A STUDY ON CODE-SWITCHING USED BY TEACHERS IN SPEAKING CLASS ON TENTH GRADE AT SMAN 1 KESAMBEN, JOMBA

A STUDY ON CODE-SWITCHING USED BY TEACHERS IN SPEAKING CLASS ON TENTH GRADE AT SMAN 1 KESAMBEN,

JOMBANG

THESIS

By:

DANANG ARI WIBOWO 07360224

UNIVERSITY OF MUHAMMADIYAH MALANG FACULTY OF TEACHER TRAINING AND EDUCATION

ENGLISH DEPARTMENT 2012

This thesis was defended in front of the examiners of Faculty of Teacher Training and Education University of Muhammadiyah Malang

and accepted as one of the requirements to achieve Sarjana Degree in English Education

on August 1, 2012.

Approved by:

Faculty of Teacher Training and Education University of Muhammadiyah Malang

Dean,

Drs. H. Fauzan, M.Pd

Examiners: Signature:

1. Fardini Sabilah, M.Pd 1. ………

2. Drs. Imam Mahfudz 2. ……….

3. Dr. Masduki, M.Pd 3. ……….

This thesis written by Danang Ari Wibowo was approved on August 1, 2012

By

Advisor I, Advisor II,

MOTTO AND DEDICATION

Nothing is impossible if you want to try (Anonymous)

DEDICATION:

I dedicated this thesis to: My beloved Father and Mother, My Brothers, My Friends.

ACKNOWLEDGEMENTS

Alhamdulillahi robbil alamin is the most perfect words that the writer expresses for this successful thesis writing. A million of thanks for You, my Lord.

The writer would like to express gratitude to his first advisor, Dr. Masduki, M.Pd, and his second advisor, Santi Prastiyowati, S.Pd, for their suggestion, guidance, comments, and correction during the completion of this thesis.

Next, his deepest thanks should go to his beloved parents and brother who always support, motivate and pray for finishing this thesis. Moreover, thanks to his friends support and share during completion this thesis. They are friends in boarding house “TU12”, close friends Anang, Meha, Dela, Sinta, Lila, and all people who he cannot mention one by one. Thank you very much.

Finally, the writer hopes that this thesis will be useful for the readers. May Allah bless them. Amen.

Malang, August 1, 2012 The Writer,

A STUDY ON CODE-SWITCHING USED BY TEACHERS IN SPEAKING CLASS ON TENTH GRADE AT SMAN 1 KESAMBEN JOMBANG

ABSTRACT

Speaking is a crucial part of second language learning and teaching. Students get problem when teacher explain about topic of speaking.. Teachers use code-switching to deliver the concept of the material when the students are getting distracted or told off. The phenomena of code-switching used by teacher in speaking class are interesting to study.

This research aimed to analyze code-switching used by teacher in speaking class on tenth grade at SMAN 1 Kesamben Jombang. The statements of the problems are: 1) What kinds of code-switching are used by teachers in speaking class on tenth grade at SMAN 1 Kesamben Jombang? 2) What are the teacher’s perceptions on the use of code-switching for students’ speaking ability on tenth grade at SMAN 1 Kesamben?

The researcher used qualitative design. Qualitative research design is focused on understanding a given social setting, not necessarily on making predictions about that setting. The research subjects were the English teachers of SMAN 1 Kesamben Jombang.

The result of the research showed that the kinds of cod-switching used by teachers are Metaphorical switching, Situational switching, Extra-sentential switching, Inter-sentential switching, and Intra-sentential switching. The teacher’s perceptions showed that the usage of code-switching by teacher in speaking class influenced students’ speaking ability.

