code switching used in the english ... -...

CODE SWITCHING USED IN THE ENGLISH COURSE

AT THE PHYSICS EDUCATION STUDY PROGRAM OF

SANATA DHARMA UNIVERSITY

A SARJANA PENDIDIKAN RESEARCH PAPER

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Yoseph Mario Pradana

Student Number: 131214023

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION


YOGYAKARTA

2018

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i

CODE SWITCHING USED IN THE ENGLISH COURSE

AT THE PHYSICS EDUCATION STUDY PROGRAM OF


A SARJANA PENDIDIKAN RESEARCH PAPER

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By


Student Number: 131214023

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION


YOGYAKARTA

2018


vi

ABSTRACT

Pradana, Yoseph Mario. (2018). Code Switching Used in the English Course at

tha Physics Education Study Program of Sanata Dharma University. Yogyakarta:

English Language Education Study Program, Sanata Dharma University.

English is one of the international languages used to communicate with

people around the world. In Indonesia, Indonesian schools choose English to be a

subject that is taught to the students. To teach English, teachers had their-own way

such as code-switching. In a multicultural society like Indonesia, code-switching

is a common phenomenon. It happens because English is not the first language of

Indonesia people use in their daily life. To help the learning process, teachers use

code-switching to teach English.

For this research, the researcher observed students of Physics Education

Study Program. The students answered questionnaires based on the research

questions. There were two research questions used in this research. The first one

was what is the function of using code-switching in English learning process at

Physics Education Study Program? The second one was why do the students

codes switch in the classroom?

The method of this research was qualitative research. There were three

tutors who obtained by the researcher. They were the 8th

semester students of

English Language Education Study Program who conducted their Service

Program Design assignment. There were twenty students who obtained by the

researcher. To get the data, the researcher distributed twenty questionnaires to

twenty students of Physics Education Study Program and conducted an interview

with the tutors. The data were analyzed by using some theories. The functions of

code-switching were based on Sert’s theory (2005), while the factors of code-

switching were based on Ali et al’s theory (2015).

There were two functions of code-switching. There were the function of

teachers’ code-switching and the function of students’ code-switching. In the

research paper, the function of teachers’ code-switching was the main function of

code-switching. For the factors of code-switching, there are seven factors that

made the tutors switch the language. In this case, the students did not have a lot of

vocabulary so it made the tutors do code-switching in the class.

Keyword: code-switching, English tutors, Students of Physics Education Study

Program.


vii

ABSTRAK

Pradana, Yoseph Mario. (2017). Code Switching Used in the English Course at

the Physics Education Study Programof Sanata Dharma University. Yogyakarta:

English Language Education Study Program, Sanata Dharma University.

Bahasa Inggris adalah salah satu bahasa internasional yang digunakan

untuk berkomunikasi dengan orang-orang di dunia. Untuk membantu seseorang

belajar Bahasa Inggris, sekolah-sekolah di Indonesia memilih bahasa Inggris

menjadi mata pelajaran wajib bagi siswa. Untuk mengajarkan bahasa Inggris,

Guru memiliki caranya sendiri salah satunya alih kode. Bagi masyarakat

Indonesia yang multikultur, alih kode adalah fenomena yang biasa terjadi. Melihat

bahwa bahasa Inggris bukanlah bahasa pokok. Jadi, tutor pengajar bahasa Inggris

di Pendidikan Fisika menggunakan alih kode untuk mengajar bahasa Inggris.

Terdapat dua buah rumusan masalah dalam penelitian ini. Yang pertama

adalah apa fungsi penggunaan alih kode bagi tutor dalam pengajaran bahasa

Inggris di Pendidikan Fisika? Yang kedua adalah mengapa murid-murid

menggunakan alih bahasa didalam kelas?

Metode penelitian ini adalah penilitian kualitatif. Ada tiga tutor yang telah

diobservasi oleh peneliti. Mereka adalah mahasiswa Pendidikan Bahasa Inggris

semester delapan yang sedang melaksanakan tugas mata kuliah Service Program

Design. Ada dua puluh mahasiswa yang akan diobservasi oleh peneliti. Untuk

mendapatkan data, peneliti menyebarkan dua puluh kuesioner kepada kedua puluh

murid Pendidikan Fisika dan melakukan wawancara dengan tutor-tutor. Data yang

terkumpul akan dianalisis berdasar beberapa teori. Teori fungsi alih kode dari

teori Sert (2005), sedangkan teori faktor alih kode dari teori Ali, dan kawan-

kawan (2015).

Terdapat dua tipe fungsi alih kode yaitu fungsi alih kode dari guru dan

fungsi alih kode dari murid. Di dalam penelitian ini, fungsi alih kode dari guru

adalah pokok dari fungsi alih kode. Untuk faktor alih kode, ada tujuh faktor yang

membuat tutor-tutor harus mengganti bahasa. Dalam kasus ini, mahasiswa tidak

memiliki perbendaharaan kata yang banyak jadi tutor tutor harus menggunakan

alih kode di kelas.

Kata kunci: code-switching, English tutors, Students of Physics Education Study

Program.


viii

ACKNOWLEDGEMENTS

First of all, I would thank Jesus Christ for His blessing since the first time

I wrote my final paper until I could finish it. I thank Him for all ways, strength,

time that He gave to me in the process of finishing this final paper.

My deepest gratitude goes to my advisor, Christina Lhaksmita Anandari

Ed. M., for her guidance, time, motivation, patience, and suggestion until this

final paper has done. I sincerely thank my academic advisor, Drs. Y. B. Gunawan

M.A. for his care and guidance from the first time I joined this study program. I

also thank all lectures of English Language Education Study Program for the

knowledge they shared and guidance during my study in Sanata Dharma

University. I would also thank Physics Education Study Program for the

opportunity given to me to conduct the research in their English classes.

I would like to express my deepest gratitude to my beloved parents

Walfridus Bachrun Khomaedi and Anna Maria Hapsari, my brother Yohanes

Madio Prenata. I thank them for all the love, prayer, guidance, advice, support,

motivation, and reinforcement during my ups and downs. I truly thank my

girlfriend Bernadeta Restu Widhi Rosari, for her love, support, and patience.I also

take this opportunity to thank all of my friends in PBI batch 2013, PSM Cantus

Firmus, Rio n Friends choir. Then I would not forget anyone who had supported

me that I cannot mention. I send my thanks to them.



ix

TABLE OF CONTENTS

TITLE PAGE i

APPROVAL PAGES ii

STATEMENT OF WORK’S ORIGINALITY iv

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI v

ABSTRACT vi

ABSTRAK vii

ACKNOWLEDGEMENTS viii

TABLE OF CONTENTS ix

LIST OF TABLES xi

LIST OF APPENDICES xii

CHAPTER I: INTRODUCTION

A. BACKGROUND 1

B. METHODOLOGY 4

CHAPTER II: DISCUSSIONS

A. REVIEW OF RELATED LITERATURE 12

1. Code-Switching 12

B. FINDINGS AND DISCUSSION 21

1. Findings 21

2. Discussion 25

CHAPTER III: CONCLUSION 39

A. CONCLUSION 39

B. RECOMMENDATIONS 40


x

REFERENCES 42

APPENDICES 43


xi

LIST OF TABLES

Table 1.1. Questionnaires Blueprint 7

Table 1.2. Interview Blueprint 9

Table 2.1. The Result of the Questionnaires (Closed-Ended) 22

Table 2.2. The Result of the Questionnaires (Open-Ended) 24


xii

LIST OF APPENDICES

Appendix A: Questionnaire Result 43

Appendix B: Interview Result 50


1

CHAPTER I

INTRODUCTION

This chapter is a prologue chapter which consists of two parts, namely

background and methodology. The background presents the reasons why the

researcher chose the topic and the research questions of this research. The

methodology discusses the methods that the researcher used in the research.

A. Background

According to Kim (2013), “one of the most rewarding parts of learning

a foreign language is that it helped me to make connections with people

overseas” (p. 2). This statement means when someone is learning a foreign

language, it can help the person make connections with other people to

support learning a foreign language. At this time, we can learn foreign

languages by joining courses (English courses, Mandarin courses, Japanese

courses, etc.) or attending schools which already have English as a subject

that students must learn. Starting from elementary school until senior high

school, the students can learn English as their foreign language subject. The

purpose is to better enable the students to speak, write, read, and listen with

understanding to English.

