THE USE OF CODE-SWITCHING BY ENGLISH TEACHERS IN FOREIGN LANGUAGE CLASSROOM (A DESCRIPTIVE STUDY AT SMAN 1 PANGSID) PDF

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THE USE OF CODE-SWITCHING BY ENGLISH TEACHERS IN FOREIGN LANGUAGE CLASSROOM (A Descriptive Study at SMAN 1 PANGSID) A THESIS Submitted to the Faculty of Teacher Training and Education Makassar Muhammadiyah University in Partial Fulfillment of the Requirement for the Degree of English Education NUR M...

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THE USE OF CODE-SWITCHING BY ENGLISH TEACHERS IN FOREIGN LANGUAGE CLASSROOM

(A Descriptive Study at SMAN 1 PANGSID)

A THESIS

Submitted to the Faculty of Teacher Training and Education Makassar Muhammadiyah University in Partial Fulfillment of the Requirement for the Degree of English Education

NUR MARIA ULFAH 10535 4520 10

ENGLISH EDUCATION DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION MAKASSAR MUHAMMADIYAH UNIVERSITY 2014

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS MUHAMMADIYAH MAKASSAR Jl. Sultan Alauddin Telp. (0411) 860 132 Makassar 90221

SURAT PERJANJIAN Nama

: Nur Maria Ulfah

Reg.No

: 10535 4520 10

Program

: English Department / Strata 1 (S1)

Title

: The Use of Code-switching by English Teachers in Foreign Language Classroom (A Descriptive Study at SMAN 1 PANGSID)

Dengan ini menyatakan perjanjian sebagai berikut: 1. Mulai dari penyusunan proposal sampai dengsn selesainya skripsi ini, saya telah menyusun sendiri skripsi saya, tidak dibuatkan oleh siapapun. 2. Dalam menyusun skripsi, saya selalu melakukan konsultasi dengan pembimbing. 3. Saya tidak melakukan penjiplakan (plagiat) dalam menyusun skripsi ini. 4. Apabila saya melanggar perjanjian pada butir 1,2, dan 3 maka saya bersedia menerima sanksi sesuai dengan aturan yang berlaku. Demikian surat perjanjian ini saya buat dengan penuh kesadaran. Makassar, September 2014 Yang membuat perjanjian

Nur Maria Ulfah

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS MUHAMMADIYAH MAKASSAR Jl. Sultan Alauddin Telp. (0411) 860 132 Makassar 90221

SURAT PERNYATAAN Nama

: Nur Maria Ulfah

Reg.No

: 10535 4520 10

Program

: English Department / Strata 1 (S1)

Title

: The Use of Code-switching by English Teachers in Foreign Language Classroom (A Descriptive Study at SMAN 1 PANGSID) Dengan ini menyatakan bahwa skripsi yang saya ajukan di depan tim

penguji adalah hasil karya saya sendiri bukan hasil ciptaan orang lain atau dibuatkan oleh siapapun. Demikian surat pernyataan ini saya buat dengan penuh kesadaran dan saya bersedia menerima sanksi apabila pernyataan ini tidak benar.

Makassar, September 2014 Yang membuat perjanjian

Nur Maria Ulfah

ACKNOWLEDGEMENTS

Alhamdulillah, a deepest gratitude should go to Allah S.W.T, this research would have never been completed without great love, grace, blessing, and mercy from Him. The researcher should thank for the invaluable physical and spiritual guide from Allah SWT which has been lent for her during the process of this research. Salawat and Salam are addressed to the final, chosen, religious messenger, the Prophet Muhammad S.A.W. This thesis has been finished, under the assistance, guidance and love of some people. Therefore, the researcher would like to express her greatest gratitude and appreciation, especially to: 1.

Dr. H. Irwan Akib, M.Pd, the Rector of the Makassar Muhammadiyah University for his advices during me study at the University.

2.

Dr.

A. Syukri Syamsuri, M.Hum, the Dean of Teacher Training and

Education. 3.

