ENGLISH CODE-SWITCHING IN INDONESIAN WOMAN MAGAZINES A THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ENGLISH CODE-SWITCHING IN INDONESIAN WOMAN MAGAZINES
A THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Emmanuella Swastika Datu
Student Number: 05 1214 004
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2009
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STATEMENT OF WORK’S ORIGINALITY
I honestly declare that the thesis, which I have written, does not contain the work
or parts of the work of other people, except those cited in the quotations and the
references, as scientific paper should.
Yogyakarta, 24 June 2009
The Writer
Emmanuella Swastika Datu
05 1214 004
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ABSTRACT
Datu, Emmanuella Swastika. (2009). English Code-switching in Indonesian
Woman Magazines. Yogyakarta: Sanata Dharma University.
Code-switching is one of the phenomena in sociolinguistics. Codeswitching normally occurs in a multilingual community. People from different
backgrounds and languages may switch to each other’s language. One of the
purpose is to smooth communication. Code-Switching is also a popular
phenomenon in language learning. Both language teachers and learners use codeswitching in the learning process. In the development, code-switching may
support and hinder second language acquisition.
This study was aimed at accomplishing three major objectives: (1) to
analyze the types of code-switching in Indonesian woman magazines; (2) to
identify the possible reasons for code-switching in Indonesian woman magazines
and (3) to identify the possible implication of code-switching in Indonesian
woman magazines towards English language learning in Indonesia.
In order to accomplish the research objectives, the researcher conducted
descriptive study in which qualitative data analysis was employed. To answer the
first question, the researcher used document analysis. The researcher used library
study to answer the second and third question. First, the researcher organized and
prepared data for analysis. Second, the researcher read through all the data. Third,
detailed analysis with a coding process was completed. The next, the researcher
described and categorized the data into qualitative narrative. Finally, the
researcher made interpretation of the data.
After perusing all necessary data and going through in-depth analysis, the
researcher found 4 findings. First, the answer to the first question was there were
six major types of code-switching which occurred in the Indonesian woman
magazines namely, diglossic code-switching, single-word code-switching, phrase
code-switching, clause code-switching, whole sentence code-switching and
integrated loanwords code-switching. Second, the answer to the second question
was there were four possible reasons for code-switching namely the topic under
discussion, the writer quotes others’ expression, formality and efficiency. Third,
the answer to the third question was to language learning, grammatical codeswitching may support learning but ungrammatical code-switching may obstruct
learning. Besides, the researcher also found some English words were fully
adopted to Indonesian language.
From the research findings, the researcher would like to suggest the future
researcher to conduct further study on code-switching. The researcher also
suggested the readers of the magazines to be more critical of the code-switching
phenomenon so that they can make the best use of it.
Keywords: sociolinguistics, code-switching, Indonesian woman magazine
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ABSTRAK
Datu, Emmanuella Swastika. (2009). English Code-switching in Indonesian
Woman Magazines. Yogyakarta: Universitas Sanata Dharma.
Alih kode adalah salah satu fenomena sosiolinguistik. Alih kode biasanya
terjadi di masyarakat multilingual. Orang dari berasal dari latar belakang berbeda
dan bahasa ibu yang berbeda dapat mengalihkan bahasa satu sama lain untuk
memperlancar komunikasi. Alih kode juga merupakan fenomena popler di
pembelajaran bahasa. Dalam perkembangannya, alih kode dapat membantu dan
menghambat pembelajaran bahasa asing.
Penelitian ini bertujuan untuk mencapai tiga tujuan utama: (1) untuk
menganalisa tipe alih kode di majalah wanita; (2) untuk mengidentifikasi alasan
yang memungkinkan dari alih kode di majalah wanita Indonesia dan (3) untuk
mengidentifikasi dampak dari alih kode di majalah wanita Indonesia terhadap
pembelajaran Bahasa Inggris di Indonesia.
Untuk mencapai tujuan penelitian, peneliti menggunakan penelitian
deskriptif dimana analisis data kualitatif diterapkan. Untuk menjawab pertanyaan
pertama, peneliti menggunakan dokumen análisis. Untuk menjawab pertanyaan
kedua dan ketiga, peneliti menggunakan studi pustaka. Pertama, peneliti
mengorganisasi dan menyiapkan data untuk analisis. Kedua, peneliti membaca
keseluruhan data. Ketiga, analisa secara detail dengan proses coding dilakukan.
Selanjutnya, peneliti mendeskripsikan dan mengkategorisasikan data ke dalam
naratif kualitatif. Dan terakhir, peneliti membuat intepretasi dari data tersebut.
Setelah membaca dengan seksama seluruh data yang dibutuhkan dan
melakukan analisa yang mendalam, peneliti menemukan 4 penemuan. Pertama,
jawaban dari pertanyaan pertama adalah ada enam tipe alih kode yaitu diglossic
code-switching, alih kode yang berupa satu kata, alih-kode yang berupa frasa, alih
kode yang berupa klausa, alih kode yang berupa kalimat penuh and integrated
loanwords code-switching. Kedua, jawaban dari pertanyaan kedua adalah ada
empat alasan yang alih kode: topik yang dibahas, penulis mengutip ekspresi lain,
esisiensi dan keresmian. Ketiga, jawaban atas pernyaan ketiga adalah pada
pembelajaran bahasa, grammatical code-switching dapat mendukung
pembelajaran tetapi ungrammatical code-switching dapat menghambat
pembelajaran. Selain itu, peneliti juga menemukan beberapa kata bahasa Inggris
yang diadopsi penuh ke dalam Bahasa Indonesia.
Dari hasil penelitian, peneliti menyarankan pada peneliti lain untuk
melakukan studi lebih mendalam tentang alih kode. Peneliti juga menyarankan
pada pembaca majalah untuk lebih kritis terhadap fenomena alih-kode supaya
dapat menggunakannya dengan maksimal.
Kata kunci: sosiolinguistik, alih kode, majalah wanita Indonesia
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Dedicated to
My beloved father and mother
Sedya Wibawa & Lusia Sartini
For love, care and prayer
Mr. Ouda and All PBI lecturers
For kindness, guidance and knowledge
All my friends in PBI
For friendship, laughter, warmth and every moments we shared
My Future Life
To the dream I pursue
To be with the one to love and to be loved
To dream the impossible dream
To fight the unbeatable foe
To bear with unbearable sorrow
To run where the bare dare not go
To right the unrightable wrong
To be better far than you are
To try when your arms are too weary
To reach the unreachable star
This is my quest
To follow that star
No matter how helpless
No matter how far
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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama
: Emmanuella Swastika Datu
Nomor Mahasiswa
: 05 1214 004
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
English Code-Switching In Indonesian Woman Magazines
Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata
Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain,
mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan
mempublikasikannya di internet atau media lain untuk kepentingan akademis
tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya
selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta,
Pada tanggal:
Yang menyatakan
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Emmanuella Swastika Datu
ACKNOWLEDGEMENTS
It has been high and low moments that I had to face during the process of
making this thesis. I believe this work would not finish without support and help
from people around me.
So here I am giving my gratitude and thankfulness to each person who
directly – indirectly, consciously – unconsciously strengthen me in the longwinded journey to achieve my Sarjana Pendidikan degree.
I thank to my Jesus Christ and Mother Mary whose smile always
accompany each time I sit and stare at my computer doing this thesis. I thank for
every word that I surprisingly and accidentally found which made me stronger in
accomplishing this thesis.
I owe so much to the professor wanna be Fx. Ouda Teda Ena, S.Pd.,
M.Pd., my sponsor, for giving me attention, suggestions, guidance, and
motivation during the finishing process of my thesis. I thank him for being so
patient and kind to reply our sms, for being such a good friend and teacher for us.
We wish him luck for your on-going study.
I thank Made Frida Yulia, S.Pd., M.Pd. who helped me so much in the
beginning of my study. I thank Ag. Hardi Prasetyo, S.Pd., M.A. the head of the
study program. I also thank to all EESP lecturers who have given me inspirations
in the process of my study.
I thank my mother Dra. Lusia Sartini, the coolest mom ever, and my father
Drs. Sedya Wibawa. Thank them for being the people who I can always count on.
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To them, I could never reply back the care, warmth, support, laughter and feeling
of being at home. To my little-big size brother Andreas Agra Phrabaswara and my
little sister Klara Kanya Maitreya for being a fun distraction.
I would also express my gratitude to Romo Nano whose homily inspired
me that “This shall too pass…” and Sr. Benedict who gave me advice in my hard
times. I thank also all my friends in Syantikara Dormitory.
I thank to all my friends for friendship during my four-year study. The
group of Lizanzuzip: Listyan, Lita, Uti, Intan, Sedik, Endru, Sophia, Ima, Disty
for sharing the best moments in Love Her Still; my Microteaching II-mates: Mega,
Ella, Itok, Nita, Ari for laughter and joke and y classmates Ncrut, Devy, Peppy,
Ririth, Sekar, Andre, Wahyu, Ganis and Betty.
I thank Vivi, Dea, Fidel and the other missing people who at the very
beginning worked on this thesis. Thank them for the motivational sms-es and at
one critical point made me realized I had to start again – which unpredictably
moved me to go on.
I also thank Luci, Linda, Ellen and Ikke for being so helpful. My
roommate, Tina – please accept my deep apology for the shipwrecked room we
live in during the last one month.
