Code-switching of the teacher in SDN Serayu Yogyakarta.

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ABSTRACT

Danaparamita, S. (2016). Code-switching of the Teacher in SDN Serayu Yogyakarta. English Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Yogyakarta: Sanata Dharma University.

English is a second language in Indonesia. Many people in Indonesia have started to learn it. Due to that, code-switching phenomenon can occur among Indonesians when people learn it. The phenomenon also occurred in the SDN Serayu Yogyakarta, where the teacher used code-switching to teach English. The teacher did it since the English language was still the second language for all primary students there. There were two research questions to be answered. They were 1) what are the types of code-switching used by the teacher? And 2) what are the functions of the code-switching used by the teacher?

The researcher used a qualitative method. It was a discourse analysis since it is a study on the language use and beyond the sentence. To answer the first question, the data were gathered by observing the teacher when the teacher taught some classes. The teacher was chosen purposely. To answer the second research question, the data were gathered by observing and interviewing the teacher. The questions for the interview were made based on Mattson and Burenhult (1999) theory.

The result showed that the teacher used code-switching when teaching English. The findings also showed that the teacher used all types of code-switching proposed by McArthur (1998) when teaching English subject in the classes. Those types of code-switching are intra-sentential switching, inter-sentential switching, tag switching, and intra-word switching. The percentage of each type that was used by the teacher is for the inter-sentential switching 36%, for intra-sentential switching 41%, for tag switching 21% and for intra-word switching 2%. Furthermore, the findings also showed the teacher understands the code-switching. Therefore, the researcher used the functions of code-switching proposed by Mattson and Burenhult (1999) to see the functions of code-switching used by the teacher. The functions of code-switching here were related to topic function, affective function, and repetitive function. The percentage of each function were for the topic function 5%, for the affective function 16%, and for the repetitive function 79%.

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ABSTRAK

Danaparamita, S. (2016). Code-switching of the Teacher in SDN Serayu Yogyakarta. Program Studi Pendidikan Bahasa Inggris, Jurusan Pendidikan Bahasa dan Seni, FKIP, Yogyakarta: Universitas Sanata Dharma.

Bahasa Inggris merupakan bahasa kedua bagi masyarakat Indonesa. Banyak orang Indonesia yang sudah mulai belajar bahasa Inggris. Oleh karena itu, masyarakat Indonesia masih memerlukan ‘switching word/sentences’ ketika belajar bahasa Inggris. Dengan demikian, fenomena alih kode dapat terjadi di tengah masyarakat Indonesia. Fenomena alih kode juga terjadi di SDN Serayu Yogyakarta, di mana guru menggunakan alih kode saat mengajar bahasa Inggris. Guru melakukannya dikarenakan bahasa Inggris masih merupakan bahasa asing bagi siswa-siswa di SDN Serayu Yogyakarta. Ada dua rumusan masalah yang harus dijawab. Yang pertama, tipe- tipe alih kode apa saja yang digunakan oleh guru? dan yang kedua, fungsi – fungsi alih kode apa saja yang digunakan oleh guru?

Penelitian ini menggunakan metode kualitatif. Metode yang digunakan merupakan analisa wacana sebab metode tersebut merupakan penelitian yang meneliti penggunaan bahasa. Untuk menjawab pertanyaan pertama, data dikumpulkan dengan mengamati guru ketika mengajar di beberapa kelas. Guru dipilih dengan maksud dan tujuan penelitian. Untuk menjawab pertanyaan penelitian kedua, data dikumpulkan dengan melakukan observasi dan wawancara terhadap guru. Pertanyaan-pertanyaan untuk wawancara dibuat berdasarkan teori dari Mattson dan Burenhult (1999).

Temuan-temuan dari penelitian ini menunjukkan bahwa guru menggunakan code-switching ketika mengajar bahasa Inggris. Temuan di lapangan juga menunjukkan bahwa guru menggunakann hampir semua jenis alih kode seperti yang dipaparkan oleh McArthur (1998). Tipe-tipe alih kode tersebut adalah inter-sentential switching, intra-sentential switching, tag switching, dan intra-word switching. Presentasi penggunaan oleh guru untuk setiap tipe tersebut adalah inter-sentential switching 36%, intra-sentential switching 41%, tag switching 21%, dan intra-word switching 2%. Selain itu, temuan-temuan juga menunjukkan bagaimana pemahaman guru dalam menggunakan ‘code -switching’. Oleh karena itu, peneliti menggunakan fungsi-fungsi dari ‘code -switching’ yang dipaparkan oleh Mattson dan Burenhult (1999) untuk mengetahui apa saja fungsi dari alih kode yang digunakan oleh guru. Fungsi-fungsi tersebut topic function, affective function, dan repetitive function. Presentasi penggunaan setiap fungsi itu adalah topic function 5%, affective function 16%, dan repetitive function 79%.

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CODE-SWITCHING OF THE TEACHER IN SDN SERAYU

YOGYAKARTA

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

Striwicesa Danaparamita Student Number: 121214178

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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ABSTRACT

The researcher used a qualitative method. It was a discourse analysis since it is a study on the language use and beyong the sentence. To answer the first question, the data were gathered by observing the teacher when the teacher taught some classes. The teacher was chosen purposely. To answer the second research question, the data were gathered by observing and interviewing the teacher. The questions for the interview were made based on Mattson and Burenhult (1999) theory.

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vii

ABSTRAK

Bahasa Inggris merupakan bahasa kedua bagi masyarakat Indonesa. Banyak orang Indonesia yang sudah mulai belajar bahasa Inggris. Oleh karena itu, masyarakat Indonesia masih memerlukan ‘switching word/sentences’ ketika belajar bahasa Inggris. Dengan demikian, fenomena alih kode dapat terjadi di tengah masyarakat Indonesia. Fenomena alih kode juga terjadi di SDN Serayu Yogyakarta, di mana guru menggunakan alih kode saat mengajar bahasa Inggris. Guru melakukannya dikarenakan bahasa Inggris masih merupakan bahasa asing bagi siswa-siswa di SDN Serayu Yogyakarta. Ada dua rumusan masalah yang harus dijawab. Yang pertama, tipe- tipe alih kode apa saja yang digunakan oleh guru? dan yang kedua, fungsi – fungsi alih kode apa saja yang digunakan oleh guru?

-switching’. Oleh karena itu, peneliti menggunakan fungsi-fungsi dari ‘code

-switching’ yang dipaparkan oleh Mattson dan Burenhult (1999) untuk

mengetahui apa saja fungsi dari alih kode yang digunakan oleh guru. Fungsi-fungsi tersebut topic function, affective function, dan repetitive function. Presentasi penggunaan setiap fungsi itu adalah topic function 5%, affective function 16%, dan repetitive function 79%.

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ACKNOWLEDGEMENTS

I dedicate my thesis to Allah SWT. I thank God for giving me strength and spirit to finish this thesis. I also thank my family especially my parents and my grandmother, Subiyantoro, Ekaningtyas A. T., and Wurjaningsih for their unrelenting support throughout my life. For my beloved grandfather, Soewahjo, I thank him for accompanying me when I worked on my thesis. For my brothers and sister, Ardan, Wendo, and Dara, I thank them for helping me to solve my problems.

I would like to thank my advisor, Carla Sih Prabandari, S.Pd., M.Hum., for helping me finish my thesis. I had been working with her almost in two semesters to finish my thesis. I thank her for giving me insight and support to finish my thesis. I also thank all ELESP USD lecturers for teaching me many things.

