T1 112010015 Full text
THE STUDY OF CODE SWITCHING IN STORYTELLING
Eren Ratnasary
Abstract
This article reports on the use of code switching in storytelling. Eleven
English Department students of 2013 participated in this research study
through storytelling task and stimulated-recall interview. This study aimed at
knowing the reason why the student used code switching in storytelling. This
study uses qualitative method to describe the reason why English Teacher
Education students use code switching and code mixing in storytelling. The
result of this study indicated that students use code switching in storytelling
because of lack of vocabulary knowledge, speaking anxiety while doing the
storytelling, the need for facilitating of language production, the need to
control the language, and absence of equivalence in the target language.
Key words: Code switching, Code mixing, Mother tongue, Storytelling, ESL
and EFL
INTRODUCTION
In the Faculty of Language and Literature, the students commonly use two or three
languages. Those languages are Javanese as the native language, Indonesian as the national
language and English as a foreign language. Using English in the classroom is an obligation
for English Teacher Education students, either to communicate with the teacher and the other
students, or do the presentation in front of the class. However, in its implementation,
sometimes the students utilize code switching while communicating and presenting the
material in the classroom.
A great number of researchers have conducted a study related to the use of code
switching in EFL/ESL context with different point of view and results. According to Kao
(2009) in the field of L2, code switching is not preferable to use (p. 285). Some experts
believe that the use of mother tongue can impede L2 learning. However, many studies have
revealed that code switching can be useful. Tariq, Bilal, Abbas and Mahmood (2013) explain
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that code switching is effective and necessary in a certain occasion (p.34). Similarly, Hamidi
and Sarem (2012) add that using code switching is not a sin and has a purpose to enhance
teaching and learning process (p.99).
The topic of code switching nowadays has a great number of interests in language
learning and teaching context. For instance, Pei-Shi’s (2012) study aims to present the use of
code switching in an English classroom. The result of the study is the teacher use code
switching to give instruction, to explain complex concept and difficult word. In addition, the
students give positive feedback on the use of code switching in EFL classroom.
Another study about code switching is conducted to reveal the function of code
switching. This study is done by Tariq et. al (2013) about the function of code switching in
bilingual classroom and involved teachers at intermediate level of government and private
colleges using surveys. The result of the study is the teachers agree to use code switching in a
certain occassion.
Similarly other study about code switching is conducted with different point of view.
The study is proposed by Hamidi and Sarem (2012) which investigates the reason behind
code switching used by students and teachers in Iranian EFL classroom. This study also
investigates the mutual effect on both side of students and teacher.
Compared to those three studies of code switching, a study about code switching in
story telling is not yet done by those three researchers. For that reason, this study is done to
investigate the reason of code switching in storytelling. Essentially, this study will reveal a
new fact related to code switching in ESL/EFL context.
As a student of Faculty of Language and Literature, they are prepared to be an English
teacher in the future. However as mentioned before, they still use code switching and code
mixing in the classroom. From this phenomenon, this study wants to investigate the reason
why the students use code switching in storytelling. This study will give valuable knowledge
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about code switching in ESL/EFL context so that as a student teacher, they are able to
respond code switching’s phenomena wisely.
Hopefully, the finding of the study could give some valued contribution to the study
of Sociolinguistics. It was hoped that this study could be beneficial for the teacher regarding
the reasons of students use code switching in storytelling. For the student teachers, the result
could give a better understanding about the reason of code switching in storytelling and they
would be aware that code switching can be used in a certain occasion.
Regarding what has been mentioned before, the students of Faculty of Language and
Literature often use code switching, and this phenomenon seems to be very important to
investigate. Thus, the purpose of the study was to describe the reasons of ED students doing
code switching in storytelling. To attain this purpose, the research question to be investigated
in this study was, “Why do students use code switching in storytelling?”
LITERATURE REVIEW
This section describes theories related to the study. The theories explain about code
switching and code mixing. This section has three sub-headings: code switching in
bilingualism, code switching in communication, and the reason of code switching in
storytelling.
Code Switching in Bilingualism
Code switching in communications commonly happens. According to Hughes,
Shaunessy, Brice, Ratlif and McHatton (2006) code switching is common linguistic
phenomenon among bilingual speakers (p. 8). Code switching in bilingual community is
regarded as a communication strategy in using more than one language to the interlocutor.
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Many writers and researchers propose various meanings of terms bilingualism and
multilingualism. Olugbara (2008) states people who can communicate with two languages
appropriately is considered as bilingual people. In the same way, Butler and Hakuta (2004)
explain someone who acquires the ability to utilize more than one language is bilingualism
(p.114). To sum up, Bilingual people are able to use two or more languages in appropriate
situation.
Code switching in EFL and ESL context has variety meanings as proposed by
different scholars. According to Olugbara (2008) Code switching is one kind of approach to
enhance language teaching and learning. She adds code switching is “a method for
experimenting with multiple languages” (p. 36). In the same way, Hamidi and Sarem (2012)
declare code switching provides students an opportunity to communicate and comprehend
language learning (p.95). They agree about the use of code switching in EFL/ESL classroom
because they believe that code switching could enhance learning process.
Some experts argue that code switching and code mixing have different meanings.
According to Myers-Scotton in Olugbara, (2008), code switching is an alternative language
during an interaction with different interlocutor. They go on describe that code mixing is the
use of affixes, words, phrases and clause of two different languages in the same utterance
(p.37). Similarly, Hamidi and Sarem (2012) emphasize that code switching is the use of two
languages in between utterance in a single conversation whereas code mixing is mixing two
languages in one utterance (p.93). To make it simple, code mixing also can be regarded as
intra-sentential code switching.
In the other way, for bilingual and multilingual speakers, code switching and code
mixing ordinarily happen in middle of conversation. Code switching in EFL and ESL
classroom is known as a strategy to help students enhance language learning. Hence, this
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alternative language nowadays is seen as a purposeful strategy in communication for students
and teacher.
Code Switching and Code Mixing in Communication
As explained before, code switching often occurs in bilingual community. However,
to make it clear, Trudgill in Bauer (2010) gives illustration about code switching from
bilingual Mexican-American speaker (southwest USA). In this conversation, the speaker
switches between English and Spanish:
Example 1: “I didn’t quit. I just stopped. I mean it wasn’t an effort I made que
voy a dejar de fumar porque me hace dano o this or that.
I used to pull butts out of the wastepaper basket. I’d get desperate, y ahi
voy albasurero a buscar, a sacar, you know?”
However, in the other illustration of code mixing is proposed by Chung (2006) about
the videotaped of her family (Korean) who live in USA has different way from above
conversation in using code switching. The videotaped is conducted after dinner until bed time
for 3 hours long:
Example 2: Um-ma(Mommy), piano sunsang-nim (teacher + suffix of honor)
asked me to bring the Bach book next time; would you find it for me?
(p.299)
From example 2 it can be seen the differences between code switching and code mixing.
When example 2 shows that the speaker mixing the language in the same utterance, example
1 shows that the speaker uses two languages between utterances.
Reason of Code switching in Storytelling
Story telling is an activity that is used in language classroom. Storytelling is telling
story which could be done by both teacher and student. He goes on that storytelling can be
true or fiction; account; narrative (Denning in Salmons, 2006, p.03).
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For some reason, storytelling is favorable for learners because they are already
familiar with story. In the same way, National Literacy Trust adds that stories are preferable
for children of all ages especially being read aloud, particularly for older age groups. That is
why storytelling is often used in ESL/EFL classroom to enhance learning process.
Many experts have proposed the reasons of people doing code switching both in
sociolinguistic aspect and pedagogical context. However, the reason of people doing code
switching in pedagogical context is slightly different with sociolinguistic context. There are
several reasons students use code switching in their performance of learning a language such
as:
Lack of Vocabulary Knowledge
Many experts believe that the use of code switching is due to lack of vocabulary
knowledge. It generally happens when students learn another language. When students do not
have enough knowledge of vocabulary in the second language, they try to use their primary
language to fill the gaps. Thus, code switching is a method to continue the flow of the
communication process. Hughes et.al (2006) described a continuum of code switching
between “Low and High Second Language Ability” student. Low second language ability
students mix/switch languages due to lack of vocabulary knowledge meanwhile high second
language ability students use code switching with ease. They go on explain that long pauses
for student with lack of vocabulary knowledge meant that they did not switch and mix the
language freely or unconsciously rather indicated word searching and retrieval difficulties.
Speaking Anxiety
Speaking anxiety is a very common problem which related to the students selfperception in ESL and EFL learning. Keramida (2009) explained anxious students did not
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feel comfortable communicating in the target language in front of others. They were fear of
bad image from their friends and teacher. As a result students would feel nervous, fear of
making a mistake, and uncertain in using the target language.
Students use code switching to help them communicate effectively, especially when
they experienced speaking anxiety. According to Ochi (2009), the use of L1 can eliminate
affective barrier and diminish anxiety which could impact on students’ motivation in L2
performance (p.126). Students who faced anxiety problem might use their L1 in order to keep
themselves in comfortable zone while using L2.
As a Facilitation of L2 Production
Even though it is often said English is best taught monolingually in ESL/EFL
classroom, many experts are against this belief. They claimed the use of students’ L1 can
enhance English acquisition. Bouangeune (2009) declares that students can use L1 as a
foundation to build L2 structures (p. 186). That is why generally students still used their
mother tongue to support second language learning. Ochi (2009) also emphasize that L1
plays important role in facilitating L2 production and enhancing students’ motivation in
speaking skill. Both the experts claim that the use of L1 and L2 interchangeably can help
student learning language.