June 2009
Emmanuella Swastika Datu
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TABLE OF CONTENTS
Page
TITLE PAGE ……………………………………………………………….
i
APPROVAL PAGES ………………………………………………………
ii
STATEMENT OF WORK’S ORIGINALITY ………………………….…
iv
ABSTRACT ………………………………………………………………...
v
ABSTRAK ………………………………………………………………..….
vi
PAGE OF DEDICATION ………………………………………………….
vii
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH
UNTUK KEPENTINGAN AKADEMIS ………………………………...….
viii
ACKNOWLEDGEMENTS ………………………………………………..
ix
TABLE OF CONTENTS ……………………………………………….…..
xi
LIST OF TABLES ………………………………………………………….
xiv
LIST OF FIGURE ……………………………………………………….....
xvi
LIST OF APPENDICES …………………………………………………...
xvii
CHAPTER I. INTRODUCTION
A. Research Background …………………………….…….
1
B. Problem Formulation …………………………….…….
4
C. Problem Limitation …………………………………….
4
D. Research Objective …………………………………….
4
E. Research Benefits ………………………………….…..
5
F. Definition of Terms ………………………………….....
5
CHAPTER II. REVIEW OF RELATED LITERATURE
A. Theoretical Description …………………………………
7
1. Linguistics ………………………………………………
7
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2. Sociolinguistics …………………………………………
8
3. Code-switching …………………………………………
9
a. Definition of Code-switching ………………………….
9
b. Types of Code-switching ………………………….……
10
c. Reasons of Code-switching ………………………..……
13
d. Code-switching and Language Learning …………….…
14
B. Theoretical Framework ………………………………....
17
CHAPTER III. METHODOLOGY
A. Research Method ……………………………………….
20
B. Research Data Source …………………………………..
21
C. Research Instrument ………………………………….…
23
D. Data Gathering Technique ……………………………...
26
E. Data Analysis Technique ……………………………….
27
F. Research Procedure …………………………………..…
30
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION
A. Types of Code-switching
1. Diglossic Code-switching ………………………………
31
2. Single-word Code-switching …………………….……...
33
3. Phrase Code-switching ……………………………….…
39
4. Clause Code-switching …………………………………
44
5. Whole Sentence Code-switching …………………….....
47
6. Integrated Loanwords Code-switching ………………...
51
B. Possible Reasons of Code-switching
1. The Topic Under Discussion ……………………………
56
2. The Writer Quotes Others’ Expression …………………
58
3. Formality ………………………………………………..
59
4. Efficiency ……………………………………………….
60
C. Implications to English Language Learning
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1. Code-Switching as One Way to Support English
Language Learning ……………………………………..
60
2. Incorrect Code-Switching Application as a Barrier n
English Language Learning Process …………….……..
61
D. Other Findings ……………………………………….....
65
CHAPTER V. CONCLUSIONS AND SUGGESTIONS
A. Conclusions ……………………………………………..
64
B. Suggestions ……………………………………………..
66
REFERENCES ……………………………………………………………..
68
APPENDICES ……………………………………………………………...
70
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LIST OF TABLE
Table
3. 1
Page
Sample of Check-list of Code-switching Cases
in Indonesian Woman Magazines ……………………………...…..
26
3. 2
Sample of Table of the Number of Code-switching Cases……...….
27
3. 3
Sample of Table of the Most Frequent Code-switching Cases……..
28
4. 1
The Number of Diglossic Code-switching Cases
in Indonesian Woman Magazines…………...………….…………..
31
The Number of Single-Word Code-switching Cases
in Indonesian Woman Magazines ………………...………………..
33
The Most Frequent Single-word Code-switching
in Advertisement ………………………………………...…………
34
The Most Frequent Single-word Code-switching
in Feature ………………………………………………………...…
35
The Most Frequent Single-word Code-switching
in News ……………………………………………………………..
35
The Most Frequent Single-word Code-switching
in Opinion …………………………………………………………..
36
4. 7
The Number of Phrase Code-switching Cases ………….………....
38
4. 8
The Most Frequent Phrase Code-switching
in Advertisement ………………………………………...…………
39
The Most Frequent Phrase Code-switching in Feature …………….
39
4. 10 The Most Frequent Phrase Code-switching in News ………………
40
4. 2
4. 3
4. 4
4. 5
4. 6
4. 9
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4. 11 The Most Frequent Phrase Code-switching in Opinion …................
41
4. 12 The Number of Clause Code-switching Cases ………...…………..
43
4. 13 The Number of Whole Sentence Code-switching Cases …............... 46
4. 14 The Number of Integrated Loanwords
Code-switching Cases …………………………………………...…
49
4. 15 Integrated Loanwords Cases Code-switching
in Advertisement…………………………………………………....
50
4. 16 The sample of Integrated Loanwords Code-switching in Feature …. 51
4. 17 The sample of Integrated Loanwords Code-switching in News …… 52
4. 18 The sample of Integrated Loanwords Code-switching in Opinion … 53
4. 19 The sample of Integrated Loanwords Code-switching in Fiction.....
54
4. 20 Table of English Phrases
which Implemented to Indonesian Context ………………………...
60
4. 21 Table of Wrong Code-switching Construction
and Its Correction …………………………………………………..
62
4. 22 Table of Miss-typed English Words ……………………………….. 62
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LIST OF FIGURE
Figure
3. 1
Page
Steps in Conducting the Study …………………………………….. 30
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LIST OF APPENDICES
Appendix
Page
1
The Observation Form of the Types of Analysis …………………….. 70
2
Sample of Code-switching in Feature Articles of Cita Cinta 25 71
February to 11 March 2009 …………………………………………...
3
Sample of Code-switching in Feature Articles of Femina 7 to 13 72
February 2009 …………………………………………………...……
4
Sample of Single-word and Integrated loanwords Code-switching in
73
Opinion Articles of Cita Cinta 25 to 11 March 2009 …………………
5
Sample of Diglossic and Single-word Code-switching in Feature
Articles of Cita Cinta 25 February to 11 March 2009 ……………….. 74
6
Sample of Phrase and Whole sentence Code-switching in Feature
Articles of Femina 7 to 13 February 2009 …………………………… 75
7
Sample of Single-word and Integrated loanwords Code-switching in
Opinion Articles of Cita Cinta 25 to 11 March 2009 ………………… 76
8
Sample of Diglossic Code-switching in Advertisement of Femina 14
to 20 February 2009 ………………………………………………….. 77
9
Sample of Phrase, Clause and Whole sentence Code-switching in
Feature Articles of Femina 7 to 13 February 2009 …………………... 78
10
Sample of Single-word and Integrated loanwords Code-switching in 79
Opinion Articles of Cita Cinta 25 to 11 March 2009 …………………
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CHAPTER 1
INTRODUCTION
In this chapter, the researcher elaborates six major underlying issues:
research background, problem formulation, problem limitation, research
objectives, research benefits and definition of terms. The introduction is intended
to provide the background information and rationale of the study.
A. Research Background
People who live in bilingual or multilingual community may switch to
either first or second language in order to smooth information exchange.
Consciously or unconsciously, this kind of code-change is a familiar phenomenon.
In a circumstance when English as a second language is being used by Indonesian
native speaker, he or she can juxtaposes words, phrase, clause even a whole
sentence to Indonesian in one communicative situation. That phenomenon is
called code-switching. Code-switching can be defined as “the juxtaposition of
elements from two (or more) languages or dialects” McCormick (1994: 582).
Code-switching happens when a speaker of one language switches to another
language or more within a conversation or text he or she produces. The speaker
may share thoughts or communicate by switching some terms to other languages.
The same is true for Indonesian native speaker who frequently uses
English language juxtaposed to Indonesian language context. Code-switching to
English language in Indonesian context does not only happen in a verbal
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2
communication but also written expression. One of the examples is the common
use of English language in Indonesian mass media. Some words and phrases are
changed into English so frequent. As a result, this phenomenon becomes an
interesting language style in some printed mass media. A Filipino case study of
code-switching in the Media states “…code-switching is used in reported speech,
where the exact words of a speaker are being quoted.” (Lambert, 2005: 342). As a
result, in some parts of the newspaper like news, sport or features interviews,
code-switching in quotations is common as well as in the comics and letter to
editor. In that way, code-switching occurs in “…the language that the majority of
the populace can understand easily.” (Lambert, 2005: 341)
The occurrence of code-switching can also be found in Indonesian printed
mass media like newspapers, magazines or tabloids. Generally, code-switching
happens among Indonesian, English and some regional dialects. In many cases,
the English expression is more popular than the Indonesian expression. As a
result, the writer prefers the word print to cetak or dress-code to kode berpakaian.
Code-switching is also a familiar phenomenon in English language
learning. Both teachers and students may consciously or unconsciously aware of
the use of code-switching in learning second language. “Code-switching in
language classroom is not always a blockage or deficiency in learning a language,
but may be considered as a useful strategy in classroom interaction” (Sert, 2005:
5). A language teacher may switch to a native code when explaining grammar
instruction since it helps to transfer new content and make meaning clearer (Sert,
2005: 2). On the other side, code-switching can also be an obstacle for learning.
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When teacher repetitively translate an instruction to the native language after he
or she uses the target language, students will have a tendency to pay attention to
the latest instruction. As a result, this will reduce students’ willingness to adjust to
the foreign language context. Consequently, “the teacher has a vital role for
preventing its long-term damages on foreign language learning process.” (Sert,
2005: 5). A language teacher, as a role model of second language user, should be
aware of the use of code-switching so he or she can anticipate the negative effects.
It will also be beneficial if the students also have the awareness to the use
of code-switching in language learning process. Students often switch to the first
language once they found difficult expression of a target language. It may seem
helpful in the initial effort but may lead into a “loss of fluency” (Sert, 2005: 4) in
the long run.
Not only teachers but also the students should be aware of the application
of code-switch. Therefore, both sides can cooperate to support a successful
achievement of second language teaching and learning. Code-switching is in line
with successful second language acquisition when its aim is to make meaning
understandable and to transfer the information to students efficiently.
