Search The analysis of code switching phenomena in Arisan! And Arisan! 2 Movies
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
THE ANALYSIS OF CODE-SWITCHING PHENOMENA
IN ARISAN! AND ARISAN! 2 MOVIES
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Vina Yuliana
Student Number: 101214109
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2014
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
THE ANALYSIS OF CODE-SWITCHING PHENOMENA
IN ARISAN! AND ARISAN! 2 MOVIES
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Vina Yuliana
Student Number: 101214109
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2014
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
A Sarjana Pendidikan Thesis on
THE ANALYSIS OF CODE-SWITCHING PHENOMENA
IN ARISAN! AND ARISAN! 2 MOVIES
By
Vina Yuliana
Student Number: 101214109
Approved by
Advisor
F.X. Ouda Teda Ena, S.Pd., M.Pd., Ed.D.
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22 July 2014
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
references, as a scientific paper should.
Yogyakarta, 14 August 2014
The Writer,
Vina Yuliana
101214109
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPANTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswi Universitas Sanata Dharma:
Nama
: Vina Yuliana
Nomor Mahasiswa : 101214109
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
The Analysis of Code-Switching Phenomena in Arisan! and Arisan! 2 Movies
Beserta alat yang diperlukan (bila ada). Dengan demikian, saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk lain, mengelolanya dalam bentuk pangkalan data,
mendistribusikannya secara terbatas, dan mempublikasikannya di internet atau
media lain untuk kepentingan akademis tanpa perlu meminta ijin maupun royalti
kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 14 Agustus 2014
Yang menyatakan,
Vina Yuliana
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Yuliana, Vina. 2014. The Analysis of Code-Switching Phenomena in Arisan! and
Arisan! 2 Movies. Yogyakarta: Sanata Dharma University
Indonesia is one of the multilingual countries in the world. Indonesian
people tend to use more than one or even two languages to communicate in their
daily conversation. The multilingual society in Indonesia involves a
sociolinguistic phenomenon named code-switching. Code-switching is process of
people to switch one language to another language (Wardhaugh, 2010).
In many places in Indonesia, moreover in the big cities, English is widelyused by Indonesian people. Most Indonesian people are familiar with English due
to the fact that English is a compulsory subject at schools starting in junior high
school. The condition that most Indonesian people are familiar with English
involves the tendency for Indonesian people to code-switch from Indonesian to
English.
This research analyzes the code-switching phenomena in two Indonesian
movies entitled Arisan! and Arisan! 2. This research had two research questions to
be answered. They were 1) what are the types of code-switching in Arisan! and
Arisan! 2 movies? and 2) what are the possible reasons for code-switching in
Arisan! and Arisan! 2 movies?
The method used was sociolinguistics analysis (Holmes, 1992), qualitative
research (Denzin & Lincoln, 2005), and content or document analysis (Fraenkel
and Wallen, 2008). The primary instrument was the writer. To assist the data
gathering, the writer used observation checklist developed based on Holmes
(1992) and McCormick (1994) theories. The steps to conduct this research were
choosing the movies, making the transcript of the movies, listing the sentences
which contain code-switching, filling the checklist of the types of code-switching,
and filling the checklist of the possible reasons for code-switching, analyzing the
data, and drawing the conclusions.
The findings showed that there were 140 code-switching cases in Arisan!
movie and 352 code-switching phenomena in Arisan! 2 movie. In general, the
writer found that the most frequent code-switching type in Arisan! and Arisan! 2
movies are diglossia and single-word code-switching. The most frequent possible
reasons for code-switching in both movies was the change in topic.
Code-switching can support and hinder English learning process. It
supports learning process when the appropriate code-switching with appropriate
English is exposed to the learners. Learners may learn from to the people who use
correct English pronunciation, vocabulary, and grammar for code-switching.
Meanwhile, code-switching also might hinder the learning process if the learners
are exposed to inappropriate code-switching.
Keywords: multilingualism, code-switching, movie, content analysis
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
Yuliana, Vina. 2014. The Analysis of Code-Switching Phenomena in Arisan! and
Arisan! 2 Movies. Yogyakarta: Universitas Sanata Dharma
Indonesia merupakan salah satu negara multilingual di dunia. Fenomena
dimana orang Indonesia berbicara menggunakan lebih dari satu atau bahkan dua
bahasa dalam percakapan sehari-hari merupakan fenomena yang sering kali
ditemui dalam masyarakat. Kondisi masyarakat yang multilingual ini memicu
suatu fenomena linguistik bernama alih-kode. Alih-kode merupakan suatu proses
dimana pembicara mengalihkan suatu bahasake bahasa lain (Wardhaugh, 2010).
Di banyak kota di Indonesia, terutama di kota-kota besar, bahasa Inggris
banyak digunakan oleh masyarakat Indonesia. Kebanyakan orang Indonesia
familiar dengan bahasa Inggris karena bahasa Inggis merupakan mata pelajaran
wajib sejak Sekolah Menengah Pertama. Kondisi ini menyebabkan
kecenderungan masyarakat Indonesia untuk melakukan alih-kode dari bahasa
Indonesia ke bahasa Inggris.
Penelitian ini menganalisa fenomena alih-kode di film Indonesia yang
berjudul Arisan! dan Arisan! 2. Terdapat dua buah pertanyaan yang akan
dijawab di penelitian ini 1) tipe alih-kode apa saja yang terdapat di film Arisan!
dan Arisan! 2? 2) kemungkinan alasan alih-kode apa saja yang terdapat di film
Arisan! dan Arisan! 2?
Metode yang digunakan untuk melakukan penelitian ini adalah analisis
sosiolinguistik (Holmes, 1992), penelitian kualitatif (Denzin & Lincoln, 2005),
and analisis konten atau dokumen (Fraenkel and Wallen, 2008).. Instrumen
utamanya adalah penulisnya sendiri. Penulis juga menggunakan observation
checklist yang dikembangkan dari teori Holmes (1992) dan McCromick (1994)
untuk membantu mengumpulkan data. Penulis melakukan beberapa langkah
untuk melakukan penelitian ini, yaitu memilih film, membuat transkrip film,
mendata kalimat-kalimat yang mengandung alih-kode, mengisi checklist jenis
alih-kode, mengisi checklist kemungkinan alasan alih-kode, menganalisa hasil
penelitian, dan membuat kesimpulan.
Ditemukan 140 alih-kode di film Arisan! dan 352 alih-kode di film Arisan!
2. Penulis menemukan jenis alih-kode terbanyak di film Arisan! dan Arisan! 2
adalah diglossia dan single-word code-switching. Penulis menemukan
kemungkinan alasan terbesar untuk alih-kode di 2 film tersebut adalah perubahan
topik pembicaraan.
Alih kode dapat mendukung maupun menghambat proses pembelajaran
bahasa Inggris. Alih-kode dapat mendukung pembelajaran bahasa Inggris
apabila alih-kode tersebut mengandung bahasa Inggris yang tepat. Pelajar dapat
belajar bahasa Inggris yang tepat dari orang yang melakukan alih-kode dengan
pelafalan, kosakata, dan tata bahasa Inggris yang benar. Sebaliknya, alih-kode
dapat menghambat proses pembelajaran apabila pelajar belajar bahasa Inggris
dari orang yang melakukan alih-kode dengan bahasa Inggris yang tidak tepat.
Keywords: multilingualism, code-switching, movie, content analysis
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ACKNOWLEDGEMENTS
In this great opportunity I would like to express my gratitude to Jesus
Christ for greatest blessings along my life, especially His companionship along
my study in Sanata Dharma University.
I would like to address my sincere gratitude to my thesis advisor, F.X.
Ouda Teda Ena, S.Pd., M.Pd., Ed.D. for his motivation, patience, and
encouragement in guiding me to write this thesis. He gave big contributions to this
thesis. I also address my gratitude Barli Bram, M.Ed., Ph.D and Mas Simon for
the feedbacks and suggestions which really helped me in writing this thesis.
I would like to express my gratitude to all lecturers and the staff of the
English Education Study Program for guidance and support during my study in
Sanata Dharma University, and also for knowledge, experience, and togetherness.
I would like to express my gratitude to my parents Ign. Djuliantoro
Gunawan and Effi Susi, and also my brother, Christofer Julio, who have
supported me through their sincere love, prayer, motivation, and guidance. They
are the power of my life.
I give my sincere thanks to my best friends Dino, Tia, Heni, Guida,
There, Nono, and Ria. Thanks for the support given to me. I also give my thanks
to my best schoolmates, Jade, Badra, Dilla, Siska, Ika, Sari, Bleki, Whity,
Purba, and Sonny. I’d like to say thanks for your love, support, sharing, and
motivation that always encourage me to be a better person. I give my gratitude to
all of my friends in PBI 2010 class B, proposal seminar and thesis class, and
peer partner WR 4 for the knowledge, happiness, and togetherness.
