CODE SWITCHING IN TEACHING ENGLISH TO THE THIRD GRADE STUDENTS OF SMP KARITAS NGAGLIK A THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

  

CODE SWITCHING IN TEACHING ENGLISH

TO THE THIRD GRADE STUDENTS OF SMP KARITAS NGAGLIK

A THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

  By Daniel Murdani

  Student Number: 061214021

  

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF THE TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2011

  CODE SWITCHING IN TEACHING ENGLISH TO THE THIRD GRADE STUDENTS OF SMP KARITAS NGAGLIK A THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

  By Daniel Murdani

  Student Number: 061214021

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF THE TEACHERS TRAINING AND EDUCATION

  

ACKNOWLEDGEMENTS

  I would like to thank My Lord, Jesus Christ, for giving me strength and spirit, and guiding me in the whole of my life. I thank Him for making me free from the fear and pains during this exhausting process. I also thank Him for making me far away from the fear of failure. In addition, I also would like to express my gratitude to those who have supported me.

  First, I would like to thank Christina Kristiyani, S.Pd., M.Pd., my sponsor, especially for her guidance, suggestions, corrections, support, and patience in the process of completing my thesis. May Lord always be with her ever after.

  Second, I would like to thank all the lecturers and staff of the English Education Study Program, Sanata Dharma University, who have patiently taught and given me the best from the beginning till the end of my study.

  Third, I would like to thank Yasinta Esti Wikandari, S.Pd., the English teacher of the third grade, and Martinus Supandiyono, B.A., the headmaster of

  SMP Karitas Ngaglik for the permission to conduct the research in their school.

  Furthermore, I would like to express my deepest gratitude to my beloved parents, Antonius Kasihanto & Maria Magdalena Noli, for all their prayer, support, understanding, encouragement and anything that I received from them so far. I also would like to express my special gratitude to my brother and sister,

  

Agustinus Sumardiono & Lusia Sri Purwaningsih, who always support me

  with their prayer. I also would like to express my gratitude to Valentina Puput

  TABLE OF CONTENTS Page TITLE PAGE................................................................................................... i PAGES OF APPROVAL................................................................................ ii

STATEMENT OF WORK’S ORIGINALITY............................................. iv

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH v

ACKNOWLEDGEMENTS............................................................................ vi

TABLE OF CONTENTS................................................................................ vii

LIST OF TABLES........................................................................................... x LIST OF APPENDICES................................................................................. xi

ABSTRACT..................................................................................................... xii

ABSTRAK

  ……………………………………………………………………. xiii

  CHAPTER I: INTRODUCTION A. Research Background.............................................................................. 1 B. Problem Formulation............................................................................... 4 C. Problem Limitation.................................................................................. 4 D. Research Objectives................................................................................ 5 E. Research Benefits.................................................................................... 5 F. Definition of Terms................................................................................. 7 CHAPTER II: REVIEW OF RELATED LITERATURE A. Theoretical Description.......................................................................... 9

  2. Sociolinguistics and Language Teaching.............................................. 11 3.

  25 D. Data Gathering Techniques..................................................................

  51 C. Effects of Code Switching……………………………………….

  Single Word Code Switching……………………………………. 35 3. Conversational Code Switching……...…………………………. 38 B. Reasons for Code Switching…………………………………………..

  33 1. Integrated Loanwords Code Switching…………………………. 34 2.

  Types of Code Switching………………………………………………

  31 CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION A.

  30 F. Research Procedure..............................................................................

  28 E. Data Analysis Technique......................................................................

  24 C. Research Instruments............................................................................

  Code Switching.....................................................................................

  23 B. Research Participants............................................................................

  Research Method..................................................................................

  21 CHAPTER III: RESEARCH METHODOLOGY A.

  20 B. Theoretical Framework.........................................................................

  18 d. Code Switching and Language Teaching..........................................

  12 c. The Reasons for Code Switching......................................................

  12 b. The Types of Code Switching...........................................................

  11 a. Definitions of Code Switching..........................................................

  55

CHAPTER V: CONCLUSIONS AND SUGGESTIONS A. Conclusions……………………………………………………………. 58 1. Types of Code Switching………………………………………… 59 2. Reasons for Code Switching…………………………………….. 60 3.

