STUDENTS’ USE OF CODE SWITCHING TO CONSTRUCT THEIR IDENTITY THROUGH ONLINE CHATTING THESIS Submitted in partial fulfillment of the requirements for the degree of Sarjana Pendidikan

STUDENTS’ USE OF CODE SWITCHING TO CONSTRUCT THEIR IDENTITY THROUGH ONLINE CHATTING

THESIS Submitted in partial fulfillment

of the requirements for the degree of Sarjana Pendidikan

Widya Eka Yuli Setyorini 112011034 ENGLISH LANGUAGE EDUCATION PROGRAM FACULTY OF LANGUAGE AND ARTS UNIVERSITAS KRISTEN SATYA WACANA 2016

STUDENTS’ USE OF CODE SWITCHING TO CONSTRUCT THEIR IDENTITY THROUGH ONLINE CHATTING

THESIS Submitted in partial fulfillment

of the requirements for the degree of

Sarjana Pendidikan

Widya Eka Yuli Setyorini 112011034 ENGLISH LANGUAGE EDUCATION PROGRAM FACULTY OF LANGUAGE AND ARTS UNIVERSITAS KRISTEN SATYA WACANA

COPYRIGHT STATEMENT

This thesis contains no such material as has been submitted for examination in any course or accepted for the fulfillment of any degree or diploma in any university. To the best of my knowledge and my belief, this contains no material previously published or written by any other person except where due reference is made in the text.

Copyright@2016. Widya Eka Yuli Setyorini and Joseph Ernest Mambu, Ph.D. All rights reserved. No part of this thesis may be produced by any means without

permission of at least one of the copyright owner or the English Language Education Program, Faculty of Language and Arts, Universitas Kristen Satya Wacana, Salatiga.

Widya Eka Yuli Setyorini:

vi

LIST OF TABLES

Table 1. Theoretical framework in view of Poplack (1979) and Bouvier (2012) . 12 Table 1. Data analysis in view of Poplack (1979) and Bouvier (2012) ................ 13

STUDENTS’ USE OF CODE SWITCHING TO CONSTRUCT THEIR IDENTITY THROUGH ONLINE CHATTING

Widya Eka Yuli Setyorini 112011034

ABSTRACT

The purpose of this study is to find out what kind of identity that was usedby students majoring in English on their Facebook chatting. In this study, I used a qualitative method ology in analyzing data collected from my participants’ conversation scripts (based on Facebook chatting) and interview data. The participants of this study were three English Language Education (ELE) students who have taken the Sociolinguistics class. The data were taken from the participants’ Facebook chatting from July 2015 to April2016. The data were

analyzed and classified into the categories based on combination of Bouvier- Poplack classifications (language forms) , Bouvier’s theory about kind of identity,and how often the code switching occurred.

Findings of the study suggested that from combination of Bouvier-Poplack classification (language forms), talking about intra-sentencial code switching in functionalisation (78.57%) tend to be the most frequent in the participants’ Facebook chatting. Then, in view of the interview data, the participants switched their code into English in Facebook chatting to show their identity such as functionalisation identity (i.e., they wanted to get acknowledgment or pride from other people, to be seen cool, educated, and have an international outlook); relational identity (i.e., they had the same hobbies and told these to the interlocutors); and classification identity (e.g., They kept their nonnative English- speaking identity although they could speak English). Pedagogical implications are that the students and teachers can know that conversation done through online chatting can construct their identity.

Keywords: Code switching, identity, types of code switching, and kinds of identity.

Introduction

Nowadays, mastering more than one language is very common in our society. Based on my experience, this phenomenon sometimes happens to most of English Language Education (ELE) students who sometimes use bilingual or

multilingual languages when they are outside the classroom. This phenomenon is commonly known as code switching. Velasquez (2010) stated that code switching is a representation of processes of constructing identities that are closely related to language. It means that besides the students use code switching as their strategy to improve their English skills, code switching can also be applied to show their identity. However, code switching outside the classroom, especially through online chatting done by among ELE students, has not been sufficiently addressed. Code switching that has been sufficiently addressed was code switching in classroom settings. Since the 1990s, there have been several studies which investigated the issue related to the target (L2) and native (L1) use in an EFL classroom (e.g., Pei-Shi, n.d). In addition, Sert (2005) reveals that in ELT classroom, code switching comes into use either in the teachers’ and students’

discourse. Johansson (2013) also adds that code switching happens in the English classroom every day. Moreover, Sert (2005), as cited in Amorim, (2012), also stated that alternation between languages in the form of code switching is a widely observed phenomenon in foreign language classrooms.

