Analysis of Code-Switching in Introduction to Tefl Class in D3 Program for English, Faculty of Letters, Maranatha Christian University, Bandung in the Academic Year of 2013/2014.

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Maranatha Christian University

ABSTRACT

Dalam penulisan tugas akhir ini, saya menganalisis alih kode (code-switching) yang dilakukan oleh dosen di dalam kelas Introduction to TEFL. Pengajar tersebut melakukan pengalihan dari satu kode ke kode yang lain di dalam proses belajar-mengajar. Dalam hal ini, dari bahasa Inggris ke bahasa Indonesia.

Dalam proses pengolahan data, pertama yang saya lakukan adalah merekam proses belajar-mengajar di kelas, kemudian menulis hasil percakapannya. Setelah melakukan observasi dan wawancara, saya menganalisis dengan menggunakan teori alih kode. Teori alih kode yang saya pergunakan adalah teori Liu Aichun, dia membagi alih kode menjadi lima fungsi, yakni: (a)

owing to teacher’s linguistic competence and insecurity (kompetensi dan ketidaknyamanan berbahasa dari pengajar); (b) for ease of expression (keluwesan cara penyampaian); (c) for translation of unfamiliar words and expressions (penterjemahan kata dan ungkapan asing); (d) for repetitive functions (fungsi pengulangan); dan (e) for socializing functions (fungsi sosialisasi).

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Salah satu temuan yang saya peroleh dari kajian saya ini ialah bahwa fungsi yang paling sering digunakan oleh pengajar adalah repetitive function. Penggunaan fungsi alih kode ini bertujuan untuk mempertegas kata atau kalimat yang penting agar mahasiswa lebih mudah memahami materi yang diajarkan oleh pengajar tersebut.

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Maranatha Christian University

TABLE OF CONTENTS

ACKNOWLEDGEMENTS ... i

TABLE OF CONTENTS ... ii

ABSTRACT ... iii

CHAPTER ONE: INTRODUCTION Background of the Study ... 1

Statement of the Problem ... 4

Purpose of the Study ... 4

Methods of Research ... 5

Organization of the Thesis ... 5

CHAPTER TWO: THEORETICAL FRAMEWORK ... 6

CHAPTER THREE: ANALYSIS OF CODE-SWITCHING IN INTRODUCTION CLASS IN D3 PROGRAM FOR ENGLISH, FACULTY OF LETTERS, MARANATHA CHRISTIAN UNIVERSITY, BANDUNG IN THE ACADEMIC YEAR OF 2013/2014 ... 12

CHAPTER FOUR: CONCLUSION ... 31

BIBLIOGRAPHY ... 35

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CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

In our daily life, we need to communicate with people around us. In order to communicate with one another, we use language. Language is important for people in the process of social interaction. Through language, we can interact with other people. By using language, the listeners can understand what the speakers mean in order to have a good communication. Moreover, language is also used to give information or to get information.

There are many ways for people to communicate. Usually to communicate we use written language or oral language. Written language is usually found in magazines, newspapers, novels, comic books, textbooks, poetry, and so on. Verbal language is the most commonly used to communicate or interact with other people. It can be in the form of conversation, teaching learning activities, speaking and others.

By using language, especially verbal language, we can easily interact with others, we understand what others mean, make a good relationship

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Maranatha Christian University with everyone and ask someone about something that we do not know or something we are not clear about. Through language, we can explain something to somebody so that they can understand what we really mean. In other words, we use language to express ideas, inform interest, feeling, purposes and others.

Nowadays, many people can speak more than one language. People who use three or more languages are called multilingual. People who use two languages are called bilinguals. Usually, they are competent and fluent in the languages. Therefore, they can easily code switch from one language to the language when they speak with others. It happens because of their ability to speak two languages or more.

The topic that I choose for my thesis is Analysis of Code-Switching in Introduction to TEFL class by Mrs. Aguskin in D3 Program for English, Faculty of Letters Maranatha Christian University, Bandung. To write my thesis, I need some data in the form of utterances which are spoken by the lecturer to the students, especially a lecturer who switches from one language to another language in some conversation. I choose Mrs. Aguskin because I need to observe a person whose first language (L1) is Indonesian and second language (L2) is English. The lecturer tends to switch from English to Indonesian when she has a conversation with students in class. Another reason I choose this lecturer is because I am able to observe the utterances made by her in her class. Besides, she is willing to be interviewed to find out the reasons why she switches from English to Indonesian.

