T1 112011104 Full text

THE FUNCTIONS OF USING CODE SWITCHING ON
FACEBOOK BY EFL LEARNERS

THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan

Ragil Setianingsih
112011104

ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
2015

i

THE FUNCTIONS OF USING CODE SWITCHING ON
FACEBOOK BY EFL LEARNERS

THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan

Ragil Setianingsih
112011104

ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
2015

ii

iii

iv

v

TABLE OF CONTENTS

Cover Page ………………………………………………………….. i
Inside Cover Page

…………………………………………………………… ii

Approval Page

…………………………………………………………... iii

Copyright Statement ……………………………………………………………iv
Publication Agreement Declaration …………………………………………... v
Table of Content

…………………………………………………………… vi

List of Graph

…………………………………………………………. viii

List of Figures

……………………………………………………….. .. ix

Introduction

…………………………………………………………… 1

Literature Review
Bilingualism ……………………………………………………………. 3
Code Switching

…………………………………………………… 4

Function of Code Switching …………………………………………… 5
Code Switching in the Internet Language

…………………………… 7

Methodology
Research Question

…………………………………………………… 8

Context of the Study …………………………………………………… 8
Participants

…………………………………………………………… 8

Instruments of Data Collection

…………………………………… 9

Procedure of Data Collection

…………………………………… 9

Data analysis

…………………………………………………... 10

Findings and Discussion
vi

Expressive function as the main role function
Phatic function as the second function
Directive Function

…………………... 12

………………………….. 13

………………………………………………….. 15

Metalinguistic function as the fewest number of code-switching

….. 16

The relation of expressive function and language in CMC …………. 18
Code Switching in CMC

…………………………………………. 21

Characteristics of ELE students code switching on Facebook
Conclusion

….. 23

…………………………………………………………………. 25

Acknowledgment

…………………………………………………………. 26

References

…………………………………………………………………. 27

Appendices

………………………………………………………………….. 30

vii

List of Graph

Graph 1: The diagram of code-switching occurrences based on Appel and
Muysken’s (2006) six functions of codeswitching

viii

………………… 11

List of Figures

Figure 1. Facebook account 1.

………………………………………… 12

Facebook account 2. ……………………………………………….... 14
Facebook account 3 ……………………………………………….... 15
Facebook account 4 ………………………………………………… 17
Figure 2. bbm transcription. ……………………………………………….... 17
Figure 3. Facebook account 1 ………………………………………………… 20
Facebook account 2. ………………………………………………… 24

ix

THE FUNCTIONS OF USING CODE SWITCHING ON
FACEBOOK BY EFL LEARNERS

Ragil Setianingsih – 112011104
Abstract
Since Facebook is the one of the Social Network Sites (SNS) that become the
most favorite communication tool on the Internet, the term usage and practices
become the dominant factors which influence the language used. Code-switching

becomes the alternative way to use more than one language in a context. It is a
language phenomenon where code switching can not be avoided. This research
examined the function of code-switching in asynchronous computer-mediated
communication (CMC) between bilingual university students via Facebook. A
functional approach was used in analyzing the various functions of codeswitching.
20 bilingual students of the Faculty of Language and Literature, Satya Wacana
Christian University who had fulfilled the criteria were chosen to share their
bilingualism experiences in updating their Facebook status and comments. The
data were extracted, classified, and gathered into several catagories based on the
six functions of code-switching by Appel and Muysken’s (2006). This discussion
used the clear transcription of the interview result to classify the answers that
belong to the classification provided. The classification of 20 status and comments
were arranged based on the answer of my participants. Some factual information
was taken from their Facebook account as the evidence. The results proved that
code-switching in online communication mostly to serve expressive, phatic,
directive and metalinguistic functions.
Keywords : Computer Mediated Communication, bilingualism, code switching,
Facebook.

INTRODUCTION

According to Fishman (1972) language is a system used to communicate
between two or more parties. Actually, when people talk to others, they need to
select what language that they are going to use because when they talk to different
people and they switch their language in the beginning, middle or the end, it is

1

called as code switching. Some people think that the occurrence of code-switching
itself is often seen as an unconscious phenomenon in bilingual speech. As
Nomura (2003) says that sometimes a speaker will not be aware whether codeswitching has occurred in their oral and written communication and they call it as
natural phenomena.
In contrast with Nomura, some research has proved that there is usually a
purpose behind using code switching in an utterance. Ariffin and Rafik-Galea
(2009) study indicated that a speaker used code switching to communicate, show
their intensity and convey rhetorical meanings in their ccommunications
effectively. It means that code switching is structural, planned and conscious
phenomenon. Moreover, the development of technology over the past decades
also has influenced the occurrence of code switching. For example the growing
use of various communication tools such as Facebook that becomes the world’s

largest social network sites (SNS). With the use of this social media, people may
become more open in expressing their feeling. One of the ways is by using code
mixing and switching. The ability to switch some languages in a discourse is an
interesting phenomenon in bilingual speakers since they usually share different
languages partially to show neuro-anatomical representations (Klein et all,1999).
People feel more comfortable to mix or switch the language because they usually
have a function of switching language in their mind.
The phenomena of this online communication also happen in the English
Language Education (ELE) Program students of Satya Wacana Christian
University. They can speak both English and Indonesian, and can be considered as

