English code-switching in Indonesian teenage girl magazines - USD Repository

  ENGLISH CODE-SWITCHING

  IN INDONESIAN TEENAGE GIRL MAGAZINES A Thesis

  Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

  By Araya Nurinda

  Student Number: 051214135 ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA

  STATEMENT OF WORK’S ORIGINALITY I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.

  Yogyakarta, June 22, 2009 The Writer

  Araya Nurinda 051214135 LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

  Nama : Araya Nurinda Nomor mahasiswa : 051214135

  Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Dharma karya ilmiah saya yang berjudul:

  English Code-sswitching in Indonesian Teenage Girl Magazines Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

  Demikian pernyataan ini saya buat dengan sebenarnya.

  Dibuat di Yogyakarta Pada tanggal: 22 Juni 2009 Yang menyatakan

  ABSTRACT Nurinda, Araya. (2009). English Code-switching in Indonesian Teenage Girl Magazines . Yogyakarta: Sanata Dharma University.

  Indonesia is a multilingual country. Therefore, the people are used to use more than one language. Local language and national language are the languages usually utilized by Indonesian people to converse in the daily life. In the recent years, the language people speak is not only local and national language but also international language, that is English. People often juxtaposed that language in one utterance. This phenomenon was commonly found in oral and written forms. Sociolinguistics named such phenomenon as code-switching, the switch of one language to another language. In the written form, this phenomenon was discovered in either magazines or newspapers. This research was particularly focussed on Indonesian teenage girl magazines. Accordingly, investigating the code-switching in the Indonesian teenage girl magazine was the aim of this research.

  There were three questions to be answered in this research. Those were: 1) what are types of code-switching that exist in Indonesian teenage girl magazines? 2) what are the possible reasons for code-switching in Indonesian teenage girl magazines? 3) what are the implications of code-switching in Indonesian teenage girl magazines towards English learning in Indonesia? To aid the researcher in answering those questions, human instrument was exploited.

  In this research, the articles in the magazines were divided into five categories namely news article, feature article, opinion article, fiction, and advertisements. After classifying those articles, the researcher sorted out the types of code-switching as well as counting the amount of code-switching in each article category.

  The findings showed that there were six types of code-switching with the biggest number of cases found in feature articles. Those types were single-word code-switching, phrase code-switching, clause code-switching, sentence code- switching, integrated loanwords, and diglossic code-switching. Building a good relation to the target readers was one of four the reasons in switching the code in Indonesian teenage girl magazine. Expressing some words which did not have Indonesian term or had Indonesian term but it was rarely used was the second reason. Code-switching also happened when the writers wanted to quote someone’s speech or statements. Moreover, the topic of the articles was significant for the writers to code-switch the language.

  Keywords: code-switching, Indonesian teenage girl magazine, sociolinguistics

  ABSTRAK Nurinda, Araya. (2009). English Code-switching in Indonesian Teenage Girl Magazines . Yogyakarta: Universitas Sanata Dharma.

  Indonesia adalah negara dengan beberapa bahasa. Karena itu, orang-orang terbiasa menggunakan lebih dari satu bahasa. Bahasa daerah dan bahasa nasional adalah bahasa yang banyak digunakan di Indonesia untuk percakapan sehari-hari. Akhir-akhir ini, tidak hanya bahasa daerah dan nasional saja yang dipakai tetapi juga bahasa internasional yaitu bahasa Inggris. Orang-orang sering menambahkan bahasa Inggris tersebut dalam satu ujaran dalam bahasa ibu mereka. Fenomena ini umumnya ditemukan dalam bentuk lisan maupun tertulis. Sosiolinguistik menamai fenomena itu dengan alih kode, yaitu perpindahan dari satu bahasa ke bahasa lain. Dalam bentuk tertulis, fenomena ini dapat ditemukan di majalah ataupun koran. Penelitian ini difokuskan hanya pada majalah remaja putri Indonesia saja. Jadi, tujuan dari penelitian ini adalah mencari alih kode yang terdapat dalam majalah remaja putri Indonesia.

