THE ANALYSIS OF CODE-SWITCHING USED BY STUDENTS

IN CLASSROOM DISCUSSIONS AT SMA NEGERI 2 GOWA

A THESIS

Submitted to the Faculty of Teacher Training and Education

Muhammadiyah University of Makassar in Part Fulfillment of the
Requirement for the Degree of Education in English Department.

PUTRI NURJANNAH S
105351130916

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF MAKASSAR
2021

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COUNSELLING SHEET 1

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COUNSELLING SHEET 2

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 UNIVERSITAS MUHAMMADIYAH MAKASSAR FAKULTAS
KEGURUAN DAN ILMU PENDIDIKAN
Jl. Sultan Alauddin Telp. 866972 Kota Makassar

SURAT PERJANJIAN
Saya yang bertanda tangan di bawah ini:

Nama : Putri Nurjannah S

Stambuk : 105351130916

Jurusan : Pendidikan Bahasa Inggris

Dengan ini menyatakan Perjanjian sebagai berikut:

1. Mulai dari penyusunan proposal sampai selesainya skripsi saya. Saya akan
menyusun sendiri skripsi saya (tidak dibuat oleh siapapun).
2. Dalam penyusunan skripsi saya akan selalu melakukan konsultasi dengan
pembimbing yang telah ditetapkan oleh pimpinan Fakultas.
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam penyusunan skripsi saya.
4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1, 2,
dan 3, maka saya bersedia menerima sanksi sesuai dengan aturan yang berlaku.
Demikian perjanjian saya buat dengan penuh kesadaran.

Makassar, November 2020

Yang Membuat Perjanjian,

Putri Nurjannah S

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 UNIVERSITAS MUHAMMADIYAH MAKASSAR FAKULTAS
KEGURUAN DAN ILMU PENDIDIKAN
Jl. Sultan Alauddin Telp. 866972 Kota Makassar

SURAT PERNYATAAN

Saya yang bertanda tangan di bawah ini:

Nama : Putri Nurjannah S

Stambuk : 105351130916

Jurusan : Pendidikan Bahasa Inggris

Dengan Judul: “The Analysis of Code-Switching used by Students in

Classroom Discussions at SMA NEGERI 2 GOWA”

Dengan ini menyatakan bahwa:

Skripsi yang dilakukan di depan Tim Penguji adalah asli hasil karya saya,
bukan jiplakan dan tidak dibuat oleh siapa pun.

Demikian pernyataan ini saya buat dengan sebenarnya dan saya bersedia
menerima sanksi apabila pernyataan ini tidak benar.

Makassar, November 2020

Yang Membuat Pernyataan,

Putri Nurjannah S

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SERTIFIKAT TURNITIN

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 MOTTO

Be diligent in studying

Because seeking knowledge is like breathing,

Without breath we cannot live.

I dedicated this thesis to my

parents who always worked hard to
give me life, love, and laugh. Then I
dedicated this thesis for myself as a
form of appreciation for myself who
never give up.

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 ABSTRACT

PUTRI NURJANNAH S. 2020. The Analysis of Code-Switching used by Students

in a Classroom Discussions at SMA NEGERI 2 GOWA, the thesis of English
Education Department and Faculty of Teachers Training and Education,
Muhammadiyah University of Makassar. Supervised by Nurdevi Bte Abdul, and
Herlina Daddi.
The objectives of this research were to find out the types and the function of code-
switching used by students in classrooma discussions. This research was
conducted through descriptive qualitative method. The researcher decided to
choose grade eleventh IPA 2 at SMA NEGERI 2 GOWA as the research subject.
In collecting data the researcher used observation and interview.
The researcher used data reduction, data display and conclusion drawing or
verification in analyzing the data. The researcher found there were three types of
code-switching used by students in a classroom discussions process namely; inter-
sentential switching, intra-sentential switching and tag switching.
The data had shown that there were four functions of code-switching found by the
researcher during the discussion process in the classroom. Those were to
emphasize, to reinforce a request, to communicate friendship or family bonding,
also to ease tension and inject humor into a conversation. There were two
languages involved in the classroom discussion process namely English and
Bahasa Indonesia.

Keywords: Code-Switching, Classroom Discussions, Descriptive Qualitative

Method.

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 ABSTRAK
PUTRI NURJANNAH S. 2020. Analisis Pengalihan Kode yang digunakan siswa
dalam diskusi kelas di SMA NEGERI 2 GOWA, Skripsi Fakultas Keguruan dan
Ilmu Pendidikan Jurusan Pendidikan Bahasa Inggris, Universitas Muhammadiyah
Makassar. Dibimbing oleh Nurdevi Bte Abdul dan Herlina Daddi.

Tujuan penelitian ini adalah untuk mengetahui jenis dan fungsi peralihan kode
yang digunakan oleh siswa dalam diskusi kelas. Penelitian ini dilakukan
menggunakan metode kualitatif deskriptif. Peneliti memutuskan untuk memilih
kelas sebelas IPA 2 di SMA NEGERI 2 GOWA sebagai subjek penelitian. Dalam
mengumpulkan data, peneliti menggunakan observasi dan wawancara.

Peneliti menggunakan redaksi data, tampilan data dan kesimpulan atau verifikasi
dalam menganalisis data. Peneliti menemukan ada tiga jenis pengalihan kode
yang digunakan oleh siswa dalam proses diskusi kelas yaitu; peralihan antar-
sentential, pengalihan intra-sentential, dan pengalihan tag.

Data menunjukkan bahwa ada empat fungsi pengalihan kode yang ditemukan oleh
peneliti selama proses diskusi di kelas. Yaitu untuk menekankan, untuk
memperkuat permintaan, untuk mengkomunikasikan persahabatan atau ikatan
keluarga, juga untuk meredakan ketegangan dan menyuntikkan humor ke dalam
percakapan. Ada dua bahasa yang terlibat dalam proses diskusi kelas yaitu Bahasa
Inggris dan Bahasa Indonesia.

Kata Kunci: Pengalihan Kode, Diskusi Kelas, Metode Kualitatif Deskriptif.

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 ACKNOWLEDGMENTS

The researcher delivered her high gratitude to Allah SWT because of the

blessing and mercies upon him so the researcher is able to finish this thesis under

the little “The Analysis of Code-Switching used by students in a Classroom

Discussions at SMA NEGERI 2 GOWA”. Shalawat also salam addressed to our

beloved big prophet Muhammad SAW.

In wrote this thesis, the researcher found many difficulties and obstacles, so

the researcher realized that the thesis has a lot of mistakes and weaknesses. In

order to become better the researcher needs correction and suggestions. The

researcher would like to say thank you very much for the people who gave bless,

spirit, advice, suggestion, and helping to the researcher as follows:

1. Suwardi and Nurfaidah, as parents of the researcher who always gave their best

and also all the family for their attention, prayers, and support.

2. Dr. Nurdevi Bte Abdul, S.Pd., M.Pd as the first consultant and Herlina Daddi

S.Pd., M.Pd as the second consultant. For their supervision, advice, and guidance

from the very early stage of this research as well giving an extraordinary and

correction until the completion of this thesis. Also, this thesis would not have

been possible to be done without their help, support and patience.

3. Prof. Dr. Abdul Rahman Rahim as the previous rector of Muhammadiyah

University of Makassar. And Prof. Dr. H. Ambo Asse, M.Ag as the rector of

Muhammadiyah University of Makassar.

xii
4. Erwin Akib., M.Pd., Ph.D. as the Dean of FKIP and also all of the lecturers who

gave taught the researcher during studying at Muhammadiyah University of

Makassar.

5. Ummi Khaerati Syam, S.Pd.,M. Pd, as the head and Ismail Sangkala, S.Pd., M.Pd,

as the secretary of English Education Department Faculty of Teachers Training

and Education Muhammadiyah University of Makassar for their academic

guidance.

