The use of code switching in the English language education study program lecturers` instructional languages.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRACT

Mukti, Thomas Wahyu Prabowo. (2016). The Use of Code Switching in the
English Language Education Study Program Lecturers’ Instructional Languages.
Yogyakarta: English Language Education Study Program, Sanata Dharma
University.
The fact that many languages exist in this world makes people tend to learn
new languages. The phenomenon of learning new languages leads to another
phenomenon; code switching. Further, language is an essential mean of
communication in teaching and learning activities. In the English Language
Education Study Program (ELESP), English is the main instructional language for
teaching and learning activities. Considering that English was not students’ first
language, some lecturers employed code switching to help third-semester students
in learning English.
With regard to this phenomenon, this study addressed two research
questions. First, what the types of code switching ELESP lecturers employ in their
instructional languages are and second, what the reasons for ELESP lecturers to
employ code switching in their instructional languages are. Thus, the writer would
like to discover the types of code switching employed by lecturers and the reasons

why the lecturers employed the code switching in their instructional languages.
This study belonged to a basic interpretative study. It employed interview
guidelines to understand the experiences of the lecturers who employed code
switching. The data were mainly from the statements or utterances said by
lecturers on the interviews. Then, the data were analyzed using Creswell’s (2009)
qualitative data method. Afterward, the analyzed data were classified based on the
types of code switching by Bloom and Gumperz (1972) and Wardhaugh (2006) to
address the first research question. Then, the writer referred to reasons for codeswitching by Hoffman (1991), Holmes (1992) and Wardhaugh’s (2006) studies to
address the second research questions. The interview, verification, and validation
were conducted during January 2016 to May 2016.
The results of this study showed that the lecturers employed both situational
and metaphorical code switching. Situational code switching was mostly
employed by the lecturers to accommodate the students with low level of English
and to create less stressful situations in the class. In addition, the writer found that
the participants of the study code-switched for the reasons which can be classified
into topic, addressee, emphasis, persuasion, solidarity and affection based on
Hoffman (1991), Holmes (1992) and Wardhaugh’s (2006) studies. In addition, the
writer also found two other reasons which were the nature of the subject and
strategy. The results of the study also revealed that the use of code switching in
lecturers’ instructional languages was for the students’ understanding.

Keywords: code switching, ELESP, lecturers

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRAK

Mukti, Thomas Wahyu Prabowo. (2016). The Use of Code Switching in English
Language Education Study Program Lecturers’ Instructional Languages.
Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata
Dharma
Fakta bahwa ada banyak bahasa di dunia ini menyebabkan orang
cenderung untuk mempelajari bahasa yang baru. Fenomena orang-orang
mempelajari bahasa yang baru menciptakan fenomena lainya: code switching.
Secara spesifik, bahasa adalah media yang penting untuk berkomunikasi pada
kegiatan pembelajaran. Pada Program Studi Pendidikan Bahasa Ingris (PBI),
bahasa Inggris menjadi bahasa pengantar utama dalam aktivitas belajar
mengajar. Para dosen menyadari bahwa bahasa Inggris bukan bahasa ibu dari
mahasiswa sehingga para dosen mengunakan code switching untuk membantu
mahasiswa semester tiga dalam belajar bahasa Inggris.
Penelitian ini didasarkan pada fenomena tersebut dan ditujukan untuk

menjawab dua pertanyaan. Pertama, tipe code switching apa yang digunakan
oleh dosen-dosen PBI pada bahasa pengantar mereka. Kedua, alasan apa yang
melatarbelakangi penggunaan code switching pada bahasa pengantar mereka.
Berdasarkan dua pertanyaan tersebut, peneliti ingin mengetahui tipe code
switching yang digunakan dan alasan para dosen menggunakan code switching
pada bahasa pengantar mereka.
Penelitian ini adalah studi penalaran dasar. Wawancara digunakan dalam
penelitian ini untuk memahami pengalaman para dosen yang menggunakan code
switching. Data penelitian ini berasal dari pernyataan atau ungkapan para dosen
pada saat wawancara. Data kemudian dianalisis menggunakan metode penelitian
Creswell (2009). Data yang sudah dianalisis kemudian dikelompokkan
berdasarkan tipe code switching menurut Blom dan Gumperz (1972) dan
Wardhaugh (2006) untuk menjawab pertanyaan pertama. Lalu, peneliti merujuk
pada alasan melakukan code switching menurut Hoffman (1991), Holmes (1992)
dan Wardhaugh (2006) untuk menjawab pertanyaan kedua. Wawancara,
verifikasi dan validasi dilaksanakan pada bulan Januari sampai Mei 2016.
Hasil penelitian ini menunjukkan bahwa para dosen menggunakan
situational dan metaphorical code switching. Situational code switching lebih
banyak digunakan para dosen untuk mengakomodasi para mahasiswa yang
kemampuan bahasa Inggrisnya masih rendah dan untuk menciptakan situasi yang

lebih santai di kelas. Selain itu, peneliti menemukan bahwa para peserta
penelitian ini melakukan code switching dengan alasan yang bisa diklasifikasikan
menjadi enam alasan berdasarkan penelitian Hoffman (1991), Holmes (1992) and
Wardhaugh’s (2006), yaitu topik, peserta, penekanan, persuasi, solidaritas dan
afeksi. Selain itu, peneliti juga menemukan dua alasan lainnya yaitu sifat mata
kuliah dan sebagai strategi. Hasil penelitian ini menunjukkan bahwa penggunaan

