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TRANSCRIPT
AN ANALYSIS OF TEACHERS’ CODE SWITCHING AND CODE
MIXING IN EFL CLASSROOM
RESEARCH PROJECT
Submitted as Partial Fulfilment of the Requirements for the Degree of
Sarjana Pendidikan in English Education
By
Karin Rizkihadi
NPM 1616500019
ENGLISH EDUCATION PROGRAM
TEACHER TRAINING AND EDUCATION FACULTY
PANCASAKTI UNIVERSITY TEGAL
2021
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MOTTO AND DEDICATION
Motto:
“When things get hard, stop for awhile and look back and see how far you’ve
come. Don’t forget how rewarding it is. You are the most beautiful flower, more
thananyone else in this world” -- Kim Taehyung
Dedication:
I would like to dedicate my research project to:
1. Allah SWT who has given me strength and his blessings so I could finish
this research.
2. My beloved parents (Bapak Suhadi and Ibu Ristinah). Thank you so much
for being my biggest support system and for all your love to me.
3. My precious cousin (Nadiya). She always gave support me and entertained
me when I felt so tired. Thank you
4. My beloved advisors (Sir Dr. Taufiqulloh and Miss Molla). Thank you for
your guidance and helps so I finished this research.
5. My English Department friends, thank you for these year.
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PREFACE
In the name of Allah SWT, the single power, the Lord of the universe. All
praises be to Allah, the almighty God. For all blessings and mercies to finish this
research project. The peace is upon our prophet Muhammad SAW, the great
leader and good inspiration of world revolution. This research project entitled “An
Analysis of Teachers’ Code Switching and Code Mixing in EFL Classrom” is
submitted as partial fulfillment of the requirements for S1 degree of English
Education Department study program at Teacher Training and Education Faculty
Pancasakti Tegal University.
The researcher is sure that this research project would not be completed
without the helps, supports, and suggestions from several sides. Thus, the
researcher would like to express her deepest thanks to all of those who helped,
supported, and suggested her during the process of writing this research project.
This goes to:
1. Prof. Dr. Fakhrudin, M.Pd., as the Rector of Pancasakti University Tegal.
2. Dr. Suriswo, M.Pd., as the Dean of Teacher Training and Education Faculty
of Pancasakti University Tegal.
3. Yuvita, M.Pd., as the Head of English Department of Teacher Training and
Education Faculty of Pancasakti University Tegal.
4. Dr. Taufiqulloh, M.Hum., as the first Advisor, who has given guidance,
deeply attention, help, advices and corrections to revise the mistake during
the entire process of writing this research.
5. N. L. Molla, S.Pd, M.Hum., as the second Advisor, who has given guidance,
deeply attention, help, advices and corrections to revise the mistake during
the entire process of writing this research.
6. All students of English Department 2016 who have already helped me to
finish this research.
The researcher wishes that Allah SWT will give them in return all good
things that have been given to her. The researcher realizes that this research is still
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far from being perfect. The researcher hopes that this research is useful for the
researcher in particular and the readers in general.
Tegal, 26th January 2021
The Researcher
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ABSTRACT
Rizkihadi, Karin. 2021. 1616500019. “An Analysis of Teachers’ Code Switching and Code Mixing in EFL Classroom”. Research Project. Strata 1 Program English Department, Faculty of Teacher Training and Education. Pancasakti University Tegal. The first advisor Dr. Taufiqulloh, M.Hum, Second Advisor N. L. Molla, S.Pd, M.Hum.
Keywords: Teachers’ Code Switching and Code Mixing, Descriptive Qualitative Research, The Types and The Function of Code Switching and Code Mixing.
The aim of this study was to identify the types of Code Switching and Code Mixing performed by an English teacher and to examine the functions of Code Switching and Code Mixing used by the teacher.
This was descriptive qualitative research, the research employing documentation to collect the data and the researcher used descriptive method to describe the types and the functions of teachers’ code switching and code mixing. The subject of this study was eight grade of SMPN Satu Atap-1 Palangka Raya through Rina Rinae’s youtube channel. In collecting data, the writer watches the video and identifies the data based on reading the transcript.
The result of analysis shows that (1) The total data is 74 unit data analysis of Code Switching, it found that tag-switching 36%, inter-sentential switching 26%, and intra-sentential switching 38%. It showed that the most common types of code switching of teacher’s utterances were intra-sentential switching. Furthermore, 64 data analysis of Code Mixing performed insertion 94%, alternation 6%, and there is no congruent lexicalization in the teacher’s utterances. Based on the data, the teacher commonly used insertion to mix the code. (2) From 74 data of Code Switching, the researcher just found six functions in teacher’s utterance. There are no quotation in the teacher’s utterances, 23% addressee specification, 21% repetition, 26% interjection, 16% message qualification, 11% personalization and objectivization, and 3% facility expression Moreover, the researcher just found five functions from 64 data of Code Mixing. There are no quotation in the teacher’s utterances, 47% addressee specification, no repetition in the teacher’s utterance, 3% interjection, 20% message qualification, 22% personalization and objectivization, and 8% facility expression. Based on the data, addressee specification is commonly used in Code Switching and Code Mixing of the teacher’s utterances.
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ABSTRAK
Rizkihadi, Karin. 2021. 1616500019. “An Analysis of Teachers’ Code Switching and Code Mixing in EFL Classroom”. Projek Penelitian. Program Strata 1 Jurusan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan. Universitas Pancasakti Tegal. Pembimbing Pertama Dr. Taufiqulloh, M.Hum, Pembimbing II N. L. Molla, S.Pd, M.Hum.
Kata Kunci: Peralihan Kode dan Pencampuran Kode Guru, Penelitian Kualitatif Deskriptif, Jenis dan Fungsi Peralihan Kode dan Pencampuran Kode.
Tujuan dari penelitian ini adalah untuk mengidentifikasi jenis peralihan kode dan pencampuran kode oleh seorang Guru Bahasa Inggris dan untuk menguji fungsi dari peralihan kode dan pencampuran kode oleh guru tersebut.
Peneliti menggunakan metode penelitian deskriptif untuk mendeskripsikan tipe dan fungsi pengalihan kode dan pencampuran kode guru. Subjek penelitian ini adalah siswa kelas tujuh SMPN Satu Atap-1 Palangka Raya menggunakan youtube channel Rina Rinae. Dalam pengumpulan data, penulis menonton video dan mengidentifikasi data berdasarkan membaca transkrip.
Hasil analisis menunjukkan bahwa (1) Dari total data 74 unit analisis data Code Switching, ditemukan bahwa tag-switching 36%, inter-sentential switching 26%, dan intra-sentential switching 38%. Ini menunjukkan bahwa jenis peralihan kode yang paling umum dari ucapan guru adalah peralihan intra-sentensial. Selanjutnya, 64 data analisis Code Mixing dilakukan penyisipan 94%, pergantian 6%, dan tidak ada leksikalisasi yang kongruen dalam tuturan guru. Berdasarkan data tersebut, guru biasanya menggunakan penyisipan untuk mencampur kode. (2) Dari 74 data Code Switching, peneliti hanya menemukan enam fungsi dalam tuturan guru. Tidak ada kutipan dalam ucapan guru, 23% spesifikasi penerima, 21% pengulangan, 26% interjeksi, 16% kualifikasi pesan, 11% personalisasi dan objektivasi, dan 3% ekspresi fasilitas. Selain itu, peneliti baru menemukan lima fungsi dari 64 data Pencampuran Kode. Tidak ada kutipan dalam ucapan guru, spesifikasi penerima 47%, tidak ada pengulangan dalam ucapan guru, 3% kata seru, 20% kualifikasi pesan, 22% personalisasi dan objektivitas, dan 8% ekspresi fasilitas. Berdasarkan data, spesifikasi penerima biasanya digunakan dalam Code Switching dan Code Mixing dari ucapan guru.
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TABLE OF CONTENT
COVER
APPROVAL..............................................................Error! Bookmark not defined.
STATEMENT OF ORIGINALITY....................................................................iii
MOTTO AND DEDICATION.............................................................................iv
PREFACE...............................................................................................................v
ABSTRACT..........................................................................................................vii
ABSTRAK...........................................................................................................viii
TABLE OF CONTENT.......................................................................................iix
LIST OF TABLES................................................................................................xi
LIST OF DIAGRAMS.........................................................................................xii
LIST OF APPENDIXES....................................................................................xiii
CHAPTER I INTRODUCTION...........................................................................1
A. Background of the Problems........................................................................1
B. Statement of the Problems...........................................................................4
C. Conceptual/Operational Definitions.............................................................4
D. Objectives of the Research...........................................................................5
E. Significances of the Research......................................................................5
1. Theoretical Significances...................................................................................6
2. Practical Significances.......................................................................................6
CHAPTER II REVIEW OF RELATED LITERARTURE...............................7
A. Review of the Previous Studies....................................................................7
B. Review of Related Theories.........................................................................8
CHAPTER III RESEARCH METHODOLOGY.............................................17
A. Approach and Design of the Research.......................................................17
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B. Subject of the Research..............................................................................17
C. Role of the Researcher...............................................................................17
D. Type of Data...............................................................................................17
E. Data Collecting Technique.........................................................................17
F. Instrument of Research..............................................................................18
G. Procedures of Analysing Data....................................................................18
H. Technique of Reporting Data.....................................................................19
CHAPTER IV RESEARCH RESULT AND DISCUSSION...........................20
A. Research Result..........................................................................................20
B. Discussion..................................................................................................42
CHAPTER V CONCLUSION AND SUGGESTION.......................................45
A. Conclusion..................................................................................................45
B. Suggestion..................................................................................................46
REFERENCES
APPENDIXES
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LIST OF TABLES
Table 4.1 The Frequencies Types of Code Switching
Table 4.2 The Frequencies Types of Code Mixing
Table 4.3 The Frequencies of Functions of Code Switching and Code Mixing
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LIST OF DIAGRAMS
Chart 4.1 The Percentage of The Types of Code Switching
Chart 4.2 The Percentage of The Types of Code Mixing
Chart 4.3 The Percentage of The Functions of Code Switching
Chart 4.3 The Percentage of The Functions of Code Mixing
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LIST OF APPENDIXES
Appendixes 1: Transcript Teachers’ Video
Appendixes 2: Types of Code Switching
Appendixes 3: Types of Code Mixing
Appendixes 4: Functions of Code Switching and Code Mixing
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CHAPTER I
INTRODUCTION
In this chapter consists of background of the problems, statement of the problems,
conceptual/operational definitions, objectives of the research, and significances of
the research.
A. Background of the Problems
According to Fromkin et al. (2014) language is the ability of people to
produce sounds and meanings to be understood by others. A language is a
communication tool in the form of a sound-symbol system which is a tool for
human speech. People usually use language to inform, to express their ideas,
and to build social relationships; so language is important for humans to
maintain their lives. People have their style of communicating with others.
Communication has the definition of a system that is owned by humans in
their daily activities. In social life, there are two types of communication,
namely monolingual and bilingual. First, one language means using one code
or one language to communicate with others. Second, bilingual or
multilingual means using more than one code or language to communicate
with each other. In this globalization era, people are expected and able to
speak more than one language, so they can communicate easily with others.
As Gal (2007) said that bilingualism or multilingualism is used by more
than one language by people in the community. In Indonesia, language is
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divided into 3 (three), they are first language (L1), second language (L2), and
foreign language (L3). First language (L1) is the basic language of the
speaker (the speaker’s mother tongue) or a language that a person gets for the
first time, such as Javanese, Bataknese, Sundanese, and so on. Second
language is a language that is mastered secondly after the first language, such
as the Indonesian language or Bahasa Indonesia because it is Indonesian
people’s national language that is used to communicate among people in
Indonesia. The last is foreign language is English which is used on some
occasions, such as education, business, and so on to communicate with the
foreigner.
English as a foreign language has a role in improving every aspect of
Indonesia. As educators, teachers in English play a role in making students
able to speak and write English because English is still a foreign language in
Indonesia. In Indonesia, English teachers sometimes still use Indonesian and
English alternately to convey their material. Accordingly, teachers are
considered as doing bilingual teaching in delivering their speeches.
Bilingual or using more than one language helps teachers and students
communicate well during teaching and learning activities. Bilingual in
teaching means the language chosen by the teacher in delivering material.
The teacher changes the language or uses both languages in communication.
This phenomenon of language change and use are called code switching and
code mixing.
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The use of code switching and code mixing often occur in bilingual
speakers' conversations and they may appear at the same time but they are
often used in different contexts. The term code switching is used
interchangeably with code mixing, with both terms referring to both types of
language mixing. Recently, some researchers have made a better distinction
between using code mixing and code switching, namely to distinguish the use
of two or more languages at the discourse level of switches in clauses/words
(Mahootian, 2006).
The practice of using two languages interchangeably is referred to as code
switching. Mahootian (2006) states that code switching is a linguistic
phenomenon that commonly occurs in bilingual and multilingual speech
communities. Meanwhile, according to Hornberger & McKay (2010), code
switching is a phenomenon where there are two or more languages in a
community and it makes speakers often switch from one language to another.
According to Nababan in Udoro (2008: 15), code mixing occurs when
people mix two (or more) languages in speech acts or discourse without the
power to mix codes. Trudgill in Udoro (2008: 15) defines "Code Mixing as a
process in which speakers enjoy switching code between languages with such
speed and density, even in sentences and phrases where it is impossible to tell
at a certain time which language they are used". Code mixing can be seen in
spoken and written languages. The mixing of code in this study is in a spoken
language such as in reality shows.
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In this research, the writer analyzed the teacher’s code switching and code
mixing through social media. One of the social media platforms is Youtube.
According to Christopher Cayari (2011), Youtube has become a powerful
space that gives a new way to consume, creates, and share videos because
Youtube video performance and education have been changing. Many videos
on Youtube which can be seen by viewers including the education field. To
access Youtube is very easy, we only need a mobile phone or computer.
Based on the overall explanation, the writer was interested to know more
what are the types and the funtions of code switching and code mixing used
by the English teachers at SMPN Satu Atap-1 Palangka Raya. Therefore, a
study entitled “An Analysis of Teachers’ Code Switching and Code Mixing
in EFL Classroom”.
B. Statement of the Problems
The statement of the problem could be stated as follows:
1. What are the types of Code Switching and Code Mixing found in English
teacher utterance?
2. What are the functions of Code Switching and Code Mixing used by
teachers?
C. Conceptual/Operational Definitions
In this research, the writer will analyze the teacher’s code-switching and
code-mixing. The teacher changes the language or uses both languages in
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communication. This phenomenon of language change and use are called
code switching and code mixing. According to Hornberger & McKay (2010),
code switching is a phenomenon where there are two or more languages in a
community and it makes speakers often switch from one language to another.
According to Poplack in Romaine (1995: 122), there are three types of Code
Switching. The first is tag-switching, the second is inter-sentential switching,
and the third is intra-sentential switching.
Nababan in Udoro (2008: 15), code mixing occurs when people mix two
(or more) languages in speech acts or discourse without the power to mix
codes. According to Muysken (2000: 1), code mixing is divided into three
main types. They are insertion, alternation, and congruent lexicalization.
Based on the explanation above, the research only focuses on teacher’s
code switching and code mixing through Youtube.
D. Objectives of the Research
Based on the statements of the problems above, the objective of the research
are:
1. To identify the types of Code Switching and Code Mixing performed by
an English teachers.
2. To examine the functions of Code Switching and Code Mixing used by
the teacher.
E. Significances of the Research
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The findings of this research is expected to give theoritical and practical
benefits to students and to teachers in teaching and learning process. an
explanation of the significance of this research is as follows:
1. Theoretical Significances
The result in this study is highly expected to give knowledge and
information related about the types and functions of code switching and
code mixing. Then, this information is also useful for other writers who
want to do research on the same topic in the future.
