A Case Study of Code-switching Strategies by English Teachers in the Accelerated Classroom Program.
A CASE STUDY OF CODE-SWITCHING STRATEGIES BY
ENGLISH TEACHERS IN THE ACCELERATED
CLASSROOM PROGRAM
A THESIS
Written as a Partial Fullfilment of the Requirements for Graduate
Education Degree of English Language Teaching
DINAR DIPTA
S891402017
GRADUATE PROGRAM OF ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
SEBELAS MARET UNIVERSITY
SURAKARTA
2015
APPROVAL
A CASE STUDY OF CODE-SWITCHING STRATEGIES BY ENGLISH
TEACHERS IN THE ACCELERATED
CLASSROOM PROGRAM
By:
DINAR DIPTA
S891402017
This thesis has been approved by the Consultant of
English Education Department of
Graduate Program Teacher Training and Education Faculty of
Sebelas Maret University
Surakarta, November 2015
Consultant I
Consultant II
Prof. Drs. Riyadi Santoso, M.Ed., Ph.D.
NIP. 19600328 198601 1 001
Dr. Hersulastuti, M.Hum.
NIP. 19650421 198703 2 002
Approved by,
The Head of Graduate Program of English Department
Sebelas Maret University
Dr. Ngadiso, M.Pd.
NIP. 19621231 198803 1 009
ii
LEGITIMATION
A CASE STUDY OF CODE-SWITCHING STRATEGIES BY ENGLISH
TEACHERS IN THE ACCELERATED CLASSROOM PROGRAM
By:
DINAR DIPTA
S891402017
This Thesis has been approved by the Board of Thesis Examiners
of English Education Department of Graduate Program
Teacher Training and Education Faculty of Sebelas Maret University
in 25 November 2015
Board of Examiners
Signatures
Chairman
Dr. Ngadiso, M.Pd.
NIP. 19621231 198803 1 009
(..................................)
Secretary
Dr. Abdul Asib, M.Pd.
NIP. 19520307 198003 1 005
(..................................)
Examiners
1. Prof. Drs. Riyadi Santoso, M.Ed., Ph.D.
(..................................)
NIP. 19600328 198601 1 001
2. Dr. Hersulastuti, M.Hum.
NIP. 19650421 198703 2 002
(..................................)
Legalized by:
The Dean of Teacher Training and
Education Faculty of
Sebelas Maret University
The Head of English Education
Department of Graduate Program of
Teacher Training and Education
Faculty of Sebelas Maret University
Prof. Dr. Joko Nurkamto, M.Pd.
NIP. 19610124 198702 1 001
Dr. Ngadiso, M.Pd.
NIP. 19621231 198803 1 009
iii
PRONOUNCEMENT
This is to certify that I myself write this thesis entitled “A Case Study of
Code-Switching Strategies by English Teachers in the Accelerated Classroom
Program”. It is not a plagiarism or made by others. Anything related to other’s
work is written in quotation, the source of which is listed on the references.
If then this pronouncement proves incorrect, I am ready to accept any
academic punishment, including the withdrawal or cancelation of my academic
degree.
Surakarta, November 2015
Dinar Dipta
iv
ABSTRACT
Dipta, Dinar. S891402017. (2015). A Case Study of Code-Switching Strategies by
English Teachers in the Accelerated Classroom Program. Thesis.
Consultant I: Prof. Riyadi Santoso, M.Ed., Ph.D.; Consultant II: Dr.
Hersulastuti, M. Hum. English Education, Graduate Program, Universitas
Sebelas Maret, Surakarta, Indonesia.
There is a contradictory theory towards the use of teachers’ codeswitching in language acquisition. Some argues that the target language is
supposed to be the only language performed in teaching process. On the other
hand, other theories allow the use of various languages as a medium of
instruction. The second theory is strongly supported by the fact that target
language learning cannot be separated from native language (Margana, 2013).
Highlighting this contradictory phenomenon, this study is aimed to identify the
occurrences of teachers’ code-switching while teaching English in the classroom.
