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THE ANALYSIS OF CODE SWITCHINGIN ONE OK ROCK’S SONG LYRICS
AND ITS APPLICATION IN TEACHING SPEAKING
S1 THESIS
Submitted as a partial fulfillment of the requirement to obtain SarjanaPendidikandegree at English Education Program of PurworejoMuhammadiyah University
bySITI ZAENATUN
132120192
ENGLISH EDUCATION PROGRAMTEACHER TRAINING AND EDUCATION FACULTY
PURWOREJO MUHAMMADIYAH UNIVERSITY2017
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DEDICATION
This thesis is honourably dedicated to:1. The researcher’s beloved parents, themother Suyati, and herfatherWakijo
“Thanks for your pray, support, finance, motivation, and advice given to me. Iam nothing without you”.
2. The researcher’s brothers, Muhammad Syafiqul Anam andNurahmad.“Thankyou so much for everything. I love you”
3. The researcher’s sisters in law, Nur Fatimah and Nurhidayati Chosiyah4. The researcher’s One and Mother. “Thankyou so much for the pray and wishes,
the support and the love you’ve given me”.5. All researcher’s best friends, the members of Kost Iin group Nur Khasanah,
Sugiharti Puspita Sari, Faida Rahmawati, Tri Winarti, Mahmudah, MinaKurniasih, Puji Rahayu Daustina, Diajeng Hanum, Riya Arbiyanti, and IstiFadhotul Mukaromah.“Really big thanks for the most precious moments youshared in my life, the most beautiful stories ever, really big thanks and I loveyou so much”.
6. All members of class E in academic year 2013/2014.7. Everybody who helps me in compiled this thesis.
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MOTTO
Durung menang yen durung wani kalahDurung unggul yen durung wani asorDurung gedhe yen durung wani cilik(Javanese quotes)
Isshoukenmei oinori o shi, seiippai hataraku(pray heartfully, work hardfully)(Japanese quotes)
There is no limitation in reaching the limit(the researcher)
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ABSTRACT
Zaenatun, Siti. 2017. “The Analysis of Code Switching in One Ok Rock’ssong lyric and Its Application in Teaching Speaking. A Thesis.English EducationProgram.TeacherTraining and Education Faculty,PurworejoMuhammadiyahUniversity.
This research is a descriptive study about the use of Code Switching inOne Ok Rock’s song lyrics. The objectives of the study are to describe the types ofcode switching found in One Ok Rok’s song lyrics and to describe theapplicationof this research to teach speaking about expressions of asking and giving opinionat the eleventh grade students ofSenior High School.
This research is a descriptive qualitative research. The object ofthisresearch isfour of One Ok Rock’s song lyrics, they are Yap, Borderline, Mr.Gendai Speaker and Let’s Take It Someday and it is supported by using manysources. Inanalyzing the data, the researcher found the main source, “Yap,Borderline, Mr. Gendai Speaker and Let’s Take It Someday ”song lyrics, searchedthe lyrics, listened to the song carefully while read the song lyrics,collectedthetypes of code switching from utterances in the lyric, classifiedthe data found, andcategorized theclassification into the data sheet.
The results of this study are: there are three types of code switching,namely Intersentential code switching, Intrasentential code switching, and Tagswiching and 76utterances in Yap, Borderline, Mr. Gendai Speaker and Let’s TakeIt Somedaysong lyrics. It consists of 55 utterances of Intersentential codeswitching(72.40%), 10utterances of Intrasentential code switching (13.10%), and11 utterances of Tag switching (14.50%).The results of the research can beappliedto teach speaking about expressions of asking and giving opinion at the eleventhgrade students of senior high school.
Keywords:Code Switching, Song Lyrics, Teaching Speaking
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TABLE OF CONTENTS
TITLE...................................................................................................................iAPPROVAL SHEET ..........................................................................................iiRATIFICATION SHEET ..................................................................................iiiSTATEMENTS..................................................................................................ivDEDICATION ....................................................................................................vMOTTO .............................................................................................................viACKNOWLEDGEMENT ................................................................................viiABSTRACT.....................................................................................................viiiTABLE OF CONTENTS ..................................................................................ixLIST OF TABLE ..............................................................................................xiLIST OF DIAGRAM ........................................................................................xiiLIST OF APPENDICES .................................................................................xiiiCHAPTER I. INTRODUCTION.....................................................................1
A. Background of the Study.........................................................................1B. Identification of the Problem ..................................................................6C. Limitation of the Problem .......................................................................7D. Statement of the Problem .......................................................................8E. Objective of the Study ............................................................................8F. Significance of the Study ........................................................................8
CHAPTER II. REVIEW OF RELATED LITERATURE ..........................10A. Theorical Review ..................................................................................10
1. Sociolinguistic.................................................................................102. Codes...............................................................................................113. Code switching................................................................................12
a. Definition of Code Switching ....................................................12b. Types of Code Switching ..........................................................13
4. Code Switching in Song Lyrics ......................................................165. The Function of Code Switching ....................................................186. Music...............................................................................................18
a. Definition of Music ...................................................................18b. Genres of Music ........................................................................18c. Song and Lyric ..........................................................................20d. One Ok Rock.............................................................................20e. Song Review .............................................................................21
7. Teaching Speaking ..........................................................................22a. Teaching .....................................................................................22b. Speaking .....................................................................................23
B. Conceptual Framework .........................................................................24C. Previous Study ......................................................................................25
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CHAPTER III. RESEARCH METHOD ......................................................28A. Research Design ....................................................................................28B. Data and Data Source ............................................................................30C. Instrument of the Research....................................................................30D. Technique of Collecting Data ..............................................................32E. Technique of Analyzing Data ..............................................................33F. Unit of Analysis ....................................................................................34
CHAPTER IV. RESEARCH FINDING AND DISCUSSION ....................36A. Data Description....................................................................................36B. Data Analysis ........................................................................................41C. Discussion .............................................................................................45
1. Intersentential Code Switching.........................................................452. Intrasentential Code Switching.........................................................503. Tag Switching...................................................................................52
D. The Application of Code switching ......................................................55E. Lesson Plan ...........................................................................................57
CHAPTER V. CONCLUSION AND SUGGESTION .................................68A. Conclusion ............................................................................................68B. Suggestion .............................................................................................68
REFERENCESAPPENDICES
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LIST OF TABLE
Table 1
Table 2Table 3Table 4Table 5Table 6Table 7Table 8
Table 9
Table 10
Table 11Table 12Table 13
Number and Percentage of Code Switching in all the lyric Yap,Borderline, Mr. Gendai Speaker and Let’s Take It SomedayUtterances that use code switching in liryc YapUtterances that use code switching in liryc BorderlineUtterances that use code switching in lirycMr. Gendai SpeakerUtterances that use code switching in lirycLet’s Take It SomedayNumber and Percentage of Code Switching in lyric YapNumber and Percentage of Code Switching in lyric BorderlineNumber and Percentage of Code Switching in lyric Mr. GendaiSpeakerNumber and Percentage of Code Switching in lyric Let’s Take ItSomedayNumber and Percentage of Code Switching in all the lyric Yap,Borderline, Mr. Gendai Speaker and Let’s Take It SomedayIntersential code switching utterancesIntrasentensial code switching utterancesTag switching utterances
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LIST OF DIAGRAM
Diagram 1
Diagram 2Diagram 3Diagram 4Diagram 5
Diagram 6
Number and Percentage of Code Switching in all the lyric Yap,Borderline, Mr. Gendai Speaker and Let’s Take It SomedayUtterances that use code switching in liryc YapUtterances that use code switching in liryc BoderlineUtterances that use code switching in lirycMr. Gendai SpeakerUtterances that use code switching in lirycLet’s Take ItSomedayNumber and Percentage of Code Switching in all the lyric Yap,Borderline, Mr. Gendai Speaker and Let’s Take It Someday
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LIST OF APPENDICES
Appendix 1 ReferencessAppendix 2 SyllabusAppendix 3 Song LyricsAppendix 4 Thesis Consultan Log
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CHAPTER 1INTRODUCTION
A. Background of the study
Language is one of the media to transfer the messages of someone’s
thought. It has an important role as a tool to convey the messages in
communication process. Language is functioned as a machine that works to
process the thoughts become words to be spoken. Look at its important roles,
it is absoluteness for people in using language.
There are so many kinds of language in this world, and one of them is
English. As an international language, English takes the important role in
human life. It has become one of the languages that be learnt most in this
world. English requires human all around the world to master it. English is
not only functioned as a machine in transfering messages, but also as an
integrationist language for people all around the world.
In mastering English, there are some skills that have to be mastered by
the learners, such as listening, speaking, reading and writing. Besides the
skills, other components that are important too such as grammar, vocabulary,
pronunciation etc. Both of the components and the skills, they have close
correlation. Those components cannot be separated from the skills. By
mastering those components, the learners will be better in English. When a
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learner has good grammar, vocabulary, and pronunciation, his English will be
more acceptable and easier to be understood.
The process of mastering English is not far different from the babies
who try to master mother tongue as their first language, the process of
mastering English will has some steps like what the babies do. The first step
is listening, before they could speak, they will listen to the speaker first than
they will be able to produce words and speak to another. The second step is
speaking, after listen to another, we have to produce the words to be spoken.
We can say that, listening as the input while the speaking is the output.
Based on the statements above, we can see that speaking is the result
of learning language, in another words, people can be said success in their
language learning when they can use the language by speaking. Certainly,
being able to speak is not only good in producing words, but also the
utterances are acceptable.
In this modern era, being able to speak English is very important. As
an international language, English become the most accepted language in all
around the world. In social gatherings such as international business
gathering, conferences or when people from various get together for certain
purposes, they will use English for their communication. Besides, mastering
English will give us so many advantages such the opportunity in our career.
We will have more job opportunities because in this modern era, there are
many companies that require the employee to be able speaking English. They
speak English in the daily life, including command or ask something.
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Another reason why speaking English is important is when it comes to
technology. Nowadays, the development of technology is increasing in
almost of all around the world, all of them is using English. Automatically,
this condition will influence to the development of the country, when the
citizen of the country are able to speak English, the country will be able to
take a part or even compete in the development of the technology.
Being able to speak English will give many advantages when we go to
abroad. It will be easy for us to be accepted, and we can get new knowledge
about the country, the culture or their daily life because we can easily
communicate with them.
Based on the reasons why we should speak English, we can see that
being able to speak English will give us so many advantages, unfortunately to
be able speaking English is not easy. Some problems that common faced by
the learners such as the lack of the self-confidence, lack of vocabulary,
speaking unfluent, too much thinking of the grammar etc.
Self-confidence problem become a serious problem. There are many
factors that cause the problems, the first may come from inside when the
learners are fear to speak. It is caused of unsupported environment, for
example when the learners make mistakes the people around him laughing at
him. That condition makes the learners do not dare to make mistakes in
speaking, they are too afraid of looking fool by the mistakes and in the end
they choose to keep silent, of course it will obstruct in process speaking
English learning.
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The next problem is lack of vocabulary. When a learner has not
enough vocabulary, automatically he would be difficult to produce words to
be spoken. Some of them also said that they have many mispronunciation and
difficulties in speak in correct pronunciation. It may happen because they are
unaccustomed with English. they have low practicing in speaking English.
Commonly, music consists of two elements, they are music
instruments and words to be sung called lyrics. Besides enjoying the
instruments, we can study the language that be used in the lyrics. Some of
song lyrics use not only one language, but also two or more languages. The
using at least two or more languages in the lyrics called as a billingual song.
Mesthrie, et. al. (2004: 37) state that ‘bilingualism’ will be used as a general
term for the use of two or more languages in a society. The term thus
subsumes the idea of ‘multilingualism’. Many writers do the reverse using the
term ‘multilingualism’ in the more general way (to mean the use of two or
more languages). Neither usage is quite satisfactory, and the reader has to
deduce whether in certain cases multi- means ‘two’ or bi means ‘more than
two’.
Using of more than one languages will give advantages. It also has
certain purposes such as for the popularity or to give more impression. By
using more than one language, the song will be easier to be accepted in
international market. The use of more than one language in song lyrics is also
known as code switching. Not only in song lyrics, code switching also used in
our daily conversation, so it is not a strange or new thing to be discussed.
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Code switching is a bilingualism, can be defined as the use of more
than one language, variety, or style by a speaker within an utterance or
discourse, or between different interlocutors or situations. Wardaugh
(2006:101) states that code switching, also called code mixing can occur in
conversation between the speakers’ turns or within a single speaker’s turn.
Code switching is selecting a paticular code whenever people choose to
speak, and may also decide to switch from one code to another or to mix
codes even within sometimes very short utterances.
Mujiono, et al. (2013: 3) states that code switching is the use of two or
more languages within an utterance or what linguists call code switching, is
fairly common especially between two of the most used languages in the
country for example which is the national language (Indonesian) and the
international language (English). The researcher chooses One Ok Rock’s song
lyrics because, except the band is very popular, most of their song use many
of code switching. They use two languages in their song lyrics those are
Japanese-English.
The reason above also supported by the fact that the researcher found
when she did teaching practice in SMK Cipta Karya Prembun at 2016 that the
students have lack of speaking skill. Most of the students said that they are
not too interested in English. Based on that fact, the researcher chooses the
topic The Analysis of Code Switching in One Ok Rock’s Song Lyrics and its
Application in Teaching Speaking. By this research, the researcher hopes
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teaching English will be more interesting so that the students will be attracted
in studying English and this condition will improve their speaking skill.
B. Identification of the Problem
Based on the observation by the researcher, there are some problems
in mastering speaking that be identified as follows:
The first is lack of the self-confidence. Most of students have problem
in pronouncing English words, as the result they did wrong pronounciation
and may be it sounds strange or even funny, it may cause the people arround
to laugh at. This case may wreck the self-confidence of the students, they are
too emberrassed to speak English because they are afraid of making mistakes
so that people around him will laugh at.
The second is lack of vocabulary. Limitation of vocabulary is a
problems that common had by the students. When they have to practice
speaking but they cannot find the english words, they will not be able to
speak. Without enough vocabulary, speaking practice will be very difficult.
The third is too much thinking of the grammar. Thinking about the
grammatical pattern to make the sentence acceptable is important, but that
happened is the learners is not good enough in mastering grammar, so the
learners take too much time in thinking grammar and obstruct the speaking
English activity.
The last is speaking unfluently. There are many factors that cause the
students speak unfluently. It can be said as the compound of the problems
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above, the first is the lack of self-confidence, then the lack of vocabulary, the
third is taking time too much to think the grammar. Those all may caused the
students speak unfluently, even get stammer.
C. Limitation of the Problem
In doing this research, the researcher will not analyze all of the song
lyrics in the albums of One Ok Rock but the researcher will limit the analysis
for three song lyrics those are Yap, Borderline, Mr. Gendai Speaker and Let’s
Take It Someday
The first song is Yap, taken from the fourtth album Beam of Light that
released on May, 28, 2008. The song is the last track in the album, written by
the vocalist of the band, Takahiro Moriuchi and composed by Toru
Yamashita, the guitarist also the leader of the band. The next song is
Borderline, taken from the third album entitled Zeitakubyou that released on
Nophember, 21, 2007. Was written by Takahiro Moriuchi. The third song is
Mr.Gendai Speaker, included in the fifth album of One Ok Rock entitled
Zankyou Reference was released on October, 5, 2011, the song lyric was
written by Takahiro Moriuchi. Meanwhile the last song is Let’s Take It
Someday also taken from the same album with the previous song, that is
Zankyo Reference, was released on October, 5, 2011, the lyric was written by
Takahiro Moriuchi.
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D. Statement of the Problem
Based on the limitation of the problem above, the problems of the
study can be formulated as follows:
1. What types of the code switching are found in the One Ok Rock’s song
lyrics?
2. How is the application of code switching found in the One Ok Rock’s song
lyrics in teaching speaking at Senior High School?