Indonesian teachers have their own styles to teach English. However,

the teacher usually uses two or more languages to teach English. They include

Bahasa Indonesia as the mother tongue, English as the foreign language, and

sometimes traditional languages such as Javanese and Sundanese. This


2

phenomenon is called code-switching. According to Wardhaugh (2006),

people defined code-switching as using two or more languages in one

conversation activity. For example, a teacher who teaches English explains

the material in English but in the process the students sometimes get confused

with the explanation. Therefore, the teacher switches into Bahasa Indonesia

and at the end switches back into English. The situation is called code-

switching.

This phenomenon already exists in schools and English courses. For

this research, the researcher observed this phenomenon which happened in

the English course in the Physics Education Study Program of Sanata Dharma

University. This phenomenon was evident during the course when the tutors

explained the materials in English at the beginning but in the middle of the

explanation, the tutors code-switched and changed the language into Bahasa

Indonesia. The students’ reactions were they also changed their language into

Bahasa Indonesia if they experienced difficulty to say something in English.

From this research, the researcher observed three tutors of the English

course and the students of the Physics Education Study Program of Sanata

Dharma University who joined the English course for preparing TKBI every

Wednesday and Friday. The students’ background knowledge related to

English was intermediate. The students could speak English, but they were

often confused about word choices and vocabulary. When they wanted to say

something and they did not know the English word, they chose to switch their

language to Bahasa Indonesia. The tutors’ background was the 8th

semester


3

of English Language Education Study Program students, which means the

tutors have acquired an advanced level of English to teach the English course

in the Physics Education Study Program.

The researcher was interested in researching code-switching because it

is interesting and unique. It is interesting for the researcher because learning

English as a foreign language should use English but in fact, teachers also use

Bahasa Indonesia to teach English. The teachers in junior and senior high

schools usually make a rule “teachers and students should speak English

during the English class”. The fact is teachers change the language into

Bahasa Indonesia when they explain the materials and the students follow

that example, and as a result, they change the language into Bahasa

Indonesia.

Code-switching is considered unique for the researcher because the

students who learn English should listen to two kinds of explanation for the

materials when the teacher uses two or more languages to teach. The first

explanation is when the students should listen to the teachers’ explanation in

English and the second the students should listen to the same explanation in

Bahasa Indonesia and other languages. It makes the students compare

between two kinds of explanations and then the students can better

understand the teachers’ explanation.


4

Research Questions:

In this research paper, there are two research questions. The research

questions appearance based on the background of the research. There are:

1. What are the functions of code-switching for teachers in the English

learning process?

2. Why do the students codes switch in the classroom?

B. Methodology

This section is methodology of the research. In this research, the researcher

used qualitative research as the type of researcher. The instruments of the

research are observation, questionnaire, and interview. There are two

respondents for this research.

1. Type of research

Qualitative research stresses the socially constructed nature of

reality, the intimate relationship between the researcher and what is

studied, and the situational constraints that shape inquiry (Denzin &

Yvonnna, 2000, p.10). In this paper, the researcher used qualitative

research because the researcher tried to identify the effects of code-

switching that the tutors used at the course. The other reason was to

know the intensity of using code-switching in the learning process. From

this research, we can see the influences of code-switching on students

when they are learning English and understanding the material.


5

2. Respondents

In this research paper, there were two types of respondents. The

first respondents for this paper were twenty students of the Physics

Education Study Program of Sanata Dharma University. The researcher

chose the Physics Education Study Program students because their

English level was lower-intermediate. It means that the students know

English and can speak English, but they were not fluent and sometimes

got confused with vocabulary and word choices.

The second respondents were the tutors of the English course.

There were three tutors of the English course. The tutors were the 8th

semester students of the English Language Education Study Program. It

means that the tutors were advanced but still learning English. The tutors

taught English at the Physics Education Study Program in order to

complete an assignment for the Service Program Design class. The tutors

helped the students of the Physics Education Study Program prepare for

their Tes Kemapuaan Bahasa Inggris or TKBI. The focus of the TKBI

was speaking.

3. Observation

The observation was conducted to know the students’ motivation

when the teacher switched the language in the learning process. In

general, observations are relatively cheap and easy to carry out and few

resources were needed by the researcher. However, observations can

often be very time consuming and longitudinal (McLeod, 2015). The


6

researcher did the observation for three to four weeks from 1 May 2017

until 26 May 2017. The English course was held twice a week on

Wednesdays and Fridays. It was held three months, started at 21 April

2017 and finished at 2 June 2017.

To observe that situation, the researcher came to the class every

Wednesday and Friday. In the class, the researcher watched and listened

to the tutors and observed the students’ interactions. The researcher also

recorded the conversations between the students and tutors in the

classroom. The observations also noted important aspects to help to

complete the data.

4. Questionnaire

The questionnaire was given to the students using open-ended

questions. The researcher used open-ended questions because the

researcher needed more detailed information from the students about

their perceptions when their tutors used code-switching, their opinions

about code-switching in English class, and the advantages and

disadvantages for the students in using code-switching. This statement

based on Mc Leod (2014) that questionnaires provide a relatively cheap,

quick, and efficient way of obtaining large amounts of information from

a large sample of people.


7

Table 1.1. Questionnaire Blueprint

Questions Theory

Question 1

Apakah penggunaan kombinasi

Bahasa Inggris dan Indonesia oleh

tutor membantu dalam

pembelajaran Bahasa Inggris?

(Does code-switching by the tutors

help in learning English?)

The functions of teachers’ code-

switching (Sert, 2005, p.3).

In the functions of teachers’ code-

switching, code-switching can help

the learning process such as

transfer some knowledge, clarify

words meaning, etc.

Question 2




meningkatkan skill berbahasa

Inggris?


help in improving the English

skill?)

Theory of code-switching based on

Wardhaugh (2006).

According to Wardhaugh (2006),

code-switching happen in one

conversation activity.


8

Questions Theory

Question 3

Apakah anda dapat menangkap

pemahaman dari penjelasaan tutor

yang diberikan ketika

menggunakan kombinasi Bahasa

Inggris dan Indonesia?

(Do you understand the tutors’

explanation when using code-

switching?)

The factors of code-switching (Ali

et al., 2015).

One of code-switching factors is

ease communication. Therefore,

code-switching can help to

understand the material.

Question 4

Bagaimana tanggapan anda

tentang cara pengajaran tutor

yang menggunakan kombinasi

Bahasa Inggris dan Indonesia

dalam mengajarkan materi Bahasa

Inggris?

(How is your opinion about code-

switching which do by the tutor in

English learning process?)



Code-switching can help to build

relation with the students in the

classroom. It means that code-

switching can support the tutor to

transfer the material.

Question 5

Adakah kelebihaan dan

kekurangan yang anda dapatkan

dari metode pengajaran tersebut?

(Is there any advantages and

disadvantage from this learning

method?)


et al., 2015).

There are some factors that made

code-switching happen in the

learning process


9

5. Interview

The interview was conducted with the tutors. It was conducted to

obtain information from the teacher about his or her reasons for using

code-switching when teaching English, the functions of using code-

switching in English class, and the advantages and disadvantages of

using code-switching for the teacher. According Boyce & Neale (2006),

“In-depth interviewing is a qualitative research technique that involves

conducting intensive individual interviews with a small number of

respondents to explore their perspective on a particular idea, program, or

situation” (p.3).

Table 1.2. Interview Blueprint

Questions Theory

Question 1

Apa tujuan anda mengguanakan

Bahasa Inggris dan Bahasa

Indonesia dalam mengajarkan

materi Bahasa Inggris?

(What is the purpose of code-

switching in learning English?)

Functions of code-switching by

Sert (2005)

There are two functions of code-

switching, such as the functions of

teachers’ code-switching and the

function of students’ code-

switching.


10

Questions Theory

Question 2

Apakah kombinasi Bahasa Inggris

dan Bahasa Indonesia ini

membantu siswa dalam memahami

materi yang diberikan? Mengapa?

(Does code-switching help students

understand the material? Why?)


et al., 2015).

There are some factors of code-

switching that help the students


Question 3




meningkatkan kemampuan

berbahasa Inggris?


help in improving the English

skill?)

Theory of code-switching based on

Wardhaugh (2006).

According to Wardhaugh (2006),

code-switching happen in one

conversation activity.


11

Questions Theory

Question 4

Apakah kombinasi Bahasa Inggris

dan Bahasa Indonesia akan

memudahkan siswa dalam

memahami materi pengajaran

Bahasa Inggris? Mengapa?

(Does code-switching made the

students easy to understand the

materials? Why?)



Code-switching can help to build

relation with the students in the

classroom. It means that code-

switching can support the tutor to

transfer the material.

Question 5

Apa yang membuat anda


Inggris dan Bahasa Indonesia

dalam proses belajar mengajar?

(What makes the tutors use code-

switching in the learning process?)


et al., 2015).

