CHAPTER I
INTRODUCTION
A. Background
Every day we interact with other people either face to face, via phone, or an e-mail. If we cannot communicate by using words, we still can interact with each other by using sign language or non-verbal communication. The first way of communication is more effective than the later because people have an infinite number of vocabulary in their mind and then stick the words together in a form of simple, complex, compound or complex-compound sentences whereas the second one is limited to the number of vocabulary and the understanding of the people to the signs we use. Therefore, verbal language is the most effective way of communicating feeling, ideas, agreement, and so on.
There are communities who speak one language in their daily communication (monolingual) but others may speak two or three languages (bilingual/multilingual) when they talk. For the Indonesian people, Bahasa Indonesia is the official language of the country, however, each tribe has their own dialect, for example, the Javanese has Javanese dialect, the Bugis people speak Bugis, the Balinese speak Balinese and so on. Speakers of each dialect acquired well the two tools of communication because as the official language, Bahasa Indonesia is taught from the elementary to higher level of education even they still learn Bahasa Indonesia at university level.
The phenomenon of combining two different languages in a conversation does not only occur in informal situation but occurs in formal context such as in a meeting. The mixing of bahasa Indonesia with local dialect of course result in producing non standard Indonesian. Murni Mahmud (2010:166) wrote one of her respondents during her research about politeness in Bugis “kapan trus-trus memakai bahasa Bugis, anak-anak di sekolah ketinggalan”. The statement indicates that there is a willingness to speak Bugis but afraid of being left behind with the development of bahasa Indonesia. Thus, to maintain Bugis Speaking and to follow up the development of bahasa Indonesia, the teacher code switches his/her speaking. As the result of the mixing language, bahasa Indonesia then becomes “bahasa pasar” (Muthusamy: 2010). It means that the language is not pure, unsystematic, and has foreign language elements.
Like many other areas in South Sulawesi, Wajo people as one Bugis ethnic who live in the north east of Makasar, the capital city of South Sulawesi, Bugis in their own dialect style (Grimes and Grimes in Mahmud (2010:12). They do not only communicate each other in Bugis dialect but also speak Bahasa Indonesia. Those who live in the city mix their language when they talk.
B. Problem Statement
This mini research paper presents one research question as follows:
“What patterns of code switching are performed by the teachers of Public School 3 Sengkang in their daily conversation at spare time at school?
C. Scope of the Research
This mini research focuses on the patterns of code switching used by the teachers of Public School 3 Sengkang.
D. Significance of the Research
The finding of the mini research hopefully will be fruitful to the writer to help him being aware of language used by the people around him.
Chapter II
Review of Related Literature
a. Previous Findings
Code switching seemed to be very interesting phenomenon among those who are interested in language. They conducted researches on various types of contexts. Celik (2003) conducted a research teaching vocabulary by using on code-mixing and he found out that this technique of introducing new vocabulary can be an efficient and effective method.
Zabrodskaja’s research (2007) about code switching at Tallin University, Russia, who was expert at Estonian speaking and the students who did not, showed a clear potential for code-switching to occur as the teacher and her students are aware of the linguistic resources available to them despite the constraints. Jingxia (2010) also conducted research on code switching during the teaching and learning process at one of university in China in EFL classroom, found out that this was helpful for students. Another researcher, Pagano (2010) found out that code switching was effective technique of anticipating problems arose in learning English as A Second Language. Pagano’s research dealt with two students were talking about politics outside the classroom and then examined result in the classroom.
Nakamura’s case study (2005) on a eight-year-child who was born in Japan and moved to USA when he was 2;7 years old. After living for 2 years, his mother tongue decreased and English became his first language. In short, after following private Japanese class, he spoke two languages at home. According to the finding, the boy coded switched English and Japanese morphemes, words, subordinate clauses and independent clauses. San (2009:73) found among 20 bloggers who became her respondents that inter-sentential code switching was more popular.
Christiany (2008:48) found out that the English students of Department of English and Letter of Dian Nuswantoro University performed inter-sentential and intra-sentential code switching in their casual conversation.
