commit to user CHARTER IV
DATA ANALYSIS
A. Analysis
1. The Forms of Code Switching Committed by the Biology teacher of SMPN 4 Surakarta
Code switching is divided into three forms as mentioned in the Chapter II.
They are tag switching, intersentential code switching, and intrasentential code switching.
1. 1Tag Switching
Tag switching involves the insertion of a tag in one language into an utterance which is otherwise entirely in the other language. To make clear, clear examples are given as follows:
1 / Tag.S
“What the characteristic of monera that you know that you remind?
Reproductionby?Prokaryotic...But protists?Protists or the other?Eukaryotic…
You can browse from internet the characteristic of monera. All member in monera is prokaryotic. Uni cellular or multi cellular?Uni cellular and prokaryotic.But protists?The member of protists?Uni cellular and multi cellular and eukaryotic.
Jadi perbedaannya kalo monera dan protista, kemarin apa? Semua anggota monera adalah unisel, tapi kalo protista ada yang uni dan multi.Kalo monera prokaryotic, protists eukaryotic.Very easy. Sangat mudah tho..?.”
The datum above shows that, the teacher creates Javanese tag switching.
Shediscusses about the differences and characteristic between monera and protista.She also deliversseveral questions about the material byemploying
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English language, You can browse from internet the characteristic of monera.
All member in monera is prokaryotic. Uni cellular or multi cellular?Uni cellular and prokaryotic.But protists?The member of protists?Uni cellular and multi cellular and eukaryotic.Then, she switches into Indonesian language before switching into English language. Jadi perbedaannya kalo monera dan protista, kemarin apa? Semua anggota monera adalah unisel, tapi kalo protista ada yang uni dan multi. Kalo monera prokaryotic, protists eukaryotic. Very easy. And finally switches back again to Indonesian language and switches to Javanese language by applying Javanese tag. Sangat mudah tho..?.Furthermore, here the teacher commits tag switching in order to confirm to the students that the material is very easy.
2 / Tag.S
“This is very important ya?Animal centauries conserve the animal that increase…Sorry.., decrease in population. Jadi suaka marga satwa itu melindungi hewan yang banyak berkurang, karena apa? Ya mungkin karena perburuan liar ya? Demikian juga yang namanya cagar alam, plant centauries conserve plant that decrease in population.”
From the datum above, the teacher firstly creates Indonesian tag switching after using English language when she wants to give information to the students about animal centauries. This is very important ya?. Here, the teacher commits tag switching because she wants to make sure to the students that the information that she will deliver is important. Therefore, the students must pay attention for it.
commit to user 3 / Tag.S
The teacher: “Jadi kalo imigrasi kan masuk tho? Imigrasi tu masuk atau keluar?”
The students: “Masuk….”
The teacher: “from overseas dari luar negeri ke dalam…E…dalam suatu negara.
Sebaliknya, While emigration is the population remove from one country to overseas, ke luar negeri.”
In this data, the teacher creates tag switching. She uses a Javanese tag after speaking in Indonesian language. Then, she switches back into Indonesian language. In here, the teacher uses tag switching in order to confirm to the students about her explanation.
4 / Tag.S
“Inhabitant remove from the village tothecity is called urbanization ya? urbanisasi dari desa ke kota.”
In this datum, shows that the teacher applies an Indonesian tag switching after giving information in English language. Then, she switches the code into Indonesian language.
Furthermore, the teacher conducts tag switching by using an Indonesian tag after speaking English language. It is because she wants to confirm the explanation.
commit to user 5/ Tag.S
“How is the management environmental? Bagaimana pengelolaan lingkungan, pengelolaan ekosistem? You can give an example human activity that causes environmental destruction? Kamu bisa memberikan contoh apa aktivitas yang bisa menimbulkan kerusakan ekosistem apa? Membuang sampah di sungai, penggundulan hutan, deforestation, illegal logging, over fishing, ya kan?”
In this data, the teacher reviews a question which talks about management environmental. She delivers the question to the students by using English and Indonesian language back and forth. Moreover, she also applies Indonesian tag switching after she speaks in English form. The tag switching here is done by her in order to confirm to the students about her explanation.