For my best friends (Sekar, Lia, Dewi, Erlin, Tasia, and Vania), I thank them for accompanying me during the study and helping me finish my thesis. For the special one, Doni, I thank him for always giving me support on and on to finish my thesis. For my colleague (Anis and Resti), I thank them for being my best partners to work well. Finally, I would like to thank everyone who has taken parts during these four years. Their guidances mean a lot for me.

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Page

TITLE PAGE ... i

APPROVAL PAGES ... ii

STATEMENT OF WORK’S ORIGINALITY ... iv

PERNYATAAN PERSETUJUAN PUBLIKASI ... . v

ABSTRACT... . vi

ABSTRAK ... vii

ACKNOWLEDGEMENTS ... viii

TABLE OF CONTENTS ... ix

LIST OF FIGURES ... xi

LIST OF APPENDICES ... xii

CHAPTER I. INTRODUCTION ... 1

A. Background of Study ... 1

B. Research Problems ... 4

C. Research Limitation ... 4

D. Research Objectives ... 4

E. Research Benefits ... 5

F. Definition of Terms... ... 5

CHAPTER II. REVIEW ON RELATED LITERATURE... 7

A. Theoretical Description ... 7

1. Bilingualism... 7

2. Code-switching ... 9

B. Theoretical Framework ... 16

CHAPTER III. RESEARCH METHODOLOGY ... 18

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Page

B. Research Setting ... 19

C. Research Subject... ... 20

D. Research Instruments & Data Gathering Technique ... 21

E. Data Analysis Technique ... 24

F. Research Procedure... 25

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ... 27

A. Types of Code-switching ... 27

B. Functions of Code-switching ... 38

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS... 47

A. Conclusions... 47

B. Recommendations... 48

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LIST OF TABLES

Table Page

Table 3.1: Instrument Table for the Observation ... 21 Table 4.1: The Percentage of the Types of Code-Switching ... 28 Table 4.2: The Percentage of the Functions of Code-Switching ... 38

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LIST OF APPENDICES

Page Appendix 1 Instrument table for the observation ... 54 Appendix 2 Interview questions ... 64 Appendix 3 Permission letter ... 66

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1 CHAPTER I INTRODUCTION

In this research, the researcher provides the introductory part. In this part, this chapter provides research background, research problems, problem limitation, research benefits, and definition of terms.

A. Research Background

Indonesia is a multilingual country where it has various languages since the country consists of many islands with different ethnics and cultures. Ananta, Arifin, Hasbullah, Handayani, and Pramono (2015) state that Indonesia is not only multi-ethnic but also a multilingual country. Therefore, Indonesians should at least master two different languages both their mother tongue and their local language (p. 274). As a multilingual country, the existence of sociolinguistic phenomena can be found. One of the phenomena is code-switching. Meisel (1994) describes code-switching as the ability to select the language according to the interlocutor, the situational context, the topic of conversation, and so forth, and to change, languages within an interactional sequence in accordance with sociolinguistic rules and without violating specific grammatical constraints (as cited in Cantone, 2007, p. 57).

The code-switching phenomenon can be found in the use of English in Indonesia since English is still the second language for Indonesians. Therefore, most of them still need code-switching when speaking English. English has also been applied to the education field as it is a foreign language in this country. In

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education, learning English can be found at childhood. O' Dea and Mukherji (2000) state that “children learn language through being part of a social group” (p. v), which enables them to hear and see how language is used. Moreover, they also learn the appropriate time to use it within the context of a social context. They need a society to learn and use the languages. Therefore, a school could be one of the tools for children in learning the language. In Indonesia, we have primary schools which provide English subject in their extracurricular program.

In this study, the researcher tries to see the phenomenon of code switching in the primary school. In this case, the researcher conducted a research in SDN SERAYU, which is considered as one of the favorite primary schools in Yogyakarta as stated by the Education and Art Department of Yogyakarta. The school is located in the center of Yogyakarta. This school considers English as an important thing since the committee of this primary school demands the school to have English as compulsory extracurricular for the whole classes. Although the 2013 curriculum does not oblige English for primary school, the school still maintains English to be learned by all students.

In this research, the researcher analyzes the teacher in SDN Serayu Yogyakarta. The teacher handles all English classes in the school. The teacher has no teaching assistant. In the classrooms, Bahasa Indonesia is still used by the English teacher in teaching. Therefore, most of the time, the teacher uses code-switching to encourage the pupils in learning English. Bilingual education is meant to build a bridge that helps students become proficient in their native language and English (Rodriguez, 2004, p. 1). Koppe (1995) points that

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code-switching does have a correlation with the development of language especially grammar term in children, especially for children who are categorized as bilingual children (as cited in Cantone, 2007, p. 35).

According to Bet, Eleanore, and Caroline (2015), the teacher should pay more attention to how the teacher delivers the speech since the teacher is a model for the pupils in speaking. Moreover, the teacher teaches students in the early age who need things more in a communicative way. Stockwell (2002) states the choice of code which is determined by the domain in which the speakers perceive themselves to be and communicatively meaningful as well as the actual content of what is said.

This research aims to see a phenomenon of using code-switching in SDN Serayu Yogyakarta especially in English class. The researcher tries to dig up further the code-switching which is used by the English teacher there.

B. Research Questions

This research addresses two research problems:

1. What are the types of code-switching used by the teacher?

2. What are the functions of the code-switching used by the teacher?

C. Problem Limitation

This research is restricted to the code-switching used by the English teacher in SDN Serayu Yogyakarta, in classes, 2A, 2B, 3B, 3C, 4A, and 5C. The theoretical framework is bound to the types of code-switching proposed by

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McArthur (1998) and the functions of code-switching proposed by Mattson and Burenhult (1999).

D. Research Objectives

This research is aimed to find out the types and the functions of code-switching used by the teacher in SDN Serayu Yogyakarta. In a broader way, this research is aimed to see whether the teacher used the types of code-switching proposed by McArthur (1998) and also to see whether the teacher used the functions of code-switching proposed by Mattson and Burenhult (1999) when teaching English subject.

D. Research Benefits

The study would be beneficial for some parties. The researcher expects that this study gives benefits for the students, the teacher, and future researchers. 1. For the students

It is expected that the use of code-switching in the classroom could help the students to understand English well. The students are expected to get more knowledge by mastering the language well.

2. For the teachers

The researcher expects that the result of this study could give benefits to the teachers to gain more information and knowledge about types and functions code-switching. It is expected that the study could also be the reflection for the teacher in doing the teaching activity.

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3. For future researchers

The researcher expects that this study could help future researchers. In this case, this research is expected as to support the information for the later research about code-switching done by the English teacher and the students in SDN Serayu Yogyakarta.

E. Definition of Terms

The researcher would like to define some terms related to this research which are:

1. Bilingualism

Bilingualism is the ability to speak two languages (Ritchie, 2008, p. 2). Bilinguals are able to master two languages. In this research, the teacher uses two different languages to teach. It shows that the teacher has the ability to speak two languages.

2. Code-switching

Milroy & Muysken (1995) state that code-switching as „the alternative use by bilinguals of two or more languages in the same conversation‟ (as cited in Cantone, 2007, p. 56). The teacher does code-switching that is in the bilingual classroom while the students are Indonesians who learn English.

3. SDN Serayu Yogyakarta

This school is a primary school that undergoes formal Education for pupils with the age of 6 up to 12 years old. When the school still used “KTSP 2006”, this school had English as the local content. However, now this school still maintains

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English course as compulsory extracurricular since the 2013 curriculum is applied on. By doing so, the school expects that the student could improve their English skills through the learning process.