E. Objectives of the Study
Based on the statements above, the objectives of the study are as
follows:
1. To describe code switching that found in the song lyrics of One Ok Rock.
2. To describe the application in teaching speaking at Senior High School.
F. Significance of the Study
The researcher expect that this research will be useful for the
researcher herself, the English education students, and the teachers
1. For the other researchers
The researcher will get new knowledge that will be useful for this time and
in the future research.
2. For the students
They will get information about how to use song lyrics as a tool to
improve the speaking skill.
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3. For the English teachers
The teachers will get new information about using song lyrics to teach and
improve the speaking skill of the students.
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CHAPTER IIREVIEW OF RELATED LITERATURE
A. Theoritical Review
1. Sociolinguistics
Lingusitics may be somewhat blandly defined as the study of
language. Wardaugh (2006: 1-13) states that there is any relationship
between language and society. He defines that society is any group of
people who are drawn together for a certein purpose or purposes, while
language is what the members of particular society speak. Linguistic
theory is concerned primarily with an ideal speaker–listener, in a
completely homogeneous speech-community, who knows its language
perfectly and is unaffected by such grammatically irrelevant conditions as
memory limitations, distractions, shifts of attention and interest, and errors
(random or characteristic) in applying his knowledge of the language in
actual performance. Sociolinguistics is concerned with investigating the
relationships between language and society with the goal being a better
understanding of the structure of language and of how languages function
in communication; the equivalent goal in the sociology of language is
trying to discover how social structure can be better understood through
the study of language, e.g., how certain linguistic features serve to
characterize particular social arrangements.
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Mesthrie, et al. (2004: 5) distinguish the orientation of
Sociolinguistics into macro- and micro-sociolinguistics. As in other
subjects, notably economics, macrostudies involve an examination of
large-scale patterns relating to social structures (the focus is broad, as in
the study of patterns of multilingualism in a country). Micro-studies
examine finer patterns in context (for example, conversational structure or
accents in a particular community).
According to the researcher, sociolinguistic is concerned with
language in social and cultural context, especially how people with
different social identities, (e. g. Gender, age, race, ethnicity, class) speak
and how their speech changes in different situations.
2. Codes
Wardaugh (2006: 88) states that code refers to a language or a
variety of a language. The term is useful because it is neutral. Terms like
dialect, language, style, standard language, pidgin, and creole are inclined
to arouse emotions. In contrast, the ‘neutral’ term code, taken from
information theory, can be used to refer to any kind of system that two or
more people employ for communication. (It can actually be used for a
system used by a single person, as when someone devises a private code to
protect certain secrets.)
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3. Code Switching
a. Definition of Code Switching
Code switching can be defined as the use of more than one
language, variety, or style by a speaker within an utterance or discourse.
Koike, (1987; Scotton & Ury, 1977) in Nakamura (2005:1679), states
that from a sociolinguistic point of view, code switching has been
studied as an important strategy for establishing social relationships. It
has been shown to be a personal communication device for enriching
discourse. Wardaugh (2006: 101) states that code switching, also called
code mixing can occur in conversation between the speakers’ turns or
within a single speaker’s turn. Code switching is selecting a paticular
code whenever people choose to speak, and may also decide to switch
from one code to another or to mix codes even within sometimes very
short utterances.
Mujiono, et. al., (2013:48-50) states that code switching is the
use of two or more languages within an utterance or what linguists call
code switching, is fairly common especially between two of the most
used languages in the country for example which is the national
language (Indonesian) and the international language (English).
Trousdale in Mujiono, (2013:48-50) defines that code switching
is the linguistic situation where a speaker will alternate between two
varieties (code) in conversation with others who have similar linguistic
repertoire. Romaine has stressed the point that switching is a
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communicative option available to a bilingual member of a speech
community on much the same basis as switching between styles or
dialects is an option for monolingual speaker. Wardhaugh in Mujiono
(2013:48-50), has defined that code switching is a conversational
strategies used to establish, cross or destroy group boundaries; to create,
evoke interpersonal relation with their right and obligations. While
Gumperz (1983) has argued that code switching is a conversational
strategy, the function of which is to express social meanings.
b. Types of Code Switching
Hoffmann in Mukenge, (2012:583) classified the types of code
switching from grammatically perspective and sociolinguistics
perspective. Grammatically, there are three types of code switches. He
asserts that code switches can occur within sentences, (intrasentential
code switching); between sentences, (intersentential) or at an
extrasentential level which involves a situation in which a bilingual
attaches a tag from one language to an utterance in another language.
From a sociolinguistic perspective, there are two types of code
switching, namely metaphorical and situational code switching (Van
Dulm,). According to Van Dulm, Metaphorical Code Switching refers
to the process in which a bilingual speaker changes codes because of
the change in what is being talked about. In contrast to Metaphorical
Code Switching, Situational Code Switching refers to the process in
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which a bilingual person often switches from one code to another
depending on whom that person is talking to. (Van Dulm)”
Mujiono, et. al., (2013:50-51) state that Intrasentential Code
Switching is switching at the clause, phrase or word level if no
morphophonological adaptation occurs. It is the most complex type of
code switching, requiring as it does that the speaker be able to control
two linguistics systems simultaneously. Intersentential Code Switching
that involves a switch at a clause or sentence boundary where each
clause or sentence is in one language or another. It may also occur
between speaker turns. Intersentential switching can be thought of as
requiring greater fluency in both languages than tag switching since
major portions of the utterance must conform to the rules of both
languages. The Intersentential Code Switching is switching at the
sentence level. It may serve to emphasize a point made in the other
language, signal a switch in the participants conversation, indicate to
whom the statement is addressed, or provide a direct quote from, or
reference to, another conversation.
Mujiono adds that Metaphorical Code Switching is influenced
by the topics of the conversation and it is not influenced by the social
situation. Wardaugh in Mujiono (2013: 50) explains that metaphorical
code switching has an affective dimension. He explains it more that the
people change the code as they redefine the situation; formal to
informal, official to personal, serious to humorous, and politeness to
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solidarity. Situational Code Switching occur when the speaker may
speak in one languange in one situation and another in a different
situation. This statement is strengthen with the explanation by
Wardaugh that states Situational Code Switching occurs when the
languages used change according to the situation in which the
conversants find themselves: they speak one language in one situattion
and another in a different one.
Besides the types of code switching above, Hendar (2012: 117)
adds one more of the types of code switching, that is Tag switching.
Tag switching is the first type of code switching that included in
independent elements in a sentence, it can be in interogative sentences
or statement, and can be at the beginning or the end of the sentence.
Romaine in Hendar (2012: 117), states that “this switch can be inserted
anywhere, which do not have too many syntactic limits and the
switching use tags in one language, with rest of utterance in other
language”. Holmes in Hendar states that “tag switching is sometimes
called emblematic switching where the switch is simply an interjection,
sentence filler in other language that serves as an ethnic identity
marker”. Meanwhile Margana, (2009:138) states that Tag switching is
an interjection that can be positioned at the beginning or at the end of
the sentences such as ya, you know, well, by the way, etc.
Hendar classified the Tag switching into two categories they are
Interjection and Sentence filler. She mentioned words that included in
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Interjection such as Wow!, Oy!, D’Oh! Hello!, Hi!, Bye!, Ouch!, Oh.
Mean while, words that included to Sentence filler are like, you know,
well, actually, basically, and literaly. Besides the Interjection and
Sentence filler, Poplack in Sesar adds that there is also found tag
switching in Discourse markers form. The words that included in
Discourse markers are you know, I mean, by the way, hi, okay.
4. Code Switching in song lyrics
Nowadays, we can see that there are many song lyrics that used more
than one languages or called as code switching. Code switching in song
lyrics become a common phenomena, but it is different from the code
switching in a conversation. In conversational code switching, ther are
Psycholinguistically conditioned, which code switching happens in
spontaneus or called as trigger words. Riehl (2005:1946) states that
Psycholinguistically conditioned code-switching, or non-functional code-
switching, is nonintentional, it just “happens” in the conversation of
bilinguals and is promoted by so-called triggerwords, which are defined as
“words at the intersection of two language systems, which, consequently,
may cause speakers to lose their linguistic bearings and continue the
sentence in the other language” (Clyne 1991: 193). Meanwhile, code
switching in song lyrics happen for certein purposes and it is not a
spontaneus one. Nyman (2012:24) states that, code switching in song
lyrics is not spontaneus or intimate by nature. He adds that choosing one
language over another at a particular location is especially emphasized
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with written code switching, since it requires more conscious effort and
intention. The specific functions and the structural embedding of the code-
switches thus require looking into.
Sarkar et al (2005:2059) state that code switching, as it is artfully
and premeditatedly employed by for instance song writers, can offer
insights into the way languages interact to index, as well as inact. The
collective cultural and linguistic identity of a particular speech community.
The use of code switching in song lyrics certainly is not without any
purposes. By using code switching, the song writers show their identity
and ability in using more than one language. By that way, it is also
possible for them to increase their popularity. Besides those purposes, they
use code switching to beutify the song and harmonize the sound and
rythm. Code switching also funcioned to emphasize the meaning,
expresses shock, request or feeling.
Beacuse of the code switching in song lyrics is different with the
code switching in conversation, so there is no Metaphorical and
Situational code switching. The statements is supported by Daoh,
(2016:14) states that there are three types of code switching in song lyrics
they are Intersentential code switching, Itrasentential code switching, and
Tag switching.
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5. The Function of Code Switching
In the human daily life, the use of code switching is not a new
phenomena, related to the song lyrics, people use the code switching
because of its functions such as:
a.) As the sentence fillers or sentence connectors
b.) As an interjection
c.) To harmonize the sound and rythm
d.) To emphasize the meaning
e.) The repetition used for clarification, to make sure that the messeges is
understood clearly.
f.) To strenghten the request or command.
6. Music
a. Definition of Music
Music is art. An art of organizing tone in coherent sequence so as
to produce a unified and continuous composition, vocal or instruments
sounds possessing rhytm, melody and harmony. Dallin (1994) in
Firdaus, (2013:1) states that generally, music consists of two elements,
sounds as the primary and lyrics as the secondary.
b. Genres of Music
In outline, we can classify the genres of music into two
categories, those are Traditional music and Modern music. Those
categories can be known from its each characteristic. Traditional music
also known as Folk music is songs and tunes which have been
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performed, by custom over a long periode. Traditional music has close
corelation with certain thraditions and ethnic. It is common to be sung
in traditional events.
On the other hand, Modern music is a philosophical and
aesthetic stance underlying the period of change and development in
musical language that occure around the turn of the 20th century and it
changes and developes by the time. Its main characteristic is the various
of the compound of instruments and the genres. The various genres of
Modern music such as Pop, Rock, Rock Alternative, Punk, Hip–hop etc.
Meanwhile, from the content of Lyrics perspective, Ballard, et.
al., (1999) categorized the genres of music as follows:
1) Heavy metal lyrics often have themes of alienation, retribution, and
angst.
2) Rap lyrics are chanted and accompanied by rhythmic music that may
include dragging a phonograph needle across a record; the lyrics of
rap songs are usually easy to comprehend.
3) Pop music lyrics address a myriad of themes and include references
to sex, violence, drug use, and Satan, or they may contain
objectionable language.
4) Country music emphasizes lyrics while de-emphasizing melody and
tonal complexity, so the songs generally tell a clearer story than rock
songs do.
20
c. Song and Lyric
Meanwhile lyric is compound of words that be in a song to be
sung. Firdaus (2013:2) states that definition of lyric is “Lyrics are
written as a form of interaction between the writer and the listeners.
Most of the times, they carry a message (whatever that might be) with
the purpose of motivating the listeners, at least, to think about it. Such a
purpose and form of interaction are embedded in the cultural context of
these people, according to their musical preferences, time, etc.”
From the statements above, according to the resesearcher song is
art of music that consist of music instrumets and words to be sung
meanwhile the lyric is compound words to be sung in a song.
d. One Ok Rock
One Ok Rock, stylized as ONE OK ROCK (pronounced in
Japanese as “one o’clock) is a Japanese rock band formed in Tokyo,
Japan in 2005. The band currently consists of Takhiro Moriuchi
21
(vocals), Toru Yamashita (guitar/leader), Ryota Kohama (bass), and
Tomoya Kanki (drums).
The musical style. ONE OK ROCK's basic influences are Linkin
Park, Foo Fighters, Good Charlotte, and Ellegarden. The group's initial
idea began when Toru wanted to start a rock band and invited Ryota to
join him. Good Charlotte influences are seen on their first album.
e. Songs review
The first song is Yap, taken from the fourtth album Beam of
Light that released on May, 28, 2008. The song is the last track in the
album, written by the vocalist of the band, Takahiro Moriuchi and
composed by Toru Yamashita, the guitarist also the leader of the band.
This song has high tempo and beat with pop rock music, meanwhile the
lyric tells about the upsetness of a boy who caught up in boredom of
life problems.
The next song is Borderline, taken from the third album entitled
Zeitakubyou that released on Nophember, 21, 2007. Was written by
Takahiro Moriuchi. This song tells about a boy who stucks in boredom
of looking for identity. By the lyrics, the singer expressing the strong
feeling of confusion, and upsetness. The compound of the voice of the
vocalist, the beat of the music instrument can bring the listener to feel
the emotion of the song.
22
The next song is Mr. Gendai Speaker Mr.Gendai Speaker, included in
the fifth album of One Ok Rock entitled Zankyou Reference was released on
October, 5, 2011, the song lyric was written by Takahiro Moriuchi. The song
tells about the development of the technology. No matter how advanced it is,
the the technology cannot touch the deepest feeling of human, that is heart.
By the lyrics, the singer describe about the technology, named Mr. Gendai
whou cannot reach the territorial of the singer. The song also has high tempo
with beautiful rythm.
Meanwhile the last song is Let’s Take It Someday also taken from the
same album with the previous song, that is Zankyo Reference, was released
on October, 5, 2011, the lyric was written by Takahiro Moriuchi. The song
tells about plans for the future, dreams and ambitions. The lyrics is so
inspiring. By the lyrics the singer convincing that there is no impossible
dreams when we will to work hard to make them come true.
7. Teaching Speaking
a. Teaching
According to Brown (2007:7-8). Teaching is guiding and
facilitating learning, enabling the learner to learns, setting the condition
for learnings. Harmer says that teaching means to show somebody how
to do something or to change somebody ideas (2002:56).
23
b. Speaking
There are four skills in English that should be mastered by the
learners, one of them is speaking skill. Mastering speaking skill is very
important, the even it is a necessity to the learners because speaking is
the application of learning a language. A learner can be said succed in
learning a language when he can use it in speaking. It means that the
learner is able to use the language in a proper way so the messeges are
accepted. No matter how good an idea is or how many the vocabulary
he has, if it is not communicated properly, it is not be accepted.
Luoma (2009:9-10), states that speaking as interaction, and
speaking as a social and situation-based activity. All these perspectives
see speaking as an integral part of people’s daily lives.
From the statements above teaching speaking can be defined as an
effort in facilitating the learners in improving the speaking ability. It
means that the teachers have to be able to change the speaking ability of
the students. In the end, the students will be able to select appropiate
words, sentences, rythm and intonation so their speech is accepted in
social setting.
Linse, Nunan (2005:52-61) state that there are some techniques in
teaching speaking such as Audio-lingual Method, Drills, Dialogue,
Fishbowl technique, Communicative Language Teaching, Games,
Talking and Writing Box and not forget to teach about the
Pronounciation and after all, correction of the errors.
24
Meanwhile, ThiTutyetAnh (2015:50), in his international journal,
mentions the principles in teaching speaking as follows:
1) The first principle is that, to make sure the teaching takes place in an
intended way, it is critical to create a high level of motivation (Ur,
1981, p.4). That is the key consideration in the determining the
preparedness of learners to communicate.