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
TABLE OF CONTENTS
TITLE PAGE ............................................................................................................i
APPROVAL PAGES ............................................................................................... ii
STATEMENT OF WORK’S ORIGINALITY ......................................................... iv
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ........................................... v
ABSTRACT ............................................................................................................ vi
ABSTRAK ...............................................................................................................vii
ACKNOWLEDGEMENTS ...................................................................................viii
TABLE OF CONTENTS ......................................................................................... ix
LIST OF TABLES ..................................................................................................xii
LIST OF APPENDICES ........................................................................................xiii
CHAPTER I. INTRODUCTION
A. Research Background........................................................................................... 1
B. Research Problems ............................................................................................... 4
C. Problem Limitation .............................................................................................. 4
D. Research Objectives ............................................................................................. 4
E. Research Benefits ................................................................................................. 5
F. Definition of Terms .............................................................................................. 6
CHAPTER II. REVIEW ON RELATED LITERATURE
A. Theoretical Description ........................................................................................ 8
1. Multilingualism ......................................................................................... 8
2. Bilingulism.............................................................................................. 10
3. Code-Switching ....................................................................................... 11
a. The Nature of Code-Switching ..................................................... 11
b. The Types of Code-Switching ...................................................... 13
c. The Possible Reasons for Code-Switching ................................... 18
B. Theoretical Framework ...................................................................................... 22
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER III. METHODOLOGY
A. Research Method ............................................................................................... 24
B. Research Subjects............................................................................................... 25
C. Instruments and Data Gathering Technique ........................................................ 27
D. Data Analysis Technique.................................................................................... 28
F. Research Procedure ............................................................................................ 32
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION
A. The Distribution of the Types of Code-Switching............................................... 34
1. Meaning-Based Switching ....................................................................... 36
a. Diglossia ...................................................................................... 36
b. Situational Code-Switching.......................................................... 38
c. Metaphoric Code-Switching ......................................................... 40
2. Structural-Based Switching ..................................................................... 42
a. Conversational Code-Switching ................................................... 43
b. Single-Word Code-Switching ...................................................... 45
c. Integrated Loanword .................................................................... 47
d. Tag or Emblematic Switching ...................................................... 48
B. The Possible Reasons for Code-Switching .......................................................... 50
1. The Changing in Participant Features ...................................................... 51
2. The Changing in Topic ............................................................................ 53
3. Quoting Someone’s Word ....................................................................... 55
4. Expressing Feeling .................................................................................. 56
C. Other Findings ................................................................................................... 57
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS
A. Conclusions ....................................................................................................... 59
B. Recommendations .............................................................................................. 61
REFERENCES ..................................................................................................... 63
APPENDICES....................................................................................................... 66
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LIST OF TABLES
Table
page
Table 3.1. The Observation Checklist of the Types of Code-Switching in Arisan!
Movie.......................................................................................................... 29
Table 3.2. The Observation Checklist of the Types of Code-Switching in Arisan!
2 Movie ....................................................................................................... 29
Table 3.3. The Observation Checklist of the Reasons for Code-Switching in
Arisan! Movie ............................................................................................ 30
Table 3.4. The Observation Checklist of the Reasons for Code-Switching in
Arisan! 2 Movie ......................................................................................... 30
Table 4.1. Number of Meaning-Based Switching Phenomena in Arisan! and
Arisan! 2 Movies ......................................................................................... 35
Table 4.2. Number of Structural-Based Switching Phenomena in Arisan! and
Arisan! 2 Movies ......................................................................................... 35
Table 4.3. Number of Possible Reasons for Code-Switching in Arisan! and
Arisan! 2 Movies ......................................................................................... 50
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LIST OF APPENDICES
Appendix
page
APPENDIX 1: Transcriptions of Some Scenes of Arisan! and Arisan! 2 Movies
Which Contain Code-Switching Phenomena ............................................... 66
APPENDIX 2: The Observation Checklist of Types of Code-Switching in Arisan!
and Arisan! 2 Movies .................................................................................. 90
APPENDIX 3: The Observation Checklist of Possible Reasons for CodeSwitching in Arisan! and Arisan! 2 Movies ............................................... 127
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CHAPTER I
INTRODUCTION
This chapter contains the introduction of the chosen topic. This chapter
covers the research background, research problems, problem limitation, research
objectives, research benefits, and definition of terms.
A. Research Background
Bilingualism and multilingualism are the sociolinguistics realities in the
plural world nowadays. Sridhar (1996 in McKay & Hornberger, 1996) proposes
that most nations have multilingual speakers and hundreds of millions of people in
the world routinely use of more than one language in their daily lives. In bilingual
and multilingual communities, people tend to use more than one language in their
daily lives. Grosjean (1989) as cited in Bhatia and Ritchie (2004) notes that all of
a multilingual speaker's languages are simultaneously activated whenever the
speaker speaks, even in cases where forms from only one language are
encountered.
According to this condition, bilingual or multilingual people are possible
to switch from their first language to their second or third language. This
phenomenon of switching the languages is called as code-switching. Codeswitching, as Herk (2012) states, “is a common phenomenon when people who
share more than one language get together and use two (or more) languages (or
codes) to communicate”. Herk (2012) also notes that code-switching happens
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when people alternate between at least two languages or language varieties in a
single conversation across sentences or clause boundaries. As switching the
language, the speakers are noticable that they use the elements of more than one
language within one sentence or from a sentence to another.
Multicultural communities in Indonesia arises various languages used in
the society. It is supported by Nababan (1984) who says Indonesia is one of the
countries that has quite complex sociolinguistics condition due to its multicultural
communities. Nababan (1984) argues that it is a common phenomenon of
Indonesian people using more than one language to communicate, such as
Indonesian and regional languages. As a result of Indonesian bilingualism and
multilingualism, there are many Indonesian people switching their languages.
In some places in Indonesia, moreover in big cities, English is commonly
used by many Indonesian people. It is supported by the Ethnologue (2009 in
Bhatia & Ritchie, 2013) that states 94% of the world population employs
approximately 5% of world’s languages and English is spoken in many countries
around the globe. This condition of English being the widely-used language in the
world affects Indonesian people to learn and use English for many reasons, such
as looking for jobs, fulfilling the job requirements, planning to study abroad, and
being interested in the language itself. Moreover, English is taught in most of the
elementary schools up to universities in Indonesia. As a result, English influences
the way of Indonesian people speaking, and many of them tend to switch from
Indonesian to English while having their daily conversation.
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There are several groups of people who often do Indonesian-English codeswitching. First, Indonesian-English code switching mostly happens in the welleducated groups of people (Nababan, 1984). The reason is that the well-educated
people are taught or exposed to English since they studied at school. They become
familiar with English vocabulary and expressions, so they are able to use in their
daily conversation. Second, Indonesian-English code switching also happens for
the ones who work in the area which demands them to meet foreigners or
international tourist such as tour guide and merchandise seller (Rahardi, 2001).
There are some research that can be the proof that Indonesian-English
code-switching often happens in the society. Anggraini (2013) finds out that in a
TV program named Indonesian Idol 2012, the juries often do Indonesian-English
code-switching. Indonesian people also often code-switch the languages in
writing. It is proven by Mandiri (2010) that he finds out there are 183 Facebook
statuses which contain code-switching in his Facebook newsfeed during a month.
Putra (2008) proves that Indonesian-English code-switching happens in
Indonesian mass media. Putra (2008) discovers that there are 261 code-switching
occurrences in Hai! Magazine Vol. 13 and 286 code-switching occurrences in
Hai! Magazine Vol. 37.
Indonesian-English code-switching is also found in some Indonesian
movies dialogues. The examples of Indonesian movies which have
many
Indonesian-English code-switching occurrences are Arisan! (2003) and Arisan! 2
(2011). Those movies are directed by Nia Dinata. Those movie pictures the
lifestyle of socialite and well-educated people in Jakarta, Indonesia. In those
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movies, there are many Indonesian-English code-switching spoken by the actors
and actresses.
Other Indonesian movies do not contain code-switching as many as
Arisan! and Arisan! 2 movies. Due to the occurrence of many Indonesian-English
code-switching phenomena in those movies, the writer was attracted to identify
the types of code-switching happens in the movies and also the possible reasons
of code-switching. As a result, this research would be able to add information
about code-switching phenomena in Indonesia into the code-switching already
existed knowledge.
B. Research Problems
There are two research problems in this study. The research questions are
formulated as follows:
1. How is the distribution of the types of code-switching in Arisan! and Arisan! 2
movies?
2. What are the possible reasons for the code-switching in Arisan! and Arisan! 2
movies?
C. Problem Limitation
This research is limited to find out the types and possible reasons of codeswitching in the movies. The writer uses Arisan! and Arisan! 2 movies as the
research subjects. In these movies, the actors and actresses often switch their
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languages from Indonesian to English and Indonesian to the regional language.
The research is limited to the Indonesian-English code-switching.
D. Research Objectives
The objectives of the research are as follows:
1. To find out the distribution of types of code-switching in Arisan! and Arisan! 2
movies.
2. To find out the possible reasons for code-switching in Arisan! and Arisan! 2
movies.
E. Research Benefits
1. English Education Study Program Students
This research is useful for the English Education Study Program students who
are interested in learning about code-switching in depth. This research contains
the accumulation knowledge about code-switching. Hopefully, by reading this
research, the students will have more understanding about the types and
possible reasons for code-switching in Indonesia.
2. The Future Researchers
The author hopes that this research can give sufficient information for future
code-switching researcher. This research is able to guide the future linguistics
researchers to find out the other code-switching phenomena or other language
phenomena in the society.
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F. Definition of Terms
The writer would like to present some definition of terms which were used in
this thesis.
1. Code-Switching
Wardhaugh (2010) states that the term ‘code’ refers to the particular dialect
or language that a person chooses, a system used for communication between two
or more parties. He adds that code-switching is a process of the people to switch
from other code to another or to mix codes even within sometimes very short
utterances. According to McCormick (1994 in Asher, 1994) code-switching is
“the juxtaposition of elements from two (or more) languages and dialects”.
2. Movie
According to Merriam-Webster’s Advanced Learners English Dictionary,
movie is a recording of movie images that tells a story and that people watch on a
screen or television. (Perrault, 2008). Movie is the communication media that tells
a story or information through motion pictures and sounds. Movie has many
functions such as entertaining, giving information, and educating the viewers.
Drama, horror, action, comedy, and science-fiction are the examples of movie
genres.
