An Analysis of Code Switching in Translating: Principles and Awareness Class.

ABSTRACT

Dalam tugas akhir ini, saya menganalisis salah satu sub-topik dari Sosiolinguistik yaitu Code Switching (Alih Kode). Code Switching sendiri adalah sebuah fenomena di mana seorang penutur menggunakan percampuran antara dua atau lebih bahasa dalam sebuah situasi tutur dengan berbagai alasan dan tujuan.

Dalam skripsi ini, penggunaan Code Switching yang menjadi data diambil dari percakapan yang terjadi dalam lingkup ruang kelas mata kuliah Translating: Principles and Awareness yang diajar oleh Bapak Hidayat Saleh. Penggunaan Code Switching dalam kegiatan belajar mengajar dalam kelas tersebut cukup sering terjadi dan bervariasi dalam hal tujuan di balik penggunaannya.

Di dalam skripsi ini, data yang ditemukan dianalisis menggunakan teori Code Switching oleh Liu Aichun. Menurut teori tersebut, Code Switching terbagi menjadi lima berdasarkan tujuannya; Socializing Functions, Repetitive Functions, For Ease of Expression, For Translation of New and Unfamiliar Words or Expressions,dan Owing to Teacher’s Linguistic Competence and Insecurity.

Temuan yang paling sering terjadi dalam skripsi ini mempunyai fungsi Socializing, dikarenakan sebagai pengajar, Bapak Hidayat Saleh berusaha untuk lebih mengerti murid-muridnya. Hal ini dapat diaplikasikan ke dalam hidup kita sehari-hari dalam berkomunikasi dengan sesama kita.

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Maranatha Christian University

TABLE OF CONTENTS

ACKNOWLEDGEMENTS... TABLE OF CONTENTS... ABSTRACT... CHAPTER ONE: INTRODUCTION

Background of the Study... Statement of the Problem... Purpose of the Study... Method of Research... Organization of the Thesis...

CHAPTER TWO: THEORETICAL FRAMEWORK...

CHAPTER THREE: AN ANALYSIS OF CODE SWITCHING IN TRANSLATING: PRINCIPLES AND

AWARENESS CLASS...

CHAPTER FOUR: CONCLUSION... BIBLIOGRAPHY... APPENDICES... i ii iii 1 4 4 5 5 6 13 39 44 45

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

As social beings, humans cannot live without socializing with their surroundings. Communicating verbally with each other is something that we do every day and something that we need to keep a healthy mind and maintain good relationships with people in the society we live in. In communicating with the people around us, we use language which both sides believe can give a common understanding in what is being communicated. It is not a rare case when two or more parties use more than one language in their conversation if they feel the need to or have a reason behind it.

As stated by P. Trudgill, "Sociolinguistics is that part of linguistics which is concerned with language as a social and cultural phenomenon. It investigates the field of language and society & has close connections with the social sciences, especially social psychology, anthropology, human geography and sociology" (Some Definitions and Divisions pf Sociolinguistics, par. 3). Cultural phenomenon, which is also known as “the bandwagon effect” occurs when certain individuals behave a certain way merely because other individuals do as well” (Fog 1999), including the way one uses certain languages. In this thesis, I will

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Maranatha Christian University discuss a certain phenomenon of Sociolinguistics which is specifically called Code-Switching.

Carol Myers-Scotton and William Ury define code-switching as the “use of two or more linguistic varieties in the same conversation or interaction” (par. 13). Code-Switching itself is a phenomenon that happens almost in every area of human society and includes many different languages in practice. To apply this theory, I have decided to choose Mr. Hidayat Saleh as the source of data for my thesis. Mr. Saleh is a lecturer at Maranatha Christian University who teaches, amongst others, the course called Translating: Principles and Awareness for 6th

semester English Department students. The reason for choosing Mr. Saleh is because I notice that he does the act of Code-Switching a lot in the classroom for, assumingly, many different purposes. This is the phenomenon that I will analyze in my thesis.