When English language stakeholders used code switching not only in classroom but also in other settings (e.g., on Facebook chatting), there were some identities that they wanted to show to the interlocutors. Therefore, the following

research question appeared: ―What kind of identities do English Language Education (ELE) students construct by switching their code from Indonesia and

English through online Facebook chatting?‖ Through this study, I hope to provide valuable information for the English Language Education Program that the use of English through online Facebook chatting?‖ Through this study, I hope to provide valuable information for the English Language Education Program that the use of

who are interested in bilingual study to make it easier for them to communicate with others when they are having conversation outside the classroom. The result of this study is also expected to give contribution to the teachers and the students in English Language Education (ELE). For the teachers, this study is expected to provide reference about code switching in their English teaching and learning process. For the students, it is expected to assist them in developing their English skills although it is done through online chatting. Identity that we get from this research can also give contribution so that the students and teachers can know that conversation done through online chatting can construct their identity and then they can negotiate their identity in the society.

REVIEW OF RELATED LITERATURE

A. Definition of Code Switching

Woolard (2004), as cited in Rihane (2013), defines code switching as ―the investigation of an individual’s use of two or more language varieties in the same speech event or exchange.‖ In addition, Wei (2000) in Velasquez (2010) asserts

that when bilinguals share the same languages, shifting from the first language (L1) to the second language (L2) can be presented in conversation. In other words, code switching is a situation when people switch from one language to another at the same time in a conversation. They use code switching with other people, because sometimes they also do not know or find it difficult to say the word in their first language. Hence, they switch the code from their language to other that when bilinguals share the same languages, shifting from the first language (L1) to the second language (L2) can be presented in conversation. In other words, code switching is a situation when people switch from one language to another at the same time in a conversation. They use code switching with other people, because sometimes they also do not know or find it difficult to say the word in their first language. Hence, they switch the code from their language to other

Navehebrahim, 2013, p. 186). In addition, Fischer (1972), as cited in Cardenas (2009) notes that there are three factors which influence the people to use code switching: the relationship amongst speakers, the setting where the talk takes place, and the topic being discussed.

B. Forms of Code Switching

Basically, there are some categories of code switching. Poplack (1979), as cited in Jalil (2009), categorizes code switching into three categories. The categories are (a) Tag-switching, which is related to the inclusion of a tag such as ―I know, I mean, right‖; the example in complete sentence is ―I look like Lilica, you know , nunca paro!‖ (I look like Lilica, you know, I never stop!)‖ ;(b) Inter- sentential switching, which is at the phrase or sentence level, between sentences (e.g. Sometimes I’ll start a sentence in Spanish y termino en español‖ (Sometimes I’ll start a sentence in Spanish and finish in Spanish); and (c) Intra-sentential

switching, which means different types of switches within the clause or sentence boundary (e.g: ―Yeah, I don’t know o meu lugarnes semundo…so, something that is weird, like a, like a, I guess it’s…‖ (… I don’t know my place in this world…)

Poplack (1979), as cited in Jalil (2009). Poplack classifies code switching as the following (Poplack, 1979, as cited in Velasquez (2010) :

 Full sentence: e.g. Ella canta canciones insultan do a los hombres (she sings songs insulting men). That’s why you never heard of her.

 Conjoined sentence: e.g. Yo voy por todos estos sitious y (I go through all these sites) I was on 7 th Avenue and Broadway.

 Between major noun phrase and verb phrase: e.g. Years ago people se

iban atrabajar (they went to work).

 Between verb phrase and object noun phrase: e.g. What ruined this

people is lavagancia de no hacer nada (the vagrancy of doing nothing).  Between verb phrase and prepositional phrase: e.g. Tú quieres bailar (you want to dance) with a man; that’s your business.  Between verb and adverb: e.g. Un americano me puede preguntar very

nicely, “hace tiempo que yo te esto y viendoasí y perdona que te

pregunte.” (An American can ask me very nicely, "While I'm watching you and forgive you and ask.")