2) The second principle is, when students are motivated enough to get
involved in the lesson, teachers should give them the maximum
number of opportunities possible to practice the target language in
meaningful contexts and situations which helps to facilities
acquisition for all learners rather than grammatical explanation or
linguistics analysis (Nunan, 1999:241). It is because learners must
learn to develop the ability to use language to get things done in real
life, outside the classroom.
B. Conceptual Framework
Speaking is one of four skills in English that has to be mastered by the
students. In its practice, speaking means an action of conveying information
or expressing somebody’s taughts and feelings in spoken language. Being
good in speaking Englsih wil give so many advantages, but in fact, there are
many difficulties faced by the students in the process of mastering speaking.
25
Some of their problems in speaking such as lack of self confidence,
lack of vocabulary, and lack of fluency. Those problem is possible to be
started by the uninterested of the students to English. When they are not
interested to study English, automatically to be good in speaking will be very
difficult. Meanwhile, regardles of the purposes, code swtiching is common
phenomenon in teaching English include in teaching speaking.
From the several problems above, the students get many difficulties in
mastering speaking because they are not interested in studying English.
Teaching in a boring way may cause the problem. Based on the explanation
above, the researcher is interested to analyze the code switching in song lyrics
and its applications in teaching speaking in order to make the students more
interested in studying English. it will increase the students ability in speaking.
C. Previous Study
There are two previous studies used in this research related to the
analysis of code switching in song lyrics. The first previous study is a
bachelor thesis by Josefine Kettner entitled I wiru rokku yuu in Japanese, a
study of a language mixing in J-pop lyrics, Lund University, Sweden 2013.
This thesis deals with language mixing phenomena in J-pop lyrics. Since
there is a view of Japan as a monolingual country and code-switching is a
phenomenon occurring in bilingual speech or writing, this thesis will take
these contradictive views into account while providing the reader with
definitions of monolingualism, bilingualism, multilingualism together with
26
different types of language contact such as loanwords, code switching and its
closely related phenomena. The purpose of this thesis is to identify which
type of language contact J-pop lyrics represent, analyze relevant parts of the
sentences grammatically and to analyze the sentences from a sociolinguistic
perspective discussing which category of the language contact phenomena the
language mixing might belong to. The results will be compared to previous
research on the topic.
From the previous study above, the reseacher discovered the similarity
and differeness between the first previous study and this research. The
similarity between the first previous study and this research is both of them
deal with the use of code switching in song lyrics, especially Japanese song
lyric or J-Pop. Meanwhile the differences between them rely on the object of
the study, the first previous is identifying the use of code switching, types of
code switching in J-Pop song lyrics in general meanwhile this research only
focus on the use and the types of code switching found in song lyrics of One
Ok Rock.
The second previous study is an international proceeding conducted
by Masayo Nakamura, entitled Developing Code Switching Patterns of a
Japanese/English Bilingual Child, University of Florida 2005. This research
deals with the use of code switching by the children who moved from Japan
to US, the researcher highlights the development of the children language
especially in using code switching. The purpose of this study is to investigate
children’s developing code switching patterns using two sets of data of a
27
Japanese/English bilingual child collected when the subject was exactly eight
years old (8;0) and other one is when the subject was eight years and eleven
months old (8;11). The result of this research is the frequency of the using
codes in each stages and what types the code sitching used.
The similarity between the second previous study with this research is
both of them are analyze the use of code switching by Japanese native
speakers, the previous study is identifying the use of code switching by
Japanese children who moved from Japan to US, meanwhile this research is
analyzing the use of code switching in Japanese song lyrics. The main
differences between them relies on the object to be analyzed, the second
previous study is analyzing the use of code switching in conversations
meanwhile this research focus on the use of code switching in song lyrics.
28
CHAPTER IIIRESEARCH METHOD
A. Research Design
According to Creswell (2009:1), qualitative research is a means for
exploring and understanding the meaning group ascribed to a social or human
problem. The process of the research involves emerging questions and
procedures, data typically collected in the participant’s setting, data analysis
inductively building from particular to general themes, and the researcher
making interpretations of the meaning of the data.
Sugiyono (2011:13), states that there are characteristics of qualitative
research as follows:
1) Qualitative research has the natural setting as the direct source of data,
and researcher is the key isntrument
2) Qualitative reasearch is descriptve. The data is collected is in the form of
words of pictures rather thn number.
3) Qualitative research are concerned with the process rather than simply
with outcomes or products.
4) Qualitative research tend to analyze their data inductively .
5) “Meaning” is of essential to the qualitative approach.
Meanwhile, Sugiyono described that the program in qualitative
research is like somebody who want to go to vacation, he has known the
29
place where he will go but he has not known about what he would find in that
place. He would know after come into the object by observing the situation
included the human activity etc, then analyzing carefully. On page 19-20
Sugiyono adds that there are some stages of the process of the qualitative
research process: the first stage is known as orientation or description stage
with grand tour question, where the researcher is observing the object in
general. In this stage, the researcher describes what he seen, what he heard, he
felt and he asked.
The second stage known as recudtion or focus stage, where the
researcher reducting the informations the he gets from the first stage. He will
selected the important information and throw the unneeded ones. The
researcher will use the data as the focus of the research.
The third stage is selection. In this stage, the researcher will explain
the focus in more detail. The researcher doing deep analyzing to the data and
informations, so the researcher will find the theme and way to construct the
data into the correct order so it will be easier to be understood.
The process in getting the data or informations in each stage
(description, reduction, and selection) is done circular and repeatly.
Based on the explanation above, the researcher categorizes this
research as descriptive qualitative research, because the data is taken from
words, phrases, clauses, and sentence. The data can also be explained in
utterances by the researcher.
30
B. Data and Data Source
Phenomena in linguistic is not a new thing in human daily life, one of
them is the use of code switching. Dealing with this research, the researcher is
interested to analyze the use of code switching in the song lyric, and the
object of this research is One Ok Rock’s song lyrics those are Yap,
Borderline, Mr. Gendai Speaker, and Let’s Take It Someday.
The researcher chooses the song lyrics of One Ok Rock those are are
Yap, Borderline, Mr. Gendai Speaker, and Let’s Take It Someday as the
source of data. Arikunto (2013:172) says that what is meant of source of the
data in the research is the subject from which data is obtained.
This research concerns about the use of code switching in the song
lyrics. The data source will be analyzed in this research is the utterences of
the lyric which is written in English.
C. Instrument of the Research
Research instrument took an important part in earning the result of the
research. Sugiyono, (2011:222) In qualitative research, the main instrument is
the researcher. As a human instrument, the researcher functioned in deciding
the focus, choosing the informan, collecting the data, analyzing the data,
paraphrasing the data, and making conclussion.
Lincoln and Guba in Sugiyono (2011:223) states that the instrument of
choice in naturalistic inquiry is the human. We shall see that other forms of
instrumentation may be used in later phasesof the inquiry, but the human is
31
the initial and continuing minstay. But if the human nstrument has been used
extensively in earlier stages of inquiry, so that an instrument can be
constructed that is grounded in the data that the human instrument has
product.
According to Nasution in Sugiyono (2011:224), as the instrument of
the research, the researcher has characteristics as follows:
1. The researcher as a sensisitive tool and could react to the whole stimulus
of the environment that should be predicted that it useful or not to the
research.
2. The researcher could adapt to the whole of situation and can gather the
various data in one time.
3. Each situation is a whole. There is no instrument such as test or
questionnaire that can catch the whole situation but the human.
4. Somesituation involves human interction, not only understood by the
knowledge.
5. As the instrument, the researcher can analyze the collected data. interpret
and make hypothesis to decide the direction of the obsevation.
6. There is only human as an instrument who can make conclussion based on
the collected data.
7. Quantitative research, will neglect the respon that cannot be calcuated on
statistic, meanwhile in qualitative reasearch, such the respons will get
more attention by the human as the instruments.
32
From the explanations above, can be seen that in qualitative reasearch,
the main instrument is the researcher. For supporting this research, the
reesearcher also use document of the song lyrics as the supporter instrument
in getting the data. This reasearch is categorized to qualitative research so the
main instrument of this reasearch is the researcher.
D. Technique of Collecting the Data
Sugiyono (2011:222-225) states that there are two main things that
influenced the data quality of the result of research, those are the quality of
the instrument and the quality of the technique in collecting data. Quality of
the instruments related to the validity and the reliability of the instrument,
meanwhile the quality of the technique in collecting data is related to the
accuracy of the ways used in collecting the data. Therefore, the tested
instrument not always produces the valid and reliable data, if the instrument
is not used properly in collecting the data.
In qualitative research, collecting the data is done in natural setting,
the source of the data is primer and the technique of collecting data is more in
observation. Marshall, Gretchen B. Rossman in Sugiyono (2011:225) state
that the fundamental methods relied on by qualitative researchers for
gathering informations are, participation in the setting, direct observation, in-
depth interviewing, document review.
33
Arikunto (2013:193) states that data collection is one of procedure in
systematic research. In general, instruments used to collect data can be
divided into two types, a test and non- test.
Dealing with this research, in collecting the data, the researcher used
non-test and observation. The researcher will observe the song lyrics. The
result of the observation could be achieved by taking notes. Therefore the
researcher use descriptive qualitatve technique.
The steps to collect the data of this research are as follows:
1. Finding the main source, The One Rock’s song lyrics
2. Reading the song lyrics carefully while listening to the song to make sure
that the lyric is correct
3. Finding the Code Switching in the song lyrics
4. Classifying the types of code switching
5. Writing the types of code switching
E. Technique of Analyzing Data
After collecting the data, analyzing data is what need to do to get the
result. In qualitative research, analyzing qualitative data requires
understanding how to make sense of text and images so that you can form
answers to your research questions. In this chapter, you will learn about the
six steps involved in analyzing and interpreting qualitative data: preparing
and organizing the data, exploring and coding the database, describing
findings and forming themes, representing and reporting findings, interpreting
34
the meaning of the findings, and validating the accuracy of the findings
(Cresswell, 2012:236).
According to Creswell (2012:237) there are steps in analyzing the
data, but these steps are not always taken in sequence, but they represent
preparing and organizing the data for analysis; engaging in an initial
exploration of the data through the process of coding it; using the codes to
develop a more general picture of the data— descriptions and themes;
representing the findings through narratives and visuals; making an
interpretation of the meaning of the results by reflecting personally on the
impact of the findings and on the literature that might inform the findings;
and finally, conducting strategies to validate the accuracy of the findings.
Based on the explanations above, in this research, the researcher uses
some steps in analyzing the data, the steps are:
1. Observing the data or information available in data sheet
2. Classifying the data based on the kinds of code switching used
3. Rechecking and making sure all the data are well organized
4. Describing and discussing the code switching used
5. Drawing conclusion based on the data analyzed
F. Unit of Analysis
The unit of the data analysis in this research is the use of code
switching in One Ok Rock’s song lyrics. The song lyrics that will be
analyzed are Yap, Borderline, Mr. Gendai Speaker, and Let’s Take It
35
Someday. The focus of the analysis is the use of three types of code
switching, those are Intersentential code switching, Intrasentential code
switching, and Tag switching.
36
CHAPTER IVRESEARCH FINDING AND DISCUSSION
A. Data Description
This research objective to describe the types of code switching found
in the song lyrics of One Ok Rock those are Yap, Borderline, Mr. Gendai
Speaker and Let’s Take It Someday and the application of the use of code
switching in song lyrics to teach speaking the eleventh grade students of
Senior High School. The researcher found 76 utterances indicated code
switching that used in song lyrics which is 6 utterances in lyric Yap,15
utterances in lyricBorderline, 23 utterances in lyric Mr. Gendai Speakerand
32 in lyricLet’s Take It Someday.The researcher presents the result of the
types of code switching used and put the percentage on the usage of code
switching found in the song lyrics of One Ok Rock, Yap, Borderline, Mr.
Gendai Speaker, and Let’s Take it Somedayto make research finding is clear.
Table 1. Number and Percentage of Code Switching in all the lyrics Yap.Borderline, Mr. Gendai Speaker, and Let’s Take It Someday
No. Types of Code Switching Frequency Percentage1 Intersentential code switching 55 72.40%2 Intrasentential code switching 10 13.10%3 Tag switching 11 14.50%
Total 76 100%
37
To make it easier to be understood, the researcher also provides the data into
diagram.
Diagram 1.
The researcher will give more detail data of the table above in the table
below.
Table 2. Utterances that use code switching in lyric Yap.
No Utterances Types of codeswitching
1 I never want to try to stop it ! Intersententialcode switching
2 There is no one to try to stop it !! Intersententialcode switching
3 Let it go!!! Intersententialcode switching
4 La LaLaLaLa ... Tag switching5 Should I take it to be happy ? Intersentential
code switching6 Do you think that it is better way ? Intersentential
code switching
13,10%
37
To make it easier to be understood, the researcher also provides the data into
diagram.
Diagram 1.
The researcher will give more detail data of the table above in the table
below.
Table 2. Utterances that use code switching in lyric Yap.
No Utterances Types of codeswitching
1 I never want to try to stop it ! Intersententialcode switching
2 There is no one to try to stop it !! Intersententialcode switching
3 Let it go!!! Intersententialcode switching
4 La LaLaLaLa ... Tag switching5 Should I take it to be happy ? Intersentential
code switching6 Do you think that it is better way ? Intersentential
code switching
72,40%
13,10%14,50%
The Use of Code Switching in all of thelyrics
IntersententialCode Switching
IntrasententialCode Switching
Tag Switching
37
To make it easier to be understood, the researcher also provides the data into
diagram.
Diagram 1.
The researcher will give more detail data of the table above in the table
below.
Table 2. Utterances that use code switching in lyric Yap.
No Utterances Types of codeswitching
1 I never want to try to stop it ! Intersententialcode switching
2 There is no one to try to stop it !! Intersententialcode switching
3 Let it go!!! Intersententialcode switching
4 La LaLaLaLa ... Tag switching5 Should I take it to be happy ? Intersentential
code switching6 Do you think that it is better way ? Intersentential
code switching
The Use of Code Switching in all of thelyrics
IntersententialCode Switching
IntrasententialCode Switching
Tag Switching
38
Table 3. Utterances that use code switching in lyric Borderline
No Utterences Types of codeswitching
1 I can't load my secret codewakaranai mama Intrasententialcode switching
2 ItsumoI'm thinking Ki ninatteshikataganai
kara
Intrasententialcode switching
3 Someone! Tag switching
4 Please take me away Intersententialcode switching
5 I didn't know much about love and happiness Intersententialcode switching
6 I didn't know much about hope and fondness Intersententialcode switching
7 I'm sick of myselfSubetenitaishite Intrasententialcode switching
8 Please tell me when to believe it again Intersententialcode switching
9 No-one knowshontou no shitto shin
womisetakunaikara
Intrasententialcode switching
10 Don't try to hide your own way Intersententialcode switching
11 I didn't know much about joy and tenderness Intersententialcode switching
12 I didn't know much about truth and faithfulness Intersententialcode switching
13 Subetegaugokudashitadakaramoving for thefuture
Intrasententialcode switching
14 I didn't know much about love and happiness Intersententialcode switching
15 I didn't know much about hope and fondness Intersententialcode switching
Table 4. Utterances that use code switching in lyric Mr. Gendai Speaker
No UtterancesTypes of code
switching
1Nee Mr.GendaiSPEAKER ima no jitsujouwa Intrasentential
code switching
2I don’t understand this Intersentential
code switching
39
3RensasuruSILENCERmohayaSIMULATOR Intrasentential
code switching
4No one gives me an answer Intersentential
code switching
5Kimochiwadokkatouku no hou e can you reachme?
Intrasententialcode switching
6Nobody can find me here Intersentential
code switching
7This is my secret place Intersentential
code switching
8No one knows and no one will know Intersentential
code switching
9But I feel like losing senses Intersentential
code switching
10I am in this corner here alone Intersentential
code switching
11SametaNew REALISMkakagetakimi no
koubutsuwakitto
Intrasententialcode switching
12KimochiwamohayamiatannaiCan you hear
me?!
