Analysis of The Functions of Code-Switching By The Lecturer in Grammar Classes in The English Department of Maranatha Christian University.

ABSTRACT

Dalam tugas akhir ini, saya menganalisis alih kode yang terjadi di dalam kelas English grammar yang dilakukan oleh dosen di kelas tersebut. Alih kode terjadi karena dosen mempunyai alasan tertentu pada saat menerangkan pelajaran English grammar. Saya menyajikan topik bahasan ini dalam tugas akhir saya untuk menunjukkan bahwa alih kode seringkali terjadi tidak hanya di kehidupan sehari-hari masyarakat berdwibahasa tetapi juga di dalam kelas berbahasa asing pada saat kegiatan belajar mengajar. Di samping itu, saya juga ingin menunjukkan bahwa di Fakultas Sastra Inggris, alih kode dapat membantu murid lebih memahami pelajaran yang sedang di terangkan oleh pengajar.

Alih kode adalah peralihan dari suatu bahasa ke bahasa yang lain di dalam satu percakapan. Jadi, alih kode terjadi apabila seseorang memakai dua bahasa atau lebih di dalam suatu percakapan; misalnya, seseorang menggunakan dua bahasa, Inggris dan Indonesia, pada saat berbicara dengan teman-temannya.

Sumber data penelitian ini adalah ucapan-ucapan seorang dosen di kelas English grammar di Fakultas Sastra Inggris, Universitas Kristen Maranatha. Untuk menganalisis fungsi alih kode dalam penelitian ini saya menggunakan teori

Sosiolinguistik yang dikembangkan oleh Janet Holmes. Selain itu saya menggunakan juga fungsi alih kode dalam kelas, yang menurut Liu Aichun dapat dibagi menjadi lima, yaitu (a) untuk mengkonpensasi kekurangan pengajar dalam berbahasa Inggris, (b) untuk mempermudah cara penyampaian, (c) untuk memberikan terjemahan kata baru dan ungkapan yang belum dikenal, (d) untuk mengulang pesan, dan (e) untuk meningkatkan sosialisasi antara pengajar dan mahasiswa/murid.

Hasil analisis penelitian ini menunjukkan bahwa fungsi alih kode yang paling banyak digunakan pengajar adalah untuk memberikan pesan karena pengajar ingin membuat mahasiswanya dapat mengerti lebih baik tentang apa yang telah dijelaskan oleh pengajar tersebut. Selain itu untuk menghindari kesalahpahaman pada mahasiswa itu sendiri.

TABLE OF CONTENTS

ACKNOWLEDGEMENTS……… i

TABLE OF CONTENTS………... ii

ABSTRACT………. iii

CHAPTER ONE: INTRODUCTION Background of the Study………... 1

Statement of the Problem……….. 4

Purpose of the Study……….. 5

Method of Research………... 5

Organization of the Thesis………. 5

CHAPTER TWO: THEORY OF CODE-SWITCHING………. 7

CHAPTER THREE: ANALYSIS OF THE FUNCTIONS OF CODE-SWITCHING BY THE LECTURER IN GRAMMAR CLASSES IN THE ENGLISH DEPARTMENT OF MARANATHA CHRISTIAN UNIVERSITY……….. 13

CHAPTER FOUR: CONCLUSION……….. 38

BIBLIOGRAPHY……… 43

APPENDICES: Transcription of the Lecturer’s Utterances……… 44

APPENDICES

Transcription of : Grammar Connecting Ideas Class Lecturer : Dra. Trisnowati Tanto, MHum Date : Friday, March 13, 2009

Time : 11-1 p.m.

Tres : …with not until, only when, only after, the inversion is here, in the main clause, ok. When you use hardly or no sooner, right after hardly or no sooner there must be an inversion here. Jadi beda, ya agak beda, kan? Di situ inversinya bukan di clause yang pakai only when, tapi di main clause. Ini di clause of time nya. So, what is the inversion? She had no sooner finished? Now, you say no sooner had she finished, ya. She finished reading the letter than she tore it up, ya. You have to pay attention to which clause is made into inversion, ok. Do you have question so far? Have I told you about the use of as and while? The different? Between as and while?

Student : No

Tres : so, as is for event that happen for a short period of time and while for a long period of time. Again, you can use when to show the events happening at the same time and when is the most flexible one. It can be short event or the long event, ok. When, ya, ok. So, now let’s look at the page 14.