 Between noun and adjective: e.g. Cojo mi garlic puro.(I fuck my pure garlic)  Between determiner and noun: e.g., Because if you smash it with the pilón (pylon) and spray it, you don't get that burning sensation.  Between auxiliary and verb: e.g. So... you take the ham... as they’re

ablandado, yaqueestá un poquitohirviendo, tú le echas el hueso del

jamón. ( So ... you take the ham …as they’re softened, which is a little boiling, you will miss the ham bone).

 Single noun: e.g. La milk está en la mesa. (the milk is on the table)

 Interjection: e.g. There should be a stop with these kids where there should be discipline. ¡Contra! (I disagree!) You know, open classrooms.  Tag paraphrase: e.g. I’m sorry, verdad (true), you know, anda, I mean, etc. (as cited in Becker,1997, p. 6).

Knowing these categories of code switching will be very useful to understand the process and the connection between code switching and identity. (Velasquez, 2010, p.16).

C. Definition of Identity According to Barth and Bailey (n.d) as cited in Velasquez (2010) ―identity

is defined as a boundary that groups construct between themselves, rather than the characteristic of group members‖ (p. 11). In addition, Norton (2000), as cited in

Du (2015), defines ―identity as how a person understands his or her relationship to the world, how that relationship is constructed across time and space, and how the

person understands possibilities for the future‖ (p. 5). Based on these experts’ definitions, identity entails people’s constructions of conceptions and beliefs that are influenced by their relationship with their environment or surrounding through language over time.

Besides that, Matsumoto and Juang (2008) also stated that identity is usually related to the social groups in which the person sees himself or herself to be a part. According to both of them, every individual has multiple identities. Multiple identities can happen because of the influence of the environment around us like from our parents, friends, brother, sister, worker, etc. Matsumoko and Juang also added that identity also can be seen through the language that is used by the Besides that, Matsumoto and Juang (2008) also stated that identity is usually related to the social groups in which the person sees himself or herself to be a part. According to both of them, every individual has multiple identities. Multiple identities can happen because of the influence of the environment around us like from our parents, friends, brother, sister, worker, etc. Matsumoko and Juang also added that identity also can be seen through the language that is used by the

D. Types of Identity

This section provides the description of identity types as one of the aspects being studied in this particular study. Machin and Van Leeuwen (2008) as cited in Bouvier (2012) stated that a range of identity categories are classification (related to class of people, nationality/a biological model of national identity, a belonging to a territory, national culture activity); relational identification (related to family, friends, and colleagues at work); physical identification (related to physical characteristic or appearance); and functionalisation —this identity reflects someone’s lifestyles that are related topics like music, hobby, politics, and place. Then, according to Matthews and Sidhu (2005) there was one type of identity again called cosmopolitan identity. Cosmopolitan identity was the situation in which the people who are highly ―Western‖, ―modern,‖ and ―individualistic‖ (Matthews & Sidhu, 2005, pp. 53 –54, as cited in Kang, 2012) when they switch their code into English in a particular context.

E. The relationship between Code Switching and Identity

Velasquez (2010) stated that code switching is a representation of processes of constructing identities that are closely linked to language. It means that besides the students’ use of code switching as their strategy to improve their English

skills, code switching also can be used to show their identity. Sometimes, we do skills, code switching also can be used to show their identity. Sometimes, we do

influenced by the environment or group of society (Casas, 2008). Casas adds that code switching has big implications for group membership, because the language cannot be denied role in building group identity. When the students have conversation with others outside the classroom using code switching, actually they also want to try to establish their identity.

There was a similar previous study about code switching in Facebook and identity based on Kristanto (2016). He found that the participants in his research changed their code because of two factors namely they wanted to be seen as modern and young people, and to be acknowledged as English Language Education Students, who are globally competitive due to their ability to use English . However, he and I have different media and participants. Kristanto’s participants were from Dayaknese who were studying in English Language Education (ELE) and his research data were from status in Facebook, while my participants were from ELE students who have taken Sociolinguistic class and my data were from the participants’ conversation script in Facebook chatting and

from the interview data. Besides that, Fanny (2016) also did the similar research that was about code switching and identity, but she and I have different media to

be analyzed. In her study, she conducted the research through Black Berry Messenger and her participants were from non-English Language Education (NELE) students, whereas I used Facebook chatting and my participants were from English Language Education (ELE) students. The finding in her study was be analyzed. In her study, she conducted the research through Black Berry Messenger and her participants were from non-English Language Education (NELE) students, whereas I used Facebook chatting and my participants were from English Language Education (ELE) students. The finding in her study was

Another previous study was from Bouvier (2012) who conducted a research on how Facebook users selected identity categories for self-presentation with the finding that there was a range of identity categories showed by the Facebook users on Facebook profile. However, these studies have not substantially explored code- switching phenomena and identity or how English Language Education (ELE) students construct their identity through code switching outside the classroom especially through online chatting. Therefore, I will conduct this research about code switching and identity among ELE students through online chatting on Facebook to see whether those aspects are related and give some explanation of why ELE students change code when doing conversation with others.

