44 English. The second reason is because of the choice of topic. Since it is a cooking
competition show, the speakers were often forced to accommodate culinary terms in the form of English words which are more familiar to them. The last reason is
to convey affective message. In a competition, it is a common thing to encourage the participants to give their best during the challenge. This also happened in the
MasterChef Indonesia Season 3 Grand Final, especially when the juries attempted to boost
the finalists’ spirit to fight in the competition.
B. Recommendations
Code-switching happens a lot in bilingual society. Since the researcher lives in Indonesia where most of the citizens speak at least two languages, she
would like to give some recommendations to the readers and future researcher. 1. Code-switching is a common sociolinguitic phenomenon which occurs in
bilingual society. Although from a certain perspective it is seen as a lack of language competency, it is recommended that the doer should not be judged
unfairly. 2. The source of the data in this research is from a television competitive cooking
show. The future researchers may conduct a similar research with different source of data. For instance, they may choose a movie from certain genre,
make the transcript and anlyse the code-switching phenomena occurred in the conversation.
45
C. Implications
One can learn from many sources around him or her. It also applies in English Language Teaching.
Using teaching aids can improve students’ understanding towards teaching materials being learnt. As cited by Skiba 1997,
according to Cook 1991, code-switching may come in handy to aid students in language learning.
The writer would like to propose an alternative way of teaching vocabulary using spoken code-switching instead of written code-switching for the
phenomena discussed in this research were the spoken ones which were then scripted into written forms. In the beginning of the class, the teacher shows the
students the video containing code-switching and asks the students to write the new vocabulary from the code-switching cases and to predict the meaning. Next,
the teacher may discuss the meaning of the new vocabulary and then ask the students to relate the meaning with the context. This method will work effectively
especially to teach vocabulary that relate to technical terms because by showing the video, the students will understand the meaning of the new vocabulary as well
as the use in the real world.
46
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