There are some factors of code-

switching that help the students



12

CHAPTER II

DISCUSSION

In this chapter, the researcher reviews related literature and provides

findings and discussion. The review of related literature examines the theories that

are related to the research topic. The findings are about the experiences of code-

switching during English learning in the English course held in the Physics

Education Study Program. The data of this research paper are based on

questionnaires completed by the students who joined the English course and the

interviews with the three tutors who taught the English course. In this chapter, the

researcher proposes the two research problems: (1) What are the functions of

code-switching for teachers in the English learning process? (2) Why do the

students codes switch in the classroom?

A. Review of Related Literature

In this section, the researcher reviews related literature or the theory that the

researcher use in this research paper. There are three theories that use by the

researcher. There are code-switching by Wardhaugh (2006), functions of

code-switching by Sert (2005), and factors of code-switching by Ali ed al

(2005).

1. Code-Switching

According to Sert (2005), there are two functions of code-

switching, such as the functions of teachers’ code-switching and the


13

functions of students’ code-switching. Mattson and Burenhult divide the

function of teachers’ code-switching into two parts, namely the affective

function and repetitive function (as cited in Sert, 2005, p. 3). Eldridge

divide the function of students’ code-switching into four parts, which are

equivalence, floor-holding, reiteration, and conflict control (as cited in

Sert, 2005, p. 3). In this paper, the researcher focuses on the teachers’

functions of code-switching. Therefore, the researcher only reviews data

related to Sert’s (2005) explanation of the function of teachers’ code-

switching.

a. The Functions of Teachers’ Code-switching

There are two main functions of code-switching, namely the

function of teachers’ code-switching and the function of students’

code-switching. In this paper, the researcher focuses on the teachers’

function of code-switching. According to Mattson and Burenhult, the

function of teachers’ code-switching is divided into two functions,

such as the affective function and repetitive function (as cited in Sert,

2005, p.3).

The first function of teachers’ code-switching is the affective

function. Code-switching is used by the teachers to build solidarity

and close relations with the students (Sert, 2005, p.3). In this sense,

the primary contribution of code-switching is for creating a supportive

language in the classroom (Sert, 2005, p.3). As the researcher mention

before; the function of teachers’ code-switching can help the teacher


14

to build relationship with the students in the classroom. A good

relationship with the students helps the teachers to build good and

comfort situation in the classroom. This function can help the students

understand the material easily.

The second function of teachers’ code-switching is the

repetitive function. Code-switching is used by the teachers to transfer

the necessary knowledge to the students for clarifying the meaning of

words (Sert, 2005, p.3). The teacher code-switches into Bahasa

Indonesia or another traditional language in order to clarify meaning;

it is important in the foreign language content for efficient

comprehension. In English, there are some words which have the

same writing but different meaning for example watch means melihat

and watch means jam tangan. Therefore, teacher used code-switching

to clarify the meaning of the words.

b. Factors of Code-switching

Apart of the functions of code-switching, there are some

factors that cause teachers to do code-switching. According to Ali et

al. (2015), there are twenty-three factors for teachers to do code-

switching in the learning process. They are ease of communication,

desire to dominate, clarification, create humor, discourse makers,

linguistic factors, to quote, to advise, ease of expression, affection or

intimacy, topic, assertion, social status, competence in second

language, privacy maintenance, to continue, addresses specification,


15

academic need, to command, affected with the addressee, satisfaction,

unconscious phenomenon, and to create ambiguity (Ali et al., 2015).

The first factor is ease of communication. In the learning

process, ease of communication between teachers and students is very

important because when teachers give a simple explanation about the

learning material, students will more easily understand the material

(Ali et al., 2015, p.25). In this point code-switching is important to

help teachers’ explanation become easier to know and more fluent.

When the teachers need clarification when explaining in English they

can switch the language into Bahasa Indonesia or another language.

The second factor is the desire to dominate. This factor is

shown in daily conversation. In the daily conversation, people

dominate communication using some technique. Literate people use

code-switching to dominate communication than the others (Ali et al.,

2015, p. 25). This point show code-switching can make people talk a

lot in the conversation and make them dominant.

The third factor is clarification. Clarification means making a

statement or situation less confusing (Ali et al., 2015, p. 25). In

learning a foreign language, Indonesian students better understand the

material when teachers explain in Bahasa Indonesia because Bahasa

Indonesia is the students’ first language (L1) or their mother tongue.

To get the same understanding in the target language, in this case, in

English, teachers sometimes need to clarify the explanation when the


16

students are confused. Clarification is often needed in the learning

process because it can create a better understanding between teachers

and students, and between students and students (Ali et al., 2015,

p.25).

Next, to create humor is the fourth factor. To make the

learning process fun, teachers usually make some humor in the middle

of the learning process (Ali et al., 2015, p. 25). To help students

understand teachers’ humor, teachers switch the language into Bahasa

Indonesia or other languages that are usually used by the students. It

can help the students laugh and have better understanding with the

humor.

The fifth factor is discourse makers. Discourse makers are a

word or phrase which functions to organize discourse into segments,

for example: oh, well, so, because (Ali et al., 2015, p. 25). In the

learning process, words such as “oh”, “well” are naturally spoken by

the teacher. It means that the teacher does code-switching

unconsciously. This situation happens when the teachers confirms his

or her explanation or is answering the students’ questions.

The sixth factor is a linguistic factor. A linguistic factor

indicates a situation in which speakers of one language want to quote

a particular book or author’s name in the first language (Ali et al.,

2015, p. 26). This statement means someone wants to quote a


17

particular book or author’s name from another language using his or

her first language or mother language.

The seventh factor is to quote. This factor usually appears

when the teacher wants to motivate his or her students with a

quotation. The teacher does code-switching for quoting because it

helps the students know the meaning of the quotation (Ali et al., 2015,

p. 26).

The eighth is to advise someone. To give some advice, people

need to speak clearly and simply to have the same understanding

between the listener and the speaker (Ali et al., 2015, p. 26). To get

that understanding, people do code-switching to give some advice. In

the English learning process, the teacher gives some advice by using

English at first, but then he or she switches and uses Bahasa Indonesia

or a local language (Javanese language, Sundanese language, etc.).

The purpose is students can better understand what the teacher advises

them to do in the learning process. In the end, the students have the

same understanding with the teacher.

The ninth factor is ease of expression. People tend to express

their happiness, sadness, etc. unconsciously. Sometimes, other people

think those persons are selfish because of that expression. To avoid

misunderstanding, someone usually explains the material using their

L1 or their mother tongue, and sometimes also puts a local language

in the middle of their explanation (Ali et al., 2015, p. 26). In the end,


18

people can express their feeling easily without fear of having a

misunderstanding with others.

The tenth factor is affection or intimacy. The tenth factor is

related to the formal and informal situations. Speakers in formal

situations are bound to use formal language but suddenly finding

someone intimates they may adopt informal way of speech, it can

make some local language appear when the speakers are talking (Ali

et al., 2015, p. 27).

The eleventh factor is topic. As a teacher, we should know and

understand all of the topics that we will teach to the students. Not all

topics that teachers will deliver to the students are easy topics. Every

topic has its own difficulties. Some of them are easy and others are

hard. Usually, code-switching happens when the topic is difficult to

explain (Ali et al., 2015, p. 27). It is used to reach the same

understanding between the teacher and the students.

Next, the twelfth factor is assertion. This factor helps the

teachers give a confirmation of something important to the students

(Ali et al., 2015, p. 27). Code-switching helps the teachers confirm the

important aspects such as keywords of the topic (Ali et al., 2015, p.

27). For example teachers use “Definitely”, “sure”, and “of course”

frequently in their conversation. It indicates that the teachers need

approval of their ideas (Ali et al., 2015, p. 27).


19

The thirteenth factor is social status. Multi-class society has

different styles of speech and this happens because of the different

people’s speech style between upper class and lower class (Ali et al.,

2015, p. 27). For high-class people, they usually do not adopt the

practice of switching the language into other languages but for people

from the lower class, they often are code-switching the languages

when they talk.

The fourteenth factor is competence in the second language.

People who are monolingual will not do code-switching when they are

talking and people who are multilingual will do code-switching when

they talk with other people, especially foreign people (Ali et al., 2015,

p. 28). Competence in the second language helps speakers

psychologically to cope with the demands of the situation (Ali et al.,

2015, p. 28).

The fifteenth factor is privacy maintenance. During the course

of communication, sometimes there are confidential parts which are

personal, and for that reason, privacy maintenance uses code-

switching (Ali et al., 2015, p. 28). It happens because the person does

not want his or her privacy is known by other people.