  60 Effects of Code Switching………………………………… B. Suggestions…………………………………………………………….. 61

  REFERENCES

  ……………………………………………………………… 62

  APPENDICES

  ………………………………………………………………. 64

  

LIST OF TABLES

Page

  Table 3.1: Sample of Checklist of Types of Code Switching ……………….. 29 Table 4.1 The Percentage of The Amount of The Cases of Code Switching..

  35 Table 4.2: The Number of Cases of Single Word Code Switching ….……..

  36 Table 4.3: The Number of Cases of Phrase Code Switching ……………….

  40 Table 4.4: The Number of Cases of Clause Code Switching ………………..

  44 Table 4.5: The Number of Cases of Whole Sentence Code Switching …….

  47

  

LIST OF APPENDICES

Page

  Appendix 1: Letter of Permission...........................................................

  64 Appendix 2:

  65 Observation Sheet of The Types of Code Switching………… Appendix 3:

  Questionnaire………………………………………………….. 66 Appendix 4:

  Interview………………………………………………………. 67 Appendix 5: The Spread of The Cases Based on The Types of Code Switching

  68 Appendix 6: The Spread of The Cases Based on The Part of Activities.......

  69 Appendix 7: The Percentage of The Students’ Answer in The Questionnaire 70

  th

  Appendix 8: Checklist of The Types of Code Switching on August 16 2010…………………………………………………………… 71

  th

  Appendix 9: Checklist of The Types of Code Switching on August 20 2010…………………………………………………………… 75

  rd

  Appendix 10: Checklist of The Types of Code Switching on August 23 2010…………………………………………………………… 77

  th

  Appendix 11: Checklist of The Types of Code Switching on August 27 2010…………………………………………………………… 79

  th

  Appendix 12: Checklist of The Types of Code Switching on August 30 2010…………………………………………………………… 82

  rd

  Appendix 13: Checklist of The Types of Code Switching on September 3 2010…………………………………………………………… 85

  Appendix 14: Result of The Interview……………………………………….. 87

  

ABSTRACT

  Murdani, Daniel. 2011. Code Switching in Teaching English to The Third Grade Students of SMP Karitas Ngaglik . Yogyakarta: Sanata Dharma University.

  As a means of communication, language works like a bridge which connects people to do anything that they want to do in their society, in this case, how language is used in giving information accurately in teaching process. On the other hand, the ways of using language reflect people’s personal aspects of visual and intellectual. Thus, language that is used must be well-arranged in order to be easily understood. There is a language phenomenon where some Indonesian or Javanese language elements are juxtaposed with the English elements, in which sociolinguistics defines it as code switching.

  This research was conducted to analyze the types of code switching, the reasons for code switching, and the effects of code switching in teaching English to the second semester students of the third grade in SMP Karitas Ngaglik.

  This research was descriptive qualitative research. This research did not deal with numerical data collection, but it described the data and characteristics of the phenomenon being studied.

  In order to accomplish the research objectives, the researcher used instruments in this research. The instruments were observation sheet, questionnaire, and interview. First of all, the researcher observed teaching and learning process and filled the observation sheet. He filled the observation sheet in the column of the cases of code switching that existed in teaching English. After observing teaching and learning process, the researcher categorized the cases into the types of code switching. As the result, there were three types of code switching that existed in the teaching process. They were single word code switching, integrated loanwords code switching, and conversational code switching which had three smaller types, namely phrase code switching, whole sentence code switching, and clause code switching.

  The researcher employed interview in order to answer the second question. There were three possible reasons for code switching based on the findings and the result of the interview. They were affective function, repetitive function, and emotion function.

  Then, in order to answer the third question, the researcher employed questionnaire. Based on the findings and the result of the questionnaire, the researcher found out two effects of code switching in teaching English. Code switching in teaching English to the third grade students of SMP Karitas Ngaglik might both hinder and support the students in learning English. Key words: sociolinguistics, code switching, teaching English, SMP Karitas

  

ABSTRAK

  Murdani, Daniel. 2011. Code Switching in Teaching English to The Third Grade Students of SMP Karitas Ngaglik . Yogyakarta: Universitas Sanata Dharma.

