LECTURERS’ ENGLISH-INDONESIAN-JAVANESE CODE- … fileLECTURERS’ ENGLISH-INDONESIAN-JAVANESE...

LECTURERS’ ENGLISH-INDONESIAN-JAVANESE CODE-

SWITCHING IN ENGLISH STUDENTS’ CLASSROOMS

AN UNDERGRADUATE THESIS

Presented as Partial Fulfillment of the requirements

for the Degree of Sarjana Sastra

in English Letters

By

GRATIANUS SILAS ANDERSON ABAA

Student Number: 114214052

ENGLISH LETTERS STUDY PROGRAMS

DEPARTMENT OF ENGLISH LETTERS

FACULTY OF LETTERS

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2016

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ii



AN UNDERGRADUATE THESIS

Presented as Partial Fulfillment of the requirements

for the Degree of Sarjana Sastra

in English Letters

By



ENGLISH LETTERS STUDY PROGRAMS

DEPARTMENT OF ENGLISH LETTERS

FACULTY OF LETTERS

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2016


iii

A Sarjana Sastra Undergraduate Thesis



By



Approved by

Dr. B. Ria Lestari, M.S. September 5, 2016

Advisor

Dr. Fr. B. Alip, M.Pd., M.A. September 5, 2016

Co-Advisor


iv

A Sarjana Sastra Undergraduate Thesis


SWITCHING ENGLISH STUDENTS’ CLASSROOMS

By



Defended before the Board of Examiners on

September 26, 2016

and Declared Acceptable

BOARD OF EXAMINERS

Name Signature

Chairperson : Dr. F.X. Siswadi, M.A.

Secretary : A.B. Sri Mulyani, Ph. D.

Member 1 : Adventina Putranti, S.S., M.Hum.

Member 2 : Dr. B. Ria Lestari, M.S.

Member 3 : Dr. Fr. B. Alip, M.Pd., M.A.

Yogyakarta, September 30, 2016

Faculty of Letters

Sanata Dharma University

Dean

Dr. P. Ari Subagyo, M.Hum.


v

STATEMENT OF ORIGINALITY

I certify this undergraduate thesis contains no material which has been previously

submitted for the award of any other degree at any university, and that, to the best

of my knowledge, this undergraduate thesis contains no material previously

written by any other person except where due reference is made in the text of the

undergraduate thesis.

Yogyakarta, September 4, 2016

Gratianus Silas Anderson Abaa


vi

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH

UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma

Nama : Gratianus Silas Anderson Abaa

Nomor Mahasiswa : 114214052

Demi pengembangan ilmu pengetahuan, saya memberikan kepada perpustakaan

Universitas Sanata Dharma karya ilmiah saya yang berjudul



Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan

kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,

mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan

data, mendistribusikan secara terbatas, dan mempublikasiannya di internet atau

media lain untuk kepentingan akademis tanpa perlu meminta ijin kepada saya

maupun memberikan royalty kepada saya selama tetap mencantumkan nama saya

sebagai penulis.

Demikian pernyataan ini saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal 4 September 2016

Yang menyatakan



vii


viii

For my Beloved Parents

Thanks for Being Such Good Companies.


ix

ACKNOWLEDGEMENTS

First of all, I would like to express my gratitude to The Almighty God, Jesus

Christ, for blessing me with wonderful people who have never been absent in

helping me get through the process of this thesis writing. My deepest gratitude

goes to my thesis advisor, Dr. B. Ria Lestari, M.S. for her patience and tolerance

during the consultation time. I would also like to express my gratitude to Dr. Fr.

B. Alip, M.Pd., M.A. as my Co-Thesis advisor, for his corrections and criticism

for the improvements of this thesis.

My warm gratitude goes to my lovely parents. I would like to thank my

mother for all her prayers for me and her financial support. I would like to thank

my father for the company for the last couple of months. I would also like to

thank my family in Jayapura and Timika for all their support.

I would like to express my gratitude to the members of Save Orang Utan

(SOU); Stefiana, Aldo, Alex, Bertha, Yanzher, and Dimas, for their company in

helping me get through the process of writing this thesis. I would also like to

thank Syntax Error for the last couple of years.

My gratitude also goes to my schoolmates: Utty, Erick, Everd, and Indra,

for sharing their ups and downs in the process of writing their theses. I would like

to thank my neighbor, Yosua, for always asking when I will graduate that I got

annoyed and angry, and felt the urge to finish this thesis. To Kaka Enda, I thank

her for the enlightenment and the encouragement in preparing me for the thesis

defense. I am sure there is an endless list of people to thank for, therefore, I would

also like to thank everyone who happens to help me in this process but has not

been mentioned in here.

Last but not least, I would like to thank Beasiswa Unggulan Dirjen DIKTI

Kemdikbud 2011 for helping me out finish my study. I would also like to thank

Library of Sanata Dharma for providing the books I need to finish this thesis. I

would like to thank all of the lecturers and staff of English Letters

Department, Sanata Dharma University, as well, for helping me through this

learning process. To all of my humble classmates in Class B batch 2011, I would

like to thank them very much for being part of my learning process. I am

definitely going to miss all the fun and the quality time we spent in class together.



x

TABLE OF CONTENTS

TITLE PAGE ............................................................................................ ii

APPROVAL PAGE .................................................................................. iii

ACCEPTANCE PAGE…………………………………………………. iv

STATEMENT OF WORK’S ORIGINALITY ....................................... v

PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH……. vi

MOTTO PAGE ......................................................................................... vii

DEDICATION PAGE ............................................................................... viii

ACKNOWLEDGEMENTS ...................................................................... ix

TABLE OF CONTENTS .......................................................................... x

ABSTRACT ............................................................................................... xi

ABSTRAK ................................................................................................... xii

CHAPTER I: INTRODUCTION ……………………………………… 1

A. Background of the Study .................................................... 1

B. Problem Formulation .......................................................... 3

C. Objectives of the Study ...................................................... 3

D. Definition of Terms ............................................................ 4

CHAPTER II: REVIEWS OF LITERATURE ………........................ 6

A. Review of Related Studies .................................................. 6

B. Review of Related Theories ............................................... 8

a. Sociolinguistics ............................................................. 8

b. Code .............................................................................. 10

c. Code-Switching ............................................................. 11

1. Types of Code-Switching ........................................ 12

2. Reasons of Code-Switching .................................... 15

C. Theoretical Framework ...................................................... 20

CHAPTER III: METHODOLOGY …………………………………… 22

A. Object of the Study ............................................................. 22

B. Approach of the Study ........................................................ 22

C. Method of the Study ........................................................... 23

1. Data Collection ………………………………………… 24

2. Data Analysis …………………………………………... 26

CHAPTER IV: ANALYSIS ……………………………………………. 27

A. Types of Code-Switching in English Students’ Classrooms. 27

a. Tag-Switching ................................................................. 28

b. Intersentential Switching ........................................... …. 32

c. Intrasentential Switching ................................................ 44

B. Reasons of Code-Switching in English Students’ Classrooms 57

CHAPTER V: CONCLUSION ................................................................ 62

BIBLIOGRAPHY ………………………………………………………. 64

APPENDIX ............................................................................................... 66


xi

ABSTRACT

ABAA, GRATIANUS S. A. Lecturers’ English-Indonesian-Javanese Code-

Switching in English Students’ Classrooms. Yogyakarta: Department of

English Letters, Faculty of Letters, Sanata Dharma University, 2016.

Language is the system of communication. In a verbal communication like,

for example, in a conversation, the language users sometimes have an ability to

speak more than one language. Due to that matter, the language users often switch

the use of language from one to another. One example of code-switching involves

three different languages, which are English, Indonesian, and Javanese, in the

classroom instructions produced by lecturers. In teaching English as a foreign

language, code-switching is one of the methods applied by the lecturers in the

classroom. Code-switching is quite important to be applied in helping lecturers

avoid the occurrence of misunderstanding with the students. Therefore, this switch

of language is given a special concern in the study.

The focus of the study itself is to answer two main problems. The first is to

identify the types of code-switching used by the lecturers in the classroom

instructions when the teaching-learning process is underway. Moreover, the

second is to identify the reasons why lecturers use code-switching.

There are two dominant approaches of code-switching used in this study.

They are the structural approach and the sociolinguistic approach. The structural

approach is applied to answer the first problem on types of code-switching, in

which there are three types of them; tag-switching, intersentential switching, and

intrasentential switching. Meanwhile, the sociolinguistic approach is applied to

answer the second problem on reasons of code-switching, in which there are many

possible reasons, such as assert power and declare solidarity. For data collection,

the methods applied for collecting data were by using record and interview

techniques. Furthermore, the data, which were in the form of oral expressions,

were transcribed into written form. Thus, the data were prepared for the analysis.

In the analysis, there are 180 code-switching expressions in the classroom

instructions produced by the lecturers. From total 180 expressions which are

identified, 23 expressions are categorized as tag-switching, 59 expressions as

intersentential switching, and 92 expressions as intrasentential switching.

Meanwhile, for the reasons of code-switching, there are 9 reasons for using code-

switching mentioned by the lecturers, which some of them are expressing

feelings, explaining difficult material, expressing particular terms, and talking

about particular topic. In conclusion, the three types of code-switching are found

used by the lecturers in the classroom instructions. Moreover, each lecturer has

their own reasons for using code-switching in the classroom.


xii

ABSTRAK

ABAA, GRATIANUS S. A. Lecturers’ English-Indonesian-Javanese Code-

Switching in English Students’ Classrooms. Yogyakarta: Program Studi Sastra

Inggris, Fakultas Sastra, Universitas Sanata Dharma, 2016.

Bahasa adalah sistem komunikasi. Dalam komunikasi verbal seperti, contoh,

di dalam sebuah percakapan, pengguna bahasa terkadang memiliki kemampuan

untuk berbicara lebih dari satu bahasa. Karena itu, pengguna bahasa sering

mengalihkan penggunaan bahasa dari satu bahasa ke bahasa lainnya. Satu contoh

alih kode melibatkan tiga bahasa berbeda, yaitu bahasa Inggris, bahasa Indonesia,

dan bahasa Jawa, dalam instruksi kelas yang diberikan oleh pengajar. Dalam

mengajar bahasa Inggris sebagai bahasa asing, alih kode merupakan salah satu

metode yang diterapkan pengajar di dalam kelas. Alih kode cukup penting

diterapkan dalam membantu pengajar mencegah terjadinya kesalahpahaman

dengan pelajar. Karenanya, pengalihan bahasa ini diberikan perhatian khusus

dalam studi.

Fokus dari studi ini sendiri adalah untuk menjawab dua masalah utama.

Pertama adalah untuk mengidentifikasi tipe alih kode yang digunakan pengajar

dalam instruksi dalam kelas ketika proses belajar-mengajar sedang berlangsung.

Selain itu, kedua adalah untuk mengidentifikasi alasan mengapa pengajar

menggunakan alih kode.

Terdapat dua pendekatan dominan alih kode yang digunakan dalam studi ini.

Mereka adalah pendekatan struktural dan pendekatan sosiolinguistik. Pendekatan

struktural diterapkan untuk menjawab masalah pertama mengenai tipe alih kode,

di mana terdapat tiga tipe; tag-switching, intersentential switching, dan

intrasentential switching. Sementara itu, pendekatan sosiolinguistik diterapkan

untuk menjawab masalah kedua mengenai alasan alih kode, di mana terdapat

banyak alasan yang memungkinkan, seperti menegaskan kekuasaan dan

menyatakan solidaritas. Untuk pengumpulan data, metode yang diterapkan untuk

mengumpulkan data adalah dengan menggunakan teknik rekam dan wawancara.

Selanjutnya, data, yang berupa ekspresi lisan, diubah kedalam bentuk tulisan.

Kemudian, data siap untuk analisis.

Dalam analisis, terdapat 180 ekspresi alih kode instruksi kelas yang diberikan

pengajar. Dari total 180 ekspresi yang teridentifikasi, 23 ekspresi dikategorikan

sebagai tag-switching, 59 ekspresi sebagai intersentential switching, dan 92

ekspresi sebagai intrasentential switching. Sementara itu, terdapat 9 alasan

menggunakan alih kode yang disebutkan oleh pengajar, yang mana beberapa

diantaranya adalah untuk mengungkapkan perasaan, menjelaskan materi yang

susah, menjelaskan istilah khusus, dan membahas topik tertentu. Kesimpulannya,

terdapat tiga tipe alih kode yang digunakan dalam instruksi kelas. Selain itu,

setiap pengajar memiliki alasan tersendiri untuk menggunakan alih kode di dalam

kelas.


1

CHAPTER I

INTRODUCTION

A. Background of the Study

Code-switching is a part of the study of the relation between language and

society, called sociolinguistics. Code-switching concerns itself on the changing of

language use from one to another in a single conversation. Wardhaugh (2006:101)

mentions that “code” in code-switching refers to a particular dialect or language that

a person chooses to use in an occasion. Heller (1988:1) adds that code-switching

occurs when a person mixes two languages in a single sentence or in a conversation.

Therefore, according to the statement, it is concluded that code-switching is the

process of switching language use from one to another occurring in a single

conversation. One example of code-switching is the switch of language use from both

English to Indonesian and English to Javanese. This switch of language is actually the

topic that is going to be discussed in this study. This study discusses lecturers’ code-

switching in three different languages: English, Indonesian, and Javanese, in the

classroom instructions.

