An Analysis of Code Switching use by Teacher English at SMA N 6 SIAK HULU

CHAPTER I

INTRODUCTION

1.1 Background of the problem

Nowadays, the ability to understand a foreign language is important. Since language is used not only as a communication however language device but also as the interaction tool. However language is not only used as communication tool but also has other functions in society. People use language to express their feeling, idea and will. English is taught in most of this countries in this world because it is used as international language. It means most people in this world use English for their international language. If someone has a good ability in English, they can face the development of globalization. In Indonesia English is learnt since elementary level until university level. It aims to make students’ English ability better in order to make students’ ready to compete in the future.

At this time, some of human are bilingual because they can speak more than two language. In their communication bilingual phenomenon can occur anytime and anywhere. Someone student individual can become bilingual at the time of children and also at the time of adult. While this phenomenon can find it in family environment, school, or in other place. They usually consciously or unconsciously apply code switching and code mixing. Code mixing combines more than one language. It happen to bilingual people. Poplack (1980) and Milroy and musyken (1995) define code switching as “the alternation of two languages within a single discourse, sentence, or constituent” and as “alternative use by bilinguals of two or more language in the same conversation” respectively. I can be included that the process of alternating between two language or language varieties, in a single conversation or the use of more than one language, variety, or style by a speaker within an utterance or discourse, or between different interlocutors or situations

In a follow-up communication especially in the communication process teaching in the class, the teacher has bilingual sometimes determine the choice of code to use in communication. When code can be triggered by several things such us interlocutors, the topic of communication, situation and etc.

Dealing with the whole explanation above. A study entitled An Analysis of Code Switching use by Teacher English at SMA N 6 SIAK HULU. It focused on word written Code Switching use by teacher English.

1.2 Setting of the problem

As international language English was easy to be found such us in society, in television, advertisement, classroom, in family environment and school. In the last word, especially in the classroom many teacher use code in explanation the material, they usually consciously or unconsciously apply code in explanation the material.

Another problem that face by the writer was the student still did not know what the code switching. They even did not know that code switching was the branch of sociolinguistics. Then, through this research the writer wanted to define code switching of code switching in sentence. In this research, the writer focused on the analysis of code switching in sentence or word which use by the teacher English. The writer analysis the factor of code switching and type of code switching.

1.3 limitation of the problem

Based on the setting of the problem, the writer limited the problems on the type of code switching and factors of code switching. According to Blom & Gumperz’, the grammatical type of code switching divided into three types, they are tag code switching, intra sentential code switching, and inter sentential code switching

1.4 formulation of the problem

The problem in this research can be formulated as follows:

1. What are the types of code switching found in teaching learning process used by teacher by English teacher at SMP N 6 SIAK HULU?

2. What factors make the English teacher used code switching in teaching learning process at AMP N 6 SIAK HULU?

1.5 objective of the research

1. To know the types of code switching found in teaching learning process used by teacher by English teacher at SMP N 6 SIAK HULU

2. To know factors make the English teacher used code switching in teaching learning process at SMP N 6 SIAK HULU

1.6 significance of the research

This research gave benefits as follows: a. English Teacher

The result of the study can be used by teacher to teach their students easily. Hopefully, the teacher can teach more effective and easy. By understanding the result of the study, the teacher gives to the students’ good understanding about the material.

The result of the study can be used by the students to learn about code

switching. It can make student easy to understand to material that is given by the teacher

c. Other Researchers.

The result of the study can be used by the other researcher to conduct a further researcher dealing with using code switching in teaching learning process.

d. Readers

For the reader, the result of this can give knowledge about code switching in teaching learning process that is also can be applied in daily life.

1.7 definition of the terms.

In other to avoid misunderstanding and misinterpretation of topic of this research. It was necessary for the writer to define the following terms:

1. Analysis

Analysis was the research method that describes the existing problem solving based on the data; analyzed and interpreted the data.

2. Code switching

According Trousdale (2010) defines that code switching is the linguistics situation where a speaker will alternate between two varieties (code) in conversation with other who have similar linguistic repertoire.

CHAPHER II

THE THEORITICAL FRAMEWORK

In this chapter, the writer discusses the theories that are related sociolinguistics, code switching, types of code switching, and factors of code switching.

a. Sociolinguistics

Sociolinguistics is the branch of linguistics which studies just those properties of languages and languages which require reference to social. The simple meaning of sociolinguistics is a study relationship between language and society. Language and society cannot be separate, these two are complement each other.