Especially, this study focused on the analysis of the grammatical patterns, types,
factors, and functions of code-switching. Moreover, this study revealed to what
extend these code-switching affect the students’ performance.
This study was a qualitative case study which produced descriptive data.
The data were all of the code-switching performed by the English teachers in the
form of expressions. In order to complete the source of data, supporting
documents and some informants were involved in this study. Coping with the
aims of the study, purposive sampling was used to collect the samples under the
consideration that the samplings were teaching English in the accelerated
classroom. Observation, documentation, and interview were conducted to collect
the data. Those were interpreted descriptively. To enhance the trustworthiness of
the data analysis, the triangulation technique was used. After being checked, the
data were analyzed based on Spradley’s Ethnographic Analysis (1979).
The results pointed out that there were two grammatical patterns of codeswitching performed; free-morpheme, and equivalence constraints. Regarding to
the patterns, the types of code-switching were categorized as tag-switching,
intersentential switching, and intrasentential switching. The results also described
the factors initiating the teachers to switch code; participant, topic, situation,
solidarity, and status. These analyses led to the functions of teachers’ codeswitching in teaching process; quotation, interjection, message qualification,
addressee specification, reiteration, and personalization versus objectification.
Moreover, it was revealed that these code-switching gave a good impact on the
students’ performance. In conclusion, the result of this study supported the second
theory which allows the use of various languages as a medium of teaching English
in the accelerated classroom.
Keywords: accelerated classroom program, case study, code-switching, English
teacher
v
MOTTO
- I am my parents’ biggest fan and I fight for their happiness -
vi
DEDICATION
This research is fully dedicated to:
My beloved mother and father, Sri Mukartini Rukmi and Bambang Utoyo
My brother, Danar Utoyo
My future, Yudhi Widayanto
My almamater, Sebelas Maret University
vii
ACKNOWLEDGEMENT
All praise due to Allah, the lord of the world. He is the master and the
creator of everything in the universe. Peace and salutation be upon to the noble
Prophet of Islam, Muhammad SAW who has guided us from the darkness to the
enlightenment in the world as well as in the next world.
Furthermore, I would like to deliver my gratitude and appreciation for
everyone who gave me motivations to accomplish this thesis, especially:
1. Prof. Dr. Ravik Karsidi, the Rector of Sebelas Maret University.
2. Dr. Ngadiso, M.Pd., Head of English Education Department of Graduate
Program.
3. My honorable advisors, Prof. Drs. Riyadi Santoso, M.Ed., Ph.D., and Dr.
Hersulastuti, M.Hum., who have advised and guided me to complete this
thesis, thank you so much.
4. Dr. Ngadiso, M.Pd., Dr. Abdul Asib, M.Pd., Prof. Drs. Riyadi Santoso, M.Ed,
Ph.D., Dr. Hersulastuti, M.Hum., as the board examiners who gave me
critical judgment and suggestions to make this thesis more accurate.
5. Lecturers and staffs of English Graduate Program.
6. Nasta’in, S.Pd., M.Pd.I., the Headmaster of MAN 2 Ponorogo.
7. Usriya Tas’adina, S.Pd., M.Pd., and Drs. Zain Attamim, M.Pd., the English
teachers of MAN 2 Ponorogo for conducting the research.
8. Grade XI students of accelerated classroom program of MAN 2 Ponorogo
for the cooperative relation.
I realize that there are still a lot of mistakes and weaknesses in this
thesis. Therefore, critics and suggestions are needed in order to make better
improvement for this study. Last but not least, this study is expected to
contribute to the development of English teaching in Indonesia.
