English code-switching in Indonesian translated woman magazines - USD Repository
ENGLISH CODE-SWITCHING
IN INDONESIAN TRANSLATED WOMAN MAGAZINES A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
By Vinsensia Tyas Maharsi
Student Number: 05 1214 036
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
ENGLISH CODE-SWITCHING
IN INDONESIAN TRANSLATED WOMAN MAGAZINES A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
By Vinsensia Tyas Maharsi
Student Number: 05 1214 036
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
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ABSTRACT
Maharsi, Vinsensia Tyas. (2009). English Code-Switching in Indonesian Translated Woman Magazines. Yogyakarta: Sanata Dharma University.
Code-switching is a common phenomenon in multilingual society. People who are bilingual or multilingual may switch from one code to another code to make communication smooth. This phenomenon is also popular in language learning. In the learning process, code-switching may support and obstruct language acquisition.
This study was written to analyze the types of English code-switching existing in Cosmopolitan magazines, Female magazines and Herworld magazines as samples of Indonesian translated woman magazines. The other objectives were also to identify the possible reasons for English code-switching in the target magazines and to find the possible implications of English code-switching towards the target readers’ process to acquire English as foreign language.
To conduct the research, the writer employed document analysis to analyze the types of code-switching and conducted library study to analyze the possible reasons and possible implications of English code-switching on language learning. First, the researcher read through all the data. Second, the writer classified the data into four categories. Third, the writer organized the data on the observation form. Then, the researcher analyzed and categorized the data. Finally, the researcher made the interpretation of the data.
After obtaining all the data and going through in-depth analyses, the researcher came to four findings. First, there were six types of code-switching. They are diglossic code-switching, whole sentence code-switching, clause code-switching, phrase code-switching, single-word code-switching and integrated loanwords. The findings showed that the most frequent type in occurrence was single-word code- switching, whereas diglossic code-switching was the least frequent type of code- switching. Second, there were two possible reasons for English code-switching in the target magazines. They were special terms related to certain topics under discussion and to build close relationship between the editors and the readers of the magazines. Third, code-switching that were grammatically acceptable in English may support English language learning but code-switching that were grammatically unacceptable in English may obstruct English language learning. Fourth, there were some English words that were fully adopted to Indonesian language.
Since English code-switching can facilitate as well as obstruct the English acquisition process, the writer would like to suggest that target readers should be more careful in exposing English code-switching phenomenon as samples of foreign language happened in magazines they read.
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ABSTRAK
Maharsi, Vinsensia Tyas. (2009). English Code-Switching in Indonesian Translated Woman Magazines. Yogyakarta: Universitas Sanata Dharma.
Alih kode merupakan fenomena yang biasa dalam situasi multilingual. Orang- orang dwibahasa atau multi bahasa melakukan alih kode dari satu kode ke kode yang lain untuk menciptakan komunikasi yang luwes. Fenomena ini juga biasa terjadi dalam pembelajaran bahasa. Dalam proses pembelajaran, alih kode dapat mendukung dan menghambat penguasaan suatu bahasa.
Penelitian ini bertujuan untuk menganalisa tipe-tipe alih kode bahasa Inggris yang terjadi dalam majalah Cosmopolitan, Female dan Herworld yang merupakan contoh dari majalah wanita terjemahan di Indonesia. Tujuan yang lain adalah juga untuk mengidentifikasi kemungkinan alasan-alasan penggunaan alih kode bahasa Inggris dalam majalah tersebut dan menemukan kemungkinan implikasi dari alih kode bahasa Inggris terhadap proses pembelajaran bahasa Inggris sebagai bahasa asing untuk para pembacanya.
Untuk melakukan penelitian, penulis memakai analisa dokumen untuk menganalisa tipe-tipe alih kode dan melakukan studi pustaka untuk manganalisa kemungkinan alasan dan kemungkinan implikasi alih kode bahasa Inggris terhadap proses pembelajaran bahasa. Pertama, penulis membaca semua data. Kedua, penulis menggolongkan data menjadi empat kategori. Ketiga, penulis mengumpulkan data dalam lembar observasi. Kemudian, penulis menganalisa dan mengelompokkan data. Terakhir, penulis dapat mengintepretasikan data.