  Dalam penelitian ini, ada tiga pertanyaan yang harus dijawab. Pertanyaan itu adalah: 1) apa saja jenis alih kode yang terdapat dalam majalah remaja putri Indonesia? 2) apa alasan yang mungkin untuk alih kode dalam majalah remaja putri Indonesia? 3) apa saja implikasi alih kode yang terdapat dalam majalah remaja putri Indonesia terhadap pembelajaran bahasa Inggris di Indonesia? Untuk membantu peneliti dalam menjawab pertanyaan-pertanyaan tersebut, peneliti menggunakan human instrument.

  Artikel-artikel majalah dalam penelitian ini dibagi menjadi lima kategori, yaitu artikel berita, artikel feature, artikel opini, fiksi, dan iklan. Setelah mengklasifikasikan artikel-artikel tersebut, peneliti mendata jenis alih kode yang ada di setiap kategori artikel dan juga menghitung jumlah alih kode di setiap kategori artikel tersebut.

  Penemuan dalam penelitian ini menunjukkan bahwa ada enam jenis alih kode dengan jumlah kasus terbanyak ada pada kategori artikel feature. Jenis alih kode tersebut adalah single-word code-switching, phrase code-switching, sentence code-switching , integrated loanwords, dan diglossic code-switching. Membangun relasi yang baik dengan pembaca adalah satu dari empat alasan alih kode dalam majalah remaja putri Indonesia. Alasan kedua adalah untuk mengekpresikan beberapa kata yang tidak mempunyai kosa kata dalam bahasa Indonesia atau punya tetapi jarang digunakan. Alih kode juga terjadi ketika penulis ingin mengutip pidato atau pernyataan seseorang. Lebih lanjut, topik yang ada di dalam majalah juga berperan penting bagi penulis untuk alih kode.

  Kata kunci: alih kode, majalah remaja putri Indonesia, sosiolinguistik

  ACKNOWLEDGMENTS Finally the long process of writing this thesis is accomplished. I am so glad that I can pass this process successfully. That is why I would like to give my deepest gratitude to the people around me who always give support and care.

  I thank God for His blessing. I believe that He always guides and helps me so that I can stay up till morning, which is definitely not my habit to do that, to finish writing this thesis.

  I would like to thank my sponsor, F.X. Ouda Teda Ena, S.Pd.,M.Pd., for giving me a new enlightenment to my thesis. I also thank him for his guidance, suggestions, motivation during this process. I wish him luck for his study.

  I would like to thank all the lecturers and staff of Sanata Dharma University especially those who are in the English Language Education Study Program. I thank them for their guidance and care.

  To my beloved father Agus Handoko, I thank him for always encouraging me during this process. He is such a fabulous father. To my sister, Aretha Nurtyagita, I thank her for accompanying me to play the games every time I was bored with the thesis writing and also for taking my magazines from the post office.

  To all my friends in Language Institute of Sanata Dharma University, I thank them for always giving me support, especially for those who have checked my thesis. I also thank all my friends in the English Language Education Study three partners who still fight to accomplish their thesis, I thank them for the cooperation, discussion, and motivation. I also give a big thank to Jule, Gendis, Esti, Funi, Wiwin, Andre, Verdi, Eska, Dion, Endru, Tepan my beloved friends who always give support. To Top-x, I thank him so much for the encouraging sms-es. Last but not least, I thank Gian, my lovely friend, for lending me the magazines. I am sorry to make the magazines messy and dirty.

  Araya Nurinda

  TABLE OF CONTENTS Page

  TITLE PAGE ................................................................................................ i APPROVAL PAGES ................................................................................... ii STATEMENT OF WORK’S ORIGINALITY ............................................. iv LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS ......................... …………….…….. v ABSTRACT ................................................................................................. vi ABSTRAK . ..................................................................................................... vii ACKNOWLEDGEMENTS .......................................................................... viii TABLE OF CONTENTS ............................................................................. x LIST OF TABLES ........................................................................................ xii LIST OF APPENDICES .............................................................................. xiii

  CHAPTER I: INTRODUCTION A. Research Background ....................................................................