2. Practical Significances
The benefits of the research would be used for the teachers as a reference
to understand about switching and mixing codes. In addition, the teachers
can practice switching and mixing codes to interact with students who are
not fluent in English.
CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the writer describes two parts. The first, the writer describes about
review of the previous studies. The second, the writer describes about some
related theories on teachers’ code switching and code mixing.
A. Review of the Previous Studies
The writer found previous studies which supports this research. The first
previous study was written by Ahmad Fanani and Jean Antunes Rudolf Zico
Ma’u (2018) entitled “Code-switching and Code-mixing in English Learning
Process”. The objective of the study was to analyse the types and the factors
that caused the occurrence of code-switching and code-mixing. This research
is a qualitative descriptive research using case study. The subjects in the
research is three English teachers who taught the XI Grade students.
The second journal conducted by Ary Iswanto W., Idah Yuniasih, and Fera
Nelfianti (2017) entitled “Analysis of Types Code Switching and Code
Mixing by Sixth President of Republic Indonesia’s Speech at The National of
Independence Day”. This research aimed to describe the use of code
switching and code mixing in the speech of the spoken language. The theories
were applied into object of the research that is former President of Republic
Indonesia, Susilo Bambang Yudhoyono’s speech. The result of this research
found that the speech has categorized as kinds of code switching and code
mixing. There were three types of code switching; tag, inter sentential, and
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intra sentential. In addition, there were also three types of code mixing that
found in this research. They are insertion, alternation, and congruent
lexicalization.
The similarities between those journal above that are all research used
same types of code switching and code mixing. There were three types of
code switching; tag, inter sentential, and intra sentential. In addition, there
were also three types of code mixing: insertion, alternation, and congruent
lexicalization. Furthermore, the differences between those journal are the first
journal discuss code switching and code mixing in English Learning Process
of MA Khas Kempek Cirebon and the second journal discuss code switching
and code mixing by the speech of Sixth President of Republic Indonesia,
Susilo Bambang Yudhoyono.
B. Review of Related Theories
1. Code
In daily interactions, people usually choose different codes in different
situations. They can choose a specific code or variations because it makes
them easier to discuss certain topics, regardless of where they are
speaking. Wardhaugh in Asror (2009) states that language or language
variations are code. He also stated that the term code refers to any type of
system used to communicate by two or more speakers. Therefore, he
considered "code" to be a neutral term used to denote or refer to the
language or style used by the speaker. Meanwhile, Purnamasari (2012)
argues that in communication, codes are rules for filling in information
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(for example letters, words, phrases, or gestures) not necessary of the
same type.
Based on the explanation above, code is a language variation that has
different characteristics in each language element. Code can be said as
someone's key when he wants to move from one language to another that
he uses in communication.
2. Code Switching
a. Definition of Code Switching
Code switching refers to situations of oral communication that
involve the process of switching from one language or dialect to
another language. Thelander in Chaer & Agustina (2010, p.115) states
that code switching is the use of two (or more) languages by speakers
in the same communication program. This statement implies that code
switching is language material consisting of two or more languages
spoken by speakers in the same conversation. In this situation, all the
participants involved also speak or at least understand two (all)
languages used.
Mahootian (2006) states that code switching is a linguistic
phenomenon that commonly occurs in bilingual and multilingual
speech communities. Meanwhile, according to Hornberger & McKay
(2010), code switching is a phenomenon where there are two or more
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languages in a community and it makes speakers often switch from
one language to another.
From the definition above, it can be concluded that code switching
is a type of communication that uses codes where the speakers use
two or more languages in a conversation.
b. Types of Code Switching
Poplack in Romaine (1995: 122) as cited by Ary Iswanto W., Idah
Yuniasih, and Fera Nelfianti states that there are three types of Code
Switching. The first is tag-switching, the second is inter-sentential
switching, and the third is intra-sentential switching.
1. Tag-switching
According to Poplack in Romaine (1995: 122), tag-switching
is the insertion of tags in one language in speech that is entirely in
another language such as “you know” and “I mean”.
2. Inter-sentential Switching
Inter-sentential switching is a transition between clauses or
sentences involving moving from one language to another
language between sentences.
For example : “Ren, kamu tau gak, if BTS will come to our
country.”
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3. Intra-sentential Switching
Intra-sentential switching is a type of code switching used by
speakers from one language to another in words or phrases.
For example : “I’ll give you a gift kalau kalian bisa jawab.”
3. Code Mixing
a. Definition of Code Mixing
According to Maschler in Grin, a seminar paper (2006, 21 pages),
defines code mixing as "Using two languages like a third, a new code
appears, in which elements from two languages are combined into a
defined structural pattern". It means that the code mixing hypothesis
states that when two language codes exchanged for the appearance of
a third code, this code has structural characteristics specific to the new
code.
Meanwhile, according to Nababan in Udoro (2008: 15), code
mixing occurs when people mix two (or more) languages in speech
acts or discourse without the power to mix codes. Trudgill in Udoro
(2008: 15) defines "Code Mixing as a process in which speakers enjoy
switching code between languages with such speed and density, even
in sentences and phrases where it is impossible to tell at a certain time
which language they are used". Code mixing can be seen in spoken
and written language. The mixing of code in this study is in a spoken
language such as in reality shows.
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b. Types of Code Mixing
According to Muysken (2000: 1), code mixing divided into three main
types:
1. Insertion (Word or Phrase)
In the insertion, one language defined the overall structure in
which elements of the other language were inserted. The
conversation consists of two languages where one language
among other languages.
For example : “Nanti siang jadi meeting dimana?”
2. Alternation (Clause)
In this alternation, the two languages appear alternately, each
with its structure.
For example : “... I don’t know kenapa saat itu aku ngerasa it was
the right thing to do ...”
3. Congruent Lexicalization (Dialect)
The notion of congruent lexicalization underlined the study of
shifting styles and dialect / standard variations in language used.
For example : “Hey, how are you? I’m Dicky. Senang bertemu
denganmu.”
4. The Functions of Code Switching and Code Mixing
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Code switching and code mixing have each function in
communication. There are several functions proposed by Marasigan
(1983) as quoted by Setiyono (2009). There are quotation, addressee
specification, repetition, interjection, message qualification,
personalization and objectivization, and facility expression.
a. Quotation
Marasigan (1983: 73) said that subjects quoting themselves and
others directly or indirectly sound more credible to the recipient. "He
assumes that the quote is evidence that the address must be trusted. In
addition, the quote is true and is used to keep the message authentic.
b. Addressee Specification
Marasigan (1983: 73) defines in this type of transition, he
recognizes not only members who interact in a speech event but also
recognizes that language behavior may be more of a matter of
individual preferences or facilities, but also role relationships. In
addition, receiver specifications appear immediately to convey the
message to listeners even if the message is posted.
c. Repetition
According to Marasigan (1983: 79), a message is repeated in
another code that aims to clarify what the speaker said, reinforce or
emphasize the message, or mark a joke. Besides, repetition is
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proposed to make the message clearer and easier for listeners to
understand.
d. Interjection
According to Marasigan (1983: 81), interjection words are used to
change the interaction from "we" code to "they" or from "they" code
to "we" code. That was, the speaker used interjection to switch and
mix code. Interjection expressed strong feelings and emotions.
e. Message Qualification
Message qualification function according to Marasigan (1983: 84)
"Message qualification is to reveal the concept of time". In addition,
message qualification occurs when a topic is introduced in one
language and is followed by amplification or qualification in another.
Thus, the message provides a clear explanation to understand.
f. Personalization and Objectivization
The functions of personalization and objectivation according to
Marasigan (1983: 85), “The contrast code here seems to be related to
things such as the level of the speaker's involvement in, or the form
of distance, message or address; whether the statement reflects
personal opinions, feelings or knowledge; whether it refers to a
specific example, or whether it has the status of a generally known
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fact". In addition, Marasigan (1983) divides the functions of
personalization and objectification into:" objective signs given by the
speaker about facts "and" the speaker's subjective argument as a sign
of personalization ".
g. Facility Expression
Marasigan (1983: 90) said that the text contains several examples
"where shifting ... can only be interpreted as difficulty in finding the
right words when speaking or writing or simply as a sign of a lack of
subject knowledge. The style she uses ".
CHAPTER III
RESEARCH METHODOLOGY
In this chapter, the writer describes the research approach, the design of the
research, subject of the research, role of the researcher, type of data, data
collecting technique, instrument of research, procedures of analysing data, and
technique of reporting data.
A. Approach and Design of the Research
In this study, the writer used descriptive qualitative research as the
research method because in this study the data collected was not in the form
of numbers, but data that came from memo notes, personal documents,
individual interviews, and other official documents. Bogdan and Taylor
(2007: 3) stated that the qualitative method is a research procedure that
produces the words of the person being observed, and research data such as
descriptive data.
B. Subject of the Research
The subject of this research was the teacher. The writer analyzed the
teacher's utterance in the English class which the writer took from Youtube.
The writer conducted research on teacher code switching and code mixing
used at SMPN Satu Atap-1 Palangka Raya via Rina Rinae's Youtube video
channel.
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C. Role of the Researcher
In this research, the role of the researcher is as an observer. The writer
observed the data by watching a youtube video and also as a data collector,
the writer collected the data required for the study. The writer also become an
analyst of the collected data. The writer analyzes the data to get the answer to
the problems.
D. Type of Data
In this research, the writer used types of data is documentation (video and
transcript) and observation. This research collects the data from the facts in
the video.
E. Data Collecting Technique
Collecting data means identifying and selecting individuals to study,
getting permission to study them, and gathering information by asking other
people questions, or observing their behavior (Cresswell, 2012). In this data
collection research, the writer used the documentation method. Sugiyono
(2013) stated that the documentation method is recording events that occurred
in the past. There are three types of documentation methods such as written
documents (including diaries, biographies, etc), drawing documents
(including drawings, sketches, motion pictures (video), etc), and artwork
documents (including drawings, sculptures, films, etc).
In collecting data, the writer took the following steps:
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1. The writer watches the video many times.
2. The writer types the transcript of the Teacher’s utterance on the video.
3. Then, the writer identifies the code switching and code mixing from
reading the transcript.
4. Next, the writer makes a group of data that has been identified.
5. The last, the writer classifies the data based on the form of the types
and functions of code switching and code mixing.
F. Instrument of Research
To obtained the data or information as accurately as possible, an
instrument in research is needed. In this study, the writer used the instrument
by analyzing teacher code switching and code mixing through transcripts that
the writer watched the video on Youtube.
G. Procedures of Analysing Data
The writer analyzed the data by doing some steps as follows:
1. In data collection, the writer watches the video of the English teacher on
Youtube.
2. After collecting the data, the writer types the transcript of the teacher’s
utterance.
3. The writer classifies the data based on code switching and code mixing
classification.
19
4. In this reasearch, the method of data analysis is descriptive analysis. The
writer conducted the analysis through some steps as follow:
a. the writer watches the video of the English teacher.
b. the writer read the utterance of the teacher from the transcript.
c. the writer identifies the data that contain code switching and code
mixing in the transcript of the video.
d. the writer makes a conlusion based on the analyzed data.
H. Technique of Reporting Data
Data are reported in a systematic design. In this study, the data were
arranged in a descriptive form and reported data by concluding the data from
the statistical results that have been made.
CHAPTER IV
RESEARCH RESULT AND DISCUSSION
This chapter presents about the research result and discussion. In the research
result section presents what the researcher found and in the discussion explains
the detailed description of the data findings.
A. Research Result
In this chapter, the researcher classifies the data based on the types and
functions of code switching and code mixing. Data obtained from two videos
on the Rina Rinae’s Youtube channel. The researcher found a code switching
and code mixing in its various types and functions. For the types of code
switching found in the video, the researcher analyzed using Poplack’s theory
such as tag-switching, inter-sentential switching, and intra-sentential
switching. For the types of code mixing found in the video, the researcher
analyzed using Muysken’s theory such as insertion, alternation, and
congruent lexicalization. Meanwhile, the functions of code switching and
code mixing used Marasigan’s theory. The funtions presented by Marasigan
include quotation, addressee specification, repetition, interjection, message
qualication, personalization and objectifization, and facility expression.
1. Types of Code Switching
The researcher analyzed the types of code switching found in
teachers’ utterances that use in SMPN Satu Atap-1 Palangka Raya. For
20
21
the types of code switching, the researcher analyzed the data based on
Poplack’s theory. They are tag switching, inter-sentential switching, and
intra-sentential switching.
Table 4.1
The Frequencies Types of Code Switching
No Types of Code Switching V1 V2 Frequency
1 Tag-Switching 16 11 27
2 Inter-sentential Switching 12 7 19
3 Intra-sentential Switching 13 15 28
Total 74
From the table above, the researcher found there are 74 data from
all the teachers’ utterances. It can be seen that there are 27 data (V1= 16,
V2=11) for the types of tag switching, the types of inter-sentential
switching are 19 data (V1=12, V2= 7), and the types of intra-sentential
switching are 28 data (V1= 13, V2= 15).
The findings of the research about Code Switching in teachers’
utterance as follows:
a. Tag-Switching
Tag-switching is the insertion of tags in one language in a
speech that is entirely in another language (Poplack in Romaine,
1995: 122). The researcher only found 27 tag switching from
22
all the teacher’s utterances. The following data are some examples of
analysis on the tag-switching:
Extract 1.
“Okay. Check your clean lineness around you. Is that any
garbage or paper or what else around you, adakah sampah
disekitarnya? If there is garbage, please take it and put in the
trashcan. Sudah?”
At the beginning of the sentence, the teacher spoke in English
and repeated in Indonesian. The teacher used the inserted 'sudah?' to
make sure the student has carried out the command or not. The
researchers found that the word was included in tag-switching
because the teacher intended to give clear commands.
Extract 2.
“Okay. Setelah kalian mempelajari yang ada di dalam LKPD,
saya ... apakah ada hal yang ingin ditanyakan berkaitan
dengan materi kita hari ini? Yaitu kata a dan an, kemudian
kata penunjuk this, that, it, and those. Is there any questions?
Ada pertanyaan?”
23
'is there any questions?' was another language that the speaker
transitions in the teacher's utterance. The sentence above was tag-
switching because there was a question word and the teacher made a
firm tone to clarify the statement.
Extract 3.
“Okay, students. Now let’s continue to our material ya.
Perhatikan!”
In the data above, the teacher entered the Indonesian language
tag after she spoke English. She gave orders to continue with the
next material for students and advised them to pay attention. The
teacher used the insertion tags 'ya' and ‘Perhatikan!' To emphasize
commands for students to understand.
b. Inter-Sentential Switching
Inter-sentential switching involved transitions between clauses
or sentences that involved moving from one language to another.
Inter-sentential switching occurs to clarify or even translate speech.
Researchers found 19 inter-sentential switching data from 74 data.
The following data are some examples of inter-sentential switching:
24
Extract 4.
“Okay. Now before we start to study. I would like to check
your neatness, mau cek dulu nih kerapihannya. Coba berdiri
dulu, stand up please. Udah rapi belum? Wah, sudah rapi?
Yes?”
In the data above, the sentence categorized as inter-sentential
switching because it used two languages. The first is English
followed by Indonesian utterance. It appears that there is a transition
between sentence boundaries.
Extract 5.
“Okay. Now I would like to divide you to a group. Saya akan
membagi kalian ke dalam kelompok. Please for a group
consists of four students. Silahkan masuk ke dalam grup
berisikan empat siswa. Silahkan.”
From the data above, the teacher gave instructions to students
used English and she repeated the sentence in Indonesian. The
utterance is classified as inter-sentential switching because it can be
seen that the switch from one language to another is between
sentence boundaries.
25
Extract 6.
“It’s time for you to do an assignment, sekarang saatnya
kalian untuk mengerjakan juga setelah melalui proses
pembelajaran hari ini ya.”