  Sebagai sebuah alat komunikasi, bahasa berperan seperti layaknya sebuah jembatan yang menjembatani orang-orang untuk membangun hubungan yang baik di dalam masyarakat, dalam hal ini adalah bagaimana bahasa digunakan dalam memberikan informasi secara akurat dalam proses pengajaran. Di lain pihak, cara seseorang dalam menggunakan bahasa mencerminkan aspek visual dan intelektual pribadi orang tersebut. Oleh karena itu bahasa yang digunakan harus ditata dengan baik supaya bisa dimengerti dengan mudah. Ada sebuah fenomena bahasa dimana beberapa istilah bahasa Indonesia atau Jawa dimasukkan ke dalam ungkapan bahasa Inggris, dimana sisiolinguistik mendefinisikannya sebagai alih kode.

  Penelitian ini dilakukan untuk menganalisa tipe-tipe alih kode, alasan alih kode, dan akibat alih kode dalam pengajaran bahasa Inggris kelas tiga di SMP Karitas Ngaglik.

  Penelitian ini adalah penelitian descriptive qualitative. Penelitian ini tidak berhubungan dengan pengumpulan data angka, tetapi penelitian ini menggambarkan data dan sifat dari kejadian yang dipelajari.

  Untuk mencapai tujuan penelitian, peneliti menggunakan alat dalam penelitian ini. Alat-alat itu adalah lembar observasi, kuesioner, dan interview. Pertama, peneliti melakukan observasi pada proses belajar dan mengajar sambil mengisi lembar observasi. Peneliti mengisi lembar observasi pada kolom kasus alih kode yang terjadi dalam mengajar bahasa Inggris. Setelah melakukan observasi pada proses belajar dan mengajar, peneliti mengelompokkan kasus- kasus itu ke dalam jenis alih bahasa. Hasilnya, ada tiga jenis alih kode yang terdapat dalam proses mengajar itu. Jenis-jenis itu adalah single word code

  

switching, integrated loanwords code switching, dan conversational code

switching yang memiliki tiga jenis alih kode yang lebih kecil lagi di dalamnya,

  yaitu phrase code switching, whole sentence code switching, dan clause code switching .

  Peneliti menggunakan interview untuk menjawab pertanyaan kedua. Ada tiga kemungkinan alasan alih kode berdasarkan hasil selanjutnya. Alasan alih kode yang dimaksud adalah affective function, repetitive function, dan emotion function .

  Kemudian, untuk menjawab pertanyaan yang ketiga, peneliti menggunakan

  

questionnaire . Berdasarkan hasil selanjutnya dan jawaban questionnaire, peneliti

  menemukan dua akibat alih kode dalam mengajar bahasa Inggris. Alih kode dalam mengajar bahasa Inggris kepada siswa semester pertama kelas tiga di SMP Karitas Ngaglik dapat menghambat dan juga mendukung siswa dalam belajar bahasa Inggris.

CHAPTER I INTRODUCTION This chapter is the introductory part. This chapter presents the Research Background, Problem Formulation, Problem Limitation, Research Objectives, and Definition of Terms. A. Research Background As a means of communication, language works like a bridge which

  connects people to do anything that they want to do in their society (Radford, 1999: 16). In this case, language is used in giving information accurately in teaching and learning process. In teaching and learning process, language is absolutely needed to deliver information and knowledge both from the teacher to the students and from the students to the teacher. By using clear language, the teaching and learning become very effective and meaningful.

  Moreover, Radford (1999: 16) states that the ways of using language reflect people’s personal aspects of visual and intellectual. People may judge someone just from the language he or she used. They may judge someone’s intellectual just from the language, whether it is easily understood or not. Thus, language that is used must be well-arranged in order to be easily understood.

  According to Auer (1998), code-switching relates to, and sometimes social-group membership in bilingual and multilingual communities.

  Some sociolinguists describe the relationships between code-switching behaviors an and other social positions.

  McCormick (1994: 581) explains that the term „code switching‟ refers to the juxtaposition of elements from two (or more) languages or dialects. The statement above is also supported by Valdes and Fallis (1977), as cited by Duran, code-switching means the use of two languages concurrently or interchangeably.

  Moreover, McCormick (1994: 581) states that the terms code-switching and code-mixing are used synonymously. Some linguists use the terms code- mixing and code-switching more or less interchangeably.