  1 B. Problem Formulation .....................................................................

  3 C. Problem Limitation ........................................................................

  3 D. Research Objectives ......................................................................

  4 E. Research Benefits ..........................................................................

  4 F. Definition of Terms .......................................................................

  5 CHAPTER II: REVIEW OF RELATED LITERATURE A.

  Theoretical Description .................................................................

  7 1. Linguistics and Language Learning ..............................................

  7 2. Sociolinguistics and Language Learning .......................................

  9 3. Code-switching ..............................................................................

  9 a. The Nature of Code-switching ......................................................

  10 b. The Types of Code-switching ........................................................ 11

  d.

  37 4. Sentence Code-switching ..............................................................

  67

  64 APPENDICES …………………………………………………………….

  62 REFERENCES …………………………………………………………...

  61 B. Suggestions ....................................................................................

  60 CHAPTER V: CONCLUSIONS AND SUGGESTIONS A.

  55 D. Other Findings ...............................................................................

  53 C. Implication of Code-switching on English Learning ....................

  49 B. The Reasons for Code-switching ...................................................

  46 6. Diglossic Code-switching ..............................................................

  42 5. Integrated Loanwords ....................................................................

  33 3. Clause Code-switching ..................................................................

  Code-switching and Language Learning .......................................

  28 2. Phrase Code-switching ..................................................................

  28 1. Single-word Code-switching .........................................................

  Types of Code-switching ...............................................................

  26 CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION A.

  25 F. Research Procedures ......................................................................

  24 E. Data Analysis Technique ...............................................................

  22 D. Data Gathering Technique .............................................................

  21 C. Research Instruments .....................................................................

  20 B. Source of Data ...............................................................................

  CHAPTER III: METHODOLOGY A. Research Method ...........................................................................

  16 B. Theoretical Framework .................................................................. 17

Conclusions ..................................................................................

  LIST OF TABLES Page Table 3.1: The Example of Checklist from Certain Magazine .....................

  24 Table 3.2: The Example of Checklist for Types of Code-switching ............

  25 Table 4.1: The Number of Cases of Single-word Code-switching ...............

  29 Table 4.2: The Number of Cases of Phrase Code-switching ........................

  34 Table 4.3: The Number of Cases of Clause Code-switching .......................

  37 Table 4.4: The Number of Cases of Sentence Code-switching ....................

  42 Table 4.5: The Number of Cases of Integrated Loanwords .........................

  46 Table 4.6: The Number of Cases of Diglossic Code-switching ...................

  49

  LIST OF APPENDICES Page

  APPENDIX A: Example of Checklist of SPICE Magazine …………….………

  67 APPENDIX B: Example of Checklist of SISTER Magazine …………….…….

  68 APPENDIX C: Example of Checklist of GOGIRL Magazine ………………….

  69 APPENDIX D: Examples of Single-word Code-switching, Phrase Code- switching, Clause Code-switching, Sentence Code-switching, Integrated Loanwords …………………………………….……

  70 APPENDIX E: Example of Diglossic Code-switching …………………………

  71 APPENDIX F: The Most Frequent Words in SPICE Magazine ………….……

  72 APPENDIX G: The Most Frequent Words in SISTER Magazine …….………..

  73 APPENDIX H: The Most Frequent Words in GOGIRL Magazine …………….

  74

CHAPTER I INTRODUCTION This chapter is the introductory part. This chapter presents the Research Background, Problem Formulation, Problem Limitation, Research Objectives, and Definition of Terms. A. Research Background In the recent years, information and technology are growing rapidly. Technology supports the distribution of information to all over the world. Therefore, people are able to access unlimited information simply using electronic sources such as television and internet. On the other hand, some people still gain

  information using conventional media such as newspaper and magazines. In Indonesia, newspaper and magazines have an important role as media to receive information. The wide-ranging circulation of newspaper and magazines can be obvious evidence that newspaper and magazines are preferred.

  The readers of those media are varied. However, adolescents tend to prefer magazines than newspapers. It is because the language in magazines is suitable to adolescents and not as formal as the language found in other media. The articles are made as interesting as possible with colorful layouts and attractive topics for adolescents. Hence, young readers easily grasp the information they read in a magazine. In composing the magazines, the different needs of boys and girls are considered. Furthermore, it emerges what is called boys magazine and girls magazine.

