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Proposal Dhita Fix
Proposal Dhita Fix
CHAPTER 1
INTRODUCTION
At present, there are so many people who master more than one language.
The languages which are usually mastered well by people are their mother tongue
or native. People who use two or more languages are called bilingual.
competencies (in the two languages and possibly in a third system that is a
combination of the first two) to the extent required his or her needs and those of
the environment.1 When two or more bilingual speaker interacts, they do not use
only one language for their conversation. They often utilize both languages at
literature.
they are usually required to select a particular code whenever they choose to
1
Francois Grosjean, Studying Bilinguals, (Newyork: Oxford University Press, 2008), 14.
2
Ronald Wardhaugh, An Introduction to Sociolinguistics, (United Kingdom: Blackwell Publishing,
2006), 13.
2
speak, and they may also switch from one language to another language.3
of the bilingual society who are supposed to s[1]witch the language. So, code-
make good communication between them and the one alternative ways to
convey material in the teaching and learning process.. But it is different for
the teaching and learning process often code-switching by teachers for giving
information and lesson materials to students. The teacher turns to switch the
that English teachers used code-switching while teaching the learning process
in the classroom.
3
Ronald Wardhaugh, An Introduction to Sociolinguistics, (United Kingdom: Blackwell Publishing,
2006), 101.
4
Sandra Lee Mckay & Nancy H. Hornberger, Sociolinguistics and Language Teaching, (UnitedStatesd
of Amerika: Cambridge University Press, 2009), 56
3
that occurs both inside and outside school."5 So it is natural when it happens
teacher because the teacher and student are Indonesian people while English is
a foreign language for them. For Indonesian students, it is not easy to master
use the Indonesian language in their daily communication. So, they will feel
difficult in understanding the lesson if teach the learning process using full
English.
explain things better or to build rapport with their students. 7Meanwhile the
the students' perceptions. Jacob et al. refer to "perception as one of the most
5
Anita, "Students’ Code Switching In EFL Classroom" (IAIN SMH Banten,2013), 24
6
Badrul Hisham Ahmad, Kamaruzaman Jusoff, "Teachers’ Code Switching in Classroom Instructions for
Low English Proficient Learners", English Language Teaching, Vol. 2, No. 2, (June 2009), 49.
7
Muhammad Fareed, Samrin Humayun, Huma Akhtar, "English Language Teachers’ Code Switching in
Class", Journal of Education & Social Science, Vol. 4 No. 1, (2016), 1-2.
4
teachers know the students’ perceptions, they can modify the language
and teachers are not only transferring knowledge but also have to understand
some of the students. As a result of the interview, the researcher found that the
Overall, the students expressed positive views of this practice indicating that it
is a useful teaching strategy. This practice was perceived to make the students
8
Iskandar, "Students’ Perception on the Use of Facebook as a Discussion Group in Helping Students
Express Ideas Through Written Form", (Thesis, English Education Department, Ar-Raniry State Islamic
University Darussalam, Banda Aceh, 2018), 7," https://repository.ar- rainy.ac.id/3861 /
5
Based on the background above, the writer can identify the problems as follow:
2. The obstacles faced by students with code switching used by English teachers
3. The functions of code switching were believed to help the students to get the
Based on the research problems above, the objective of this research are:
6
This research gives some useful information about students’ perceptions of code-
switching used by English teachers. The significance of the research are following:
a. For a researcher
b. For students
Therefore the teaching-learning process can run well because in this chance
the students can explain their wants and needs during the learning process.
c. For teachers
7
This research can help the teachers know about the students’
research.
teachers during lectures. The findings of the study revealed the positive
the students were of the view that code-switching by teachers restricts their
exposure to English.9
students; perception." This study investigated the lecturer and students’ types
switch, affective functions, and repetitive functions, then, for the functions of
positively. It was revealed from the result of the questionnaire which showed
that the students felt enthusiasm toward classroom code switching or in the
9
Muhammad Fareed, Samrin Humayun, Huma Akhtar, "English Language Teachers’ Code Switching in
Class", Journal of Education & Social Science, Vol. 4 No. 1, (2016), 1-11.
9
other hand the students agreed if teaching and learning process in two
languages.10
Bilingual Class at The State Junior High School 22 Surabaya." This study
teacher for bilingual class grade 8A and 8B use three type of the code-
switching. The teacher switched from both English into Indonesian and
class. It was found the teacher mostly had repetitive function (58, 4%). Next,
the teacher switched because of the topic of the material (20, 8%), the last, she
had affective function (20, 8%) while doing code- switching. In this study the
researcher found the reasons of code switching used English teacher, there are
repetition used for clarification (50%), interjection (25%), and clarifying the
10
Tiara Gardania Rasmita "Code switching in an EFL Classroom: type, function and students
perception", (Thesis, School of Postgraduate Studies English Education Study Program Universitas
Pendidikan Indonesia, 2016)," ", Journal of Education & Social Science, Vol. 4 No. 1, (2016), 1-
11.http://repository.upi.edu/26896/.
