ALIH KODE DALAM PENGAJARAN BAHASA INGGRIS DI SMA DI DAERAH ISTIMEWA YOGYAKARTA
| Main Authors: | , MARGANA, , Prof. Dr. Soepomo Poedjosoedarmo, |
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| Format: | Thesis NonPeerReviewed |
| Terbitan: |
[Yogyakarta] : Universitas Gadjah Mada
, 2013
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| Subjects: | |
| Online Access: |
https://repository.ugm.ac.id/118716/ http://etd.ugm.ac.id/index.php?mod=penelitian_detail&sub=PenelitianDetail&act=view&typ=html&buku_id=58690 |
Daftar Isi:
- This research is aimed at describing code switching (abbreviated as CS) practices in the process of English language teaching at senior high schools focusing on (1) the use of codes by English teachers of senior high schools in Yogyakarta Special Province, (2) the directions of CS, the types, and forms of CS, and the rules underlying CS, and (3) reasons for CS practices and the functions of CS. To figure out the research focus, there are three serial research stages which include (1) data collection methods, (2) data analysis methods, and (3) result presentation methods. Two techniques: observations and audio-recordings were utilized. In analyzing data gathered from the fields, the descriptive qualitative methods with the use of the identity and distributional methods. The subjects of this research were 20 English teachers from 12 senior high schools in three regencies, namely Sleman, Bantul, and Yogyakarta. The data were in the forms of utterances that consist of CS from English to Indonesian or vice versa as practised by English teachers in classroom communications. Contexts of data were in the forms of dialogues conducted by English teachers. The source of data was classroom communications gathered through observation and audio-recording techniques. In reference to the data analyses, some findings are made. First, there are three codes which are employed by English teachers of senior high schools in three regencies. They are English, Indonesian, and Javanese. Second, CS from English to Indonesian or vice versa in classroom communications utilized by English teachers of senior high schools performs two patterns of directions, namely from English to Indonesian and Indonesian to English. Third, CS from English to Indonesian or vice versa in classroom communications utilized by English teachers of senior high schools can be divided into two types, namely (1) inter-sentential CS and (2) intrasentential CS. In terms of the forms of the lingual units in the intra-sentential CS, nouns, verbs, adjectives, adverbs, preposition and conjunctions are commonly inserted. Fourth, referring to the configuration of the constituents between the matrix and embedded language, nouns, verbs and prepositions show their flexibility and productivity to be attached by other constituents or to attach to the other words. Fifth, CS from English to Indonesian or vice versa in classroom communications utilized by English teachers of senior high schools is constrained by seven rules. They include (1) linier order approach or equivalence constrained, (2) the level of the constituents, (3) morpheme order principle, (4) closed and open word constraint, (5) the relatedness of modified and modifying constituents, (6) the government constraint, (7) Functional Head, and (8) sub-categorization. Sixth, the use of CS in classroom communications is motivated by nine reasons. They include (1) insufficiency of students� English mastery, (2) inadequate knowledge of codeswitchers (English teachers), (3) unavailability of particular lexical items of the activated languages, (4) language stagnancy, (5) the coverage of the semantic features of the code-switched language, (6) the emotional conditions of the participants, (7) the closeness of the language and culture, (8) the tiredness of language, and (9) class situations. Seventh, CS from English to Indonesian or vice versa as practiced by English teachers serves three functions which include (1) presenting materials, (2) managing classroom activities, and (3) representing discourse markers. In reference to the above findings, it is evident that codeswitching practices in the process of English language teaching and learning at senior high schools is unique in nature. Added to this, CS is not randomly done by English teachers of senior high schools in DIY. Therefore, English teachers may use CS as one the strategies in teaching English at senior high schools on the grounds that students perform insufficient English ability to exclusively use English as a means of classroom communication. In line with the development of students� English sufficiency, English teachers need to gradually minimise use of CS in order to provide students with English input to facilitate them to maximally acquire the target language.