LECTURERS’ ENGLISH TO INDONESIAN CODE- SWITCHING IN ...

LECTURERS’ ENGLISH TO INDONESIAN CODE-

SWITCHING IN INTRODUCTION TO ENGLISH

LINGUISTICS AND INTRODUCTION TO ENGLISH

LITERATURE IN ENGLISH LETTERS DEPARTMENT

CLASSES

AN UNDERGRADUATE THESIS

Presented as Partial Fulfillment of the Requirements

for the Degree of Sarjana Sastra

in English Letters

By

Yosef Sanpedro Andika

Student Number: 144214064

DEPARTMENT OF ENGLISH LETTERS

FACULTY OF LETTERS

UNIVERSITAS SANATA DHARMA

YOGYAKARTA

2018

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ii

LECTURERS’ ENGLISH TO INDONESIAN CODE-

SWITCHING IN INTRODUCTION TO ENGLISH

LINGUISTICS AND INTRODUCTION TO ENGLISH

LITERATURE IN ENGLISH LETTERS DEPARTMENT

CLASSES

AN UNDERGRADUATE THESIS

Presented as Partial Fulfillment of the Requirements

for the Degree of Sarjana Sastra

in English Letters

By


Student Number: 144214064

DEPARTMENT OF ENGLISH LETTERS

FACULTY OF LETTERS

UNIVERSITAS SANATA DHARMA

YOGYAKARTA

2018


vii

WHAT IS RIGHT IS MORE IMPORTANT

THAN WHO IS RIGHT

– JOHN WOODEN


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I dedicate this work to my family for serving me with affections and love and their dedicated partnership for success in my life


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ACKNOWLEDGEMENTS

First and foremost, I would like to express my gratitude to The Almighty

God, Jesus Christ, for all the blessings and help to complete this undergraduate

thesis. My biggest thanks especially go to my beloved mother, as the best mother

in the universe, thanks for all the prayers, support, encouragement, love and

faithfulness in my difficult time. To my beloved father, thanks a lot for always

working hard and trying to do the best to support my education all the time.

Thanks for everything. I would also like to thank my sister, for her support,

prayers, and material that I need.

My best gratitude to my advisor, Ms. Fransisca Kristanti S.Pd., M.Hum.,

for the guidance, patience, direction, and the encouragement that are very useful

and helpful in completing this thesis. I would to thank my co-advisor, Harris

Hermansyah Setiajid M.Hum, for his worthy correction for the topic of this thesis

and suggestion to improve the quality of this undergraduate thesis. I would also

like to thank all the lecturers in Introduction to English Linguistics and

Introduction to English Literature for sharing their time and knowledge during

the process of getting the data of this thesis.

Last but not least, my extended gratitude and thankfulness goes to Agatha

Christie Yuansha Aji for always being here whenever this life goes hard and for

my beloved friends, thanks for every support and laugh that I will never forget. I

am going to miss all the fun and the quality time we spent in life together.



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TABLE OF CONTENTS

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

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

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

STATEMENT OF ORIGINALITY ............................................................ v

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI

KARYA ILMIAH ............................................................................................. vi

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

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

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

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

LIST OF TABLES ........................................................................................ xii

ABSTRACT ................................................................................................... xiii

ABSTRAK ..................................................................................................... xiv

CHAPTER I: INTRODUCTION ................................................................ 1

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

B. Problem Formulation .......................................................................... 4

C. Objectives of the Study ....................................................................... 4

D. Definition of Terms ............................................................................. 5

CHAPTER II: REVIEW OF LITERATURE ............................................ 6

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

B. Review of Related Theories ................................................................ 9

1. Sociolinguistics ............................................................................. 9

2. Code ............................................................................................... 11

3. Bilingualism ................................................................................... 13

4. Code-Switching .............................................................................. 16

5. Types of Code-Switching ............................................................... 17

6. Reasons of Code-Switching ........................................................... 18

C. Theoretical Framework ....................................................................... 21

CHAPTER III: METHODOLOGY ............................................................ 24

A. Object of the Study .............................................................................. 24

B. Approach of the Study ........................................................................ 25

C. Method of the Study ............................................................................ 25

CHAPTER IV: ANALYSIS (RESULTS AND DISCUSSIONS) .............. 31

A. Types of English to Indonesian code-switching performed by the

lecturers in English Letters Department Classes .................................... 31

1. Intrasentential Switching ................................................................ 35

2. Intersentential Switching ................................................................ 44

3. Tag-Switching ................................................................................ 53


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4. Intra-lexical Switching ................................................................... 56

B. Reasons of Using English to Indonesian Code-Switching Performed by

the Lecturers in the English Letters Department Classes..................... 57

1. Intention of Clarifying the Speech Content for

Interlocutor ..................................................................................... 61

2. Interjetion ....................................................................................... 63

3. Talking about particular topic ........................................................ 64

4. Quoting somebody ......................................................................... 66

5. Repetition used for clarification ..................................................... 67

6. Expressing identity ......................................................................... 68

7. Real lexical need ............................................................................ 70

8. To soften or strengthen request or command ................................. 71

9. Being emphatic about something (Declare solidarity) ................... 72

10. To avoid other people join the conversation .................................. 73

CHAPTER V: CONCLUSION .................................................................... 75

REFERENCES .............................................................................................. 79

APPENDICES ............................................................................................... 81


xii

LIST OF TABLES

No. Table Page

1. Table 1. Percentages of Code-Switching Occurred in Lecturers’

Utterances in English Letters Department Classes 32

2. Table 2. Code-switching in Introduction to English Linguistics

Clasroom 33

3. Table 3. Code-switching in Introduction to English Literature

Clasroom 34

4. Table 4. Intrasentential Switching in Introduction to English

Linguistics Classroom 35

5. Table 5. Intrasentential Switching in Introduction to English

Literature Classroom 43

6. Table 6. Intersentential Switching in Introduction to English


7. Table 7. Intersentential Switching in Introduction to English

Literature Classroom 51

8. Table 8. Tag-Switching in Introduction to English Linguistics

Classroom 53

9. Table 9. Tag-Switching in Introduction to English Literature

Classroom 55

10. Table 10. Intra-lexical Switching in Introduction to English


11. Table 11. The Occurrence for the reasons of using code-swiching

in Lecturers’ utterances 58

12. Table 12. The Occurrence for the reasons of using code-switching

in Introduction to English Linguistics Classroom 59

13. Table 13. The Occurrence for the reasons of using code-switching

in Introduction to English Literature Classroom 60


xiii

ABSTRACT

SANPEDRO ANDIKA, YOSEF (2018). Lecturers’ English to Indonesian

Code-Switching in Introduction to English Linguistics and Introduction to

English Literature in English Letters Department Classes. Yogyakarta:

Department of English Letters, Faculty of Letters, Universitas Sanata Dharma.

Language, as a system of communication, has developed widely. In its

usage, language might be switched from one language to another language. It is

usually spoken by people who master two or more languages. For example, in

English Letters Department classes, English is not the native language for the

students while Indonesian is. In those classes, when the lecturers are teaching,

they often switch the English to Indonesian and vice versa in order to make the

students understand and follow the instruction easily. This phenomenon is called

as code-switching.

In this research, there are two problems that are going to be discussed. The

first one is to find the types of English to Indonesian code-switching that are

performed by the lecturers in the English Letters Department Classes. The second

one is to find out the reasons behind the English to Indonesian code-switching

that are performed by the lecturers in the English Letters Department Classes.

This study used sociolinguistic approach in order to identify the objectives

of the study, which are to answer the type of code-switching and the reason of

code-switching in the instructions given by the lecturers in the classroom. For

data collection, the methods applied for collecting data by using record and

questionnaire distribution techniques. For the data that collected from

questionnaires, it is analysed using Likert scale. Furthermore, the data in the form

of oral expressions and written, were prepared for the analysis.

In the analysis, there are 213 code-switching expressions in the lecturers’

utterances in English Letters Department Classes. From total 213 occurrences

which are identified, 30 expressions are categoried as tag-switching, 58

expressions are categorized as intersentential switching, 108 expressions are

categorized as intrasentential switching, and 17 expressions are categorized as

intra-lexical switching. From the result, intrasentential switching is the most

dominant type of code-switching, whereas intra-lexical switching is the least

dominant type of code-switching. Meanwhile for the reasons of code-switching,

based on the analysis from classroom observation, there are 8 reasons for using

code-switching, which are talking about particular topic, quoting somebody,

interjection, repetition used for clarification, expressing identity, intention of

clarifying the speech content for interlocutor, to soften or strengthen request or

comman,and because of the real lexical need. Furthermore, the most reason of

code-switching is intention of clarifying the speech content for interlocutor.

Meanwhile, based on the analysis from questionnaires, the most reason of code-

switching used is because of the real lexical need, and the least is avoiding other

people to join the conversation.


xiv

ABSTRAK

SANPEDRO ANDIKA, YOSEF (2018). Lecturers’ English to Indonesian

Code-Switching in Introduction to English Linguistics and Introduction to

English Literature in English Letters Department Classes. Yogyakarta:

Program Studi Sastra Inggris, Fakultas Sastra, Universitas Sanata Dharma.

Bahasa merupakan salah satu sistem komunikasi yang telah berkembang

secara luas. Dalam penggunaannya, bahasa dapat dialihkan dari satu bahasa ke

bahasa yang lain. Pengalihan bahasa tersebut sering diucapkan oleh orang-orang

yang telah menguasai dua macam bahasa atau lebih. Salah satu contohnya dapat

ditemukan di kelas-kelas yang terdapat di Program Studi Sastra Inggris, yang

menunjukkan bahwa bahasa Inggris bukanlah bahasa ibu yang diucapkan para

mahasiswa melainkan bahasa Indonesia. Dalam kelas-kelas tersebut, para dosen

seringkali mengalihkan bahasa yang mereka ucapkan dari bahasa Inggris ke

bahasa Indonesia dan sebaliknya. Hal ini dilakukan untuk memudahkan para

murid dalam memahami dan mengikuti pembelajaran yang sedang berlangsung.

Fenomena ini biasa disebut sebagai alih kode.

Ada dua rumusan masalah dalam penelitian ini. Pertama adalah untuk

menentukan tipe-tipe alih kode bahasa Inggris-Indonesia yang diucapkan oleh

para dosen Program Studi Sastra Inggris di dalam kelas. Kedua adalah untuk

menemukan alasan dibalik terjadinya alih kode yang diucapkan para dosen

Program Studi Sastra Inggris di dalam kelas

Studi ini menggunakan pendekatan sosiolinguistik untuk mengidentifikasi

tujuan dari studi ini, yang mempunyai tujuan untuk menjawab masalah mengenai

tipe alih kode dan alasan alih kode, dalam instruksi kelas yang diberikan oleh

dosen. Untuk pengumpulan data, metode yang diterapkan untuk mengumpulkan

data adalah dengan menggunakan teknik rekam dan pembagian kuisioner. Untuk

data yang diperoleh dari kuisioner, teknik yang digunakan untuk menganalisis

data adalah teknik skala Likert. Selanjutnya, data yang berupa ekspresi lisan yang

ditranskripsi dan tulisan dari hasil kuisioner siap untuk di analisis.

Dalam analisis, terdapat 213 ekspresi alih kode di intruksi kelas yang

diberikan dosen. Dari total 213 ekspresi yang teridentifikasi, 30 ekspresi

dikategorikan sebagai tag-switching, 58 ekspresi dikategorikan sebagai

intersentential switching, 108 ekspresi dikategorikan sebagai intrasentential-

switching, dan 17 ekspresi dikategorikan sebagai intra-lexical switching. Dari

hasil yang ada, intrasentential switching adalah tipe alih kode yang paling banyak

muncul. Sementara itu, untuk analisis alasan alih kode yang berdasarkan dari

analisis observasi kelas, terdapat 8 alasan menggunakan alih kode, yaitu untuk

menjelaskan materi yang susah, mengungkapkan perasaan, menjelaskan istilah

khusus, dan membahas topik tertentu. Alasan alih kode yang paling banyak

muncul adalah untuk menjelaskan materi yang susah ke para mahasiswa.

Berdasarkan analisis dari kuisioner, alasan terbanyak dalam penggunaan alih kode

yang adalah untuk menjelaskan istilah khusus dan alasan alih kode yang paling

sedikit adalah untuk menghindari orang lain bergabung dalam percakapan yang

sedang berlangsung.


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CHAPTER I

INTRODUCTION

A. Background of the Study

In this era, the use of language has developed widely. It has been a

common thing to see people who are able to speak in more than one language,

namely bilingual people. In Indonesia, since English has been spread learned

widely as foreign language, the number of bilingual people is increasing. Speech

and social behavior are constantly interacting. All the time language is changing

because of social contexts and it cause the language to change. Sometimes people

communicate with only certain people, friends, or community they belong to,

because people only share or communicate something with the people they know

or with the people that understand them .To avoid other communities or people

get involved to their communication, the speaker or the language user switch the

use of language from one to another, and it is called code-switching.

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

society. Sociolinguistics, the study of code-switching, concerns with the changing

of language use form one to another in a single conversation. Wardhaugh (2010,

p. 101) mentions that people are basically needed to choose a specific code in

their speech, and they may also decide to mix codes or to switch from one code to

another even within sometimes very short speech and thereby make a new code in

a process called code-switching. Heller (1988, p. 1) also adds that code-switching


2

occurs when a speaker uses more than one language in a single sentence or

conversation. Therefore, according to the statements, it is concluded that code

switching is the process of changing from one language to another language

during a single conversation. The phenomenon of code switching also occurs in

education field. It is used by student, teacher, or lecturer in daily interaction in the

classroom for various purposes.

In English classroom, there are four language skills, they are listening,

speaking, reading, and writing. The language used by the lecturers in teaching and

learning process is usually in English. In fact, English is not the native language in

Indonesia, so Indonesian students in English classroom sometimes might be

difficult to follow or to understand the instruction given by the lecturers because

they have different level of knowledge.

One example of code-switching occurring while teaching and learning

process happened in a classroom. In some cases, the lecturers in English

classrooms in English Letters Department in Universitas Sanata Dharma use not

only English, but also Indonesian or sometimes Javanese while teaching in the

classroom. The study also believes that there must be a reason why the lecturers

use code-switching in the classroom and the types of code switching itself. One

example of code-switching is the switch of language from English to Indonesian.

This study discusses lecturers’ code-switching in two different languages, English

and Indonesian, in English Letters Department classes, Universitas Sanata

Dharma. Code-switching is often used by the lecturers in the classroom because of

various reasons. In teaching English as a foreign language, code-switching is one


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of the methods applied by the lecturers in the classroom. Code-switching concerns

with the changing of language use from one to another in a single conversation.

For example, when a lecturer says, “so, you have to remember this, gimana cara

ngelingkarinya?” From that example, it means the lecturer switches the code from

English to Indonesian occurs at the phrase level or between sentences.

This study focuses on the type and reasons of code switching that occurred

in the lecturers’ utterances. The classes that the researcher used to collect the data

are Introduction to English Literature and Introduction to English Linguistics

courses in English Letters Department because they deal with the basic concepts

of literature and linguistics, which are the core concepts for literature major

students. Introduction to English Linguistics course concentrates on gaining

expertise and analytical skills in the areas of linguistics, such as phonology,

morphology, syntax, semantics and pragmatics. Introducing to English Literature

course refers to the body of work written or spoken in the English language, such

as prose, poetry, and drama. The reasons why the teachers use code-switching and

the ways they give the instruction in the class must vary depending on the context.

Furthermore, the ways the teachers give the instruction will convey the types of

code-switching. Since linguistics and literature become the subject in English

courses, the way the lecturers give the instructions in the class is actually not by

one language, expected the students understand the term better, that they are not

know before. 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.


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B. Problem Formulation

This research focuses on the following two problem formulation as the

basis of the discussion. They are as follows.

1. What types of English to Indonesian code-switching are performed by the

lecturers in Introduction to English Linguistics and Introduction to English

Literature in English Letters Department Classes?

2. What are the reasons of English to Indonesian code-switching performed by

the lecturers in Introduction to English Linguistics and Introduction to English

Literature in English Letters Department Classes?

C. Objectives of the Study

The objectives of this study are to identify the types and the reasons of

English to Indonesian code-switching performed by the lecturers in Introduction

to English Linguistics and Introduction to English Literature classrooms,

Universitas Sanata Dharma. This research investigates the types of code-switching

and the reasons of code-switching used by lecturers. First, this research

investigates the types of English to Indonesian code-switching from the lecturers’

utterances. After the types are identified, the result constructs the items that are

used to reveal and determine the reasons behind the phenomenon of classrooms

code-switching.


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D. Definition of Terms

This research uses several significant and contextual terminologies. A

definition of each term is aimed to avoid ambiguity of meaning and readers’

misunderstanding of the concept.

Wardhaugh (2006, p. 88) indicates that the word code is possible to refer to

a language or a variety of language. He also adds that code refers to the particular

dialect or language that a person chooses to use on any occasion as a system used

for communication between two or more parties. Briefly, this research uses the

term code to refer to a language that somebody picks up to use in the

conversational interaction with other people.

The term code-switching is used to refer to the changes of codes form one

language to another language, both formal and informal expressions. Wardhaugh

(2006, p. 101) argues that code-switching is the practice of moving back and forth

between two languages, or between two dialects or registers of the same language.

Code switching occurs far more often in conversation than in writing. For

example, when there is a short conversation in English language happens between

two Indonesian people, and one of them suddenly uses Indonesian language

because he or she forgets the term in English, it is called code-switching.


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CHAPTER II

REVIEW OF LITERATURE

This chapter discusses the dominant parts of this study that become the

basic theoretical concepts used as the foundation of the analysis, namely review of

related studies, review of related theories, and theoretical framework. Review of

related studies elaborates the studies and the journals done by other researchers on

similar topics. Review of related theories serves as the discussion some theories

that support this research and become the foundation of this research. Finally, the

theoretical framework reviews the contribution of the theories in providing

solutions to the problems of the study.

A. Review of Related Studies

This part reviews undergraduate theses and journal articles that have

similarities in topics and object of studies with this study to ensure that this study

bring more contribution to the discussion of code-switching. There are four

previous studies that bring contribution as the references of this study. The four

studies have closely related discussion to this study. Two undergraduate theses

and two journal articles are reviewed to support this study.

The first is the undergraduate thesis by Abaa (2016) entitled “Lecturers’

English to Indonesian-Javanese Code-Switching in English Students’

Classrooms”. Abaa’s study discusses the types of code-switching used in the

classroom instructions when the teaching-learning process is underway and why


7

the lecturers use code-switching. The methods applied in this thesis for collecting

data were by using record and interview techniques. Abaa’s study used two major

theories by Poplack (1980) and Winford (2003), Furthermore, the data in the form

of oral expressions were transcribed into written form.