The italic sentences categorized as inter-sentential switching
because the teacher used English in the first language and then
switched to Indonesian in the second sentence. The teacher said, "It's
time for you to do an assignment". This is English, followed by the
Indonesian sentence "sekarang saatnya kalian untuk mengerjakan
juga setelah melalui proses pembelajaran hari ini ya."
c. Intra-Sentential Switching
Intra-sentential switching is the switching of type codes used by
speakers from one language to another in words or phrases. Based on
all the teacher's sayings, the researcher found 28 intra-sentential
switching data. The following data are some examples of analysis on
intra-sentential switching:
Extract 7.
“Okay, kalau sudah rapih sekarang check the clean lineness
of the environment around you, cek kebersihan di
sekitarnya.”
26
Based on the data, it categorized as intra-sentential switching
because there is another language in the middle of a sentence. The
teacher provided instructions in Indonesian. After that she switched
to English in the middle of a sentence and then back to Indonesian
again.
Extract 8.
“Benar ya, ada sebuah jam. Kemudian number three there is
a table dari kelompok Lukman. Benar gak mejanya disitu
hanya satu? Benar gak? Coba lihat di gambar”
From the data above, at the beginning of the utterance, the
teacher used Indonesian. She changed to English and then back again
in Indonesian. The teacher changed the language because she wanted
to classify it with the answers given by Lukman's group to his
friends. This speech is classified as intra-sentential switching
because there is another language in the middle of the sentence.
Extract 9.
“Itu nanti akan dikumpulkan, akan saya ambil nilainya. Nanti
silahkan ketua kelas, Darkani, mengumpulkan pekerjaan
temannya. Now it’s time for us to emm summarize what we
27
have already learn for today, apa yang sudah kita pelajari
hari ini ya, okay. Hari ini kita sudah belajar tentang?”
In this utterance, it is included into intra-sentential switching
because it occurs in a sentence boundary, where each sentence is in
one language or other.
The percentage of the types of code switching describes in chart
below:
Chart 4.1 The Percentage of The Types of Code Switching
36%
26%
38% Tag-SwitchingInter-Sentential Switch-ingIntra-Sentential Switch-ing
2. Types of Code Mixing
The researcher analyzed the types of code mixing based on
Muysken’s theory. There are insertion, alternation, and congruent
lexicalization.
Table 4.2
The Frequencies Forms of Code Mixing
28
No Types of Code Mixing V1 V2 Frequency
1 Insertion 23 37 60
2 Alternation 4 - 4
3 Congruent Lexicalization - - -
Total 64
From the data of Code Mixing, the reasearcher found there are 64
data from all the teachers’ utterances. It can be seen that the types of
insertion are 60 data (V1= 23, V2= 37), there are 4 data for the types of
alternation, and the types of congruent lexicalization there is no data that
the researcher were found in teachers’ utterances. The findings of the
research about code mixing in teacher’s utterance as follows:
a. Insertion
In the insertion, one language defined the overall structure in
which elements of the other language were inserted. The
conversation consists of two languages where one language among
other languages. The researchers found 60 insertion data from all
teacher utterances. The following data are some examples of analysis
on insertion:
Extract 10.
29
“Kemudian tiga hal yang akan kita pelajari hari ini adalah,
silahkan dicatat disitu, learning materials, kita akan belajar
about nama-nama binatang dan jumlahnya.”
From the data above, the teacher mixed English words in her
utterance. The word "learning material" came from the English
phrase and "about" came from the English word the teacher used in
her code mixing.
Extract 11.
“Kemudian bentuk plural-nya apa?”
The italic word above was Code Mixing through insertion
because the word comes from the combination of two different
languages, English and Indonesian language. But the dominant
language in this utterance is Indonesian.
Extract 12.
“Itu ada di activity five, activity lima. Silahkan semuanya
dikerjakan disitu ada dua assignment for you.”
From the data above, the word “activity five” comes from an
English phrase, and the word “activity” comes from an English word
30
that the teacher used in her Code Mixing. The researcher found that
she said because the students were used to hearing the words.
b. Alternation
In the alternation, the two languages appear alternately, each
with its structure. The researcher found 4 data of alternation from all
the teacher’s utterances. The following data are some examples of
analysis on the alternation:
Extract 13.
“Kemudian, artikel a and an untuk singular noun and an
untuk plural noun. Kemudian ada kata tunjuk this, that, it,
and those. Jadi ada one, two, three. Tiga hal yang akan kita
pelajari hari ini ya.”
From the data above, it can be seen that there was Indonesian
and English language used by the teacher, but the dominant language
used was Indonesian. This data belongs to alternation because there
was the two languages appear alternately.
Extract 14.
31
“Silahkan semuanya dikerjakan disitu ada dua assignment for
you.”
In that utterance, the italic words were included in alternation
because there were the two languages appear alternately in the
sentence. There was Indonesian and English language used by the
teacher.
Extract 15.
“Sama kita akan memasuki materi berikutnya mengenai
things at school, benda-benda yang ada disekolah ya.
Kemudian menggunakan kata have dan has, itu dipelajari
masih ada di bab empat. Dipelajari ya, okay.”
In this data, the word “things at school” was included in
alternation. It can be seen that were Indonesian and English language
used by the teacher, but the dominant language used was Indonesian.
c. Congruent Lexicalization
The notion of congruent lexicalization underlines the study of
style shifts and dialect/standard variations in language use. The
researcher did not find any code mixing of congruent lexicalization
in the teacher’s utterances.
32
The percentage of the types of code mixing describes in chart
below:
Chart 4.2 The Percentage of The Types of Code Mixing
94%
6%
InsertionAlternationCongruent Lexicalization
3. Functions of Code Switching and Code Mixing
Based on Marasigan’s theory, there are several functions. They are
quotation, addressee specification, repetition, interjection, message
qualication, personalization and objectifization, and facility expression.
In this research, the researcher only found five functions of code
switching and four functions of code mixing from teacher’s utterances.
They are addressee specification, repetition, interjection, message
qualication, and personalization and objectivization, and facility
expression.
Table 4.3
The Frequencies of Functions of Code Switching and Code Mixing
Quotation = A
Addressee Spesification = B
33
Repetition = C
Interjection = D
Message Qualification = E
Personalization and Objectifization = F
Facility Expression = G
NoTypes of Code Switching
and Code MixingFunctions V1 V2 Frequency
1 Code Switching
A - - -
B 12 5 17
C 8 8 16
D 10 9 19
E 5 7 12
F 5 3 8
G 1 1 2
Total 74
2 Code Mixing
A - - -
B 10 20 30
C - - -
D - 2 2
E 4 9 13
F 8 6 14
G 5 - 5
34
Total 64
From table 4.3, the researcher found 138 data of functions of code
switching and code mixing. The functions of code switching which
performed is 0 quotation, 17 addressee specification, 16 repetitions, 19
interjection, 12 message qualifications, 8 personalization and
objectifization, and 2 facility expression. Furthermore, code mixing data
performed the function 0 quotation, 30 addressee specifications, 0
repetition, 2 interjection, 13 message qualifications, 14 personalization
and objectivization, and 5 facility expression.
a. Addressee Specification
The researcher found 17 addressee specification from switching data
and there are 30 addressee specification from code mixing. The
following data are some examples of analysis on the addressee
specification:
Extract 16.
“Okay. Check your clean lineness around you. Is that any
garbage or paper or what else around you, adakah sampah
disekitarnya? If there is garbage, please take it and put in the
trashcan. Sudah?”
Extract 17
34
35
“Ya sudah selesai hasil kerja kelompoknya di activity
three?”
The two italic words from data 16 and 17 that performed Code
Switching have almost the same functions. The first and second
sentences were used to point to students to answer the teacher's
question. For this reason, the utterance was classified as a function of
addressee specifications because the recipient was invited to
participate in the conversation.
b. Repetition
The researcher found 19 repetition from code switching and
there is no repetition from code mixing. Repetition proposed to
clarify what the speaker is saying. The following data are some
examples of analysis on the repetition:
Extract 18.
“Okay. Now I would like to divide you to a group. Saya akan
membagi kalian ke dalam kelompok. Please for a group
consists of four students. Silahkan masuk ke dalam grup
berisikan empat siswa. Silahkan.”
From the data above, the italic sentences function as
36
repetition because it used to repeat the meaning of the following
sentence. The teacher repeated some sentences in her utterance to
give information clearer.
Extract 19.
“Okay, who should help me to divide to your friends? Bantu
saya untuk membagikan kepada teman-temannya. One
student one LKPD. Okay, please write down your name.
Silahkan tulis namanya. Sudah?”
The italic sentences, “Bantu saya untuk membagikan kepada
teman-temannya” and “Silahkan tulis namanya” tended to function
as repetition. It was because it used to repeat the meaning of the
following sentence. Repeating the meaning will not make students
misunderstand what the teacher means by saying it.
c. Interjection
The researcher found 19 interjection of code switching and 2
interjection of code mixing. The following data are some examples
of analysis on the interjection:
37
Extract 20.
“Five mice, okay. Who’s choose five mice? Raise your
hands! Wah, ada yang tidak angkat tangan?”
The function of the sentence "Raise your hand!" was performed
as an interjection. The teacher expressed her strong intentions to the
students. It can be seen from the utterance that the teacher gave
instructions to raise hands.
Extract 21.
“Okay, sekarang saatnya kita memeriksa hasil pekerjaan
kalian masing-masing tadi. Please emmm lembar LKPD-nya
ditukar kepada teman sebangku eemm teman kelompoknya
saja.”
The function of the utterance was interjection because the
teacher provided some instructions or even asked others to do
something. It can be seen from the words " Please emmm lembar
LKPD-nya ditukar kepada teman sebangku eemm teman
kelompoknya saja". The teacher ordered students to exchanged the
LKPD sheets into their groups.
d. Message Qualification
38
The next functions of Code Switching and Code Mixing is
message qualication. Message qualification is to express the time of
concept. The researcher found 21 data of code switching and 14 data
of code mixing. The following data are some examples of analysis
on the message qualification:
Extract 20.
“Okay students, we have already finish our lesson today ya,
sudah menyelesaikan pelajaran kita hari ini. Nanti
pekerjaannya akan saya periksa dan saya nilai dirumah ya.
Minggu depan akan saya bagikan.”
"Okay students, we have already finish our lesson today" was
categorized as a message qualification because the topics that were
introduced in English at the beginning of the sentence and mostly
explained in other languages.
Extract 21.
“For all the questions there, sudah dijawab semua pertanyaan
yang ada disitu?”
39
Based on the data above, the italic words were included in the
message qualification because the teacher's speech used two
languages. At the beginning, the pronunciation used English and is
followed by Indonesian and explained more in Indonesian.
e. Personalization and Objectivization
The researcher found 9 personalization and objectivication from
code switching and 14 from code mixing. The following data are
some examples of analysis on the personalization and
objectivization:
Extract 22.
“Mice ya. A cat, cats. A rabbit, rabbits. An elephant,
elephants. Okay ini ada yang salah nih , tulisannya elephant
gini ya, ini a . A lion, lions. A tiger, tigers. A cow, cows.
Okay very good ya. Excellent for all a groups. Give applause
untuk kalian ya.”
In this data, it was done as personalization and objectivation
because it reflected general knowledge and facts. The teacher told
about the correct writing of the word "elephant". This can be seen
from the words "Okay ini ada yang salah nih , tulisannya elephant
gini ya, ini a ".
40
Extract 23.
“Tetap sheep, tanpa ditambah huruf s. Karena memang sheep
itu kan kata tanpa huruf. Nanti perhatikan disini ya?”
The utterance included into the function of personalization and
objectivization. The teacher told about the theory of plural of the
word. It showed from the utterance “Tetap sheep, tanpa ditambah
huruf -s”.
f. Facility Expression
The last function from the data is facility expression. The
researcher found 2 from code switching and 5 data from code
mixing. The following data are some examples of analysis on the
facility expression:
Extract 24.
“Kemudian bentuk pluralnya apa?”
Extract 25.
“Happy. Wah happynya lemes. Are you happy?”
Based on the data 24 and 25, the words “pluralnya” and
“happynya” were incuded into the function of facility expression.
41
Those words were used by the teacher to facilitate her in uttering the
common and familiar term among her utterances. Thus, her utterance
would be understood easier for the students.
The percentage of the functions of code switching and code
mixing describes in chart below:
Chart 4.3 The Percentage of The Functions of Code Switching
23%
22%
26%
16%
11%
3%
QuotationAddressee Specifi-cationRepetitionInterjectionMessage QualificationPersonalization and ObjectivizationFacility Expression
Chart 4.4 The Percentage of The Functions of Code Mixing
42
47%
3%
20%
22%
8%
QuotationAddressee Specifi-cationRepetitionInterjectionMessage QualificationPersonalization and ObjectivizationFacility Expression
B. Discussion
The section discusses the research result. There are two questions in this
research. The first is the types of code switching and code mixing found in
English teacher utterance and the second is the functions of code switching
and code mixing used by teachers.
This study discusses the types of code switching and code mixing in
English teacher utterance. The types of code switching using Poplack’s
theory, such as tag-switching, inter-sentential switching, and intra-sentential
switching. From the results of research conducted by researcher obtained 74
data from two teacher videos. With each types tag-switching 36%, inter-
sentential switching 26%, and intra-sentential switching 38%. This shows that
intra-sentential switching is more dominant than other types.
Meanwhile, the types of code mixing used Muysken’s theory, such as
insertion, alternation, and congruent lexicalization. From the results of
43
research conducted by researcher obtained 64 data from the teacher’s
utterances. With each types insertion 94%, alternation 6%, and there is no
congruent lexicalization in the teacher’s utterances. This shows that insertion
is more dominant than other types.
The second questions is the functions of code switching and code mixing.
The researcher used Marasigan’s theory include quotation, addressee
specification, repetition, interjection, message qualification, personalization
and objectivization, and facility expression. From the results of research
conducted by researcher obtained 138 data of functions of code switching and
code mixing. The functions of code switching which performed no quotation
in the teacher’s utterances, 23% addressee specification, 21% repetition, 26%
interjection, 16% message qualification, 11% personalization and
objectivization, and 3% facility expression. This shows that interjection is
more dominant than other functions.
Meanwhile, the functions of code mixing performed no quotation in the
teacher’s utterances, 47% addressee specification, no repetition in the
teacher’s utterance, 3% interjection, 20% message qualification, 22%
personalization and objectivization, and 8% facility expression. This shows
that addressee specification is more dominant than other functions.
The implication of using code switching and code mixing for English
teachers to attract students' attention. The teacher used code switching and
code mixing to clarify the teacher's explanation of the material to students,
sometimes when their students misunderstand or don't understand what they
44
are saying, they always do repetition to make students understand better. This
makes students better understand the material.
The teacher could use code switching and code mixing to deliver clear
task instruction, when she considered that her task instruction was intricate
enough to make her students confused, she switched or mix her language into
Indonesian as the student's understandable languages. Furthermore, the
teacher used code switching and code mixing to build solidarity and close
relationships with students and to persuade or motivate students to be closer
to the world of English.
In the situation and to who speak, the teacher should use the code
switching and code mixing because the students didn’t understand the
meaning of teacher use English full in the class. When speaking and to what,
the teacher should do the code switching or code mixing when she teaches the
material in the class, this is to make the students more understood the
material.
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents conclusion and suggestions. The first part present the
conclusions are drawn after getting research finding and discussion. The second
part present suggestions are pretended for the teacher, other researchers.
A. Conclusion
Based on the findings and dicussions, the researcher concludes as
follows:
1. The total data is 74 unit data analysis of Code Switching, it found that
tag-switching 36%, inter-sentential switching 26%, and intra-sentential
switching 38%. It showed that intra-sentential switching is commonly
used by the teacher in her utterances in the learning process.
Furthermore, 64 data analysis of Code Mixing performed insertion 94%,
alternation 6%, and there is no congruent lexicalization. Based on the
data, the teacher commonly used insertion to mix the code.