6. The researcher special gratitude to students of XI IPA 2 and Nur Ichsan, S.Pd as

the English teachers in SMA NEGERI 2 GOWA.

Finally, the researcher realized this thesis still not perfect yet and still need

more suggestion and critics. Hopefully, this thesis would be useful for many

people who need it in the future.

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 TABLE OF CONTENTS

COVER ............................................................................................................................... i
LEMBAR PENGESAHAN.................................................... Error! Bookmark not defined.
APPROVAL SHEET ............................................................. Error! Bookmark not defined.
COUNSELLING SHEET 1 .............................................................................................. iv
COUNSELLING SHEET 2 ............................................................................................... v
SURAT PERJANJIAN ..................................................................................................... vi
SURAT PERNYATAAN ................................................................................................. vii
SERTIFIKAT TURNITIN ............................................................................................. viii
MOTTO ............................................................................................................................ ix
ABSTRACT ....................................................................................................................... x
ABSTRAK......................................................................................................................... xi
ACKNOWLEDGMENTS ............................................................................................... xii
TABLE OF CONTENTS ................................................................................................ xiv
CHAPTER I INTRODUCTION ....................................................................................... 1
A. Background of the Research……………………………………………………….1
B. Problem Statement………………………………………………………………….2
C. Objectives of the Research………………………………………………………….3
D. Significance of the Research………………………………………………………..3
E. Scope of the Research……………………………………………………………….3
CHAPTER II REVIEW OF RELATED LITERATURE ................................................ 4
A. Previous Related Research Finding…………………………………………………...4
B. Some Pertinent Ideas…………………………………………………………………...5
1. Bilingualism and Multilingualism…………………………………………………...5
2. Classroom Discussions……………………………………………………………….7
3. Code-Switching………………………………………………………………………..10
a. Defenition of Code-Switching………………………………………………........10
a. Types of Code-Switching……………………………………………………......10
b. Functions of Code-Switching…………………………………………………...11
C. Conceptual Framework……………………………………………………………....14
CHAPTER III RESEARCH METHOD ......................................................................... 15
A. Research Design………………………………………………………………………15
B. Subject of the Research……………………………………………………………….15
C. Research Instrument………………………………………………………………….16
D. Procedure of Data Collection………………………………………………………...16

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 E. Technique of Data Analysis………………………………………………………..…17
CHAPTER IV FINDINGS AND DISCUSSIONS .......................................................... 18
A. Findings………………………………………………………………………………….18
B. Discussion .................................................................................................................... 29
CHAPTER V CONCLUSIONS AND SUGGESTIONS ................................................. 32
A. Conclusions………………………………………………………………………...32
B. Suggestions……………………………………………………………………………33

BILBIOGRAPHY ................................................................................................................
APPENDICES......................................................................................................................
Appendix 1………………………………………………………………………………….
Table Types of Code-Switching by Students…………………………………………..
Appendix 2………………………………………………………………………………….
Table Functions of Code-Switching by Students……………………………………...
Appendix 3……………………………………………………………………………….....
a. Transcribed of Classroom Discussions…………………………………………..
b. Transcribed of Students Interview………………………………………………
DOCUMENTATION…………………………………………………………………………
PERSURATAN………………………………………………………………………………..
CURRICULUM VITAE………………………………………………………………………

xv
 CHAPTER I
INTRODUCTION

A. Background of the Research

People may be like to switch their language from one language to another

language for example Indonesian-English language. People speak several

languages in several places and several purposes itself. It may be at home, work

place, school, campus and other places. Indonesia is one example of many

countries where people speak more than one languages it means there are so many

languages in this world. Dealing with this, Abdul (2016) states that some people

got difficulty in communication; they cannot comprehend and expressed the idea.

The existence of those languages becomes essential to be known and

learned and this existence also makes most of Indonesians are bilingual and

multilingual. Bilingual and multilingual are normal in many parts of the world

include in Indonesia. The phenomenon of code switching not only occurs in daily

life situations, but it also occurs in the classroom during the process of teaching

and learning including in English classroom. Cantone (2007) state that, code-

switching is the selection of bilinguals or multilingual of forms from an embedded

language (or languages) in the utterance of matrix language during the

conversation.

Code-switching according to Poplack in Hamers and Blanc (2000) mention

that there are three types of code switching namely: inter-sentential, intra-sentential, and

tag-switching. Code switching involves the insertion of words, phrases, and sentence

level from one language into another, i.e. English into Indonesian.

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 According to Baker (2006) there are nine function of Code-switching in

bilingual and multilingual people that are emphasize, suit domain of knowledge,

unequal, reinforce a request, communicate friendly or family bonding, suit of the

language, interject a conversation, ease tension and inject humor into a

conversation, and exclude people from a conversation.

Based on the observation conducted by the researcher in SMA NGERI 2

GOWA especially in the class eleventh grade IPA 2, most of the material in the

learning process used in this class is discussion which is very potential to find out

the student preference towards the use of code-switching in their speaking

performance. According to the phenomenon that was found, the researcher

inspired to analyzed code-switching as method in learning at SMA NGERI 2

GOWA. Therefore, the researcher is interested to conduct research under the title

“The Analysis of Code-Switching used by Students in Classroom Discussions at

SMA NEGERI 2 GOWA”

B. Problem Statement

Based on the background, the researcher formulates the problem

statements below:

1. What is the types of code-switching are used by the students in

classroom discussions at eleventh grade IPA 2 of SMA NGERI 2

GOWA?

2. What is the function of code-switching are used by the students in

classroom discussions at eleventh grade IPA 2 of SMA NGERI 2

GOWA?

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C. Objectives of the Research

Covering to the problem statement above, the objective of this

research are to find:

1. The types of code-switching used by the students in classroom

discussion at eleventh grade IPA 2 of SMA NGERI 2 GOWA.

2. The functions of code-switching used by the students in classroom

discussion at eleventh grade IPA 2 of SMA NGERI 2 GOWA.

D. Significance of the Research

1. Theoretically the research is significant to provide some information

about code switching that used by the students in a classroom

discussion for those who are interested in the research about code-

switching.

2. Practically, the result of the research will be beneficial for those who

want to deal with understanding the use of code-switching of

students in a classroom discussions.

E. Scope of the Research

In this research, the researcher focus on the use of code-switching

in classroom discussion activity. It was conducted at grade eleventh

IPA 2 of SMA NEGERI 2 GOWA and 16 students as sample. The

researcher limited on the types and functions of code-switching use by

students.

3
 CHAPTER II

REVIEW OF RELATED LITERATURE

A. Previous Related Research Finding

In case of Code-Switching there are many researchers have been

conducted research that related to this research they are as follows:

1. Sitti Nur Aisyah (2013) in her research found that functions of code switching

were reiteration, topic switching, checking student‟s understanding, translation,

asking to do or not to do something, grammar explanation, correcting students‟

mistake, giving examples.

2. Retnawati and Mujiyanto (2015) in their journal found that code switching

gives impact to the abilities of involved languages in conversations. It results in

the loss of English language ability and the gain of Indonesian language ability.

Impact to the abilities of involved languages in conversations.

3. Murtaflah (2017) in her research found that the types of code-switching were

found in three types: inter-sentential code-switching, intra-sentential code-

switching, and tag-switching. The functions of code-switching used by English

teachers were found for three functions: topic switch, affective function, and

repetitive function.

4. Isnawati (2018) in her research found that most of students used codeswitching

in small group discussion to make other members understand the idea from

speaker than easy to be response and help students to be easier interact with

other.