Surakarta, November 2015
Dinar Dipta
viii
TABLE OF CONTENTS
Page
TITLE PAGE ....................................................................................................i
APPROVAL......................................................................................................ii
LEGITIMATION ..............................................................................................iii
PRONOUNCEMENT........................................................................................iv
ABSTRACT ......................................................................................................v
MOTTO ............................................................................................................vi
DEDICATION ..................................................................................................vii
ACKNOWLEDGEMENT .................................................................................viii
TABLE OF CONTENTS...................................................................................ix
LIST OF TABLES.............................................................................................xii
LIST OF FIGURE .............................................................................................xiii
LIST OF APPENDICES ....................................................................................xiv
CHAPTER I INTRODUCTION ........................................................................1
A. Background of the Study ........................................................................1
B. Research Questions ................................................................................4
C. Objectives of the Study ..........................................................................4
D. Significance of the Study........................................................................5
CHAPTER II REVIEW OF RELATED LITERATURE ....................................7
A. The Nature of Linguistics .......................................................................7
1. Applied Linguistics ..........................................................................9
2. Bilingualism and Multilingualism.....................................................10
a. Definition of Bilingualism and Multilingualism ..........................10
b. Language Use in Bilingual Communities ....................................11
c. Code ...........................................................................................12
1) Digglosia ..............................................................................13
2) Borrowing.............................................................................14
3) Code-Mixing.........................................................................15
4) Code-Switching ....................................................................15
a) The Grammatical Perspectives on Code-Switching..........17
ix
b) The Types of Code-Switching .........................................18
c) The Factors of Code-Switching .......................................20
d) The Functions of Code-Switching ...................................22
B. Language Acquisition.............................................................................25
1. Classroom Management ...................................................................26
2. Teacher-Talk ....................................................................................27
3. Teacher Code-Switching Strategies ..................................................28
C. Conceptual Framework ..........................................................................30
D. Review of Previous Studies ....................................................................33
CHAPTER III RESEARCH METHODOLOGY ................................................35
A. Setting of the Study ................................................................................35
B. Research Design.....................................................................................35
C. Data and Source of Data.........................................................................36
D. Data Collection Technique .....................................................................37
E. Data Validity..........................................................................................40
F. Data Analysis Technique........................................................................40
CHAPTER IV RESULTS AND DISCUSSIONS ...............................................43
A. Results ...................................................................................................43
1. Grammatical Pattern of Code-Switching...........................................43
2. Types of Code-Switching .................................................................44
3. Factors of Code-Switching ...............................................................45
4. Functions of Code-Switching............................................................46
B. Discussions ............................................................................................47
1. Grammatical Pattern of Code-Switching...........................................47
2. Types of Code-Switching .................................................................49
3. Factors of Code-Switching ...............................................................52
4. Functions of Code-Switching............................................................57
5. How Teachers’ Code-Switching Affect the Students’ Performance...63
CHAPTER V CONCLUSSIONS, IMPLICATIONS, SUGGESTIONS..............67
A. Conclusions............................................................................................67
B. Implications ...........................................................................................68
C. Suggestions ............................................................................................69
x
BIBLIOGRAPHY..............................................................................................71
APPENDICES...................................................................................................77
xi
LIST OF TABLES
Table 3.1 Research Schedule .............................................................................35
Table 3.2 Code-Switching Analysis ...................................................................37
Table 3.3 Interview Protocol ..............................................................................39
Table 4.1 Grammatical Pattern of Code-Switching.............................................43
Table 4.2 Types of Code-Switching ...................................................................44
Table 4.3 Factors of Code-Switching .................................................................45
Table 4.4 Functions of Code-Switching .............................................................46
xii
LIST OF FIGURE
Figure 2.1 Analytical Construct of Code-Switching Strategies ...........................32
xiii
LIST OF APPENDICES
Appendix I The Transcripts of Classroom Interaction ........................................77
Appendix 2 The Table of Code-Switching Analysis ...........................................152
Appendix 3 The Table of Code-Switching Analysis Result ................................153
Appendix 4 Focus Group Discussion Protocol ...................................................177
Appendix 5 Personal Interview Protocol ............................................................178
Appendix 6 Transcript of Focus Group Discussion ............................................179
Appendix 7 Transcripts of Personal Interview....................................................187
Appendix 8 Permission Letter of MAN 2 Ponorogo ...........................................197
xiv
ENGLISH TEACHERS IN THE ACCELERATED
CLASSROOM PROGRAM
A THESIS
Written as a Partial Fullfilment of the Requirements for Graduate
Education Degree of English Language Teaching
DINAR DIPTA
S891402017
GRADUATE PROGRAM OF ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
SEBELAS MARET UNIVERSITY
SURAKARTA
2015
APPROVAL
A CASE STUDY OF CODE-SWITCHING STRATEGIES BY ENGLISH
TEACHERS IN THE ACCELERATED
CLASSROOM PROGRAM
By:
DINAR DIPTA
S891402017
This thesis has been approved by the Consultant of
English Education Department of
Graduate Program Teacher Training and Education Faculty of
Sebelas Maret University
Surakarta, November 2015
Consultant I
Consultant II
Prof. Drs. Riyadi Santoso, M.Ed., Ph.D.