I choose this topic, initially, because I have always been interested in Code-Switching due to the fact that it is a unique aspect of linguistics, since it is combining two different language varieties. Furthermore, I have also been curious and interested in the phenomena of Code Switching itself because I know a few people that regularly apply it in their conversation in daily basis and. From the experience, I notice how effective and efficient the method is..

MCU is located in Bandung, a city where one of the many Indonesian local languages/dialects, Sundanese, is still regularly used by most people. For this reason, some lecturers from the English Department often use a number of expressions and terms in, not one, but two languages, Sundanese and Standard Indonesian. This makes it even more interesting to discuss because it adds to the

fact that the lecturers are not only fluent in one standard language and have some knowledge about one vernacular, but are also active English speakers.

The theory I am going to use to analyze the data will be based on Liu Aichun’s theory of Code-Switching. Liu Aichun was a student at Beijing Foreign Studies majoring in English Literature. She has produced a paper about Code-Switching theories. I am going to use this theory to analyze my data. In her paper, she divides Code-Switching into five categories based on the reason behind the action, namely Owing to teacher’s linguistic competence and insecurity, For ease of expression, For translation of new and unfamiliar words and expressions, Repetitive functions, and Socializing functions. (Teacher Codeswitching between English and Chinese in English-as-Foreign-Language-classroom, Liu, p. 13)

The data I use in this thesis were gathered from a particular lecturer in the English Department of Maranatha Christian University, namely Mr. Hidayat Saleh. The data were recorded from Translating: Principles and Awareness classes and saved in the form of audio recordings with a total of three recordings. The recordings were then transferred into a written form. I choose Mr. Saleh as the source of data to enable me to gather as much data and additional information as possible, considering that the course is one of the courses I am taking in this semester.

This thesis will help many people to understand Code-Switching, which is a phenomenon in sociolinguistics that cannot be avoided. It is something that happens often and naturally amongst non-native English speakers. Furthermore, this thesis will also explain that behind every act of Code-Switching, there is a certain purpose that underlies each and every one of them.

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Maranatha Christian University (747 words) 1.2 Statement of the Problem

The problems I am analyzing in this thesis are:

1. What kinds of Code Switching are applied by the lecturer inside the classroom according to the theory of Liu Aichun?

2. What is/are the intention(s) behind the act of Code-Switching performed by the lecturer in Translating: Principles and Awareness class?

1.3 Purpose of the Study

1. This study is done to find out what kinds of Code Switching are applied by the lecturer inside the classroom according to the theory of Liu Aicun and analyze them.

2. This study is done to find out the intention(s) behind the act of Code-Switching performed by the lecturer inside the classroom in the course of Translating: Principle and Awareness

1.4 Method of Research

In the research process, first, I listed all the possibilities of source to gather the data. Second, I started to gather the data and seek for more information about the data by interviewing Mr. Hidayat Saleh, the chosen lecturer. Next, I transferred the data to a written form to make it easier to analyze. Furthermore, I looked up for the theories I could use to analyze the data and study them to make sure the data is valid to analyze. After I had studied the theories, I analyzed the data and finally drew some opinions from the analysis.

1.5 Organization of the Thesis

I divide this thesis in four parts; the first part is Introduction, which consists of Background of the Study, Statement of the Problem, Purposes of the Study, Method of Research and Organization of the Thesis. The second part is Theoretical Framework, which explains about the theories that underlie this thesis. The third part is the discussion of the main topic, and the last part is Conclusion drawn from the analysis in the previous chapter. This thesis ends with Bibliography indicating the sources taken, both from printed sources and electronic sources and Appendix.

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Maranatha Christian University

CHAPTER FOUR

CONCLUSION

Based on all the data analysis provided in the previous chapter, I have come to a conclusion. After the process of gathering the data by recording the lectures in some classes and interviewing the lecturer to come up with an analysis of each data, I find that all types of the Code Switching done by the lecturer inside the classroom serve different purposes. Those purposes, then, are classified into five different functions according to the theory of Code Switching by Liu Aichun.