Code-switching is often applied by the lecturers in the classroom to support

students’ learning success. In teaching English as a foreign language, code-switching

is one of the methods applied by the lecturers in the classroom. According to Norrish

(1997:1), lecturers code-switch when the level of English, whether in the explanation

or in the textbook, is quite difficult to understand. Since there is a lot of


2

misunderstandings in the classroom and the lecturers do not want to spend time

giving detail explanations about the misunderstanding or searching for simplest

words to clarify the misunderstanding and the confusion in the classroom, code-

switching is applied to help the lecturers facilitating a good situation of teaching-

learning process. In fact, lecturers apply code-switching as a means of providing

opportunities towards the students and also enhancing students’ understanding

(Ahmad, 2009: 49). It is argued by Lai (1996: 91) that code-switching is needed to be

a useful tool in assisting English in teaching and learning process to avoid the

misunderstanding and to make sure that the instructions given by the lecturers are

well received and understood by the students. Therefore, this changing of language

used by the lecturers underlies this study to be conducted.

This study focuses on the type and reason of code-switching. Poplack (1980:614-

615) identifies three types of code-switching. They are tag-switching, intersentential

switching, and intrasentential switching. Besides, Wardhaugh (2006: 110) states that

code-switching occurs because of many reasons, such as assert power, declare

solidarity, and express identity.

In the type of code-switching, although realized by the present researcher that

code-switching is significant and useful to be applied in the classroom, the lecturers

code-switch, from one language to another, spontaneously. Meaning to say, the

lecturers do not prepare to determine what type of code-switching they are going to

use. Therefore, this study is going to identify and to classify the type of code-

switching based on the lecturers’ instructions. When a lecturer says, for instance, “so,


3

kalau iki wes beres, we’ll move to the methodology,” it means the lecturer switches

language from English to Javanese using the intersentential switching type of code-

switching. Besides, there are many reasons of code-switching provided for the

example above. One of the reasons is the students have limited vocabulary in English.

Therefore, switching language from English to languages they are more familiar with,

in this case Javanese, will help them to understand the instructions. Moreover, the

switching can also aim to make more interesting conversation with the students. In

fact, code-switching, no matter what language is used, is needed to facilitate the

teaching-learning process.

By having this topic, it is believed that the type and the reason of code-switching

in classroom instructions spoken by the lecturers are able to be identified and

classified.

B. Problem Formulation

1. What types of code-switching are used by the lecturers in the English

students’ classrooms in Sanata Dharma University?

2. What are the reasons for using code-switching?

C. Objectives of the Study

The objectives of the study are formulated both to identify the types of code-

switching and to identify the reasons of using code-switching in the class room. From

the identification of the types of code-switching, the reasons of code-switching are

going to be identified, as well.


4

In short, the types of code-switching used by lecturers determine the reasons of code-

switching. Therefore, in the objective of the study, the types and the reasons of code-

switching are distinct but related one another.

D. Definition of Terms

According to Wardhaugh (2006:101), the particular dialect or language that

somebody chooses to use on any occasion is called “code”, which is a system used

for communication between two or more parties. In short, in this case, code refers to a

language that somebody picks up to use in the conversational interaction with other

people.

Meanwhile, code-switching is the term used for the phenomenon of switching

one language to another language. It is mentioned by Wardhaugh (2006:101) that

code-switching occurs in conversation speakers’ turns or within a single speaker’s

turn. Meaning to say, for example, when two people have a sort of small talk and one

of them uses language that is not their mother tongue, it is called code-switching. So,

concluded by Heller (1988:1), code-switching occurs when a person mixes two

languages in a single sentence or in a conversation.

According to Poplack (1980:614) tag-switching, which is also known as

emblematic switching, is a type of code-switching that deals with inclusion of tags,

including interjections, idiomatic expressions, parenthetical, and even individual

noun switches.

In the study held by Jalil (2009:4), Poplack said that intersentential switching is a

switch of code that occurs at the phrase or sentence level, between sentences.


5

Poplack’s statement is added by Hoffmann (1991:112) who said that intersentential

switching occurs between clause or sentence boundary.

Poplack (1980:614-615) mentioned that intrasentential switching occurs within a

sentence. It is also mentioned by Appel and Muysken (1987:118) that intersentential

switching is one of the three kinds of switching that occurs in the middle of a

sentence.


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CHAPTER II

REVIEW OF LITERATURE

This chapter provides three dominant parts of the study to be discussed. They

are: review of related studies, review of related theories, and theoretical framework.

Review of related studies elaborates the studies done by other researchers on similar

topics. The studies similar to this study are taken from Ahmad’s and Sumarsih’s

studies. Each of them is reviewed to find out the similarities and differences in order

to avoid the topics duplication. Moreover, in this chapter, some theories are reviewed

and discussed to find a solid ground on which this study is carried on. Eventually, this

chapter reviews the theoretical framework in which this part explains the contribution

of the theories and reviews in solving the problems of the study.

A. Review of Related Studies

1. Ahmad’s study “Teachers’ Code-Switching in Classroom Instructions for

Low English Proficient Learners”

Ahmad’s study discusses the perceptions of the learners about the use of code-

switching by the teachers in English Language classroom. By using questionnaire

technique that is modified to include a 5-point Likert-type scale, instead of Yes-No

answer type, Ahmad’s study is focused on finding out whether or not the use of code-

switching, by the teachers, serves various beneficial functions to support learners’


7

learning success, learners’ affective support, and the future use of code-switching in

the classroom.

Although having a similarity in dealing with code-switching in the classroom

instructions, this present study has differences on the focus of the study. Ahmad

discusses 1) learners perceptions of teachers’ code-switching, 2) the relation of

teachers’ code-switching and learners’ affective support, 3) the relation of teachers’

code-switching and learners’ learning success, and 4) the identification of the future

use of code-switching in students’ learning.

Meanwhile, this present study emphasizes the types as well as the reasons of

code-switching used by the lecturers in the classroom instructions as the teaching-

learning process is underway.

2. Sumarsih’s study “Code Switching and Code Mixing in Indonesia: Study in

Sociolinguistics”

In her study, Sumarsih discusses the use of both code-switching and code-mixing

in sort of a particular conversation in everyday life. Sumarsih’s study, which took

place in North Sumatra, tends to focus on both the use and the reason of code-

switching and code-mixing. She finds out that the use of code-switching and code-

mixing are not only involving English and Indonesian languages, but also involving

North Sumatran’s local languages, Batak Mandailing and Batak Toba.

Although the reason of code-switching (and code-mixing) in her study is similar

to this present study, Sumarsih discusses code-switching and code-mixing in

everyday conversation, which involves the whole society in three places in North


8

Sumatra, while this present study limits itself by only discussing lecturers’ types and

reasons of code-switching in the classroom instructions.

B. Review of Related Theories

This subchapter provides some theories to be reviewed and discussed. There are

three dominant parts related to code-switching to be reviewed and discussed in this

subchapter. They are Sociolinguistics, Code, and Code-Switching.

a. Sociolinguistics

This following section provides many ways in which language and society are

related. As a branch of Linguistics, Wardhaugh says

Sociolinguistics is concerned with investigating the relationships between

language and society with the goal being a better understanding of the structure

of language and of how languages function in communication. (Wardhaugh,

2006:13)

In addition, Hudson (1996:4) has described Sociolinguistics as follows:

Sociolinguistics is ‘the study of language in relation to society.’ In other words,

in sociolinguistics we study language and society in order to find out as much as

we can about what kind of thing language is. (Hudson, 1996:4)

Another sociolinguist like, for example, Gumperz (1971: 223) describes that

sociolinguistics is an attempt to find correlations between social structure and

linguistic structure and to observe any changes that occur.

Chambers (2002:3), on the other hand, is even more direct by saying:

Sociolinguistics is the study of the social uses of language, and the most productive


9

studies in the four decades of sociolinguistic research have emanated from

determining the social evaluation of linguistic variants.

Meanwhile, Chaika (1982:2) says that Sociolinguistics is the study of the

ways people use language in social interaction. She adds that the sociolinguist is

concerned with the stuff of everyday life, such as, for example, how you talk to

your friends, family, and teachers, as well as to the storekeeper an-strangers-

everyone you meet in the course of a day-and why you talk as you do and they

talk as they do.

There are some definitions given by the sociolinguists to Sociolinguistics.

Trudgill (1978:11), at first, says that ‘while everybody would agree that

sociolinguistics has something to do with language and society, it is clearly also not

concerned with everything that could be considered “language and society”.’

However, Downes in Trudgill’s glossary of terms (2003:123), characterizes

sociolinguistic research as ‘work which is intended to achieve a better understanding

of the nature of human language by studying language in its social context and/or to

achieve a better understanding of the nature of the relationship and interaction

between language and society.’ (Wardhaugh, 2006:15)

Downes (1998:9) himself mentions that ‘sociolinguistics is that branch of

linguistics which studies just those properties of language and languages which

require reference to social, including contextual, factors in their explanation.’


10

b. Code

The general definition of code is that it is a system of rules to convert

information, such as a letter, word, sound, image, or gesture, into another form or

representation, sometimes shortened or secret, for communication through a channel

or storage in a medium. (https://prezi.com/ppf0d_a787em/se/)

Meanwhile, through the perspective of sociolinguistics, Wardhaugh (2006:88)

indicates, it is possible to refer to a language or a variety of a language as a code.

Moreover, in the fifth edition of An Introduction to Sociolinguistics, Wardhaugh

states

In general, however, when you open your mouth, you must choose a particular

language, dialect, style, register, or variety– that is, a particular code. The

‘neutral’ term code, taken from information theory, can be used to refer to any

kind of system that two or more people employ for communication. It can

actually be used for a system used by a single person, as when someone devises a

private code to protect certain secrets. (Wardhaugh, 2006:88)

Wardhaugh (2006:101) adds that code refers to the particular dialect or language

that a person chooses to use on any occasion, a system used for communication

between two or more parties.

These statements stated by Wardhaugh are supported by other sociolinguists.

Rahardi (2001:21-22), for example, states that code can be defined as a system of

speech that the application of the language has characteristics that are compatible

with the background of the speakers, the speakers’ relationship with the interlocutors

and the speech situation there.


11

Meanwhile, Marjohan and Poedjosoedarmo have thoughts about code as well.

Poedjosoedarmo (1978:30) mentions that code usually has a form of a language

variant that is significantly used for communication. Marjohan (1988:48), on the

other hand, argues that code may be an idiolect, a dialect, a sociolect, a register or a

language.

c. Code-Switching

Code-switching as a part of sociolinguistics concerns the switching of code from

one to another in an occasion. Poplack (1980:583) states that code-switching is the

alternation of two languages within a single discourse, sentence or constituent.

Meanwhile, Duran, who supports the idea mentioned by Poplack, says that

Code-switching is probably strongly related to bilingual life and may appear

more or less concurrently in the life of the developing language bilinguals

especially when they are conscious of such behavior and then choose more or

less purposefully to use or not to use it. (Duran, 1994:3)

Another sociolinguist, Hoffmann (1991:110) argues code switching is that it

involves the alternate use of two languages or linguistics varieties within the same

utterance or during the same conversation. Meanwhile, Wardhaugh states

People, then, are usually required to select a particular code whenever they

choose to speak, and they may also decide to switch from one code to another or

to mix codes even within sometimes very short utterances and thereby create a

new code in a process known as code-switching. (Wardhaugh, 2006:101)

On the other hand, Suwito (1983:67) adds that code-switching is an alternation of

code from one code to another. So, when a speaker first uses code A and then

switching it for using the code B, this phenomenon of language alternation, therefore,

is called code-switching. Moreover, toward Suwito’s argument Dell Hymes


12

(1972:103) says that code switching has become a common term for alternate

use of two or more language, varieties of language or even speech styles.

Therefore, according to Rahardi (2001:21), code-switching, in this study, is the

use of two or more languages alternately, the varieties of language in the same

language or perhaps the speech styles in a bilingual community.

Further, in discussing code-switching, the types and the reasons of code-

switching is about to be discussed as well. In the two sections below, the discussion is

about the types and the reasons of code-switching.

1. Types of Code-Switching

This section provides the general classification of code-switching. According to

Poplack (1980:614-615), code-switching is divided into three types: tag-switching,

intersentential switching, and intrasentential switching. Still according to Poplack

(1980:614-615), tag-switching, which is also known by the name of emblematic

switching, tends to deal with the fillers, tags, interjections, idiomatic expression, and

even individual noun switches. Besides, while intersentential switching tends to occur

at the phrase level or sentence level, between sentences, intrasentential switching

often occurs within a sentence.

Romaine (1995:122-123), who supports Poplack’s argument, says that there are

three types of code-switching identified. First of all is tag-switching, which involves

the insertion of a tag from one language into an utterance which is entirely in

the other language. For example, ‘you know’ and ‘I mean’. Tag switching is subject

to minimal syntactic restrictions; therefore, tags may be easily inserted at a number of


13

points in a monolingual utterance without violating syntactic rules. Next is

intersentential switching that involves a switch at a clause or sentence boundary,

where each clause or sentence is in one language or another. Intersentential switching

can be thought of as a requiring greater fluency in both languages than tag-switching

since major portions of the utterance must conform to the rules of both languages. For

example is in the Puerto Rican bilingual Spanish-English speech given by Poplack

(1980:614-615) Sometimes I’ll start a sentence in Spanish y termino en espaňol.

‘Sometimes I’ll start a sentence in Spanish and finish it in Spanish.’ On the other

hand, intrasentential switching is the switching that occurs within the clause or

sentence boundary as in this example of Tok Pisin-English conversation What’s so

funny? Come, be good. Otherwise, yu bai go long kot. ‘What’s so funny? Come, be

good. Otherwise, you’ll go to court.’

Other sociolinguists such as Appel and Muysken (1987:118) states three different

types of code-switching:

(a) Tag-switches involve an exclamation, a tag, or a parenthetical in another

language than the rest of the sentence.

(b) Intra-sentential switches occur in the middle of a sentence.

(c) Inter-sentential switches occur between sentences, as their name indicates.

(Appel and Muysken, 1987:118)

Meanwhile, Bond (2010:134) also mentioned that code-switching is often

grouped into three major types: tag-switching, inter-sentential switching, and intra-

sentential switching. Tag-switching involves the insertion of a parenthetical

expression, such as a discourse marker or sentence adverbial, from a donor language

(say, the English you know) into an otherwise fully independent clause in the host


14

language. These parenthetical or 'tag' expressions typically express speaker mood or

stance. Unlike tag-switching, intersentential switching is syntactically more restricted.

