F. Research Procedure
First, the researcher asked for permission to the institution to conduct the research. After getting the consent, the second step is the researcher started doing
the observation. The researcher wrote down the cases of code switching and saw the general situation of class IX, including how the teacher delivered the
materials, how the students responded the teaching and learning process, and when the teacher used code switching.
Third, at the end of the class the researcher distributed the questionnaire to the students. Before the students answered the questions, the researcher explained
the purpose of the questionnaire and explained what code switching is. Fourth, the researcher interviewed the teacher in the office to get some
information about the reasons why she used code switching. In this step, the resear
cher took notes on the teacher’s answer. Fifth, after the data were gathered completely, the researcher analyzed it
and discussed it until he found the conclusion.
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33
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
This chapter includes the research findings and the discussions on the types of code switching, the reasons for code switching and the effects of code
switching toward English learning.
A. Types of Code Switching
After doing the calculation, the researcher found the number of code switching cases. According to the types of code switching that the writer proposed
to discuss in this study, there were six types of code switching. In fact, there were three types of code switching were not found in teaching English to the third
grade students in SMP Karitas Ngaglik. They were diglossic code switching, situational code switching, and metaphoric code switching.
Diglossic code switching was not found in teaching English to the third grade students of SMP Karitas Ngaglik because the language was not used for H
or high function and L or low function. This research only focused on one way, from the teacher to the students. It used only H or high function.
Situational code switching and metaphoric code switching were not found in teaching English to the third grade students of SMP Karitas Ngaglik also.
According to McCormick 1994, situational code switching and metaphoric code switching happen when someone code switches in whole conversations.
Situational code switching happens when someone code switches in the whole
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
conversation in one context, meanwhile metaphoric code switching happens when someone code switches in whole conversation even in different context. In the
other hand, the teacher of the third grade in SMP Karitas Ngaglik did not code switch in the whole conversation, neither in one context nor in different context.
Three other types of code switching cases were found in teaching English to the third grade students of SMP Karitas Ngaglik. They were single word code
switching, integrated loanwords, and conversational code switching which was divided into three smaller types namely phrase code switching, whole sentence
code switching, and clause code switching. In this chapter, the arrangement of the types of code switching was not the
same as that in Chapter II. In order to make the readers understand the findings and discussion easily, the researcher rearranged the arrangement of the types of
code switching from the shortest type to the longest type as that in the data analysis technique of Chapter III. The types of code switching would be presented
in this order: integrated loanwords code switching, single word code switching, and conversational code switching which had three smaller types phrase code
switching, clause code switching, whole sentence code switching. Table 4.1 represented the percentage of the amount of the cases in each type of code
switching.
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Table 4.1 The Percentage of The Amount of The Cases of Code Switching No
Types of Code Switching Percentage
1. Integrated Loanwords Code Switching
2,65 2.
Single Word Code Switching 34,44
3. Phrase Code Switching
26,49 4.
Clause Code Switching 10,59
5. Whole Sentence Code Switching
25,83
1. Integrated Loanwords Code Switching
The first type of code switching was integrated loanwords code switching. This type of code switching usually combined English affixes with Indonesian
words. This type of code switching had the least number of cases that existed in teaching English to the third grade students of SMP Karitas Ngaglik.
There were only four cases of integrated loanwords code switching that existed in teaching English to the third grade students of SMP Karitas Ngaglik.
The cases appeared only in pre-activity. In the other hand, there was not any case of integrated loanwords code switching that existed in whilst-activity and post-
activity. The cases of integrated loanwords code switching appeared on 16
th
and 23
rd
of August 2010, before test or quiz. The teacher repeated two same cases on those days. The cases were presented below.
a.
No lirik-ing Pre activity on 16
th
and 23
rd
of August 2010 No stealing a glance at your friends‟ work
b.
No nyontek-ing Pre activity on 16
th
and 23
rd
of August 2010 No cheating
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The cases showed that the words were Indonesian but it was combined with English affix
–ing as if it was the participle form of English word. The teacher repeated the cases exactly twice in different date but in the same moment,
before the test or quiz.
2. Single Word Code Switching
The second type of code switching was single word code switching. As the researcher investigated the length of juxtaposed utterance, therefore, this type of
code switching had only one word to be substituted. There were 52 cases of single word code switching that appeared in teaching English to the third grade students
of SMP Karitas Ngaglik. In other word, 34,44 of code switching cases were single word code switching. The number of the cases was represented in table 4.2.