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7 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter contains theories underlie and relate to the research. There are two parts that are provided in this chapter, namely theoretical description and theoretical framework. The theoretical description provides theories that underlie the research as the supporting theories to do this research while theoretical framework provides the theories used by the researcher in underlying and relating it to answer the questions of this research.

A. Theoretical Description 1. Bilingualism

a. Definition

Bilingualism is one of the sociolinguistic phenomena which happens in everyday life. Grosjean (1982) states that bilingualism is a situation in which the individual accustoms to speak two languages. He elaborates the bilingualism most in the language use of an individual rather than only focusing on the fluency of using both languages. Bloomfield (1935) states that bilingual means the native-like who speak both languages are able to use and control the languages (as cited in Hamers & Blanc, 2000, p. 6)

Fishman (1967) points out bilingual as individual‟s ability to use more than only one language (as cited in Cantone, 2007, p. 2). Grosjean focuses on the study of adults bilinguals. He states that in order to analyze adult bilingual, it must

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be the bilingual person that uses both of languages the same as monolinguals do (as cited in Cantone, 2007, p. 6). So two languages are used in their daily life as the monolinguals use their language. Macnamara (1967) points out a definition of bilingual as a person who has an ability in mastering the second language through some skills, namely listening, speaking, reading, and writing (as cited in Hamers and Blanc, 2000, p. 6). The person who is trusted as the bilingual should understand how to use the language through those skills. Weinrich (1963) proposes a definition of bilingualism that is “the practice of alternatively using two languages” (as cited in Cantone, 2007, p. 5).

Appel & Muysken (2006) distinguish bilingualism into two types. The first type is societal bilingualism, it occurs „when a given society two or more languages are spoken.‟ The second type is individual bilingualism which determines whether the individual is considered as bilingual or not is far from simple.

b. Function of Bilingualism

As pointed out by Colin (1985), the bilingualism has a function that relates to the relationship of individual with another (as cited in Department of Health, Education, and Welfare, National Institute of Education, 1996, p. 2034). Colin states that the function of bilingualism relates to the situation of people who talk in two languages. It is also described that bilingual concerns to the context of communication to whom they speak with in order to gain the role of relationship.

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2. Code-switching a. Definition

Code-switching is the phenomenon happen in the bilingual community. According to Meisel (1994) , code-switching is an individual‟s ability to the language use in which has the relation with the interlocutor, the situation, the context of conversation and many other factors that relate to the function of language use and choice which do not violate the grammar constraints (as cited in Cantone, 2007, p. 57). Furthermore, Meisel (1994) also states that code-switching is the two languages that are used by an individual to speak both languages within a sentence and sentences.

Code-switching may vary the linguistic context and also relates to social environment of the bilingual. Labov (1971) defines code-switching as “the irregular mixture of two distinct systems” (as cited in Cantone, 2007, p. 61). Several of studies later about adult code-switching result that grammatical rules and linguistic behavior can influence the code-switching. Code-switching is not just only mixing of two languages. There are factors that bound the language mixing.

Language mixing is also related to the linguistic behavior between two languages. According to Meisel (1994), code mixing is defined as the lack of pragmatics and grammar in child speech due to the pragmatics and grammatical competence has not been developed yet (as cited in Cantone, 2007, p. 23). The term code mixing is related to the child mixing while the code-switching refers to the adult mixing. However, Genesse (1995) points out that code-mixing can be

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referred to the code-switching (as cited in Cantone, 2007, p. 58). Hamers and Blanc (2000) state that there are no absolute differences between code-switching and code-mixing as both of them refer to the strategy to the bilingual speaker, in the sense that it is a fact language, in which monolinguals can use it. It is also mentioned that code-mixing can also show the lack of lexical item.

b. Types of Code-switching

There are types of code-switching that have been elaborated by the experts. Hughes, Shaunessy, Brice, Ratliff, and Mchatton (2006) mention three types of code-switching, namely borrowing, calque, and inter-sentential switching. Those types are explained below:

1) Borrowing

Borrowing is using the single word from a language different from the first language. It is categorized as similar in the grammatical usage. The use of borrowing of single words can elaborate the meanings that the second language does not have or capture the point in which the listener could respond. Borrowing also requires in a specific word to be used. For instance:

A : Bueno bye! (Goodbye!)

In this case, the use of Spanish word captures humor while the single word of English does not. The term “bueno” is not available in the primary language. 2) Calque

Calque is a literal expression from another language without using the appropriate syntax. It is considered as the literal translation of one language to another without the use of second language grammar. For instance, the English

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word “ superman” is translated into the German word “ ubermensch”. The word is literally translated without use the appropiate second language grammar and syntax.

3) Inter-sentential switching

Inter-sentential code-switching is interjecting an entire sentence or phrase from one language to another. This type of code-switching could serve to stress the point that is made in the other language. It requires the speaker to control the two linguistic systems simultaneously. For instance:

A : Abora es buena hora paradormer (It is now a good time to sleep). Turns off the lights.

In the previous research, Poplack (1981) has categorized types of code-switching; there are three types of code-switching. Those types are:

1) Tag switching

The first type of code-switching is tag-switching. Tag switching happens when the bilingual uses tag as the switching language (e.g. you know, I mean, right, etc). This type of code-switching requires minimum risk to harm the grammatical rules of both languages. For instance:

A: Yeay! aku menang !( I win!)

The word “ Yeay” is considered as English word. In this example, the speaker switches the word “Yeay” to Bahasa Indonesia sentence, “ I win”.

2) Inter-sentential switching

The second type of code-switching is the inter-sentential switching. Inter-sentential switching happens on the phrase in sentence level. The last type

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requires more complexity because it is related to the syntactic rules of the sentences.

3) Intra-sentential switching

The last type is called Intra-sentential. Intra-sentential switching happens when the bilingual do the switching that is related to the syntactic rules. Therefore, it also covers the variety to another at the clause, phrase, or word level. For example, in a Portuguese-English bilingual‟s speech: A: “Yeah, I don‟t know o meu lugar nesse mundo…so, something that is weird, like a, like a, I guess it‟s…” [… I don‟t know my place in this world…].

Types of code-switching are also classified by McArthur (1998) into four parts. The first three types that are classified by McArthur are the same with the Poplack‟s theory about the types of code-switching. They refer to the same three types of code-switching. These are the types of code-switching that are classified by McArthur (1998):

1) Tag-Switching

McArthur defines that tag-switching, in which tags and certain set phrases in one language are inserted into an utterance otherwise in another, as when a Panjabi/English bilingual says: It's a nice day, hana? (hai nā isn't it). Another example happened in the bilingual classroom, “ Ya, who can answer the question raise your hand.”.

2) Intra-Sentential Switching

In this type, McArthur defines that Intra-Sentential Switching happens from one language to other languages within the level of clauses or sentences.

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Yoruba/English bilingual says: Won o arrest a single person. (won o= they did not). The intra-sentential switching also occurs in the bilingual classroom. The example is, “What is perpustakaan in English class?”.

3) Inter-Sentential Switching

McArthur defines that Inter-Sentential Switching happens in which a switch from one language to other languages at the level of clauses or sentences, where each clause or sentence is in one language or the other. The example of inter-sentential switching is, A Spanish/English bilingual says: Sometimes I'll start a sentence in English y termino en español (and finish it in Spanish). Another example of inter-sentential switching in teaching and learning process is, “Itu yang ada di pojok. Come on, answer number four please.”.

