Analysis Of Code Switching In Expository Reading Class.

ABSTRACT

Dalam tugas akhir ini, saya menganalisis code switching (alih kode) yang dilakukan oleh dosen di dalam kelas Reading. Dosen tersebut melakukan alih kode pada saat menerangkan materi yang sedang diajarkan di dalam kelas. Alih kode yang dilakukan oleh dosen mempunyai beberapa tujuan tertentu dan mempunyai dampak terhadap mahasiswa yang berada di dalam kelas untuk dapat memahami materi yang sedang di terangkan.

Sumber data yang saya ambil dalam tugas akhir saya adalah kalimat atau penjelasan dosen pada saat sedang melakukan kegiatan belajar-mengajar. Setelah saya melakukan observasi, saya melakukan analisis dengan menggunakan teori alih kode yang dikemukakan oleh Liu Aichun. Teori Liu Aichun menyebutkan lima fungsi, yaitu owing to teacher’s linguistic competence and insecurity (keterbatasan kemampuan berbahasa pengajar dan adanya rasa tidak percaya diri), for ease of expression (mempermudah penjelasan), for translation of new and unfamiliar words and expressions (menerjemahkan kata kata baru dan ungkapan ungkapan baru), repetitive functions (pengulangan), dan yang terakhir socializing functions (meningkatkan sosialisasi antara pengajar dan murid/mahasiswa).

Setelah melakukan penelitian dan analisis, hasil yang saya dapatkan adalah beberapa fungsi code switching yang paling sering digunakan oleh dosen tersebut adalah repetitive functions dan socializing functions.

TABLE OF CONTENTS

TABLE OF CONTENTS ... i

ABSTRACT ...ii

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

Statement of the Problem ... 3

Purpose of the Study ... 4

Method of Research ... 4

Organization of the Thesis ... 4

CHAPTER TWO: THEORETICAL FRAMEWORK ... 5

CHAPTER THREE: ANALYSIS OF CODE SWITCHING IN EXPOSITORY READING CLASS ... 9

CHAPTER FOUR: CONCLUSION ... 22

BIBLIOGRAPHY ... 26

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Language is used by human beings to communicate. Language is also used to build relationships among people. It helps people to express their feelings, thoughts and opinions.

Many people can speak more than one language. For example, when we are gathering with our friends, we often use more than one language. Our purposes may be to emphasize our expressions and ideas or just to make a joke.

In daily life, people can switch from one language to another. This is called code switching. Code switching is used by bilingual or multilingual speakers in their conversations, as is stated by Myers-Scotton,

“Code switching ... is the selection by bilinguals or multilinguals of forms from an embedded variety (or varieties) in utterances of a matrix variety during the same conversation.” (Myers-Scotton, 1993).

Code switching is a very interesting phenomenon. People commonly speak more than one language when they are speaking. They do actually code switching but they do not realize it because most of them do not know about code switching at all. They do not even know the reason why they are doing that. People often switch between their mother tongue to another language or maybe some of them are able to switch among three different languages. The use of code switching in daily life depends on the situation and people’s need to do it.

I have chosen this topic because I think code switching occurs in our daily communication and some people do not know about code switching. I use the theory from Liu Aichun to help me analyse my data.

Liu Aichun is from Beijing Foreign Studies University. According to Liu Aichun, in a classroom context, code switching can have five kinds of functions: “Owing to teacher’s linguistic competence and insecurity (it is like to recall the required target language word at the moment of uttering); for ease of expression (it happens when the teacher wants to express his thoughts); for translation of new and unfamiliar words and expressions (unfamiliar vocabulary or expression often prompts the teacher to code switch); repetitive functions (the meaning can be conveyed and understood by students); and socializing functions (it can maintain

solidarity or friendship between teacher and students)” (Aichun, 2003).

In this thesis, I will analyze code switching in the Expository Reading Classes in the Diploma Programme for English in 2013 at Maranatha Christian University. By sitting in their reading class, I would

like to know how the lecturer tries to make the students understand more and practise their English better in class. Having attended five lectures, I think this class is the right source for me to get data because the lecturer codeswitches to provide the students with more information.