Intrasententialcode switching
13Nobody can find me here Intersentential
code switching
14This is my secret place Intersentential
code switching
15No one knows and no one will know Intersentential
code switching
16But I feel like losing senses Intersentential
code switching
17I am in this corner here alone Intersentential
code switching
18(Can you hear me now?) Intersentential
code switching
19Nobody can find me here Intersentential
code switching
20This is my secret place Intersentential
code switching
21No one knows and no one will know Intersentential
code switching
22But I feel like losing senses Intersentential
code switching
23I am in this corner here alone Intersentential
code switching
40
Table 5. Utterances that use code switching in lyric Let’s Take It Someday
No UtterancesTypes of code
switching
1So what's your treasure? Intersentential
code switching2 Pleasure? Tag switching
3You know what you are? Intersentential
code switching
4Let's take it someday Intersentential
code switching
5Let's make it someday Intersentential
code switching
6It's all up to you Intersentential
code switching
7Let's take it someday Intersentential
code switching
8Let's make it someday Intersentential
code switching
9So what's your treasure? Intersentential
code switching
10 Pleasure?? Tag switching
11You show what you are! Intersentential
code switching
12 Woow Tag switching
13Let's take it someday Intersentential
code switching
14Let's make it someday Intersentential
code switching
15It's all up to you Intersentential
code switching
16Let's take it someday Intersentential
code switching
17Let's make it someday Intersentential
code switching
18 Oh yeah! Tag switching
19And I take every moment to reach for another
day
Intersententialcode switching
20I always want to be in the world Intersentential
code switching
21Won't someone tell me about what is not today? Intersentential
code switching
41
22Let's take it someday Intersentential
code switching
23 Woow Tag switching
24Let's make it someday Intersentential
code switching
25 Woow Tag switching
26It's all up to you Intersentential
code switching
27 Woow Tag switching
28Day by day Intersentential
code switching
29Make my day Intersentential
code switching
30Let’s take it someday Intersentential
code switching
31 Ooh Tag switching
32 Woow Tag switching
B. Data Analysis
The researcher would like to present the data analysis of the research.
The researcher found the use of code switching in the lyrics. The researcher
summarizes the result of the data in details. To make the reader easy to
understand, the researcher presents the number and the percentage of the use
of code switching in each song lyric in every table below.
Table 6.Numberand Percentage of Code Switching in lyricYap
No. Types of Code Switching Frequency Percentage
1 Intersentential code switching 5 83.30%2 Intrasentential code switching 0 0%3 Tag switching 1 16.70%
Total 6 100%
42
Diagram 2
Based on the table above, the researcher concludes that there are 38
utterances that indicated using code switching, and there are two types of
code switching found in lyric Yap, those are Intersentential code switching5
utterances (83.30%), and Tag switching1utterances (16.70%).
Table 7. Number and Percentage of Code Switching in lyric Bordeline
No. Types of Code Switching Frequency Percentage
1 Intersentential code switching 9 60.0%2 Intrasentential code switching 5 33.3%3 Tag switching 1 6.7%
Total 15 100%
Diagram 3
0%
42
Diagram 2
Based on the table above, the researcher concludes that there are 38
utterances that indicated using code switching, and there are two types of
code switching found in lyric Yap, those are Intersentential code switching5
utterances (83.30%), and Tag switching1utterances (16.70%).
Table 7. Number and Percentage of Code Switching in lyric Bordeline
No. Types of Code Switching Frequency Percentage
1 Intersentential code switching 9 60.0%2 Intrasentential code switching 5 33.3%3 Tag switching 1 6.7%
Total 15 100%
Diagram 3
83,30%
0%16,70%
The Use of Code Switching in Lyrics Yap
Intersentential CodeSwitching
Intrasetential codeswitching
Tag Switching
60%33,30%
6,70%
The Use of Code Switching in LyricsBorderline
IntersententialCode Switching
IntrasententialCode Switching
Tag Switching
42
Diagram 2
Based on the table above, the researcher concludes that there are 38
utterances that indicated using code switching, and there are two types of
code switching found in lyric Yap, those are Intersentential code switching5
utterances (83.30%), and Tag switching1utterances (16.70%).
Table 7. Number and Percentage of Code Switching in lyric Bordeline
No. Types of Code Switching Frequency Percentage
1 Intersentential code switching 9 60.0%2 Intrasentential code switching 5 33.3%3 Tag switching 1 6.7%
Total 15 100%
Diagram 3
The Use of Code Switching in Lyrics Yap
Intersentential CodeSwitching
Intrasetential codeswitching
Tag Switching
IntersententialCode Switching
IntrasententialCode Switching
Tag Switching
43
Based on the table above, the researcher concludes that there are
15utterancesthat indicated using code switching, and there are three types of
code switching found in lyric Borderline, those are Intersentential code
switching9 utterances (60%), Intrasentential code switching5 utterances
(33.30%), and the last is Tag switching 1 utterances (66.70%).
Table 8. Number and Percentage of Code Switching in lyric Mr. GendaiSpeaker
No. Types of Code Switching Frequency Percentage1 Intersentential code switching 18 78.20%2 Intrasentential code switching 5 21.80%3 Tag switching 0 0%
Total 23 100%
Diagram 4
Based on the table above, the researcher concludes that there are23
utterances that indicated using code switching, but there only two types of
code switching found in lyric Mr. Gendai Speaker, those are
The Use of Code Switching in lyricsMr.Gendai Speaker
43
Based on the table above, the researcher concludes that there are
15utterancesthat indicated using code switching, and there are three types of
code switching found in lyric Borderline, those are Intersentential code
switching9 utterances (60%), Intrasentential code switching5 utterances
(33.30%), and the last is Tag switching 1 utterances (66.70%).
Table 8. Number and Percentage of Code Switching in lyric Mr. GendaiSpeaker
No. Types of Code Switching Frequency Percentage1 Intersentential code switching 18 78.20%2 Intrasentential code switching 5 21.80%3 Tag switching 0 0%
Total 23 100%
Diagram 4
Based on the table above, the researcher concludes that there are23
utterances that indicated using code switching, but there only two types of
code switching found in lyric Mr. Gendai Speaker, those are
78,20%
21,80%
0%
The Use of Code Switching in lyricsMr.Gendai Speaker
Intersentential CodeSwitching
Intrasenential CodeSwitching
Tag Switching
43
Based on the table above, the researcher concludes that there are
15utterancesthat indicated using code switching, and there are three types of
code switching found in lyric Borderline, those are Intersentential code
switching9 utterances (60%), Intrasentential code switching5 utterances
(33.30%), and the last is Tag switching 1 utterances (66.70%).
Table 8. Number and Percentage of Code Switching in lyric Mr. GendaiSpeaker
No. Types of Code Switching Frequency Percentage1 Intersentential code switching 18 78.20%2 Intrasentential code switching 5 21.80%3 Tag switching 0 0%
Total 23 100%
Diagram 4
Based on the table above, the researcher concludes that there are23
utterances that indicated using code switching, but there only two types of
code switching found in lyric Mr. Gendai Speaker, those are
Intersentential CodeSwitching
Intrasenential CodeSwitching
44
Intersententialcode switching 18 utterances (78.20%), and Intrasentential
code switching5 utterances (21.80%).
Table 9. Number and Percentage of Code Switching in lyric Let’s Take ItSomeday
No. Types of Code Switching Frequency Percentage1 Intersentential code switching 23 71.90%2 Intrasentential code switching 0 0%3 Tag switching 9 28.10%
Total 32 100%
Diagram 5
.
Table 10. Number and Percentage of Code Switching in all the lyrics Yap.Borderline, Mr. Gendai Speaker, and Let’s Take It Someday
No. Types of Code Switching Frequency Percentage1 Intersentential code switching 55 72.40%2 Intrasentential code switching 10 13.10%3 Tag switching 11 14.50%
Total 76 100%
0%
The Use of Code Switching in Lyrics Let'sTake It Someday
44
Intersententialcode switching 18 utterances (78.20%), and Intrasentential
code switching5 utterances (21.80%).
Table 9. Number and Percentage of Code Switching in lyric Let’s Take ItSomeday
No. Types of Code Switching Frequency Percentage1 Intersentential code switching 23 71.90%2 Intrasentential code switching 0 0%3 Tag switching 9 28.10%
Total 32 100%
Diagram 5
.
Table 10. Number and Percentage of Code Switching in all the lyrics Yap.Borderline, Mr. Gendai Speaker, and Let’s Take It Someday
No. Types of Code Switching Frequency Percentage1 Intersentential code switching 55 72.40%2 Intrasentential code switching 10 13.10%3 Tag switching 11 14.50%
Total 76 100%
71,90%0%
28,10%
The Use of Code Switching in Lyrics Let'sTake It Someday
IntersententialCode Switching
IntrasententialCode Switching
Tag Switching
44
Intersententialcode switching 18 utterances (78.20%), and Intrasentential
code switching5 utterances (21.80%).
Table 9. Number and Percentage of Code Switching in lyric Let’s Take ItSomeday
No. Types of Code Switching Frequency Percentage1 Intersentential code switching 23 71.90%2 Intrasentential code switching 0 0%3 Tag switching 9 28.10%
Total 32 100%
Diagram 5
.
Table 10. Number and Percentage of Code Switching in all the lyrics Yap.Borderline, Mr. Gendai Speaker, and Let’s Take It Someday
No. Types of Code Switching Frequency Percentage1 Intersentential code switching 55 72.40%2 Intrasentential code switching 10 13.10%3 Tag switching 11 14.50%
Total 76 100%
IntersententialCode Switching
IntrasententialCode Switching
Tag Switching
45
Diagram 6
Based on the table above, the researcher concludes that there are
76utterencess that indicated using code switching in the three song lyrics. The
lyrics used three types of code switching those are Intersentential code
switching 55utterances (72.40%), Intrasentential code switching 10
utterances (13.10%) and the last is Tag switching 11 utterances (14.50%).
C. Discussion
Discussion is the main part in this research. Here, the researcher
provides the result of the analysis in finding the types of code switching
found in song lyrics Yap, Borderline, Mr. Gendai Speakerand Let’s Take it
Someday,andits application to teach speaking the eleventh grade students of
senior high school. There are three types of code switching used in the song
lyrics. The detail explanations are as follows:
1. Intersentential code switching
Intersentential code switching is switching at sentence boundaries.
This is seen most often between fluent bilingual speakers. In the song
45
Diagram 6
Based on the table above, the researcher concludes that there are
76utterencess that indicated using code switching in the three song lyrics. The
lyrics used three types of code switching those are Intersentential code
switching 55utterances (72.40%), Intrasentential code switching 10
utterances (13.10%) and the last is Tag switching 11 utterances (14.50%).
C. Discussion
Discussion is the main part in this research. Here, the researcher
provides the result of the analysis in finding the types of code switching
found in song lyrics Yap, Borderline, Mr. Gendai Speakerand Let’s Take it
Someday,andits application to teach speaking the eleventh grade students of
senior high school. There are three types of code switching used in the song
lyrics. The detail explanations are as follows:
1. Intersentential code switching
Intersentential code switching is switching at sentence boundaries.
This is seen most often between fluent bilingual speakers. In the song
72,40%
13,10%14,50%
The Use of Code Switching in all of thelyrics
IntersententialCode Switching
IntrasententialCode Switching
Tag Switching
45
Diagram 6
Based on the table above, the researcher concludes that there are
76utterencess that indicated using code switching in the three song lyrics. The
lyrics used three types of code switching those are Intersentential code
switching 55utterances (72.40%), Intrasentential code switching 10
utterances (13.10%) and the last is Tag switching 11 utterances (14.50%).
C. Discussion
Discussion is the main part in this research. Here, the researcher
provides the result of the analysis in finding the types of code switching
found in song lyrics Yap, Borderline, Mr. Gendai Speakerand Let’s Take it
Someday,andits application to teach speaking the eleventh grade students of
senior high school. There are three types of code switching used in the song
lyrics. The detail explanations are as follows:
1. Intersentential code switching
Intersentential code switching is switching at sentence boundaries.
This is seen most often between fluent bilingual speakers. In the song
The Use of Code Switching in all of thelyrics
IntersententialCode Switching
IntrasententialCode Switching
Tag Switching
46
lyrics the researcher found 55 utterances categorized to this type. It is
72.40% from 76 utterances. They are as follows:
Table 11.Intersentential code switching utterances
No. Utterences1 I never want to try to stop it !2 There is no one to try to stop it !!3 Let it go!!!4 Should I take it to be happy ?5 Do you think that it is better way ?6 Please take me away7 I didn't know much about love and happiness8 I didn't know much about hope and fondness9 Please tell me when to believe it again10 Don't try to hide your own way11 I didn't know much about joy and tenderness12 I didn't know much about truth and faithfulness13 I didn't know much about love and happiness14 I didn't know much about hope and fondness15 I don’t understand this16 No one gives me an answer17 Nobody can find me here18 This is my secret place19 No one knows and no one will know20 But I feel like losing senses21 I am in this corner here alone22 Nobody can find me here23 This is my secret place24 No one knows and no one will know25 But I feel like losing senses26 I am in this corner here alone27 (Can you hear me now?)28 Nobody can find me here29 This is my secret place30 No one knows and no one will know31 But I feel like losing senses32 I am in this corner here alone33 So what's your treasure?34 You know what you are?35 Let's take it someday36 Let's make it someday37 It's all up to you38 Let's take it someday
47
39 Let's make it someday40 So what's your treasure?41 You show what you are!42 Let's take it someday43 Let's make it someday44 It's all up to you45 Let's take it someday46 Let's make it someday47 And I take every moment to reach for another day48 I always want to be in the world49 Won't someone tell me about what is not today?50 Let's take it someday51 Let's make it someday52 It's all up to you53 Day by day54 Make my day55 Let’s take it someday
The utterances above included in Intersentential code switching
because the utterences changes in sentence level. As we have known that
Intersentential code switching is switching at sentence boundaries.
Data analysis of intersentential code switching
a. The utterance is Intersentential code switching. We can see that the
switching occurs after the first utterence completed.
Heizen to hitonimuketakotoba to iuna no kikanjyuuwo(The gun named for the man calmly words)Uchimakuruanatawo mite soko de kizutsukuhitogaiyoutomo(No matter where people hurt to see you shoot up)
“I never want to try to stop it !”(utterance no.1)
The italic words are included Intersentential code switching or
switching at sentence level. Switching at sentence level means that
the alternation in a single discourse between two languages, where
48
the switching occurs after a sentence in the first language has been
completed, and the next starts in a new language or in the other
hands, Intersentential code switching occurs between a different
number of sentence.
b. The utterance is Intersentential code switching. We can see that the
switching occurs after the first utterance completed.
Dore dake no seigigakonoyo de akuhe to kawaru no kana ?(Or do such justice to the evil in this world how much?)La LaLaLaLa ...
“Should I take it to be happy ?”(utterance no.4)
The italic words are included Intersentential code switching or
switching at sentence level. Switching at sentence level means that
the alternation in a single discourse between two languages, where
the switching occurs after a sentence in the first language has been
completed, and the next starts in a new language or in the other
hands, Intersentential code switching occurs between a different
number of sentence.
c. Intersentential Code Switching that involvesaswitch at a clause or
sentence boundary where each clause or sentence is in onelanguage
oranother.
ItsumoI'm thinking Ki ninatteshikataganaikara(I'm thinking not always the way from the mood)Someone!