2

bilingual students. Therefore, becoming bilingual students like ELE program is
not easy since it causes a language transformation. In this language transformation
process, ELE students will try to use many language to improve their language
skills. One of the methods is, by using code switching of English and Indonesian
to update their Facebook account. Thus, this study was conducted to find out the
functions behind ED student’s tendency to use code switching on their Facebook.

Bilingualism
According to Hartman and Stark (1972), bilingualism is “ the use of more
than one language in a context by a speech community”. It means that bilingual
speaker is a person who has ability to communicate in some language in a
discourse. Moreover, Trudgil (1974, p.37) says that “the more heterogeneous a
society, the more heterogeneous they will be”. This condition happens in
Indonesia, seeing Indonesia is a heterogeneous country which has so many tribes
and they have a variety of languages. Larsson and Smalley (1984, p.15) state that
in the individual’s environment, second language is not acquired just because it is
heard, but because it is needed to communicate and interact with others. Another
linguist states that the phenomenon of bilingualism happens when a speaker
involves a certain language, in order to switch or mix one language to another and
even create a new language in process (Wardaugh, 1986 :101). This phenomenon
is a signal of how bilingualism influence the language creation and development
which occur through code mixing and switching.

3

Code Switching
The definitions of code switching and mixing are different. Auer (1995)
argues that code switching should be understood as a meaningful process where
one language of interaction is preferred at any one time. He also adds that the
alternation between codes is employed as a resource for creating interactional
meaning and function (Auer, 1998). In contrast, code mixing is a type of
insertional code switching involving the use of constituents from one language
into utterances in the other dominant language (Hamers & Blanc, 2000).
According to Auer (1995) this process is without any discourse function.
Code-switching happens if many bilinguals use their ability to shift from
one language to another to communicate with others in the same context and
situation (Bullock & Toribio, 2009). People will do it consciously to make their
conversation more understandable. Heller (1988) mentions that code-switching
associates with each language and functions. He also adds that identity, ethnicity
and solidarity usually influence people to switch their language. For example, as
cited by Malik (1994), Di Pietro (1977) stated that Immigrants of Italy will use
some Italian words to express that they belong to the same ethnic and group, when
they are communicating with their friends. Thus, code-switching can help them to
build relationship between speakers and hearers. In addition, studies of code
switching that investigated the processes of language constraints (Myers-Scotton,
1998; Boeschoten, 1998; Azuma, 1998), said that there was a connection between
language use, individual ability, language attitudes, communicative strategies, and
functions with particular contexts. All of that factors influence code switching so

4

that it can allow people to be more creative with their language to show their
bilingualism, express feelings and show of their ability as the pride.

Function of Code Switching
There is a function behind doing code switching. According Appel and
Muysken (2006) there are six main functions of code-switching:
The first is Referential function. Fong (2011) states that in this function
“speakers can’t find certain concept that available in that language”. It means that
code-switching occur when bilingual speakers do not know the translation of
word. According to Newmark Peter (1988 p. 39) referential function also can
provide information about any topic of knowledge. For example: Sarapan
sempurna with Sandwhich, omelet n orange juice……yummy.
Second is about directive function. This function uses a language to
convey a message by stating another person in their code switching. Appel and
Muysken (2006) report that the directive function of code-switching is one way to
involve and affect the hearer. Similar to what Gumperz (1982) states as addressee
specification, code-switching can be the best way to deliver a message to a
specific person in a conversation. For example: To all my bro, Aku gx bisa pulang
karena banyak tugas.
Third is expressive function. This function allows the speakers to switch
their language in utterances to share feelings or self identity. At first, participants
switch their code for habitual expressions to represent different intent or
meanings. After that, speaker’s mood also trigger code-switching as it affects of

5

the speaker’s thought. In addition, code switching in this function also can be a
tool to make one language more accessible at that moment. For example: Hanya
mau bilang. . .Good morning everyone ^_^.
Fourth is phatic function. In here code-switching is used to show a change
in tone and emphasize important parts of a conversation. Language also use to
establish or maintain contact between the addresser and the addressee. Use of
‘phaticisms’ or standard phrases (spoken code, e.g. Hey, you... May I have your
attention? How are you?). For example: Hey kamu yang lagi kerja, May I have
your attention?
The fifth is Metalinguistic function. Myers-Scotton (1979) states that in
this function speakers sometimes switch their code to provide quotation or report
speech that is made by another person. The sentence can include phrases or
clauses that are made up of quotations of lyrics, idioms and speeches. For
example: Menilai orang itu bukan dari penampilan tapi dari hatinya “Don’t judge
people from their cover”.
The last is poetic function. The same with a poet, in this function, words
and puns in one language are switched to another language. The purpose of this
function is for amusing or entertaining a language. In addition language can be
used in a creative way (rhymes, similes, metaphors). Jakopson (1960) says that
the focus of this function is on the message for its own satisfaction (p.356). For
example: Saat kau jatuh lukai hati dimanapun itu I’ll find you.