…if you don’t have to do or trouble of making the subjects the same like this and of course err… you can see that you can not use the conjunction in that sentence with the different subjects. You can choose this. Kalau tidak mau cape, maksudnya gitu. Toh kita punya satu pilihan yang mm…tidak perlu sama subyeknya juga tidak apa-apa, ya. So, if you have made the subject the same you can use on, you can use once.

…so, change the subject from she into an object form or the other choice is using the possessive pronoun. It happens that it is the same her. Ini maksudnya her sebagai obyek, her sebagai posesif. So, if it isn’t she, for example I, of course here it becomes my entering or me entering.

…if you use during it can only be followed by a noun form. It cannot be followed by a gerund form after during. It cannot use past participle after during. It can only be followed by a noun form. It is during, ya. Ok, so, for this one, the main clause must be the same of course, she has been speaking in English. Use since, since…since when? If you prefer to use a noun form, ok can you have a noun form here? Of course this means the same as well.

Student : Children

Tres : Childhood. The rule is the same. If you have the same subjects, don’t mention subject in the phrase of time. If subjects are different, mention both of the subjects. So, here we have the same subjects. If you choose a noun form and of course like it or not you have to mention them. Mau tidak mau harus ada, ya si her ini. Walaupun sebetulnya kan mmm…sepertinya aneh she dengan she disebutkan. Now, by using –ing in the past participle if the subjects are the same, you don’t have to mention err…the subject here. If it is type one, which way do you choose? Of course you cannot choose the preposition. Ini tidak ada, ya yang tipe satu ini tidak bisa di situ, ya tidak ada. Ok, jadi tidak mungkin pakai yang preposition. What about using the conjunction? Can we use to show type one?

Transcription of : Grammar Connecting Ideas Class Lecturer : Dra. Trisnowati Tanto, MHum Date : Wednesday, August 19, 2009

Time : 9-11 p.m.

Tres : and for you err…who take connecting ideas this semester for the second time or the third time, the forth time, please bring with you a new book. A clean book. Yang dimaksud clean itu maksudnya jangan sampai ada err…exercise itu kan pasti ada banyak exercisenye. Nah jawabannya langsung ada 5 soal karena semester lalu mungkin jawabannya seperti itu. You will not understand if you do that…

and then another note is that I think perhaps you all know about…ya I don’t know perhaps in my opinion, this is the rumor that many of the students think that is so hard, so difficult, so perhaps just impossible to pass grammar especially connecting ideas. But in my opinion, that just a rumor. Err…because it doesn’t have to be a genius to pass grammar. We are all here not a geniuses. Tidak ada kan, ya yang jenius di sini? Saya juga tidak, gitu ya. Jadi memang tidak perlu pintar sekali, gitu ya sampai harus bisa lulus grammar. What you need is being serious…

Do you still remember what is considered a clause? What is a clause? And what makes it different from a phrase? How do you think about the verb? What kind of verb do we use in a clause? How many kinds of verbs? Ini saya mundur terus nih. Pertanyaannya mulai dari adjective patterns harusnya sudah tahu. Mundur terus sekarang sudah ke verb patterns. What kinds or how many kinds of verb do we have? Ada berapa jenis verb? Two, ya. There are two kinds of verbs. Finite and non-finite… Ok, so if we look at this sentence we have two, ya two verbs. Which one or which ones are the finite verb? Ini semuanya verb. Need or to take or both? Need is a finite verb. What about to take? Non-finite verb, ok. How can you say that need is a finite verb? Cara ngetesnya bagaimana?...

Ok, is it clear about the point here? Something about clauses? At least two clauses in a compound sentence have two finite verbs. Tinggal dilihat saja finite verb nya ada berapa, gitu ya. Kalau ada minimal dua jadi berarti bisa lebih dari dua, ya. Kriteria pertama sudah terpenuhi. But please don’t forget that in a compound sentence there are two criteria. Not only about finite verb, not only about the clauses but something about the conjunctions. So, to make that sentence called a compound sentence, err…they have to meet these two criteria. Jadi tidak bisa kan ini sudah dua, ya tapi clause dua plus conjunction nya

juga harus itu, ya. Jadi kriterianya harus dua, ya. Dua-duanya harus terpenuhi. Ok, so far do you have question about what is meant by a compound sentence?

