A CASE STUDY OF CODE-SWITCHING STRATEGIES BY ENGLISH TEACHERS IN THE ACCELERATED

CLASSROOM PROGRAM

A THESIS

Written as a Partial Fullfilment of the Requirements for Graduate Education Degree of English Language Teaching

DINAR DIPTAS891402017

GRADUATE PROGRAM OF ENGLISH EDUCATION DEPARTMENTFACULTY OF TEACHER TRAINING AND EDUCATION

SEBELAS MARET UNIVERSITYSURAKARTA

2015

ii

APPROVAL

A CASE STUDY OF CODE-SWITCHING STRATEGIES BY ENGLISH

TEACHERS IN THE ACCELERATED

CLASSROOM PROGRAM

By:

DINAR DIPTAS891402017

This thesis has been approved by the Consultant of

English Education Department of

Graduate Program Teacher Training and Education Faculty of

Sebelas Maret University

Surakarta, November 2015

Consultant I

Prof. Drs. Riyadi Santoso, M.Ed., Ph.D.NIP. 19600328 198601 1 001

Consultant II

Dr. Hersulastuti, M.Hum.NIP. 19650421 198703 2 002

Approved by,

The Head of Graduate Program of English DepartmentSebelas Maret University

Dr. Ngadiso, M.Pd.NIP. 19621231 198803 1 009

iii

LEGITIMATION

A CASE STUDY OF CODE-SWITCHING STRATEGIES BY ENGLISH TEACHERS IN THE ACCELERATED CLASSROOM PROGRAM

By:DINAR DIPTA

S891402017

This Thesis has been approved by the Board of Thesis Examiners of English Education Department of Graduate Program

Teacher Training and Education Faculty of Sebelas Maret Universityin 25 November 2015

Board of Examiners Signatures

Chairman Dr. Ngadiso, M.Pd.NIP. 19621231 198803 1 009 (..................................)

Secretary Dr. Abdul Asib, M.Pd.NIP. 19520307 198003 1 005

(..................................)

Examiners 1. Prof. Drs. Riyadi Santoso, M.Ed., Ph.D.NIP. 19600328 198601 1 001

(..................................)

2. Dr. Hersulastuti, M.Hum.NIP. 19650421 198703 2 002

(..................................)

Legalized by:

The Dean of Teacher Training and Education Faculty of

Sebelas Maret University

The Head of English Education Department of Graduate Program of

Teacher Training and EducationFaculty of Sebelas Maret University

Prof. Dr. Joko Nurkamto, M.Pd.NIP. 19610124 198702 1 001

Dr. Ngadiso, M.Pd.NIP. 19621231 198803 1 009

iv

PRONOUNCEMENT

This is to certify that I myself write this thesis entitled “A Case Study of

Code-Switching Strategies by English Teachers in the Accelerated Classroom

Program”. It is not a plagiarism or made by others. Anything related to other’s

work is written in quotation, the source of which is listed on the references.

If then this pronouncement proves incorrect, I am ready to accept any

academic punishment, including the withdrawal or cancelation of my academic

degree.

Surakarta, November 2015

Dinar Dipta

v

ABSTRACT

Dipta, Dinar. S891402017. (2015). A Case Study of Code-Switching Strategies by English Teachers in the Accelerated Classroom Program. Thesis. Consultant I: Prof. Riyadi Santoso, M.Ed., Ph.D.; Consultant II: Dr. Hersulastuti, M. Hum. English Education, Graduate Program, Universitas Sebelas Maret, Surakarta, Indonesia.

There is a contradictory theory towards the use of teachers’ code-switching in language acquisition. Some argues that the target language is supposed to be the only language performed in teaching process. On the other hand, other theories allow the use of various languages as a medium of instruction. The second theory is strongly supported by the fact that target language learning cannot be separated from native language (Margana, 2013). Highlighting this contradictory phenomenon, this study is aimed to identify the occurrences of teachers’ code-switching while teaching English in the classroom. Especially, this study focused on the analysis of the grammatical patterns, types, factors, and functions of code-switching. Moreover, this study revealed to what extend these code-switching affect the students’ performance.

