ABSTRACT
NUR MARIA ULFAH. 2014. The Use of Code-Switching by English Teachers
in Foreign Language... more ABSTRACT NUR MARIA ULFAH. 2014. The Use of Code-Switching by English Teachers in Foreign Language Classroom (A Descriptive Study at SMAN 1 PANGSID). English Education Department. The Faculty of Teacher Training and Education. Muhammadiyah University of Makassar. Supervised by Syamsiarna Nappu and Nunung Anugrawati. This research aimed at finding out; (1) types of code-switching used by English teachers in foreign language classroom, (2) the factors triggering the English teachers to use code-switching in the classroom, and (3) the functions of code-switching used by English teachers in the classroom. This research was conducted through descriptive qualitative method. The samples of the research consisted of 6 English teachers. In order to gather the data, the researcher used three instruments of research, they were: classroom observation, recorder, and interview. The types of code-switching appearing in the classroom were observed based on the theory proposed by Poplack, while the factors triggering the teachers to use code-switching in the classroom proposed by Holmes‟ theory, and the functions of code-switching in the classroom were perceived through the functions proposed by Sert. Moreover, to interpret the data gathered, the researcher analyzed them through three steps of analysis by using mode from Miles and Huberman, they were: data reduction, data description, and data classification. The findings indicated that the types of code-switching were simply found in three types: (a) inter-sentential code-switching (without inserting new information and which inserts new information), (b) intra-sentential codeswitching (translation or word/phrase substitution within a sentence), and (d) tagswitching (interactional fillers code-switching). The factors triggering the English teachers to use code-switching in the classroom was found for four reasons, they are: (a) rhetoric reason, (b) differences of status and formalities, (c) quote other statements or proverbs, and (d) lack of vocabulary. And another factors gather from the classroom setting are: (a) the students‟ ability in English are not the same, (b) code-switching emerges automatically or unconsciously, and (c) helping the students to share their ideas. Moreover, the functions of code-switching used by English teachers in the classroom were found for three functions; (a) topic switch, (b) affective function, and (c) repetitive function.
ABSTRACT
NUR MARIA ULFAH. 2014. The Use of Code-Switching by English Teachers
in Foreign Language... more ABSTRACT NUR MARIA ULFAH. 2014. The Use of Code-Switching by English Teachers in Foreign Language Classroom (A Descriptive Study at SMAN 1 PANGSID). English Education Department. The Faculty of Teacher Training and Education. Muhammadiyah University of Makassar. Supervised by Syamsiarna Nappu and Nunung Anugrawati. This research aimed at finding out; (1) types of code-switching used by English teachers in foreign language classroom, (2) the factors triggering the English teachers to use code-switching in the classroom, and (3) the functions of code-switching used by English teachers in the classroom. This research was conducted through descriptive qualitative method. The samples of the research consisted of 6 English teachers. In order to gather the data, the researcher used three instruments of research, they were: classroom observation, recorder, and interview. The types of code-switching appearing in the classroom were observed based on the theory proposed by Poplack, while the factors triggering the teachers to use code-switching in the classroom proposed by Holmes‟ theory, and the functions of code-switching in the classroom were perceived through the functions proposed by Sert. Moreover, to interpret the data gathered, the researcher analyzed them through three steps of analysis by using mode from Miles and Huberman, they were: data reduction, data description, and data classification. The findings indicated that the types of code-switching were simply found in three types: (a) inter-sentential code-switching (without inserting new information and which inserts new information), (b) intra-sentential codeswitching (translation or word/phrase substitution within a sentence), and (d) tagswitching (interactional fillers code-switching). The factors triggering the English teachers to use code-switching in the classroom was found for four reasons, they are: (a) rhetoric reason, (b) differences of status and formalities, (c) quote other statements or proverbs, and (d) lack of vocabulary. And another factors gather from the classroom setting are: (a) the students‟ ability in English are not the same, (b) code-switching emerges automatically or unconsciously, and (c) helping the students to share their ideas. Moreover, the functions of code-switching used by English teachers in the classroom were found for three functions; (a) topic switch, (b) affective function, and (c) repetitive function.