Setelah mendapatkan seluruh data dan melewati analisa yang mendalam, penulis mendapatkan empat temuan. Pertama, terdapat enam tipe alih kode yaitu
diglossic code-switching, alih kode yang berupa kalimat utuh, alih kode yang berupa
klausa, alih kode yang berupa frasa, alih kode yang berupa satu kata dan integrated
loanwords. Hasilnya menunjukkan bahwa tipe yang paling sering muncul dalam
majalah-majalah tersebut adalah single-word code-switching, sedangkan diglossic
code-switching adalah tipe yang paling jarang muncul. Kedua, terdapat dua alasan
saja yang mungkin dalam penggunaan alih kode bahasa Inggris dalam majalah- majalah tersebut yaitu beberapa istilah khusus terkait topik yang dibahas dan untuk membangun hubungan yang akrab antara editor dan pembaca majalah-majalah tersebut. Ketiga, alih kode yang secara gramatika bisa diterima dalam bahasa Inggris yang mungkin dapat membantu proses pembelajaran bahasa Inggris. sedangkan alih kode yang secara gramatika tidak sesuai dengan bahasa Inggris sehingga mungkin menghambat pembelajaran bahasa Inggris. Keempat, terdapat beberapa kata dalam bahasa Inggris yang sudah diadaptasi ke dalam bahasa Indonesia.
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para pembaca untuk lebih teliti dalam mengkaji fenomena alih kode bahasa Inggris sebagai contoh bahasa asing dalam majalah yang dibaca.
Kata kunci: sosiolinguistik, alih kode, majalah wanita terjemahan
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ACKNOWLEDGEMENTS
This thesis is meant to be a partial fulfillment of the requirements to obtain the Sarjana Pendidikan Degree in English Education.
First of all, I would like to give my immeasurable thanks to God, for His blessings that this thesis can be completed. I thank Him for the health and every single thing that He prepared for me.
Secondly, I would mostly like to thank FX. Ouda Teda Ena, S.Pd., M.Pd. for his willingness to guide me since I was admitted in this University until I could finish this thesis. I thank him for giving me suggestions, corrections and encouragement. My gratitude also goes to all lecturers in Sanata Dharma University for all their knowledge and guidance during my four-year study.
My special thanks are due to my parents, Paulus Hari Bawono and Maria Magdalena Endang, for their greatest attention and support so that I can complete my study and my thesis. Also to my brothers, I thank them for giving me encouragement.
I learn much from them.
Next, my thanks go to all my friends, especially Wahyu, who always gives me support to finish my study soon. I thank for his patience. I also thank Dee, Dea, and Fidel, who have been my partners during this thesis, Ria, I thank her for letting me type in her house, Leoni, EESP 07, her dictionary really helped me. Siska ‘Ncrut, Putri, Intan, Bondan, Andre, Ezra, Endru, and all EESP 05’s, I thank them for all their
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Last, I would like to thank Kanisius LLC family, Miss Lia, Miss Flora, Miss Valen, Miss Emil, Miss Tiar and mbak Agnes. I also thank Wong Production family,
mas Ary Leon, Fauzi, Merly, mas Dhadiek, mas Yuli ‘Cumi’, mas Ryan and mas
Agung, who have given me many chances to develop myself. I thank them for the break time, one month was enough.
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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
.................................................................................................. viii
ACKNOWLEDGEMENTS……………………………………………………. ix TABLE OF CONTENTS………………………………………………………. xi LIST OF TABLES……………………………………………………………… xiii LIST OF APPENDICES……………………………………………………….. xv
CHAPTER I. INTRODUCTION A. Research Background………………………………………... 1 B. Problem Formulation………………………………………… 2 C. Problem Limitation………………………………………….. 3 D. Research Objectives………………………………………….. 3 E. Research Benefits…………………………………………….. 3 F. Definitions of Terms…………………………………………. 4 CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description………………………………………. 6 1. Linguistics……………………………………………..…. 6
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a.