…these are the conjunction that we can use in compound sentences. Basically we have five: and, but, or, so, for. In each conjunction here we have variations. Jadi tidak berarti kita harusnya pakai and terus gitu, tidak ya. We can have in addition, moreover, furthermore, what’s more, on top of that, so these are the variations. But the meaning is the same…

For the rest you can read about the sentence by yourself. Just pay attention to the punctuation mark. In all the things connectors, we use punctuation mark. So we will start to the first clause. First clause like he is lazy, ok. Now, after the first clause we will put a semi colon, titik koma, ya…semi colon and then you put a conjunction, besides. After a conjunction, you put coma and after that coma you just put the second clause. Don’t forget to the semi colon, coma, and the full stop. And then, one more thing about these variations of the connectors err…all the connectors here are interchangeable. Interchangeable means that you can just change besides with moreover. It won’t change the meaning of the sentence, ya. You don’t like moreover, you can just change it into on top of that, let’s say. It won’t change the meaning. Jadi itu bisa di bongkar pasang, ya. Saya tidak mau pakai furthermore pokoknya tidak mau saja, ya. Kamu bisa pakai what’s more misalnya ya, silahkan. Arti tidak akan berubah jadi ini tidak terlalu sulit, ya silahkan pakai yang mana saja yang penting tujuannya atau fungsinya sama. Adding information, you can use all these connectors. Is it clear about the and type? The next one is so type. In Indonesian, so means? Ya? Maka, maka ya. Ok if we use maka or so in your sentence what do you think about the function of so? Adding information or making an option? So is use to show a cause and effect relationship. Ok, question? So? Is it clear? Connector number five is for. There is no variation, so you can only use for as a connector. In Indonesia for means? Karena, ya. This is not for in the meaning of untuk. This is not a preposition. Kalau for artinya untuk itu untuk preposition. We are not talking about preposition here. We are talking about the conjunction. As conjunction, for means karena. So, if it means karena, what is the function of for? If we use for in your sentence and for here to show what? A cause and effect relationship?

…

In your book err…we have seven? Ya actually eight because while and whereas are two connectors there actually, so altogether we have eight. Eight variations. Now, connectors in a

but type are not interchangeable. Kalau tadi, daritadi apa tuh, yang so boleh kan pakai ini. Tidak mau pakai yang lain silahkan tidak akan ada beda arti, ya. And juga seperti itu, for juga seperti itu. Ini tidak, ya. So, in a but type the connectors in your book there, eight connectors can be classified.. can be sub classified into three groups. Like this…so, we can divide these groups of but type into three.

…

Compare these two sentences use but as the conjunction, ok because the two ideas of the two clauses in each sentence is contradictory each other. He is rich while his brother is poor and it is not interchangeable, ya. So, how can this to be like this if you look at the second sentence? Here we use opposite, right? Rich and poor. In the first sentence rich are not opposite. Although this is something we don’t expect because if you are rich, you are expecting that rich man err… rich person will be generous, ok. It is not what we expect that this man is not generous. He is stingy. This is something that we don’t expect. But we don’t use opposite. Jadi ini bukan lawan kata, ya. Rich sama stingy itu. Lawan katanya rich adalah poor, ok.

…

Now, what about on the contrary? Just take one example from your book page three, on the contrary. He didn’t feel mad at all, on the contrary he was very pleased. So, if we look about the idea of the two clauses here. He didn’t feel mad at all. Dia tidak tersinggung, ya. Tidak marah, tidak tersinggung. So, it is the idea. Not feel mad and the second idea, he is very pleased. Tidak tersinggung, tidak marah, sangat senang…sama kan, ya. So, if actually the ideas are the same, it’s just the way you discuss the idea is different, we use on the contrary.

Interview Questions and Answers:

Explain why you code-switched in the particular utterances?

1. Data: “With not until, only when, only after, the inversion is here, in the main clause. Ok. When you use hardly or no sooner, right after hardly or no sooner there must be an inversion here. Jadi beda ya agak beda, kan? Di situ inversinya bukan di clause yang pakai only when tapi di main clause. Ini di clause of time nya.”

 To make sure that the students understand the points.

2. Data: “…So, you don’t have to do or have any trouble of making the subjects the same like this and of course errr…you can see that you cannot use the conjunction in that sentence with the different subjects. You can choose this. Kalau tidak mau cape, maksudnya gitu. Toh kita punya satu pilihan yang mm…tidak perlu sama subyeknya juga tidak apa-apa, ya.”

 To make sure that the students understand the points.

3. Data: “So, change the subject form she into an object form or the other choice by using the possessive pronoun. It happens that it is the same her. I Ini maksudnya her sebagai obyek, her sebagai posesif. So, if it isn’t she, for example I, of course here it becomes my entering or me entering.”

 To make sure that the students understand the point.