2. From 74 data of Code Switching, the researcher just found six functions
in teacher’s utterance. There are no quotation in the teacher’s utterances,
addressee specification 23%, repetition 21%, interjection 26%, message
qualification 16%, personalization and objectivization 11%, and facility
expression 3%. Moreover, the researcher just found five functions from
64 data of Code Mixing. There are no quotation in the teacher’s
45
46
utterances, addressee specification 47%, no repetition in the teacher’s
utterance, interjection 3%, message qualification 20%, personalization
and objectivization 22%, and facility expression 8%. Based on the data,
addressee specification is commonly used in Code Switching and Code
Mixing of the teacher’s utterances.
B. Suggestion
Considering the conclusions above, the researcher gives some
suggestions as follows:
1. For the Teachers
For the teachers specially the teachers of SMPN Satu Atap-1
Palangka Raya to use code switching and code mixing more often
because it could help the students easy to understand the language and
increase their vocabularies in a language.
2. For the Next Researcher
For the next researcher, hopefully this research is able to give
direction and motivation for the further researcher to be more careful
while doing a similar research, especially while analyzing the data.
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APPENDIXES
Appendixes 1
TRANSCRIPT TEACHERS’ VIDEO
WAKTU
PEMBICARA KALIMAT
TYPE
CODE SWITCHING CODE MIXINGTag Intra Inter Insrt Altr CL
FIRST VIDEO
T Hello, good morning
S Good morning ma’am
T Okay. How are you today?S I’m fine thank you. And you?
T I’m good. Okay. Feel that you are so happy today?
S Happy
T Happy. Are you happy?
S Happy
T Happy. Okay, because you are so happy, karena kalian semua keliatan sangat bahagia disini yah. Coba give your best smile to your friends, kasih senyum terbaiknya untuk teman-temannya, kiri kanannya. Coba you can say hi, gitu. Hi, hello.
S Hi, hello
T Hal yang menyenangkan. Okay, before we start to study, as usual we start by take prayer, kita memulai dengan berdo’a. Okay, who’s turn today? Siapa giliran hari ini?
S Darkani
T Okay Darkani, please guide your friends!
S1 Before we start to study, let’s pray begin. Finish
T Okay, thank you Darkani.Okay, now I would like to check your present list or your attendance list. Saya cek dulu siapa yang tidak hadir. Who’s absent?
S Arlinda
T Arlinda. Where is she? Kemana dia?
S Sakit
T Okay. Now before we start to study. I would like to check your neatness, mau cek dulu nih kerapihannya. Coba berdiri dulu, stand up please. Udah rapi belum? Wah, sudah rapi? Yes?
S Yes ma’am
T Okay. Check your clean lineness around you. Is that any garbage or paper or what else around you, adakah sampah disekitarnya? If there’s any garbage, please take it and put in the trashcan. Sudah?
S Sudah
T Okay thank you, sit down please. Terima kasih yah. Okay now do you remember about material last week?
S Yes ma’am
T What is our material last week?
S Time
T About time. In chapter ...
S In chapter three
T Timenya apa?
S Day
T About day. What the day? Do you have an animal at your home? Ada gak yang binatang atau apa dirumahnya?
S Chicken
T Chicken. So, berkaitan dengan yang sudah kalian sebutkan tadi. You can see that on the slide, ya. We have some animals. Ada beberapa binatang disitu, kita lihat. Ini ada, what is it?
S Dog
T Dog. Ini?
S Bird
T Bird. Ada kupu, dan sebagainya. So today we will start to study about animals ya. Kita belajar tentang animals. Apakah dari chapter four ya. Ini adalah, this is my world. Bab empat ini kita akan belajar mengenai apa saja? This is about animals ya.
Kemudian tiga hal yang akan kita pelajari hari ini adalah, silahkan dicatat disitu, learning materials, kita akan belajar about nama-nama binatang dan jumlahnya. Kemudian, artikel a and an untuk singular noun and an untuk plural noun. Kemudian ada kata tunjuk this, that, it, and those. Jadi ada one, two, three. Tiga hal
yang akan kita pelajari hari ini ya.
Okay, tujuan pembelajaran ya. Tujuan pembelajaran hari ini kita akan, dua hal yang akan kita capai hari ini belajar. Yang pertama yaitu menentukan penggunaan artikel a dan an bentuk tunggal s dan es untuk bentuk jamak. Jamak itu apa?
S Lebih dari satu
T That’s why, lebih dari satu atau more than one. And then, yang kedua itu nanti adalah membuat kalimat tulisan sederhana menggunakan kata it, that, this, and those. So we have be able to take some sentences, kita membuat berapa kalimat.Tujuan pembelajarannya. Dan nanti diakhir pembelajaran, itu nanti akan ada dua hal yang dinilai, yaitu dari segi pengetahuan, itu nanti ada tes tertulis, kemudian di penampilan itu ada kinerja.Okay, dengan mempelajari tentang kata a dan an, apalagi it, that, this, those, diharapkan kalian itu bisa menunjukan bagian benda, ada pertanyaan-pertanyaan atau nanti kalian ketemu sama orang bule, ya kan? What is this? Misalnya kan kalian ketemu this is eemm apa, seperti itu. Bisa saja ya. Jadi, bisa kalian pergunakan, jadi nanti ada manfaatnya kalau kalian bisa menyebutkan benda atau terutama hewan ya.
Okay, so kita akan lanjut ke bab pelajaran ya. Okay, are you ready?S Ready
T Coba sekali lagi. Are you ready?
S Ready
T Okay. Now I would like to divide you to a group. Saya akan membagi kalian ke dalam kelompok. Please for a group consists of four students. Silahkan masuk ke dalam grup berisikan empat siswa. Silahkan.
Okay, students. Now let’s continue to our material ya. Perhatikan! Today we would like to study about animals ya. Kita akan belajar tentang animals.Okay attention to the slide front of you. Animals. Types of animals, jenis-jenis binatang. Binatang itu dikelompokan menjadi three types of animals ya. Okay. The first itu adalah pet. Pet itu adalah binatang?
S Binatang peliharaan
T PeliharaanOkay, I have already explain for you on the slide ya. Saya sudah menjelaskan kepada kalian yang ada di slide powerpoint di depan. Now I would like you to eemm learn, this is LKPD. Ini adalah lembar kerja peserta didik. You have to learn the material with in LKPD. Okay, who should help me to divide to your friends? Bantu saya untuk membagikan kepada teman-temannya. One student one LKPD.Okay, please write down your name. Silahkan tulis namanya. Sudah?
S Belum
T Contoh name Darkani, and then group one ya. Group one, two, and then three, four, five ya. And then class, class seven. And day and date, hari dan tanggal.Okay. Setelah kalian mempelajari yang ada di dalam LKPD, saya ... apakah ada hal yang ingin ditanyakan berkaitan dengan materi kita hari ini? Yaitu kata a dan an, kemudian kata penunjuk this, that, it, and those. There’s any questions? Ada pertanyaan?
S Saya ma’am
T Oh ya silahkan Lukman. Ada pertanyaan?
S Kapan menggunakan akhiran s atau es pada benda lebih dari satu?
T S or es, okay. Lukman bertanya bahwa kapan menggunakan akhiran s or es. Itu memang ada di materi tadi kan? Nah saya akan perjelas lagi. Perhatikan!S or es ya. S or es, kita menggunakan s or es itu pada benda yang lebih dari?
S Satu
T Satu. Misalnya kalau 2 sudah menggunakan s atau es tidak?
S Sudah
T Sudah. Kalo bendanya jumlahnya 3 menggunakan gak?
S Menggunakan
T Nah menggunakan, misalnya saya kasih contoh seperti ini A dog
S A dog
T Ini gak pake s atau es kan?
S Gak
T Sekarang jumlah hewannya lebih dari satu misalnya. Misalnya kita buat menjadi four
S Four dogs
T Four dogs, tambahkan huruf s dibelakang ya. Jadi dia kalau sudah lebih dari satu, dua, tiga, dan seterusnya. Three, four, five, dan seterusnya, itu harus ditambahkan s. Sedangkan kalo es, es itu biasanya untuk kata benda atau the name of animals yang berakhiran huruf o, biasanya. Apa saja huruf o itu? Misalnya gini ada kata a, misalnya dia tunggal, mosquito. Seekor nya—
S Seekor nyamuk
T Nyamuk. Nah sekarang nyamuknya banyak. Ya nyamuknya banyak. Misalnya aja kita anggap aja sepuluh nyamuknya.
S Ten mosquitoes
T Ten mosquitoes. Kita memakai es akhirannya. Bisa juga menggunakan ten
mosquitos. Ya, jadi tidak semua kata menggunakan s. Kadang-kadang kata-katanya menggunakan es, ya gitu. Kemudian ada juga, coba kalian lihat ada dihalaman berapa itu? Dihalaman four, halaman empat ya. Selain mosquito ada juga buffalo ya.
S Buffalo
T Buffalo itu apa nak?Ada juga misalnya binatang yang tidak bisa ditambah s atau es. Ada, misalnya fish
S Fish
T Kalau fish-nya banyak, tetap aja fish. Gak bisa dia menjadi fishes. No. Kemudian ada kata sheep
S Sheep
T Sheep bentuknya tunggal maupun jamak, it still the same sheep. Berarti tetap menggunakan kata sheep. Kemudian ada kata deer
S Deer
T Disitu, ya tetap it was singular or plural noun it still the same
S Deer
T Kemudian ada juga dibawahnya itu, ada kata
S Mouse
T Mouse, ketika dia lebih dari satu
S Mice
T Tidak menjadi mouses. Kalau misalnya ma’am Rina bikin kaya gini two mouses, bukan kebalik. Misalnya ini ada seekor tikus, a mouse. Sekarang tikusnya lebih dari satu, misalnya kita bikin five
S Five
T Apakah five mouses?
S Bukan
T Atau five mice?
S Five mice
T Five mice, okay. Who’s choose five mice? Raise your hands? Wah, ada yang tidak angkat tangan?
S Gak ada
T Angkat tangan semua? Okay. Sekarang perhatikan. Tidak semua kata benda itu harus ditambahkan huruf s. Ada beberapa kata yang tidak ditambahkan huruf s. Contohnya betul? Betul. Kalau dia tidak satu, tidak boleh five mouses, it is a mouse ya, menggunakan five mice, ya okay. Are you get the point? Do you understand?
S Yes
T Okay, is there any questions? Ada lagi pertanyaan? Ya
S Kapan kita menggunakan kata a dan a pada benda?
T Kapan menggunakan a dan an pada benda-benda, okay ya. Mungkin masih ada yang belum paham walaupun ada di LKPD-nya. A dan an itu artinya apa nak? A se--?
S SeekorT Seekor, SebuahS SebuahT Dan seo--S Seorang
T Betul ya, sebuah, seekor, seorang. Nah sekarang ada kata a, ada kata an. A itu artinya sama sebuah, seekor, seorang. An juga sebuah, seekor, seorang. Nah sekarang an itu hanya boleh diberikan pada kata benda yang bunyinya berawalan huruf vokal atau huruf hidup. Apa saja?Okay students. After you have already learn about the material, sekarang kita masuk ke activity two. Boleh dilihat dilembarannya masing-masing. Activity two ini, you will emm see a video. Jadi ada sebuah video disitu, you have to pay attention to the name of animals, okay. Perhatikan nama binatang yang ada disitu. And then in a group, dalam grup kalian masing-masing, tulis nama binatang tersebut ya. Setelah itu, setelah semua binatang tersebut yang ada di video, kemudian kalian tulis bentuk tunggalnya. Misalnya kalau kamu itu kan ada sheep, kalau sheep itu domba, seekor domba, berarti a?
S A sheepT A sheep. Kemudian bentuk plural-nya apa?
S Sheep
T Tetap sheep, tanpa ditambah huruf s. Karena memang sheep itu kan kata tanpa huruf. Nanti perhatikan disini ya?
S Yes
T Okay, now please pay attention to the video.Emm have you finish your work?
S Finish
T Okay, sekarang dalam satu kelompok atau beberapa kelompok nih, kelompok mana yang mau memaparkan hasil pekerjaannya? Tuliskan di papan tulis.Okay, kelompoknya Lukman, silahkan tuliskan hasil pekerjaanmu di papan tulis.
S Singular noun
T Singular noun ya. Ini silahkan ditulisOkay, let’s we check your work ya. Sekarang kita periksa pekerjaan kalian. Dari kelompok Lukman tadi sudah menjawab di singular, kemudian dari kelompok Deni tadi ya, sudah menjawab juga di plural noun. Okay, let’s we check together, ini sheep sudah dijawab tadi. A pig, betul?
S Betul
T Betul. And then bentuk plural-nya adalah pigs
S Pigs
T Ya, right. And then a monkey, kemudian?
S Monkeys
T Monkeys. And then a dog, kemudian untuk bentuk plural-nya?
S Dogs
T Dogs, right ya. A mouse, ketika bentuk plural-nya berubah menjadi?
S Mice
T Mice ya. A cat, cats. A rabbit, rabbits. An elephant, elephants. Okay ini ada yang salah nih, tulisannya elephant gini ya, ini a. a lion, lions. A tiger, tigers. A cow, cows. Okay very good ya. Excellent for all a groups. Give applause untuk kalian ya.Silahkan dibuka activity three. Still in a group, masih di dalam grup ya. Silahkan kalian diskusikan pertanyaan yang ada di activity tiga. Disitu there are three questions there you have to answer that in a group ya. Ada pertanyaan? Any questions?
S Tidak ada
T Ayo silahkan dijawab itu, silahkan dibuka.
Ya sudah selesai hasil kerja kelompoknya di activity three?S Sudah
T Okay, kelompok mana yang mau memaparkan hasil kerja kelompoknya di depan?
S Kelompok satu ma’am
T Okay, silahkan maju. Yang lain please pay attention to your friend, perhatikan pekerjaan temannya. Di cocokan eemm sama gak hasilnya dengan punya kelompok kalian. Ya silahkan Darkani
S Kapan kita menggunakan artikel a atau an pada sebuah kata benda. Berikut masing-masing satu sentences-nya. Jika suatu benda diawali dengan bunyi a,i,u,e dan o, maka kita menggunakan artikel an. Contohnya, huruf-huruf artikel yang akan menggunakan kata benda yang huruf awalnya berbunyi huruf konsonan menggunakan artikel a. Huruf s atau es untuk mengungkap bentuk tunggal dari jamak berikan masing-masing pemahaman. Contohnya, menggunakan s atau es ketika bendanya lebih dari satu. Contohnya, a cat, three dogs. Ketiga, kapan kita menggunakan kata penunjuk it, that, this, dan those. Berikan pemahaman sekaligus contohnya.
T It’s time for you to do an assighment. Sekarang saatnya kalian untuk mengerjakan juga setelah melalui proses pembelajaran hari ini ya. Itu ada di activity five, activity lima. Silahkan semuanya dikerjakan disitu ada dua assignment for you. Ada dua tugas, yang pertama itu adalah disitu ada beberapa gambar ya, nah kalian tugasnya untuk menuliskan emm benda tersebut, bukan emm hewan tersebut menggunakan bentuk singular-nya a atau an, kemudian bentuk plural-nya kalian tuliskan apakah perlu ditambahkan s atau es atau bisa menggunakan bentuk lain ya. Kemudian number one. Kemudian untuk number two, silahkan dibalik lagi, ada dibelakangnya ya itu kalian membuat kaimat ya. Contohnya disini, inikan ada gambar binatang ya kan? Nah ada gambar binatang disitu. Kalian membuat kalimat menggunakan kata it, that, this, dan those ya. Misalnya, contoh yang number one , what is this? Ini
gambar apa?S Monkey
T Gambar? Gambar apa?
S Monkey
T Okay students, you have already finish your work. Sudah selesai ya pekerjaannya?
S Yes
T Itu nanti akan dikumpulkan, akan saya ambil nilainya. Nanti silahkan ketua kelas, Darkani, mengumpulkan pekerjaan temannya. Now it’s time for us to emm summarize what we have already learn for today, apa yang sudah kita pelajari hari ini ya, okay. Hari ini kita sudah belajar tentang?