Definitions of Code-Switching……………………… 8 b. Types of Code-Switching……………………………. 9 c. Reasons for Code-Switching…………………………. 13 d. Code-Switching and Language Learning…………….. 14 B. Theoretical Framework………………………………………. 16
CHAPTER III. METHODOLOGY A. Research Method…………………………………………….. 18 B. Research Subjects…………………………………………….. 19 C. Research Instruments…………………………………………. 20 D. Data Gathering Technique……………………………………. 20 E. Data Analysis Technique…………………………………….. 21 F. Research Procedure…………………………………………… 23 CHAPTER IV. RESEARCH FINDINGS AND DISCUSSIONS A. Types of Code-Switching…………………………………….. 25 1. Diglossic Code-switching………………………………… 25 2. Single-word Code-switching……………………………... 27 3. Phrase Code-switching…………………………………… 32 4. Clause Code-switching…………………………………… 37 5. Whole Sentence Code-switching…………………………. 42 6. Integrated Loanwords Code-switching…………………… 47 B. Reasons for Code-Switching…………………………………. 51 C. Implications………………………………………………..…. 54 D. Other Findings……………………………………………….. 57 CHAPTER V. CONCLUSIONS AND SUGGESTIONS A. Conclusions…………………………………………………. 58 B. Suggestions………………………………………………….. 59
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Page
Table 3.1 Checklist Form of Types of Code-Switching…………………………22 Table 4.1 The Number of Diglossic Code-Switching Cases…………………….
26 Table 4.2 The Number of Single-Word Code-Switching Cases…………………
27 Table 4.3 The Most Frequent Single-Word Code-Switching in Advertisement Category…………………………………………………………………… 28
Table 4.4 The Most Frequent Single-Word Code-Switching in Feature Category29 Table 4.5 The Most Frequent Single-Word Code-Switching in News Category...
31 Table 4.6 The Most Frequent Single-Word Code-Switching in Opinion Category…………………………………………………………………… 32 Table 4.7 The Number of Phrase Code-Switching Cases………………………..
32 Table 4.8 The Most Frequent Phrase Code-Switching in Advertisement Category…………………………………………………………………… 33 Table 4.9 The Most Frequent Phrase Code-Switching in Feature Category……..
35 Table 4.10 The Most Frequent Phrase Code-Switching in News Category……...
36 Table 4.11 The Most Frequent Phrase Code-Switching in Opinion Category…...
37 Table 4.12 The Number of Clause Code-Switching Cases………………………
38 Table 4.13 The Most Frequent Clause Code-Switching in Advertisement Category…………………………………………………………………… 39 Table 4.14 The Most Frequent Clause Code-Switching in Feature Category…...
40 Table 4.15 The Most Frequent Clause Code-Switching in News Category……..
41 Table 4.16 The Most Frequent Clause Code-Switching in Opinion Category…..
42 Table 4.17 The Number of Whole Sentence Code-Switching Cases…………….
42 Table 4.18 The Most Frequent Whole Sentence Code-Switching in Advertisement Category…………………………………………………...
43
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Table 4.20 The Most Frequent Whole Sentence Code-Switching in NewsCategory…………………………………………………………………… 46
Table 4.21 The Most Frequent Whole Sentence Code-Switching in OpinionCategory…………………………………………………………………… 47
Table 4.22 The Number of Integrated Loanwords Code-Switching Cases………47 Table 4.23 Examples of Integrated Loanwords Cases in Advertisement Category…………………………………………………………………… 48 Table 4.24 Examples of Integrated Loanwords Cases in Feature Category …….
49 Table 4.25 Examples of Integrated Loanwords Cases in News Category……….
49 Table 4.26 Examples of Integrated Loanwords Cases in Opinion Category…….
50 Table 4.27 Examples of Misspelled Words in the Target Magazines……………
55 Table 4.28 Examples of Separated Phrases which were Written Together in the Target Magazines…………………………………………………………..
55 Table 4.29 Examples of Plural Nouns which were Written Twice in the Target Magazines…………………………………………………………………. 56
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LIST OF APPENDICES
Page Appendix 1 Sample of Checklist of Types of Code-switching……………….
62 Appendix 2 Sample of Checklist of Types of Code-switching in Advertisement of Cosmopolitan Magazines……………………………
63 Appendix 3 Sample of Checklist of Types of Code-switching in Advertisement of Female Magazines……………………………….…..
64 Appendix 4 Sample of Checklist of Types of Code-switching in Advertisement of Herworld Magazines………………………………...
65 Appendix 5 Sample of Checklist of Types of Code-switching in Feature of Cosmopolitan Magazines……………………………………………….
66 Appendix 6 Sample of Checklist of Types of Code-switching in Feature of Female Magazines….........................................................................