“Please take me away “(utterance no.6)
49
The utterance so this is heartache in the lyrics above includes
Intersentential code switching because it is not a part of the next
sentence. It shows that the utterance is switching at sentence level.
d. Intersentential code switching is switching that occurs in sentence
level. The aswitch can be at a clause or sentence boundary where
each clause or sentence is in onelanguage oranother. To make the
explanation clear, the researcher gives the example of it in the
utterances of lyric below:
Hitowaima made hanshinhangi de miteita(Until now it was half-hearted people in)I'm sick of myselfSubetenitaishite(I'm sick of myself for all)
“Please tell me when to believe it again”(utterance no. 9)
The example of the utterances above shows that the sentence in
English is different sentence with the uterance in Japanese.
e. Intersentential code switching is switching that occurs in sentence
level. The aswitch can be at a clause or sentence boundary where
each clause or sentence is in onelanguage oranother. To make the
explanation clear, the researcher gives the example of it in the
utterances of lyric below:
Mouseigyofunouhijoujitaimaru de kokoroarazumitai(Another uncontrollable strange situation, though no heartwants it)
50
Kimochiwadokkatouku no hou e Can you reach me?(Feelings in the distance, can you reach me?)
“Nobody can find me here”(utterance no. 17)
In the utterances above, we can see that the singer switch from
English to Japanese and Japanese to English in different utterances.
It shows that the lyric is included in Intersentential code switching
2. Intrasentential code switching
Intrasentential code switching, the shift is done in the middle of the
sentence, with no interuptions, hesitations of pauses indicating a shift.
Different types of switch occur within the clause level including the word
level. In the song lyrics the researcher found 8utterances categorized to
this type. It is 8% from 102 utterences. They are as follows:
Table 12.Intrasentential code switching utterances
No. Utterences1 I can't load my secret codewakaranai mama
2 ItsumoI'm thinking Ki ninatteshikataganaikara
3 I'm sick of myselfSubetenitaishite4 No-one knowshontou no shitto shin womisetakunaikara5 Subetegaugokudashitadakaramoving for the future6 Nee Mr.GendaiSPEAKER ima no jitsujouwa7 RensasuruSILENCERmohayaSIMULATOR8 Kimochiwadokkatouku no hou e can you reach me?9 SametaNew REALISMkakagetakimi no koubutsuwakitto
51
10 KimochiwamohayamiatannaiCan you hear me?!
Data analysis of Intransentential code switching
a. Intrasentential code switching, the shift is done in the middle of the
sentence, with no interuptions, hesitations of pauses indicating a shift.
Darekaniaisaretakiokuwanai(Remember that someone does not love )
“I can't load my secret codewakaranai mama”(I can't load my secret code without knowing)(utterance no.1)
The utterance above included in Intrasentential level because the italic
word is an English word meanwhile the sentence started in Japanese.
The shift is in word level.
b. Intrasentential code switching, the shift is done in the middle of the
sentence, with no interuptions, hesitations of pauses indicating a shift.
To make the explanation be clearer, the researcher will give more
analysis of the utterances below:
Pankushisounaomoiwodousureba ii?(So I do feel a flat tire?)
“ItsumoI'm thinking Ki ninatteshikataganaikara”(I'm thinking not always the way from the mood)(utterance no.2)
52
c. The utterance above included in Intrasentential level because the italic
words are English word meanwhile the sentence started in Japanese.
The shift is in phrasa level.
Please tell me when to believe it againKyoukaisengahakkirishinaikarakiro demo gaiteru(Atypical is not clear from the crossroads at the border)
“No-one knowshontou no shitto shin womisetakunaikara”(No-one knows the real from jealousy do not want)(utterance no.4)
The utterance above included in Intrasentential level because the italic
words are English word meanwhile the sentence started in Japanese.
The shift is in clause level.
3. Tag switching
Tag switching can be inserted anywhere such as interjection or
sentence filler. It can be also as discourse markers. In the song lyrics the
researcher found 20 utterances categorized to this type. It is 20% from
102 utterances. They are as follows:
Table 13.Tag switching utterances
No. Utterences1 La LaLaLaLa ...2 Someone!3 Pleasure?4 Pleasure??5 Woow6 Oh Yeah!7 Woow8 Woow
53
9 Woow10 Oohh11 Woow
Tag switching can be inserted anywhere such as interjection or
sentence filler. It is in independent elements in a sentence. Tag switching
is sometimes called emblematic switching where the switch is simply an
interjection, sentence filler and also discourse markers. Words that
include interjection such as wow, oh, hi etc., include sentence filler such
as well, ok, you know, etc., and as discourse markers such as so, by the
way, alright, etc.
Data analysis of Tag Switching
a. As an independent element, tag switching can be functioned fit with
the needed. As an interjection, tag switchingmight functioned to
express shocked, amazed, attracted, but related with song, tag
switching may functions to beautify the song and balance the rythm
and sound.
Shinjitsu no kawarini USO de hitogashiawaseninarunara(If people would be happy with the truth instead of lies)
Dore dake no seigigakonoyo de akuhe to kawaru no kana ?(Or do such justice to the evil in this world how much?)
“La LaLaLaLa ..”(utterance no.1).
54
The words in italic included Tag switching because the words is
independent element and in the song lyric, the word functioned to
beautify the song and balance the sound and rhythm.
b. Tag switching also functioned as discourse markers that can be
inserted at the beginning or at the end of the sentence.
ItsumoI'm thinking Ki ninatteshikataganaikara(I'm thinking not always the way from the mood)
“Someone! “(utterance no.2)
The italic word is an Englishword,it starts the Japanese sentence
and functioned as discourse marker.
c. Tag switching can be inserted at the end of the sentence, and
functioned as discourse markers. To make the explanation be clearer,
the researcher give the analysis of the utterance below:
You show what you are!kimidakegashitteirumichishirubenisotte(signpost along only you know)
“Woow”(utterance no.5)
The utterances included Tag switching because the italic words
functioned as discourse markers which the utterances that showing
the sadness of the song, is like the singer talk to the singer’s girl.
Based on the discussion above, the researcher concludes that the
mostdominant type of code switching found in lyrics KimishidaiRessha,
55
Hearache, and Pierce is Intersentential code switching, it is 74 utterances
( 72%) from total 102 utterances, meanwhile Tag switching, the researcher
found 20 utterances or 20% from total utterances, and there are only 9
utterances of Intrasentential code switching or only 8% from total
utterances that indicated code switching.
D. The Application of Code Switching Found in the song lyrics to Teach
Speaking at the Eleventh Grade Students of Senior High School
The researcher applied the code switching in song lyrics toteach
speaking about expressions of asking and giving opinion at the eleventh grade
students of senior high school. In this study, the researcherwill describe the
application of analysis code switching utterances to teach speaking. This
study only focuses in how to apply the code switching from the 76 utterances.
In teaching learning activity, the interesting way in teaching takes
important part, in this case, the researcher use song lyric as the mediator to
attract the student’s willingness in learning English. When the students
attracted, it will be easier for them to receive the material.
In the song lyrics, there are many utterances that can be applied in
teaching speaking. Related with English subject, the researcher chooses
bilingual song lyrics Japanese-English and use the utterances in English to
teach speaking about expressions of asking and giving opinion. The
utterances that will be used is the utterances in English.The election of the
56
song lyric also fitwith the curriculum so that it will suitable to teach without
any misleading utterances.
Based on the explanation above, the researcher concludes that the use
of code switching in song lyrics can be applied in teaching speaking about
expressions of asking and giving opinion at the eleventh grade students of
senior high school.
57
LESSON PLAN
School name : SMA N 1 MIRIT
Subject : English
Class/Semester : XI/1
Topic : Expression of asking and giving opinion
Skill : Speaking
Year : 2017/2018
Time Allocated : 2 x 2 JP (180 minutes)
A. Core Competence
1. Comprehending and applying religious values.
2. Comprehending and applying the values of honesty, self-
discipline,responsibility, care (mutual aid, cooperation, tolerance,
peace),polite, responsive and proactive; demonstrating such attitudes
insolving various problems in interacting effectively with the
socialand natural environment as well as in being a model in the
globalsociety.
3. Understanding, applying, analyzing factual, conceptual andprocedural
knowledge based on the interest in science, technology, arts, culture
and humanities with humanistic, nationalistic, andcivilized insights in
relation to the causes of phenomena andevents; applying procedural
knowledge in desired specific field ofstudies in solving problems.
4. Processing, analyzing, and presenting developments of the
concreteand abstract domains of the learned materials; being able to
applyvarious methods according to scientific principles.
58
B. Basic Competence
3.1 Analyzing the social functions, the structure and language featuresof
expressing opinion, according to thecontexts.
4.1 Constructing spoken and written text to express, ask, and respond
expressing opinion according to its social functions, text structure, and
proper languagefeatures, according to thecontexts.
C. Indicators
3.1.1 Identify the social functions, the structure and language
featuresofexpressing opinion, according to thecontexts.
4.1.1 Make oral and written text to express, ask, and respond expressing
opinion according to its social functions, text structure, and proper
languagefeatures, according to thecontexts.
D. Learning Goals
1. Students are able to identify, discuss, and use the social functions, the
structure andlanguage features of expressing opinion according to the
contexts.
2. Students are able to use, arrange, and analyzeexpressing opinion to
carry out transactional and functional communication in right and
appropriate contexts,with full responsibility, care, cooperation, and
peace.
3. Improve vocabulary.
59
E. Teaching Materials
1. Expression asking and giving opinion
Social Functions: Maintain interpersonal relationships with teachers,
friends, and others.
In general, opinion is a view, a judgement, viewpoint, or
statement that is not conclisive. It may deal with subjective matters in
which there is no conclusive finding. What distinguishes fact from
opinion is that facta are more likely to varifiable, i.e. can be agreed to
by the consensus of expert.
In daily life, transactional and functional communicationoften
happen as oneof the key to maintain interpersonal relationships with
teachers, friends, and others. When giving asking and giving opinion
to others, we must politely, sincerely, and attractively. The manners
work aswell for asking and giving opinion. They are some expressions
that we can use to ask and give opinion.
Askingopinion Giving Suggestion
What do you think...? I think...
What is your opinion
of....?
In my opinion......
What do you think
of.....?
If you asked me, this
one is....
How’d you feel
about....?.
I feel....
What are your views
on....?
In my view...
60
Where do you stand
on...?.
I tell you hat I think....
Do you think it is
better way?
I think so.
How about....? I guess...
F. Teaching Method
Discussion
Role play
G. Media, Tools, and Sources of Material
Media : Power Point Presentation, Record, speaker, song
lyrics
Tools : Laptop and LCD
Source of Material : CD/Audio/VCD
www.dailyenglish.com
http://americanenglish.state.gov/files/ae/resource_
files
http://learnenglish.britishcouncil.org/en/
H. Learning Activities
1. Pre-activity (10 minutes)
a. Preparing students to follow the learning process such as praying,
attendance, preparing textbooks.
61
b. Motivate students to care about the problem of friends by giving
advice.
c. Explain the learning objectives or basic competencies to be
achieved; and conveying material coverage and explanation of
activity description according to syllabus.
2. Main Activities (75 minutes)
Observing (15 minutes)
a. Students pay attention to the video contain dialogue about asking
and giving opinionwhich are showed by theteacher.
b. With teacher’s guidance, students discuss expression of asking
and giving opinion in the song lyric.
Questioning (10 minutes)
a. With teacher’s guidance, the students ask somequestions about
expression of asking and giving opinion.
Exploring (15 minutes)
a. Students seek information by reading the lyricsabout expressions
of asking and giving opinion.
b. Students practice using expression of asking and giving opinion
in pairs.
c. Students seek other sources related expression of asking and
giving opinion.
Associating (10 minutes)
62
a. Teacher asks every pair to make a dialoguerelated to the
materials.
Communicating (20 minutes)
a. Teacher asks every pair to perform thedialogue in front of the
class.
b. Teachergives confirmation about theperformance of the
presentation.
3. Post Activities (5 minutes)
a. Teacher gives the assignment to studentsto find another song
lyrics that contains English expressions of asking giving opinion.
b. Teacher closes the learning by prayingtogether.
I. Assessments
Knowledge assessment : assignment
Instruction : Find 3 examples of expression asking and
giving opinion, then give explanationabout
the meaning of expression.
Scoring:
No. Aspects Score
1. The advertisement and its slogan. 0 – 25
2.
The meaning of the slogan:
Very Good : 15
Good : 10 – 14
Fair : 5 – 9
Poor : 0 – 4
0 – 75
Maximum Score 100
63
Skill assessment : Make a group consist of two students and
every groupmakes a dialogue which shows
expression of asking and giving opinion.
Scoring:
No. Aspects Score
1. Content 0 – 20
2. Pronunciation 0 – 20
3. Fluency 0 – 20
4. Expression 0 – 20
5. Grammar 0 – 20
Maximum Score 100
68
CHAPTER VCONCLUSION AND SUGGESTON
A. Conclusion
Based on the research findings and discussion in the previous
chapter,the researcher is able to conclude that:
1. There are three types of code switching and 76 utterances found in
song lyricsYap, Borderline, Mr. Gendai Speakerand Let’s Take It
Somedayby One Ok Rock; they are Intersentential code switching as many
as 55 utterances (72.40%), Intrasentential code switching, 10 utterances
(13.10%), and the last is Tag switching, 11 utterances (14.50%).
2. The code switching found in song lyricsYap, Borderline, Mr. Gendai
Speakerand Let’s Take It Someday by One Ok Rock by One Ok Rock can
be applied inteaching speaking about expressions of asking and giving
opinion at the eleventh grade students of Senior HighSchool.
B. Suggestion
Based on the research finding, the researcher tries to give
somesuggestions after she finishes this research. The suggestions are listed
below:
1. For the Students
The researcher hopes that the students of Senior High School will know
code switching, because it can be used in studying English. the researcher
69
also hopes this research can inspire the students to use song lyrics as a tool
to improve the speaking skill. The study will be more interesting and
enjoyable for them. With it, the material will be easier to be understood.
2. For the Teachers
To get students’ interest, the teachers have to make a creative activity
inteaching-learning process. The code switching found in song lyrics Yap,
Borderline, Mr. Gendai SpeakerandLet’s Take It Someday by One Ok Rock
by One Ok Rock can be applied to teach speaking because it is very useful
to createan appropriate atmosphere in attracting the student’s interest.The
teachers will get new information about using song lyrics to teach and
improve the speaking skill of the students.
3. For Other Researchers
The researcher hopes this research can give stimulus to other researchersto
conduct research which has similar topic as the researcher has donefrom
other resources.
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Pengajarannya.FBS Universitas Negeri Yogyakarta. ISSN 0854-2937.Vol.:16 No. 2
Mesthrie, Rajend et al. 2004. Introducing Sociolinguistic (second edition).Germany. Bercker GmbH.
Mujiono. et al. 2013. Code Switching in English as Foreign Language InstructionPracticed by the English Lecturers at Universities. International Journal ofLinguistics. Vol. 5, No. 2. ISSN 1948-5425
Mukenge, Clemencliana. 2012. A Discourse Analysis of the Use of CodeSwitching in the Film Yellow Card. International Journal of Linguistics. ,Vol. 4, No. 4. ISSN 1948-5425
Nakamura, Masayo. 2005. Developing Codeswitching Patterns of aJapanese/English Bilingual Child. ISB4: Proceedings of the 4thInternational Symposium on Bilingualism, ed. James Cohen, Kara T.McAlister, Kellie Rolstad, and Jeff MacSwan, 1679-1689. Somerville,MA: Cascadilla Press.
Riehl, Claudia Maria. 2005. Code-switching in Bilinguals: Impacts of MentalProcesses and Language Awareness. ISB4: Proceedings of the 4thInternational Symposium on Bilingualism, ed. James Cohen, Kara T.McAlister, Kellie Rolstad, and Jeff MacSwan, 1945-1959. Somerville,MA: Cascadilla Press.