Table 4.2 The Number of Cases of Single Word Code Switching
No Date
Part of Activities Pre-Activity
Whilst-Activity Post-Activity
1. August 16
th
2010 -
15 -
2. August 20
th
2010 -
2 1
3. August 23
rd
2010 -
9 -
4. August 27
th
2010 -
2 -
5. August 30
th
2010 -
13 -
6. September 3
rd
2010 -
10 -
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a. Pre-Activity
In pre-activity of teaching and learning process, there was not any case of single word code switching. Single word code switching did not appear in
teaching English to the third grade students of SMP Karitas Ngaglik.
b. Whilst-Activity
Since there was not any case of single word code switching in pre-activity, the first discussion was on whilst-activity. Most of cases of single word code
switching existed in this part of activities. Whilst-activity had 52 cases of single word code switching. That was the highest amount compared to the other two
parts of activities. On August 16
th
2010, there were 15 cases of single word code switching appearing in whilst-activity. Two of the cases were presented below.
1.
Stick means menempelkan stick.
2.
Antennae made of apa what?
On August 20
th
2010, there were two cases of single word code switching in whilst-activity. The cases of single word code switching that appeared on that
day were presented below. 1.
Kerjakan do task B page twenty four.
2.
Were injured means terluka were injured.
The cases of single word code switching that appeared on August 23
rd
2010 were nine cases. The cases appeared in whilst-activity. Two of the cases were presented below.
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1.
Spread means menyebarkan spread.
2.
Trader means pedagang trader.
On August 27
th
2010, two cases of single word code switching existed in whilst-activity of teaching English to the third grade students of SMP Karitas
Ngaglik. The cases were presented below. 1.
Kind means macam kind.
2.
Advertisement means iklan advertisement.
There were 13 cases of single word code switching that existed on August 30
th
2010. The cases appeared in whilst-activity. Two of the cases were presented below.
1.
Prepare means menyiapkan prepare.
2.
Dormitory means asrama dormitory.
On September 3
rd
2010, there were 10 cases appearing in whilst-activity of teaching English to the third grade students of SMP Karitas Ngaglik. Two of the
cases were presented below. 1.
Coral means karang coral.
2.
Salt means garam salt.
From the cases of single word code switching that appeared in teaching English to the third grade students of SMP Karitas Ngaglik, it could be concluded
that the teacher translated the English words into Indonesia.
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c. Post-Activity
In post-activity, there was only one case of single word code switching that existed in teaching English to the third grade students of SMP Karitas Ngaglik.
The case appeared on August 20
th
2010. The case was ingat remember, we will
have a test on Monday.
3. Conversational Code Switching
The third type of code switching was conversational code switching. According to McCormick 1994, conversational code switching allows the
speaker to juxtapose various lengths of foreign elements within his or her speech. In this case, there were three smaller types of conversational code switching. They
were phrase code switching, clause code switching, and whole sentence code switching.
a. Phrase Code Switching
The first type of conversational code switching was phrase code switching. Phrase is a group of words forming a unit of meaning in a sentence, phrase
consists of two or more words. In these code switching cases, all of the Indonesian phrases which were found in teaching English were categorized as phrase code
switching. The phrase could be noun phrase, adjective phrase, verb phrase, adverbial phrase, and prepositional phrase. There were 40 cases of phrase code
switching out of 151 cases of code switching. It could be concluded that 26,49 of code switching cases existed in teaching English to the third grade students of
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
SMP Karitas Ngaglik were cases of phrase code switching. The number of cases of phrase code switching was presented in table 4.3.
Table 4.3 The Number of Cases of Phrase Code Switching
No Date
Part of Activities Pre-Activity
Whilst-Activity Post-Activity
1. August 16
th
2010 -
11 1
2. August 20
th
2010 -
1 -
3. August 23
rd
2010 2
6 -
4. August 27
th
2010 -
11 1
5. August 30
th
2010 -
4 -
6. September 3
rd
2010 -
2 1
1. Pre-Activity
The first part of activities was pre-activity. There were only two cases of phrase code switching in this part of activities. These cases happened on August
23
rd
2010. They were presented below. a.
Sesuai janji minggu lalu according to our agreement last week, we will
have a test today. b.
Seperti biasa as usual, put everything away except your pen and a piece of
paper”. These cases showed that prepositional phrase existed in pre-activity of
teaching English to the third grade students of SMP Karitas Ngaglik.