Language control
Common problem faced by bilingual speakers is that they cannot control their
language. This phenomenon happens as long as the environment accepts the languages used
by the speaker. Weinreich in Bialystok (1991) claims adult code switch is an evidence of a
lack of control in maintaining language separation (p. 146).
Similarly, Obiamalu and
Mbagwu (2008) explain that code switching is habit and happened subconsciously.
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Subconsciously means that the speakers are not aware that they used code switching in their
conversation. Thus, when code switching becomes habit, it will be difficult to change.
Absence of equivalence
Bilingual speaker can freely choose the language that they want to use in his/her
conversation. However, there is an underlying reason that bilingual speaker used code
switching in their conversation i.e. there is no equivalent word in particular language. For a
bilingual speaker, they would utilize particular language because some words cannot be
translated to another language. As Saville-Troike in Natalia (2011) explain that switching
back to mother tongue for unsatisfied expressions which will lose the true meaning of the
word if it is replaced into other language is common.
THE STUDY
Context of the Study
This study used qualitative method. This study described about the reason why ED
students used code switching in storytelling. The setting of this study was Satya Wacana
Christian University. This study was done in Faculty of Language and Literature in Satya
Wacana Christian University because it was available to do a research and easy to be
administered.
Participant
Eleven English Teacher Education students of 2013, male and female aged from 1819 and had experienced learning English for at least 9 years were involved in this study. This
research used convenience sampling technique. According to Latham (2007) convenience
sampling is selecting the participant based on the accessibility. In this technique, students
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were asked when they were available, agree and ready so it would be easier in collecting the
data.
Data Collection Instrument
The instrument of this research was stimulated-recall interview. Rodgers and Nunan
in Zacharias (2013) explained that stimulated recall interview was a technique in which the
researchers asked the participant to review something related to the transcription result (p.
72). This study used stimulated-recall interview because by giving the result of storytelling
transcription to the participant, they were aware of which word and sentences that they
switched and mixed when doing storytelling.
Data Collection Procedures
In the first phase of interview, the student who was available to be the participant was
asked to do a storytelling to his or her friend. Before they did the storytelling, they were
shown some pictures which were very familiar such as: Malin Kundang, Timun Mas, Snow
White, Cinderella, Bawang merah and Bawang Putih, The Legend of Tangkuban Perahu, The
Legend of Jaka Tarub, The Beauty and The Beast, Ariel the Little Mermaid, Jack and the
Beanstalk, The Little Red Riding Hood, Aladdin. Then, they were requested to choose one of
those pictures. Next, they were asked to tell the story based on the picture to his/her friend
and their storytelling was recorded.
It was continued with stimulated-recall interview as the second phase. Stimulatedrecall interview meant the participant who did the storytelling would be shown the
transcription of their story. From the result of storytelling transcription, they could see which
words and sentences that they switched and mixed. After that, they were asked about the
reason why they did code switching in storytelling for further information.
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Data Analysis Procedure
After gathering the data, the records were transcribed using clean transcription which
was focus on the content only. After that, the data were coded by developing the initial
themes from existing theories; lack of vocabulary knowledge, speaking anxiety from, the
need for facilitating the language production, the need to control the language, and absence of
equivalence in the target language. After the data were classified and grouped according to
the themes that had been set up, the data were inputted in a table to see which theme came up
with the highest percentage.
After creating the visualization of the data, the data then were analyzed qualitatively
using categorical content analysis. “Categorical content analysis is analyzing the data by
focusing on common themes across the participants” (Zacharias, 2013, p. 134). In categorical
content analysis, the data was organized by initial themes.
FINDINGS
The following section presents the result of data analysis about code switching and
the reasons of doing code switching in storytelling. The participants’ answers about the
reasons of doing code switching were classified into five themes; lack of vocabulary
knowledge, speaking anxiety, facilitating L2 production, language control and absence of
equivalence. These themes were derived from existing theories from some studies such as;
Tariq et. al (2013), Ochis’s (2009), Bialystok’s (1991) and Natalia’s (2011) studies related to
this research.
Code Switching and Code Mixing in Storytelling.
The subjects in this study were bilingual speakers, the first year students of English
Teacher Education Program. The data were taken from the participants’ performance in
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storytelling as the first phase of getting the data. Before they did the storytelling, they were
given some pictures to choose. Some of the pictures were based on popular stories which
were very familiar to them such as Malin Kundang, Timun Mas, Snow White, Cinderella,
Bawang merah and Bawang Putih, The Legend of Tangkuban Perahu, The Legend of Jaka
Tarub, The Beauty and The Beast, Ariel the Little Mermaid, Jack and the Beanstalk, The
Little Red Riding Hood, Aladdin, so that they would not get confused in doing the
storytelling.
In analyzing the occurrences of code switching, this study referred to Hamidi’s and
Sarem’s (2012) description that code switching was the use of two languages between
utterance in a single conversation whereas code mixing was the use of two languages within a
sentence or utterance (p. 92-93). Figure 1 below shows the finding of frequency of code
switching and code mixing in storytelling from eleven participants.
Figure 1. Frequency of code switching and code mixing
A total of eleven stories were analyzed for occurrences of code switching and code
mixing. The proportion of code mixing was 95% while code switching was 5%. This was
very common since the participant had already learnt English for almost 9 years, hence they
used code mixing more often than code switching while doing the storytelling.
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To illustrate, see the differences between code switching and code mixing below.
These examples were taken from participant 1 talking about Timun Mas and participant 6
telling about the story of Cinderella.
P1: Then, the mother asked for a child to the giant monster. Akhirnya si
ibunya itu punya anak…ee.. anak nya lahir itu seorang wanita. Then,
they give name to her Timun Mas.
P6: Her step mother has two daughters. They are very mean to Cinderella.
They menjadikan Cinderella as a maid.
The example from participant 1 was regarded as code switching meanwhile the other
was code mixing. It could be seen that participant 1 used two languages between sentences or
utterances whereas participant 6 utilized two languages within a single utterance.
The reasons of code switching in storytelling
In the second phase after the participants were asked to do the storytelling, they were
requested to answer questions in a stimulated-recalled interview. In the interview, they were
given the result of storytelling transcription and asked to read the transcript. To demonstrate,
see the transcription from participant 1, a story of Timun Mas which she told to her friend:
P1: Oke here I’m going to tell you about a folktale, about Timun Mas. So once
upon a time, there lived a couple, just said couple and they have no child. In
their village, ada seorang.. eh bukan ada seorang! Ada sebuah cerita that
there is a giant, giant what? Giant monster? Giant monster live behind the
mountain and he can grant any wish but with tumbal or whatever. Finally
they decided to meet the giant monster so that they can have a child. Then,
the mother asked for a child to the giant monster. Ya akhirnya si ibunya itu
punya anak. Ee.. anak nya lahir itu seorang wanita. They give name to her
Timun Mas, I don’t know why. Timun Mas grow very beautifully and
became seorang gadis yang cantik di desanya…
After the participants read the transcriptions, they were asked some questions eliciting
the reason of doing code switching in their storytelling. Based on the interview, there were
five reasons affecting the use of code switching and code mixing in their storytelling. Figure
2 below represents the result of the interview about the reasons of code switching and code
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mixing in storytelling and those factors were; lack of vocabulary knowledge, speaking
anxiety, facilitating L2 production, language control and absence of equivalence.
Figure 2. Reason for code switching and code mixing
Figure 2 indicates that lack of vocabulary knowledge was the highest percentage as
much as 59% and followed by speaking Anxiety, 19%. Another reason found that the
participant utilized Bahasa Indonesia to facilitate the language production, with 11%, lack of
language control, 9% and absence of equivalence, 2%.
Lack of vocabulary knowledge.
Based on Figure 2, the participant did code switching and code mixing because they
lacked vocabulary knowledge, as much as 59%. Participant 1 was asked to tell a story and she
chose to tell a story about Timun Mas to her friend. She was informed to use English while
doing the storytelling of Timun Mas.
P1: ….there is a giant, giant what? Giant monster? Giant monster live
behind the mountain and he can grant any wish but with ee….tumbal
or whatever…..
Another example of storytelling was from participant 3. She was telling about the
story of Snow White in front of her friend.
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P3: Snow white is beautiful so they don’t want to buried her and so they
keep Snow White in a glass, a…in a…peti ya.
From their storytelling, participant 1 and 3 used code mixing because they found
difficulty in the middle of their story. It also could be seen from their long pauses before they
finally used some words in Indonesian to compensate for their failure of recalling English
vocabulary.
When they were asked about the reason of doing code switching and code mixing,
participant 1 remarked;
P1: Karena jadi secara umum adalah karena saya gak tahu bahasa
inggrisnya kakaknya. Jadi dari pada aku buat bahasa Inggris yang
ngawur-ngawuran, jadi mending aku pake bahasa Indonesia aja.
Basically, I don’t know the English vocabulary. It’s better I used
Bahasa Indonesia than used English which did not have any sense.
In participant 1’s statement, we could discover that she used Bahasa Indonesia when
she did not know the vocabulary in English as she did not want to make any sentence
haphazardly. Participant 3 supported participant 1’s idea about the use of code mixing and
code switching:
P3: Actually I don’t know the English vocabulary….cuman ya soalnya
kata-kata itu enggak terlintas dalam pikiran dan yang terlintas
hanya yang itu, jadi nya pake bahasa Indonesia aja.