4. Data: “If you have the same subjects, don’t mention the subject in the phrase of time. If subjects are different, mention both of the subjects. So, here we have the same subjects. If you choose a noun form and of course like it or not you have to mention them. Mau tidak mau harus ada, ya si her ini. Walaupun sebetulnya kan mmm…sepertinya aneh she dengan she disebutkan.”

 To make sure that the students understand the point.

5. Data: “Now, by using –ing in the past participle if the subjects are the same, you don’t have to mention err…the subject here. If it is type one, which way

do you choose? Of course you cannot choose the preposition. Ini tidak ada, ya yang tipe satu ini tidak bisa di situ, ya tidak ada. Ok, jadi tidak mungkin pakai yang preposition.”

 To make sure that the students understand the point.

6. Data: “Please bring with you a new book. A clean book. Yang dimaksud clean itu maksudnya jangan sampai ada err…exercise itu kan pasti ada banyak exercise nya. Nah, jawabannya langsung sudah ada 5 soal karena semester lalu mungkin jawabannya seperti itu. You will not understand if you do that.”  To approach the students so that they know the correct way of learning

grammar.

7. Data: “…because it doesn’t have to be a genius to pass grammar. We are all here not geniuses. Tidak ada kan, ya yang jenius di sini? Saya juga tidak, gitu ya. Jadi memang tidak perlu pintar sekali, gitu ya sampai harus bisa lulus grammar. What you need is being serious.”

 To approach the students so that they know the correct way of learning grammar.

8. Data: “Do you still remember what is considered a clause? What is a clause? And what makes it different from a phrase? How do you think about the verb? What kind of verb do we use in a clause? How many kinds of verbs? Ini saya mundur terus nih. Pertanyaannya mulai dari adjective patterns harusnya sudah tahu. Mundur terus sekarang sudah ke verb patterns.”

 To repeat the question as nobody seemed to be ready with the answer.

9. Data: “what kinds or how many kinds of verb do we have? Ada berapa jenis verb?”

10. Data: “Ok, so if we look at this sentence we have two, ya two verbs. Which one or which ones are the finite verb? Ini semuanya verb. Need or to take or both?”

 To repeat the question as nobody seemed to be ready with the answer.

11. Data: “need is a finite verb. What about to take? Non finite verb, ok. How can you say that need is a finite verb? Cara ngetesnya bagaimana?”

 To repeat the question as nobody seemed to be ready with the answer.

12. Data: “Ok, is it clear about the point here? Something about clauses? At least two clauses in a compound sentence have two finite verbs. Tinggal dilihat saja finite verb nya ada berapa gitu ya. Kalau ada minimal dua jadi berarti bisa lebih dari dua, ya. Kriteria pertama sudah terpenuhi.”

 To make sure that the students understand the point.

13. Data: “So, to make that sentence called a compound sentence err…they have to meet these two criteria. Jadi tidak bisa kan ini sudah dua, ya tapi clause dua plus conjunction nya juga harus itu, ya. Jadi kriterianya harus dua, ya. Dua-duanya harus terpenuhi.”

 To make sure that the students understand the point.

14. Data: “These are the conjunction that we can use in compound sentences. Basically we have five: and, but, or, so, for. In each conjunction here we have variations. Jadi tidak berarti kita harusnya pakai and terus gitu, tidak ya. We can have in addition, moreover, furthermore, what’s more, on top of that, so these are the variations.”

15. Data: “Now, after the first clause we will put a semi colon, titik koma, ya…semi colon.”

 To make sure that the students understand the point.

16. Data: “Interchangeable means that you can just change besides with moreover. It won’t change the meaning of the sentence, ya. You don’t like moreover you can just change it into on top of that, let’s say. It won’t change the meaning. Jadi itu bisa dibongkar pasang ya. Saya tidak mau pakai furthermore pokoknya tidak mau saja, ya. Kamu bisa pakai what’s more misalnya ya, silahkan. Arti tidak akan berubah jadi ini tidak terlalu sulit, ya silahkan pakai yang mana saja yang penting tujuannya atau fungsinya sama.”  To make sure that the students understand the point.

17. Data: “The next one so type. In Indonesian so means? Ya? Maka, maka ya. Ok if we use maka or so in your sentence what do you think about the function of so?”

 To make sure that the students understand the point.

18. Data: “Connector number five is for. There is no variation, so you can only use for as a connector. In Indonesian for means? Karena, ya. This is not for in the meaning of untuk.”

 To make sure that the students understand the point.