From the data and the analysis of each, all of them have several similarities. The first similarity is, the lecturer wants his utterance to be understood more clearly so as not to cause confusion amongst the students. This can be seen from the analysis of each data. Each of the data functions, although serving different types of purposes is basically a way for the lecturer to have a better communication with his students. The second one, all the data I have collected occur almost immediately or accidentally, and at a glance seem to have no intention behind them. However, if we

properly examine them, they all have a real purpose behind them although it is only implicitly present.

Seeing that all the data serve different purposes through the analysis provided for each data, classifying them into different functions is one way to understand those purposes better. The data are classified into four functions: For Translation of New and Unfamiliar Words and Expressions, For Ease of Expression, Repetitive Functions, and Socializing Functions. Originally, there are five categories in the theory of Code Switching by Liu Aichun, namely the four functions mentioned above and Owing to Teacher’s Linguistic Competence and Insecurities. However, the data with the last function is not found in the recordings.

The analysis for each data was made with the help of some interviews with the lecturer, which is, then, added to the analysis. In this thesis there are 27 data along with their analysis. The function with the highest number of data belongs to Socializing Functions with twelve data, followed by Repetitive Functions with eight data, For Translation of New and Unfamiliar Words and Expressions with six data, and one data with the function For Ease of Expressions.

Referring to the previous paragraph, we know that the Socializing Functions category has the most number of data of Code Switching done by Mr. Hidayat Saleh. The main purpose of doing a Code Switching with Socializing Functions, according to the theory by Liu Aichun, is for a relationship-building purpose. This purpose can be done is several ways, including the act of joking, showing concern or uttering a comical expression. I would like to take Data 3 as an example. In this data, which says, “Is it a correct sentence from the point of view of an English native speaker?

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Maranatha Christian University Tinggal betul salah aja mikirnya setahun,” the lecturer does a Code Switching into Indonesian to utter a humorous expression. The data shows not only that the lecturer is trying to build a good relationship with the students, but also demanding that the students pay more attention to his utterance in English. This shows that the lecturer is maintaining a relaxing classroom atmosphere, while playing his part to teach as a lecturer.

The second function is Repetitive Functions with the total number of eight data. From all the data with Repetitive Functions, we can conclude that the general purpose behind the Code Switching is clarification. The lecturer repeats each English utterance in Indonesian to give further understanding to the students. The act of clarification can be done by repeating the same utterance in two languages to give an emphasis or to give further explanation. An example that explains the basic purpose of Repetitive Functions in a Code Switching can be taken from Data 13, which says,

“So can you repeat my instruction, repeat my instruction in Bahasa Indonesia,

English, whatever. Instruksinya apa, ulangi instruksinya.”The Code Switching is present to give an emphasis to the utterance above that the lecturer wants his instructions to be repeated. He feels the need to repeat the utterance and give an emphasis to urge the particular student he is talking to, to follow his instruction, which is the general purpose of the function.

The third function I find is For Translation of New and Unfamiliar Words and Expressions with five data. It can clearly be seen that the function serves the purpose of translating. Some words in English may not be familiar to the ears of the students. We certainly cannot generalize the English vocabulary mastery of the students in

class; even so, as a lecturer, Mr. Saleh may have the ability to guess which words are new and unfamiliar to most students. It is far more efficient to do a Code Switching to the mother tongue to explain the unfamiliar words or expressions rather than trying to describe them in English.

The last function is For Ease of Expression with one data. The key word to describe this function is “efficiency”. The lecturer may switch to the mother tongue if it makes less effort to do so rather than continuing the utterance in English, or if the English word is difficult to retrieve. Data 25 can be taken as an example. The lecturer chooses to mention the name of the animal of which the litter is specifically called “droppings” for ease of expression, rather than trying to find the equivalence of the word in Indonesian. Since this is a more complicated function than the others, I only manage to find one data in the recordings

Using the theory of Code Switching by Liu Aichun can lead us to some findings about the purpose behind Code Switching. Nevertheless, other theories can be equally used to make an analysis. It shows that the functions of Code Switching are still left wide open for findings through a lot other of different theories. There are many other functions and categories that can reveal the purposes behind every Code Switching. It is a very interesting and helpful method in communication matter and it will always be up-to-date as long as the people still have the need to communicate and interact with one another.