The thing is that the word did not appear to my mind and the word peti
was the word that I can think of at that time, so I ended up with using
Bahasa Indonesia
Participant 3 explained that she mixed her language because she did not know the
vocabulary of “peti”. She had tried to think about the English of “peti” but then came up
with saying “peti” because “peti” was the only word that she could think at that time.
Actually, while doing the storytelling, the participant had already tried to use English
only. However, the participant had to switch and mix their language since they were not able
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to recall some word in English that they wanted to use. It could be seen from their long
pauses before they came up with utilizing L1.
Furthermore, participant 2 explained why she used code switching and code mixing in
her storytelling:
P2: ….kan tetep jadine lupa gitu… tapi seharuse isa nek diganti pakek
kata lain gitu tapi mungkin jik ndak kepikiran.
….I forget the word…. The word that I forget should be replaced by
another word but I still cannot think of it.
Interestingly, from participant 2’s confession, long pauses indicated that the student
was searching another verb to replace the word that she did not know in English. At the
moment of speaking, student experienced difficulty in memorizing the word that she wanted
to use. Hence she was trying to use another verb to replace the verb that she did not know.
However, she was still failed to find an appropriate English vocabulary and ended up with
using Bahasa Indonesia.
This kind of difficulty was very common for learners while communicating using the
target language. This study showed similarity to Tariq et.al (2010) study at the use of code
switching in EFL/ESL context. For example, bilingual often faced difficulty in using
appropriate vocabulary especially at the moment of utterance. Hence to make their
communication going on they used code switching and code mixing. This study also had
similarity with Hughes et.al (2006) study that students with lack of vocabulary knowledge
would show long pauses before they switched and mixed to another language.
Speaking Anxiety
Speaking activity in the classroom was important to increase students’ language
fluency however many students could not avoid speaking anxiety. It was showed by the
second result from figure 2. The participants did code switching and code mixing because
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they faced speaking anxiety while performing the language practice. Speaking anxiety was
learners’ negative behavior in using the target language. This behavior included uncertainty,
fear of making mistake and nervousness. Participant 5 pointed out that:
P5: Kadang tu kan kalo kita perform in front of the others kita tu jadi apa
namane kadang tu grogi, aku kan emang orang nya tu grogian,
nervous.
Sometime when we performed in front of the others we would feel
nervous, and I would do so.
From the statement above, it could not be denied that EFL learners often faced
negative behavior since English was not their language. Therefore, when the students
experienced speaking anxiety, they suddenly used code switching.
Another participant remarked her reason of using Bahasa Indonesia,
P1: …bingung nya tu kalimatnya ibunya punya anak, have a child tapi
kayaknya gimana gitu, gak berani jadi pakek bahasa Indonesia
aja….Spike forest (hutan berduri)?.... itu juga aku gak yakin masak
spike forest? mending pake bahasa Indonesia saja. Melewati itu
mikirnya through, tapi takutnya salah jadi melewati saja.
I’m confused to say that, “have a child?” But I’m not certain that’s
why I used Indonesian…. Spike forest? I’m not sure too, is it right to
say spike forest? I used Indonesian instead.… I thought it was
“through” but I’m afraid that was not right so I just said it in
Indonesian….
In this case, participant 1 was not feeling nervous in performing the storytelling, but
she was not sure to say some words in English. She was afraid of making mistake while
doing the storytelling. She then switched and mixed to Bahasa Indonesia to say something
that she was not certain in English.
This finding seems consistent with another study. Gregersen in Keramida (2009)
argued that “anxious students usually focus on form rather than content” (p.41). Based on
participant 1’s comment, she seemed afraid to make a wrong form such as have a child, so
she used Bahasa Indonesia. Another similarity was, both this research and Keramida’s (2009)
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found that students tend to show their negative behavior while performing foreign language.
Hence, students used their mother tongue when facing speaking anxiety in speaking English.
As a Facilitation
Some participant admitted that they relied on their mother tongue while using the
target language. The result showed 11% is the frequency of using Indonesian to facilitate
language learning.
When asked for the reason why the participant used code switching, she said,
P2: Karena biar tahu artinya. Jadi pertamane mungkin nginget-nginget
dulu apa misalkan kayak.. kayak kita tahu bahasa Indonesianya
terus tiba-tiba langsung tahu bahasa Inggrisnya apa…. Sebelum
buat bahasa Inggris kan kita musti kadang mikirke bahasa
Indonesiane apa sik…. Menghilangkan kegugupan mungkin.
To know its meaning in English. Firstly, I recalled the word in
Indonesian, and then suddenly I know the English…. Before I made
English sentence, I have to think the Indonesian first…. To reduce my
nervousness.
Furthermore, participant 10 supported participant 2’s idea about utilizing code
switching, he described:
P10: Jadi aku udah punya bayangan di pikiran.. jadi Bahasa Indonesianya
dipikiran terus nanti aku buat Bahasa inggrisnya.
So I have thought it in my mind… so I think in Bahasa Indonesia first
then I make the English
For foreign language learners, first language was important as a source language
when producing the target language. Based on the data above, the participants stated that she
used Indonesian to recall the English vocabulary. Participant 2 also described L1 helped her
to build less-threatening feeling in comprehending and producing L2. Here, the finding
showed that the participant still relied on Bahasa Indonesia while speaking English.
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Ochi’s (2009) study showed similarity with this research that L1 could support and
facilitate L2 output. Another similarity was that L1 could remove learning anxiety which was
faced by the students in communicating the target language.
Language Control
A common habit for bilingual speakers was, they cannot control the language that
they possessed. It generally happened since they were not aware in switching or mixing the
language. From Figure 2, we could see that lack of language control reached 9%.
To illustrate, look at the example of storytelling below from participant 4’s story
about Cinderella;
P4: …and then Cinderella went to the party with beautiful gown… with the
car, but… not but sih… in the palace….
Another Example of storytelling from participant 10 about Malin Kundang;
P10: …frustrated why his only son… eh only child denied nah denied her
and then….
Based on those examples above, they were doing code mixing using some Bahasa.
Indonesia phrases such as sih… and nah… when they were asked the reason of code mixing
for those phrases, they answered;
P4: Itu mungkin karena budaya ya.. atau tradisi… mungkin itu terbawa
aksen nya.
I think because of my culture or tradition in speaking Indonesian…
Indonesian accent was taken along.
P10: Keceplosan… we are Indonesian…
I did that subconsciously… we are Indonesian…
The participant admitted that they were doing code mixing of that phrase because they
were not aware since they had became accustomed to those phrases. As a bilingual people,
we sometimes used two languages subconsciously since communication was spontaneous
activity. Furthermore, when the interlocutor was bilingual too, code switching and code
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mixing could not be avoided. This study was similar to Obiamalu and Mbagwu’s (2008)
study that for Igbo-English bilingual code switching was a habit and happened
subconsciously and this kind of habit was difficult to change.
Absence of Equivalence
There were some possibilities that bilinguals used code switching due to no
equivalence of some phrases that they wanted to say and this reason reached 2%. They might
think that the use of particular word in L2 and vice versa could not express their true feeling.
It was true that some words cannot be replaced by another language. For example in the story
telling of Timun Mas, Participant 1 remarked;
P1: One is ee…salt, ….the third one is ee… terasi.
From the participant 1’s storytelling, the participant used code mixing when she said
“terasi.” Timun Mas basically was an Indonesian folktale. Therefore, some of the vocabulary
used in the story did not have any equivalence. The other possibility to say the word “terasi”
was by giving an explanation about terasi itself. Terasi was condiment made by pounded and
fermented shrimp or small fish (Dictionary). However, this kind of explanation could be
difficult to say in the middle of storytelling. Hence the participant chose to say the word
“terasi” in Bahasa Indonesia because it could not be replaced by another language. When
asked why the participant used Bahasa Indonesia for word Terasi, she described;
P1: …jangan membuat bahasa Inggris yang gak ada di negaranya.
Do not make any word which doesn’t exist in English
This finding was similar to Natalia’s (2011) study. She analyzed mixed language in
Empat Mata show. She gave more attention to the presenter, Mr. Tukul who usually did code
switching and code mixing. Therefore, this study and Natalia’s (2011) show similarity that
some words in L1 could not be translated into another language because the word would lose
its meaning when it was translated.
Faculty of Language and Literature – SWCU 2014
CONCLUSION
This study aimed to know the reason why ED students of 2013 use code switching in
storytelling. This study found that the most frequent reason was lack of vocabulary
knowledge. Hence, it is explained that lacked of vocabulary knowledge as the most problem
faced by foreign language learners.
However, other facts reveal. Facing speaking anxiety while doing the storytelling was
the reason influence student to utilize code switching and code mixing. The students also
admitted that they used code switching because they believed code switching could facilitate
their speaking and remove learning anxiety. This study also found that students’ language
control and absence of equivalent word in the target language made them had to switch and
mix their languages.
This study conclude that the most frequent reason of students used code switching
because lacked of vocabulary knowledge in speaking English. Therefore, this study suggests
that to increase students’ vocabulary knowledge, the teacher should give more focus on
vocabulary learning. If it is possible, the faculty should open a vocabulary building class
which is focus on enhancing students’ vocabulary knowledge. Another suggestion for
students, they have to do independent learning such as reading and listening to English, since
reading and listening a lot is very effective in building vocabulary knowledge.
This research is not abroad and the result cannot be generalized since it is done in one
university and only involved eleven students (all of them were English Teacher Education
students of Satya Wacana Christian University) as an object of this research. It is hoped that
further research has to consider amount of the participant and participants’ language
proficiency.