4) Intra-Word Switching

McArthur defines that Intra-Word Switching happens at the level of words in one language are inserted into an utterance otherwise in another. Intra-word switching occurs within a word boundary, such as in shoppã (English shop with the Panjabi plural ending) or kuenjoy (English enjoy with the Swahili prefix „ku-‟, meaning „to‟). Another example of intra word has been identified by Vitaloka (2013), the word “ Calling-an” is considered as intra-word switching since the English word “calling” is added by Indonesian suffix “- an”.

c. Functions of Code-switching

Code-switching has the function for individual and in group switching. According to Poplack (1981), Code-switching has been found to express group membership, dual linguistic and cultural identities of the speaker and to help

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establish in-group feeling in specific communication. (As cited in Cantone, 2007, p. 54)

The researcher also found other theories about code-switching. According to Gutherie (1984) and Milk (1982), (as cited by Gulzar and Asmari, 2014, p. 2), the function of code-switching requires some factors to be pointed out in finding the function. They are the language in which certain actions were performed, the frequency and consistency thereof, and the values which were carried over by teacher‟s pattern of bilingual communication to the learners. Martin and Jones (1995) state that the function of the code-switching further influencing the success of the teacher in a classroom since the flow is continuously negotiated (as cited in Milroy and Muysken, 1995, p. 90). They state that teachers and learners exploit the contrast between the codes by defining different types of discourse, repeatedly negotiating join frames of reference and exchanging meaning in the spur of the moment.

Appel and Muysken (2006) mention some model functions of code-switching. There are six functions of code-switching, namely referential function, directive function, expressive function, phatic function, metalinguistic function, and poetic function. Referential function refers to the code switcher using the code-switching because of lack of knowledge of one language and lack of facility in the certain subject. The next function is the directive function where it happens because it involves the hearer directly and it is to exclude certain persons present from a portion of the conversation, For instance, parents‟ conversation uses code-switching to keep the privacy while staying within the children. For the

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expressive function, it happens when the speaker emphasizes a mixed identity through the use of two languages in the same discourse. Another fuction is the phatic function. The phatic function is a type of function shows that code-switching indicates a change in a tone of the conversation. The next function is the metalinguistic fuction where it comes into a play when it is used to comment directly or indirectly on the languages involved. The use of code-switching in this type is to impress the linguistic skills. The last functioin is the poetic function. This function refers to the bilingual language usage that involves switched puns, jokes, etc.

d. Code-switching in Teaching

A teacher is expected to be a model for the student. In the bilingual classroom, the teacher tries to drive the student to understand both languages. In this case, the code-switching happened when the teacher switches the languages while in the classroom both languages are expected to be used.

Mattson and Burenhult (1999) point out that there are three functions of code-switching (as cited in Sert, 2005). The first function is the topic switch. The topic switch refers to the function of code-switching that is to increase the understanding of language through the topic that is explained by the teacher. The teacher relates the topic to the first language in the same term in order to enhance the students‟ understanding of the second language. The topic switch is aimed to direct the students‟ attention to the new knowledge by making use of code-switching and accordingly making use of the native tongue. At this point, it may be suggested that a bridge from known (native language) to unknown (new

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foreign language content) is constructed in order to transfer the new content and meaning is made clear in this way. The second function is the affective function. This function regards to the affection of the teacher to the student in building the good relationship of the teacher to the student. Code-switching is used in order to make the students feel comfortable so both the students and the teacher share good affection in their relationship in the learning process.

Code-switching can also be used for repetitive function. This function shows that the code-switching is needed by the teacher in order to explain the meaning of the words and also the phonology rules of the words. Following the instruction in the target language, the teacher switches to native language in order to clarify meaning, and in this way stresses importance on the foreign language content for efficient comprehension. However, the tendency to repeat the instruction in native language may lead to some undesired student behaviors.

B. Theoretical Framework

In SDN Serayu Yogyakarta, English is the foreign language for the students and the teacher. Therefore, the classroom is considered as the bilingual classroom. During the English class, the teacher speaks both English and Bahasa Indonesia. In this chance, the code-switching‟s phenomena could appear. In discussing the code-switching‟s phenomenon, the researcher uses the McArthur‟s (1998) theory underlies this research. It is used to answer the first research question. They are namely inter-sentential switching, intra-sentential switching, tag switching, and intra-word switching. In this case, the researcher also uses

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Poplack‟s (1981) perspective to make deep understanding of some types of code-switching. Poplack‟s (1981) and McArthur‟s (1998) have the same perspectives to the types of code-switching; those types are inter-sentential switching, intra-sentential switching, and tag switching.

The researcher also uses one of the theories that are provided by many experts. It may be different from one another‟s use of code-switching. This research discusses the code-switching that happened in the bilingual classroom when learning the foreign language. In the classroom, the teacher is the model and resource to the students to learn, especially for the students who are still in early age. The teacher is expected to be able to enact the students in understanding the material well.

There are some functions of code-switching presented by experts. The researcher uses the functions of code-switching that are proposed by Mattson and Burenhult (1999) since those functions of code-switching mostly used in the teaching activities. Those functions are topic switch function, affective function, and repetitive function. All those functions are related to the use of switching in the bilingual classroom. Therefore, the researcher analyzed the code-switching of the teacher in SDN Serayu Yogyakarta using Mattson and Burenhult‟s theory (1999).

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18 CHAPTER III

RESEARCH METHODOLOGY

In this chapter, the researcher discusses the method that is used in this research. This research consists of four parts which are research method, research subject, research instruments, and data analysis technique.

A. Research Method

The researcher uses qualitative research as the method for this research. Creswell (2014) defines qualitative research as an inquiry process of understanding based on the distinct methodological traditions of inquiry that explore a social or human problem. Furthermore, Creswell (2014) also states that qualitative research is conducted a study in the natural setting. Therefore, the researcher conducted the research in SDN Serayu Yogyakarta in some classes which were considered as a part of the natural setting.

The research is a discourse analysis. According to Stark and Trinidad (2009), discourse analysis concerns on the language use. The goal of discourse analysis is to understand how people use language. In the discourse analysis, the participant is observed in conversation in the natural environment. In this case, this research was about the languages that were used by the teacher. The aims of this research were to find the types and the functions of code-switching which were used by the teacher in the classroom.

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B. Research Setting

The research was conducted in SDN Serayu Yogyakarta. That school was chosen because this research is related to the code-switching phenomena which were done by the English teacher in SDN Serayu Yogyakarta. Therefore, the subject of this research was the English teacher there. The time allocation for the 2nd and the 3rd grades was thirty-five minutes while the time allocation for the 4th and the 5th grades was seventy minutes for one meeting. Since the time allocations were different, the researcher conducted the observation in the different frequency for the lower and the higher. Therefore, the researcher conducted twice observations in the 2nd and the 3rd classes.

The researcher did the observation in six classes. Those classes were 2A, 2B, 3B, 3C, 4A and 5C. The researcher did the observation in those classes since the researher could not do the observation in every grade. For instance, the researcher did not do the observation in the sixth grade since the students were focussed on preparing a national examination. The researcher observed the teacher when teaching in 2A and 2B class on 8th of March 2016 and on 22nd of March 2016. Furthermore, the researcher did the observation to the teacher when teaching in 3B and 3C class. Each of those classes was observered twice on 11th of March 2016 and 15th of April 2016. The researcher also did the observation to the teacher in 4A and 5C. Both classes were observed once in different time. For the 4A class, the researcher observered on 22nd of April 2016 while the researcher observed the 5C class on 18th of April 2016. In this research, the researcher also

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did the the interview. The interview was done in the school mosque on Saturday, April 23rd, 2016.

In the observation, the researcher found that the situation of the classrooms were natural. The teacher taught the classroom naturally. She taught the students clearly. In this case, the students also behaved naturally while they were responding to the teacher‟s speech.