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2. Whilst-Activity
The second activity was whilst-activity. Whilst-activity was the longest part of the activities. Therefore, in this activity, there were also many cases of
phrase code switching. There were 35 cases existing in this activity. On August 16
th
2010, there were 11 cases of phrase code switching. The examples of the cases were presented below.
a.
Modern game means permainan modern modern game.
b.
Home made toy means mainan buatan rumah home made toy.
These examples of cases of phrase code switching showed that the category of phrase which appeared mostly was noun phrase.
On August 20
th
2010, there was only one case of phrase code switching in
whilst activity. It was di atas above is adverb of place. The category of phrase
that existed on that day was adverbial phrase. On August 23
rd
2010, there were six cases of phrase code switching in whilst-activity. These cases showed that the category of phrase that existed were
adverbial phrase and noun phrase. The examples of the cases were presented below.
a.
Verbally means dengan kata-kata verbally.
b.
News sheet means lembar berita news sheet.
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On August 27
th
2010, there were 11 cases of phrase code switching. Here were two of the cases of phrase code switching that existed in teaching English to
the third grade students of SMP Karitas Ngaglik on August 27
th
2010. a.
Most of artinya apa? means what.
b.
Buku hijau green book, open page twenty seven.
From those cases, it could be concluded that the category of phrase that existed mostly was noun phrase category.
On August 30
th
2010, there were four cases of phrase code switching that existed in teaching English to the third grade students of SMP Karitas Ngaglik.
Two of the cases were presented below. a.
Untuk tiga nomor pertama for the first three numbers, number one Anan,
number two Bella, number three Rizky. b.
Janitor means petugas kebersihan janitor.
From those examples of the cases, it could be concluded that the category of phrase that existed were noun phrase and prepositional phrase.
There were only two cases of phrase code switching that existed on September 3
rd
2010. Drug store means toko obat drug store, receipt means resep dokter
receipt were the cases that existed on that day. The cases showed that noun phrase existed in teaching English to the third grade students of SMP Karitas
Ngaglik.
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3. Post-Activity
In this activity, there were only three cases existing. They occurred on August 16
th
, August 27
th
, and September 3
rd
2010. Two of the cases that appeared were presented below.
a.
Your homework is task B nomor satu sampai delapan number one to
eight. August 27
th
2010 b.
Sampai sini dulu so far, any question”. September 3
rd
2010 From the cases above, it could be concluded that noun phrase and adverbial
phrase existed in post-activity of teaching English to the third grade students of SMP Karitas Ngaglik.
b. Clause Code Switching
The second type of conversational code switching that existed in teaching English to the third grade students of SMP Karitas Ngaglik was clause code
switching. Clause code switching was almost the same as whole sentence code switching. The difference was on the sign. In whole sentence code switching,
there was falling intonation and followed by long pause longer than pause in comma or stop when the teacher taught. In the other hand, in clause code
switching, there was not long pause or stop. There were 16 cases of phrase code switching out of 151 cases of code switching. It could be concluded that 10,59
of code switching cases existing in teaching English to the third grade students of SMP Karitas Ngaglik were cases of clause code switching. The number of clause
code switching cases was represented in table 4.4.
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Table 4.4 The Number of Cases of Clause Code Switching
No Date
Part of Activities Pre-Activity
Whilst-Activity Post-Activity
1. August 16
th
2010 -
4 -
2. August 20
th
2010 -
3 -
3. August 23
rd
2010 -
- 1
4. August 27
th
2010 -
6 1
5. August 30
th
2010 -
- -
6. September 3
rd
2010 -
1 -
1. Pre-Activity
From the table above, it could be seen that there was not any case of clause code switching in pre-activity of teaching English to the first semester students of
the third grade of SMP Karitas Ngaglik. Clause code switching did not appear in pre-activity of teaching and learning process from August 16
th
2010 to September 3
rd
2010.
2. Whilst-Activity
The second part of the activities was whilst-activity. Whilst-activity had the biggest number of cases compared to other part of activities. Whilst activity
had 14 cases of clause code switching. The cases appeared on 16
th
, 20
th
, and 27
th
of August 2010. It also appeared on September 3
rd
2010. There were four cases of
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clause code switching in whilst-activity of teaching and learning process on August 16
th
2010. Two of the cases were presented below.
a. Coba kita lihat yang A let us see A, how to make home made toy. b. Ini saja only this, the pipe cleaner.
On August 20
th
2010, there were three cases of clause code switching existing in whilst-activity. Two of the cases were presented below.
a. Write the past passive, dan perhatikan apakah kalimat itu benar atau salah
and look whether the sentences are right or wrong. b.