  One interesting phenomenon found in magazines is that the language they used to write articles is not only Indonesian language but also English language.

  The writers of the articles sometimes put English words, phrase, or even sentences next to Indonesian words, phrases, or sentence in order to make the articles more interesting. All the words, phrases, or sentences borrowed from other language are in italic. It shows that the writers are aware that they are borrowing some words, phrases, or sentences from another language.

  It is common for someone who is able to speak more than one language to switch the language they used. “This situation emerges when someone replaces words or phrases from one language with words or phrases from another language” (Heredia & Brown, ___). Such kind of condition, thus, creates a term called code-switching. Nunan and Carter (2001), as seen in Sert (2005), define the phenomenon code-switching as “a phenomenon of switching from one language to another in the same discourse”.

  In the particular situation, code-switching is required to provide clear understanding about the topic people talk to. People do the switching as a strategy to be better understood and develop the listeners’ comprehension (Heredia & Brown, ___). Some researchers investigated this phenomenon and found that code-switching has its function in order to build better communication with others. Sert (2005), in his paper entitled The Functions of Code Switching in ELT Classroom , stated that besides using code-switching for self expression and modifying language for the sake of personal intensions, people may function code-switching to build intimate interpersonal relationships among members of a bilingual community. In order to reach those functions, written texts can be preferences. A written text can be an alternative for people in order to decide the language used to convey information.

  B.

  Problem Formulation Based on the research background, the problems in this research are formulated as follows:

  1. What are the types of code-switching that exist in Indonesian teenage girl magazines?

  2. What are the possible reasons for code-switching in Indonesian teenage girl magazines?

  3. What are the implications of code-switching in Indonesian teenage girl magazines towards English learning in Indonesia? C.

Problem Limitation

  The problems in this research were specified to code-switching which occurred in Indonesian teenage girl magazines. This involved only code-witching between Indonesian language and English language found in the articles.

  The magazines the researcher chose were SISTER magazine, SPICE magazine, and GOGIRL magazine. Those magazines were selected since they are popular among other teenage girl magazines and have majority readers in Indonesia.

  In gaining the data, the researcher used three consecutive editions from each magazine. The decision of choosing those editions was based on the need of obtaining adequate data as well as limited time the researcher had.

  D.

  Research Objectives Related to the identified problem above, this study has some goals which have to be reached. Those are:

  1. To observe the types of code-switching.

  2. To find out the reasons for code-switching in Indonesian teenage girl magazines.

  3. To find out the implications of code-switching in Indonesian teenage girl magazines towards English learning in Indonesia E.

  Research Benefits The researcher expects that this study will give benefits to: 1. The Readers

  By reading this thesis, the researcher hopes that the readers will have a understandable view about the influences of English language towards Indonesian

  2. English teachers The researcher expects to give clear explanation about the implications of code-switching in the English teaching and learning with the intention that the teacher can anticipate when facing the code-switching situation. Besides, the understanding of code-switching helps the teacher to obtain better foreign language instruction in the classroom discourse.

  3. Future Researcher The researcher expects that this thesis will lead to a better understanding of code-switching phenomenon in Indonesia. Moreover, this research will contribute to the future research development.

  F.

  Definition of Terms To avoid misunderstanding, some words are needed to be clarified. These are: 1.

Code-switching

  Code-switching is a phenomenon which occurred in which people are in the bilingual situation. This is in line with Crystal (1987), as cited by Skiba (1997) in his paper entitled Code Switching as a Countenance of Language Interference, who stated that “code, or language, switching happens when someone who is bilingual alternates between two languages during his or her speech with another bilingual person” . Furthermore, in this research, this borrowing phenomenon may occur in words, phrases, or even sentences.

  In this research, Indonesian teenage girl magazines are magazines which are released to provide information about teenage girl’s lifestyle. These magazines target the readers in the range of age of 15-23 years old. These magazines also contain articles which are related to girls as well as the language which are modified to girls talk.