11
Rustiva Trisulichartini "A Study of Code-Switching Used by an English Teacher for a Bilingual Class at
The State Junior High School 22 Surabaya"(Thesis, English Department, Faculty of Letters and
Humanities, State Islamic University Sunan Ampel, Surabaya, 2014)," http://digilib.uinsby.ac.id/48/.
10
From the previous of the study above, the writer discusses about code
Raya. The research focuses on the function of teachers’ code switching and
CHAPTER II
REVIEW OF LITERATURE
1. Definition of Perception
physical environment and the social environment. Since the individual was
born, since then also the individual is directly connected with the surrounding
world. Start at the same time the individual receives stimuli from outside, and
process that used by people to manage and interpret impression of their sense
People may have different perceptions. Each person has his or her
right to have their perceptions as long as it can be proved with the facts.
Through the perception, people can create relationship with environment. This
relationship is done through their five senses. Those are vision, hearing, taste,
12
Asih Lestari, "Students’ Perception on the Use of Media in EFL Class", (Thesis, English Education
Department, Teacher Training and Education, Universitas Muhammadiyah Purwokerto, Purwokerto,
2018), 4.
12
smell, and touch. The stimuli can come from other people, events, physical
object, or ideas.13
experience," 14
requires past experience because people can identify
something easily if they have seen it earlier compare with people who have
not seen it before. In addition, Walgito has stated that perception which is
they get the sensation from the environment through the sense of organ. This
happened.
13
Joseph E. Champoux, Organizational Behavior, 4th ed, (United Kingdom: Taylor & Francis, 2010),
101.
14
E. Bruce Goldstein, Sensation and Perception, 8th ed, (Canada: Wadsworth Cengage Learning,
2010), 8.
15
Bimo Walgito, Psikologi Sosial (Suatu Pengantar), (Yogyakarta: ANDI, 1990), 53
13
says that there are two factors that influence someone’s perception, they are as
follow:16
a) Internal factors
b) External factors
monitoring process. The process of stimulus will through the sense of organ
or receptor such as: sight, sounds, hearing, etc. it can be concluded that the
the world.
16
Bimo Walgito, Psikologi Sosial (Suatu Pengantar), 54.
14
In addition, Altman et al. also stated that there are four factors that
information comes from the activities that can effect someone’s behavior.
depends on their expectation on situation that they experience. The last factor
3. Process of Perception
human brain. Through perception, human being continually connects with the
17
Steven Altman, Enzo Valenzi, Richard M Hodget, Organizational Behavior: Theory and Practice,
(United Kingdom: Academic Press, Inc. London 1985), 86-90.
15
make into something meaningfully. Walgito has stated that there are three
a. Stimulus
Perception arises because of the response to the stimulus. The first step
b. Organization
c. Interpretation
People start to interpret on the things that they perceive and organize
in stimulus and organization. In other words, after receive and organize they
can interpret the information and turn it into something that can categories and
given meaning.
18
Bimo Walgito, Psikologi Sosial (Suatu Pengantar), 53.
16
4. Students’ Perception
higher education. 19 Students are the main and the most important resources in
the teaching and learning process. Students can learn from teachers, while
teachers cannot teach without students. All of the learning process always
19
Oxford Learner’s Pocket Dictionary, 4th ed, 441
20
Iskandar, "Students’ Perception on the Use of Facebook as a Discussion Group in Helping Students
Express Ideas Through Written Form", 7.
21
Steven Altman, Enzo Valenzi, Richard M Hodget, Organizational Behavior: Theory and Practice, 85.
17
toward information they get from an object, in this study is teachers’ code
learning English by teacher in the classroom and the product of the perception
B. Code Switching
code is. People use a language as a code to communicate to other. Code refers
to any form of speech whether named or unnamed that the society in question
one chooses to use on any occasion."23 In the other word, code is a variant of
22
Marites Quibol Catabay, "Students’ Perception on the Use of Code Switching in English as a Second
Language Class", International Journal of Advanced Reseacrh in Management and Social Science, Vol.
5 No. 4, (2016), 278.
23
Ronald Wardhaugh, An Introduction to Sociolinguistics, 88.