The second is the undergraduate thesis by Danaparamita (2016) entitled

“Code-switching of the Teacher in SDN Serayu Yogyakarta”. Danaparamita’s

study discusses the types of code-switching used by the teacher and the function

of the code-switching used by the teacher in SDN Serayu, Yogyakarta. The

researcher used a qualitative method. First, the data were gathered by observing

the teacher when the teacher taught some classes. Then the data were gathered as

well as by observing and interviewing the teacher. Her study analyzed the data

with four types of code-switching using McArthur’s theory. The percentages of

the types of code-switching as the total meetings are 36% for intersentential

switching, 41% for intrasentential switching, 2% for intra-word switching, and

21% for tag switching. The functions of code-switching are also analyzed by the

researcher and the percentages of the functions are 5% for the topic switch, 16%

for affective function, and 79% for repetitive function.

Although having a similarity in dealing with code-switching. This study

has differences in some aspects. Danaparamita discusses code-switching of the

teacher in elementary school, while this study discussed code switching of

lecturers in Sanata Dharma University. This study also limited in English to

Indonesian code-switching.


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This present study has differences on the focus of the study. Abaa’s study

discussed English to Indonesian-Javanese code-switching and the objects are six

lecturers who taught seven different courses. Four differences courses in seventh

semester which are English Test (INTET), Stylistics, Pragmatics, and Interpret.

Two differences courses in sixth semester which are Language Research

Methodology, History of Modern Thought and one course in fifth semester which

is English Structure V. Meanwhile, this present study discussed only English to

Indonesian code-switching and the object is from 7 lecturers who teach 2

differences subject which divided in4 lecturers who teach Introduction to English

Linguistics in third semester and 3 lecturers who teach Introduction to English

Literature in third semester also.

The next is a journal article by Asih (2016) entitled Code Mixing and

Code Switching in Central Java: Javanese and Bahasa Indonesia. This article

discusses about the phenomena of code switching and code mixing that mostly

happen in a conversation, especially by bilinguals. It is aimed to explain the

reason of this phenomenon and give further information related to

sociolinguistics. Asih’s article shows the richness of Javanese language and its

culture in order to describe one of the Indonesian ethnics. This journal article

hopefully can bring knowledge which is useful for them who are interested in

making research in Central Java.

The fourth is an article by Yulyana (2012) entitled “Code Switching

Analysis in Classroom Interactions in Husnul Khotimah Islamic Senior High

School”. This article elaborates types, functions, teacher’s reasons and students’


9

responses of code switching in classroom interactions in school context at Husnul

Khotimah Islamic Senior High School. This study focuses on analyzing the

teacher’s utterances and her eleventh-grade students’ utterances taking place in

English classes. The method applied in this study is descriptive qualitative. The

data of the study is in the form of transcriptions from the recorded teaching-

learning conversation when the classroom was ongoing, interview and

questionnaire.

B. Review of Related Theories

In this study, there are four major theories related to code-switching that

are going to be reviewed and discussed. They are Sociolinguistics, Code,

Bilingualism, and Code-Switching.

1. Sociolinguistics

This following section provides information about which language and

society are related. Holmes describes sociolinguistics as follows.

Sociolinguistics is study the relationship between language and society.

They are interested in explaining why we speak differently in different

social contexts, and they are concerned with identifying the social

function of language and the ways it is used to convey social meaning.

(Holmes, 1992, p. 1)

Holmes wants to explain that in Sociolinguistics, language and society are

related to each other because when we speak, it depends on the situation or the

social context in our circumstances. It also concerns with identifying the function

of language that we used and further can convey the social meaning.


10

In addition, Wardhaugh says that sociolinguistics is focused on finding the

relationships between society and language. He said that sociolinguistics has a

purpose to get a better understanding on how languages function in

communication and the structure of language itself (Wardhaugh, 2006, p. 13). A

major topic in sociolinguistics is the connection between the structure,

vocabularies, and ways of using particular languages and the social roles of the

people in society who speak these languages. Language should be complex is not

surprising. Languages and societies are related and social and linguistics

complexity is not unrelated. For example is in a certain society, people who lives

there believes only to their primitive culture or the culture that they claim since in

the past and do not accept the new culture from the outside that could makes their

life more better in their society.

Trudgill emphasizes that the sociolinguistic research helps in getting a

better understanding of the nature of human language by studying language in its

social context. It also provides a better understanding of the nature of the

relationship between language and society. Trudgill defines Sociolinguistics as

follows.

Sociolinguistics... is that part of linguistics which is concerned with

language as a social and cultural phenomenon. It investigates the field of

language and society and has close connections with the social sciences,

especially social psychology, anthropology, human geography and

sociology. (Trudgill, 2000, p. 20)

Furthermore, Chaika (1982, p. 2) argues that sociolinguistics is the study

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

sociolinguistics concerns with the stuff of everyday life, for example how you talk


11

to your friends, family, and teachers, as well as to the storekeeper or to the

strangers. In addition, Meyerhoff defines sociolinguistics as follows.

Sociolinguistics is a very broad field, and it can be used to describe many

different ways of studying language. A lot of linguists might describe

themselves as sociolinguists, but the people who call themselves

sociolinguists may have rather different interests from each other and they

may use very different methods for collecting and analyzing data.

(Meyerhoff, 2006, p. 1)

She said that sociolinguistics is used for the study of the relationship

between language and society. This is an interdisciplinary field of research which

developed through the interaction of linguistics with a number of other academic

disciplines. It has strong connections with culture through the study of language

and with sociology through the study of the role language plays in the formation

of social groups and institutions. Sociolinguistics covers a very broad area of

research. Finally, sociolinguistics is focused on the area in the relationships

between society and language. Sociolinguistics has the purpose to get a better

understanding in the function of languages in communication and to find out the

structure of language itself.

2. Code

In linguistics, code is used in the sense of one above for linguistic signs

and the syntactic rules which bind them together. The term “code”, which was

adopted by linguists from the field of communication technology referring to a

mechanism for the unambiguous transduction of signals between systems,

analogous to what switching of language signifies a system used by bilingual

speaker-hearer in everyday communication (Gardner-Chloros, 2009, p. 11)”.


12

Therefore, term “code” is frequently used nowadays by the linguists as an

umbrella term for languages, dialects, and styles.

A verbal language is mentioned in the book of Encyclopedic Dictionary

of the Sciences of Language by Ducrot and Tudorov containing three properties as

follows.

We can use it to speak of the words that constitute it and, more

importantly still, of other systems of signs; we can produce sentences that

disallow not only denotation but representation as well; we can use words

in a sense previously unknown to the linguistic community and make

ourselves understood by means of the context (for example, in using

original metaphors" (Ducrot and Tudorov, 1972, p. 104).

A code, according to Ducrot and Tudorov, only presents the first

characteristic, the ability to refer to elements within other signifying systems. It

can denote but not represent, nor can it generate new meanings through original

use. Such actions can be performed in code, but not by code--a cipher bears only

upon the message's legibility, and not its meaning. Eco (1979, p.48-150) also

conceives that a "code", taken to be a way of making sense of utterances within a

linguistic community of language as a multiplicity of codes, draws from de

Saussure's (1959) analysis of the linguistic sign as an arbitrary relationship

between a signifier or sound pattern and a signified.

However, through the perspective of sociolinguistics, Wardhaugh indicates

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

in the fifth edition of An Introduction to Sociolinguistics, Wardhaugh mentions:

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 form 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


http://csmt.uchicago.edu/glossary2004/representation.htm

13

person, as when someone devises a private code to protect certain secrets.

(Wardhaugh, 2006, p. 88)

Meaning to say 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.

As this study indicated about code, it is possible to refer to a language or a

variety of a language as a code. Furthermore, in term ‘code’, which is 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.

3. Bilingualism

Put simply, bilingualism is the ability to use two languages. However,

defining bilingualism is problematic since individuals with varying bilingual

characteristics may be classified as bilinguals. Li gives one definition of

bilingualism as follows.

Bilingualism as a product of extensive language contact (i.e., contacts

between people who speak different languages), indicating that a large

quantity of contact with both languages is required before a person can be

considered bilingual (Li, 2006, p.1).

However, he acknowledges that this definition can be too limited in that

people might be using and interacting in more than one language yet would not

define contact in both languages as large. It can also be argued that although

language contact is necessary for societal bilingualism it does not automatically

lead to individual bilingualism. Bilingualism encompasses a range of proficiencies


14

and contexts. Bilingual children have a linguistic advantage, the acquisition of two

languages provides lower vocabulary scores and an over all disadvantages or

bilingual individuals have comparable scores and are no different than the other

monolingual children.

On the other hand, Baker and Jones (1998, p 2-3) point out, there are a

number of factors in addition to language contact that might be considered when

defining whether a person is bilingual or not. Included in a consideration of these

factors are issues such as how fluent a person must be in each language to be

considered bilingual; whether a person must have equal competence in both

languages to be considered bilingual (also referred to as being a balanced

bilingual) .There is also the question of whether a person is only defined as

bilingual if they can speak the two languages or whether we consider them

bilingual if they can understand, read or write a second language. Another

consideration is whether language proficiency should be the measure for

bilingualism or whether frequency of language use might be a better measure.

Baetens and Beardsmore’s (1982, p. 1) comments that bilingualism as a

term has open-ended semantics. In other words, the term bilingualism may mean

different things to different people as there is no one definition for bilingualism.

For the average speaker, bilingualism can be loosely defined as the use of two

languages. The type of bilingualism depends on the child’s closest environment

during the process of language acquisition and the way in which the languages are

perceived by the culture as those perceptions transfer into the child. In order to

explain this process and its results, Lambert states a theory where a distinction is


15

made between an additive and a subtractive form of bilingualism (Hamers &

Blanc, 2000, p. 99-100). If a child grows up surrounded by two different cultures

and both languages bring complementary and positive elements to the child’s

overall development, the result is an additive form of bilingualism. In these cases,

the learning of a second language (L2) does not affect the first language in

negative ways or replace it and the positive values are attributed by the

community as well as the family.

Hamers and Blanc (2000, p. 99-100) also state that when an additive form

of bilingualism develops, both languages receive equal amounts of positive values

from the community which in turn transfers onto the child; both languages are

equally valorized. As opposed to this form of bilingualism, a subtractive form is

when the two languages in question compete rather than compliment the existence

of the other. Furthermore, in Bialystok’s theory, she states that this situation can

lead to a gradual loss of one language and a total replacement of the second one

(Bialystok, 1991, p. 175-177). In other words, one language is more valorized by

the social network than the other which can lead to the development of subtractive

form of bilingualism. This kind of bilingualism can occur, for example, when a

child’s schooling takes place in his or her L2 which is also a more dominant

language than L1 that is used at home, like among ethno-linguistic minorities. In

other words, L1 receives little valorization from society compared with L2.

Bilingualism is simply about two languages and it means an equal ability

to communicate in two languages. For others, it simply means the ability to

communicate in two languages, but with greater skills in one language. In fact, it


16

is more common for bilingual people, even those who have been bilingual since

birth, to be more dominant in one language.

4. Code-Switching

Code-switching, which one of the parts of sociolinguistics, deals with the

switching of one code to another in an occasion. The first more general account of

the distribution of code-switching stemmed from the observation that code-

switching is favored at the kinds of syntactic boundaries which occur in both

languages. Poplack(1980, p. 483) states that switched sentences are made up of

concatenated fragments of alternating languages, each of which is grammatical in

the language of its provenance and it is the alternation of two languages within a

single discourse, sentence or constituent. Meanwhile, Wardhaugh mentions:

People, then, are usually required to a 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)

Wardhaugh says that code-switching occurs between speakers’ turns or

within a single speaker’s turn in a conversation. It can happen not only from

individual choice but also from a group of speakers who must deal with more than

one language in their common knowledge. He also indicated that it is unusual for

a person to have command of, or use, only one code or system. Whether this

command is a dialect, style, or register, it would be a rare phenomenon.


17

5. Types of Code-Switching

According to Poplack (1980, p. 614-615), code-switching is divided into

three types, which are tag-switching, inter-sentential switching, and intra-

sentential switching. Tag-switching, which is also known by the name of

emblematic switching, tends to deal with the fillers, tags, interjections, idiomatic

expressions, and even individual noun switching, besides, while inter-sentential

switching tends to occur at the phrase level or sentence level, between sentences,

intra-sentential switching often occurs within a sentence.

Hoffmann (1991, p. 112), shows many types of code-switching, which are

inter-sentential switching, intra-sentential switching, emblematic switching, and

intra-lexical switching.

a. Inter-sentential switching

A kind of code switching that occurs between clause or sentence

boundary, where each clause or sentence is in one language or other. The example

of inter-sentential switching happened in conversation between a teacher and a

student. For example, T: “Have you done with your homework, Bud?”B: “Sudah,

Ms!”

b. Tag switching

In this kind of code switching, tags, exclamation and certain set phrases in

one language are inserted into an utterance otherwise in another. The example is

in the sentence “If I’ll talk to you another time artinya I’ll talk to you in the future,

kan?” From the example, it is concludes as the tag switching in the final position.


18

c. Intra-sentential switching

Hoffmann categorizes this type of switching as code-switching. This type

of switching occurs in a phrase, sentence boundary or a clause. The example is in

the sentence, “Later on, in the end of the class, di setengah jam terakhir, I want to

give you a pretest” From the example, intrasentential switching happens at the

phrase level.

d. Intra lexical switching

This switching is actually categorized as an intra-word switching, or in the

other term is intra-lexical switching. This switching occurs within a word, such as

the morpheme boundary. Affix in this case, is a part of morpheme, namely bound

morpheme. Further, there are prefix and suffix. Prefix is the affix added to the

beginning of a word and suffix is the affix that is occurred at the end of a word.

For example in a sentence: ‘Test-nya open book tapi kalian sibuk sendiri nyari di

halaman berapa.’ There is the word –nya, which is included in a suffix that

happens in Indonesian.

6. Reasons of Code-Switching

Wardhaugh (2006, p. 110) mentions 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 to express identity. Furthermore,

Wardhaugh (2006, p. 14) says that the reason for switching from one code to

another actually includes solidarity, accommodation to listeners, choice of topic,

and perceived social and cultural distance. The reason why a speaker decides to


19

switch codes is an important consideration in the choice. Moreover, such reason

need not be at all conscious, many speakers are not aware that they have used one

particular variety of language rather that another or sometimes even that they have

switched languages either between or within utterances.

Hoffmann (1991, p. 115-116) states that there are ten reasons the speaker

uses code-switching in a conversation, which are:

a. Talking about particular topic

People sometimes talk about a particular topic in one language rather than

in another, for example, like when a speaker expresses his emotional feelings, he

feels more comfortable using a language which is not his daily language.

b. 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.

c. 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. In

some cases using another language, English, is more appropriate to show their

empathy rather than using L1 such as Indonesian or vice versa. Moreover, the

appropriate language usage is able to make the meaning stronger.


20

d. Giving interjection (inserting sentence fillers or sentence connectors)

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

convey surprise, strong emotion, or to gain attention. It is like a short exclamation

and may also happen unintentionally.

e. Making repetition used for clarification

When a multilingual or bilingual person wants to clarify his speech so that

it will be understood better by listener, he can use both of the languages that he

masters to say the same messages .When repetition used for clarification occurs, a

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

emphasize the message.

f. 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 the community.

g. Clarifying the speech content for interlocutor

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.

h. Softening or strengthening request or command

Indonesian people who switch from Indonesian into English can also

function as a request because English is not their native tongue, so it does not


21

sound as direct as Indonesian. However, code switching can also strengthen a

command since the speaker can feel more powerful that the listener because he

can use a language that everybody cannot.

i. Expressing terms that have no English equivalence or 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

to 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.

j. Avoiding 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

Since this present study is about code-switching, this chapter offers the

theoretical framework for the present research. It puts emphasis on language as a

social phenomenon and tries to depict the nature of language from sociolinguistic

perspective. Several arguments upon sociolinguistics stated by some of the

sociolinguists, such as Holmes and Wardhaugh, will be used to identify the

definition of sociolinguistics and its connection to the topic of the study.

Moreover, Wardhaugh also states the theory about code, which is needed to find

out what it is about, in relation to this study. After discussion the two other


22

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 form

most of the arguments given by sociolinguists, and it is an alternation of code

form one to another in a conversational interaction.

Based on these arguments on code-switching, the discussion continues to

the problems that have to be solved. They are the types and the reasons of code-

switching. In order to answer the first problem on problem formulation about the

types of code switching, this study uses Poplack and Hoffmann theories. Poplack

states that there are three types of code-switching. Meanwhile, Hoffmann

mentions that there are four types of code-switching, but more or less similar from

the one stated by Poplack. Those theories are used to differentiate the

characteristics of each types of code-switching. Further, both of those theories are

considered further as the supporting theories for answering and become the base

theories for analyzing the first problem on the types of code-switching since they

are analyzed the type of code-switching.

Meanwhile, in order to answer the second question of the problem

formulation, the theory about reasons of using code-switching is needed. The

second problem formulation is intended to find out the reason of using code-

switching.Therefore, Wardhaugh’s theory of the reason for switching from one

code to another is used to classify and answer the second problem about the

reasons of using code-switching in classrooms. It is stated by Wardhaugh (2006,

p. 14) that the reason for switching from one code to another actually includes

solidarity, accommodation to listeners, choice of topic, and perceived social and


23

cultural distance. Different from Wardhaugh, Hoffmann has an argument that

there are ten different reasons the speaker uses code-switching in a conversation.

Hoffman theory in this study is considered as the supporting theories to the theory

mentioned by Wardhaugh earlier because they have different theory about the

reasons of using code-switching.


24

CHAPTER III

METHODOLOGY

This part is divided into three subparts, namely object of the study,

approach of the study, and method of the study. First, the object of the study

explains further about lecturers’ code-switching in the classroom. Second, the

approach of the study discusses the application of approach that supports this

study. Finally, the method of the study focuses on the explanation of how the data

are collected, organized, and analyzed.

A. Object of the Study

The object of the study was expressions of lecturers’ utterances in

Introduction to English Linguistics and Introduction to English Literature courses

in English Letters Department, Universitas Sanata Dharma. In general, this study

discusses code-switching used by the lecturers. In particular, this study discusses

code-switching, the change of language use which includes two different

languages: English and Indonesian. This study limits itself in investigating seven

lecturers: four lecturers from Introduction to English Linguistics courses and three

lecturers from Introduction to English Literature courses. In this study, because

teaching activity in the classroom contained a lot of instructions, it could provide

useful data.


25

B. Approach of the Study

The linguistic phenomenon analyzed in this study is code-switching.