NIP. 19600328 198601 1 001
Dr. Hersulastuti, M.Hum.
NIP. 19650421 198703 2 002
Approved by,
The Head of Graduate Program of English Department
Sebelas Maret University
Dr. Ngadiso, M.Pd.
NIP. 19621231 198803 1 009
ii
LEGITIMATION
A CASE STUDY OF CODE-SWITCHING STRATEGIES BY ENGLISH
TEACHERS IN THE ACCELERATED CLASSROOM PROGRAM
By:
DINAR DIPTA
S891402017
This Thesis has been approved by the Board of Thesis Examiners
of English Education Department of Graduate Program
Teacher Training and Education Faculty of Sebelas Maret University
in 25 November 2015
Board of Examiners
Signatures
Chairman
Dr. Ngadiso, M.Pd.
NIP. 19621231 198803 1 009
(..................................)
Secretary
Dr. Abdul Asib, M.Pd.
NIP. 19520307 198003 1 005
(..................................)
Examiners
1. Prof. Drs. Riyadi Santoso, M.Ed., Ph.D.
(..................................)
NIP. 19600328 198601 1 001
2. Dr. Hersulastuti, M.Hum.
NIP. 19650421 198703 2 002
(..................................)
Legalized by:
The Dean of Teacher Training and
Education Faculty of
Sebelas Maret University
The Head of English Education
Department of Graduate Program of
Teacher Training and Education
Faculty of Sebelas Maret University
Prof. Dr. Joko Nurkamto, M.Pd.
NIP. 19610124 198702 1 001
Dr. Ngadiso, M.Pd.
NIP. 19621231 198803 1 009
iii
PRONOUNCEMENT
This is to certify that I myself write this thesis entitled “A Case Study of
Code-Switching Strategies by English Teachers in the Accelerated Classroom
Program”. It is not a plagiarism or made by others. Anything related to other’s
work is written in quotation, the source of which is listed on the references.
If then this pronouncement proves incorrect, I am ready to accept any
academic punishment, including the withdrawal or cancelation of my academic
degree.
Surakarta, November 2015
Dinar Dipta
iv
ABSTRACT
Dipta, Dinar. S891402017. (2015). A Case Study of Code-Switching Strategies by
English Teachers in the Accelerated Classroom Program. Thesis.
Consultant I: Prof. Riyadi Santoso, M.Ed., Ph.D.; Consultant II: Dr.
Hersulastuti, M. Hum. English Education, Graduate Program, Universitas
Sebelas Maret, Surakarta, Indonesia.
There is a contradictory theory towards the use of teachers’ codeswitching in language acquisition. Some argues that the target language is
supposed to be the only language performed in teaching process. On the other
hand, other theories allow the use of various languages as a medium of
instruction. The second theory is strongly supported by the fact that target
language learning cannot be separated from native language (Margana, 2013).
Highlighting this contradictory phenomenon, this study is aimed to identify the
occurrences of teachers’ code-switching while teaching English in the classroom.