C. Research Subject

In this research, the subject is an English teacher of SDN Serayu Yogyakarta. The teacher‟s mother tongue is Bahasa Indonesia. The teacher taught English in all classes in SDN Serayu Yogyakarta. The teacher mostly speaks in English while teaching in the classroom. However, the code-switching was also performed by the teacher during the learning activity. Basically, the English lesson was allocated for thirty-five minutes. Practically, the teacher would speak for about 15-20 minutes for each meeting in the second and third grades while the rest would be used for students‟ activities (i.e working on their workbook and playing English game). Therefore, based on the information above, the researcher chose the teacher as the subject. Consequently, the researcher considered the subject as purposive sampling. According to Engel & Russell (2014), purpose sampling may be used to examine the effectiveness of some intervention with clients who have particular characteristics, such as a specific diagnosis.

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D. Research Instruments & Data Gathering Techniques

The researcher used observation and interview as the instruments of this research. The data from both instruments support each other in completing the final result.

1. Observation

As pointed by Kolb (2008), observational research is one of the few methodologies that do not rely on verbal communication between the researcher and participant. It is also mentioned that instead of asking people about their consumer behavior, with this methodology the researcher watched and recorded what they actually do. Therefore, this method is used by the researcher in the bilingual classroom. The researcher observed the participant by observing the code-switching which was done by the teacher directly.

Ary et al. (2010) mention that direct object can be applied in the natural setting for instance in a classroom where the actual behaviors occur. The researcher attended classroom to have a one-hour direct observation. In the classroom, the researcher gained the data through taking notes in the table attached and recording the code-switching.

In this research, the researcher also used the recording as the tool to back up the data if only the researcher missed some parts while taking notes. The notes that were taken by the researcher were used as the main data. The recording data was used to support the main data.

The researcher used table below to note and identify the types and the functions of code-switching based on McArthur‟s theory for types of

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switching and Mattson and Burrenhult (1999) theory for functions of code-switching. The researcher wrote the sentences of code-switching down on the column to collect the data. Then, the researcher checked the types and function of code-switching.

Table 3.1: Instrument Table for the observation

NO. Sentence Types of Code-switching Function Context

Inter. Intra. Tag Intra. W

Notes:

Types of code-switching:

1. Inter : Inter-sentential switching 2. Intra : Intra-sentential switching 3. Tag : Tag Switching

4. Intra. W : Intra-Word

After having classified the function of code-switching in the tables, the researcher analyzed the function of code-switching deeper. In analyzing the function of code-switching, the researcher used theories and also data interview. The researcher analyzed the data based on theory of Mattsson and Burenhult (1999). The supporting studies or theories might be used by the researcher to conclude the results

2. Interview

The interview was conducted in agreement with the subject. Gilham (2000) states that an interview is a conversation which is usually shared between two people, the conversation where one person – the interviewer – is seeking

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responses for a particular purpose from the other person: the interviewee. The interview session is aimed to get data related to the function of the code-switching used by the subject. The interviewer conducted one session of the interview as the agreement. The researcher contained about 6 questions which had been prepared by the researcher. The questions were open-ended questions. The questions were based on theory of Mattson and Burenhult (1999). The first and second questions indicate the knowledge background of the subject on the code-switching that the subject uses. The third question indicates function of code-switching to the subjects. The fourth, fifth and sixth questions indicate function of the code-switching to the classroom in the subject's perspective. Therefore, the researcher got the data deeply through the answers. Royse (2007) states that open-ended questions produce greater detail and depth. Open-ended questions are greatly favored by the qualitative researchers. The subject was also allowed to elaborate the answers in which still related with the questions in order to get the data deeply.

After gaining the data in the classroom, the researcher interviewed the subject. The researcher decided the place to conduct the interview while the time was decided by the subject since of her tight schedule. The interview was done in the school mosque on Saturday, April 23rd, 2016. The interview was recorded by the researcher in order to avoid any missed information, so that the researcher had the data back-up for the interview data. The interview was conducted in order to get further information about code-switching's function on her speech while teaching and the importance of the code-switching for the subject in teaching.

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E. Data Analysis Technique

In qualitative research, there are three techniques which are used to analyze the data according to Ary et al. (2010). They are organizing and familiarizing, the data, coding and reducing, and interpreting and representing. The first technique was taking notes during the teaching activities by using the code-switching table to identify the types and functions of it. The researcher also recorded the teacher‟s speech in the classroom to support the data. After that, the researcher counted the data that had been gathered. The next technique was analysing the result by relating the data to the supporting theories. Moreover, the results of the interview were also related to the functions of code-switching that were appeared in the speech. It was aimed to strengthen the result functions of code-switching.

The researcher used the table to classify the sentences into the types and function of code-switching. The table consists of the columns to note the sentences and to identify the types and function of code-switching. Then, the researcher described the examples of the results to descriptive text. The researcher consulted the analysis of types of code-switching with a linguist to have the expert judgment. Therefore, the researcher obtained the validation of the analysis. In analyzing the functions of code-switching, the researcher used the interview results from the teacher to validate the analysis of the findings.

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F. Research Procedures

This part shows the procedures of conducting the research from the beginning until the report of the data. The procedures will be listed as follows:

1) The researcher asked the advisor whether the topic was appropiate. 2) The researcher chose the method for the study.

3) The researcher chose the observation and the interview as the instruments to collect the data.

4) The researcher made some questions for the interview based on Mattson and Burenhult (1999) perspective.

5) The researcher decided where the research would be conducted.

6) The researcher chose the subject for this research. Therefore, the researcher asked the permission from the headmaster of the school where the researcher chose the subject.

7) The researcher chose the sample for this research. 8) The researcher asked agreement with the subject.

9) The researcher observed the teaching activities in some classes; they were 2A, 2B, 3B, 3C, 4A, and 5C.

10)The researcher conducted the observation twice in 2A, 2B, 3B and 3C while for 4A and 5C, the researcher observed once since the classes were conducted in 70 minutes for each meeting.

11)The researcher took notes the code-switching which was done by the teacher in some classes and recorded it in order to avoid missing the data.

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13)The researcher took a note and recorded the interview in order to avoid missing the data.

14)The researcher transcribed the record result in order to avoid the bias data. 15)The researcher got all the data needed.

16)The researcher analyzed the data.

17)The researcher drew the conclusion from the data gathering and presented in narrative one.

18)The researcher consulted the data with the thesis advisor. 19)The result would be examined in the thesis defence.

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CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

This chapter discusses the data that were obtained through observation and interview of the English teacher in SDN Serayu Yogyakarta. The data are used to answer the questions of this research. Furthermore, in this chapter, the researcher presented the data which were obtained through the observation and the interview. Then, the researcher discussed them at the same part. Therefore, the research results and the discussion would be presented at the same section.

In order to answer the research problems, the researcher analyzed into two sections namely the types and function of the code-switching. In the first section, the researcher would see the types of the code-switching that were used by the teacher in SDN Serayu Yogyakarta. There are four types of code-switching; inter-sentential, intra-inter-sentential, tag switching, and intra-word that would be discussed based on the data obtained. In the second section, the researcher analyzed the functions of code-switching based on the data obtained.

A. Types of code-switching

The code-switching phenomena occured in SDN Serayu Yogyakarta since the English teacher used both English and Bahasa Indonesia when teaching English subject. According to McArthur (1998), there are some types of code-switching. The types are inter-sentential, sentential, tag switching, and intra-word. Based on McArthur‟s perspective, the researcher found that the teacher

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used the types of code-switching when teaching in some classes. Due to that, the researcher presented the percentage of the types of code-switching which had been done by the teacher.

