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2.2.9 Bilingualism in SMA Negeri 14 Semarang
In SMA Negeri 14 Semarang, in teaching and learning activity in the classroom often occurs conversations between teachers and students
using Indonesian and Javanese. Indonesian used in formal situation while Javanese used in informal situation. In the classroom is formal
situation, so the teachers use Indonesian to convey lesson material. But sometimes the teachers insert Javanese in their utterances during covey
leson material to change topic that is not related to the lesson material, it make the situation informal situation in the classroom.
2.2.10 Position dan function of Indonesian and Javanese in SMA Negeri 14 Semarang
2.2.10.1 Position and Function of Indonesian in SMA Negeri 14 Semarang
The position of Indonesian in SMA Negeri 14 Semarang as primary language, because it used in education forum. It has
function as a main tool in formal communication in the school. The teachers and students tend to talk in Indonesian, especially
in the classroom. In conveying lesson material, the teachers often switch their primary language Indonesian with secondary
language Javanese, because actually the mother tongue of teachers and students is Javanese.
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34 2.2.10.2 Position and Function of Javanese in SMA Negeri 14
Semarang Although the Javanese is a mother tongue for the teachers and
the students, but the position of Javanese in SMA Negeri 14 Semarang as a secondary language. It has function as daily
language. The teachers and the students use it in daily conversation The teachers and the students use Javanese in
interaction outside the classroom.. The above theories are an important way to frame the analysis of the
data. This classification guides the writer as she examines the language use by chemistry teacher in the classroom. Furthermore, code switching occurs in
school because students and teachers are bilingual community so they have more than one language for communication. The teachers use code switching
for giving information and lesson materials to students. Code switching can support classroom communication in general as well as exploratory talk
integral part of learning. Exploratory talk refers to a particular type of learner talk, namely when the learner is talking about the subject matter at hand in an
attempt to comprehend this matter better. In this sense, exploratory talk is a necessary part of talking to learning and is likely to be most effective in
learner’s main language Setati et al. 2002. The situation in which the interaction is taken has an important
influence. In this study, the situation of interaction is in the chemistry classroom. As mention by Appel and Muysken 2005:23 that the topic of
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35 conversation may influence the choice of language so does the chemistry
teacher in the classroom which changes the language when she changes the topic. The behavior of teachers to code switches her language in expressing
and conveying the information during teaching and learning process need to be studied to get the overview of the teacherss code switching that occurs
naturally in the classroom.
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36
CHAPTER III RESEARCH METHOD
In this chapter, the writer will talk about research design, target of population, research instrument, technique of collecting data and data analysis
from beginning to the end in order to get an empirical conclusion. Before the research was conducted, the writer must decide the method that will be used in
conducting the study of the research. According to Koentjaraningrat 1983:7 research method is a method used to understand something or research purposes.
While Sudaryanto 1993:9 said that a method is a kind of systematical work plan in order to make the research work become easier, so that it can achieve its main
purpose. The method of this research is selected by the writer when she was considering its appropriateness with the research object. This research method is
arranged based on the problem and purpose of the research. This study aims to show the types and the functions of code mixing and code switching used by the
teacher in doing communication, particularly in teaching and learning activities in the schools.
3.1 Research Design
This research was carried out using qualitative descriptive research approach. A qualitative research is a systematic subjective approach used to describe
life experiences. It is normally used to describe and analyze the phenomenon that usually appears in daily activities. Stainback 1988 states that in
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