67 Appendix 7 Checklist of Types of Code-switching in Feature of Herworld Magazines……………………………………………………………… 68
Appendix 8 Checklist of Types of Code-switching in News of Cosmopolitan Magazines……………………………………………………………… 69
Appendix 9 Sample of Checklist of Types of Code-switching in News of Female Magazines………………………………………………………
70 Appendix 10 Sample of Checklist of Types of Code-switching in News of Herworld Magazines……………………………………………………
71 Appendix 11 Sample of Checklist of Types of Code-switching in Opinion of Cosmopolitan Magazines……………………………………………….
72 Appendix 12 Sample of Checklist of Types of Code-switching in Opinion of Female Magazines…………………………………………………........
73 Appendix 13 Sample of Checklist of Types of Code-switching in Opinion of
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Appendix 14 Sample of Single-word, Phrase, Whole Sentence and Integrated Loanwords Code-switching in Cosmopolitan Magazines…..
75 Appendix 15 Sample of Single-word, Phrase and Clause Code-switching in Cosmopolitan Magazines……………………………………………….
76 Appendix 16 Sample of Diglossic Code-switching in Cosmopolitan Magazines……………………………………………………………… 77
Appendix 17 Sample of Single-word, Phrase and Integrated Loanwords Code-switching in Female Magazines………………………………….
78 Appendix 18 Sample of Single-word, Phrase, Clause, Whole Sentence and Diglossic Code-switching in Female Magazines……………………….
79 Appendix 19 Sample of Diglossic Code-switching in Female Magazines…...
80 Appendix 20 Sample of Single-word, Phrase, Clause, Whole Sentence and Diglossic Code-switching in Herworld Magazines…………………….
81 Appendix 21 Sample of Integrated Loanwords Code-switching in Herworld Magazines……………………………………………………………… 82 Appendix 22 Sample of Diglossic Code-switching in Herworld Magazines...
83
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CHAPTER I INTRODUCTION In this chapter, the researcher describes six underlying issues namely
research background, problem formulation, problem limitation, research objectives, research benefits, and definition of terms. It provides background and main rationale in conducting the research.
A. Research Background
Nowadays, the need of information becomes the basic need for people to stay up to date. As a result, there are a lot of information sources such as newspapers, magazines, TV stations, and internet websites which provide information that people need. In addition, people need the latest information to keep themselves in touch with the world. In the middle of the high-speed advances of technology of the electronic information media such as television and internet, people are still interested in gaining information they need from printed mass media like newspapers and magazines.
In order to fulfill the needs of information among women, at present, many kinds of woman magazines are published. However, each of them has its own target readers. For example, there are magazines for teenage girl and magazines for adult women.
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together with Indonesian to construct interesting language expressions. For example, the word fashion in these magazines is used frequently. In fact, in Indonesian language, people can say busana but Indonesians prefer using the word fashion to the word busana.
This phenomenon of alternation between languages was defined by linguists as code-switching. “These code-switches can take place between or even within sentences, involving phrases or words or even parts of words” (Spolsky. 1998). People often switch between two languages in the middle of their conversation. Code switching also happens often in written texts.
Based on the phenomenon above, the writer would like to focus her attention on code-switching happened in the translated woman magazines in Indonesia. She wanted to investigate the reasons for code-switching and the implications towards English education.
B. Problem Formulation
There are three questions which are addressed to this study: 1.
What are the types of English code-switching in Indonesian translated woman magazines?
2. What are the possible reasons for code-switching in Indonesian translated woman magazines?
3. What are the possible implications of code-switching in Indonesian translated
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C. Problem Limitation
The research analyses are limited to code-switching that existed in translated woman magazines. The topic ‘code-switching’ was chosen because it has an important role in communication. Meanwhile, for the subject, the researcher selected three editions of each translated woman magazines.
Because of the great numbers of magazines, the writer has selected three translated woman magazines. Those magazines are COSMOPOLITAN, HERWORLD, and FEMALE.
D. Research Objectives
The objectives of this study are: 1. To find out the types of English code-switching exist in Indonesian translated woman magazines.
2. To find out the possible reasons for English code-switching in Indonesian translated woman magazines.
3. To find out whether English code-switching in Indonesian translated woman magazines may obstruct or support the teaching learning process.