Nevertheless, it can be a learning barrier in the long term which prevents “mutual
intelligibility” (Sert, 2005: 5).
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B. Problem Formulation
The questions addressed in the research are:
1. What are the types of code-switching in Indonesian woman magazines?
2. What are the reasons for code-switching in Indonesian woman magazines?
3. What are the implications of code-switching in Indonesian woman magazines
towards English language learning in Indonesia?
C. Problem Limitation
This research is limited to elaborate the types, possible reasons and
implications of code-switching to English language learning in Indonesian woman
magazines namely Femina, Kartini and Cita Cinta. Those 3 Indonesian female
magazines are representative since they are familiar and popular among
Indonesian woman. In order to obtain adequate data and also considering the time
efficiency, the researcher used one-month sample of each magazine: 4 series of
Femina as weekly magazine, 2 series of Kartini and Cita Cinta as biweekly
magazine.
D. Research Objectives
The objectives of the study are to answer the three questions raised in the
problem formulation as follows:
1. to analyze the types of code-switching in Indonesian woman magazines
Femina, Kartini and Cita Cinta.
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5
2. to identify the possible reasons for code-switching in Indonesian woman
magazines Femina, Kartini and Cita Cinta.
3. to find the implication of code-switching in Indonesian woman magazines
towards English language learning in Indonesia.
E. Research Benefits
This study will hopefully be beneficial for:
1. Future researchers to hold a more in depth study about code-switching
phenomenon.
2. English teachers to be aware of the use of code-switching in the language
learning process so that they can anticipate whether code-switching will
obstruct learning and are able to use it appropriately.
3. Students especially who learn English as a second language, so they have
awareness that code-switching can either help or hinder learning.
F. Definitions of Terms
This section presents the definition of terms which is intended to avoid
confusion and misconception.
1. Code-switching
According to Couplan and Jaworski (2007:361), code-switching can
be defined as the implementation of at least two or more languages in one time
conversation or utterance. In this study, code-switching refers to the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6
juxtaposition of English language to Indonesian language context in Indonesian
woman magazines Femina, Kartini and Cita Cinta.
2. Indonesian woman magazine
Indonesian woman magazines are magazines served in Indonesian
language whose targets are young women in Indonesia. The content of the
magazines are made according to what Indonesian woman interested in or will
probably need such as fashion, health, entertainment, beauty tips/ treatment,
etc. In this study, the researcher chose some representative Indonesian woman
magazines which prominently use English language as juxtaposition to
Indonesian language. They are Femina Magazine, Kartini Magazine and Cita
Cinta Magazine.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter is intended to review some theories related to the issue of
the study and to formulate the theoretical framework. For this reason, the
researcher divides this chapter into two major sub-headings, namely theoretical
description and theoretical framework. The theoretical description provides the
theoretical review of the issues whereas the theoretical framework explains the
thread of the theories to formulate the orientation of the study.
A. Theoretical Description
To obtain thorough understanding about code-switching, this theoretical
description is presented. This section elaborates the definition of code-switching,
types, reasons and how it relates to the language learning.
1. Linguistics
There are different definitions of what linguistics is which are proposed by
various linguists. Those definitions are changing from isolated structured context
to a wider scope or language in society.
Linguistics thus addresses itself to the fundamental areas of human
experience – the mental and the social. Linguists are interested in how
language is organized in the human mind and in how the social structures
of human communities shape language to their own purposes, reflecting
social structures in language use. (Finegan: 1992 in Emmitt & Pollock,
2002: 76).
The aim of linguistics is therefore to study language systematically. Its
purpose is to study language objectively and explain language as it is. It has
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8
twofold aim: “to cover general principles underlying human language and to
provide reliable descriptions of individual languages.” (McArthur, 1992: 608).
Linguistics has three classic subdivisions: (1) Phonology the study of sound
patterns; (2) Morphology and syntax the composition of words and sentences; (3)
Semantics the study of meaning. In the later development, some areas have
become
increasingly
important
namely
pragmatics,
sociolinguistics,
psycholinguistics, neurolinguistics, linguistic typology, computational linguistics,
stylistic linguistic and applied linguistics (McArthur, 1992: 609).
In language teaching and learning, it is essential for teachers to have
“explicit knowledge of grammar” to aid students. Teachers should firstly be aware
and critical of the language and then help students to develop a critical awareness
of language, of how power relationship influence language use and how to use
language respectfully (Emmitt & Pollock, 2002: 90).
2. Sociolinguistics
According to Romaine (1994: 4005), “sociolinguistics is the subdiscipline
of linguistics which deals with the relationship between language and society.” It
also encompasses the study of “…attitudes to language and language change…”
Language users may act towards the language. The act depends on the
context, situation or people they communicate with. Sociolinguistics deals with
language and the society who use the language and social background of the
language user – the speaker and the listener. For that reason, the relationship
between speaker and addressee, the context and manner of the interaction are
important factors to maintain good communication.
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In a social relationship, people modify their language so that message is
clearly understood by the addressee. The same is true in the context of language
teaching and learning. Language teachers modify the language they use in order to
achieve successfully transferred information. In other word, language teachers do
the teacher talk. Teachers may simplify or lengthen the utterance to make meaning
clearer. It is also normal to switch to the mother language to smooth the
communication.
3. Code-switching
In this part, the researcher elaborates the definitions of code-switching,
types of code-switching, reasons of code-switching and its implication to
language learning.
a.
Definitions of Code-switching
In multilingual communities, large scale interactions between language
and society as a whole happen. One of the interactions is language shift. In this
phenomenon people use two or more languages at one time conversation or
context which is also known as code-switching.
Bokamba (1989) as cited in Ayeomoni (2006: 91) defines code-switching
as “the mixing of words, phrases and sentences from two distinct grammatical
(sub) systems across sentence boundaries within the same speech event…“ In a
multilingual community, code-switching is a common phenomenon. People who
are capable of speaking two or more languages consciously or unconsciously
substitute phrases or words of a language to another language. Code-switching
helps a speaker of one language to support his thinking and communication
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(Duran, 1994: 8). When he could not find representative word to explain
something or is not able to utter particular expression in other languages, he may
borrow phrases or words from another language to smooth his communication.
Code-switching can also be defined as “a conversational strategy used to
establish, cross or destroy group boundaries; to create, evoke or change
interpersonal relations with their right and obligations” (Wardhaugh, 1992: 103).
In a circumstance where speakers of various languages have the same necessity
gather in one speech context, code-switching permits them to attain their purpose
effectively and understand each other better.
Nevertheless, when people use code-switching so frequently, it may raise
fears. Since speakers have little control over them, code-switching can be
aberrations to some purists (Duran, 1994:7). They fear that switch of the first to
the second language may interfere the first one from growing or degrade the
language itself.
b. Types of Code-switching
McCormick (1994:582) defines there are 6 major types of code-switching
namely (1) diglossia, (2) situational code-switching, (3) metaphoric codeswitching, (4) code-switching which consists of conversational code-switching,
style shifting and code mixing; (5) single-word code-switching; borrowing and (6)
integrated loanwords.
Diglossia is a feature of speech community rather than individuals
(Wardhaugh, 1992: 30). In diglossic situation, people use two distinct languages
in a society. The distinct languages being used are called “the H (high) and L
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(low) codes are different languages, one of which has greater prestige than the
other.” (McCormick, 1994:582). Diglossia therefore happens in bilingual situation
where two varieties are required to cover domains of the community.
Situational code-switching is a kind of code-switching in which in a
society “the codes may be perceived as different but be equally valued, and
similarity the situations may be differentiated on grounds other than prestige.”
(McCormick, 1994: 582). For example the people in the district of Sauris who
speak dialects of Friulian and German and the national language, Italian. There is
a governing rule that German is used at home between spouse; Friulian is used in
informal setting such as in the market, neighbor, etc and Italian is used in a more
informal setting such as school, workplace (McCormick, 1994: 582). Thus, the
codes being used are distinguished through horizontal classification which can be
settings, context, topic or participants (McCormick, 1994: 583).
Metaphoric code-switching happens in “a whole conversation, each within
one role relationship.” (McCormick, 1994: 581). For instance, a political public
figure who tries to draw people’s voice uses more than one code. He uses two
codes: language of the people or local dialect to show “high solidarity, equal
status and friendly feelings” (Wardhaugh, 1992: 41) and language to represent
him as political figure that shows “social distance, status and the referential
information” (Wardhaugh, 1992: 41) political world.
Conversational code-switching occurs “within conversations and may take
place within one speaker’s turn” (McCormick, 1994: 583). A speaker may
exchange to another language in one turn conversation. For example, a
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conversation between Indonesian students who learn English language frequently
use English juxtaposed to Indonesian. The second type of code-switching is style
shifting which takes place when one language with more than 1 style is used in
the society, for instance American people community who use Black English and
formal English. The last type is code mixing. It “suggests the speaker is mixing up
codes indiscriminately or perhaps because of incompetence (Wardhaugh, 1992:
42). This phenomenon normally occurs to second language learners. They may
mix the target language they learn with their mother tongue language to make
communication fluent.
Single word code-switching or borrowing is also called lexical borrowing.
“It involves single words – mainly nouns – and it is motivated by lexical need”
(Wardhaugh, 1992: 42). People use the borrowed words usually according to the
rules of the first language, as if they are part of the first language.
Integrated loanwords occur between morphemes (McCormick, 1994: 581).
It is the combination of two morphemes of different codes to express a word for
example men-download instead of mengunduh. “Download” is more familiar and
frequently used by Indonesian community although there is an official rule from
the government. Mengunduh is the representative word of download according to
Instruksi Presiden Nomor 2 Tahun 2001 about the English terms used in the
internet which are translated into representative Indonesian language.