S Binatang
T Animals, binatang ya. Kemudian setelah itu setelah kata animals ada artikel a dan?
S An
T A dan an itu untuk menunjuk benda?
S Tunggal
T Tunggal, betul. Benda tunggal ya, a dan an. Kemudian ada kata.Hari ini kita juga sudah belajar tentang benda yang berjumlah lebih dari satu dengan menambahkan akhiran? Apa tadi?
S S
T S dan?
S Es
T Ya, s dan es. Tapi tidak semua kata benda itu bisa diakhiri dengan s atau es. Ada
kata-kata tadi yang tidak bisa ditambahkan huruf s atau es. Misalnya apa tadi?S Mouse
T Mouse. Kalau misalnya dia berbentuk jamak, menjadi apa?
S Mouse
T Mouse menjadi?
S Mice
T Mice ya. Kemudian ada kata sheep. Apakah sheep kalo dirubah ke jamak, kemungkinan menjadi satu, apakah menjadi sheep ditambah s atau gimana?
S Bukan
T Coba gimana? Tetap menjadi?
S Sheep
T Tetap menjadi sheep. Kemudian ada empat kata penunjuk tadi. Siapa yang bisa menyebutkan kata penunjuknya tadi? Yang pertama adalah?
S It
T Kemudian?
S That
T Kemudian?
S This
T And?
S Those
T Okay very good ya. Itu yang kita pelajari hari ini. Bisa tolong kepada Darkani untuk
bawa hasil pekerjaan temannya dan eemm jangan lupa minggu depan belajar lagi. Sama kita akan memasuki materi berikutnya mengenai things at school, benda-benda yang ada disekolah ya. Kemudian menggunakan kata have dan has, itu dipelajari masih ada di bab empat. Dipelajari ya, okay.Thanks for your attention for today. Terimakasih untuk perhatiannya hari ini. Don’t forget to study and see you next week ya. Sampai jumpa minggu depan. Good morning!
S Good morning ma’am
SECOND VIDEO
T Good morning students
S Good morning ma’am
T How are you today?
S I’m fine thank you. And you?
T I’m fine, okay. Students, this is eemm our meeting in Engish class. So, are you happy today?
S Happy
T Happy. Wah happy-nya lemes. Are you happy?
S Happy
T Okay good. Now, before we start our eemm lesson, as usual please one student guide your friends to take prayer. Who’s turn today? Giliran siapa hari ini?
S Arildo
T Okay Arildo, please come to be around the class and please guide it all the class
here.S Before we start to study, let’s pray for a moment, pray begin. Finish
T Okay, now it’s time for me to check your attendence list. Who is absent today? Siapa yang tidak hadir hari ini?
S Hana
T Hana. Where is she?
S Acara keluarga
T Acara keluarga, okay. Hanya Hana sendiri yang tidak hadir?
S Yes
T Ya good. Hari ini hanya satu orang yang tidak hadir. Mudah-mudahan Hana segera hadir disini ya.Now it’s time to me to check the neakness on your uniform ya. Memeriksa kerapihan baju kalian. Do you use your uniform neakness, menggunakan baju yang rapih gak? Coba cek masing-masing. Okay, kalau sudah rapih sekarang check the clean lineness of the environment around you. Cek kebersihan di sekitarnya. Is there any garbage or rubbish or paper or candy place? Please take it and put in trashcan ya. Tidak ada? Ada?
S Sudah
T Thank you. Now after this, do you still remember about the material last week? Masih ingat gak?
S Classroom
T Classroom, betul ya, benda-benda yang ada dikelas. Siapa yang bisa menyebutkan benda-benda dikelas kemarin? Apa saja?
S Book
T Terus?
S Pen
T Apalagi?
S Pencil
T Pencil, dan masih banyak lagi. Kemudian ada kita sebut kemarin apa? Singular and plural?
S Noun
T Noun ya. Ada berupa artikel a dan an. Kemudian akhiran?
S S dan es
T S dan es, kemudian untuk menunjukan kepemilikan terhadap benda yang ada dikelas kemarin menggunakan kata?
S Have dan has
T Ya have dan has, betul. Pasangan subjek masih ingat gak, has dan have itu? Kalau have apa saja?
S I, you, they, we
T Okay. Kalau has?
S He, she
T Okay good berarti masih ingat. Sekarang kalian itu kan eeemm dirumah ada benda-benda yang kalian ingat apa saja benda-benda dirumah?
S Televisi
T Ada telivisi. Terus apa lagi?
S Cermin
T Ada cermin. Apa lagi?
S Karpet
T Ada karpet. Apa lagi
S Sofa. Foto
T Ada foto, masih banyak lagi. Dalam rumah itu kan ada ruangan masing-masing ya. Kalau di depan itu ada namanya ruang?
S Tamu
T Ruang tamu. Kemudian untuk kita beristirahat?
S Kamar tidur
T Kamar tidur. Kemudian tempat kita untuk masak namanya?
S Dapur
T Dapur, betul. Setiap ruangan itu kan memiliki benda masing--
S Masing
T Nah, apa yang kita pelajari hari ini. Number four, this is my world. Silahkan buka chapter four, bab empat, ada dihalaman tujuh puluh. So they consists of things at home. Using there is and there are. Jadi kita akan mempelajari benda-benda yang ada di?
S Dalam rumah
T Dalam rumah. Menggunakan kata penunjuk there is dan there are ya. Kemudian tujuan pembelajaran. Tujuan pembelajaran, pada hari ini tujuan pembelajaran yang akan kita capai ada tiga yaitu siswa dapat melengkapi kalimat rumpang. Ya kalimat
rumpang menggunakan kata benda ya yang tepat, singular atau plural. Kemudian melihat slide berbagai contoh ungkapan. Siswa dapat melengkapi kalimat rumpang menggunakan kata there is dan there are. Setelah itu yang ketiga nanti kalian menulis kalimat menggunakan there is dan there are ya. Itu tujuan pembelajarannya. Setelah itu penilaian ya penilaian. Ma’am Rina akan menilai kalian hari ini dari dua segi, yang pertama segi pengetahuan, yang kedua dari segi keterampilan. Dari segi pengetahuan akan ada tes tertulis dua teks rumpang. Untuk keterampilan itu mempelajari benda-benda yang ada dirumah beserta eee kata penunjuknya there is dan there are. Jadi kalian bisa dapat menggunakan di kehidupan. Nanti bisa menunjuk, there is a television in my living room, there is wardrobe in my bathroom, dan seterusnya. Jadi cukup jelas apa yang akan kita pelajari hari ini dan are you ready to eem study yes?
S Yes
T Ready?
S Ready
T Okay students. Now let’s we start our lesson. Kita mulai pembelajaran hari ini ya. Ma’am Rina akan membagikan kalian ke dalam beberapa kelompok ya. Karena ini kelasnya lumayan banyak siswanya, ma’am Rina minta kalian eemm tolong bekerja dalam kelompok sekitar tiga atau empat siswa. Silahkan.Okay students. We learn about the things at home ya, benda-benda dirumah. Benda-benda dirumah itu apa saja yang akan kita pelajari itu apa saja? Bisa kita lihat di slide berikut. Sekarang perhatikan slide yang akan saya tampilkan ya. Okay, repeat after me. You can see that, bisa kalian lihat disitu. Disitu adalah benda-benda yang ada di, apa ini?
S Ruang tamu
T Ruang tamu ya. Kita akan coba untuk melafalkannya, benda-benda yang ada
dirumah kita. Kan dirumah itu ada macam-macam ruangannya, ada ruang tamu, kemudian ada?
S Kamar tidur
T Kamar tidur
S Ruang makan
T Ruang makan, ada?
S Dapur
T Dapur, ada?
S Kamar mandi
T Kamar mandi, dan sebagainya. Sekarang kita akan mempelajari benda-benda yang ada diruang tamu. Repeat after me, ulangi setelah saya ya. Things at the living room
S Things at the living room
T Pictures
S Pictures
T Television
S Television
T Sofa
S Sofa
T Clock
S Clock
T Lamp
S Lamp
T Okay, next. Things in the bedroom
S Things in the bedroom
T Window
S Window
T Bed
S Bed
T Pillow
S Pillow
T Bolster
S Bolster
T Blanket
S Blanket
T And then the next slide.Students, after we eee pronouce all the things at our home ya. Setelah kita membaca semua kata-kata benda apa saja yang ada dirumah. Sekarang, I have LKPD for you, lembar kerja peserta didik and I will give it for each of you. Kalian akan memiliki ini. Tolong dua orang siswa membantu saya untuk membagikan LKPD. Siapa yang bisa?
S Saya ma’am
T Okay, silahkan Putra Handika dan Ika minta tolong juga bagikan satu persatu.Okay students, have you got your LKPD? Sudah mendapatkan LKPD-nya masing-masing?
S Sudah ma’am
T Okay. Now your tasks is, tugas kalian adalah di dalam kelompok. Please read the material and discuss it with your group. Even eem something unclear for you, please ask me, tanyakan kepada saya kalau ada yang mau ditanyakan atau yang tidak jelas. Silahkan saya beri waktu kalian sepuluh menit untuk membaca materi dan berdiskusi kepada teman kalian. Silahkan dibaca. Ada yang ditanyakan atau tidak?
S Tidak ma’am
T Ada yang ditanyakan disini?
S Ada ma’am. Nah ini, example berarti ini masalah benda yang hanya satu benda lebih dari satu harus ada there is-nya
T Ya harus pakai there is
S Berarti
T Gak boleh there are. Kalau there are kan benda, banyak. Kalau there is bendanya satu ya.
S Ya
T Terus kalau misalnya there is itu mengikuti artikel a dan an, kalau there are itu mengikuti kata-kata itu dengan huruf s.Okay students, have you discuss the material with your friends? Sudah diskusikan materinya bersama teman-temannya?
S Sudah
T Sudah ya, okay. Setelah kalian membaca tersebut, ada yang ingin ditanyakan? Ada pertanyaan?
S ada ma’am
T Okay silahkan Putra
S Apa perbedaan dari there is dan there are?
T Okay. Putra menanyakan apa sih lerbedaan dari there is dan there are. There is dan there are itu sama-sama artinya adalah ada. Jadi artinya ada, tapi perbedaannya apa? Ayo, ada yang bisa bantu saya? Membantu untuk menjawab pertanyaan Putra tadi?
S Saya ma’am
T Okay Darkani silahkan
S Kalau there is untuk benda yang hanya satu. Kalau there are untuk benda yang lebih dari satu.
T Okay, betul sekali ya. There is dan there are itu berbeda ya. There is ini memang artinya sama ada, tapi hanya benda berjumlah?
S Satu
T Satu. Kalau there are..?
S Untuk benda yang lebih dari satu
T Benda yang lebih dari
S Satu
T Benda lebih dari satu ya. Dari pertanyaan tadi, contohnya apa saja? Coba siapa yang bisa bantu ma’am Rina? Contohnya apa saja? Kita buat contoh kalimat dari there is. Misalnya
S Televisi
T Televisi. Televisi di rumahnya Putra ada berapa?
S Ada satu
T Ada satu. There is a tele....
S Television
T Television. Nah okay. Sejauh ini, do you understand about the material? Yes?
S Yes
T Ada pertanyaan lagi?
S No
T Okay, sekarang kalau tidak ada pertanyaan, are you ready ke activity selanjutnya? Silahkan dibuka lembaran yang ada di activity tiga. Disitu ada picture, ada sebuah gambar. Ma’am Rina minta kalian mendiskusikan dalam kelompok benda-benda apa saja yang ada disitu. Kalian amati kemudian kalian tulis dalam kalimat. Setiap kelompok nanti maju untuk menuliskan kalimatnya masing-masing. Bisa dikerjakan?
S Bisa
T Okay silahkan dikerjakanOkay students, have you discuss and finish your discussion with your groups? Sudah diselesaikan diskusinya dengan kelompoknya?
S Sudah
T Sudah mendapatkan jawabannya?
S Sudah
T Okay sekarang emm kelompok siapa yang mau maju ke depan? Okay silahkan Putra aja dulu. Nomor dua, silahkan ditulis jawabannya di depan. Thank you. Okay, selanjutnya nomor tiga kelompok mana lagi yang mau menjawab?
S Saya ma’am
T Okay Lukman, silahkan maju.Okay, this is the answer of your friends, ini adalah jawaban-jawaban dari teman-teman kalian tadi dalam kelompok. Ayo sekarang kita periksa berdasarkan pengamatan gambar yang ada di LKPD kalian. Number two dari kelompoknya Putra, there is a clock. Benar gak? Jam yang ada disitu hanya satu dalam gambar? Benar gak?
S Benar
T Benar ya, ada sebuah jam. Kemudian number three, there is a table, dari kelompok Lukman. Benar gak mejanya disiu hanya satu? Benar gak? Coba lihat di gambar
S Betul
T Kemudian number four, there are two sofas. Sofa katanya ada dua
S Betul
T Kemudian there is a lamp. Lampunya hanya ada satu
S Dua, salah
T Okay, berarti lampunya ada dua ya. Ayo siapa yang bisa memperbaiki? Darkani silahkan. Nah ada du..?
S Dua
T There are two lamps. Tidak apa-apa, it’s okay ya.Sejauh ini dari kata there is dan there are dan kata-kata benda yang ada disitu, ada pertanyaan? No?
S No
T Is it clear? Jelas?
S Jelas
T Okay, sekarang kalau tidak ada pertanyaan, silahkan eem kalian kerjakan untuk pengetahuan eemm uji pengetahuan itu ada di halaman berikutnya. Itu ada di activity four. Selagi melihat gambar kalian bisa menyebutkannya. Misalnya nomor satu, there are four ... ini ada gambar apa ini nomor satu?
S Sikat gigi
T Sikat gigi bahasa inggrisnya apa ya. Sikat giginya ada berapa disitu?
S Banyak
T Banyak, okay. Kemudian yang bagian B, belakangnya. B itu adalah untuk melengkapi kalimat rumpang. Disitu kalian hanya menuliskan there is atau there are. Kalau bendanya banyak berarti memakai?
S There are
T Kalau satu?
S There is
T There is ya. Silahkan di kerjakan bagian A dan B.For all the questions there, sudah dijawab semua pertanyaan yang ada disitu?
S Sudah
T Okay, sekarang saatnya kita memeriksa hasil pekerjaan kalian masing-masing tadi. Please emmm lembar LKPD-nya ditukar kepada teman sebangku eemm teman kelompoknya saja. Silahkan ditukar. Itu pas?
S Pas ma’am
T Kalau sudah ditukar, sekarang kita lihat untuk bagian A ya. Siapa yang mau menjawab bagian A, nomor satu sampai lima? Siapa yang mau jawab? Okay Putra. Nomor dua? Nomor tiga? Okay, nomor empat? And then nomor lima?
Number four? Siapa nomor empat?S Saya ma’am
T Oh ya silahkan maju. Setelah Deni, kemudian nomor lima?
S Saya ma’am
T Silahkan Tini. Okay, number one ya. Number one itu jawabannya apa?
S Toothbrush
T Toothbrush. Nah sekarang karena dia lebih dari satu berarti menggunakan akhiran s or es. Nomor satu jawabannya benar gak ini?
S Salah
T Jawabannya apa? Siapa yang bisa memperbaiki?
S Saya ma’am
T Okay, disini saja sebelahnya. Toothbrushes ya betul. Silahkan di kasih tanda centang benar kalau benar.Okay number two, pictures. Pictures, apakah tulisan pictures seperti ini?
S Salah
T Siapa yang bisa memperbaiki?
S Saya ma’am
T Perbaiki disini. Tulisannya cuma kurang sedikit. Okay, thank you Darkani. That’s why ya, ininya kurang T saja ya, betul.Okay number three. Itu gambar television, betul gak tulisannya television?
