Page 407 of 464
The above data show that English teachers of senior high schools code-switched from EL to IL or vice versa by inserting lexical words in the form of noun as in Data 11, verb as in
Data 12, adjective as in Data 13, and adverb as in Data 14. The code-switched lexical items were performed in bold forms. This suggests that all lexical items are potentially
inserted in the matrix language.
In reference to the data analysis, the grammatical words in the form of prepositions and conjunctions of EL and IL are potentially inserted in the matrix language. The following
presents the insertion of the grammatical words in intra-sentential CS. 15 G
: Write on the whiteboard please. One of you, environment. Maksudnya dalam bahasa Indonesia
The ea i g of the o d i ahasa I do esia is lingkungan
e i o e t . Fo e a ple, lingkungan at SMA Ngaglik
e i o e t at “MA Ngaglik . About lingkungan di sekitarnya
environment. For example in your environment. Sebelah sana, sebelah barat sekolahan kita ada apa itu
O e the e, the este of ou s hool, hat is that ?
SAL2XAPRIL2009 15 G
: Illegal reason. Do you know about point? Ya Yes , that s the fu tio of
the point in argument paragraph, as the main idea, sebagai as main
idea. And then, you must know that in each point of argument paragraph. SP1XIAPRIL2009
17 G : Ya, kola
Yes, po d pond. Then, a g di se elah a at i the este
side ? SAL2XAPRIL2009
18 G : Ya
Yes , they both were died. Lalu The what is the next event?
EP2XFEB2012 The above data show that English teachers of senior high schools code-switched from
EL to IL or vice versa by inserting grammatical words in the form of an EL preposition in Data 15 and an IL preposition in Data 16. Added to this, the insertion of an EL conjunction in
Data 17 and an IL conjunction in Data 18 was also found. This suggests that grammatical items in the form of preposition and conjunction of IL and EL are potentially inserted in the
matrix language.
3. Grammatical Rules Underlying CS
CS from English to Indonesian or vice versa in classroom communications utilized by English teachers of senior high schools is constrained by eight rules. They include 1 a linier
order approach or equivalence constraint, 2 the level of the constituents, 3 a morpheme
Page 408 of 464
order principle, 4 a closed and open word constraint, 5 the relatedness of modified and modifying constituents, 6 the government constraint, 7 a functional head, and 8 sub-
categorisation. Each is presented below. a. Linier order approach or equivalence constraint
This grammatical rule states that CS occurs at points where the surface structures of the activated languages EL and IL map onto each other as exemplified in the following data
19 G
: Okay, excellent, the goat rolled on the ground berguling guling di atas tanah
olli g o the g ou d to t to kill the a ts untuk membunuh semut
to kill the a ts . Oka , o e o e to u e si . Ho did the
story end? Group six, bagaimana cerita itu berakhir how is the end of the sto
? The sto sad e di g o happ e di g? EAL1XIAGUSTUS2008
20 G
: Kalau anda fikir belum cukup dan masih ada yang perlu ditanyakan If ou
thi k that ou still ha e a uestio , you can ask A da oleh
e ta a , a. ML1XAPRIL2009
Data 19 and 20 perform that the insertion of the IL items map onto each other. In other words, the alternation of the construction does not violate a syntactic rule of IL and EL.
This suggests that CS practices are ruled by linier order approach. b. The level of the constituents
The second grammatical rule of CS is that the higher the construction is, the more often it is code-switched. This implies that English teachers tend to take inter-sentential
code-switching rather than intra-sentential one on the grounds that the level of clauses or sentences are higher than that of words or phrases. The following present the examples of
the constraint of the level of the constituents. 21
G : What do you call paragraph 3? That is argument paragraph. I call paragraph
3 recommendation. What do you call paragraph 3? Tapi jarang ditanyakan ya pertanyaan seperti itu
But su h uestio is a el asked . But I know
what you mean. And then, next Mahmud. SP2XIAPRIL2009
22 G
: So, you agree if the main idea of the fourth paragraph is the exploitation,
the exploitation of the sea. Kalau gitu, kalau itu diringkas dengan kata eksploitasi yang berlebihan untuk laut If so, that should be summarised