4
B. Some Pertinent Ideas

1. Bilingualism and Multilingualism

a) Bilingualism

Bilingualism is related to the use of two languages or two language

codes. In general, bilingualism is defined as the use of two languages by a

speaker in his or her association with others interchangeably. There are some

experts who explain what bilingualism is. One of them (Chaer and Agustina,

2004:85) state that bilingual is native like control of two languages. To be

able to use two languages, of course, one must master both languages. First,

his own mother tongue or his first language (L1), and the second is another

language that becomes his second language (L2). People who can use both

languages are called bilingual people. In addition, Ellaine in Dipta (2014)

states that bilingualism is the study of those who speak two or more

languages, when and where they speak each and the effect of one language on

the other. While Groot (2011) states that people who only possess some

minimal competence in one of the four linguistic skills may regard as

bilingual.25She also adds that even people who are in an initial stage of second

language learning count as bilingual. Grounded on several definitions of

bilingualism above, it can be concluded that bilingualism is the study of those

who speak two or more languages and the people who only possess some

minimal competence in one of the four linguistic skills even in an initial

stage.

5
b) Multilingual

Multilingual is a society that has several languages. Such communities

occur because some ethnic groups participate in forming communities so that

in terms of ethnicity can be said as a plural society. (Sumarsono and Paina

Partana, 2002: 76). While Kroch and Pintzuk in Braunmüller and Ferraresi

(2003) state that multilingualism is an innate property of the human being, and

linguistic change is due to a competition among different grammars, one of

which eventually gets the better of the others. 28 From the definitions above, it

can be concluded that multilingualism is a social phenomenon where an

individual or group of speakers use three or more languages and do linguistic

change.

In addition, European Commission, Directorate-General Education and

Culture (2009) has conducted the study about multilingualism. It refers

exclusively to the presence of several languages in a given space,

independently of those who use them: for example, the fact that two languages

are present in the same geographical area does not indicate whether inhabitants

know both languages, or only one. It can be concluded that the definitions of

multilingualism as used here centers on the practice of using more than one

language, to varying degrees of proficiency, among individuals and societies. It

includes individuals who use one language at home and another (or others)

outside the home; it means people who have equal ability in two or three

languages.

6
2. Classroom Discussions

According to Mohammad Uzer Usman (2005:94), the meaning of

discussion is an orderly communication process by involving a group of people in

informal face-to-face interactions by sharing experiences or information, drawing

conclusions, and solving problems. In the classroom discussion there are an

interaction between the student and the lecture or the student to students same as

Daddi (2014) in her journal stated that the class becomes a comfortable and

stimulating environment where teacher-student and student-student interaction

happens spontaneously and naturally.

The official website University of Maryland was discuss about classroom

discussion below:

a. Discussion

Whole-class discussions can encourage students to learn from one

another and to articulate course content in their own words. While generally

not conducive to covering large amounts of content, the interactive dynamic

of discussion can help students learn and motivate them to complete

homework and to prepare for class. Leading discussions in which students

contribute meaningfully requires a great deal of instructor forethought and

creativity. The suggestions below can help you to facilitate good class

discussions and improve your classroom climate, a piece of the Fearless

Teaching Framework.

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 b. Before Class

a) Learn students‟ names.

b) Review lesson-related material.

c) Plan. Write out more discussion questions than you think you will need.

c. During Discussion

a) Every student should have an opportunity to speak.

b) Encourage students.

c) Before the discussion starts, ask your students to take several minutes.

d) If possible, make the class space more conducive to discussion.

e) After asking a question, wait at least eight to ten seconds

d. Posing discussion questions

a) Ask questions that encourage responses from several people.

b) Use phrasing that implies that the students are a learning community.

c) Avoid yes/no questions

d) Avoid asking, “Are there any questions?”.

e. Dignify students

a) Avoid a style of questioning that is designed to punish a lazy students.

b) Refer to your students by name. This models the intellectual community.

c) Treat your students like experts. If a student makes a good comment.

d) Allow a student to “pass” on a question.

e) Keep the discussion focused.

f) State the discussion topic at the beginning of class.

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f. End discussion smoothly

a) Review the main points of the discussion or ask a student.

b) At the end of the discussion, allow students to write down any

conclusions.

c) Point out how the day‟s discussion will tie in with the next discussion.

g. Types of Discussion

a) Developmental Discussion is a technique in which a large group breaks

down the problem-solving process into stages that approximate the scientific

method. In the first part of class, students collectively identify a problems.

b) Discussion Clusters, members of a class are divided into smaller groups

of four to six people, and the clusters are given one or two questions on a subject.

c) Panel Discussion, a selected group of students act as a panel, and the

remaining class members act as the audience. The panel informally discusses

selected question. A panel leader is chosen and he/she summarizes the panel

discussion and opens discussion to the audience.

d) Debate Discussion is a technique appropriate for discussing a

controversial issue. The class is divided into two sides of pro/con or either/or, and

each side and each speaker has a limited amount of time to speak.

e) Role Playing is a technique used to develop clearer insights into

stakeholder positions and the forces that facilitate or hinder positive interactions

or relations.

9
3. Code-Switching

a. Defenition of Code-Switching

According to Cantone (2007), code-switching is the selection of bilinguals

or multilingual of forms from an embedded language (or languages) in the

utterance of matrix language during the conversation. In addition, Code-switching

is considered as a sociolinguistic phenomenon, a linguistic product of language

contact, determined in various ways by the social circumstances in which it occurs

and it is often considered that the code-switching patterns found in any given

context represent a choice among grammatical options, which are themselves

defined by the contributing languages (Chloros, 2009).

a. Types of Code-Switching

Poplack in Hamers and Blanc (2000) identifies three different types of

code switching which, more often than not, bilinguals will find themselves

switching or mixing between languages that they are familiar with regularly while

engaging in a daily conversation. He categorized code-switching into the

following three types: inter-sentential switching, intra-sentential switching, and

tag-switching.

a) Inter-Sentential Switching

This type takes place between sentences, the switch occurs at a clause

or sentence boundary where each clause or sentence is in a different language.

Occurring within the same sentence or between speaker turns. Furthermore,

inter-sentential switching may take place between turns. In short, in inter-

sentential switching, the switching occurs after a sentence in the first

10
 language has been completed and the next sentence starts with a new

language.

b) Intra-Sentential Switching

Intra-sentential switching is possibly the most complex type among

the three. In intra-sentential switching, code switching occurs within a clause

or sentence boundary or even word. It means that speakers switch from one

language to other within the same sentence.

c) Tag-Switching

Tag-switching involves inserting a tag or short phrase in one language

into an utterance that is otherwise entirely in another language. This type of

codeswitching occurs the most easily for the reason being that tags typically

contain minimal syntactic restrictions thus not violating syntactic rules when

being inserted into monolingual sentences.

b. Functions of Code-Switching

According to Baker (2006) there are nine function of Code-switching in

bilingual and multilingual people that are emphasize, suit domain of knowledge,

unequal, reinforce a request, communicate friendly or family bonding, suit of the

language, interject a conversation, ease tension and inject humor into a

conversation, and exclude people from a conversation as follow:

a) Emphasize
One reason why some people switches his language is for stressing

one important point. For example he speakers Indonesia, then in his talk he

11
think anything is very important, sometimes he change his language to

English to show his interlocutor the important point.

b) Suit the Domain of Knowledge

If person does not know a word or a phrase in a language, that person

my substitute a word in another language. Someone does not know the word

because of different domain of knowledge.

c) Unequal
Code-switching may occur because of unequal word or phrases in two

language, it may not correspond exactly and the bilingual may switch to

another language.

d) Reinforce a Request

Code-switching sometimes used to reinforce a request. Besides that,

Code-switching also can clarify a point.

e) Communicate Friendship or Family Bonding

This function indicates that in the conversation there are situations

where friendship and family bonding appear when talking both when

performing code switching or not. Suit of the Language. Someone may

switch his language in relation to previous language used in conversation.

f) Suit of the Language

Someone may switch his language in relation to previous language

used in conversation. For example, two people speak Indonesia, then one of

them report his conversation with someone else previously which was

conducted in English, he then change his language to English to suit his

previous conversation. .

