English code-switching in Indonesian teenage girl magazines.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ENGLISH CODE-SWITCHING
IN INDONESIAN TEENAGE GIRL MAGAZINES
A Thesis
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Araya Nurinda
Student Number: 051214135
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2009
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STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work
or parts of the work of other people, except those cited in the quotations and the
references, as a scientific paper should.
Yogyakarta, June 22, 2009
The Writer
Araya Nurinda
051214135
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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama
: Araya Nurinda
Nomor mahasiswa
: 051214135
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Dharma karya ilmiah saya yang berjudul:
English Code-sswitching in Indonesian Teenage Girl Magazines
Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata
Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain,
mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan
mempublikasikannya di internet atau media lain tanpa perlu meminta ijin dari
saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama
saya sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 22 Juni 2009
Yang menyatakan
(Araya Nurinda)
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ABSTRACT
Nurinda, Araya. (2009). English Code-switching in Indonesian Teenage Girl
Magazines. Yogyakarta: Sanata Dharma University.
Indonesia is a multilingual country. Therefore, the people are used to use
more than one language. Local language and national language are the languages
usually utilized by Indonesian people to converse in the daily life. In the recent
years, the language people speak is not only local and national language but also
international language, that is English. People often juxtaposed that language in
one utterance. This phenomenon was commonly found in oral and written forms.
Sociolinguistics named such phenomenon as code-switching, the switch of one
language to another language. In the written form, this phenomenon was
discovered in either magazines or newspapers. This research was particularly
focussed on Indonesian teenage girl magazines. Accordingly, investigating the
code-switching in the Indonesian teenage girl magazine was the aim of this
research.
There were three questions to be answered in this research. Those were: 1)
what are types of code-switching that exist in Indonesian teenage girl magazines?
2) what are the possible reasons for code-switching in Indonesian teenage girl
magazines? 3) what are the implications of code-switching in Indonesian teenage
girl magazines towards English learning in Indonesia? To aid the researcher in
answering those questions, human instrument was exploited.
In this research, the articles in the magazines were divided into five
categories namely news article, feature article, opinion article, fiction, and
advertisements. After classifying those articles, the researcher sorted out the types
of code-switching as well as counting the amount of code-switching in each
article category.
The findings showed that there were six types of code-switching with the
biggest number of cases found in feature articles. Those types were single-word
code-switching, phrase code-switching, clause code-switching, sentence codeswitching, integrated loanwords, and diglossic code-switching. Building a good
relation to the target readers was one of four the reasons in switching the code in
Indonesian teenage girl magazine. Expressing some words which did not have
Indonesian term or had Indonesian term but it was rarely used was the second
reason. Code-switching also happened when the writers wanted to quote
someone’s speech or statements. Moreover, the topic of the articles was
significant for the writers to code-switch the language.
Keywords: code-switching, Indonesian teenage girl magazine, sociolinguistics
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ABSTRAK
Nurinda, Araya. (2009). English Code-switching in Indonesian Teenage Girl
Magazines. Yogyakarta: Universitas Sanata Dharma.
Indonesia adalah negara dengan beberapa bahasa. Karena itu, orang-orang
terbiasa menggunakan lebih dari satu bahasa. Bahasa daerah dan bahasa nasional
adalah bahasa yang banyak digunakan di Indonesia untuk percakapan sehari-hari.
Akhir-akhir ini, tidak hanya bahasa daerah dan nasional saja yang dipakai tetapi
juga bahasa internasional yaitu bahasa Inggris. Orang-orang sering menambahkan
bahasa Inggris tersebut dalam satu ujaran dalam bahasa ibu mereka. Fenomena ini
umumnya ditemukan dalam bentuk lisan maupun tertulis. Sosiolinguistik
menamai fenomena itu dengan alih kode, yaitu perpindahan dari satu bahasa ke
bahasa lain. Dalam bentuk tertulis, fenomena ini dapat ditemukan di majalah
ataupun koran. Penelitian ini difokuskan hanya pada majalah remaja putri
Indonesia saja. Jadi, tujuan dari penelitian ini adalah mencari alih kode yang
terdapat dalam majalah remaja putri Indonesia.
Dalam penelitian ini, ada tiga pertanyaan yang harus dijawab. Pertanyaan
itu adalah: 1) apa saja jenis alih kode yang terdapat dalam majalah remaja putri
Indonesia? 2) apa alasan yang mungkin untuk alih kode dalam majalah remaja
putri Indonesia? 3) apa saja implikasi alih kode yang terdapat dalam majalah
remaja putri Indonesia terhadap pembelajaran bahasa Inggris di Indonesia? Untuk
membantu peneliti dalam menjawab pertanyaan-pertanyaan tersebut, peneliti
menggunakan human instrument.
Artikel-artikel majalah dalam penelitian ini dibagi menjadi lima kategori,
yaitu artikel berita, artikel feature, artikel opini, fiksi, dan iklan. Setelah
mengklasifikasikan artikel-artikel tersebut, peneliti mendata jenis alih kode yang
ada di setiap kategori artikel dan juga menghitung jumlah alih kode di setiap
kategori artikel tersebut.
Penemuan dalam penelitian ini menunjukkan bahwa ada enam jenis alih
kode dengan jumlah kasus terbanyak ada pada kategori artikel feature. Jenis alih
kode tersebut adalah single-word code-switching, phrase code-switching, sentence
code-switching, integrated loanwords, dan diglossic code-switching. Membangun
relasi yang baik dengan pembaca adalah satu dari empat alasan alih kode dalam
majalah remaja putri Indonesia. Alasan kedua adalah untuk mengekpresikan
beberapa kata yang tidak mempunyai kosa kata dalam bahasa Indonesia atau
punya tetapi jarang digunakan. Alih kode juga terjadi ketika penulis ingin
mengutip pidato atau pernyataan seseorang. Lebih lanjut, topik yang ada di dalam
majalah juga berperan penting bagi penulis untuk alih kode.
Kata kunci: alih kode, majalah remaja putri Indonesia, sosiolinguistik
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ACKNOWLEDGMENTS
Finally the long process of writing this thesis is accomplished. I am so
glad that I can pass this process successfully. That is why I would like to give my
deepest gratitude to the people around me who always give support and care.
I thank God for His blessing. I believe that He always guides and helps me
so that I can stay up till morning, which is definitely not my habit to do that, to
finish writing this thesis.
I would like to thank my sponsor, F.X. Ouda Teda Ena, S.Pd.,M.Pd., for
giving me a new enlightenment to my thesis. I also thank him for his guidance,
suggestions, motivation during this process. I wish him luck for his study.
I would like to thank all the lecturers and staff of Sanata Dharma
University especially those who are in the English Language Education Study
Program. I thank them for their guidance and care.
To my beloved father Agus Handoko, I thank him for always encouraging
me during this process. He is such a fabulous father. To my sister, Aretha
Nurtyagita, I thank her for accompanying me to play the games every time I was
bored with the thesis writing and also for taking my magazines from the post
office.
To all my friends in Language Institute of Sanata Dharma University, I
thank them for always giving me support, especially for those who have checked
my thesis. I also thank all my friends in the English Language Education Study
Program for the togetherness and motivation. To Vivi, Fidel, Dee, and the other
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three partners who still fight to accomplish their thesis, I thank them for the
cooperation, discussion, and motivation. I also give a big thank to Jule, Gendis,
Esti, Funi, Wiwin, Andre, Verdi, Eska, Dion, Endru, Tepan my beloved friends
who always give support. To Top-x, I thank him so much for the encouraging
sms-es. Last but not least, I thank Gian, my lovely friend, for lending me the
magazines. I am sorry to make the magazines messy and dirty.
Araya Nurinda
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TABLE OF CONTENTS
Page
TITLE PAGE ................................................................................................
i
APPROVAL PAGES ...................................................................................
ii
STATEMENT OF WORK’S ORIGINALITY .............................................
iv
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH
UNTUK KEPENTINGAN AKADEMIS .........................…………….……..
v
ABSTRACT .................................................................................................
vi
ABSTRAK ......................................................................................................
vii
ACKNOWLEDGEMENTS ..........................................................................
viii
TABLE OF CONTENTS .............................................................................
x
LIST OF TABLES ........................................................................................
xii
LIST OF APPENDICES ..............................................................................
xiii
CHAPTER I: INTRODUCTION
A. Research Background ....................................................................
1
B. Problem Formulation .....................................................................
3
C. Problem Limitation ........................................................................
3
D. Research Objectives ......................................................................
4
E. Research Benefits ..........................................................................
4
F. Definition of Terms .......................................................................
5
CHAPTER II: REVIEW OF RELATED LITERATURE
A. Theoretical Description .................................................................
7
1. Linguistics and Language Learning ..............................................
7
2. Sociolinguistics and Language Learning .......................................
9
3. Code-switching ..............................................................................
9
a. The Nature of Code-switching ......................................................
10
b. The Types of Code-switching ........................................................
11
c. The Reasons for Code-switching ...................................................
14
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d. Code-switching and Language Learning .......................................