  Some other linguists have worked to describe the difference between code- switching and code mixing. The term code-switching emphasizes a multilingual speaker‟s movement from one grammatical system to another. On the other hand, the term code-mixing suggests a hybrid form, drawing from distinct grammars. In other words, code-mixing emphasizes the formal aspects of language structures or linguistic competence, while code-switching emphasizes linguistic performance (Muysken, 2000).

  According to Poedjosoedarmo (1972: 88), one interesting phenomenon is that almost all English teachers teach English with language mixing, for example: they teach English combined with Indonesian language or even Javanese language. They sometimes put Indonesian or Javanese words, phrase, or even sentences while teaching English.

  The other phenomenon is the researcher‟s experience when he taught English in class IX in SMP Karitas Ngaglik. In the beginning of the semester, the researcher used English almost all the time he taught, but the students said,”artinya apa pak?” (“what does it mean, Sir?”). After that event, the researcher taught by using two languages. First, he taught in English, but when the students appeared their confusion the researcher explained again in Indonesia, so that all of them understood what the researcher explained.

  Based on informal observation, the researcher found that most of the students of SMP Karitas Ngaglik, especially male students had less motivation in learning. The headmaster and some teachers said that these students did not study before the test. It was reflected in their score. Many students did not get satisfying score. These students also did not pay attention to the teacher‟s explanation. From that fact, the researcher thought that it was hard for the teacher to teach them. It became harder for English teacher to teach them because English was not their mother tongue. It was very possible for the teacher to teach with code switching. For the researcher, it was very interesting to conduct the research in this school.

  This research aimed to show the readers about code switching and also its importance in teaching English, especially in SMP Karitas Ngaglik. Code switching is not only occurred in SMP Karitas Ngaglik but also in other schools,

B. Problem Formulation

  In this study, the writer would like to address three questions related to code switching in teaching English to the first semester students of the third grade in SMP Karitas Ngaglik.

  1. What are the types of code switching that exist in teaching English to the first semester students of the third grade in SMP Karitas Ngaglik?

  2. Why does code switching happen in teaching English to the first semester students of the third grade in SMP Karitas Ngaglik?

  3. What are the effects of code switching in teaching English to the first semester students of the third grade in SMP Karitas Ngaglik toward English learning? C.

   Problem Limitation

  This research was limited in order to avoid discussing something useless and outside the topic. It was specified to the use of code switching in teaching English in the classroom. This involved not only on code switching between Indonesian language and English language but also between Javanese language and English language. It would discuss code switching done by the English teacher of the third grade in oral form. It would not discuss code switching in learning English done by the students or code switching done by the teacher outside the classroom or in written form.

  This research was conducted in the SMP Karitas Ngaglik and only discussed code switching in SMP Karitas Ngaglik, especially in the English class of the first semester students of the third grade. It would not discuss code switching in other schools or other places.

  This research was conducted in English subject. It would not discuss code switching in other subjects that need more than one language. It would not be conducted in Biology, Physics, etc.

D. Research Objectives

  Related to the identified problems above, this research has some goals which have to be reached. The goals are presented below.

  1. To identify the types of code switching that exist in teaching English to the first semester students of the third grade in SMP Karitas Ngaglik.

  2. To find out the reasons why code switching happens in teaching English to the first semester students of the third grade in SMP Karitas Ngaglik.

  3. To find out the effects of code switching in teaching English to the first semester students of the third grade in SMP Karitas Ngaglik toward English learning.

E. Research Benefits

  The researcher expects that this research will give benefits to the readers, the English teachers, the students, the teacher candidates, and the future researchers.

  1. The Readers By reading this thesis, the researcher hopes that the readers will have an understandable view about the influences of Indonesian language towards English language in English teaching and learning, particularly in spoken form, through code switching.

  2. The English Teachers The researcher expects to give clear explanation about the effects of code switching in English teaching and learning so the English teachers realize when they need to use code switching, and they know the importance of code switching.

  3. The Students The benefits for the students are they will consider why the teacher use code switching and they also know the effects of code switching. They also will be able to know their competence in understanding English.

  4. The Teacher Candidates The benefits for the teacher candidates are they will know about the real situation in the school and they also be able to make a plan about their classroom later. They are also expected to be able to make a new way that is the best for teaching English, especially in Junior High School grade.