19. Data: “This is not preposition. Kalo for artinya untuk itu untuk preposition. We are not talking about prepositions here.”

20. Data: “Now, the connectors in a but type are not interchangeable. Kalau tadi, dari tadi apa tuh, yang so boleh kan pakai ini. Tidak mau pakai yang lain silahkan tidak akan ada beda arti, ya. And juga seperti itu or juga seperti itu. Ini tidak, ya. So, in a but type the connectors in your book there, eight connectors can be classified…can be sub classified into three groups.”

 To make sure that the students understand the point.

21. Data: “This is something that we don’t expect. But we don’t use opposite. Jadi ini bukan lawan kata ya. Rich sama stingy itu. Lawan katanya rich adalah poor, ok.”

 To make sure that the students understand the point.

22. Data: “So, if we look about the ideas of the two clauses here. He didn’t feel mad at all. Dia tidak tersinggung, ya. Tidak marah, tidak tersinggung. So, it is the idea.”

 To make sure that the students understand the point.

23. Data: “Not feel mad and the second idea, he is very pleased. Tidak tersinggung, tidak marah, sangat senang…sama kan, ya. So, if actually the ideas are the same, it’s just the way you discuss the idea is different, we use on the contrary.”

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

The population of Indonesia has different cultures and languages so that the people are mostly bilingual or even multilingual. Bilingual Families Perth, a source from the Internet, gives two definitions of bilingualism: “a) bilingual is the use of more than one language, and b) bilingual is the ability of people to communicate naturally and fluently in more than one language in all areas of life.”

Both definitions can be applied to bilingual communities in Indonesia. In everyday life, most Sundanese native speakers can be said to be able to speak Indonesian fluently and naturally in all their activities. This indicates that they are bilingual according to the second definition. On the other hand, in most English classes in Indonesia, the Indonesian teacher and students are expected to speak English, which indicates that they are a bilingual community according to the first definition. This kind of bilingual community can also be found in the English

Department of Maranatha Christian University, including in the classes of grammar, which the students find as a hard subject.

Grammar is regarded as a hard subject when it is seen from the big number of students failing in every grammar examination. This subject is ideally taught in English but in practice the lecturer cannot avoid switching to Indonesian when teaching. The lecturer’s code-switching is believed to be for pedagogical purposes, specifically to help students understand the harder grammar points more easily. To obtain the real description of the lecturer’s code-switching, this study attempts to investigate the lecturer’s utterances in the grammar classes.

I choose a particular lecturer of grammar classes as the data source of my study because as a student, I see her almost everyday and in the grammar classes where she taught me, I found that she practiced a lot of code-switching although she could speak English fluently. She is a senior lecturer as she has been teaching English grammar in the Department for more than 10 years. The lecturer is a non-native English speaker who can speak naturally both in her mother tongue (Indonesian) and in her second language (English). On the other hand, the students are native speakers of Indonesian who have learned a significant amount of English but mostly are still unable to communicate in English naturally.

In the grammar classes, the lecturer usually explains the topic by using simple language and by translating some expressions; therefore, code-switching will often occur in the class. I want to support the idea that to teach a difficult subject like grammar, code-switching is necessary to help students understand the

topic more easily. In addition, I also want to know the lecturer’s purposes of using code-switching in the class.

Code-switching is interesting to discuss because the users can have different purposes and the code-switching practices may have different consequences. Therefore, the topic of code-switching becomes a challenge for me to find out some reasons or purposes behind the speakers’ use of code-switching in their communication. More specifically, I am interested in investigating the use of switching in the classroom, which may be different from the code-switching in everyday communication.

In this thesis, I obtain the research data from observing two classes of Grammar: Connecting Ideas, which is given in the sixth semester. This is the ultimate subject of grammar in the English Department. Consequently, this subject may become the hardest subject of grammar for the students. I am interested to know why the lecturer uses code-switching despite the fact that the students in the sixth semester have obtained sufficient skills to communicate in English.

The theory used to analyze the code-switching in this study is specifically taken from the study of Liu Aichun, who classifies code-switching into five types: a) For compensating the teacher’s linguistic incompetence and insecurity, b) For ease of expression, c) For translation of new and unfamiliar words and expressions, d) Repetitive function, and e) Socializing function. This theory is more suitable for this present study than that of Koziol, because Koziol’s theory was used in a study of code-switching in a multilingual community, whereas

Liu’s theory was applied to a code-switching study in English Foreign Language classrooms.