E. Research Benefits
The researcher hopes that this study will benefit readers, especially English teachers and learners. Also, the results of this study is hoped to give an overview
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learners, this study will hopefully help them to have broader knowledge about code-switching and provide them with some code-switching models from COSMOPOLITAN, HERWORLD, and FEMALE magazines.
Hopefully, this study will give contribution to English language literature on code-switching, especially that exist in translated woman magazines.
F. Definition of Terms 1. Code-switching
According to The Encyclopedia of Language and Linguistics Vol. 10, code- switching refers to “the juxtaposition of elements from two (or more) languages or dialects” (p. 581). According to Valdes – Fallis (1977), as cited by Duran in The
Journal in Educational Issues of Language Minority Student, code-switching
means the use of two languages concurrently or interchangeably. It shows the degree of competence in the languages.
2. Indonesian Translated Woman Magazine
According to Collins Cobuild English Dictionary for Advanced Learners, magazine means “a periodic paperback publication containing written pieces and illustrations”. Magazine in this study means periodical publication which contains various editorial pieces, such as articles, short stories, interviews, photographic essays, or poems.
In this study, the writer will focus only on Indonesian translated woman
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Indonesian. The topics of articles are corresponding to women’s favorites. The language which is matched to the women’s language style or dialect is important to build their interest towards the magazines.
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CHAPTER II REVIEW OF RELATED LITERATURE This chapter is devoted to give the base of theoretical ground of the thesis. It comprises of two major parts, theoretical description and theoretical framework. A. Theoretical Description The discussion of the subheading includes the nature of code-switching that
presents definitions of code-switching, the types of code-switching, in which from different linguists, and the reasons for code-switching as well as the relation of code-switching to English teaching and learning.
1. Linguistics
Linguistics definitions are changing from narrow speech orientation which focuses on form in isolation from context to a more social perspective of language uses. There are some definitions of linguistics provided in different linguistics books. However, the writer would like to apply a definition from Finegan: “linguistics can be defined as the systematic inquiry into human language – into its structure and the relationship between them, as well as into the development and acquisition of language” (Finegan, 2004: 24).
Nowadays, linguists put great emphasis on studying larger portions of language in context included functions and language influence on the language
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7 However, there is important fact that language is more than communication. “It is social action, with work to perform” (Finegan, 2004: 25). In addition, all aspects of language are directed to create meaning. Therefore, second-language teachers need to know that there are particular times to help their students in assisting the language learning process, for examples, in understanding the meaning of written texts and language use in a certain context.
2. Sociolinguistics
One part of linguistics study is sociolinguistics. It is “the study of relationship between language use and the structure of society” (Radford, 1999: 16). As Radford stated on his book Linguistics: An Introduction, it considers some factors which maintain that they are essential to an understanding of both structure and function of the language used in a situation. Those factors are social backgrounds of both speaker and listener, the relationship between speaker and addressee and the context and manner of the interaction (Radford, 1999: 16).
Therefore, in order to build good communication with others, people have to modify their language used in communication. For example, a teacher may change his or her language to the students’ language proficiency to make the massage conveyed properly. This is what is called teacher talk. In multilingual situations people often juxtaposed two or more codes in one utterance. This phenomenon is often referred to as code-switching.
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8 3.
Code-switching a. Definition of Code-switching
There have been many definitions of code-switching provided by different linguists. The writer quoted three of them written by Gardner (1997), Wardhaugh (1992), and Hoffman (1991). The writer adopted those definitions as the consideration of her own interpretation.
The first definition was taken from Gardner’s (1997). She states “code- switching can be defined as the use of two or more languages in the same conversation or utterances” (Gardner, 1997: 361). Since most people speak more than one language in their daily lives, therefore, Gardner (1997) explains that such action is considered common in many parts of situations where people are native bilingual or multilingual. This explanation is supported by Duran’s (1994). He states that in a multilingual context, code-switching is a common phenomenon. People who are capable in speaking two or more languages are consciously or unconsciously substitute phrases or words of a language to another language.
Code-switching may help a speaker of one language to support his thinking and communication (Duran, 1994). When he could not find representative word to explain something or simply is not able to utter particular expression in a language, he may borrow phrases or words from another language to make his communication smooth.