18
and listener and also depends on the situation and condition. The code can be
There are several definitions of code switching from the experts that
will give the clarity to understand the concept of code switching. Myers-
Scotton defines "code switching as the use of two language varieties in the
language. On the other word, it can be stated that code switching is the
and they may also decide to switch from one code to another or to mix codes
even within sometimes very short utterances and there bycreate a new code."25
25
Ronald Wardhaugh, An Introduction to Sociolinguistics, (United Kingdom: Blackwell Publishing,
2006), 101.
19
called code switching. The other explanation from Gardner that "code
who is in contact with more than one language or dialect, to a greater or lesser
extent.
Anita also says that "code switching is the practice of the substituting
the situation when people use two or more languages for communication in
their community and they change from one language to other language in the
27
Anita, "Students’ Code Switching In EFL Classroom" (IAIN SMH Banten,2013), 29.
20
a. Speaker
habits.
b. Listener or participant
society, someone who speaks in one language may switch the code to his
speech partner who has the same mother language background. It means that
c. Third person
Third person which come from different backgrounds from the speaker
can cause code-switching because third person status also determine which
28
Abdul Chaer dan Leoni Agustina, Sociolinguistic, 108.
21
d. Topic
code-switching
The formal and informal situation happens in the class and out of the
class which depends on the language background of the speakers and partners.
In the formal situation, speech usually delivered formally and seriously. While
as speaker likes.
that there are certain purposes in doing code-switching while speaking. Before
would be appropriate to deal with the use of code switching in its naturally
individuals.
a. Participants
b. Solidarity
c. Status
based on the status of their addresses. For example, an employee would use a
formal standard when conversing with his superior, but changes to a friendlier
d. Topic
(2013), 228.
23
local pronunciation
f. Metaphorical switching
Who have high proficiency in more than one code will switch like metaphor
to enrich communication.
g. Lexical borrowing
English teachers were not aware of the function and outcomes of the code
classroom.
The teacher use code switching by starting the lesson in the English
Language and may move into the second language and back. This ensures that
is described as follow:
1. Topic switch
instruction, that the teacher shifts his language to the mother tongue of his
students in dealing with particular grammar points, which are taught at that
25
moment. At this point it may be suggested that a bridge from known (native
2. Affective function
in order to build solidarity and intimate relations with the students. In this
sense, one may speak of the contribution of code switching for creating a
3. Repetitive function
transfer the necessary knowledge for the students for clarity. Following the
instruction in the target language, the teacher code switches to native language
in order to clarify meaning, and in this way stresses importance on the foreign
repeat the instruction in native language may lead to some undesired student
behaviors.30
30
Olcay Sert, The Function of Code Switching in EFL Classrooms, TESL Journal, Vol. XI, No. 8, (August
2005).
26
The first is topic switch occurs when the teacher alters his/her language
function used by the teacher in order to build solidarity and intimate relations
with the students. The last is repetitive function used by the teachers to
English and first language are frequently switched. Lin in Engku Hariza stated
that classroom code switching as the alternating use of more than one
teacher and students.31 Gardenia also agree that classroom code switching in
assistant or lecturer aide and code switching which occurs is between English
31
Engku Haliza, Engku Ibrahim, dkk., "Code Switching in English as a Foreign Language Classrrom:
Teachers’ Attitude", English Language Teaching, Vol. 6, No. 7 (2013), 140.
32
Tiara Gardania Rasmita "Code switching in an EFL Classroom: type, function and students;
perception", (Thesis, School of Postgraduate Studies English Education Study Program Universitas
Pendidikan Indonesia, 2016), 15.
27
the language of the students, whether or not the teacher is a native speaker, the
classroom itself often becomes a code switching situation. The lesson starts in
the first language, or the control of the class takes place through the first
classrooms throughout the world these days and students have positive and
33
Abdul Chaer dan Leoni Agustina, Sociolinguistic, 107.
34
Vivian Cook, Second Language Learning and Language Teaching, (London: Hachette UK Company, 2008) , 179.
28
use the pupils’ L1 to explain and organize a task and to manage behavior in
the belief that this will facilitate the medium-centered language-related goal of
the lesson.
first language itself. So that the use of L1 in EFL classroom will give benefit
for the students because it gives some access what is being learnt with their
35
Badrul Hisham Ahmad, Kamaruzaman Jusoff, "Teachers’ Code Switching in Classroom Instructions
for Low English Proficient Learners", English Language Teaching, Vol. 2, No. 2, (June, 2009), 49.