S Betul
T Nomor empat, betul?
S Betul
T Nomor lima? Number five?
S One door
T Betul gak tulisannya seperti ini?
S Betul
T Nah sekarang kita akan menuju bagian B. Kita akan menuliskan there is dan there are. Sudah menjawab kan?
S Sudah
T Siapa yang berani untuk number one?
S Saya ma’am
T Number one? Nomor satu? Coba Riski. Nomor dua? Number two? Number two Arlinda atau yang mana terserah?
S Saya ma’am
T Ya sudah Arlinda number three gak papa. Okay number four, yang belum?
S Saya ma’am
T Aril belum? Ya sudah. Okay, last one yang terakhir, number five?Ya okay, let’s we check together, kita cek bersama-sama ya. Number one, jawabannya adalah there is, benar gak?
S Betul
T Ya okay. Number two, there is atau there are?
S There are
T Alright, there are. Number three?
S There are?
T Number four?
S There is
T Yang number five?
S There is
T Okay, silahkan ditotal yang benar dan salah. Untuk bagian A dan B digabung saja ya. Silahkan mengerjakan yang ada di activity terakhir. Activity terakhir itu ada uji keterampilan ya.Students, have you finish your work? Sudah mengerjakan tugasnya?
S Sudah
T Okay, sekarang kita akan memeriksa di bagian yang activity lima. Disitu kalian menuliskan berbagai kalimat ya, berdasarkan gambar yang diberikan. okay, siapa yang berani menjawab untuk nomor satu? Nomor satu?
S Saya ma’am
T Ya silahkan Lukman, bacakan punyamu
S There are two beds
T There are two beds. Okay betul ya. Number two, siapa yang berani nomor dua? Okay Linda
S There is a mirror
T There is a mirror, betul, there is a mirror. Nomor tiga?
S Saya ma’am
T Ya silahkan dibaca Rendi
S There is a refrigerator
T There is a refrigerator, betul sekali. Okay, number four? Siapa nomor empat?
S Saya ma’am
T Okay Arildo silahkan
S There are three sofas
T There are three sofas, ya betul. Nomor lima terakhir, siapa yang berani?
S Saya ma’am
T Siapa?
S Saya
T Ya silahkan Putra
S There are floors in the kitchen
T There are floors in the kitchen. Ya silahkan dikumpulkan pekerjaannya di atas meja.Okay students, we have already finish our lesson today ya. Sudah menyelesaikan pelajaran kita hari ini. Nanti pekerjaannya akan saya periksa dan saya nilai dirumah ya. Minggu depan akan saya bagikan. Okay, apa yang sudah kita pelajari hari ini? What we have learn today? Apa yang sudah kita pelajari?
S Nama-nama benda dirumah
T Nama benda-benda yang ada dirumah, the things at home. Apa saja benda-benda yang ada dirumah tadi? Coba can you mention for me?
S Picture
T Picture, apalagi?
S Sofa
T Sofa, apalagi?
S Lamp
T Lamp, apalagi?
S Mirror
T Mirror, apalagi?
S Clock
T Clock, ya okay. Masih banyak lagi ya. Itu nanti tolong dipelajari lagi dirumah, kata-kata yang kita pelajari hari ini. Kemudian setelah itu, kata petunjuk apa tadi?
S There is
T There is sama?
S There are
T There are. Kalau there is untuk menunjuk benda berjumlah?
S Satu
T Kalau there are?
S Lebih dari satu
T Lebih dari satu ya, betul sekali. Okay, itu tolong dipelajari lagi dirumah. Nest week minggu depan kita akan masih belajar di bab empat, chapter four, tapi dengan topik yang berbeda. Minggu depan pelajarannya adalah public places, jadi tempat-tempat umum. Dipelajari lagi di halaman delapan puluh tiga ya. Don’t forget that, okay?
Thank you for your attention today. Thank you for your score and your health and don’t forget to study at home, for me eemm bye-bye
S Bye
Appendixes 2
Types of Code Switching in First Video
No UtteranceTypes of Code
SwitchingTag Inter Intra
1 Happy. Okay, because you are so happy, karena kalian semua keliatan sangat bahagia disini ya. Coba give your best smile to your friends, kasih senyum terbaiknya untuk teman-temannya, kiri kanannya. Coba you can say hi, gitu. Hi, hello.
2 Hal yang menyenangkan. Okay, before we start to study, as usual we start by take prayer, kita memulai dengan berdo’a. Okay, who’s turn today? Siapa giliran hari ini?
3 Okay, now I would like to check your present list or your attendance list, saya cek dulu siapa yang tidak hadir. Who’s absent?
4 Arlinda. Where is she? Kemana dia? 5 Okay. Now before we start to study. I would
like to check your neatness, mau cek dulu nih kerapihannya. Coba berdiri dulu, stand up please. Udah rapi belum? Wah, sudah rapi? Yes?
6 Okay. Check your clean lineness around you. Is that any garbage or paper or what else around you, adakah sampah disekitarnya? If there’s any garbage, please take it and put in the trashcan. Sudah?
7 Okay thank you, sit down please! Terima kasih yah. Okay now do you remember about material last week?
8 About day. What the day? Do you have an animal at your home? Ada gak yang binatang atau apa dirumahnya?
9 Chicken. So, berkaitan dengan yang sudah kalian sebutkan tadi. You can see that on the slide, ya. We have some animals. Ada beberapa binatang disitu, kita lihat. Ini ada, what is it?
10 Bird. Ada kupu, dan sebagainya. So today we will start to study about animals ya. Kita belajar tentang animals. Apakah dari chapter four ya. Ini adalah, this is my world. Bab
empat ini kita akan belajar mengenai apa saja? This is about animals yah.
11 That’s why, lebih dari satu atau more than one. And then, yang kedua itu nanti adalah membuat kalimat tulisan sederhana menggunakan kata it, that, this, and those. So we have be able to take some sentences, kita membuat berapa kalimat.
12 Okay, so kita akan lanjut ke bab pelajaran ya. Okay, are you ready?
13 Coba sekali lagi. Are you ready? 14 Okay. Now I would like to divide you to a
group. Saya akan membagi kalian ke dalam kelompok. Please for a group consists of four students. Silahkan masuk ke dalam grup berisikan empat siswa. Silahkan.
15 Okay, students. Now let’s continue to our material ya. Perhatikan!
16 Today we would like to study about animals ya, kita akan belajar tentang animals. Okay attention to the slide front of you. Animals. Types of animals, jenis-jenis binatang. Binatang itu dikelompokan menjadi three types of animals ya.
17 Okay. The first itu adalah pet. Pet itu adalah binatang?
18 Okay, I have already explain for you on the slide ya. Saya sudah menjelaskan kepada kalian yang ada di slide powerpoint di depan. Now I would like you to eemm learn, this is LKPD. Ini adalah lembar kerja peserta didik. You have to learn the material with in LKPD.
19 Okay, who should help me to divide to your friends? Bantu saya untuk membagikan kepada teman-temannya. One student one LKPD. Okay, please write down your name. Silahkan tulis namanya. Sudah?
20 Okay. Setelah kalian mempelajari yang ada di dalam LKPD, saya ... apakah ada hal yang ingin ditanyakan berkaitan dengan materi kita hari ini? Yaitu kata a dan an, kemudian kata penunjuk this, that, it, and those. There’s any questions? Ada pertanyaan?
21 Sheep bentuknya tunggal maupun jamak, it still the same sheep. Berarti tetap menggunakan kata sheep. Kemudian ada kata
deer22 Disitu, ya tetap it was singular or plural noun
it still the same
23 Five mice, okay. Who’s choose five mice? Raise your hands! Wah, ada yang tidak angkat tangan?
24 Contohnya betul? Betul. Kalau dia tidak satu, tidak boleh five mouses, it is a mouse ya, menggunakan five mice, ya okay. Are you get the point? Do you understand?
25 Okay, is there any questions? Ada lagi pertanyaan? Ya
26 Okay students. After you have already learn about the material, sekarang kita masuk ke activity two. Boleh dilihat dilembarannya masing-masing. Activity two ini, you will emm see a video. Jadi ada sebuah video disitu, you have to pay attention to the name of animals, okay. Perhatikan nama binatang yang ada disitu. And then in a group, dalam grup kalian masing-masing, tulis nama binatang tersebut ya. Setelah itu, setelah semua binatang tersebut yang ada di video, kemudian kalian tulis bentuk tunggalnya.
27 Okay, let’s we check your work ya. Sekarang kita periksa pekerjaan kalian.
28 Okay, let’s we check together, ini sheep sudah dijawab tadi. A pig, betul?
29 Ya, right. And then a monkey, kemudian? 30 Monkeys. And then a dog, kemudian untuk
bentuk plural-nya?
31 Dogs, right ya. A mouse, ketika bentuk plural-nya berubah menjadi?
32 Mice ya. A cat, cats. A rabbit, rabbits. An elephant, elephants. Okay ini ada yang salah nih, tulisannya elephant gini ya, ini a. A lion, lions. A tiger, tigers. A cow, cows. Okay very good ya. Excellent for all a groups. Give applause untuk kalian ya.
33 Silahkan dibuka activity three. Still in a group, masih di dalam grup ya.
34 Disitu there are three questions there you have to answer that in a group ya. Ada pertanyaan? Any questions?
35 Okay, silahkan maju. Yang lain please pay attention to your friend, perhatikan pekerjaan
temannya. Di cocokan eemm sama gak hasilnya dengan punya kelompok kalian. Ya silahkan Darkani
36 It’s time for you to do an assignment, sekarang saatnya kalian untuk mengerjakan juga setelah melalui proses pembelajaran hari ini ya.
37 Misalnya, contoh yang number one, what is this? Ini gambar apa?
38 Okay students, you have already finish your work. Sudah selesai ya pekerjaannya?
39 Itu nanti akan dikumpulkan, akan saya ambil nilainya. Nanti silahkan ketua kelas, Darkani, mengumpulkan pekerjaan temannya. Now it’s time for us to emm summarize what we have already learn for today, apa yang sudah kita pelajari hari ini ya, okay. Hari ini kita sudah belajar tentang?
40 Okay very good ya. Itu yang kita pelajari hari ini. Bisa tolong kepada Darkani untuk bawa hasil pekerjaan temannya dan eemm jangan lupa minggu depan belajar lagi.
41 Thanks for your attention for today. Terimakasih untuk perhatiannya hari ini. Don’t forget to study and see you next week ya. Sampai jumpa minggu depan. Good morning!
Types of Code Switching in Second Video
No UtteranceTypes of Code
SwitchingTag Inter Intra
1 Happy. Wah happy-nya lemes. Are you happy?
2 Okay good. Now, before we start our eemm lesson, as usual please one student guide your friends to take prayer. Who’s turn today? Giliran siapa hari ini?
3 Okay, now it’s time for me to check your attendence list. Who is absent today? Siapa yang tidak hadir hari ini?
4 Now it’s time to me to check the neakness on your uniform ya. Memeriksa kerapihan baju kalian. Do you use your uniform neakness, menggunakan baju yang rapih gak? Coba cek masing-masing.
5 Okay, kalau sudah rapih sekarang check the clean lineness of the environment around you. Cek kebersihan di sekitarnya.
6 Is there any garbage or rubbish or paper or candy place? Please take it and put in trashcan ya. Tidak ada? Ada?
7 Thank you. Now after this, do you still remember about the material last week? Masih ingat gak?
8 Nah, apa yang kita pelajari hari ini. Number four, this is my world. Silahkan buka chapter four, bab empat, ada dihalaman tujuh puluh. So they consists of things at home. Using there is and there are. Jadi kita akan mempelajari benda-benda yang ada di?
9 Jadi kalian bisa dapat menggunakan di kehidupan. Nanti bisa menunjuk, there is a television in my living room, there is wardrobe in my bathroom, dan seterusnya. Jadi cukup jelas apa yang akan kita pelajari hari ini dan are you ready to eem study yes?
10 Okay students. Now let’s we start our lesson, kita mulai pembelajaran hari ini ya. Ma’am Rina akan membagikan kalian ke dalam beberapa kelompok ya. Karena ini kelasnya lumayan banyak siswanya, ma’am Rina minta kalian eemm tolong bekerja dalam kelompok sekitar tiga atau empat siswa. Silahkan.
11 Okay students. We learn about the things at home ya, benda-benda dirumah. Benda-benda dirumah itu apa saja yang akan kita pelajari itu apa saja? Bisa kita lihat di slide berikut. Sekarang perhatikan slide yang akan saya tampilkan ya. Okay, repeat after me. You can see that, bisa kalian lihat disitu. Disitu adalah benda-benda yang ada di, apa ini?
12 Kamar mandi, dan sebagainya. Sekarang kita akan mempelajari benda-benda yang ada diruang tamu. Repeat after me, ulangi setelah saya ya. Things at the living room
13 Students, after we eee pronouce all the things at our home ya. Setelah kita membaca semua kata-kata benda apa saja yang ada dirumah. Sekarang, I have LKPD for you,
lembar kerja peserta didik and I will give it for each of you. Kalian akan memiliki ini. Tolong dua orang siswa membantu saya untuk membagikan LKPD. Siapa yang bisa?
14 Okay students, have you got your LKPD? Sudah mendapatkan LKPD-nya masing-masing?
15 Okay. Now your tasks is, tugas kalian adalah di dalam kelompok. Please read the material and discuss it with your group. Even eem something unclear for you, please ask me, tanyakan kepada saya kalau ada yang mau ditanyakan atau yang tidak jelas. Silahkan saya beri waktu kalian sepuluh menit untuk membaca materi dan berdiskusi kepada teman kalian. Silahkan dibaca. Ada yang ditanyakan atau tidak?
16 Okay students, have you discuss the material with your friends? Sudah diskusikan materinya bersama teman-temannya?
17 Okay, sekarang kalau tidak ada pertanyaan, are you ready ke activity selanjutnya?
18 Okay students, have you discuss and finish your discussion with your groups? Sudah diselesaikan diskusinya dengan kelompoknya?
19 Okay, this is the answer of your friends, ini adalah jawaban-jawaban dari teman-teman kalian tadi dalam kelompok. Ayo sekarang kita periksa berdasarkan pengamatan gambar yang ada di LKPD kalian. Number two dari kelompoknya Putra, there is a clock. Benar gak? Jam yang ada disitu hanya satu dalam gambar? Benar gak?
20 Benar ya, ada sebuah jam. Kemudian number three, there is a table, dari kelompok Lukman. Benar gak mejanya disitu hanya satu? Benar gak? Coba lihat di gambar
21 Kemudian number four, there are two sofas. Sofa katanya ada dua
22 Kemudian there is a lamp, lampunya hanya ada satu
23 There are two lamps. Tidak apa-apa, it’s okay ya.
24 Is it clear? Jelas? 25 For all the questions there, sudah dijawab
semua pertanyaan yang ada disitu?26 Okay number two, pictures. Pictures, apakah
tulisan pictures seperti ini?
27 Perbaiki disini. Tulisannya cuma kurang sedikit. Okay, thank you Darkani. That’s why ya, ininya kurang T saja ya, betul.Okay number three. Itu gambar television, betul gak tulisannya television?
28 Ya okay, let’s we check together, kita cek bersama-sama ya. Number one, jawabannya adalah there is, benar gak?
29 Students, have you finish your work? Sudah mengerjakan tugasnya?
30 Okay students, we have already finish our lesson today ya, sudah menyelesaikan pelajaran kita hari ini. Nanti pekerjaannya akan saya periksa dan saya nilai dirumah ya. Minggu depan akan saya bagikan.
31 Okay, apa yang sudah kita pelajari hari ini? What we have learn today? Apa yang sudah kita pelajari?
32 Nama benda-benda yang ada dirumah, the things at home. Apa saja benda-benda yang ada dirumah tadi? Coba can you mention for me?