Most of the sentences are past passive, bukan hanya dua atau tiga kalimat saja
not only two or three sentences. On August 27
th
2010, there were six cases of clause code switching appearing in whilst-activity of teaching English to the third grade students of SMP
Karitas Ngaglik. Two of the cases were presented below.
a. Objeknya adalah
the object is most of the world‟s timber and paper.
b. What can you get means apa yang bisa anda peroleh what can you get.
There was not any case of clause code switching in whilst-activity of teaching and learning process on August 30
th
2010. One case of clause code switching appeared in whilst-activity of teaching English on September 3
rd
2010.
The case was sekarang kita lanjutkan let us continue, number twenty five to
fifty.
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3. Post-Activity
The third part of the activities was post-activity. It was the last part of activities. Post-activity had two cases of clause code switching. They appeared on
23
rd
and 27
th
of August 2010. The cases were presented below. a.
From what we learn today, apakah masih ada pertanyaan do you still have
question? Post-activity on August 23
rd
2010 b.
So far, ada yang mau ditanyakan do you have any question? Post-activity
on August 27
th
2010 From the examples, it could be concluded that clause code switching used
in confirming whether the students understood the materials or not.
c. Whole Sentence Code Switching
The third type of conversational code switching that existed in teaching English to the third grade students of SMP Karitas Ngaglik was whole sentence
code switching. This kind of code switching could be recognized if there is falling intonation and followed by long pause longer than pause in comma or stop when
the teacher taught. There were 39 cases of whole sentence code switching or 25,83 of the cases of code switching in teaching English to the third grade
students of SMP Karitas Ngaglik. Table 4.5 implied the number of cases of whole sentence code switching.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Table 4.5 The Number of Cases of Whole Sentence Code Switching
No Date
Part of Activities Pre-Activity
Whilst-Activity Post-Activity
1. August 16
th
2010 2
12 1
2. August 20
th
2010 3
2 1
3. August 23
rd
2010 1
- 1
4. August 27
th
2010 2
2 -
5. August 30
th
2010 1
7 2
6. September 3
rd
2010 2
- -
1. Pre-Activity
Firstly, the category to be discussed was pre-activity. In this part of activities, there were 11 cases of whole sentence code switching which existed in
teaching English to the third grade students of SMP Karitas Ngaglik. They appeared on 16
th
, 20
th
, 23
rd
, 27
th
, 30
th
of August and September 3
rd
2010. Two of the cases appeared on August 16
th
2010. They were presented below. a.
Ada PR? Any homework?
b.
Hanya ada pulpen dan selembar kertas.
There are only a pen and a piece of paper. On August 20
th
2010, there were three cases of whole sentence code switching that appeared in pre-activity of teaching and learning process. Two of
the cases were presented below.
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a.
Ada PR? Any homework?
b.
Kumpulkan pekerjaannya Submit your work
On August 23
rd
2010, there was only one case of whole sentence code
switching appeared in pre activity. It was ada PR? any homework?. That
sentence appeared almost in every meeting. The teacher asked the question in the very beginning of the class.
Two cases of whole sentence code switching existed in pre-activity of teaching English to the students on August 27
th
2010. The cases were presented below.
a.
Ada PR? Any homework?
b.
Yang tidak disebut berarti sudah lolos Those who are not mentioned mean pass the test
One case of whole sentence code switching existed on August 30
th
2010. It appeared in the very beginning of pre-activity in teaching English to the first
semester students of SMP Karitas Ngaglik on that day. The case was the same as
that in pre-activity of another date. The case was ada PR? any homework?. It
became the most frequent case of whole sentence code switching in pre-activity.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
On September 3
rd
2010, there were two cases of whole sentence code switching. The cases were presented below.
a.
Ada PR atau tugas? Any homework or task?
b.
Apa yang kita pelajari pada pertemuan yang lalu? What did we learn in the last meeting ?
From the cases of whole sentences code switching, especially in pre-
activity, it could be concluded that the most frequent case that appeared was ada PR?
any homework?.
2. Whilst-Activity
Secondly, the discussion was on whilst-activity. There were 23 cases of whole sentence code switching. They appeared on 16
th
, 20
th
, 27
th
, and 30
th
of August 2010. On August 16
th
2010, there were 12 cases of whole sentence code switching in whilst-activity. Two of the cases were presented below.
a.
Ada tiga hal penting dalam menulis teks prosedur. There are three important things in writing procedural text.
b.