Table 4.1: The Percentage of the Types of Code -Switching

NO. Class Types of Code-switching Total of

teacher utterances Inter. Intra. Tag. Intra. W

1. 2A 7

(28%) 16 (64%) 2 (8%) 0 (0%) 25 (100%)

2. 2B 7

(27%) 12 (46%) 5 (19%) 2 (7%) 26 (100%)

3. 3B 10

(30%) 13 (43%) 6 (20%) 1 (4%) 30 (100%)

4. 3C 8

(50%) 5 (25%) 3 (19%) 0 (0%) 16 (100%)

5. 4A 8

(57%) 3 (21,5%) 3 (21,5%) 0 (0%) 14 (100%)

6. 5C 7

(37%) 4 (21%) 8 (42%) 0 (0%) 19 (100%)

Total 36% 41% 21% 2% 100%

The table above shows the percentage of total types of code-switching that have been used by the teacher in class 2A, 2B, 3B, 3C, 4A, and 5C. From the percentage, it is found that the teacher mostly used intra-sentential and inter-sentential switching almost in every class. The percentage of each class is different. The teacher did it based on the the teacher‟s needs. Based on the findings, the researcher sees that the teacher did code-switching mostly in class 3B. The teacher mostly did code-switching in that class since the situation in that class was noisy. In this case, the teacher‟s speech was increasing

As seen from the table, the inter-sentential switching occurred mostly in class 3C, 4A, and 5C. Intra-sentential switching mostly occurred in 2A, 2B, and

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3B. Moreover, if we compare the intra-sentential switching in those classes, we find that the intra-sentential switching mostly occurred in 3B. Furthermore, the researcher also found that another type of code-switching proposed by McArthur (1998) especially tag switching type mostly occurred in 5C grade if compared to tag switching in the other classes. However, for the intra-word type, the researcher found that it only occurred in the both 2B and 3B class. The intra-word type was used by the teacher only in the three teacher‟s utterances.

McArthur (1998) provides four types of code-switching; they are inter-sentential switching, intra-inter-sentential switching, tag switching, and intra-word switching. Looking from this perspective, the researcher presented the data of the types of code-switching which were used by the teacher. Consequently, those types would be presented one by one.

1. Inter-sentential Switching

According to McArthur (1998), inter-sentential switching is a type of switching in which the code-switching occurs at clause or sentence boundaries. In this research, the researcher found that the teacher used this type in her sentences while teaching the students in 2A, 2B, 3B, 3C, and 5C. The percentage of this type used by the teacher is 36% (see table 4.1). The researcher would provide some examples of the inter-sentential switching that were used by the teacher in some classes. The first example is:

[Case 67]

T: Everybody please sit down in your chair. Duduk di bangkunya masing-masing (Please, sit down on your chairs).

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The example above shows that the code-switching sentence belongs to inter-sentential switching. Based on the example above, the researcher found that the example is included on the type of inter-sentential switching from English to Bahasa Indonesia. Case 67 shows the situation where the code-switching was used by the teacher when teaching in the class. The teacher asked the students to sit down on their own seats while the students were walking around the class. In this code-switching sentence, the teacher tried to make the students understand her instruction. The teacher switched the English sentence, “Everybody, please sit down in your chair” to Bahasa Indonesia sentence, “Duduk di bangkunya

masing-masing”. Thus, the teacher‟s utterance is considered as inter-sentential switching at the sentence boundary. In this case, The teacher used English to Bahasa Indonesia to switch code. Another example of inter-sentential switching from English to Bahasa Indonesia would be provided below by the researcher based on the findings:

[Case 35]

T: Class, I will divide you into groups.

Dibagi kedalam kelompok ya anak-anak. (I will divide you into groups) S: Okay Miss.

T: Okay, pay attention class and listen to me first.

The example shows the situation where the teacher informed the students that she was going to divide them into some groups. At that time, the students would do a game. Therefore, they would be divided into some groups and the teacher would ask questions and then they should answer as a group.

The teacher‟s sentence above shows is considered as inter-sentential switching. The English sentence, “Class, I will divide you into groups”, is

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switched into Bahasa Indonesia sentence. The Bahasa Indonesia sentence is “Dibagi kedalam kelompok ya anak-anak.”. Thus, it is considered as inter-sentential switching at the sentence boundary.

According to McArthur (1998), code-switching occurs in two languages or more. Therefore, the researcher also found that in the bilingual classrooms, the teacher also used inter-sentential switching from Bahasa Indonesia to English. The following example shows the inter-sentential switching from Bahasa Indonesia to English.

[Case 3]

T: Jadi, anak-anak perhatikan dulu (So, attention please class). Attention please, class.

The example above occurred when the teacher asked the students to pay attention to her since the students were busy with themselves. The teacher gave the instructions to the students to work on their workbook. The teacher said the sentence in Bahasa Indonesia first, “Jadi anak-anak perhatikan dulu”, then the teacher switched it into English sentence, “Attention please class”. Thus, this case is considered as intra-sentential at the sentence boundary which occurred from Bahasa Indonesia to English sentence.

McArthur (1998) states that inter-sentential switching can occur at the clause boundary. Based on this perspective, the researcher found the intra-sentential switching at the clause boundary in the teacher‟s speech. Here is the example of Inter-sentential switching at the clause boundary.

[Case 59]

T: Okay class, the quiz will be a game in a group.

T: Nanti grup yang memenangkannya (A group which later win), I‟ll give you many candies.

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S: Yeeeaayy! Okay miss.

Case 59 shows the situation where the teacher told the students that they would have a quiz. In that case, the teacher did code-switching in a sentence when the teacher explained about the requirement to get the present for the quiz. The teacher used Bahasa Indonesia clause first, “Nanti grup yang memenangkannya”, then she switched into English clause, “I‟ll give you candies”. Therefore, it is considered as inter-sentential switching at the clause boundary from Bahasa Indonesia to English. The next example of inter-sentential switching at the clause boundary.

[Case 91]

T: What is the meaning of kite class? S: Layang-layang (kite) Miss.

T: Nah, yang itu layang-layang (well, that is kite) and how about seesaw? Case 91 is also considered as inter-sentential switching at the clause boundary that occurred in the class. The example occurred when the teacher explained about the toys that were provided in the park. In this case, the teacher reviewed some difficult vocabularies on the book first before the students did the exercise.

From case 91, the researcher considered it as the inter-sentential switching which occurred in the clause boundary. The teacher used Bahasa Indonesia clause first, “Nah, yang itu layang-layang”, then the teacher switched it into English clause, “How about seesaw”. The English clause is also considered as the form of an interrogative clause. Thus, the teacher‟s sentence is considered as inter-sentential occurred at the clause boundary.

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2. Intra-sentential Switching

McArthur (1998) states that intra-sentential switching is a type of code-switching that occurs within clause and sentence boundaries. It can occur in a word and phrase in a single utterance. Based on the findings, the intra-sentential is mostly used by the teacher. It can be seen at the percentage of that type; its percentage is 41%. The following example is the example of intra-sentential switching from English to Bahasa Indonesia.

[Case 23]

T: What is koran (newspaper) in English? S: Koran (newspaper) is newspaper miss. T: Okay, Very good

Case 23 occurred when the teacher was explaining about “things” and their definitions. They should name the picture using the English language. The teacher used Bahasa Indonesia word “Koran” on the case 23 within the English sentence. The word “Koran” is the only Indonesian word that appeared in the English sentence. The following example is another example of as intra-sentential switching that occurred in Indonesian sentence.

[Case 17]

T: I‟ll count one to ten S: What Miss?

T: Saya hitung sampe (I will count until) ten ya.