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Maranatha Christian University The topic of code-switching belongs to Sociolinguistics. Sociolinguistics is “the study of the interaction between language and society. It is the study about social relationship in a community and the way people signal aspects through the language” (Holmes, 1994). This topic interests me because code-switching is a phenomenon that often occurs in our daily interaction, and people are often unaware of the reality that they code switch. Moreover, some of them are unfamiliar with the term code-switching. Code-switching may happen in society, in the work place and especially in the classroom. Furthermore, I would like to find out what the speaker’s goal is when she switches code while speaking.

People are seemingly unaware of the fact that they code switch in their daily conversations, especially in teaching learning activities. Therefore, my topic is interesting to discuss to make people aware that sometimes people have to switch because of certain reasons.

Code switching occurs when the speaker wants to express solidarity with a particular person or to a particular social group. Lecturers of foreign language usually tend to communicate when they teach the students by using more than one language. They have their own reasons to code switch in conversation. For instance, they want to translate a new word which is unfamiliar to the students, they want to emphasize something that is important to the students, or sometimes they simply want to express their thoughts; therefore, they code switch in order to make the students understand what they explain to them.

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Maranatha Christian University Besides, I would like to know the function of code switching in the classroom based on the theory of code switching by Liu Aichun. I am challenged to find out the function of code switching and the speaker’s reason for using code switching. The significance of my study is to make people have a better understanding, the functions of code switching in teaching, the speaker’s reasons for using code switching, and also the advantages of using it more clearly. In the teaching learning activities, the lecturers may code switch from one language to another language for some reasons in order to make students understand the material well.

(Word count 781)

1.2 Statement of the Problem

Through the phenomenon already mentioned above, I would like to find out the answer to the following questions:

1. What are the functions of code switching used by the lecturer? 2. Why does the lecturer code switch?

1.3 Purpose of the Study

By analyzing the lecturer’s code switching, I want to explain the following:

1. The functions of code switching used by the lecturer. 2. The purposes of the lecturer’s code switching.

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Maranatha Christian University 1.4 Method of Research

In gathering the data, I observed Mrs. Aguskin, a lecturer of D3 Programme for English, Faculty of Letters in Maranatha Christian University during the teaching learning activities in Introduction to TEFL class. After observing the class I transcribed the lecturer’s utterances, then asked her questions about the functions and her purposes of code-switching. Finally, I analyzed the data using the theory of code-switching by Liu Aichun and I wrote the report.

1.5 Organization of the Thesis

This thesis consists of four parts; the first part is Introduction, which consists of Background of the Study, Statement of the Problem, Purpose of the Study, Methods of Research and Organization of the Thesis. The second part is the Theoretical Framework, which contains the functions of code-switching. The third part is the analysis and the discussion of the data. The last part is the conclusion of the analysis. Appendices and Bibliography are put at the end of the thesis.

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CHAPTER FOUR

CONCLUSION

In this chapter, I would like to draw a conclusion based on the analysis of my research that I have discussed in the previous chapter. After recording, interviewing the lecturer and doing the analysis of the lecturer’s utterance, I find out that the lecturer has used code-switching, which according to the theory belongs to several types of function. Besides, the code witching in the lecturer’s utterances has different purposes.

In my analysis, there are 18 data that I have analyzed. From all the data that I have gathered, I find 8 data that include the repetitive function. I also find 6 data that include the socializing function. In addition, I find 5 data that include the translation of new and unfamiliar words and expressions. From my observation, the functions owing to teacher’s linguistic incompetence and insecurity and for ease of expression are not found.

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Maranatha Christian University From the data that I have analyzed, the code-switching that is most recurrently used in the lecturer’s utterances belongs to the repetitive function. Based on the interview, the lecturer does the repetitive function in An Introduction to TEFL class. She intends to emphasize the particular utterance in order to avoid misunderstanding among the students. The lecturer repeats what she has said to convey the same message in both languages, English and Indonesian, to make the students understand better.