What we can see from the previous findings above shows that code switching is a kind of habit to the communities who speak two or more languages.
B. THEORETICAL BACKGROUND
a. Code Switching
The term code switching (some scholars write codeswitching or code-switching) has been defined in various ways in the literature. Poplack and Lipski in Hicks (2010: 8) stated that code switching is the use of more than one language by two people engaged in a speech act. Olshtain and Blum-Kulka in Wertheim (2003) stated that code switching is “when the speaker alternates units from different codes that are higher-level constituents at least grammatical clauses or sentences. Grosjean, in Cantone (2007:55) by using a psycho-linguistic approach to language mixing, referred code switching to “a complete shift from one language to the other, either for a word, a phrase or a whole sentence”. Myers-Scotton in Shin (2009) the use of two languages in the same clause.
Based on the definition above, we can see that code switching is the use of two or more different languages in a conversation in which in code switching speakers may use words, phrases, clauses or sentences of language into another language.
In many references, the term code mixing is used interchangeably with code switching. However, there are scholars who differentiate between code mixing and code switching. For this group of scholars, such as Muysken in Cantone(2007: 56) explained that code mixing refers ‘to all cases where lexical items and grammatical features from two languages appear in one sentence’. Muysken’s definition is in line with Bhatia’s and Ritchie’s (Kim: 2006), code mixing refers to “the mixing of various linguistic units (morphemes, words, modifiers, phrases, clauses and sentences) primarily from two participating grammatical systems within a sentence”.
Bokamba in Ayomoni (2006) is another scholar who considered code swithing and code mixing as two different things. He differentiated both terms as:
“distinct grammatical (sub) systems across sentence boundaries within the same speech event… code-mixing is the embedding of various linguistic units such as affixes (bound morphemes), words (unbound morphemes), phrases and clauses from a co-operative activity where the participants, in order to infer what is intended, must reconcile what they hear with what they understand”.
Meisel in Cantone (2007:57) stated that:
‘Code-switching is the ability to select the language according to the interlocutor, the situational context, the topic of conversation, and so forth, and to change languages within an interactional sequence in accordance with sociolinguistic rules and without violating specific grammatical constraints’.
Meisel’s definition indicates that if a word of language A or donor language is code switched into language B or recipient language (which is according Bokamba is classified as code mixing), the inserted word does not break the grammar constraint of the recipient language is categorized as code switching.
What we can understand from the definitions of the scholars above is code switching can be part of code mixing but code mixing cannot be part of code switching. Based on this context, the writer uses code switching in his paper.
B. Code Switching Versus Borrowing
Another term may consider crucial to differentiate is borrowing that needed to be clarified in this paper. Hicks (2010:15) quoted Pfaff’s and Poplack’s statement that
“Borrowing is a process in which speakers of another language (the recipient language) adopt lexical items from one language (the donor language). The borrowed item, or loanword, thereafter generally (but not necessarily) conforms to the phonological, morphological, and syntactic properties of the recipient language and speakers may or may not have knowledge of its source.”
Myers-Scotton in Hicks (2010:15) stated that borrowed items enter into the mental lexicons of speakers of the recipient language. Muysken in Cantone (2007:58) stated “lexical borrowing is a word or short expression that has been phonologically adapted into the base language. Some scholars agreed that:
Borrowing involves only a certain type of words, namely, those with a specific cultural meaning or prestige. Also, borrowing could be due to semantic reasons, such as when the equivalent word does not reflect exactly the same meaning.
Hudson (1980:58-59) explained that borrowing is when one item is taken over lock and barrel from one variety to another in which the process borrowing may take the original form of the words (spelling and pronunciation) and it can also undergoes assimilation in which the spelling or the pronunciation of the loaned words is assimilated to the language borrower.
We can conclude that a language borrows words due to specific cultural meaning and semantic limitation. English loans words from many languages such Arabic: alcohol, calibre, monsoon and zero, from French: ballet, reservoir, champagne. Indonesian language also borrows many words from many languages such as berkah doa and zalim, (Arabic), elektronik, satelit and kamera (English) and so on. Therefore, either bilingual speakers or monolingual speakers will use the borrowed words.