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Maranatha Christian University

BIBLIOGRAPHY

References

Aichun, Liu. “Teacher Codeswitching between English and Chinese in

English-as-Foreign-Language Classroom”.N.d. Print. 29 March 2014.

Fog, Agner.“Cultural Selection”.www.agner.org. 1999. N.d. Web. 26 October

2014.

“Inter-“ Def.2. MerriamWebster Online Dictionary.Merriam Webster Online Dictionary.N.d. Web. 6 Oct. 2014.

“Intra-.“Def.1.MerriamWebster Online Dictionary.Merriam Webster Online Dictionary.N.d. Web. 6 Oct. 2014.

Jalil, Samira Abdel. “Grammatical Perspectives on Code-Switching”. 2009. Print.

Oct 6. 2014.

Poplack, Shana. “Sometimes I’ll Start a Sentence in Spanish”. 8 April 1980. Print. 6 Oct. 2014.

Scotton, Carol Myers, &Ury, William. "Bilingual Strategies: The Social Functions of Codeswitching". www.deepdyve.com. 1977. N.d. Web. 19 April 2014.

“Shana Poplack”. www.arts.uottawa.ca.N.d. Web. 6 Oct. 2014.

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Maranatha Christian University 1.5 Organization of the Thesis

I divide this thesis in four parts; the first part is Introduction, which consists of Background of the Study, Statement of the Problem, Purposes of the Study, Method of Research and Organization of the Thesis. The second part is Theoretical Framework, which explains about the theories that underlie this thesis. The third part is the discussion of the main topic, and the last part is Conclusion drawn from the analysis in the previous chapter. This thesis ends with Bibliography indicating the sources taken, both from printed sources and electronic sources and Appendix.

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CHAPTER FOUR

CONCLUSION

Based on all the data analysis provided in the previous chapter, I have come to a conclusion. After the process of gathering the data by recording the lectures in some classes and interviewing the lecturer to come up with an analysis of each data, I find that all types of the Code Switching done by the lecturer inside the classroom serve different purposes. Those purposes, then, are classified into five different functions according to the theory of Code Switching by Liu Aichun.

From the data and the analysis of each, all of them have several similarities. The first similarity is, the lecturer wants his utterance to be understood more clearly so as not to cause confusion amongst the students. This can be seen from the analysis of each data. Each of the data functions, although serving different types of purposes is basically a way for the lecturer to have a better communication with his students. The second one, all the data I have collected occur almost immediately or accidentally, and at a glance seem to have no intention behind them. However, if we

40

properly examine them, they all have a real purpose behind them although it is only implicitly present.

Seeing that all the data serve different purposes through the analysis provided for each data, classifying them into different functions is one way to understand those purposes better. The data are classified into four functions: For Translation of New and Unfamiliar Words and Expressions, For Ease of Expression, Repetitive Functions, and Socializing Functions. Originally, there are five categories in the theory of Code Switching by Liu Aichun, namely the four functions mentioned above and Owing to Teacher’s Linguistic Competence and Insecurities. However, the data with the last function is not found in the recordings.

The analysis for each data was made with the help of some interviews with the lecturer, which is, then, added to the analysis. In this thesis there are 27 data along with their analysis. The function with the highest number of data belongs to Socializing Functions with twelve data, followed by Repetitive Functions with eight data, For Translation of New and Unfamiliar Words and Expressions with six data, and one data with the function For Ease of Expressions.