16
B. Theoretical Framework ..................................................................
17
CHAPTER III: METHODOLOGY
A. Research Method ...........................................................................
20
B. Source of Data ...............................................................................
21
C. Research Instruments .....................................................................
22
D. Data Gathering Technique .............................................................
24
E. Data Analysis Technique ...............................................................
25
F. Research Procedures ......................................................................
26
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION
A. Types of Code-switching ...............................................................
28
1. Single-word Code-switching .........................................................
28
2. Phrase Code-switching ..................................................................
33
3. Clause Code-switching ..................................................................
37
4. Sentence Code-switching ..............................................................
42
5. Integrated Loanwords ....................................................................
46
6. Diglossic Code-switching ..............................................................
49
B. The Reasons for Code-switching ...................................................
53
C. Implication of Code-switching on English Learning ....................
55
D. Other Findings ...............................................................................
60
CHAPTER V: CONCLUSIONS AND SUGGESTIONS
A. Conclusions ...................................................................................
61
B. Suggestions ....................................................................................
62
REFERENCES …………………………………………………………...
64
APPENDICES …………………………………………………………….
67
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LIST OF TABLES
Page
Table 3.1: The Example of Checklist from Certain Magazine .....................
24
Table 3.2: The Example of Checklist for Types of Code-switching ............
25
Table 4.1: The Number of Cases of Single-word Code-switching ...............
29
Table 4.2: The Number of Cases of Phrase Code-switching ........................
34
Table 4.3: The Number of Cases of Clause Code-switching .......................
37
Table 4.4: The Number of Cases of Sentence Code-switching ....................
42
Table 4.5: The Number of Cases of Integrated Loanwords .........................
46
Table 4.6: The Number of Cases of Diglossic Code-switching ...................
49
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LIST OF APPENDICES
Page
APPENDIX A:
Example of Checklist of SPICE Magazine …………….………
APPENDIX B:
Example of Checklist of SISTER Magazine …………….…….
67
68
APPENDIX C:
Example of Checklist of GOGIRL Magazine ………………….
APPENDIX D:
Examples of Single-word Code-switching, Phrase Codeswitching, Clause Code-switching, Sentence Code-switching,
Integrated Loanwords …………………………………….……
70
APPENDIX E:
Example of Diglossic Code-switching …………………………
71
APPENDIX F:
The Most Frequent Words in SPICE Magazine ………….……
72
APPENDIX G:
The Most Frequent Words in SISTER Magazine …….………..
73
APPENDIX H:
The Most Frequent Words in GOGIRL Magazine …………….
74
69
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CHAPTER I
INTRODUCTION
This chapter is the introductory part. This chapter presents the Research
Background, Problem Formulation, Problem Limitation, Research Objectives, and
Definition of Terms.
A. Research Background
In the recent years, information and technology are growing rapidly.
Technology supports the distribution of information to all over the world.
Therefore, people are able to access unlimited information simply using electronic
sources such as television and internet. On the other hand, some people still gain
information using conventional media such as newspaper and magazines. In
Indonesia, newspaper and magazines have an important role as media to receive
information. The wide-ranging circulation of newspaper and magazines can be
obvious evidence that newspaper and magazines are preferred.
The readers of those media are varied. However, adolescents tend to prefer
magazines than newspapers. It is because the language in magazines is suitable to
adolescents and not as formal as the language found in other media. The articles
are made as interesting as possible with colorful layouts and attractive topics for
adolescents. Hence, young readers easily grasp the information they read in a
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magazine. In composing the magazines, the different needs of boys and girls are
considered. Furthermore, it emerges what is called boys magazine and girls
magazine.
One interesting phenomenon found in magazines is that the language they
used to write articles is not only Indonesian language but also English language.
The writers of the articles sometimes put English words, phrase, or even sentences
next to Indonesian words, phrases, or sentence in order to make the articles more
interesting. All the words, phrases, or sentences borrowed from other language are
in italic. It shows that the writers are aware that they are borrowing some words,
phrases, or sentences from another language.
It is common for someone who is able to speak more than one language to
switch the language they used. “This situation emerges when someone replaces
words or phrases from one language with words or phrases from another
language” (Heredia & Brown, ___). Such kind of condition, thus, creates a term
called code-switching. Nunan and Carter (2001), as seen in Sert (2005), define the
phenomenon code-switching as “a phenomenon of switching from one language
to another in the same discourse”.
In the particular situation, code-switching is required to provide clear
understanding about the topic people talk to. People do the switching as a strategy
to be better understood and develop the listeners’ comprehension (Heredia &
Brown, ___). Some researchers investigated this phenomenon and found that
code-switching has its function in order to build better communication with
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3
others. Sert (2005), in his paper entitled The Functions of Code Switching in ELT
Classroom, stated that
besides using code-switching for self expression and modifying language for
the sake of personal intensions, people may function code-switching to build
intimate interpersonal relationships among members of a bilingual
community.
In order to reach those functions, written texts can be preferences. A written text
can be an alternative for people in order to decide the language used to convey
information.
B. Problem Formulation
Based on the research background, the problems in this research are
formulated as follows:
1. What are the types of code-switching that exist in Indonesian teenage girl
magazines?
2. What are the possible reasons for code-switching in Indonesian teenage girl
magazines?
3. What are the implications of code-switching in Indonesian teenage girl
magazines towards English learning in Indonesia?
C. Problem Limitation
The problems in this research were specified to code-switching which
occurred in Indonesian teenage girl magazines. This involved only code-witching
between Indonesian language and English language found in the articles.
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4
The magazines the researcher chose were SISTER magazine, SPICE
magazine, and GOGIRL magazine. Those magazines were selected since they are
popular among other teenage girl magazines and have majority readers in
Indonesia.
In gaining the data, the researcher used three consecutive editions from each
magazine. The decision of choosing those editions was based on the need of
obtaining adequate data as well as limited time the researcher had.
D. Research Objectives
Related to the identified problem above, this study has some goals which have
to be reached. Those are:
1. To observe the types of code-switching.
2. To find out the reasons for code-switching in Indonesian teenage girl
magazines.
3. To find out the implications of code-switching in Indonesian teenage girl
magazines towards English learning in Indonesia
E. Research Benefits
The researcher expects that this study will give benefits to:
1. The Readers
By reading this thesis, the researcher hopes that the readers will have a
understandable view about the influences of English language towards Indonesian
language, particularly in the written form, through code-switching.
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2. English teachers
The researcher expects to give clear explanation about the implications of
code-switching in the English teaching and learning with the intention that the
teacher can anticipate when facing the code-switching situation. Besides, the
understanding of code-switching helps the teacher to obtain better foreign
language instruction in the classroom discourse.
3. Future Researcher
The researcher expects that this thesis will lead to a better understanding of
code-switching phenomenon in Indonesia. Moreover, this research will contribute
to the future research development.
F. Definition of Terms
To avoid misunderstanding, some words are needed to be clarified. These are:
1. Code-switching
Code-switching is a phenomenon which occurred in which people are in the
bilingual situation. This is in line with Crystal (1987), as cited by Skiba (1997) in
his paper entitled Code Switching as a Countenance of Language Interference,
who stated that “code, or language, switching happens when someone who is
bilingual alternates between two languages during his or her speech with another
bilingual person” . Furthermore, in this research, this borrowing phenomenon may
occur in words, phrases, or even sentences.
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2. Indonesian Teenage Girl Magazines
In this research, Indonesian teenage girl magazines are magazines which are
released to provide information about teenage girl’s lifestyle. These magazines
target the readers in the range of age of 15-23 years old. These magazines also
contain articles which are related to girls as well as the language which are
modified to girls talk.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter reviews important studies to support the present research. The
purpose of this chapter is to give basic principles due to the formulated problems.
This chapter consists of two major points, theoretical description and theoretical
framework. Theoretical description gives explanation of underlying theories
related to the factors which influence teachers in teaching. In addition, theoretical
framework discusses the theories that have been employed.
A. Theoretical Description
In this section, some theories will be elaborated. The theories that will be
reviewed are linguistics and language teaching, sociolinguistics and language
teaching, and the theory of code-switching. In the discussion of code-switching,
not only the types of code-switching, in which some different types are presented
by some linguists will be presented but also the reasons for switching the codes as
well as the implication of code-switching to the English learning.
1. Linguistics and Language Learning
Communication is one way for people to convey some information. In order to
understand and be understood, communication is done through a medium called
language. As stated by Lehmann (1972) in his book Descriptive Linguistics: An
Introduction, “language is a system for the communication of meaning through
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8
sounds” (1972:4). “More precisely, language, viewed as a system, consists of
three subsystems or components: semantic, syntactic, and phonological
component” (1972:4). The study of language is named as linguistics.
The extent of linguistics fields has broad discussion. Fromkin, Blair, & Collins
(2000) in An Introduction to Language, categorized the discussion of language
into three sections. The first one is about the grammatical aspects of language.
The studies under this heading are morphology, the study of words, syntax, which
deals with the sentence pattern of language, semantic, which talks about the
pattern of language through words and sentence, phonetics, the study of the
sounds of language, and the last is phonology, the study of the sound patterns of
language. The second one discusses the psychology of language. This study is
called psycholinguistics. As cited by Fromkin, Blair, & Collins, Gleason and
Ratner (1993) define psycholinguistics as “the concern on discovering the
psychological processes that make it possible for humans to acquire and use
language” (2000:315). Moreover, the last discussion is about the language in the
society. This is called sociolinguistics. Since it deals with the society therefore it
has close relation to the social sciences.