12
g) Interject a Conversation

To inject into a conversation, a code-switching is occasionally used. A

person attempting to break into a conversation may introduce a different

language to send a messages to the speakers from the listeners.

h) Ease Tension and Inject Humor Into a Conversation

If discussion are becoming tense in a commit, the use of a second

languages may signal a change in the “tune being played”. Code-switching

also can show a change of attitude relationship. When two people meet, they

may use the common majority language.

i) Exclude People from a Conversation

When two people talk in Indonesian in a public space, in a bus for

example, then switch to a local language when they talk a private matters, by

this situation, they exclude others people from their conversation. Code-

switching use talk certain topic. In some bilingual situation, code-switching

occurs regularly when certain topics are introduced.

13
C. Conceptual Framework

The conceptual framework is basic of this research. The conceptual

framework was shown the use of code switching by the students in a classroom

discussions. Interaction between the students is fundamental to the learning

process. In learning process most of strategy using classroom discussions.

Classroom discussions involve interaction students between students, so the

classroom discussion is very potential to find out students utterances in use of

code-switching.

The figure below clarified the conceptual framework of this research:

14
 CHAPTER III
RESEARCH METHOD

A. Research Design

In this research the researcher used descriptive qualitative method. The researcher

described about the types and the functions of code switching used by the students

in classroom discussions. This research start with pre-observation class to select

subject of the research. After determining the subject, the researcher carried out

class observation about “The Analysis of Code Switching used by students in

classroom discussions at SMA NEGERI 2 GOWA”. After observed the data

collected to identify, classify, and analyze based descriptively.

B. Subject of the Research

The subject of the research were the students at SMA NEGERI 2 GOWA. The

researcher focused on eleventh grade IPA 2 because most of the material in

learning process in this class used classroom discussions. Which is very potential

to find the students preference towards the use of code-switching in their speaking

performance. There were 16 students as sample, and the researcher focused

observation and interview the students that was used code-switching in a

classroom discussions.

15
C. Research Instrument

For this research, the researcher as the main instrument. To collected data,

the researcher conducted photos, video or audio recording, observation and

interview which are described as follows:

1. Observation

The type of observation that was used in this research is observation

checklist and observation while the classroom discussion to indicate the types

and functions that lead to code switching. Video recorder or audio recorder

was used to record all the conversation and situation in the classroom.

2. Interview

Interview was conducted to get data about the student knowledge

about code-switching itself besides use video recording. It is conduct after

doing the observation in the classroom discussion. Therefore, it aimed to

clarify and emphasize the result of the observation.

D. Procedure of Data Collection

The researcher did some steps in collecting the data, they were as follow:

1. Observing and recording the use of code switching by the students

in a classroom discussions. The researcher used the audio or video

recorder to support the observation so that the researcher easy to observe

all the students utterance.

16
 2. Transcribing the utterances of the students from the discussion

process. This stage was conducted to facilitate the researcher to analyze

the types and function of code switching uttered by the students during

the classroom discussion in the classroom.

3. Interviewing the students.

In the interview, the researcher used the list of questions that used for

interviewing. Then, the students answer are record by using tape or

video recorder, and then the researcher transcribe the data. The data is

code and select referring to the purpose of this research.

E. Technique of Data Analysis

The researcher used qualitative data analysis based on Miles and

Huberman‟s theory (1994) which consist of three stages: data reduction,

data display and drawing conclusion /verification.

1. Data Reduction

At this stage, the data from audio or video recording was

transcribed into the written transcript.

2. Data Display

After doing data reduction, the researcher was draw the data in

data display. The data display was show based on the research focus.

3. Draw Conclusion/Verification

In this stage, the researcher was draw conclusions based on

data display. The researcher concluded the types of code switching.

17
 CHAPTER IV
FINDINGS AND DISCUSSIONS

A. Findings

This chapter discusses the result of the observation and interview which is

based on the problem statements of the research. These problem statements are:

(1) What is the types of code-switching are used by the students in classroom

discussions at eleventh grade IPA 2 of SMA NGERI 2 GOWA (2) What is the

function of code-switching are used by the students in classroom discussions at

eleventh grade IPA 2 of SMA NEGERI 2 GOWA.

1. Types of Code-switching

The data of this research had shown that there were three types of code-

switching that used by students found by the researcher during the

classroom discussions process. Those were inter-sentential switching, intra-

sentential switching and tag switching.

a. Inter-Sentential Switching

Inter-sentential switching, the switching occurs after a sentence in the

first language has been completed and the next sentence starts with a

new language. The following extracts by students below had shown the

inter-sentential switching:

Extract 1
MD: “Today we will discussion about the impact of covid-19
pandemic for students. Jadi diskusi kali ini kita akan membahas

18
mengenai dampak dari pandemi covid-19 khusus nya untuk kita para
siswa. Sebagaimana yang telah kita ketahui bahwa pandemi covid-19
ini terjadi sudah hampir setahun di Indonesia dimulai sejak bulan
Februari hingga sekarang bulan November. Nah, yang ingin kita
diskusikan hari ini adalah apa dampak positif dan negative dari
pandemi covid-19 untuk siswa. Ada yang ingin menyampaikan
pendapatnya? Saya persilahkan”

The Extract 1 above shows the inter-sentential type of code-

switching used by moderator (MD). It was called inter-sentential switching

because while delivered the discussion material she completed first

sentences used English then she switched and completed the discussion

material used Bahasa Indonesia after that she asked the participant to give

their opinion used Bahasa Indonesia

Extract 2
R5: “So, one of the negative impact of covid-19 pandemic for students
menurut saya adalah kita tidak bisa belajar tatap muka di sekolah dan
harus belajar daring dirumah dan itu sangat membosankan tidak dapat
berinteraksi langsung dengan guru dan teman”

The Extract 2 above shows the inter-sentential type of code-

switching used by one member of Rose group member (R5). It was called

inter-sentential switching because after he delivered and completed his

opinion used English then he switched and completed his opinion used

Bahasa Indonesia.

19
 Extract 3
R1: “Me, there are a lot of negative impact of covid-19 pandemic
untuk siswa khususnya itu banyak sekali diantaranya yang Thoif
sebutkan tadi dan menurut saya juga dampak negatif dari pandemi
covid-19 ini kita jadi boros untuk membeli kuota internet!”

The Extract 3 above shows the inter-sentential type of code-

switching used by one member of Rose group member (R1). It was called

inter-sentential switching because after she delivered and completed her

opinion used English then she switched and completed her opinion used

Bahasa Indonesia.

Extract 4
J1: “saya ingin menambahkan jawaban dari Nurul, selain
mengetahui banyak aplikasi belajar secara tidak langsung kita
juga improve our English knowledge karena di aplikasi belajar
itu rata-rata berbahasa Inggris”

The Extract 4 above shows the inter-sentential type of code-

switching used by one member of Jasmine group member (J1). It was

called inter-sentential switching because after she delivered her opinion

used Bahasa Indonesia then she switched her opinion used English then

later she switched and completed her opinion again used Bahasa

Indonesia.

b. Intra-Sentential Switching

Intra sentential switching was code-switching which occurred within

the sentences. This kind of code-switching including within the word

20
 boundary, or translations of words or phrase substitution within a

sentences. The following extract by students below had shown the intra-

sentential switching:

Extract 5

MD: “from other group, dari group lain ada yang sependapat
dengan Thoif?”

The Extract 5 above shows the intra-sentential type of code-

switching used by the moderator (MD). It was called intra-sentential

switching because she translated her utterance from English to

Indonesia when she asked the participant in classroom discussion.

Extract 6

J2: “Me! But learning online make us more active belajar daring
bisa buat kita lebih rajin mengerjakan tugas yang diberikan oleh
guru”

The Extract 6 above shows the intra-sentential type of code-

switching used by the one of member Jasmine group (J2). It was

called intra-sentential switching because she delivered her opinion

used English in the first sentence then she switched and completed her

opinion used Bahasa Indonesia that has same meaning.