Gumpers (1982 as cited in Gardner & Chloros, 2007: 361) identifies 2
main sub categories of code-switching: situational and conversational codeswitching. Situational code-switching deals with the alternation of “interlocutor,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
13
setting or topic” (Gumpers: 1982 in Gardner & Chloros, 2007: 361). The language
is influenced by what kind of addressee the speaker is talking to, where the
conversation takes place and what subject matter under discussion. Conversational
code-switching is not prejudiced by any changes but motivated by factors inside
the conversation itself.
c.
The Reasons for Code-switching
There are 2 reasons for code-switching according to Holmes (2001: 32):
social reason and topic. Social reason takes place when a speaker uses some
vernacular languages in his speech to indicate that he belongs to the community.
Often bilinguals switch to another code within a conversation to talk about a
particular topic. Particularly, in technical topic such as engineering, the engineers
are more familiar to say by-pass than mengalir tanpa halangan when it is
translated into Indonesian. Some topics “…are firmly associated with a particular
code and the topic itself can trigger a switch to the appropriate code” (Holmes,
2001: 37).
According to Poedjosoedarmo (1975 in Lumintaintang: 2003), codeswitching is one strategy of bilingual communication. Code-switching occurs
because of 8 reasons: (1) the speaker quotes sentences; (2) the changing of the
addressee; (3) the influence of the third person; (4) the influence of particular
intention; (5) acting; (6) the topic under discussion; (7) the previous stated
sentence/ expression and (8) situation.
Other researchers mentioned “modernization, westernization, efficiency,
professionalism and social advancement” (Kachru, 1989; Kamwangamalu, 1989
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14
as cited in Ayeomoni, 2006:91) as some of reasons of code-switching. English
language as one of the most-widely used language may represent modernization
as well as westernization in Indonesia. For instance there are many international
schools which require English as the communication device in teaching learning
activities. This phenomenon makes English language popular to school-age
students.
Efficiency makes communication more efficient than using translated
version which probably takes longer explanation. Professionalism and social
advancement correlate more on working world. In a professional work, he or she
will take into more consideration than those who are less competitive in English.
As a result, it may affect his social advancement since he or she gets more chance
to deal with wider community.
d. Code-switching and Language Learning
Code-switching can be briefly defined as “a phenomenon of switching
from one language to another in the same discourse.” (Nunan and Carter: 2001 as
cited in Sert, 2005:1). In language learning, code-switching is used by both
teachers and students. A study of the implication of code-switching on language
acquisition right from childhood states that code-switching “correlates positively
with the educational attainment of individuals” (Ayeomoni, 2006: 94) but it is
English language teachers’ job to “devise the means of preventing the demerits
from the adversely affecting the language acquisition process…” (Ayeomoni,
2006: 94).
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According to Sert (2005), there are differences between the function of
code-switching of teachers and students. In the teachers’ side, code-switching
functions as topic switch, affective function and repetitive function. Topic switch
means teachers convert his language to the topic being discussed. In teaching
language content, it is easier and understandable to switch to native language so
students comprehend the information.
Affective function means teachers use code-switching to build close and
intimate relationship to the students. Teachers may use emotive expression to
support the classroom atmosphere to learn second language. Repetitive function
means that code-switching is to clarify message from teacher to students so they
can comprehend the message efficiently (Mattson and Burenhult: 1999 as cited in
Sert, 2005: 3).
The functions of students’ code-switching are classified into equivalence,
floor-holding, reiteration and conflict control (Elridge: 1996 as cited in Sert, 2005:
3). Equivalence maintains fluent communication by being “defensive mechanism”
(Elridge: 1996 as cited in Sert, 2005: 3). Students alter a certain lexical item to
native language so eliminating gaps of the lack of proficiency in foreign language.
Floor-holding has approximately the same function as equivalence. It is to fill gap
of incapability of using foreign language when students cannot recall expression
in the target language. The last function is control conflict. Students switch to the
first language to avoid misunderstanding.
Nonetheless, those functions mentioned can also be obstacles in learning
foreign language. If students switch to native language too often, it may lead to
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the lack of fluency in a long term. If teachers frequently use repetitive function to
repeat instruction, students may become dependable and less attentive to the
instruction in the target language.
Students also learn from the language the teacher uses. What the teacher
said will be an example of the real implementation of the target language. In
second language acquisitions theory, what the students received from teacher’s
talk is called input. Ellis (1997: 44) elaborates the role of input and how it may
affect the successful second language acquisition. A study of input modifications
through the phenomenon of foreigner talk shows that it takes into effect the kinds
of talk the foreigner use when communicating with non-native speakers. The
kinds of foreigner talk as the result of the study is ungrammatical and
grammatical. “Ungrammatical foreigner talk is characterized by the deletion of
certain grammatical features such as copula be, modal verbs and articles (Ellis,
1997: 45).”
Ungrammatical foreigner talk may help language learner comprehend the
message better. However, when it is not followed by the correct explanation,
learning can be obstructed.
The second type is grammatical foreigner talk. This type is the norm type
i.e. the use of correct talk according to the rule. There are several of “baseline
talks” (Ellis, 1997: 45). First, grammatical foreigner talk is communicated at slow
speed giving the addressee more time to understand the meaning. Second, the
input is simplified for instance using simpler constructions. The third baseline is
foreigner talk that uses full form rather than the constricted one to refer to the
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17
basic form. The fourth is foreigner talk that sometimes lengthens the expression to
make meaning clearer.
Hence, teachers’ understanding and awareness towards code-switching
which can both support and hinder learning are therefore important in language
learning process. For language teachers are the those who are in charge to help the
development of learning, wise consideration of language use must be taken into
account.
B. Theoretical Framework
Based on the theoretical description, the researcher wraps up the
appropriate theories to accomplish the objectives of the study. Therefore, the
researcher uses the types of code-switching according to McCormick (1994:581),
2 reasons of code-switching as proposed by Poedjosoedarmo (1975 in
Lumintaintang: 2003), one reason by Crystal (1987) and one reason by Kachru
and Kamwangamalu (1989 as cited in Ayeomoni, 2006:91) and the role of input
in Second Language Acquisition according to Ellis (1997).
First, according to McCormick (1994:581), there are nine scope of terms
used to designate types of code juxtaposition. The researcher decided to refer to 6
adopted terms namely diglossic code-switching, single-word code-switching,
phrase code-switching, clause code-switching, whole sentence code-switching and
integrated loanwords code-switching. Situational and metaphorical codeswitching, were excluded since those types normally exist in oral communication.
Those six types were considered the most appropriate terms to explain the data
being investigated.
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Second, there are four possible reasons which will be used to explain the
code-switching phenomenon in Indonesian woman magazines. Poedjosoedarmo
(1975 in Lumintaintang: 2003) proposed the topic under discussion and the
speaker quotes sentences as two of the eight reasons. The topic may affect the
language use. Terms from particular original language do not always have the
exact representative translation in another language. In order to avoid
misconception, original terms of specific topic are maintained.
The second reason, the writer adapted the speaker quotes sentences into
the writer quotes others’ expression since this study mostly dealt with document
analysis in which the writer tries to interpret the meaning of written expression.
Quoting others’ English expression is one way to maintain the sense of the
expression. Target language may be possible to replace the quotation.
Nevertheless, to sustain the meaning and avoid misunderstanding, quotation in the
original language is preserved.
Third, according to Ellis (1997: 45) input has a big role in second language
acquisition. The role of input can be identified through input modifications in the
study of foreigner talk. Foreigner talk refers to “the language that native speakers
use when addressing non-native speakers” (Ellis, 1997: 45). Two types of
foreigner talk are identified: ungrammatical foreigner talk and grammatical
foreigner talk.
The deletion of some grammatical features will make second language
learners understand message easily. Nonetheless, it may obstruct learning.
Learners may imitate the ungrammatical utterance and unconsciously learn the
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19
incorrect form. The second type, grammatical foreigner talk, may support
language acquisition. As it is proposed by Krashen (as cited in Ellis, 1997: 45)
that second language acquisition happens when a learner grasp the grammatically
correct input that is transferred.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER III
METHODOLOGY
This chapter illuminates the process of gathering and analyzing the data.
The discussion consists of seven subdivisions, namely research method, source of
data, research instruments, data gathering techniques, data analysis techniques,
and research procedures.
A. Research Method
As has been mentioned in the problem formulation, the study was to
investigate to find out three major problems. First, the aim of the study was to
identify what types of code-switching are found in Indonesian woman magazines.
The second aim was to elaborate the possible reasons of code-switching found in
Indonesian woman magazines. The third aim was to analyze the possible
implications of code-switching in Indonesian woman magazines towards English
language learning in Indonesia.
To achieve the goal of the study mentioned above, the researcher
employed a descriptive study. According to Fraenkel and Wallen (1993: 11),
descriptive study describes something as it is. In other words, the researcher does
not have any control to manipulate what already existed.
In the descriptive study, the form of data can be qualitative—in verbal
symbols—or quantitative—in mathematical symbols (Dalen, Deobold D. Van,
1973: 195). In this study, qualitative data is employed.
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21
Since, qualitative research is basically interpretive, the researcher made an
interpretation of the data through narrative description. Furthermore, it includes
analyzing data to their theme or category and at the last stage drawing conclusions
about the interpretation personally as well as theoretically (Wolcott: 1994 as cited
in Creswell, 2003: 182).
According to Hoepfl (1997:12) another source of data which is invaluable
to qualitative research is document analysis since “ it might include official
records, letters, newspaper account, diaries, and reports, as well as the published
data used in a review of literature.” For that reason, the researcher used document
analysis to answer the first question as it would describe the data in the best way.