The sixteenth factor is to continue communication. Code-

switching appears when a communication gap takes place (Ali et al.,

2015, p. 28). People used code-switching to continue communication

without losing the meaning. Code-switching also uses to avoid all


20

sorts of frustrations in the process of communication. It can be big

motivation for people who speak monolingual (Ali et al., 2015, p. 28).

The seventeenth factor is addressee specification. Code-

switching is used to help people talk with others in a specific situation

(Ali et al., 2015, p. 28). It is used to avoid misunderstanding between

one another and make the points in the conversation clearer than just

using one language.

The eighteenth factor is academic need. In learning a foreign

language, code-switching is used to help teachers’ better explain the

learning material (Ali et al., 2015, p. 28). It is used because code-

switching can make the learning process become more effective (Ali

et al., 2015, p. 28).

The nineteenth factor is to give a command. When someone

wants to give a command, they should make it very clear (Ali et al.,

2015, p. 29). If the command is not clear, it can make something bad

happen.

The twentieth factor is affected with the addressee.

Communication is a two-way phenomenon (Ali et al., 2015, p. 29). In

communication, the speaker and receiver should send their messages

fluently so they are understood (Ali et al., 2015, p. 29). For a

multilingual person, code-switching can help to make communication

more fluent and understandable for the speaker and receiver.


21

The twenty-first factor is satisfaction. In communication,

besides sending the message fluently what people say should also be

effective (Ali et al., 2015, p. 29). To be understood, they need to go

straight into the main topic. Code-switching can help people talk

effectively and make the communication more interesting (Ali et al.,

2015, p. 29).

The twenty-second factor is unconscious phenomenon. Code-

switching can happen unconsciously (Ali et al., 2015, p. 29). For

people who learn a foreign language, sometimes they do not realize

that they switch the words into other languages.

The twenty-third factor is to create ambiguity. The term “code”

denotes the meaning of something confidential or hidden (Ali et al.,

2015, p. 29). It involves a social need to move from the mother tongue

to the foreign language, and is used to hide some information from

someone who cannot understand the foreign language.

B. Findings and Discussion

1. Findings

Code-switching often happens when students learn foreign

languages, especially English. In two classes of English course in Physics

Study Program, code-switching was common and used by the tutors to

teach English. The tutors usually switched the language into Bahasa

Indonesia as the first language (L1) of the tutors and the students or into


22

other languages. Not only did the tutors switch languages but the students

also did the same code-switching in the learning process.

To know the students’ points of view, the researcher distributed

questionnaires to the students. There were 20 questionnaires that the

researcher handed out to the students in the Physics Education Program.

The questionnaires consisted of 3 closed-ended questions and 2 open-

ended questions, and in total there were 5 questions in the questionnaires.

The questionnaires were given to the students on May 31st, 2017 which

was the last meeting of the English course and there were five questions

that the students had to answer. The questionnaires were designed based

on the research questions of the study. The results of the questionnaires

are presented below.

Table 2.1. The Result of the Questionnaires (Closed-Ended)

Questions

Answers

Number of

Respondents

Percentages

Yes No Yes No

Question 1

Apakah penggunaan kombinasi Bahasa

Inggris dan Indonesia oleh tutor

membantu dalam pembelajaran Bahasa

Inggris?

(Does code-switching by the tutors help

in learning English?)

19 1 95% 5%


23

Questions

Answers

Number of

Respondents Percentages

Yes No Yes No

Question 2

Apakah penggunaan kombinasi Bahasa

Inggris dan Indonesia oleh tutor

membantu dalam meningkatkan skill

berbahasa Inggris?

(Does code-switching by the tutors help

in improving the English skill?)

18 2 90% 10%

Question 3

Apakah anda dapat menangkap

pemahaman dari penjelasaan tutor yang

diberikan ketika menggunakan

kombinasi Bahasa Inggris dan

Indonesia?

(Do you understand the tutors’

explanation when using code-switching?)

19 1 95% 5%

Table 2.1 shows the results of questions number one to three. It

shows that code-switching helped the students learn English and improve

their four basics English skills (speaking, listening, reading, and writing).


24

Table 2.2. The Result of the Questionnaires (Open-Ended)

Questions Summary of All Respondents

Answers

Question 4

Bagaimana tanggapan anda tentang

cara pengajaran tutor yang


Inggris dan Indonesia dalam

mengajarkan materi Bahasa Inggris?

(How is your opinion about code-

switching which do by the tutor in

English learning process?)

The students easy to understand the

material when the tutors used English

and Bahasa Indonesia. It was because

the student fell confused with English

explanation and Bahasa Indonesia

helped them to confirm the teachers’

explanation.

Question 5

Adakah kelebihaan dan kekurangan

yang anda dapatkan dari metode

pengajaran tersebut?

(Is there any advantages and

disadvantage from this learning

method?)

There were ten advantages and eight

disadvantages of code-switching by the

students. The major advantages of code-

switching was code-switching could

help them confirm the tutors’

explanation. The major disadvantages

of code-switching was code-switching

was not effective because the tutors

would speak in more than one language.

They also thought that code-switching

could not improve their English skills.

The researcher also conducted an interview with three tutors. The

interview consisted of five open-ended questions and it was conducted on

June 2nd

, 2017. The tutors were 8th

semester students of English

Language Education Study Program; they taught at Physics Education


25

Study Program to complete the assignment of the Service Program

Design. Service Program Design is a subject in English Language

Education Study Program at Sanata Dharma University that should be

taken by the eighth semester students. In this subject, the students have

an assignment to do service learning with students and teach English.

The result was code-switching both helped students understand

the material and helped the tutor explain the material. The tutors agreed

that code-switching could confirm the explanation especially the main

points of the material and it was not good enough to improve the

students’ English skills. It is because in code-switching the tutors used

more than one language in their explanation.

2. Discussion

Code-switching is a phenomenon that happens naturally when

someone learns a foreign language. It can happen based on awareness or

spontaneously. According to Sert (2005), there are two main types of

functions of code-switching. The two main functions are the function of

teachers’ code-switching and the function of students’ code-switching.

The function of teachers’ code-switching is divided into two parts, such

as the affective function and repetitive function and there are twenty-

three factors of code-switching based on Ali et al. (2015). From those

twenty-three factors, the researcher found seven major factors that the

tutors use in the English Course.


26

In this section, the researcher will answer the two research

questions. The researcher divided the discussion into two points. The first

one was the functions of code-switching and the second one was the

factors of code-switching. Every conversation in this part was the

recording of the researcher.

a. The Function of Code-switching

In this section, the researcher presents the data of the first

research question. The first research question is related to the

functions of using code-switching in the English learning process. In

classifying the functions of code-switching, the researcher employed

Sert’s (2005) theory which categorizes the functions into two types,

namely the function of teachers’ code-switching and the function of

students’ code-switching. The function of teachers’ code-switching is

divided into two parts, which are affective function and repetitive

function.

1) Affective function

The first function of teachers’ code-switching is the

affective function. Code-switching is used by the teachers to build

solidarity and close relations with the students (Sert, 2005, p.3). In

the English course, the tutors used this function to help students

who were confused with the tutors’ explanation. Therefore,

students could get the right understanding. This situation can be

seen in the following short conversation. This conversation took


27

place in English course class B and the material was Wh-

questions. It happened at the beginning of class.

Tutor 2 : Where are the others?

Student : They are preparing mass.

Tutor 2 : For tomorrow?

Student : Yes, they ehh…ehh…nyiapin misa besok tomorrow.

Tutor 2 : Oh…it is okay. Today, we continue to the second part of

Wh- questions. What for, the function is asking for reason

and asking why. Jadi untuk menanyakan alasan kenapa

sesuatu itu terjadi.

From this conversation, tutor 2 code-switches his

explanation into Bahasa Indonesia in order to build solidarity

among the students. Therefore, all of the students understood the

explanation. Besides building solidarity, the statement “jadi untuk

menanyakan alasan kenapa sesuatu itu terjadi” can also confirm

that the function of what for is asking why something happens.

2) Repetitive function

The second function of teachers’ code-switching is the

repetitive function. Code-switching is used by the teachers to

transfer the necessary knowledge for the students for clarifying the

words’ meaning or the material (Sert, 2005, p.3). This situation

always appeared in the class-room when the tutor explained the

material. For example, when tutor three explained about the


28

negative sentence of be-going to, she code-switches her language to

clarify the material, as seen in the conversation.

Tutor 3 : To make negative sentence! Subject + be + NOT ini harus

selalu ada not-nya kalau bikin kalimat negatif and then

going to +V1.