Key words: (Code-switching, Speaking class)

The Advisor 1, The Writer,

TABLE OF CONTENTS

Page

APPROVAL ... i

LEGALIZATION ... ii

MOTTO AND DEDICATION ... iii

ACKNOWLEDGEMENT ... iv

ABSTRACT ... v

TABLE OF CONTENT ... vi

CHAPTER I: INTRODUCTION 1.1 Background of Study ... 1

1.2 Statements of Problems ... 4

1.3 Purpose of Study ... 4

1.4 Significance of Study ... 5

1.5 Scope and Limitation ... 5

1.6 Definition of Key Terms ... 5

CHAPTER II: REVIEW OF RELATED LITERATURE 2.1 Sociolinguistics ... 7

2.2 Bilingualism ... 8

2.3 Code. ... . 9

2.4 Code-switching ... 10

2.4.1 Types of Code-switching ... 12

2.4.1.1. The Function of Code-switching... 14

2.4.1.2. The Function of Teachers’ Code switching ... 14

2.4.1.4. A discussion on The Use of Code-switching in Language

Classroom…... 20

2.5 Using Code-switching in The Classroom. ... 21

2.6 Teaching Speaking…... 22

CHAPTER III: RESEARCH METHODHOLOGHY 3.1 Research Design ... ... 25

3.2 Subject of the Study. ... 25

3.3 The Data of the Research... ... 26

3.3.1 Data Collection Methods 26

3.3.1.1. Observation 26 3.1.1.2. Interview 27 3.3.2. Tools 28 3.4 Data Analysis... ... 28

CHAPTER IV FINDING AND DISCUSSION 4.1 Research Findings ... 30

4.1.1 T he kinds of Code-switching Used by Teachers ... 30

4.1.1.1 Metaphorical Switching ... 31

4.1.1.2 Situational Switching ... 31

4.1.1.3 Inter-sentential Switching ... 32

4.1.1.4 Intra-sentential Switching ... 33

4.1.2 The Teacher’s Perceptions on the Use of Code-switching for Students’ Ability in Speaking Class on Tenth Grade at SMAN 1 Kesamben Jombang... 33

4.2 Discussion ... 36

CHAPTER V CONLUSION AND SUGGESTION

5.1 Conclusion ... 37

5.2 Suggestion ... 38

REFERENCES APPENDIXES

REFERENCES

Anita, Siska Yunie. 2007. A Study on Code Switching Used by the Teacher and the Students in English Classroom Instruction at Palapa English Course in Sumenep-Madura. Unpublished thesis. Malang: University of Muhammadiyah Malang.

Ary, Donald, et.al. 2002. Introduction to Research in Education. USA: Wadsworth

Auer, Peter (Ed). 1998. Code-switching in conversation: language, interaction and identity. London: Routledge.

Chad, Nilep. 2006. “Code Switching” in Sociocultural Linguistics. Colorado Research in Linguistics. June 2006. Vol. 19. Boulder: University of Colorado.

Coulmas, Florian. 1998. The Handbook of Sociolinguistics. Blackwell Publishing Cole, S .1998. The Use of L1 in Communicative English Classrooms. The

Language Teacher, 22:11-13

Eldridge, J. 1996. Code-switching in a Turkish secondary school. ELT Journal, 50,4: 303-311

Gardner-Chloros, Penelope. 2009. Code-switching. New York: Cambridge University Press

Hoffman, Charlotte. 1991. An Introduction to Bilingualism. New York: Longman. Kayi. 2005. Teaching Speaking: Activities to Promote Speaking in a Second

Language. The Internet TESL Journal., http://unr.edu/homepage/hayriyek Mona, Sari Dewi Mai. 2005. Code Switching Used by the English Teachers in Instruction Activities at SMAN I Tuban. Unpublished Thesis Malang: UMM.

Sert, 2005. The Functions of Code Switching in ELT Classrooms. The Internet TESL Journal, Vol. XI, No. 8, August 2005 http://iteslj.org/Articles/Sert- CodeSwitching.html

Skiba, R. 1997. Code Switching as a Countenance of Language Interference. The Internet TESL Journal. 3,10 <ttp://iteslj.org/Articles/Skiba-CodeSwitching.html>

The Handbook of Sociolinguistics. Coulmas, Florian (ed). Blackwell Publishing, 1998. Blackwell Reference Online. 28 December 2007

<http://www.blackwellreference.com/subscriber/tocnode?