In the reading class in the Diploma Programme for English, there are many words one can learn. They can be difficult words or new ones. To make the students understand their reading materials better, the lecturer needs to translate some English words into Bahasa Indonesia. From the explanation above, I want to explain why the lecturer uses code switching and the function of code switching.

I hope the readers will understand the function of code switching after they have read my analysis. This thesis also can be beneficial for the readers to know the advantages of code switching in daily life, especially in learning a new language.

(702 words)

1.2 Statement of the Problem

In this thesis I would like to analyse the following problems: 1. Which utterances show code switching?

2. What type of code switching is used in the lecturer’s utterances? 3. Why does the lecturer codeswitch?

1.3 Purpose of the Study

In this thesis I would like to show:

1. The utterances which show code switching.

2. The function of code switching in the lecturer’s utterances. 3. The reason for the lecturer to codeswitch.

1.4 Method of Research

In searching for the data, I chose the lecturer and the class first for my analysis. After that, I observed that class and recorded the lecturer’s voice when she was teaching in the classroom, and then, I interviewed the lecturer to find the purpose or the reason for the lecturer to code switch when teaching in the classroom. In the end, I wrote down the data, selected them, categorize them according to the function of code switching.

1.5 Organization of the Thesis

This thesis consists of four chapters. Chapter One is Introduction, which consists of Background of the Study, Statement of the Problem, Purpose of the Study, Method of Research, and Organization of the Thesis. Chapter Two is Theoretical Framework. Chapter Three is the analysis of data. Chapter Four is the conclusion, which reveals the findings about code switching. In the end, I put Bibliography and Appendices.

CONCLUSION

According to the theory, there are five items of code switching by Liu Aichun, namely owing to teacher’s linguistic competence and insecurity, for ease of expression, repetitive, new and unfamiliar words and expressions, and the last socializing functions. However, after analysing the lecturer’s teaching at the Diploma Programme for English at Maranatha Christian University, I find only four items of code switching in teaching reading in class.

In the five meetings, I get 21 data of code switching with different functions. We can see it from the lecturer’s utterance in code switching. The function of code switching that the lecturer uses only four functions of code switching, namely repetitive, socializing, new and unfamiliar words and expressions, and ease of expression. In my data, I do not find the function of

‘owing to teacher’s linguistic competence and insecurity’ that is when the lecturer

does not know what English word he/she should use. This kind of code switching never occurs in the classroom because the lecturer never seems to be insecure about what English word the lecturer should use. The lecturer always knows the English words that she wants to use.

Repetitive function is the code switching that is mostly used in teaching reading. Seven, out of twenty one data, have repetitive function. This function is

used because the lecturer wants the students to understand the explanation or concept and she wants to make the students pay attention to what she wants them to do. In the reading class, it is important for the students to understand the reading technique. That is the reason for the lecturer to repeat her explanation. She wants to emphasize certain reading techniques that she thinks important. I think the repetitive function should be used more often because this function will make the students understand the subject much better and pay more attention. In my opinion, this function also really helps the students in the process of learning English.

Socializing function is the second most common use of code switching. I find that when the lecturer has a nice relationship with the students while teaching, it can make the students more relaxed and enjoy listening to the lecturer. The lecturer sometimes makes jokes and speaks informally using Bahasa Indonesia to encourage them to learn English in a more relaxing way and the lecturer can also improve the learning spirit of the students. The lecturer tries to create the atmosphere of the class more comfortable to the students. I believe that the lecturer does not want the students to feel anxious while they are learning reading.

Another function of code switching is for translation of new and unfamiliar words and expressions. There are six out of twenty one data. This function works when there are words that cannot be translated directly into the English language, or we can say they are unfamiliar English words or expressions. The lecturer uses this function because she is afraid that the students might not understand her explanation that contains new or unfamiliar words, for instance,

when she uses advanced vocabulary in the reading class. Therefore, she translates them into Bahasa Indonesia with the aim to make the students understand her explanation. The words or expressions she uses in Bahasa Indonesia can certainly be more clearly understood.