3. Arisan!
Arisan! is an Indonesia drama movie which released in 2003. This movie is
directed by Nia Dinata and the script is written by Joko Anwar (Dinata, 2003).
This movie pictures the lifestyle of adult socialite groups in Jakarta who often
gather in an event called ‘arisan’. Arisan! is the first Indonesian movie which
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delivers homosexual theme. Cut Mini, Tora Sudiro, Surya Saputra, Aida Nurmala,
and Rachel Maryam are the main actors and actresses in this movie.
4. Arisan! 2
Arisan! 2 is the continuation of Arisan! movie. It was released in 2011, 8
years after the first movie (Dinata, 2011). After passing eight years, the story of
those main characters is continued. There are some changes is the characters,
some are omitted, and some new faces appear, such as Rio Dewanto, Atiqah
Hasiholan, and Sarah Sechan.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter consists of two main points, theoretical description and
theoretical framework. Theoretical description presents the description of
multilingualism, the description of bilingualism, the nature of code-switching, the
types of code-switching, and the possible reasons for code-switching. The
theoretical framework summarizes and synthesizes all major relevant theories
which assist the writer to answer the research problem.
A. Theoretical Description
Theoretical description functions to give clear explanation and description
of the theories related to the topic of the thesis. Theoretical description presents
the description of multilingualism, the description of bilingualism, the nature of
code-switching, the types of code-switching, and the possible reasons for codeswitching.
1. Multilingualism
Multilingualism is a sociolinguistics phenomenon which occurs in the
society that the people employ more than two languages to communicate.
Multilingualism comes from the word multilingual, which means the knowledge
and the use of three or more languages, which reflects the dramatic development
over the last eight years of research on the knowledge and use of three or more
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languages (Bhatia & Ritchie, 2013). This phenomenon happens in most of the
countries in the world. This idea is supported by Bhatia and Ritchie (2013) as
follows:
There is no doubt that plurilingualism constitutes a major fact of life in the
world today. Plurilingualism is not such a rare phenomenon; there are, in
fact more bilingual or multilingual speakers in the world than there are
monolinguals. (p. xxi)
Bhatia and Ritchie (2013) employ the term of ‘plurilingualism’ to mention
bilingualism and multilingualism. The statement above is proven by the
Ethnologue (2009 in Bhatia & Ritchie, 2013) that estimates more than 7,000
languages (7,358) are spoken in the 194 countries in the world, or approximately
38 languages per country. Spolsky (1998, p. 51) also notes “Most countries have
more than one language spoken by significant portion of the population, and most
of languages have significant numbers of speakers in more than one country.”
Multilingual communities arise in numerous ways. First, multilingual
communities come from the immigrants who bring languages into contact to the
society (Edwards, 2013 in Bhatia & Ritchie, 2013). Multilingual communities
become the result of the cultural contact between the immigrants and natives in
the society. Second, multilingualism is the result of political union among
different linguistics group (Edwards, 2013 in Bhatia & Ritchie, 2013). Third,
multilingualism is the outcome of annexation and colonialism (Sridhar, 1996, in
McKay & Hornberger, 1996). For instance, the result of Dutch colonialism in
Indonesia is the multilingual communities who speak Indonesian, Dutch, and
ethnic languages. Fourth, multilingualism comes from commercial, scientific, and
technological dependence of the speakers of certain languages on the speakers of
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other languages (Sridhar, 1996, in McKay & Hornberger, 1996). As an example,
Indonesia imports many products from English speaking countries. As the result,
many people use English due to the intense exposure of English language and the
multilingual society in Indonesia is created.
2. Bilingualism
Bloomfield (1935, in Hamers & Blanc, 1983) defines bilingualism as the
native-like control of two languages. Otherwise, Macnamara (1976 in Hamers &
Blanc, 1983) proposes that a bilingual is anyone who possesses a minimal
competence in one of the four language skills in a language other than his mother
tongue.
Hamers and Blanc (1983, p. 6) also states that “For a bilingual
community to exist there must be at least two languages commonly used by some
members of the community.” According to Mackey (1968 in Romaine, 1989),
bilingual community means that a group of people who alternate use of two or
more languages. The writer summed up those definitions, so that bilingualism is
the linguistics phenomena occurs in the society which the people employ two
languages to communicate.
According to Stockwell (2002) there are two types of bilinguals,
compound bilinguals and co-ordinate bilinguals. Compound bilinguals happen
when there is a definite sequence of linguistics competence (Stockwell, 2002).
The example is that Indonesian students are born as Indonesian native speakers,
and then since they study at school they learn English. In the other hands,
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Stockwell (2002) states co-ordinate bilinguals are the condition that some people
are born into families in which two or more languages are spoken routinely.
3. Code-Switching
a. The Nature of Code-Switching
Code-switching phenomena cannot be separated from the society
condition since the study of code-switching is the part of sociolinguistics. The
existence of multilingual and bilingual communities is the factor of codeswitching phenomena. Since there are two or more languages used in the
community, there is a possibility of code switching.
Wardhaugh (2010) proposes that code is the particular dialect or language
that a person chooses to use on any occasions. He emphasizes that people may
choose to use more than one language or dialect instead of only using one
language in their utterances. Therefore, communicating using more than one code
in the utterances may happen, and it is called as code-switching.
There are various code-switching definition stated by different linguistics
experts. Macswan (2013, in Bhatia & Ritchie) defines code-switching as the
alternate use of two (or more) languages within the same utterances. Hoffmann
(1991) also notes code-switching as the alternate use of two languages or
linguistics varieties within the same utterance or during the same conversation,
which the language change occurs across phrase or sentence boundaries. In
addition, Stockwell (2002, p. 135) declares that, ”Code-switching is often the
specific mechanism through which the borrowing of words and constructions
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happens.” Drawing upon those definitions, code-switching necessitates two or
more languages to be used in a single utterance. People may switch their
languages from phrase to phrase or sentence to sentence, and borrow the language
elements such as word, clause, or sentence from other languages to be inserted
into their native language.
Code-switching is related to the society condition itself, as Wardhaugh
(2010, p. 104) states that “Code-switching is not a uniform phenomenon; i.e., the
norms vary from group to group, even what might be regarded as a single
community.” It is supported by Gumperz (1982, p. 69 in Wardhaugh, 2010, p.
104) that “each communicating subgroup tends to establish its own conventions
with respect to both borrowing and code-switching, and that factors such as region
of origin, local residence, social class, and occupational niche are involved in
defining the norms.”
Code-switching possesses a number of functions. Gal (1988, p. 247 in
Wardhaugh, 2010) states the function of code-switching as “a conversational
strategy used to establish, cross or destroy group boundaries; to create, evoke, or
change interpersonal relations with their right and obligations”. For instance,
when groups Javanese meet, they tend to switch their language from Indonesian to
Javanese in order to unite one another and create the kinship nuance. MyersScotton (1993 in McKay & Hornberger, 1996) note that the function is “the
strategy of neutrality when the use of any one language in the repertoire might
suggest the wrong message, such as talking down to somebody or suggesting an
uncultivated person.”
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In addition, according to McKay and Hornberger (1996), the functions of
code-switching are as identity marking, stylistic function, and sociocultural and
textual functions. As an identity marking, McKay and Hornberger (1996) say “A
speaker may use a particular code to signal a specific type of identity.” Stylistic
function relates to the the style of language usage in the various conditions. Based
on McKay and Hornberger (1996), sociocultural and textual functions are the
expressions of certain types of complex personalities and communities and the
powerful expressive resource to convey multicultural experiences.
The attitude to code switching is quite unique since Wardhaugh (2010)
asserts that people might not be aware that they switch certain code to discuss or
follow a particular topic. Holmes (1992, p. 45) has the same thought with
Wardhaugh that “people are often unaware of the fact that they code-switch.” As
an example, the unawareness of code-switching happens when a speaker cannot
find the possible translation of target language, so that the speaker unconsciously
switches into another language.
b. The Types of Code-Switching
McCormick (1994 in Asher, 1994) groups six types of code switching
according to the length of juxtaposed utterances, which are diglossia, situational
code-switching, metaphoric code-switching, conversational code-switching,
single-word code-switching, and integrated loanword.
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1) Diglossia
According to McCormick (1994 in Asher, 1994), the term ‘diglossia’
suggests two codes that feature prominently in the community. One code is used
on high occasion (H) and another code is used for lower status functions (L).
Diglossia is a language variation that serves as social class indicator. Stockwell
(2002, p. 11) supports McCormick’s theory by explicating that ,”One of the most
significant and complex determinants of lingistic variation is social class.”
Therefore, diglossia often becomes the wealth, prestige, economic status, and
power sign for the people who often use diglossia.
2) Situational Code-Switching
In bilingual and multilingual speech communities distinction among
occasions and codes are not primarily hierarchical so that the codes may be
perceived as differently but equally valued (McCormick, 1994 in Asher, 1994).
As a result, when there is a situation alteration, situational code-switching may
happen. It is also endorsed by Wardhaugh (2010, p. 106) that “Situational codeswitching occurs when the languages used change according to the situations in
which the conversants find themselves: they speak one language in one situation
and another in a different one.” No topic change is involved in this type. For
instance, an Indonesian tour guide switches the language into English when he
talks to foreign tourist.
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3) Metaphoric Code-Switching
McCormick (1994 in Asher, 1994) says that metaphoric code-switching
occurs in whole conversations, each within one role relationship. Metaphoric
code-switching occurs when a change of topic requires a change in the language
used. Wardhaugh (2010) also adds that metaphorical code-switching has an
affective dimension that you change the code as you redefine the situation- formal
to informal, official to personal, serious to humorous, and politeness to solidarity.