Sarkar, Mela and Lise Winer. 2006. Multilingual Codeswitching in Quebec Rap:Poetry, Pragmatics and Performativity. International Journal ofMultilingualism. 1479-0718/06/03 173-20 $20.00/0. Vol. 3 No. 3
Sugiyono. 2011. Metode Penelitian Kuantitatif Kualitatif dan R&D. Bandung.Alfabeta
ThiTuyethAnh, Nguyen. 2015. The Key Principles for Development of Speaking.International Journal on Studies in English Language and Literature(IJSELL) Volume 3, Issue 1, January 2015, PP 49-53 ISSN 2347-3126(Print) & ISSN 2347-3134 (Online) www.arcjournals.org
Wardaugh, Ronald. 2006. An Introduction to Sociolinguistic (fifth edition). UnitedKingdom. TJ International ltd.
APPENDICES
SEMUA KOMPETENSI KEAHLIAN SILABUS – BAHASA INGGRISHalaman 1 dari 19
SILABUS
NAMA SEKOLAH : SMK CIPTA KARYA PREMBUNMATA PELAJARAN : BAHASA INGGRISKELAS/SEMESTER : X / 1 - 2STANDAR KOMPETENSI : Berkomunikasi dengan Bahasa Inggris setara Level NoviceKODE KOMPETENSI : AALOKASI WAKTU : 148 jam X 45 menit
KOMPETENSI DASAR INDIKATOR MATERI PEMBELAJARAN KEGIATANPEMBELAJARAN PENILAIAN
ALOKASI WAKTUSUMBER BELAJAR
TM PS PI
1. 1 Memahamiungkapan-ungkapan dasarpada interaksisosial untukkepentingankehidupan
Ucapan salam (greetings)pada saat bertemu danberpisah digunakansecara tepat
Memperkenalkan dirisendiri dan orang laindiperagakan dengantepat
Berbagai ungkapanterima kasih danresponnya digunakansecara tepat
Berbagai ungkapanpenyesalan danpermintaan maaf sertaresponnya diperagakansecara tepat
Greetings and leave takings− Good morning.− How are you?− I’m fine, thanks− See you later.
Introducing− May I introduce myself. I
am Budi.− Ani, this is Ida.− Nice to meet you.
Thanking− Thank you very much.− You are welcome.
Apologizing− I am sorry for ...− Please forgive me ..
Grammar Review− Personal Pronoun(Subject & possessive) I – my You – your
− Simple Present Tense :to be & Verb 1
Listening− About greetings,
introducing, thanking,leave takings, andapologizing
− Listening for information− Dictation
Speaking− Saying greetings,
introducing, thanking,leave takings, andapologizing
− Role playing, dialogues,introducing, thanking,leave takings, andapologizing
− Telling one’s self Reading for information
− Short passages− Dialogues
Writing− Completing dialogues− Arranging jumbleddialogues− Composing dialogues
Tes lisan: Memperagaka
n dialogsecaraberpasangan
Tes tertulis: Melengkapi
dialog
9 Global Access to the Worldof Work
English for Hotel Services Grammar in Use
SEMUA KOMPETENSI KEAHLIAN SILABUS – BAHASA INGGRISHalaman 2 dari 19
KOMPETENSI DASAR INDIKATOR MATERI PEMBELAJARAN KEGIATANPEMBELAJARAN PENILAIAN
ALOKASI WAKTUSUMBER BELAJAR
TM PS PI
1.2 Menyebutkanbenda-benda,orang, ciri-ciri,waktu, hari, bulan,dan tahun
Nama-nama benda dankata yangmendeskripsikan bendayang terkait denganwarna, bentuk, asal(origin), ukuran, bahan,jumlah dan kualitasdisebutkan dengan tepat.
Kata-kata yangmendeskripsikan orangyang terkait denganprofesi, kebangsaan, ciri-ciri fisik, kualitas, danaktifitasnya disebutkandengan tepat.
Waktu (time of the day),nama-nama hari/tanggal,bulan, tahun disebutkandengan tepat.
Adjectives showingcolours, quality, size,shape, age, origin,material- green, good, big, old,
Indonesian, wooden,dsb.
Profession, nationality Adjectives showing
physical (appearance),non-physical(characteristic)- beautiful, humorous dsb
Nouns showing time, day,date, month, year- six o’clock, Sunday, 1st
of May, July, 2006 Grammar review:
− Singular – plural nouns.(book – booksbox - boxeschild – childrenfish – fish)
Listening− Matching pictures with
words− Dictation− Listening for information
Speaking:− Naming objects, quality
of objects and persons,professions,nationalities, and timeof the day.
Reading:− Reading for information
Writing:− Completing passages
with suitable words
Tes lisan− Mendes-
kripsikangambarsecaralisan
Tes tertulis− Meleng-
kapikalimat
− PilihanGanda
− Memberilabelpadagambar
− Menja-wab per-tanyaancerita.
12 Breakthrough Global Access to the World
of Work Person to Person Grammar in Use
SEMUA KOMPETENSI KEAHLIAN SILABUS – BAHASA INGGRISHalaman 3 dari 19
KOMPETENSI DASAR INDIKATOR MATERI PEMBELAJARAN KEGIATANPEMBELAJARAN PENILAIAN
ALOKASI WAKTUSUMBER BELAJAR
TM PS PI
1.3 Mendeskripsikanbenda-benda,orang, ciri-ciri,waktu, hari, bulan,dan tahun
Bilangan (cardinal /ordinal) digunakandengan tepat dalamberbagai konteks.
Kata-kata dirangkaidengan tepat untukmendeskripsikan bendaberdasarkan warna,bentuk, asal (origin),ukuran, bahan, jumlahdan kualitas.
Kata- kata dirangkaidengan tepat untukmendeskripsikan orangyang terkait denganprofesi, kebangsaan, ciri-ciri fisik, kualitas, danaktifitasnya.
Kata-kata dirangkaidengan tepat untukmendeskripsikan suatukejadian berdasarkanwaktu (time of the day),nama-nama hari/tanggal,bulan, tahun.
Cardinal and ordinalnumbers− ten, twenty, first, fifth,dsb
Adjectives of quality: good,beautiful, dsb
Adjectives of size: big,small, dsb.
Adjectives of shape: round,straight, dsb.
Adjectives of age: old, new,dsb.
Adjectives of colour: blue,red, dsb.
Nationality, profession− John is an American.− He is a very busy chef
Adjective in series: Abeautiful big U-shapedwooden house.
Description of events:The accident happened atnine PM on Monday, the26th of July 2006.
Antonym / synonym
Listening:− Matching pictures with
words.− Dictation− Listening for information
Speaking:− Describing things,
people, profession, andnationalities
− Telling numbers,responding to questionsabout numbers.
− Discussing things basedon physical appearance.
− Role playing dialogues Reading:
− Understanding anddiscussing passages.
Writing:− Describing things− Matching numbers and
the way they are said.− Arranging jumbled
paragraphs.− Composing dialogues
involving the use ofnumbers in variouscontexts
− Writing paragraphsbased on pictures.
Tes lisan− Mendes-
kripsikangambar
− Menyebut-kan waktu,bilangan.
− Menceritakankejadiansecaralisan.
Tes tertulis:- Pilihan ganda- Menjodoh-
kangambar.
- Menyusunparagraphpendek.
21 English for Hotel Services International Hotel English Person to Person Grammar in Use Posters or pictures from
magazines or newspapers
SEMUA KOMPETENSI KEAHLIAN SILABUS – BAHASA INGGRISHalaman 4 dari 19
KOMPETENSI DASAR INDIKATOR MATERI PEMBELAJARAN KEGIATANPEMBELAJARAN PENILAIAN
ALOKASI WAKTUSUMBER BELAJAR
TM PS PI
1.4 Menghasilkantuturan sederhanayang cukup untukfungsi-fungsi dasar
Ungkapan penyesalandan permintaan maafserta pemberianresponnya disampaikandengan tepat.
Ungkapan simpati sertapemberian responterhadapnya disampaikandengan tepat
Ungkapan berbagaiperasaan disampaikandengan tepat
Ungkapan permintaandan pemberian ijindisampaikan dengantepat
Ungkapan perintah danpermintaan digunakansecara tepat.
Ungkapan penawaranbarang dan jasadigunakan secara tepat.
Words and expressions used toshow regrets and apologies:
- I’m sorry that ... Words and expressions used to
express sympathy:- I’m sorry to hear that ..
Adjectives for expressingfeelings:- happy, terrible, sad, etc
Adjectives ‘ –ing’ vs ‘-ed’- boring ›‹ bored
Adjective set expressions- get bored; turn bad, etc
Subject – verb agreement:- John is very happy to see
you. Words and expressions used in
asking for and givingpermission:- May I use the phone?- You can leave now.
Grammar: Modals + Auxiliary Expressions and verb forms
used in commands andrequests:- Can you lend me a pen,
please?- Come here!; Stand up!
Responses to commands:- Yes, I will.- Certainly.
Expressions used for offeringthings and services.- Would you like to have some
tea?- Would you like to taste this
food?
Listening:− Dictation− Listening for information− Completing passages
Speaking:− Pronunciation practice− Dialogue practice− In pairs, creating and
practising dialoguesdealing with regret andapoligies, simpathy,asking for and givinginformation, offeringthings and services.
− Expressing feelingsabout certain events
Reading:Reading for information:− Dialogues− Stories which stimulate
readers’ emotion Writing:
− Completeing Dialogues− Rearranging jumbled
dialogues− Composing short stories
(good or badexperiences)
Tes lisan− Dialog− Merespon
pernyataan Tes tertulis− Melengkapi
kalimat− Membuat
kalimatberdasarkangambar.
− Menyusuncerita.
22 Global Access to the Worldof Work
American Business English Person to Person Grammar in Use
SEMUA KOMPETENSI KEAHLIAN SILABUS – BAHASA INGGRISHalaman 5 dari 19
KOMPETENSI DASAR INDIKATOR MATERI PEMBELAJARAN KEGIATANPEMBELAJARAN PENILAIAN
ALOKASI WAKTUSUMBER BELAJAR
TM PS PI
1.5 Menjelaskan secarasederhana kegiatanyang sedangterjadi
Peristiwa yang sedangterjadi diceritakandengan tepat sesuaidengan waktu dantempat kejadian.
Pernyataan denganmenggunakan ”thereis/are” disampaikandengan tepat sesuaidengan waktu dantempat kejadian.
Pertanyaan tentangperistiwa yang sedangterjadi disampai-kandengan tepat
Pengungkapan perasaan/ pendapat tentangperistiwa yang sedangterjadi disampaikandengan tepat
Words and expressions usedin the context of telling ordescribing events.- The students are cleaning
the foor.- When you arrive, the
guests will be travellingaround the city.
Grammar: Presentcontinuous, futurecontinuous.
Sentences using ‘there + be’ Prepositions: in, on, at,
under, etc.- There is a napkin on the
table Questions about events:
- How/When did ithappen?
Expessions of feelings /opinions concerning anevent- I was very shocked to
learn about the numberof the victims.
Listening:− Matching pictures and
sentences.− Completing passages
Speaking:− Pronunciation practice− Dialogue practice telling
what’s happening inpictures.
− Giving responses to theevents shown inpictures, films, ordramas.
− Dialogue practice using“there”
Writing:− Writing short
paragraphs based onpictures.
Tes lisan− Menceritakan
gambar− Dialog
Tes tertulis− Melengkapi
kalimat− Menjawab
soal cerita.− Membuat
kalimatberdasarkangambar.
22 American Business English Person to Person Pictures from newspapers
or magazines Breakthrough
SEMUA KOMPETENSI KEAHLIAN SILABUS – BAHASA INGGRISHalaman 6 dari 19
KOMPETENSI DASAR INDIKATOR MATERI PEMBELAJARAN KEGIATANPEMBELAJARAN PENILAIAN
ALOKASI WAKTUSUMBER BELAJAR
TM PS PI
1.6 Memahami memodan menusederhana, jadwalperjalanankendaraan umum,dan rambu-rambulalu lintas
Pesan ditulis dalambentuk memo denganbenar.
Memo yang sudah adadijelaskan dengan tepat.
Menu ditulis dandijelaskan dengan tepat.
Tanda-tanda danlambang (misalnya:rambu lalu lintas)dijelaskan dengan benar.
Berbagai macam jadwal(time table) dibuat dandijelaskan dengan benar.
Bentuk kata sifat danketerangan digunakansecara tepat untukmembandingkan sesuatu.
Samples of memo Sample of menu Words and expressions to
explain signs and symbols:- That “P” sign means that
you can park here.- The symbol “Lady” means
that the toilet is forwomen.
- “No smoking” means thatyou are not allowed tosmoke in that area.
Samples of time table andschedule
Degrees of comparison:- Bus is fast.- Train is faster than the
bus.- Plane is the fastest of all.- Travelling by plane is
more convenient thantravelling by bus.
Pronouns and ReportedSpeech
Listening− Dictation− Completing memos and
menus− Matching pictures based
on signs, symbols, timetables and schedulesgiven.
Speaking− Pronunciation practice− Dialogue practice
involving memos,menus, signs, symbols,time tables andschedules
− Making sentences usingdegrees of comparison,pronouns and reportedspeech.
Writing− Completing time tables
and schedules− Writing sentences using
comparative degree,pronouns and reportedspeech.
− Composing memos andmenus.
Tes lisan− Menjawab
pertanyaansecara lisan
− Menjelaskanjadwalperjalanan,rambu lalulintas, simboldan tanda.
Tes tertulis− Membuat
memo− Menulis
menu− Menulis
jadwal− Menjawab
pertanyaantentangmenu, jadwal,memo, rambulalu lintas.
22 Various kinds of memos andmenus, time tables andschedules from differentsources
Person to Person American Business English Breakthrough
SEMUA KOMPETENSI KEAHLIAN SILABUS – BAHASA INGGRISHalaman 7 dari 19
KOMPETENSI DASAR INDIKATOR MATERI PEMBELAJARAN KEGIATANPEMBELAJARAN PENILAIAN
ALOKASI WAKTUSUMBER BELAJAR
TM PS PI
1.7 Memahami kata-kata dan istilahasing serta kalimatsederhanaberdasarkan rumus
Berbagai ungkapan untukmenyatakan pilihan(preferences) digunakandengan tepat.
Ungkapan untukmenyatakan pengandaian(conditional type I)digunakan dengan tepat.
Berbagai ungkapan untukmenyatakan kemampuan(capabilities) digunakandengan tepat.
Ungkapan untukmeminta dan memberiarah dan lokasi(direction) digunakandengan tepat.
Words and expressions usedin expressing preference:- I prefer coffee to soft
drink at this time of theday.
- I’d rather stay home overthe weekend than go tomovies.
- I like badminton betterthan volley ball.
Conditional sentence type 1:- If the weather is nice this
morning, we can go tothe beach.
Words and expressions usedto talk about capabilities:- Can you swim to cross
this river?- When I was a child, I
could (was able to) climbthat tree.
Words and expressing usedin asking for and givingdirection (location):- Could you tell me the way
to the Zoo, please?- Go straight on as far as
the junction, then turnleft. The Zoo is on yourleft ...
Prepositions of place: infront of, behind, beside, dsb.
Listening− Dictation− Listening for
information: dialogues− Listening and
completing maps. Speaking
− Interviewing for one’spreferences andcapabilities, asking andgiving directions basedon maps given.
− Responding to questionsusing conditionalsentences type 1.
Reading− Reading for information:
passages, dialogues,etc.
− Identifying skills andcapabilities from readingpassages.
− Reading and finding alocation on the map
Writing− Writing sentences
expressing preferencesand capabilities,directions or locations.
− Writing sentences usingconditional type 1.
− Composing dialoguesinvolving preferencesand capabilities andgiving directions.
Tes lisan− Dialog
tentangpreference,direction,capabilities,
conditional.
Tes tertulis− Melengkapi
dialog− Menuliskan
arah /petunjuk.