Further research investigating the reason why students use code switching in speaking
skill area, are needed to be better understanding of code switching phenomena in ESL/EFL
Faculty of Language and Literature – SWCU 2014
context. Any research about code switching is needed in order to know if and how code
switching is necessary or unnecessary in a certain occasion so that the students and teachers
aware of the use of code switching in EFL/ESL context.
Faculty of Language and Literature – SWCU 2014
ACKNOWLEDGEMENT
First and foremost, praise and thanks goes to my God, ALLAH S.W.T for the wisdom
and many blessing undeservingly bestowed upon me during this research project. Secondly, I
would like to express the deepest gratitude to my supervisor Pak Gusti Astika and my
examiner Bu Maria Eko, for the useful feedback, suggestion and tremendous patience during
the research and thesis writing. Without his and her guidance this thesis would not have been
possible. Furthermore, I would like to show my greatest appreciation to my beloved parents,
Edy Wagino and Rumini, for my sister and brother, Nimas Intansary, Annisa Mutiarasary and
Humaam Maimun Syarif, thank you for turning my fears of failure into desire to success.
Lastly, for my friends Laras, Nanda and Jiwa, for my participants, all teachers and staffs in
ED and TENNERS, without them it is impossible to get all the knowledge and experience at
the same time.
Faculty of Language and Literature – SWCU 2014
References
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University Press.
Bouangeune, S. (2009). Using L1 teaching Vocabulary to Low English Proviciency Level
Students: A Case Study at the National University of Laos. CCSE English Language
Teaching Journal, 2, 3, 186-193. Retrieved March 17, 2014, from
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Chung, H, H. (2006). Code Switching as a Communication Strategy :A Case Study of
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A Case of Iranian EFL Classrooms. ELT Voices – India, 2, 5, 90-101. Retrieved March
17, 2014 from http://eltvoices.in/Volume3/EVI_31_9.pdf
Hughes, C. E., Shaunessy, E. S., Brice, A. R., Ratliff, M. A., & McHatton, P. A. (2006).
Code Switching Among Bilingual and Limited Proficient Student: Possible Indicators
of Giftedness. Journal for The Education of the Gifted, 30, 1, 7-28. Retrieved March
17, 2013 from http://jeg.sagepub.com
Kao, M.-y. (2009). Functions of Code-switching in Second and Foreign Language
Classroom. 遠東學報第二十六卷第二期 , 283-290. Retrieved November 26, 2013
from http://www.feu.edu.tw/adms/aao/aao95/jfeu/26/2602/260211.pdf
Keramida, A. (2009). Helping Students Overcome Foreign Language Speaking Anxiety in
the English Classroom: Theoretical Issues and Practical Recommendations. CCSE
English Language Teaching Journal, 2, 4, 39-44. Retrieved March 17, 2014, from
http://www.ccsenet.org/journal.html
Latham, B. (2007). Sampling: What is it?. ENGL, (n. p). Retrieved March 23, 2014, from
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Natalia, D. (2011). The Analysis of Mixed Language in Empat Mata Show. Sarjana Thesis,
satya Wacana Christian University, Salatiga.
Obiamalu, G. O., & Mbagwu, D. U. (2008). Motivations for Code-Switching among IgboEnglish Bilinguals: A Linguistic and Socio-psychological Survey in OGIRISI. A New
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Association fot Interpretation Studies, 9, 123-140. Retrieved February 10, 2013 from
http://jaits.jpn.org/home/kaishi2009/pdf/10-ochi.pdf
Olugbara, C. (2008). The effects of isiZulu/ English Code Switching as a Medium of
Instruction on Students’ Performance in and Attitudes toward Biology. Thesis
Dissertation, University of Zululand. MA dissertation thesis. Retrieved October 17,
2013 from http//www.google.com
Pei-shi, W. (2012). Code-Switching as a Strategy Use in an EFL Classroom in Taiwan. USChina Foreign Language, 10, 10, 1669-1675. Retrieved November 26, 2013 from
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Storytelling tips. (n.d) Retrieved December 8, 2013, from
http://www.literacytrust.org.uk/assets/0000/0865/Storytelling_tips.pdf
Tariq, A. R., Bilal, H. A., Abbas, N., & Mahmood, A. (2013). Functions of Code Switching
in Bilingual Classrooms. Research on Humanities and Social Science, 3, 14, 29-34.
Retrieved October 10, 2013 from http://www.iiste.org
Zacharias, N. T. (2013). Research Made Simple: A Course Book for Beginning Researchers
in Second Language Education. Salatiga: Widya Sari Press
Faculty of Language and Literature – SWCU 2014
Appendix
Here is one of the storytelling and stimulated-recall interview transcription:
˜ Storytelling˜
A:
Emm.. so first of all let me introduce myself. My name is Eren. I’m from 2010 and I
would like to conduct a research about CS in storytelling and I want to ask what
angkatan do you belong to?
B:
2013
C:
2013
A:
Oke. So you choose Cinderella’s picture. Before you start your story telling, what do
you think, what they are doing?
B:
They are happy!
A:
Please tell the story about Cinderella to your friend and ee.. just relax hehe.
B:
Cinderella is a maid of.. actually she’s not maid but she’s daughter. She has .. apa sih
ibu tiri? Oh ya step mother and her two step sister and then her father is passed away..
eh? Ya. So a.. he.. eh she.. didn’t have apa ya? She sebatang kara. Ya.. ya.. and then
her step mother and her step sister always bullied him and ya. Bullied him. Like maid.
And then one day, oh ya Cinderella has friends it’s a mouse no, some mouse and
some birds and ya the animals.. her friends just animals. One day the prince have apa
sih?.. would like to apa sih?.. mencari jodoh! And then he held a party in his castle
and all of the woman in the.. in that place invited to the party. And but her step
mother and step sister didn’t allow her to the castle and in the day after party
Cinderella left alone in the house. And his step mother and step sister go to the castle
to the party. And but Cinderella really wants to go there but she didn’t have dress to
go in there and ya. And suddenly there was ibu peri. Ibu peri ya. And fairy mother
ya?
C:
Ya
B:
Ya fairy mother ya itu help Cinderella to go to the party she gives Cinderella a dress..
a beautiful dress to go the party and turn his.. eh.. her friends like a mouse to the eh..
turn it to e.. horse for his apa sih? Kereta kuda apa sih? And turn pumpkin in to ya
keretanya itu. After that she go in there but there’s a rules is a she must go back to
her house before twelve p.m eh p.m apa a.m ya?
C:
Midninght
B:
Ya midnight. Before midnight and then ya Cinderella go in there. And she met the
prince and the prince fall in love with her ya and then like that dance together and
after that but Cinderella forget about the rules so she aa.. in the middle of apa ya their
dance Cinderella look at the clock and then ya she run to go out to the castle because
it.. udah lebih dari jam dua belas. Because she in a hurry the shoes the apa sih?
Sepatu kaca. One of her shoes is left in the stair of the castle the prince is try to stop
her but he couldn’t make it. And ya.. the prince keep her shoes. And ya Cinderella
back to the originally she was.
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C:
The magic is disappear?
B:
Ya ya.. the magic is disappear. and in the next day the prince want to find out the..
find out a who she really is. Because she didn’t have time to.. eh because he didn’t
have time to ask Cinderella’s name.. ya.. and she search around that place and she ..
and he.. arrived in the Cinderella’s house and after he tried to put it in the her two step
sisters but no one apa sih? .. no one apa.. cukup. Sepatunya cukup. Ya itu terus but
Cinderella is locked in her room. So that by her step mother. so that she cannot try
that shoes but her friends help her . ya the animal. The mouse help her. they took the
key of her step mother and then Cinderella can out of her room. And apa sih? Makai
sepatunya.. and it fits well to her and even he have another pairs of his shoes ya. And
then ya the prince and Cinderella and they married and they lived happily ever after.
A:
Yeay! You made it.. sampe sebelas menit tuh.
B:
Hehe
A:
Thank you for your story telling.
B:
Ya
˜ Stimulated-recall Interview˜
A:
Dari transcription ini, mau nanya nih, waktu kamu storytelling kan kamu pake.. e..
Code switching jadi mengganti bahasa mu dari bahasa e.. bahasa inggris ke bahasa
indonesia. Itu kenapa ya?
B:
Ya karna itu.. apa.. e.. kadang tu ada kata yang.. jadi tu sebenernya tu tau tapi tu tibatiba tu ilang gitu lo.
A:
Tapi sebenernya kamu tau enggak vocab ini sebenernya? (*vocabulary in Bahasa
Indonesia)
B:
Ada beberapa yang tau ada yang enggak.
A:
Nah kamu kan bilang ada yang tau ada yang enggak. Bisa tunjukin enggak mana yang
tau mana yang enggak?
B:
Apa ya.. kalo ini ( she points at ibu tiri) step mother. Ini (she points at sebatang kara)
alone bukan?
A:
Oh.. ya.. alone I think. Selain itu?
B:
Mencari jodoh itu lupa apa enggak ya? Haha.. enggak tahu kayaknya. Ibu peri aku
lupa. Kereta kuda itu.. horse.. horse.. horse.. cart apa ya? Apa ya enggak tahu.. enggak
tahu.. more than twelve (she points at udah lebih dari jam dua belas). Sepatu kaca
ituapa ya? Lupa.. eh enggak tahu..
A:
Jujur aja gak papa.
B:
Enggak tahu.. tapi tu mesti kalo ,, kadang tu gini, mesti kalo udah di nganu bahasa
inggrisnya terus jadi “ oh iya” gitu lo ( she means that if the vocabulary in English
had been told, she then remembered it)
A:
Berati sepatu kaca ini lupa?