  CHAPTER II REVIEW OF RELATED LITERATURE This chapter reviews important studies to support the present research. The purpose of this chapter is to give basic principles due to the formulated problems. This chapter consists of two major points, theoretical description and theoretical framework. Theoretical description gives explanation of underlying theories related to the factors which influence teachers in teaching. In addition, theoretical framework discusses the theories that have been employed.

  A. Theoretical Description In this section, some theories will be elaborated. The theories that will be reviewed are linguistics and language teaching, sociolinguistics and language teaching, and the theory of code-switching. In the discussion of code-switching, not only the types of code-switching, in which some different types are presented by some linguists will be presented but also the reasons for switching the codes as well as the implication of code-switching to the English learning.

  Communication is one way for people to convey some information. In order to understand and be understood, communication is done through a medium called language. As stated by Lehmann (1972) in his book Descriptive Linguistics: An sounds” (1972:4). “More precisely, language, viewed as a system, consists of three subsystems or components: semantic, syntactic, and phonological component” (1972:4). The study of language is named as linguistics.

  The extent of linguistics fields has broad discussion. Fromkin, Blair, & Collins (2000) in An Introduction to Language, categorized the discussion of language into three sections. The first one is about the grammatical aspects of language.

  The studies under this heading are morphology, the study of words, syntax, which deals with the sentence pattern of language, semantic, which talks about the pattern of language through words and sentence, phonetics, the study of the sounds of language, and the last is phonology, the study of the sound patterns of language. The second one discusses the psychology of language. This study is called psycholinguistics. As cited by Fromkin, Blair, & Collins, Gleason and Ratner (1993) define psycholinguistics as “the concern on discovering the psychological processes that make it possible for humans to acquire and use language” (2000:315). Moreover, the last discussion is about the language in the society. This is called sociolinguistics. Since it deals with the society therefore it has close relation to the social sciences.

  As learners of language, the discussion of linguistics plays a significant role. The learners are expected to be able to actively produce utterances. For that reason, the study of linguistics aids both teacher and learner to improve their knowledge of a language as well as fine production of a language.

  2. Sociolinguistics and Language Learning Sociolinguistics is the study of the use of language in the society (Lehmann,

  1972). Cook (1996) stated that “knowledge of language acquired by people is used for sociological and psychological ends”.That statement means that the language must be used in the society. Many factors influence the use of language in the society. One of the factors is bilingualism. Such condition causes a phenomenon called code-switching. Therefore, code-switching included in the sociolinguistic study.

  Sociolinguistic study, help second language learners to understand the characteristic of a community as well as the language they use. Therefore, the second language learners will easily adapt to the new environment and new language as well when they understand sociolinguistics.

  3. Code-switching According to Nunan and Carter, as seen in Sert (2005), code-switching is “a phenomenon of switching from one language to another in the same discourse”

  (2001:275). Therefore, the term code in this research represents the language which changes. Code-switching can be identified by looking up the preceding and the following words, phrase, or sentences. Usually, in a discourse, the language is dominated by one language. If the writer uses the language besides the dominated language is called code-switching. Then, the researcher will elaborate code- switching further in the next part. a.

The Nature of Code-switching

  According to Gardner (1997), as seen in Jaworsky & Coupland’s Modern Linguistics: Sociolinguistic: A Reader and Coursebook , code-switching can be defined as “the use of two or more languages in the same conversation or utterance” (1997:361). Such kind of behavior occurs in situations where the people are bilingualism or multilingualism, situations of immigrations, and regional minorities. Therefore, code-switching is a common thing happened in the society. Gardner adds that behaviour involved in the phenomenon relying on the sociolinguistics circumstances and the language combination as well.

  Gardner’s idea is supported by Wardaugh (1992) who stated that “utilizing several varieties of any languages they speak is a common thing found in bilingual or multilingual person rather than unilingual person” (1992:103). He found that it is an unusual thing to have command of only a single variety of language.

  Therefore, people who live in a multilingual country have the tendency to choose the varieties or code they want to talk with.