− pilihan ganda
22 Person to Person Grammar in Use Maps Breakthrough English for Hotel Services Global Access to the World
of Work
SEMUA KOMPETENSI KEAHLIAN SILABUS – BAHASA INGGRISHalaman 8 dari 19
KOMPETENSI DASAR INDIKATOR MATERI PEMBELAJARAN KEGIATANPEMBELAJARAN PENILAIAN
ALOKASI WAKTUSUMBER BELAJAR
TM PS PI
1.8 Menuliskanundangansederhana
Sejumlah kata dirangkaimenjadi kalimat yangmengandung unsurundangan
Kalimat dirangkai denganbenar untuk membentukundangan
Undangan sederhana(misalnya: undanganulang tahun) dituliskandengan benar.
Grammar review: “will”,“could”, “would” andprepositions: in, on at.
Samples of invitation(personal invitation).
Parts of personal invitations. Contents, style, spelling and
punctuation.
Listening− Completing invitations− Listening for information
Speaking− Pronunciation practice− Dialogue practice− Responding to questions
dealing with invitationsusing “yes-no” and “wh-” questions.
− Telling about invitations,− Creating dialogues in
pairs Reading
− Reading for information:invitations
Writing− Rearranging jumbled
sentences to createinvitation
− Writing personalinvitations.
Test Lisan− Mengun-
dang secaralisan
− Dialog
Test tertulis− Membuat
undangan
18 Different kinds of invitations Person to Person Breakthrough Global Access to the World
of Work
SEMUA KOMPETENSI KEAHLIAN SILABUS – BAHASA INGGRISHalaman 9 dari 19
SILABUSNAMA SEKOLAH : SMK CIPTA KARYA PREMBUNMATA PELAJARAN : BAHASA INGGRISKELAS/SEMESTER : XI / 3-4
STANDAR KOMPETENSI : Berkomunikasi dengan Bahasa Inggris setara Level ElementaryKODE KOMPETENSI : BALOKASI WAKTU : 116 X 45 menit
KOMPETENSIDASAR INDIKATOR MATERI PEMBELAJARAN KEGIATAN
PEMBELAJARAN PENILAIANALOKASI WAKTU
SUMBER BELAJARTM PS PI
2.1. Memahamipercakapansederhanasehari-haribaik dalamkonteksprofesionalmaupunpribadidenganorang bukanpenutur asli
Pertanyaan denganpola yes-no questionsdalam kontekskegiatan sehari-haridiperagakan dandijawab denganbenar.
Pertanyaan denganpola question tagsdalam kontekskegiatan sehari-haridiperagakan denganbenar.
Pertanyaan denganpola question wordsdalam kontekskegiatan sehari-haridiperagakan dandijawab denganbenar.
Talking about hobbies and interests- Do you like fishing?- What do you like doing in your
spare time? Guest handling- What can I do for you, Sir?- Welcome to our hotel.- I hope you enjoy the food.Grammar Review
Yes – No questions- Are you a secretary?
Question tags- The board meeting starts at seven,
doesn’t it? Questions with question words- Where does the boss live?- Why do you come late?
Gerund as subjects and objects- Smoking is dangerous.- I don’t like fishing.
Listening:− Answering questions
based on recordedmaterials.
− Dialogues about guesthandling
Speaking:− Telling about one’s
own daily activities.− Role playing about
guest handling Reading:
− Answering questionsabout hobbies andinterests
Tes lisan− Dialog
berpasang-an
Tes tertulis− Melengkapikalimat− PilihanGanda− Membuat
paragrafpendek
8 Practical English Usage Global Access to the
World of Work Person to Person English for SMK (Ang-
kasa)
Berbagai bentuk danungkapan digunakandengan tepat untukmembicarakankegemaran /hobi danminat.
Ungkapan untukmenangani tamuhotel, restoran, travelagency, dll.diperagakan denganbenar.
Gerund as complement:- Her job is sorting the mail.
Gerund after preposition:- Are you interested in collecting
stamps? Constructions with ‘too’ and
‘enough’- The soup is too salty for me.
- The hotel room is comfortableenough.
Writing:− Writing descriptions of
other’s daily activities.− Writing sentences
containing gerund . − Arranging sentences
containing “too” and “enough”
SEMUA KOMPETENSI KEAHLIAN SILABUS – BAHASA INGGRISHalaman 10 dari 19
KOMPETENSIDASAR INDIKATOR MATERI PEMBELAJARAN KEGIATAN
PEMBELAJARAN PENILAIANALOKASI WAKTU
SUMBER BELAJARTM PS PI
2.2. Mencatatpesan-pesansederhanabaik dalaminteraksilangsungmaupunmelalui alat
Pesan (message)yang diterima lewattelepon dicatatdengan benar.
Pesan (message)yang diterima secaralangsung dicatatdengan benar.
Expressions dealing with telephoneconversations
Grammar Review: Personal pronouns
- I – me – my – mine - myself Reported speech
- He said that you had to pay forthe tickets
- He asked you to pay for thetickets.
- He wanted to know if you wouldbe available in the afternoon.
- He wanted to know where youput his umbrella.
Adjective Clause- Do you know the staff who will
be promoted our new divisionmanager?
Listening:− Listening for
information fromrecorded materials.
− Understandingtelephoneconversations
Speaking:− Telling the
infomation obtainedfrom recordedmaterials
− Role playing ontelephoneconversations
Writing:− Writing messages
based on telephoneconversations
− Composingsentences usingreported speech,personal pronounsand adjective clause.
Tes tertulis− Melengkap
i kalimat− Membuat
kalimatdenganreportedspeech
− Mencatatpesanyangditerima
Tes lisan− Menceritak
an pesanyangditerima
16 Practical English Usage Global Access to the
World of Work Person to Person English for SMK (Ang-
kasa)
SEMUA KOMPETENSI KEAHLIAN SILABUS – BAHASA INGGRISHalaman 11 dari 19
KOMPETENSIDASAR INDIKATOR MATERI PEMBELAJARAN KEGIATAN
PEMBELAJARAN PENILAIANALOKASI WAKTU
SUMBER BELAJARTM PS PI
2.3. Merincitugaspekerjaandan latarbelakangpendidikanyangdimilikinyasecara lisandan tulisan
Bentuk kata kerjadigunakan dalamSimple Presentdengan tepat untukmenerangkan tugasdan pekerjaanberbagai macamprofesi.
Bentuk kata kerjadigunakan dalamSimple Past dengantepat untukmenerangkan latarbelakang pendidikanberbagai macamprofesi.
Curriculum Vitae yangsederhana ditulisdengan benar.
Berbagai ungkapandigunakan dengantepat untuk menjelas-kan fakta dan angka(facts and figures)pada suatu sajiandata.
Telling about people’s job using theSimple present tense:- A cook prepares food.- Pilots fly aeroplanes.
Telling about people’s educationalbackground using the Simple pasttense.- She graduated from SMKN 8
Bandung.- The new secretary learned
shorthand at the college. Samples of curriculum vitae Expressing facts and figures :
- The graph shows thatpopulation growth has beenhigh this last decade.
- The latest data show that aboutthree billion rupiahs have beenspent for the construction of thefactory.
Listening:− Dictation− Answering dialogues
given by the teacher Speaking
− Explainingsomeone’sprofession
Reading− Understanding and
discussing diagramscontaining facts andfigures
Writing− Rewriting someone
else’s curriculumvitae
− Writing one’s owncurriculum vaitae
Tes lisan− Menjelask
an profesi− Menjelask
andiagram
Tes tertulis− Melengkap
i kalimat/form
− Menuliscurriculumvitae
4 Practical English Usage Global Access to the
World of Work Person to Person English for SMK (Ang-
kasa) English New Concept
SEMUA KOMPETENSI KEAHLIAN SILABUS – BAHASA INGGRISHalaman 12 dari 19
KOMPETENSIDASAR INDIKATOR MATERI PEMBELAJARAN KEGIATAN
PEMBELAJARAN PENILAIANALOKASI WAKTU
SUMBER BELAJARTM PS PI
2.4. Menceritakan pekerjaandi masa laludan rencanakerja yangakan datang
Ungkapan tentangkegiatan masalampau dikemukakandengan benar.
Ungkapan untukmengemuka-kankegiatan di masadatang digunakandalam Tense yangbenar.
Surat pribadi yangmenceritakan tentangkehidupan masa laludan rencana di masadepan ditulis denganbenar.
Telling about past events- I saw the crowds were helping
the accident victim.- We had locked the room when
she came. Telling about future plans
- The meeting will be over at twoPM.
- When you arrive at the office, Iwill be conducting a meeting.
Sample of a personal letter (tellingabout past and future events)
Grammar review:- Relevant tenses.
Listening− Answering questions of
one’s past experiences. Speaking
− Telling one’s own plans(future)
Reading− Reading for
information: dialogues,passages
Writing− Composing personal
letters− Translation
Tes lisan− Menceritak
anperistiwamasa lalu
− Dialog
Tes tertulis− Melengka
pi kalimat− Membuat
surat− Menerjem
ahkan
8 Practical English Usage Global Access to the
World of Work Person to Person English for SMK (Ang-
kasa)
SEMUA KOMPETENSI KEAHLIAN SILABUS – BAHASA INGGRISHalaman 13 dari 19
KOMPETENSIDASAR INDIKATOR MATERI PEMBELAJARAN KEGIATAN
PEMBELAJARAN PENILAIANALOKASI WAKTU
SUMBER BELAJARTM PS PI
2.5. Mengungkapkan berbagaimacammaksud hati
Ungkapan-ungkapanuntuk menyampaikanundangan digunakandengan tepat.
Ungkapan-ungkapanuntuk melakukantawar-menawar(bargaining)digunakan dengantepat.
Ungkapan-ungkapanuntuk menyatakankepastian (certainty)digunakan dengantepat.
Ungkapan-ungkapanuntuk memberi danmerespon pujiandigunakan dengantepat.
Ungkapan-ungkapanuntuk menyatakanpendapat/opinidigunakan dengantepat.
Ungkapan-ungkapanuntuk menyatakanpersetujuan(agreeiing-disagreeing)digunakan dengantepat.
Ungkapan-ungkapanuntuk menyatakanargumentasidigunakan denganbenar.
Giving invitations- Would you like to come to my
place for dinner tonight, please?- With pleasure.- I’m afraid I can’t, I’ve already
got an appointment. Bargaining
- Is there any discount for thisshirt?
- How about fifty thousandrupiahs?
Expressing certainty- I’m sure that it’s going to rain
this afternoon.- It must be him who called.
Giving and responding tocompliments- Fantastic!- You look beautiful tonight.- Thank you.
Expressing opinions- I think that’s not true.- What I have in my mind is that
Expressing agreement/disagreement:
You’re right. I’m afraid you’ve got wrong
information, Sir. Expressing argument Yes, but don’t forget ... That may be so but ... Grammar review
− Conjunctions / concessiverelationship.
− Constructions with “used to”:a) be/get used to + V-ingb) used to + Verb 1
Listening:− Answering questions
based on dialoguesabout givinginvitations, bargaining,expressing certainty,compliments,expressing opinions,agreeing/disagreeing,and arguing
Speaking:− Performing dialogues
based on givensituations.
Reading:− Answering questions
based on written texts. Writing:
− Writing dialoguesbased on givensituations.
Tes lisanmelalui roleplay / dialog
Tes tertulis Melengkapi
dialog Menjawab
pertanyaan Melengkapi
kalimat Membuat
dialog
60 Practical English Usage Global Access to the
World of Work Person to Person English for SMK (Ang-
kasa)
SEMUA KOMPETENSI KEAHLIAN SILABUS – BAHASA INGGRISHalaman 14 dari 19
KOMPETENSIDASAR INDIKATOR MATERI PEMBELAJARAN KEGIATAN
PEMBELAJARAN PENILAIANALOKASI WAKTU
SUMBER BELAJARTM PS PI
2.6. Memahamiinstruksi-instruksisederhana
Ungkapan-ungkapanuntukmenggambarkanproses kerja dan atauberfungsinya suatualat dikemukakandengan benar.
Ungkapan-ungkapanuntuk meminta danmemberi saran dannasihat (suggestionand advice)digunakan secaratepat.
Ungkapan-ungkapanuntuk menyatakankeharusan dankewajiban (necessityand obligation)digunakan dengantepat.
Ungkapan-ungkapanuntuk meyakinkandan membujuk oranglain (convincing andpersuading) agarmenerima pendapatatau usulan yangdiajukan digunakandengan tepat.
Expressions used in describingprocesses:- First, ...- Next, ...- Then...- Finally ...
Expressions used in asking for andgiving suggestions and advice:- What do you recommend for a
headache?- You’d better see a doctor.
Expressions used in askingnecessity and obligation:- We must be there before the
boss comes.- It is necessary for us to be there
on time. Expressions used in persuading
and convincing:- Why don’t you try our special
drink bandrek to warm up yourbody.
- If I were you, I would …- I’m sure you are on the right
track.- I bet you could do it.
Grammar review:− Degrees of comparison− Imperatives- Don’t smoke at the petrolstation
- Keep silent; the baby issleeping
Listening− Listening for
information on howthings work.
− Dialogues aboutasking for and givingsuggestions andadvice, necessity andobligations,convincing andpersuading
Speaking− Telling about how
things work.− Role playing how to
ask for and givesuggestions andadvice.
− Interviewing dealingwith convincing andpersuading,necessity andoligations
Reading− Reading for
information: dialoguepassages
Writing− Making dialogues
based on thesituations provided.
Tes lisanMenjelaskan
proseskerja /carameng-operasikan alat
Tes tertulis Menjawa
bpertanyaan
Pilihanganda
Membuatdialog
8 Practical English Usage Global Access to the
World of Work Person to Person English for SMK (Ang-
kasa) English New Concept
SEMUA KOMPETENSI KEAHLIAN SILABUS – BAHASA INGGRISHalaman 15 dari 19
KOMPETENSIDASAR INDIKATOR MATERI PEMBELAJARAN KEGIATAN
PEMBELAJARAN PENILAIANALOKASI WAKTU
SUMBER BELAJARTM PS PI
2.7. Membuatpesan-pesanpendek,petunjukdan daftardenganpilihan kata,ejaan dantata tulisyangberterima
Kata-kata dipilihdengan tepat dandirangkai menjadipesan pendek,petunjuk atau daftar
Kesimpulan dari suatupembicaraan ditulisdengan benarmenjadi suatu pesanpendek, petunjuk,atau daftar
Samples of short messages,directory, and lists.
Content, punctuation, and spelling.
Vocabulary game Rearranging words /
sentences Composing short
messages. Directions,or lists based on thesituation given by theteacher.
Tes lisan Menyam
paikanpesansecaralisan
Tes tertulis Membua
t pesansingkatdan ataupetunjukcarapenggunaan alatsecaratertulis.
12 Practical English Usage Global Access to the
World of Work Person to Person English for SMK (Ang-
kasa) English New Concept
Prembun, …… Juli 2016Mengetahui,Kepala SMK Cipta karya Guru Mata Pelajaran
Drs. H. Tuntum Prayitno, M.Pd Sri Endah Wahyuni, S.Pd
SEMUA KOMPETENSI KEAHLIAN SILABUS – BAHASA INGGRISHalaman 16 dari 19
SILABUSNAMA SEKOLAH : SMK CIPTA KARYA PREMBUNMATA PELAJARAN : BAHASA INGGRISKELAS/SEMESTER : XII / 5 - 6
STANDAR KOMPETENSI : Berkomunikasi dengan Bahasa Inggris setara Level IntermediateKODE KOMPETENSI : CALOKASI WAKTU : 146 X 45 menit
KOMPETENSI DASAR INDIKATOR MATERI PEMBELAJARAN KEGIATANPEMBELAJARAN PENILAIAN
ALOKASI WAKTUSUMBER BELAJARTM PS PI
3.1 Memahamimonolog yangmuncul pada situasikerja tertentu
Pertanyaan mengenaiinformasi umum (generalinformation) yang terkaitdengan monolog dijawabdengan benar.