5. The Future Researchers

  The researcher expects that this thesis will contribute to the future research development. The researcher also hopes that this research will encourage other researchers to conduct further study on code switching.

F. Definition of Terms 1.

  Code switching M cCormick (1994: 581) explains that “the term „code switching‟ refers to the juxtaposition of elements from two (or more) languages or dialects. The statement above is also supported by Valdes and Fallis (1977), as cited by Duran, code-switching means the use of two languages concurrently or interchangeably.

  According to Auer (1998), code-switching relates to, and sometimes social-group membership in bilingual and multilingual communities.

  Some sociolinguists describe the relationships between code-switching behaviors an and other social positions.

  In this study, code switching means the juxtaposition of elements from Indonesian language in teaching English to the third grade students of SMP Karitas Ngaglik .

2. Third Grade Students

  In this research, the third grade students refer to the first semester students

• – of the third grade in SMP Karitas Ngaglik. These students are in the range of 14 17 years old. The first semester students of the third grade in SMP Karitas

  

Ngaglik are 25 students. There are eighteen male students and seven female

students.

CHAPTER II REVIEW OF RELATED LITERATURE This chapter reviews important studies to support the present research. The purpose of this chapter is to give basic principles due to the formulated problems. This chapter consists of two major points, Theoretical Description and Theoretical Framework. Theoretical Description gives explanation of underlying theories

  related to the factors which influence teachers in teaching. In addition, Theoretical Framework discusses the theories that have been employed.

A. Theoretical Description

  In this section, some theories are elaborated. The theories that are elaborated are linguistics and language teaching, sociolinguistics and language teaching, and the theory of code switching. The discussion of code switching presents not only the types of code switching in which some different types are presented by some linguists but also the reasons for code switching as well as the effects of code switching toward English learning.

1. Linguistics and Language Teaching

  Communication is one way for people to convey information. In order to understand and to be understood, communication is done through a medium called language. As stated by Lehmann (1972: 4) in his book Descriptive Linguistics: An sounds.

  “More precisely, language, viewed as a system, consists of three subsystems or components: semantic, syntactic, and phonological component”.

  The study of language is named as linguistics.

  The extent of linguistics fields has broad discussion. Fromkin, Blair, and Collins (2000) in An Introduction to Language, categorized the discussion of language into three sections. The first one is about the grammatical aspects of language. The studies under this heading are morphology, the study of words, syntax, which deals with the sentence pattern of language, semantic, which talks about the pattern of language through words and sentences, phonetics, the study of sounds of language, and the last is phonology, the study of the sound patterns of language. The second one discusses the psychology of language. This study is called psycholinguistics. As cited by Fromkin, Blair, and Collins (2000: 315), Gleason and Ratner (1993) define psycholinguistics as “the concern on discovering the psychological processes that make it possible for humans to acqu ire and use language”. Moreover, the last discussion is about the language in the society. This is called sociolinguistics. Since it deals with the society, sociolinguistics has close relation to the social sciences.

  As teachers of language, the discussion of linguistics plays a significant role. The teachers are expected to be able to actively produce utterances. For that reason, the study of linguistics aids both teacher and learner to improve their knowledge of language as well as fine production of a language.

  2. Sociolinguistics and Language Teaching

  Sociolinguistics is the study of the use of language in the society (Lehmann, 1972). According to Radford (1999:16), sociolinguistics can be defined as “the study of relationship between language use and the structure of society”. As Radford stated, it considers with some factors which maintain that they are essential to an understanding of both structure and function of the language used in a certain situation. Those factors are social background of both speaker and listener, the relationship between speaker and addressee and the context and manner of the interaction (Radford, 1999: 16). Therefore, people have to modify their language used in communication to build good communication with others in the society, in which this phenomenon is commonly known as code switching.

  Sociolinguistics study helps second language teachers to understand the characteristic of the community as well as the language they use. In this case, the community is SMP Karitas Ngaglik, especially the third grade students who use Indonesian language and Java language as their daily language.