The example is when an English lecturer teaches seriously, he/she speaks English.
Then when it turns into joking, sometimes the lecturer uses Indonesian or
Javanese.
4) Conversational Code-Switching
McCormick (1994 in Asher, 1994) states that conversational codeswitching happens in whole conversational turns, chunks or clause within a turn.
The occurrence is not dependent on a change of interlocutor’s topic or situation. It
is to be found within conversations and not necessarily only between turns-a
switch may take place within one speaker’s turn (McCormick, 1994 in Asher,
1994). The example of conversational code-switching happens in a whole
conversational turns is, ”Aku pulang dulu ya. See you tomorrow.” Another
example of conversational code-switching happens in a clause is, “Supirku sudah
stand by di parkiran.”
5) Single Word Code-Switching
Single-word code-switching is a switching that occurs within the sentence
in the form of a single word It is also known as lexical borrowing. Wardhaugh
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16
(2010, p. 42) also says ,”The type of this switching involves single word- mainly
noun- and it is motivated by lexical need.” It means that the target language
language vocabulary cannot fulfill the speakers’ lexical need, so they insisted
using the original language to make the conversation smooth and meaningful. As
an example, an Indonesian woman says ,”Aku mau spa dulu ya.” The woman
tends to use English terms, spa, rather than look for the Indonesian translation,
which is difficult to find.
6) Integrated Loanwords
Integrated loanwords occur within morphemes (McCormick, 1994 in
Asher, 1994). According to Hornby (1974) morpheme is the smallest thing
meaningful part into which a word can be divided. This switching is the
juxtaposition of the word from a language and the morphemes from other
language. One could add affixes from native language to a word from foreign
language, such as adding Indonesian affix di- to English word ‘download’. The
result will be didownload. The other examples are mengupdate, and disilent.
Holmes (1992) suggests four types of code-switching, which are
emblematic switching or tag switching, situational switching, metaphorical
switching, and lexical borrowing.
1) Emblematic Switching or Tag Switching
Holmes (1992) states emblematic or tag switching is inserting an
interjection, a tag, or sentence filler in another language. The examples of
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17
emblematic or tag switching is “By the way, habis ini mau kemana?” and “You
know, tugas ini sulit dikerjakan.”
2) Situational Switching
“When people switch from one code to another for reasons which can be
identified, it is sometimes called situational switching.” (Holmes, 1992, p. 36) As
switching the language, the speaker does not change the topic.
3) Metaphorical Switching
According to Holmes (1992), metaphorical switching can express the
feelings about the topic discussed. For instance, in Yogyakarta, when a person
shops in Malioboro, he/she tends to switch her language from Indonesian to
Javanese while bargaining the price to get the cheaper price.
4) Lexical Borrowing
This switching happens when people borrow another language to mention
a name- usually a noun, which is triggered by lack of vocabulary (Holmes, 1992).
Holmes (1992) adds, “People may also borrow words from another language to
express a concept or describe an object for which there is no obvious word
available in language they are using.” The example is “Aku mau manicure
pedicure di salon.” Since it is hard to find Indonesian possible translation of
manicure and pedicure, most of people still use on the original language.
Romaine (1989, in Stockwell, 2002) also proposes three types of codeswitching: tag-switching, intersentential switch, and intrasentential switch.
Intersentential switch is the switch occurs between the sentences, yet
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18
intrasentential occurs within a sentence. Intrasentential switch is actually similar
to lexical borrowing.
c. The Possible Reasons for Code-Switching
Holmes (1992) proposes six reasons for code-switching, they are the
changing in participant features, ethnic identity marker, expressing solidarity, the
changing in topic, quoting someone’s words, and expressing feeling.
1) The Changing in Participant Features
“People sometimes switch code within a domain or social situation. When
there is an obvious change in the situation, such as arrival of a new person, it is
easy to explain the switch” (Holmes, 1992, p.35). For instance, there are two
Javanese people chat using Javanese language and then a Bataknese person join
the conversation, the Javanese people switch their language into Indonesian.
2) Ethnic Identity Marker
The speaker may use the words or phrase to show their ethnic identity. The
example of Javanese ethnic identity marker is as follows “Lak kamu jadi dateng
tho besok?”
3) Expressing Solidarity
People code-switch their language to express solidarity to the addresses.
When two Javanese people meet, they sometimes switch their languages to
Javanese such as “Halo, kepiye kabarmu?”. As switching the language into
Javanese, those people show their solidarity as being the Javanese people.
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19
4) The Changing in Topic
The change in topic in the utterances becomes the possible reasons for
code-switching. Holmes (1992, p. 37) states that, ”People may switch code within
a speech event to discuss a particular topic.” Holmes (1992) also adds that
bilinguals often find it easier to discuss particular topics in one code rather than
another. Some English terms are found more familiar for several topics in
Indonesian conversations, such as “Dia itu orangnya moody sekali.” and “Hotel
ini menyediakan fasilitas bar dan spa.” In this case, people change the language
from Indonesian to English because of the change in topic. The change in topic
requires some terms from English since it is difficult to find the possible
translation in Indonesian.
5) Quoting Someone’s Words
We need to code-switch while quoting someone’s word that come from
other languages since Holmes (1992) says that the speaker gives the impression
which may or may not be accurate. To hinder the inaccurateness, people tend to
use the original language of the quotation.
6) Expressing Feelings
Holmes (1992) says that code-switching is also a media to express feeling,
such as to give amusement and dramatic effect, or to express anger and
disapproval. As an example, a person says, ”Pemandangan di sini sangat
amazing.” That person changes the language to emphasize his/her admiration and
give dramatic effect that he/she enjoys the scenery.
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20
Malik (1994 in Muthusamy, n.d.) accounts ten reasons for code-switching,
they are lack of facility, lack of register competence, mood of the speaker, to
amplify and emphasize a point, habitual expressions, semantic significance, to
show identity with a group, to address different audience, pragmatic reasons, and
to attract attention.
Lack of facility is explained by Malik (1994 in Muthusamy, n.d.) as,
“bilinguals or multilinguals often explain that they code switch when they cannot
find an appropriate expression or vocabulary item or when the language of
conversation does not have the particular word needed to carry on the
conversation smoothly.” This lack of facility condition makes a tendency for
Indonesian people to keep using English term rather than find the proportionate
Indonesian term.
For lack of register reason, the code switching occurs when speakers are
not equally competent in two languages and when the speakers do not know the
terms in two languages (Malik, 1994, in Muthsamy, n.d.). In certain occupations
code switching takes place in the speech of doctors, lawyers, engineers while they
interact among themselves owing to the fact that proper terms in any other
language other than English may not be available to them. As a result, they use
the English terminology that they are familiar with.
The mood of the speaker can be the cause of code-switching. Malik (1994
in Muthsamy, n.d.) claims that usually when bilinguals are tired or angry, code
switching takes place with a new dimension. Malik (1994 in Muthsamy, n.d.)
explains that when the speaker is in the right state of mind, he/she can find the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
21
appropriate word or expression in the base language. Yet, when the speaker has
mind disturbance, she/he spontaneously states his/her anger or annoyance in
English.
Code-switching is also used to amplify and emphasize the point (Malik,
1994 in Muthsamy, n.d.). As a result, switching the language gives more powerful
force to the utterances.
According to Malik(1994 in Muthsamy, n.d.), habitual expression can be
the reason for code-switching. Code switching often occurs in fixed phrases of
greeting and parting, commands and requests, invitations, expressions of gratitude
and discourse markers.
Code-switching can be triggered by semantic significance. Malik (1994, in
Muthsamy, n.d.) stresses that switching at a particular moment conveys
semantically significant information. It is a communicative resource that builds on
participant’s perception of two languages. Lexical choice conveys meaning during
code-switching.
People can do code-switching to show identity with a group (Malik,1994,
in Muthsamy, n.d.). This code-switching stresses the fact that that some people
belong to the same group, with shared values and experiences.
The next reason according to Malik (1994 in Muthusamy, n.d.) is to
address to a different audience. Malik (1994 in Muthusamy, n.d.) states that
,”code switching is also used when the speaker intends to address people coming
from various linguistic backgrounds.”
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22
Another reason to code-switch the language based on Malik (1994 in
Muthusamy, n.d.) is pragmatic reason. Sometimes the alternation between two
languages is highly meaningful in terms of the conversational context (Malik,
1994 in Muthusamy, n.d.). Gumperz (1970, in Muthusamy, n.d.) also notes that
switching may emphasize varying degrees of speaker’s involvement. In other
words, the switching happens due to the different status of the speakers.
To attract attention is the last reason for code-switching proposes by Malik
(1994, in Muthusamy, n.d.). In the advertisements (in both, written as well as in
spoken), code-switching is used to attract the attention of the readers/ listeners.
B. Theoretical Framework
To accomplish this research, the writer should look for the suitable
theoretical framework to assist the writer to answer the research problems.
1. The Distribution of the Types of Code-Switching
In order to answer the first research problem, the writer combined the
types of code-switching theories from McCormick (1994) and Holmes (1992).
According to McCormick
are
diglossia,
situational
(1994 in Asher, 1994) the types of code-switching
code-switching,
metaphoric
code-switching,
conversational code-switching, single-word code-switching, and integrated
loanword. The writer added a type from Holmes (1992) which is emblematic or
tag switching.