Therefore, one approach used in this study is Sociolinguistics. In addition,

Wardhaugh says that sociolinguistics is concerned with investigating the

relationships between language and society with the goal being a better

understanding of the structure of language and how languages function in

communication (Wardhaugh, 2006, p. 13). In short, the sociolinguistic approach

analyzed code-switching from social context, for example, what causes code-

switching occurred in a conversation

Sociolinguistics approach is 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. From sociolinguistics approach, code-switching is seen as a

bilingual speech act which is influenced by social environment for switching a

code, both on immediate discourse factors such as lexical need and the setting and

topic of the discussion, and on more distant factors such as relationship building

(solidarity) and speaker or group identity.

C. Method of the Study

This study applied two methods, which were classroom observation and

questionnaires. These two methods were applied for collecting the data in the

form of classroom instructions shown by the lecturers. This part explains the

detail about the process of gathering and analyzing the data.


26

a. Data Collection

First, this study used classroom observation. Observation is one of the

basic and primary ways in which the researcher collected the data and information

that is necessary. Furthermore, Matthews and Ross define observation as follows.

Observation is probably the most basic (not the simplest) way to collect

data: the researcher records what he or she observes. In social research,

observation is often presents as being associated with qualitative data.

However, this is not really the case. At the simplest level, counting is

clearly a form of observation and is most likely to be linked with

quantitative research designs. (Matthews & Ross, 2010, p. 255)

The researcher became the focused participant observer and then used

recording data technique in the classroom observation. The researcher recorded

the lecturers’ utterances in order to gather the data about code-switching that

happened in the class. The data were collected in the classroom when teaching

and learning process was underway. The writer recorded seven lecturers in seven

classrooms. This study used the terms L1C1, L2C1, L3C1, and then L4C1. The

term L means lecturer and the term C means class. For example, L1C1 means

lecturer one in class one. The term C1 is class one, means Introduction to English

Linguistics class. Then the term C2 means class two, which is Introduction to

English Literature class.

The researcher used a voice recorder on the smart phone to record the

lecturers’ expressions, such as instructions, explanations, or conversation, in order

to gather the data in each class. The recording process was noticed by the lecturers

in the class. All the recordings that contained English to Indonesian code-

switching from each lecturer were transcribed into the script for analysis.


27

The researcher did not only gather the data from the classroom, but also

from the Lecturers’ questionnaires. Questionnaires are defined as a set of

questions which can be answered by the researcher participants, which are

designed to gather the structural data and may include closed and open questions

(Matthews &Ross, 2010, p. 201). The researcher distributed the questionnaires to

the four lecturers who taught Introduction to English Linguistics and two lecturers

who taught Introduction to English Literature classes. In fact, the number of

lecturers in Introduction to English Linguistics is three lecturers, but before the

researcher distributed the questionnaires, one of the lecturers in Introduction to

English Literature passed away. Further, if there were lecturers that confused

about the term code-switching, the lecturers would ask for clarification about

code-switching to the researcher. This step is needed in order to triangulate the

data about the reasons of using code-switching in the class and to ensure whether

or not the researcher’s analysis is valid. This study used methodological

triangulation because this study involved using more than one option to gather the

data, which are classroom observation and questionnaires. Moreover, the data

from the questionnaires were used to cross check and triangulate quantitative

findings obtained through classroom observations. The items in the questionnaires

was specifically designed by utilizing the reasons of using code-switching in the

classroom, which were adapted from the ten reasons of using code-switching in

the study by Hoffmann (1991, p. 115-116).

.The coding system of the Likert scale (Wolfe, 2016, p. 1-2) was used and

numerical values were assigned to each code in the questionnaires. The researcher


28

decided to use Liker scale because it is a convenient, easy, and natural-seeming

scale to use for many applications. It is also easy to draw conclusions, reports,

results and graphs from the responses. Furthermore, because Likert Scale

questions use a scale, people are not forced to express their opinion, and allowing

them to be neutral when they choose the option. Once all responses have been

received, it is very easy to analyze them. The coding system for the lecturers’

questionnaires refers to the participants’ self-reported frequency of code switching

use for the list of reasons in the classroom. The codes were arranged according to

numerical orders of 1 to 5, based on the Likert scale (1= never, 2= hardly ever, 3=

often, 4= almost all the time and 5= every time). After that, the researcher added

blank form in order to give personal opinion about using code-switching in the

classroom.

b. Data Analysis

The transcripts of lecturers’ utterances containing code-switching and

lecturers’ questionnaires became the data of this research. The researcher

transcribed the data into the written form. To answer the first problem, which is to

find out the types of English to Indonesian code-switching performed by the

lecturers in the English Letters Department Classes, the first step of the data

analysis was to categorize the data based on the types of code-switching from

those conversation based on Hoffmann’s theory about types of code-switching .

The analysis of the types enabled the researcher to identify their category, whether

they were categorized as intersentential switching, emblematic switching or tag


29

switching, intrasentential switching, and intra-lexical switching. For example in

the sentence “If you study in architecture then you will not learn this. Makanya

untung bisa belajar ini,” The Code-switching happens in the sentence “Makanya

untung bisa belajar ini” and it is included as intersentential switching because the

code occurred between sentence boundaries.

The second step of the data analysis was to analyze the domination for

each type of code-switching used in lecturers’ utterances in English Letters

Department, Sanata Dharma University. This step is needed in order to find out

the trend for using code-switching in classroom instruction. Furthermore, this

study also analyzed the most dominant type of code-switching used by the

lecturers in Introduction to English Linguistics and Introduction to English

Literature. This step is needed to find out the trend for using code-switching in

courses topics.

To answer the second problem, which is to find out the reasons of the

English to Indonesian code-switching performed by the lecturers in the English

Letters Department Classes, the first step of the data analysis was to categorize the

data based on the possible reasons why the code-switching took place, used

Hoffmann’s theory about ten reasons of using code-switching. The analysis of the

types enabled the researcher to identify their category, whether they were

categorized as the reasons for talking about particular topic, quoting somebody,

being emphatic about something, giving interjection, repetition used for

clarification, expressing identity, intention of clarifying the speech content for

interlocutor, to soften or strengthen request or command, the real lexical need, and


30

avoiding other people join the conversation. For example in the sentence “What

is proximity? Kedekatan, good,” The code-switching happens in the sentence

“kedekatan” and it is clarified as the reason for repeating used for clarification. It

is because the code is done to repeat the word proximity in Indonesian because the

lecturer thought that the students forget or don’t understand about the term

proximity in Indonesian

The next step of answering the second problem of this study was

triangulated the results data about the reasons of using code-switching in the

lecturers’ utterances. In this study, triangulation is made possible by employing

the use of quantitative and qualitative methods in the data collection process. The

two methods are classroom observations and questionnaires distribution. Data

from the questionnaires provided numerical information that quantifies the

lecturers’ perceptions about the reasons of using code switching in the classroom.

The quantitative data can be used as a reference to establish the interpretations of

qualitative data from classroom observations. The results from questionnaires

were analyzed using manual calculation and the percentages for each code was

calculated and tabulated for comparison. Summary of the results for each section

in the questionnaires was tabulated a general overview of the data, in the form of

Likert scale.


31

CHAPTER IV

ANALYSIS RESULTS AND DISCUSSIONS

This part presents the elaboration of the types of code-switching in

lecturers’ utterances in the classroom and the reasons of using code-switching by

the lecturers in the classroom. This part presents the most dominant used and then

the least used of both the types and reasons of code-switching performed by the

lecturers, from Introduction to English Linguistics Introduction to English

Literature courses. The researcher used to present the data from Introduction to

English Linguistics first since it is found that the occurrences of the data in this

course are more than Introduction to English Literature course. The data are used

to answer those two problems.

A. Types of English to Indonesian code-switching performed by the lecturers

in Introduction to English Linguistics and Introduction to English

Literature in English Letters Department Classes.

The types of code-switching that occur in the lecturers’ utterances are

divided into four parts, which are (1) tag-switching, (2) intersentential switching,

(3) intrasentential switching, and (4) intra-lexical switching. The researcher

observed seven classes during a month in Introduction to English Linguistics and

Introduction to English Literature in English Classes, Universitas Sanata Dharma

for more or less 90 minutes each lesson. Table 1 presents the distribution of code-

switching occurring in lecturers’ utterances.


32

Table 1. Percentages of Code-Switching Occurred in Lecturers’

Utterances in English Letters Department

No. Type of Code-switching Occurrence Percentages (%)

1 Tag-Switching 30 14 %

2 Intersentential Switching 58 27 %

3 Intrasentential Switching 108 51 %

4 Intra-Lexical Switching 17 8 %

Total 213 100 %

Table 1 presents the different types of code-switching that occur in

lecturers’ utterances in English Letters Department Classes, Universitas Sanata

Dharma. As has been assumed before, the lecturers do not speak English while

teaching in the classroom all the time. The lecturers also use Indonesian when

they are teaching in the classroom. Based on the table above, it shows that there

are 213 code-switching data that occur in lecturers’ utterances in English Letters

Department Classes, Universitas Sanata Dharma .The result shows that

intrasentential switching is the most dominant type that is used by lecturers in

English classroom, with 51% coverage and 108 amounts of data. Meanwhile, the

result shows that intra-lexical switching is the least number of occurrences with

only 8% coverage and 17 amounts of data. Furthermore, the detail about the

distribution of code-switching that occur in Lecturers’ utterances in Introduction

of Linguistics classroom will be discussed in table 2 below.


33

Table 2. Code-Switching in Introduction to English Linguistics

Classroom

No.

Subject

Types of Code-Switching

Tag-

Switching

Intersentential

Switching

Intrasentential

Switching

Intra-Lexical

Switching

1. L1 12 15 41 5

2. L2 3 5 12 2

3. L3 14 24 29 8

4. L4 0 11 19 2

Total 29 55 101 17

Table 2 above shows the amount of code-switching that occurs in

lecturers’ utterances in Introduction to English Linguistics classroom, Universitas

Sanata Dharma. From the table, it can be seen that all subjects, which are L1, L2,

L3, and L4 practice code-switching which consists of the types mentioned by

Poplack and Hoffman. They are 202 code-switching occur: 29 tag-switching, 55

intersentential switching, 101 intrasentential switching, and 17 intra-lexical

switching. It shows that the most dominant types of code-switching that occurs in

lecturers’ utterances in Introduction to English Linguistics classroom is

intrasentential switching, with 101 amounts of data. Meanwhile, intra-lexical

switching is the least types of code-switching that occurs in lecturers’ utterances

in Introduction to English Linguistics classroom, with only 17 amounts of data.

Further, the types of code-switching that occur in Introduction to English

Literature, Universitas Sanata Dharma will be discussed below.


34

Table 3. Code-Switching in Introduction to English Literature

Classroom

No. Subject Types of Code-switching

Tag-

Switching

Intersentential

Switching

Intrasentential

Switching

Intra-lexical

Switching

1. L1 0 0 3 0

2. L2 1 2 1 0

3. L3 0 1 3 0

Total 1 3 7 0

Table 3 above shows the amount of code-switching that occurs in

lecturers’ utterances in Introduction to English Literature classroom. From the

data above, it can be seen that not all subjects present all types of code-switching

in the classroom. Subject L1, L2, and L3 in Introduction to English Literature

classroom practice code-switching which consists of the types mentioned only by

Poplack. They are 11 code-switching occur, which some of them are 1 tag-

switching, 3 intersentential switching, 7 intrasentential switching. From the table,

it shows that intra-lexical switching, which is the type of code-switching

mentioned by Hofmann, does not occur in lecturers’ utterances in Introduction to

English Literature classroom. The most dominant type of code-switching that

occurs is intrasentential switching, with 7 amounts of data.

Furthermore, based on those two tables above, this study finds that there is

a significant difference in the occurrence of the types of code-switching in

Introduction to English Linguistics and Introduction to English Literature. There

are 206 occurrences of the types of code-switching in Introduction to English

Linguistics. Meanwhile, there are only 11 occurrences of the types of code-

switching in Introduction to English Literature. Beside the difference of those two


35

tables, there is also the similarity in table 2 and table 3. The most dominant type

of code-switching that occurs in both Introduction to English Linguistics and

Introduction to English Literature is intrasentential switching, with the

percentages of 48% and 3%.

1. Intrasentential Switching

Intrasentential switching is the type of code-switching that occurs within a

sentence. So, it could occur at the word, phrase, clause, or even sentence level.

From the data results, the researcher finds that the most intrasentential switching

that occurs is in Introduction to English Linguistics, with 109 occurrences.

Meanwhile, intrasentential switching that occurs in Introduction to English

Literature is only 7 occurrences. Further discussion will be discussed below.

Table 4. Intrasentential-Switching in Introduction to English

Linguistics Classroom

No. Subject Occurrence

1 L1 41

2 L2 12

3 L3 29

4 L4 19

Based on the table 4, the total occurrence of intrasentential switching that

occurs in lecturers’ utterances in Introduction to English Linguistics classroom is

106 intrasentential switching. Based on the data, subject L1 practices 41

intrasentential switching, L2 practices 12 intrasentential switching, L3 practices

29 intrasentential switching, and subject L4 practices 19 intrasentential switching.

The most dominant of intrasentential switching that is used in Introduction to


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English Linguistics classroom is subject L1 and the least amount of intrasentential

switching data is subject L2.

Furthermore, subject L1 presents 7 intrasentential switching at the clause

level, 12 intrasentential switching at the phrase level, 7 intrasentential switching at

the word level, and 15 intrasentential within a sentence. The example of

intrasentential switching at the clause level in L1 utterances is “Here you have

ketika melihat bakso sama sambal, dikepala teman-teman ada kata bakso dan

sambal.” From the example, the switching occurs at the end of the sentence. The

sentence is opened in English before it is switched into Indonesian at the end.

Meanwhile, take look of this example, “Semua bahasa di dunia ini itu memiliki

prinsip-prinsip dan cara kerja yang sama, yang berbeda hanya what we call

parameters. Different from the previous example, the switching in the second

example occurs at the beginning of the sentence. The sentence is started by using

Indonesian language at the clause level, before it is switched into English at the

end.

After that, subject L1 presents 9 intrasentential switching at the word level.

Based on the data, the example of intrasentential switching at the word level in L1

utterances is “What is proximity? Kedekatan, good”. From the example, the

sentence is started in English and switched into Indonesian in the word

“kedekatan” and then returned to English again. This is done to ensure the

students that the meaning of proximity in Indonesian is kedekatan. Another

example is in the sentence “If you do not have specifier, misal.” This example has

different pattern from previous example because the switch occurs at the end of


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the sentence. The lecturer starts saying English and the closed it with the

Indonesian word “misal”.

Furthermore, L1 presents 12 intrasentential at the phrase level. From the

data, this study takes the example of the sentence “In English for example, we see

that the head comes first, followed by the complement, but in Bahasa Indonesia

for let say, yellow table.” From the example, the switching occurs to the object of

the sentence. “Bahasa Indonesia”, which in English is “Indonesian language”

actually a phrase and not categorized as a clause because the verb of the sentence

occurs in the different language, which is in English. Another example of

intrasentential switching at the phrase level in L1 utterances is “They are optional,

only the head is obligatory, terjawab sudah.” From the example, the sentence is

started with using English before switched into Indonesian at the end of the

sentence. In fact, the switch of code mentioned by the lecturer is to tell the

students that the question about the topic that being discussed is already answered.

Finally, subject L1 presents 14 intrasentential switching within a sentence

in Introduction to English Linguistics classroom. The example of this kind of

intrasentential switching is “Nah in tidak immediately dominate ini.” From the

example, the switching that occurred in the example has more than one utterance.

It means that the switching occurs more than once in a sentence. The example

shows that the switching occurs from Indonesian to English and then returning to

Indonesian again. The sentence contains of the switching at the phrase level “Nah

ini tidak” and word level “ini”. Another example in intrasentential switching

within a sentence used by L1 utterances is “Karena ambil contoh dari berbagai


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contoh kemudian kita bisa membuat rule seperti ini, right?” The example shows

that the sentence contains of the switching at the clause level and phrase level.

The sentence also shows that the switching occurs in Indonesian first and

continues with English before ended in Indonesian again.

After discussing intrasentential switching in L1 utterances, now, the

discussion moves to the intrasentential switching in L2 utterances in Introduction

to English Linguistics classroom. Subject L2 presents 12 intrasentential switching

in the class, which some of them are 3 intrasentential switching at the phrase

level, 6 intrasentential switching at the word level, and 3 intrasentential switching

within a sentence. Furthermore, the example of intrasentential switching at the

phrase level in L2 utterances is “But the previous test before that, I still have five

more people to grade, only five, nggak usah.” From the example, the switching

occurs to the object of the sentence, “nggak usah”, which in English is “don’t

have to” actually a phrase and it is not categorized as a clause because the subject

of the verb is in another language, which is in English.

Moreover, L2 presents 6 intrasentential switching at the word level. The

example of this kind of intrasentential switching in L2 utterance is “Even though

we have the Indonesian term for download, unduh.". From the example, it shows

that the switch occurs at the end of the sentence. So, the lecturer starts the

sentence by using English and the closed it with word in Indonesian. Another

example is in “Why do you use nge-tag instead of tagging or menandai?”

The example has the same pattern with previous example, the switch

occurs in the end of the sentence. But the example also has the different, which is


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after the word “menandai”, it is followed by question mark. Meaning to say, the

sentence is the interrogative sentence.

Finally, L2 presents the last kind of intrasentential switching, which is

intrasentential switching within a sentence with 3 amounts of data. The example is

in sentence “Just like in state A, mana, mana is lack, isn’t?” Based on the

example, the lecturer starts the sentence in English, and then in the middle of the

sentence, the lecturer says the word “mana” twice and the returns to English

again. This is done to give example to the students that “mana” is lack of

something. After done with the discussion about intrasentential switching occurs

in L2 utterances, the discussion moves into subject L3.

In fact, subject L3 practices 29 intrasentential switching in Introduction to

English Linguistics classroom, which some of the data are 8 intrasentential

switching at the phrase level, 7 intrasentential switching at the clause level, 8

intrasentential at the word level, and 6 intrasentential switching within a sentence.

Furthermore, the example of intrasentential switching at the phrase level in L3

utterances is “Pasti ada the agent nya.” Actually, there are two code-switching

occurs in the example, but only one intrasentential switching at the phrase level,

which is “Pasti ada” or in English “There must be”. The lecturer opens the

sentence used the second language, which is Indonesian, and then followed by the

English as the main language, and closes the sentence with Indonesian again.

Another example is in “One of your seniors, Dimas, Kakak Dimas, the director of

Sound of Music.” From the example, the switching occurs to the subject of the

sentence. “Kakak Dimas”, which in English is only “Dimas” actually a phrase and


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it is not categorized as a clause because the verb of the sentence occurs in the

different language, which is in English.