6

Code switching in the internet language
Bautista (2004) suggests that bilingual speakers will use code-switching to
minimize their communication efficiency. For example is by using the fewest
possible characters or keyword to direct a point. He proposes that the combination
of technology and multilingualism can produce a new function of code-switching.
The revolution of technology such as Internet and web has brought a new medium
for sharing information to others. Crystal (2006) used the term Internet linguistics
to refer to the study of the new styles and the development of language that
emerged from the new electronic media. Tomic (2004) also says that with the help
of computer technology, people can interact or communicate with others using
internet linguistics. The areas include all types of Internet activity such as games,
e-mail, block, instant messaging, SNS (Friendster, Facebook). In this case,
multilingual Facebookers as Social Network Sites should be able to choose the
shortest words and phrases from each language. By switching some languages, it
can reduce the number of characters or amount of keypressing to deliver an
important point or message.

7

THE STUDY

Research Question
This study was conducted to answer the research question:
“What are the functions for English Language Education Program students to
switch codes in Facebook status and comment?

Context of the Study
This research was a qualitative research, which means that the data were
analyzed in descriptive way. The study aimed to find out the functions of code
switching on Facebook. The status and comments were analyzed to see their
function when doing code switching. The setting of the study was the Faculty of
Language and Literature (English Language Education Program – ELE) students
of Satya Wacana Christian University. It was located in a small town of Salatiga,
Central Java, Indonesia. This condition contributed much to the study because the
students are bilingual and have wider information accessibility, especially in
social network such as Facebook. Beside that I chose this setting because I am
studying there, so it makes me easier to get the data and conduct this research.

Participants
The participant were 20 ELE students of 2011 who had a Facebook
account and actively used their account. The study focus on 2011 because they
were final year students who would be more bilingual and their intensity to do

8

code switching is bigger than others. This study used purposive or “criterionbased” sampling procedure (Blackledge, 2001, p. 57) that allowed the researcher
to select a group of people that fullfiled the criteria.

Instruments of Data Collection
For this study, first observation was conducted by the researcher. The
primary source of this study was taken from participants’ profile pages on
Facebook where participants shared information by posting status and comment
specified in English and Indonesian languages. These status updates were
available for other users of the website to reply or comment. In this asynchronous
CMC, there was no time limit to respond the postings or it is called as delayed
communication. Second, interviews were conducted to certain students who have
used code switching in their Facebook to obtain more detail information and to
know their functions of doing code switching.

Procedure of data collection
In the data collection, first, the researcher made a name list containing only
2011 ELE students who were using Facebook. After that, observation were
conducted during the study to check and get more information. At this stage, the
data in the form of online written texts was observed. After getting the data, a
consent message telling the purpose of the study and asking for permission was
sent to participants by using inbox messaging service privately.

9

Next, a semi-structured interview type was used for this study to get more
relevant data because the questions were mostly related to the participants’
experiences. The flexibility included changing the order of the questions to
provide opportunity for follow-up questions. The interview took for about 10
minutes on average and were transcribed (clean transcription). The interview
consisted of a two parts; the first one asked about their background information
and knowledge (such as how long they learn English), and the second one gave
more opportunities for the participants to share their experiences when they
applied their bilingualism through switching the language in their status and
comment.

Data Analysis
After collecting the data and transcribing the interview, the data were
analysed based on the classification focusing on the content across the participants
or called content/thematic analysis (Riessman, 2008). The interview transcript and
observation results were extracted, classified, and gathered into several catagories.
Appel and Muysken’s (2006) six functions of code-switching for spoken
discourse were used to discuss the occurrences of code-switching in online
communication.

10

FINDINGS AND DISCUSSION
The finding of this study has indicated that four of the six functions can be
used to explain the occurrence of code-switching in asynchronous CMC
especially Facebook. Below is the diagram that show the classification of function
code switching in FB. (See Graph 1).

9
8
7
6
5
4
3
2
1
0
Referential

Directive

Expressive

Phatic

Metalinguistic

Poetic

Graph 1: The diagram shows the number of code-switching occurrences based on Appel
and Muysken’s (2006) six functions of codeswitching

From the table above, 20 status and comments were found using code
switching. Out of eight occurences of code-switching were categorised under the
Expressive function. Seven occurences felt under the phatic function, three under
the directive function and two under the Metalinguistic function. There were two
functions that have not been accounted for any occurrences which were referential
and poetic functions.