Pertanyaan mengenai isimonolog (detailedinformation) dijawabdengan benar
Monolog yang munculpada situasi kerja tertentuditulis kembali dalambentuk intisari/summary(taking notes)
Short talks (advertisements,reports, announcements, dll)
Relevant vocabulary Antonym, synonym. Affixes : prefixes, suffixes
Vocabulary games Listening to recorded
short talks Discussion Questions and answers
Tes lisan retelling,
summarizing
Tes tertulis menjawab
pertanyaanpilihan gandaatau essay
8 30 Days to the TOEIC Test Vocabulary Book
SEMUA KOMPETENSI KEAHLIAN SILABUS – BAHASA INGGRISHalaman 17 dari 19
KOMPETENSI DASAR INDIKATOR MATERI PEMBELAJARAN KEGIATANPEMBELAJARAN PENILAIAN
ALOKASI WAKTUSUMBER BELAJAR
TM PS PI
3.2 Memahamipercakapanterbatas denganpenutur asli
Ungkapan-ungkapanuntuk membuat reservasiyang dilakukan olehpenutur asli ditanggapidengan tepat
Ungkapan-ungkapanuntuk mengajukankeluhan yang dilakukanoleh penutur asliditanggapi dengan tepat.
Ungkapan-ungkapanuntuk membuatkesepakatan(arrangementI) digunakandengan tepat.
Ungkapan-ungkapanuntuk memastikan danmembatalkan kesepakatandilakukan dengan tepat.
Ungkapan-ungkapanuntuk menyatakankeinginan atau situasiyang tidak nyata baikuntuk masa depan, masakini atau masa lampau(conditional sentences andsubjunctive wish)digunakan dengan tepat.
Ungkapan-ungkapan yangdipakai dalam wawancaradigunakan secara tepat
Percakapan di telepon tentangreservasi
- Can I book two rooms forSaturday night, please?
Reservation forms Future tense Response to complaints- I am very sorry, Sir
Expressions dealing witharrangementt
- What about tonight?- I’m sorry. I have got something
to do tomorrow. What aboutSunday?
Expressions dealing withconfirmation and cancellation:
- I’d like to confirm my flight toSingapore.- I regret to tell you that I
have to cancel ourappointmnet.
Modals Auxiliary: WOULD Expressions dealing with unreal
condition.- If you came, you would seehim.
Conditional Types 2 and 3 Subjunctives with wish, if only,
would rather. Answering typical questions
asked in interviews- My name is....- I apply for this position
because ...- I’m interested in working
here because ...
Listening:− Dialogues about
reservations,complaints,arrangements,confirmations,cancellations,imaginations,interviews.
− Questions andanswers about thedialogues mentionedabove
Pronunciation practice Speaking:
− Dialogue practice withthe above matters
Reading comprehension:− Reading dialogues and
or letters− Questions and
answers Writing:
− Working in pairs tocompose dialoguesbased on thesituations given by theteacher.
Grammar review aboutmodal auxiliary “Would”,conditional sentences(types 1 and 2), andsubjunctives.
Tes lisan memperagak
an dialogsecaraberpasangan
Tes tertulis Melengkapi
dialog danpilihanganda
12 Elementary CommunicationGames
English for Hotel Journey II Grammar in Use Grammar Dimension (Platinum
Edition) American Business English
SEMUA KOMPETENSI KEAHLIAN SILABUS – BAHASA INGGRISHalaman 18 dari 19
KOMPETENSI DASAR INDIKATOR MATERI PEMBELAJARAN KEGIATANPEMBELAJARAN PENILAIAN
ALOKASI WAKTUSUMBER BELAJAR
TM PS PI
3.3 Menyajikan laporan Outline laporan prakerinditulis didalam powerpointslide atau transparansidengan menggunakankalimat yang singkat danpadat.
Laporan prakerin disajikansecara lisan dalam bentukpresentasi yang benar.
Presentation skills:- How to open a speech- How to propose ideas- How to elaborate ideas- How to close a speech- How to handle questions- How to use body language- How to maintain audience’s
attention- How to use presentation
aids.
Lecturing anddiscussiong aboutpresentation skills
Konsultasi dengan gurutentang penyiapanlaporan prakerin
Writing− Menyiapkan outline
laporan prakerindalam tayanganPowerpoint atautransparansi
Speaking:− Menyajikan laporan
prakerin− Questions and
answers.
Presentasi
Tanya-jawabtentang isipresentasi
8 Laporan prakerin Tips in Giving Presentations How to Give a Good
Presentation
3.4 Memahami manualpenggunaanperalatan
Pertanyaan-pertanyaanyang terkait dengan isimanual penggunaan alatdijawab dengan benar.
Petunjuk penggunaanperalatan (minimal duamanual) diungkapkankembali dengan kata-katasendiri secara tepat.
Manuals: (telephone installation,computer installation,maintenance and repair, etc.)
Relevant vocabulary Antonym/Synonym Affixes: prefixes, suffixes.
Vocabulary game Understanding and
discussing about themanuals
Questions and answers Retelling the content of
the manuals.
Tes lisan Retelling /
questions andanswers
Tes tertulis multiple choice
/ essay
4 Various manuals Global Access to the World
of Work 30 Days to the TOEIC Test
3.5 Memahami surat-surat bisnissederhana
Pertanyaan yang terkaitdengan isi surat-suratbisnis dijawab denganbenar.
Isi surat bisnis diceritakankembali dengan benar.
Business documents: letters,faxes, memos, advertisements,brochures, forms,questionnaires, etc.
Relevant vocabulary Antonym/synonym Affixes: prefixes/suffixes
Vocabulary game Understanding and
discussing aboutbusiness letters
Questions and answers Retelling the content of
business letters.
Tes lisanRetelling /
questions andanswers
Tes tertulismultiple choice /
essay
8 English for Secretaries English Business Letters Vocabulary Book
SEMUA KOMPETENSI KEAHLIAN SILABUS – BAHASA INGGRISHalaman 19 dari 19
KOMPETENSI DASAR INDIKATOR MATERI PEMBELAJARAN KEGIATANPEMBELAJARAN PENILAIAN
ALOKASI WAKTUSUMBER BELAJAR
TM PS PI
3.6 Memahamidokumen-dokumenteknis
Pertanyaan yang terkaitdengan isi StandardOperating Procedure(SOP) dijawab denganbenar.
Standard OperatingProcedure (SOP) di tempatkerja diceritakan kembalidengan kata-kata sendiridengan benar.
SOP from a specific workplace(receptionist, waiter, etc.)
Relevant vocabulary Antonym/synonym Affixes: prefixes, suffixes
Vocabulary game Understanding and
discussing aboutStandard OperatingProcedures (SOP)
Questions and answers Retelling the content of
Standard OperatingProcedures (SOP).
Synonym – antonym Affixes: prefixes and
suffixes
Tes lisan Retelling
Tes tertulis composing
4 SOP from workplace Vocabulary Book
3.7 Menulis surat bisnisdan laporansederhana
Surat-surat bisnis(tawaran, pesanan,enquiry dll) dibuat secarasederhana.
Surat-surat bisnis(tawaran, pesanan,enquiry dll) dibalas secaratertulis dengan benar.
Iklan lowongan pekerjaandirespon dengan membuatsurat lamaran denganbenar.
Laporan prakerin disajikandalam bentuk laporantertulis.
Samples of business letters Parts of a letter:
- The letter head- Date- Inside address- Opening salutation- The body- Closing salutation- Signature
Samples of advertisement onjob vacancy
Samples of letters of application
Understanding anddiscussing about parts ofbusiness letters.
Understanding anddiscussing the content ofsamples of businessletters.
Understanding anddiscussing aboutadvertisements on jobvacancies.
Writing:− Composing the reply
of business letters.− Composing application
letters to respond theabove mentionedadvertisements
− Composing report ofJob Training(prakerin).
Tes tertulis Composition
8 American Business English English Business Letters
SEMUA KOMPETENSI KEAHLIAN SILABUS – BAHASA INGGRISHalaman 20 dari 19
Prembun, …… Juli 2016Mengetahui,Kepala SMK Cipta karya WKS 1 Kurikulum Guru Mata Pelajaran
Drs. Tuntum Prayitno Samsu Sumantri, S.Pd Sri Endah Wahyuni, S.Pd
Yap
Nakukotomowaraukotomo de kinakunatte
(It also can no longer laugh cry)
Dorekuraitatsusarou ?
(How would passage?)
USO woittesarani USO kasaneru no wa
(The overlap lies lies further to say)
Nan kai me daruu ?
(Will many times?)
Konotaikutsu de kyuukutsuna
(Cramped in this boring)
Basho no DOKO wobokuwajokoba ii ?
(I'm proud of where I place?)
Shiideiunarababokugaboku no mama de ?
(I must say I remain by force)
Itsuzukerarerukoto !! Soreguraikana ? !
(If it is still possible! And how about that?!)
TEREBI de miru no noshiriainagara no TOUKU wa
(Damn talk while watching a TV meet)
Maru de kodomomitai de
(Almost like a child in)
Mitome ate tsuginisusumukoto no hougadaijinakimosurukedo...
(I feel that even more important to meet permitted to proceed)
Heizen to hitonimuketakotoba to iuna no kikanjyuuwo
(The gun named for the man calmly words)
Uchimakuruanatawo mite soko de kizutsukuhitogaiyoutomo
(No matter where people hurt to see you shoot up)
I never want to try to stop it !
There is no one to try to stop it !!
Let it go !!!
Shinjitsu no kawarini USO de hitogashiawaseninarunara
(If people would be happy with the truth instead of lies)
Dore dake no seigigakonoyo de akuhe to kawaru no kana ?
(Or do such justice to the evil in this world how much?)
La LaLaLaLa ...
Should I take it to be happy ?
Do you think that it is better way ?
Borderline
Doko de umareteBokuwadoko de sodatta no?
(Where I was born and raised and where?)
Darekaniaisaretakiokuwanai
(Remember that someone does not love )
I can't load my secret codewakaranai mama
(I can't load my secret code without knowing)
Pankushisounaomoiwodousureba ii?
(So I do feel a flat tire?)
ItsumoI'm thinking Ki ninatteshikataganaikara
(I'm thinking not always the way from the mood)
Someone!
Please take me away
I didn't know much about love and happiness
I didn't know much about hope and fondness
Mezametekanjiraretaikiru tame nihitsuyounakoto
(I felt it necessary to live awake)
Dore dakeai to shinjitsuwoshinji Dore dakekachigaarukashiritakute
(To find out how much you are worth how much love and believe in the truth )
Hito to no deaiTsunagarusekai Mata hitotsuashiatonokoshite
(Leaving footprints lead to yet another encounter with the world people)
Hitowaima made hanshinhangi de miteita
(Until now it was half-hearted people in)
I'm sick of myselfSubetenitaishite
(I'm sick of myself for all)
Please tell me when to believe it again
Kyoukaisengahakkirishinaikarakiro demo gaiteru
(Atypical is not clear from the crossroads at the border)
No-one knowshontou no shitto shin womisetakunaikara
(No-one knows the real from jealousy do not want)
Don't try to hide your own way
I didn't know much about joy and tenderness
I didn't know much about truth and faithfulness
Subetegatokihatarekokoro no irogakawaru
(Change the color of the heart are all freed)
Dore dakeai to shinjitsuwoshinji Dore dakekachigaarukashiritakute
(To find out how much you are worth how much love and believe in the truth)
Kimi to no deaiTsunagarusekai Mata hitotsu no ashiatonokoshite
(Leaving footprints lead to yet another encounter with the world you)
Dore dakeai to shinjitsuwoshinji Dore dakekachigaarukashiritakute
(To find out how much you are worth how much love and believe in the truth)
Subetegaugokudashitadakaramoving for the future
(All has started to move, so moving for the future)
I didn't know much about love and happiness
I didn't know much about hope and fondness
Mezametekanjiraretaikiru tame nihitsuyounakoto
(I felt it necessary to live awake)
IikawaruikashinjitsuwoshinjiKotaewajibun no nakaniarusa
(The answer is to believe the truth is that good or bad in theirs)
Hito to no deaiTsunagarusekai Mata hitotsu no ashiatonokoshite
(Leaving footprints lead to yet another encounter with the world people)
Mr. Gendai Speaker
Nee Mr.GendaiSPEAKER ima no jitsujouwa
(Hey Mr.Gendai* Speaker, what's today's reality)
I don’t understand this
RensasuruSILENCERmohayaSIMULATOR
(Life isn’t about the end but the events leading up to the end)
No one gives me an answer
Mouseigyofunouhijoujitaimaru de kokoroarazumitai
(Another uncontrollable strange situation, though no heart wants it)
Kimochiwadokkatouku no hou e Can you reach me?
(Feelings in the distance, can you reach me?)
Nobody can find me here
This is my secret place
No one knows and no one will know
But I feel like losing senses
I am in this corner here alone
SametaNew REALISMkakagetakimi no koubutsuwakitto
(You claim this cold New Realism to be your favourite)
AGE mo ASHI motoraretanantomobuzama de aware nahito no hyoujou
(To criticize is an unsightly characteristic of a wretch)
Mouseigyofunouijoujitaimaru de kokoroarazumitai
(Another uncontrollable strange situation, though no heart wants it)
KimochiwamohayamiatannaiCan you hear me?!
(Feelings in the distance, can you hear me?!)
Nobody can find me here
This is my secret place
No one knows and no one will know
But I feel like losing senses
I am in this corner here alone
Moubokugatsutaetaikotonante
(Futhermore, I speak the unexpected truth)
Hibi no kurashi no nakanitsumatteite
(If you’re stuck in an ordinary life)
DakedomitsukerarezusouSURUshite
(But no matter what you do, it might not change)
Mata ichinichigaowatteiku no…
(However, the day will also end…)
(Can you hear me now?)
Nobody can find me here
This is my secret place
No one knows and no one will know
But I feel like losing senses
I am in this corner here alone
Let’s Take it Someday
itsudatteitsunoshidaidate
(Always the ages)
nanigashinjitsu de doreganisemononante
(Which is true and what is fake Nantes)
wakaryashinaikarabokuwaongaku de daijinananikawo
(From what I cannot separate thats important music)
kyoumomamottenda!!!
(I observe today!)
So what's your treasure?
Pleasure?
You know what you are?
kimidake no kakegae no nai
(You simply irreplaceable)
mono teninigirishime
(Hands clasped in those)
Let's take it someday
torawaresouninaruhibi no naka de
(Feel like every day in captivity)
Let's make it someday
kurayamiwomo Terrace you natsuyoiishi de
(In such a strong will illuminate even the dark)
It's all up to you
saaikou !! mezasusakiwokimete
(Let's go! Decide where to aim)
Let's take it someday
Let's make it someday
kimigaomousekaiwahiroisekaikai?
(You think the world will buy the wide world?)
jitsuwaomottaijounisemakurushikunai??
(TsuShikunai narrow than I really?)
kimigaomoiegaiteirusukeirushidai de
(Depending on the scale that you envision)
konosekaimotenohirasaizujanka!!
(Saizujan this world or even the palm!)
So what's your treasure?
Pleasure??
You show what you are!
kimidakegashitteirumichishirubenisotte
(signpost along only you know)
Woow
Let's take it someday
toraware-souninaruhibi no naka de
(Feel like every day in captivity)
Let's make it someday
kurayamiwomo Terrace younatsuyoiishi de
(In such a strong will illuminate even the dark)
It's all up to you
saaikou!! mezasusakiwokimete
(Let's go! Decide where to aim)
Let's take it someday
Let's make it someday
Oh yeah!
And I take every moment to reach for another day
I always want to be in the world
Won't someone tell me about what is not today?
Let's take it someday
Woow
kaikaku no hatawoagete
(Raise the banner of reform)
Let's make it someday
Woow
jibundake no miraizu he
(To figure your own future)
It's all up to you
Woow
Kowagatte cha hajimannaisa
(Mannai tea is afraid)
Day by day
Make my day
Let's take it someday
O-oh Woow