Erwin Akib, S.Pd. M.Pd and Ummi Khaerati Syam, S.Pd. M.Pd., the Head and Secretary of English Education Department, who gave me valuable authorities and suggestion in doing thesis.

4.

The researcher‟s consultants, Dr.Syamsiarna Nappu, M.Pd, and Nunung Anugrawati, S.Pd. M.Pd, who have helped, guided, and supported the researcher during the writing of this thesis. And thank you to the researcher‟s examiners, Dr. H. Bahrun Amin, M.Hum, Dr.H.M.Arif Paturusi,M.Pd St.Asriati,S.Pd.,M.Hum, and Dra.Radiah Hamid,M.Pd for the useful correction of this thesis;

5.

All of the lecturers of English Education Department Muhammadiyah University of Makassar for their guidance during her study;

vi

6.

The Principal of SMA Negeri 1 PANGSID (Pangkajene-Sidenreng) and the English teachers, who have given their opportunity, help, and guidance during conducting this research;

7.

The researcher‟s parents, Najamuddin, SH., MM (Alm) and Siti Jauhari who always pray, educate, provide countless material supports, and encourage with fully love so that she could finish this thesis and her study in Muhammadiyah University of Makassar;

8.

The researcher‟s beloved sister, Nur Ainan Alfi for her sincere love and support;

9.

The researcher‟s beloved uncle and aunty, Drs. Andi Akhir Zaman, M.Si, and Dra. Suhariyah Tayeb, M.Si for their sincere help, love, and supports.

10. The researcher‟s friends and brothers and sisters as well: Ibnoe Moenzyr Azhzohir, Dian Hera Utami, Dzakiah, Satriah, Astuti Amir, Heri Alfian, Muh.Ghufran, Risal, Ridha Sandi Awaluddin, Nizar Husain, Sulfiana Ekatrina Harahap, Khumairah Amir, Wira Kafryawan; all the members of FUN-B,

Andi

Qayyimah

Sanmar,S.Pd,

Nasrini

Dwi

Apdiani,S.Pd,

Emilyastuti Januarti, S.Pd, Ardelia Dika Sari, S.Pd, Khaerunnisa Dwidinanti Putri, and all of her friends especially in English Education Department who accompanied the researcher to study, helped her solve her problems and gave her full affection during her study, and also for Darman,S.Pd , Wildan Burhanuddin,S.Pd, Muhalim,S.Pd, M.Pd, Muh. Zia Ul Haq, S.Pd, Rizky Ismail J, S.Pd, M.Pd for their advice and supports. Finally, the writer offer thanks and apprectiation to everybody that had help in finishing this thesis. My almighty Allah S.W.T blesses us all. Makassar, September 2014 The Researcher,

Nur Maria Ulfah

vii

IF YOU KEEP ON BELIEVING, THE DREAMS THAT YOU WISH WILL COME TRUE -WALTDISNEY

And whosoever puts his trust in Allah, then He will suffice him

(At-Talaaq 65:3)

viii

This thesis is dedicated to my beloved parents and my family for their unconditional love and support and for those who have been coloring the life for all this time  ix