Judul selalu diawali dengan kata kerja. The title always started with verb.
On August 20
th
2010, there were only two cases of whole sentence code switching in whilst-activity. The cases that appeared on August 20
th
2010 were presented below.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
a.
Ada dua teks di halaman itu.
There are two texts on that page. b.
Kalimat pertama Kevin yang baca.
For the first sentence, Kevin will read it aloud. Two cases of whole sentence code switching appeared on August 27
th
2010. This number was the same as that on August 20
th
2010. The cases were presented below.
a.
Ada yang beda?
Any different idea? b.
Aprilia silahkan maju
Aprilia come in front please Seven cases of whole sentence code switching appeared on August 30
th
2010. Two of the cases were presented below. a.
Siapa yang jawabannya sama? Who has the same answer?
b.
Dengarkan sambil baca dalam hati
Listen and read it with your heart
3. Post-Activity
Thirdly, the discussion was on post-activity. There were 5 cases of whole sentence code switching. One case appeared on each date on 16
th
, 20
th
, and 23
rd
of August 2010. The cases were presented below.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
a.
Ada pertanyaan? Post-activity on August 16thy 2010
Any question? b.
Jelas? Post-activity on August 20
th
2010
Clear? c.
Terima kasih. Post-activity on August 23
rd
2010
Thank you. On August 30
th
2010, there were two cases of whole sentence code switching that appeared in post-activity. They were presented below.
b.
Soalnya sekitar lima belas sampai dua puluh nomor.
The questions are about fifteen up to twenty. c.
Silahkan istirahat
Have your break time On August 27
th
2010 and September 3
rd
2010, there was not any case of whole sentence code switching in post activity.
B. Reasons for Code Switching
In order to identify the possible reasons for code switching, the researcher employed the theory of Mattson and Burenhult 1999: 61 as cited by Sert in The
Functions of Code Switching in ELT Classrooms. Mattson and Burenhult 1999:61 stated that there were three basic functions of code switching. They
were topic switch, affective function, and repetitive function. However, there were
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
only two possible reasons for code switching in teaching English to the first semester students of the third grade of SMP Karitas Ngaglik. Topic switch was
not discussed because the teacher did not switch the language instead of the change of the topic.
Based on the theory, the researcher found that there were two reasons why the teacher switched the code. They were affective function and repetitive
function. However, the researcher found a new finding related to the reason for code switching. It was called
„emotion function‟.
1. Affective Function
The first reason for code switching that the researcher could conclude was affective function. Mattson and Burenhult 1999: 61 stated that affective function
happens when code switching is used by the teacher in order to build solidarity and intimate relations with the students. However, it was not always a conscious
process on the part of teacher. Code switching was used in the classroom to create a supportive language environment. One of the cases of code switching showed
that the teacher tried to build solidarity and intimate relations with the students. The case was
„coba kita lihat yang A, how to make home made toys‟. In this case,
the teacher asked the students to see option A. She did not want the students to see the other parts of the materials. She used Indonesian language in order to show her
solidarity to the students who could not understand if she spoke in English. This case showed that she wanted to create a supportive environment.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Another fact which strengthened that affective function became the reason of code switching was the result of the interview between the researcher and the
teacher. The researcher asked whether the teacher code switched consciously or not
. The teacher answered, “Biasanya saya menyadarinya, tetapi karena saya rasa butuh jadi tetap saya lakukan
”. The teacher‟s answer showed that she code switched consciously. The researcher also asked the teacher why she code
switched. She answered, “Yang pertama, saya mengalihkan bahasa untuk
memudahkan para siswa dalam memahami materi yang saya ajarkan. Yang kedua, keadaan siswa yang memiliki kosakata yang terbatas dan jika tetap
dipaksakan dalam bahasa Inggris hasilnya juga tidak akan maksimal ”. The
teacher said that she had two reasons for code switching. One of them was because the students had very limited vocabulary and it would not reach the
maximum goal if the teacher taught in English in the whole teaching and learning process. The teacher‟s answer showed us that she tried to understand the students
who had limited vocabulary, so she code switched.
2. Repetitive Function
The second reason was repetitive function. Mattson and Burenhult 1999: 61 stated that repetitive function happens when the teacher used code switching
in the classroom to transfer the knowledge to the students for clarity. The teacher repeated what he or she says in the different language to make it clear. However,
the students who had understood the teacher‟s point would get bored from this method. The first case which showed that repetitive function existed in teaching
English to the third grade students was „what are they? Apa saja?‟. The case
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
showed that the teacher wanted to make sure that the students understood by translating the sentence into Indonesian language.