THE STUDY

In order to answer the research question previously stated, a qualitative research was employed in the current study. The data used in this study is primary

data because the data were directly taken from the participants’ conversation scripts using code switching on Facebook chatting. Then, interview transcripts are based on the participants’ original wording.

Context

This study was conducted at the English Language Education (ELE) of Universitas Kristen Satya Wacana, Salatiga, Central Java. I decided to conduct the study in UKSW because it was convenient and I also focus my study on the This study was conducted at the English Language Education (ELE) of Universitas Kristen Satya Wacana, Salatiga, Central Java. I decided to conduct the study in UKSW because it was convenient and I also focus my study on the

The Participants

I chose three participants of this study from the English Language Education (ELE) students in UKSW. The purpose of employing three participants is to focus on the ten-month research processes and to be effective in analyzing the online chatting scripts on Facebook and interview results. The reasons why I chose three participants only is that they are more than enough. The plenty of data that I needed and I got from them were already sufficient. Then, in selecting the participants, I used the purposive sampling with the following criteria: (1) The ELE students (both male and female) have taken the Sociolinguistics class; (2) they used code switching in their conversation outside the classroom, and (3) they also often do conversation with their friends through Facebook chatting.

Data Collection Method

I firstly started to collect the data by asking some students whether they often used code switching in their conversation (especially on Facebook chatting) with others or not. After that, I asked them to be the participants in the study for approximately ten months of research time. Because some students seldom used Facebook chatting to communicate with others, so I asked to have access to their chatting scripts which ranged from July 2015 up to April 2016.I did it so that I got what I needed in this research. If I did a longer time of research on their Facebook chatting scripts, I was afraid that the participants would be annoyed and it was also impolite for me to stalk all of their conversations for ten months. Because the I firstly started to collect the data by asking some students whether they often used code switching in their conversation (especially on Facebook chatting) with others or not. After that, I asked them to be the participants in the study for approximately ten months of research time. Because some students seldom used Facebook chatting to communicate with others, so I asked to have access to their chatting scripts which ranged from July 2015 up to April 2016.I did it so that I got what I needed in this research. If I did a longer time of research on their Facebook chatting scripts, I was afraid that the participants would be annoyed and it was also impolite for me to stalk all of their conversations for ten months. Because the

Data Analysis Procedure

First, I analyzed what types of code switching and identity that they use by combining them based on the categories of code switching made by Poplack (1979) and categories of identity made by Bouvier (2012). According to Poplack (1979) as cited in Velasquez (2010) code switching is divided into three categories; (a) Tag-switching, (b) Inter-sentential switching, and (c) Intra- sentential switching. The categories of identities suggested by Bouvier (2012) include classification, relational identification, physical identification, and functional (see Table 1). To know the percentage both of types of code switching and categories of identity, I used the formula P=f/N x100. P is percentage, f is frequency of the code switching done by the participants, N is total number of the data (Kountur, 2005). I used this formula because it was easy and simple way to First, I analyzed what types of code switching and identity that they use by combining them based on the categories of code switching made by Poplack (1979) and categories of identity made by Bouvier (2012). According to Poplack (1979) as cited in Velasquez (2010) code switching is divided into three categories; (a) Tag-switching, (b) Inter-sentential switching, and (c) Intra- sentential switching. The categories of identities suggested by Bouvier (2012) include classification, relational identification, physical identification, and functional (see Table 1). To know the percentage both of types of code switching and categories of identity, I used the formula P=f/N x100. P is percentage, f is frequency of the code switching done by the participants, N is total number of the data (Kountur, 2005). I used this formula because it was easy and simple way to

about identity and finally I analyzed the statements included in the emerging teams.

Table 1. Theoretical framework in view of Poplack (1979) and

Bouvier (2012).