36
Liu Jingxia, "Teachers’ Code Switching to the L1 in EFL Classroom", The Open Applied Linguistic
Journal, Vol. 3, No. 10, 10-23 (2010).
29
private universities in Bogor shows that the majority of the students agree that
ESL learners think that they get benefit because of teachers’ code-switching
37
Tiara Gardania Rasmita "Code switching in an EFL Classroom: type, function and students
perception", 31.
38
Muhammad Fareed, Samrin Humayun, Huma Akhtar, "English Language Teachers’Code Switching
in Class", Journal of Education & Social Science, Vol. 4, No. 1, (2016).
30
CHAPTER III
RESEARCH METHOD
answer the research question in this research. Sugiyono mentions that "the
research method is the scientific way to get data with the certain goals and
above explanation, the researcher makes the teachers and students as the main
informants.
research is more concerned with what rather than how or why something was
40
ibid
41
Hosesein Nassaji, "Qualitatif and DescriptiveResearch: Data Type Versus Data Analysis", Languange
Teaching Research, Vol. 19, No. 2, (2015), 129.
31
compare, contrast, classify, analyze, and interpret the entities and the evens
the function of teachers’ code switching and the students’ perception toward
teacher’s switching.
The informants in this study are the teachers and students on grade XI
because the students are including the beginner level in learn English. In this
Tanjung Raya to know the function of teachers’ code switching. They were
who gave the information needed. In addition the researcher also takes 50
42
Hossein Tavokali, A Dictionary of Reseacrh Methodology and Statistics in Applied Linguistics, (Iran
Rahman Press, 2012), 160.
32
important step in research, because the aim of the research is to get the data. In
collecting the data, the researcher used three forms of data collecting technique.
1. Classroom Observation
44
ibid
33
two times for getting some utterances from the teacher in the classroom.
using the tape recorder and at the same time the researcher filled the
which modified from Sert. This was intended to know what the functions of
follows:
2. Questionnaire
45
Sugiyono, Metode Penelitian Pendidikan, 204.
34
the researcher and the respondents select from or evaluate the options
provided."46 Closed questionnaire also can make ease and speed with which
the researcher did not use neutral or undecided agreement level in order to
avoid the tendency of the participants to mostly choose this value. The middle
category can prevent the participants from making a choice. Therefore the
46
David and Kathelen, Exploring Second Language Class Room Research, (HEINLE Cengange Learning,
2009), 130.
47
David and Kathelen, Exploring Second Language Class Room Research, 131.
48
Sugiyono, Metode Penelitian Pendidikan, 134 .
35
Agree (SA), Agree (A) Disagree (D), and Strongly Disagree (SD). Therefore,
there were only four choices in the value as described in table 3.2.
3. Interview
The researcher also uses the interview to the teachers and students
after did observation and spread out the questionnaire. Interview occur when
researcher ask one or more participant general. 49 Then, Creswell also classify
the interview into four types, those are; one-on-one interview, focus group
49
John W. Creswell, Education Research, 217.
50
ibid
36
asks questions and records answers from only one participant in the study at a
time.
In this research the researcher will takes two teachers and six students
as the respondents. The researcher assumed that six students represent all
members in the class.In this step the researcher uses a recorder to collect the
information.
the field, during of the field and after completion of the field. In fact, data
the investigative process rather than after process.51 In this study the
different data collection techniques to get data from the same source. 52 There
and transcribed. From the transcription, code switching found was categorized
into each functions based on the theories of Sert. Based on observation, the
research will find the data about the functions of teachers’ code switching.
research. The data were used to know students’ perception towards teachers
code switching. The questionnaires collected from the students were counting
Explanation:
p = Percentage
F = Frequency of Respondents
The last is describing the data from the questionnaire. From the steps
the data obtained from the observation and questionnaire. Tape recording also
53
Anas Sudjiono, Pengantar Statistik Pendidikan, (Jakarta: Raja Grafindon Persada, 2019),
38
obtained from the interview sessions was replayed and transcribed. From the
E. Triangulation
Triangulation of the data is one of the ways to check the credibility of the
refers to the process that helps increase the reliability and validity of the
research.54
whether or not the proposed research data is credible. The data which will
compared to each other. It purposes to see how accurate the data is. Students
conducted to get the data which can be used to make sure about the result of
observation and questionnaire. The observation was done more than one time.
these triangulations, the researcher expected the result of this research was
54
Bans-Akutey, A., Tiimub, B.M. 2021. Triangulation in Research. Academia Letters: ReseacrhGate.
DOI: 10.20935/AL33922
39
accurate because the data was collected more than one time and more than one
data method.
REFERENCES