The second case was „who has the same idea? Siapa yang jawabannya sama?
‟. That case also showed that the teacher translated the sentence into Indonesia in order to make sure that the students understood. She translated the
English sentence into Indonesian language although the translation between „idea and jawaban
‟ was not exact, but it still referred to the same thing. Another fact which strengthened that repetitive function existed was the
answer of the English teacher. She said that she usually code switched when she found new words or strange word for the students. The researcher asked the
teacher why she code switched. She answered, “Yang pertama, saya mengalihkan
bahasa untuk memudahkan para siswa dalam memahami materi yang saya ajarkan. Yang kedua, keadaan siswa yang memiliki kosakata yang terbatas dan
jika tetap dipaksakan dalam bahasa Inggris hasilnya juga tidak akan maksimal ”.
The teacher‟s answer showed that one of her reason for code switching was to make the students understood easily. She wanted to make everything clear by
code switching.
3. Emotion Function
The third reason for code switching that the researcher conclude was „emotion function‟. The researcher found one case of code switching that could
not be included in one of the reasons for code switching in the theory of Mattson and Burenhult. The
case was „you are in class nine now, jadi kalian mestinya
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tahu waktu dan tahu apa yang harus dilakukan
‟. This case happened when the class got noisy because the students talked to the others while the teacher talking.
So the teacher got angry and talked to the students in Indonesian language. She talked in Indonesia in order to express her emotion to the students. This case
showed that the reason of the teacher was she wanted to express her emotion. Another fact which strengthened that emotion function existed was the
answer of the teacher. She said,”Ketika itu saya agak emosi karena anak-anak ribut sendiri. Saya menggunakan bahasa Indonesia untuk menunjukkan kalau
saya sedang marah. Kalau saya menggunakan bahasa Inggris, belum tentu mereka mengerti kalau saya marah
”. The teacher‟s answer showed that she wanted to express her emotion to the students.
C. Effects of Code Switching
Since Indonesian language code switching phenomenon was proven to exist in teaching English to the first semester students of the third grade in SMP
Karitas Ngaglik, it might bring effects to the students in learning English. According
to Ellis‟ theory 1997 on foreigner input, in this case was Indonesian language code switching in teaching English to the first semester students of the
third grade in SMP Karitas Ngaglik, the effects could be in two forms, whether it may support the stud
ents‟ learning process or hinder their learning process. Based on the answer from the English teacher, it could be concluded that
Indonesian language code switching was important in teaching English to the first semester students of the third grade in SMP Karitas Ngaglik. The teacher said that
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after she switched the code, the students understood what she said more than before. It showed that code switching supported the students in learning English.
Based on the students‟ answer in the questionnaires, all of the students said that code switching supported them in learning English. Code switching helped
them in understanding the materials taught by the teacher. They said that it was easier for them to understand the materials when the teacher taught in code
switching. From the cases of code switching that existed in teaching and learning
process, the researcher found some suspicious cases of code switching. Before the test or quiz, the teacher switched the code that might raise confusion between the
students. The first case was „no lirik-ing‟. The second one was „no nyontek-ing‟.
Both cases appeared twice, and both of them existed before test or quiz. Those cases were included in integrated loanwords code switching. They seemed to be
English words. It was proven when the students got confused about the Indonesian meaning of those words. Some students asked “apa sih artinya?”. That question
showed that some students assumed that those were English word, but actually they were Indonesian language words. That cases appeared four times or 2,65 of
the cases of code switching. In this case, code switching might hinder the students in learning English because the students had wrong knowledge.
After analyzing the data, it was found that about 2,65 of all the code switching cases were negative input that may potentially obstruct the students in
learning English. However, the rest code switching cases were positive input that may support the students in learning English.
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Another fact that strengthened that code switching supported the students in learning English was the result of the questionnaire. All of the students
answered that it was easier for them to understand the materials after the teacher used code switching. Moreover, they answered that code switching helped them in
learning English. By using code switching, the learners were expected to be able to memorize the new vocabularies in order to enrich their vocabulary mastery. As
a result, it could be said that the code switching cases found in teaching English to the first semester students of the third grade in SMP Karitas Ngaglik still could be
considered as the supporting factors in English learning.
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58
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter includes the research conclusions and the suggestions. The conclusions are the answer of the research question. Moreover, the suggestions are
presented to the teacher and for other researchers or students who wish to conduct research in the same issue.
A. Conclusions
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