Faculty of Language and Literature – SWCU 2014
B:
He’em.. tapi apa gak tahu ya? Haha aku juga bingung
A:
Terus kalo yang ini? (points at cukup)
B:
Fit. Fit the shoes
A:
Kalo yang ini? (ponit at makai sepatunya)
B:
Wear.. wear the shoes haha
˜˜˜
A:
Jadi karna masih ada pertanyaan makanya aku tanya lagi. Kan kamu bilang, kadang tu
ada yang sebenernya tahu tapi tiba-tiba ilang itu maksud nya gimana?
B:
Ya jadinya tu lupa gitu lo.
A:
Ok. Apa sih faktor yang menyebabkan kamu lupa?
B:
Kan grogi waktu itu.
A:
Kenapa grogi?
B:
Gak tahu haha.. ya kalo diliatin grogi gitu.
A:
Ok. Mm. Bentar aku mau tanya kayak yang ini nih kan kamu bilang “enggak tahu..
tapi kalo udah di dikasih tahu bahasa inggrisnya terus jadi “ oh iya”. Nah sebenernya
faktor nya itu pa? Kenapa bisa begitu?
B:
Apa ya? e...Gak tau .. mungkin karna gara-gara jarang di pakek sehari-hari gitu.
A:
Ok. Thank you.
B:
Ya
Faculty of Language and Literature – SWCU 2014
Eren Ratnasary
Abstract
This article reports on the use of code switching in storytelling. Eleven
English Department students of 2013 participated in this research study
through storytelling task and stimulated-recall interview. This study aimed at
knowing the reason why the student used code switching in storytelling. This
study uses qualitative method to describe the reason why English Teacher
Education students use code switching and code mixing in storytelling. The
result of this study indicated that students use code switching in storytelling
because of lack of vocabulary knowledge, speaking anxiety while doing the
storytelling, the need for facilitating of language production, the need to
control the language, and absence of equivalence in the target language.
Key words: Code switching, Code mixing, Mother tongue, Storytelling, ESL
and EFL
INTRODUCTION
In the Faculty of Language and Literature, the students commonly use two or three
languages. Those languages are Javanese as the native language, Indonesian as the national
language and English as a foreign language. Using English in the classroom is an obligation
for English Teacher Education students, either to communicate with the teacher and the other
students, or do the presentation in front of the class. However, in its implementation,
sometimes the students utilize code switching while communicating and presenting the
material in the classroom.
A great number of researchers have conducted a study related to the use of code
switching in EFL/ESL context with different point of view and results. According to Kao
(2009) in the field of L2, code switching is not preferable to use (p. 285). Some experts
believe that the use of mother tongue can impede L2 learning. However, many studies have
revealed that code switching can be useful. Tariq, Bilal, Abbas and Mahmood (2013) explain
Faculty of Language and Literature – SWCU 2014
that code switching is effective and necessary in a certain occasion (p.34). Similarly, Hamidi
and Sarem (2012) add that using code switching is not a sin and has a purpose to enhance
teaching and learning process (p.99).
The topic of code switching nowadays has a great number of interests in language
learning and teaching context. For instance, Pei-Shi’s (2012) study aims to present the use of
code switching in an English classroom. The result of the study is the teacher use code
switching to give instruction, to explain complex concept and difficult word. In addition, the
students give positive feedback on the use of code switching in EFL classroom.
Another study about code switching is conducted to reveal the function of code
switching. This study is done by Tariq et. al (2013) about the function of code switching in
bilingual classroom and involved teachers at intermediate level of government and private
colleges using surveys. The result of the study is the teachers agree to use code switching in a
certain occassion.
Similarly other study about code switching is conducted with different point of view.
The study is proposed by Hamidi and Sarem (2012) which investigates the reason behind
code switching used by students and teachers in Iranian EFL classroom. This study also
investigates the mutual effect on both side of students and teacher.
Compared to those three studies of code switching, a study about code switching in
story telling is not yet done by those three researchers. For that reason, this study is done to
investigate the reason of code switching in storytelling. Essentially, this study will reveal a
new fact related to code switching in ESL/EFL context.
As a student of Faculty of Language and Literature, they are prepared to be an English
teacher in the future. However as mentioned before, they still use code switching and code
mixing in the classroom. From this phenomenon, this study wants to investigate the reason
why the students use code switching in storytelling. This study will give valuable knowledge
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about code switching in ESL/EFL context so that as a student teacher, they are able to
respond code switching’s phenomena wisely.
Hopefully, the finding of the study could give some valued contribution to the study
of Sociolinguistics. It was hoped that this study could be beneficial for the teacher regarding
the reasons of students use code switching in storytelling. For the student teachers, the result
could give a better understanding about the reason of code switching in storytelling and they
would be aware that code switching can be used in a certain occasion.
Regarding what has been mentioned before, the students of Faculty of Language and
Literature often use code switching, and this phenomenon seems to be very important to
investigate. Thus, the purpose of the study was to describe the reasons of ED students doing
code switching in storytelling. To attain this purpose, the research question to be investigated
in this study was, “Why do students use code switching in storytelling?”
LITERATURE REVIEW
This section describes theories related to the study. The theories explain about code
switching and code mixing. This section has three sub-headings: code switching in
bilingualism, code switching in communication, and the reason of code switching in
storytelling.
Code Switching in Bilingualism
Code switching in communications commonly happens. According to Hughes,
Shaunessy, Brice, Ratlif and McHatton (2006) code switching is common linguistic
phenomenon among bilingual speakers (p. 8). Code switching in bilingual community is
regarded as a communication strategy in using more than one language to the interlocutor.
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Many writers and researchers propose various meanings of terms bilingualism and
multilingualism. Olugbara (2008) states people who can communicate with two languages
appropriately is considered as bilingual people. In the same way, Butler and Hakuta (2004)
explain someone who acquires the ability to utilize more than one language is bilingualism
(p.114). To sum up, Bilingual people are able to use two or more languages in appropriate
situation.
Code switching in EFL and ESL context has variety meanings as proposed by
different scholars. According to Olugbara (2008) Code switching is one kind of approach to
enhance language teaching and learning. She adds code switching is “a method for
experimenting with multiple languages” (p. 36). In the same way, Hamidi and Sarem (2012)
declare code switching provides students an opportunity to communicate and comprehend
language learning (p.95). They agree about the use of code switching in EFL/ESL classroom
because they believe that code switching could enhance learning process.
Some experts argue that code switching and code mixing have different meanings.
According to Myers-Scotton in Olugbara, (2008), code switching is an alternative language
during an interaction with different interlocutor. They go on describe that code mixing is the
use of affixes, words, phrases and clause of two different languages in the same utterance
(p.37). Similarly, Hamidi and Sarem (2012) emphasize that code switching is the use of two
languages in between utterance in a single conversation whereas code mixing is mixing two
languages in one utterance (p.93). To make it simple, code mixing also can be regarded as
intra-sentential code switching.
In the other way, for bilingual and multilingual speakers, code switching and code
mixing ordinarily happen in middle of conversation. Code switching in EFL and ESL
classroom is known as a strategy to help students enhance language learning. Hence, this
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alternative language nowadays is seen as a purposeful strategy in communication for students
and teacher.
Code Switching and Code Mixing in Communication
As explained before, code switching often occurs in bilingual community. However,
to make it clear, Trudgill in Bauer (2010) gives illustration about code switching from
bilingual Mexican-American speaker (southwest USA). In this conversation, the speaker
switches between English and Spanish:
Example 1: “I didn’t quit. I just stopped. I mean it wasn’t an effort I made que
voy a dejar de fumar porque me hace dano o this or that.
I used to pull butts out of the wastepaper basket. I’d get desperate, y ahi
voy albasurero a buscar, a sacar, you know?”
However, in the other illustration of code mixing is proposed by Chung (2006) about
the videotaped of her family (Korean) who live in USA has different way from above
conversation in using code switching. The videotaped is conducted after dinner until bed time
for 3 hours long:
Example 2: Um-ma(Mommy), piano sunsang-nim (teacher + suffix of honor)
asked me to bring the Bach book next time; would you find it for me?
(p.299)
From example 2 it can be seen the differences between code switching and code mixing.
When example 2 shows that the speaker mixing the language in the same utterance, example
1 shows that the speaker uses two languages between utterances.
Reason of Code switching in Storytelling
Story telling is an activity that is used in language classroom. Storytelling is telling
story which could be done by both teacher and student. He goes on that storytelling can be
true or fiction; account; narrative (Denning in Salmons, 2006, p.03).
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For some reason, storytelling is favorable for learners because they are already
familiar with story. In the same way, National Literacy Trust adds that stories are preferable
for children of all ages especially being read aloud, particularly for older age groups. That is
why storytelling is often used in ESL/EFL classroom to enhance learning process.
Many experts have proposed the reasons of people doing code switching both in
sociolinguistic aspect and pedagogical context. However, the reason of people doing code
switching in pedagogical context is slightly different with sociolinguistic context. There are
several reasons students use code switching in their performance of learning a language such
as:
Lack of Vocabulary Knowledge
Many experts believe that the use of code switching is due to lack of vocabulary
knowledge. It generally happens when students learn another language. When students do not
have enough knowledge of vocabulary in the second language, they try to use their primary
language to fill the gaps. Thus, code switching is a method to continue the flow of the
communication process. Hughes et.al (2006) described a continuum of code switching
between “Low and High Second Language Ability” student. Low second language ability
students mix/switch languages due to lack of vocabulary knowledge meanwhile high second
language ability students use code switching with ease. They go on explain that long pauses
for student with lack of vocabulary knowledge meant that they did not switch and mix the
language freely or unconsciously rather indicated word searching and retrieval difficulties.