As learners of language, the discussion of linguistics plays a significant role.
The learners are expected to be able to actively produce utterances. For that
reason, the study of linguistics aids both teacher and learner to improve their
knowledge of a language as well as fine production of a language.
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9
2. Sociolinguistics and Language Learning
Sociolinguistics is the study of the use of language in the society (Lehmann,
1972). Cook (1996) stated that “knowledge of language acquired by people is
used for sociological and psychological ends”.That statement means that the
language must be used in the society. Many factors influence the use of language
in the society. One of the factors is bilingualism. Such condition causes a
phenomenon called code-switching. Therefore, code-switching included in the
sociolinguistic study.
Sociolinguistic study, help second language learners to understand the
characteristic of a community as well as the language they use. Therefore, the
second language learners will easily adapt to the new environment and new
language as well when they understand sociolinguistics.
3. Code-switching
According to Nunan and Carter, as seen in Sert (2005), code-switching is “a
phenomenon of switching from one language to another in the same discourse”
(2001:275). Therefore, the term code in this research represents the language
which changes. Code-switching can be identified by looking up the preceding and
the following words, phrase, or sentences. Usually, in a discourse, the language is
dominated by one language. If the writer uses the language besides the dominated
language is called code-switching.
switching further in the next part.
Then, the researcher will elaborate code-
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10
a. The Nature of Code-switching
According to Gardner (1997), as seen in Jaworsky & Coupland’s Modern
Linguistics: Sociolinguistic: A Reader and Coursebook, code-switching can be
defined as “the use of two or more languages in the same conversation or
utterance” (1997:361). Such kind of behavior occurs in situations where the
people are bilingualism or multilingualism, situations of immigrations, and
regional minorities. Therefore, code-switching is a common thing happened in the
society. Gardner adds that behaviour involved in the phenomenon relying on the
sociolinguistics circumstances and the language combination as well.
Gardner’s idea is supported by Wardaugh (1992) who stated that “utilizing
several varieties of any languages they speak is a common thing found in bilingual
or multilingual person rather than unilingual person” (1992:103). He found that it
is an unusual thing to have command of only a single variety of language.
Therefore, people who live in a multilingual country have the tendency to choose
the varieties or code they want to talk with.
Hoffmann (1991) stated that the wide-ranging description of code-switching is
that “it involves the alternate use of two languages or linguistics varieties within
the same utterance or during the same conversation” (1991:110). She added that
the switching could consist of changing languages. Bilinguals are typically able to
switch their language. She also adds that older people have capability in
controlling the amount of code switching they do rather than younger people.
Some factors influence how they switch their language such as contextual,
situational, and personal factors.
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From the point of view of some linguists above, it can be concluded that codeswitching is the changes language in the same utterances. Additionally, the
switching can be in the primary utterance, in the middle utterance, or in the last
utterances. That code-switching commonly happen in the bilingual or multilingual
circumstances is another point that is concluded by the researcher as well.
b. The Types of Code-switching
Gardner (1997), as in Coupland & Jaworsky’s Modern Linguistics
Sociolinguistics a Reader and Coursebook, cites that Gumperz (1982) classifies
the types of code-switching into three, namely, situational code-switching,
conversational code-switching, and metaphorical code-switching. Gumperz
(1982) identifies a distinction between situational and conversational codeswitching as well. “Situational code-switching refers to language shifting which
related to a change of interlocutor, setting, or topic” (Gardner, 1997). Conversely,
“conversational code-switching does not necessarily coincide with those changes
but is prompted by factors within the conversation itself” (Gardner, 1997). Other
than that, “when the shifting carried a particular evocative purpose for example,
speaking about a place in the variety which is used there, it is called metaphorical
switching” (Gardner, 1997). “A possible reason in distinguishing those different
types of code-switching is that they tend to occur in the same context and often
involve the same speakers” (1997:361). Instead of that, speakers also involve two
varieties of language in order to preserve their monolingual character. This type of
code-switching is called code-mixing. Gardner (1997) cites from Harmers and
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12
Blanc (1989) that this code-mixing term is sometimes called as interference
(1997:362).
What is written by Gardner (1997) is similar to Wardaugh’s view about the
type of code-switching. Wardaugh (1992) describes two types of code-switching.
The first one is situational code-switching. He defines situational code-switching
as the shifting of languages when the topic of the conversation does not change.
On the other hand, “when a change of topic requires a change in language used we
have metaphorical code-switching” (Wardaugh, 1992). He gives addition
explanation about that type that in this case, some topics may be discussed in
either code, but the choice of code attaches a distinct flavor to what is said about
the topic. The term code-switching differs from diglossia. In diglossia, “people are
quite aware that they have switched from H to L or L to H whereas in code
switching people are subconscious that they have switched the language”
(Wardaugh, 1992). Besides code-switching, code-mixing is discussed by
Wardaugh (1992) as well. He asserts that code-mixing happens “when people use
both languages together to the extent that they change from one language to the
other in the course of a single utterance” (1992:106).
Hoffmann (1991) in her book An Introduction to Bilingualism illustrates some
evidences that there are many types of code-switching. From the examples she has
made, she concludes that the first types of code-switching is occurred when the
switching is within the sentence or it is called intra-sentential switches. Second,
the switches happen between sentences or inter-sentential switches. The third is
called emblematic switching. This type includes items such as tags or
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13
exclamations which serve as an emblem of the bilingual character. Moreover, the
last type of switching involves a change of pronunciation feature. Those types
typically occur at the phonological level.
According to McCormick (1994), as cited in Asher’s Encyclopedia of
Language and Linguistics, there are six types of code-switching. The
classification of code-switching is based on the length of juxtaposed elements of
utterance. Those types are diglossia, situational code-switching, metaphoric codeswitching, conversational code-switching, single-word code-switching, and
integrated loanwords. Those types asserted by McCormick (1994) happen in the
conversational situation. This study deals with written form of code-switching.
then the researcher took the theories from McCormick (1994) which are suitable
to this study. The types of code-switching are single-word code-switching, phrase
code-switching, sentence code-switching, clause code-switching, integrated
loanwords, and diglossic code-switching.
Single-word code-switching is the type of code-switching in which the writers
insert another language between the utterances he or she writes. The length of
juxtaposed utterance is words. According to McCormick (1994) in Asher’s The
Encyclopedia of Language and Linguistics, chunks within an utterance is called
phrase code-switching. When the juxtaposed element is a whole sentence in
length, it is sentence code-switching. Moreover, if the length of juxtaposed
element is clause, it is clause code-switching. The next type is integrated
loanwords. This type of code-switching involves both languages in one word. The
length of juxtaposed utterances is morphemes. The last adopted type of code-
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14
switching is diglossic code-switching. This sort of code-switching does not deal
with the H and L variety of a language. In this research, the diglossic codeswitching deals with the whole discourse length of juxtaposed elements. Based on
Merriam-Webster Online Dictionary, discourse is “a linguistic unit (as a
conversation or a story) larger than a sentence”.
The researcher acknowledges that there are similar types of code switching
proposed by those linguists. Situational, metaphorical, and contextual codeswitching are asserted almost by all linguists. However, those types of codeswitching occur when people have a conversation.
c. The Reason for Code-switching
Code switching is the phenomenon when someone is bilingual or multilingual
and using language besides their mother tongue. Thus, they are mastering and
employing more than one language. In speaking with others both language can be
utilized. Although people do not have awareness on which they switch their
language, but there are reasons within. Some linguists do research to investigate
the motives people switch their languages when they are speaking to others.
Moreover, this part provides a various reasons of code-switching according to
some linguists.
Wardaugh (1992) states that there are three reasons why people do the codeswitching. Those include “the solidarity with listeners, choice of topic, and
perceived social and cultural distant” (1992:106). He concludes that motivation is
the most crucial factor which influences the selection of the type of code-
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
15
switching. He adds that “such motivation need not be at all conscious since some
people are not aware that they have switched their language into a particular
language” (1992:10).
Crystal (1987), as cited in Skiba’s Code Switching as a Countenance of
Language Interference, defines a number of possible reasons for the switching
from one language to another language. The first one is because the speaker may
not be able to express his or her expression in one language. In this case, the
speakers switch to compensate for deficiency. Second reason is that the speakers
want to share some solidarity with a particular social group. Relationship is
established when the listeners respond employing a similar switch. The last reason
according to Crystal (1987) is that the speakers want to convey his or her attitude
towards the listeners. It is because when monolingual speakers communicate
using certain level of formality, the bilingual speakers can convey the same by
switching the language.