Moreover, L3 presents 7 intrasentential switching at the clause level in

Introduction to English Linguistics classroom. The example of the data is “If you

say “Kami akan bekerja” it means that Indonesia is responsible for the

government itself, right?” From the example, the word “Kami” is the subject and

“bekerja” is both the verb and the predicate. Even though the clause is only three

words, it functions as an independent clause because it can stand alone as a

sentence. The lecturer starts the sentence by using English and followed by

Indonesian in “Kami akan bekerja” or in English “We will work”. Then the

sentence is closed by using English again. Another example is in the sentence

“Aku menyesal pacaran sama dia, berarti presupposition nya?” In the example,

there are 3 types of code-switching, but only 1 intrasentential at the clause level,

which is “Aku menyesal pacaran sama dia,” The switch occurs at the beginning

of the sentence and this is done to give the example of presupposition in a clause.

Another type of intrasentential switching is intrasentential switching at the

word level. L3 practices 8 intrasentential switching at the word level and the

examples are “Speaker atau the sentence itself?” and “If you use a polite way, can

you give me a paper please, right? You will be polite, tolong.” From those two

examples, the difference is on the position of the code-switching. In the first

example, the code-switching occurs in the middle of the sentence, while in the

second example, the lecturer switches the code in the end of the sentence.


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Finally, L3 presents 6 intrasentential switching within a sentence. The

example is in the sentence “In Indonesian you have tolong, makasih.” In the

example, the code-switching that occurred has two utterances in the word

“tolong” and “makasih”. Meaning to say, the lecturer switches the code more

than once in a sentence. In this case, the code-switching occurs at the end of the

sentence. Another example is in the sentence “Why this using term kerja, kami?

Why kita yang kerja? Kita refers to?” From the second example, code-switching

that occured has 4 utterances, which are three in word level and one in clause

level. This is done by the lecturer to ask the student about the word “kita” or in

English “we” is refers to what things. The discussion about intrasentential

switching in L3 utterances is done and the study moves the discussion into

intrasentential switching in subject L4 utterances.

Based on the table 7, subject L4 practices 19 intrasentential switching in

Introduction to English Linguistics classroom. Intrasentential switching that occur

in L4 utterances are concluded as 5 intrasentential switching at the phrase level, 3

intrasentential switching at the clause level, 5 intrasentential switching at the word

level, and 6 intrasentential switching within a sentence. The example of

intrasentential switching at the phrase level in L4 utterances is “Yesterday we

learned that when you talk to your friends, sometimes you use bahasa gaul.” In

the example of intrasentential switching at the phrase level shows that the

switching occurs to the object of the sentence. “bahasa gaul” in this case is

actually a phrase because the verb and the subject of the sentence shows in

another language. This kind of example is opened a sentence by using English


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before switched into Indonesian at the end of the sentence. Another example is in

this sentence, “How can we switch the pattern? Nggak bisa.” From the example,

the lecturer switches the code in the end of the sentence after the interrogative

sentence in the beginning. Even though “nggak bisa” in English is translated as

“We can’t”, but the term in Indonesian in the sentence does not shows the subject

of the sentence. The term in Indonesian is translated to “We can’t” because in

English, we cannot put the word “can’t” in a sentence without put the subject or

object. Meanwhile, in Indonesian, we can just put the word “nggak bisa” or “tidak

bisa” in a sentence without having the subject or object.

Now, the discussion moves to the intrasentential switching at the clause

level in L4 utterances. The examples are “Code-switching bisa terjadi karena

perubahan topik.” and “She used the word “Ya saya membosankan.” Padahal

saya bosan.” From those two examples, the sentences are opened by using

English and then changed into Indonesian in the end of the sentence. The sentence

in the first example is done by the lecturer to show the students that code-

switching could happen because of changing the topic. Otherwise in the second

example, the lecturer shows about the mistake of translation in someone’s speech.

Furthermore, based on the data, L4 presents 6 intrasentential switching

within a sentence. The switching occurs more than once in this kind of

intrasentential switching. The example is in the sentence “Maybe she also has

particular person who like to say something like, “saya boring sekali dengan

ini.”” The lecturer wants to show the example about someone’s speech and the

sentence contain of the switching at the word “saya” and the phrase “sekali


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dengan ini” level. The switching occurs from English to Indonesian and back to

English before returning to Indonesian in the end of the sentence. Another

example is in the sentence, “Sometimes people considered code mixing is

sometimes negatives because it can indicate that the speaker is not competent

enough in particular variety. Kadang-kadang bisa menunjukkan bahwa speaker-

nya itu tidak terlalu kompeten.” From the second example, it shows that the

switching occurs more than once in a sentence, which are contains of two phrases

in a sentence. The sentence is done to tell the students that when speakers do

code-mixing, they could indicate as not competent speakers. After that, the detail

and explanation about Intrasentential switching in Introduction to English

Literature will be discussed below.

Table 5. Intrasentential-Switching in Introduction to English Literature

Classroom


1 L1 3

2 L2 1

3 L3 3

Based on table 5 above, the total occurrence is 7 intrasentential switching,

which three occur in L1 utterances, one occurs in L2 utterances, and three occur in

L3 utterances. The example of intrasentential switching in L1 utterances is in the

sentence “So in Bahasa Indonesia or in here we have petani bagi hasil.” From the

example, the sentence is included as intrasentential switching within a sentence.

The switching in the sentence occurs more than once, it means that the switching

occurs more than once in a sentence. In this case, the switching is occurs form


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English to Indonesian, and then back to English before closed it in Indonesian.

The sentence itself contains of the switching at the phrase and clause level.

After that, L2 practices only one intrasentential switching in Introduction

to English Literature classroom. The switch is occurs in the sentence “There is

theoretical anxiety, anxiety itu tulisan nya a-n-x-i-e-t-y.” The example shows that

intrasentential switching occurs at the phrase level. The lecturer starts the sentence

by English and then switches the code to Indonesian in “itu tulisan nya” before

closes the sentence in English again. Meanwhile, L3 practices 3 intrasentential

switching in Introduction to English Literature classroom. The examples of

intrasentential switching are in the sentences, “Usually, reading is a habit as sastra

inggris students.” and “Come on! Think it seriously. You are Sastra’s students,

right?” From those two examples, the first example shows that intrasentential

switching that occurs is at the phrase level in “Sastra Inggris” or in English

“English Letters”. Otherwise, the second example shows another type of

intrasentential switching, which is intrasentential switching at the word level. It

means that the switch occurs in a word “Sastra” in Indonesian language.

2. Intersentential Switching

This type takes place between sentences and the switch occur at a clause or

sentence boundary where each clause or sentence is in a different language. In

short, in intersentential switching, the switching occurs a sentence in a first the

language that has been completed and the next sentence starts with a new

language. From the data results, this study finds that there is significant different


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of occurrences in intersentential switching. This study finds that the most

intersentential switching is in Introduction to English Linguistics, with 54

occurrences. Meanwhile, intersentential switching in Introduction to English

Literature is only 3 occurrences. Further discussion will be discussed below.

Table 6. Intersentential-Switching in Introduction to English



1 L1 15

2 L2 5

3 L3 24

4 L4 11

Based on the data in table 6, subject L1 practices 15 intersentential

switching which some of them are 5 intersentential switching in the interrogative

sentence, 6 intersentetial switching at the clause level, and 5 intersentential

switching at the sentence level. The example of intersentential switching in the

interrogative sentence in L1 utterances is “Therefore, we develop this rule. Apa

bedanya ini dan tadi?” From the example, 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, which is Indonesian. It means that

the “Apa bedanya ini dan tadi?” occurs after the sentence “Therefore, we develop

this rule” is completed.

Another type that occurs is intersentential switching at the clause level.

The example of this type that occurs in L1 utterances is “Okay that’s all for today,

eh bentar absen, absen tunggu bentar”. From the example, the switch of code

occurs at the end of the sentence after a clause. The switch, “eh bentar absen,


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absen tunggu bentar” or in English means “Oh wait the attendance list, you have

to fill the attendance list just wait,” occurs after the clause “Okay, that’s all for

today”. Another example is, “Tadi kita lihat berbagai contoh, right?” The switch

from the example occurs at the clause level in the beginning of the sentence, “Tadi

kita lihat berbagai contoh,” or in English “We saw any other example

previously”. The following word after that clause is “right”, it is said at the end of

the sentence.

Furthermore, the other type is intersentential switching at the sentence

level. This kind of intersentential switching is the sentence that opened by using

English as the main language used in the classroom. After that, when the sentence

in English has been done, the language is switched into another language, which

is Indonesian. This kind of intersentential switching can happen in Indonesian first

and then followed by English. For example in “Sometimes you cannot see.

Berbahagialah orang yang percaya walau tidak melihat.” From the example,

after the sentence in the first sentence language that has been completed, which is

English, the language is switched into a new language, which in this case is

Indonesian. Otherwise another example has different pattern, “Yang direkam pas

kayak gini ini, alih kodenya. Alright you don’t understand, your time will come

don’t worry.” The example is different from previous example because the

lecturer opens the first sentence by using the second language which is

Indonesian. Then, after the sentence is done, the lecturer uses the main language

in the last sentence which is English.


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Moreover, based on the table 6, subject L2 presents 5 intersentential

switching in Introduction to English Linguistics classroom, which some of them

are 2 intersentential switching in interrogative sentence, 2 intersentential

switching at the sentence level, and 1 intersentential switching at the clause level.

The example of intersentential switching in the interrogative sentence in L2

utterances is “My experience was that when they asked, “Kerja di mana mbak?””.

From the example, the sentence is divided into two parts. The first part is the

clause that happens in English while the other clause happens in Indonesian. The

lecturer starts the sentence by English in the first clause before closes the sentence

with a question, in Indonesian. Meanwhile, the example of intersentential

switching at the sentence level that occurs in L2 utterance is, “I think it is

Septian’s house in Jatinegara. Saya juga tinggal di Jatinegara.” This kind of

example is intersentential switching that opened by using English as the main

language in the beginning of the sentence and then when the sentence in English

has been done, the language is switched into Indonesian. The example is done to

make the explanation about someone’s house and then followed by Indonesian

sentence to tell that the lecturer also live in the same location. Otherwise, another

example is, “Yang ketiga ya, kurang lima orang lagi. Guys, I have distributed the

last test result to you, right?” Different from previous example, this intersentential

switching happens in Indonesian first and then followed by English. The lecturer

starts the sentence by using Indonesian with the “Yang ketigaya, kurang lima

orang lagi.” to tell the students that there are 5 students who do not finish the

work yet. After that, followed with the other sentence with the “Guys, I have


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distributed the last test result to you, right?” to make sure that the lecturer already

gives the test result to the students.

Furthermore, L2 presents only one intersentential switching at the clause

level. The sentence is “How do you answer it? Kampungku itu.” From the

example, the switch occurs at the end of the sentence after interrogative sentence.

The clause, “Kampungku itu.” or in English means “That is my village.” occurs

after the interrogative sentence “How do you answer it?” The meaning of a clause

that becomes the code-switching is done to tell the students how to answer about

something.

After that, L3 presents the most intersentential switching with 24

occurrences. From the result, they are included as 8 intersentential switching in

the interrogative sentence, 8 intersentential switching at the clause level, and 8

intersentential switching at the sentence level. The example of intersentential

switching in the interrogative sentence in L3 utterances is “One feature focuses.

Contohnya apa?” From the example, the lecturer switches the code in the end of

the sentence. It means that, “Contohnya apa?” occurs after the sentence “One

feature focuses.” is completed. Another example is in the sentence “Kan dia jadi

malu ya nggak? But the effect is that she or he will do it the revision soon.” The

example is different from the previous example because the lecturer starts the

interrogative sentence with the second language, which is Indonesian and then

followed by English sentence.

Furthermore, the example of intersentential switching at the clause level

that occurs in L3 utterances is “Bayu punya pacar di ekonomi, right?” The


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example shows that the switch occurs at the clause level in the beginning of the

sentence, “Bayu punya pacar di ekonomi,” or in English “Bayu has a girlfriend in

economy”. The following word after that clause is “right”, it said at the end of the

sentence as an utterance to ask or to ensure what is said is correct. The other

example is “It means that George is the agent, ya masa hamil sendiri kan nggak

mungkin.” In the example, the switch of code occurs at the end of the sentence.

The switch, “ya masa hamil sendiri kan nggak mungkin” or in English “It is

impossible to become pregnant by herself,” occurs after the clause “It means that

George is the agent”.

Moreover, intersentential switching in the sentence level also occur in L3

utterances and the examples are “Remember, this is in past, right? Jadi dulu kamu

merokok” and “Mungkin Bayu punya pacar di ekonomi, do you get it?”. From the

first example, the sentence is opened with interrogative sentence 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. Different from the first example, the

second example, the switch “Mungkin Bayu punya pacar di ekonomi” or in

English “Maybe Bayu has a girlfriend in economy” occurs in the beginning of the

sentence. Then, after the switch is done, it is followed by a sentence in English,

which in this case is interrogative sentence.

Based on the table 6, subject L4 presents 11 intersentential switching in

Introduction to English Linguistics classroom. From 11 occurrences, some of

them are 1 intersentential switching at the clause level, 3 intersentential switching


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in the conditional sentence, 5 intersentential at the sentence level, and 2

intersentential switching in the interrogative sentence. The example of

intersentential switching at the clause level in L4 utterances is “When you want to

buy the things that you want and then you say, “Mami kamu kok cantik sekali”.

From the example, the switch occurs in the end of the sentence, after a phrase.

The switch “Mami kamu cantik sekali” or in English “You are so beautiful

mommy” occurs after the clause “When you want to buy the things that you want

and then you say,” After that, the examples of intersetential switching in the

conditional sentence in L4 utterances are “Kalau menjelaskan materi, can you get

the point here?” and “So there is the only one code that you used. Kalau kalian

hanya bisa ngomong bahasa jawa kan nggak bisa.” Take a look in the first

example. In a full conditional sentence, the switch of code occurs at the clause

level, which is the “if clause” of conditional sentence. The lecturer opens the

conversation by using Indonesian language in the “if clause” before changes it

into English in the main clause of the sentence. Otherwise, in the second example,

the switch occurs in the full conditional sentence in the second sentence. So the

switch “Kalau kalian hanya bisa ngomong bahasa jawa kan nggak bisa” or in

English is “If you are only able to speak Javanese, so you are not able to do that”

occurs after the main clause, which is in English, has been completed.

Furthermore, L4 practices 5 intersentential switching at the sentence level. The

example is “You have to master the handout so you can make sure everything is

okay. Pastikan kalian mempersiapkan diri baik-baik.”. From the example, the

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


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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 “Jadi yang satu ngomongin tentang sehari-hari, yang satu

ngomongin materi kuliah. Then he switches from dayaknese to Indonesian.

Different from the first example, the second example, the switch “Jadi, yang satu

ngomongin tentang sehari-hari, yang satu ngomongin materi kuliah.” or in

English “So, the first one talk about daily life, and another one talk about college

material” occurs in the beginning of the sentence. Then, after the switch is done, it

is followed by a sentence in English.

Moreover, L4 presents 2 intersentential switching in the interrogative

sentence. The example is in the sentence “When you see, kapan mulai ganti ke

Bahasa Indonesia?”. From the example, the lecturer switches the code in the end

of the sentence. Meaning to say that the “Kapan mulai ganti ke Bahasa

Indonesian?” occurs after the clause “When you see” is completed. Furthermore,

the detail and explanation about intersentential switching occurred in Introduction

to English Literature will be discussed below.

Table 7. Intersentential-Switching in Introduction to English Literature

Classroom


1 L1 0

2 L2 2

3 L3 1

Based on table 7, the total amount of data in intersentential switching is 3

occurrences, which 2 of them occur in L2 utterances and the rest occurs in L3

utterances. Intersentential switching that occur in L2 utterances are in the


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sentences “Now then question number five has already been answered right?

Sudah ada jawaban nya disitu.”and “It is like we have mentioned here then it’s a

second childhood. Kalau sudah tua itu banyak orang bilang menjadi seperti anak-

anak.” From the first sentence, the switch is concludes as intersentential

switching at the sentence level. The switch of code occurs at the end of the

sentence, after interrogative sentence is done. The lecturer starts a sentence by

using English in interrogative sentence, and then switches the language in the next

sentence, which is “Sudah ada jawaban nya disitu.” Or in English “It is already

answered. From the two example above, the second example is concludes as

intersentential switching at the conditional level. The sentence is the example of

the switch in the full conditional sentence. The switch of the sentence occurs in

the end of the sentence. The lecturer starts the sentence by using English and after

it is done, the lecturer switches the language in Indonesian in the sentence “Kalau

sudah tua itu banyak orang bilang menjadi seperti anak-anak.”.

Based on table 7, it shows that L3 also presents intersentential switching.

The switch is in the sentence “From what was going on, on the stage, no wonder.

Ya kita ketawa ya tapi tokoh-tokoh di teks itu serius.” Based on the example, the

intersentential switching is occurs in the end of the sentence, after the sentence in

English is done. This is done to tell the students that we usually laughing when we

watch a play on the stage even the actors play their action seriously. Furthermore,

the explanation about tag-switching will discussed below.


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3. Tag-Switching

Tag-switching, which is also known by the name of emblematic switching,

tends to deal not only with tags but also dealing with the fillers, interjections,

idiomatic expressions, and even individual noun switching, as stated by Poplack

(1980, p. 614-615). In this kind of code switching, tags, exclamation and certain

set phrases in one language are inserted into an utterance otherwise in another

(Hoffman, 1991, p. 112). The researcher analyzes that tag-switching mostly occur

in Introduction to English Linguistics, with 29 occurrences. Meanwhile tag

switching that occurs in Introduction to English Literature is only 1 occurrence.

Further discussion will be discussed below.

Table 8. Tag-Switching in Introduction to English Linguistics

Classroom


1 L1 12

2 L2 3

3 L3 14

4 L4 0

Based on table 8, L1 presents 12 tag-switching. All of tag-switching

occurred in L1 utterances are concludes as tag-switching in the initial position.