Extract 7

J4: “Me, I agree with Ima, saya sependapat dengan Ima dan menurut
saya bagi siswa malas memang terasa membosankan tapi bagi yang
rajin itu menyenangkan karena bisa lebih menambah pengetahuan
dengan banyak mengerjakan tugas”

21
 The Extract 7 above shows the intra-sentential type of code-

switching used by the one of member Jasmine group (J4). It was

called intra-sentential switching because she used two language while

she delivered her agreement opinion used English then later she

switched and completed her opinion used Bahasa Indonesia.

Extract 8

J5: “Menurut saya dampak positif dari pandemi covid-19 untuk siswa
yaitu kita jadi tahu banyak mengenai aplikasi belajar we known a lot
of online platform to study like Zoom, Google Classroom, and
others.”

The Extract 8 above shows the intra-sentential type of code-

switching used by the one member of Jasmine group (J5). It was called

intra-sentential switching because in the middle of her opinion that has the

same meaning while she delivered her opinion used Bahasa Indonesia then

she switched and continued her opinion used English.

Extract 9

MD: “How about others group? Bagaimana kelompok yang lain apa
ada lagi yang ingin menyampaikan pendapatnya? Saya persilahkan”

The Extract 9 above shows the intra-sentential type of code-

switching used by the moderator (MD). It was called intra-sentential

switching because she translated her first utterance from English to Bahasa

Indonesia when she asked other group to give their opinions.

22
c. Tag-Switching

This type of code-switching involves the insertion of a tag from

one language into a clause or sentences in a different language. The

following extract by students below had shown the tag switching:

Extract 10

L4: “Me! That‟s right saya sependapat sekali dengan Thoif,

memang betul belajar membosankan”

The Extract 10 above shows tag switching types of code-switching

used by the one member of Lily group (L4). It was called tag-switching

because he inserted a tag in English “That‟s right” at the first sentence

while he delivered his opinion used Bahasa Indonesia.

Extract 11

MD: “Okay Abrar jadi belajar daring itu membosankan? Ada yang
mau menyanggah pendapat Thoif dan Abrar? Saya persilahkan”

The Extract 11 above shows tag switching types of code-switching

used by the moderator (MD). It was called tag switching because she

inserted a tag in English “Okay” while she assure the answer of other

participant used Bahasa Indonesia.

Extract 12

L5: “saya, betul sekali kita jadi boros beli kuota, kalau banyak uang
no problem kalau tidak ada uang ya tidak belajar?”

23
 The Extract 12 above shows tag switching types of code-switching

used by the one member of Lily group (l4). It was called tag switching

because he inserted a tag in English “no problem” at the middle of

sentences while he delivered his opinion used Bahasa Indonesia.

Extract 13

J3: “saya kurang setuju karena kita sudah diberikan akses kuota data
belajar gratis dari kemendikbud langsung, right?”

The Extract 13 above shows tag switching types of code-switching

used by the one member of Jasmine group (J3). It was called tag switching

because she inserted a tag in English “right?” at the last sentence while she

delivered her opinion used Bahasa Indonesia.

Extract 14

R3: “I agree dalam hal ini saya sangat sependapat dengan Nurul dan
Intan, selain itu kita juga jadi banyak tahu mengenai cara mengirim
tugas secara daring”

The Extract 14 above shows tag switching types of code-switching

used by the one member of Rose group (R3). It was called tag-switching

because she inserted a tag in English “I agree” at the first sentences while

she delivered her agreement with other participant opinion used Bahasa

Indonesia.

Extract 15

R2: “That‟s right! saya sependapat dengan Rahma, tugas yang

diberikan oleh guru kadang susah dipahami karena belum pernah
dijelaskan sebelumnya”

24
 The Extract 15 above shows tag switching types of code-switching

used by the one member of Rose group (R2). It was called tag-switching

because she inserted a tag in English “That‟s right!” at the first sentences

while she delivered her agreement with other participant opinion used

Bahasa Indonesia.

2. Functions of Code-switching.

The data had shown that there were four functions of code-

switching found by the researcher during the discussion process in the

classroom. Those were to emphasize, to reinforce a request, to

communicate friendship or family bonding, also to ease tension and inject

humor into a conversation.

a. Emphasize

Emphasize is one reason why people switches language, it is for

stressing one important point. For example he speaks Indonesia, then in

his talk he think anything is very important, sometimes he change his

language to English to show his interlocutor the important point in the new

language he use. The extract below shown that function:

25
 Extract 16

MD: “Today we will discussion about the impact of covid-19

pandemic for students. Jadi diskusi kali ini kita akan membahas
mengenai dampak dari pandemi covid-19 khusus nya untuk kita para
siswa. Sebagaimana yang telah kita ketahui bahwa pandemi covid-19
ini terjadi sudah hampir setahun di Indonesia dimulai sejak bulan
Februari hingga sekarang bulan November. Nah, yang ingin kita
diskusikan hari ini adalah apa dampak positif dan negative dari
pandemic covid-19 untuk siswa. Ada yang ingin menyampaikan
pendapatnya? Saya persilahkan”

The Extract 16 above shows the function of code-switching,

emphasize. It was called emphasize function because of the moderator

(MD) emphasized the discussion material used two languages English and

Bahasa Indonesia, she did it because she wanted the participant understood

the discussion material.

b. Reinforce a Request

Code-switching sometimes used to reinforce a request. It switches

from English to Indonesia or Indonesia to English to reinforce a

request. The extract below shows that function:

Extract 17

MD: “Thoif silahkan sampaikan pendapatnya!”

R5: “So, one of the negative impact of covid-19 pandemic for
students menurut saya adalah kita tidak bisa belajar tatap muka di
sekolah dan harus belajar daring dirumah dan itu sangat
membosankan tidak dapat berinteraksi langsung dengan guru dan
teman”

26
 The Extract 17 above shows the function of code-switching,

reinforce a request. It was called reinforce a request because of MD

was requested R5 to delivered his opinion used Bahasa Indonesia then

later R5 answered MD‟s request, she switched her opinion from

English to Bahasa Indonesia.

c. Communicate Friendship or Family Bonding

This function indicates that in the conversation there are situations

where friendship and family bonding appear when talking both when

performing code switching or not. The extract below shows that function:

Extract 18

J2: “Me! But learning online make us more active belajar dirumah
bisa buat kita lebih rajin mengerjakan tugas yang diberikan oleh
guru”

MD: “menurut Ima bisa buat kita lebih rajin kerja tugas yah?
Sangat pandai dan positif yah. Ada yang sependapat dengan Ima?
Saya persilahkan”

The citation 18 above shows the function of code-switching,

communicate friendship or family bonding. It was called communicate

friendship or family bonding because the students (J2) delivered her

opinion used English then she switched used Bahasa Indonesia after that

27
 the moderator (MD) response as friendly to J2‟s opinion used Bahasa

Indonesia.

d. Ease Tension and Inject Humor Into a Conversation

If discussions are becoming tense in a commit, the use of a second

language may signal a change in the “tune being played”. Code-switching

also can show a change of attitude relationship. The extract below shows

that function:

Extract 19
J4: “Me, I agree with Ima, saya sependapat dengan Ima dan menurut saya
bagi siswa malas memang terasa membosankan tapi bagi yang rajin itu
menyenangkan karena bisa lebih menambah pengetahuan dengan banyak
mengerjakan tugas”

MD: “Jadi secara tidak langsung Lisa bilang Thoif dan Abrar itu malas?
Hahaha, baik kita lanjut lagi diskusinya tolong tenang yah. Ada lagi
pendapat lain?”