  3. Code Switching

  In this section, the researcher provided some theories in understanding the definitions of code switching, the types of code switching, the reasons for code switching, and the relation between code switching and language teaching.

  a. Definitions of Code Switching

  Auer (1998) states that the term code switching refers to the alternation between two or more languages, dialects, or language registers in the course of discourse between people who have more than one language in common. Typically one of the two languages is dominant; the major language is often called the

  According to Gal (1988: 247), the term „code switching refers to a conversational strategy used to establish, cross or destroy group boundaries; to create, evoke or change interpersonal relations with their right and obligations‟. This stat ement is supported by Wardaugh (1992: 103) who states that „code switching‟ refers to a conversational strategy used to establish, cross or destroy group boundaries; to create, evoke or change interpersonal relations with their right and obligations. He asserts that a person may use more than one code in her or his speech instead of just employing a single code. People may switch or mix the codes or languages that they use.

  b. Types of Code Switching

  Every linguist has their own point of view in classifying the types of code switching. Auer (1984: 128) states that there are four types of code switching.

1. Inter-sentential switching. It occurs outside the sentence or the clause level (i.e. at sentence or clause boundaries).

  3. Tag-switching. It is the switching of either a or both, from language-B to language-A, (common intra-sentential switches).

  4. Intra-word switching. It occurs within a word, itself, such as at a boundary.

  According to Appel & Muysken (2000:118), there are two types of code switching.

  a.

  Inter-sentential code switching. It refers to a type of the alternation in a single discourse between two languages, where the switching occurs after a sentence in the first language has been completed and the next sentence starts with a new language.

  b.

  Intra-sentential codeswitching. It refers to a type of the alternation in a single discourse between two languages, where the switching occurs within a sentence.

  Ronald Wardhaugh (1992) classifies three kinds of code switching that may happen in a society, which are situational code switching, metaphorical code switching, and conversational code switching. The first type of code switching is situational code switching. Wardhaugh (1992: 106) explains that situational code switching happens when the language which is used by a speaker changes according to the situation which is faced by the speaker. She or he may speak one language in one situation and another language in the different one.

  The second type is metaphorical code switching. One thing that enables people to identify metaphorical code switching is that it has an affective dimension; formal to informal, official to personal, serious to humorous, etc.

  The last type is conversational code switching. The difference between code switching and code mixing can be seen through the context of the occurrence in which code mixing occurs within a single utterance of someone‟s speech as what Wardhaugh (1992:106) says that “code mixing occurs when conversances use both languages together to the extent that they change from one language to the other in the course of a single utterance”. Here are some examples of conversational code switching that Wardhaugh given between Spanish and English language.

  a.

   No van a bring it up in the meeting.

  „They are not going to bring it up in the meeting‟.

  b.

   Todos los Mexicanos were riled up.

  „All the Mexicans were riled up‟.

  According to McCormick (1994) as cited in The Encyclopedia of

  

Language and Linguistics Vol. 10 by Asher (2004), based on the juxtaposed

  utterances, there are six types of code switching. Those are diglossic code switching, situational code switching, metaphoric code switching, conversational code switching, single-word code switching and integrated loanwords code

  According to Holmes (2001: 30), diglossia is a feature of speech community rather than individuals. In 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. H variety refers to the high class situation, whereas L variety is the lower ones. It means that H variety is used in formal discourse which illustrates there is prestige indeed between the speakers in the situations, such as in the office, classroom, or in other formal situations. Meanwhile, L variety is used in informal discourse due to the lack of prestige indeed. People may use L variety when they have conversation with their close friends, family or other informal situations. However, not all people can employ code switching in both discourses. Most of people who tend to be able to employ code switching better are those who learn in formal education.

  The second type is called situational code switching. It 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). Based on the statement, it could be seen that the language change depends on the circumstance faced by a speaker since the certain circumstance may encourage the speaker to exchange the language which is used. However, situational code switching happens without any change of topic. As a result, the change happens for the whole part of one‟s speech in one context. For example, an English teacher may talk in English for the whole part of the explanatory speech of a past perfect tense to the first grade students of Junior High School. Unfortunately, the students helpful and possible if the teacher re-explains her or his explanatory speech in Indonesian so the students can fairly comprehend it. This example also gives description that situational code switching happens without any change of the topic.