33 Minggu depan pelajarannya adalah public places, jadi tempat-tempat umum. Dipelajari lagi di halaman delapan puluh tiga ya. Don’t forget that, okay? Thank you for your attention today. Thank you for your score and your health and don’t forget to study at home, for me eemm bye-bye
Appendixes 3The Types of Code Mixing
No Utterance Types of Code MixingInsertion Alternation CL
FIRST VIDEO1 Time-nya apa? 2 Kemudian tiga hal yang akan
kita pelajari hari ini adalah, silahkan dicatat disitu, learning materials, kita akan belajar about nama-nama binatang dan jumlahnya.
3 Kemudian, artikel a and an untuk singular noun and an untuk plural noun. Kemudian ada kata tunjuk this, that, it, and those. Jadi ada one, two, three. Tiga hal yang akan kita pelajari hari ini ya.
4 Okay, dengan mempelajari tentang kata a dan an, apalagi it, that, this, those, diharapkan kalian itu bisa menunjukan bagian benda, ada pertanyaan-pertanyaan atau nanti kalian ketemu sama orang bule, ya kan?
5 Misalnya kan kalian ketemu this is eemm apa, seperti itu. Bisa saja ya. Jadi, bisa kalian pergunakan, jadi nanti ada manfaatnya kalau kalian bisa menyebutkan benda atau terutama hewan ya.
6 S or es, okay. Lukman bertanya bahwa kapan menggunakan akhiran s or es. Itu memang ada di materi tadi kan? Nah saya akan perjelas lagi. Perhatikan!S or es ya. S or es, kita menggunakan s or es itu pada benda yang lebih dari?
7 Nah menggunakan, misalnya saya kasih contoh seperti ini A dog
8 Sekarang jumlah hewannya lebih dari satu misalnya. Misalnya kita
buat menjadi four9 Four dogs, tambahkan huruf s
dibelakang ya. Jadi dia kalau sudah lebih dari satu, dua, tiga, dan seterusnya. Three, four, five, dan seterusnya, itu harus ditambahkan s. Sedangkan kalo es, es itu biasanya untuk kata benda atau the name of animals yang berakhiran huruf o, biasanya. Apa saja huruf o itu? Misalnya gini ada kata a, misalnya dia tunggal, mosquito. Seekor nya—
10 Ten mosquitoes, kita memakai es akhirannya. Bisa juga menggunakan ten mosquitos. Ya, jadi tidak semua kata menggunakan s. Kadang-kadang kata-katanya menggunakan es, ya gitu. Kemudian ada juga, coba kalian lihat ada dihalaman berapa itu? Dihalaman four, halaman empat ya. Selain mosquito ada juga buffalo ya.
11 Ada juga misalnya binatang yang tidak bisa ditambah s atau es. Ada, misalnya fish
12 Kalau fish-nya banyak, tetap aja fish. Gak bisa dia menjadi fishes. No. Kemudian ada kata sheep
13 Mouse ketika dia lebih dari satu 14 Tidak menjadi mouses. Kalau
misalnya ma’am Rina bikin kaya gini two mouses, bukan kebalik. Misalnya ini ada seekor tikus, a mouse. Sekarang tikusnya lebih dari satu, misalnya kita bikin five
15 Kemudian bentuk plural-nya apa?
16 Tetap sheep, tanpa ditambah huruf s. Karena memang sheep itu kan kata tanpa huruf. Nanti perhatikan disini ya?
17 And then bentuk plural-nya adalah pigs
18 Ya, sudah selesai hasil kerja kelompoknya di activity three?
19 Itu ada di activity five, activity lima.
20 Silahkan semuanya dikerjakan disitu ada dua assignment for you.
21 Ada dua tugas, yang pertama itu adalah disitu ada beberapa gambar ya, nah kalian tugasnya untuk menuliskan emm benda tersebut, bukan emm hewan tersebut menggunakan bentuk singular-nya a atau an, kemudian bentuk plural-nya kalian tuliskan apakah perlu ditambahkan s atau es atau bisa menggunakan bentuk lain ya. Kemudian number one.
22 Kemudian untuk number two, silahkan dibalik lagi, ada dibelakangnya ya itu kalian membuat kalimat ya. Contohnya disini, inikan ada gambar binatang ya kan? Nah ada gambar binatang disitu. Kalian membuat kalimat menggunakan kata it, that, this, dan those ya.
23 Animals, binatang ya. Kemudian setelah itu setelah kata animals ada artikel a dan?
24 Mouse, kalau misalnya dia berbentuk jamak, menjadi apa?
25 Mice ya. Kemudian ada kata sheep. Apakah sheep kalo dirubah ke jamak, kemungkinan menjadi satu, apakah menjadi sheep ditambah s atau gimana?
26 Tetap menjadi sheep. Kemudian ada empat kata penunjuk tadi. Siapa yang bisa menyebutkan kata penunjuknya tadi? Yang pertama adalah?
27 Sama kita akan memasuki materi berikutnya mengenai things at school, benda-benda yang ada
disekolah ya. Kemudian menggunakan kata have dan has, itu dipelajari masih ada di bab empat. Dipelajari ya, okay.
SECOND VIDEO1 Classroom, betul ya, benda-
benda yang ada dikelas. Siapa yang bisa menyebutkan benda-benda dikelas kemarin? Apa saja?
2 Noun ya. Ada berupa artikel a dan an. Kemudian akhiran?
3 Ya have dan has, betul. Pasangan subjek masih ingat gak, has dan have itu? Kalau have apa saja?
4 Okay, kalau has? 5 Okay good berarti masih ingat.
Sekarang kalian itu kan eeemm dirumah ada benda-benda yang kalian ingat apa saja benda-benda dirumah?
6 Menggunakan kata penunjuk there is dan there are ya.
7 Tujuan pembelajaran, pada hari ini tujuan pembelajaran yang akan kita capai ada tiga yaitu siswa dapat melengkapi kalimat rumpang. Ya kalimat rumpang menggunakan kata benda ya yang tepat, singular atau plural. Kemudian melihat slide berbagai contoh ungkapan. Siswa dapat melengkapi kalimat rumpang menggunakan kata there is dan there are. Setelah itu yang ketiga nanti kalian menulis kalimat menggunakan there is dan there are ya. Itu tujuan pembelajarannya.
8 Dari segi pengetahuan akan ada tes tertulis dua teks rumpang. Untuk keterampilan itu mempelajari benda-benda yang ada dirumah beserta eee kata penunjuknya there is dan there
are.9 Ya harus pakai there is 10 Gak boleh there are. Kalau there
are kan benda, banyak. Kalau there is bendanya satu ya.
11 Terus kalau misalnya there is itu mengikuti artikel a dan an, kalau there are itu mengikuti kata-kata itu dengan huruf s.
12 Okay. Putra menanyakan apa sih perbedaan dari there is dan there are. There is dan there are itu sama-sama artinya adalah ada. Jadi artinya ada, tapi perbedaannya apa?
13 Okay, betul sekali ya. There is dan there are itu berbeda ya. There is ini memang artinya sama ada, tapi hanya benda berjumlah?
14 Satu, kalau there are..? 15 Dari pertanyaan tadi, contohnya
apa saja? Coba siapa yang bisa bantu ma’am Rina? Contohnya apa saja? Kita buat contoh kalimat dari there is. Misalnya
16 Silahkan dibuka lembaran yang ada di activity tiga. Disitu ada picture, ada sebuah gambar. Ma’am Rina minta kalian mendiskusikan dalam kelompok benda-benda apa saja yang ada disitu.
17 Sejauh ini dari kata there is dan there are dan kata-kata benda yang ada disitu, ada pertanyaan? No?
18 Okay, sekarang kalau tidak ada pertanyaan, silahkan eem kalian kerjakan untuk pengetahuan eemm uji pengetahuan itu ada di halaman berikutnya. Itu ada di activity four. Selagi melihat gambar kalian bisa menyebutkannya. Misalnya nomor satu, there are four ... ini
ada gambar apa ini nomor satu?19 Kemudian yang bagian B,
belakangnya. B itu adalah untuk melengkapi kalimat rumpang. Disitu kalian hanya menuliskan there is atau there are. Kalau bendanya banyak berarti memakai?
20 There is ya. Silahkan di kerjakan bagian A dan B.
21 Okay, sekarang saatnya kita memeriksa hasil pekerjaan kalian masing-masing tadi. Please emmm lembar LKPD-nya ditukar kepada teman sebangku eemm teman kelompoknya saja.
22 Silahkan Tini. Okay, number one ya. Number one itu jawabannya apa?
23 Toothbrush. Nah sekarang karena dia lebih dari satu berarti menggunakan akhiran s or es. Nomor satu jawabannya benar gak ini?
24 Okay, disini saja sebelahnya. Toothbrushes ya betul. Silahkan di kasih tanda centang benar kalau benar.
25 Okay number three. Itu gambar television, betul gak tulisannya television?
26 Nah sekarang kita akan menuju bagian B. Kita akan menuliskan there is dan there are. Sudah menjawab kan?
27 Siapa yang berani untuk number one?
28 Nomor dua? Number two? Number two Arlinda atau yang mana terserah.
29 Ya sudah Arlinda number three gak papa. Okay number four, yang belum?
30 Aril belum? Ya sudah. Okay, last one yang terakhir, number
five?31 Ya okay. Number two, there is
atau there are?
32 Yang number five? 33 Okay, silahkan ditotal yang
benar dan salah. Untuk bagian A dan B digabung saja ya. Silahkan mengerjakan yang ada di activity terakhir. Activity terakhir itu ada uji keterampilan ya.
34 Clock, ya okay. Masih banyak lagi ya. Itu nanti tolong dipelajari lagi dirumah, kata-kata yang kita pelajari hari ini.
35 Kalau there is untuk menunjuk benda berjumlah?
36 Kalau there are? 37 Lebih dari satu ya, betul sekali.
Okay, itu tolong dipelajari lagi dirumah. Nest week minggu depan kita akan masih belajar di bab empat, chapter four, tapi dengan topik yang berbeda.
Appendixes 4
The Functions of Code Switching and Code Mixing
The Functions of Code Switching in First Video
No Utterance FunctionsA B C D E F G
1 Happy. Okay, because you are so happy, karena kalian semua keliatan sangat bahagia disini ya. Coba give your best smile to your friends, kasih senyum terbaiknya untuk teman-temannya, kiri kanannya. Coba you can say hi, gitu. Hi, hello.
2 Hal yang menyenangkan. Okay, before we start to study, as usual we start by take prayer, kita memulai dengan berdo’a. Okay, who’s turn today? Siapa giliran hari ini?
3 Okay, now I would like to check your present list or your attendance list, saya cek dulu siapa yang tidak hadir. Who’s absent?
4 Arlinda. Where is she? Kemana dia? 5 Okay. Now before we start to study. I would like to check your neatness,
mau cek dulu nih kerapihannya. Coba berdiri dulu, stand up please. Udah rapi belum? Wah, sudah rapi? Yes?
6 Okay. Check your clean lineness around you. Is that any garbage or paper or what else around you, adakah sampah disekitarnya? If there’s any garbage, please take it and put in the trashcan. Sudah?
7 Okay thank you, sit down please! Terima kasih yah. Okay now do you remember about material last week?
8 About day. What the day? Do you have an animal at your home? Ada gak yang binatang atau apa dirumahnya?
9 Chicken. So, berkaitan dengan yang sudah kalian sebutkan tadi. You can
see that on the slide, ya. We have some animals. Ada beberapa binatang disitu, kita lihat. Ini ada, what is it?
10 Bird. Ada kupu, dan sebagainya. So today we will start to study about animals ya. Kita belajar tentang animals. Apakah dari chapter four ya. Ini adalah, this is my world. Bab empat ini kita akan belajar mengenai apa saja? This is about animals yah.
11 That’s why, lebih dari satu atau more than one. And then, yang kedua itu nanti adalah membuat kalimat tulisan sederhana menggunakan kata it, that, this, and those. So we have be able to take some sentences, kita membuat berapa kalimat.
12 Okay, so kita akan lanjut ke bab pelajaran ya. Okay, are you ready? 13 Coba sekali lagi. Are you ready? 14 Okay. Now I would like to divide you to a group. Saya akan membagi
kalian ke dalam kelompok. Please for a group consists of four students. Silahkan masuk ke dalam grup berisikan empat siswa. Silahkan.
15 Okay, students. Now let’s continue to our material ya. Perhatikan! 16 Today we would like to study about animals ya, kita akan belajar tentang
animals. Okay attention to the slide front of you. Animals. Types of animals, jenis-jenis binatang. Binatang itu dikelompokan menjadi three types of animals ya.
17 Okay. The first itu adalah pet. Pet itu adalah binatang? 18 Okay, I have already explain for you on the slide ya. Saya sudah
menjelaskan kepada kalian yang ada di slide powerpoint di depan. Now I would like you to eemm learn, this is LKPD. Ini adalah lembar kerja peserta didik. You have to learn the material with in LKPD.
19 Okay, who should help me to divide to your friends? Bantu saya untuk membagikan kepada teman-temannya. One student one LKPD. Okay, please write down your name. Silahkan tulis namanya. Sudah?
20 Okay. Setelah kalian mempelajari yang ada di dalam LKPD, saya ... apakah ada hal yang ingin ditanyakan berkaitan dengan materi kita hari ini? Yaitu kata a dan an, kemudian kata penunjuk this, that, it, and those. There’s any questions? Ada pertanyaan?
21 Sheep bentuknya tunggal maupun jamak, it still the same sheep. Berarti tetap menggunakan kata sheep. Kemudian ada kata deer
22 Disitu, ya tetap it was singular or plural noun it still the same 23 Five mice, okay. Who’s choose five mice? Raise your hands! Wah, ada
yang tidak angkat tangan?
24 Contohnya betul? Betul. Kalau dia tidak satu, tidak boleh five mouses, it is a mouse ya, menggunakan five mice, ya okay. Are you get the point? Do you understand?
25 Okay, is there any questions? Ada lagi pertanyaan? Ya 26 Okay students. After you have already learn about the material, sekarang
kita masuk ke activity two. Boleh dilihat dilembarannya masing-masing. Activity two ini, you will emm see a video. Jadi ada sebuah video disitu, you have to pay attention to the name of animals, okay. Perhatikan nama binatang yang ada disitu. And then in a group, dalam grup kalian masing-masing, tulis nama binatang tersebut ya. Setelah itu, setelah semua binatang tersebut yang ada di video, kemudian kalian tulis bentuk tunggalnya.
27 Okay, let’s we check your work ya. Sekarang kita periksa pekerjaan kalian. 28 Okay, let’s we check together, ini sheep sudah dijawab tadi. A pig, betul? 29 Ya, right. And then a monkey, kemudian? 30 Monkeys. And then a dog, kemudian untuk bentuk plural-nya? 31 Dogs, right ya. A mouse, ketika bentuk plural-nya berubah menjadi? 32 Mice ya. A cat, cats. A rabbit, rabbits. An elephant, elephants. Okay ini ada
yang salah nih, tulisannya elephant gini ya, ini a. A lion, lions. A tiger,
tigers. A cow, cows. Okay very good ya. Excellent for all a groups. Give applause untuk kalian ya.
33 Silahkan dibuka activity three. Still in a group, masih di dalam grup ya. 34 Disitu there are three questions there you have to answer that in a group ya.
Ada pertanyaan? Any questions?
35 Okay, silahkan maju. Yang lain please pay attention to your friend, perhatikan pekerjaan temannya. Di cocokan eemm sama gak hasilnya dengan punya kelompok kalian. Ya silahkan Darkani
36 It’s time for you to do an assignment, sekarang saatnya kalian untuk mengerjakan juga setelah melalui proses pembelajaran hari ini ya.
37 Misalnya, contoh yang number one, what is this? Ini gambar apa? 38 Okay students, you have already finish your work. Sudah selesai ya
pekerjaannya?