Case 17 shows the situation where the students should answer the questions that were given by the teacher in competition game and the students should raise their hand. The teacher said in Bahasa Indonesia, “Saya hitung sampe...” then she switched into English word “ten”. The teacher continued with the Bahasa Indonesia word “ya”. This code-switching is considered as

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intra-sentential switching because the word „ten‟ is a switching that occurred in the Indonesian sentence. The word „ten‟ is the only English word that appeared in that sentence. In this research, the researcher also found some of the intra-sentential switching utterances in the form of a phrase.

[Case 103]

S: Miss, what is “their own tickets”?

T: Their own tickets are tiket mereka sendiri class (their own tickets). The situation of case 103 shows that the teacher asked the students to translate a story in their workbooks about a movie theater. The teacher did code-switching from English, “their own tickets are...” to Bahasa Indonesia phrase, “tiket mereka sendiri”. That case shows that the teacher did intra-sentential switching since the switching occurred in Bahasa Indonesia phrase within the English sentence. The following example is also considered as intra-sentential switching.

[Case 25]

T: Oke sekarang kita (Okay, Now let us) go on ya. S: Magazine, miss.

T: The answer is right. Good! Okay, next.

In this occasion, the teacher asked the students to answer the questions provided in the workbook. The previous student answered the right answer and the teacher directly said that they should go on to the next number quickly because they would have another practice in their workbooks. Case 25 above shows that the teacher did intra-sentential switching by saying English phrase “go on”. The English phrase appears within the Indonesian sentence. That case proves that the teacher had already done the intra-sentential switching in the class.

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3. Tag Switching

According to McArthur (1998), tag switching occurrs when the bilingual uses a tag and set phrases in one language are inserted into an utterance otherwise in another as the switching language. Poplack (1981) states that tag switching has also a minimum risk to harm the grammatical rule. Moreover, Poplack (1981) emphasizes that tag switching can be inserted in many different places in the utterance. In this research, the researcher found some data which are considered as tag switching. The tag switching percentage is 21%. Here are the examples of tag switching:

[Case 106]

S: Done miss.

T: Yuk, I will give you time to work.

Case 106 above occurred when the teacher was reviewing vocabularies for the students because the students had to translate the story of a movie theater. The teacher told the students that she would give the students time to do their tasks. The teacher used Bahasa Indonesia word “Yuk” then she switched it into English sentence. In this case, the word “Yuk” means “let us” in English. However, the word “Yuk” does not harm the grammar and the semantic of the English sentence. Thus, it is considered as tag switching. The following example is also the example of the use of the word “kan ya” in the teacher‟s speech.

[Case 33]

T: What is it?

T: This is knife, kan ya? (isnt‟it?)

Case 33 was obtained in the pre-learning activity. The teacher checked the students‟ artworks before start the class and the teacher tried to confirm the

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artwork of a student. In this case, the code-switching occurred . The teacher used the Indonesian word, “kan ya?” in English sentence. In this case the tag, “kan ya?” was inserted into the English utterance by the teacher. McArthur (1998) defines that tag switching means the tag is inserted into an utterance. Due to that, the case is considered as the type of code-switching. The next example is also considered as tag switching used by the teacher:

[Case 63]

T: Class, have you finished? T: Yak, two minutes again.

In this occasion, the teacher gave the students an exercise and the allocated time was over. The teacher informed the students that the time to work on the task was over and they had to submit it to the teacher soon. Case 63 shows that the teacher did code-switching in the English sentence that is “Yak, two minutes again”. The word “yak” here belongs to Bahasa Indonesia word and it occurred within English sentence. The word “yak” actually has no meaning in this sentence. In this sentence, the word “yak” does not harm the grammatical and semantic rules.

4. Intra-word Switching

Intra-word switching is a type of code-switching in which a change occurs within a word boundary as stated by McArthur (1998). The researcher found that intra-word occurred in the teacher‟s utterances. The teacher used intra-word switching when teaching. However, the percentage of intra-word switching is 2%. Here is the example of intra-word switching.

[Case 75]

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[The teacher reminded a student to put his leg down from the table]. In case 75, it shows the situation where one of the students put his leg on the table then the teacher reminded him not to do so. The teacher did intra-word switching by the word “legnya”. The word “leg” is an English word which is added by suffix in Bahasa Indonesia “-nya”. Therefore, in this case, it is considered as intra-word since the word “leg” is added by the Indonesian suffix. The suffix “-nya” is translated as the word “the” in English. So, the word “legnya” can be translated into “the leg”. Another example of intra-word switching:

[Case 51]

T: Next, exercisenya yang paling akhir (the last exercise) class [The teacher asked the students to work on the next exercise]

The next is case 51. That case occurred when the teacher asked the students to work on the next exercise since most of the students have done their task. The example above shows that the teacher did the intra-word switching. The utterance is the word “exercisenya”. In this case, the word “exercisenya” can be translated into “the exercise” in English. The word “exercise” belongs to English word. However, the teacher added suffix “-nya” which belongs to Bahasa Indonesia word. Thus, the word “exercisenya” is considered as intra-word switching.

Based on both cases above, the cases prove that the teacher had already done the intra-word switching when teaching in some classes. Due to that, the researcher considers that the teacher has already mastered the intra-word switching when doing some activities in the classes.

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B. Functions of Code-switching

The teacher had done the code-switching in teaching English in SDN Serayu Yogyakarta since the teacher had the purposes of doing it. The teacher considered that by doing the code-switching, it could help the students to learn English easier. Based on this case, the researcher tries to see the functions of code-switching that had been done by the teacher. Mattson and Burrenhult (1999) provide some functions of code-switching; they are a topic switch, an affective function, and a repetitive function.

Based on the interview results, the researcher found that the teacher mentioned that the use of code-switching could help the students to learn English language more effective, especially for the students in the lower grade. The teacher mentioned that the advantage of using code-switching in the lower grade could reach 70%. Therefore, based on the observing and the interviewing results, the researcher tries to calculate the percentage of the functions of code-switching which are used by the teacher when teaching in the classes. The percentage of the functions of code-switching can be seen in the table below:

Table 4.2: The percentage of the code -switching functions

Number of teacher utterances(=130)

FUNCTION OF CODE-SWITCHING

Topic Switch Affective Repetitive

Total in each function 5 22 103

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The data above shows that the highest percentage of code-switching‟s function that had been used by the English teacher was the repetitive function. The percentage is 79%. It could be said that the teacher mostly used code-switching for repetitive function.

As stated before, Mattson and Burrenhult (1999) provide three functions of code-switching; they are the topic switch, the affective function, and the repetitive function. Therefore, the researcher would present the findings and then discuss them one by one.

1. Topic switch function

Mattson and Burrenhult (1999) believe that topic function requires the understanding of the listener. In this function, the teacher switched to the first language in order to enhance the students‟ understandings. Based on this function, code-switching could be used to help the teacher transfer new context clearly. In this research, the researcher found that the teacher was less to use code-switching for the topic switch in her classrooms. The percentage of this type used by the teacher is 5%. This percentage is the lowest function of the code-switching that is used by the teacher. The following example is considered as the topic switch. [Case 43]

T: Fish or snake jadinya? S: Fish aja miss?