Switches between clauses occur at clausal or sentential boundaries, or utterance

boundaries in spoken discourse, with clauses from each language faithfully

conforming to the rules of their respective languages. Intra-sentential switching, also

referred to as code-mixing, involves the insertion of smaller morphosyntactic

constituents, such as words or phrases, from one language into another.

Hoffmann (1991:112), on the other hand, shows many types of code-switching,

which some of them are intersentential switching, intrasentential switching,

emblematic switching, and intra-lexical switching. According to Hoffmann

(1991:112), intersentential switching is a kind of code switching that occurs

between clause or sentence boundary, where each clause or sentence is in one

language or other, as when an adult Spanish-English bilingual says: “Tenia zapatos

blancos, un poco, they were off-white, you know.” Another is emblematic switching,

or for another name is tag switching. In this kind of code switching, tags,

exclamation and certain set phrases in one languages are inserted into an

utterance otherwise in another. Next is intrasentential switching, where Hoffmann

categorizes this kind of switching as code-mixing. This kind of switching occurs

within a phrase, a clause or a sentence boundary. Meanwhile, intra-lexical

switching tends to occur within a word boundary. Upon this intra-lexical switching,

Donald Winford (2003:126-167), added that intra-word switching occurs within a

word, such as at the morpheme boundary.


15

These particular types of code-switching stated by sociolinguist above are often

found in a conversational interaction, such as in the meeting, in the discussion, and in

the classroom when teaching-learning process is ongoing. These types of code-

switching tend to explain how bilinguals differ from monolinguals in the way

languages are internalized. The use of these types of code-switching is actually

related one another to the other section which discusses the reasons of code-switching

in a conversation.

2. Reasons of Code-Switching

If the previous section discusses the types of code-switching, in this section, the

discussion is about the speaker’s motivations, or the reasons, for using code-

switching in a conversational interaction.

As Mukenge (2012:587) stated that code-switching can be employed to create

humor, Gal (1988:247) says code-switching is a conversational strategy used to

establish, cross or destroy group boundaries; to create, evoke or change interpersonal

relations with their rights and obligations.

Wardhaugh (2006:110) adds that code-switching can actually allow speaker to do

many things such as assert power, declare solidarity, maintain certain neutrality when

both code are used, express identity, and so on. Further, Wardhaugh (2006:104) also

revealed that there are actually two kinds of code-switching: situational and

metaphorical.

Situational code-switching occurs when the languages used change according to

the situations in which the conversants find themselves: they speak one language

in one situation and another in a different one. No topic change is involved.


16

When a change of topic requires a change in the language used we have

metaphorical code-switching. The interesting point here is that some topics may

be discussed in either code, but the choice of code adds a distinct flavor to what

is said about the topic. (Wardhaugh, 2006:104)

Wardhaugh (2006:104) says that the reasons for switching from one code to

another is actually including solidarity, accommodation to listeners, choice of topic,

and perceived social and cultural distance. The real example of the reason of code-

switching as mentioned by Wardhaugh above, about solidarity, is the use of “saya”

and “aku.” These two Indonesian terms mean “I,” in English. When an Indonesian

uses “saya,” it means that the person tends to show “power” and “distance” due to the

word that is often used in the formal situation such as in the meeting and press

conference. Otherwise, when the person uses “aku,” it means that the person tends to

show “solidarity” due to usage of the word that is often used in informal situation

such as in small talk and daily conversation. Although the word is used in a sort of

informal situation, the word is believed to familiarize each other. After all, the

motivation of the speaker is an important consideration in the choice. Moreover, such

motivation need not be at all conscious, for apparently many speakers are not aware

that they have used one particular variety of a language rather than another or

sometimes even that they have switched languages either between or within

utterances.

Mukenge (2012:586), on the other hand, in discussing on HIV and AIDS and sex

issues in the film Yellow Card, mentions that code switching is used when there is

need to avoid directly referring to the words and phrases believed to be taboo in the


17

Zimbabwean society. For instance, as described above, sex is referred to as “sleeping

around”, or “pumping” and being sexually active is referred to as seeing the opposite

sex. Thus, a switch from ordinary language to euphemistic expressions within

sentences or speech events is done first of all to save the face of the listener. Code-

switching also enables the speaker to avoid using explicit and offensive language in

the face of the listening audience.

In fact, when code-switching occurs, the motivation, or the reasons of the

speaker is an important consideration in the process. Hoffmann (1991:115-116) states

that there are some reasons the speaker uses code-switching in a conversation. There

are 10 reasons stated by Hoffmann, which are:

1) Talking about particular topic

People sometimes prefer to talk about a particular topic in one language

rather than in another, for example like expressing emotional feelings.

Sometimes, people feel free and more comfortable to express their emotional

feelings in a language that is not their everyday language.

2) Quoting somebody

Sometimes, in a conversation, a speaker switches from mother-tongue into a

foreign language in order to quote a famous expression, a proverb, or a

saying of some well-known figures. The switch involves the words that the

speaker is claiming the quoted person said.


18

3) Being emphatic about something (declare solidarity)

Sometimes, a speaker who is talking in a foreign language switches the

language into the native language in order to be emphatic about something,

like, for example, the interlocutor does not understand or does not speak the

foreign language as fluently as the speaker. Therefore, the speaker switches

the language into native language, rather than keep speaking in the foreign

language, in order to have a good interaction with the interlocutor.

4) Interjection (inserting sentence fillers or sentence connectors)

Interjection is words or expressions, which are inserted into a sentence

to convey surprise, strong emotion, or to gain attention. Interjection is a

short exclamation like: Darn!, Hey!, Well!, Look!, etc. They have no

grammatical value, but speaker uses them quite often, usually more in

speaking than in writing. Language switching among bilingual or

multilingual people can sometimes mark an interjection or sentence

connectors. Otherwise, it may also happen unintentionally.

5) Repetition used for clarification

Repetition used for clarification occurs, for example, when a lecturer explains

the particular material of the lecture by using language A and repeating the

explanation for the same material by using language B. Frequently, the

explanation in language A is repeated in the language B literally. A repetition

is not only served to clarify what is said, but also to amplify or emphasize the

message.


19

6) Expressing Identity

Code switching can also be used to express group identity. This happens

because the way of communication of one community is different from the

people who are out of the community.

7) Intention of clarifying the speech content for interlocutor

According to Arimasari (2013:33) when bilingual or multilingual person

talks to another bilingual/multilingual, there will be lots of code switching

occurs. It means to make the content of his speech runs smoothly and can be

understood by the listener. A message in one code is repeated in the other

code in somewhat modified form.

8) To soften or strengthen request or command

Arimasari (2013:33) in her thesis explains that, for Indonesian people,

switching from Indonesian into English can also function as a request

because English is not their native tongue, so it does not sound as direct as

Indonesian. However, code switching can also strengthen a command since

the speaker can feel more powerful than the listener because he can use a

language that everybody cannot.

9) Because of the real lexical need

One reason for a speaker to switch language from one into another is due to

the lack of equivalent lexicon in the languages. For example, when an

English-Indonesian bilingual has a word that is lacking in English, the

speaker will find it easier to say the word in Indonesian and vice versa.


20

10) To avoid other people join the conversation

Sometimes people want to communicate only with certain people or

community they belong to. Therefore, to avoid the other community or

interference objected to their communication by people, they may try to

exclude those people by using the language that nobody knows.

C. Theoretical Framework

In order to answer the problems on the problem formulation, at first the

discussion on the theory takes place in understanding the basic concept of

sociolinguistics, code, and code-switching. As known, these three dominant parts are

closely related and are the basic understanding to the topic being discussed in this

study.

Some arguments upon sociolinguistics stated by some of the sociolinguists, such

as, Wardhaugh (2006:13) and Hudson (1996:4) are used to know the definition of

sociolinguistics itself and its connection to topic of this study. Moreover, the theories

stated by Wardhaugh (2006:88), Rahardi (2001:21-22), Marjohan (1988:48), and

Poedjosoedarmo (1978:30), are needed to find out what ‘code’ actually is, in relation

to this study. After discussing the other two dominant parts related to code-switching,

the discussion comes to the topic of the study, code-switching. In discussing code-

switching, one point is taken out from most of the arguments given by sociolinguists,

such as Poplack (1980:583), Hoffmann (1993:110), Duran (1994:3), Wardhaugh

(2006:101), Suwito (1983:67), Dell Hymes (1972:103), and Rahardi (2001:21), upon


21

code-switching, in which it is an alternation of code from one to another in a

conversational interaction.

Based on these arguments on code-switching stated by sociolinguists, the

discussion further continues to the problems that have to be solved. They are the

types and the reasons of code-switching. First of all, in order to answer the first

problem on problem formulation about the types of code-switching, the theory

mentioned by Poplack (1980:614-615), who categorizes the three types of code-

switching, is used. Moreover, the theories mentioned by other sociolinguists, such as

Romaine (1995: 122-123), Hoffmann (1991:112), Appel and Muysken (1987:118),

are, more or less, similar from the one proposed by Poplack. These theories then are

considered as the supporting theories for answering the first problem on the types of

code-switching.

Meanwhile, on the other hand, the theory applied for finding out the answer of

the second problem about the reasons of code-switching is the theory that is initiated

by Wardhaugh (2006:110), who says that code-switching can allow speaker to do

many things such as assert power and declare solidarity. Moreover, the theories

mentioned by other sociolinguistics such as Mukenge (2012:587), who mentions that

code-switching can be used for creating humor, Gal (1988:247), who argues that

code-switching is a conversational strategy used to establish, cross or destroy group

boundaries, and Hoffmann (1991:115-116), who states 10 different reasons the

speaker uses code-switching in a conversation, are considered as the supporting

theories to the theory mentioned by Wardhaugh earlier.


22

CHAPTER III

METHODOLOGY

In this chapter, the study discusses the object, the approach, and the method of

the study. In the object of the study, it puts forward code-switching used in lecturers’

classroom instructions. Meanwhile, the approach of the study introduces the

application of approach which supports the study. For the method of the study, it is

focused on discussing how the data are collected, organized, and categorized.

A. Object of the Study

As taking place in the field of linguistics, especially sociolinguistics, this study

discusses code-switching. Code-switching used by the lecturers in giving instruction

in the classroom is the object of this study. Further, this study particularly discusses

code-switching, the change of language use, which, in this case, includes three

different languages: English, Indonesian, and Javanese, in the classroom instructions

given by the lecturers.

This study limited itself in only investigating six lecturers who taught seven

different courses. In addition, one of the lecturers taught two different subjects.

Moreover, since it contained a lot of instructions, it could provide useful data.

B. Approach of the Study

In discussing code-switching, two dominant approaches of code-switching are

used in this study. They are sociolinguistic and structural approaches. These two


23

approaches are considered as the most suitable approaches to answer the questions in

problem formulation.

Boztepe (2003:3), in his paper, states that the structural approach of code-

switching is primarily concerned with grammatical aspects. The focus of structural

approach is to identify syntactic and morphosyntactic constraints on the code-

switching. On the other hand, sociolinguistic approach sees code-switching as a

discourse phenomenon focusing its attention on questions such as, for example, how

social meaning is created in code-switching and what specific discourse functions it

serves.

In short, the sociolinguistic approach analyzes code-switching from the social

context, for instance, what causes code-switching to occur in a conversation. On the

other hand, the structural approach is more inclined to the grammatical aspects of

code-switching.

These two approaches are used in order to identify the objectives of the study,

which are the type of code-switching and the reason of code-switching in the

instructions given by the lecturers in the classroom when teaching-learning process is

underway.

C. Method of the Study

In this part, the methods applied in the study were the interview, recording, and

note-taking techniques. These three methods were applied for collecting data in the

form of classroom instructions expressed by the lecturers. This part covers data

collection and data analysis.


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1. Data Collection

There were six lecturers from English Department of Sanata Dharma University

Yogyakarta to be interviewed for the investigation of this study. The classroom

instructions given by the lecturers who taught particular courses were the primary

data for this study. The data were collected in the classroom when teaching-learning

process was underway by using recording techniques and notes.

For the first step, the writer attended each class, one by one, those six lecturers

gave lecture. It started from the class of “Lecturer 1” who taught Introduction to

English Test (INTET), “Lecturer 2” who taught “English Structure” after that,

“Lecturer 3” who taught Stylistics, and then “Lecturer 4” who taught two different

courses, which are Language Research Methodology and Pragmatics, followed by the

History of Modern Thought course taught by “Lecturer 5, and finally “Lecturer 6”

who taught Interpreting. The process of gathering the whole data needed a couple of

weeks because the writer had to adjust to each lecturer’s teaching schedule in class.

After finished doing the first step, which was attending each class, for the next

step, in each class where those lecturers gave the lecture, the writer used a voice

recorder on the smart phone to record the interaction, such as explanations,

instructions, or conversations, each lecturer had in the classroom. The process of

recording was done without the lecturers’ acknowledge. Besides, the writer was not

caught recording by the lecturers in the class. Therefore, the recording process went

unnoticed by the lecturers. As the recorder on the smart phone recorded each

lecturer’s interaction with the students, the writer occasionally took notes on what the


25

lecturers said if there was any code-switching detected. The process of gathering the

data in each class started since the class was begun until the class was over.

Furthermore, all the interactions each lecturer had in the classroom from the voice

recorder were transformed into the script for the analysis.

As known, the process of gathering the data was not only from the classroom

instructions, but also from the interview with the lecturers. The interview was done

by using interview techniques, recordings, and notes. The process of gathering the

data from the interview was a bit different from gathering the data in the classroom

instructions, though the techniques were similar. For the first step, the writer made an

appointment with each lecturer to be interviewed. Along with that, the writer

explained the topic of this study, so the lecturers knew why they were interviewed.