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

code switching pada bahasa pengantar dosen adalah untuk membantu
pemahaman mahasiswa.
Kata kunci: code switching, PBI, para dosen

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

THE USE OF CODE SWITCHING
IN THE ENGLISH LANGUAGE EDUCATION STUDY
PROGRAM LECTURERS’ INSTRUCTIONAL LANGUAGES

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Thomas Wahyu Prabowo Mukti
Student Number: 121214025
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2016

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

THE USE OF CODE SWITCHING
IN THE ENGLISH LANGUAGE EDUCATION STUDY
PROGRAM LECTURERS’ INSTRUCTIONAL LANGUAGES

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Thomas Wahyu Prabowo Mukti
Student Number: 121214025

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTYOF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2016

i

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRACT

Mukti, Thomas Wahyu Prabowo. (2016). The Use of Code Switching in the
English Language Education Study Program Lecturers’ Instructional Languages.
Yogyakarta: English Language Education Study Program, Sanata Dharma
University.
The fact that many languages exist in this world makes people tend to learn
new languages. The phenomenon of learning new languages leads to another
phenomenon; code switching. Further, language is an essential mean of
communication in teaching and learning activities. In the English Language
Education Study Program (ELESP), English is the main instructional language for

teaching and learning activities. Considering that English was not students’ first
language, some lecturers employed code switching to help third-semester students
in learning English.
With regard to this phenomenon, this study addressed two research
questions. First, what the types of code switching ELESP lecturers employ in their
instructional languages are and second, what the reasons for ELESP lecturers to
employ code switching in their instructional languages are. Thus, the writer would
like to discover the types of code switching employed by lecturers and the reasons
why the lecturers employed the code switching in their instructional languages.
This study belonged to a basic interpretative study. It employed interview
guidelines to understand the experiences of the lecturers who employed code
switching. The data were mainly from the statements or utterances said by
lecturers on the interviews. Then, the data were analyzed using Creswell’s (2009)
qualitative data method. Afterward, the analyzed data were classified based on the
types of code switching by Bloom and Gumperz (1972) and Wardhaugh (2006) to
address the first research question. Then, the writer referred to reasons for codeswitching by Hoffman (1991), Holmes (1992) and Wardhaugh’s (2006) studies to
address the second research questions. The interview, verification, and validation
were conducted during January 2016 to May 2016.
The results of this study showed that the lecturers employed both situational
and metaphorical code switching. Situational code switching was mostly

employed by the lecturers to accommodate the students with low level of English
and to create less stressful situations in the class. In addition, the writer found that
the participants of the study code-switched for the reasons which can be classified
into topic, addressee, emphasis, persuasion, solidarity and affection based on
Hoffman (1991), Holmes (1992) and Wardhaugh’s (2006) studies. In addition, the
writer also found two other reasons which were the nature of the subject and
strategy. The results of the study also revealed that the use of code switching in
lecturers’ instructional languages was for the students’ understanding.
Keywords: code switching, ELESP, lecturers
vi

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRAK

Mukti, Thomas Wahyu Prabowo. (2016). The Use of Code Switching in English
Language Education Study Program Lecturers’ Instructional Languages.
Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata
Dharma
Fakta bahwa ada banyak bahasa di dunia ini menyebabkan orang

cenderung untuk mempelajari bahasa yang baru. Fenomena orang-orang
mempelajari bahasa yang baru menciptakan fenomena lainya: code switching.
Secara spesifik, bahasa adalah media yang penting untuk berkomunikasi pada
kegiatan pembelajaran. Pada Program Studi Pendidikan Bahasa Ingris (PBI),
bahasa Inggris menjadi bahasa pengantar utama dalam aktivitas belajar
mengajar. Para dosen menyadari bahwa bahasa Inggris bukan bahasa ibu dari
mahasiswa sehingga para dosen mengunakan code switching untuk membantu
mahasiswa semester tiga dalam belajar bahasa Inggris.
Penelitian ini didasarkan pada fenomena tersebut dan ditujukan untuk
menjawab dua pertanyaan. Pertama, tipe code switching apa yang digunakan
oleh dosen-dosen PBI pada bahasa pengantar mereka. Kedua, alasan apa yang
melatarbelakangi penggunaan code switching pada bahasa pengantar mereka.
Berdasarkan dua pertanyaan tersebut, peneliti ingin mengetahui tipe code
switching yang digunakan dan alasan para dosen menggunakan code switching
pada bahasa pengantar mereka.
Penelitian ini adalah studi penalaran dasar. Wawancara digunakan dalam
penelitian ini untuk memahami pengalaman para dosen yang menggunakan code
switching. Data penelitian ini berasal dari pernyataan atau ungkapan para dosen
pada saat wawancara. Data kemudian dianalisis menggunakan metode penelitian
Creswell (2009). Data yang sudah dianalisis kemudian dikelompokkan

