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CHAPTER I
INTRODUCTION
This chapter is the introductory part. This chapter presents the Research Background, Problem Formulation, Problem Limitation, Research Objectives, and
Definition of Terms.
A. Research Background
As a means of communication, language works like a bridge which connects people to do anything that they want to do in their society Radford,
1999: 16. In this case, language is used in giving information accurately in teaching and learning process. In teaching and learning process, language is
absolutely needed to deliver information and knowledge both from the teacher to the students and from the students to the teacher. By using clear language, the
teaching and learning become very effective and meaningful. Moreover, Radford 1999: 16 states that the ways of using language reflect
people’s personal aspects of visual and intellectual. People may judge someone just from the language he or she used. They may judge someone’s intellectual just
from the language, whether it is easily understood or not. Thus, language that is used must be well-arranged in order to be easily understood.
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According to Auer 1998, code-switching relates to, and sometimes indexes social-group membership in bilingual and multilingual communities.
Some sociolinguists describe the relationships between code-switching behaviors and class, ethnicity, and other social positions.
McCormick 1994: 581 explains that the term „code switching‟ refers to the juxtaposition of elements from two or more languages or dialects. The
statement above is also supported by Valdes and Fallis 1977, as cited by Duran, code-switching means the use of two languages concurrently or interchangeably.
Moreover, McCormick 1994: 581 states that the terms code-switching and code-mixing are used synonymously. Some linguists use the terms code-
mixing and code-switching more or less interchangeably. Some other linguists have worked to describe the difference between code-
switching and code mixing. The term code-switching emphasizes a multilingual speaker‟s movement from one grammatical system to another. On the other hand,
the term code-mixing suggests a hybrid form, drawing from distinct grammars. In other words, code-mixing emphasizes the formal aspects of language structures or
linguistic competence, while code-switching emphasizes linguistic performance Muysken, 2000.
According to Poedjosoedarmo 1972: 88, one interesting phenomenon is that almost all English teachers teach English with language mixing, for example:
they teach English combined with Indonesian language or even Javanese
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language. They sometimes put Indonesian or Javanese words, phrase, or even sentences while teaching English.
The other phenomenon is the researcher‟s experience when he taught English in class IX in SMP Karitas Ngaglik. In the beginning of the semester, the
researcher used English almost all the time he taught, but the students said,”artinya apa pak?” “what does it mean, Sir?”. After that event, the
researcher taught by using two languages. First, he taught in English, but when the students appeared their confusion the researcher explained again in Indonesia, so
that all of them understood what the researcher explained. Based on informal observation, the researcher found that most of the
students of SMP Karitas Ngaglik, especially male students had less motivation in learning. The headmaster and some teachers said that these students did not study
before the test. It was reflected in their score. Many students did not get satisfying score. These students also did not pay attention to
the teacher‟s explanation. From that fact, the researcher thought that it was hard for the teacher to teach them. It
became harder for English teacher to teach them because English was not their mother tongue. It was very possible for the teacher to teach with code switching.
For the researcher, it was very interesting to conduct the research in this school. This research aimed to show the readers about code switching and also its
importance in teaching English, especially in SMP Karitas Ngaglik. Code switching is not only occurred in SMP Karitas Ngaglik but also in other schools,
even in university level.
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B. Problem Formulation