As known, the interview was held mostly in the lecturers’ offices. Further, before the

interview began, the writer prepared the notes, a pen, and smart phone for recording

the interview. When the interview started, the smart phone recorded the interview.

Meanwhile, the writer took notes on the lecturers’ answers. The questions asked to

the lecturers in that interview were like, for example, “Why do you think about code-

switching in the classroom?” and “Why did you use it in class when you were

lecturing?” As the interview finished, the data, especially from the voice recorder,

were transcribed into written form, into the script, for the analysis.


26

2. Data Analysis

The data on the instructions given by the lecturers in the classroom were

analyzed and the interview with the lecturers followed.

The data, from the classroom instructions, which had been transformed into the

script, were organized in the form of table. It showed the expression of code-

switching in classroom instructions given by the lecturers. After that, these data were

classified into three different parts to identify the first problem; the type of code-

switching. And then, the writer tried to identify the reason of code-switching from the

interview with the lecturers. It definitely related to the lecturers’ answers of the

interview to the theory used for this study.

After the whole data from the classroom instructions given by the lecturers had

been identified and categorized into particular groups based on the types of code-

switching, and the reasons for using code-switching had been identified from the

interview with the lecturers, the problems in the problem formulation were solved. At

the end, the final conclusion of this study was made based on the data analysis that

had been analyzed.


27

CHAPTER IV

ANALYSIS RESULTS AND DISCUSSIONS

This chapter is divided into two main sections, which are (A) answer for the

types of using code-switching in the classroom instructions and discussion, and (B)

answer for the reasons of using code-switching in the classroom instructions and

discussion. Here the data are used for the discussion and finding out the answer of

this study. The data from classroom instruction are used in the section (A).

Meanwhile, the data from the interview with the six lecturers are used in the section

(B). Further, the theories presented in the reviews are applied in this part. The theory

stated by Poplack (1980:614-615) and the supporting theories stated by other

sociolinguists are used for the discussion and finding out the answer in the section

(A), the types of code-switching. Meanwhile, the main theory stated by Wardhaugh

(2006:110) and supporting theories stated by sociolinguists like Mukege (2012:587)

and Gal (1988:247) are used for the analysis and finding the answer in the section

(B), the reasons of code-switching.

A. Types of Using Code-Switching in the English Students’ Classrooms and

Discussion

The types of code-switching applied in the classroom instructions given by the

lecturers are divided into three parts, which are (a) tag-switching, (b) intersentential

switching, and (c) intrasentential switching.


28

a. Tag-Switching

Tag-switching is one of three types of code-switching that deals with the

inclusion of a tag. Worth noting that tags in tag-switching are not only literally

dealing with tags, but also dealing with words or phrases related to tag-switching,

which includes fillers such as, actually, basically, usually, as mentioned by Poplack

(1980:614-615). Tag-switching also involves the insertion of a parenthetical

expression, such as discourse markers or sentence adverbial (Bond, 2010:134) such

as, well, so, right. Tag-switching can be found in a statement or in a question in the

initial position, as seen in the Table 1 below:

Table 1. Tag-switching in the initial position

No Expression Language Content

English Indonesian Javanese

1 Biasanya, forty people. √ √ -

2 Biasanya, penjelasan kalian tidak brief. √ √ -

3 Logikanya, it is an analogy, kan? √ √ -

4 Lanjut, number three. √ √ -

5 Kemudian, we may say there used to be a

tree.

√ √ -

6 Saya pikir, mahasiswa ini fail to understand

what is assumed.

√ √ -

7 Dengan kata lain, presupposition will be

the background.

√ √ -

8 Katanya, there is no Pragmatics test. √ √ -

9 Sementara itu, ITP adalah Institutional Test

Program.

√ √ -


29

All of the data in Table 1 are the code-switching from English to Indonesian.

Moreover, each of the data in Table 1, started from number 1 to 9, is seen as tag-

switching, including certain set phrases, like in data number 6, 7, and 9. Mostly, the

data in the Table 1 are conjunctions. Take a look at data number 1 and 2, for example.

Those two are used at beginning of the sentence as sentence fillers. They are spoken

as a function to signal the students that the lecturer has paused to think but has not

even yet finished talking. In the data number 1, the lecturer said “biasanya,” as a

sentence opener while he was thinking the following words to finish the sentence.

Meanwhile, another example, in data number 4 to 7, the tags are considered as

conjunctive adverbs or conjunctions, which are parts of discourse markers. Discourse

markers are used to direct, or redirect, the flow of conversation without adding any

significant meaning to the discourse. In data number 4, for example, the lecturer said

“lanjut,” which in English is “next,” in order to sequence the content of the

conversation. By seeing the context of the sentence, it is known that the lecturer was

directing the students to continue discussing the following number, after having

finished discussing the previous number.

Another example is in data number 6 and 7. While in data number 6, the lecturer

said “saya pikir,” which in English is “I think,” to show a personal point of view on a

student that was being talked about, in data number 7, “dengan kata lain,” or “in

other words” in English, is used to explain what is being talked in a kind of different

way.


30

Further, in discussing tag-switching, this type of code-switching does not only

occur at the beginning of the sentence, like in the Table 1, but it also occurs at the end

of the sentence, as seen in the Table 2 below:

Table 2. Tag-switching in the final position



10 Logikanya, it is an analogy, kan? √ √ -

11 If I’ll talk to you another time artinya I’ll

talk to you in the future, kan?

√ √ -

12 When somebody says something berarti

kita harus tahu assumption-nya, kan?

√ √ -

13 Though we are half dead, we are alive.

Tidak ada yang setengah mati dan

setengah hidup, kan?

√ √ -

14 My car ran properly, kan? √ √ -

Tag-switching is not only found at the beginning of a sentence, but also at the

end of a sentence. Each tag occurred at the end of the sentence in the Table 2 above is

also known as a question tag, in which a statement is turned into a question by adding

a question tag “kan.” By seeing data number 10 to 14 in Table 2 above, the utterance

of each tag takes place at the end of the sentence. This is done in order to ensure

whether or not what is said is right. For example, in data number 11, after giving an

explanation about the lecture, the lecturer said “kan” or “right” in English, followed

by question mark, to ask whether or not his explanation was correct. After all, the

explanation about “kan” in data number 11 applies to data number 10, 12, 13 and 14,

in which to ensure whether or not what is said is correct.


31

Tag-switching tends to occur in the form of discourse markers, as well as

interjections, as seen in the Table 3 below:

Table 3. Tag-switching at discourse markers and interjection



15 Teman-teman! Is there any one of you

have ever taken a TOEFL test?

√ √ -

16 Teman-teman! If you want to take the real

TOEFL test, …

√ √ -

17 Jadi, this paper becomes your final paper. √ √ -

18 Jadi, whatever we say will lead… √ √ -

19 Jadi, harga bisa berubah. It can change. √ √ -

20 Jadi, kalian cuma prepare a scrap of paper. √ √ -

21 Some of them are facts. Jadi, kalian

jangan berspekulasi apapun.

√ √ -

22 Perhatian! To watch this video kalian

harus menggunakan loud speaker.

√ √ -

23 Halo! Ada yang tahu this one? √ √ -

While some of the data in Table 3 above occur in the form of discourse markers,

the other occurs in the form of interjection. In data number 17 to 21, for example,

“jadi” which in English is “so” is a part of discourse markers. In general, it marks the

beginning of a new part of the conversation. It is also used to refer back to statements

that have already been mentioned previously. Take a look at data number 20, for

example, “jadi” in that context is a tag that is used as a conclusion of a statement that

has just been mentioned previously. In data number 17, on the other hand, “jadi” is

used as an opener of a new conversation.


32

Some of the data in Table 3 occur in the form of interjection. Interjection is also

a part of tag. Interjection is used for giving expressions to people. The data which are

categorized into interjection in the Table 3 are the data number 15, 16, 22, and 23.

In data number 15 and 16, “teman-teman”, which means “friends” or “mates”,

was uttered by the lecturer to address the students. Moreover, in data number 22 and

23, the lecturer called “halo!” and “perhatian” as well. These utterances, including

“teman-teman,” were used by the lecturers to attract the students’ attention before

giving the statements or asking questions.

Tag-switching often takes place in interjection. Interjection with its short sound,

word, or phrase is spoken suddenly to express the speaker emotion, such as surprise,

horror, or pain.

b. Intersentential Switching

As the term indicated, ntersentential switching is a type of code-switching that

the switch involves the movement from one language to another between sentences.

However, intersentential can also occur in the clause boundary. According to

Hoffmann (1991:112), intersentential switching is a kind of code switching that

occurs between clause or sentence boundary. Bond (2010:134) also added that

intersentential switching is syntactically more restricted, which occurs at clausal or

sentential boundaries. In other words, intersentential not only can occur at the

sentence boundary, but also at the clause boundary, as seen in the Table 4 below:


33

Table 4. Intersentential switching at the conditional sentence



24 Kalau lagi galau, pusing, atau sakit, your

TOEFL score will not be satisfactory.

√ √ -

25 Kalau saya tiba-tiba mengulangi hal

yang sama, please remind me.

√ √ -

26 So, jika kenyataannya itu dibalik, you’ll

see the…

√ √ -

27 So, kalau iki wes beres, we’ll move to

methodology.

√ - √

28 Kalau teman-teman bertanya, Mr.

Risang, why Sanata Dharma…

√ √ -

29 For example, kalau dapat di Google, write

down the source.

√ √ -

30 Kalau tidak dibaca, we can’t even discuss

it.

√ √ -

31 Jika pertanyaannya how was the vocation,

berarti saya habis berlibur.

√ √ -

32 If we ask his name, kita tahu dia pasti

punya nama.

√ √ -

33

If we ask where he lives, pasti dia punya

rumah

√ √ -

34 Kalau dia bukan milyuner, it doesn’t

mean he’s poor.

√ √ -

35 Jika kemudian I were him, berarti

urusanku dengan dia.

√ √ -

36 So, kalau mau ke toilet, kalian harus

antri.

√ √ -

37 In fact, this guy is not friendly. Kalau

cowok ini baik hati, kooperatif,

ceweknya pasti bakal klarifikasi kalau

itu bukan anjingnya.

√ √ -

Each of the data in the Table 4, from number 24 to 37, is the intersentential

switching occurs at the conditional sentence. In the data number 24 to 35, the switch

occurs at the clause level while in the last two numbers, 36 and 37, the switch occurs

at the sentence level.


34

In the data number 24 to 30, for example, the switch of code occurs at the “if

clause” of conditional sentence. In the data number 24, particularly, in a full

conditional sentence, the switch of code occurs at the clause level, which is the “if

clause,” of conditional sentence. The lecturer opened the conversation by using

Indonesian language in the “if clause” before changing into English in the main

clause of the sentence. By seeing the form of the sentence, it is known that it is the

type 1 of the conditional sentence, in which the lecturer tried to explain the possible

condition to happen to the result of TOEFL test if the students were over thinking,

worried, or sick.

Another example is in the data number 27. In the data number 27, the conditional

sentence is similar to data number 24 where the switch of code occurs in the “if

clause.” The type of the conditional is similar, as well, which is the type 1, or the first

type of conditional. It explains the possible condition to happen in the future based on

what is done in the present. However, in this case, the difference lies on the code or

the language. Meaning to say, the switch of code in this clause involves Javanese

language. The switch occurs from Javanese into English followed in the next clause.

Furthermore, in the data number 30, although the switch still occurs in the “if

clause” of conditional sentence, the type of conditional is different. In this case the

type is conditional zero. When in data number 24 and 27 explain the possible

condition that will happen in the future, the conditional zero in the data number 30,

refers to the general truth. Meaning to say, by seeing the context of the lecturer’s

instruction, “kalau tidak dibaca” or in English “if it is not read,” it is known that the


35

lecturer expected the students to read the material that was given. Otherwise, they

could not discuss the material together at all.

When the switch of code in data number 24 to 30 in the Table 4 occur in the “if

clause,” otherwise, in the data number 31 to 35, the switch occurs at the main clause

of conditional sentence. Take a look at data number 31, for example. As mentioned,

the switch of code in data number 31 occurs at the main clause of conditional

sentence. The same thing happens to data number 32 and 33 as well. The form in

these three numbers is actually similar. It is the type zero of conditional sentence. In

data number 32, for example, the switch, “kita tahu dia pasti punya nama,” or “we

know he definitely has a name” in English, which occurs in the main clause is the

result of “if clause.” The same form and explanation in data number 32 also applies to

data number 33. However, in this case, the lecturer tried to explain the material by

using a different example.

While the switch of the previous numbers in the Table 4 occur at the clause level,

whether at the “if clause” or main clause, in the data number 36 and 37, the switch of

code occurs in the full conditional sentence. In data number 36, the switch of code

occurs in both “if clause” and main clause of conditional sentence. The type of

conditional sentence itself is the type zero. It gives the general truth or fact.

Therefore, in this case, as seen, in the data number 36, which is “kalau mau ke toilet,

kalian harus antri” or in English means “If you want to go to the toilet, you have to

queue,” the lecturer tried to give an explanation to the students about the fact to

happen if they leave for the restroom.


36

Another example of the switch in the full conditional sentence is in the data

number 37. A little bit different from the previous data number 36, data number 37

occurs in the type 2 or the second type of conditional sentence. It can be proved by

seeing the form of the sentence, “kalau cowok ini baik hati, kooperatif, ceweknya

pasti bakal klarifikasi kalau itu bukan anjingnya” or in English would be like “if this

guy were kind, corporative, the girl would definitely clarify it is not her dog.” In the

context of the lecture, the lecturer tried to explain to the students about the possibility

that probably would happen as the result of the condition if the guy were kind.