11

Expressive function as the main role function.
In this study, Expressive function counted for the largest number of
function that was used by participants. In this function, participants switch their
code for habitual expressions to represent different intent or meanings. It can
happen when the participants use greetings and farewells in their code switching.
Malik (1994), says that “code-switching which is used farewells, greetings,
commands and requests can be a way to express a certain level of significance”.
It is indicated that the participants might switch their code for habitual activity
and it might indicate the level of formality of the sentence. Below is the example
of comment that used code switching between Indonesia and English by one of
the participant account.

Figure 1. Facebook account 1.

From the example above, I found an interesting case. Theoretically, this
code switching can be considered as phatic function because it can be used to
show a change in tone and emphasize parts of a conversation that are importance.
However, based on the participant answer, it proved that she used it for expressive
function. She said that:
“I think, considering that I am an ED student so I am more
familiar to use it for habitual expression”.

12

From her answer, it is proved that the participant was more comfortable to
use this code switching because it was considered as cooler sentence and she was
more familiar with it since she takes English for her study. Moreover, from her
point of view, happy birthday also connotes different meaning. “Happy birthday”
is heard more cheerful and intimate for her since the meaning of a word “happy”
is “senang” in Indonesian. Comparing with “ “selamat ulang tahun” which is
heard more formal and flat expression. Besides that, she used happy birthday
probably to show a deeper gratitude towards the recipient of the message. Using a
language that both the writer and reader are more familiar might indicate the
formality of the situation. Crystal (2006) also explain that a speaker can switch
their language to compensate their deficiency. It specifies that bilingualism of
ELE students can be applied through switching language by borrowing some
words originally if it becomes habitual and not replace the meaning.

Phatic function as the second function.
The second function that resulted in the most occurrences of codeswitching was phatic function. In this function, code-switching is used to show a
change in tone and emphasize important parts of a conversation. In addition,
language in this function is used to establish or maintain contact between the
addressr and the addressee.

13

Figure 1. Facebook account 2.

The example above indicated that the writer of the status emphasized her
important point by switching the language. Chen tells that (2008) code switching
which use for phatic function can indicate a change in tone of the conversation in
order to highlight the information that being conveyed. In this status, the
participant also tried to change her tone such as using a sentence “ as simple as
that” and “ I’m blessed” to stress or highlight the important point of her status. In
the interview, the participant said that:
“ I just want to emphasize my important thing that I am blessed and
I just want to tell the readers of my status that I should grateful
because of what I have gotten from my parents and my
boyfriend”.

From her answer, it was clear that she used code switching to deliver an
important point to the readers that she was very lucky to have kind parents and
boy friend. She used words “ as simple as that” and “ I’m blessed” to represent
her grateful and emphasize her point so that the reader could focus more to read
the important sentence on her status. Moreover, as she mentioned in the status
that the addresser was “ papa, mama and pacar” it implied the contact between
them and unconsciously told it to the reader. In his study, Fong (2011) also found
language that showed contact between the addresser and addressee. He said that

14

sometimes his participant stated the contact between them first and after that they
delivered the important point.

Directive Function
The third function that appeared in the findings was directive function.
Myers-Scotton (1979) tells that in this function, code switching become the best
strategy to include another person by using a familiar or foreign language. In
several cases, the recipients of messages were stated by participants at the
beginning or end of the sentences to serve the aforementioned function of codeswitching. Similar to what Gumperz (1982) mentions as addressee specification,
code-switching can be used as a perfect strategy to deliver a message to specific
person in a conversation. Bilingual speakers may choose to state a person from
communication by using code switching to emphasize the recipient of the
message. Below is the example of directive function:

Figure 1. Facebook account 3.

From the example, we know that the participant wanted to dedicate her
praise to a specific group of people by addressing them in Indonesian. The status
determined the addressee of his message by adding an addressee line in the very

15

beginning of his post. Therefore, readers who read his post would be aware that
the message was written for the participant’s particular group of close friends. The
participant clearly said that
“ I use two languages for direct some of my friends that had
already stated in the beginning sentence, and the part that I used
English is for emphasize the message for”.

From here we can see that by stated some friends in the beginning of the
status it was become the destination of the message. As the result it relates to
Appel and Muysken (2006) that reports the directive function of code-switching
as function that directly involves and affects the hearer. By doing that, the people
who had stated before are automatically being the recipients of the message.