To answer the second and third question, the researcher used library study. The
researcher analyzed some written sources to identify the possib
ENGLISH CODE-SWITCHING IN INDONESIAN WOMAN MAGAZINES
A THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Emmanuella Swastika Datu
Student Number: 05 1214 004
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2009
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that the thesis, which I have written, does not contain the work
or parts of the work of other people, except those cited in the quotations and the
references, as scientific paper should.
Yogyakarta, 24 June 2009
The Writer
Emmanuella Swastika Datu
05 1214 004
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ABSTRACT
Datu, Emmanuella Swastika. (2009). English Code-switching in Indonesian
Woman Magazines. Yogyakarta: Sanata Dharma University.
Code-switching is one of the phenomena in sociolinguistics. Codeswitching normally occurs in a multilingual community. People from different
backgrounds and languages may switch to each other’s language. One of the
purpose is to smooth communication. Code-Switching is also a popular
phenomenon in language learning. Both language teachers and learners use codeswitching in the learning process. In the development, code-switching may
support and hinder second language acquisition.
This study was aimed at accomplishing three major objectives: (1) to
analyze the types of code-switching in Indonesian woman magazines; (2) to
identify the possible reasons for code-switching in Indonesian woman magazines
and (3) to identify the possible implication of code-switching in Indonesian
woman magazines towards English language learning in Indonesia.
In order to accomplish the research objectives, the researcher conducted
descriptive study in which qualitative data analysis was employed. To answer the
first question, the researcher used document analysis. The researcher used library
study to answer the second and third question. First, the researcher organized and
prepared data for analysis. Second, the researcher read through all the data. Third,
detailed analysis with a coding process was completed. The next, the researcher
described and categorized the data into qualitative narrative. Finally, the
researcher made interpretation of the data.
After perusing all necessary data and going through in-depth analysis, the
researcher found 4 findings. First, the answer to the first question was there were
six major types of code-switching which occurred in the Indonesian woman
magazines namely, diglossic code-switching, single-word code-switching, phrase
code-switching, clause code-switching, whole sentence code-switching and
integrated loanwords code-switching. Second, the answer to the second question
was there were four possible reasons for code-switching namely the topic under
discussion, the writer quotes others’ expression, formality and efficiency. Third,
the answer to the third question was to language learning, grammatical codeswitching may support learning but ungrammatical code-switching may obstruct
learning. Besides, the researcher also found some English words were fully
adopted to Indonesian language.
From the research findings, the researcher would like to suggest the future
researcher to conduct further study on code-switching. The researcher also
suggested the readers of the magazines to be more critical of the code-switching
phenomenon so that they can make the best use of it.
Keywords: sociolinguistics, code-switching, Indonesian woman magazine
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ABSTRAK
Datu, Emmanuella Swastika. (2009). English Code-switching in Indonesian
Woman Magazines. Yogyakarta: Universitas Sanata Dharma.
Alih kode adalah salah satu fenomena sosiolinguistik. Alih kode biasanya
terjadi di masyarakat multilingual. Orang dari berasal dari latar belakang berbeda
dan bahasa ibu yang berbeda dapat mengalihkan bahasa satu sama lain untuk
memperlancar komunikasi. Alih kode juga merupakan fenomena popler di
pembelajaran bahasa. Dalam perkembangannya, alih kode dapat membantu dan
menghambat pembelajaran bahasa asing.
Penelitian ini bertujuan untuk mencapai tiga tujuan utama: (1) untuk
menganalisa tipe alih kode di majalah wanita; (2) untuk mengidentifikasi alasan
yang memungkinkan dari alih kode di majalah wanita Indonesia dan (3) untuk
mengidentifikasi dampak dari alih kode di majalah wanita Indonesia terhadap
pembelajaran Bahasa Inggris di Indonesia.
Untuk mencapai tujuan penelitian, peneliti menggunakan penelitian
deskriptif dimana analisis data kualitatif diterapkan. Untuk menjawab pertanyaan
pertama, peneliti menggunakan dokumen análisis. Untuk menjawab pertanyaan
kedua dan ketiga, peneliti menggunakan studi pustaka. Pertama, peneliti
mengorganisasi dan menyiapkan data untuk analisis. Kedua, peneliti membaca
keseluruhan data. Ketiga, analisa secara detail dengan proses coding dilakukan.
Selanjutnya, peneliti mendeskripsikan dan mengkategorisasikan data ke dalam
naratif kualitatif. Dan terakhir, peneliti membuat intepretasi dari data tersebut.
Setelah membaca dengan seksama seluruh data yang dibutuhkan dan
melakukan analisa yang mendalam, peneliti menemukan 4 penemuan. Pertama,
jawaban dari pertanyaan pertama adalah ada enam tipe alih kode yaitu diglossic
code-switching, alih kode yang berupa satu kata, alih-kode yang berupa frasa, alih
kode yang berupa klausa, alih kode yang berupa kalimat penuh and integrated
loanwords code-switching. Kedua, jawaban dari pertanyaan kedua adalah ada
empat alasan yang alih kode: topik yang dibahas, penulis mengutip ekspresi lain,
esisiensi dan keresmian. Ketiga, jawaban atas pernyaan ketiga adalah pada
pembelajaran bahasa, grammatical code-switching dapat mendukung
pembelajaran tetapi ungrammatical code-switching dapat menghambat
pembelajaran. Selain itu, peneliti juga menemukan beberapa kata bahasa Inggris
yang diadopsi penuh ke dalam Bahasa Indonesia.
Dari hasil penelitian, peneliti menyarankan pada peneliti lain untuk
melakukan studi lebih mendalam tentang alih kode. Peneliti juga menyarankan
pada pembaca majalah untuk lebih kritis terhadap fenomena alih-kode supaya
dapat menggunakannya dengan maksimal.
Kata kunci: sosiolinguistik, alih kode, majalah wanita Indonesia
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Dedicated to
My beloved father and mother
Sedya Wibawa & Lusia Sartini
For love, care and prayer
Mr. Ouda and All PBI lecturers
For kindness, guidance and knowledge
All my friends in PBI
For friendship, laughter, warmth and every moments we shared
My Future Life
To the dream I pursue
To be with the one to love and to be loved
To dream the impossible dream
To fight the unbeatable foe
To bear with unbearable sorrow
To run where the bare dare not go
To right the unrightable wrong
To be better far than you are
To try when your arms are too weary
To reach the unreachable star
This is my quest
To follow that star
No matter how helpless
No matter how far
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama
: Emmanuella Swastika Datu
Nomor Mahasiswa
: 05 1214 004
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
English Code-Switching In Indonesian Woman Magazines
Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata
Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain,
mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan
mempublikasikannya di internet atau media lain untuk kepentingan akademis
tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya
selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta,
Pada tanggal:
Yang menyatakan
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Emmanuella Swastika Datu
ACKNOWLEDGEMENTS
It has been high and low moments that I had to face during the process of
making this thesis. I believe this work would not finish without support and help
from people around me.
So here I am giving my gratitude and thankfulness to each person who
directly – indirectly, consciously – unconsciously strengthen me in the longwinded journey to achieve my Sarjana Pendidikan degree.
I thank to my Jesus Christ and Mother Mary whose smile always
accompany each time I sit and stare at my computer doing this thesis. I thank for
every word that I surprisingly and accidentally found which made me stronger in
accomplishing this thesis.
I owe so much to the professor wanna be Fx. Ouda Teda Ena, S.Pd.,
M.Pd., my sponsor, for giving me attention, suggestions, guidance, and
motivation during the finishing process of my thesis. I thank him for being so
patient and kind to reply our sms, for being such a good friend and teacher for us.
We wish him luck for your on-going study.
I thank Made Frida Yulia, S.Pd., M.Pd. who helped me so much in the
beginning of my study. I thank Ag. Hardi Prasetyo, S.Pd., M.A. the head of the
study program. I also thank to all EESP lecturers who have given me inspirations
in the process of my study.
I thank my mother Dra. Lusia Sartini, the coolest mom ever, and my father
Drs. Sedya Wibawa. Thank them for being the people who I can always count on.
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
To them, I could never reply back the care, warmth, support, laughter and feeling
of being at home. To my little-big size brother Andreas Agra Phrabaswara and my
little sister Klara Kanya Maitreya for being a fun distraction.
I would also express my gratitude to Romo Nano whose homily inspired
me that “This shall too pass…” and Sr. Benedict who gave me advice in my hard
times. I thank also all my friends in Syantikara Dormitory.
I thank to all my friends for friendship during my four-year study. The
group of Lizanzuzip: Listyan, Lita, Uti, Intan, Sedik, Endru, Sophia, Ima, Disty
for sharing the best moments in Love Her Still; my Microteaching II-mates: Mega,
Ella, Itok, Nita, Ari for laughter and joke and y classmates Ncrut, Devy, Peppy,
Ririth, Sekar, Andre, Wahyu, Ganis and Betty.
I thank Vivi, Dea, Fidel and the other missing people who at the very
beginning worked on this thesis. Thank them for the motivational sms-es and at
one critical point made me realized I had to start again – which unpredictably
moved me to go on.
I also thank Luci, Linda, Ellen and Ikke for being so helpful. My
roommate, Tina – please accept my deep apology for the shipwrecked room we
live in during the last one month.
