuals” Ayeomoni, 2006: 94 but it is
English language teachers’ job to “devise the means of preventing the demerits from the adversely affecting the language acquisition process…” Ayeomoni,
2006: 94. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
15 According to Sert 2005, there are differences between the function of
code-switching of teachers and students. In the teachers’ side, code-switching functions as topic switch, affective function and repetitive function. Topic switch
means teachers convert his language to the topic being discussed. In teaching language content, it is easier and understandable to switch to native language so
students comprehend the information. Affective function means teachers use code-switching to build close and
intimate relationship to the students. Teachers may use emotive expression to support the classroom atmosphere to learn second language. Repetitive function
means that code-switching is to clarify message from teacher to students so they can comprehend the message efficiently Mattson and Burenhult: 1999 as cited in
Sert, 2005: 3. The functions of students’ code-switching are classified into equivalence,
floor-holding, reiteration and conflict control Elridge: 1996 as cited in Sert, 2005: 3. Equivalence maintains fluent communication by being “defensive mechanism”
Elridge: 1996 as cited in Sert, 2005: 3. Students alter a certain lexical item to native language so eliminating gaps of the lack of proficiency in foreign language.
Floor-holding has approximately the same function as equivalence. It is to fill gap of incapability of using foreign language when students cannot recall expression
in the target language. The last function is control conflict. Students switch to the first language to avoid misunderstanding.
Nonetheless, those functions mentioned can also be obstacles in learning foreign language. If students switch to native language too often, it may lead to
16 the lack of fluency in a long term. If teachers frequently use repetitive function to
repeat instruction, students may become dependable and less attentive to the instruction in the target language.
Students also learn from the language the teacher uses. What the teacher said will be an example of the real implementation of the target language. In
second language acquisitions theory, what the students received from teacher’s talk is called input. Ellis 1997: 44 elaborates the role of input and how it may
affect the successful second language acquisition. A study of input modifications through the phenomenon of foreigner talk shows that it takes into effect the kinds
of talk the foreigner use when communicating with non-native speakers. The kinds of foreigner talk as the result of the study is ungrammatical and
grammatical. “Ungrammatical foreigner talk is characterized by the deletion of certain grammatical features such as copula be, modal verbs and articles Ellis,
1997: 45.”
Ungrammatical foreigner talk may help language learner comprehend the message better. However, when it is not followed by the correct explanation,
learning can be obstructed. The second type is grammatical foreigner talk. This type is the norm type
i.e. the use of correct talk according to the rule. There are several of “baseline talks” Ellis, 1997: 45. First, grammatical foreigner talk is communicated at slow
speed giving the addressee more time to understand the meaning. Second, the input is simplified for instance using simpler constructions. The third baseline is
foreigner talk that uses full form rather than the constricted one to refer to the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
17 basic form. The fourth is foreigner talk that sometimes lengthens the expression to
make meaning clearer. Hence, teachers’ understanding and awareness towards code-switching
which can both support and hinder learning are therefore important in language learning process. For language teachers are the those who are in charge to help the
development of learning, wise consideration of language use must be taken into account.
B. Theoretical Framework