Especially, this study focused on the analysis of the grammatical patterns, types,
factors, and functions of code-switching. Moreover, this study revealed to what
extend these code-switching affect the students’ performance.
This study was a qualitative case study which produced descriptive data.
The data were all of the code-switching performed by the English teachers in the
form of expressions. In order to complete the source of data, supporting
documents and some informants were involved in this study. Coping with the
aims of the study, purposive sampling was used to collect the samples under the
consideration that the samplings were teaching English in the accelerated
classroom. Observation, documentation, and interview were conducted to collect
the data. Those were interpreted descriptively. To enhance the trustworthiness of
the data analysis, the triangulation technique was used. After being checked, the
data were analyzed based on Spradley’s Ethnographic Analysis (1979).
The results pointed out that there were two grammatical patterns of codeswitching performed; free-morpheme, and equivalence constraints. Regarding to
the patterns, the types of code-switching were categorized as tag-switching,
intersentential switching, and intrasentential switching. The results also described
the factors initiating the teachers to switch code; participant, topic, situation,
solidarity, and status. These analyses led to the functions of teachers’ codeswitching in teaching process; quotation, interjection, message qualification,
addressee specification, reiteration, and personalization versus objectification.
Moreover, it was revealed that these code-switching gave a good impact on the
students’ performance. In conclusion, the result of this study supported the second
theory which allows the use of various languages as a medium of teaching English
in the accelerated classroom.
Keywords: accelerated classroom program, case study, code-switching, English
teacher
v
MOTTO
- I am my parents’ biggest fan and I fight for their happiness -
vi
DEDICATION
This research is fully dedicated to:
My beloved mother and father, Sri Mukartini Rukmi and Bambang Utoyo
My brother, Danar Utoyo
My future, Yudhi Widayanto
My almamater, Sebelas Maret University
vii
ACKNOWLEDGEMENT
All praise due to Allah, the lord of the world. He is the master and the
creator of everything in the universe. Peace and salutation be upon to the noble
Prophet of Islam, Muhammad SAW who has guided us from the darkness to the
enlightenment in the world as well as in the next world.
Furthermore, I would like to deliver my gratitude and appreciation for
everyone who gave me motivations to accomplish this thesis, especially:
1. Prof. Dr. Ravik Karsidi, the Rector of Sebelas Maret University.
2. Dr. Ngadiso, M.Pd., Head of English Education Department of Graduate
Program.
3. My honorable advisors, Prof. Drs. Riyadi Santoso, M.Ed., Ph.D., and Dr.
Hersulastuti, M.Hum., who have advised and guided me to complete this
thesis, thank you so much.
4. Dr. Ngadiso, M.Pd., Dr. Abdul Asib, M.Pd., Prof. Drs. Riyadi Santoso, M.Ed,
Ph.D., Dr. Hersulastuti, M.Hum., as the board examiners who gave me
critical judgment and suggestions to make this thesis more accurate.
5. Lecturers and staffs of English Graduate Program.
6. Nasta’in, S.Pd., M.Pd.I., the Headmaster of MAN 2 Ponorogo.
7. Usriya Tas’adina, S.Pd., M.Pd., and Drs. Zain Attamim, M.Pd., the English
teachers of MAN 2 Ponorogo for conducting the research.
8. Grade XI students of accelerated classroom program of MAN 2 Ponorogo
for the cooperative relation.
I realize that there are still a lot of mistakes and weaknesses in this
thesis. Therefore, critics and suggestions are needed in order to make better
improvement for this study. Last but not least, this study is expected to
contribute to the development of English teaching in Indonesia.