I would also like to reveal that there are 6 data showing the code-switching using socializing function. It is made to create a close relationship between the lecturer and the students. By using code-switching, the lecturer creates an enjoyable and comfortable class atmosphere when giving the explanation in Indonesian. Sometimes, in order to give an example, the lecturer tells a joke to make the situation in the class more relaxed. I can say that the use of socializing function is necessary because it helps in the learning process.

Translation of new and unfamiliar words and expressions is also found in 5 data in my analysis, which occurs when the lecturer translates new vocabulary or unfamiliar words. The lecturer does this because she is afraid the students might not know her explanation of the new words or unfamiliar words. In order to avoid confusion among the students, she tries to find a similarity in meaning to make it easy for the students to understand. As a student, they might not know the meaning, so that the lecturer does code-switching to give a proper explanation of the meaning to the students in order that the students can understand the material better.

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Maranatha Christian University Besides the three functions that I have found in the analysis, there are two other functions that I do not find in my analysis. The first function is for ease of expression, which occurs when the lecturer does code switching from English to Indonesian since Indonesian equivalent is not easy to retrieve in the English language. The purpose of this function is to ease the learning process. However, this function does not exist in this analysis.

The other function that does not appear in this analysis is owing to the teacher’s linguistic competence and insecurity. This function occurs when the lecturer is unable to remember the required word at the moment of uttering or when she is uncertain about which word should be used in the target language. In this case, this kind of code-switching is not found and will not occur in the classroom because the lecturer, Mrs. Aguskin, is very fluent and competent in English. The lecturer seems to be confident and never feels insecure about what word she should use. She knows exactly the word she wants to use in the learning process.

After analysing the use of code switching in An Introduction to TEFL class, I can conclude that code-switching plays an important role to help the teaching and learning process in class. By using code-switching, the lecturer gives the students a better understanding. When the students are going to do their group project, they will not be confused anymore. They are given a lot of information in Indonesian to help them to do their group project properly.

In my position as a student, sometimes it is hard for me to understand some words or expressions in English even in Indonesian; for example, the word “native speaker”. The students might not know what the words “native speaker”

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Maranatha Christian University is. In Indonesian, there is a term to express a native speaker itself, which is penutur asli. As students, they might be unfamiliar with the phrase penutur asli. That is why, the lecturer tries to find some words which have a similarity in meaning to make it easy for the students to understand. In order to avoid confusion among the students, the lecturer chooses the phrase “orang bule”,

“orang Filipina” and “orang asing”. In this case, the use of code switching is to

help the students have a better understanding.

By writing this thesis, I hope it can be beneficial for the readers, especially for those who want to make a research with the same topic and for those who teachers or lecturers teaching English as a foreign language. For further researches on code-switching, I suggest that the researcher should have a good listening skill. A good listening skill is very important because we have to listen to a the recording and also write a transcript. If we do not listen the recording very carefully, we will miss some important data for the analysis. In addition, the researcher should make sure that the subject that is going to be analysed uses English as the medium of instruction and the lecturer sometimes switches to Indonesian.

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Maranatha Christian University

BIBLIOGRAPHY

References

Aichun,L. (2003). Teacher codeswitching between English and Chinese in English-as-foreign-language classroom. Retrieved March 2, 2014, from http:www1.beiwaionline.com/tutor/2003collection/liuaichun.htm Holmes, J. (2008). An Introduction to Sociolinguistics. Retrieved March 2,

2014, from

1.4 Method of Research

In gathering the data, I observed Mrs. Aguskin, a lecturer of D3 Programme for English, Faculty of Letters in Maranatha Christian University during the teaching learning activities in Introduction to TEFL class. After observing the class I transcribed the lecturer’s utterances, then asked her questions about the functions and her purposes of code-switching. Finally, I analyzed the data using the theory of code-switching by Liu Aichun and I wrote the report.

1.5 Organization of the Thesis

This thesis consists of four parts; the first part is Introduction, which consists of Background of the Study, Statement of the Problem, Purpose of the Study, Methods of Research and Organization of the Thesis. The second part is the Theoretical Framework, which contains the functions of code-switching. The third part is the analysis and the discussion of the data. The last part is the conclusion of the analysis. Appendices and Bibliography are put at the end of the thesis.