This research is significant because it may be useful for the students and the lecturers of English subjects in an English department. The students can be helped to realize that code-switching is sometimes useful to support the teaching activities. The study may also help them realize that people have certain purposes behind their use of code-switching. On the other hand, the lecturers may be helped to control their code-switching practice and to realize the consequences of their switching. Also, it may help them be aware and see which code-switched utterances are necessary and which are not. Finally, it is hoped that after having better understanding of code-switching in the classroom, teachers or lecturers of English subjects will improve her teaching practices so that the students will get better achievements in their studies.

1.2 Statement of the Problem

In this thesis, I would like to discuss the following problems: 1. Which expressions in the lecturer’s utterances indicate code-switching? 2. What is the function of the code-switching in each of the data?

3. What are the lecturer’s purposes in performing the code-switching?

1.3Purpose of the Study

Based on the statement of the problem, the purposes of the study are formulated as follows:

1. to identify the expressions in the lecturer’s utterances that indicate code-switching.

2. to classify the functions of the code-switching in the data.

3. to reveal the lecturer’s purposes in performing the code-switching.

1.4 Method of Research

In gathering and processing the data for my study, first, I recorded the lecturer’s utterances during her teaching in two grammar classes. Second, I collected, selected and classified the code-switching data, which were in the forms of Indonesian sentences or phrases that the lecturer uttered in the grammar classes. Third, I interviewed the lecturer to reveal her purposes of using switching in the grammar classes. I analyzed the data by using the theory of code-switching functions. Finally, I wrote the thesis.

1.4Organization of the Thesis

This thesis consists of four chapters. The first chapter is the Introduction, which contains the Background of the Study, Statement of the Problem, Purpose of the Study, Method of Research, and Organization of the Thesis. The second chapter provides the Theoretical Framework, which contains the linguistic approaches used to analyze the code-switching in the teacher’s utterances. Chapter Three presents the analysis of the code-switching in the two grammar classes. The last chapter is the Conclusion, which contains my opinion based on my findings in the data analysis. The thesis ends with the Bibliography and

Appendices, which contain the transcriptions of the lecturer’s utterances and the interview questions and results.

CHAPTER FOUR

CONCLUSION

In this chapter, I would like to draw some conclusions based on the analysis that I have carried out in the previous chapter. After recording, interviewing and doing the analysis of the lecturer’s utterances, I find out that the lecturer has performed code-switching, which according to the theory belongs to several types of function. Moreover, the code-switching in the lecturer’s utterances has different purposes.

From the 23 data that have been analyzed, I find that most of the data (18 data) show that the code-switching happens because the lecturer wants to deliver her explanation well to the students so that the students will understand better what she has said before. According to Liu’s theory of the functions of code-switching, 21 code-switching utterances in the data can be said to have the

Repetitive function. In addition, there are also one data showing For translation of new and unfamiliar words or expression function and three data showing

The findings demonstrate that the code-switching that most frequently happens in the lecturer’s utterances belongs to the Repetitive function. In my opinion, this is due to the fact that the lecturer wants very much that the students understand her explanation. Also, it has become habitual for the lecturer to repeat her explanation by code-switching to make the students understand the subject better. In addition, she uses code-switching to avoid the students’ misunderstanding. In this case, I would like to give an example taken from data number 1 when the lecturer is explaining the different placements of an inversion by using not until, only when, only after and hardly or no sooner. She repeats her explanation by code-switching from English to Indonesian to convey the same idea or message.

I would also like to point out that there is one data showing the code-switching using For translation of new and unfamiliar words or expression function, which occurs when the lecturer introduces new vocabulary or unfamiliar words. In this case, the code-switching utterances happen because the lecturer is afraid that the students do not understand her explanation of the new words or the unfamiliar words. So, the lecturer translates the English word into Indonesian as a quick method to explain the subject. As mentioned in the analysis of Data 18, this function can be recognized when the lecturer translates the English word for into Indonesian. The lecturer has to translate the English word for because there are different meanings of for in English and in Indonesian. The code-switching occurs in the utterance because the lecturer tries to avoid the students’ misunderstanding.

Meanwhile, there are also three data showing Socializing function, which is used by the lecturer to get the rapport-building purpose, to make the lecturer have a closer relationship with the students; therefore, the solidarity or relationship between the lecturer and the students can be developed or maintained. This type of code-switching happens because the lecturer wants to approach the students so her explanation can be delivered well and the students will understand the subject better. This function can be seen in the analysis of Data 8, when the lecturer asks her students about the meaning of a clause. In addition, she asks about the difference between a clause and a phrase. She uses code-switching type of Socializing function because she wants to show her concern for the students or to show her understanding of her students’ problem in answering her question. So, by using code-switching, she wants to show her attention when she has not received the expected response from the students.