Bouvier Classification Relational Physical Functionali (2012)

Identification Identification sation Poplack (1979) Tag- switching Intra- sentential Inter- sentential

Total

RESEARCH FINDINGS AND DISCUSSION

A. Identifying of identity constructed through categorizes combined by

Poplack (1979) and Bouvier (2012)

Based on the collected data, I found that the English Language Education (ELE) students often used code switching in their conversation. They tended to change their code with who they were talking about and in certain situations. From the analysis data based on the literature review above, there were some categories of forms of code switching and types of identity by combining the theoretical frameworks of Poplack (1979) and Bouvier (2012) that the participants wanted to show their identity when they were doing conversation with their friends. Those categories can be intra-sentential code-switching (CS) to show functionalisation (110 times or 78.7%), intra-sentential CS to show relational identification (21 times or 15%), inter-sentential CS to show functionalisation (6 times or 4.28%), and tag-switching to show functionalisation (3 times or 2.14%). To see the detail of data analysis from this data combination, please take a look at Table 2.

Table 2. Data analysis in view of Poplack (1979) and Bouvier (2012).

Bouvier Classification Relational Physical Functionali (2012)

Identification Identification sation Poplack (1979)

Tag-

3 (2.14%). switching Intra-

1. Showing functionalisation through Intra-sentential code switching

According to Poplack (1979) as cited in Velasquez (2010), intra- sentential CS was when people talked to the interlocutors by using mixed language or they just insert other languages in their local language. Functionalisation based on Machin and Van Leeuwen (2008) as cited in Bouvier (2012) was identity related to what the people do and think in their daily life or related to lifestyle model. In the data collection, functionalisation through intra-sentential CS that was shown by the participants occurred 110 times (or 78.57%). The examples of intra- sentential CS in functionalisation are in Figures 1 and 2.

Figure 1. Talking about Thesis.

*I am confused, next year I

have to take thesis or teaching practicum first?

*Thesis means that you are writing the so- called ―skripsi‖; PPL is teaching practicum.

*And I think my holiday in this December is shortened.

Figure 2. Chit chat.

*Have you had your dinner?

I have …I just came back from church.

*Cece has just done the exercise?

* I see, so it is regularly something like that. How many times in a week?

*haha no honey, spiritual

devotion... haha sorry if my language is exaggerated ―alay‖ yes honey wkwk.

From the two topics above (Figure 1 and 2), the participants used intra- sentential code switching to show functionalisation when they were chatting about their thesis and when they were only beating around the bush because the code switching that they used were mainly about their daily life such as thesis, holiday, dinner, church, and exercise.

2. Showing relational identification through Intra-sentential code switching

In this research intra-sentential code switching for showing relational identification appeared 21 times or 15%. Based on Machin and Van Leeuwen (2008) as cited in Bouvier (2012) relational identification is related to the connection among family, friends, and colleagues at work and to establish relationship among them. Here, most of the participants’ chatting

that belong to intra-sentential code switching in relational identification was about group relational identity with their friends who understood about the certain topics that they were talking about and it related to their group identity and it can show or express their identity that they belong to their group. The examples of intra-sentential code switching in relational identification are on Figure 3.

Figure 3. Anime.

*although I am still wondering whether Erwin and Levi’s situation is the same as Hannes. It was

mentioned on tumblr.

*yaaah I just watch part 2 and then part 1, Kokoro cannot see Mikasa, my heroine favorite is “menye- menye.) (talkative)

Based on the example above, it can be seen that the participants tended to show their identity by talking about anime with a friend who is also an anime lover. In other words, both of them knew exactly about the topic of their chatting. Therefore, the function of code switching that the participants used in talking about anime was to express and show their group identity as anime lovers.

3. Showing Functionalisation trough Inter-sentential code switching

Poplack (1979) as cited in Velasquez (2010) revealed that inter- sentential code switching indicate people talking about certain topics by using two languages in different sentences. It happened when the participants used one language in one sentence and then they change in another language in the next sentence. Thus, in the first sentence the people used Indonesian and the second sentence they used English or vice versa. The examples of inter-sentential code switching in functionalisation are on Figures 4 and 5.

Figure 4. Talking about study.

*wkakak yes teaching English ahahah I can.

*hah? Learn what? Until night like this, you are not sleepy yet?