berdasarkan tipe code switching menurut Blom dan Gumperz (1972) dan
Wardhaugh (2006) untuk menjawab pertanyaan pertama. Lalu, peneliti merujuk
pada alasan melakukan code switching menurut Hoffman (1991), Holmes (1992)
dan Wardhaugh (2006) untuk menjawab pertanyaan kedua. Wawancara,
verifikasi dan validasi dilaksanakan pada bulan Januari sampai Mei 2016.
Hasil penelitian ini menunjukkan bahwa para dosen menggunakan
situational dan metaphorical code switching. Situational code switching lebih
banyak digunakan para dosen untuk mengakomodasi para mahasiswa yang
kemampuan bahasa Inggrisnya masih rendah dan untuk menciptakan situasi yang
lebih santai di kelas. Selain itu, peneliti menemukan bahwa para peserta
penelitian ini melakukan code switching dengan alasan yang bisa diklasifikasikan
menjadi enam alasan berdasarkan penelitian Hoffman (1991), Holmes (1992) and
Wardhaugh’s (2006), yaitu topik, peserta, penekanan, persuasi, solidaritas dan
afeksi. Selain itu, peneliti juga menemukan dua alasan lainnya yaitu sifat mata
kuliah dan sebagai strategi. Hasil penelitian ini menunjukkan bahwa penggunaan
vii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

code switching pada bahasa pengantar dosen adalah untuk membantu
pemahaman mahasiswa.
Kata kunci: code switching, PBI, para dosen

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ACKNOWLEDGEMENTS

First of all, I would like to say my deepest gratitude to God for His blessings
in my life. Then, I respectfully express my gratitude to my advisor, Dr. Retno
Muljani, M.Pd. I would especially thank Dr. Antonius Herujiyanto, M.A.,
Christina Lhaksmita Anandari, S.Pd., Ed.M., Concilianus Laos Mbato, M.A.,
Ed.D., Truly Almendo Pasaribu, S.S., M.A., Drs. Y.B. Gunawan, M.A., Made
Frida Yulia, M.Pd. for becoming my research participants and especially for
their time and patience. I thank Yuseva Ariyani Iswandari, S.Pd., M.Ed. who
listened to my sharing and gave me suggestions to deal with my problems related
to my thesis and campus life.
I also would like to thank my beloved parents, Agustinus Tarmuji and
Christina Muryatmini, for their love, prayers, support and patience. Moreover, I
would like to thank my sisters, Luciana Fitriani and Luciana Wega Pawestri
for their support. In addition, I thank my girlfriend, Sita Swadesti Asnan Putri,
for her sincere love, support and patience.
I would never forget my best friends, Nanang, Indra, Abet, Resya, Alin,
Fira, Michael, Yoga, Vita, Prima and the whole members of “The A Team”
for being such best friends during my study in ELESP. I do hope that they would
be able to finish their thesis on time. In addition, I would thank my beloved
colleagues on the TRAIN8 (Regina, Ajeng, Ave, Fira, and Geri) who helped me
to finish the SPD class. I also thank my communities (Pengabdian Masyarakat,
Lembaga Bahasa, and EEPro) for the opportunity to learn about lives.
I am deeply indebted to my beloved SPD lecturers, Dra. Lanny Anggawati
and Endang Widyawati, M.Pd., who have allowed me to get my score faster
than other friends to allow me to submit my final draft. Additionally, I would
thank Simon Arsa Manggala, S.S., M.Hum. and Wedhowerti, S.Pd., M.Hum.

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

for their help in validating my thesis. I also thank my proofreaders (Resya,
Nanang, Mas Wisnu, and Mbak Elsa) for their help.

Thomas Wahyu Prabowo Mukti

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

TABLE OF CONTENTS
Page
TITLE PAGE ............................................................................................

i

APPROVAL PAGES ................................................................................

ii

STATEMENT OF WORK’S ORIGINALITY ........................................

iv

PERNYATAAN PERSETUJUAN PUBLIKASI ........................................

v

ABSTRACT ..............................................................................................

vi

ABSTRAK ..................................................................................................

vii

ACKNOWLEDGEMENTS ......................................................................

ix

TABLE OF CONTENTS ..........................................................................

xi

LIST OF TABLES ....................................................................................

xiv

LIST OF FIGURES ..................................................................................

xvi

LIST OF ABBREVIATIONS ................................................................... xvii
LIST OF APPENDICES........................................................................... xviii
CHAPTER I. INTRODUCTION .............................................................
A.
B.
C.
D.
E.
F.