  Hoffmann (1991) stated that the wide-ranging description of code-switching is that “it involves the alternate use of two languages or linguistics varieties within the same utterance or during the same conversation” (1991:110). She added that the switching could consist of changing languages. Bilinguals are typically able to switch their language. She also adds that older people have capability in controlling the amount of code switching they do rather than younger people.

  Some factors influence how they switch their language such as contextual,

  From the point of view of some linguists above, it can be concluded that code- switching is the changes language in the same utterances. Additionally, the switching can be in the primary utterance, in the middle utterance, or in the last utterances. That code-switching commonly happen in the bilingual or multilingual circumstances is another point that is concluded by the researcher as well.

  b.

The Types of Code-switching

  Gardner (1997), as in Coupland & Jaworsky’s Modern Linguistics Sociolinguistics a Reader and Coursebook , cites that Gumperz (1982) classifies the types of code-switching into three, namely, situational code-switching, conversational code-switching, and metaphorical code-switching. Gumperz (1982) identifies a distinction between situational and conversational code- switching as well. “Situational code-switching refers to language shifting which related to a change of interlocutor, setting, or topic” (Gardner, 1997). Conversely, “conversational code-switching does not necessarily coincide with those changes but is prompted by factors within the conversation itself” (Gardner, 1997). Other than that, “when the shifting carried a particular evocative purpose for example, speaking about a place in the variety which is used there, it is called metaphorical switching” (Gardner, 1997). “A possible reason in distinguishing those different types of code-switching is that they tend to occur in the same context and often involve the same speakers” (1997:361). Instead of that, speakers also involve two varieties of language in order to preserve their monolingual character. This type of Blanc (1989) that this code-mixing term is sometimes called as interference (1997:362).

  What is written by Gardner (1997) is similar to Wardaugh’s view about the type of code-switching. Wardaugh (1992) describes two types of code-switching.

  The first one is situational code-switching. He defines situational code-switching as the shifting of languages when the topic of the conversation does not change.

  On the other hand, “when a change of topic requires a change in language used we have metaphorical code-switching” (Wardaugh, 1992). He gives addition explanation about that type that in this case, some topics may be discussed in either code, but the choice of code attaches a distinct flavor to what is said about the topic. The term code-switching differs from diglossia. In diglossia, “people are quite aware that they have switched from H to L or L to H whereas in code switching people are subconscious that they have switched the language” (Wardaugh, 1992). Besides code-switching, code-mixing is discussed by Wardaugh (1992) as well. He asserts that code-mixing happens “when people use both languages together to the extent that they change from one language to the other in the course of a single utterance” (1992:106).

  Hoffmann (1991) in her book An Introduction to Bilingualism illustrates some evidences that there are many types of code-switching. From the examples she has made, she concludes that the first types of code-switching is occurred when the switching is within the sentence or it is called intra-sentential switches. Second, the switches happen between sentences or inter-sentential switches. The third is exclamations which serve as an emblem of the bilingual character. Moreover, the last type of switching involves a change of pronunciation feature. Those types typically occur at the phonological level.

  According to McCormick (1994), as cited in Asher’s Encyclopedia of Language and Linguistics , there are six types of code-switching. The classification of code-switching is based on the length of juxtaposed elements of utterance. Those types are diglossia, situational code-switching, metaphoric code- switching, conversational code-switching, single-word code-switching, and integrated loanwords. Those types asserted by McCormick (1994) happen in the conversational situation. This study deals with written form of code-switching. then the researcher took the theories from McCormick (1994) which are suitable to this study. The types of code-switching are single-word code-switching, phrase code-switching, sentence code-switching, clause code-switching, integrated loanwords, and diglossic code-switching.

  Single-word code-switching is the type of code-switching in which the writers insert another language between the utterances he or she writes. The length of juxtaposed utterance is words. According to McCormick (1994) in Asher’s The Encyclopedia of Language and Linguistics , chunks within an utterance is called phrase code-switching. When the juxtaposed element is a whole sentence in length, it is sentence code-switching. Moreover, if the length of juxtaposed element is clause, it is clause code-switching. The next type is integrated loanwords. This type of code-switching involves both languages in one word. The switching is diglossic code-switching. This sort of code-switching does not deal with the H and L variety of a language. In this research, the diglossic code- switching deals with the whole discourse length of juxtaposed elements. Based on Merriam-Webster Online Dictionary, discourse is “a linguistic unit (as a conversation or a story) larger than a sentence”.

