LECTURERS’ CODE SWITCHING IN ENGLISH DEPARTMENT CLASSES.

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LECTURERS’ CODE SWITCHING

IN ENGLISH DEPARTMENT CLASSES

A Thesis

Submitted to the English Applied Linguistics Study Program in Partial Fulfillment of the Requirements for the Degree of Magister Humaniora

By:

NOVITA CHAIRANI HARAHAP Registration Number: 8136111047

ENGLISH APPLIED LINGUISTICS STUDY PROGRAM

POSTGRADUATE SCHOOL

STATE UNIVERSITY OF MEDAN

MEDAN

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ACKNOWLEDGEMENT

First and foremost, the writer would praise and say thank God, Allah SWT, the Almighty God and Most Beneficial for His grace, guidance, praise, honor and mercy that have been given to the writer’s life especially in enabling her to complete her thesis and to fulfill the requirements for master degree at English Applied Linguistics Study Program, Postgraduate School, State University of Medan.

In the completion this thesis, the writer wishes to acknowledge her deepest gratitude for all generous guidance and assistance which has been given to her by a lot of people. The highest appreciation goes to her two advisers, Prof. Dr. Sumarsih, M.Pd as her first adviser and Dr. Anni Holila Pulungan, M.Hum as her second adviser for all of their guidance through the completion of this thesis.

Then, her appreciation also goes to Dr. Rahmad Husein, M.Pd as the Head of English Applied Linguistics Study Program and Prof. Dr. Sri Minda Murni, M.S., as the secretary of English Applied Linguistics Study Program who have assisted her in the requirement of administration process during the study in the Post Graduate Program of State University of Medan.

The writer’s great thanks also goes to her reviewers or examiners, Prof. Dr. Busmin Gurning, M.Pd., Prof. Dr. Sri Minda Murni, M.S., and Dr. Siti Aisyah Ginting, M.Pd., for their suggestions, criticisms, opinions, and improvements to this thesis. The writer also would like to express her thankfulness to Prof. Amrin Saragih, M.A., P.hD., Nora Ronita Dewi, S.Pd., M.Hum., Marisi Debora., S.Pd.,

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M.,Hum and Bahagia Saragih., S.Pd., M.Hum., who sincerely gave her favors as the subjects for her study and motivations to complete this thesis.

Then, her gratitude goes to her friends as well (Rudi Purwana, Syarifah Siregar, kk Eka Sirait, Vista Simanungkalit, kk Gewinn Sigalingging, Atiqah Lubis, ‘Exsoe’ Eka Surya, Dewi Sinaga and kk Sofia Lubis,), and all friends in LTBI A3 XXIII who had given encouragement in writing this thesis. Her thank also dedicated to Bang Farid as the administrator of LTBI for his memorable helps assisting her in case of the administrations.

And again, this second dedicated thesis is proudly given to her beloved parents Ustari Harahap and Sari Bulan Mahyani Siregar for their endless love and her affectionate man, Bobi Nugraha Siregar. Their love, praying, support and motivation were really affected in completing her study. This thesis is also dedicated to her brother and sister, Mulia Habibi Harahap, and Ary Revani Harahap. May Allah SWT always blesses them.

Finally, may this thesis be useful for everyone who needs it and the construction criticism are expected from the readers.

Medan, February 2016 The writer,

Novita Chairani Harahap Reg.Num.8136111047

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iii ABSTRACT

Harahap, Novita Chairani. Registration Number: 8136111047. Lecturers’ Code Switching in English Department Classes. A Thesis. English Applied Linguistics Study Program. Postgraduate School. State University of Medan. 2016.