1

Research Background ...............................................................
Problem Formulation ................................................................
Problem Limitation ...................................................................
Research Objectives..................................................................
Research Benefits .....................................................................
Definition of Terms ..................................................................

1
4
4
5
5
6

CHAPTER II. REVIEW OF RELATED LITERATURE ......................

8

A. Review of Related Studies ........................................................
B. Theoretical Description.............................................................
1. Code Switching ....................................................................
a. Definition of Code Switching ........................................
b. Types of Code Switching ..............................................
1) Situational Code Switching.....................................
2) Metaphorical Code Switching.................................
c. Reasons of Code Switching ...........................................

8
9
9
10
11
11
12
15

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1) Topic ......................................................................
2) Addressee ...............................................................
3) Emphasis ................................................................
4) Persuasion ..............................................................
5) Solidarity ................................................................
6) Affection ................................................................
d. The Use of Code Switching as a Classroom Language...
C. Theoretical Framework .............................................................

15
16
18
19
19
21
22
25

CHAPTER III. METHODOLOGY .........................................................

27

A. Research Method ......................................................................
B. Research Participants ................................................................
C. Research Instruments ................................................................
1. Human Instrument .............................................................
2. Interview Guideline ...........................................................
D. Data Gathering Techniques .......................................................
E. Data Analysis Techniques .........................................................
F. Research Procedure ..................................................................

27
28
30
30
30
32
33
39

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION ..............

41

A. The types of Code Switching Employed by Participants in Their
Instructional Languages ............................................................
1. Situational Code Switching ................................................
2. Metaphorical Code Switching ............................................
B. The Reasons for Participants Employing Code Switching in
Their Instructional Languages ...................................................
1. Topic .................................................................................
2. Addressee ..........................................................................
3. Emphasis ...........................................................................
4. Persuasion..........................................................................
5. Solidarity ...........................................................................
6. Affection ...........................................................................
C. Other Findings ..........................................................................
1.
2.

The Nature of the Subject ..................................................
Strategy .............................................................................

xii

41
41
45
49
49
52
56
59
61
65
67
68
69

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CHAPTER V. CONCLUSION AND RECOMMENDATION ...............

73

A. Conclusions ..............................................................................
B. Recommendations ....................................................................

73
74

REFERENCES .........................................................................................

76

APPENDICES ...........................................................................................

81

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

LIST OF TABLES

Page
Table 3.1 The Participants Data .................................................................

29

Table 3.2 Data Analysis Coding ..................................................................

34

Table 3.3 Data Analysis Code for All Data Based on the Reasons for
Code-switching ...........................................................................................

35

Table 4.1 The Addressees as Participants’ Consideration for
Code-switching ...........................................................................................

42

Table 4.2 Code Switching Employed to Bring the Concept Close to the
Students ......................................................................................................

43

Table 4.3 Students’ Attitude towards the Participants’ Code Switching .......

44

Table 4.4 Code Switching Employed to Enrich the Situations ...................

46

Table 4.5 Code Switching Emerged as there was no Relevant Word in
English .......................................................................................................

49

Table 4.6 Code Switching on Some Topics for Students’ Better
Understanding.............................................................................................

50

Table 4.7 Code Switching Employed to Activate Students’ Prior
Knowledge .................................................................................................

51

Table 4.8 Code Switching Employed to Accommodate Students’
Comprehension ...........................................................................................

52

Table 4.9 Code Switching Employed to Clarify Participants’ Messages .....

54

Table 4.10 Code Employed to Emphasize Participants’ Messages ...............

55

Table 4.11 Code Switching Employed for Clarification ..............................

57

Table 4.12 Code Switching Employed to Show Participants’ Personal
Involvement ................................................................................................

52

Table 4.13 Code Switching Employed to Persuade The Students ................

59

Table 4.14 Code Switching Employed to Express Solidarity .......................

62

Table 4.15 Code Switching to Make Humor................................................

63

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Table 4.16 Code Switching Employed to Make Students Comfortable ........

64

Table 4.17 Code Switching Employed to Express Participants’ Feelings .....

66

Table 4.18 The Nature of the Subject ..........................................................

68

Table 4.19 Code Switching as the Participants’ Strategy .............................

69

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LIST OF FIGURE

Page
Figure 3.1 Creswell’s Qualitative Data Analysis Employed in this Study ...

xvi

38

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

LIST OF ABBREVIATIONS

TYP

: Types of code Switching

SCS

: Situational code switching

MCS : Metaphorical code switching
REA : Reasons for code-switching
TOP

: Topic

ADD : Addressee
EMP : Emphasis
PER

: Persuasion

SOL

: Solidarity

AFF

: Affection

P1

: Participant 1

P2

: Participant 2

P3

: Participant 3

P4

: Participant 4

P5

: Participant 5

P6

: Participant

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LIST OF APPENDICES

Page
APPENDIX A Interview Guidelines ...........................................................