Hoffmann (1991), in her book An Introduction to Bilingualism, stated that
“the reason for code-switching is diverse and many of the reasons are of a
contextual, situational and personal sort” (1991:115). The first reason people
switch the language appears when the speaker is quoting somebody else. The
second reason is that the speakers are being emphatic about something. To show
emphatic, the speaker takes a form of either an interjection or a repetition. The
form of those expressions illustrates that the speakers have personal involvement
and desire to be well understood.. The next reason is contributed by Oksaar
(1974), Poplack (1980), and Calsamiglia and Tus n (1984) as cited by Wardaugh
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
16
(1991) who said that code-switching is used to express group identity as well as
solidarity with a certain groups (1991:116). Additionally, the last reason proposed
by McClure (1977) as cited by Wardaugh (1991) who did research on children’s
code-switch. The result shows that children at age eight or nine begins to codeswitch in order to focus on certain topic (1991:116). The conclusion she made is
that code-switching is a habitual and frequently used as the part of social
interaction among bilinguals (Wardaugh, 1991). Bilingual speaker also can
employ other language in four ways choice compared to the monolingual speaker.
d. Code-switching and Language Learning
Living in a bilingual circumstance forces people to master language in which
that language is not their mother tongue. Nevertheless, not all the people master
the second language or the language besides their mother tongue. Code-switching,
which is the main topic of this research, can possibly aid the second language
learners to master the second language.
Acquiring the second language can be influenced by some factors. What the
second language learners hear or read is capable of guiding them to master the
second language. This is called input. Ellis (1997:5) states that “through this input
the second language learners are expected to produce the language they learn”.
Krashen, as cited in Ellis’s Second Language Acquisition, proposes what is
named by input hypothesis. He suggests that “the right level of input is attained
automatically when interlocutors succeed in making themselves understood in
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17
communication” (1997:47). This means that the language competence of the
second language learners is determined by the language they produce.
In producing the language, certainly, there are some factors which either can
inhibit or support the successful language production of the second language
learners. Therefore, if the language which the learners receive is totally wrong,
then, it will guide the second language learners to the wrong concept of second
language. The wrong example possibly brings about the wrong language
production. As a result, the learners of the second language are regarded as fail in
attaining the second language.
B. Theoretical Framework
Based on those theories which have been elaborated above, some theories
which become the basis of the research were discussed. Types of code-switching
as well as reason for code-switching and its implication to the language learning
are the main focus in this research.
According to McCormick (1994), in Asher’s Encyclopedia of Language and
Linguistics, there are six types of code-switching. The researcher adopts that
theory to form the types of code-switching which is suitable for this research. The
first type is single-word code-switching. This means that the writers switch the
language in one word only. The second type is phrase code-switching, in which
the length of code switching just as long as chunks. The third type of codeswitching is clause code-switching. The fourth type is sentence code-switching.
The fifth type is integrated loanwords. In this type of code-switching, two
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
18
languages are fused in one single word. The last type is diglossic code-switching.
This includes the whole discourse of the article. It means that if there is only one
language in the length of one discourse without any language is appeared, then, it
is included in diglossic code-switching.
Some linguists propose different reasons for code-switching. Those reasons
mostly emphasize on the motive of code-switching in the conversation. As it does
not match to the aim of this research, the researcher adopts some reasons asserted
by Crystal (1987) as in Skiba’s Code Switching as a Countenance of Language
Interference and is supported by Hoffmann (1991). The first reason is that the
writers expected to be able to build good relation with the target readers. Second
reason is to express some words which either did not have Indonesian term or had
Indonesian term but it was rarely used. The second reason is supported by
McClure (1977), as in Hoffmann’s An Introduction to Bilingualism, as well. She
cited that children at later age begin to code-switch in order to focus on particular
topic (1991:116). Therefore, it can be said that adult code-switching may be
influenced by the choice of topic. The last reason is code-switching to quote
someone’s statements or expressions. This theory is also asserted by Hoffmann
(1991) who said that “switching occurs when the subject is quoting someone”
(1991:116).
The implication of code-switching either inhibits or supports the English
learning process. The successful second language learning can be achieved
through the correct input the learners get. On the other hand, the incorrect input
leads the learners into the unsuccessful second language learning. According to
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19
Ellis (1997), “input is the product of the language which the learners had
experienced” (1997: 5). Therefore, if the language the learners produced is
incorrect, it is possibly because they get the wrong input.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER III
METHODOLOGY
This chapter presents the methodology used in this research. This chapter
consists of Research Method, Source of Data, Research Instrument, Data
Gathering Technique, Data Analysis Technique, and Research Procedures
A. Research Method
A certain methodology was considered in this research as guidance to conduct
the study. This research dealt with certain phenomenon in the society, thus, this
research was qualitative research. According to Merriam (2002), the key to reach
the best understanding of qualitative research was “socially constructed by
individuals in interaction with their world”.
In this research, the researcher used descriptive research. Descriptive research
was designed to obtain information concerning the current phenomena. (Ary,
Jacobs, & Razavieh, 2002: 381). This research did not generally try to test the
hypothesis but to seek the information to describe “what exist” in a situation (Ary,
et al, 2002: 381). Therefore, descriptive research is designed to develop not only
achievement of the research but also interpretation of the results (Wiersma, 1995:
169). According to Best (1981), there were some characteristics of Descriptive
Research. First, the process of gaining the data was inductive. Second, the
researcher tended to gather the data to draw a conclusion rather than to test the
hypothesis.
20
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
21
Document analysis was also utilized as the methodology in this research. ”A
document analysis was typically performed on form of human communication,
including magazines” (Leedy & Ormod, 2005). Through document analysis, the
researcher had to serve intended information which was helpful in evaluating or
explaining educational practices (Best, 1981). This kind of methodology was
particularly to answer the first problem in this research. The second and the third
problems were answered by applying library study. The researcher read and
adopted the theory from some former researchers.
B. Source of Data
Indonesian teenage girl magazines were the primary source of data in this
research. The researcher concerned only with English code-switching in
Indonesian teenage magazines. SISTER magazine, SPICE magazine, and
GOGIRL magazine were the magazines which were analyzed by the researcher.
The first magazine is SISTER magazine.
SISTER magazine is a new
magazine which was first published in August 2008. Though it is a new magazine,
this magazine has numbers of stable readers. It is proven by the letter which can
be read in the magazine every month. This magazine emphasizes its reader in
range of age of 15-22 years old.
The other two magazines are SPICE magazine and GOGIRL magazine. SPICE
magazine is a girl magazine for university students. This magazine has been
published since 2003. The readers are in range of age of 18-22 years old.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
22
GOGIRL is a magazine which has been published since February 2005. This
magazine is for girls in the range of age of 15-23 years old.
Those three magazines were monthly magazines and the researcher utilized it
to acquire the data. Additionally, in order to diminish the possibility of obtaining
the same topic in each magazine, the researcher employed three editions from
each magazine with publishing number in order. Therefore, there were nine
magazines to be observed. Moreover, it was supported by Ary, Jacobs, and
Razavieh (2002:386) who stated that “the more material analyzed, the more valid
the conclusions from the study”.
The magazines observed were: GOGIRL
Magazine January 2009, GOGIRL Magazine February 2009, GOGIRL Magazine
March 2009, SISTER Magazine February 2009, SISTER Magazine March 2009,
SISTER Magazine April 2009, SPICE Magazine January 2009, SPICE Magazine
February 2009, SPICE Magazine March 2009.
All articles in the magazines were grouped into five classifications. Those
were news articles, feature articles, opinion articles, fiction, and advertisement.
The classification was made in order to make the data more organized and to help
the researcher interpreted the data easily. Based on Oxford Advanced Learner’s
Dictionary of Current English, the researcher made a definition of what was
meant by news, feature, opinion, fiction, and advertisement in this research. News
is an article which contains a report of events, or recent issues, and or recent
information about books, music, movies, and gadgets. The report information
usually asserts date, place, and people who involve in that event. Feature is a
special article and regular article which always appear in the magazine. The
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
23
special article might be about fashion, celebrities, or daily life topics. Opinion is
an article which shows the writer’s feeling or thought. Fiction is a story which is
available in the magazine. While, advertisement is an article or picture or a notice
which tells the readers about product, job, place, or service.
C. Research Instruments
Another characteristic of qualitative research was that the researcher was the
main instrument in collecting and analyzing the data. Lincoln and Guba (1985), as
cited in Introduction to Research in Education: Sixth Edition by Ary, Jacobs, and
Razavieh (2002: 424), argued that “in qualitative research which dealt with human
and situations, researcher needed a flexible instrument who could read the
documents, or talk with people or in other words studied the human experiences”.
According to them, only human instrument was competent in this undertaking.
Then, human instrument and the document itself in this research were utilized to
gain the data.
D. Data Gathering Technique
There were some steps taken by the researcher in order to gain the data. First,
the researcher listed the code-switching found in magazines with the page number
accompanied. Every single English word found in an article of the magazines was
considered as the data. The researcher was aided by checklist while gathering the
data in this step. Table 3.1 was presented as the example of checklist in gathering
the data.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
24
Table 3.1 Example of Checklist from Certain Magazine
Source
Page No.
Sentence
E. Data Analysis Technique
After all the data gathered, it was analyzed. This study was a qualitative
research rather than a quantitative research. Therefore, the nature of data was in
form of words.
The researcher employed the data analysis described by Creswell. Creswell
(1998), as cited by Leedy & Ormord (2005), described a spiral data analysis
which covered some steps. Those steps were adapted to this research and covered
four steps.
The first step is organizing the data. In this part, the researcher broke down
the data into smaller categories. There were five categories for each magazine
namely news article, opinion article, feature article, advertisement, and fiction.
The second step is perusing the data. The researcher might obtain an early
overview of the data collected in the previous step. Therefore, the possible
interpretation might appear.