Metalinguistic function as the fewest number of code-switching.
The last function that becomes the fewest function was metalinguistic
function. Gumperz (1982) claims that code-switching is sometimes used a
quotation and part of speech originally. Moreover, speaker switches their
language in a communication in order to provide quotation or report speech that is
made by another person. Data showed that the participants of this study mainly
posted messages in English, and Indonesian phrases or clauses being inserted as
part of the sequence. These phrases or clauses were quotations or idioms. By
switching to their original language, the meanings of words in their original
context were preserved. I found that there were 2 of 20 participants stated that
they were switching the language when they found a good quotation that refered

16

to their feeling. Below is one of the example of code switching that include
expert quotes in it.

Figure 1. Facebook account 4.

From the example, participants used Indonesian first to introduce the
quotes and state where she found the quotes from. After the participant introduced
it using Indonesian, he put the quote complete with the quotation mark. Using
quotation mark clearly stated that he used quotation from someone. Additionally,
participants switched to English when using idioms or phrases originating from
book that he found when he tried to look for references for his assignment. Below
is the transcribe statement of participant showing that English and mixing use
when quoting :

Figure 2. bbm transcription.

17

Based on the interview above, the purpose of quoting someone’s statement
was to emphasize the meaning of the statement and share that meaning with the
other Facebookers. By using code switching in that context, it can help the readers
to understand the status. All participants that used code switching for
metalinguistic function said that quoting someone’s statement also happened to
show off ability to the readers. It can show that they are smarter in front of their
friends.

The relation of expressive function and language in CMC
Computer-mediated communication (CMC) is an expanding field of
research that conducted in a wide variety including linguistics. (Herring, 2001)
says that synchronicity is the major factors that determines the linguistic of CMC.
The features of that characteristic in this discourse is for example, SNS have led
researchers to propose that CMC occupies a position on a scale between spoken
and written language in communication (Baron, 1998, 2000; Murray, 1988). On
the other hand, Chafe (1985) states that written language has different qualities
with spoken language. Spoken language generally occurs in the environment of
social interaction or usually face-to-face with their interlocutors, whereas writing
is a solitary activity where the writers are isolated both spatially and temporally
with their audience (Chafe, 1985). He also adds that spoken language have some
features that usually go on with a speakers such as fluency, accuracy, spontaneous
and unedited.

18

In contrast with spoken language, written language can be characterised as
intentional, slow and able to be edited. The writers have a chance to think and
analyze their language. It includes a situation when writers use CMC as a media
to write. Using code switching in CMC, the participants need to keep in mind that
patterns of language use are differentto the patterns of real-life bilingual speech.
Because of that code switching in CMC is more conscious and planned than in
face-to-face (FTF) speech. The functions itself are more prominent because the
message will deliver well to the interlocutors. There is enough time for
interlocutors to understand the point. For example: when they are confused with
the writing, so they will try to read it further to understand the meaning.
From the definition above, I can say that Facebook is asynchronous CMC
since in this Social Networks the participant does not need to be available at the
same moment. There was no time limit to respond the postings or it is called as
delayed

communication.

It

seems

like

the

characteristics

of

written

communication. The trending usage of CMC such as Facebook is contributing
different conditions with those other forms communication tools. Hale (1996)
emphasizes that the language of CMC can be less sophisticated and expressive
than traditional forms of writing. That’s why the result of this study shown that
the expressive function accounted for the largest proportion. Habitual expression
is influenced the participant to use code switching on their account since they are
Bilingual students who are accustomed with English. Bilinguals’ mood also may
result in using more than one language because they know the words and concepts
in both languages at that time (Malik, 1994). Chen’s (2007) research also

19

demonstrated the group of students with higher exposure to switch their code and
use different choices of English words and expressions. It assumes that bilingual
students such as ELE students tend to use code switching to express their feeling
and self-identity. Those, participants mostly use greetings, farewells, requests, and
commands to express a certain level of significance to deliver their feeling and
message in code switching.
In addition, not only utterances that can involve in expressive function, but
also non-alphabetical language such as punctuation can be delivered. The finding
of this research also found some punctuation which was innovatively used in
written discourse for interactional purposes such as expressing feeling. Fung and
Carter (2007) describe some common non-alphabetical symbols that can draw
affective responses such as ( ._. ) (to show a sad face) , (^_^) (to show a happy
face). It means that code switching to express feeling can be supported by some
punctuation or non-alphabetical symbol to emphasize or show feeling and make it
more interesting. Below is the example of non-alphabetical symbol that used by
participant.

Figure 3. Facebook account 1.

In this context, participants might use symbol ( ._. ) although she had
mentioned that she was sad in Indonesian. The symbol accurately expressed her
emotions and it was commonly used by other students to tell their feelings. Thus,

20

with the use of this symbol, the emotions and feelings were supported and put
across more precisely. It emphasized that the participant was really sad with that
condition. The participant said that:
“I used the emoticon to show and emphasize that I am sad”.
It proved that some non- alphabetical symbol could convey moods or
emotions as an alternative way to show cues in written communication. Nonalphabetical symbols might show facial expressions that were chosen by
participants and it could be places at first or the end of sentences to draw the
overall mood in written way.