The Extract 19 above shows the function of code-switching, ease

tension and inject humor into a conversation. It was called ease tension and

inject humor into a conversation because the students (J4) become tension

while she delivered her opinion used English switched to Bahasa Indonesia

but the moderator (MD) gave a little humor while she responded J4‟s

opinion used Bahasa Indonesia to ease tension and inject humor so the

condition in the discussion back to normal.

28
B. Discussion

This research focuses on the types and the functions of code-switching

used by students in classroom discussions process at classroom. To made

discussion clear, the researcher would like to describe the result of data

analyzed as follow:

1. Types of Code-Switching.

Based on the findings there were three types of code-switching used by

students in classroom discussions process in the classroom. Those types are

inter-sentential switching, intra-sentential switching and tag-switching.

a. Inter-Sentential Switching

The first type called inter-sentential switching. It shown in the extract 1,

2, 3 and 4. The student switched language from English to Indonesia or

Indonesia to English, as Jack and Richard (2002) stated that code-

switching is a change by a speaker form one language to another

language.

b. Intra-Sentential Switching.

The second type is called intra sentential code-switching. It is shown

in the extracts 5, 6, 7, 8, and 9. The students switched from English to

Indonesia or Indonesia to English that has same meaning each other. As

Von (2004) states that code-switching is a phenomenon of language

contact that is generally defined as the alternative use of two or more

languages usually marked by a clear break between the languages.

c. Tag Switching

29
 The third type is called tag switching. According to Poplack in

Hamers and Blanc (2004), this types of code-switching involves the

insertion of a tag form one language into a clause or sentence in a

different language. In this research almost all the students used tag

switching. It shown in the extract 10, 11, 12, 13, 14, and 15. The

students used tag switching in the beginning, in the middle and the end

of their opinion while the classroom discussions.

2. Functions of Code-Switching.

Based on the finding there were four function of code-switching that

used by students in the classroom discussion those were to emphasize, to

reinforce a request, communicate friendship or family bonding, also to

ease tension and inject humor into a conversation. The students applied

code switching in classroom discussion for some functions they were as

follow:

a. Emphasize

The students were stressed the point to emphasize the important

one that explained. . It shown in the citation 16 one of the student

switched the language from English to Indonesia when emphasize

the material of discussions in classroom discussion process. That

condition similar with Baker (2006) stated that one reason why

someone switches his language.

b. Reinforce a Request

30
 In the classroom discussion process the students used code-

switching to reinforce a request. It shown in the extract 17 shows the

student requested to another student to make cleared opinion from

other students in the classroom discussion. As Baker (2006) stated that

Code-switching sometimes used to reinforce a request. It switches

from English to Indonesia or Indonesia to English to reinforce a

request.

c. Communicate Friendship or Family Bonding

In the classroom discussion activity the students used code-

switching to communicate friendship or family bonding. It shown in the

citation 18 that the students delivered opinion carefully and agreed with

other students opinions it can be explained as friendship or family way to

communicate in classroom discussions. That‟s similar as Alper (2015)

stated that didactically „communication friendly‟ for children with

diverse communication needs.

d. Ease Tension and Inject Humor Into a Conversation

In the classroom discussion activity the students used code-switching

to ease tension and inject humor into a conversation. It shown in the

extract 19 that the moderator prepared before she speak and added some

humor on her utterance while the other students delivered their opinion.

That‟s similar as NB Abdul (2018) stated that The students‟ strategy was

preparing their self before speak, try to make habit of studying English

31
frequently, and the students study hard the day before the students speak

English in the classroom.

32
 CHAPTER V
CONCLUSIONS AND SUGGESTIONS

A. Conclusions

Conclusion is drawn based on the objective of the research which is

consists of two problems. The first refers to the types of code-switching used by

students in classroom discussion. The second refers to the functions of code-

switching used by the students in classroom discussion. Based on the result of

the data analyzed, the conclusions of this research are as follow:

1. There are three types of code-switching, namely; inter-sentential

switching, intra-sentential switching, and tag-switching that used by the

students in classroom discussion process. Tag-switching is the most

frequently used by the students in classroom discussion process.

2. There are four functions of code-switching used by students in classroom

discussion process. There were five function of code-switching that used

by students in the classroom discussion those were to emphasize, to

reinforce a request, to communicate friendship or family bonding, also to

ease tension and inject humor into a conversation.

32
B. Suggestions

Based on the conclusions above, the researcher added suggestions as follow:

1. Classroom discussion with code-switching is a good way to use in

learning English because the students can improve their English

language ability.

2. The students can use code-switching to make the communication easy

and more fun with their friends not only with friend but with teacher

and other people. In other words code-switching can help students to

understand about English.

33
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 APPENDICES

Appendix 1

Table Types of Code-Switching by Students

Type of Code-Switching
The Students (According to Poplack in Hamers and
The
Utterances Blanc 2000)
Extracts
Code-Switching Inter- Intra- Tag-
Case Sentential Sentential Switchin
Switching Switching g

1 MD: “Today we will 

discussion about the
impact of covid-19
pandemic for students.
Jadi diskusi kali ini kita
akan membahas
mengenai dampak dari
pandemi covid-19 khusus
nya untuk kita para
siswa. Sebagaimana yang
telah kita ketahui bahwa
pandemi covid-19 ini
terjadi sudah hampir
setahun di Indonesia
dimulai sejak bulan
Februari hingga
sekarang bulan
November. Nah, yang
ingin kita diskusikan hari
 ini adalah apa dampak
positif dan negative dari
pandemi covid-19 untuk
siswa. Ada yang ingin
menyampaikan
pendapatnya? Saya
persilahkan”
2 R5: “So, one of the
negative impact of covid-
19 pandemic for students 
menurut saya adalah kita
tidak bisa belajar tatap
muka di sekolah dan
harus belajar daring
dirumah dan itu sangat
membosankan tidak
dapat berinteraksi
langsung dengan guru
dan teman”

3 R1: “Me! So there are a

lot of negative impact of
covid-19 pandemic untuk 
siswa khususnya itu
banyak sekali
diantaranya yang Thoif
sebutkan tadi dan
menurut saya juga
dampak negatif dari
pandemic covid-19 ini
kita jadi boros untuk
membeli kuota internet!”

4 J1: “saya ingin

menambahkan jawaban
dari Nurul, selain 
mengetahui banyak
aplikasi belajar secara
 tidak langsung kita juga
improve our English
knowledge karena di
aplikasi belajar itu rata-
rata berbahasa Inggris”

5 MD: “from other 

group, dari group lain
ada yang sependapat
dengan Thoif?”

6 J2: “Me! But learning

online make us more
active belajar daring 
bisa buat kita lebih rajin
mengerjakan tugas yang
diberikan oleh guru”

7 J4: “Me, I agree with

Ima, saya sependapat
dengan Ima dan menurut 
saya bagi siswa malas
memang terasa
membosankan tapi bagi
yang rajin itu
menyenangkan karena
bisa lebih menambah
pengetahuan dengan
banyak mengerjakan
tugas”

8 J5: “Menurut saya

dampak positif dari
pandemi covid-19 untuk 
siswa yaitu kita jadi tahu
banyak mengenai
aplikasi belajar we
known a lot of online
platform to study like
Zoom, Google
 Classroom, and others.”

9 MD: “How about

others group?
Bagaimana kelompok 
yang lain apa ada lagi
yang ingin
menyampaikan
pendapatnya? Saya
persilahkan”

10 L4: “Me! That‟s right

saya sependapat sekali
dengan Thoif, memang 
betul belajar
membosankan”

11 MD: “Okay Abrar jadi

belajar daring itu
membosankan? Ada yang 
mau menyanggah
pendapat Thoif dan
Abrar? Saya
persilahkan”

12 L5: “saya, betul sekali

kita jadi boros beli kuota,
kalau banyak uang no 
problem kalau tidak ada
uang ya tidak belajar?”