From that short conversation, we can see that tutor 3 code-

switches into Bahasa Indonesia to clarify that the students should

put NOT when they make a negative sentence. Another example,

when tutor one explained about job interview and he tried to clarify

that strength in a job interview is different from strength in general.

Tutor 1 : From the video, what is the interviewer asking for?

Student: What is your strength?

Tutor 1 : Yes, that’s right! What is your strength? Strength means?

Student: Kelebihaan!

Tutor 1 : Correct! Tapi kelebihan disini bukan kelebihan kayak

menulis, makan, bicara, berjalan. Tapi kelebihan seperti

saya seorang pekerja keras, saya selalu datang tepat

waktu, saya dapat bekerja dalam tekanan, dll.

In this conversation, tutor one clarified the strength that

students need to say when they get a job interview is some strength

or ability which is related to the job for which they apply. It helps


29

the students to better understand so they will not make a mistake if

they apply for a job and have an interview.

b. The Factors of Using Code-switching

In this section, the researcher presents the data of the second

question of the research question. The second research question is

related to the factors of using code-switching by the tutors on the

English Course. The researcher employed the theory by Ali et al.

(2015) that categorized factors of code-switching into twenty-three

factors. Based on the researcher’s observations in the classes, the

researcher found seven major factors that appeared in the classes.

1) Ease of communication

The first factor is ease of communication. To help the

communication between the tutors and the students, the tutor

sometimes used Bahasa Indonesia as the first language of the tutors

and the students. It is also related to the main factor that the

students did not have many words in their vocabulary. Therefore,

the students would get confused when talking in English all the

time. This factor is also related to another factor; that is

satisfaction. It is also related with the affective function which

teacher builds solidarity and close relations. It can be seen in this

short conversation.

Tutor 2 : Okay, what is your future plan?

Student : Eh….I want ke sekolah to mengambil data.

Tutor 2 : Okay, to collect the data.


30

Student : Yes! Collect the data.

This is a short conversation between tutor two and a student

in the classroom. This conversation happened when the tutor

reviewed the material that the students had done in the last meeting.

We can see that the student did code-switching to make the

communication with her tutor easy. From this conversation, the

teacher also builds solidarity and close relations with the student.

The tutor translated the word that the student spoke in Indonesian.

Therefore, the student can also learn from that conversation.

2) Satisfaction

The second factor is satisfaction. Satisfaction is related to

someone’s motivation. When someone experiences difficulty to

communicate with others, this person will have less motivation to

talk. In the learning process, code-switching is used to help the

students get the motivation to learn the subject or material. The

tutors use code-switching for example to make a joke, to confirm

something is important, etc. In that way, the students can get more

motivation to learn and feel that the tutors and the students are at

the same level. For the relation between the students, the students

also share the same level between the clever and lazy students.

When the students feel at the same level with his or her friends and

tutors, their motivation to learn something is higher. As a result,


31

they are not ashamed to talk and ask the tutor if they do not

understand the materials.

This is a conversation between tutor 3 and the students in the

classroom and the topic was a job interview. In this conversation,

the tutor was talking about some common questions that the

interviewer will ask to a job seeker, and this conversation focuses

on someone’s strength. The students try to understand what the

word strength means, but they could not give correct example for it

and they felt it was funny and they laughed.

Tutor 3 : The second common questions that the interviewer going

to ask about you are your strength. How positive you think

about your strength. Nah, strength itu kekuatanmu tapi

bukan berarti kekuatan kamu bisa mengangkat beras!

Students : (Laugh together)

Tutor 3 : No….that’s not what we are going to talk. Kira-kira

kekuatan kalian apa?

Student : Kind! Baik hati!

Student : Mudah bersosialisasi, bergaul friendly!

Tutor 3 : Ya..ya..baik hati kind, friendly mudah bergaul. Tapi ini

juga bukan!

(Students and Tutor 3 laugh louder than before)

From this conversation, we can see that the students have

high motivation to follow the lesson because they want to know

what the meaning of strength is in a job interview. They enjoy the

chance to talk, and to share their opinions and at the end the


32

students and the tutor laugh because of the students’ answers. They

openly share with each other because they are on the same level.

3) Assertion

The third factor is assertion that is to give confirmation

about something important. To do this, tutors switched the

language into Bahasa Indonesia. As what the researcher had

written before in the last conversation, tutor three wanted to explain

a common question that is usually asked by an interviewer. The

tutor confirmed that the positive aspects about a student are not just

“I can talk, I can write, etc.”, but the tutor means the strengths are

the students positive abilities in the working world. It was

explained in Bahasa Indonesia because the students did not have

the complete vocabulary. If the tutors had confirmed the important

point in English, the student would not understand what the tutors

wanted them to know.

In another example, tutor one explained about the future

tense verbs, will and be going to. She asked to the students, “what

is the difference between will and be going to?” to confirm the key

words or the important points. On the examples, the tutor did code-

switching into the Indonesian language.

Tutor 1 : What is the difference between will and going to?

Student : Going to terencana, will tidak terencana.

Tutor 1 : Ya, be going to, the decision had made before. Jadi

be going to tu udah kita rencanakan, sudah diomongkan


33

terlebih dahulu sebelum melakukan kegiatan.

From the conversation, we can see that the tutor tried to

confirm that be going to means already prepared before doing the

activity. To make it clear, the tutor confirmed that statement using

Bahasa Indonesia.

4) Affection or intimacy

The fourth factor is affection or intimacy. Affection or

intimacy means that code-switching can help to switch the situation

from an informal to a formal situation or a formal to an informal

situation, which is what the tutor one did in the class. The tutor

opened the class by greeting and asking the students’ condition. To

move the focus to the learning material the tutor switched into

Bahasa Indonesia and said,“Kemarin Rabu belajar apa?” Code-

switching was used to get the students’ attention. It is related to the

second function of code-switching, which is changing from an

informal situation to a formal situation. Here is an example from

one of the conversations between the tutor one and the students.

Tutor 1 : Pindah depan!

Student : Yuk pindah depan

Tutor 1 : Kalian juga pindah depan!

Students : (Laugh)

Tutor 1 : Okay, good morning.

Students : Morning!


34

Tutor 1 : How are you today?

Students : I am fine thank you.

Tutor 1 : Before, we start out lesson today. Let’s pray together! I

will lead the prayer. Prayer begin!

(Silent moment)

Tutor 1 : Kemarin belajar apa?

Student : Kemarin rabu kita misa miss.

Tutor 1 : Okay, today, we are going to learn about job interview.

Sebenernya ini berhubungan sama yang kemarin tapi

gak apa.

In this conversation, it shows two different situations

happening. When the tutor asked the students to move forward, it is

an informal situation because it happens before the lesson starts and

is seen in how the tutor uses informal diction. It becomes a formal

situation when the tutor asked what they learnt in the last meeting

and then continued with what they will learn in that day. The tutor

used Indonesian language to get the students attention so that the

students can focus on the material for that day.

5) Affected with the addressee

The fifth factor is affected with the addressee; it means that

code-switching helps to make some communication more fluent

and easier to understand. When communication is not fluent and

understandable, the point of the conversation is difficult and it


35

makes the students have low motivation. It is also related to the

first and the second factors (ease of communication and

satisfaction). To make the conversation fluent and understandable,

the tutors switched the language into Bahasa Indonesia because it

could help the students to better know and understand the material.

Another reason is emphasizing some important parts of the material

such as keywords.

Next is a conversation between the tutor three with the

students when she wanted to the students to answer her questions

quickly.

Tutor 3 : Jawab cepat ya! Kalian jawab dengan blablabla

be going to…

Tutor 3 : … I?

Students : Emmm…Emmmm (confused)

Tutor 3 : I?

Students : Emmm…Emmmm (confused)

Tutor 3 : I am going to. Jadi kalian taruh to be nya

tergantung subjectnya.

Students : Oooooo…

From this conversation, the tutor gives instruction in

Bahasa Indonesia to answer her questions quickly. When the tutor

asks the question to the students, the students did not understand

what the tutor meant. Although the tutor spoke in Bahasa

Indonesia, at the end, the tutor answers her questions by herself and


36

the students say “Ooooo”. It indicates that the students finally

understood what the tutor said.

6) Topic

The sixth is topic. Every topic that the students learn has its

difficulties. When the tutors tried to explain a difficult topic in

English they would switch their language into Bahasa Indonesia.

However, when the tutors had a topic which was easy to explain,

they did not realize that they used more English than Bahasa

Indonesia.

For students who did not have many words in their

vocabulary, even if the topic is easy they would have a problem to

understand the material. It is because they did not understand what

the tutors talked about in front of the class. So, the tutors used

code-switching when teaching regardless if the topic is easy or

hard.