Sociolinguistics actually does not focus on structure of language, but it focuses on how language is used, the use of language in society is as the way in communication. Communication always happens when social aspect used in language.

Sociolinguistic here gives contribution as regulator and how language is used in society. Sociolinguistics also deals with why people speak differently in different social contexts and identifying the social function of language as well as describing the way it is used to convey social meanings.

There are many definitions that explain above. It can be concluded that sociolinguistics is the study how people interact with society by using language as mean communication. People need language to share, express their ideas, feeling and through or when they interact one and another

Code switching is a phenomenon of language as the result of language contact in a bilingual society. It is stated that the ability of people who are able to enjoy to languages perfectly to choose between the languages in their linguistics abilities is called as code switching (Gulzar, 2010). Most of bilingual used code switching when make a conversation among them. Code switching can occur in conversation between speakers turn or within a single speakers turn. It can occur between sentence or within a single sentence. Code switching can arise from individual choice as a major identity for a group of speakers who must deal with more than one language in their common.

Code switching is as an alternative choice to show individual or community identity in a group of speaking who use two language or more in their common activity.

Wardhaugh (1998) has defined that “code switching is a conversational strategy used to establish, cross or destroy group boundaries; to create, evoke or change interpersonal relations with their rights and obligations”.

In informal situations, the use of two languages in conversation gives interactive impression than cannot be avoided. n, Lightbown (2001) defined the term as “the systematic alternating use of two languages or language varieties in within a single conversation or utterance.” In choosing language, it can occur in single sentence without changing the purpose.

Gumperz (1982) defines conversational CS as “the juxtaposition of passages of speech belonging to two different grammatical systems or subsystems within the same speech exchange”. In code switching, there is no rule in switching language, when who speakers used code switching, both of them appeared to switch between two language in the conversation and they switched languages as they wish to do.

The language users and their rational choose which language that marks their rights and obligations in social context. On the other hand, when there is no clear or unmarked language choice, the speakers practice code switching to explore possible language choice.

c. Type of code switching

According to Blom & Gumperz’, the grammatical type of code switching divided into three types, they are tag code switching, intra sentential code switching, and inter sentential code switching.

1. Tag code-switching. It involves the insertion of a tag in one language into an utterance which is otherwise entirely in the other language, e.g. you know, I mean, etc., to take some English examples. Since tags are subject to minimal syntactic restrictions, they may be easily inserted at a number of points in a monolingual utterance without violating syntactic rules.

2. Intra sentential code-switching, where switches of different types occur within the clause boundary, including within the word boundary.

3. Inter-sentential switching involves a switch at a clause or sentence boundary, where each clause or sentence is in one language or another. It may also occur between speaker turns, as in my first example.

Inter-sentential switching can be thought of as requiring greater fluency in both languages than tag switching since major portions of the utterance must conform to

d. The factors of code switching

According to Grosjean (1982: 149-152), there are ten reasons in using code switching in teaching learning process. Four of those ten reasons are applicable here. Those are: filling a linguistic need for lexical item, setting phrase, discourse marker or sentence filler

CHAPTER III

In this chapter, the writer discusses the theories that are related research design, data and data sources, technique of data collection and data analysis method.

a. Research Design

In conducting a research, it is important for a researcher to determine the research method. It is free to choose forming and planning a research. The researcher made design as approach to carry out the research. A method is kind of systematical work plan in order to make the research work become easier, so that it can achieve its main purpose. Preparing the method is the first step before doing the process of collecting and analyzing the data.

The researcher used descriptive qualitative as a research method. It was qualitative because it deals with the natural phenomenon. Generally, qualitative method was the method used to analyze the problem which are not designed or arranged using statistic procedure.

From the explanation above, the researcher concluded that this research used descriptive design with qualitative approach were development in social events to enable researches to study social and culture phenomenon and event. The design was chosen since the purpose of the study was to describe the phenomenal which occur naturally. By using the qualitative method, the type, the functions and the reason of code switching can be figured out.

So, based on this research, it described all about code switching used by English teacher at SMP N 6 SAIK HULU.

b. Data and Data Sources

The data sources of this research were the teachers’ utterances in the teaching and learning process. This research was taken the utterance of the teacher who taught English at SMP N 6 SIAK HULU. All of the utterance which containing code switching that occurred by teacher in classroom can be the data. The data were taken from the English teacher during the process of teaching and learning in the classroom.