Speaking Anxiety
Speaking anxiety is a very common problem which related to the students selfperception in ESL and EFL learning. Keramida (2009) explained anxious students did not
Faculty of Language and Literature – SWCU 2014
feel comfortable communicating in the target language in front of others. They were fear of
bad image from their friends and teacher. As a result students would feel nervous, fear of
making a mistake, and uncertain in using the target language.
Students use code switching to help them communicate effectively, especially when
they experienced speaking anxiety. According to Ochi (2009), the use of L1 can eliminate
affective barrier and diminish anxiety which could impact on students’ motivation in L2
performance (p.126). Students who faced anxiety problem might use their L1 in order to keep
themselves in comfortable zone while using L2.
As a Facilitation of L2 Production
Even though it is often said English is best taught monolingually in ESL/EFL
classroom, many experts are against this belief. They claimed the use of students’ L1 can
enhance English acquisition. Bouangeune (2009) declares that students can use L1 as a
foundation to build L2 structures (p. 186). That is why generally students still used their
mother tongue to support second language learning. Ochi (2009) also emphasize that L1
plays important role in facilitating L2 production and enhancing students’ motivation in
speaking skill. Both the experts claim that the use of L1 and L2 interchangeably can help
student learning language.
Language control
Common problem faced by bilingual speakers is that they cannot control their
language. This phenomenon happens as long as the environment accepts the languages used
by the speaker. Weinreich in Bialystok (1991) claims adult code switch is an evidence of a
lack of control in maintaining language separation (p. 146).
Similarly, Obiamalu and
Mbagwu (2008) explain that code switching is habit and happened subconsciously.
Faculty of Language and Literature – SWCU 2014
Subconsciously means that the speakers are not aware that they used code switching in their
conversation. Thus, when code switching becomes habit, it will be difficult to change.
Absence of equivalence
Bilingual speaker can freely choose the language that they want to use in his/her
conversation. However, there is an underlying reason that bilingual speaker used code
switching in their conversation i.e. there is no equivalent word in particular language. For a
bilingual speaker, they would utilize particular language because some words cannot be
translated to another language. As Saville-Troike in Natalia (2011) explain that switching
back to mother tongue for unsatisfied expressions which will lose the true meaning of the
word if it is replaced into other language is common.
THE STUDY
Context of the Study
This study used qualitative method. This study described about the reason why ED
students used code switching in storytelling. The setting of this study was Satya Wacana
Christian University. This study was done in Faculty of Language and Literature in Satya
Wacana Christian University because it was available to do a research and easy to be
administered.
Participant
Eleven English Teacher Education students of 2013, male and female aged from 1819 and had experienced learning English for at least 9 years were involved in this study. This
research used convenience sampling technique. According to Latham (2007) convenience
sampling is selecting the participant based on the accessibility. In this technique, students
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were asked when they were available, agree and ready so it would be easier in collecting the
data.
Data Collection Instrument
The instrument of this research was stimulated-recall interview. Rodgers and Nunan
in Zacharias (2013) explained that stimulated recall interview was a technique in which the
researchers asked the participant to review something related to the transcription result (p.
72). This study used stimulated-recall interview because by giving the result of storytelling
transcription to the participant, they were aware of which word and sentences that they
switched and mixed when doing storytelling.
Data Collection Procedures
In the first phase of interview, the student who was available to be the participant was
asked to do a storytelling to his or her friend. Before they did the storytelling, they were
shown some pictures which were very familiar such as: Malin Kundang, Timun Mas, Snow
White, Cinderella, Bawang merah and Bawang Putih, The Legend of Tangkuban Perahu, The
Legend of Jaka Tarub, The Beauty and The Beast, Ariel the Little Mermaid, Jack and the
Beanstalk, The Little Red Riding Hood, Aladdin. Then, they were requested to choose one of
those pictures. Next, they were asked to tell the story based on the picture to his/her friend
and their storytelling was recorded.
It was continued with stimulated-recall interview as the second phase. Stimulatedrecall interview meant the participant who did the storytelling would be shown the
transcription of their story. From the result of storytelling transcription, they could see which
words and sentences that they switched and mixed. After that, they were asked about the
reason why they did code switching in storytelling for further information.
Faculty of Language and Literature – SWCU 2014
Data Analysis Procedure
After gathering the data, the records were transcribed using clean transcription which
was focus on the content only. After that, the data were coded by developing the initial
themes from existing theories; lack of vocabulary knowledge, speaking anxiety from, the
need for facilitating the language production, the need to control the language, and absence of
equivalence in the target language. After the data were classified and grouped according to
the themes that had been set up, the data were inputted in a table to see which theme came up
with the highest percentage.
After creating the visualization of the data, the data then were analyzed qualitatively
using categorical content analysis. “Categorical content analysis is analyzing the data by
focusing on common themes across the participants” (Zacharias, 2013, p. 134). In categorical
content analysis, the data was organized by initial themes.
FINDINGS
The following section presents the result of data analysis about code switching and
the reasons of doing code switching in storytelling. The participants’ answers about the
reasons of doing code switching were classified into five themes; lack of vocabulary
knowledge, speaking anxiety, facilitating L2 production, language control and absence of
equivalence. These themes were derived from existing theories from some studies such as;
Tariq et. al (2013), Ochis’s (2009), Bialystok’s (1991) and Natalia’s (2011) studies related to
this research.
Code Switching and Code Mixing in Storytelling.
The subjects in this study were bilingual speakers, the first year students of English
Teacher Education Program. The data were taken from the participants’ performance in
Faculty of Language and Literature – SWCU 2014
storytelling as the first phase of getting the data. Before they did the storytelling, they were
given some pictures to choose. Some of the pictures were based on popular stories which
were very familiar to them such as Malin Kundang, Timun Mas, Snow White, Cinderella,
Bawang merah and Bawang Putih, The Legend of Tangkuban Perahu, The Legend of Jaka
Tarub, The Beauty and The Beast, Ariel the Little Mermaid, Jack and the Beanstalk, The
Little Red Riding Hood, Aladdin, so that they would not get confused in doing the
storytelling.
In analyzing the occurrences of code switching, this study referred to Hamidi’s and
Sarem’s (2012) description that code switching was the use of two languages between
utterance in a single conversation whereas code mixing was the use of two languages within a
sentence or utterance (p. 92-93). Figure 1 below shows the finding of frequency of code
switching and code mixing in storytelling from eleven participants.
Figure 1. Frequency of code switching and code mixing
A total of eleven stories were analyzed for occurrences of code switching and code
mixing. The proportion of code mixing was 95% while code switching was 5%. This was
very common since the participant had already learnt English for almost 9 years, hence they
used code mixing more often than code switching while doing the storytelling.
Faculty of Language and Literature – SWCU 2014
To illustrate, see the differences between code switching and code mixing below.
These examples were taken from participant 1 talking about Timun Mas and participant 6
telling about the story of Cinderella.
P1: Then, the mother asked for a child to the giant monster. Akhirnya si
ibunya itu punya anak…ee.. anak nya lahir itu seorang wanita. Then,
they give name to her Timun Mas.
P6: Her step mother has two daughters. They are very mean to Cinderella.
They menjadikan Cinderella as a maid.
The example from participant 1 was regarded as code switching meanwhile the other
was code mixing. It could be seen that participant 1 used two languages between sentences or
utterances whereas participant 6 utilized two languages within a single utterance.
The reasons of code switching in storytelling
In the second phase after the participants were asked to do the storytelling, they were
requested to answer questions in a stimulated-recalled interview. In the interview, they were
given the result of storytelling transcription and asked to read the transcript. To demonstrate,
see the transcription from participant 1, a story of Timun Mas which she told to her friend:
P1: Oke here I’m going to tell you about a folktale, about Timun Mas. So once
upon a time, there lived a couple, just said couple and they have no child. In
their village, ada seorang.. eh bukan ada seorang! Ada sebuah cerita that
there is a giant, giant what? Giant monster? Giant monster live behind the
mountain and he can grant any wish but with tumbal or whatever. Finally
they decided to meet the giant monster so that they can have a child. Then,
the mother asked for a child to the giant monster. Ya akhirnya si ibunya itu
punya anak. Ee.. anak nya lahir itu seorang wanita. They give name to her
Timun Mas, I don’t know why. Timun Mas grow very beautifully and
became seorang gadis yang cantik di desanya…
After the participants read the transcriptions, they were asked some questions eliciting
the reason of doing code switching in their storytelling. Based on the interview, there were
five reasons affecting the use of code switching and code mixing in their storytelling. Figure
2 below represents the result of the interview about the reasons of code switching and code
Faculty of Language and Literature – SWCU 2014
mixing in storytelling and those factors were; lack of vocabulary knowledge, speaking
anxiety, facilitating L2 production, language control and absence of equivalence.
Figure 2. Reason for code switching and code mixing
Figure 2 indicates that lack of vocabulary knowledge was the highest percentage as
much as 59% and followed by speaking Anxiety, 19%. Another reason found that the
participant utilized Bahasa Indonesia to facilitate the language production, with 11%, lack of
language control, 9% and absence of equivalence, 2%.
Lack of vocabulary knowledge.
Based on Figure 2, the participant did code switching and code mixing because they
lacked vocabulary knowledge, as much as 59%. Participant 1 was asked to tell a story and she
chose to tell a story about Timun Mas to her friend. She was informed to use English while
doing the storytelling of Timun Mas.