The third step is identifying the data. The researcher classified the data into
ENGLISH CODE-SWITCHING
IN INDONESIAN TEENAGE GIRL MAGAZINES
A Thesis
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Araya Nurinda
Student Number: 051214135
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2009
i
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
iii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work
or parts of the work of other people, except those cited in the quotations and the
references, as a scientific paper should.
Yogyakarta, June 22, 2009
The Writer
Araya Nurinda
051214135
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama
: Araya Nurinda
Nomor mahasiswa
: 051214135
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Dharma karya ilmiah saya yang berjudul:
English Code-sswitching in Indonesian Teenage Girl Magazines
Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata
Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain,
mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan
mempublikasikannya di internet atau media lain tanpa perlu meminta ijin dari
saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama
saya sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 22 Juni 2009
Yang menyatakan
(Araya Nurinda)
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Nurinda, Araya. (2009). English Code-switching in Indonesian Teenage Girl
Magazines. Yogyakarta: Sanata Dharma University.
Indonesia is a multilingual country. Therefore, the people are used to use
more than one language. Local language and national language are the languages
usually utilized by Indonesian people to converse in the daily life. In the recent
years, the language people speak is not only local and national language but also
international language, that is English. People often juxtaposed that language in
one utterance. This phenomenon was commonly found in oral and written forms.
Sociolinguistics named such phenomenon as code-switching, the switch of one
language to another language. In the written form, this phenomenon was
discovered in either magazines or newspapers. This research was particularly
focussed on Indonesian teenage girl magazines. Accordingly, investigating the
code-switching in the Indonesian teenage girl magazine was the aim of this
research.
There were three questions to be answered in this research. Those were: 1)
what are types of code-switching that exist in Indonesian teenage girl magazines?
2) what are the possible reasons for code-switching in Indonesian teenage girl
magazines? 3) what are the implications of code-switching in Indonesian teenage
girl magazines towards English learning in Indonesia? To aid the researcher in
answering those questions, human instrument was exploited.
In this research, the articles in the magazines were divided into five
categories namely news article, feature article, opinion article, fiction, and
advertisements. After classifying those articles, the researcher sorted out the types
of code-switching as well as counting the amount of code-switching in each
article category.
The findings showed that there were six types of code-switching with the
biggest number of cases found in feature articles. Those types were single-word
code-switching, phrase code-switching, clause code-switching, sentence codeswitching, integrated loanwords, and diglossic code-switching. Building a good
relation to the target readers was one of four the reasons in switching the code in
Indonesian teenage girl magazine. Expressing some words which did not have
Indonesian term or had Indonesian term but it was rarely used was the second
reason. Code-switching also happened when the writers wanted to quote
someone’s speech or statements. Moreover, the topic of the articles was
significant for the writers to code-switch the language.
Keywords: code-switching, Indonesian teenage girl magazine, sociolinguistics
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ABSTRAK
Nurinda, Araya. (2009). English Code-switching in Indonesian Teenage Girl
Magazines. Yogyakarta: Universitas Sanata Dharma.
Indonesia adalah negara dengan beberapa bahasa. Karena itu, orang-orang
terbiasa menggunakan lebih dari satu bahasa. Bahasa daerah dan bahasa nasional
adalah bahasa yang banyak digunakan di Indonesia untuk percakapan sehari-hari.
Akhir-akhir ini, tidak hanya bahasa daerah dan nasional saja yang dipakai tetapi
juga bahasa internasional yaitu bahasa Inggris. Orang-orang sering menambahkan
bahasa Inggris tersebut dalam satu ujaran dalam bahasa ibu mereka. Fenomena ini
umumnya ditemukan dalam bentuk lisan maupun tertulis. Sosiolinguistik
menamai fenomena itu dengan alih kode, yaitu perpindahan dari satu bahasa ke
bahasa lain. Dalam bentuk tertulis, fenomena ini dapat ditemukan di majalah
ataupun koran. Penelitian ini difokuskan hanya pada majalah remaja putri
Indonesia saja. Jadi, tujuan dari penelitian ini adalah mencari alih kode yang
terdapat dalam majalah remaja putri Indonesia.
Dalam penelitian ini, ada tiga pertanyaan yang harus dijawab. Pertanyaan
itu adalah: 1) apa saja jenis alih kode yang terdapat dalam majalah remaja putri
Indonesia? 2) apa alasan yang mungkin untuk alih kode dalam majalah remaja
putri Indonesia? 3) apa saja implikasi alih kode yang terdapat dalam majalah
remaja putri Indonesia terhadap pembelajaran bahasa Inggris di Indonesia? Untuk
membantu peneliti dalam menjawab pertanyaan-pertanyaan tersebut, peneliti
menggunakan human instrument.
Artikel-artikel majalah dalam penelitian ini dibagi menjadi lima kategori,
yaitu artikel berita, artikel feature, artikel opini, fiksi, dan iklan. Setelah
mengklasifikasikan artikel-artikel tersebut, peneliti mendata jenis alih kode yang
ada di setiap kategori artikel dan juga menghitung jumlah alih kode di setiap
kategori artikel tersebut.
Penemuan dalam penelitian ini menunjukkan bahwa ada enam jenis alih
kode dengan jumlah kasus terbanyak ada pada kategori artikel feature. Jenis alih
kode tersebut adalah single-word code-switching, phrase code-switching, sentence
code-switching, integrated loanwords, dan diglossic code-switching. Membangun
relasi yang baik dengan pembaca adalah satu dari empat alasan alih kode dalam
majalah remaja putri Indonesia. Alasan kedua adalah untuk mengekpresikan
beberapa kata yang tidak mempunyai kosa kata dalam bahasa Indonesia atau
punya tetapi jarang digunakan. Alih kode juga terjadi ketika penulis ingin
mengutip pidato atau pernyataan seseorang. Lebih lanjut, topik yang ada di dalam
majalah juga berperan penting bagi penulis untuk alih kode.
Kata kunci: alih kode, majalah remaja putri Indonesia, sosiolinguistik
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ACKNOWLEDGMENTS
Finally the long process of writing this thesis is accomplished. I am so
glad that I can pass this process successfully. That is why I would like to give my
deepest gratitude to the people around me who always give support and care.
I thank God for His blessing. I believe that He always guides and helps me
so that I can stay up till morning, which is definitely not my habit to do that, to
finish writing this thesis.
I would like to thank my sponsor, F.X. Ouda Teda Ena, S.Pd.,M.Pd., for
giving me a new enlightenment to my thesis. I also thank him for his guidance,
suggestions, motivation during this process. I wish him luck for his study.
I would like to thank all the lecturers and staff of Sanata Dharma
University especially those who are in the English Language Education Study
Program. I thank them for their guidance and care.
To my beloved father Agus Handoko, I thank him for always encouraging
me during this process. He is such a fabulous father. To my sister, Aretha
Nurtyagita, I thank her for accompanying me to play the games every time I was
bored with the thesis writing and also for taking my magazines from the post
office.
To all my friends in Language Institute of Sanata Dharma University, I
thank them for always giving me support, especially for those who have checked
my thesis. I also thank all my friends in the English Language Education Study
Program for the togetherness and motivation. To Vivi, Fidel, Dee, and the other
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three partners who still fight to accomplish their thesis, I thank them for the
cooperation, discussion, and motivation. I also give a big thank to Jule, Gendis,
Esti, Funi, Wiwin, Andre, Verdi, Eska, Dion, Endru, Tepan my beloved friends
who always give support. To Top-x, I thank him so much for the encouraging
sms-es. Last but not least, I thank Gian, my lovely friend, for lending me the
magazines. I am sorry to make the magazines messy and dirty.
Araya Nurinda
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TABLE OF CONTENTS
Page
TITLE PAGE ................................................................................................
i
APPROVAL PAGES ...................................................................................
ii
STATEMENT OF WORK’S ORIGINALITY .............................................
iv
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH
UNTUK KEPENTINGAN AKADEMIS .........................…………….……..
v
ABSTRACT .................................................................................................
vi
ABSTRAK ......................................................................................................
vii
ACKNOWLEDGEMENTS ..........................................................................
viii
TABLE OF CONTENTS .............................................................................
x
LIST OF TABLES ........................................................................................
xii
LIST OF APPENDICES ..............................................................................
xiii
CHAPTER I: INTRODUCTION
A. Research Background ....................................................................
1
B. Problem Formulation .....................................................................
3
C. Problem Limitation ........................................................................
3
D. Research Objectives ......................................................................
4
E. Research Benefits ..........................................................................
4
F. Definition of Terms .......................................................................
5
CHAPTER II: REVIEW OF RELATED LITERATURE
A. Theoretical Description .................................................................
7
1. Linguistics and Language Learning ..............................................
7
2. Sociolinguistics and Language Learning .......................................
9
3. Code-switching ..............................................................................
9
a. The Nature of Code-switching ......................................................
10
b. The Types of Code-switching ........................................................
11
c. The Reasons for Code-switching ...................................................
14
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
d. Code-switching and Language Learning .......................................