Here is the situation when tutor two experienced difficulty

to explain the material about the difference between: who, whose,

and whom.

Tutor 2 : Kita lihat bedanya who, whose, sama whom. Kita mulai

dari whose. Whose! Gak nyusir ya hehe. Here, whose

used to asking about ownership. Ownership berarti

kepunyaan. Ini penanda kepemilikan dari object atau

subject. Oh sorry in question, ya maaf kurang aqua haha.

Ini ini misal whose key? Artinya kunci siapa ini? Kalau


37

kita bikin positifnya jadi? Eee.. sorry salah gak fokus lagi

aqua to? Ahhahaa. Okey, misal, Mario..ee…eemmm….ha

susah ini…

In this conversation, tutor 2 had difficulty to explain about

the function of whose. At first, tutor two could start his explanation

well by using English. After the tutor made a mistake, he was

confused about the explanation and switched into Bahasa

Indonesia. The tutor also used some words like “Eee, eemm,

making a joke” which showed he was having difficulties. At the

end, the tutor simply said that it is difficult to explain.

7) Academic Need

The seventh factor is academic need. Code-switching is

naturally occurs when someone learns a foreign language. The

researcher found that it is needed in the academic process, not only

in learning English but also in learning Mandarin, German, Korean,

and other languages. In Indonesia, the first language that children

in school hear and learn is usually Bahasa Indonesia. If the tutors

always talked in English and the students did not have enough

vocabulary in English, then they could not follow the learning

process. The result is the students would get confused and they

would not enjoy following the lesson, etc.

Actually, all the conversations that were recorded in this

research paper show that code-switching is common and a


38

necessary part of the learning process. Here is another conversation

that shows how code-switching is needed in the academic setting

and language learning process.

Student : Miss, kenapa kok itu will you marry me? Kenapa

gak are you going to marry me? Kan tadi kalau

going to udah terencana. Masak kalau will tiba-tiba

spontan mau nglamar?

Tutor 1 : In this case, kamu mau nglamar itu kamu udah

lama ngrencanain buat barengan sama orangnya

belum? Kaya ayo kita besok gini gini gini.

Student : Ya ndak lah.

Tutor 1 : Nah, that’s why we do not use are going to.

This conversation shows the academic need of the students.

The student asked, “Kenapa kok itu will you marry me?” and the

tutor tried to explain based on her knowledge. To help the

explanation, the tutor answers and explains in both the Bahasa

Indonesia and English language using code-switching.


39

CHAPTER III

CONCLUSION

This chapter presents two parts, namely the research conclusions and

recommendations of this study. The conclusions part presents the answers to the

research questions. Meanwhile, the recommendations part is presented for the

English teacher.

A. Conclusion

This part is presented based on the research questions formulation in

Chapter I. Those questions are: (1) What are the functions of using code-

switching for teachers in the English learning process of the Physics

Education Study Program? and (2) Why do the students codes switch in the

class?

Based on the related literature, there were two types of functions of

code-switching, such as the functions of teachers’ code-switching and

functions of students’ code-switching. In this research paper, the researcher

focuses on the teachers’ code-switching. Therefore, the researcher reviewed

the function of teachers’ code-switching. The function was done by tutors in

the English course of the Physics Education Study Program. They were the

affective function and repetitive function. Those two functions were shown in

the classroom discussions.

According to the factors of code-switching, there are twenty-three

factors of code-switching. In fact, there were sixteen factors of code-


40

switching which were not found during the English course of the Physics

Education Study Program.

The results of the study showed that there were seven factors of code-

switching done by the tutors in the English course of the Physics Education

Study Program. They were ease of communication, satisfaction, assertion,

affection or intimacy, affected with the addressee, topic, and academic need.

From the discussion, it can be concluded that the tutors mostly used code-

switching in the class because of those factors.

B. Recommendations

The researcher does this research because the researcher thinks it is

interesting and unique. It is interesting because learning English as a foreign

language should use English but in fact, teacher also use Bahasa Indonesia to

teach English. Code-switching is considered unique for the researcher

because the students who learn English should listen to two kinds of

explanation for the materials.

In the learning process, code-switching influence the students

understanding. When the teacher use code-switching to explain the material,

it makes the students easy to understand the material. Code-switching also

help to make comfort situation in the classroom because the communication

between the students and teacher are fluent.

Based on the discussion and finding of this study, the researcher

would like to propose some recommendations. One recommendation is

proposed for all English teachers. The teacher’s code-switching is needed to


41

be used in English teaching and in the learning process since it can facilitate

students’ understanding towards English learning. But teachers should not

use code-switching a lot when teaching English, since it can cause the

students to not improve their English skills. It is better to help the students

improve the students’ English skills by making the students always use

English in every conversation.

At the end, code-switching is recommended to use in the learning

process. However, the teacher should not use code-switching a lot. Therefore,

students can understand the material easy and improve their English skills.


42

REFERENCES

Ali, M., et al. (2015). Factor stimulating code-switching. International Journal of

Research in Management, 2 (5), 23-35. Retrieved on May 16th

, 2017, from

http://www.rspublication,com/ijrm/ijrm_index_htm.

Boyce, C. & Neale, P. (2006). Conducting In-Depth Interviews: A guide for

designing and conducting in-depth interviews for evaluation input.

Watertown: Pathfinder International.

Denzin, N. K., & Yvonna, S. L. (2000). Handbook of qualitative research (2nd

Ed.) California: SAGE.

Kim, A. (2013). The importance of learning foreign languages. Retrieved on

March 1st

2018, from

https://www.umt.edu/mansfield/media/press/commentaries/2013-10-16-

kim-foreign-languages.pdf

McLeod, S. (2014). Questionnaire simply psychology. Retrieved on December

22nd

, 2016, from https://www.simplypsychology.org/questionnaire.html.

McLeod, S. (2015). Observation methods simply psychology. Retrieved on

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Sert, O. (2005). The functions of code switching in ELT classrooms. The Internet

TESL Journal, 11 (3), 1-6. Retrieved on March 27th

, 2017, from

http://iteslj.org/Articles/Sert CodeSwitching,htm.

Wardhaugh, R. (2006). An introduction to sociolinguistics (5th

Ed). Malden:

Blackwell Publishing.


http://www.rspublication,com/ijrm/ijrm_index_htm

https://www.umt.edu/mansfield/media/press/commentaries/2013-10-16-kim-foreign-languages.pdf

https://www.umt.edu/mansfield/media/press/commentaries/2013-10-16-kim-foreign-languages.pdf

https://www.simplypsychology.org/questionnaire.html

https://www.simplypsychology.org/observation.html

http://iteslj.org/Articles/Sert%20CodeSwitching,htm

43

APPENDICES


43

Appendix A: Questionnaire Result

RESPONDENT

QUESTION 1 QUESTION 2 QUESTION 3 QUESTION 4 QUESTION 5

CONCLUSION

Apakah

penggunaan

kombinasi Bhs.

Inggris dan

Indonesia oleh

tutor membantu

dalam

pembelajaran Bhs.

Inggris?

Apakah

penggunaan

kombinasi Bhs.

Inggris dan

Indonesia oleh

tutor

memudahkan

pelatihan 4 skil

dalam Bhs.

Inggris?

Apakah anda

dapat menangkao

pemahaman dari

penjelasan tutor

yang diberikan

ketika

menggunakan

kombinasi Bhs.

Inggris dan

Indoneisa?

Bagaimana

tanggapan anda

tentang cara

pengajaran tutor

yang

menggunakan Bhs.

Inggris dan

Indonesia dalam

mengajarakn

materi Bhs.

Inggris?

Adakah kelebihan

dna kerugian yang

ada dapatkan dari

metode pengejaran

tersebut?

1

YA, Untuk

memahami kata-

kata yang belum

mengerti Bhs.

Inggris.

YA. YA, Karena

penjelasaan Bhs.

Inggris terkadang

susah dipahami.

Bagus, Karena

membantu kami

yang tidak terlalu

mengerti Bhs.

Inggris.

Positif:

Negatif:

Code-switching

help to understand

word, sentences, or

phrases in English.

2

YA, Karena dengan

begitu mahasiswa

yang belajar biisa

mengerti apa yang

dimaksud tutor.

YA, Dengan

kombinasi Bhs.

Inggris dan

Indonesia

mahasiswa yang

mengikuti pelatihan

jg bisa paham dan

mengerti serta

berani bicara, baca,

dan apa yang

didengar dapat

dimengerti dan hal

tersebut akan

YA, Sebagian besar

bisa dipahami

dengan baik.

Sudah cukup baik

pelatihan yang

diberikan dan

sangat membantu

mahasiswa.