The last code switching the lecturer uses is ease of expression function of the code switching is the minority one. There are only two data using this function. The reason for her to use this kind of code switching is to make the explanation more simple namely by paraphrasing the paragraph in English and she uses daily English because she wants the students to understand her explanation more clearly.

This research ends with the conclusion that there are only four functions. They are for repetitive function to stress parts of reading and make the students pay attention, for socializing to make a good relation with the students and to make the atmosphere of the class more interesting by making a joke, for translation of new and unfamiliar words and expressions to translate words that are not common in Bahasa Indonesia owing to advanced English vocabulary, and for ease of expressions when the lecturer paraphrases or gives definition, in his own daily language style to make the students understand the explanation more clearly.

Finally, I hope this thesis can be useful for the readers especially for those who want to analyse a similar topic and for those who teach or give lectures in English as a target language. I would like to suggest to other researchers who want to analyse a similar topic to choose data from a language teaching class in

this case English, to the lecturer native language, in this case Bahasa Indonesia, so that it is suitable to analyse. I also want to suggest that lecturers who speak English as the target language should code switch to Bahasa Indonesia because it is useful to convey the message to the students who understand Bahasa Indonesia as their mother tongue.

This thesis I use Liu Aichun’s theory, in Sociolinguistics, code switching

can be analyse with another theory. For example, Janet Holmes theory or Myers-Scotton and etcetera. My thesis can have a different perspective when using other theories. Code switching is an interesting topic to be discussed because many data sources in learning activities or our daily live that sometimes we do not realize that we do code switching, and various kinds of theories that we can use for the code switching.

BIBLIOGRAPHY

References

Aichun, L. (2003). Reasons for teacher codeswitching in EFL classroom. Retrieved from February 13, 2014,

http://www1.beiwaionline.com/tutor/2003collection/liuaichun.htm Glottopedia. (2010). Code Switching (Ed). Retrieved from February 13, 2014,

http://www.Glottopedia.org/index.php/code-switching

Holmes, J. (1992). What do Sociolinguists study?. Retrieved from February 15, 2014,

http://www.Sociolinguistics.uottawa.ca/lin3342/readings/Holmes.2008.Ch1. pdf

Myers-Scotton, C. (1993). Duelling languages: Grammatical structure in codeswitching. Retrieved from February 15, 2014,

http://Journals.Cambridge.org/action/displayAbstract?fromPage=online&aid =4177516

Oxford. Language (Ed). Retrieved from February 13, 2014,

1.3 Purpose of the Study

In this thesis I would like to show:

1. The utterances which show code switching.

2. The function of code switching in the lecturer’s utterances. 3. The reason for the lecturer to codeswitch.

1.4 Method of Research

In searching for the data, I chose the lecturer and the class first for my analysis. After that, I observed that class and recorded the lecturer’s voice when she was teaching in the classroom, and then, I interviewed the lecturer to find the purpose or the reason for the lecturer to code switch when teaching in the classroom. In the end, I wrote down the data, selected them, categorize them according to the function of code switching.

1.5 Organization of the Thesis

This thesis consists of four chapters. Chapter One is Introduction, which consists of Background of the Study, Statement of the Problem, Purpose of the Study, Method of Research, and Organization of the Thesis. Chapter Two is Theoretical Framework. Chapter Three is the analysis of data. Chapter Four is the conclusion, which reveals the findings about code switching. In the end, I put Bibliography and Appendices.

CONCLUSION

According to the theory, there are five items of code switching by Liu Aichun, namely owing to teacher’s linguistic competence and insecurity, for ease of expression, repetitive, new and unfamiliar words and expressions, and

the last socializing functions. However, after analysing the lecturer’s teaching at the Diploma Programme for English at Maranatha Christian University, I find only four items of code switching in teaching reading in class.

In the five meetings, I get 21 data of code switching with different functions. We can see it from the lecturer’s utterance in code switching. The function of code switching that the lecturer uses only four functions of code switching, namely repetitive, socializing, new and unfamiliar words and expressions, and ease of expression. In my data, I do not find the function of ‘owing to teacher’s linguistic competence and insecurity’ that is when the lecturer does not know what English word he/she should use. This kind of code switching never occurs in the classroom because the lecturer never seems to be insecure about what English word the lecturer should use. The lecturer always knows the English words that she wants to use.