This study was a qualitative case study which produced descriptive data. The data were all of the code-switching performed by the English teachers in the form of expressions. In order to complete the source of data, supportingdocuments and some informants were involved in this study. Coping with the aims of the study, purposive sampling was used to collect the samples under the consideration that the samplings were teaching English in the accelerated classroom. Observation, documentation, and interview were conducted to collect the data. Those were interpreted descriptively. To enhance the trustworthiness of the data analysis, the triangulation technique was used. After being checked, the data were analyzed based on Spradley’s Ethnographic Analysis (1979).

The results pointed out that there were two grammatical patterns of code-switching performed; free-morpheme, and equivalence constraints. Regarding to the patterns, the types of code-switching were categorized as tag-switching, intersentential switching, and intrasentential switching. The results also described the factors initiating the teachers to switch code; participant, topic, situation, solidarity, and status. These analyses led to the functions of teachers’ code-switching in teaching process; quotation, interjection, message qualification, addressee specification, reiteration, and personalization versus objectification. Moreover, it was revealed that these code-switching gave a good impact on the students’ performance. In conclusion, the result of this study supported the second theory which allows the use of various languages as a medium of teaching English in the accelerated classroom.

Keywords: accelerated classroom program, case study, code-switching, English teacher

vi

MOTTO

- I am my parents’ biggest fan and I fight for their happiness -

vii

DEDICATION

This research is fully dedicated to:

My beloved mother and father, Sri Mukartini Rukmi and Bambang Utoyo

My brother, Danar Utoyo

My future, Yudhi Widayanto

My almamater, Sebelas Maret University

viii

ACKNOWLEDGEMENT

All praise due to Allah, the lord of the world. He is the master and the

creator of everything in the universe. Peace and salutation be upon to the noble

Prophet of Islam, Muhammad SAW who has guided us from the darkness to the

enlightenment in the world as well as in the next world.

Furthermore, I would like to deliver my gratitude and appreciation for

everyone who gave me motivations to accomplish this thesis, especially:

1. Prof. Dr. Ravik Karsidi, the Rector of Sebelas Maret University.

2. Dr. Ngadiso, M.Pd., Head of English Education Department of Graduate

Program.

3. My honorable advisors, Prof. Drs. Riyadi Santoso, M.Ed., Ph.D., and Dr.

Hersulastuti, M.Hum., who have advised and guided me to complete this

thesis, thank you so much.

4. Dr. Ngadiso, M.Pd., Dr. Abdul Asib, M.Pd., Prof. Drs. Riyadi Santoso, M.Ed,

Ph.D., Dr. Hersulastuti, M.Hum., as the board examiners who gave me

critical judgment and suggestions to make this thesis more accurate.

5. Lecturers and staffs of English Graduate Program.

6. Nasta’in, S.Pd., M.Pd.I., the Headmaster of MAN 2 Ponorogo.

7. Usriya Tas’adina, S.Pd., M.Pd., and Drs. Zain Attamim, M.Pd., the English

teachers of MAN 2 Ponorogo for conducting the research.

8. Grade XI students of accelerated classroom program of MAN 2 Ponorogo

for the cooperative relation.

I realize that there are still a lot of mistakes and weaknesses in this

thesis. Therefore, critics and suggestions are needed in order to make better

improvement for this study. Last but not least, this study is expected to

contribute to the development of English teaching in Indonesia.