Wardhaugh, Ronald. 2006. An Introduction to Sociolinguistics.USA: Blackwell. en.wikipedia.org/wiki/Code-switching

CHAPTER I INTRODUCTION

In this part, the writer describes the background of the study, statement of the problem, purpose of the study, significant of the study, scope and limitation, and definition of key term.

1.1Background of the Study

The teaching English in senior high school is not a new thing in our system of education. In senior high school, speaking is one of subject that is difficult. According to Kayi (2005), speaking is a crucial part of second language learning and teaching. Students get problem when teacher explain about topic of speaking. Students cannot get information clearly, because many teachers use English fully in English class.

A teacher must have a lot of creativity in language usage in their class activities in order that students are able to understand all of the materials that are taught by their teacher. According to Mona (2005), to make our communication more effective and understandable the teacher needs another way to explain his/her ideas in other languages or codes in all sentences or just one word that is called code switching. Hoffman (1991) states that code-switching is the process when the speaker is changing from one code to another during the same conversation. Code-switching is using two languages in a single utterance in the same conversation in the class. It means that code-switching included in language of society in sociolinguistics.

Sociolinguistics is concerned with investigating the relationship between language and society with the goal of better understanding of the structure of language and how language function in communication (Wardhaugh in Jendra, 2010 ).

Code switching can also be found in foreign language classroom where in English language teaching classroom, code-switching comes into use either the teacher or of students’ discourses. Teachers use code-switching to make their students understand about their learning activity at the class (Anita, 2007). The teacher must try to explain the lesson in other words or languages to make the students understand the lesson. Sometimes, teacher got problem when they deliver the material. They cannot communicate their ideas. To make the teaching and learning process easy, teachers use “code-switching” or switch two languages.

Cook (1991) stated that:

The approach gets teachers to balance the use of languages within each lesson with the teacher allowed to switch languages at certain key points, such as during important concepts, when students are getting distracted, during revisions or when students are praised and told off. On this basis, switching may be used as an effective teaching strategy for second language learning. Teachers use code-switching to deliver the concept of the material when the students are getting distracted or told off. The phenomenon of code-switching also happens in SMAN 1 Kesamben, Jombang on tenth grade. English teachers of SMAN 1 Kesamben, Jombang on tenth grade got difficutlity to make students understand the material when the teachers use full English. Teachers have strategy to make students understand. The strategy is using code-switching.As stated by Anita (2007), the

teachers use code-switching to make their students understand about their learning activity at the class.

The previous research conducted by Anita (2007) in her thesis under the title “A Study on Code-switching Used by the Teacher and The Students in English Classroom Instruction at Palapa English Course in Sumenep-Madura”. The result of this study showed that both the teacher and students switched code from English to Indonesian or vice verse. Furthermore, there are nine kinds of code-switching, they are; “situational code-switching and metaphorical code-switching, inter-sentential switching, intra-sentential switching, and tag question, permanent code-switching and temporary code-code-switching, and internal code-code-switching and external code-switching” The reason why teacher uses code-switching in English classroom instruction is to clarify the difficult concepts or terms, and to make students understand some information or knowledge easily during the classroom instruction.

The other previous research was found in Mona’s research (2005), in her thesis under the title “Code-switching Used by English Teacher in Instructional Activities in SMAN 1 Tuban”. The result of this study showed that teacher combined the external, internal, situation, metaphorical, and temporary code-switching. Code-switching used by teacher with some combination and it depends on some aspect occuring in class activities. The reason of using code switching is when the teacher feels tired, wants to emphasize the important point of the material, wants to refresh the class situation by making some jokes and wants to raise the students’ motivation.