Repetitive function is the code switching that is mostly used in teaching reading. Seven, out of twenty one data, have repetitive function. This function is

used because the lecturer wants the students to understand the explanation or concept and she wants to make the students pay attention to what she wants them to do. In the reading class, it is important for the students to understand the reading technique. That is the reason for the lecturer to repeat her explanation. She wants to emphasize certain reading techniques that she thinks important. I think the repetitive function should be used more often because this function will make the students understand the subject much better and pay more attention. In my opinion, this function also really helps the students in the process of learning English.

Socializing function is the second most common use of code switching. I find that when the lecturer has a nice relationship with the students while teaching, it can make the students more relaxed and enjoy listening to the lecturer. The lecturer sometimes makes jokes and speaks informally using Bahasa Indonesia to encourage them to learn English in a more relaxing way and the lecturer can also improve the learning spirit of the students. The lecturer tries to create the atmosphere of the class more comfortable to the students. I believe that the lecturer does not want the students to feel anxious while they are learning reading.

Another function of code switching is for translation of new and unfamiliar words and expressions. There are six out of twenty one data. This function works when there are words that cannot be translated directly into the English language, or we can say they are unfamiliar English words or expressions. The lecturer uses this function because she is afraid that the students might not understand her explanation that contains new or unfamiliar words, for instance,

when she uses advanced vocabulary in the reading class. Therefore, she translates them into Bahasa Indonesia with the aim to make the students understand her explanation. The words or expressions she uses in Bahasa Indonesia can certainly be more clearly understood.

The last code switching the lecturer uses is ease of expression function of the code switching is the minority one. There are only two data using this function. The reason for her to use this kind of code switching is to make the explanation more simple namely by paraphrasing the paragraph in English and she uses daily English because she wants the students to understand her explanation more clearly.

This research ends with the conclusion that there are only four functions. They are for repetitive function to stress parts of reading and make the students pay attention, for socializing to make a good relation with the students and to make the atmosphere of the class more interesting by making a joke, for translation of new and unfamiliar words and expressions to translate words that are not common in Bahasa Indonesia owing to advanced English vocabulary, and for ease of expressions when the lecturer paraphrases or gives definition, in his own daily language style to make the students understand the explanation more clearly.

Finally, I hope this thesis can be useful for the readers especially for those who want to analyse a similar topic and for those who teach or give lectures in English as a target language. I would like to suggest to other researchers who want to analyse a similar topic to choose data from a language teaching class in which the lecturer usually switches codes from the lecturer’s target language, in

this case English, to the lecturer native language, in this case Bahasa Indonesia, so that it is suitable to analyse. I also want to suggest that lecturers who speak English as the target language should code switch to Bahasa Indonesia because it is useful to convey the message to the students who understand Bahasa Indonesia as their mother tongue.

This thesis I use Liu Aichun’s theory, in Sociolinguistics, code switching can be analyse with another theory. For example, Janet Holmes theory or Myers-Scotton and etcetera. My thesis can have a different perspective when using other theories. Code switching is an interesting topic to be discussed because many data sources in learning activities or our daily live that sometimes we do not realize that we do code switching, and various kinds of theories that we can use for the code switching.

BIBLIOGRAPHY

References

Aichun, L. (2003). Reasons for teacher codeswitching in EFL classroom. Retrieved from February 13, 2014,

http://www1.beiwaionline.com/tutor/2003collection/liuaichun.htm Glottopedia. (2010). Code Switching (Ed). Retrieved from February 13, 2014,

http://www.Glottopedia.org/index.php/code-switching

Holmes, J. (1992). What do Sociolinguists study?. Retrieved from February 15, 2014,

http://www.Sociolinguistics.uottawa.ca/lin3342/readings/Holmes.2008.Ch1. pdf

Myers-Scotton, C. (1993). Duelling languages: Grammatical structure in codeswitching. Retrieved from February 15, 2014,

http://Journals.Cambridge.org/action/displayAbstract?fromPage=online&aid =4177516

Oxford. Language (Ed). Retrieved from February 13, 2014,