P1: ….there is a giant, giant what? Giant monster? Giant monster live
behind the mountain and he can grant any wish but with ee….tumbal
or whatever…..
Another example of storytelling was from participant 3. She was telling about the
story of Snow White in front of her friend.
Faculty of Language and Literature – SWCU 2014
P3: Snow white is beautiful so they don’t want to buried her and so they
keep Snow White in a glass, a…in a…peti ya.
From their storytelling, participant 1 and 3 used code mixing because they found
difficulty in the middle of their story. It also could be seen from their long pauses before they
finally used some words in Indonesian to compensate for their failure of recalling English
vocabulary.
When they were asked about the reason of doing code switching and code mixing,
participant 1 remarked;
P1: Karena jadi secara umum adalah karena saya gak tahu bahasa
inggrisnya kakaknya. Jadi dari pada aku buat bahasa Inggris yang
ngawur-ngawuran, jadi mending aku pake bahasa Indonesia aja.
Basically, I don’t know the English vocabulary. It’s better I used
Bahasa Indonesia than used English which did not have any sense.
In participant 1’s statement, we could discover that she used Bahasa Indonesia when
she did not know the vocabulary in English as she did not want to make any sentence
haphazardly. Participant 3 supported participant 1’s idea about the use of code mixing and
code switching:
P3: Actually I don’t know the English vocabulary….cuman ya soalnya
kata-kata itu enggak terlintas dalam pikiran dan yang terlintas
hanya yang itu, jadi nya pake bahasa Indonesia aja.
The thing is that the word did not appear to my mind and the word peti
was the word that I can think of at that time, so I ended up with using
Bahasa Indonesia
Participant 3 explained that she mixed her language because she did not know the
vocabulary of “peti”. She had tried to think about the English of “peti” but then came up
with saying “peti” because “peti” was the only word that she could think at that time.
Actually, while doing the storytelling, the participant had already tried to use English
only. However, the participant had to switch and mix their language since they were not able
Faculty of Language and Literature – SWCU 2014
to recall some word in English that they wanted to use. It could be seen from their long
pauses before they came up with utilizing L1.
Furthermore, participant 2 explained why she used code switching and code mixing in
her storytelling:
P2: ….kan tetep jadine lupa gitu… tapi seharuse isa nek diganti pakek
kata lain gitu tapi mungkin jik ndak kepikiran.
….I forget the word…. The word that I forget should be replaced by
another word but I still cannot think of it.
Interestingly, from participant 2’s confession, long pauses indicated that the student
was searching another verb to replace the word that she did not know in English. At the
moment of speaking, student experienced difficulty in memorizing the word that she wanted
to use. Hence she was trying to use another verb to replace the verb that she did not know.
However, she was still failed to find an appropriate English vocabulary and ended up with
using Bahasa Indonesia.
This kind of difficulty was very common for learners while communicating using the
target language. This study showed similarity to Tariq et.al (2010) study at the use of code
switching in EFL/ESL context. For example, bilingual often faced difficulty in using
appropriate vocabulary especially at the moment of utterance. Hence to make their
communication going on they used code switching and code mixing. This study also had
similarity with Hughes et.al (2006) study that students with lack of vocabulary knowledge
would show long pauses before they switched and mixed to another language.
Speaking Anxiety
Speaking activity in the classroom was important to increase students’ language
fluency however many students could not avoid speaking anxiety. It was showed by the
second result from figure 2. The participants did code switching and code mixing because
Faculty of Language and Literature – SWCU 2014
they faced speaking anxiety while performing the language practice. Speaking anxiety was
learners’ negative behavior in using the target language. This behavior included uncertainty,
fear of making mistake and nervousness. Participant 5 pointed out that:
P5: Kadang tu kan kalo kita perform in front of the others kita tu jadi apa
namane kadang tu grogi, aku kan emang orang nya tu grogian,
nervous.
Sometime when we performed in front of the others we would feel
nervous, and I would do so.
From the statement above, it could not be denied that EFL learners often faced
negative behavior since English was not their language. Therefore, when the students
experienced speaking anxiety, they suddenly used code switching.
Another participant remarked her reason of using Bahasa Indonesia,
P1: …bingung nya tu kalimatnya ibunya punya anak, have a child tapi
kayaknya gimana gitu, gak berani jadi pakek bahasa Indonesia
aja….Spike forest (hutan berduri)?.... itu juga aku gak yakin masak
spike forest? mending pake bahasa Indonesia saja. Melewati itu
mikirnya through, tapi takutnya salah jadi melewati saja.
I’m confused to say that, “have a child?” But I’m not certain that’s
why I used Indonesian…. Spike forest? I’m not sure too, is it right to
say spike forest? I used Indonesian instead.… I thought it was
“through” but I’m afraid that was not right so I just said it in
Indonesian….
In this case, participant 1 was not feeling nervous in performing the storytelling, but
she was not sure to say some words in English. She was afraid of making mistake while
doing the storytelling. She then switched and mixed to Bahasa Indonesia to say something
that she was not certain in English.
This finding seems consistent with another study. Gregersen in Keramida (2009)
argued that “anxious students usually focus on form rather than content” (p.41). Based on
participant 1’s comment, she seemed afraid to make a wrong form such as have a child, so
she used Bahasa Indonesia. Another similarity was, both this research and Keramida’s (2009)
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found that students tend to show their negative behavior while performing foreign language.
Hence, students used their mother tongue when facing speaking anxiety in speaking English.
As a Facilitation
Some participant admitted that they relied on their mother tongue while using the
target language. The result showed 11% is the frequency of using Indonesian to facilitate
language learning.
When asked for the reason why the participant used code switching, she said,
P2: Karena biar tahu artinya. Jadi pertamane mungkin nginget-nginget
dulu apa misalkan kayak.. kayak kita tahu bahasa Indonesianya
terus tiba-tiba langsung tahu bahasa Inggrisnya apa…. Sebelum
buat bahasa Inggris kan kita musti kadang mikirke bahasa
Indonesiane apa sik…. Menghilangkan kegugupan mungkin.
To know its meaning in English. Firstly, I recalled the word in
Indonesian, and then suddenly I know the English…. Before I made
English sentence, I have to think the Indonesian first…. To reduce my
nervousness.
Furthermore, participant 10 supported participant 2’s idea about utilizing code
switching, he described:
P10: Jadi aku udah punya bayangan di pikiran.. jadi Bahasa Indonesianya
dipikiran terus nanti aku buat Bahasa inggrisnya.
So I have thought it in my mind… so I think in Bahasa Indonesia first
then I make the English
For foreign language learners, first language was important as a source language
when producing the target language. Based on the data above, the participants stated that she
used Indonesian to recall the English vocabulary. Participant 2 also described L1 helped her
to build less-threatening feeling in comprehending and producing L2. Here, the finding
showed that the participant still relied on Bahasa Indonesia while speaking English.
Faculty of Language and Literature – SWCU 2014
Ochi’s (2009) study showed similarity with this research that L1 could support and
facilitate L2 output. Another similarity was that L1 could remove learning anxiety which was
faced by the students in communicating the target language.
Language Control
A common habit for bilingual speakers was, they cannot control the language that
they possessed. It generally happened since they were not aware in switching or mixing the
language. From Figure 2, we could see that lack of language control reached 9%.
To illustrate, look at the example of storytelling below from participant 4’s story
about Cinderella;
P4: …and then Cinderella went to the party with beautiful gown… with the
car, but… not but sih… in the palace….
Another Example of storytelling from participant 10 about Malin Kundang;
P10: …frustrated why his only son… eh only child denied nah denied her
and then….
Based on those examples above, they were doing code mixing using some Bahasa.
Indonesia phrases such as sih… and nah… when they were asked the reason of code mixing
for those phrases, they answered;
P4: Itu mungkin karena budaya ya.. atau tradisi… mungkin itu terbawa
aksen nya.
I think because of my culture or tradition in speaking Indonesian…
Indonesian accent was taken along.
P10: Keceplosan… we are Indonesian…
I did that subconsciously… we are Indonesian…
The participant admitted that they were doing code mixing of that phrase because they
were not aware since they had became accustomed to those phrases. As a bilingual people,
we sometimes used two languages subconsciously since communication was spontaneous
activity. Furthermore, when the interlocutor was bilingual too, code switching and code
Faculty of Language and Literature – SWCU 2014
mixing could not be avoided. This study was similar to Obiamalu and Mbagwu’s (2008)
study that for Igbo-English bilingual code switching was a habit and happened
subconsciously and this kind of habit was difficult to change.
Absence of Equivalence
There were some possibilities that bilinguals used code switching due to no
equivalence of some phrases that they wanted to say and this reason reached 2%. They might
think that the use of particular word in L2 and vice versa could not express their true feeling.
It was true that some words cannot be replaced by another language. For example in the story
telling of Timun Mas, Participant 1 remarked;
P1: One is ee…salt, ….the third one is ee… terasi.
From the participant 1’s storytelling, the participant used code mixing when she said
“terasi.” Timun Mas basically was an Indonesian folktale. Therefore, some of the vocabulary
used in the story did not have any equivalence. The other possibility to say the word “terasi”
was by giving an explanation about terasi itself. Terasi was condiment made by pounded and
fermented shrimp or small fish (Dictionary). However, this kind of explanation could be
difficult to say in the middle of storytelling. Hence the participant chose to say the word
“terasi” in Bahasa Indonesia because it could not be replaced by another language. When
asked why the participant used Bahasa Indonesia for word Terasi, she described;
P1: …jangan membuat bahasa Inggris yang gak ada di negaranya.