Positif: Membantu

mahasiswa untuk

dilatih terbiasa

berbicara Bhs.

Inggris dan

memahami apa yang

diajarkan.

Negatif: Ada

beberapa mahasiswa

yang

pemahamannya

sangat lambat jadi

Code-switching

help to understand

the tutors’

explanation.


44

terbiasa sehingga

membantu

mahasiswa

memahami dengan

baik.

harus lebih banyak

lagi ngomong-

ngomong dalam

Bhs. Inggris.

3

YA, Karena dengan

penggunaan Bhs,

Indonesia dalam

proses

pembelejaran,

membantu

pemahaaman

tentang Bhs.

Inggris.

YA, Karena tidak

semua kosa kata

Bhs. Inggris dapat

mudah dipahami.

YA, Karena dengan

bantuan Bhs.

Indonesia proses

pembelajaran yang

berlangsung dapat

mudah dipahami.

Saya rasa sudah

baik.

Positif: Mudah

dipahami.

Negatif:

Code-switching

help to know words

meaning.

4

YA, Saya bisa lebih

pahan dan

menambah kosa

kata.

YA, Menambah

kosakata dan

membnatu

pemahaman.

YA, Saya bisa

memahami dan

menangkap

pemahamaan karena

diperjelas dengan

Bhs. Indonesia.

Baik, Saya bisa

memahami dengan

baik.

Positif: Bisa lebih

paham dengan

penjelasaan.

Negatif:

Code-switching

help to understand

the material and

improving

vocabulary.

5

YA, Karena kalimat

yang diucapkan itu

apabila kalimat baru

akan menambah

kosa kata.

YA, Karena akan

membiasakan siswa

mendengar dan

berbicara dalam

Bhs. Inggris.

YA, Karena akan

memudahkan

menangkap maksud

tutor dengan

kombinasi itu

dibanding dengan

hanya

menggunakan Bhs.

Inggris.

Saya merasa

dimudahkan dalam

memahami kalimat

Bhs. Inggis dengan

metode kombinasi

ini.

Positif: Lebih

mudah dimengerti.

Negatif:

Code-switching

help to study

English.

6

YA, Karena dapat

menambah kosa

kata baru dan

YA, Lebih cepat

mengerti.

YA, Karena

pemahaman dari

Bhs. Inggris sulit

Saya ras itu baik,

karena dapat

membantu siswa

Positif: Lebih

mudah dipahami

atau dimengerti.

Code-switching

help to improve

students vocabulary.


45

memudahkan dalam

memahami

pembelajaran.

dipahami bila kita

membaca sendiri,

sehingga lebih

mudah dijelaskan

langsung.

yang kurang dalam

akademik

Negatif: Siswa

menjadi tergantung

pada tutor untuk

menerjemahkan.

7

YA, Karena dapat

memudahkan dalam

memahami apa

yang disampaikan

YA, Karena tidak

semua kata dalam

Bhs. Inggris dapat

diketahui artinya

dan juga dapat

mengetahui

bagaimana cara

pengucapan yang

baik.

YA, Karena bisa

saja yang dikatakan

dalam Bhs.

Indonesia tak tahu

artinya.

Sejauh ini lumayan

baik, namun

terkadang

pengucapannya

terlalu cepat, susah

untuk dicerna.

Positif: Mengasah

kembali

pemahaman dalam

Bhs. Inggris.

Negatif: Tutor lebih

banyak ngomong.

Code-switching

make student easy

to understand the

material.

8

YA, Karena ada

beberapa kosa kata

Bhs. Inggris yang

belum tau dan

kombinasi sangat

membantu untuk

memahami.

YA, Untuk

speaking dan

listening,

pengguanaan

kombinasi bisa

melatih, sedang

reading tidak.

Kadang iya kadang

tidak.

Sangat membantu,

terutama untuk

persiapan TKBI dan

bekerja.

Positif: Saya

menjadi lebih

tentang kosakata

serta cara

pengucapan dan

aturan dalam bicara

Bhs. Inggris.

Negatif:

Code-switching

help to improve

students vocabulary.

9

YA, Karena

biasanya pelajar

masih kurang

memahami berbagai

arti kata. Jika terus

menggunakan Bhs.

Inggris maka pelajar

makin tidak

mengerti.

YA, Karena

penggunaan

kombinasi

membantu dalam

berbagai aspek Bhs.

Inggris.

YA, Meskipun Bhs.

Indonesia dan

Inggris memiliki

makna yang beda,

tapi tetap bisa

paham.

Karena dengan

menggunakan

kombinasi pelajaran

sangat terbantu dari

yang diajarkan.

Positif:

Memudahkan

pelajar untuk

memahami maksud

pembelajaran.

Negatif: Metode ini

menyebabkan siswa

merasa nyaman dan

Code-switching

help in every aspect

of studying English.


46

tidak tertekan

karena masih

menggunakan Bhs.

Indonesia.

10

YA, Untuk

mempermudah tutor

menjelaskan kepada

siswa dan

memudahkan siswa

untuk memahami.

YA, Karena dengan

menggunakan 2

bahasa mampu

memberikan umpan

balik kepada siswa

dalam penambahan

vocabulary.

TIDAK, Karena

memang ada

perbedaan makna

sehingga kurang

dapat memahami

pernjelasaan.

Baik. Positif: Dapat

mengerti arti suatu

kalimat dalam Bhs.

Inggris.

Negatif:

Code-switching can

make it easy to

deliver and receive

the material.

11

YA, Karena saya

orang Indonesia

yang tidak terlalu

lancar dalam

penggunaan Bhs.

Inggris jadi sangat

membantu.

YA, Karena secara

tidak langsung

code-switching

membantu dalam

peningkatan 4 skills

Bhs. Inggris

menjadi lebih baik.

YA, Karena

pemahaman dan arti

kalimat yang

berbeda tersebut

dijelaskan lewat

code-switching.

Lumayan baik. Positif: Berani

bicara Bhs. Inggris.

Negatif: Kurang

efektif.

Code-switching can

help to improve

English skills.

12

YA, Karena

penggunaan

kombinasi bahasa

dapat memperjelas

dan

mengkonfirmasi apa

yang dipahami oleh

pelajar.

TIDAK, Karena

penggunaan

kombinasi bahasa

hanya untuk

membantu

mengkonfirmasi

(penegasan) yang

ditangkap oleh

pelajar dari

penjelasaan tutor.

YA, Karena saya

dapat

mengkonfirmasi

pemahaman saya.

Baik, karena

membantu saya

mengkonfirmasi

kembali apa yang

saya pahami.

Positif: Karena

dapat membantu

mnegkonfirmasikan

apa yang saya

pahami melalui

kombinasi bahasa.

Negatif:

Code-switching can

use to confirm the

students

understanding.

13

YA, Karena tidak

setiap kata atau

kalimat yang

diucapkan

YA, Karena setiap

kalimat yang

didengar kadang

salah mengartikan

YA, Karena kata

yang digunakan

mudah sehingga

mudah dipahami.

Sangat membantu,

karena masih belum

belum terlalu

banyak vocabulary

Positif: Lebih

mampu memahami

materi.

Code-switching can

help to understand

the material.


47

dimengerti sehingga

ada pengguanaan

Bhs. Indonesia.

sehingga perlu ada

penggunaan Bhs.

Indonesia.

yang dipelajari. Negatif:

14

YA, Karena tidak

semua kalimat dapat

saya mengerti.

YA, Karena

memudahkan saya

dalam belajar.

YA, Karena

memudahkan saya

dalam memahami

kalimat dengan

baik.

Baik, karena

memberi

kemudahaan bagi

saya dalam belajat

Bhs. Inggris.

Positif: Karena

ketika saya tidak

mnegerti saya dapat

bertanya dalam Bhs.

Indonesia.

Negatif:

Code-switching can

help students to

study English.

15

TIDAK. Karena

jika pembelajaran

Bhs. Inggris

dikombinasi dengan

Bhs. Indonesia,

maka pengetahuan

Bhs. Inggris akan

sama karena dibantu

Bhs. Indonesia

YA, Karena kami

bisa mengerti dan

memahami

maksudnya, tapi

takutnya kami

malah akan

keenakan karena

selalu dibantu oleh

Bhs. Indonesia.

YA, Karena

penjelasaan tutor

sangat baik dan

mengayomi ketika

ada yang bingung

dan belum paham.

Baik hannya lebih

baik kalau

penggunaan Bhs.

Indonesia dikurangi

agar kami tidak

keenakan dan

merasa dibantu.

Positif: Bisa lebih

tau atau memahami

Bhs. Inggris.

Negatif: Kalau terus

dibantu nanti tetap

akan sama

pengetahuannya.