Code Switching in CMC
Previous research about code switching in CMC has generally focused on
environments where the participants are non-native speaker and English is a
lingua franca. A study by Choy Wai Fong (2011) found that code-switching
occured in online communication mainly to serve referential, expressive,
directive, phatic, metalinguistic functions and did not happen in poetic function. It
is the same with the finding of this research that found five functions by Appel
and Muysken (2006). The differences in here was the referential function counted
as the largest function that was used by participant in Fong (2001) study, whether
in this study expressive function counted as the largest function. One of the main
reasons, referential become the largest function is because the participants’ lack of
register in a language such as English which serves as a second language. This
condition could be observed when participants switched their language from

21

English to Mandarin for certain terms that were not commonly used in daily
conversation. Besides that, the participants in Choy Wang Fong research majority
switched their language to discuss about concepts or words that were not available
in the language. It also happened when they translated some words to another
language. Sometimes it might cause the language semantically less accurate. For
example, when the participants in Choy Wang Fong study used Mandarin Chinese
for the word “mahjong”, they translated that word into English as Chinese table
game and Chinese food. That translation might cause the loss of the original
meanings. In contrast with my participant in this study who are bilingual students
which learn English as foreign language.
Since English become International language, most of my participants in
this research, they have learned English since elementary school. They also try to
take English course outside school program, so that it makes them wonder to use
English in their communication. Since it becomes written language in Facebook,
they tend to consider the grammatically, semantically and contextually of the
language so that they do not do mistake. Almost all my participants think that they
are very aware with the meaning and concept of their code switching because they
are English Language Education Program students who are learning English
everyday and they use code switching to show off their ability to their friends.
That’s why they are always aware with the use of their code switching.
Below is the example of participant’s answer
A : What about with your background study? It influences you
to use code switching?

22

B : Yes of course because I am an ED student so I want to
show to the readers to read my status they will think that as an
English Department students I have a good ability in English
and I usually think first before using code switching and I
should understand the meaning of it so that I don’t do mistake.
If I don’t know the meaning or even using wrong English, it
will makes me seems stupid.
It proved that the participant always considered their code switching
before posted it on Facebook. Understand the language including the meaning,
grammatical, and conceptual become a consideration so that they did not use code
switching for referential function.

Characteristics of ELE students code switching on Facebook.
According to Myers-Scotton (1990), personal motivations can be a reason
why participants doing code switching. When code switching is used in bilingual
interaction, it can convey certain social and symbolic meanings. In this situation,
participants can make some choices based on the meanings or values to optimise
the interpersonal outcome of a given interaction (Deumert, 2005). It is assumed
that the participants who use code switching are aware with their bilingual
environment in which they live. However their language behaviour also affect
them especially their choice of code switching to make it more systematic and
meaningful. The finding of this study found that familiar code was used to make
their language on Facebook became systematic and meaningful. 15 of 20 status
and comments by participant used familiar language taken from English to make

23

their status and comment became more interesting than it was all in Indonesian.
Below are the examples:

Figure 3. Facebook account 2.

From the participant’s status above we can see that simple language in
English was used to support their code switching to make it looked more
interesting. The readers also become a consideration of the participants of their
code switching so that they will choose familiar sentence to make it easier to be
understood. This is one of my participants said:
B: I think that we say happy birthday or something in English
like good morning or happy Sunday good people or something
familiar language like that. I can show my ability in English in
everyday conversation that it is very cool that we use it and
people understand it.
Malik (1994), says that “code-switching takes place in set phrases such as
farewells, greetings, commands and requests can express a certain level of
significance”. It assumed that familiar language such as greeting was the most

24

common sentence that was used by participant to support their code switching. It
also had a function to show off their ability to other people.

Conclusion
The phenomenon of code-switching in status and comments posted by
Facebook by Indonesian-English bilingual university undergraduates was
analysed using a functional approach. The functions for code-switching were
extracted, classified, and gathered based on a framework adapted from Appel and
Muysken (2006). The Findings suggested that code-switching which occur in
online written discourse and the functions for switching codes are less similar to
those of verbal communication since there is non-alphabetical symbol in written
discourse. The result of this study supports Choy wai Fong (2011) findings
where the expressive, phatic and metalinguistic, directive were identified as the
most common functions of code-switching in online forum discussions.
Moreover, this study will add to the existing literature on code-switching,
specifically on computer-mediated conversation. Information gained from the
study will help to provide insight on how and why code-switching occurs not only
in spoken but also in written form. In addition, this study can give more data
about language choice that is used by a group of community, especially from
undergraduate students group which can be used as one of data for language
maintenance, or language shift.
In future research, the occurrence of code-switching in asynchronous
CMC can be observed more significant in a larger number of participants. In

25

addition, studies can also contain students with different faculties so that the
research can be more valuable. Age and gender issues can also be addressed to
find out whether code-switching can cause different functions or not.