This study was aimed at finding out lecturers’ code switching in English Department classes. The objectives of this study were to find out the types of code switching used by the lecturers and the reasons on why the lecturers did code switching in the classroom. This research applied qualitative research design. The instruments used were observation sheet and interview sheet. The observation was administered to get the types of code switching done by the lecturers and interview was conducted to get the lecturers’ reasons on why they did code switching in the classroom. The data were the lecturers’ utterance related to code switching when they taught in the classroom and the sources were four English lecturers who taught in English Department of State University of Medan. The techniques of data analysis was Interactive Model proposed by Miles and Huberman (2014). Based on the analysis, it was found that 1) there were four types of code switching used by the lecturers namely morphological code switching, emblematic code switching, intra-sentential code switching, and inter-sentential code switching, 2) the lecturers’ reasons on doing the code switching were due to the curriculum access such as by explaining meaning of words, explaining difficult concepts, explaining grammatical, checking for comprehension, introducing unfamiliar material, triggering to be accustomed to, talking about trending topic, ethnical approach, and varying the instructional term. Code switching for classroom management was also done by organizing classroom tasks, maintaining classroom discipline, and drawing students’ attention. Besides, there were positive and negative effects of code switching related to interpersonal function. Positive effect was done through building and strengthening interpersonal relationship between teachers and students, reducing students’ anxiety in learning English, teasing the students, and relieving from anger. While negative effect was done through showing lecturers’ anger, impatience, annoyance, and threatening the students.

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iv ABSTRAK

Penelitian ini ditujukan untuk mengetahui alih kode bahasa yang digunakan oleh para dosen yang mengajar di kelas jurusan Pendidikan Bahasa Inggris. Tujuan penelitian ini yaitu untuk mengetahui jenisjenis alih kode bahasa yang digunakan para dosen dan alasan-alasan mengapa para dosen tersebut melakukan alih kode bahasa ketika mengajar di kelas. Penelitian ini menerapkan desain penelitian kualitatif. Tekhnik pengambilan data yaitu menggunakan lembar observasi dan interview. Observasi dilakukan untuk memeperoleh jenis-jenis alih kode bahasa yang digunakan oleh para dosen dan interview dilakukan untuk mengetahui alasan-alasan yang menyebabkan mereka melakukan alih kode bahasa ketika mengajar di kelas. Data penelitian ini merupakan ujaran-ujaran dosen yang berhubungan dengan pengalihan kode bahasa ketika mereka mengajar di kelas dan sumber data merupakan empat dosen Bahasa Inggris yang mengajar di jurusan Penidikan Bahasa Inggris di Universitas Negeri Medan. Data dianalisis dengan menggunakan Interactive Model yang dicetus oleh Miles and Huberman (2014). Berdasarkan analisis yang diperoleh, ditemukan bahwa 1) ada empat jenis alih kode bahasa yang dilakukan para dosen yaitu morphological code switching, emblematic code switching, intra-sentential code switching, dan inter-sentential code switching, 2) para dosen melakukan alih bahasa berkenaan dengan hal-hal yangg berhubungan dengan kurikulum seperti menjelaskan makna dari kata, konsep-konsep yangg sulit, aturan-aturan dalam bahasa, mengetahui pemahaman mahasiswa, memperkenalkan bahan ajar yang asing bagi mahasiswa, memacu mahasiswa agar terbiasa menggunakan kata-kata tertentu, menceritakan topik yangg sedang hangat dibahas, pendekatan yang menggunakan etnis, dan membuat istilah yang beragam. Alih kode bahasa dalam hal pengaturan kelas juga dilakukan para dosen dengan cara mebuat tugas-tugas menjadi teratur, mempertahankan kedisplinan kelas, dan menarik perhatian mahasiswa. Di samping itu, alih kode bahasa juga menimbulkan dampak positif dan negatif terkait dengan fungsi secara kepribadian. Dampak postif diwujudkan dengan membangun dan memperkuat hubungan antara dosen dan mahasiwa, mengurangi kecemasan/ketakukan mahasiswa dalam mempelajari Bahasa Inggris, menghibur mahasiswa, dan meredakan amarah dosen. Sementara itu, alih kode bahasa juga dapat menimbulkan dampak negatif seperti menunjukkan kemarahan, ketidaksabaran, dan kekesalan dosen kepada mahasiswa serta membuat mahasiswa menjadi cemas.

