T1__BAB V Institutional Repository | Satya Wacana Christian University: Code Switching: A Case Study Code of Switching in English Department of Satya Wacana Christian University T1 BAB V

CONCLUSION

The purpose of this study was to find and analyze the reasons for student’s code
switching. The findings of the study were organized to answer the two main research questions,
why English department students of Satya Wacana Christian Unversity code switched in certain
situation and the types of code switching used.
The findings of the study was based on two research questions mentioned previously. The
first part discussed the reasons for the participants to code switch. There were five reasons used
by the participants; expressing group identity, clarifying the speech for interlocutor, repeating
meaning used for clarification, using interjection or sentence filler, and talking about a particular
topic. The main and common reason among the participant to code switch was to show which
group they belong to. The participants thought that it is common for English department students
to use English in daily conversation in the campus area. In contrast, the participants rarely used
English outside campus area except when they talked with fellow English department student or
staff and other English native language speaker. The participant used other reasons to code
switch in certain situation based on ten reasons stated by Hoffman, but they mainly used code
switching to show group identity which is English department student.
The next finding discussed about the types of code switching used by the participants.
Based on Hudson (1996) and Poplack (1991), this study found that only methaporical code
switching proposed by Hudson was used because there were no sudden change in situationwhen
the researcher conducted an interview. On the other hand, all three types of code switching

proposed by Poplack was used. Four participants used intrasentential code switching which were
the most complex one based on Poplack. Although it was the most complex one, the participant

used it correctly because they had a lot of vocabulary both in English and Indonesian. The other
two types were also used.
There were several problems the writer found when the writer conducted the study. The
writer only interviewed five participants because the time limit. The limitation of the new source
of code switching also made the writer struggled to read a lot of refferences. The last problem
was because the writer used electronic device to collect and store the data, there were a time
when the data was corrupt due to electronic device malfunction, but the writer can overcome all
those problems.
This study may provide some knowledge about the student’s code switching. However,
due to the small size ofthe sample, the finding may not be valid. Therefore, I hope that some
other researchers will analyze code switching with a larger sample size from different student
groups.
The function of code switching in teaching English as a second language should not be
viewed as a trivial matter. The lecturer can code switch when they speak to the students both
inside and outside the classroom. The aim of code switching when teaching is to make the
meaning clear and the transference of knowledge to the students is efficient.