Teachers use code-switching in English class. Teachers switch the language in English into Indonesian or other languages. Besides, teachers use it to clarify the difficult concepts or raise students’ motivation. The researcher is motivated to conduct a research on code-switching used by the teacher in the speaking class of tenth grade students at SMAN 1 Kesamben Jombang. In addition, the use of code-switching in speaking class is one of the ways to make students get information clearly and to increase the student’s ability of foreign language.

I.2 Statements of The Problems

Based on the background of the study above, problems can be formulated as follows:

1. What kinds of code-switching are used by the teachers in the speaking class of the tenth grade students at SMAN 1 Kesamben, Jombang?

2. What are the teachers’ perceptions on the use of code-switching for students’ speaking ability of the tenth grade at SMAN 1 Kesamben, Jombang?

I.3 Purposes of The Study

Based on the research question above, the purpose of the study is:

1. To describe the kinds of code-switching used by the teachers in the speaking class of the tenth grade students at SMAN 1 Kesamben Jombang

2. To describe the teachers’ perceptions on the use of code-switching for students’ speaking ability o

I.4 Significance of The Study

This study is intended to give contribution to both the teacher and the students in teaching and learning process on tenth grade at SMAN 1 Kesamben, Jombang. For students, the researcher expects that this study will make the student know and understand various languages which delivered by the teachers and to create successful in understanding the material. Teachers can improve their students’ vocabulary. The teachers are expected to understand and realize the role of usage of code-switching in classroom that is very essential. By using code-switching, teacher can make teaching activity in speaking class easier.

I.5 Scope and Limitation

The scope of this study is code-switching used by teacher in speaking class on tenth grade at SMAN 1 Kesamben Jombang. Code-switching that are used by teachers has limitation on the kinds of code-switching that implements the suggested teaching learning in speaking class.

I.6 Definition of Key Term

In order to avoid misunderstanding and misinterpretation about the basic concepts used in this research, the researcher would like to give some definitions of the key terms as follows:

1. Speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts (Chaney, 1998 cited in Kayi, (2005).

2. Code is the particular dialect or language chooses to use on any occasion (Wardhaugh, 2006)

3. _{Code-switching is the use of more than one language by communication in} execution of a speech act (Pietro, in Jendra,2010 )

CHAPTER I INTRODUCTION

In this part, the writer describes the background of the study, statement of the problem, purpose of the study, significant of the study, scope and limitation, and definition of key term.

1.1Background of the Study

The teaching English in senior high school is not a new thing in our system of education. In senior high school, speaking is one of subject that is difficult. According to Kayi (2005), speaking is a crucial part of second language learning and teaching. Students get problem when teacher explain about topic of speaking. Students cannot get information clearly, because many teachers use English fully in English class.

A teacher must have a lot of creativity in language usage in their class activities in order that students are able to understand all of the materials that are taught by their teacher. According to Mona (2005), to make our communication more effective and understandable the teacher needs another way to explain his/her ideas in other languages or codes in all sentences or just one word that is called code switching. Hoffman (1991) states that code-switching is the process when the speaker is changing from one code to another during the same conversation. Code-switching is using two languages in a single utterance in the same conversation in the class. It means that code-switching included in language of society in sociolinguistics.

Sociolinguistics is concerned with investigating the relationship between language and society with the goal of better understanding of the structure of language and how language function in communication (Wardhaugh in Jendra, 2010 ).

Code switching can also be found in foreign language classroom where in English language teaching classroom, code-switching comes into use either the teacher or of students’ discourses. Teachers use code-switching to make their students understand about their learning activity at the class (Anita, 2007). The teacher must try to explain the lesson in other words or languages to make the students understand the lesson. Sometimes, teacher got problem when they deliver the material. They cannot communicate their ideas. To make the teaching and learning process easy, teachers use “code-switching” or switch two languages.