*wkwkwk indeed! Reading is fun! Moreover reading novels ahahah

Figure 5. Talking about job vacancy.

*yes honey,, it’s very difficult, yesterday the ones who were wanted should have a minimum of 1 or 2 years of teaching experience…hiks

Those figures 4 and 5 are the same as the previous example in the earlier explanation that is intra-sentential code switching for showing functionalisation. The participant used code switching from Indonesian to English. However, the difference between intra-sentential code switching for functionalisation and inter- sentential code switching for functionalisation was if intra-sentential was when the participants just inserted some English words in their conversations, inter- Those figures 4 and 5 are the same as the previous example in the earlier explanation that is intra-sentential code switching for showing functionalisation. The participant used code switching from Indonesian to English. However, the difference between intra-sentential code switching for functionalisation and inter- sentential code switching for functionalisation was if intra-sentential was when the participants just inserted some English words in their conversations, inter-

pasti yg minimum 1 or 2 years experiences in teaching,, hiks.‖ (yes honey,, it’s very difficult, yesterday the people who searched were they who have a minimum of 1 or 2 years of teaching experience). From those examples, we could see that the participants wanted to show their identity that they could speak English by adding some English expressions after their Indonesian sentences to make the interlocutors understood about the chatting topics (their study and the job vacancy).

4. Showing Functionalisation through Tag-switching

Functionalisation was used when participants talked about some certain topics to their friends. Tag-switching was an insertion of a tag in

one language into an utterance which is entirely in other language‖ Poplack (1980) as cited in Taofik Hidayat (n.d). The examples of Tag- switching in Functionalisation were on figure 6.

Figure 6. Appointment to buy meal.

*I am craving, you know? This research has the similar explanation and finding from intra-sentential and inter-sentential code switching for showing functionalisation. The participant *I am craving, you know? This research has the similar explanation and finding from intra-sentential and inter-sentential code switching for showing functionalisation. The participant

B. Code Switching to Show Functionalisation Identity

Based on Machin and Van Leeuwen (2008) as cited in Bouvier (2012) functionalisation identity was identity that was related to lifestyles or something that often happened in someone’s daily life. Usually the topics that are often

discussed are music, places, politics, etc. Here, the participants used code switching to show their identity because of two factors that were cosmopolitan and to get meaning across.

1. Cosmopolitan

Cosmopolitan identity was the situation in which the people who are highly ―Western,‖ ―modern,‖ and ―individualistic‖ (Matthews & Sidhu, 2005, pp. 53 –54, as cited in Kang, 2012) when they switch their code into English in particular context. Nowadays, most students in English Language Education (ELE) often communicate with others by using code switching. They used code switching because English was international language; almost all in the world use English for their communication with other people from worldwide. To illustrate, participant A revealed that she used code switching from Indonesian into English in order to be seen as a person who has an international identity, which, in other words, is related to being cosmopolitan.

Ya karna bahasa Inggris itu bahasa international, jadi rasanya kalo aku pake itu aku ngerasa aku jadi orang yang berstandar internasional gitu rasanya. (yes, because English is Ya karna bahasa Inggris itu bahasa international, jadi rasanya kalo aku pake itu aku ngerasa aku jadi orang yang berstandar internasional gitu rasanya. (yes, because English is

She also added that when she used English to communicate with others especially with other people who come from other countries, she could add new friends and channels.

I can, aku bisa nambah channel gitu misalnya kaya ada orang Jepang terus aku biasa ngomong pake bahasa inggris kalo lancar kan kita bias jadi nyambung jadi nambah temen jadi nambah relasi nggak cuma orang nasional aja gitu. (I can, I could add channel like for example if there were Japanese people then I could speak English. If I could be fluent I would connect with them and I could add friends and relation, not only with people here). (Interview, July 21, 2016)

Thus, from both statements above I conclude that for those who are interesting in code switching and they would speak English well, they would not only be able to be seen international, but they could also add new friends and channels in their life.

Besides that, it is not surprising that nowadays most of people especially ELE students often use code switching when they were doing conversation with others. Sometimes, they felt that when they use code switching especially Indonesian-English, they would be seen cooler. Like one of my participants, she revealed that when she used code switching she would be seen cooler.

Because ya I think this English makes me looks cooler, because not everyone can talk English can speak English well then. If I code switching using English my friends will think that I can speak English well so it shows my skill. (Interview, July 21, 2016)

From that statement, through code switching she also wanted to show her skill in speaking English.