82

APPENDIX B Interview Results Transcripts and Coding............................

84

APPENDIX C Data Analysis of All Data based on the Reasons .................. 108
APPENDIX D Sample of Permission Letters .............................................. 122
APPENDIX E Sample of Informed Consent Forms..................................... 123

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CHAPTER I
INTRODUCTION

This chapter covers the research background, problem formulation, problem
limitation, research objectives, research benefits, and definition of terms of this
study.

A. Research Background
Language is important in people’s lives. Radford, Atkinson, Britain,
Clahsen, and Spencer (1999) note that language becomes a tool that bridges
person to person or group of people in their society. Furthermore, language plays
a vital role in the socio-economic, political and cultural lives of the people
(Adegbite & Akindele, 1999). For instance, businesspersons make a deal and an
agreement using language. Additionally, interpreters interpret a language from
one language to another language in order to communicate important messages for
other participants who do not master speaker’s language in a United Nation
conference. Those examples indicate how language is important in people’s lives.
The fact that there are many languages used in the world leads people to
learn more than one language in order to prepare themselves for globalization era.
People need to communicate not only with their own society but also with other
societies in this world. People realize they will be able to communicate better with

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

2
other societies in the world that are not using the same language by mastering
more than one language.
Further, language is an essential mean of communication in teaching and
learning activities. Teachers or lecturers employ languages for explaining and
giving directions and/or instructions to students. The language becomes media for
students to communicate with teachers or lecturers and their friends. By using
clear and proper languages, teachers or lecturers will be able to give accurate
instructions to students and they will be able to facilitate students in understanding
materials. Thus, languages are important in teaching and learning processes.
Functioning as facilitators, teachers or lecturers should master English in
order to conduct instructional activities to facilitate the students in classes
(Harmer, 2007). The lecturers shall employ English as the main instructional
language. The instructional language is an appropriate language used in the
classroom which best suits the learners and situation (Spratt, Pulverness, &
Williams, 2005). The instructional language is an indispensable medium for
carrying or transmitting education from teachers/lecturers to learners (Qorro,
2006). The instructional language functions as a tool for teachers to manage
activities and learning, to explain learning points and to move smoothly from one
stage of a lesson to the next level (Spratt, Pulverness, & Williams, 2005).
Specifically, the English Language Education Study Program (ELESP) of
Sanata Dharma University is a study program that prepares students to become
professional English teacher and have humanistic insight and strong character by
integrating Tridharma perguruan tinggi, applying reflective learning and

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

3
integrating technology (English Language Education Study Program [ELESP]
Sanata Dharma, 2012). The ELESP offers subjects designed to improve students’
English skills and teacher competencies in order to meet requirements of being
professional, humanistic and acquiring the characteristic of teacher candidates
(ELESP Sanata Dharma, 2012). Thus, the ELESP lecturers should employ
English as their instructional language in the classes in order to help students learn
English in the class.
In fact, English is not the mother language of the ELESP students and
lecturers. The writer observed that code switching was quite often occurred in the
second year students’ classes. Both lecturers and students switched English to
Indonesian language and other local languages during the activities in the class.
The phenomenon of switching languages is found in multilanguage society and
the phenomenon belongs to code switching. Code switching happens when
speakers shift from one language to another whether it is only one word, utterance
and even one sentence (Holmes, 1992). Thus, the ELESP belongs to
multilanguage society since the ELESP students are from many places in
Indonesia that have their own local languages.
Considering the phenomenon of the use of code switching in the ELESP
lecturers’ instructional languages, the writer proposes to study types of code
switching used by lecturers in their instructional languages and analyze their
reasons to switch one language to another language. The use of code switching as
the instructional languages by lecturers for teaching the second-year students is
chosen since the second-year students should have mastered English well.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

4
However, some lecturers still employ code switching for different reasons.
Moreover, some writers debate the importance of the code switching
phenomenon; some call it language interference while others believe that code
switching is an essential part of the language acquisition process (Pollard, 2002).
The writer would like to study further the use of code switching in the ELESP
lecturers’ instructional languages.

B. Problem Formulation
Based on the research background above, this study addresses two research
questions:
1.

What types of code switching do the ELESP lecturers employ in their
instructional languages?

2.

What are the reasons for the ELESP lecturers to employ code switching in
their instructional languages?

C. Problem Limitation
This study focuses on the use of code switching by the ELESP lecturers in
their instructional languages when they taught the second-year students of the
ELESP Sanata Dharma University especially in semester three.