Besides those three functions that I have found in the analysis, according to Liu’s theory, there are two other functions that I do not use in this analysis. The first is For compensating the teacher’s linguistic incompetence and insecurity function, which happens when the lecturer is unable to remember the required English word at the moment of uttering or when she is uncertain about which English words she should use. In my opinion, this kind of code-switching function is not found because the lecturer is fluent in English. Therefore, she never feels uncertain about which English words she should use and she always remembers or knows the words that she wants to convey to the students. So, this function of code-switching never occurs in the classes.

The other function that the lecturer does not use is For ease of expression function. This function can be recognized when a speaker switches from English to Indonesian because there is no equivalent expression of an Indonesian specific term in English or the English equivalent expression of the term is not easy to retrieve. In my opinion, this function is not used by the lecturer because in English grammar classes specific terms in Indonesian are not used in the class. For example, the word verb in English has an equivalent in Indonesian, which is kata kerja. So, the lecturer does not need to use code-switching in her explanation because the students know exactly what is meant by verb in Indonesian. The case will be different if she teaches Indonesian culture, in which For ease of expression function is likely used by the lecturer, for example when teaching the words batik and canting.

From the analysis I know that according to Liu’s theory, the lecturer has used three types of code-switching function. The types are For translation of new and unfamiliar words and expressions, Repetitive function, and

Socializing function. In my opinion, the lecturer’s code-switching utterances can be classified into the effective and ineffective ones. I would like to give an example taken from the analysis of Data 18, when the lecturer is explaining the different meanings of for in English and Indonesian. I think this code-switching is effective to be used because most of the students do not know that the word for can have different meanings in English and in Indonesian. So, this code-switching is very useful to make the students understand and to avoid the students’ misunderstanding.

The ineffective code-switching can be seen from the analysis of Data 23, when the lecturer translates the English sentence he didn’t feel mad at all into Indonesian. I think this code-switch is not effective because it is a grammar class which is given in the sixth semester. This is the ultimate subject of grammar in the English Department so the students in the sixth semester have obtained sufficient skills to communicate in English. In my opinion, the students will understand the meaning of the English sentence even if the lecturer does not translate it into Indonesian. This code-switching is not influential for the students. It will not give a new knowledge to them.

As a closing remark, I would like to say that when a lecturer, especially in the English Department, performs code-switching, the act is not only useful for helping the students to understand the message better but it is also worth analyzing to reveal the types of the code-switching and the lecturer’s purposes in doing the code-switching.

BIBLIOGRAPHY

Reference

Gumperz, John Joseph. Discourse Strategies. Cambridge: Cambridge University Press, 1982.

Holmes, Janet. An Introduction to Sociolinguistics. London: Pearson Education, 1992.

Milroy, Ann Lesley, and Muysken, Pieter Cornelis. One Speaker, Two Languages: Cross-disciplinary Perspective on Code-switching. Cambridge: Cambridge University Press, 1993.

Electronic Publications

Koziol, Jessica Marie. “Code-switching Between Spanish and English in

Contemporary American Society.” May 2000

http://www.smcm.edu/aldiv/ilc/pdfdocks/Koziolpdf/

Liu, Aichun. “Teacher Code-switching Between English and Chinese in

English-as Foreign-Language Classroom.” 8 August 2009

http://www.beiwaionline.com/tutor/2003collection/liuaichun.html “Bilingual Families Perth.” Bilingualism 15 September 2003

The findings demonstrate that the code-switching that most frequently happens in the lecturer’s utterances belongs to the Repetitive function. In my opinion, this is due to the fact that the lecturer wants very much that the students understand her explanation. Also, it has become habitual for the lecturer to repeat her explanation by code-switching to make the students understand the subject better. In addition, she uses code-switching to avoid the students’ misunderstanding. In this case, I would like to give an example taken from data number 1 when the lecturer is explaining the different placements of an inversion by using not until, only when, only after and hardly or no sooner. She repeats her explanation by code-switching from English to Indonesian to convey the same idea or message.