By doing code switching some students could show something that they wanted to show like some identities that have been mentioned before, now through code switching someone wanted to show that they could be seen educated because not all people could speak English. Thus, when someone talked to other speakers by using code switching other people would think that they were the educated person. Consider the statement from participant A:

Because English is international language and I don’t know if I see someone who can speak English well, someone looks like educated well jadi kalo aku lihat orang yang bahasa inggrisnya keren yang ngomongnya pake bahasa inggris tu kayanya keren banget gitu, jadi tu kayanya sangat teredukasi jadi aku milih bahasa inggris juga karna aku pengen kaya gitu, aku pengen kelihatan bahwa

I am well educated gitu (So, if I looked at someone whose English was cool and they spoke English very well, they were seen very cool, thus they seemed to be a well educated person so I chose English because I wanted to be seen that I am well educated). (Interview, July 21, 2016)

From participant A who stated above, I conclude that when we use English could make the participants were seen educated although educated person not always seen from whether they could speak English well or not.

Then, when the people did code switching in their conversation with others, they also needed acknowledgment from other people that they could speak English. Participant A said that she did code switching because she wanted there was an acknowledgment that she could speak English well:

Something that I want to achi eve ee… acknowledgment or can I say in Indonesian word? Pengakuan like if I use English and my friends ―ok this girl can speak English well then‖ you know like itu tu kayak…mungkin tu kaya, can I use Indonesian? Itu kan kaya gengsi, pengakuan kan? … pengakuan bahwa dia bisa dan gengsi… pride bahwa kita …kita Something that I want to achi eve ee… acknowledgment or can I say in Indonesian word? Pengakuan like if I use English and my friends ―ok this girl can speak English well then‖ you know like itu tu kayak…mungkin tu kaya, can I use Indonesian? Itu kan kaya gengsi, pengakuan kan? … pengakuan bahwa dia bisa dan gengsi… pride bahwa kita …kita

From that statement above, we could know that they need that acknowledgment because there was a pride in themselves that they wanted to show to the interlocutors.

2. Getting Meaning Across

Sometimes, when some students wanted to explain something to other interlocutors by using Indonesian and then they felt it difficult to explain by using it so they directly switch their code into English so that they could explain it easily and the interlocutors also could understand what the meaning that they wanted to say. Like what the participant B revealed below:

B ecause I don’t talk in Indonesian but when I am trying to explain something and as I

cannot seem find the right language or sentence or word, I often use English to mewakili (represent) everything so they get catch my drift.

C. Code switching to Show Relational Identity Relational identity refers to one’s relationship with friends, family, and

colleagues at work (Machin & Van Leeuwen, 2008 as cited in Bouvier, 2012). Here, usually the conversation that they did was around something that they like or knew each other so they could understand it when they were talking about it.

1. Code switching to show hobbies

Code switching that was used by participant is not only to discuss formal communication with friends or other people, but it was also used to Code switching that was used by participant is not only to discuss formal communication with friends or other people, but it was also used to

Especially we are talking about our hobbies like anime, reading online novels. We always use a term that often popular in that our hobbies, for example in animes we said ―do you, kamu udah nonton how many episodes?‖(How many episodes have you watched?) like that or in online novels we talking about ―are you finish, kamu udah selesai draftmu , aku mau jadi beta readermu ‖ (Have you finished your draft?, I want to be your second reader), ―who is, siapa sih nama authornya?‖(What is the author’s name?) like that. (Interview, July 21, 2016)

2. Being Secretive (Using Secret Language)

When the students were doing conversation by using Facebook chatting, there they not only talked about their hobbies, courses or assignment, but also they often talked about something secret with their friends who also knew or understand about what they were talking about or they did it to make a solidarity with the person who could understand the secret language; on the other hand, it excluded those who did not understand it.

I prefer code switching when I talk with my friends on Facebook because code switching with for example when I talk with my friends in Facebook, when I decided to use or I prefer to use English when I do chatting on my Facebook because English helps me to make he or she understand about what I am talking about, such as when I have to tell something secret about someone, when I have to give advices someone or when I have to gossip someone then I prefer to use English rather than using other languages.(Interview, July 21, 2016)

E. Code switching to Show Classification Identity

Machin and Van Leeuwen (2008) as cited in Bouvier (2012) stated that classification identity was when someone talks about class of people, nationality/a biological model of national identity, a belonging to a territory, national culture activity. Here, the participants give label to themselves as non-native English- speaking people.