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TABLE OF CONTENTS

Pages

ABSTRACT ... ... i

ABSTRAK ... ... ii

TABLE OF CONTENTS ... ... iii

LIST OF FIGURES ... ... v

CHAPTER I. INTRODUCTION ... ... 1

1.1 The Background of the Study ... ... 1

1.2 The Problem of the Study ... ... 6

1.3 The Objective of the Study ... ... 6

1.4 The Scope of the Study ... ... 6

1.5 The Significance of the Study ... ... 7

CHAPTER II. REVIEW OF LITERATURE ... ... 8

2.1 Code Switching ... ... 8

2.1.1 Definition of Code Switching ... ... 8

2.1.2 Types of Code Switching ... ... 10

2.1.3 Reasons of Code Switching ... ... 11

2.2 The Nature of Teaching English as Foreign Language ... 14

2.3 Relevant Studies ... ... 19

2.4 Conceptual Framework ... ... 22

CHAPTER III. RESEARCH METHOD ... ... 25

3.1 Research Design ... ... 25

3.2 Data and Source of Data ... ... 25

3.3 The Instrument of Data Collection ... ... 26

3.4 The Procedure of Data Collection ... ... 26

3.5 The Technique of Data Analysis ... ... 27

3.6 The Trustworthiness of the Study ... ... 29

CHAPTER IV. DATA ANALYSIS, FINDINGS, AND DICUSSIONS ... 34

4.1 Data Analysis ... ... 34

4.1.1 Types of CodeSwitching Used by Lecturers of English Department ... ... 34

4.1.1.1 Morphological Code Switching... ... 34

4.1.1.2 Emblematic Code Switching ... ... 38

4.1.1.3 Intra-Sentential Code Switching ... ... 40

4.1.1.4 Inter-Sentential Code Switching ... ... 42

4.1.2 Reasons of Code Switching Used by Lecturers of English Department ... ... 44

4.1.2.1 Code Switching for Curriculum Access ... 44

4.1.2.2 Code Switching for Curriculum Management 52 4.1.2.3 Code Switching for Interpersonal Relationship... ... …… 55

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4.2 Findings ... ... 61

4.3 Discussions ... ... 62

CHAPTER V. CONCLUSIONS AND SUGGESTIONS ... ……. 66

5.1 Conclusions ... ……. 66

5.2 Suggestions ... ……. 66

REFERENCES ... ……. 68

APPENDICES ... ……. 72

Appendix 1. The Transcription of Lecturers Utterances ... ……. 72

Appendix 2. Interview Sheet……... 83

Appendix 3. Data Condensation: Types and Reasons of CS…… 83

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vii

LIST OF FIGURES

Pages

Figure 2.1 Conceptual Framework ... ... 24 Figure 3.1 Interactive Models of Miles and Huberman ... ... 27

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CHAPTER I INTRODUCTION

1.1 The Background of the Study

According to Harmer (2001), there is a number of variables which govern our choice of choosing the language forms namely setting, participants, gender, channel, and topics. In line with Harrmer (2001), Holmes (1992) argues that sociolinguists are interested in explaining why people speak differently in different social contexts. And the effect of social factors such as social distance, social status, age, gender and class on language varieties such as dialects, registers, genres, etc, and they are concerned with identifying the social functions of language and the way they are used to convey social meanings. In other words, those variables affect someone’s language choice.

Since 1990s, numbers of studies started to examine an issue related to the target (second language; hereafter L2) and native (first language; hereafter L1) use in an English as Foreign Language (EFL) classroom. In the past, some studies proposed L1 use contrasted the pedagogy of teaching English through English (Chambers, 1991; Halliwell & Jones, 1991). For those studies, teaching through the target language makes the language authentic and helps learners to be familiar with the whole English environment. This statement supports Krashen (1981)’s comprehensible input and natural order hypothesis. However, recently, this English-only pedagogy has been questioned and some research studies show that L1 is also beneficial in English learning classrooms. Guthrie (1984) has early

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questioned that whether the fact that a class is conducted entirely in the target language results in greater intake by those learners.