16
B. Theoretical Framework ..................................................................
17
CHAPTER III: METHODOLOGY
A. Research Method ...........................................................................
20
B. Source of Data ...............................................................................
21
C. Research Instruments .....................................................................
22
D. Data Gathering Technique .............................................................
24
E. Data Analysis Technique ...............................................................
25
F. Research Procedures ......................................................................
26
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION
A. Types of Code-switching ...............................................................
28
1. Single-word Code-switching .........................................................
28
2. Phrase Code-switching ..................................................................
33
3. Clause Code-switching ..................................................................
37
4. Sentence Code-switching ..............................................................
42
5. Integrated Loanwords ....................................................................
46
6. Diglossic Code-switching ..............................................................
49
B. The Reasons for Code-switching ...................................................
53
C. Implication of Code-switching on English Learning ....................
55
D. Other Findings ...............................................................................
60
CHAPTER V: CONCLUSIONS AND SUGGESTIONS
A. Conclusions ...................................................................................
61
B. Suggestions ....................................................................................
62
REFERENCES …………………………………………………………...
64
APPENDICES …………………………………………………………….
67
xi
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LIST OF TABLES
Page
Table 3.1: The Example of Checklist from Certain Magazine .....................
24
Table 3.2: The Example of Checklist for Types of Code-switching ............
25
Table 4.1: The Number of Cases of Single-word Code-switching ...............
29
Table 4.2: The Number of Cases of Phrase Code-switching ........................
34
Table 4.3: The Number of Cases of Clause Code-switching .......................
37
Table 4.4: The Number of Cases of Sentence Code-switching ....................
42
Table 4.5: The Number of Cases of Integrated Loanwords .........................
46
Table 4.6: The Number of Cases of Diglossic Code-switching ...................
49
xii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF APPENDICES
Page
APPENDIX A:
Example of Checklist of SPICE Magazine …………….………
APPENDIX B:
Example of Checklist of SISTER Magazine …………….…….
67
68
APPENDIX C:
Example of Checklist of GOGIRL Magazine ………………….
APPENDIX D:
Examples of Single-word Code-switching, Phrase Codeswitching, Clause Code-switching, Sentence Code-switching,
Integrated Loanwords …………………………………….……
70
APPENDIX E:
Example of Diglossic Code-switching …………………………
71
APPENDIX F:
The Most Frequent Words in SPICE Magazine ………….……
72
APPENDIX G:
The Most Frequent Words in SISTER Magazine …….………..
73
APPENDIX H:
The Most Frequent Words in GOGIRL Magazine …………….
74
69
xiii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER I
INTRODUCTION
This chapter is the introductory part. This chapter presents the Research
Background, Problem Formulation, Problem Limitation, Research Objectives, and
Definition of Terms.
A. Research Background
In the recent years, information and technology are growing rapidly.
Technology supports the distribution of information to all over the world.
Therefore, people are able to access unlimited information simply using electronic
sources such as television and internet. On the other hand, some people still gain
information using conventional media such as newspaper and magazines. In
Indonesia, newspaper and magazines have an important role as media to receive
information. The wide-ranging circulation of newspaper and magazines can be
obvious evidence that newspaper and magazines are preferred.
The readers of those media are varied. However, adolescents tend to prefer
magazines than newspapers. It is because the language in magazines is suitable to
adolescents and not as formal as the language found in other media. The articles
are made as interesting as possible with colorful layouts and attractive topics for
adolescents. Hence, young readers easily grasp the information they read in a
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2
magazine. In composing the magazines, the different needs of boys and girls are
considered. Furthermore, it emerges what is called boys magazine and girls
magazine.
One interesting phenomenon found in magazines is that the language they
used to write articles is not only Indonesian language but also English language.
The writers of the articles sometimes put English words, phrase, or even sentences
next to Indonesian words, phrases, or sentence in order to make the articles more
interesting. All the words, phrases, or sentences borrowed from other language are
in italic. It shows that the writers are aware that they are borrowing some words,
phrases, or sentences from another language.
It is common for someone who is able to speak more than one language to
switch the language they used. “This situation emerges when someone replaces
words or phrases from one language with words or phrases from another
language” (Heredia & Brown, ___). Such kind of condition, thus, creates a term
called code-switching. Nunan and Carter (2001), as seen in Sert (2005), define the
phenomenon code-switching as “a phenomenon of switching from one language
to another in the same discourse”.
In the particular situation, code-switching is required to provide clear
understanding about the topic people talk to. People do the switching as a strategy
to be better understood and develop the listeners’ comprehension (Heredia &
Brown, ___). Some researchers investigated this phenomenon and found that
code-switching has its function in order to build better communication with
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3
others. Sert (2005), in his paper entitled The Functions of Code Switching in ELT
Classroom, stated that
besides using code-switching for self expression and modifying language for
the sake of personal intensions, people may function code-switching to build
intimate interpersonal relationships among members of a bilingual
community.
In order to reach those functions, written texts can be preferences. A written text
can be an alternative for people in order to decide the language used to convey
information.
B. Problem Formulation
Based on the research background, the problems in this research are
formulated as follows:
1. What are the types of code-switching that exist in Indonesian teenage girl
magazines?
2. What are the possible reasons for code-switching in Indonesian teenage girl
magazines?
3. What are the implications of code-switching in Indonesian teenage girl
magazines towards English learning in Indonesia?
C. Problem Limitation
The problems in this research were specified to code-switching which
occurred in Indonesian teenage girl magazines. This involved only code-witching
between Indonesian language and English language found in the articles.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4
The magazines the researcher chose were SISTER magazine, SPICE
magazine, and GOGIRL magazine. Those magazines were selected since they are
popular among other teenage girl magazines and have majority readers in
Indonesia.
In gaining the data, the researcher used three consecutive editions from each
magazine. The decision of choosing those editions was based on the need of
obtaining adequate data as well as limited time the researcher had.
D. Research Objectives
Related to the identified problem above, this study has some goals which have
to be reached. Those are:
1. To observe the types of code-switching.
2. To find out the reasons for code-switching in Indonesian teenage girl
magazines.
3. To find out the implications of code-switching in Indonesian teenage girl
magazines towards English learning in Indonesia
E. Research Benefits
The researcher expects that this study will give benefits to:
1. The Readers
By reading this thesis, the researcher hopes that the readers will have a
understandable view about the influences of English language towards Indonesian
language, particularly in the written form, through code-switching.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5
2. English teachers
The researcher expects to give clear explanation about the implications of
code-switching in the English teaching and learning with the intention that the
teacher can anticipate when facing the code-switching situation. Besides, the
understanding of code-switching helps the teacher to obtain better foreign
language instruction in the classroom discourse.
3. Future Researcher
The researcher expects that this thesis will lead to a better understanding of
code-switching phenomenon in Indonesia. Moreover, this research will contribute
to the future research development.
F. Definition of Terms
To avoid misunderstanding, some words are needed to be clarified. These are:
1. Code-switching
Code-switching is a phenomenon which occurred in which people are in the
bilingual situation. This is in line with Crystal (1987), as cited by Skiba (1997) in
his paper entitled Code Switching as a Countenance of Language Interference,
who stated that “code, or language, switching happens when someone who is
bilingual alternates between two languages during his or her speech with another
bilingual person” . Furthermore, in this research, this borrowing phenomenon may
occur in words, phrases, or even sentences.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6
2. Indonesian Teenage Girl Magazines
In this research, Indonesian teenage girl magazines are magazines which are
released to provide information about teenage girl’s lifestyle. These magazines
target the readers in the range of age of 15-23 years old. These magazines also
contain articles which are related to girls as well as the language which are
modified to girls talk.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter reviews important studies to support the present research. The
purpose of this chapter is to give basic principles due to the formulated problems.
This chapter consists of two major points, theoretical description and theoretical
framework. Theoretical description gives explanation of underlying theories
related to the factors which influence teachers in teaching. In addition, theoretical
framework discusses the theories that have been employed.
A. Theoretical Description
In this section, some theories will be elaborated. The theories that will be
reviewed are linguistics and language teaching, sociolinguistics and language
teaching, and the theory of code-switching. In the discussion of code-switching,
not only the types of code-switching, in which some different types are presented
by some linguists will be presented but also the reasons for switching the codes as
well as the implication of code-switching to the English learning.
1. Linguistics and Language Learning
Communication is one way for people to convey some information. In order to
understand and be understood, communication is done through a medium called
language. As stated by Lehmann (1972) in his book Descriptive Linguistics: An
Introduction, “language is a system for the communication of meaning through
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8
sounds” (1972:4). “More precisely, language, viewed as a system, consists of
three subsystems or components: semantic, syntactic, and phonological
component” (1972:4). The study of language is named as linguistics.
The extent of linguistics fields has broad discussion. Fromkin, Blair, & Collins
(2000) in An Introduction to Language, categorized the discussion of language
into three sections. The first one is about the grammatical aspects of language.
The studies under this heading are morphology, the study of words, syntax, which
deals with the sentence pattern of language, semantic, which talks about the
pattern of language through words and sentence, phonetics, the study of the
sounds of language, and the last is phonology, the study of the sound patterns of
language. The second one discusses the psychology of language. This study is
called psycholinguistics. As cited by Fromkin, Blair, & Collins, Gleason and
Ratner (1993) define psycholinguistics as “the concern on discovering the
psychological processes that make it possible for humans to acquire and use
language” (2000:315). Moreover, the last discussion is about the language in the
society. This is called sociolinguistics. Since it deals with the society therefore it
has close relation to the social sciences.