Take a look in the example of “Nah, this one is the rule”. From that example, the

tag is occurs in the beginning of the sentence as sentence filler and then followed

by a statement. In the example, the lecturer says “nah” as a sentence opener while

he makes a conclusion about the lesson. Another example of tag-switching that

occurs in L1 utterances is “nggak ah, okay question, do you have question?” From

the example, the lecturer says “nggak ah”, which in English is “no”. It is used to


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give a negative response or it used to express dissent, denial, or refusal, as in

response to a question or request. After the lecturer says “nggak ah”, it is

followed by another topic. Furthermore, L2 presents 3 tag-switching, which two

of them are tag-switching at the final position and another is tag-switching at the

initial position. The example of tag-switching at the final position occurs in this

subject is “You agree with me, ya kan?” From that example, the tag in the

sentence is occurs at the end of the sentence and also known as a question tag, in

which a statement is turned into a question by adding a question tag “ya kan”. In

that sentence, after the lecturer gives a statement about what she says, the lecturer

says “ya kan” or “right” in English, followed by question mark. Tag-switching

tends to occur not only at the end of the sentence, but also at the beginning of the

sentence. Take a look at the example of tag-switching in initial position that

occurs in L2 utterance: “Kan I forgot to bring the attendance list”. In that

example, “kan” has a function to emphasize the following statement. In the

example, the lecturer says “kan” and then followed by the statement that the

lecturer forgot to bring the attendance list.

In table 8, it shows that the most tag-switching that appears in lecturers’

utterances in Introduction of English Linguistics classroom is in subject L3, with

14 occurrences. From 14 occurrences of tag-switching that occur in L3 utterances,

some of them are: 4 tag-switching at discourse markers, and 10 tag-switching in

the final position. Tag switching at discourse markers that occur in L3 utterances

is, “Jadi, presupposition-nya I assumed that dia ngebut, ya nggak?” from the

example, “jadi” which in English is “so” is a part of discourse markers.


55

Generally, it marks the beginning of a new part of the conversation and it is used

to refer back to statements that have already been mentioned previously. From the

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

has just been said before. Furthermore, the example of tag-switching that occurs

in the final position in L3 utterances is, “So the implicative can be cancelled, but

the presupposition is not, ya nggak?” The tag occurs at the end of the sentence in

the example, and it is known as question tag “ya nggak”. From the example, after

giving an explanation or statement about the lesson, the lecturer says “ya nggak”

or “isn’t it” in English, followed by question mark. Furthermore, the detail and

explanation about tag-switching that occurs in Introduction to English Literature

will be discussed below.

Table 9. Tag-Switching in Introduction to English Literature

Classroom


1 L1 0

2 L2 1

3 L3 0

In this case, based on table 9, tag switching that occurs in lecturer’s

utterances in Introduction to English Literature classroom is only 1 tag-switching,

which is in the sentence “So when someone became a bright usually they are this

twenty or seventeen. kan?” Based on table 4, the tag-switching occurs in L2

utterances, which is tag-switching in final position. It means that the lecturer starts

the sentence in English and then in the end of the sentence, the lecturer uses tag-

switching “kan” or in English “right” followed by question mark.


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4. Intra-lexical Switching

The discussion moves into the intra-lexical switching that occurs in

lecturers’ utterances in Introduction of English Linguistics. Further discussion

about intra-lexical switching will be discussed below.

Table 10. Intra-Lexical Switching in Introduction to English



1 L1 5

2 L2 2

3 L3 8

4 L4 2

Based on the table 10, the total occurrence of intra-lexical switching that

occurs in lecturers’ utterances in Introduction to English Linguistics classroom is

17 occurrences. The detail of each lecturer is L1 practices 5 intra-lexical

switching, L2 practices 2 intra-lexical switching, L3 practices 8 intra-lexical

switching, and L4 practices 2 intra-lexical switching. In fact, this type of code-

switching is not involved in the three types of code-switching stated by Poplack,

but stated in Hoffman theory. Intra-lexical switching occurs within a word, such

as at the morpheme boundary. Affix, in this case, is a part of morpheme, which is

bound morpheme. Further, there are prefix and suffix. Prefix is affix that occurs in

the beginning of a word, while suffix is affix that attached at the end of a word.

The examples of intra-lexical switching that occur in lecturers’ utterances

in Introduction to English Linguistic classroom are in the sentences “Ini dan

inisister’s right? Karena sama di-dominate oleh ini.” and “Entailment itu di lihat

sentence-nya, while presupposition refers to the fact that is assumed true by the


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speaker”. From the examples, intra-lexical switching occur in a form of prefix “di-

” and suffix”-nya”. Here, the switching occurs in a form of prefix “di-“ that

attached into the verb “dominate” and the word become into passive verb.

Furthermore, the switching occurs in Indonesian suffix “-nya”, which is attached

to the English word. In the sentence, from the example, the suffix “-nya” is

attached into “sentence”. Meanwhile, based on the data, there is no Intra-lexical

switching that occurs in lecturer’s utterances in Introduction to English Literature

Classroom.

B. Reasons of Using English to Indonesian Code-Switching Performed by

the Lecturers in Introduction to English Linguistics and Introduction to

English Literature in English Letters Department Classes

This part presents the findings of the reasons of code-switching based on

the data analysis of the lecturers’ utterances and the triangulation from the

questionnaire given to the lecturers. Furthermore, as Hoffmann (1991, p 115-116)

mentioned that there are ten reasons of code-switching that is used by the speaker

in conversation. The ten reasons mentioned by Hoffmann are talking about

particular topic, quoting somebody, being emphatic about something, interjection,

repetition used for clarification, expressing identity, intention of clarifying the

speech content for interlocutor, to soften or strengthen request or command,

because of the real lexical need and to avoid other people join the conversation.

Based on ten reasons mentioned by Hoffmann, this study finds that there are eight

possible reasons for lecturers using code-switching in the classroom. Further


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discussion about the data for the reasons of using English to Indonesian code-

switching that is performed by the lecturers in the English Letters Department

Classes will be discussed below.

Table 11. The Occurrence for the Reasons of Using Code-Switching in

Lecturers’ Utterances

No. Reasons of Code-Switching Occurrences Percentages (%)

1. Intention of clarifying the speech

content for the interlocutor

69 36%

2. Interjection 31 16%

3. Talking about particular topic 30 15%

4. Quoting somebody 24 12%

5. Repetition used for clarification 18 9%

6. Expressing identity 13 7%

7. Because of the real lexical need 5 3%

8. Softening or strengthening request or

command

3 2%

9 Avoiding other people to join the

conversation

0 0%

10 Being emphatic about something 0 0%

TOTAL 193 100%

Based on table 11, there are eight from ten reasons mentioned by

Hoffmann that occur in lecturers’ English to Indonesian code-switching in

Introduction to English Linguistics and Introduction to English Literature in

English Letters Department Classes, Universitas Sanata Dharma. The occurrences

and the percentages for each reason are 69 occurrences for intention of clarifying

the speech content for the interlocutor with 36%, 31 occurrences for interjection

with 16%, 30 occurrences for talking about particular topic with 15%, 24

occurrences for quoting somebody with 12%, 18 occurrences for expressing

identity with 7%, 5 occurrences for the real lexical need with 3%, and 3

occurrences for soften or strengthen request or command with 2%. Meanwhile,


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the reasons of avoiding other people to join the conversation and being empathic

about something do not occur in lecturers’ utterances.


Introduction to English Linguistics Classroom

No. Reasons of Code-Switching Occurrences

1. Intention of clarifying the speech content for interlocutor 65

2. Talking about particular topic 30

3. Interjection 29

4. Quoting somebody 24

5. Repetition used for clarification 16

6. Expressing identity 9

7. Because of the real lexical need 5

8. Softening or strengthening request or command 3

9. Avoiding other people to join the conversation 0

10. Being emphatic about something 0

TOTAL 181

Table 12 above shows the amount of the reasons of code-switching that

are used in lecturers’ utterances in Introduction to English Linguistics classroom.

From the table, it can be seen that most of the reasons stated by Hoffmann are

used by the lecturers in this course. The total occurrences for the reasons of code-

switching in this course are 181 occurrences, with the majority for the reasons is

code-switching used to clarify the speech content for interlocutor. Meanwhile,

from ten reasons stated by Hoffmann, there are two reasons that are not applied in

Introduction to English Linguistics, which are code-switching used to avoid other

people to join the conversation and code-switching used to give empathy about

something. Both of the reasons have zero occurrences. Furthermore, there are

differences in significant number of the reasons that apply in Introduction to

English Literature. Further information about the occurrences for the reasons of


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using code-switching in Introduction to English Literature classroom will be

shown below.


Introduction to English Literature Classroom

No. Reasons of Code-Switching Occurrences

1. Expressing identity 4

2. Intention of clarifying the speech content for interlocutor 4

3. Interjection 2

4. Repetition used for clarification 2

5. Quoting somebody 0

6. Talking about particular topic 0

7. Because of the real lexical need 0

8. Softening or strengthening request or command 0

9. Avoiding other people to join the conversation 0

10. Being emphatic about something 0

TOTAL 8

From the result in table 13 above, it shows that the amount of the reasons

of code-switching used in lecturers’ utterances in Introduction of Literature

classroom. From the table, it can be seen that only four from ten reasons stated by

Hoffmann are used by the lecturers in this course. The total occurrences for the

reasons of code-switching in Introduction to English Literature are 8 occurrences;

with the majorities for the reasons are code-switching used to express identity and

code-switching used to clarify the speech content for interlocutor. Meanwhile,

from ten reasons stated by Hoffmann, there are only four reasons that apply in

Introduction to English Literature, which are code-switching used to express

identity, code-switching used to clarify the speech content for interlocutor, code-

switching used to give interjection, and code-switching used to repeat something

for clarification. Six for the rest of the reasons have zero occurrences in this

course.


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Based on the result, the most reason that occurs of using code-switching in

lecturers’ utterances in both Introduction to English Linguistics and Introduction

to English Literature is intention of clarifying the speech content for the

interlocutor. Thus, the explanation about the data result for the reasons of using

code-switching will be discussed below.

1. Intention of Clarifying the Speech Content for the Interlocutor

As Hoffmann mentioned before, intention of clarifying the speech content

for the interlocutor means that when bilingual or multilingual person talks to

another bilingual or 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, meaning to say that the repeated code is not in the same word. The

example of code-switching for this reason is in the sentence “Why are you

laughing? Is a good Indonesian word, mengunduh.” The example is taken from

lecturer in Introduction to English Linguistics Classroom. From the example, the

lecturer says “Why are you laughing” followed by question mark because the

students at that time were laughed for the term “mengunduh”. After that, the

lecturer explained that the term mengunduh is a good term in Indonesian. Meaning

to say, the lecturer wants to clarify to the students, that the Indonesian term

mengunduh is not that bad, but good enough.

Another example is taken from the lecturer in Introduction to English

Literature. The example is in the sentence “It is like we have mentioned here then


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it’s a second childhood. Kalau sudah tua itu banyak orang bilang menjadi seperti

anak-anak” The code-switching occurs in the second sentence because the

lecturer wants to clarify and explains more about the first sentence that has been

said. The lecturer clarifies the first sentence that when we are old, many people

say that we will act like a kid or in Indonesian “Kalau sudah tua itu banyak orang

bilang menjadi seperti anak-anak.” This is done because the lecturer wants to

explain and clarifies more about “a second childhood” in the first sentence. Thus,

the information about the scale that obtained questionnaire analysis will be

discussed below.

Never Hardly ever Often Most of the time Every time

The scale above shows that the lecturers respond that they used code-

switching for clarifying the speech content for interlocutor most of the time. The

researcher finds that the percentages of this reasons obtained from questionnaire

analysis, which is analyzed using Likert scale, is 70% from total scale is 100%.

This result is not the most result for the reasons of code-switching because there is

another reason that has more percentage result. Even though, the lecturers thought

that code-switching is used to deal with the language learning difficulties which is

related to the meaning of words or grammatical items. Most of the lecturers in this

study used code-switching to clarify difficult topic which is hard to understand by


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the students because sometimes, the students seem to miss the point of the

explanation.

2. Interjection

Interjection means words or expressions that are inserted into sentence to

convey surprise, strong emotion, or to gain attention. Meanwhile, Gumperz (1982,

p 75-76) add that interjection occurs when code-switching is used to mark an

interjection or serve as sentence fillers and also has a similar function to tag-

switching. From the result, interjection has 31 occurrences with 16% of

interjection data. The example is in the sentence “Nah, a blue book is a noun

phrase as well.” The example is taken from a lecturer in Introduction to English

Linguistics. It is included as interjection because it is tag-switching. This is done

to signal and gain attentions to the students that the lecturer has paused to think

and then make a conclusion about what the lecturer are speaking before. Another

example is taken from a lecturer in Introduction to English Literature, “So when

someone became a bright usually they are this twenty or seventeen, kan?”The

example is included as tag-switching. Therefore, it can refers to the reason of

interjection. This is done in order to ensure whether or not what is said is right.

The lecturer used the code to gain attention to the students in order to make sure

that the sentence that has been said before is correct. Thus, the information about

the scale that obtained questionnaire analysis will be discussed below.


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The result that is presented in the scale above shows that the lecturers

respond that they used code-switching to convey surprise, strong emotion, or to

gain attention (sentence fillers or sentence connectors) most of the time in English

Letters Department Classes. The researcher analyzes that the percentages of this

reason is 67% from 100% scale. The lecturers respond that they often used code-

switching for this reasons is to get the class focused.

3. Talking about particular topic

The occurrence of this reason is 30 with 15% of this data. The meaning of

talking about particular topic is sometimes when speakers talking about something

in particular topic, the speakers choose a language that is became their mother

tongue, in this case is Indonesian. For example, when a speaker expresses his

emotional feelings or tells their experiences, the speakers feel more comfortable

using a language which is their mother tongue. Another case is when a speaker

wants to tell some jokes, the speaker choose Indonesian rather than English

because he thinks that the person who he is talking to is understand more about

the jokes in Indonesian. The example is taken from a lecturer in Introduction to

English Linguistics, “Sweet maksudnya permen tu lho sweet, nggak funny.” This

is done to tell the students about a joke. The lecturer said about something sweet,

but then he talked about sweet in another topic that has been discussed before. The


65

reasons why the lecturer talks about another sweet things because he wants to tell

a joke and hopes that the students will laugh about his joke, even though the joke

is not funny after that.

Another example is in the sentence “For example in my, saya kan punya

grup Line bimbingan skripsi, trus ada kakak tingkat belom lulus, and then I

mentioned the person…” The example is also taken from a lecturer in

Introduction to English Linguistics. Here, the lecturer said about her experience in

one of social media that she had. The lecturer switches the code in “saya kan

punya grup Line bimbingan skripsi, trus ada kakak tingkat belom lulus” or in

English “I have thesis guidance group in my Line, then there is a senior that has

not graduated yet” This is done to tell about a story about a lecturer experience

outside of the lesson that has been discussed already. Furthermore, the analysis

from lecturers’ questionnaire will be explained below.


From the scale above, the researcher finds that the lecturers respond that

they used code-switching for talking about a particular topic most of the time in

English Letters Department Classes. The researcher finds that the percentages of

this reason that is obtained from questionnaire analysis, which is analyzed using

Likert scale, is 67% from total scale is 100%. The result is similar with the

previous result. The lecturers used code-switching for talking about particular


66

topic because sometimes when they want to tell something outside the lessons, for

example when they want to show their emotional feelings or give some joke to get

the class focused, the lecturers felt more comfortable using their mother tongue.

4. Quoting somebody

As Hoffmann stated that in a conversation, sometimes a speaker switches

form mother-tongue into a foreign language in order to quote a famous

expressions, a proverb, or a saying of some well-known figures. The switch

usually involves the words that the speaker is claiming the quoted person said.

Based on the data result, the reason for quoting somebody has 24 occurrences

with 12%. The examples of the quoting somebody reason are in the sentences

“You can also pay attention to Jokowi speech, “kerja kerja, kita kerja”, right?”

and “My experience was that when they asked, “Kerja di mana mbak?” Those

examples are taken from lecturers in Introduction to English Linguistics. Both of

the example are included as the reason of quoting somebody because in the first

example, the lecturer quotes Jokowi speech and put it there as the example of

something. It happens in the second example also because the lecturer also quotes

somebody words in order to tell her experience. Furthermore, take a look for the

result analyzed from lecturers’ questionnaires



67

The scale above shows that the lecturers in English Letters Department

Classes responded that they often used code-switching for quoting somebody,

with percentages scale is 43% from the total 100%. The result takes the fourth

place for the reasons of code-switching that analyzed from lecturers’

questionnaires. This result has the same result from the data analyzed from

classroom observation, which also takes the fourth place.

5. Repetition used for clarification

The reasons for repetition used for clarification is when a multilingual or

bilingual person wants to clarify his speech so that it will be understood better by

listener, he or she can use both of the languages that he or she masters to say the

same messages. When repetition used for clarification occurs, a repetition is not

only clarifies what is said, but also to amplify or emphasize the message. The

occurrence of this reason is 18 with 9% of percentages. The example is in the

sentence “We are going to try to juxtapose or you know, menyejajarkan,

juxtapose.” The example is taken from a lecturer in Introduction to English

Literature. This code-switch is done to repeat the word juxtapose in Indonesian

because the lecturer thought that the students forget or don’t understand about the

term juxtapose in Indonesian.

After that, the example that is going to be discussed is taken form a

lecturer in Introduction of English Linguistics. The example is “Even though we

have the Indonesian term for download, unduh.” From the example, the lecturer

told the students the Indonesian term for download, which is unduh. There is a


68

repetition in that sentence because the lecturer said a word “download” twice. The

first one is said in English and another one used Indonesian. This is done to tell

the students that sometimes we still use the word “download” even though we

have Indonesian term for that word. Thus, the information about the scale that

obtained questionnaire analysis will be discussed below.


From the result above, it shows that the lecturers in English Letters

Department Classes respond that they used code-switching for repetition used for

clarification, with percentages scale is 73% from the total 100%. The result takes

the second place for the most reasons of code-switching that analyzed from

lecturers’ questionnaires. This result is different from the result from the data

analyzed from classroom observation, which takes the fifth place.

6. Expressing identity

The occurrence of this reason is 13 with 7% of percentages. The meaning

of expressing identity is stated by Hoffmann, which is the speaker sometimes

code-switch their language in order to express group identity. This happens

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

who are out the community. The examples of this reason happen in “In English

for example, we see that the head comes first, followed by the complement, but in


69

bahasa Indonesia for let say, yellow table.” and “So maybe you are talking to bu

Arti or bu Sri. Both of the examples are included as expressing identity because

the lecturers express something and someone identity. In the first example, the

lecturer switches the code from a language in “bahasa Indonesia” or in English

“Indonesian language”. This example shows that the lecturer wants to tell about

language identity, in this case is language in Indonesia. Different from the first

example, the second example shows about someone identity. In this case, the

lecturer switches the code from a language in “bu” or in English “ma’am”. This is

done to tell the students that the person who said in the lecturer speech is woman.

Otherwise, the information about the scale that obtained questionnaire analysis

will be discussed below.