June 2009
Emmanuella Swastika Datu
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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
ABSTRACT ………………………………………………………………...
v
ABSTRAK ………………………………………………………………..….
vi
PAGE OF DEDICATION ………………………………………………….
vii
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH
UNTUK KEPENTINGAN AKADEMIS ………………………………...….
viii
ACKNOWLEDGEMENTS ………………………………………………..
ix
TABLE OF CONTENTS ……………………………………………….…..
xi
LIST OF TABLES ………………………………………………………….
xiv
LIST OF FIGURE ……………………………………………………….....
xvi
LIST OF APPENDICES …………………………………………………...
xvii
CHAPTER I. INTRODUCTION
A. Research Background …………………………….…….
1
B. Problem Formulation …………………………….…….
4
C. Problem Limitation …………………………………….
4
D. Research Objective …………………………………….
4
E. Research Benefits ………………………………….…..
5
F. Definition of Terms ………………………………….....
5
CHAPTER II. REVIEW OF RELATED LITERATURE
A. Theoretical Description …………………………………
7
1. Linguistics ………………………………………………
7
xi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2. Sociolinguistics …………………………………………
8
3. Code-switching …………………………………………
9
a. Definition of Code-switching ………………………….
9
b. Types of Code-switching ………………………….……
10
c. Reasons of Code-switching ………………………..……
13
d. Code-switching and Language Learning …………….…
14
B. Theoretical Framework ………………………………....
17
CHAPTER III. METHODOLOGY
A. Research Method ……………………………………….
20
B. Research Data Source …………………………………..
21
C. Research Instrument ………………………………….…
23
D. Data Gathering Technique ……………………………...
26
E. Data Analysis Technique ……………………………….
27
F. Research Procedure …………………………………..…
30
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION
A. Types of Code-switching
1. Diglossic Code-switching ………………………………
31
2. Single-word Code-switching …………………….……...
33
3. Phrase Code-switching ……………………………….…
39
4. Clause Code-switching …………………………………
44
5. Whole Sentence Code-switching …………………….....
47
6. Integrated Loanwords Code-switching ………………...
51
B. Possible Reasons of Code-switching
1. The Topic Under Discussion ……………………………
56
2. The Writer Quotes Others’ Expression …………………
58
3. Formality ………………………………………………..
59
4. Efficiency ……………………………………………….
60
C. Implications to English Language Learning
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
1. Code-Switching as One Way to Support English
Language Learning ……………………………………..
60
2. Incorrect Code-Switching Application as a Barrier n
English Language Learning Process …………….……..
61
D. Other Findings ……………………………………….....
65
CHAPTER V. CONCLUSIONS AND SUGGESTIONS
A. Conclusions ……………………………………………..
64
B. Suggestions ……………………………………………..
66
REFERENCES ……………………………………………………………..
68
APPENDICES ……………………………………………………………...
70
xiii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF TABLE
Table
3. 1
Page
Sample of Check-list of Code-switching Cases
in Indonesian Woman Magazines ……………………………...…..
26
3. 2
Sample of Table of the Number of Code-switching Cases……...….
27
3. 3
Sample of Table of the Most Frequent Code-switching Cases……..
28
4. 1
The Number of Diglossic Code-switching Cases
in Indonesian Woman Magazines…………...………….…………..
31
The Number of Single-Word Code-switching Cases
in Indonesian Woman Magazines ………………...………………..
33
The Most Frequent Single-word Code-switching
in Advertisement ………………………………………...…………
34
The Most Frequent Single-word Code-switching
in Feature ………………………………………………………...…
35
The Most Frequent Single-word Code-switching
in News ……………………………………………………………..
35
The Most Frequent Single-word Code-switching
in Opinion …………………………………………………………..
36
4. 7
The Number of Phrase Code-switching Cases ………….………....
38
4. 8
The Most Frequent Phrase Code-switching
in Advertisement ………………………………………...…………
39
The Most Frequent Phrase Code-switching in Feature …………….
39
4. 10 The Most Frequent Phrase Code-switching in News ………………
40
4. 2
4. 3
4. 4
4. 5
4. 6
4. 9
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4. 11 The Most Frequent Phrase Code-switching in Opinion …................
41
4. 12 The Number of Clause Code-switching Cases ………...…………..
43
4. 13 The Number of Whole Sentence Code-switching Cases …............... 46
4. 14 The Number of Integrated Loanwords
Code-switching Cases …………………………………………...…
49
4. 15 Integrated Loanwords Cases Code-switching
in Advertisement…………………………………………………....
50
4. 16 The sample of Integrated Loanwords Code-switching in Feature …. 51
4. 17 The sample of Integrated Loanwords Code-switching in News …… 52
4. 18 The sample of Integrated Loanwords Code-switching in Opinion … 53
4. 19 The sample of Integrated Loanwords Code-switching in Fiction.....
54
4. 20 Table of English Phrases
which Implemented to Indonesian Context ………………………...
60
4. 21 Table of Wrong Code-switching Construction
and Its Correction …………………………………………………..
62
4. 22 Table of Miss-typed English Words ……………………………….. 62
xv
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF FIGURE
Figure
3. 1
Page
Steps in Conducting the Study …………………………………….. 30
xvi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF APPENDICES
Appendix
Page
1
The Observation Form of the Types of Analysis …………………….. 70
2
Sample of Code-switching in Feature Articles of Cita Cinta 25 71
February to 11 March 2009 …………………………………………...
3
Sample of Code-switching in Feature Articles of Femina 7 to 13 72
February 2009 …………………………………………………...……
4
Sample of Single-word and Integrated loanwords Code-switching in
73
Opinion Articles of Cita Cinta 25 to 11 March 2009 …………………
5
Sample of Diglossic and Single-word Code-switching in Feature
Articles of Cita Cinta 25 February to 11 March 2009 ……………….. 74
6
Sample of Phrase and Whole sentence Code-switching in Feature
Articles of Femina 7 to 13 February 2009 …………………………… 75
7
Sample of Single-word and Integrated loanwords Code-switching in
Opinion Articles of Cita Cinta 25 to 11 March 2009 ………………… 76
8
Sample of Diglossic Code-switching in Advertisement of Femina 14
to 20 February 2009 ………………………………………………….. 77
9
Sample of Phrase, Clause and Whole sentence Code-switching in
Feature Articles of Femina 7 to 13 February 2009 …………………... 78
10
Sample of Single-word and Integrated loanwords Code-switching in 79
Opinion Articles of Cita Cinta 25 to 11 March 2009 …………………
xvii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER 1
INTRODUCTION
In this chapter, the researcher elaborates six major underlying issues:
research background, problem formulation, problem limitation, research
objectives, research benefits and definition of terms. The introduction is intended
to provide the background information and rationale of the study.
A. Research Background
People who live in bilingual or multilingual community may switch to
either first or second language in order to smooth information exchange.
Consciously or unconsciously, this kind of code-change is a familiar phenomenon.
In a circumstance when English as a second language is being used by Indonesian
native speaker, he or she can juxtaposes words, phrase, clause even a whole
sentence to Indonesian in one communicative situation. That phenomenon is
called code-switching. Code-switching can be defined as “the juxtaposition of
elements from two (or more) languages or dialects” McCormick (1994: 582).
Code-switching happens when a speaker of one language switches to another
language or more within a conversation or text he or she produces. The speaker
may share thoughts or communicate by switching some terms to other languages.
The same is true for Indonesian native speaker who frequently uses
English language juxtaposed to Indonesian language context. Code-switching to
English language in Indonesian context does not only happen in a verbal
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2
communication but also written expression. One of the examples is the common
use of English language in Indonesian mass media. Some words and phrases are
changed into English so frequent. As a result, this phenomenon becomes an
interesting language style in some printed mass media. A Filipino case study of
code-switching in the Media states “…code-switching is used in reported speech,
where the exact words of a speaker are being quoted.” (Lambert, 2005: 342). As a
result, in some parts of the newspaper like news, sport or features interviews,
code-switching in quotations is common as well as in the comics and letter to
editor. In that way, code-switching occurs in “…the language that the majority of
the populace can understand easily.” (Lambert, 2005: 341)
The occurrence of code-switching can also be found in Indonesian printed
mass media like newspapers, magazines or tabloids. Generally, code-switching
happens among Indonesian, English and some regional dialects. In many cases,
the English expression is more popular than the Indonesian expression. As a
result, the writer prefers the word print to cetak or dress-code to kode berpakaian.
Code-switching is also a familiar phenomenon in English language
learning. Both teachers and students may consciously or unconsciously aware of
the use of code-switching in learning second language. “Code-switching in
language classroom is not always a blockage or deficiency in learning a language,
but may be considered as a useful strategy in classroom interaction” (Sert, 2005:
5). A language teacher may switch to a native code when explaining grammar
instruction since it helps to transfer new content and make meaning clearer (Sert,
2005: 2). On the other side, code-switching can also be an obstacle for learning.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3
When teacher repetitively translate an instruction to the native language after he
or she uses the target language, students will have a tendency to pay attention to
the latest instruction. As a result, this will reduce students’ willingness to adjust to
the foreign language context. Consequently, “the teacher has a vital role for
preventing its long-term damages on foreign language learning process.” (Sert,
2005: 5). A language teacher, as a role model of second language user, should be
aware of the use of code-switching so he or she can anticipate the negative effects.
It will also be beneficial if the students also have the awareness to the use
of code-switching in language learning process. Students often switch to the first
language once they found difficult expression of a target language. It may seem
helpful in the initial effort but may lead into a “loss of fluency” (Sert, 2005: 4) in
the long run.
Not only teachers but also the students should be aware of the application
of code-switch. Therefore, both sides can cooperate to support a successful
achievement of second language teaching and learning. Code-switching is in line
with successful second language acquisition when its aim is to make meaning
understandable and to transfer the information to students efficiently.
Nevertheless, it can be a learning barrier in the long term which prevents “mutual
intelligibility” (Sert, 2005: 5).