Code-switching can also be defined as “a conversational strategy used to
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9 In a circumstance where speakers of various languages are having the same necessity gather in one speech context, code-switching allows them to accomplish their purpose effectively and understand each other better.
He also states that “it is unusual for a speaker to have command of, or use, only one such code or system” (Wardhaugh, 1992: 103). Since, bilingualism and multilingualism are the norm for many people throughout the world, Gardner’s (1997) idea above is supported by Wardhaugh’s (1992) that people have to select a particular language whenever they speak and they may also choose to switch from one language to another language or to mix the languages. In addition, Wardhaugh (1992) also states that people might not be aware that they switch or using certain code to discuss a particular topic.
The next definition of code-switching was written by Hoffmann (1991). She says that code-switching “involves the alternate use of two languages or linguistic varieties within the same utterance or during the same conversation” (Hoffmann, 1991: 110).
Based on the above definitions, the writer defines: “code-switching as a common behavior of people using more than one language in the same conversation in bilingual or multilingual situations”.
b. The Types of Code-switching
Every linguist has their own point of view in defining code-switching as well as in classifying the types of code-switching. Since the various points of view
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10 According to McCormick (1994), based on the length of juxtaposed utterances, there are six types of code-switching. They are diglossic code- switching, situational code-switching, metaphoric code-switching, conversational code-switching, single-word code-switching and integrated loanwords.
Diglossia is a feature of speech community rather than individuals (Holmes, 2001:30). In a diglossic situation, two languages are used for different functions in a speech community. In addition, one language is used for H or high function and the other is for L or low function. Therefore, diglossic code-switching means a kind of code-switching which has the longest juxtaposed utterance that is a whole discourse.
Situational code-switching is “the codes may be perceived as different but be equally valued, and similarity the situations may be differentiated on grounds other than prestige” (McCormick, 1994:582). The third type is metaphoric code- switching, which occurs in “whole conversation, each within one role relationship” (McCormick, 1994: 581). It happens where there are no clear illustrative reasons explaining the specific switches. There is no new person, no change in the context or the topic (Holmes, 2001: 41).
The next type is conversational code-switching. It differs from situational code-switching “in that its occurrence is not dependant on a change of interlocutors’ topic or situation” (McCormick, 1994: 583). In addition, there are three smaller types of conversational code-switching. First, it is called whole
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11 statement, question, or a command that begins with a capital letter and ends with a full stop when written down” (Sinclair, 2001). Thus, this type of code-switching occurs in the form of a full sentence.
The second type of conversational code-switching is clause code-switching which happened within a sentence in form of a clause. According to Collins
Cobuild English Dictionary for Advanced Learners , clause is “a group of words,
consisting of a subject and a predicate including a finite verb, that does not necessarily constitute a sentence” (Sinclair, 2001). Clause “may be either a sentence (independent clause) or a sentence-like construction included within another sentence (dependent clause)” (Nordquist. 2001). The last type of conversational code-switching is phrase code-switching. According to Collins
Cobuild English Dictionary for Advanced Learners , a phrase is “a group of words
forming a unit of meaning in a sentence” (Sinclair, 2001).Single-word code-switching is also known as lexical borrowing. It “generally involves single words – mainly nouns – and it is motivated by lexical need” (Holmes, 2001: 42). People borrow words from another language to express a particular thing or term when there is no word available in the language they are using. For example, Indonesian often say printer instead of alat cetak.
The last type of code-switching is integrated loanwords, which occur between morphemes (McCormick, 1994: 581). It is a mixture of two morphemes of different codes to express a term, for example meng-update instead of
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12 Gumperz (1982), as cited by Gardner and Chloros (1997), identifies 2 categories of code-switching: situational and conversational code-switching. He states, situational code-switching “refers to language switches which coincide with a change of interlocutor, setting or topic” (1997: 361) while conversational code-switching does not necessarily correspond with those changes but is caused “by factors within the conversation itself” (1997: 361). When a change carried a particular suggestive purpose, it is called metaphorical code-switching as the subdivision of conversational code-switching.
Additionally, Wardhaugh (1992) shares similar classification about the types of code-switching to Gardner’s (1997). He describes two types of code-switching: situational and metaphorical code-switching. He defines situational code- switching as changes that occur according to the situation. In this kind of code- switching, no topic change is involved and the speakers are aware of the change. On the other hand, when a change of topic requires a change of language, it is called metaphorical code-switching.