Cook (1991) stated that:

The approach gets teachers to balance the use of languages within each lesson with the teacher allowed to switch languages at certain key points, such as during important concepts, when students are getting distracted, during revisions or when students are praised and told off. On this basis, switching may be used as an effective teaching strategy for second language learning. Teachers use code-switching to deliver the concept of the material when the students are getting distracted or told off. The phenomenon of code-switching also happens in SMAN 1 Kesamben, Jombang on tenth grade. English teachers of SMAN 1 Kesamben, Jombang on tenth grade got difficutlity to make students understand the material when the teachers use full English. Teachers have strategy to make students understand. The strategy is using code-switching.As stated by Anita (2007), the

teachers use code-switching to make their students understand about their learning activity at the class.

The previous research conducted by Anita (2007) in her thesis under the title “A Study on Code-switching Used by the Teacher and The Students in English

Classroom Instruction at Palapa English Course in Sumenep-Madura”. The result of

this study showed that both the teacher and students switched code from English to Indonesian or vice verse. Furthermore, there are nine kinds of code-switching, they are; “situational code-switching and metaphorical code-switching, inter-sentential switching, intra-sentential switching, and tag question, permanent code-switching and temporary code-code-switching, and internal code-code-switching and external code-switching” The reason why teacher uses code-switching in English classroom instruction is to clarify the difficult concepts or terms, and to make students understand some information or knowledge easily during the classroom instruction.

The other previous research was found in Mona’s research (2005), in her thesis under the title “Code-switching Used by English Teacher in Instructional

Activities in SMAN 1 Tuban”. The result of this study showed that teacher combined the external, internal, situation, metaphorical, and temporary code-switching. Code-switching used by teacher with some combination and it depends on some aspect occuring in class activities. The reason of using code switching is when the teacher feels tired, wants to emphasize the important point of the material, wants to refresh the class situation by making some jokes and wants to raise the students’ motivation.

Teachers use code-switching in English class. Teachers switch the language in English into Indonesian or other languages. Besides, teachers use it to clarify the difficult concepts or raise students’ motivation. The researcher is motivated to conduct a research on code-switching used by the teacher in the speaking class of tenth grade students at SMAN 1 Kesamben Jombang. In addition, the use of code-switching in speaking class is one of the ways to make students get information clearly and to increase the student’s ability of foreign language.

I.2 Statements of The Problems

Based on the background of the study above, problems can be formulated as follows:

1. What kinds of code-switching are used by the teachers in the speaking class of the tenth grade students at SMAN 1 Kesamben, Jombang?

2. What are the teachers’ perceptions on the use of code-switching for students’ speaking ability of the tenth grade at SMAN 1 Kesamben, Jombang?

I.3 Purposes of The Study

Based on the research question above, the purpose of the study is:

1. To describe the kinds of code-switching used by the teachers in the speaking class of the tenth grade students at SMAN 1 Kesamben Jombang

I.4 Significance of The Study

This study is intended to give contribution to both the teacher and the students in teaching and learning process on tenth grade at SMAN 1 Kesamben, Jombang. For students, the researcher expects that this study will make the student know and understand various languages which delivered by the teachers and to create successful in understanding the material. Teachers can improve their students’ vocabulary. The teachers are expected to understand and realize the role of usage of code-switching in classroom that is very essential. By using code-switching, teacher can make teaching activity in speaking class easier.

I.5 Scope and Limitation

The scope of this study is code-switching used by teacher in speaking class on tenth grade at SMAN 1 Kesamben Jombang. Code-switching that are used by teachers has limitation on the kinds of code-switching that implements the suggested teaching learning in speaking class.

I.6 Definition of Key Term

In order to avoid misunderstanding and misinterpretation about the basic concepts used in this research, the researcher would like to give some definitions of the key terms as follows:

1. Speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts (Chaney, 1998 cited in Kayi, (2005).

2. Code is the particular dialect or language chooses to use on any occasion (Wardhaugh, 2006)

3. _{Code-switching is the use of more than one language by communication in} execution of a speech act (Pietro, in Jendra,2010 )