| 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 codeswitching
used by the English teacher. The result of data analysis showed that the
types of code-switching consisted of 58 utterances were identified as intrasentential
code-switching, 39 utterances were identified as tag-switching and 62
utterances belonged to inter-sentential code-switching. The functions of codeswitching
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
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 codeswitching
could
help
them
to
understand
their teacher’s explanations, and 96% said
that they got some benefits when their teacher used Indonesian-English codeswitching,
such as: they could understand their teacher’s explanations and
instructions more easily. | en_US |