The types of code-switching are grouped into two groups named meaning
based switching and structural based switching (Holmes, 1992 & McCormick,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
23
1994). Some code-switching types from McCormick (1994) such as diglossia,
situational code-switching and metaphoric code-switching are categorized as
meaning based s
THE ANALYSIS OF CODE-SWITCHING PHENOMENA
IN ARISAN! AND ARISAN! 2 MOVIES
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Vina Yuliana
Student Number: 101214109
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2014
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
THE ANALYSIS OF CODE-SWITCHING PHENOMENA
IN ARISAN! AND ARISAN! 2 MOVIES
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Vina Yuliana
Student Number: 101214109
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2014
i
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
A Sarjana Pendidikan Thesis on
THE ANALYSIS OF CODE-SWITCHING PHENOMENA
IN ARISAN! AND ARISAN! 2 MOVIES
By
Vina Yuliana
Student Number: 101214109
Approved by
Advisor
F.X. Ouda Teda Ena, S.Pd., M.Pd., Ed.D.
ii
22 July 2014
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
iii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
references, as a scientific paper should.
Yogyakarta, 14 August 2014
The Writer,
Vina Yuliana
101214109
iv
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPANTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswi Universitas Sanata Dharma:
Nama
: Vina Yuliana
Nomor Mahasiswa : 101214109
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
The Analysis of Code-Switching Phenomena in Arisan! and Arisan! 2 Movies
Beserta alat yang diperlukan (bila ada). Dengan demikian, saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk lain, mengelolanya dalam bentuk pangkalan data,
mendistribusikannya secara terbatas, dan mempublikasikannya di internet atau
media lain untuk kepentingan akademis tanpa perlu meminta ijin maupun royalti
kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 14 Agustus 2014
Yang menyatakan,
Vina Yuliana
v
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Yuliana, Vina. 2014. The Analysis of Code-Switching Phenomena in Arisan! and
Arisan! 2 Movies. Yogyakarta: Sanata Dharma University
Indonesia is one of the multilingual countries in the world. Indonesian
people tend to use more than one or even two languages to communicate in their
daily conversation. The multilingual society in Indonesia involves a
sociolinguistic phenomenon named code-switching. Code-switching is process of
people to switch one language to another language (Wardhaugh, 2010).
In many places in Indonesia, moreover in the big cities, English is widelyused by Indonesian people. Most Indonesian people are familiar with English due
to the fact that English is a compulsory subject at schools starting in junior high
school. The condition that most Indonesian people are familiar with English
involves the tendency for Indonesian people to code-switch from Indonesian to
English.
This research analyzes the code-switching phenomena in two Indonesian
movies entitled Arisan! and Arisan! 2. This research had two research questions to
be answered. They were 1) what are the types of code-switching in Arisan! and
Arisan! 2 movies? and 2) what are the possible reasons for code-switching in
Arisan! and Arisan! 2 movies?
The method used was sociolinguistics analysis (Holmes, 1992), qualitative
research (Denzin & Lincoln, 2005), and content or document analysis (Fraenkel
and Wallen, 2008). The primary instrument was the writer. To assist the data
gathering, the writer used observation checklist developed based on Holmes
(1992) and McCormick (1994) theories. The steps to conduct this research were
choosing the movies, making the transcript of the movies, listing the sentences
which contain code-switching, filling the checklist of the types of code-switching,
and filling the checklist of the possible reasons for code-switching, analyzing the
data, and drawing the conclusions.
The findings showed that there were 140 code-switching cases in Arisan!
movie and 352 code-switching phenomena in Arisan! 2 movie. In general, the
writer found that the most frequent code-switching type in Arisan! and Arisan! 2
movies are diglossia and single-word code-switching. The most frequent possible
reasons for code-switching in both movies was the change in topic.
Code-switching can support and hinder English learning process. It
supports learning process when the appropriate code-switching with appropriate
English is exposed to the learners. Learners may learn from to the people who use
correct English pronunciation, vocabulary, and grammar for code-switching.
Meanwhile, code-switching also might hinder the learning process if the learners
are exposed to inappropriate code-switching.
Keywords: multilingualism, code-switching, movie, content analysis
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ABSTRAK
Yuliana, Vina. 2014. The Analysis of Code-Switching Phenomena in Arisan! and
Arisan! 2 Movies. Yogyakarta: Universitas Sanata Dharma
Indonesia merupakan salah satu negara multilingual di dunia. Fenomena
dimana orang Indonesia berbicara menggunakan lebih dari satu atau bahkan dua
bahasa dalam percakapan sehari-hari merupakan fenomena yang sering kali
ditemui dalam masyarakat. Kondisi masyarakat yang multilingual ini memicu
suatu fenomena linguistik bernama alih-kode. Alih-kode merupakan suatu proses
dimana pembicara mengalihkan suatu bahasake bahasa lain (Wardhaugh, 2010).
Di banyak kota di Indonesia, terutama di kota-kota besar, bahasa Inggris
banyak digunakan oleh masyarakat Indonesia. Kebanyakan orang Indonesia
familiar dengan bahasa Inggris karena bahasa Inggis merupakan mata pelajaran
wajib sejak Sekolah Menengah Pertama. Kondisi ini menyebabkan
kecenderungan masyarakat Indonesia untuk melakukan alih-kode dari bahasa
Indonesia ke bahasa Inggris.
Penelitian ini menganalisa fenomena alih-kode di film Indonesia yang
berjudul Arisan! dan Arisan! 2. Terdapat dua buah pertanyaan yang akan
dijawab di penelitian ini 1) tipe alih-kode apa saja yang terdapat di film Arisan!
dan Arisan! 2? 2) kemungkinan alasan alih-kode apa saja yang terdapat di film
Arisan! dan Arisan! 2?
Metode yang digunakan untuk melakukan penelitian ini adalah analisis
sosiolinguistik (Holmes, 1992), penelitian kualitatif (Denzin & Lincoln, 2005),
and analisis konten atau dokumen (Fraenkel and Wallen, 2008).. Instrumen
utamanya adalah penulisnya sendiri. Penulis juga menggunakan observation
checklist yang dikembangkan dari teori Holmes (1992) dan McCromick (1994)
untuk membantu mengumpulkan data. Penulis melakukan beberapa langkah
untuk melakukan penelitian ini, yaitu memilih film, membuat transkrip film,
mendata kalimat-kalimat yang mengandung alih-kode, mengisi checklist jenis
alih-kode, mengisi checklist kemungkinan alasan alih-kode, menganalisa hasil
penelitian, dan membuat kesimpulan.
Ditemukan 140 alih-kode di film Arisan! dan 352 alih-kode di film Arisan!
2. Penulis menemukan jenis alih-kode terbanyak di film Arisan! dan Arisan! 2
adalah diglossia dan single-word code-switching. Penulis menemukan
kemungkinan alasan terbesar untuk alih-kode di 2 film tersebut adalah perubahan
topik pembicaraan.
Alih kode dapat mendukung maupun menghambat proses pembelajaran
bahasa Inggris. Alih-kode dapat mendukung pembelajaran bahasa Inggris
apabila alih-kode tersebut mengandung bahasa Inggris yang tepat. Pelajar dapat
belajar bahasa Inggris yang tepat dari orang yang melakukan alih-kode dengan
pelafalan, kosakata, dan tata bahasa Inggris yang benar. Sebaliknya, alih-kode
dapat menghambat proses pembelajaran apabila pelajar belajar bahasa Inggris
dari orang yang melakukan alih-kode dengan bahasa Inggris yang tidak tepat.
Keywords: multilingualism, code-switching, movie, content analysis
vii
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ACKNOWLEDGEMENTS
In this great opportunity I would like to express my gratitude to Jesus
Christ for greatest blessings along my life, especially His companionship along
my study in Sanata Dharma University.
I would like to address my sincere gratitude to my thesis advisor, F.X.
Ouda Teda Ena, S.Pd., M.Pd., Ed.D. for his motivation, patience, and
encouragement in guiding me to write this thesis. He gave big contributions to this
thesis. I also address my gratitude Barli Bram, M.Ed., Ph.D and Mas Simon for
the feedbacks and suggestions which really helped me in writing this thesis.
I would like to express my gratitude to all lecturers and the staff of the
English Education Study Program for guidance and support during my study in
Sanata Dharma University, and also for knowledge, experience, and togetherness.
I would like to express my gratitude to my parents Ign. Djuliantoro
Gunawan and Effi Susi, and also my brother, Christofer Julio, who have
supported me through their sincere love, prayer, motivation, and guidance. They
are the power of my life.
I give my sincere thanks to my best friends Dino, Tia, Heni, Guida,
There, Nono, and Ria. Thanks for the support given to me. I also give my thanks
to my best schoolmates, Jade, Badra, Dilla, Siska, Ika, Sari, Bleki, Whity,
Purba, and Sonny. I’d like to say thanks for your love, support, sharing, and
motivation that always encourage me to be a better person. I give my gratitude to
all of my friends in PBI 2010 class B, proposal seminar and thesis class, and
peer partner WR 4 for the knowledge, happiness, and togetherness.