T: Alright, your group name is fish. Oke semuanya, sekarang buka „evaluation 3‟ ya. (Okay everybody, now please open „evaluation 3‟.) In case 43, the teacher divided all the students into some groups. Then the teacher named every group using animals‟ name. The teacher had named almost all the groups. However, there was still a group had not gotten a name. Therefore,

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the teacher said, “Alright, your group name is fish”. After saying that sentence, the teacher continued saying, “Oke semuanya, sekarang buka „evaluation 3‟ ya”. The Indonesian sentence indicates that the teacher did the topic switch since the teacher used that sentence to invite the students to continue the next section. The teacher used Indonesia sentence –the students‟ mother tongue – to make sure that the students were ready to continue the next activity. As stated by Mattson and Burenhult (1999), the topic switch is aimed to direct the students‟ attention to the new knowledge by making use of code-switching and accordingly making use of the native tongue. Moreover, Mattson and Burenhult (1999) emphasizes that topic switch is used to avoid a misinterpretation. As can be seen in case 43, the teacher did the topic switch to make her instruction understandable. The teacher would to emphasize the clarity of her instruction using the students‟ mother tongue, “Oke semuanya, sekarang buka „evaluation 3‟ ya”. The following example is also considered as topic switch that occurred in the class.

[Case 49]

T: Have you finished all? Langsung dikoreksi ya, nanti Miss tanya satu persatu. (It will be directly corrected, I will ask you one by one.)

Case 49 shows that the teacher used code-switching for topic switch. The teacher asked the students in English, whether the students had done their works or not. It can be seen from the teacher‟s sentence, “Have you finished all?”. Then the teacher switched code to Indonesian sentence, “Langsung dikoreksi ya, nanti Miss tanya satu persatu”, to inform the next activity. In this case, the teacher did the code-switching in order to make the instruction clear about the next activity.

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absence 37. Number

twenty four, perhatikan!

√ R The

teacher asked the students to keep silent since the teacher would like to

continue the next activity 38. Hello class,

how are you today? Ayo meja dijadikan satu

√ A The

teacher greeted the students 39. Hei anak-anak

attention please

√ A The

teacher asked the students to keep silent since the teacher would like to

continue the next activity 40. Class, no one

silent yet, masih pada ramai semua

√ R The

teacher confirmed the

students to keep silent since the teacher would like to

continue the next activity 41. The third

group please. Grup yang

√ R The

teacher asked the

(2)

ketiga apa jadinya?

name of the group 42. Fish or snake?

Jadinya apa?

√ T The

teacher confirmed the name of the group 43. Alright, your

group name is fish. Oke semuanya, sekarang buka „evaluation 3‟ ya.

√ R The

teacher invited the students to continue the next activity 44. Saya beri

waktu thirty minutes ya hanya tiga puluh menit

√ R The

teacher informed the students about the allocation time for doing the task 45. That one itu

bonus class

√ R The

teacher informed to the students about the exercise 46. Pail is ember

class

√ R The

teacher explained the meaning of an English word in Indonesian 47. Class fifteen

minutes left. Diteliti dulu jangan lupa

√ R The

teacher informed the allocated

(3)

time to the students 48. Yuk fiveteen

minutes more

√ R The

teacher informed the allocated time to the students 49. Have you

finished all? Langsung dikoreksi ya, nanti Miss tanya satu persatu

√ T The

teacher asked the students whether they had finished the

exercise or not. The teacher also informed the students about the next activity 50. Jawabannya

boleh that pan is new atau the pan is new

√ R The

teacher confirmed to the students about the answer of the question 51. Next

excercisenya yang paling akhir class

√ R The

teacher informed the next activity 52. Totalnya

anak-anak three hundred and eighty class

√ R The

teacher informed the answer of the

(4)

question 53. Attention dulu

class

√ A The

teacher asked the students to keep silent 54. Okay class

please submit your

homework. Di deket helm itu

√ R The

teacher gave the instruction to the students 55. Is there any

absent student? Siapa ada yang absen?

√ R The

teacher asked the absence of the

students 56. Class, I will

divide you into groups. Mau miss bagi dalam kelompok

√ R The

teacher informed the next activity.

57. Perhatikan ya. Silent and attention please class

√ R The

teacher asked the students to keep silent 58. Today we will

have a quiz. Kita mau kuis ya anak-anak semua

√ R The

teacher informed the student about a learning activity 59. Nanti grup

yang

memenangkan nya, I‟ll give you many candies

√ A The

teacher informed the students about the quiz

(5)

Appendix 2

Interview questions

1. Seberapa sering Miss menggunakan code-switching di kelas sewaktu mengajar?

Hampir setiap hari, kalo dipersenkan sekitar 50%.Soalnya anak-anak kan vocabularynya belum banyak.nek kayak gitu nanti malah suara saya habis mereka gak ngedong. Ditambah lagi waktu pembelajaran yang sangat singkat kelas satu sampe tiga 35 menit kelas 4-6 70 menit.kalau tidak diberi kayak gitu nanti mereka juga tidak paham.

2. Apakah penggunaan code-switching tersebut merupakan salah satu metode yang diterapkan dalam pembelajaran Bahasa Inggris di kelas? Iya, code switching jadi salah satu metode belajar.

3. Penggunaan code-switching dalam mendeskripsikan sesuatu apakah sangat dibutuhkan ketika mengajar? Mengapa?

Ya, pake. Terkadang itu anak dengan spontan Tanya “ apa itu miss?”nah itu jadi mungkin saya deskripsiinnya pake itu. Atau mungkin tidak langsung pada jawabannya misalkan, “lion”. Lion nanti kita deskripsinya “ itu lho raja hutan.”mereka nanti tinggal jawab to “ lion”tidak langsung pada objeknya tapi dekripsinya agak panjang.

4. Apa tujuan spesifik dalam penggunaan code-switching di kelas?

Kalau untuk membahas sebuah topik saya juga pakai code-switching terutama kalau saya mau masuk ke topik baru. Saya harus mengarahkan

(6)

mereka dulu biar dong apa yang mau dibahas. Terus misalnya seperti kalau saya berkunjung ke uks terus kebetulan saya pas disana ya saya pakainya itu. Itu membantu pemahaman siswa. Karena kan ya anak2 kan latar belakang nya beda2.ada yang orang tuanya rendah, ada yang pendidikan tinggi.ada yang professor juga anaknya disini, nah kalo yang anaknya dari anak professor otomatis nanti dia cepet nyambung. Tapi kalo yang pendidikan orang tuanya dibawah ya masih susah. Makanya untuk, menyeimbangkan biar tidak ada kesenjangan, saya ambil tengah-tengahnya code switching.

5. Apa keuntungan dari penggunaan code-switching yang Miss rasakan? Mudah diingat (untuk definisi) ya kayak tadi lion . misalnya saya member pertanyaan pada anak,”What kind of animal is it?” hewan apakah ini. Trus misal disana sudah ada tulisan the king of jungle itu saya tinggal mendeskripskan nanti anak-anak tinggal jawab.

6. Menurut Miss, seberapa effective penggunaan code-switching dalam pengajaran Bahasa inggris bagi siswa sekolah dasar?

Sangat efektif. Menurut saya kalo dikelas bawah hampir 70 %(tingkat efektif). Apalagi kelas satu, kelas satu tu masih belum dong bhs asing. Apalagi kalo mereka dari tk yang tidak ada pembelajaran bhasa inggrisnya kan otomatis dari kelas satu itu kan malah jadi modal awal.

Code-switching of the teacher in SDN Serayu Yogyakarta.

ABSTRACT

ABSTRAK

CODE-SWITCHING OF THE TEACHER IN SDN SERAYU

YOGYAKARTA

ABSTRACT

ABSTRAK

ACKNOWLEDGEMENTS

TABLE OF CONTENTS

LIST OF TABLES

LIST OF APPENDICES

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CODE-SWITCHING OF THE TEACHER IN SDN SERAYU

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LIST OF APPENDICES

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