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NUR MARIA ULFAH. 2014. The Use of Code-Switching by English Teachers
in Foreign Language Classroom (A Descriptive Study at SMAN 1 PANGSID).
English Education Department. The Faculty of Teacher Training and Education.
Muhammadiyah University of Makassar. Supervised by Syamsiarna Nappu and
Nunung Anugrawati.
This research aimed at finding out; (1) types of code-switching used by
English teachers in foreign language classroom, (2) the factors triggering the
English teachers to use code-switching in the classroom, and (3) the functions of
code-switching used by English teachers in the classroom.
This research was conducted through descriptive qualitative method. The
samples of the research consisted of 6 English teachers. In order to gather the
data, the researcher used three instruments of research, they were: classroom
observation, recorder, and interview. The types of code-switching appearing in the
classroom were observed based on the theory proposed by Poplack, while the
factors triggering the teachers to use code-switching in the classroom proposed by
Holmes‟ theory, and the functions of code-switching in the classroom were
perceived through the functions proposed by Sert. Moreover, to interpret the data
gathered, the researcher analyzed them through three steps of analysis by using
mode from Miles and Huberman, they were: data reduction, data description, and
data classification.
The findings indicated that the types of code-switching were simply found
in three types: (a) inter-sentential code-switching (without inserting new
information and which inserts new information), (b) intra-sentential codeswitching
(translation or word/phrase substitution within a sentence), and (d) tagswitching
(interactional fillers code-switching). The factors triggering the English
teachers to use code-switching in the classroom was found for four reasons, they
are: (a) rhetoric reason, (b) differences of status and formalities, (c) quote other
statements or proverbs, and (d) lack of vocabulary. And another factors gather
from the classroom setting are: (a) the students‟ ability in English are not the
same, (b) code-switching emerges automatically or unconsciously, and (c) helping
the students to share their ideas. Moreover, the functions of code-switching used
by English teachers in the classroom were found for three functions; (a) topic
switch, (b) affective function, and (c) repetitive function.
NUR MARIA ULFAH. 2014. The Use of Code-Switching by English Teachers
in Foreign Language Classroom (A Descriptive Study at SMAN 1 PANGSID).
English Education Department. The Faculty of Teacher Training and Education.
Muhammadiyah University of Makassar. Supervised by Syamsiarna Nappu and
Nunung Anugrawati.
This research aimed at finding out; (1) types of code-switching used by
English teachers in foreign language classroom, (2) the factors triggering the
English teachers to use code-switching in the classroom, and (3) the functions of
code-switching used by English teachers in the classroom.
This research was conducted through descriptive qualitative method. The
samples of the research consisted of 6 English teachers. In order to gather the
data, the researcher used three instruments of research, they were: classroom
observation, recorder, and interview. The types of code-switching appearing in the
classroom were observed based on the theory proposed by Poplack, while the
factors triggering the teachers to use code-switching in the classroom proposed by
Holmes‟ theory, and the functions of code-switching in the classroom were
perceived through the functions proposed by Sert. Moreover, to interpret the data
gathered, the researcher analyzed them through three steps of analysis by using
mode from Miles and Huberman, they were: data reduction, data description, and
data classification.
The findings indicated that the types of code-switching were simply found
in three types: (a) inter-sentential code-switching (without inserting new
information and which inserts new information), (b) intra-sentential codeswitching
(translation or word/phrase substitution within a sentence), and (d) tagswitching
(interactional fillers code-switching). The factors triggering the English
teachers to use code-switching in the classroom was found for four reasons, they
are: (a) rhetoric reason, (b) differences of status and formalities, (c) quote other
statements or proverbs, and (d) lack of vocabulary. And another factors gather
from the classroom setting are: (a) the students‟ ability in English are not the
same, (b) code-switching emerges automatically or unconsciously, and (c) helping
the students to share their ideas. Moreover, the functions of code-switching used
by English teachers in the classroom were found for three functions; (a) topic
switch, (b) affective function, and (c) repetitive function.