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TABLE OF CONTENTS
TITLE PAGE ............................................................................................................i
APPROVAL PAGES ............................................................................................... ii
STATEMENT OF WORK’S ORIGINALITY ......................................................... iv
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ........................................... v
ABSTRACT ............................................................................................................ vi
ABSTRAK ...............................................................................................................vii
ACKNOWLEDGEMENTS ...................................................................................viii
TABLE OF CONTENTS ......................................................................................... ix
LIST OF TABLES ..................................................................................................xii
LIST OF APPENDICES ........................................................................................xiii
CHAPTER I. INTRODUCTION
A. Research Background........................................................................................... 1
B. Research Problems ............................................................................................... 4
C. Problem Limitation .............................................................................................. 4
D. Research Objectives ............................................................................................. 4
E. Research Benefits ................................................................................................. 5
F. Definition of Terms .............................................................................................. 6
CHAPTER II. REVIEW ON RELATED LITERATURE
A. Theoretical Description ........................................................................................ 8
1. Multilingualism ......................................................................................... 8
2. Bilingulism.............................................................................................. 10
3. Code-Switching ....................................................................................... 11
a. The Nature of Code-Switching ..................................................... 11
b. The Types of Code-Switching ...................................................... 13
c. The Possible Reasons for Code-Switching ................................... 18
B. Theoretical Framework ...................................................................................... 22
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER III. METHODOLOGY
A. Research Method ............................................................................................... 24
B. Research Subjects............................................................................................... 25
C. Instruments and Data Gathering Technique ........................................................ 27
D. Data Analysis Technique.................................................................................... 28
F. Research Procedure ............................................................................................ 32
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION
A. The Distribution of the Types of Code-Switching............................................... 34
1. Meaning-Based Switching ....................................................................... 36
a. Diglossia ...................................................................................... 36
b. Situational Code-Switching.......................................................... 38
c. Metaphoric Code-Switching ......................................................... 40
2. Structural-Based Switching ..................................................................... 42
a. Conversational Code-Switching ................................................... 43
b. Single-Word Code-Switching ...................................................... 45
c. Integrated Loanword .................................................................... 47
d. Tag or Emblematic Switching ...................................................... 48
B. The Possible Reasons for Code-Switching .......................................................... 50
1. The Changing in Participant Features ...................................................... 51
2. The Changing in Topic ............................................................................ 53
3. Quoting Someone’s Word ....................................................................... 55
4. Expressing Feeling .................................................................................. 56
C. Other Findings ................................................................................................... 57
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CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS
A. Conclusions ....................................................................................................... 59
B. Recommendations .............................................................................................. 61
REFERENCES ..................................................................................................... 63
APPENDICES....................................................................................................... 66
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LIST OF TABLES
Table
page
Table 3.1. The Observation Checklist of the Types of Code-Switching in Arisan!
Movie.......................................................................................................... 29
Table 3.2. The Observation Checklist of the Types of Code-Switching in Arisan!
2 Movie ....................................................................................................... 29
Table 3.3. The Observation Checklist of the Reasons for Code-Switching in
Arisan! Movie ............................................................................................ 30
Table 3.4. The Observation Checklist of the Reasons for Code-Switching in
Arisan! 2 Movie ......................................................................................... 30
Table 4.1. Number of Meaning-Based Switching Phenomena in Arisan! and
Arisan! 2 Movies ......................................................................................... 35
Table 4.2. Number of Structural-Based Switching Phenomena in Arisan! and
Arisan! 2 Movies ......................................................................................... 35
Table 4.3. Number of Possible Reasons for Code-Switching in Arisan! and
Arisan! 2 Movies ......................................................................................... 50
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LIST OF APPENDICES
Appendix
page
APPENDIX 1: Transcriptions of Some Scenes of Arisan! and Arisan! 2 Movies
Which Contain Code-Switching Phenomena ............................................... 66
APPENDIX 2: The Observation Checklist of Types of Code-Switching in Arisan!
and Arisan! 2 Movies .................................................................................. 90
APPENDIX 3: The Observation Checklist of Possible Reasons for CodeSwitching in Arisan! and Arisan! 2 Movies ............................................... 127
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CHAPTER I
INTRODUCTION
This chapter contains the introduction of the chosen topic. This chapter
covers the research background, research problems, problem limitation, research
objectives, research benefits, and definition of terms.
A. Research Background
Bilingualism and multilingualism are the sociolinguistics realities in the
plural world nowadays. Sridhar (1996 in McKay & Hornberger, 1996) proposes
that most nations have multilingual speakers and hundreds of millions of people in
the world routinely use of more than one language in their daily lives. In bilingual
and multilingual communities, people tend to use more than one language in their
daily lives. Grosjean (1989) as cited in Bhatia and Ritchie (2004) notes that all of
a multilingual speaker's languages are simultaneously activated whenever the
speaker speaks, even in cases where forms from only one language are
encountered.
According to this condition, bilingual or multilingual people are possible
to switch from their first language to their second or third language. This
phenomenon of switching the languages is called as code-switching. Codeswitching, as Herk (2012) states, “is a common phenomenon when people who
share more than one language get together and use two (or more) languages (or
codes) to communicate”. Herk (2012) also notes that code-switching happens
1
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2
when people alternate between at least two languages or language varieties in a
single conversation across sentences or clause boundaries. As switching the
language, the speakers are noticable that they use the elements of more than one
language within one sentence or from a sentence to another.
Multicultural communities in Indonesia arises various languages used in
the society. It is supported by Nababan (1984) who says Indonesia is one of the
countries that has quite complex sociolinguistics condition due to its multicultural
communities. Nababan (1984) argues that it is a common phenomenon of
Indonesian people using more than one language to communicate, such as
Indonesian and regional languages. As a result of Indonesian bilingualism and
multilingualism, there are many Indonesian people switching their languages.
In some places in Indonesia, moreover in big cities, English is commonly
used by many Indonesian people. It is supported by the Ethnologue (2009 in
Bhatia & Ritchie, 2013) that states 94% of the world population employs
approximately 5% of world’s languages and English is spoken in many countries
around the globe. This condition of English being the widely-used language in the
world affects Indonesian people to learn and use English for many reasons, such
as looking for jobs, fulfilling the job requirements, planning to study abroad, and
being interested in the language itself. Moreover, English is taught in most of the
elementary schools up to universities in Indonesia. As a result, English influences
the way of Indonesian people speaking, and many of them tend to switch from
Indonesian to English while having their daily conversation.
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3
There are several groups of people who often do Indonesian-English codeswitching. First, Indonesian-English code switching mostly happens in the welleducated groups of people (Nababan, 1984). The reason is that the well-educated
people are taught or exposed to English since they studied at school. They become
familiar with English vocabulary and expressions, so they are able to use in their
daily conversation. Second, Indonesian-English code switching also happens for
the ones who work in the area which demands them to meet foreigners or
international tourist such as tour guide and merchandise seller (Rahardi, 2001).
There are some research that can be the proof that Indonesian-English
code-switching often happens in the society. Anggraini (2013) finds out that in a
TV program named Indonesian Idol 2012, the juries often do Indonesian-English
code-switching. Indonesian people also often code-switch the languages in
writing. It is proven by Mandiri (2010) that he finds out there are 183 Facebook
statuses which contain code-switching in his Facebook newsfeed during a month.
Putra (2008) proves that Indonesian-English code-switching happens in
Indonesian mass media. Putra (2008) discovers that there are 261 code-switching
occurrences in Hai! Magazine Vol. 13 and 286 code-switching occurrences in
Hai! Magazine Vol. 37.
Indonesian-English code-switching is also found in some Indonesian
movies dialogues. The examples of Indonesian movies which have
many
Indonesian-English code-switching occurrences are Arisan! (2003) and Arisan! 2
(2011). Those movies are directed by Nia Dinata. Those movie pictures the
lifestyle of socialite and well-educated people in Jakarta, Indonesia. In those
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4
movies, there are many Indonesian-English code-switching spoken by the actors
and actresses.
Other Indonesian movies do not contain code-switching as many as
Arisan! and Arisan! 2 movies. Due to the occurrence of many Indonesian-English
code-switching phenomena in those movies, the writer was attracted to identify
the types of code-switching happens in the movies and also the possible reasons
of code-switching. As a result, this research would be able to add information
about code-switching phenomena in Indonesia into the code-switching already
existed knowledge.
B. Research Problems
There are two research problems in this study. The research questions are
formulated as follows:
1. How is the distribution of the types of code-switching in Arisan! and Arisan! 2
movies?
2. What are the possible reasons for the code-switching in Arisan! and Arisan! 2
movies?
C. Problem Limitation
This research is limited to find out the types and possible reasons of codeswitching in the movies. The writer uses Arisan! and Arisan! 2 movies as the
research subjects. In these movies, the actors and actresses often switch their
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5
languages from Indonesian to English and Indonesian to the regional language.
The research is limited to the Indonesian-English code-switching.
D. Research Objectives
The objectives of the research are as follows:
1. To find out the distribution of types of code-switching in Arisan! and Arisan! 2
movies.
2. To find out the possible reasons for code-switching in Arisan! and Arisan! 2
movies.
E. Research Benefits
1. English Education Study Program Students
This research is useful for the English Education Study Program students who
are interested in learning about code-switching in depth. This research contains
the accumulation knowledge about code-switching. Hopefully, by reading this
research, the students will have more understanding about the types and
possible reasons for code-switching in Indonesia.
2. The Future Researchers
The author hopes that this research can give sufficient information for future
code-switching researcher. This research is able to guide the future linguistics
researchers to find out the other code-switching phenomena or other language
phenomena in the society.
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6
F. Definition of Terms
The writer would like to present some definition of terms which were used in
this thesis.
1. Code-Switching
Wardhaugh (2010) states that the term ‘code’ refers to the particular dialect
or language that a person chooses, a system used for communication between two
or more parties. He adds that code-switching is a process of the people to switch
from other code to another or to mix codes even within sometimes very short
utterances. According to McCormick (1994 in Asher, 1994) code-switching is
“the juxtaposition of elements from two (or more) languages and dialects”.
2. Movie
According to Merriam-Webster’s Advanced Learners English Dictionary,
movie is a recording of movie images that tells a story and that people watch on a
screen or television. (Perrault, 2008). Movie is the communication media that tells
a story or information through motion pictures and sounds. Movie has many
functions such as entertaining, giving information, and educating the viewers.
Drama, horror, action, comedy, and science-fiction are the examples of movie
genres.