Referring to the previous paragraph, we know that the Socializing Functions category has the most number of data of Code Switching done by Mr. Hidayat Saleh. The main purpose of doing a Code Switching with Socializing Functions, according to the theory by Liu Aichun, is for a relationship-building purpose. This purpose can be done is several ways, including the act of joking, showing concern or uttering a comical expression. I would like to take Data 3 as an example. In this data, which says, “Is it a correct sentence from the point of view of an English native speaker?

41

Tinggal betul salah aja mikirnya setahun,” the lecturer does a Code Switching into

Indonesian to utter a humorous expression. The data shows not only that the lecturer is trying to build a good relationship with the students, but also demanding that the students pay more attention to his utterance in English. This shows that the lecturer is maintaining a relaxing classroom atmosphere, while playing his part to teach as a lecturer.

The second function is Repetitive Functions with the total number of eight data. From all the data with Repetitive Functions, we can conclude that the general purpose behind the Code Switching is clarification. The lecturer repeats each English utterance in Indonesian to give further understanding to the students. The act of clarification can be done by repeating the same utterance in two languages to give an emphasis or to give further explanation. An example that explains the basic purpose of Repetitive Functions in a Code Switching can be taken from Data 13, which says,

“So can you repeat my instruction, repeat my instruction in Bahasa Indonesia,

English, whatever. Instruksinya apa, ulangi instruksinya.”The Code Switching is

present to give an emphasis to the utterance above that the lecturer wants his instructions to be repeated. He feels the need to repeat the utterance and give an emphasis to urge the particular student he is talking to, to follow his instruction, which is the general purpose of the function.

The third function I find is For Translation of New and Unfamiliar Words and Expressions with five data. It can clearly be seen that the function serves the purpose of translating. Some words in English may not be familiar to the ears of the students. We certainly cannot generalize the English vocabulary mastery of the students in

42

class; even so, as a lecturer, Mr. Saleh may have the ability to guess which words are new and unfamiliar to most students. It is far more efficient to do a Code Switching to the mother tongue to explain the unfamiliar words or expressions rather than trying to describe them in English.

The last function is For Ease of Expression with one data. The key word to describe this function is “efficiency”. The lecturer may switch to the mother tongue if it makes less effort to do so rather than continuing the utterance in English, or if the English word is difficult to retrieve. Data 25 can be taken as an example. The lecturer chooses to mention the name of the animal of which the litter is specifically called “droppings” for ease of expression, rather than trying to find the equivalence of the word in Indonesian. Since this is a more complicated function than the others, I only manage to find one data in the recordings

Using the theory of Code Switching by Liu Aichun can lead us to some findings about the purpose behind Code Switching. Nevertheless, other theories can be equally used to make an analysis. It shows that the functions of Code Switching are still left wide open for findings through a lot other of different theories. There are many other functions and categories that can reveal the purposes behind every Code Switching. It is a very interesting and helpful method in communication matter and it will always be up-to-date as long as the people still have the need to communicate and interact with one another.

43

Maranatha Christian University

BIBLIOGRAPHY

References

Aichun, Liu. “Teacher Codeswitching between English and Chinese in

English-as-Foreign-Language Classroom”.N.d. Print. 29 March 2014.

Fog, Agner.“Cultural Selection”.www.agner.org. 1999. N.d. Web. 26 October

2014.

“Inter-“ Def.2. MerriamWebster Online Dictionary.Merriam Webster Online Dictionary.N.d. Web. 6 Oct. 2014.

“Intra-.“Def.1.MerriamWebster Online Dictionary.Merriam Webster Online

Dictionary.N.d. Web. 6 Oct. 2014.

Jalil, Samira Abdel. “Grammatical Perspectives on Code-Switching”. 2009. Print.

Oct 6. 2014.

Poplack, Shana. “Sometimes I’ll Start a Sentence in Spanish”. 8 April 1980. Print. 6 Oct. 2014.

Scotton, Carol Myers, &Ury, William. "Bilingual Strategies: The Social Functions of Codeswitching". www.deepdyve.com. 1977. N.d. Web. 19 April 2014.

“Shana Poplack”. www.arts.uottawa.ca.N.d. Web. 6 Oct. 2014.