Surakarta, November 2015
Dinar Dipta
viii
TABLE OF CONTENTS
Page
TITLE PAGE ....................................................................................................i
APPROVAL......................................................................................................ii
LEGITIMATION ..............................................................................................iii
PRONOUNCEMENT........................................................................................iv
ABSTRACT ......................................................................................................v
MOTTO ............................................................................................................vi
DEDICATION ..................................................................................................vii
ACKNOWLEDGEMENT .................................................................................viii
TABLE OF CONTENTS...................................................................................ix
LIST OF TABLES.............................................................................................xii
LIST OF FIGURE .............................................................................................xiii
LIST OF APPENDICES ....................................................................................xiv
CHAPTER I INTRODUCTION ........................................................................1
A. Background of the Study ........................................................................1
B. Research Questions ................................................................................4
C. Objectives of the Study ..........................................................................4
D. Significance of the Study........................................................................5
CHAPTER II REVIEW OF RELATED LITERATURE ....................................7
A. The Nature of Linguistics .......................................................................7
1. Applied Linguistics ..........................................................................9
2. Bilingualism and Multilingualism.....................................................10
a. Definition of Bilingualism and Multilingualism ..........................10
b. Language Use in Bilingual Communities ....................................11
c. Code ...........................................................................................12
1) Digglosia ..............................................................................13
2) Borrowing.............................................................................14
3) Code-Mixing.........................................................................15
4) Code-Switching ....................................................................15
a) The Grammatical Perspectives on Code-Switching..........17
ix
b) The Types of Code-Switching .........................................18
c) The Factors of Code-Switching .......................................20
d) The Functions of Code-Switching ...................................22
B. Language Acquisition.............................................................................25
1. Classroom Management ...................................................................26
2. Teacher-Talk ....................................................................................27
3. Teacher Code-Switching Strategies ..................................................28
C. Conceptual Framework ..........................................................................30
D. Review of Previous Studies ....................................................................33
CHAPTER III RESEARCH METHODOLOGY ................................................35
A. Setting of the Study ................................................................................35
B. Research Design.....................................................................................35
C. Data and Source of Data.........................................................................36
D. Data Collection Technique .....................................................................37
E. Data Validity..........................................................................................40
F. Data Analysis Technique........................................................................40
CHAPTER IV RESULTS AND DISCUSSIONS ...............................................43
A. Results ...................................................................................................43
1. Grammatical Pattern of Code-Switching...........................................43
2. Types of Code-Switching .................................................................44
3. Factors of Code-Switching ...............................................................45
4. Functions of Code-Switching............................................................46
B. Discussions ............................................................................................47
1. Grammatical Pattern of Code-Switching...........................................47
2. Types of Code-Switching .................................................................49
3. Factors of Code-Switching ...............................................................52
4. Functions of Code-Switching............................................................57
5. How Teachers’ Code-Switching Affect the Students’ Performance...63
CHAPTER V CONCLUSSIONS, IMPLICATIONS, SUGGESTIONS..............67
A. Conclusions............................................................................................67
B. Implications ...........................................................................................68
C. Suggestions ............................................................................................69
x
BIBLIOGRAPHY..............................................................................................71
APPENDICES...................................................................................................77
xi
LIST OF TABLES
Table 3.1 Research Schedule .............................................................................35
Table 3.2 Code-Switching Analysis ...................................................................37
Table 3.3 Interview Protocol ..............................................................................39
Table 4.1 Grammatical Pattern of Code-Switching.............................................43
Table 4.2 Types of Code-Switching ...................................................................44
Table 4.3 Factors of Code-Switching .................................................................45
Table 4.4 Functions of Code-Switching .............................................................46
xii
LIST OF FIGURE
Figure 2.1 Analytical Construct of Code-Switching Strategies ...........................32
xiii
LIST OF APPENDICES
Appendix I The Transcripts of Classroom Interaction ........................................77
Appendix 2 The Table of Code-Switching Analysis ...........................................152
Appendix 3 The Table of Code-Switching Analysis Result ................................153
Appendix 4 Focus Group Discussion Protocol ...................................................177
Appendix 5 Personal Interview Protocol ............................................................178
Appendix 6 Transcript of Focus Group Discussion ............................................179
Appendix 7 Transcripts of Personal Interview....................................................187
Appendix 8 Permission Letter of MAN 2 Ponorogo ...........................................197
xiv