The code

switching is from English to Indonesian and Javanese languages. Moreover, the
focus is the oral instructional language produced by lecturers during the classes,
such as when they employed code switching to give instructions, explain

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5
materials, showing affection and other activities in the class. The writer collected
the code switching data by interviewing six ELESP lecturers teaching the secondyear students of the ELESP in the following course : Critical Reading and Writing
(CRW) I, Critical Listening and Speaking (CLS) I, Structure III, Textual
Pronunciation, Introduction to Linguistics, Psikologi Pembelajaran, and Cross
Cultural Understanding.

D. Research Objectives
Related to the research problems mentioned previously, the objectives of the
study are as follows:
1.

To analyze the types of code switching in instructional languages of the
ELESP Sanata Dharma lecturers.

2.

To describe the reasons for the ELESP Sanata Dharma University lecturers to
conduct code switching on their classes.

E. Research Benefits
From this study, the writer provides some benefits:
1.

ELESP Sanata Dharma Lecturers
This study will provide information for the ELESP lecturers of when and why

to use necessary and relevant code switching appropriately. Therefore, the
lecturers will have a better consideration on the use of code switching in the class
to help students better.

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6
2.

ELESP Sanata Dharma Students
Students will know thoughtfully the reasons why their lecturers switch the

instructional languages used during the class. Moreover, students can consider
reasons stated by the lecturers as the basic consideration in switching instructional
languages they use for their microteaching or when they are teaching in PPL and
when they become teachers.
3.

The ELESP Chairperson
The ELESP chairperson will raise the awareness on the issue of code

switching in classrooms. Moreover, the chairperson will be able to create a good
regulation for teaching practices and a good instructional material based on the
finding of this study.
4.

Other Writers
Other writers may investigate more aspects of code switching used by

lecturers. Moreover, other writers may investigate in which subjects or courses
lecturers should employ code switching minimally and which subjects offered in
the ELESP that provide more opportunities for the lecturers to employ code
switching.

F. Definition of Terms
1.

Code switching
Code switching happens when speakers shift from one language to another

whether it is only one word, utterance and even one sentence (Holmes, 1992).
Rihane (2007) notes that in some situations, a speaker might shift from one code

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7
to another, intentionally or unintentionally and the shift may be from one language
to another, from one dialect to another, or from one style to another for different
reasons. In this study, code switching means the switching of English to
Indonesian and Javanese languages used by ELESP Sanata Dharma University as
their instructional languages.
2.

Instructional Languages
An instructional language is an appropriate language used in classrooms

which best suits the learners and situation (Spratt, Pulverness, & Williams, 2005).
The instructional language is an indispensable medium for carrying or
transmitting education from teachers/lecturers to learners (Qorro, 2006). The
instructional language functions as a tool for teachers to manage activities and
learning, to explain learning points and to move smoothly from one stage of a
lesson to the next level. Moreover, the language that teachers and students
understand can effectively function as the instructional language (Qorro, 2006). In
this study, the instructional language refers to the language the lecturers ideally
employed in classes but due to the code switching phenomenon, ELESP lecturers
can also employ Indonesian and Javanese languages.
In summary, this introductory chapter has presented the study background,
problem formulation, problem limitation, research objectives, research benefits,
and definition of terms.

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CHAPTER II
REVIEW OF RELATED LITERATURE

This chapter reviews theories which are relevant to this research. There are
two main parts in this chapter, namely theoretical description and theoretical
framework. The theoretical description provides explanations of underlying
theories related to the types and reasons of code switching. Then, theoretical
framework discusses the theories that are set as the framework of this study to
address these formulated research problems.

A. Review of Related Studies
The writer finds two researches related to this study. Those researches
discussed the use of code switching in classes. Listidiantini (2013) in her study
entitled “A Study on Code Switching Used by the English Teacher of SMK N 2
Depok Sleman” analyzes the types and the function of the code switching
employed by a teacher in her class. The Listidiantini’s (2013) study finds that
intra-sentential, inter-sentential code switching and tag switching employed by the
SMK N 2 Depok Sleman teacher. She finds that there are three functions of code
switching, namely topic switch, repetitive function and affective function.
Moreover, she finds the code switching is helpful for students’ understanding. In
addition, Wisudawati (2009) in her study entitled “Code Switching in The
Biology Teaching Learning of Immersion Program in RSBI SMP N 1 Wates Kulon
8

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9
Progo Grade VII F” also finds that intra-sentential and inter-sentential code
switching are employed by the biology teacher of SMP N 1 Wates Kulon Progo
Grade VII F.
This study tries to find out the types of code switching employed by the
lecturers of the ELESP Sanata Dharma University in their instructional languages
based on Blom and Gumperz (1972) and Wardaugh’s (2006) studies based on the
social situations. In comparison, this study mainly tries to find out the reasons for
code-switching based on Hoffman (1991), Holmes (1992) and Wardhaugh’s
(2006) studies in the third semester classes of the ELESP where the students
should get much English exposure than in junior high school and senior high
school like in the previous studies.
B. Theoretical Description
In this section, the writer elaborates the theories of code switching. The
writer employs the definition of code switching by experts in order to examine the
types of code switching and the reasons for code switching.
1. Code Switching
Rihane (2007) notes that code switching is a phenomenon that results from
bilingualism and multilingualism. She adds that the switching can happen
intentionally or unintentionally. In this section, the definitions of code switching,
the types of code switching, and the reasons for code switching will be discussed.

