THE USAGE OF INDONESIAN-ENGLISH CODE- SWITCHING BY THE SEVENTH GRADE ENGLISH TEACHER AT SMPN 03 JEMBER IN THE 2011/2012 ACADEMIC YEAR THE USAGE OF INDONESIAN-ENGLISH CODE- SWITCHING BY THE SEVENTH GRADE ENGLISH TEACHER AT SMPN 03 JEMBER IN THE 2011/2012 ACADEMIC YEAR THE USAGE OF INDONESIAN-ENGLISH CODE- SWITCHING BY THE SEVENTH GRADE ENGLISH TEACHER AT SMPN 03 JEMBER IN THE 2011/2012 ACADEMIC YEAR
Dimas Yuli Rahardiyanto
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Language plays an important role in the world since language becomes a means for people to communicate. People from different countries can communicate each other by using an international language. One of the international languages is English. In Indonesia, students learn English as a foreign language. However, most of Indonesian students still have problems in learning English because English in Indonesia is considered as a foreign language. Sometimes, English teachers tend to combine Indonesian and English in order to make the students understand the materials easier. This phenomenon shows that the teacher is a bilingual due to the teacher’s ability to use more than one language. In this case, code-switching phenomenon can possibly occur due to the switch of two or more languages and there is a change of languages made by the speaker. This research was descriptive qualitative research. It was intended to analyze what types and what functions of code-switching used by the seventh grade English teacher at SMPN 03 Jember. The types of code-switching were analyzed by employing Poplack’s classification. Meanwhile, the functions of code-switching were analyzed based on Yletyinen’s finding in her study. In this research, observation and interview were used to get the primary data. Questionnaire was used to collect supporting data. The data were analyzed by using descriptive statistic and the result of data analysis showed that there were three the types of code-switching as well as the four functions of code-switching Based on the observation, there were 159 utterances contained code- switching used by the English teacher. The result of data analysis showed that the types of code-switching consisted of 58 utterances were identified as intra- sentential code-switching, 39 utterances were identified as tag-switching and 62 utterances belonged to inter-sentential code-switching. The functions of code- switching consisted of 29 utterances belonged to the code-switching for explaining, 7 utterances were classified as code-switching for moving from one activity to another, 35 utterances were identified as code-switching for clearing misunderstanding and 88 utterances were identified as code-switching for checking students’ understanding. Based on the questioners that were distributed to 100 seventh grade students, it could be concluded that the students’ perception about the use of Indonesian-English code-switching by the seventh grade English teacher in the classroom was good. All students (100%) agreed with the usage of Indonesian- English in the English teaching and learning process. Then 90% of the students said that their English teacher sometimes used Indonesian-English code-switching in the teaching and learning process. 94% of the students agreed that Indonesian-English code-switching could be used by their teacher for explaining the materials, 96% students said Indonesian-English code-switching could be used to start new activity in teaching and learning process. 100% students said their English teacher could use Indonesian-English code-switching for clearing misunderstanding that occurred between them. Further, 88% students said that Indonesian-English code-switching could be used for checking their understanding, 100% said that Indonesian-English code- switching could help them to understand their teacher’s explanations, and 96% said that they got some benefits when their teacher used Indonesian-English code- switching, such as: they could understand their teacher’s explanations and instructions more easily.
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