From the result above, it shows that the lecturers in English Letters

Department Classes responded that they hardly ever to use code-switching for

expressing identity. The percentages scale for this reason is 37% from the total

100%. The result from lecturers’ questionnaire analysis is similar with classroom

observation because, based on classrooms observation, code-switching used to

express identity is only occurred 13 times with the percentages of 7%.


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7. Real lexical need

Another reason of code-switching’s occurrence is caused by the real

lexical need. The occurrence of this reason is 5 with 3% percentages. The example

of this reason is occurred in the sentence “Yesterday we learned that when you

talk to your friends, sometimes you use bahasa gaul”. This is done to tell the

students that when the students talk to their friends, sometimes they use bahasa

gaul. In this case, this is included as the reason of the real lexical need because the

term “bahasa gaul” is lack of language in English. Meanwhile, the analysis result

of this reason from lecturers’ questionnaires will be shown below.


From the result above, the researcher finds different result from classroom

observation. The scale above shows that the lecturers in English Letters

Department Classes respond that they used code-switching because of real lexical

need or to express terms that have no English equivalence every time they give

the lessons in the class. The percentages scale for this reason is 83% from the total

100%. The result from lecturers’ questionnaire analysis is different from

classroom observation because, in analysis based on lecturers’ questionnaire, the

result shows that this reason has the highest percentages rather than another

reason. Meanwhile, in analysis based on classroom observation, the researcher

finds that code-switching is used because of real lexical need is only occurred 5


71

times in lecturers’ utterances in English Letters Department Classes, with the

percentages of 3%. This phenomenon happens because when the researcher

observed in the classroom, the terms in English that were given by the lecturers in

the classroom were easier to be understood. Thus, the result for this reason based

on classroom observation is less than the result based on questionnaire analysis.

8. To soften or strengthen request or command

The last reason in Hoffmann theory that this study used is to soften or

strengthen request or command. This reason becomes the least reason because it

only has 3 occurrences with 2% of this data. The example of this reason is in

“You have to master the handout so you can make sure everything is okay.

Pastikan kalian mempersiapkan diri baik-baik”. This is done to give a command

to the students that they have to prepare well for the exam. Another example is in

the sentence “Sentence, bagi dua dulu, NP VP and then analyze.” The example

shows that the lecturer gives a command using Indonesian in the middle of the

sentence. This is done to tell the students that they have to divide the sentence into

two parts before they analyze it. The information about the scale that obtained

questionnaire analysis will be discussed below.



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Another different result happens between analysis based on classroom

observation and lecturers’ questionnaires. The result presents in the scale above

shows that the lecturers respond that they often used code-switching to make

request or command softer or stronger. The scale result for this reason is 50%

from total 100%. The result is different from analysis based on classroom

observation because in the classroom observation analysis, the reason for code-

switching used to make request or command softer or stronger is occurred only 3

times in lecturers’ utterances in the class, with 2% of percentages. This

phenomenon happens because when the researcher observed in the classroom, the

lecturers rarely give request or command to the students.

9. Being emphatic about something (Declare solidarity)

Even the reason of code-switching used to give empathy about something

is not applied in lecturers’ utterances based on classroom observation in both

Introduction to English Linguistics and Introduction to English Literature course,

with 0 occurrences, the researcher finds that it is important to analyze it because

there is different result in analysis based on lecturers’ questionnaires. According

to Hoffmann theory, sometimes a speaker who is talking in a foreign language

switches the language into the native language in order to be emphatic about

something. In some cases using another language, English, is more appropriate to

show their empathy rather than using their mother tongue language such as

Indonesian. Moreover, the appropriate language usage is able to make the

meaning stronger. Furthermore, from analysis based on lecturers’ utterances, there


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is different data result from classroom observation. The data result based on

lecturers’ questionnaires will be shown below.


From the scale above, the researcher finds that the lecturers respond that

they often used code-switching to give empathy about something in English

Letters Department Classes. The researcher finds that the percentages of this

reasons that is obtained from questionnaire analysis, which is analyzed using

Likert scale, is 53% from total scale is 100%. This result is different from

classroom observation result with the percentages of 0%.

10. To avoid other people join the conversation

The reason of code-switching used to avoid other people join the

conversation has the same result with the previous reason, which has zero

occurrences in lecturers’ utterances based on classroom observation. According to

Hoffmann, sometimes people 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. Since code-switching

happen in the classroom interaction when the lecturers give the lessons about the

course, so the reasons of code-switching used to exclude other people joining the

conversation is not applied since all of the students must listen to the lessons that


74

the lecturers gave. Furthermore, the result between analysis based on classroom

observation and lecturers’ questionnaires has similar result. Thus, the information

about the scale that obtained questionnaire analysis will be discussed below.


The result of the scale above is obtained from analysis based on lecturers’

questionnaires. From the scale, this study concludes that the reasons of code-

switching hardly ever used to exclude or avoid other people join the conversation

in English Letters Department Classes. The researcher analyzes that the

percentages of this reason is 23% and it is included as the least reasons from

analysis based on lecturers’ utterances. This result has the same result based on

classroom observation, since the reason of code-switching used to avoid other

people join the conversation has zero occurrences.


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CHAPTER V

CONCLUSION

This study set out to find out the types of code-switching occurred in

lecturers’ utterances in Introduction to English Linguistics classroom and

Introduction to English Literature classroom. This study also examines the

reasons of code-switching that occur in lecturers’ utterances in both of the class.

This study concludes that there are four types of code-switching found in

lecturers’ utterances both in the Introduction to English Linguistics Classes and

Introduction to English Literature Classes, using classroom observation. The four

types of code-switching are the types of code-switching which are stated by

Hoffmann (1991, p. 112). The researcher found that there is a significant different

in the occurrence of code-switching between Introduction to English Linguistics

and Introduction to English Literature. The occurrences for the types of code-

switching occurred in lecturers’ utterances in Introduction to English Linguistics

are 204. Otherwise, the occurrences for the types of code-switching occurred in

Introduction to English Literature is only 11. This phenomenon happens because

the lecturers in Introduction to English Literature switched the code rarely, while

the lecturers’ in Introduction to English Linguistics often used code-switching in

the class. Since the lecturers in Introduction to English Linguistics thought that

the terms when they taught in the class were not easy to understand. Thus, the

lecturers in Introduction to English Linguistics classroom often switched the code

in order to make the terms were easier to be understood. The occurrences of the


76

types of code-switching that occur in lecturers’ utterances in Introduction to

English Linguistics Classroom is more than the other classroom because the

lecturers in Introduction to English Linguistics often gave the examples about the

lessons and sometimes, there were the terms that make the students confused,

Thus, the lecturers in Introduction to English Linguistics classroom often

switched the code in order to clarify the speech content or because the terms were

difficult to be understood. Furthermore, the four types of code-switching that is

found in the lecturers utterances in both classes are tag switching, which tags,

exclamation and certain set phrases in one language are inserted into an utterance

otherwise in another, intersentential switching, which occurs between clause or

sentence boundary, intrasentential switching, which occurs in a phrase, sentence

boundary, or a clause, and the last type is intra-lexical switching, which is occurs

within a word, such as the morpheme boundary or affix. From the results of code-

switching types occurred in lecturers’ utterances, this study found that the most

code-switching types occurred in lecturers utterance in English Letters

Department Classes is intrasentential switching with 112 occurrences from the

216 total occurrences, or 51% from the total percentages is 100%. Meanwhile, the

least of code-switching types that occurred is intra-lexical switching, with has 17

occurrences or 8% of the percentages. This phenomenon happens because the

researcher found that the lecturers often switched the code in within a sentence

rather than in within a word, such as at the morpheme boundary or affix.

Furthermore, this researcher analyzes the reasons of using code-switching

in lecturers’ utterances by using classroom observation and lecturers’


77

questionnaires. First, this study used ten reasons of code-switching stated by

Hoffmann (1991, p. 115-116) to analyze it based on classroom observation and

found that only eight reasons why the lecturers used code-switching in the

classroom. Meanwhile, the rest of the two reasons have zero occurrence in the

result. The eight reasons of code-switching occurred in lecturers’ utterances are

intention of clarifying the speech content for the interlocutor, interjection, talking

about particular topic, quoting somebody, repetition used for clarification,

expressing identity, because of the real lexical need, and to soften or strengthen

request or command. From the eight reasons of code-switching used in lecturers’

utterances, this study concludes that the most reasons of code-switching used in

the classroom is Intention of clarifying the speech content for interlocutor because

lecturers’ code-switching is used to deal with the language learning difficulties

related to the meaning of words or grammatical items. Thus, most of the lecturers

in this study used code-switching to clarify difficult topic which is hard to

understand by the students because sometimes, the students seem to miss the point

of the explanation. Meanwhile, the least reasons of code-switching used in

English Letters Department Classes are code-switching used to avoid other people

joining the conversation and code-switching used to give empathy about

something.

. Furthermore, the researcher also analyzes the reasons of using code-

switching in lecturers’ utterances from lecturers’ questionnaires, by using Likert

scale technique in order to give the proof data result from classroom observation.

Based on the analysis from lecturers’ questionnaire, the researcher found that the


78

most reasons of code-switching in English Letters Department is the reason of

code-switching used to express terms that have no English equivalence or because

of the real lexical need, with 83% of the result and includes as category of every

time. Unfortunately, this result is different from the result from classroom

observation because the reason of code-switching used to express terms that have

no English equivalence or because of real lexical need took places on seventh

place, with only 5 occurrences from the total 193 occurrences. This phenomenon

happens because when the researcher observed in the classroom, the terms that

were given by the lecturers in the classroom were easier to be understood. So, the

lecturers rarely switched the code at that time. Furthermore, the least reason that

is analyzed based on lecturers’ questionnaires is code-switching used to avoid

other people joining the conversation, with 23% of the data result and it is

included as category of hardly ever. From this result, the researcher finds that the

result is similar from classroom observation because the reasons of code-

switching used to avoid other people joining the conversation is not occur and

become the least reason in English Letters Department Classes, based on

classroom observation. There are some different results of the reasons of code-

switching from classroom observation and questionnaires.The possible reasons to

this phenomenon is because code-switching phenomenon is not depends on the

lecturers’ perception about code-switching itself, but it depends on the context

when the lecturers interact or give lessons to the students in the classes.


79

REFERENCES

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Javanese Code-Switching in English Students’ Classroom. Yogyakarta:

Universitas Sanata Dharma.

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and Bahasa Indonesia. Semarang: Universitas Diponegoro.

Chaika, Elaine. (1982). Language the Social Mirror. Massachusetts: Newbury

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Beardsmore, Hugo Baetens. (1982). Bilingualism: Basic Principles. Clevedon:

Tieto.

Baker, Colin, and Sylvia Prys Jones. (1998). Ecyclopedia of bilingualism and

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Yogyakarta. Yogyakarta: Universitas Sanata Dharma.

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Gardner-Chloros, Penelope. (2009). Code-Switching. Cambridge: Cambridge

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Cambridge: Cambridge University Press.

Heller, Monica. (1988). Code-switching: Anthropological and Sociolinguistic

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Matthews, Bob, and Liz Ross. (2010). Research Methods: A Practical Guide for

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Poplack. Shana. (1980). Sometimes I’ll start a sentence in Spanish Y TERMINO

EN ESPANOL: Toward a typology of code switching. Ottawa: University

of Ottawa.

Saussure, Ferdinand de. (1959). Course in General Linguistics. New York: The

Philosophical Library.

Trudgill, Peter. (2000). Sociolinguistics: An Introduction to Language and

Society. London: Penguin Books.

Wardaugh, Ronald. (2006). An Introduction to Sociolinguistics, Fifth Edition.

Oxford: Blackwell Publishing Ltd.

Wolfe, Joanna. (2016). Tips For Presenting Survey Data Effectively. Adelaide:

Carnegie Mellon University

Wei, Li. (2006). Encyclopedia of Language and Linguistics. Oxford: Elsevier.

Yulyana, Yuli. (2012). Code-Switching Analysis in Classroom Interactions in

Husnul Khotimah Islamic Senior High School. Kuningan: Universitas

Kuningan.


81

APPENDICES

Appendix 1: Table of the types of English to Indonesian code-switching

performed by the lecturers in English Letters Department Classes.

Subject: L1

Course: Introduction to English Linguistics

No. Clauses Type Notes

1. Good, ini direkam jadi

kalo pas… judulnya soal

code-switching, tau code-

switching? Berganti

bahasa, alih kode.

Intrasentential

Switching,

Intersentential

switching

Intrasentential at clause

level: ini direkam jadi

kalo pas… judulnya

soal.

Intrasentential at the word

level: tau

Intersentential at clause

level: Berganti bahasa,

alih kode.

2. Yang direkam pas kayak

gini ini, alih kode-nya.

Alright you don’t

understand, your time will

come don’t worry

Intersentential

Switching

Intersentential at the

sentence level

3.

Sometimes you cannot see.

Berbahagialah orang yang

percaya walau tidak

melihat.

Intersentential

Switching


sentence level

4. What is proximity?

Kedekatan, good.

Intrasentential

switching


level

5. In a verb phrase, what is the

head? Verb, smart, easy,

pintar kalau sudah tau.

Intrasentential

Switching

Intrasentential at the

phrase level

6. Nah, good question.

Soalnya kalo maju itu

good aja, good question.

Tag-Switching,

Intrasentetial

Switching

Tag switching at the

initial position: Nah


phrase level: Soalnya

kalo maju itu good aja.


82

7. Is that correct? Bisa jadi

skripsi ini, bentar lagi

lulus to.

Intersentential

Switching


sentence level

8. My father, my mother, my

brother, ini.

Intrasentential

Switching


level

9. NP with the head and

another element, another

mean only one, banyak ini.

Intrasentential

Switching


phrase level

10. Lho nggak bisa di skip ini,

wait.

Intrasentential

Switching

Intrasentential within a

sentence

Intra-lexical switching: di

11. Nah, this one is the rule. Tag Switching Tag switching at the

initial position

12. Nah, a blue book for

example.

Tag Switching Tag switching at the

initial position

13. Yang pake kotak-kotak

itu less common, saya pikir

nggak ada buku yang

pake kotak-kotak, usually

have tree diagram.

Intrasentential

Switching


clause level

14. Nah, a blue book is a noun

phrase as well.


initial position

15. If you study in architecture

then you will not learn this.

Makanya untung bisa

belajar ini.

Intersentential

Switching


sentence level

16. So, kalau kalian ketemu

temennya anak-anak dari

jurusan apa gitu, gatau

kan struktur dari frasa.

Intersentential

Switching

Intersentential switching

at the clause level

17. Ya siapa tau arisan gitu

atau reuni mereka bisa

menyombongkan udah

kerja dimana, trus kalian

bisa menyombongkan gini

“ aku tau phrase structure”

Intrasentential

Switching


clause level

18. Trus mereka bilang

“perusahaanku 2, mobil

ku 4” gitu to trus kalian

bilang, “ gapapa, aku tau

noun phrase.”

Intrasentential

Switching


clause level

19. Then you asked them, “what

is the head of NP? Oh you

don’t know exactly.”

Sombong dulu.

Intersentential

Switching


clause level


83

20. Nggak ah, okay question,

Do you have question?


initial position

21. In each of the phrases, the

head and each complement

are under the same nod,

appointed in a tree where

the branches join, ni lho, do

you get the point?

Intrasentential

Switching


phrase level

22. Sweet maksudnya permen

tu lho sweet, Nggak funny.

Intrasentential

Switching,


sentence

23. Code-switching-nya gagal

untuk jokes.

Intrasentential

Switching

Intra lexical switching: -

nya.


phrase level

24. Nah, to capture the

generalization that each

phrasal category has the

same internal structure

Tag switching Tag switching at the

initial position

25. You see that all of them

have the same structure,

right? Mana tadi?

Intersentential

Switching


in the interrogative

sentence

26. Is it clear? For now, so you

just need to remember this.

Gimana cara

nglingkarinya?

Intersentential

Switching



sentence

27. We have this, therefore we

can generalize the diagram

into this. Tika, Tika, Tika

mau nanya.

Intrasentential

Switching


phrase level

28. If you do not have specifier,

misal.

Intrasentential

Switching


level

29. Nah, this one, the bar

category is an intermediate

level.

Tag Switching


initial position

30. What is intermediate?

Tengah, good.

Intrasentential

Switching


level

31. The complement two, what

does it mean? Ya too bisa

dibilang juga.

Intrasentential

Switching


sentence

32. The head of the NP is

obligatory, means a must, in

a phrase structure then the

head is a must. Ada suara-

suara nggak enak.

Intersentential

Switching


sentence level

33. Where is that? Kok nggak Intrasentential Intrasentential within a


84

ada ya, nggak bisa di skip

ini, oh bisa.

Switching sentence


34. Nah ini, this one. Tag Switching Tag switching at the

initial position

35. Semua bahasa di dunia ini

itu memiliki prinsip-

prinsip dan cara kerja

yang sama, yang berbeda

hanya what we call

parameters.

Intersentential

Switching


clause level

36. Parameter tau? Aturan,

good, aturan yang

berbeda.

Intrasentential

Switching


sentence

37. Here you have ketika

melihat bakso sama

sambal, dikepala teman-

teman ada kata bakso dan

sambal.

Intrasentential

Switching


clause level

38. Lalu ada orang Yunani

datang melihat benda

yang sama, dikepala

muncul kata bakso di

Yunani dan sambal

dibahasa mereka, lalu

combine.

Intrasentential

Switching


clause level

39. In English for example, we

see that the head comes

first, followed by the

complement, but in bahasa

Indonesia for let say,

yellow table.

Intrasentential

Switching


phrase

40. In Bahasa Indonesia, meja

kuning, what is the head?

Meja.

Intrasentential

Switching


sentence

41. Nah, are you ready to move

on? Good, I am not, doakan

to doakan, nanti lah

direkam soalnya.

Tag Switching,

Intersentential

Switching?


initial position: Nah

42. Now in your mind please

put the x-bar structure aside,

ada x-bar structure that we

have discussed previously

then put it aside.

Intrasentential

Switching


level

43. Kalo harus jelasin verb

phrase lagi, harus balik

Intrasentential

Switching


sentence


85

lagi ke jaman purba.

44. Masih bisa dijabarkan

lagi, is it clear?

Intersentential

Switching


clause level

45. Okay good question, we go

to jaman ini, dari sini

awalnya, ini tadi.

Intrasentential

Switching


phrase level

46. Tadi kita lihat berbagai

contoh, right? Dari NP, VP,

AP, PP.

Intersentential

switching,

Intrasentential

Switching


clause level: Tadi kita

lihat berbagai contoh


level: Dari

47. Nah, from those examples

that actually the structure is

this one.


initial position

48. Karena ambil contoh dari

berbagai contoh kemudian

kita bisa membuat rule

seperti ini, right?