After discussing intersentential switching that occurs at the conditional sentence,

now the discussion is about intersentential switching which occurs in a form of

questions, or particularly in interrogative sentences, as seen in the Table 5 below:

Table 5. Intersentential switching in the interrogative sentence



38 For example, apa bahasa Inggrisnya

piring, sabun, dan seterusnya?

√ √ -

39 Anything else? Ada versi lain? √ √ -

40 What’s the difference? Bedanya di mana? √ √ -

41 She asked about the vocation. Kira-kira

apa yang dia pikirkan sebelumnya?

√ √ -

42 If you see the context here, kenapa

sampai dia bisa ngomong hal itu?

√ √ -

43 I want to ask you a question. Kenapa ada

istilah wanita karier?

√ √ -

44 And then, Kenapa tidak ada istilah pria

karier?

√ √ -

45 What is the meaning of pharmacy? Kui

artinya opo?

√ - √

46 Before we continue, ada yang mau

ditanyakan?

√ √ -


37

47 Questions? Ada pertanyaan? √ √ -

48 Are you ready? Sudah siap? √ √ -

49 Apa yang pertama kali dia ucapkan?

Does anyone know?

- √ -

50 Come on! Masih ra dong meneh? √ - √

51 What is the next information we can get?

Ada yang tahu informasi berikutnya?

√ √ -

As seen in the Table 5 above, from data number 38 to 51, the switch of code

occurs in the form of interrogative sentence. Most of the data occur from English into

Indonesian. However, there are also data, in which data number 45 and 50, which

involve Javanese language.

First of all, take a look at data number 43 and 44 that are related one another.

These two questions, in each number, actually refer to a term “karier,” or “career” in

English, which is more suitable when paired with “woman” rather than “man” in the

context of Indonesian language. Therefore, the lecturer asked the students why there

is only the term “wanita karier.”

Moreover, another example, like in data number 45, “kui artinya opo?” which

means “what does it mean?” in English, occurs in a complete interrogative sentence

in Javanese language. This kind of data, in relation to the other data, like in data

number 43, 44, 49, and 51, actually has something in common, in which the switch of

code occurs in completely different languages. Meaning to say, in each of the

sentence, the switch of code occurs in a complete sentence in Javanese language, or

in Indonesian, shift from the main language used in the classroom, English.


38

Furthermore, take a look at data number 46. Here, the sentence is divided into

two parts. The first part is the clause that occurs in English while the other clause

occurs in Indonesian. The lecturer opened the sentence by using English in the first

clause before closing the sentence with a question, in Indonesian. The explanation

about the data number 46 also applies to the other data number 38 and 42.

Meanwhile, in the data number 41, the switch of code occurs after a sentence in

the first language, which is English, has been completed and the following sentence

starts with a new language. Meaning to say, the “kira-kira apa yang dia pikirkan

sebelumnya?” occurs after the sentence “she asked about the vocation” is completed.

In addition, in the data number 50, the switching occurs after the phrase is

uttered. Meaning to say, the interrogative sentence “masih ra dong meneh?” occurs

after the phrase “come on!” is uttered.

After discussing the data in the Table 5 above, in which intersentential switching

occurs at the interrogative sentences, in the Table 6 below, the discussion is about

intersentential switching that occurs at the clause level.

Table 6. Intersentential at the clause level



52 So, in this case, this paper becomes your

final paper, yang artinya kalian harus

mulai menulis dengan baik.

√ √ -

53 For example from the printed books, itu

berarti dimulai dari sini.

√ √ -

54 At least 37 correct numbers, saya ulangi,

37 correct numbers.

√ √ -


39

55 Entah dia enggak punya waktu, sibuk,

atau sakit perut, that’s all speculation.

√ √ -

56 Some of them are facts. Jadi, kalian

jangan berspekulasi apapun.

√ √ -

57 When we eat, kita perlu mengunyah. √ √ -

58 For example, besok kita enggak ada

ujian.

√ √ -

59 Kita sudah buat analisis panjang lebar,

tapi conclusion-nya pake “I think”

√ √ -

60 Alright, kita sampai di situ dulu. √ √ -

61 Thematically speaking, mereka saling

melengkapi.

√ √ -

62 Tapi ada yang lebih tepat lagi, in

Javanese is gembi.

√ √ √

63 Jadi, harga bisa berubah. It can change √ √ -

64 This is super easy, kalian pasti bisa. √ √ -

65 Bisa saja dia bukan milyuner, he’s a

billionaire though.

√ √ -

66 Though we are half dead, we are alive.

Tidak ada yang setengah hidup dan

setengah mati, kan?

√ √ -

67 Sorry, saya terlambat. √ √ -

68 Kayaknya ini mudah saja, right? √ √ -

In the data number 52 to 68 in the Table 6 above, the switch of code occurs at the

clause level. Some of the switches in each of the data occur at the beginning of the

sentence as the openers. Meanwhile, the switches in the rest of the data occur at the

end of the sentence, whether after the words, phrases, or clauses.

In the data number 65, for example, the switch of code occurs at the beginning of

the sentence. The first clause of the sentence occurs in Indonesian language before it

returns into English, as the main language in the classroom, in the next clause. In

addition, the same explanation in the data number 65 also applies to the data number

55 and 59. The switch of these two data occurs in the first clause of the sentence,


40

although there is also a switch of code that occurs in the second clause of the data

number 59.

Another example is in the data number 68, in which it has a similarity to the data

number 65. The sentence is opened in Indonesian language and is closed by English.

However, unlike the data number 65 that the sentence contains of two clauses, in this

case, the sentence contains of a clause and a word or, a tag, which is followed by

question mark at the end of the sentence. First of all, the switch occurs at the clause

level in the beginning of the sentence, “kayaknya ini mudah saja,” or in English

“seems like this is easy,” before “right?” or in other words, “isn’t it?” said at the end

of the sentence as an utterance to ask or to ensure what is said is correct. The same

explanation on data number 65 applies to the data number 66. However, in the case of

the data number 66, the word or a tag at the end of the sentence occurs in Indonesian

language.

Moreover, in the data number 62, as same as the other data, the switch of code

occurs in the beginning of the sentence. However, unlike the previous data that in the

sentence contains of either a word or a clause, in this case, there is a phrase that

comes after the clause, which closes the sentence.

While the switch of code in the previous numbers in the Table 6 occur at the

beginning of the sentence, there are also some of the data that the switch of code

occur in the middle and in the end of the sentence. In the data number 52, for

example, the switch of code occurs at the end of the sentence. The switch, “yang

artinya kalian harus mulai menulis dengan baik” or in English means “which means


41

you have to start writing well,” occurs after the clause “this paper becomes your final

paper.” The same explanation on the data number 52 applies to the data number 57

and 64 as well. The switch in these two data occurs after the clause in the beginning

of the sentence.

Moreover, another example is in the data number 58 and 61. After all, the

switching is similar to the data in the previous number, data number 52, in which it

occurs at the end of the sentence. However, unlike the previous data that the

switching occurs after a clause, in this case, the switching occurs after the phrase.

While in the data number 58, the switching occurs after the phrase “for example,” in

the data number 61, the switch of code occurs after the phrase “thematically

speaking” is uttered.

Furthermore, unlike the previous data that the switch of code occurs after

whether phrase or clause, in the data number 56 and 63, the switching occurs after the

word in the beginning of the sentence. In these two data, “kalian jangan berspekulasi

apapun,” which means “you do not speculate anything,” and “harga bisa berubah,”

which means “the price can change,” occur after the word “jadi,” or in other words

“so,” begins the sentence. This explanation upon the data number 56 and 63 also

applies to the other data, which are data number 60 and 67, in which these two have

similarity that the switch occurs after the word in the beginning of the sentence.

In the data number 54, on the other hand, the switch is unlike the other data that

occur at the end of the sentence. Otherwise, in this case, the switch occurs in the

middle of the sentence. First of all, the sentence is opened by the phrase “at least 37


42

correct numbers” said by the lecturer. And then, the switch “saya ulangi” that is “I

repeat” in English is followed, before “37 correct numbers” said at the end to close

the sentence.

On the other hand, unlike the data in the previous table that the switch of code

occurs at the clause level in a sentence, in the Table 7 below, each of the data

contains of intersentential switching that occurs at the sentence level. In general, the

intersentential switching occurs after a sentence in the first language has been

completed and the following sentence starts with a new language. This is what occurs

in each of the data in the Table 7.

Table 7. Intersentential at the sentence level



69 In reading, from fifty, you need to have, at

least, forty. Kelas ini yang paling

mengerikan.

√ √ -

70 The difference is the way they live. Cara

hidup mereka berbeda.

√ √ -

71 Ada tiga tes yang akan kita lakukan di

kelas. They are pretest, post-test itu mid-

test-nya Listening, dan complete test

adalah final test.

√ √ -

72 Informasinya tidak terlalu banyak dan

tidak terlalu sedikit. It’s enough

information.

√ √ -

73 Cowok ini sok akrab. That’s why the girl

doesn’t want to cooperate.

√ √ -

74 There are so many IBT participants.

Peserta IBT tidak pernah sedikit.

√ √ -

75 Why are you always late? Tidak hujan,

terang benderang, tapi kamu tetap saja

terlambat.

√ √ -


43

76 Books are precious. Semua buku yang

berhubungan dengan kuliah ini tidak

saya buang.

√ √ -

77 Things have changed. Yang tidak bisa

dibayangkan adalah lab. jurnalistik itu

dulunya tangga ke lantai dua.

√ √ -

78 Kalian juga tidak bisa bayangkan kalau

di sana itu dulunya ada ruang-ruang

kelas. It was a hallway, long ago.

√ √ -

79 Orang-orang dulu lebih kaget lagi

ketika tahu bahwa ruang-ruang kelas

sudah berubah. They all are surprised

with the change from classrooms into

hallway.

√ √ -

80 Kalau kita mengatakan “lagi,” berarti

dulu kita pernah dan kita

menginginkannya lagi. That is its

meaning.

√ √ -

81 Anak kecil diajari untuk mengakui

kesalahan dan minta maaf. Honesty is

introduced since they are kids.

√ √ -

82 “If I were you” is clear. Itu urusannya

kamu jadi aku. Two opposite reality.

√ √ -

Take a look at data number 69 and 70. These two numbers are the exact

examples of the explanation mentioned in the previous paragraph. First of all, the

sentence is opened by using English as the main language used in the classroom.

After that, when the sentence in English has been completed, the language is

switched into a new language, which is Indonesian, in the following sentence.

Another example is in the data number 71 to 73. After the sentence in the first

language, which is English, has been completed, the language is switched into a new

language, which in this case is Indonesian, in the following sentence. And then, after

this new language has been completed, the lecturer starts to reuse the first language,


44

which is English, in the next sentence. This kind of explanation on the data from

number 71 to 73 also applies to the data number 82. There are three sentences in this

number, which each of them occurs in English and Indonesian. The lecturer opens the

first sentence by using English before the language is switched into Indonesian in the

next sentence. Eventually, in the last sentence in this number, the lecturer returns to

use English, which is the main language used in class.

c. Intrasentential Switching

Intrasentential switching is the type of code-switching that occurs within a

sentence. Therefore, it could occur at word, phrase, clause, or even sentence level.

Intrasentential switching occurred at the word level can be found in the Table 8

below:

Table 8. Intrasentential at the word level



83 Kalian tidak belajar itu setiap hari sampai

mata nglotok.

- √ √

84 Kalau mau ke toilet, harus antri. Ketika

yang satu ngempet sambil SMS, yang

lainnya ngempet sambil makan.

- √ √

85 IBT adalah Internet Based TOEFL √ √ -

86 You will have three skills. Listening

dulu, kemudian structure, dan reading

comprehension.

√ √ -




adalah final test.

√ √ -

88 As soon as berarti upon atau on. √ √ -

89 That was past tense, ini past progressive. √ √ -

90 Alright, sekarang presupposition-nya. √ √ -


45

91 Nanti means I can’t right now. √ √ -

92 By saying “katanya,” we say what

people say.

√ √ -

93 Why “I hear” bukannya “I listen”? √ √ -

94 Don’t start the conclusion dengan “I

think.”

√ √ -


tapi conclusion-nya pakai “I think.”

√ √ -

96 Kita elaborate tomorrow. √ √ -

97 Bukan interrogation, tapi report. √ √ -

98 I know it’s lalat, right? √ √ -


Javanese is gembi.

√ √ √

100 The meaning of “as though” is seolah-

olah.

√ √ -

101 … two meanings or ji, ro, lu, pat, mo, or

more than one meaning.

√ - √

102 Drama is like sinetron. √ √ -

103 Chidden means menegur. √ √ -

104 Lain in this context means terbalik. √ √ -

105 Asumsi is the fact that… √ √ -

As mentioned, each of the data in the Table 8 above occurs at the word level. In

the data number 83, for example, the switch of code occurs from Indonesian language

to Javanese language. This happens to the data number 99 as well, although, in the

data number 99, the switching occurs from Indonesian to English before it ends the

sentence with Javanese language.

In the data number 84, another example, the switch of code occurs in a sentence

that contains of two clauses. Each of the switching occurs in each of the clause. In

that sentence, the first clause is uttered by using Indonesian and switched into

Javanese language before it returns to Indonesian at the end of the clause. It also

happens to the second clause, still in the same sentence.


46

Moreover, most of the data in the Table 8 occur from English to Indonesian and

back to English. Take a look at data number 94, for example, in which the sentence is

started with English and switched into Indonesian before returning to English again.

This kind of switching, which occurs from English to Indonesian and returning into

English, mostly occur in the Table 8 such as in the data number 85 to 90, 92 to 95,

98, and 101.

Furthermore, in the Table 8, the switch of code also occurs from English to

Indonesian and vice versa. In the data number 100, for example, the sentence is

opened in English before it is switched into Indonesian language at the end of the

sentence. Otherwise, in the data number 96, the sentence is opened in Indonesian

language, by the word “kita,” which means “we” in English, and switched into

English, in the next utterance. This kind of switching, which occurs at the beginning

of the sentence, happens to the other data such as the data number 91, 97, and 105.

