| dc.description.abstract | 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. | en_US |