C. Patterns of Code switching
The patterns of code switching broadly apply by researchers are terms used by Poplack (Yu, 2005:18) which consists of three patterns: tag code switching, inter-sentential code switching and intra-sentential code switching.
The first pattern of code switching is tag code switching is the insertion of a tag or interjection in language A into utterances of language B (Yu, 2005:18 and Romaine in Zirker (2007: 9). Example in English are “Do you?”, “Don’t you?”, “You know” and “I mean …” and “Look!”.
Example 1:
Beauty is in the eye of the beholder, ngwasi.
‘Beauty is in the eye of the beholder, you see’
(Deuchar, Margaret. 2005)
The tag “ngwasi” comes from Welsh.
Example 2:
es difÃcil encontrar trabajo estes dias, you know?
(‘It’s hard to find work these days, you know’) \
(Zirker, 2007:9)
The speaker spoke in French and used English tag to end the sentence.
The second term of code switching according to Poplack is intra – sentential is the type of code switching which happens in the sentences itself. It can be the switch of a word, a clause, a phrase or even a sentence.
Example 1:
“This morning I hanter my baby tu dekat babysitter tu lah.”
(This morning I took my baby to the babysitter.)
(Stockwell in in Cakrawarti. 2011)
Example 2:
“Sometimes I’ll start a sentence in English y termino en español” (italics added), (‘sometimes I’ll start a sentence in English and finish in Spanish’).
(Poplack in Zirker (2007:10)
The third pattern of Poplack’s code switching is inter – sentential code switching where switching process involved between the sentences.
Example 1:
Uchauya kuzondiona here? Do you have some tutorials this week?
‘Will you come see? Do you have some tutorials this week?’
(Mashiri in Hicks, 2010:9)
Example 2:
“People here get divorced too easily. Like exchanging faulty goods. In China it’s not the same. Jia gou sui gou, jia ji sui ji.”
(If you have married a dog, you follow a dog, if you’ve married a chicken, you follow a chicken.)
(Holmes in Cakrawarti, 2011)
Muysken (2000) suggests that there are three main code switching patterns that may be found in speech data from multilingual communities, namely insertion (1), alternation (2) and congruent lexicalization
In the insertion pattern, one language A will usually dominate by determining the overall structure into which constituents from language B are inserted.
Example 1:
1- S: Well, it’s better here.
2- M: Hontoo? Anmari asobenaino, afterschool tte.
(Really? Can’t you play a lot in afterschool?)
(Nakamura: http://www.lingref.com/isb/4/ 132ISB4.PDF)
In this sentence Nakamura’s respondent inserted English word “afterschool” in the sentence.
Example 2:
I go to the movie with my fratello
I go to the movie with my brother
(Cantone, Katja F. 2007)
In this sentence, the speaker inserted the word fratello (German) into the sentence.
In the alternation pattern, both languages A and B occur alternately, each language is in their own structure, with the switch point being located at a major syntactic boundary.
Example 1:
I was speakando with Steve the other day...
speak-CONT
(Porte in Hicks,2010)
In this sentence, the respondent spoke English by using past continuous tense but the word “speakando” (Spanish) was inserted without changing the structure forms of each language.
Example 2:
What do you call it nihongo de (p123)
Japanese in
(Namba, Kazuhiko)
In English, the preposition comes before nouns but in Japanese, the preposition comes after nouns. In this sentence, the speaker maintained each language structure.
We can see that tag code and inter-sentential code switchings in Poplack’s pattern of code switching seem to be the same as insertion and alternation in Musyken’s. Both tag and intra-sentential code switching or insertion and alternation actually insert words or phrases within the sentences.
Thirdly, congruent lexicalization in which this type of code switching, according to Musyken, shares the grammatical structure of language A and language B. the words from the first language and the second language are inserted randomly.
Example 1:
7- S: Sorede, etto, shukudai, etto, owatte, mata kaettekite, art and craft activity toka yatte, sugoku tsumannai yatsu ne, soide, mata soto ni dete, sorede moo kaeru jikan.