Intrasentential

Switching


sentence

49. Nah, invisible ini harus

tetap ada karena rumus-

nya ini, phrase-nya

masukin aja, is it clear?

Tag Switching,

Intrasentential

Switching,

Intra-lexical

switching


initial position: Nah.


sentence: in harus tetap

ada karena rumusnya

ini…masukin aja.

Intra-lexical switching:

nya

50. Then, mana tadi? Intrasentential

Switching

Intrasentential switching


sentence

51. This one sama seperti ini,

right?

Intrasentential

Switching


sentence

52. Sentence, bagi dua dulu,

NP VP and then analyze.

Intrasentential

Switching


phrase level

53. What is dominate?

Dominasi, right atau

menguasai.

Intrasentential

Switching


sentence

54. Ini bisa immediately

dominate karena harus

melalui ini, is that clear?

Intrasentential

Switching


sentence

55. Ini immediately dominate

ini.

Intrasentential

switching


sentence

56. Nah ini tidak immediately

dominate ini.

Intrasentential

Switching


sentence


86

57. Yang ini, immediately

dominate.

Tag Switching? Tag switching at the

initial position

58. Nah di sini nih, categories

that on immediately

dominated by the same nod

or sisters.

Intrasentential

switching


phrase level

59. Ini dan ini sisters right?

Karena sama di dominate

oleh ini.

Intrasentential

Switching


sentence


60. They are optional, only the

head is obligatory,

terjawab sudah.

Intrasentential

Switching


phrase level

61. Therefore we develop this

rule. Apa bedanya ini dan

tadi?

Intersentential

Switching



sentence

62. Ada kurungnya means that

they are optional. Itu

sejarahnya, is it clear?

Intrasentential

Switching


phrase level

63. Okay that’s all for today, eh

bentar absen absen

tunggu bentar.

Intersentential

Switching


clause level


87

Subject: L2


No. Clauses Type Note

1. Apakah kamu sudah

mangan? Who?

Intrasentential

Switching

Intrasentential at the phrase

level

2. Mangan is makan. Intrasentential

Switching


level

3. Which one of the switch?

Mana right? Mana is the

switch.

Intrasentential

Switching


sentence

4. Just like in state A, mana,

mana is lack, isn’t?

Intrasentential

Switching


sentence

5. My experience was that

when they asked, “Kerja di

mana mbak?”

Intersentential

Switching

Intersentential switching in

the interrogative sentence

6. You know what switch is

this? Sudah lama di

Jakarta pak?

Intersentential

Switching



7. How do you answer it?

Kampung ku itu.

Intersentential

Switching

Intersentential at the clause

level

8. I think it is Septian’s house

in Jatinegara. Saya tinggal

di Jatinegara.

Intersentential

Switching


sentence level

9. What is the English word of

kepepet, Mike?

Intrasentential

Switching

Intrasentential switching at

the word level

10. Eventhough we have the

Indonesian term for

download, unduh.

Intrasentential

Switching


the word level

11. Why are you laughing? Is a

good Indonesian word,

mengunduh.

Intrasentential

Switching


the word level

12. Why do you use the word

mendownload instead of

mengunduh?

Intrasentential

Switching


sentence

Intra-lexical switching: me-

13. Why do you use nge-tag

instead of tagging or

menandai?

Intra-lexical

switching,

Intrasentential

Switching

Intra-lexical switching: ng-


level: menandai

14. But tag for example, ya

kan?

Tag Switching Tag switching at the final

position

15. You agree with me, ya kan? Tag Switching Tag switching at the final


88

position

16. Yang ke tiga ya, kurang

lima orang lagi. Guys, I

have distributed the last test

result to you right?

Intersentential

Switching


sentence level

17. But the previous test before

that, I still have five more

people to grade, only five,

nggak usah.

Intrasentential

Switching


level

18. So, tomorrow it will

available in my locker in the

secretary so you can freely

access it without having to

see me, gitu.

Intrasentential

Switching


level

19. Kan I forgot to bring the

attendance list.

Tag Switching Tag switching at the initial

position

20 Maafkan saya, good Intrasentential

switching


the phrase level


89

Subject: L3



1. Alright, any other questions?

Nomor berapa?

Intersentential

Switching



2. What is feature? Feature itu

apa sih?

Intrasentential

Switching


level

3. One feature focuses.

Contohnya apa?

Intersentential

Switching



4. You can also pay attention to

Jokowi speech, kerja kerja,

kita kerja, right? Kita refers

to what?

Intrasentential

Switching


sentence

5. Why this using term kerja,

kami? Why kita yang

kerja? Kita refers to?

Intrasentential

Switching


sentence

6. If you say “Kami akan

bekerja” it means that

Indonesia is responsible for

the government itself, right?

Intrasentential

Switching


the clause level

7. When the speaker use kita, it

means that he want to

involve you.

Intrasentential

Switching


level

8. When I ask you Indonesian,

kaki, kita, sir, madam,

etcetera, they are limited as

person deixis.

Intrasentential

Switching


sentence

9. That will be very interesting

if you have compared that,

misalnya mungkin tujuan

orang-orang menjadi

presiden di Negara maju,

Negara berkembang, that

will be very interesting,

right?

Intrasentential

Switching?

Intrasentential at the clause

level

10. One of your seniors, Dimas,

Kakak Dimas, the director

of Sound of Music.

Intrasentential

Switching


level

11. Misalnya kita lagi di jalan,

pura-puranya saya polisi,

kemudian Adi melanggar

lalu lintas, okay?

Intersentential

Switching


level


90

12. Kemudian saya nanya Adi,

“berapa kecepatanmu saat

menabrak bebek?”

Presuppositionnya apa?

Intersentential

Switching,

Intra-lexical

switching,

Intrasentential?


sentence level: Kemudian

saya nanya Adi, “berapa

kecepatanmu saat

menabrak bebek?”

Intra-lexical switching: nya


level: apa

13. Jadi, presupposition nya I

assumed that dia ngebut. ya

nggak?

Tag switching,

Intra-lexical

switching

Intrasentential

Switching

Tag switching at discourse

markers: Jadi



level: dia ngebut

Tag switching in the final

position: ya nggak?

14. Sudah tau lampunya

kuning, right? Harusnya

kan ngerem tapi dia bablas

aja sampe nabrak bebek.

Intersentential

Switching


level: Sudah tau lampunya

kuning, right?


sentence level

15. It means that presupposition

that I have, the knowledge

about him is that dia ngebut,

right? Ya nggak?

Intrasentential

Switching, Tag

Switching


level: dia ngebut

Tag switching at the final

position: Ya nggak?

16. Berarti presupposition nya

apa?

Tag switching,

Intra-lexical

switching,

Intrasentential

Switching


markers: Berarti



level: apa

17. Dia yang membunuh

kambing tetangga-nya,

right?

Intersentential

Switching?


level

18. Jadi pertanyaannya beda

ketika apakah kamu

membunuh kambing

tetanggamu, ya nggak?

Clarifying quotes.

Intersentential

Switching


sentence level


91

19. Dimana kamu membuang

pisau untuk membunuh

kambing tetanggamu,

right?

Intersentential

Switching


level

20. Remember, this is in past,

right? Jadi dulu kamu

merokok.

Intersentential

Switching


sentence level

21. It means that Mr. Smith ran

the red light, right? Ya

nggak?


position

22. Bayu tu nggak punya

pacar tapi dia sering ke

ekonomi, so what

implicature can you made?

Berarti apa?

Intersentential

Switching


level.



23. Bayu punya pacar di

ekonomi, right?

Intersentential

Switching


level

24. Berarti implicature nya

salah, ya nggak? But it’s

okay.

Tag switching,

Intra-lexical

switching,

Intrasentential

Switching


markers: Berarti



level: salah


position: ya nggak?

25. It is also similar when I say

“Bayu nggak punya pacar

kok tapi dia sering ke

ekonomi, soalnya ibunya

ngajar disana,” right? Iya

nggak?

Intrasentential

Switching, Tag

Switching


sentence: Bayu nggak

punya pacar kok tapi dia

sering ke ekonomi,

soalnya ibunya ngajar

disana,” right?


position: Iya nggak?

26. So the implicature can be

cancelled, but the

presupposition is not, ya

nggak?


position

27. Bayu nggak punya pacar

kok tapi dia sering ke

ekonomi. Berarti

presupposition nya apa?

Intersentential

switching,

Intrasentential

Switching

Intersentential at sentence

level: Bayu nggak punya

pacar kok tapi dia sering

ke ekonomi.



92

sentence: Berarti…nya

apa?

28. Mungkin Bayu punya

pacar di ekonomi, do you

get it?

Intersentential

Switching

Intersentential at sentence

level

29. Entailment tadi yang bikin

siapa?

Intrasentential

Switching


level

30. Speaker atau the sentence

itself?

Intrasentential

Switching


level

31. Berarti entailment nya apa? Intrasentential

Switching,

Intra-lexical

switching, Tag

Switching


markers: Berarti



level

32. Entailment itu di lihat

sentence nya, while

presupposition refers to the

fact that is assumed true by

the speaker.

Intrasentential

Switching, intra

lexical

switching


level: itu dilihat


33. We told him the news, nah

itu pintar, ya nggak?

Intrasentential

Switching, Tag

Switching


level: nah itu pintar


position: ya nggak?

34. Aku menyesal pacaran

sama dia, berarti

presupposition nya?

Intrasentential

Switching,

intra-lexical

switching


level: Aku menyesal

pacaran sama dia,

berarti…


35. George made marry

pregnant, good. Ya nggak?

Tag Switching Tag switching in the final

position

36. It means that George is the

agent, ya masa hamil

sendiri kan nggak mungkin

Intersentential

Switching


level

37. Bagaimana bisa gede,

right?

Intrasentential

Switching


level

38. It means that Jill needs

money or now Jill has

money is also possible right?

Ya nggak?

Tag Switching Tag switching in the final

position

39. Oya tadi nomor 11 ya?

Sorry.

Intersentential

Switching



40. So it can be a request, ya Tag Switching Tag switching in the final


93

nggak? position

41. Previously in speech act we

have the function as a

question, request, and

satunya apa tadi?

Statement, right?

Intrasentential

Switching


42. For example in my, saya

kan punya grup Line

bimbingan skripsi, trus ada

kakak tingkat belom lulus,

and then I mentioned the

person directly, revisi mu

kapan? Right?

Intersentential

Switching


sentence level



43. Kan dia jadi malu ya

nggak? But the effect is that

she or he will do it and the

revision soon.

Intersentential

Switching



44. If you use a polite way, you

will be polite, tolong.

Intrasentential

Switching

Intrasentensial at the word

level

45. In Indonesian you have

tolong, makasih.

Intrasentential

Switching


sentence

46. Bilang tolong dan makasih

itu nggak bayar, so please

do that, please respect your

friends.

Intrasentential

Switching


level

47. Do you have the other way

to show your politeness?

Gimana kalian

menunjukkan kesopanan

kepada orang tua atau ke

yang statusnya berbeda?

Intersentential

switching



48. You have to ask, “Miss

sampean sudah makan?

Intrasentential

switching


level

49. Do you call your parents

with kamu?

Intrasentential

Switching


level

50. Pak kamu sudah makan?

That’s different way of

polite, okay?

Intersentential

switching



51. Another example kita kan

sama-sama dari Klaten,

yuk makan ayam geprek,

right? So I want to belong to

the same group as my

friends.

Intrasentential

Switching


level

52. I have to introduce my

sentence with particular

Intersentential

Switching


sentence level


94

language. Kan sebenernya

bisa bilang “Makan ayam

geprek yuk.”

53. Pasti ada the agent nya. Intrasentential

switching, intra-

lexical

switching


level: Pasti ada…



95

Subject: L4


No. Clauses Type Note

1. Yesterday we learned that when

you talk to your friends,

sometimes you use bahasa

gaul.

Intrasentential

Switching


phrase level

2. But when you talk to your

parents, some of you do not use

bahasa gaul, right?

Intrasentential

Switching


phrase level

3. Yesterday you said that to

parents that you will not use

bahasa gaul, right?

Intrasentential

Switching


phrase level

4. Your parents will not understand

that but in differences

sometimes we still use bahasa

gaul.

Intrasentential

Switching


phrase level

5. So maybe you are talking to bu

Arti or bu Sri.

Intrasentential

Switching


word level

6. When you want to buy the

things that you want and then

you say, “Mami kamu cantik

sekali.”

Intersentential

Switching


clause level

9. Tamil is the language spoken by

one of the most important ethnic

in Singapore. Jadi jumlah

orang india di singapura itu

juga dominan, menjadi salah

satu bahasa utama.

Intersentential

Switching


sentence level

10. What is the meaning of switch?

Merubah, okay.

Intrasentential

Switching


word level

11. How can we switch the pattern?

nggak bisa.

Intersentential

Switching?


phrase level

12. So there is the only one code

that you used. Kalau kalian

hanya bisa ngomong bahasa

jawa kan nggak bisa mau

ganti bahasa yang lain.

Intersentential

Switching


conditional sentence

level

13. When Aldo and Ebit are talking,

then maybe they will use

Indonesian with betawi accent,

right?

Intrasentential

Switching


word level


96

14. Suddenly, ini namanya siapa? Intersentential

Switching

Intersentential

switching in the

interrogative sentence

15. When Feni comes then suddenly

they will switch the code

because they know that Feni

cannot speak in betawi accent.

Intrasentential

Switching


word level

16. Code-switching bisa terjadi

karena perubahan topik.

Intrasentential

Switching


clause level

17. When you see, kapan mulai

ganti ke Bahasa Indonesia?

Intersentential

Switching

Intersentential

switching in the

interrogative sentence

18. Kalau menjelaskan materi,

can you get the point here?

Intersentential

Switching



19. He said that when they’re

talking about in their members,

they will use dayaknese, but

when they are talking about

materials so they switch into

Indonesian. Jadi di sini ada

perbedaan topik.

Intersentential

Switching


sentence level

20. Jadi yang satu ngomongin

tentang sehari-hari, yang satu

ngomongin materi kuliah.

Then he switches from

dayaknese to Indonesian.

Intersentential

Switching


sentence level

21. Sometimes this is related to

switch between formal to

personal code, from serious

speaking to humorous speaking.

Jadi pertama-nya serius trus

ke hal yang bercanda.

Intersentential

switching


sentence level

22. So you can differentiate in a

sentence and between sentences.

Kalau saya tiba-tiba bilang

bahasa Indonesia itu karena

alasan tertentu.

Intersentential

Switching



level

23. Beda-nya itu kalau code

switching tidak terlalu sering

terjadi, tetapi kalau code

mixing intensitas-nya sering.

Intrasentential

Switching,

Intra-lexical

switching


sentence.

24. Sometimes people considered

code mixing is sometimes

negatives because it can indicate

that the speaker is not competent

enough in particular variety.

Intrasentential

Switching,

Intra-lexical

switching


sentence


nya


97

Kadang-kadang bisa

menunjukkan bahwa speaker-

nya itu tidak terlalu

kompeten.

25. Maybe she also has particular

person who like to say

something like, “saya boring

sekali dengan ini.”

Intrasentential

Switching


sentence

26. In this example when she

switches from “Saya boring

sekali dengan situasi ini”, can

you tell why we can identify that

she doesn’t know lot about

English?

Intrasentential

Switching


sentence

27. When she said, “Saya boring

sekali dengan situasi ini”, then

it is not okay, right?

Intrasentential

Switching


sentence

28. She used the word “Ya saya

membosankan.” Padahal saya

bosan.

Intrasentential

Switching


clause level

29. When you watched Bu Susi

Pudjiastuti, she also omits

switches the code.

Intrasentential

Switching


word level

30. You have to master the handout

so you can make sure everything

is okay. Pastikan kalian

mempersiapkan diri baik-

baik.

Intersentential

Switching


sentence level

31. Test nya open book tapi kalian

sibuk sendiri nyari di halaman

berapa.

Intra-lexical

switching,

Intrasentential

Switching


nya


clause level: tapi

kalian sibuk sendiri

nyari di halaman

berapa.

32. Karena kalau open book itu

kalian cari di teori, jawaban-

nya pasti nggak ada di buku.

Intrasentential

Switching


sentence


98

Subject: L5

Course: Introduction to English Literature


1. So in Bahasa Indonesia or in

here we have petani bagi hasil.

Intrasentential

Switching


sentence

2. We are going to try to juxtapose

or you know, menyejajarkan,

juxtapose.

Intrasentential

Switching


word level

3. Have you heard a word in

Bahasa Indonesia? Kacang

lupa kulit.

Intrasentential

Switching


clause level

Subject: L6



1. So when someone became a

bright usually they are this

twenty or seventeen, kan?

Tag Switching Tag switching in the

final position

2. Now then question number five

has already been answered

right? Sudah ada jawabannya

disitu.

Intersentential

Switching


clause level

3. It is like we have mentioned

here then it’s a second

childhood. Kalau sudah tua

itu banyak orang bilang

menjadi seperti anak-anak.

Intersentential

Switching



level

4. There is theoretical anxiety,

anxiety itu tulisannya a-n-x-i-

e-t-y.

Intrasentential

Switching


sentence: itu

tulisannya ada


99

Appendix 2: Table of the reasons of English to Indonesian code-switching

performed by the lecturers in English Letters Department Classes.

Subject: L1


No. Clauses Possible reason

1. Good, ini direkam jadi kalo pas…

judulnya soal code-switching, tau

code-switching? Berganti bahasa,

alih kode.

Intention of clarifying the speech

content for interlocutor

2. Yang direkam pas kayak gini ini,

alih kode-nya. Alright you don’t

understand, your time will come

don’t worry



3.

Sometimes you cannot see.

Berbahagialah orang yang

percaya walau tidak melihat.



4. What is proximity? Kedekatan,

good.

Repetition used for clarification

5. In a verb phrase, what is the head?

Verb, smart, easy, pintar kalau

sudah tau.


6. Nah, good question. Soalnya kalo

maju itu good aja, good question.

Interjection, intention of clarifying

the speech content for interlocutor

7. Is that correct? Bisa jadi skripsi ini,

bentar lagi lulus to.

Talking about a particular topic

8. My father, my mother, my brother,

ini.



9. NP with the head and another

element, another mean only one,

banyak ini.



10. Lho nggak bisa di skip ini, wait. Intention of clarifying the speech


11. Nah, this one is the rule. Interjection

12. Nah, a blue book for example. Interjection

13. Yang pake kotak-kotak itu less

common, saya pikir nggak ada

buku yang pake kotak-kotak,

usually have tree diagram.


14. Nah, a blue book is a noun phrase Interjection


100

as well.