Code switching is a tool for the acquisition of subject-appropriate vocabulary in first and second language. It is an important instrument in enhancing teaching and learning processes in that it helps students at lower proficiency levels better comprehend ides and convey their thoughts (Tang, 2002; Greggio & Gil, 2007). Referring to the six functions of code switching including quotation, addressee specification, interjection, repetition, message qualification, personification or objectification, Gumpers (1982) considers it as a special discourse strategy which bilinguals usually use foe different purposes during their communication.

In most English as Language Teaching (ELT) classrooms, teachers apply code switching usually automatically and unconsciously (Bilgin, 2013). However, it may be helpful in terms of providing a smooth transition between two languages. According to Mattsoon and Mattson (1999), this code-switching of teachers function differently in ELT classrooms. One of the functions it serves is topic switching which implies using the native language while giving instructions of grammar rules of the target language. Here, code switching facilitates students' comprehending the rules of L2 by the help of L1. Another function is the affective one which enhances building solidarity and achieving a relaxing learning atmosphere. This may help weaker students since they may need L1 to comprehend the rules of L2.

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Ladd (2013) states that experienced teachers are on average more effective in raising student achievement than their less experienced counterparts. As one of the goal in educational program is boosting up the students’ achievement, hence the greater effective the teacher teach, the greater development of the students achievement will be. In other words, teaching experience will be one of the important factors in the success of teaching learning process. So lecturers’ teaching experience will also be the consideration in this research.

Related to the use of code switching especially by English lecturer, the frequency of using code switching by the more experienced lecturer will not more than the less. Thus, the more experienced lecturer will use English dominantly. But in fact, some students have their own opinion that if the lecturer teaches the lesson only in English especially to the certain terms or some topics that need greater comprehension, sometimes the lecturer needs to switch the language. They think that using only English as the language instruction sometimes makes them frustrated than lead them to be lazier.

However, code switching has been considered by some researcher as an indicator of poor proficiency in one language. Altarriba & Heredia (2001) state that one of the most frequent explanations of why bilinguals switch the language is that they do it to compensate for the lack of language proficiency. The argument is that bilinguals code switch because they do not know either language completely. On the other hand, Ellis (1994), Cook (2001), and Richards and Rodgers (2001) who are specialized in second language acquisition stated that although the exposure to the target language (L2) can help learners to achieve the success, this exposure may not always work effectively in every context. There

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are still lots of factors affecting the learning success. For example, English-only classroom would lead to frustration and anxiety because the learners cannot get enough and proper comprehensible input. Hence it might be one of the reasons of the lecturer in switching the language in the teaching process.

Due to the theory of types of code switching, Hoffman (1991) states there are three types of code switching namely emblematic code switching, intra-sentential code switching, and inter-intra-sentential code switching. Emblematic code switching as Poplack (1980) refers it as tag switching is the insertion of tag or exclamation of a certain language to another language, while intra-sentential code switching is due to the insertion of language below a clause level such as a word or a phrase and inter-sentential occurs when the language inserted is at clause level.

Related to the above types of code switching, in switching Bahasa Indonesia to English or vice versa, it was found that some examples of code switching used by some lecturers of State University of Medan who teach English in English Department classes could not be categorized as in the above types. The examples could be seen below.

Data 1

ST : Oh… Leopard

NR : No leopard but ‘leperd’

NR : OK. See this. Any one …?? Any oneyang bisa mendescribegambar ini? Who can directly describe this picture?

Come on, Rizki. What can you see on this? Data 2

BS : Kalian kan adathree groups, jadi kalian harus mempresentkan these three topics.

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Saya yang nentukan. Are you agree? ST : Yes Sir.

BS : You about this, you about this and you about this. Tell to your group. Paham?

In data 1, the lecturer firstly spoke in English by saying OK. See this. Any one …??Any one, then she switched her language into Bahasa Indonesia by saying yang bisa mendescribe gambar ini? When she switched her language, one word was switched partially in Bahasa Indonesia namely mendescribe. Here, a morpheme of Bahasa Indonesia namely men- was switched to English word describe. Similarly in data 2, a partial switching was also done by the lecturer through the word mempresentkan. In this case, prefix mem- and suffix –kan of Bahasa Indonesia are uttered together with the English word present.