13 J3: “saya kurang setuju

karena kita sudah
diberikan akses kuota 
data belajar gratis dari
kemendikbud langsung,
right?”

14 R3: “I agree dalam hal

ini saya sangat
sependapat dengan Nurul 
 dan Intan, selain itu kita
juga jadi banyak tahu
mengenai cara mengirim
tugas secara daring”

15 R2: “That‟s right! saya

sependapat dengan
Rahma, tugas yang 
diberikan oleh guru
kadang susah dipahami
karena belum pernah
dijelaskan sebelumnya”

Appendix 2

Table Functions of Code-Switching by Students

Note:
1. Emphasize (EMP)
2. Reinforce a Request (RaR)
3. Communicate Friendship or Family Bonding (CFoFB)
4. Ease Tension and Inject Humor Into a Conversation (ETaIHaC)

Function of Code-Switching

The Students (According to Baker 2006)

The
Utterances
Extracts
Code-Switching Case EMP RaR CFoFB ETaIHac

16 MD: “Today we will

discussion about the
impact of covid-19

pandemic for students.
Jadi diskusi kali ini kita
akan membahas
mengenai dampak dari
pandemi covid-19
 khusus nya untuk kita
para siswa.
Sebagaimana yang
telah kita ketahui
bahwa pandemi covid-
19 ini terjadi sudah
hampir setahun di
Indonesia dimulai sejak
bulan Februari hingga
sekarang bulan
November. Nah, yang
ingin kita diskusikan
hari ini adalah apa
dampak positif dan
negative dari pandemic
covid-19 untuk siswa.
Ada yang ingin
menyampaikan
pendapatnya? Saya
persilahkan”

17 MD: “Thoif silahkan

sampaikan
pendapatnya”

R5: “So, one of the
negative impact of
covid-19 pandemic for
students menurut saya
adalah kita tidak bisa
belajar tatap muka di
sekolah dan harus
belajar daring dirumah
dan itu sangat
membosankan tidak
dapat berinteraksi
langsung dengan guru
dan teman”

18 J2: “Me! But learning

online make us more
active belajar dirumah
 bisa buat kita lebih 
rajin mengerjakan
tugas yang diberikan
oleh guru”
MD: “menurut Ima
bisa buat kita lebih
rajin kerja tugas yah?
Sangat pandai dan
positif yah. Ada yang
sependapat dengan
Ima? Saya
persilahkan”

19 J4: “Me, I agree with

Ima, saya sependapat
dengan Ima dan 
menurut saya bagi
siswa malas memang
terasa membosankan
tapi bagi yang rajin itu
menyenangkan karena
bisa lebih menambah
pengetahuan dengan
banyak mengerjakan
tugas”
MD: “Jadi secara tidak
langsung Lisa bilang
Thoif dan Abrar itu
malas? Hahaha, baik
kita lanjut lagi
diskusinya tolong
tenang yah. Ada lagi
pendapat lain?”
 Appendix 3

a. Transcribed of Classroom Discussions

Day/Date: Monday, 12 Oktober 2020.

Place: SMA NEGERI 2 GOWA (XI IPA 2).

Topic: “The Impact of Covid-19 Pandemic for Students”.

Participant: Moderator, Rose Group, Jasmine Group, Lily Group (16

students).

Note: Lily Group

Moderator
(MD) = Mulfahidah
Rose Group
(R1) = Sari Aulia Iqbal
(R2) = Nursahirah
(R3) = St. Aisyah Khumairah
(R4) = Sri Hajiba Rahma
(R5) = Muh Thoif Muyassar
Jasmine Group
(J1) = Alfiyah Intan Sari
(J2) = Fatimah Putri Amalia
(J3) = Djihan Jamilah Zamzani
(J4) = Elisa Mayangsari A
(J5) = Nurul Azifah
(L1) = Zayda Masyiada
Amami
(L2) = Nurul Awidia Nigsih
(L3) = Ananda Suci
Awaliah
(L4) = Muh. Abrar Halim
(L5) = Zulfadli

MD: “Assalamualaikum Warahmatullahi Wabarokatuh”

Participant: “Waalaikumsalam Warahmatullahi Wabarokatuh”

MD: “Today we will discussion about the impact of covid-19 pandemic for students.

Jadi diskusi kali ini kita akan membahas mengenai dampak dari pandemi covid-19

khusus nya untuk kita para siswa. Sebagaimana yang telah kita ketahui bahwa

pandemi covid-19 ini terjadi sudah hampir setahun di Indonesia dimulai sejak bulan

Februari hingga sekarang bulan November. Nah, yang ingin kita diskusikan hari ini

adalah apa dampak positif dan negative dari pandemic covid-19 untuk siswa. Ada

yang ingin menyampaikan pendapatnya? Saya persilahkan” (Inter)

MD: “Thoif silahkan sampaikan pendapatnya”

R5: “So, one of the negative impact of covid-19 pandemic for students menurut saya

adalah kita tidak bisa belajar tatap muka di sekolah dan harus belajar daring

dirumah dan itu sangat membosankan tidak dapat berinteraksi langsung dengan

guru dan teman” (Inter)

MD: “from other group, dari group lain ada yang sependapat dengan Thoif?”

(Intra)

L4: “Me! That’s right saya sependapat sekali dengan Thoif, memang betul belajar

daring membosankan” (Tag)

MD: “Okay, Abrar jadi belajar daring itu membosankan? Ada yang mau

menyanggah pendapat Thoif dan Abrar? Saya persilahkan” (Tag)

J2: “Me! But learning online make us more active belajar daring bisa buat kita

lebih rajin mengerjakan tugas yang diberikan oleh guru” (Intra)

MD: “menurut Ima bisa buat kita lebih rajin kerja tugas yah? Sangat pandai dan

positif yah. Ada yang sependapat dengan Ima? Saya persilahkan”

J4: “Me, I agree with Ima, saya sependapat dengan Ima dan menurut saya bagi

siswa malas memang terasa membosankan tapi bagi yang rajin itu menyenangkan

karena bisa lebih menambah pengetahuan dengan banyak mengerjakan tugas”

(Intra)

MD: “Jadi secara tidak langsung Lisa bilang Thoif dan Abrar itu malas? Hahaha,

baik kita lanjut lagi diskusinya tolong tenang yah. Ada lagi pendapat lain?”

R1: “Me! So there are a lot of negative impact of covid-19 pandemic untuk siswa

khususnya itu banyak sekali diantaranya yang Thoif sebutkan tadi dan menurut saya
juga dampak negatif dari pandemic covid-19 ini kita jadi boros membeli kuota

internet!” (Inter)

MD: “Ada yang sependapat atau mau menyanggah? Saya persilahkan”

L5: “saya, betul sekali kita jadi boros beli kuota, kalau banyak uang no problem

kalau tidak ada uang ya tidak belajar?” (Tag)

MD: “jadi menurut Fadli membuat kita boros yah? Ada yang mau menyanggah?

Saya persilahkan”

J3: “saya kurang setuju karena kita sudah diberikan akses kuota data belajar gratis

dari kemendikbud langsung, right?” (Tag)

MD: “Bagaimana Aulia dan Fadli apakah kalian belum dapat kuota gratis?”

R1: “saya tidak dapat kuota gratis itu, bagaimana caranya supaya dapat?”

L5: “saya juga belum dapat kuota gratis!”