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a. Definition of Code Switching
People have their own codes to communicate with others. Wardhaugh
(2006) has defined code switching by observing the codes used by people on any
occasion as follows:
A particular dialect or language that a person chooses to use on any
occasion is a code, a system used for communication between two or more
parties. . . . People are usually required to select a particular code whenever
they choose to speak, and they may decide to switch from one code to
another or to mix codes even within sometimes very short utterances and
thereby create a new code in a process known as code switching. (p.101).
Similarly, Holmes (1992) says that code switching happens when speakers shift
from one language to another whether it is only one word, utterance, and even one
sentence. Additionally, switches can intra-sententially occur within a single
sentence, inter-sententially between sentences or emblematically in a tag or
exclamation of a sentence (Hoffman, 1991).
However, writers have a little agreement on appropriate definitions towards
the terms of code switching and code mixing. Hoffman (1991) recognizes that
some writers define switches within a sentence as code mixing and the switches
over phrases or sentence as code switching. Hoffman includes inter-sentential
switches as one of the types of code switching, not as a different term. Wardhaugh
(2006) claims that code switching and code mixing are same. Therefore, in this
study, the term code switching refers to code switching and code mixing.
In brief, code switching is the alternation of code within a single discourse,
sentence or constituent or more by a single person. Further, code switching in this
study is the changing of code, specifically the language, that covers the changing
of word, utterance, sentence, and dialect used by the ELESP lecturers. The

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11
lecturers switch languages in a single discourse, sentence or constituent or more
during classroom activities as their instructional languages.
b. Types of Code Switching
Types of code switching vary from a linguist to another. Thus, this study
will use types of code switching proposed by Blom and Gumperz (1972) and
Wardhaugh (2006). Wardaugh (2006) states, “Motivation of the speaker is an
important consideration in the choice. In addition, such motivation need not be at
all conscious.” Blom and Gumperz (1972) describe two types of code switching
which are situational code switching and metaphorical code switching. Similarly,
Wardhaugh (2006) supports the Blom and Gumperz’s description of the type of
code switching. Hence, this section will discuss definitions and examples of
situational and metaphorical code switching.
1) Situational Code Switching
Situational code switching occurs when situations, particularly participants,
settings and activity types change speakers’ language choices (Blom & Gumperz,
1972). Situational code switching occurs when the languages used change
according to the social situations in which the conversant find themselves; they
speak one language in one situation and another in a different one. No topic
change is involved (Wardhaugh, 2006). Blom and Gumperz (1972) add, “The
notion of situational switching assumes a direct relationship between language
and social situation. The linguistic forms employed are critical features of the
event in the sense that any violation of selection rules changes members’
perception of the event” (p.126).

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The situational code switching can also be used to change the situation as
the example the observation by Blom and Gumperz (1972) in people in
Hemnesberget. Hemnesberget is a small Norwegian town of 1,300 inhabitants
located close to the Arctic Circle. Hemnesberget people use a local northern
dialect of Norwegian, Ranamål, and one of the standard varieties, Bokmål. Blom
and Gumperz show how both the situational and metaphorical code switching are
used. On Blom and Gumperz’s study, the situational code switching occurs when
teachers give some kind of formal lecture in Bokmål but the discussion that
follows the lecture is in Ranamål. The teachers switch their language to Ranamål
in order to encourage open and free discussion among students (p.105). The
example shows that situational code switching can be a result or an effect of the
situation change.
To conclude, situational code switching is code switching that happens
when speakers switch the language choices in accordance to the changes of
situations, particularly participants, activity types and/or settings. The choice of
the language used in code switching defines the situation. It means that there is no
topic change in the situational code switching. Moreover, the situational code
switching can be a result or an effect of the situation change.
2) Metaphorical Code Switching
Blom and Gumperz (1972) state that metaphorical code switching is the
language switch related to particular kinds of topics or subject matter rather than
to change the social situation. Similarly, Wardhaugh (2006) states that the
metaphorical code switching happens in a situation when a change of topic in the