3. Arisan!
Arisan! is an Indonesia drama movie which released in 2003. This movie is
directed by Nia Dinata and the script is written by Joko Anwar (Dinata, 2003).
This movie pictures the lifestyle of adult socialite groups in Jakarta who often
gather in an event called ‘arisan’. Arisan! is the first Indonesian movie which
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
7
delivers homosexual theme. Cut Mini, Tora Sudiro, Surya Saputra, Aida Nurmala,
and Rachel Maryam are the main actors and actresses in this movie.
4. Arisan! 2
Arisan! 2 is the continuation of Arisan! movie. It was released in 2011, 8
years after the first movie (Dinata, 2011). After passing eight years, the story of
those main characters is continued. There are some changes is the characters,
some are omitted, and some new faces appear, such as Rio Dewanto, Atiqah
Hasiholan, and Sarah Sechan.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter consists of two main points, theoretical description and
theoretical framework. Theoretical description presents the description of
multilingualism, the description of bilingualism, the nature of code-switching, the
types of code-switching, and the possible reasons for code-switching. The
theoretical framework summarizes and synthesizes all major relevant theories
which assist the writer to answer the research problem.
A. Theoretical Description
Theoretical description functions to give clear explanation and description
of the theories related to the topic of the thesis. Theoretical description presents
the description of multilingualism, the description of bilingualism, the nature of
code-switching, the types of code-switching, and the possible reasons for codeswitching.
1. Multilingualism
Multilingualism is a sociolinguistics phenomenon which occurs in the
society that the people employ more than two languages to communicate.
Multilingualism comes from the word multilingual, which means the knowledge
and the use of three or more languages, which reflects the dramatic development
over the last eight years of research on the knowledge and use of three or more
8
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9
languages (Bhatia & Ritchie, 2013). This phenomenon happens in most of the
countries in the world. This idea is supported by Bhatia and Ritchie (2013) as
follows:
There is no doubt that plurilingualism constitutes a major fact of life in the
world today. Plurilingualism is not such a rare phenomenon; there are, in
fact more bilingual or multilingual speakers in the world than there are
monolinguals. (p. xxi)
Bhatia and Ritchie (2013) employ the term of ‘plurilingualism’ to mention
bilingualism and multilingualism. The statement above is proven by the
Ethnologue (2009 in Bhatia & Ritchie, 2013) that estimates more than 7,000
languages (7,358) are spoken in the 194 countries in the world, or approximately
38 languages per country. Spolsky (1998, p. 51) also notes “Most countries have
more than one language spoken by significant portion of the population, and most
of languages have significant numbers of speakers in more than one country.”
Multilingual communities arise in numerous ways. First, multilingual
communities come from the immigrants who bring languages into contact to the
society (Edwards, 2013 in Bhatia & Ritchie, 2013). Multilingual communities
become the result of the cultural contact between the immigrants and natives in
the society. Second, multilingualism is the result of political union among
different linguistics group (Edwards, 2013 in Bhatia & Ritchie, 2013). Third,
multilingualism is the outcome of annexation and colonialism (Sridhar, 1996, in
McKay & Hornberger, 1996). For instance, the result of Dutch colonialism in
Indonesia is the multilingual communities who speak Indonesian, Dutch, and
ethnic languages. Fourth, multilingualism comes from commercial, scientific, and
technological dependence of the speakers of certain languages on the speakers of
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
10
other languages (Sridhar, 1996, in McKay & Hornberger, 1996). As an example,
Indonesia imports many products from English speaking countries. As the result,
many people use English due to the intense exposure of English language and the
multilingual society in Indonesia is created.
2. Bilingualism
Bloomfield (1935, in Hamers & Blanc, 1983) defines bilingualism as the
native-like control of two languages. Otherwise, Macnamara (1976 in Hamers &
Blanc, 1983) proposes that a bilingual is anyone who possesses a minimal
competence in one of the four language skills in a language other than his mother
tongue.
Hamers and Blanc (1983, p. 6) also states that “For a bilingual
community to exist there must be at least two languages commonly used by some
members of the community.” According to Mackey (1968 in Romaine, 1989),
bilingual community means that a group of people who alternate use of two or
more languages. The writer summed up those definitions, so that bilingualism is
the linguistics phenomena occurs in the society which the people employ two
languages to communicate.
According to Stockwell (2002) there are two types of bilinguals,
compound bilinguals and co-ordinate bilinguals. Compound bilinguals happen
when there is a definite sequence of linguistics competence (Stockwell, 2002).
The example is that Indonesian students are born as Indonesian native speakers,
and then since they study at school they learn English. In the other hands,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
11
Stockwell (2002) states co-ordinate bilinguals are the condition that some people
are born into families in which two or more languages are spoken routinely.
3. Code-Switching
a. The Nature of Code-Switching
Code-switching phenomena cannot be separated from the society
condition since the study of code-switching is the part of sociolinguistics. The
existence of multilingual and bilingual communities is the factor of codeswitching phenomena. Since there are two or more languages used in the
community, there is a possibility of code switching.
Wardhaugh (2010) proposes that code is the particular dialect or language
that a person chooses to use on any occasions. He emphasizes that people may
choose to use more than one language or dialect instead of only using one
language in their utterances. Therefore, communicating using more than one code
in the utterances may happen, and it is called as code-switching.
There are various code-switching definition stated by different linguistics
experts. Macswan (2013, in Bhatia & Ritchie) defines code-switching as the
alternate use of two (or more) languages within the same utterances. Hoffmann
(1991) also notes code-switching as the alternate use of two languages or
linguistics varieties within the same utterance or during the same conversation,
which the language change occurs across phrase or sentence boundaries. In
addition, Stockwell (2002, p. 135) declares that, ”Code-switching is often the
specific mechanism through which the borrowing of words and constructions
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
12
happens.” Drawing upon those definitions, code-switching necessitates two or
more languages to be used in a single utterance. People may switch their
languages from phrase to phrase or sentence to sentence, and borrow the language
elements such as word, clause, or sentence from other languages to be inserted
into their native language.
Code-switching is related to the society condition itself, as Wardhaugh
(2010, p. 104) states that “Code-switching is not a uniform phenomenon; i.e., the
norms vary from group to group, even what might be regarded as a single
community.” It is supported by Gumperz (1982, p. 69 in Wardhaugh, 2010, p.
104) that “each communicating subgroup tends to establish its own conventions
with respect to both borrowing and code-switching, and that factors such as region
of origin, local residence, social class, and occupational niche are involved in
defining the norms.”
Code-switching possesses a number of functions. Gal (1988, p. 247 in
Wardhaugh, 2010) states the function of code-switching as “a conversational
strategy used to establish, cross or destroy group boundaries; to create, evoke, or
change interpersonal relations with their right and obligations”. For instance,
when groups Javanese meet, they tend to switch their language from Indonesian to
Javanese in order to unite one another and create the kinship nuance. MyersScotton (1993 in McKay & Hornberger, 1996) note that the function is “the
strategy of neutrality when the use of any one language in the repertoire might
suggest the wrong message, such as talking down to somebody or suggesting an
uncultivated person.”
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
13
In addition, according to McKay and Hornberger (1996), the functions of
code-switching are as identity marking, stylistic function, and sociocultural and
textual functions. As an identity marking, McKay and Hornberger (1996) say “A
speaker may use a particular code to signal a specific type of identity.” Stylistic
function relates to the the style of language usage in the various conditions. Based
on McKay and Hornberger (1996), sociocultural and textual functions are the
expressions of certain types of complex personalities and communities and the
powerful expressive resource to convey multicultural experiences.
The attitude to code switching is quite unique since Wardhaugh (2010)
asserts that people might not be aware that they switch certain code to discuss or
follow a particular topic. Holmes (1992, p. 45) has the same thought with
Wardhaugh that “people are often unaware of the fact that they code-switch.” As
an example, the unawareness of code-switching happens when a speaker cannot
find the possible translation of target language, so that the speaker unconsciously
switches into another language.
b. The Types of Code-Switching
McCormick (1994 in Asher, 1994) groups six types of code switching
according to the length of juxtaposed utterances, which are diglossia, situational
code-switching, metaphoric code-switching, conversational code-switching,
single-word code-switching, and integrated loanword.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14
1) Diglossia
According to McCormick (1994 in Asher, 1994), the term ‘diglossia’
suggests two codes that feature prominently in the community. One code is used
on high occasion (H) and another code is used for lower status functions (L).
Diglossia is a language variation that serves as social class indicator. Stockwell
(2002, p. 11) supports McCormick’s theory by explicating that ,”One of the most
significant and complex determinants of lingistic variation is social class.”
Therefore, diglossia often becomes the wealth, prestige, economic status, and
power sign for the people who often use diglossia.
2) Situational Code-Switching
In bilingual and multilingual speech communities distinction among
occasions and codes are not primarily hierarchical so that the codes may be
perceived as differently but equally valued (McCormick, 1994 in Asher, 1994).
As a result, when there is a situation alteration, situational code-switching may
happen. It is also endorsed by Wardhaugh (2010, p. 106) that “Situational codeswitching occurs when the languages used change according to the situations in
which the conversants find themselves: they speak one language in one situation
and another in a different one.” No topic change is involved in this type. For
instance, an Indonesian tour guide switches the language into English when he
talks to foreign tourist.
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15
3) Metaphoric Code-Switching
McCormick (1994 in Asher, 1994) says that metaphoric code-switching
occurs in whole conversations, each within one role relationship. Metaphoric
code-switching occurs when a change of topic requires a change in the language
used. Wardhaugh (2010) also adds that metaphorical code-switching has an
affective dimension that you change the code as you redefine the situation- formal
to informal, official to personal, serious to humorous, and politeness to solidarity.