ABSTRACT NUR MARIA ULFAH. 2014. The Use of Code-Switching by English Teachers in Foreign Language Classroom (A Descriptive Study at SMAN 1 PANGSID). English Education Department. The Faculty of Teacher Training and Education. Muhammadiyah University of Makassar. Supervised by Syamsiarna Nappu and Nunung Anugrawati. This research aimed at finding out; (1) types of code-switching used by English teachers in foreign language classroom, (2) the factors triggering the English teachers to use code-switching in the classroom, and (3) the functions of code-switching used by English teachers in the classroom. This research was conducted through descriptive qualitative method. The samples of the research consisted of 6 English teachers. In order to gather the data, the researcher used three instruments of research, they were: classroom observation, recorder, and interview. The types of code-switching appearing in the classroom were observed based on the theory proposed by Poplack, while the factors triggering the teachers to use code-switching in the classroom proposed by Holmes‟ theory, and the functions of code-switching in the classroom were perceived through the functions proposed by Sert. Moreover, to interpret the data gathered, the researcher analyzed them through three steps of analysis by using mode from Miles and Huberman, they were: data reduction, data description, and data classification. The findings indicated that the types of code-switching were simply found in three types: (a) inter-sentential code-switching (without inserting new information and which inserts new information), (b) intra-sentential codeswitching (translation or word/phrase substitution within a sentence), and (d) tagswitching (interactional fillers code-switching). The factors triggering the English teachers to use code-switching in the classroom was found for four reasons, they are: (a) rhetoric reason, (b) differences of status and formalities, (c) quote other statements or proverbs, and (d) lack of vocabulary. And another factors gather from the classroom setting are: (a) the students‟ ability in English are not the same, (b) code-switching emerges automatically or unconsciously, and (c) helping the students to share their ideas. Moreover, the functions of code-switching used by English teachers in the classroom were found for three functions; (a) topic switch, (b) affective function, and (c) repetitive function.

LIST OF CONTENTS

COVER ......................................................................................................

i

LEMBAR PENGESAHAN ......................................................................

iii

APPROVAL SHEET ................................................................................

iv

COUNSELLING SHEET .........................................................................

v

SURAT PERJANJIAN .............................................................................

iv

SURAT PERNYATAAN ..........................................................................

v

ACKNOWLEDMENT ..............................................................................

vi

MOTTO .....................................................................................................

viii

ABSTRACT ...............................................................................................

x

LIST OF CONTENTS ..............................................................................

xi

GENERAL CONVENTION ....................................................................

xii

CHAPTER I : INTRODUCTION ...........................................................

1

A. B. C. D. E.

Background ........................................................... Problem Statement ................................................ Objectives of the Study ......................................... Significances of the Study..................................... Scope of the Study ................................................

1 3 4 4 5

CHAPTER II : REVIEW OF RELATED LITERATURE ...................

6

A. Previous Related Research Findings ..................... B. Some Pertinent Ideas ............................................. 1. Code-switching defenitions ............................. 2. Types of Code-switching ................................ 3. Reason for Code-switching ............................. 4. Functions of Code-switching .......................... 5. Code-Switching in Language Classroom ........ 6. English as Foreign Language Classroom ........ C. Conceptual Framework .........................................

6 8 8 9 12 20 23 25 26

CHAPTER III : RESEARCH METHOD ............................................... A. B. C. D. E.

28

Research Design .................................................... Population and Sample .......................................... Instruments of the Research .................................. Data Collection Method ........................................ Techniques of Data Analysis .................................

28 28 28 29 30

CHAPTER IV : FINDINGS AND DISCUSSION ..................................

31

A. Findings ................................................................. B. Discussion .............................................................

31 38

CHAPTER V : CONCLUSION AND SUGGESTION ..........................

59

A. Conclusion ............................................................. B. Suggestion .............................................................

59 60

BIBLIOGRAPHY .....................................................................................

62

APPENDICES ...........................................................................................

64

APPENDIX I .............................................................................................

65

APPENDIX II ............................................................................................

71

APPENDIX III ..........................................................................................

77

APPENDIX IV ...........................................................................................

83

APPENDIX V ............................................................................................

88

APPENDIX VI ...........................................................................................

92

APPENDIX VII .........................................................................................

96

APPENDIX VIII .......................................................................................

97

APPENDIX IX ...........................................................................................

104

CURRICULUM VITAE ...........................................................................

110

GENERAL CONVENTION for Appendix IV, V, VI, and VIII

..