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13
conversation requires a change in the languages used. Some topics may be
discussed in either code, but the choice of code adds a distinct flavor to what is
said about the topic.
Blom and Gumperz (1972) in their study Social Meaning in Linguistic
Structure: Code switching in Norway report that although the variety generally
used in the formal situation is Bokmål, it is usual for both parties to use the
occasional Ranamål expression. The use of Ranamal expression adds a special
social meaning of confidentiality or privateness to the conversation. Specifically,
official community affairs are defined as nonlocal and hence the standard are
appropriate. However, many individuals know each other as fellow locals so they
often interject casual statements in the dialect into their formal discussions. The
clerks also use both standard and dialect phrases depending on whether they are
talking about official affairs or not. For example, when residents step up to a
clerk’s desk, greeting and inquiries about family affairs tend to be exchanged in
the dialect, while the business part of the transaction is carried on in the standard
(p.127)
Blom and Gumperz also discovered that, while most locals thought they
used Ranamål exclusively in casual conversations and reserved Bokmål for use in
schools and churches and on formal occasions, tape recordings revealed people
switch to Bokmål to achieve certain effects as has been stated before. Besides, the
participants were not conscious of these switches and even after such switching to
Bokmål was pointed out to them and they declared they would not do it again,
they continued to do so, as further tapings revealed.

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14
The metaphorical code switching in such situations is deeply ingrained and
it serves subtle but strong functions (Wardhaugh, 2006). For example, people of
Hemnesberget find two varieties of Norwegian useful to them in demonstrating
we-ness (Ranamål) and they-ness (Bokmål). However, they also are able to
employ both varieties together in such ways as to express fine gradations of
feeling for others, involvement with the topic, politeness to strangers, and
deference to officials (Wardhaugh, 2006, p. 105).
In summary, the metaphorical code switching is the code switching that
occurs when speakers change the language they use to add a special social
meaning of confidentiality or privateness to the conversation. The switch of the
language enriches the situation and sometimes, it is done unconsciously. In
addition, the metaphorical can express the gradations of feelings.
In this study, the situational code switching is more likely to occur. The
topics that were being discussed, the addressees and the situation of the class
would influence the consideration of the participants to code switch. The
participants might likely employ situational code switching for changing the
situation in the class to help students understand the topics being discussed. In
short, the situational code switching would likely be employed as a tool to help
students.

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c. Reasons of Code Switching
Bilingual people switch their languages for a number of reasons. This study
will employ reasons of code switching stated in Hoffman (1991), Holmes (1992)
and Wardhaugh’s (2006) studies to analyze reasons for participants to codeswitch. Based on the compilation of Hoffman, Holmes, and Wardhaugh, there are
six reasons for people to code switch. They are topic, addresee, emphasis,
persuasion, solidarity, and affection. Those factors cannot be separated from each
other and they, sometimes, occur on the same events. This section will discuss
those reasons why people code switch.
1) Topic
Holmes (1992) states people may switch-code within a speech event to
discuss a particular topic. Holmes adds that people find it is easier to discuss
particular topics in one code rather than another. Additionally, talking about a
particular topic can cause a switch, either because of lack of facility in the relevant
register or because certain items trigger off various connotations which are linked
to experiences in a particular language (Hoffman, 1991, p. 115). Kim (2006) gives
an example of a Korean-English bilingual speaker who is asked about her
memories in Korean, then she talks about the memories in Korean since her
experiences with Korean society trigger her to speak Korean. According to Rihane
(2007), being competent in Korean and English, the bilingual speaker finds it
more 'nostalgic' for her to discuss memories in Korea using the Korean language
rather than English.

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A switch can also happen because of lack of register when talking about a
particular topic. For example, Holmes (1992) finds that Chinese students who
study aboard tend to use Cantonese to talk to each other, however, they switch to
English when they discuss their studies. It is because they have learned the
vocabulary of the subjects they learn in English so they may not know the words
for ‘capital formation’ or ‘morpheme’ in Cantonese. The phenomenon goes
further than simply borrowing a word from English but they often switch to
English for considerable stretches of speech. The technical topics are associated
with a particular code and the topic itself can trigger a switch to the appropriate
code. Malik (1994:16) states that speakers tend to code switch when they cannot
find an appropriate expression or vocabulary item or when the language of
conversation does not have the particular word needed to carry on the
conversation smoothly.
From those experts’ explanations and examples, the writer concludes that
speakers tend to switch languages in accordance with topics. Speaker will choose
or switch to languages that they are comfortable to use for talking particular
topics. Then, people may switch their languages because they cannot find a
relevant register related to the topic that makes their conversation runs smoothly.
2) Addressee
A code switch may be related to a particular addressee (Holmes, 1992). It
means people code-switch according to addressees they are talking. This code
switching depends on addressees’ background, relation to the speaker, and
language mastery. Nishimura (1997) gives an example about language choices of

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17
several Niseis. Niseis are second-generation Japanese immigrants living in
Toronto as they converse with a variety of friends in private homes. These Niseis
speak Japanese to native Japanese, English to fellow Niseis, and a mixture of
Japanese and English to mixed groups of Japanese and Niseis. However, their
Japanese contains some English words when they do not know the Japanese
equivalents and their English made ‘sporadic use of Japanese phrases