MD: “silahkan hubungi bagian Tata Usaha sekolah dan setor nomor hp. Baik kita

lanjut lagi diskusinya. Ada lagi yang ingin menungkapkan pendapatnya? Saya

persilahkan”

J5: “Menurut saya dampak positif dari pandemi covid-19 untuk siswa yaitu kita jadi

tahu banyak mengenai aplikasi belajar we know a lot of online platform to study

like Zoom, Google Classroom, and others.” (Intra)

J1: “saya ingin menambahkan jawaban dari Nurul, selain mengetahui banyak

aplikasi belajar secara tidak langsung kita juga improve our English knowledge

karena di aplikasi belajar itu rata-rata berbahasa Inggris” (Inter)

MD: “Apa ada pendapat lain dari group Rose dan Lily ada yang ingin menyanggah
atau bahkan sependapat? Saya persilahkan”

R3: “I agree dalam hal ini saya sangat sependapat dengan Nurul dan Intan, selain

itu kita juga jadi banyak tahu mengenai cara mengirim tugas secara daring” (Tag)

L1: “saya juga sependapat dengan Aisyah yang sebelumnya kita hanya menulis

tugas dengan tangan sekarang kita jadi mengetik lewat hp saja”

MD: “How about others group? Bagaimana kelompok yang lain apa ada lagi yang

ingin menyampaikan pendapatnya? Saya persilahkan” (Intra)

R4: “tapi belajar daring kadang tidak selancar yang dibayangkan, terkadang guru

hanya memberikan tugas tanpa penjelasan yang jelas”.

R2: “That’s right! saya sependapat dengan Rahma, tugas yang diberikan oleh guru

kadang susah dipahami karena belum pernah dijelaskan sebelumnya” (Tag)

MD: “Apa ada yang ingin menambahkan lagi? Jika tidak ada kita akhiri diskusi

kelas kita hari ini. Jadi kesimpulan dari diskusi kelas kita hari ini adalah pandemic

covid-19 cukup menghambat siswa dalam belajar karena harus melalui belajar

daring. Mari kita berharap agar pandemi covid-19 ini segera berakhir agar

kegiatan sekolah dapat segera kembali seperti semula. Baik saya akhiri sesi diskusi

hari ini. Wassalamualaikum Alaikum Warahmatullahi Wabarokatuh”

Participant: “Waalaikumsalam Warahmatullahi Wabarokatuh”

b. Transcribed of Students Interview.

Transcribed of Interview Rose Group

1. Do you often use code-switching in the classroom especially when discussing with your
group friends about the English lessons? Why? (Apakah kalian sering menggunakan code-
switching di kelas apalagi saat berdiskusi dengan teman tentang pelajaran bahasa Inggris?)
R1: yes kak, karena kita belum fasih menggunakan full English.

2. Why did you choose to use code-switching when discussing with your friends about the
English lessons? Give the reason! (Mengapa kalian lebih memilih menggunakan code-
switching ketika berdiskusi dengan teman pada saat belajar bahasa Inggris, berikan alasan)
R2: because its easy, lebih mudah untuk dipahami kak

3. When discussing with your group friends about the English lessons in classroom do you
more often to use code-switching or your native language? Why? (Pada saat berdiskusi
tentang pelajaran bahasa Inggris dikelas apakah kalian lebih sering menggunakan code-
switching atau bahasa ibu kalian, mengapa?)
R3: lebih sering menggunakan bahasa ibu kak, karena sudah terbiasa sehari-hari kak.

4. Do you also use code-switching when you ask question to your teacher in the
classroom? Give an example about your question! (Apakah kalian juga menggunakan
code-switching pada saat bertanya pada guru kalian di kelas? Berikan 2 contoh)
R4: iya kak sering sekali, contoh nya excuse me Mam I want to go to toilet, dan permission
Mam I want to go to buy pen.

5. Do you think that code-switching really help you to understand about English lessons?
Why? (Apakah menurut kalian code-switching sangat membantu dalam memahami
pelajaran Bahasa Inggris? Mengapa?)
J5: yes kak sangat membantu, karena kita belum bisa menggunakan Bahasa Inggris full.
Transcribed of Interview Jasmine Group

1. Do you often use code-switching in the classroom especially when discussing with your
friends about the English lessons? Why? (Apakah kalian sering menggunakan code-
switching di kelas apalagi saat berdiskusi dengan teman tentang pelajaran bahasa Inggris?)

J1: iye kak sering pakai, karena belum bisa kalau harus Bahasa Inggris.

2. Why did you choose to use code-switching when discussing with your group friends
about the English lessons? Give the reason! (Mengapa kalian lebih memilih menggunakan
code-switching ketika berdiskusi dengan teman pada saat belajar bahasa Inggris, berikan
alasan)

J2: karena mudah kak, lebih mudah dipahami maksud dan tujuannya kak.

3. When discussing with your friends about the English lessons in classroom do you more
often to use code-switching or your native language? Why? (Pada saat berdiskusi tentang
pelajaran bahasa Inggris dikelas apakah kalian lebih sering menggunakan code-switching
atau bahasa ibu kalian, mengapa?)

J3: lebih sering menggunakan bahasa ibu kak, karena sudah terbiasa.

4. Do you also use code-switching when you ask question to your teacher in the
classroom? Give an example about your question! (Apakah kalian juga menggunakan
code-switching pada saat bertanya pada guru kalian di kelas? Berikan contoh)

J4: iya kak sering menggunakan, contoh nya excuse me Mam I want to go to toilet.

5. Do you think that code-switching really help you to understand about English lessons?
Why? (Apakah menurut kalian code-switching sangat membantu dalam memahami
pelajaran Bahasa Inggris? Mengapa?)

J5: iya kak lumayan membantu, karena sedikit paham kalau dicampur dengan Bahasa
Inggris.
Transcribed of Interview Lily Group

1. Do you often use code-switching in the classroom especially when discussing with your
friends about the English lessons? Why? (Apakah kalian sering menggunakan code-
switching di kelas apalagi saat berdiskusi dengan teman tentang pelajaran bahasa Inggris?)

L1: of course kak sering pakai, karena belum terlalu lancer Bahasa Inggris.

2. Why did you choose to use code-switching when discussing with your friends about the
English lessons? Give the reason! (Mengapa kalian lebih memilih menggunakan code-
switching ketika berdiskusi dengan teman pada saat belajar bahasa Inggris, berikan alasan)

L2: yes of course karena akan lebih mudah dipahami pelajaran kak.

3. When discussing with your friends about the English lessons in classroom do you more
often to use code-switching or your native language? Why? (Pada saat berdiskusi tentang
pelajaran bahasa Inggris dikelas apakah kalian lebih sering menggunakan code-switching
atau bahasa ibu kalian, mengapa?)

L3: lebih sering menggunakan bahasa ibu kak because that‟s our language.

4. Do you also use code-switching when you ask question to your teacher in the
classroom? Give an example about your question! (Apakah kalian juga menggunakan
code-switching pada saat bertanya pada guru kalian di kelas? Berikan contoh)

L4: iya kak sering menggunakan code-switching, contoh nya Mam I want to ask question.

5. Do you think that code-switching really help you to understand about English lessons?
Why? (Apakah menurut kalian code-switching sangat membantu dalam memahami
pelajaran Bahasa Inggris? Mengapa?)

L5: iya kak membantu, karena kalua pakai full English belum bisa.
 DOCUMENTATION

Classroom Discussion
 .

Interview with Rose Group

Interview with Jasmine Group
Interview with Lily Group
PERSURATAN
 CURRICULUM VITAE

The Researcher. Putri Nurjannah S was born on September 29th,

1998 in Makassar, West Sulawesi. She is the first child of the
marriage of Suwardi Syamsuddin and Nurfaidah. She has one
sister. In 2004, she began her study at Madrasah Ibtidaiyah
Pammase and graduated in 2010. Then she continued at SMP
NEGERI 1 BAJENG and graduated in 2013. Afterwards, she
continued her study at SMA NEGERI 1 BAJENG and
graduated in 2016. In 2016, she was registered as a student of
English Education Department of Teacher Training and
Education Faculty at Universitas Muhammadiyah Makassar.
And at the end of her study, she could finish her thesis entitle
“THE ANALYSIS OF CODE-SWITCHING USED BY
STUDENTS IN CLASSROOM DISCUSSIONS AT SMA
NEGERI 2 GOWA”