Do not make any word which doesn’t exist in English
This finding was similar to Natalia’s (2011) study. She analyzed mixed language in
Empat Mata show. She gave more attention to the presenter, Mr. Tukul who usually did code
switching and code mixing. Therefore, this study and Natalia’s (2011) show similarity that
some words in L1 could not be translated into another language because the word would lose
its meaning when it was translated.
Faculty of Language and Literature – SWCU 2014
CONCLUSION
This study aimed to know the reason why ED students of 2013 use code switching in
storytelling. This study found that the most frequent reason was lack of vocabulary
knowledge. Hence, it is explained that lacked of vocabulary knowledge as the most problem
faced by foreign language learners.
However, other facts reveal. Facing speaking anxiety while doing the storytelling was
the reason influence student to utilize code switching and code mixing. The students also
admitted that they used code switching because they believed code switching could facilitate
their speaking and remove learning anxiety. This study also found that students’ language
control and absence of equivalent word in the target language made them had to switch and
mix their languages.
This study conclude that the most frequent reason of students used code switching
because lacked of vocabulary knowledge in speaking English. Therefore, this study suggests
that to increase students’ vocabulary knowledge, the teacher should give more focus on
vocabulary learning. If it is possible, the faculty should open a vocabulary building class
which is focus on enhancing students’ vocabulary knowledge. Another suggestion for
students, they have to do independent learning such as reading and listening to English, since
reading and listening a lot is very effective in building vocabulary knowledge.
This research is not abroad and the result cannot be generalized since it is done in one
university and only involved eleven students (all of them were English Teacher Education
students of Satya Wacana Christian University) as an object of this research. It is hoped that
further research has to consider amount of the participant and participants’ language
proficiency.
Further research investigating the reason why students use code switching in speaking
skill area, are needed to be better understanding of code switching phenomena in ESL/EFL
Faculty of Language and Literature – SWCU 2014
context. Any research about code switching is needed in order to know if and how code
switching is necessary or unnecessary in a certain occasion so that the students and teachers
aware of the use of code switching in EFL/ESL context.
Faculty of Language and Literature – SWCU 2014
ACKNOWLEDGEMENT
First and foremost, praise and thanks goes to my God, ALLAH S.W.T for the wisdom
and many blessing undeservingly bestowed upon me during this research project. Secondly, I
would like to express the deepest gratitude to my supervisor Pak Gusti Astika and my
examiner Bu Maria Eko, for the useful feedback, suggestion and tremendous patience during
the research and thesis writing. Without his and her guidance this thesis would not have been
possible. Furthermore, I would like to show my greatest appreciation to my beloved parents,
Edy Wagino and Rumini, for my sister and brother, Nimas Intansary, Annisa Mutiarasary and
Humaam Maimun Syarif, thank you for turning my fears of failure into desire to success.
Lastly, for my friends Laras, Nanda and Jiwa, for my participants, all teachers and staffs in
ED and TENNERS, without them it is impossible to get all the knowledge and experience at
the same time.
Faculty of Language and Literature – SWCU 2014
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Faculty of Language and Literature – SWCU 2014
Appendix
Here is one of the storytelling and stimulated-recall interview transcription:
˜ Storytelling˜
A:
Emm.. so first of all let me introduce myself. My name is Eren. I’m from 2010 and I
would like to conduct a research about CS in storytelling and I want to ask what
angkatan do you belong to?
B:
2013
C:
2013
A:
Oke. So you choose Cinderella’s picture. Before you start your story telling, what do
you think, what they are doing?
B:
They are happy!
A:
Please tell the story about Cinderella to your friend and ee.. just relax hehe.
B:
Cinderella is a maid of.. actually she’s not maid but she’s daughter. She has .. apa sih
ibu tiri? Oh ya step mother and her two step sister and then her father is passed away..
eh? Ya. So a.. he.. eh she.. didn’t have apa ya? She sebatang kara. Ya.. ya.. and then
her step mother and her step sister always bullied him and ya. Bullied him. Like maid.
And then one day, oh ya Cinderella has friends it’s a mouse no, some mouse and
some birds and ya the animals.. her friends just animals. One day the prince have apa
sih?.. would like to apa sih?.. mencari jodoh! And then he held a party in his castle
and all of the woman in the.. in that place invited to the party. And but her step
mother and step sister didn’t allow her to the castle and in the day after party
Cinderella left alone in the house. And his step mother and step sister go to the castle
to the party. And but Cinderella really wants to go there but she didn’t have dress to
go in there and ya. And suddenly there was ibu peri. Ibu peri ya. And fairy mother
ya?
C:
Ya
B:
Ya fairy mother ya itu help Cinderella to go to the party she gives Cinderella a dress..
a beautiful dress to go the party and turn his.. eh.. her friends like a mouse to the eh..
turn it to e.. horse for his apa sih? Kereta kuda apa sih? And turn pumpkin in to ya
keretanya itu. After that she go in there but there’s a rules is a she must go back to
her house before twelve p.m eh p.m apa a.m ya?
C:
Midninght
B:
Ya midnight. Before midnight and then ya Cinderella go in there. And she met the
prince and the prince fall in love with her ya and then like that dance together and
after that but Cinderella forget about the rules so she aa.. in the middle of apa ya their
dance Cinderella look at the clock and then ya she run to go out to the castle because
it.. udah lebih dari jam dua belas. Because she in a hurry the shoes the apa sih?
Sepatu kaca. One of her shoes is left in the stair of the castle the prince is try to stop
her but he couldn’t make it. And ya.. the prince keep her shoes. And ya Cinderella
back to the originally she was.
Faculty of Language and Literature – SWCU 2014
C:
The magic is disappear?
B:
Ya ya.. the magic is disappear. and in the next day the prince want to find out the..
find out a who she really is. Because she didn’t have time to.. eh because he didn’t
have time to ask Cinderella’s name.. ya.. and she search around that place and she ..
and he.. arrived in the Cinderella’s house and after he tried to put it in the her two step
sisters but no one apa sih? .. no one apa.. cukup. Sepatunya cukup. Ya itu terus but
Cinderella is locked in her room. So that by her step mother. so that she cannot try
that shoes but her friends help her . ya the animal. The mouse help her. they took the
key of her step mother and then Cinderella can out of her room. And apa sih? Makai
sepatunya.. and it fits well to her and even he have another pairs of his shoes ya. And
then ya the prince and Cinderella and they married and they lived happily ever after.
A:
Yeay! You made it.. sampe sebelas menit tuh.
B:
Hehe
A:
Thank you for your story telling.
B:
Ya
˜ Stimulated-recall Interview˜
A:
Dari transcription ini, mau nanya nih, waktu kamu storytelling kan kamu pake.. e..
Code switching jadi mengganti bahasa mu dari bahasa e.. bahasa inggris ke bahasa
indonesia. Itu kenapa ya?
B:
Ya karna itu.. apa.. e.. kadang tu ada kata yang.. jadi tu sebenernya tu tau tapi tu tibatiba tu ilang gitu lo.
A:
Tapi sebenernya kamu tau enggak vocab ini sebenernya? (*vocabulary in Bahasa
Indonesia)
B:
Ada beberapa yang tau ada yang enggak.
A:
Nah kamu kan bilang ada yang tau ada yang enggak. Bisa tunjukin enggak mana yang
tau mana yang enggak?
B:
Apa ya.. kalo ini ( she points at ibu tiri) step mother. Ini (she points at sebatang kara)
alone bukan?
A:
Oh.. ya.. alone I think. Selain itu?
B:
Mencari jodoh itu lupa apa enggak ya? Haha.. enggak tahu kayaknya. Ibu peri aku
lupa. Kereta kuda itu.. horse.. horse.. horse.. cart apa ya? Apa ya enggak tahu.. enggak
tahu.. more than twelve (she points at udah lebih dari jam dua belas). Sepatu kaca
ituapa ya? Lupa.. eh enggak tahu..
A:
Jujur aja gak papa.
B:
Enggak tahu.. tapi tu mesti kalo ,, kadang tu gini, mesti kalo udah di nganu bahasa
inggrisnya terus jadi “ oh iya” gitu lo ( she means that if the vocabulary in English
had been told, she then remembered it)
A:
Berati sepatu kaca ini lupa?
Faculty of Language and Literature – SWCU 2014
B:
He’em.. tapi apa gak tahu ya? Haha aku juga bingung
A:
Terus kalo yang ini? (points at cukup)
B:
Fit. Fit the shoes
A:
Kalo yang ini? (ponit at makai sepatunya)
B:
Wear.. wear the shoes haha
˜˜˜
A:
Jadi karna masih ada pertanyaan makanya aku tanya lagi. Kan kamu bilang, kadang tu
ada yang sebenernya tahu tapi tiba-tiba ilang itu maksud nya gimana?
B:
Ya jadinya tu lupa gitu lo.
A:
Ok. Apa sih faktor yang menyebabkan kamu lupa?
B:
Kan grogi waktu itu.
A:
Kenapa grogi?
B:
Gak tahu haha.. ya kalo diliatin grogi gitu.
A:
Ok. Mm. Bentar aku mau tanya kayak yang ini nih kan kamu bilang “enggak tahu..
tapi kalo udah di dikasih tahu bahasa inggrisnya terus jadi “ oh iya”. Nah sebenernya
faktor nya itu pa? Kenapa bisa begitu?
B:
Apa ya? e...Gak tau .. mungkin karna gara-gara jarang di pakek sehari-hari gitu.
A:
Ok. Thank you.
B:
Ya
Faculty of Language and Literature – SWCU 2014