(And, well, I finish my, uh, homework, then, come back and do something like arts and crafts, these are very boring, and then I go outside again, and then it’s already time to go.)
(Nakamura: http://www.lingref.com/isb/4/ 132ISB4.PDF)
In this sentence, the respondent started the sentence by speaking Japanese with Japanese structure and switched into English with its own structure and switched back to Japanese and still the Japanese structure.
Example 2:
Or…mungkin juga kerana the students like attract others … menarik perhatian.
(Or maybe because the students like to attract others … seek for attention.)
(Muthusamy, Paramasivam. http://www.pertanika2.upm.edu.my/ jpertanika/Pertanika%20PAPERS/JSSH%20Vol.%2018%20%282%29%20Sept.%202010/18.pdf)
The sentence above is a code switching between Malay and English. We can see that the speaker used Malay and English alternately. Nor the Malay breaks the structure of the English clause and vice versa.
This type of code switching seems to be the same as intra-sentential code switching introduce by Poplack..
Later, in the data analysis, the writer will apply Poplack’s terms in code switching, namely tag switching, inter-sentential code switching and intra-sentential code switching.
Chapter III
Methodology of the Research
A. Research Design
This research is a qualitative descriptive research in nature that the writer only describes and qualifies the code switching, the variable of the research, performed by the teachers of Public School 3 Sengkang in their casual conversation at their spare time at school. This is in line with what Gay, et.al (2006: 159) state that “descriptive research, as also referred to as survey research, determines and describes the way things are”.
The units of analysis of this study are words, phrases and sentences in every speaker’s turn. This means that the whole data were segmented into each speaker’s turn, which was then identified depending on whether the turn contains code switching either at the word, phrase, or sentence level.
B. Definition of Research Variable
To make the data collected clearer, the variable of the research needed to be defined and this research, the variable is code switching of the teachers at public school 3 Sengkang during the conversation at spare time at school.
a. Code: in Collin CoBuild dictionary means a code is any system of signs or symbols that has a meaning. According to Bernstein in Jiangxia (2010) refers to any system of signals, such as numbers, words, signal, which carries concrete meaning. In the context of communication, sign language, symbols, verbal can be the code of the conversation. In this context, the writer took the last code of communication, that is verbal or oral communication.
b. Switching: in Collin CoBuild, switch is If you switch to something different, for example to a different system, task, or subject of conversation, you change to it from what you were doing or saying before. In this context, switching means the change of the verbal or oral communication from one language to another.
Therefore, code switching as the variable of the research means the use of different language during the conversation of the teachers at Public School 3 Sengkang at spare time at school.
C. Source of Data
The data source of this study is a casual conversation performed by some teachers of Public school 3 Sengkang. The casual conversations were recorded. The recording was done at the break time when the teachers were having their drink while waiting for the next classes.
D. Technique of Data Collection
The data recorded from a casual exchange of among some teachers of Public School 3 Sengkang who were taking a rest after teaching. Before recording the conversation, the writer told them he was going to record them for the purpose of mini research assigned by his lecture. In this mini research, the writer also involved in the conversation.
The conversation was recorded on 18th may, 2011 for about ten minutes sixteen seconds. The conversation had been started when the writer joined them, the topic of the conversation was polygamy.
E. Technique of Data Analysis
The collected data were analyzed descriptively. Since the casual conversation among the teachers of Public School 3 Sengkang was in the form of turn-taking in which two three speakers, the writer then split the turn-taking in the form of excerpt. It means that each turn-taking was cut into several excerpt.
Based on the excerpt, the writer analyzed each teacher’s turn-taking, whether the sentences consist of code switching. After that, the code switching is put into category whether they belong to tag switching intra-sentential switching or inter-sentential code switching.