In this research, the data was the description of teacher utterances that contained code switching. This data were gotten from the communicative event occurring in the English class between the teacher and the students.

c. Technique of Data Collection

Technique of data collection in the way to collect the data which

suitable with variable of research. In this research, the data were collected through: 1. Observation

Observation method is a technique to get information to ascertain the connection between what is happening in the classroom and the theoretical

assumptions made regarding the research questions as observation is the means by which researchers establish a connection between reality and their theoretical assumptions (Mouton & Maraiz, 1988) without relying on secondary sources. The use observation provides researchers the opportunity to get information from naturally occurring social situations.

2. Recording

The second technique in collecting the data used recording. Recording to find out the nature of the teachers.

Prakyla (1997) states that tape recording can provide highly detailed representations of social interactions. It means that recording can give provide and get information more about human behavior during in teaching. Swann (1993) too claims that transcripts of audio and video recording provide readily accessible records of spoken language. It can be included that transcription can provide information to accessible of spoken language.

3. Interview

The last technique in collecting the data used interview. Interview is the most technic to collect the data. Goodwin (2007) defines a structured open ended interview as a method where a set pattern of questions are worked out prior to the interview and then asked in a precise order. It can be inform that interview to get accurate information through asking questions and getting the answer to react verbally. The interview was conducted by making conversation between researcher and teacher.

4. Data Analysis Method

In the previous discussion, this has been discussed that this is the qualitative research, the researcher intended to describe the data obtained, as they were found

in the field. After collecting data, th researcher too the next step that is was analyzing the data.

d. The factors of code switching

According to Grosjean (1982: 149-152), there are ten reasons in using code switching in teaching learning process. Four of those ten reasons are applicable here. Those are: filling a linguistic need for lexical item, setting phrase, discourse marker or sentence filler

CHAPTER III

In this chapter, the writer discusses the theories that are related research design, data and data sources, technique of data collection and data analysis method.

a. Research Design

In conducting a research, it is important for a researcher to determine the research method. It is free to choose forming and planning a research. The researcher made design as approach to carry out the research. A method is kind of systematical work plan in order to make the research work become easier, so that it can achieve its main purpose. Preparing the method is the first step before doing the process of collecting and analyzing the data.

The researcher used descriptive qualitative as a research method. It was qualitative because it deals with the natural phenomenon. Generally, qualitative method was the method used to analyze the problem which are not designed or arranged using statistic procedure.

From the explanation above, the researcher concluded that this research used descriptive design with qualitative approach were development in social events to enable researches to study social and culture phenomenon and event. The design was chosen since the purpose of the study was to describe the phenomenal which occur naturally. By using the qualitative method, the type, the functions and the reason of code switching can be figured out.

So, based on this research, it described all about code switching used by English teacher at SMP N 6 SAIK HULU.

b. Data and Data Sources

The data sources of this research were the teachers’ utterances in the teaching and learning process. This research was taken the utterance of the teacher who taught English at SMP N 6 SIAK HULU. All of the utterance which containing code switching that occurred by teacher in classroom can be the data. The data were taken from the English teacher during the process of teaching and learning in the classroom.

In this research, the data was the description of teacher utterances that contained code switching. This data were gotten from the communicative event occurring in the English class between the teacher and the students.

c. Technique of Data Collection

Technique of data collection in the way to collect the data which

suitable with variable of research. In this research, the data were collected through: 1. Observation

Observation method is a technique to get information to ascertain the connection between what is happening in the classroom and the theoretical

assumptions made regarding the research questions as observation is the means by which researchers establish a connection between reality and their theoretical assumptions (Mouton & Maraiz, 1988) without relying on secondary sources. The use observation provides researchers the opportunity to get information from naturally occurring social situations.

2. Recording

The second technique in collecting the data used recording. Recording to find out the nature of the teachers.

Prakyla (1997) states that tape recording can provide highly detailed representations of social interactions. It means that recording can give provide and get information more about human behavior during in teaching. Swann (1993) too claims that transcripts of audio and video recording provide readily accessible records of spoken language. It can be included that transcription can provide information to accessible of spoken language.

3. Interview

The last technique in collecting the data used interview. Interview is the most technic to collect the data. Goodwin (2007) defines a structured open ended interview as a method where a set pattern of questions are worked out prior to the interview and then asked in a precise order. It can be inform that interview to get accurate information through asking questions and getting the answer to react verbally. The interview was conducted by making conversation between researcher and teacher.

4. Data Analysis Method

In the previous discussion, this has been discussed that this is the qualitative research, the researcher intended to describe the data obtained, as they were found

in the field. After collecting data, th researcher too the next step that is was analyzing the data.