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4
B. Problem Formulation
The questions addressed in the research are:
1. What are the types of code-switching in Indonesian woman magazines?
2. What are the reasons for code-switching in Indonesian woman magazines?
3. What are the implications of code-switching in Indonesian woman magazines
towards English language learning in Indonesia?
C. Problem Limitation
This research is limited to elaborate the types, possible reasons and
implications of code-switching to English language learning in Indonesian woman
magazines namely Femina, Kartini and Cita Cinta. Those 3 Indonesian female
magazines are representative since they are familiar and popular among
Indonesian woman. In order to obtain adequate data and also considering the time
efficiency, the researcher used one-month sample of each magazine: 4 series of
Femina as weekly magazine, 2 series of Kartini and Cita Cinta as biweekly
magazine.
D. Research Objectives
The objectives of the study are to answer the three questions raised in the
problem formulation as follows:
1. to analyze the types of code-switching in Indonesian woman magazines
Femina, Kartini and Cita Cinta.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5
2. to identify the possible reasons for code-switching in Indonesian woman
magazines Femina, Kartini and Cita Cinta.
3. to find the implication of code-switching in Indonesian woman magazines
towards English language learning in Indonesia.
E. Research Benefits
This study will hopefully be beneficial for:
1. Future researchers to hold a more in depth study about code-switching
phenomenon.
2. English teachers to be aware of the use of code-switching in the language
learning process so that they can anticipate whether code-switching will
obstruct learning and are able to use it appropriately.
3. Students especially who learn English as a second language, so they have
awareness that code-switching can either help or hinder learning.
F. Definitions of Terms
This section presents the definition of terms which is intended to avoid
confusion and misconception.
1. Code-switching
According to Couplan and Jaworski (2007:361), code-switching can
be defined as the implementation of at least two or more languages in one time
conversation or utterance. In this study, code-switching refers to the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6
juxtaposition of English language to Indonesian language context in Indonesian
woman magazines Femina, Kartini and Cita Cinta.
2. Indonesian woman magazine
Indonesian woman magazines are magazines served in Indonesian
language whose targets are young women in Indonesia. The content of the
magazines are made according to what Indonesian woman interested in or will
probably need such as fashion, health, entertainment, beauty tips/ treatment,
etc. In this study, the researcher chose some representative Indonesian woman
magazines which prominently use English language as juxtaposition to
Indonesian language. They are Femina Magazine, Kartini Magazine and Cita
Cinta Magazine.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter is intended to review some theories related to the issue of
the study and to formulate the theoretical framework. For this reason, the
researcher divides this chapter into two major sub-headings, namely theoretical
description and theoretical framework. The theoretical description provides the
theoretical review of the issues whereas the theoretical framework explains the
thread of the theories to formulate the orientation of the study.
A. Theoretical Description
To obtain thorough understanding about code-switching, this theoretical
description is presented. This section elaborates the definition of code-switching,
types, reasons and how it relates to the language learning.
1. Linguistics
There are different definitions of what linguistics is which are proposed by
various linguists. Those definitions are changing from isolated structured context
to a wider scope or language in society.
Linguistics thus addresses itself to the fundamental areas of human
experience – the mental and the social. Linguists are interested in how
language is organized in the human mind and in how the social structures
of human communities shape language to their own purposes, reflecting
social structures in language use. (Finegan: 1992 in Emmitt & Pollock,
2002: 76).
The aim of linguistics is therefore to study language systematically. Its
purpose is to study language objectively and explain language as it is. It has
7
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
8
twofold aim: “to cover general principles underlying human language and to
provide reliable descriptions of individual languages.” (McArthur, 1992: 608).
Linguistics has three classic subdivisions: (1) Phonology the study of sound
patterns; (2) Morphology and syntax the composition of words and sentences; (3)
Semantics the study of meaning. In the later development, some areas have
become
increasingly
important
namely
pragmatics,
sociolinguistics,
psycholinguistics, neurolinguistics, linguistic typology, computational linguistics,
stylistic linguistic and applied linguistics (McArthur, 1992: 609).
In language teaching and learning, it is essential for teachers to have
“explicit knowledge of grammar” to aid students. Teachers should firstly be aware
and critical of the language and then help students to develop a critical awareness
of language, of how power relationship influence language use and how to use
language respectfully (Emmitt & Pollock, 2002: 90).
2. Sociolinguistics
According to Romaine (1994: 4005), “sociolinguistics is the subdiscipline
of linguistics which deals with the relationship between language and society.” It
also encompasses the study of “…attitudes to language and language change…”
Language users may act towards the language. The act depends on the
context, situation or people they communicate with. Sociolinguistics deals with
language and the society who use the language and social background of the
language user – the speaker and the listener. For that reason, the relationship
between speaker and addressee, the context and manner of the interaction are
important factors to maintain good communication.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
9
In a social relationship, people modify their language so that message is
clearly understood by the addressee. The same is true in the context of language
teaching and learning. Language teachers modify the language they use in order to
achieve successfully transferred information. In other word, language teachers do
the teacher talk. Teachers may simplify or lengthen the utterance to make meaning
clearer. It is also normal to switch to the mother language to smooth the
communication.
3. Code-switching
In this part, the researcher elaborates the definitions of code-switching,
types of code-switching, reasons of code-switching and its implication to
language learning.
a.
Definitions of Code-switching
In multilingual communities, large scale interactions between language
and society as a whole happen. One of the interactions is language shift. In this
phenomenon people use two or more languages at one time conversation or
context which is also known as code-switching.
Bokamba (1989) as cited in Ayeomoni (2006: 91) defines code-switching
as “the mixing of words, phrases and sentences from two distinct grammatical
(sub) systems across sentence boundaries within the same speech event…“ In a
multilingual community, code-switching is a common phenomenon. People who
are capable of speaking two or more languages consciously or unconsciously
substitute phrases or words of a language to another language. Code-switching
helps a speaker of one language to support his thinking and communication
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
10
(Duran, 1994: 8). When he could not find representative word to explain
something or is not able to utter particular expression in other languages, he may
borrow phrases or words from another language to smooth his communication.
Code-switching can also be defined as “a conversational strategy used to
establish, cross or destroy group boundaries; to create, evoke or change
interpersonal relations with their right and obligations” (Wardhaugh, 1992: 103).
In a circumstance where speakers of various languages have the same necessity
gather in one speech context, code-switching permits them to attain their purpose
effectively and understand each other better.
Nevertheless, when people use code-switching so frequently, it may raise
fears. Since speakers have little control over them, code-switching can be
aberrations to some purists (Duran, 1994:7). They fear that switch of the first to
the second language may interfere the first one from growing or degrade the
language itself.
b. Types of Code-switching
McCormick (1994:582) defines there are 6 major types of code-switching
namely (1) diglossia, (2) situational code-switching, (3) metaphoric codeswitching, (4) code-switching which consists of conversational code-switching,
style shifting and code mixing; (5) single-word code-switching; borrowing and (6)
integrated loanwords.
Diglossia is a feature of speech community rather than individuals
(Wardhaugh, 1992: 30). In diglossic situation, people use two distinct languages
in a society. The distinct languages being used are called “the H (high) and L
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
11
(low) codes are different languages, one of which has greater prestige than the
other.” (McCormick, 1994:582). Diglossia therefore happens in bilingual situation
where two varieties are required to cover domains of the community.
Situational code-switching is a kind of code-switching in which in a
society “the codes may be perceived as different but be equally valued, and
similarity the situations may be differentiated on grounds other than prestige.”
(McCormick, 1994: 582). For example the people in the district of Sauris who
speak dialects of Friulian and German and the national language, Italian. There is
a governing rule that German is used at home between spouse; Friulian is used in
informal setting such as in the market, neighbor, etc and Italian is used in a more
informal setting such as school, workplace (McCormick, 1994: 582). Thus, the
codes being used are distinguished through horizontal classification which can be
settings, context, topic or participants (McCormick, 1994: 583).
Metaphoric code-switching happens in “a whole conversation, each within
one role relationship.” (McCormick, 1994: 581). For instance, a political public
figure who tries to draw people’s voice uses more than one code. He uses two
codes: language of the people or local dialect to show “high solidarity, equal
status and friendly feelings” (Wardhaugh, 1992: 41) and language to represent
him as political figure that shows “social distance, status and the referential
information” (Wardhaugh, 1992: 41) political world.
Conversational code-switching occurs “within conversations and may take
place within one speaker’s turn” (McCormick, 1994: 583). A speaker may
exchange to another language in one turn conversation. For example, a
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
12
conversation between Indonesian students who learn English language frequently
use English juxtaposed to Indonesian. The second type of code-switching is style
shifting which takes place when one language with more than 1 style is used in
the society, for instance American people community who use Black English and
formal English. The last type is code mixing. It “suggests the speaker is mixing up
codes indiscriminately or perhaps because of incompetence (Wardhaugh, 1992:
42). This phenomenon normally occurs to second language learners. They may
mix the target language they learn with their mother tongue language to make
communication fluent.
Single word code-switching or borrowing is also called lexical borrowing.
“It involves single words – mainly nouns – and it is motivated by lexical need”
(Wardhaugh, 1992: 42). People use the borrowed words usually according to the
rules of the first language, as if they are part of the first language.
Integrated loanwords occur between morphemes (McCormick, 1994: 581).
It is the combination of two morphemes of different codes to express a word for
example men-download instead of mengunduh. “Download” is more familiar and
frequently used by Indonesian community although there is an official rule from
the government. Mengunduh is the representative word of download according to
Instruksi Presiden Nomor 2 Tahun 2001 about the English terms used in the
internet which are translated into representative Indonesian language.