15. If you study in architecture then you

will not learn this. Makanya

untung bisa belajar ini.



16. So, kalau kalian ketemu temennya

anak-anak dari jurusan apa gitu,

gatau kan struktur dari frasa.


17. Ya siapa tau arisan gitu atau

reuni mereka bisa

menyombongkan udah kerja

dimana, trus kalian bisa

menyombongkan gini “ aku tau

phrase structure”

Talking about a particular topic,

quotation

18. Trus mereka bilang

“perusahaanku 2, mobil ku 4”

gitu to trus kalian bilang, “

gapapa, aku tau noun phrase.”

Quotation

19. Then you asked them, “what is the

head of NP? Oh you don’t know

exactly.” Sombong dulu.

20. Nggak ah, okay question, Do you

have question?

Interjection

21. In each of the phrases, the head and

each complement are under the

same nod, appointed in a tree where

the branches join, ni lho, do you get

the point?



22. Sweet maksudnya permen tu lho

sweet, Nggak funny.

Talking about particular topic/Joking

23. Code-switching-nya gagal untuk

jokes.



24. Nah, to capture the generalization

that each phrasal category has the

same internal structure

Interjection

25. You see that all of them have the

same structure, right? Mana tadi?



26. Is it clear? For now, so you just

need to remember this. Gimana

cara nglingkarinya?



27. We have this, therefore we can

generalize the diagram into this.

Tika, Tika, Tika mau nanya.


28. If you do not have specifier, misal. Intention of clarifying the speech

content

29. Nah, this one, the bar category is an

intermediate level.

Interjection


101

30. What is intermediate? Tengah,

good.


31. The complement two, what does it

mean? Ya too bisa dibilang juga.


32. The head of the NP is obligatory,

means a must, in a phrase structure

then the head is a must. Ada suara-

suara nggak enak.

Talking about particular topic

33. Where is that? Kok nggak ada ya,

nggak bisa di skip ini, oh bisa.



34. Nah ini, this one. Interjection

35. Semua bahasa di dunia ini itu

memiliki prinsip-prinsip dan cara

kerja yang sama, yang berbeda

hanya what we call parameters.



36. Parameter tau? Aturan, good,

aturan yang berbeda.


37. Here you have ketika melihat

bakso sama sambal, dikepala

teman-teman ada kata bakso dan

sambal.


38. Lalu ada orang Yunani datang

melihat benda yang sama,

dikepala muncul kata bakso di

Yunani dan sambal dibahasa

mereka, lalu combine.


39. In English for example, we see that

the head comes first, followed by

the complement, but in bahasa

Indonesia for let say, yellow table.

Expressing identity

40. In Bahasa Indonesia, meja

kuning, what is the head? Meja.

Expressing identity, intention of

clarifying the speech content for

interlocutor

41. Nah, are you ready to move on?

Good, I am not, doakan to doakan,

nanti lah direkam soalnya.

Interjection, Talking about a

particular topic

42. Now in your mind please put the x-

bar structure aside, ada x-bar

structure that we have discussed

previously then put it aside.

43. Kalo harus jelasin verb phrase

lagi, harus balik lagi ke jaman

purba.


44. Masih bisa dijabarkan lagi, is it

clear?



45. Okay good question, we go to Talking about a particular topic


102

jaman ini, dari sini awalnya, ini

tadi.

46. Tadi kita lihat berbagai contoh,

right? Dari NP, VP, AP, PP.



47. Nah, from those examples that

actually the structure is this one.

Interjection

48. Karena ambil contoh dari

berbagai contoh kemudian kita

bisa membuat rule seperti ini,

right?



49. Nah, invisible ini harus tetap ada

karena rumus-nya ini, phrase-nya

masukin aja, is it clear?

Interjection, Intention of clarifying

the speech content for interlocutor

50. Then, mana tadi? Talking about a particular topic

51. This one sama seperti ini, right? Intention of clarifying the speech

content for the interlocutor

52. Sentence, bagi dua dulu, NP VP

and then analyze.

To soften or strengthen request or

command

53. What is dominate? Dominasi, right

atau menguasai.


54. Ini bisa immediately dominate

karena harus melalui ini, is that

clear?



55. Ini immediately dominate ini. Intention of clarifying the speech


56. Nah ini tidak immediately

dominate ini.



57. Yang ini, immediately dominate. Interjection

58. Nah di sini nih, categories that on

immediately dominated by the same

nod or sisters.



59. Ini dan ini sisters right? Karena

sama di dominate oleh ini.



60. They are optional, only the head is

obligatory, terjawab sudah.



61. Therefore we develop this rule. Apa

bedanya ini dan tadi?



62. Ada kurungnya means that they

are optional. Itu sejarahnya, is it

clear?



63. Okay that’s all for today, eh bentar

absen absen tunggu bentar.

To soften or strengthen request or

command


103

Subject: L2


No. Clauses Possible Reasons

1. Apakah kamu sudah mangan?

Who?

Quoting somebody

2. Mangan is makan. Repetition used for clarification

3. Which one of the switch? Mana

right? Mana is the switch.


4. Just like in state A, mana, mana is

lack, isn’t?


5. My experience was that when they

asked, “Kerja di mana mbak?”

Quoting somebody

6. You know what switch is this?

Sudah lama di Jakarta pak?

Quoting somebody

7. How do you answer it? Kampung

ku itu.

Expressing identity

8. I think it is Septian’s house in

Jatinegara. Saya tinggal di

Jatinegara.

Expressing identity

9. What is the English word of

kepepet, Mike?

Because of the real lexical need

10. Eventhough we have the

Indonesian term for download,

unduh.


11. Why are you laughing? Is a good

Indonesian word, mengunduh.



12. Why do you use the word

mendownload instead of

mengunduh?


13. Why do you use nge-tag instead of

tagging or menandai?


14. But tag for example, ya kan? Interjection

15. You agree with me, ya kan? Interjection

16. Yang ke tiga ya, kurang lima

orang lagi. Guys, I have

distributed the last test result to

you right?


17. But the previous test before that, I

still have five more people to

grade, only five, nggak usah.


18. So, tomorrow it will available in

my locker in the secretary so you




104

can freely access it without having

to see me, gitu.

19. Kan I forgot to bring the

attendance list.

Interjection

20 Maafkan saya, good Talking about particular topic


105

Subject: L3



1. Alright, any other questions? Nomor

berapa?

Intention of clarifying the

speech content for interlocutor

2. What is feature? Feature itu apa sih? Intention of clarifying the


3. One feature focuses. Contohnya apa? Intention of clarifying the


4. You can also pay attention to Jokowi

speech, “kerja kerja, kita kerja”, right?

“Kita” refers to what?

Quoting somebody

5. Why this using term kerja, kami? Why

kita yang kerja? Kita refers to?



6. If you say “Kami akan bekerja” it

means that Indonesia is responsible for

the government itself, right?

Quoting somebody

7. When the speaker use kita, it means that

he want to involve you.

Quoting somebody

8. When I ask you Indonesian, kaki, kita,

sir, madam, etcetera, they are limited as

person deixis.

Quoting somebody

9. That will be very interesting if you have

compared that, misalnya mungkin

tujuan orang-orang menjadi presiden

di Negara maju, Negara berkembang,

that will be very interesting, right?


10. One of your seniors, Dimas, Kakak

Dimas, the director of Sound of Music.

Expressing identity

11. Misalnya kita lagi di jalan, pura-

puranya saya polisi, kemudian Adi

melanggar lalu lintas, okay?


12. Kemudian saya nanya Adi, “berapa

kecepatanmu saat menabrak bebek?”

Presuppositionnya apa?

Quoting somebody, intention of


the interlocutor

13. Jadi, presupposition nya I assumed that

dia ngebut. ya nggak?

Interjection, Intention of


interlocutor

14. Sudah tau lampunya kuning, right?

Harusnya kan ngerem tapi dia bablas

aja sampe nabrak bebek.


15. It means that presupposition that I have, Intention of clarifying the


106

the knowledge about him is that dia

ngebut, right? Ya nggak?

speech content for interlocutor,

interjection

16. Berarti presupposition nya apa? Interjection, intention of


interlocutor

17. Dia yang membunuh kambing

tetangga-nya, right?


18. Jadi pertanyaannya beda ketika,

“apakah kamu membunuh kambing

tetanggamu?” ya nggak? Clarifying

quotes.


19. “Dimana kamu membuang pisau

untuk membunuh kambing

tetanggamu?” right?

Quoting somebody

20. Remember, this is in past, right? Jadi

dulu kamu merokok.



21. It means that Mr. Smith ran the red light,

right? Ya nggak?

Interjection

22. “Bayu tu nggak punya pacar tapi dia

sering ke ekonomi,” so what implicature

can you made? Berarti apa?

Quoting somebody, intention of


interlocutor

23. Bayu punya pacar di ekonomi, right? Talking about a particular topic

24. Berarti implicature nya salah, ya

nggak? But it’s okay.

Interjection, Intention of


interlocutor

25. It is also similar when I say “Bayu

nggak punya pacar kok tapi dia sering

ke ekonomi, soalnya ibunya ngajar

disana,” right? Iya nggak?

Quoting somebody, Interjection

26. So the implicature can be cancelled, but

the presupposition is not, ya nggak?

Interjection

27. Bayu nggak punya pacar kok tapi dia

sering ke ekonomi. Berarti

presupposition nya apa?

interjection, Intention of


interlocutor

28. Mungkin Bayu punya pacar di

ekonomi, do you get it?


29. Entailment tadi yang bikin siapa? Intention of clarifying the


30. Speaker atau the sentence itself?

31. Berarti entailment nya apa? interjection, Intention of


interlocutor

32. Entailment itu di lihat sentence nya,

while presupposition refers to the fact

that is assumed true by the speaker.




107

33. We told him the news, nah itu pintar,

ya nggak?


interjection

34. Aku menyesal pacaran sama dia,

berarti presupposition nya?

Quoting somebody, interjection

35. George made marry pregnant, good. Ya

nggak?

Interjection

36. It means that George is the agent, ya

masa hamil sendiri kan nggak

mungkin



37. Bagaimana bisa gede, right? Talking about a particular topic

38. It means that Jill needs money or now Jill

has money is also possible right? Ya

nggak?

Interjection

39. Oya tadi nomor 11 ya? Sorry. Intention of clarifying the


40. So it can be a request, ya nggak? Interjection

41. Previously in speech act we have the

function as a question, request, and

satunya apa tadi? Statement, right?



42. For example in my, saya kan punya

grup Line bimbingan skripsi, trus ada

kakak tingkat belom lulus, and then I

mentioned the person directly, “revisi

mu kapan?” Right?


quoting somebody

43. Kan dia jadi malu ya nggak? But the

effect is that she or he will do it and the

revision soon.



44. If you use a polite way, you will be

polite, tolong.



45. In Indonesian you have tolong, makasih. Intention of clarifying the


46. Bilang tolong dan makasih itu nggak

bayar, so please do that, please respect

your friends.



47. Do you have the other way to show your

politeness? Gimana kalian

menunjukkan kesopanan kepada

orang tua atau ke yang statusnya

berbeda?

Repetition used for clarifying

48. You have to ask, “Miss sampean sudah

makan?”

Quoting somebody

49. Do you call your parents with “kamu”? Intention of clarifying the


50. “Pak kamu sudah makan?” That’s

different way of polite, okay?

Quoting somebody


108

51. Another example,”kita kan sama-sama

dari Klaten, yuk makan ayam

geprek,” right? So I want to belong to

the same group as my friends.

Quoting somebody

52. I have to introduce my sentence with

particular language. Kan sebenernya

bisa bilang “Makan ayam geprek

yuk.”

Quoting somebody

53. Pasti ada the agent nya. Intention of clarifying the



109

Subject: L4



1. Yesterday we learned that when you talk

to your friends, sometimes you use

bahasa gaul.

Real lexical need

2. But when you talk to your parents, some

of you do not use bahasa gaul, right?

Real lexical need

3. Yesterday you said that to parents that

you will not use bahasa gaul, right?

Real lexical need

4. Your parents will not understand that but

in differences sometimes we still use

bahasa gaul.

Real lexical need

5. So maybe you are talking to bu Arti or

bu Sri.

Expressing identity

6. When you want to buy the things that

you want and then you say, “Mami

kamu cantik sekali.”

Quoting somebody

7. Tamil is the language spoken by one of

the most important ethnic in Singapore.

Jadi jumlah orang india di singapura

itu juga dominan, menjadi salah satu

bahasa utama.



8. What is the meaning of switch?

Merubah, okay.


9. How can we switch the pattern? nggak

bisa.


speech content for the

interlocutor

10. So there is the only one code that you

used. Kalau kalian hanya bisa

ngomong bahasa jawa kan nggak bisa

mau ganti bahasa yang lain.



11. When Aldo and Ebit are talking, then

maybe they will use Indonesian with

betawi accent, right?

Expressing identity

12. Suddenly, ini namanya siapa? Intention of clarifying the


13. When Feni comes then suddenly they

will switch the code because they know

that Feni cannot speak in betawi accent.

Expressing identity

14. Code-switching bisa terjadi karena

perubahan topik.




110

15. When you see, kapan mulai ganti ke

Bahasa Indonesia?


16. Kalau menjelaskan materi, can you get

the point here?



17. He said that when they’re talking about

in their members, they will use

dayaknese, but when they are talking

about materials so they switch into

Indonesian. Jadi di sini ada perbedaan

topik.



18. Jadi yang satu ngomongin tentang

sehari-hari, yang satu ngomongin

materi kuliah. Then he switches from

dayaknese to Indonesian.



19. Sometimes this is related to switch

between formal to personal code, from

serious speaking to humorous speaking.

Jadi pertama-nya serius trus ke hal

yang bercanda.

Repetition

20. So you can differentiate in a sentence

and between sentences. Kalau saya tiba-

tiba bilang bahasa Indonesia itu

karena alasan tertentu.


21. Beda-nya itu kalau code switching

tidak terlalu sering terjadi, tetapi

kalau code mixing intensitas-nya

sering.



22. Sometimes people considered code

mixing is sometimes negatives because it

can indicate that the speaker is not

competent enough in particular variety.

Kadang-kadang bisa menunjukkan

bahwa speaker-nya itu tidak terlalu

kompeten.

Repetition

23. Maybe she also has particular person

who like to say something like, “saya

boring sekali dengan ini.”

Quotation

24. In this example when she switches from

“Saya boring sekali dengan situasi ini”,

can you tell why we can identify that she

doesn’t know lot about English?

Quoting somebody

25. When she said, “Saya boring sekali

dengan situasi ini”, then it is not okay,

right?

Quoting somebody

26. She used the word “Ya saya

membosankan.” Padahal saya bosan.

Quoting somebody, Intention of



111

interlocutor

27. When you watched Bu Susi Pudjiastuti,

she also omits switches the code.

Expressing identity

29. You have to master the handout so you

can make sure everything is okay.

Pastikan kalian mempersiapkan diri

baik-baik.

To soften or strengthen request

or commend

30. Test nya open book tapi kalian sibuk

sendiri nyari di halaman berapa.


31. Karena kalau open book itu kalian cari

di teori, jawaban-nya pasti nggak ada

di buku.



112

Subject: 5

Courses: Introduction to English Literature


1. So in Bahasa Indonesia or in here we

have petani bagi hasil.

Expressing identity, Intention

of clarifying the speech


2. We are going to try to juxtapose or you

know, menyejajarkan, juxtapose.

Repetition

3. Have you heard a word in Bahasa

Indonesia? Kacang lupa kulit.

Expressing identity

Subject: 6



1. So when someone became a bright

usually they are this twenty or seventeen,

kan?

Interjections

2. Now then question number five has

already been answered right? Sudah ada

jawabannya disitu.

Repetition

3. It is like we have mentioned here then

it’s a second childhood. kalau sudah tua

itu banyak orang bilang menjadi

seperti anak-anak.



4. There is theoretical anxiety, anxiety itu

tulisan nya a-n-x-i-e-t-y.




113

Subject: 7



1. Usually, reading is a habit as sastra

inggris students.

Expressing identity

2. Come on! Think it seriously. You are

Sastra’s students, right?

Expressing identity

3. Ya iya,from the description of the action Interjection

4. From what was going on, on the stage,

no wonder. Ya kita ketawa ya tapi

tokoh-tokoh di teks itu serius.




114

Appendix 3: Lecturers’ Questionnaires of the reasons of English to Indonesian

code-switching performed by the lecturers in English Letters Department Classes.

Subject: L1


Questionnaire for Lecturers

Name : _________________________

Course : Introduction to English Linguistics / Introduction to English

Literature

Please rank the following statements according to your personal use in the

use of code-switching in English Classrooms of Sanata Dharma University.

Instruction: Place a symbol “” in the columns provided

1= Never 2=Hardly Ever 3=Often 4=Most of the time 5=Every

Time

In class, I switch from English to Indonesian in order

to:

1 2 3 4 5

1. Talk about a particular topic (Joking, Expressing

emotional feelings, mentioning topic outside the

material / courses)

2. Quote famous expressions, saying, etc.

3. Give empathy about something.

4. Convey surprise, strong emotion, or to gain

attention. (Sentence fillers or sentence connectors)

5. Repeat for clarification

6. Express group identity

7. Clarify the speech content using another terms

8. Make request or command softer or stronger

9. Express terms that have no English equivalence

10. Exclude other people to joining the conversation

Personal opinion about using code-switching in the classroom:

Code-switching can be employed to get the class focused and to deliver the

material.


115

Subject: L2



Name : _________________________


Literature





Time


to:

1 2 3 4 5



material / courses)












In Linguistic content, code-switching is sometimes necessary, especially when the

needs of comparing codes are high


116

Subject: L3



Name : _________________________


Literature





Time


to:

1 2 3 4 5



material / courses)












I used code-switching mostly to clarify difficult topic which is hard to understand

by the students.


117

Subject: L4



Name : _________________________


Literature





Time


to:

1 2 3 4 5



material / courses)












Basically, I used English language in delivering the material in the class because

this is the regularity given by the department. Sometimes, I used code-switching

in the class to explain the terms that difficult to understand by the students.


118

Subject: L5



Name : _________________________


Literature





Time


to:

1 2 3 4 5



material / courses)












Although it is considered as lowest level use of English, it is sometimes beneficial

to use, especially to clarify certain kind of explanation and increase students’

participation. It cannot be used to frequently though, as the students’ English

proficing will not be developed.


119

Subject: L6



Name : _________________________


Literature





Time


to:

1 2 3 4 5



material / courses)












I think sometimes code-switching is necessary when students seem to miss the

point of my explanation, or when I worry that my points will not be undertood.


120


LECTURERS’ ENGLISH TO INDONESIAN CODE- SWITCHING IN ...

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