  The researcher acknowledges that there are similar types of code switching proposed by those linguists. Situational, metaphorical, and contextual code- switching are asserted almost by all linguists. However, those types of code- switching occur when people have a conversation.

  c.

The Reason for Code-switching

  Code switching is the phenomenon when someone is bilingual or multilingual and using language besides their mother tongue. Thus, they are mastering and employing more than one language. In speaking with others both language can be utilized. Although people do not have awareness on which they switch their language, but there are reasons within. Some linguists do research to investigate the motives people switch their languages when they are speaking to others.

  Moreover, this part provides a various reasons of code-switching according to some linguists.

  Wardaugh (1992) states that there are three reasons why people do the code- switching. Those include “the solidarity with listeners, choice of topic, and perceived social and cultural distant” (1992:106). He concludes that motivation is switching. He adds that “such motivation need not be at all conscious since some people are not aware that they have switched their language into a particular language” (1992:10).

  Crystal (1987), as cited in Skiba’s Code Switching as a Countenance of Language Interference , defines a number of possible reasons for the switching from one language to another language. The first one is because the speaker may not be able to express his or her expression in one language. In this case, the speakers switch to compensate for deficiency. Second reason is that the speakers want to share some solidarity with a particular social group. Relationship is established when the listeners respond employing a similar switch. The last reason according to Crystal (1987) is that the speakers want to convey his or her attitude towards the listeners. It is because when monolingual speakers communicate using certain level of formality, the bilingual speakers can convey the same by switching the language.

  Hoffmann (1991), in her book An Introduction to Bilingualism, stated that “the reason for code-switching is diverse and many of the reasons are of a contextual, situational and personal sort” (1991:115). The first reason people switch the language appears when the speaker is quoting somebody else. The second reason is that the speakers are being emphatic about something. To show emphatic, the speaker takes a form of either an interjection or a repetition. The form of those expressions illustrates that the speakers have personal involvement and desire to be well understood.. The next reason is contributed by Oksaar

  (1991) who said that code-switching is used to express group identity as well as solidarity with a certain groups (1991:116). Additionally, the last reason proposed by McClure (1977) as cited by Wardaugh (1991) who did research on children’s code-switch. The result shows that children at age eight or nine begins to code- switch in order to focus on certain topic (1991:116). The conclusion she made is that code-switching is a habitual and frequently used as the part of social interaction among bilinguals (Wardaugh, 1991). Bilingual speaker also can employ other language in four ways choice compared to the monolingual speaker.

  d.

Code-switching and Language Learning

  Living in a bilingual circumstance forces people to master language in which that language is not their mother tongue. Nevertheless, not all the people master the second language or the language besides their mother tongue. Code-switching, which is the main topic of this research, can possibly aid the second language learners to master the second language.

  Acquiring the second language can be influenced by some factors. What the second language learners hear or read is capable of guiding them to master the second language. This is called input. Ellis (1997:5) states that “through this input the second language learners are expected to produce the language they learn”.

  Krashen, as cited in Ellis’s Second Language Acquisition, proposes what is named by input hypothesis. He suggests that “the right level of input is attained automatically when interlocutors succeed in making themselves understood in communication” (1997:47). This means that the language competence of the second language learners is determined by the language they produce.

  In producing the language, certainly, there are some factors which either can inhibit or support the successful language production of the second language learners. Therefore, if the language which the learners receive is totally wrong, then, it will guide the second language learners to the wrong concept of second language. The wrong example possibly brings about the wrong language production. As a result, the learners of the second language are regarded as fail in attaining the second language.

  B.

Theoretical Framework

  Based on those theories which have been elaborated above, some theories which become the basis of the research were discussed. Types of code-switching as well as reason for code-switching and its implication to the language learning are the main focus in this research.