Gumpers (1982 as cited in Gardner & Chloros, 2007: 361) identifies 2
main sub categories of code-switching: situational and conversational codeswitching. Situational code-switching deals with the alternation of “interlocutor,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
13
setting or topic” (Gumpers: 1982 in Gardner & Chloros, 2007: 361). The language
is influenced by what kind of addressee the speaker is talking to, where the
conversation takes place and what subject matter under discussion. Conversational
code-switching is not prejudiced by any changes but motivated by factors inside
the conversation itself.
c.
The Reasons for Code-switching
There are 2 reasons for code-switching according to Holmes (2001: 32):
social reason and topic. Social reason takes place when a speaker uses some
vernacular languages in his speech to indicate that he belongs to the community.
Often bilinguals switch to another code within a conversation to talk about a
particular topic. Particularly, in technical topic such as engineering, the engineers
are more familiar to say by-pass than mengalir tanpa halangan when it is
translated into Indonesian. Some topics “…are firmly associated with a particular
code and the topic itself can trigger a switch to the appropriate code” (Holmes,
2001: 37).
According to Poedjosoedarmo (1975 in Lumintaintang: 2003), codeswitching is one strategy of bilingual communication. Code-switching occurs
because of 8 reasons: (1) the speaker quotes sentences; (2) the changing of the
addressee; (3) the influence of the third person; (4) the influence of particular
intention; (5) acting; (6) the topic under discussion; (7) the previous stated
sentence/ expression and (8) situation.
Other researchers mentioned “modernization, westernization, efficiency,
professionalism and social advancement” (Kachru, 1989; Kamwangamalu, 1989
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14
as cited in Ayeomoni, 2006:91) as some of reasons of code-switching. English
language as one of the most-widely used language may represent modernization
as well as westernization in Indonesia. For instance there are many international
schools which require English as the communication device in teaching learning
activities. This phenomenon makes English language popular to school-age
students.
Efficiency makes communication more efficient than using translated
version which probably takes longer explanation. Professionalism and social
advancement correlate more on working world. In a professional work, he or she
will take into more consideration than those who are less competitive in English.
As a result, it may affect his social advancement since he or she gets more chance
to deal with wider community.
d. Code-switching and Language Learning
Code-switching can be briefly defined as “a phenomenon of switching
from one language to another in the same discourse.” (Nunan and Carter: 2001 as
cited in Sert, 2005:1). In language learning, code-switching is used by both
teachers and students. A study of the implication of code-switching on language
acquisition right from childhood states that code-switching “correlates positively
with the educational attainment of individuals” (Ayeomoni, 2006: 94) but it is
English language teachers’ job to “devise the means of preventing the demerits
from the adversely affecting the language acquisition process…” (Ayeomoni,
2006: 94).
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
15
According to Sert (2005), there are differences between the function of
code-switching of teachers and students. In the teachers’ side, code-switching
functions as topic switch, affective function and repetitive function. Topic switch
means teachers convert his language to the topic being discussed. In teaching
language content, it is easier and understandable to switch to native language so
students comprehend the information.
Affective function means teachers use code-switching to build close and
intimate relationship to the students. Teachers may use emotive expression to
support the classroom atmosphere to learn second language. Repetitive function
means that code-switching is to clarify message from teacher to students so they
can comprehend the message efficiently (Mattson and Burenhult: 1999 as cited in
Sert, 2005: 3).
The functions of students’ code-switching are classified into equivalence,
floor-holding, reiteration and conflict control (Elridge: 1996 as cited in Sert, 2005:
3). Equivalence maintains fluent communication by being “defensive mechanism”
(Elridge: 1996 as cited in Sert, 2005: 3). Students alter a certain lexical item to
native language so eliminating gaps of the lack of proficiency in foreign language.
Floor-holding has approximately the same function as equivalence. It is to fill gap
of incapability of using foreign language when students cannot recall expression
in the target language. The last function is control conflict. Students switch to the
first language to avoid misunderstanding.
Nonetheless, those functions mentioned can also be obstacles in learning
foreign language. If students switch to native language too often, it may lead to
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the lack of fluency in a long term. If teachers frequently use repetitive function to
repeat instruction, students may become dependable and less attentive to the
instruction in the target language.
Students also learn from the language the teacher uses. What the teacher
said will be an example of the real implementation of the target language. In
second language acquisitions theory, what the students received from teacher’s
talk is called input. Ellis (1997: 44) elaborates the role of input and how it may
affect the successful second language acquisition. A study of input modifications
through the phenomenon of foreigner talk shows that it takes into effect the kinds
of talk the foreigner use when communicating with non-native speakers. The
kinds of foreigner talk as the result of the study is ungrammatical and
grammatical. “Ungrammatical foreigner talk is characterized by the deletion of
certain grammatical features such as copula be, modal verbs and articles (Ellis,
1997: 45).”
Ungrammatical foreigner talk may help language learner comprehend the
message better. However, when it is not followed by the correct explanation,
learning can be obstructed.
The second type is grammatical foreigner talk. This type is the norm type
i.e. the use of correct talk according to the rule. There are several of “baseline
talks” (Ellis, 1997: 45). First, grammatical foreigner talk is communicated at slow
speed giving the addressee more time to understand the meaning. Second, the
input is simplified for instance using simpler constructions. The third baseline is
foreigner talk that uses full form rather than the constricted one to refer to the
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basic form. The fourth is foreigner talk that sometimes lengthens the expression to
make meaning clearer.
Hence, teachers’ understanding and awareness towards code-switching
which can both support and hinder learning are therefore important in language
learning process. For language teachers are the those who are in charge to help the
development of learning, wise consideration of language use must be taken into
account.
B. Theoretical Framework
Based on the theoretical description, the researcher wraps up the
appropriate theories to accomplish the objectives of the study. Therefore, the
researcher uses the types of code-switching according to McCormick (1994:581),
2 reasons of code-switching as proposed by Poedjosoedarmo (1975 in
Lumintaintang: 2003), one reason by Crystal (1987) and one reason by Kachru
and Kamwangamalu (1989 as cited in Ayeomoni, 2006:91) and the role of input
in Second Language Acquisition according to Ellis (1997).
First, according to McCormick (1994:581), there are nine scope of terms
used to designate types of code juxtaposition. The researcher decided to refer to 6
adopted terms namely diglossic code-switching, single-word code-switching,
phrase code-switching, clause code-switching, whole sentence code-switching and
integrated loanwords code-switching. Situational and metaphorical codeswitching, were excluded since those types normally exist in oral communication.
Those six types were considered the most appropriate terms to explain the data
being investigated.
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Second, there are four possible reasons which will be used to explain the
code-switching phenomenon in Indonesian woman magazines. Poedjosoedarmo
(1975 in Lumintaintang: 2003) proposed the topic under discussion and the
speaker quotes sentences as two of the eight reasons. The topic may affect the
language use. Terms from particular original language do not always have the
exact representative translation in another language. In order to avoid
misconception, original terms of specific topic are maintained.
The second reason, the writer adapted the speaker quotes sentences into
the writer quotes others’ expression since this study mostly dealt with document
analysis in which the writer tries to interpret the meaning of written expression.
Quoting others’ English expression is one way to maintain the sense of the
expression. Target language may be possible to replace the quotation.
Nevertheless, to sustain the meaning and avoid misunderstanding, quotation in the
original language is preserved.
Third, according to Ellis (1997: 45) input has a big role in second language
acquisition. The role of input can be identified through input modifications in the
study of foreigner talk. Foreigner talk refers to “the language that native speakers
use when addressing non-native speakers” (Ellis, 1997: 45). Two types of
foreigner talk are identified: ungrammatical foreigner talk and grammatical
foreigner talk.
The deletion of some grammatical features will make second language
learners understand message easily. Nonetheless, it may obstruct learning.
Learners may imitate the ungrammatical utterance and unconsciously learn the
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incorrect form. The second type, grammatical foreigner talk, may support
language acquisition. As it is proposed by Krashen (as cited in Ellis, 1997: 45)
that second language acquisition happens when a learner grasp the grammatically
correct input that is transferred.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER III
METHODOLOGY
This chapter illuminates the process of gathering and analyzing the data.
The discussion consists of seven subdivisions, namely research method, source of
data, research instruments, data gathering techniques, data analysis techniques,
and research procedures.
A. Research Method
As has been mentioned in the problem formulation, the study was to
investigate to find out three major problems. First, the aim of the study was to
identify what types of code-switching are found in Indonesian woman magazines.
The second aim was to elaborate the possible reasons of code-switching found in
Indonesian woman magazines. The third aim was to analyze the possible
implications of code-switching in Indonesian woman magazines towards English
language learning in Indonesia.
To achieve the goal of the study mentioned above, the researcher
employed a descriptive study. According to Fraenkel and Wallen (1993: 11),
descriptive study describes something as it is. In other words, the researcher does
not have any control to manipulate what already existed.
In the descriptive study, the form of data can be qualitative—in verbal
symbols—or quantitative—in mathematical symbols (Dalen, Deobold D. Van,
1973: 195). In this study, qualitative data is employed.
20
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Since, qualitative research is basically interpretive, the researcher made an
interpretation of the data through narrative description. Furthermore, it includes
analyzing data to their theme or category and at the last stage drawing conclusions
about the interpretation personally as well as theoretically (Wolcott: 1994 as cited
in Creswell, 2003: 182).
According to Hoepfl (1997:12) another source of data which is invaluable
to qualitative research is document analysis since “ it might include official
records, letters, newspaper account, diaries, and reports, as well as the published
data used in a review of literature.” For that reason, the researcher used document
analysis to answer the first question as it would describe the data in the best way.
To answer the second and third question, the researcher used library study. The
researcher analyzed some written sources to identify the possib