The sentence is opened in Indonesian and ended with English.

In addition, the switch of code in this word category occurs to the conjunction, as

well. This word that joins words, phrases or sentences occurs in some of the data,

such as in the data number 86, 87, 88, 95, and 97.

After discussing the data in the Table 8 above, in which intrasentential switching

occurred at the word level, now the discussion move on to the intrasentential

switching that can also occur at phrase level, as seen in the Table 9 below:


47

Table 9. Intrasentential at the phrase level



106 Later on, in the end of the class, di

setengah jam terakhir, I want to give

you a pretest.

√ √ -

107 Well, for you it’s easy, but for them

mumet setengah mati.

√ √ √

108 For example, jangan hanya write down

www.google.com

√ √ -

109 If your score di bawah lima-lima puluh,

it means you need to work hard.

√ √ -

110 If you want to know, TOEIC test itu

tesnya seperti, for example, …

√ √ -

111 Overall, it will take 120 minutes, 2 jam. √ √ -

112 Structure needs 31 correct numbers,

which the score is lima-lima puluh.

√ √ -

113 Next, nomor empat. Anyone? √ √ -

114 … without any previous utterance,

kecuali judul lagunya Sheila on 7.

√ √ -

115 Going on vocation has been assumed,

hanya saja more information is needed

to strengthen the assumption.

√ √ -

116 So, dari kalimat itu we know that she or

he is not friendly.

√ √ -

117 See you another time itu fungsinya

implied on …

√ √ -

118 Now is impossible. Tidak mungkin

now.

√ √ -

119 Kata tertentu implying so many

meanings.

√ √ -

120 Saya pikir, mahasiswa ini fail to

understand what is assumed.

√ √ -

121 Kemudian menanyakan “what can I

talk to you?”

√ √ -

122 It means not too much, not too little, tapi

cukup.

√ √ -

123 In a conversation berisi jawaban dan

pertanyaan.

√ √ -

124 Whatever he wrote in the synopsis

adalah jawabannya.

√ √ -


48

125 So, start a conversation dengan asumsi

yang benar.

√ √ -

126 You would never hear the term

perempuan hidung belang.

√ √ -

127 You would hear laki-laki hidung

belang.

√ √ -

128 Bagaimana cerita tersebut put the view

in the question?

√ √ -

129 Advertisement is like a song, for

example, “Dari Sabang Sampai

Merauke.”

√ √ -

130 Jadi, kalian cuma prepare a scrap of

paper.

√ √ -

131 His voice sometimes tidak begitu jelas. √ √ -

132 Lab jurnalistik used to be stairs. √ √ -

133 Well, it could be any assignment given,

atau PR, atau memang kelas kosong.

√ √ -

134 Jika kemudian I were him, berarti

urusanku dengan dia.

√ √ -

135 Kaya dan agak kaya is different. √ √ -

Each of the data mentioned in the Table 9 above is intrasentential switching that

occurs at the phrase level. In the data number 106, for example, “di setengah jam

terakhir” is the prepositional phrase in that sentence. The sentence is opened in

English before it switches into Indonesian, and returning into English at the end of

the sentence.

Another example is in the data number 120. In this case, the switching occurs to

the subject of the sentence. “Mahasiswa ini,” which in English is “this student” is

actually a phrase and is not categorized as clause because the verb of the sentence

occurs in the different language. This kind of explanation also applies to the other

data such as the data number 128 and 130. In the data number 128, the switching


49

occurs at the beginning of the sentence. It occurs to the subject of the sentence. If

“bagaimana cerita tersebut” is translated into English, it would become “how that

story,” which exactly is a phrase. Meanwhile, in the data number 130, the switching

that is occurred in the sentence looks exactly like in the data number 120. The

sentence is started with a tag, which is in English, before it switches into Indonesian

and returning again into English at the end of the sentence.

Moreover, in the data number 107, the switch of code in the sentence occurs in

three languages at once. They are English, Javanese, and Indonesian. First of all, the

sentence begins in English, switched into Javanese, and switched into Indonesian at

the end of the sentence. This “mumet setengah mati” is a phrase that occurred in two

languages: Javanese and Indonesian. However, in this case, these two are counted as

one phrase and they cannot be subdivided into smaller parties. Further, in the context

of a conversation that is about the subject that is not easily understood by all of the

students, the lecturer says “well, for you it’s easy, but for them mumet setengah

mati.” In the translation into English, “mumet setengah mati” means “really

confusing.” Therefore, in a full sentence, the data number 107 would be like “well,

for you it’s easy, but for them it’s really confusing.”

Furthermore, take a look at the data number 129. In the data number 129, the

switching occurs at the phrase level, as well. The sentence is opened by using English

before switched into Indonesian at the end of the sentence. In fact, the switch of code

mentioned by the lecturer as an example of the advertisement at the end of the

sentence in the data number 129 is actually a title of Indonesian folk song.


50

If the data in the Table 8 shows the switching at the word level and the data in

the Table 9 shows the intrasentential switching occurred at the phrase level, in this

case, in the Table 10 above, each of the data from number 136 to 167 is categorized

as intrasentential switching occurred at the clause level.

Table 10. Intrasentential at the clause level



136 Trust me itu terjadi √ √ -

137 Permasalahannya adalah three skills

bring…

√ √ √

138 Yang pertama itu five hundred, which is

B

√ √ -

139 Pertanyaannya adalah “how was it?” √ √ -

140 Jika pertanyaannya how was the

vocation, berarti saya habis berlibur.

√ √ -

141 It’s not truth about the information

anymore karena itu sudah terbukti.

√ √ -

142 Alasan yang tidak kita tahu adalah she

or he doesn’t have time.

√ √ -

143 Lalu kenapa kalimatnya future? √ √ -

144 So, the sentence means dia tidak bisa

mengomong sekarang.

√ √ -



√ √ -

146 From the sentence we know dia tidak

bisa bicara sekarang.

√ √ -

147 From this word kita tahu asumsinya

dia.

√ √ -

148 Silahkan berdiskusi dan pastikan the

presupposition and the structure.

√ √ -

149 Dia perlu bertanya “can I talk to you?” √ √ -

150 Jawabannya “I drop the glass.” √ √ -

151 Apapun yang saya tanyakan adalah

summary of the story.

√ √ -

152

When I ask him about the theme,

jawabannya adalah “one day.”

√

√

-


51

153 Biasanya, penjelasan kalian tidak brief. √ √ -

154 You can work the assignment yang saya

berikan kemarin.

√ √ -

155 Based on the data, tahukah Anda that

most of you…

√ √ -

156 Perhatian! To watch this video kalian

harus menggunakan loud speaker.

√ √ -

157 Okay, what information yang kita

dapatkan?

√ √ -

158 As he is speaking, Anda juga taking

notes.

√ √ -

159 Halo! Ada yang tahu this one? √ √ -

160 Kalau saya katakan my car used to run

properly, it means it is running properly

now.

√ √ -

161 My car is not running properly now,

means bukan asumsi.

√ √ -

162 Kita tidak akan bilang my car used to

run properly if…

√ √ -

163 Kita bisa katakan there used to be a

tree.

√ √ -

164 Maybe you can’t imagine that meskipun

itulah kenyataannya.

√ √ -

165 Lab jurnalistik itu dulunya tidak ada but stairs.

√ √ -

166 If I were you kan urusannya jelas. √ √ -

167 Salah sendiri cowok ini berasumsi that

the dog belongs to the woman.

√ √ -

Take a look at the data number 140, for example. The reason why switching that

occurs at the beginning of the sentence is categorized as a clause, and not as a phrase,

is because it actually has auxiliary verb “adalah” that is unsaid by the lecturer. The

auxiliary verb “adalah,” or “is” in English, is supposed to be said as in the other data

such as the data number 137, 138, 139, 142, 151, and 152. The explanation in the data

number 140 is also applied to the data number 150, in which “adalah” is unsaid.


52

Further, for the data number 138, the meaning of “itu” in “yang pertama itu,” in this

case, is not “that” or “which” in English. However, it is “adalah” or “is” in English.

Another example is in the data number 136. In the data number 136, the

switching occurs at the end of the sentence. The sentence is opened in English before

it is switched into Indonesian at the end. In fact, what happens to the data number 136

also happens to the other data, such as the data number 141, 144, 146, 147, 154, 157,

161, 164, and 166.

Meanwhile, in the data number 143, 148, and 149, unlike the data number 136

that the switching occurs at the end of the sentence, the switching in these three

numbers occur at the beginning of the sentence. The explanation upon the data

number 143, 148, and 149 applies to the other data such as the data number 159, 160,

162, 163, 165, 167, in which the sentence in each number is started by using

Indonesian language, at the clause level, before it is switched into English at the end.

If the last two paragraphs above explain about the switch of code that occurs both

at the beginning and at the end of the sentence, in this paragraph, the switch of code

occurs in the middle of the sentence. The switching that occurs in the middle of the

sentence can be found in the data number 158. In this case, the switching occurs from

English to Indonesian before it returns to English at the end of the sentence. The

explanation on the data number 158 also applies to the data number 155. Moreover,

the switching that occurs in the middle of the sentence can also be found in the data

number 145, 153, and 156. In the data number 145, the switching occurs from

English to Indonesian and back to English before the sentence is closed by using


53

Indonesian. Meanwhile, in the data number 145 and 153, although the sentence is

opened in Indonesian, the switching occurs from English to Indonesian and back to

English.

As known, intrasentential switching can occur more than once, or more than one

utterance in a single sentence, as seen in the Table 11 below:

Table 11. Intrasentential within a sentence



168 So, you don’t actually learn from Betty

Azar, setiap hari, dari chapter one

sampai twenty.

√ √ -

169 Listen, kalau no, berarti bisa di-invert

atau tidak di-invert.

√ √ √

170 Kalau yes, langsung bisa di-invert. √ √ -

171 Makan itu butuh proses which needs

kira-kira five minutes.

√ √ -

172 Reasoned is not alasan, but akal budi. √ √ -

173 Itu karena word karier belong to man. √ √ -

174 Pharmacy’s meaning is apotek or toko

obat.

√ √ -

In the Table 11 above, the switching that is occurred in each number has more

than one utterance. Meaning to say, the switching occurs more than once in a

sentence. For example, take a look at the data number 168. In this case, the switching

occurs from English to Indonesian and returning to English. The sentence itself

contains of the switching at the phrase and word level. It is similar to the other data,

such as in the data number 172 and 174. In the data number 172, the switching occurs

from English to Indonesian, returning to English through the word “but” before it


54

ends the sentence in Indonesian. The sentence also contains of the switching at the

word and phrase level. The case occurred to the data number 172 also occurs to the

data number 172. It is exactly the same to the data number 172, in which the

switching occurs from English to Indonesian, returning to English, before eventually

the sentence is ended by using Indonesian.

Another example is in the data number 169 and 170. The switching in these two

numbers occurs at the word and clause level in each sentence. In the data number

169, the switching occurs from English to Indonesian and back to English.

Meanwhile in the data number 170, the switching occurs from Indonesian to English,

returning to Indonesian, before the sentence is ended by using English.

Furthermore, in the data number 171 and 173, the switching occurs at the clause

and word level. The switching in these two numbers occurs in Indonesian before

switched into English at the end of the sentence. In the data number 171, the sentence

is started in Indonesian “makan itu butuh proses” before switched into English. Then,

the language is switched into an Indonesian word “kira-kira,” or in English is

“approximately,” before finally the sentence is ended in English. Meanwhile, the

same explanation in the data number 171 is applied to the data number 173, as well.

They both the data number 171 and 173 have a similarity. In the case of the data

number 173, the sentence is opened with an Indonesian clause “Itu karena,” which in

English is “that is because.” After that, it switches into English, before switched back

again into Indonesian through the word “karier,” or “career,” in English. The

sentence is eventually ended in English.


55

Table 12. Intra lexical switching



175 Listen, kalau no, berarti bisa di-invert

atau tidak di-invert.

√ √ -

176 Kalau yes, langsung bisa di-invert. √ √ -



√ √ -




adalah final test.

√ √ -

179 Alright, sekarang presupposition-nya.

√ √ -


tapi conclusion-nya pakai “I think.”

√ √ -

The data in each number in Table 12 above shows the switching that occurs at

the affix level. This switching is actually categorized as an intra-word switching, or in

the other term is intra-lexical switching. This switching, in fact, is not involved in the

three types of code-switching stated by Shana Poplack. Nevertheless, since this type

of switching occurs in some of the data, it is not a matter to discuss it in this study.

According to Donald Winford (2003:126-167), intra-word switching occurs

within a word, such as at the morpheme boundary. Affix, in this case, is a part of

morpheme, bound morpheme. Further, there are prefix and suffix. While prefix is the

affix added to the beginning of a word, suffix is the affix that is attached at the end of

a word.


56

First of all, take a look at the data number 176, “Kalau yes, langsung bisa di-

invert,” or in English it would become “If yes, it can simply be in inverted”. Here the

switching occurs in a form of prefix “di-” that attaches into the verb “invert” to turn

the word into passive form. The same case happens to the data number 175, as well.

The switching occurred at the affix level to the data number 175 occurs more than

one utterance. However, the switching in this number occurs exactly similar to the

data number 176. Here the prefix “di-,” both in the first and second utterance,

attaches into the verb “invert” to mark the passivity.

Another example is in the data number 177 to 180. There is a similarity that

occurred in each number above. The similarity is the switching that occurred at an

Indonesian suffix “–nya,” which is attached to the English words. While in the data

177, the suffix “–nya,” is attached to the word “assumption,” in the data number 178

the suffix itself is attached to the word “mid-test.” Furthermore, in the data number

179 and 180, the switching occurs at the suffix “–nya” that is added to the word

“presupposition” and “conclusion.”