Surakarta, November 2015

Dinar Dipta

ix

TABLE OF CONTENTS

Page

TITLE PAGE ....................................................................................................i

APPROVAL......................................................................................................ii

LEGITIMATION ..............................................................................................iii

PRONOUNCEMENT........................................................................................iv

ABSTRACT ......................................................................................................v

MOTTO ............................................................................................................vi

DEDICATION ..................................................................................................vii

ACKNOWLEDGEMENT .................................................................................viii

TABLE OF CONTENTS...................................................................................ix

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

LIST OF FIGURE .............................................................................................xiii

LIST OF APPENDICES....................................................................................xiv

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

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

B. Research Questions ................................................................................4

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

D. Significance of the Study........................................................................5

CHAPTER II REVIEW OF RELATED LITERATURE ....................................7

A. The Nature of Linguistics .......................................................................7

1. Applied Linguistics ..........................................................................9

2. Bilingualism and Multilingualism.....................................................10

a. Definition of Bilingualism and Multilingualism ..........................10

b. Language Use in Bilingual Communities ....................................11

c. Code ...........................................................................................12

1) Digglosia ..............................................................................13

2) Borrowing.............................................................................14

3) Code-Mixing.........................................................................15

4) Code-Switching ....................................................................15

a) The Grammatical Perspectives on Code-Switching..........17

x

b) The Types of Code-Switching .........................................18

c) The Factors of Code-Switching .......................................20

d) The Functions of Code-Switching ...................................22

B. Language Acquisition.............................................................................25

1. Classroom Management ...................................................................26

2. Teacher-Talk ....................................................................................27

3. Teacher Code-Switching Strategies ..................................................28

C. Conceptual Framework ..........................................................................30

D. Review of Previous Studies ....................................................................33

CHAPTER III RESEARCH METHODOLOGY................................................35

A. Setting of the Study ................................................................................35

B. Research Design.....................................................................................35

C. Data and Source of Data.........................................................................36

D. Data Collection Technique .....................................................................37

E. Data Validity..........................................................................................40

F. Data Analysis Technique........................................................................40

CHAPTER IV RESULTS AND DISCUSSIONS...............................................43

A. Results ...................................................................................................43

1. Grammatical Pattern of Code-Switching...........................................43

2. Types of Code-Switching .................................................................44

3. Factors of Code-Switching ...............................................................45

4. Functions of Code-Switching............................................................46

B. Discussions ............................................................................................47

1. Grammatical Pattern of Code-Switching...........................................47

2. Types of Code-Switching .................................................................49

3. Factors of Code-Switching ...............................................................52

4. Functions of Code-Switching............................................................57

5. How Teachers’ Code-Switching Affect the Students’ Performance...63

CHAPTER V CONCLUSSIONS, IMPLICATIONS, SUGGESTIONS..............67

A. Conclusions............................................................................................67

B. Implications ...........................................................................................68

C. Suggestions ............................................................................................69

xi

BIBLIOGRAPHY..............................................................................................71

APPENDICES...................................................................................................77

xii

LIST OF TABLES

Table 3.1 Research Schedule .............................................................................35

Table 3.2 Code-Switching Analysis ...................................................................37

Table 3.3 Interview Protocol ..............................................................................39

Table 4.1 Grammatical Pattern of Code-Switching.............................................43

Table 4.2 Types of Code-Switching ...................................................................44

Table 4.3 Factors of Code-Switching .................................................................45

Table 4.4 Functions of Code-Switching .............................................................46

xiii

LIST OF FIGURE

Figure 2.1 Analytical Construct of Code-Switching Strategies ...........................32

xiv

LIST OF APPENDICES

Appendix I The Transcripts of Classroom Interaction ........................................77

Appendix 2 The Table of Code-Switching Analysis ...........................................152

Appendix 3 The Table of Code-Switching Analysis Result ................................153

Appendix 4 Focus Group Discussion Protocol ...................................................177

Appendix 5 Personal Interview Protocol ............................................................178

Appendix 6 Transcript of Focus Group Discussion ............................................179

Appendix 7 Transcripts of Personal Interview....................................................187

Appendix 8 Permission Letter of MAN 2 Ponorogo ...........................................197