CHAPTER FOUR

CONCLUSION

In this chapter, I would like to draw a conclusion based on the analysis of my research that I have discussed in the previous chapter. After recording, interviewing the lecturer and doing the analysis of the lecturer’s utterance, I find out that the lecturer has used code-switching, which according to the theory belongs to several types of function. Besides, the code witching in the lecturer’s utterances has different purposes.

In my analysis, there are 18 data that I have analyzed. From all the data that I have gathered, I find 8 data that include the repetitive function. I also find 6 data that include the socializing function. In addition, I find 5 data that include the translation of new and unfamiliar words and expressions. From my observation, the functions owing to teacher’s linguistic incompetence and insecurity and for ease of expression are not found.

From the data that I have analyzed, the code-switching that is most recurrently used in the lecturer’s utterances belongs to the repetitive function.

Based on the interview, the lecturer does the repetitive function in An Introduction to TEFL class. She intends to emphasize the particular utterance in order to avoid misunderstanding among the students. The lecturer repeats what she has said to convey the same message in both languages, English and Indonesian, to make the students understand better.

I would also like to reveal that there are 6 data showing the code-switching using socializing function. It is made to create a close relationship between the lecturer and the students. By using code-switching, the lecturer creates an enjoyable and comfortable class atmosphere when giving the explanation in Indonesian. Sometimes, in order to give an example, the lecturer tells a joke to make the situation in the class more relaxed. I can say that the use of socializing function is necessary because it helps in the learning process.

Translation of new and unfamiliar words and expressions is also found

in 5 data in my analysis, which occurs when the lecturer translates new vocabulary or unfamiliar words. The lecturer does this because she is afraid the students might not know her explanation of the new words or unfamiliar words. In order to avoid confusion among the students, she tries to find a similarity in meaning to make it easy for the students to understand. As a student, they might not know the meaning, so that the lecturer does code-switching to give a proper explanation of the meaning to the students in order that the students can understand the material better.

Besides the three functions that I have found in the analysis, there are two other functions that I do not find in my analysis. The first function is for ease of

expression, which occurs when the lecturer does code switching from English to

Indonesian since Indonesian equivalent is not easy to retrieve in the English language. The purpose of this function is to ease the learning process. However, this function does not exist in this analysis.

The other function that does not appear in this analysis is owing to the

teacher’s linguistic competence and insecurity. This function occurs when the

lecturer is unable to remember the required word at the moment of uttering or when she is uncertain about which word should be used in the target language. In this case, this kind of code-switching is not found and will not occur in the classroom because the lecturer, Mrs. Aguskin, is very fluent and competent in English. The lecturer seems to be confident and never feels insecure about what word she should use. She knows exactly the word she wants to use in the learning process.

After analysing the use of code switching in An Introduction to TEFL class, I can conclude that code-switching plays an important role to help the teaching and learning process in class. By using code-switching, the lecturer gives the students a better understanding. When the students are going to do their group project, they will not be confused anymore. They are given a lot of information in Indonesian to help them to do their group project properly.

In my position as a student, sometimes it is hard for me to understand some words or expressions in English even in Indonesian; for example, the word “native speaker”. The students might not know what the words “native speaker”

is. In Indonesian, there is a term to express a native speaker itself, which is penutur asli. As students, they might be unfamiliar with the phrase penutur asli. That is why, the lecturer tries to find some words which have a similarity in meaning to make it easy for the students to understand. In order to avoid confusion among the students, the lecturer chooses the phrase “orang bule”, “orang Filipina” and “orang asing”. In this case, the use of code switching is to help the students have a better understanding.

By writing this thesis, I hope it can be beneficial for the readers, especially for those who want to make a research with the same topic and for those who teachers or lecturers teaching English as a foreign language. For further researches on code-switching, I suggest that the researcher should have a good listening skill. A good listening skill is very important because we have to listen to a the recording and also write a transcript. If we do not listen the recording very carefully, we will miss some important data for the analysis. In addition, the researcher should make sure that the subject that is going to be analysed uses English as the medium of instruction and the lecturer sometimes switches to Indonesian.

BIBLIOGRAPHY

References

Aichun,L. (2003). Teacher codeswitching between English and Chinese in English-as-foreign-language classroom. Retrieved March 2, 2014, from http:www1.beiwaionline.com/tutor/2003collection/liuaichun.htm Holmes, J. (2008). An Introduction to Sociolinguistics. Retrieved March 2,

2014, from