1. Labeling self as “Non-Native” English Speakers

Some students still regarded or gave label to themselves as non-native English speakers although they could speak English, because sometimes they felt that their English still have not good yet or their grammar is still not perfect yet. Participant B stated below:

When I speaking English, I would identify myself as non-native because even though I speaking English but I don’t think my grammar is good my fluency sometimes a little bit

kacau (mess up), so even though like that they understand more I am trying to talking about my grammar is very awful.

Discussion

Briefly, based on the analysis from finding of data script chatting on Facebook from the three participants, I found that the participants wanted to show their identity through language form that categorize into 1) Intra-sentential code switching for showing functionalisation, 2) Intra-sentential code switching for showing relational identification, 3) inter-sentential code switching for showing functionalisation, 4) Tag-switching for showing functionalisation. Then, identities that they wanted to show based on Bouvier’s theory were 1) functionalisation

identity, 2) relational identity, and 3) classification identity.

First, when we took a look at code switching phenomenon in Facebook chatting, especially when they used intra-sentential code switching for showing functionalisation, we could know that they used it to practice their English skills. The participants talked to the interlocutors by using code switching function was to make clear what they wanted to say so that the interlocutors also understood with what they were talking about. Because they are English Language Education (ELE) students, they are also expected to be fluent in speaking English and thought globally. In a globalization era like this, they have to be able to speak English, because it was important to communicate with others especially to interlocutors who come from outside our country. Thus, they used code switching to practice their English either inside the classroom or outside the classroom. When they used code switching some of them felt that if they used code switching by using English they would be seen cool although some of them also felt that when they used code switching it were not to make them looked cool in front of the interlocutors, they did it to make the interlocutors understood with what they said.

CONCLUSION AND SUGGESTION Conclusion

After analyzing the data, I conclude that all the participants want to show their identity through their conversation with their friends especially through Facebook chatting. From the combined data between Poplack (1979) about types of code switching and Bouvier (2012) about kinds of identity, I found that the most frequent types and identity that the participants showed was Intra-sentential

in functionalisation (78.57%). As we know that Intra-sentential occurs when we insert the English language into our conversation and functionalisation identity was what we do and what we think in our daily life. The participants used intra- sentential code switching in functionalisation to practice their English when they were outside the classroom and they could practice English through social media (online chatting) especially in Facebook chatting. Besides that, the participant used code switching to express their language to make the interlocutors understand with what they wanted to say. They usually used code switching through Facebook chatting to show their identity like functionalisation identity (i.e., they wanted to get acknowledgment or pride from other people, could be seen cool, well educated and have international standard.), relational identity (i.e., they have the same hobbies and told it to the interlocutors that they also understand about it too), and classification identity (i.e., participants told about their feeling as nonnative English speakers).

Suggestions

Based on the result of this research, I have some suggestions:

1. From the research analysis above, I argue that Facebook chatting is not used as the place to talk about game, anime, and computer only, but we can also use it to talk about other topics during our leisure time. We can talk about our courses in school or college, job, etc. by using code switching. Through conversation on Facebook chatting the people (not only English Language Education students) also can practice their English to have a conversation with others.

2. In further research, code switching through other media beside Facebook, for example films, books (novel, story book, etc), and other social media like Line, WhatsApp (WA), etc. can be explored.

ACKNOWLEDGEMENT

In this thesis, I would like to express my thankfulness to the Almighty God, who has given me the power to write this thesis. Without Him, I am nothing. I also extend my gratitude to my supervisor, Joseph Ernest Mambu, Ph.D., and my thesis examiner, Ms. Athriyana S. Pattiwael, M.Hum. who guide and keep me on the right track during the process of writing this thesis.My beloved parents, Y.Sumanto, S.Pd and Kurniati Elizabeth, thank you for your supports and prayers that have strengthened me. I Love You mom and dad). To all of my participants on this thesis who have been willing to help me to get the data, thank you for giving your permission for me to look at your Facebook chatting during the time of data collection. Last but not least, thank you to all other people who supported and helped me with ideas, especially Anes, Lusi, Ana, Nugroho, Kristanto, Mas Nandu, Kak Buce, Kak Landy, Kak Wiwid and Ardian.

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