26

ACKNOWLEDGEMENT
First of all, I want to thank God for always helping me from the beginning
of my study until the end of my thesis submission.
On this occasion with great humility, I would like to thank all of those
who have given me help and guidance so that this thesis can be finished.
Completion of writing of this thesis, I would like to thank to:
1. My Family who always support me in every condition during my
study.
2. My supervisor, Dian Toar Sumakul M.A. Thank you for the
guidance, assistance, and patience from the beginning until the end
of my thesis.
3. My examiner, Cristian Rudianto SPd Maplling. Thank you for
examining my thesis.
4. My best friends, Nana and Martina. My college life here would be
incomplete if I did not meet and be friend with both of you.
5. To all of my college friends (Gracesia, Freda, Warida and regina) for
the joy, laugh, suggestions and ideas during our togetherness.
There’s nothing can compared to our solidarity.

27

References

Appel, R., & Muysken, P. (2006). Language contact and bilingualism. Amsterdam
University Press.

Ariffin, K., & Rafik-Galea, S. (2009). Code-switching as a communication device
in
conversation,

Language

&

Society,

5.

Retrieved

from

http://www.crisaps.org/newsletter/summer2009
Baron N. 1998. Letters by phone or speech by other means: the linguistics of email. Language and Communication 18: 133–170.
Bautista, M. L. S. (2004). Tagalog-English code switching as a mode of discourse.
Asia Pacific Education Review, 5, 226-233.

Blackledge, A. (2001). Complex positioning: Women negotiating identity and
power in minority urban setting. In A. Plavenko, A. Blackledge, I. Piller &
M. Teutsch-Dwyer (Eds, Mul;tilingualism, second language learning and
gender. Berlin: Mouton de Gruyter.

Bullock, B.E., & Toribio, A.J. (2009). The Cambridge handbook of linguistic
code-switching.

New York, NY: Cambridge University Press.
Chafe WL. 1985. Linguistic differences produced by differences between
speaking and writing. In: Olson DR, Torrance N & Hildyard A (eds),
Literacy, Language and Learning. Cambridge: Cambridge University Press,
pp. 105–123.
Chen, S.Y. (2007). Code-switching between English and Mandarin Chinese on
postings in a
college-affiliated bulletin board system in Taiwan: A functional approach.
Papers
from LAEL PG, 1.

Retrieved from http://www.ling.lancs.ac.uk/pgconference/v01/Chen.pdf
Crystal, D. (2006). Language and the Internet (2nd ed.). New York, NY:
Cambridge
University Press.

28

Di Pietro, R. (1977). Codeswitching as a verbal strategy among bilinguals. In F.
Eckman
(Ed.), Current themes in linguistics: Bilingualism, experimental linguistics
and
language typologies. Washington, DC: Hemisphere.

Fishman, J. A (1972). Sociolinguistics: A brief Introduction. Massachusetts:
Newbury House Publisher.
Fung, L., & Carter, R. (2007). New varieties, new creativities: ICQ and EnglishCantonese ediscourse. Language and Literature, 16(4), 345-366.
doi:10.1177/0963947007079112
Fong, C.W. (2011).Functions and Reason for Code Switching on Facebook by
Utar English-Mandarin Chinese Bilingual Undergraduates. University
Tunku Abdul Rahman

Gumperz, J.J. (1982). Discourse strategies. New York, NY: Cambridge
University Press.
Hamers, J. F., & Blanc, M. H. A. (2001). Bilinguality and Bilingualism. United
Kingdom: Cambridge University Press.
Herring SC. 2001. Computer-mediated discourse. In: Tannen D, Schiffrin D &
Hamilton H (eds), Handbook of Discourse Analysis. Oxford: Blackwell, pp.
612–634.
Jacobson R (ed.) (1990). Codeswitching as a worldwide phenomenon. New York:
Peter Lang.
Klein,et al . (1999). The transience of American Swedish. Lund: Lund University
Press.
Malik, L. (1994). Socio-linguistics: A study of code-switching. New Delhi, ND:
Anmol
Publications Pvt. Ltd.
McKay, S. L. (2004). Teaching English as an international language: The role of
culture in Asian contexts. The Journal of Asia TEFL, 1(1), 1-22.
Myers-Scotton C (1993). Social motivations for codeswitching: evidence from
Africa. Oxford: Oxford University Press.