39 Itu nanti akan dikumpulkan, akan saya ambil nilainya. Nanti silahkan ketua kelas, Darkani, mengumpulkan pekerjaan temannya. Now it’s time for us to emm summarize what we have already learn for today, apa yang sudah kita pelajari hari ini ya, okay. Hari ini kita sudah belajar tentang?
40 Okay very good ya. Itu yang kita pelajari hari ini. Bisa tolong kepada Darkani untuk bawa hasil pekerjaan temannya dan eemm jangan lupa minggu depan belajar lagi.
41 Thanks for your attention for today. Terimakasih untuk perhatiannya hari ini. Don’t forget to study and see you next week ya. Sampai jumpa minggu depan. Good morning!
Functions of Code Switching in Second Video
No UtteranceFunctions
A B C D E F G
1 Happy. Wah happy-nya lemes. Are you happy? 2 Okay good. Now, before we start our eemm lesson, as usual please one
student guide your friends to take prayer. Who’s turn today? Giliran siapa hari ini?
3 Okay, now it’s time for me to check your attendence list. Who is absent today? Siapa yang tidak hadir hari ini?
4 Now it’s time to me to check the neakness on your uniform ya. Memeriksa kerapihan baju kalian. Do you use your uniform neakness, menggunakan baju yang rapih gak? Coba cek masing-masing.
5 Okay, kalau sudah rapih sekarang check the clean lineness of the environment around you. Cek kebersihan di sekitarnya.
6 Is there any garbage or rubbish or paper or candy place? Please take it and put in trashcan ya. Tidak ada? Ada?
7 Thank you. Now after this, do you still remember about the material last week? Masih ingat gak?
8 Nah, apa yang kita pelajari hari ini. Number four, this is my world. Silahkan buka chapter four, bab empat, ada dihalaman tujuh puluh. So they consists of things at home. Using there is and there are. Jadi kita akan mempelajari benda-benda yang ada di?
9 Jadi kalian bisa dapat menggunakan di kehidupan. Nanti bisa menunjuk, there is a television in my living room, there is wardrobe in my bathroom, dan seterusnya. Jadi cukup jelas apa yang akan kita pelajari hari ini dan are you ready to eem study yes?
10 Okay students. Now let’s we start our lesson, kita mulai pembelajaran hari
ini ya. Ma’am Rina akan membagikan kalian ke dalam beberapa kelompok ya. Karena ini kelasnya lumayan banyak siswanya, ma’am Rina minta kalian eemm tolong bekerja dalam kelompok sekitar tiga atau empat siswa. Silahkan.
11 Okay students. We learn about the things at home ya, benda-benda dirumah. Benda-benda dirumah itu apa saja yang akan kita pelajari itu apa saja? Bisa kita lihat di slide berikut. Sekarang perhatikan slide yang akan saya tampilkan ya. Okay, repeat after me. You can see that, bisa kalian lihat disitu. Disitu adalah benda-benda yang ada di, apa ini?
12 Kamar mandi, dan sebagainya. Sekarang kita akan mempelajari benda-benda yang ada diruang tamu. Repeat after me, ulangi setelah saya ya. Things at the living room
13 Students, after we eee pronouce all the things at our home ya. Setelah kita membaca semua kata-kata benda apa saja yang ada dirumah. Sekarang, I have LKPD for you, lembar kerja peserta didik and I will give it for each of you. Kalian akan memiliki ini. Tolong dua orang siswa membantu saya untuk membagikan LKPD. Siapa yang bisa?
14 Okay students, have you got your LKPD? Sudah mendapatkan LKPD-nya masing-masing?
15 Okay. Now your tasks is, tugas kalian adalah di dalam kelompok. Please read the material and discuss it with your group. Even eem something unclear for you, please ask me, tanyakan kepada saya kalau ada yang mau ditanyakan atau yang tidak jelas. Silahkan saya beri waktu kalian sepuluh menit untuk membaca materi dan berdiskusi kepada teman kalian. Silahkan dibaca. Ada yang ditanyakan atau tidak?
16 Okay students, have you discuss the material with your friends? Sudah diskusikan materinya bersama teman-temannya?
17 Okay, sekarang kalau tidak ada pertanyaan, are you ready ke activity
selanjutnya?18 Okay students, have you discuss and finish your discussion with your
groups? Sudah diselesaikan diskusinya dengan kelompoknya?
19 Okay, this is the answer of your friends, ini adalah jawaban-jawaban dari teman-teman kalian tadi dalam kelompok. Ayo sekarang kita periksa berdasarkan pengamatan gambar yang ada di LKPD kalian. Number two dari kelompoknya Putra, there is a clock. Benar gak? Jam yang ada disitu hanya satu dalam gambar? Benar gak?
20 Benar ya, ada sebuah jam. Kemudian number three, there is a table, dari kelompok Lukman. Benar gak mejanya disitu hanya satu? Benar gak? Coba lihat di gambar
21 Kemudian number four, there are two sofas. Sofa katanya ada dua 22 Kemudian there is a lamp, lampunya hanya ada satu 23 There are two lamps. Tidak apa-apa, it’s okay ya. 24 Is it clear? Jelas? 25 For all the questions there, sudah dijawab semua pertanyaan yang ada
disitu?
26 Okay number two, pictures. Pictures, apakah tulisan pictures seperti ini? 27 Perbaiki disini. Tulisannya cuma kurang sedikit. Okay, thank you Darkani.
That’s why ya, ininya kurang T saja ya, betul.Okay number three. Itu gambar television, betul gak tulisannya television?
28 Ya okay, let’s we check together, kita cek bersama-sama ya. Number one, jawabannya adalah there is, benar gak?
29 Students, have you finish your work? Sudah mengerjakan tugasnya? 30 Okay students, we have already finish our lesson today ya, sudah
menyelesaikan pelajaran kita hari ini. Nanti pekerjaannya akan saya periksa dan saya nilai dirumah ya. Minggu depan akan saya bagikan.
31 Okay, apa yang sudah kita pelajari hari ini? What we have learn today? Apa
yang sudah kita pelajari?32 Nama benda-benda yang ada dirumah, the things at home. Apa saja benda-
benda yang ada dirumah tadi? Coba can you mention for me?
33 Minggu depan pelajarannya adalah public places, jadi tempat-tempat umum. Dipelajari lagi di halaman delapan puluh tiga ya. Don’t forget that, okay? Thank you for your attention today. Thank you for your score and your health and don’t forget to study at home, for me eemm bye-bye
The Functions of Code Mixing
No Utterance FunctionsA B C D E F G
FIRST VIDEO1 Time-nya apa? 2 Kemudian tiga hal yang akan kita pelajari hari ini adalah, silahkan dicatat
disitu, learning materials, kita akan belajar about nama-nama binatang dan jumlahnya.
3 Kemudian, artikel a and an untuk singular noun and an untuk plural noun. Kemudian ada kata tunjuk this, that, it, and those. Jadi ada one, two, three. Tiga hal yang akan kita pelajari hari ini ya.
4 Okay, dengan mempelajari tentang kata a dan an, apalagi it, that, this, those, diharapkan kalian itu bisa menunjukan bagian benda, ada pertanyaan-pertanyaan atau nanti kalian ketemu sama orang bule, ya kan?
5 Misalnya kan kalian ketemu this is eemm apa, seperti itu. Bisa saja ya. Jadi, bisa kalian pergunakan, jadi nanti ada manfaatnya kalau kalian bisa menyebutkan benda atau terutama hewan ya.
6 S or es, okay. Lukman bertanya bahwa kapan menggunakan akhiran s or es. Itu memang ada di materi tadi kan? Nah saya akan perjelas lagi. Perhatikan!
S or es ya. S or es, kita menggunakan s or es itu pada benda yang lebih dari?
7 Nah menggunakan, misalnya saya kasih contoh seperti ini A dog 8 Sekarang jumlah hewannya lebih dari satu misalnya. Misalnya kita buat
menjadi four
9 Four dogs, tambahkan huruf s dibelakang ya. Jadi dia kalau sudah lebih dari satu, dua, tiga, dan seterusnya. Three, four, five, dan seterusnya, itu harus ditambahkan s. Sedangkan kalo es, es itu biasanya untuk kata benda atau the name of animals yang berakhiran huruf o, biasanya. Apa saja huruf o itu? Misalnya gini ada kata a, misalnya dia tunggal, mosquito. Seekor nya—
10 Ten mosquitoes, kita memakai es akhirannya. Bisa juga menggunakan ten mosquitos. Ya, jadi tidak semua kata menggunakan s. Kadang-kadang kata-katanya menggunakan es, ya gitu. Kemudian ada juga, coba kalian lihat ada dihalaman berapa itu? Dihalaman four, halaman empat ya. Selain mosquito ada juga buffalo ya.
11 Ada juga misalnya binatang yang tidak bisa ditambah s atau es. Ada, misalnya fish
12 Kalau fish-nya banyak, tetap aja fish. Gak bisa dia menjadi fishes. No. Kemudian ada kata sheep
13 Mouse ketika dia lebih dari satu 14 Tidak menjadi mouses. Kalau misalnya ma’am Rina bikin kaya gini two
mouses, bukan kebalik. Misalnya ini ada seekor tikus, a mouse. Sekarang tikusnya lebih dari satu, misalnya kita bikin five
15 Kemudian bentuk plural-nya apa? 16 Tetap sheep, tanpa ditambah huruf s. Karena memang sheep itu kan kata
tanpa huruf. Nanti perhatikan disini ya?
17 And then bentuk plural-nya adalah pigs
18 Ya, sudah selesai hasil kerja kelompoknya di activity three? 19 Itu ada di activity five, activity lima. 20 Silahkan semuanya dikerjakan disitu ada dua assignment for you. 21 Ada dua tugas, yang pertama itu adalah disitu ada beberapa gambar ya, nah
kalian tugasnya untuk menuliskan emm benda tersebut, bukan emm hewan tersebut menggunakan bentuk singular-nya a atau an, kemudian bentuk plural-nya kalian tuliskan apakah perlu ditambahkan s atau es atau bisa menggunakan bentuk lain ya. Kemudian number one.
22 Kemudian untuk number two, silahkan dibalik lagi, ada dibelakangnya ya itu kalian membuat kalimat ya. Contohnya disini, inikan ada gambar binatang ya kan? Nah ada gambar binatang disitu. Kalian membuat kalimat menggunakan kata it, that, this, dan those ya.
23 Animals, binatang ya. Kemudian setelah itu setelah kata animals ada artikel a dan?
24 Mouse, kalau misalnya dia berbentuk jamak, menjadi apa? 25 Mice ya. Kemudian ada kata sheep. Apakah sheep kalo dirubah ke jamak,
kemungkinan menjadi satu, apakah menjadi sheep ditambah s atau gimana?
26 Tetap menjadi sheep. Kemudian ada empat kata penunjuk tadi. Siapa yang bisa menyebutkan kata penunjuknya tadi? Yang pertama adalah?
27 Sama kita akan memasuki materi berikutnya mengenai things at school, benda-benda yang ada disekolah ya. Kemudian menggunakan kata have dan has, itu dipelajari masih ada di bab empat. Dipelajari ya, okay.
SECOND VIDEO1 Classroom, betul ya, benda-benda yang ada dikelas. Siapa yang bisa
menyebutkan benda-benda dikelas kemarin? Apa saja?
2 Noun ya. Ada berupa artikel a dan an. Kemudian akhiran? 3 Ya have dan has, betul. Pasangan subjek masih ingat gak, has dan have itu?
Kalau have apa saja?4 Okay, kalau has? 5 Okay good berarti masih ingat. Sekarang kalian itu kan eeemm dirumah
ada benda-benda yang kalian ingat apa saja benda-benda dirumah?
6 Menggunakan kata penunjuk there is dan there are ya. 7 Tujuan pembelajaran, pada hari ini tujuan pembelajaran yang akan kita
capai ada tiga yaitu siswa dapat melengkapi kalimat rumpang. Ya kalimat rumpang menggunakan kata benda ya yang tepat, singular atau plural. Kemudian melihat slide berbagai contoh ungkapan. Siswa dapat melengkapi kalimat rumpang menggunakan kata there is dan there are. Setelah itu yang ketiga nanti kalian menulis kalimat menggunakan there is dan there are ya. Itu tujuan pembelajarannya.
8 Dari segi pengetahuan akan ada tes tertulis dua teks rumpang. Untuk keterampilan itu mempelajari benda-benda yang ada dirumah beserta eee kata penunjuknya there is dan there are.
9 Ya harus pakai there is 10 Gak boleh there are. Kalau there are kan benda, banyak. Kalau there is
bendanya satu ya.
11 Terus kalau misalnya there is itu mengikuti artikel a dan an, kalau there are itu mengikuti kata-kata itu dengan huruf s.
12 Okay. Putra menanyakan apa sih perbedaan dari there is dan there are. There is dan there are itu sama-sama artinya adalah ada. Jadi artinya ada, tapi perbedaannya apa?
13 Okay, betul sekali ya. There is dan there are itu berbeda ya. There is ini memang artinya sama ada, tapi hanya benda berjumlah?
14 Satu, kalau there are..? 15 Dari pertanyaan tadi, contohnya apa saja? Coba siapa yang bisa bantu
ma’am Rina? Contohnya apa saja? Kita buat contoh kalimat dari there is.
Misalnya16 Silahkan dibuka lembaran yang ada di activity tiga. Disitu ada picture, ada
sebuah gambar. Ma’am Rina minta kalian mendiskusikan dalam kelompok benda-benda apa saja yang ada disitu.
17 Sejauh ini dari kata there is dan there are dan kata-kata benda yang ada disitu, ada pertanyaan? No?
18 Okay, sekarang kalau tidak ada pertanyaan, silahkan eem kalian kerjakan untuk pengetahuan eemm uji pengetahuan itu ada di halaman berikutnya. Itu ada di activity four. Selagi melihat gambar kalian bisa menyebutkannya. Misalnya nomor satu, there are four ... ini ada gambar apa ini nomor satu?
19 Kemudian yang bagian B, belakangnya. B itu adalah untuk melengkapi kalimat rumpang. Disitu kalian hanya menuliskan there is atau there are. Kalau bendanya banyak berarti memakai?
20 There is ya. Silahkan di kerjakan bagian A dan B. 21 Okay, sekarang saatnya kita memeriksa hasil pekerjaan kalian masing-
masing tadi. Please emmm lembar LKPD-nya ditukar kepada teman sebangku eemm teman kelompoknya saja.
22 Silahkan Tini. Okay, number one ya. Number one itu jawabannya apa?
23 Toothbrush. Nah sekarang karena dia lebih dari satu berarti menggunakan akhiran s or es. Nomor satu jawabannya benar gak ini?
24 Okay, disini saja sebelahnya. Toothbrushes ya betul. Silahkan di kasih tanda centang benar kalau benar.
25 Okay number three. Itu gambar television, betul gak tulisannya television? 26 Nah sekarang kita akan menuju bagian B. Kita akan menuliskan there is
dan there are. Sudah menjawab kan?
27 Siapa yang berani untuk number one? 28 Nomor dua? Number two? Number two Arlinda atau yang mana terserah.
29 Ya sudah Arlinda number three gak papa. Okay number four, yang belum? 30 Aril belum? Ya sudah. Okay, last one yang terakhir, number five? 31 Ya okay. Number two, there is atau there are? 32 Yang number five? 33 Okay, silahkan ditotal yang benar dan salah. Untuk bagian A dan B
digabung saja ya. Silahkan mengerjakan yang ada di activity terakhir. Activity terakhir itu ada uji keterampilan ya.
34 Clock, ya okay. Masih banyak lagi ya. Itu nanti tolong dipelajari lagi dirumah, kata-kata yang kita pelajari hari ini.
35 Kalau there is untuk menunjuk benda berjumlah? 36 Kalau there are? 37 Lebih dari satu ya, betul sekali. Okay, itu tolong dipelajari lagi dirumah.
Nest week minggu depan kita akan masih belajar di bab empat, chapter four, tapi dengan topik yang berbeda.