As learners of language, the discussion of linguistics plays a significant role.
The learners are expected to be able to actively produce utterances. For that
reason, the study of linguistics aids both teacher and learner to improve their
knowledge of a language as well as fine production of a language.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
9
2. Sociolinguistics and Language Learning
Sociolinguistics is the study of the use of language in the society (Lehmann,
1972). Cook (1996) stated that “knowledge of language acquired by people is
used for sociological and psychological ends”.That statement means that the
language must be used in the society. Many factors influence the use of language
in the society. One of the factors is bilingualism. Such condition causes a
phenomenon called code-switching. Therefore, code-switching included in the
sociolinguistic study.
Sociolinguistic study, help second language learners to understand the
characteristic of a community as well as the language they use. Therefore, the
second language learners will easily adapt to the new environment and new
language as well when they understand sociolinguistics.
3. Code-switching
According to Nunan and Carter, as seen in Sert (2005), code-switching is “a
phenomenon of switching from one language to another in the same discourse”
(2001:275). Therefore, the term code in this research represents the language
which changes. Code-switching can be identified by looking up the preceding and
the following words, phrase, or sentences. Usually, in a discourse, the language is
dominated by one language. If the writer uses the language besides the dominated
language is called code-switching.
switching further in the next part.
Then, the researcher will elaborate code-
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
10
a. The Nature of Code-switching
According to Gardner (1997), as seen in Jaworsky & Coupland’s Modern
Linguistics: Sociolinguistic: A Reader and Coursebook, code-switching can be
defined as “the use of two or more languages in the same conversation or
utterance” (1997:361). Such kind of behavior occurs in situations where the
people are bilingualism or multilingualism, situations of immigrations, and
regional minorities. Therefore, code-switching is a common thing happened in the
society. Gardner adds that behaviour involved in the phenomenon relying on the
sociolinguistics circumstances and the language combination as well.
Gardner’s idea is supported by Wardaugh (1992) who stated that “utilizing
several varieties of any languages they speak is a common thing found in bilingual
or multilingual person rather than unilingual person” (1992:103). He found that it
is an unusual thing to have command of only a single variety of language.
Therefore, people who live in a multilingual country have the tendency to choose
the varieties or code they want to talk with.
Hoffmann (1991) stated that the wide-ranging description of code-switching is
that “it involves the alternate use of two languages or linguistics varieties within
the same utterance or during the same conversation” (1991:110). She added that
the switching could consist of changing languages. Bilinguals are typically able to
switch their language. She also adds that older people have capability in
controlling the amount of code switching they do rather than younger people.
Some factors influence how they switch their language such as contextual,
situational, and personal factors.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
11
From the point of view of some linguists above, it can be concluded that codeswitching is the changes language in the same utterances. Additionally, the
switching can be in the primary utterance, in the middle utterance, or in the last
utterances. That code-switching commonly happen in the bilingual or multilingual
circumstances is another point that is concluded by the researcher as well.
b. The Types of Code-switching
Gardner (1997), as in Coupland & Jaworsky’s Modern Linguistics
Sociolinguistics a Reader and Coursebook, cites that Gumperz (1982) classifies
the types of code-switching into three, namely, situational code-switching,
conversational code-switching, and metaphorical code-switching. Gumperz
(1982) identifies a distinction between situational and conversational codeswitching as well. “Situational code-switching refers to language shifting which
related to a change of interlocutor, setting, or topic” (Gardner, 1997). Conversely,
“conversational code-switching does not necessarily coincide with those changes
but is prompted by factors within the conversation itself” (Gardner, 1997). Other
than that, “when the shifting carried a particular evocative purpose for example,
speaking about a place in the variety which is used there, it is called metaphorical
switching” (Gardner, 1997). “A possible reason in distinguishing those different
types of code-switching is that they tend to occur in the same context and often
involve the same speakers” (1997:361). Instead of that, speakers also involve two
varieties of language in order to preserve their monolingual character. This type of
code-switching is called code-mixing. Gardner (1997) cites from Harmers and
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
12
Blanc (1989) that this code-mixing term is sometimes called as interference
(1997:362).
What is written by Gardner (1997) is similar to Wardaugh’s view about the
type of code-switching. Wardaugh (1992) describes two types of code-switching.
The first one is situational code-switching. He defines situational code-switching
as the shifting of languages when the topic of the conversation does not change.
On the other hand, “when a change of topic requires a change in language used we
have metaphorical code-switching” (Wardaugh, 1992). He gives addition
explanation about that type that in this case, some topics may be discussed in
either code, but the choice of code attaches a distinct flavor to what is said about
the topic. The term code-switching differs from diglossia. In diglossia, “people are
quite aware that they have switched from H to L or L to H whereas in code
switching people are subconscious that they have switched the language”
(Wardaugh, 1992). Besides code-switching, code-mixing is discussed by
Wardaugh (1992) as well. He asserts that code-mixing happens “when people use
both languages together to the extent that they change from one language to the
other in the course of a single utterance” (1992:106).
Hoffmann (1991) in her book An Introduction to Bilingualism illustrates some
evidences that there are many types of code-switching. From the examples she has
made, she concludes that the first types of code-switching is occurred when the
switching is within the sentence or it is called intra-sentential switches. Second,
the switches happen between sentences or inter-sentential switches. The third is
called emblematic switching. This type includes items such as tags or
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
13
exclamations which serve as an emblem of the bilingual character. Moreover, the
last type of switching involves a change of pronunciation feature. Those types
typically occur at the phonological level.
According to McCormick (1994), as cited in Asher’s Encyclopedia of
Language and Linguistics, there are six types of code-switching. The
classification of code-switching is based on the length of juxtaposed elements of
utterance. Those types are diglossia, situational code-switching, metaphoric codeswitching, conversational code-switching, single-word code-switching, and
integrated loanwords. Those types asserted by McCormick (1994) happen in the
conversational situation. This study deals with written form of code-switching.
then the researcher took the theories from McCormick (1994) which are suitable
to this study. The types of code-switching are single-word code-switching, phrase
code-switching, sentence code-switching, clause code-switching, integrated
loanwords, and diglossic code-switching.
Single-word code-switching is the type of code-switching in which the writers
insert another language between the utterances he or she writes. The length of
juxtaposed utterance is words. According to McCormick (1994) in Asher’s The
Encyclopedia of Language and Linguistics, chunks within an utterance is called
phrase code-switching. When the juxtaposed element is a whole sentence in
length, it is sentence code-switching. Moreover, if the length of juxtaposed
element is clause, it is clause code-switching. The next type is integrated
loanwords. This type of code-switching involves both languages in one word. The
length of juxtaposed utterances is morphemes. The last adopted type of code-
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14
switching is diglossic code-switching. This sort of code-switching does not deal
with the H and L variety of a language. In this research, the diglossic codeswitching deals with the whole discourse length of juxtaposed elements. Based on
Merriam-Webster Online Dictionary, discourse is “a linguistic unit (as a
conversation or a story) larger than a sentence”.
The researcher acknowledges that there are similar types of code switching
proposed by those linguists. Situational, metaphorical, and contextual codeswitching are asserted almost by all linguists. However, those types of codeswitching occur when people have a conversation.
c. The Reason for Code-switching
Code switching is the phenomenon when someone is bilingual or multilingual
and using language besides their mother tongue. Thus, they are mastering and
employing more than one language. In speaking with others both language can be
utilized. Although people do not have awareness on which they switch their
language, but there are reasons within. Some linguists do research to investigate
the motives people switch their languages when they are speaking to others.
Moreover, this part provides a various reasons of code-switching according to
some linguists.
Wardaugh (1992) states that there are three reasons why people do the codeswitching. Those include “the solidarity with listeners, choice of topic, and
perceived social and cultural distant” (1992:106). He concludes that motivation is
the most crucial factor which influences the selection of the type of code-
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
15
switching. He adds that “such motivation need not be at all conscious since some
people are not aware that they have switched their language into a particular
language” (1992:10).
Crystal (1987), as cited in Skiba’s Code Switching as a Countenance of
Language Interference, defines a number of possible reasons for the switching
from one language to another language. The first one is because the speaker may
not be able to express his or her expression in one language. In this case, the
speakers switch to compensate for deficiency. Second reason is that the speakers
want to share some solidarity with a particular social group. Relationship is
established when the listeners respond employing a similar switch. The last reason
according to Crystal (1987) is that the speakers want to convey his or her attitude
towards the listeners. It is because when monolingual speakers communicate
using certain level of formality, the bilingual speakers can convey the same by
switching the language.