A bit different from those two points of view, Hoffmann’s (1991) shows that there are many types of code-switching by providing some examples. The first type is intra-sentential switches that contain changes within a sentence. While, when the changes occur between sentences, it is called inter-sentential switches.
The last type is called emblematic switching which includes “items such as tags or exclamations serving as an emblem of the bilingual character” (Hoffmann, 1991:
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13 c.
The Reasons for Code-switching
Code-switching is a language phenomenon that is considered common in many areas in the world. However, people switch their language from certain language to another with some reasons. As Wardhaugh (1992) states in his book that there are three common reasons for people to switch their code. “A number of answers have been suggested including solidarity with listeners, choice of topic, and perceived social and cultural distance” (Wardhaugh ,1992: 106). By switching the code, people are trying to include the listeners to their conversation. Moreover, the topic discussed also affects the choice of code. People might change their language depends on the topic they are talking about because it would be easier to discuss particular topics in a certain code than another. The different kinds of relationships are often shown by different codes used. For example relation between teacher and students are more formal than neighbor or friends. Therefore, the languages they used are also different.
According to Holmes (2001: 25-26), there are five reasons for code- switching: topic, social distance, status relationship, formality and function or goal of the interaction. Certain topics may commonly be discussed in one code than another, in particular, for technical topics like sports where people are more familiar to say offside because there is no exact term in Indonesian to explain
offside term. Holmes also said that some topics “… are firmly associated with a
particular code and the topic itself can trigger a switch to the appropriate code”
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14 Other reasons for code-switching are presented by Hoffmann (1991). She writes in her book An Introduction to Bilingualism that “the reasons for code- switching are manifold” (1991: 115). From the examples that she provided, many reasons are contextual, situational and personal class. She describes that switching normally happens when the speaker is quoting someone else. As Holmes referred to “referentially oriented code switch” (2001: 37) which is used to emphasize precise massage content. The second reason is that when the speaker is being emphatic about something. The last reason, in addition, is that when the speaker repeats their utterance for clarification.
Some additional reasons for code-switching are explained by Oksaar (1974), Poplack (1980) and Calsamiglia and Tusón (1984) as cited by Hoffmann (1991) said that people might switch their code to express their group identity and to show solidarity with a certain group.
d. Code-switching and Language Learning
Social factors, as stated by Ellis (1997) on his book Second Language , have an indirect effect, influencing the communication the learners
Acquisition
engage in and through this rate and possibly the route of interlanguage development. One of the external factors to explain why learners acquire an L2 in certain ways is input or “the samples of language to which a learner is exposed” (Ellis, 1997: 5) that they receive. However, interactionist theories of L2 acquisition acknowledge the importance of input and internal language
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
15 1997: 45). Just like caretakers modify the way they speak to children learning their first language, so do native speakers modify their speech when they are communicating with learners. This phenomenon is evident in both input and interaction.
There was a study that has investigated that phenomenon called foreigner talk, “the language that native speakers use when addressing non-native speakers” (Ellis, 1997: 45). There are two types of foreigner talk that can be identified. First, it is called ungrammatical foreign talk. Ungrammatical foreign talk is characterized by the deletion of certain grammatical features such as copula be, modal verbs and articles. In addition, it can be indicated by the using of base form of verbs instead of the past tense form and the using of special constructions such as ‘no + verb’ (Ellis, 1997: 45). Ungrammatical foreign talk’s features or forms are normally the same as those in the learners’ L1.
The second type is grammatical foreigner talk. In this type, it can be acknowledged as a variety of modification of native speakers’ talk to other native speakers. First, it is conveyed at slower rate. Second, the input is simplified by using shorter sentences, avoiding the use of subordinate clauses, and omitting complex grammatical forms. Third, it uses the basic forms by using a full forms rather than the contracted one. The last type of modifications is that it sometimes involves the lengthening of phrases to make the meaning clearer.
Furthermore, according to Krashen’s (1993) input hypothesis as cited in
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
16 situational context to make massages clear and through the kinds of input modifications found in foreigner talk” (Ellis, 1997: 85). Therefore, when L2 learners receive acceptable input of the target language, they would be able to produce the correct utterances.