I would also like to point out that there is one data showing the code-switching using For translation of new and unfamiliar words or expression function, which occurs when the lecturer introduces new vocabulary or unfamiliar words. In this case, the code-switching utterances happen because the lecturer is afraid that the students do not understand her explanation of the new words or the unfamiliar words. So, the lecturer translates the English word into Indonesian as a quick method to explain the subject. As mentioned in the analysis of Data 18, this function can be recognized when the lecturer translates the English word for into Indonesian. The lecturer has to translate the English word for because there are different meanings of for in English and in Indonesian. The code-switching occurs in the utterance because the lecturer tries to avoid the students’ misunderstanding.

Meanwhile, there are also three data showing Socializing function, which is used by the lecturer to get the rapport-building purpose, to make the lecturer have a closer relationship with the students; therefore, the solidarity or relationship between the lecturer and the students can be developed or maintained. This type of code-switching happens because the lecturer wants to approach the students so her explanation can be delivered well and the students will understand the subject better. This function can be seen in the analysis of Data 8, when the lecturer asks her students about the meaning of a clause. In addition, she asks about the difference between a clause and a phrase. She uses code-switching type of Socializing function because she wants to show her concern for the students or to show her understanding of her students’ problem in answering her question. So, by using code-switching, she wants to show her attention when she has not received the expected response from the students.

Besides those three functions that I have found in the analysis, according to Liu’s theory, there are two other functions that I do not use in this analysis. The first is For compensating the teacher’s linguistic incompetence and insecurity function, which happens when the lecturer is unable to remember the required English word at the moment of uttering or when she is uncertain about which English words she should use. In my opinion, this kind of code-switching function is not found because the lecturer is fluent in English. Therefore, she never feels uncertain about which English words she should use and she always remembers or knows the words that she wants to convey to the students. So, this function of code-switching never occurs in the classes.

The other function that the lecturer does not use is For ease of expression function. This function can be recognized when a speaker switches from English to Indonesian because there is no equivalent expression of an Indonesian specific term in English or the English equivalent expression of the term is not easy to retrieve. In my opinion, this function is not used by the lecturer because in English grammar classes specific terms in Indonesian are not used in the class. For example, the word verb in English has an equivalent in Indonesian, which is kata kerja. So, the lecturer does not need to use code-switching in her explanation because the students know exactly what is meant by verb in Indonesian. The case will be different if she teaches Indonesian culture, in which For ease of expression function is likely used by the lecturer, for example when teaching the words batik and canting.

From the analysis I know that according to Liu’s theory, the lecturer has used three types of code-switching function. The types are For translation of new and unfamiliar words and expressions, Repetitive function, and Socializing function. In my opinion, the lecturer’s code-switching utterances can be classified into the effective and ineffective ones. I would like to give an example taken from the analysis of Data 18, when the lecturer is explaining the different meanings of for in English and Indonesian. I think this code-switching is effective to be used because most of the students do not know that the word for can have different meanings in English and in Indonesian. So, this code-switching is very useful to make the students understand and to avoid the students’ misunderstanding.

The ineffective code-switching can be seen from the analysis of Data 23, when the lecturer translates the English sentence he didn’t feel mad at all into Indonesian. I think this code-switch is not effective because it is a grammar class which is given in the sixth semester. This is the ultimate subject of grammar in the English Department so the students in the sixth semester have obtained sufficient skills to communicate in English. In my opinion, the students will understand the meaning of the English sentence even if the lecturer does not translate it into Indonesian. This code-switching is not influential for the students. It will not give a new knowledge to them.

As a closing remark, I would like to say that when a lecturer, especially in the English Department, performs code-switching, the act is not only useful for helping the students to understand the message better but it is also worth analyzing to reveal the types of the code-switching and the lecturer’s purposes in doing the code-switching.

BIBLIOGRAPHY

Reference

Gumperz, John Joseph. Discourse Strategies. Cambridge: Cambridge University Press, 1982.

Holmes, Janet. An Introduction to Sociolinguistics. London: Pearson Education, 1992.

Milroy, Ann Lesley, and Muysken, Pieter Cornelis. One Speaker, Two Languages: Cross-disciplinary Perspective on Code-switching. Cambridge: Cambridge University Press, 1993.

Electronic Publications

Koziol, Jessica Marie. “Code-switching Between Spanish and English in Contemporary American Society.” May 2000 http://www.smcm.edu/aldiv/ilc/pdfdocks/Koziolpdf/

Liu, Aichun. “Teacher Code-switching Between English and Chinese in English-as Foreign-Language Classroom.” 8 August 2009 http://www.beiwaionline.com/tutor/2003collection/liuaichun.html

“Bilingual Families Perth.” Bilingualism 15 September 2003