57

B. Reasons of Using Code-Switching in English Students’ Classroom and

Discussion

As Wardhaugh (2006:110) mentioned that code-switching can allow speaker to

do many things such as, assert power, declare solidarity, express identity, and so on,

in this case, there are six lecturers, who taught seven different subjects, in which one

lecturer taught two subjects, from English Letters Department, which were

interviewed to find out the reasons of code-switching in the classroom.

The first lecturer, who taught Introduction to English Testing (INTET) subject,

said that code-switching is needed in situations such as, in midday lecture and when

the lecture is complicated. The lecturer found in a midday lecture, for example, the

students were easily to lose concentration because they were hungry and sleepy.

Therefore, the lecturer often told the jokes mostly in his midday lectures. The

lecturer used jokes as the ice-breaker. However, he could not tell the jokes in English.

Otherwise, the best way for him to tell jokes was by code-switching from English to

Indonesian or Javanese. It was impossible for him to tell the jokes in English because

he believed the students were not going to laugh in that kind of situation. It was not

because the jokes were not funny. It was because the students had to think twice upon

the jokes. Meaning to say, if the jokes are told by using English, the students have to

indirectly translate the jokes into language they are more familiar with, in this case is

Indonesian or Javanese, before eventually understanding the jokes.

Another reason is when the lecture is complicated. Therefore, the lecturer often

used code-switching in the classroom to avoid misunderstanding with the students.


58

One example of using code-switching in a complicated lecture is when restating the

object to make it even clearer. Meaning to say, the lecturer usually used code-

switching when restating the material he had once explained. Some of the concepts or

explanations in the lecture are hard to be received or understood by the students.

Therefore, once the lecturer had explained the material in English, he would explain

the same material for the second time by using Indonesian or Javanese, if it was

necessarily.

In addition, in the classroom interaction, the lecturer preferred to use “teman-

teman”, which means “friends”, rather than “students” as seen in the Table 3, the data

number 15 and 16. The reason of this code-switching is to build a good and a close

relationship with the students. Meaning to say, lecturer prefers not to consider

learners as students, but friends. This is done in order to make the classroom

becoming a more comfortable place to study, where the students are put in an equal

position with the lecturer. Here, the lecturer explains that the students and the lecturer

are both learning in the classroom. In terms of language learning, for example, when

the students learn the language, the lecturer learns how the students learn the

language.

The second lecturer, who taught English Structure subject for senior students,

said that he often used code-switching from English to Indonesian when explaining a

material or a concept that if it was explained in English, the message would not really

be delivered because the explanation was not understood. The lecturer admitted that

sometimes the students found a difficulty in understanding the lecture that was being


59

taught. In relation to this matter, that is why he feels compelled to switch the

language from English to Indonesian when giving explanation on difficult material of

the lecture.

Moreover, this second lecturer found himself code-switching to either Indonesian

or Javanese every time he wanted to tell jokes for the students. He felt that jokes are

better to be told in Indonesian and Javanese rather than in English. The lecturer also

admitted that he felt more comfortable to tell jokes in his native language.

The third lecturer, who taught Stylistics subject, admitted that he mostly used

code-switching, especially switching to Javanese, when telling jokes. He thought that

Javanese language was the best language for expressing jokes that he felt no

difficulties in talking when using Javanese. Besides, he also mentioned that he quite

often told jokes in English as well. For example, when he said, “my wife is the most

beautiful woman in the world, but I wish I had another life,” everyone laughed. In

conclusion, he said that he could tell jokes in both Javanese and English. However, he

felt more comfortable when making jokes for the students using his mother tongue.

The fourth lecturer, who taught two subjects, Language Research Methodology

and Pragmatics, said that the reason for her to use code-switching is when she

observed that the students did not understand the lectures she taught. Therefore, she

admitted that when the foreign language, which is English, was not really helping

students in understanding the lecture, she would switch the language back into the

second language or first language, which in this case is Javanese or Indonesian. This

fourth lecturer added that code-switching is used when it is really needed. Otherwise,


60

she tends to keep using English for the whole lecture. However, she stated that the

use of English has to be suitable with the characteristic of the lecture and the

difficulty level of the lecture. Meaning to say, when the students are confused with

the lecture or a particular term in the lecture, the lecturer has to switch the language

into whether Indonesian or Javanese.

Next, the fifth lecturer, who taught History of Modern Thought subject, stated

that the reason why he code-switching from English to Indonesian in the classroom is

because he thought that Indonesian language was a sexist language. For example, in

the lecture he taught, which was History of Modern Thought, in the data number 43,

table 5, the reason why he preferred to say “wanita karier” rather than “career

woman,” is because, in terms of gender, Indonesian language is a sexist language,

which was even sexier than English. Another example is in the dangdut songs. This

fifth lecturer explained that if the singer was a woman, she would use particular terms

such as, “minta cerai” or “mencerai,” which in English was simply “divorce.”

Another reason this fifth lecturer code-switching in the classroom is mostly

related to the topic. Moreover, he also said that if he was being emotional in the

classroom such as, mad, sad, and so on, he would like to express his feeling in

Indonesian or Javanese. For example, when he was mad because the students came

late to the class, or when the students had not read the material that was going to be

discussed in class, he always expressed his emotion by using Indonesian or Javanese.

English, in terms of expressing feeling, for him personally, was not as emotional as

Indonesian and Javanese.


61

Lastly, the sixth lecturer, who taught Interpreting subject, admitted that the

reason why she often code-switching in the class is because she wanted to be a real

example of an interpreter who was able to produce two languages, for example,

English and Indonesian, at the same time. This sixth lecturer added that code-

switching in her class is not for the understanding, otherwise for the production of the

language. Since the interpreting subject allowed both students and lecturer to speak in

two or more languages, source and target languages, it is not a surprise that the switch

from one language to another in the class occurred very often.


62

CHAPTER V

CONCLUSION

Based on the analysis results and discussions in the previous chapter, this chapter

provides the conclusion of the study.

There are four types of code-switching found in the instructions given by the

lecturers in the classroom. The first three types of code-switching are the types of

code-switching that are stated by Poplack (1980). The three types of code-switching

stated by Poplack (1980) found in the lecturers’ classroom instructions are the tag-

switching, which tends to focus on the inclusion of tags, including interjections,

idiomatic expressions, parenthetical, and even individual noun switches,

intersentential switching, which occurs at the clause or sentence level, and

intrasentential switching, which occurs within a sentence or in the middle of a

sentence, or in a clause.

Meanwhile, the other type of code-switching is the one that is stated by Winford

(2003). The type of code-switching stated by Winford (2003) is the intra-word

switching, which occurs within a word, such as at the morpheme boundary. This type

of code-switching is an additional code-switching that is found in the data and is

discussed in the chapter 4.

Furthermore, for the reason of code-switching, in the interview with the lecturers,

there are nine reasons mentioned by the lecturers why they use code-switching in the


63

classroom when teaching-learning process is underway. Those reasons mentioned by

the lecturers are: code-switching that is used as ice breaker, the use of code-

switching as the repetition used for clarification, code-switching that is used by the

lecturer to be more familiar with the students, code-switching used for explaining

difficult material, expressing particular terms, talking about particular topic,

expressing feelings, and maintaining certain neutrality when both codes are

used. Lastly, code-switching is used when the lecturer are being emphatic about

something, such as when the lecturer observes that the students does not understand

the lectures that is being taught.


64

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67

APPENDICES

Appendix 1: Table of the Type of Code-Switching in the Lecturers’ Classroom

Instructions

No Expression Type Language Content


1 Biasanya, forty people. Tag-Switching √ √ -

2 Biasanya, penjelasan kalian tidak

brief.

Tag-Switching √ √ -

3 Logikanya, it is an analogy, kan? Tag-Switching √ √ -

4 Lanjut, number three. Tag-Switching √ √ -

5 Kemudian, we may say there

used to be a tree.





7 Dengan kata lain, presupposition

will be the background.


8 Katanya, there is no Pragmatics

test.


9 Sementara itu, ITP adalah

Institutional Test Program.


10 Logikanya, it is an analogy, kan? Tag-Switching √ √ -

11 If I’ll talk to you another time

artinya I’ll talk to you in the

future, kan?


12 When somebody says something

berarti kita harus tahu

assumption-nya, kan?


13 Though we are half dead, we are

alive. Tidak ada yang setengah

mati dan setengah hidup, kan?


14 My car ran properly, kan? Tag-Switching √ √ -

15 Teman-teman, is there any one

of you have ever taken a TOEFL

test?


16 Teman-teman, if you want to

take the real TOEFL test…


17 Jadi, this paper becomes your

final paper.



68

18 Jadi, whatever we say will lead… Tag-Switching √ √ -

19 Jadi, harga bisa berubah. It can

change.


20 Jadi, kalian cuma prepare a scrap

of paper.


21 Some of them are facts. Jadi,

kalian jangan berspekulasi

apapun.


22 Perhatian! To watch this video

kalian harus menggunakan loud

speaker.


23 Halo! Ada yang tahu this one? Tag-Switching √ √ -

24 Kalau lagi galau, pusing, atau

sakit, your TOEFL score will not

be satisfactory.

Intersentential

Switching

√ √ -

25 Kalau saya tiba-tiba

mengulangi hal yang sama, please remind me.

Intersentential

Switching

√ √ -

26 So, jika kenyataannya itu

dibalik, you’ll see the…

Intersentential

Switching

√ √ -

27 So, kalau iki wes beres, we’ll

move to methodology.

Intersentential

Switching

√ - √

28 Kalau teman-teman bertanya, Mr. Risang, why Sanata

Dharma…

Intersentential

Switching

√ √ -

29 For example, kalau dapat di

Google, write down the source.

Intersentential

Switching

√ √ -

30 Kalau tidak dibaca, we can’t

even discuss it.

Intersentential

Switching

√ √ -


vocation, berarti saya habis

berlibur.

Intersentential

Switching

√ √ -

32 If we ask his name, kita tahu dia

pasti punya nama.

Intersentential

Switching

√ √ -

33 If we ask where he lives, pasti dia

punya rumah

Intersentential

Switching

√

√

-

34 Kalau dia bukan milyuner, it

doesn’t mean he’s poor.

Intersentential

Switching

√ √ -

35 Jika kemudian I were him,

berarti urusanku dengan dia.

Intersentential

Switching

√ √ -

36 So, kalau mau ke toilet, kalian

harus antri.

Intersentential

Switching

√ √ -


69

37 Kalau cowok ini baik hati,

kooperatif, ceweknya pasti

bakal klarifikasi kalau itu

bukan anjingnya.

Intersentential

Switching

√ √ -

38 For example, apa bahasa

Inggrisnya piring, sabun, dan

seterusnya?

Intersentential

Switching √ √ -

39 Anything else? Ada versi lain? Intersentential

Switching √ √ -

40 What’s the difference? Bedanya

di mana?

Intersentential

Switching

√ √ -

41 She asked about the vocation.

Kira-kira apa yang dia pikirkan

sebelumnya?

Intersentential

Switching √ √ -

42 If you see the context here,

kenapa sampai dia bisa

ngomong hal itu?

Intersentential

Switching √ √ -

43 I want to ask you a question.

Kenapa ada istilah wanita

karier?

Intersentential

Switching

√ √ -

44 And then, Kenapa tidak ada

istilah pria karier?

Intersentential

Switching

√ √ -

45 What is the meaning of

pharmacy? Kui artinya opo?

Intersentential

Switching √ - √

46 Before we continue, ada yang

mau ditanyakan?

Intersentential

Switching √ √ -

47 Questions? Ada pertanyaan? Intersentential

Switching

√ √ -

48 Are you ready? Sudah siap? Intersentential

Switching √ √ -

49 Apa yang pertama kali dia

ucapkan? Does anyone know?

Intersentential

Switching - √ -

50 Come on! Masih ra dong

meneh?

Intersentential

Switching

√ - √

51 What is the next information we

can get? Ada yang tahu

informasi berikutnya?

Intersentential

Switching √ √ -

52 So, in this case, this paper

becomes your final paper, yang

artinya kalian harus mulai

menulis dengan baik.

Intersentential

Switching √ √ -

53 For example from the printed Intersentential √ √ -


70

books, itu berarti dimulai dari

sini.

Switching

54 At least 37 correct numbers, saya

ulangi, 37 correct numbers.

Intersentential

Switching √ √ -

55 Entah dia enggak punya waktu,

sibuk, atau sakit perut, that’s all

speculation.

Intersentential

Switching √ √ -

56 Some of them are facts. Jadi,

kalian jangan berspekulasi

apapun.

Intersentential

Switching √ √ -

57 When we eat, kita perlu

mengunyah.

Intersentential

Switching √ √ -

58 For example, besok kita enggak

ada ujian.

Intersentential

Switching √ √ -

59 Kita sudah buat analisis

panjang lebar, tapi conclusion-

nya pake “I think”

Intersentential

Switching

√ √ -

60 Alright, kita sampai di situ dulu. Intersentential

Switching √ √ -

61 Thematically speaking, mereka

saling melengkapi.

Intersentential

Switching √ √ -

62 Tapi ada yang lebih tepat lagi, in Javanese is gembi.

Intersentential

Switching

√ √ √

63 Jadi, harga bisa berubah. It can

change

Intersentential

Switching √ √ -

64 This is super easy, kalian pasti

bisa.

Intersentential

Switching

√ √ -

65 Bisa saja dia bukan milyuner,

he’s a billionaire though.

Intersentential

Switching

√ √ -

66 Though we are half dead, we are

alive. Tidak ada yang setengah

hidup dan setengah mati, kan?

Intersentential

Switching √ √ -

67 Sorry, saya terlambat. Intersentential

Switching

√ √ -

68 Kayaknya ini mudah saja, right? Intersentential

Switching √ √ -

69 In reading, from fifty, you need to

have, at least, forty. Kelas ini

yang paling mengerikan.