As code switching is accepted as a sociolinguistic phenomenon, its usage and function may vary from culture to culture (Bilgin, 2013). Such being the case, EFL teachers’ view of code switching from different cultures may be worth examining. Furthermore, related to the above mentioned examples, the words mendescribe and mempresentkan were the focus in this study. Both of the words showed the occurrence of code switching. These words could not be categorized as emblematic code switching since the insertions were not in the form of tag or exclamation. It also could not be categorized as intra-sentential or inter-sentential code switching because they were not a word or phrase even a clause.

In the light of these considerations, this qualitative study was an attempt to describe the types of code switching uttered by the lecturers of State University of Medan in teaching English in English Department classes and also one more thing

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that considered as more important that was to explore their reasons to do code switching in the class. Since the above utterances stated in the examples above were not in the three proposed types, it would be an interesting research to be conducted.

1.2 The Problems of the Study

This study was aimed to provide answers to the following questions:

1. What are the types of code switching uttered by the lecturers of English Department in the teaching process?

2. Why do the lecturers of English Department switch the language for each

type of code switching in the teaching process?

1.3 The Objectives of the Study

Based on the above research formulation, this study had some objectives as follows:

1. to describe the types of code switching uttered by the lecturers of English Department in the teaching process.

2. to explain the reasons of the lecturers of English Department using the code switching for each types in the teaching process.

1.4 The Scope of the Study

This study was limited to the use of code switching in language instruction by four English Department lecturers of State University of Medan. Besides, the

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observation was limited to 8 meetings because each of the lecturers was observed twice. The lecturers’ teaching experience was also one of the aspects that will be taken into account. In this study, the type of code switching was focused based on the theory of Hoffman (1991) and the reasons were based on theory of Selamat (2014)

1.5 The Significance of the Study

This study is intended to be significant both theoretically and practically. Theoretically, this study was hopefully to be able to:

1. enrich the knowledge or theory about code switching

2. be an inspiration for other researchers to conduct further research related to code switching

3. be guiding information for other researchers who are interested in studying code switching

Practically, this study was also expected to:

1. provide especially the lecturers related to all English matter to appropriately use code switching in the language instruction in the teaching learning process

2. provide readers or other researchers in using code switching in a better way

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions

After analyzing all utterances related to code switching used by English lecturers, conclusion are drawn as follows:

1. Four types of code switching found namely 1) Morphological Code

Switching, 2) Emblematic Code Switching, 3) Intra-Sentential Code Switching, and 4) Inter-Sentential Code Switching.

2. Reasons of the lecturers’ to code switch are in terms of 1) Curriculum Access such as explaining meaning of words, explaining difficult concepts, explaining grammatical, checking for comprehension, introducing unfamiliar material, triggering to be accustomed to, talking about trending topic, ethnical approach, and varying the instructional term, 2) Classroom Management such as organizing classroom tasks, maintaining classroom discipline, and drawing students’ attention, also 3) Interpersonal Relationship in case of positive and negative effect.

5.2 Suggestions

Based on the conclusions above, this study has some suggestions as follows:

1. The English teachers or lecturers partially switch Bahasa Indonesia to English word in case of triggerring the students to dominantly use English as in

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language instruction even as language communication though sometimes code switching cannot be avoided

2. The teachers or lecturers to use code switching in building up interpersonal relationship to the students

3. The other researcher who interested under the same topic that is code switching to explore more types of code switching or reasons to switch the code of a teacher or lecturer in order to add more knowledge of code switching.

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions

After analyzing all utterances related to code switching used by English lecturers, conclusion are drawn as follows:

1. Four types of code switching found namely 1) Morphological Code Switching, 2) Emblematic Code Switching, 3) Intra-Sentential Code Switching, and 4) Inter-Sentential Code Switching.