The example is when an English lecturer teaches seriously, he/she speaks English.
Then when it turns into joking, sometimes the lecturer uses Indonesian or
Javanese.
4) Conversational Code-Switching
McCormick (1994 in Asher, 1994) states that conversational codeswitching happens in whole conversational turns, chunks or clause within a turn.
The occurrence is not dependent on a change of interlocutor’s topic or situation. It
is to be found within conversations and not necessarily only between turns-a
switch may take place within one speaker’s turn (McCormick, 1994 in Asher,
1994). The example of conversational code-switching happens in a whole
conversational turns is, ”Aku pulang dulu ya. See you tomorrow.” Another
example of conversational code-switching happens in a clause is, “Supirku sudah
stand by di parkiran.”
5) Single Word Code-Switching
Single-word code-switching is a switching that occurs within the sentence
in the form of a single word It is also known as lexical borrowing. Wardhaugh
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
16
(2010, p. 42) also says ,”The type of this switching involves single word- mainly
noun- and it is motivated by lexical need.” It means that the target language
language vocabulary cannot fulfill the speakers’ lexical need, so they insisted
using the original language to make the conversation smooth and meaningful. As
an example, an Indonesian woman says ,”Aku mau spa dulu ya.” The woman
tends to use English terms, spa, rather than look for the Indonesian translation,
which is difficult to find.
6) Integrated Loanwords
Integrated loanwords occur within morphemes (McCormick, 1994 in
Asher, 1994). According to Hornby (1974) morpheme is the smallest thing
meaningful part into which a word can be divided. This switching is the
juxtaposition of the word from a language and the morphemes from other
language. One could add affixes from native language to a word from foreign
language, such as adding Indonesian affix di- to English word ‘download’. The
result will be didownload. The other examples are mengupdate, and disilent.
Holmes (1992) suggests four types of code-switching, which are
emblematic switching or tag switching, situational switching, metaphorical
switching, and lexical borrowing.
1) Emblematic Switching or Tag Switching
Holmes (1992) states emblematic or tag switching is inserting an
interjection, a tag, or sentence filler in another language. The examples of
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
17
emblematic or tag switching is “By the way, habis ini mau kemana?” and “You
know, tugas ini sulit dikerjakan.”
2) Situational Switching
“When people switch from one code to another for reasons which can be
identified, it is sometimes called situational switching.” (Holmes, 1992, p. 36) As
switching the language, the speaker does not change the topic.
3) Metaphorical Switching
According to Holmes (1992), metaphorical switching can express the
feelings about the topic discussed. For instance, in Yogyakarta, when a person
shops in Malioboro, he/she tends to switch her language from Indonesian to
Javanese while bargaining the price to get the cheaper price.
4) Lexical Borrowing
This switching happens when people borrow another language to mention
a name- usually a noun, which is triggered by lack of vocabulary (Holmes, 1992).
Holmes (1992) adds, “People may also borrow words from another language to
express a concept or describe an object for which there is no obvious word
available in language they are using.” The example is “Aku mau manicure
pedicure di salon.” Since it is hard to find Indonesian possible translation of
manicure and pedicure, most of people still use on the original language.
Romaine (1989, in Stockwell, 2002) also proposes three types of codeswitching: tag-switching, intersentential switch, and intrasentential switch.
Intersentential switch is the switch occurs between the sentences, yet
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
18
intrasentential occurs within a sentence. Intrasentential switch is actually similar
to lexical borrowing.
c. The Possible Reasons for Code-Switching
Holmes (1992) proposes six reasons for code-switching, they are the
changing in participant features, ethnic identity marker, expressing solidarity, the
changing in topic, quoting someone’s words, and expressing feeling.
1) The Changing in Participant Features
“People sometimes switch code within a domain or social situation. When
there is an obvious change in the situation, such as arrival of a new person, it is
easy to explain the switch” (Holmes, 1992, p.35). For instance, there are two
Javanese people chat using Javanese language and then a Bataknese person join
the conversation, the Javanese people switch their language into Indonesian.
2) Ethnic Identity Marker
The speaker may use the words or phrase to show their ethnic identity. The
example of Javanese ethnic identity marker is as follows “Lak kamu jadi dateng
tho besok?”
3) Expressing Solidarity
People code-switch their language to express solidarity to the addresses.
When two Javanese people meet, they sometimes switch their languages to
Javanese such as “Halo, kepiye kabarmu?”. As switching the language into
Javanese, those people show their solidarity as being the Javanese people.
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19
4) The Changing in Topic
The change in topic in the utterances becomes the possible reasons for
code-switching. Holmes (1992, p. 37) states that, ”People may switch code within
a speech event to discuss a particular topic.” Holmes (1992) also adds that
bilinguals often find it easier to discuss particular topics in one code rather than
another. Some English terms are found more familiar for several topics in
Indonesian conversations, such as “Dia itu orangnya moody sekali.” and “Hotel
ini menyediakan fasilitas bar dan spa.” In this case, people change the language
from Indonesian to English because of the change in topic. The change in topic
requires some terms from English since it is difficult to find the possible
translation in Indonesian.
5) Quoting Someone’s Words
We need to code-switch while quoting someone’s word that come from
other languages since Holmes (1992) says that the speaker gives the impression
which may or may not be accurate. To hinder the inaccurateness, people tend to
use the original language of the quotation.
6) Expressing Feelings
Holmes (1992) says that code-switching is also a media to express feeling,
such as to give amusement and dramatic effect, or to express anger and
disapproval. As an example, a person says, ”Pemandangan di sini sangat
amazing.” That person changes the language to emphasize his/her admiration and
give dramatic effect that he/she enjoys the scenery.
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Malik (1994 in Muthusamy, n.d.) accounts ten reasons for code-switching,
they are lack of facility, lack of register competence, mood of the speaker, to
amplify and emphasize a point, habitual expressions, semantic significance, to
show identity with a group, to address different audience, pragmatic reasons, and
to attract attention.
Lack of facility is explained by Malik (1994 in Muthusamy, n.d.) as,
“bilinguals or multilinguals often explain that they code switch when they cannot
find an appropriate expression or vocabulary item or when the language of
conversation does not have the particular word needed to carry on the
conversation smoothly.” This lack of facility condition makes a tendency for
Indonesian people to keep using English term rather than find the proportionate
Indonesian term.
For lack of register reason, the code switching occurs when speakers are
not equally competent in two languages and when the speakers do not know the
terms in two languages (Malik, 1994, in Muthsamy, n.d.). In certain occupations
code switching takes place in the speech of doctors, lawyers, engineers while they
interact among themselves owing to the fact that proper terms in any other
language other than English may not be available to them. As a result, they use
the English terminology that they are familiar with.
The mood of the speaker can be the cause of code-switching. Malik (1994
in Muthsamy, n.d.) claims that usually when bilinguals are tired or angry, code
switching takes place with a new dimension. Malik (1994 in Muthsamy, n.d.)
explains that when the speaker is in the right state of mind, he/she can find the
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appropriate word or expression in the base language. Yet, when the speaker has
mind disturbance, she/he spontaneously states his/her anger or annoyance in
English.
Code-switching is also used to amplify and emphasize the point (Malik,
1994 in Muthsamy, n.d.). As a result, switching the language gives more powerful
force to the utterances.
According to Malik(1994 in Muthsamy, n.d.), habitual expression can be
the reason for code-switching. Code switching often occurs in fixed phrases of
greeting and parting, commands and requests, invitations, expressions of gratitude
and discourse markers.
Code-switching can be triggered by semantic significance. Malik (1994, in
Muthsamy, n.d.) stresses that switching at a particular moment conveys
semantically significant information. It is a communicative resource that builds on
participant’s perception of two languages. Lexical choice conveys meaning during
code-switching.
People can do code-switching to show identity with a group (Malik,1994,
in Muthsamy, n.d.). This code-switching stresses the fact that that some people
belong to the same group, with shared values and experiences.
The next reason according to Malik (1994 in Muthusamy, n.d.) is to
address to a different audience. Malik (1994 in Muthusamy, n.d.) states that
,”code switching is also used when the speaker intends to address people coming
from various linguistic backgrounds.”
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Another reason to code-switch the language based on Malik (1994 in
Muthusamy, n.d.) is pragmatic reason. Sometimes the alternation between two
languages is highly meaningful in terms of the conversational context (Malik,
1994 in Muthusamy, n.d.). Gumperz (1970, in Muthusamy, n.d.) also notes that
switching may emphasize varying degrees of speaker’s involvement. In other
words, the switching happens due to the different status of the speakers.
To attract attention is the last reason for code-switching proposes by Malik
(1994, in Muthusamy, n.d.). In the advertisements (in both, written as well as in
spoken), code-switching is used to attract the attention of the readers/ listeners.
B. Theoretical Framework
To accomplish this research, the writer should look for the suitable
theoretical framework to assist the writer to answer the research problems.
1. The Distribution of the Types of Code-Switching
In order to answer the first research problem, the writer combined the
types of code-switching theories from McCormick (1994) and Holmes (1992).
According to McCormick
are
diglossia,
situational
(1994 in Asher, 1994) the types of code-switching
code-switching,
metaphoric
code-switching,
conversational code-switching, single-word code-switching, and integrated
loanword. The writer added a type from Holmes (1992) which is emblematic or
tag switching.
The types of code-switching are grouped into two groups named meaning
based switching and structural based switching (Holmes, 1992 & McCormick,
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1994). Some code-switching types from McCormick (1994) such as diglossia,
situational code-switching and metaphoric code-switching are categorized as
meaning based s