Intersentential

Switching √ √ -

70 The difference is the way they

live. Cara hidup mereka

berbeda.

Intersentential

Switching √ √ -


71

71 Ada tiga tes yang akan kita

lakukan di kelas. They are

pretest, post-test itu mid-test-nya

Listening, dan complete test

adalah final test.

Intersentential

Switching √ √ -

72 Informasinya tidak terlalu

banyak dan tidak terlalu

sedikit. It’s enough information.

Intersentential

Switching √ √ -

73 Cowok ini sok akrab. That’s

why the girl doesn’t want to

cooperate.

Intersentential

Switching √ √ -

74 There are so many IBT

participants. Peserta IBT tidak

pernah sedikit.

Intersentential

Switching √ √ -

75 Why are you always late? Tidak

hujan, terang benderang, tapi

kamu tetap saja terlambat.

Intersentential

Switching √ √ -

76 Books are precious. Semua buku

yang berhubungan dengan

kuliah ini tidak saya buang.

Intersentential

Switching √ √ -

77 Things have changed. Yang tidak

bisa dibayangkan adalah lab.

jurnalistik itu dulunya tangga

ke lantai dua.

Intersentential

Switching √ √ -

78 Kalian juga tidak bisa

bayangkan kalau di sana itu

dulunya ada ruang-ruang kelas.

It was a hallway, long ago.

Intersentential

Switching

√ √ -

79 Orang-orang dulu lebih kaget

lagi ketika tahu bahwa ruang-

ruang kelas sudah berubah.

They all are surprised with the

change from classrooms into

hallway.

Intersentential

Switching

√ √ -

80 Kalau kita mengatakan “lagi,”

berarti dulu kita pernah dan

kita menginginkannya lagi. That

is its meaning.

Intersentential

Switching √ √ -

81 Anak kecil diajari untuk

mengakui kesalahan dan minta

maaf. Honesty is introduced since

they are kids.

Intersentential

Switching

√ √ -


72

82 “If I were you” is clear. Itu

urusannya kamu jadi aku. Two

opposite reality.

Intersentential

Switching √ √ -

83 Kalian tidak belajar itu setiap hari

sampai mata nglotok.

Intrasentential

Switching

- √ √

84 Kalau mau ke toilet, harus antri.

Ketika yang satu ngempet sambil

SMS, yang lainnya ngempet

sambil makan.

Intrasentential

Switching

- √ √

85 IBT adalah Internet Based

TOEFL

Intrasentential

Switching

√ √ -

86 You will have three skills.

Listening dulu, kemudian

structure, dan reading

comprehension.

Intrasentential

Switching √ √ -


lakukan di kelas. They are pretest,

post-test itu mid-test-nya


adalah final test.

Intrasentential

Switching √ √ -

88 As soon as berarti upon atau on. Intrasentential

Switching √ √ -

89 That was past tense, ini past

progressive.

Intrasentential

Switching

√ √ -

90 Alright, sekarang presupposition-

nya.

Intrasentential

Switching √ √ -

91 Nanti means I can’t right now. Intrasentential

Switching

√ √ -

92 By saying “katanya,” we say

what people say.

Intrasentential

Switching √ √ -

93 Why “I hear” bukannya “I

listen”?

Intrasentential

Switching √ √ -

94 Don’t start the conclusion dengan

“I think.”

Intrasentential

Switching

√ √ -

95 Kita sudah buat analisis panjang

lebar, tapi conclusion-nya pakai

“I think.”

Intrasentential

Switching √ √ -

96 Kita elaborate tomorrow. Intrasentential

Switching

√ √ -

97 Bukan interrogation, tapi report. Intrasentential

Switching √ √ -

98 I know it’s lalat, right? Intrasentential √ √ -


73

Switching


Javanese is gembi.

Intrasentential

Switching

√ √ √

100 The meaning of “as though” is

seolah-olah.

Intrasentential

Switching √ √ -

101 … two meanings or ji, ro, lu, pat,

mo, or more than one meaning.

Intrasentential

Switching √ - √

102 Drama is like sinetron. Intrasentential

Switching √ √ -

103 Chidden means menegur. Intrasentential

Switching √ √ -

104 Lain in this context means

terbalik.

Intrasentential

Switching √ √ -

105 Asumsi is the fact that… Intrasentential

Switching

√ √ -

106 Later on, in the end of the class,

di setengah jam terakhir, I want

to give you a pretest.

Intrasentential

Switching √ √ -

107 Well, for you it’s easy, but for

them mumet setengah mati.

Intrasentential

Switching √ √ √

108 For example, jangan hanya write

down www.google.com

Intrasentential

Switching

√ √ -

109 If your score di bawah lima-lima

puluh, it means you need to work

hard.

Intrasentential

Switching

√ √ -

110 If you want to know, TOEIC test

itu tesnya seperti, for example,

…

Intrasentential

Switching √ √ -

111 Overall, it will take 120 minutes,

2 jam.

Intrasentential

Switching √ √ -

112 Structure needs 31 correct

numbers, which the score is lima-

lima puluh.

Intrasentential

Switching √ √ -

113 Next, nomor empat. Anyone? Intrasentential

Switching √ √ -

114 … without any previous

utterance, kecuali judul lagunya

Sheila on 7.

Intrasentential

Switching √ √ -

115 Going on vocation has been

assumed, hanya saja more

information is needed to

strengthen the assumption.

Intrasentential

Switching √ √ -


74

116 So, dari kalimat itu we know

that she or he is not friendly.

Intrasentential

Switching √ √ -

117 See you another time itu

fungsinya implied on …

Intrasentential

Switching √ √ -

118 Now is impossible. Tidak

mungkin now.

Intrasentential

Switching √ √ -

119 Kata tertentu implying so many

meanings.

Intrasentential

Switching √ √ -



Intrasentential

Switching √ √ -

121 Kemudian menanyakan “what

can I talk to you?”

Intrasentential

Switching √ √ -

122 It means not too much, not too

little, tapi cukup.

Intrasentential

Switching

√ √ -

123 In a conversation berisi jawaban

dan pertanyaan.

Intrasentential

Switching √ √ -

124 Whatever he wrote in the synopsis

adalah jawabannya.

Intrasentential

Switching

√ √ -

125 So, start a conversation dengan

asumsi yang benar.

Intrasentential

Switching √ √ -

126 You would never hear the term

perempuan hidung belang.

Intrasentential

Switching

√ √ -

127 You would hear laki-laki hidung

belang.

Intrasentential

Switching

√ √ -

128 Bagaimana cerita tersebut put

the view in the question?

Intrasentential

Switching √ √ -

129 Advertisement is like a song, for

example, “Dari Sabang Sampai

Merauke.”

Intrasentential

Switching √ √ -

130 Jadi, kalian cuma prepare a scrap

of paper.

Intrasentential

Switching √ √ -

131 His voice sometimes tidak begitu

jelas.

Intrasentential

Switching √ √ -

132 Lab jurnalistik used to be stairs. Intrasentential

Switching

√ √ -

133 Well, it could be any assignment

given, atau PR, atau memang

kelas kosong.

Intrasentential

Switching √ √ -

134 Jika kemudian I were him,

berarti urusanku dengan dia.

Intrasentential

Switching √ √ -

135 Kaya dan agak kaya is different. Intrasentential

Switching √ √ -


75

136 Trust me itu terjadi Intrasentential

Switching √ √ -

137 Permasalahannya adalah three

skills bring…

Intrasentential


138 Yang pertama itu five hundred,

which is B

Intrasentential

Switching √ √ -

139 Pertanyaannya adalah “how

was it?”

Intrasentential

Switching √ √ -


vocation, berarti saya habis

berlibur.

Intrasentential

Switching √ √ -

141 It’s not truth about the

information anymore karena itu

sudah terbukti.

Intrasentential

Switching

√ √ -

142 Alasan yang tidak kita tahu

adalah she or he doesn’t have

time.

Intrasentential

Switching

√ √ -

143 Lalu kenapa kalimatnya future? Intrasentential

Switching √ √ -

144 So, the sentence means dia tidak

bisa mengomong sekarang.

Intrasentential

Switching √ √ -




Intrasentential

Switching

√ √ -

146 From the sentence we know dia

tidak bisa bicara sekarang.

Intrasentential

Switching

√ √ -

147 From this word kita tahu

asumsinya dia.

Intrasentential

Switching √ √ -

148 Silahkan berdiskusi dan

pastikan the presupposition and

the structure.

Intrasentential

Switching √ √ -

149 Dia perlu bertanya “can I talk to

you?”

Intrasentential

Switching √ √ -

150 Jawabannya “I drop the glass.” Intrasentential

Switching √ √ -

151 Apapun yang saya tanyakan

adalah summary of the story.

Intrasentential

Switching

√ √ -

152

When I ask him about the theme,

jawabannya adalah “one day.”

Intrasentential

Switching

√

√

-

153 Biasanya, penjelasan kalian

tidak brief.

Intrasentential

Switching √ √ -


76

154 You can work the assignment

yang saya berikan kemarin.

Intrasentential

Switching √ √ -

155 Based on the data, tahukah Anda

that most of you…

Intrasentential

Switching √ √ -

156 Perhatian! To watch this video

kalian harus menggunakan loud

speaker.

Intrasentential

Switching √ √ -

157 Okay, what information yang kita

dapatkan?

Intrasentential

Switching √ √ -

158 As he is speaking, Anda juga

taking notes.

Intrasentential

Switching

√ √ -

159 Halo! Ada yang tahu this one? Intrasentential

Switching

√ √ -

160 Kalau saya katakan my car used

to run properly, it means it is

running properly now.

Intrasentential

Switching √ √ -

161 My car is not running properly

now, means bukan asumsi.

Intrasentential

Switching √ √ -

162 Kita tidak akan bilang my car

used to run properly if…

Intrasentential

Switching

√ √ -

163 Kita bisa katakan there used to

be a tree.

Intrasentential

Switching

√ √ -

164 Maybe you can’t imagine that

meskipun itulah kenyataannya.

Intrasentential

Switching √ √ -

165 Lab jurnalistik itu dulunya

tidak ada but stairs.

Intrasentential

Switching √ √ -

166 If I were you kan urusannya

jelas.

Intrasentential

Switching

√ √ -

167 Salah sendiri cowok ini

berasumsi that the dog belongs to

the woman.

Intrasentential

Switching √ √ -

168 So, you don’t actually learn from

Betty Azar, setiap hari, dari

chapter one sampai twenty.

Intrasentential

Switching √ √ -

169 Listen, kalau no, berarti bisa di-

invert atau tidak di-invert.

Intrasentential


170 Kalau yes, langsung bisa di-

invert.

Intrasentential

Switching √ √ -

171 Makan itu butuh proses which

needs kira-kira five minutes.

Intrasentential

Switching √ √ -

172 Reasoned is not alasan, but akal

budi.

Intrasentential

Switching √ √ -


77

173 Itu karena word karier belong to

man.

Intrasentential

Switching √ √ -

174 Pharmacy’s meaning is apotek or

toko obat.

Intrasentential

Switching √ √ -

175 Listen, kalau no, berarti bisa di-

invert atau tidak di-invert.

Intra-word

Switching

√ √ -

176 Kalau yes, langsung bisa di-

invert.

Intra-word

Switching

√ √ -




Intra-word

Switching

√ √ -


lakukan di kelas. They are pretest,

post-test itu mid-test-nya


adalah final test.

Intra-word

Switching

√ √ -

179 Alright, sekarang presupposition-

nya.

Intra-word

Switching

√ √ -

180 Kita sudah buat analisis panjang

lebar, tapi conclusion-nya pakai

“I think.”

Intra-word

Switching

√ √ -


78

Appendix 2: Transcriptions of Interviews on the Lecturers’ Reasons of Code-

Switching in the Classroom Instructions

Lecturer 1

Interviewer: Why do you use code-switching in class?

Respondent: I code-switch mostly in situations such as, midday lecture and

complicated lecture. The first is, in the midday lecture, the students are

easily to lose concentration because they are hungry and sleepy. That

is why I tell jokes in that kind of situation. But I do not tell jokes in

English, otherwise, I switch to Indonesian or Javanese, so that they do

not have to get confused on the jokes I tell. The next reason is when

the class or the lecture is complicated. That is why I have to use code-

switching. For example, restating the concept. First, I state the concept

in English before I restate the same concept in Indonesian.

Interviewer: Why do you prefer to call the students “teman-teman” rather than

“students”, “friends”, or “guys”?

Respondent: I would like to have good relationship with the students. I would like

to put the students in an equal position with me. We are both learning

in the classroom. In terms of language learning, for example, when the

students learn the language, I learn how the students learn the

language.


79

Lecturer 2


Respondent: I use code-switching when explaining difficult concept that if I explain

it in English, the message is not really delivered to the students

because they, the students, do not understand it.

Lecturer 3


Respondent: I code-switch only when telling jokes. That is because Javanese is the

best language for expressing jokes although I can tell jokes in English

as well. But, I feel more comfortable when making jokes for the

students using my mother tongue.

Lecturer 4


Respondent: I use code-switching when I observe the students do not understand the

lectures I lecture. I prefer to switch back to first or second language

(Javanese or Indonesian) when foreign language (English) does not

help students to understand the lectures.

Lecturer 5


Respondent: Three reasons. First is because Indonesian language is a sexist

language that is even sexier than English. That is why I prefer to use

“wanita karier” than “career woman”. In term of gender, as I said,


80

Indonesian language is a sexist language, even sexier than English.

Second is mostly related to the topic of the lecture. The last one is

because, in terms of expressing feelings, like, for example, I am mad

to the students because they come late to the class, English is not as

emotional as Indonesian and Javanese.

Lecturer 6


Respondent: In my interpreting class, I would like to be a real example of an

interpreter who is able to produce two languages at the same time.

That is code-switching is used for. Code-switching is not for the

understanding, but for the production of the language.


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