  According to McCormick (1994), in Asher’s Encyclopedia of Language and Linguistics , there are six types of code-switching. The researcher adopts that theory to form the types of code-switching which is suitable for this research. The first type is single-word code-switching. This means that the writers switch the language in one word only. The second type is phrase code-switching, in which the length of code switching just as long as chunks. The third type of code- switching is clause code-switching. The fourth type is sentence code-switching. languages are fused in one single word. The last type is diglossic code-switching. This includes the whole discourse of the article. It means that if there is only one language in the length of one discourse without any language is appeared, then, it is included in diglossic code-switching.

  Some linguists propose different reasons for code-switching. Those reasons mostly emphasize on the motive of code-switching in the conversation. As it does not match to the aim of this research, the researcher adopts some reasons asserted by Crystal (1987) as in Skiba’s Code Switching as a Countenance of Language Interference and is supported by Hoffmann (1991). The first reason is that the writers expected to be able to build good relation with the target readers. Second reason is to express some words which either did not have Indonesian term or had Indonesian term but it was rarely used. The second reason is supported by McClure (1977), as in Hoffmann’s An Introduction to Bilingualism, as well. She cited that children at later age begin to code-switch in order to focus on particular topic (1991:116). Therefore, it can be said that adult code-switching may be influenced by the choice of topic. The last reason is code-switching to quote someone’s statements or expressions. This theory is also asserted by Hoffmann (1991) who said that “switching occurs when the subject is quoting someone” (1991:116).

  The implication of code-switching either inhibits or supports the English learning process. The successful second language learning can be achieved through the correct input the learners get. On the other hand, the incorrect input Ellis (1997), “input is the product of the language which the learners had experienced” (1997: 5). Therefore, if the language the learners produced is incorrect, it is possibly because they get the wrong input.

  CHAPTER III METHODOLOGY This chapter presents the methodology used in this research. This chapter consists of Research Method, Source of Data, Research Instrument, Data Gathering Technique, Data Analysis Technique, and Research Procedures A.

Research Method

  A certain methodology was considered in this research as guidance to conduct the study. This research dealt with certain phenomenon in the society, thus, this research was qualitative research. According to Merriam (2002), the key to reach the best understanding of qualitative research was “socially constructed by individuals in interaction with their world”.

  In this research, the researcher used descriptive research. Descriptive research was designed to obtain information concerning the current phenomena. (Ary, Jacobs, & Razavieh, 2002: 381). This research did not generally try to test the hypothesis but to seek the information to describe “what exist” in a situation (Ary, et al, 2002: 381). Therefore, descriptive research is designed to develop not only achievement of the research but also interpretation of the results (Wiersma, 1995: 169). According to Best (1981), there were some characteristics of Descriptive Research. First, the process of gaining the data was inductive. Second, the researcher tended to gather the data to draw a conclusion rather than to test the

  Document analysis was also utilized as the methodology in this research. ”A document analysis was typically performed on form of human communication, including magazines” (Leedy & Ormod, 2005). Through document analysis, the researcher had to serve intended information which was helpful in evaluating or explaining educational practices (Best, 1981). This kind of methodology was particularly to answer the first problem in this research. The second and the third problems were answered by applying library study. The researcher read and adopted the theory from some former researchers.

  B.

Source of Data

  Indonesian teenage girl magazines were the primary source of data in this research. The researcher concerned only with English code-switching in Indonesian teenage magazines. SISTER magazine, SPICE magazine, and GOGIRL magazine were the magazines which were analyzed by the researcher.

  The first magazine is SISTER magazine. SISTER magazine is a new magazine which was first published in August 2008. Though it is a new magazine, this magazine has numbers of stable readers. It is proven by the letter which can be read in the magazine every month. This magazine emphasizes its reader in range of age of 15-22 years old.

  The other two magazines are SPICE magazine and GOGIRL magazine. SPICE magazine is a girl magazine for university students. This magazine has been published since 2003. The readers are in range of age of 18-22 years old. GOGIRL is a magazine which has been published since February 2005. This magazine is for girls in the range of age of 15-23 years old.