29

Nomura, M. (2003). Bilingualism and multilingualism: A study of code switching.
The
Bulletin of the International Student Center, Kobe University, 8. Retrieved

from
http://www.lib.kobe-u.ac.jp/handle_kernel/00523015
Nunan, D. (1992). Research methods in language learning. Cambridge. UK:
Cambridge University Press.
Trudgill, P. (1974). Sociolinguisti: An Introduction. Middlesex: Penguin.
Wardaugh, R. (1992). An Introduction to Socialinguistics. Oxford: Basil
Blackwell.

30

APPENDICES

Interview Transcribe
A: Interviewer
B: Interviewee
A

: Good afternoon...

B

: Good afternoon..

A

: Before we start, thank you for being a participant in my interview.
And today we will discuss about Bilingualism so it is related to my research
about the function of ED Department students when doing code switching on
Facebook.

B

: Ok, please feel free to ask.

A

: So do you still remember with this ( showing status that used code

switching)
A

: Ya

B

: What’s your opinion about it?

A

: I think my status is usual status because when someone say something in our
timeline if it is ..what is it….for example when someone…a….when someone
give their opinion to us and then if it is like question sometimes we….what is
it. . .we replay the comment below.

A

: Why you choose to replay it using two kind of languages?

B

: Actually I don’t realize that I replay it using two kind of languages because
it is common language for me to say in two or more languages.

A

: So it is….in your opinion it is unconscious?

B

: Yes. . yup. .. yup. .

A

: Ok. And then is there any purpose behind you did it?

B

: Em. .. I think I don’t have specific purpose but I think that why I used that
sentence “happy birthday” instead of selamat ulang tahun like that because I
think that young people actually in their social media like Facebook, it is
commonly to say selamat ulang tahun in English because it is more familiar.

A

: Ok. I see.

31

B

: And I think, considering that I am an ED student so I am more familiar to
use it for habitual expression.

A

: Ok I got it.so it is more familiar than selamat ulang tahun right?

B

: Yea. And I also can see in my beranda what is it.. .I mean home. In my
home on facebook we can see that when some of my friend have their
birthday so others will say happy birthday to them although they are not from
ED Department. It is familiar language that people usually use to say “selamat
ulang tahun”.

A

: So you mean that it is common people also use it?

B

: Yup, because I can see in my home that my friends also use “ happy
birthday” to me although they are not learn English in the university or others/

A

: OK is there any others purpose of your comment?

B

: I think yes. I think that we say happy birthday or something in English like
good morning or happy Sunday good people or something like this. I can
show my ability in English in everyday conversation that it is very cool that
we use it.

A

: So you want to show off your ability in English to others?

B

: Perhaps yes something like that.I think not really all my status use two
languages.

A

: So you’re more confident use two languages than one language?

B

: Yes, because when I. . .for example when I want to make a status but in the
first time I want to use English because sometime for example when I am
angry with someone or “ngrasani” someone that she/he did not understand
English, I will use it. But sometime when I. . what is it/. . .when I want to
write status and I don’t know the Indonesian so I use English.

A

: Ok so now I want to summarize your answer. The purpose of your code
switching is to use familiar language in English to show off your ability.
Right?

B

: Yes something like that.

A

: Ok I think that’s all. Thank you for your time

B

: Ok. Good luck for your research.

32

BBM TRANSCRIPTION

33

34

35

36

BBM TRANSCRIPTION

37

38

39

BBM TRANSCRIPTION

40

41

42

43

BBM TRANSCRIPTION

44

45

BBM TRANSCRIPTION

46

47

48

49

Interview Transcribe
A : Interviewer
B : Interviewee

A : Hi, good afternoon.
B : Yea, good afternoon.
A : So thanks for your time that allow me to do interview, so before we start, do you
remember with
this status?
B : Yea, I remember that because it is my status.
A: Yes you’re right. This is your status o fa e ook. What do you thi k a out it?
B : I thi k it just status…. o

o status.

A : What about with the language?
B : I used two languages on my status like English and Indonesia.
A : Why you use two languages?

B : Beside it is kind of show off thing, I am an English Department student so that
a….by updating the code switching status I want to show to my facebook
friends that I have an a good ability in English. Yea…something like that.

A : And is there any purpose behind doing code switching?
B : In….On my status, I used those two languages because here I just want to
emphasize about something that I think it is important.

A : So what about just use Indonesian?
B : A….I think it is more, will be more emphasize if I use English.
A : Why ?
B : Just…It is just my opinion about that. I mean that if I use English to emphasize
something important on my status, I think . . .a.. .it will be something. ..a. .it is
a kind of cool thing.

A : Cool thing?
B : Yea

50

A : Ok. Now let’s see your status?. In here you use English, Indonesian and back to
English again. So is there the same purpose of the use English in the first and
at the end?

B : You can see on my status, in English part it is the emphasize part.
A : So what about. . ?
B : I mean it is the important part so that I use English.
A : Ok. So what about in here “include my lil bro”. It is your emphasize part ?
B : Yes. On that status I add “included my lilbro” because