  The third type is metaphoric code switching. In metaphoric code switching, there is a difference from the previous one where a language change may happen under discussion. It occurs in “whole conversation, each within one role relationship” (McCormick, 1994: 581). In the other hand, the role of relationship between the speakers in a conversation may change. For instance, a political publ ic figure who tries to draw people‟s voice uses more than one code. He uses two codes: language of people or local dialect to show “high solidarity, equal status and friendly feelings” and language to represent him as political figure that shows “social distance, status and the referential information” (Wardhaugh, 1992: 41).

  The fourth type is conversational code switching, in which “its occurrence is not dependant on a change of interlocuters‟ topic or situation” (McCormick, 1994: 583). It can also be called style shifting or code mixing. It allows the speaker to juxtapose various lengths of foreign elements within his or her speech.

  In this case, there are three smaller types of conversational code switching. They are phrase code switching, whole sentence code switching, and clause code switching. For the first type of conversational code switching is phrase code second type is whole sentence code switching. Still according to Collins Essential

  English Dictionary

  , whole sentence is “a sequence of words constituting a statement, question, or a command that begins with a capital letter and ends with a full stop when written down” (Sinclair, 2001). Hence, these code switching cases occur in the form of full sentence. The last type of conversational code switching is clause code switching, in which happened within a sentence in form of a clause. According to Collins Essential English Dictionary

  , 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, 2009).

  The fifth type is called single word code switching. It can also be called as lexical borrowing, in which it permits the speaker to borrow a single word from another language or dialect and place it within her or his native language utterances (McCormick, 1994: 581).

  For example, Mr. Matteo says, “Para rider

  

sudah memasuki sirkuit”. From the example, it can be seen that the speaker

  replaces an Indonesian word ‘pembalap’ with an English word „rider‟.

  The last type of code switching is integrated loanwords code switching. The juxtaposition in this type happens in a morpheme level (McCormick, 1994: 581). Morpheme is a minimal functional element of a word. Here, someone may integrate a word from foreign language with affixes of her or his native language

  pemain bola yang ber- skill tinggi”. From the example, the speaker combines an

  Indonesian prefix ‘ber’ with an English word „skill‟.

c. The Reasons for Code Switching

  One of the first categorizations of code-switching was provided by Wardhaugh (1992: 106). He provides three reasons for code switching. The first reason is to express solidarity with the listeners. Language can be used as a bridge of solidarity. People may choose a language from a certain country or ethnic group to show their solidarity toward the people from that country or ethnic group besides to build the more intimate atmosphere or relationship. The second reason is because of the choice of the topic. In a conversation, people often switch the topic under discussion. A particular language might be also accompanied by language switching so the variety of the language can be appropriate with the new topic. The last reason for code switching according to Wardhaugh is that someone uses code switching because she or he perceives social and cultural distance. It is related to the level of formality of the language. Someone may choose an informal variety if he or she talks to his or her friends, on the other hand, a formal standard variety will be the best choice if he or she talks to his or her teachers since there is social distance.

  According to Crystal (1987) as cited by Skiba (1997) in Code-switching as

  

a Countenance of Language Interference , there were three kinds of reasons for

  code switching. First, the code switching was employed because of the special because every topic might have some specific terms that were sometimes so difficult to be translated in English. The second possible reason was presented by Crystal (1987) was to build the intimate relationship with the readers or listeners. Code switching may occur when individual wishes to express solidarity with a particular social group. The third possible reason, Crystal (1987) stated that code switching occurs when the speaker wishes to convey his or her attitude to the listener. Where monolingual speakers can communicate these attitudes by means of variation in the level of formality in their speech, bilingual speakers can convey the same by code switching.

  According to Hoffmann (1991) in her book An Introduction to

  Bilingualism

  , she writes that “the reasons for code switching are manifold” (1991: 115). It means that reasons are contextual, situational and personal class. She describes that switching usually happens when the speaker is quoting someone else. It is called by Holmes as “referentially oriented code switch” (2001: 37), in which it is employed to emphasize particular message content. The second reason presented by Hoffmann (1991) was code switching may occur when the speaker is being emphatic about something. For the last reason, Hoffmann (1991) stated that it may occur when the speaker repeats their utterance for clarification.

  Mattson and Burenhult (1999: 61) as cited by Sert in The Functions of

  

Code Switching in ELT Classrooms say that there are three basic functions of

code switching which may beneficial in language learning environments.