Pause (duration < 150 millisecond, brief silent, break in phonation)

…

Pause (duration 0,2 seconds or more, time pause is preferred) Proposed by Du Bois (2006)

??

tone rises Proposed by Rankema (1993)

()

non verbal communication

[]

types, factors, and functions of code switching identified

CHAPTER I INTRODUCTION

A. Background Language is a system of communication. Language gives us the ability to let others know our thoughts and connect with various types of communication. One of the most important languages in the world recently is English. There are several reasons for such spread of English. One of these is socio-cultural, which relates to people's dependence on English for their well being including politics, businesses, safety, entertainment, media and education. Therefore, English has become the language of communication in the world and then the need to learn English appears to make this communication easier. English in Indonesia is as foreign language. Some experts when discussing teaching-learning English in language classrooms, two terms are used to describe them: English as a second language and English as a foreign language. ESL classrooms mean that the second language can serve as both the medium of instruction and the content of instruction, which means that the learner is expected to understand and communicate in second language. Besides, the students in the English as second language have change to practice the language in natural circumstances. In EFL classrooms, in contrast, the learner learns the language in an environment where there is little natural use of the language though they are expected to use the target language as the language teaching medium and for communication. Furthermore, the foreign language is treated equally to the other

1

2

school subjects with its homework and test. The target language test is also become a requirement to finish the particular school grade. In foreign language classrooms the language to be learned is both the target and as the instruction, even though, in addition to the target language usually there is another language present in the language classroom as well, it is usually the native language of the teachers and the learners. Because two languages exist in the classroom, it leads to a situation in which codes are switched. Therefore, code-switching is usually a natural part of language classroom interaction. Code-switching is common practiced by the bilingual society as well as the students who are learning the foreign language from their surroundings. Codeswitching could be allowed and used such the way to enrich the skill of communication. The bilingual society generally practices code switching to conceal their second language deficiency and to express their attitude and feeling toward the interlocutor, these intention could be appeared in the language classroom too. The use of code switching in foreign language classroom is still debatable. The experts who do not approve the use of code switching in the language teaching think that code-switching only has disadvantage. Gumperz and Hernandez (1972) claim that those who code-switch make a mess out of the conversation and cannot speak the language properly. Thomas (2001) maintains that in some communities code-switching is even seen as something unacceptable. However, there are experts who support the use of code-

3

switching in the language teaching. Sert (2005) suggests that code-switching can be used for self expression and is a way of modifying language for the sake of personal intentions. Sert suggests that code-switching can have a positive effect. When we code-switch we build a bridge from the known, our native language to the unknown, target language. He claimed that this may have a vital and positive effect on foreign language learning. SMAN 1 PANGSID is one of the best schools in Sidenreng-Rappang regency. The school has some English teachers that have a good ability in teaching English. In teaching and learning process, the teachers consider that the use of code-switching make it effectively. Thus, because of the point of view about code-switching utility in the language classroom, the researcher is interested to research the use of codeswitching in the classroom by the teachers. The researcher carries out in conducting a research on “The Use of Code-switching by English Teachers in Foreign Language Classroom at SMAN 1 PANGSID”.

B. Problem Statements Based on the previous background, the researcher formulates some research questions as follows: 1. What are the types of code-switching used by English teachers in foreign language classroom at SMAN 1 PANGSID ? 2. What are the factors triggering the English teachers to use code-switching in foreign language classroom at SMAN 1 PANGSID ?

4

3. To what extent are the functions of the code-switching used by English teachers in foreign language classroom at SMAN 1 PANGSID ?

C. Objectives of the Research In relation to the problem statements above, the objectives of the research are to find out: 1. The types of code-switching commonly used by the English teachers in foreign language classroom at SMAN 1 PANGSID. 2. The factors triggering the English teachers to use code-switching in foreign language classroom at SMAN 1 PANGSID. 3. The functions of code-switching used by the English teachers in foreign language classroom at SMAN 1 PANGSID.

D. Significance of the Research This research is significant for several reasons. First, the outcomes of this research are expected to be meaningful description for the teacher about the existence of the alternation between mother tongue and foreign language, i.e. code-switching, in the foreign language classroom that might not be denied. Therefore, it is expected to raise the teacher awareness about the utility of codeswitching in the foreign language classroom and to find out the most common types of code-switching occurring in the classroom by the teachers. Secondly, it is ...