Code-switching

does not really

helpful in the

learning process if it

is used to much

16

YA, Karena saya

kurang begitu

mengerti Bhs.

Inggris.

YA, Karena lebih

mudah memahami

makna dari materi

Bhs. Inggris tapi

tidak malatih siswa

menguasai Bhs.

Inggris.

YA, Karena kalau

tutor menggunakna

Bhs. Inggris semua

tidak mengerti

materinya.

Baik, karena saya

tidak terlalu

menguasai Bhs.

Inggris sehingga

ketika tutor

menggunakan Bhs.

Inggris semua akan

sulit bagi saya

untuk

memahaminya.

Positif: Lebih

mudah memahami

materi.

Negatif: Siswa tidak

bisa

mengembangkan

kemampuan Bhs.

Inggris.

Code-switching can

help to understand

the material but

cannot to help

students to study

English.

17

YA, Karena sering

kesulitan untuk

mengartikan kata

YA, Karena saya

yang kesulitan

memahamu secara

YA, Menurut saya

kombinasi bahasa

ini mempermudah

Menurut saya ini

sangat membantu

saya dalam

Positif: Lebih cepat

memahami materi,

dapat membedakan

Code-switching can

help to know the

meaning of words,


48

atau kalimat serta

membedakan

penggunaan kalimat

tertentu sehingga ini

sangat membantu

cepat Bhs. Inggris

dibantu saat

diartikan.

untuk memahami. mengikuti pelatihan

ini.

setiap penggunaan

kalimat atau kata.

Negatif:

sentences, or

phrases.

18

YA, Karena kadang

terdapat beberapa

kata yang belum tau

artinnya.

YA, Misalkan

dalam berbicara,

tata baca Bhs.

Inggris dan

Indonesia berbeda,

penggunaan Bhs.

Indonesia sangat

membantu

pemahaman.

YA, Terkadang

membantu,

terkadang tidak.

Karena biasanya

kalimatnya panjang,

dalam Bhs, Inggris

singkat. Apalagi

maknanya sama

terlebih dalam Bhs.

Inggris satu kata

banyak arti.

Selagi membantu

dalam proses

pembelajaran tidak

menjadi masalah

Positif:

Mempermudah

Negatif:

Membingungkan

Code-switching can

help students to

understand the

material

19

YA, Karena ketika

kami tidak mengerti

kata atau kalimat

yang diucapkan

dalam Bhs. Inggris

itu dapat membantu

kami untuk

mengerti

YA, Karena ketika

kami tidak mengerti

kata atau kalimat

yang diucapkan

dalam Bhs. Inggris,

itu dapat membantu

kami untuk

mengeti.

YA, Karena

memudahkan kami

dalam membedakan

kata yang dapat

bermakna ganda.

Menurut saya baik,

karena dapat

membuat kami

merasa santai dan

memudahkan kami

dalam memahami

beberapa kata atau

kalimat

Positif: Membuat

santai karena pada

awalnya kami

membayangkan

harus menggunakan

Bhs. Inggris,

memudahkan

pemahaman materi.

Negatif:

Code-switching can

make students enjoy

following the

learning process, so

they are easy to

understand the

material.

20

YA, Membantu

siswa yang belum

fasih Bhs. Inggris.

TIDAK, Saya

menjadi sulit

meningkatkan

kemampuan.

YA, Karena

terkadang

penjelasaan Bhs.

Inggris lebih susah

dibanding Bhs.

Cukup jelas dalam

menjelaskan materi.

Positif: Membantu

siswa yang belum

fasih Bhs. Inggris.

Negatif: Siswa sulit

Code-switching can

help the students

learning English but

cannot help to

improve their


49

Indonesia. mneingkatkan

kemampuannya.

English skills.

CONCLUSION

Code-switching

help student to

know the material

because they do

not have enough

vocabulary.

Code-switching

can help

improving English

skills but not for

all skills.

Code-switching

helped students to

understand the

material.

Students feel that

code-switching

help them to

confirm the tutors

explanation.

Positive: Code-

switching help

student who has

small experience in

English to learn.

Negative:

Difference

meaning makes

students confuse

understand the

material.

Code-switching

can make the

students enjoy the

learning process,

so they can

understand the

material and

improve their

vocabulary if it is

used in the right

porsion.


50

Appendix B: Interview Result

No Questions Tutor 1 Tutor 2 Tutor 3 Conclusion

1

Apa tujuan anda

mengguanakan Bahasa

Inggris dan Bahasa Indonesia

dalam mengajarkan materi

Bahasa Inggris?

Biar siswa lebih

mudah memamahami

karena mereka tidak

memiliki dasar

Bahasa Inggris yang

baik.

Belum semua murid

memahami Bahasa

Inggris secara

sempurna. Untuk

menambah efektifitas

pemahaman selain itu

mereka juga belum

tahu bagaimana cara

mereka bisa

berkomunikasi

dengan benar misal

untuk melatih

mengecek arti suatu

kata.

Untuk menjelaskan

lebih baik dengan

Bahasa Indonesia,

tetapi terlebih dahulu

dijelaskan dengan

menggunakan Bahasa

Inggris. Selain itu,

ada siswa yang belum

tahu arti kata dalam

Bahasa Inggris.

Tutors’ used code-switching because the student does not have enough vocabulary.

2

Apakah cara pengajaran ini

membantu siswa dalam

memahami materi yang

diberikan? Mengapa?

Membantu, karena

mereka tidak

mempunyai dasar

Bahasa Inggris yang

baik.

Iya, karena tidak

semua siswa paham

ketika tutor

menjelaskan dengan

Bahasa Inggris.

Metode ini

membantu, karena

mereka orang

Indonesia dan mother

tongue mereka adalah

Bahasa Indonesia

sehingga mereka bisa

mendapatkan info

dengan lebih baik.

Code-switching help the students to understand the tutors’ explanation.

3

Apakah cara pengajaran ini

membantu dalam melatih

kemampuan siswa dalam

berbicara (speaking),

mendengarkan (listening),

membaca (reading), dan

Tidak, karena siswa

justru akan mengubah

bahasa ke Bahasa

Indonesia bila tidak

tahu Bahasa

Inggrismya.

Bisa, lebih untuk

speaking sedangkan

yang lain terutama

listening dapat

membantu

mengembangkan

Membantu untuk skill

listening dan reading

tapi untuk skil writing

dan speaking tidak

efektif.

Code-switching cannot help to improve all skills of English.


51

menulis (writing)? Mengapa? skills tersebut.

4

Pemahaman kalimat dalam

Bahasa Inggris dan Bahasa

Indonesia berbeda. Apakah

cara pengajaran ini akan

memudahkan siswa didalam

memahami maksud

penjelasaan anda? Mengapa?

Kombinasi dapat

memudahkan

meskipun pada

dasarnya penerapan

pemahaman maksud

bahasa Indonesia dan

Inggris itu berbeda.

Bisa, perbedaan

makna kadang itu

tidak berpengaruh

besar padahal makna

itu sebernarnya

penting. Hendaknya

sebelum code-

switching tutor

mensinkronkan antara

Bahasa Inggris dan

Indonesia.

Iya, karena siswa

hanya menguasai

Bahasa Inggris

sebesar 50%

sedangkan Bahasa

Indonesia siswa lebih

mengerti dan lebih

paham.

It can help the students to understand the material although the meaning in English and Bahasa Indonesia is different.

5

Apa yang membuat anda menggunakan cara pengajaran ini dalam mengajarkan Bhs. Inggris dikelas?

Pertama, daya ingat siswa karena mereka sudah lama tidak belajar Bahasa Inggris dan belajarnya masih belum mendalam. Kedua, memudahkan dalam menjelaskan ke siswa karena terkadang bingung kalau menjelaskan dengan Bahasa Inggris.

Faktor utamanya adalah perbendaharaan kata yang lemah, selain itu untuk membuat joke factor lingkungan karena mereka tidak selalu menggunakan Bahasa Inggris dalam kehidupan sehari hari.

Melihat dari tingkat kemampuan anak dari hasil pre-test, tingkat kemampuan berbahasa Inggris anak tidak tidak terlalu baik atau belum menguasai sehingga tutor memilih untuk menggunakan code-switching. Selain itu, tutor beralih ke Bahasa Indonesia karena kurang tahu arti Bahasa Inggrisnya.

The major factor is the students does not have enough vocabulary to speak in English.

Conclusion

Code-switching can help to explain the material to the students but cannot to improve their English skills.

Code-switching help us to explain the material and give an instruction.

Code-switching used when the student is not really good in English.

Code-switching just help students to understand the material and help the tutor to explain the material.


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