Unfortunately, the writer did not get good quality of recording where there are several sentences were not clear enough. This happened due to the poor recording and disturbance of noise from somewhere near the administration room in which the staff were also talking loudly. Therefore, during the transcription of the recording
CHAPTER IV
FINDING AND DISCUSSION
A. Finding
After analyzing the data, the writer found out that:
1. teachers switched code their language from Bugis into Indonesian and vice versa
2. teachers used tag question code switching in their conversation
3. teachers used intra-sentential code switching in their conversation
3. teachers did not use inter-sentential code switching in their conversation
B. Discussion
1. Teachers switched code their language from Bugis into Indonesian and vice versa
Example 1
Line 6:
AA: “nade’ mulakukaninge iaro Pak Andi, lulusko, lolongangngi iaro anue.., perlindungan nge di padang mahsyar”
(if you don’t do it Pak Andi, you pass, you get that is,.. the protection in the hereafter)
In this sentence, AA started his sentence in Bugis language and then he inserted an Indonesian word in the middle of his sentence (lulus) and continued it in Bugis language.
Example 2
Line 17:
An: “Engka to makkeda, bisa katanya poligami dengan catatan ada restu dari isteri pertama. Selama degage, haranngi”
(Some said that polygamy is allowable as long as there is permission from the first wife)
We can see that An also started his sentence in Bugis (Engka to makkeda ) then switched to Indonesian language.
In the following excerpt, the speakers switched the conversation from Indonesian to Bugis language.
Lines 4 and 5:
AA: “Artinya itu memang rawan itu iman
(it means that the faith is sensitive)
AN: “daripada gadis i matteru. Namanya iman kan bisa-bisa berubah setiap saat”
(It’s better than being single girl forever. Faith may change any time).
In this sentence, An began the sentence in Indonesian language and then inserted Bugis language (i matter)
Line 8:
AN: : “Kedua, diterjemahkan tonni di assengnge tolong menolong”.
(Secondly, we implement the so-called mutual help)
This is another sentence where An started the sentence in Indonesian language and then switched into Bugis language.
The two speakers are bilingual, thus their capability in two languages is good, therefore they can start their conversation either in Bugis language and then switched it into Indonesian language or vice versa.
2. Teachers used tag question code switching in their conversation
Lines 9 and 10:
AA: “Bagaimana Pak Sudi? Aga itu pak Sudi?” Aga itu Pak Sudi di?
(How do you think Pak Sudi? What do you think Pak Sudi?)
AN: “Orang tolong menolong itu perlu di dalam Islam, cocoga iaro?”
(Helping each other is important in Islam, isn’t it right?
3. Teachers used intra-sentential code switching in their conversation
Example 1
Lines 4 and 5:
AA: “Artinya itu memang rawan itu iman
(it means that the faith is sensitive)
AN: “daripada gadis i matteru. Namanya iman kan bisa-bisa berubah setiap saat”
(It’s better than being single whole life. Faith may change any time).
Lines 6 and 8:
AA: “nade’ mulakukaninge iaro Pak Andi, lulusko, lolongangngi iaro anue.., perlindungan nge di padang mahsyar”
(if you don’t do it Pak Andi, you pass, you get that is,.. the protection in the hereafter)
AN: : “Kedua, diterjemahkan tonni di assengnge tolong menolong”.
(Secondly, we implement the so-called mutual help)
3. Teachers did not use inter-sentential code switching in their conversation
Based on the analysis of the transcription, the writer did not find any of the teachers’ sentences used inter-sentential code switching in which according to the theory discussed before that inter-sentential code switching is a kind of code switching in which speakers code switch the conversation between sentences of each language.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
In casual conversation, teachers of SMA 3 Sengkang code switch their conversation alternating. It means that they may start the conversation from Bugis language to Indonesian language or vice versa. It is natural event for bilingual speakers because they acquire well both Bugis language and Indonesian language.
They mostly use two types of code switching in their casual conversation, namely tag code switching and intra-sentential code switching.
B. Suggestion
Since this is just a mini research of sociolinguistics, it does not deeply discuss many things about code switching. Therefore, the writer suggests for further investigation on the code switching to focus more on several items such as the reasons of the teachers code switch their conversation and bound morphemes that usually used in code switching.
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