Hoffmann (1991), in her book An Introduction to Bilingualism, stated that
“the reason for code-switching is diverse and many of the reasons are of a
contextual, situational and personal sort” (1991:115). The first reason people
switch the language appears when the speaker is quoting somebody else. The
second reason is that the speakers are being emphatic about something. To show
emphatic, the speaker takes a form of either an interjection or a repetition. The
form of those expressions illustrates that the speakers have personal involvement
and desire to be well understood.. The next reason is contributed by Oksaar
(1974), Poplack (1980), and Calsamiglia and Tus n (1984) as cited by Wardaugh
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
16
(1991) who said that code-switching is used to express group identity as well as
solidarity with a certain groups (1991:116). Additionally, the last reason proposed
by McClure (1977) as cited by Wardaugh (1991) who did research on children’s
code-switch. The result shows that children at age eight or nine begins to codeswitch in order to focus on certain topic (1991:116). The conclusion she made is
that code-switching is a habitual and frequently used as the part of social
interaction among bilinguals (Wardaugh, 1991). Bilingual speaker also can
employ other language in four ways choice compared to the monolingual speaker.
d. Code-switching and Language Learning
Living in a bilingual circumstance forces people to master language in which
that language is not their mother tongue. Nevertheless, not all the people master
the second language or the language besides their mother tongue. Code-switching,
which is the main topic of this research, can possibly aid the second language
learners to master the second language.
Acquiring the second language can be influenced by some factors. What the
second language learners hear or read is capable of guiding them to master the
second language. This is called input. Ellis (1997:5) states that “through this input
the second language learners are expected to produce the language they learn”.
Krashen, as cited in Ellis’s Second Language Acquisition, proposes what is
named by input hypothesis. He suggests that “the right level of input is attained
automatically when interlocutors succeed in making themselves understood in
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
17
communication” (1997:47). This means that the language competence of the
second language learners is determined by the language they produce.
In producing the language, certainly, there are some factors which either can
inhibit or support the successful language production of the second language
learners. Therefore, if the language which the learners receive is totally wrong,
then, it will guide the second language learners to the wrong concept of second
language. The wrong example possibly brings about the wrong language
production. As a result, the learners of the second language are regarded as fail in
attaining the second language.
B. Theoretical Framework
Based on those theories which have been elaborated above, some theories
which become the basis of the research were discussed. Types of code-switching
as well as reason for code-switching and its implication to the language learning
are the main focus in this research.
According to McCormick (1994), in Asher’s Encyclopedia of Language and
Linguistics, there are six types of code-switching. The researcher adopts that
theory to form the types of code-switching which is suitable for this research. The
first type is single-word code-switching. This means that the writers switch the
language in one word only. The second type is phrase code-switching, in which
the length of code switching just as long as chunks. The third type of codeswitching is clause code-switching. The fourth type is sentence code-switching.
The fifth type is integrated loanwords. In this type of code-switching, two
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
18
languages are fused in one single word. The last type is diglossic code-switching.
This includes the whole discourse of the article. It means that if there is only one
language in the length of one discourse without any language is appeared, then, it
is included in diglossic code-switching.
Some linguists propose different reasons for code-switching. Those reasons
mostly emphasize on the motive of code-switching in the conversation. As it does
not match to the aim of this research, the researcher adopts some reasons asserted
by Crystal (1987) as in Skiba’s Code Switching as a Countenance of Language
Interference and is supported by Hoffmann (1991). The first reason is that the
writers expected to be able to build good relation with the target readers. Second
reason is to express some words which either did not have Indonesian term or had
Indonesian term but it was rarely used. The second reason is supported by
McClure (1977), as in Hoffmann’s An Introduction to Bilingualism, as well. She
cited that children at later age begin to code-switch in order to focus on particular
topic (1991:116). Therefore, it can be said that adult code-switching may be
influenced by the choice of topic. The last reason is code-switching to quote
someone’s statements or expressions. This theory is also asserted by Hoffmann
(1991) who said that “switching occurs when the subject is quoting someone”
(1991:116).
The implication of code-switching either inhibits or supports the English
learning process. The successful second language learning can be achieved
through the correct input the learners get. On the other hand, the incorrect input
leads the learners into the unsuccessful second language learning. According to
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19
Ellis (1997), “input is the product of the language which the learners had
experienced” (1997: 5). Therefore, if the language the learners produced is
incorrect, it is possibly because they get the wrong input.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER III
METHODOLOGY
This chapter presents the methodology used in this research. This chapter
consists of Research Method, Source of Data, Research Instrument, Data
Gathering Technique, Data Analysis Technique, and Research Procedures
A. Research Method
A certain methodology was considered in this research as guidance to conduct
the study. This research dealt with certain phenomenon in the society, thus, this
research was qualitative research. According to Merriam (2002), the key to reach
the best understanding of qualitative research was “socially constructed by
individuals in interaction with their world”.
In this research, the researcher used descriptive research. Descriptive research
was designed to obtain information concerning the current phenomena. (Ary,
Jacobs, & Razavieh, 2002: 381). This research did not generally try to test the
hypothesis but to seek the information to describe “what exist” in a situation (Ary,
et al, 2002: 381). Therefore, descriptive research is designed to develop not only
achievement of the research but also interpretation of the results (Wiersma, 1995:
169). According to Best (1981), there were some characteristics of Descriptive
Research. First, the process of gaining the data was inductive. Second, the
researcher tended to gather the data to draw a conclusion rather than to test the
hypothesis.
20
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21
Document analysis was also utilized as the methodology in this research. ”A
document analysis was typically performed on form of human communication,
including magazines” (Leedy & Ormod, 2005). Through document analysis, the
researcher had to serve intended information which was helpful in evaluating or
explaining educational practices (Best, 1981). This kind of methodology was
particularly to answer the first problem in this research. The second and the third
problems were answered by applying library study. The researcher read and
adopted the theory from some former researchers.
B. Source of Data
Indonesian teenage girl magazines were the primary source of data in this
research. The researcher concerned only with English code-switching in
Indonesian teenage magazines. SISTER magazine, SPICE magazine, and
GOGIRL magazine were the magazines which were analyzed by the researcher.
The first magazine is SISTER magazine.
SISTER magazine is a new
magazine which was first published in August 2008. Though it is a new magazine,
this magazine has numbers of stable readers. It is proven by the letter which can
be read in the magazine every month. This magazine emphasizes its reader in
range of age of 15-22 years old.
The other two magazines are SPICE magazine and GOGIRL magazine. SPICE
magazine is a girl magazine for university students. This magazine has been
published since 2003. The readers are in range of age of 18-22 years old.
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22
GOGIRL is a magazine which has been published since February 2005. This
magazine is for girls in the range of age of 15-23 years old.
Those three magazines were monthly magazines and the researcher utilized it
to acquire the data. Additionally, in order to diminish the possibility of obtaining
the same topic in each magazine, the researcher employed three editions from
each magazine with publishing number in order. Therefore, there were nine
magazines to be observed. Moreover, it was supported by Ary, Jacobs, and
Razavieh (2002:386) who stated that “the more material analyzed, the more valid
the conclusions from the study”.
The magazines observed were: GOGIRL
Magazine January 2009, GOGIRL Magazine February 2009, GOGIRL Magazine
March 2009, SISTER Magazine February 2009, SISTER Magazine March 2009,
SISTER Magazine April 2009, SPICE Magazine January 2009, SPICE Magazine
February 2009, SPICE Magazine March 2009.
All articles in the magazines were grouped into five classifications. Those
were news articles, feature articles, opinion articles, fiction, and advertisement.
The classification was made in order to make the data more organized and to help
the researcher interpreted the data easily. Based on Oxford Advanced Learner’s
Dictionary of Current English, the researcher made a definition of what was
meant by news, feature, opinion, fiction, and advertisement in this research. News
is an article which contains a report of events, or recent issues, and or recent
information about books, music, movies, and gadgets. The report information
usually asserts date, place, and people who involve in that event. Feature is a
special article and regular article which always appear in the magazine. The
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special article might be about fashion, celebrities, or daily life topics. Opinion is
an article which shows the writer’s feeling or thought. Fiction is a story which is
available in the magazine. While, advertisement is an article or picture or a notice
which tells the readers about product, job, place, or service.
C. Research Instruments
Another characteristic of qualitative research was that the researcher was the
main instrument in collecting and analyzing the data. Lincoln and Guba (1985), as
cited in Introduction to Research in Education: Sixth Edition by Ary, Jacobs, and
Razavieh (2002: 424), argued that “in qualitative research which dealt with human
and situations, researcher needed a flexible instrument who could read the
documents, or talk with people or in other words studied the human experiences”.
According to them, only human instrument was competent in this undertaking.
Then, human instrument and the document itself in this research were utilized to
gain the data.
D. Data Gathering Technique
There were some steps taken by the researcher in order to gain the data. First,
the researcher listed the code-switching found in magazines with the page number
accompanied. Every single English word found in an article of the magazines was
considered as the data. The researcher was aided by checklist while gathering the
data in this step. Table 3.1 was presented as the example of checklist in gathering
the data.
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Table 3.1 Example of Checklist from Certain Magazine
Source
Page No.
Sentence
E. Data Analysis Technique
After all the data gathered, it was analyzed. This study was a qualitative
research rather than a quantitative research. Therefore, the nature of data was in
form of words.
The researcher employed the data analysis described by Creswell. Creswell
(1998), as cited by Leedy & Ormord (2005), described a spiral data analysis
which covered some steps. Those steps were adapted to this research and covered
four steps.
The first step is organizing the data. In this part, the researcher broke down
the data into smaller categories. There were five categories for each magazine
namely news article, opinion article, feature article, advertisement, and fiction.
The second step is perusing the data. The researcher might obtain an early
overview of the data collected in the previous step. Therefore, the possible
interpretation might appear.
The third step is identifying the data. The researcher classified the data into