6 /Tag.S
“Untuk mempertahankan supaya yang namanya biodiversitas itu sangat penting karena SDA dan supaya tersedia dan dapat dimanfaatkan. Any question? Jelas belum?Jelas?jelas?Okay,the next. Number 4. Do you remember the question?.The Biodiversity value. Biodiversity has many values especially for human.”
The utterance shows that the teacher employs English tag after delivering explanation in Indonesian language. Here, she conducts English tag switching in order to end certain material and to continue to the next material. It can be seen from the utterance, Untuk mempertahankan supaya yang namanya biodiversitas itu sangat penting karena SDA dan supaya tersedia dan dapat dimanfaatkan.
Any question? Jelas belum?Jelas?jelas?Okay,the next. Number 4. Do you
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remember the question?.The Biodiversity value. Biodiversity has many values especially for human.
7 / Tag.S
“The main statement in the scientific value of biodiversity related with the research to use the natural resources ya? Or member of animal maybe flora, maybe useful micro organism could find in food resources. For example you know yakult? To make yakult, we need the micro organism. This mean Lactobaciulus KCI.”
From the datum above, tag switching is created by the teacher. She inserts Indonesian tag after speaking in English language, The main statement in the scientific value of biodiversity related with the research to use the natural resources ya?. Here, she uses Indonesian tag question as a agreement.
8 / Tag.S
“Jadi kalo dijual maka manusia akan mendapat keuntungan, tidak hanya satu mungkin banyak ya…kentungannya, ya ini yang akan nanti dibahas lebih detail lagi di pelajaran ekonomi. Okay? the other value of biodiversity. Medicine value.”
In this data, the teacher commits tag switching. She inserts English tag after explaining the material about the value of biodiversity which is delivered in
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Indonesian language. In this utterance, she uses English tagin order to end certain material and to continue to the next material.
9 / Tag.S
“Immigration is inhabitant or population remove from overseas into the country.
Iya kan?”
From the utterance of the teacher shows that she creates an Indonesian tag switching after speaking in English. Here, she wants to confirm about the information that she has explained before.
1. 2 Intersentential Code Switching
Intersentential code switching involves a switch at a clause or sentence boundary, where each clause or sentence is in one language or another. It may also occur between speaker turns. It can be thought of as requiring greater fluency in both languages than tag switching since major portions of the utterances must conform to the rule of both languages.To make clear, clear examples are given as follows:
1 / Inter.S
“Good morning, how are you today? what about your test yesterday? many problem? For example? No 1 and 5. No 1 you just list what the different between monera and protista.What the characteristic of monera that you know that you remind? Reproductionby?Prokaryotic...But protists?Protists or the other?Eukaryotic….
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You can browse from internet the characteristic of monera. All member in monera is prokaryotic. Uni cellular or multi cellular?Uni cellular and prokaryotic...But protists?The member of protists?Uni cellular and multi cellular and eukaryotic.
Jadi perbedaannya kalo monera dan protista, kemarin apa? Semua anggota monera adalah unisel, tapi kalo protista ada yang uni dan multi. Kalo monera prokaryotic, protists eukaryotic.Very easy.Sangat mudah tho..?
The utterance shows that the teacher creates intersentential code switching. She starts the lesson by giving greeting to the students in English language. She asks the students about the material of the previous test. Then, she discusses about the differences and characteristic between monera and protista.
She also deliversseveral questions about the material byemploying English language.However, there is no response from the students and she switches the question into Indonesian language, Jadi perbedaannya kalo monera dan protista, kemarin apa?. The students are unable to answer that question as well, then the teacher decides to give the explanation by using Indonesian language, Semua anggota monera adalah unisel, tapi kalo protista ada yang uni dan multi. Kalo monera prokaryotic, protists eukaryotic. Moreover, after giving explanation in Indonesian language, she switches back to English form, Very easy … sangat mudah tho? And finally switches back again to Indonesian language and switches to Javanese language byapplying Javanese tag.
Furthermore, here the teacher conducts intersentential code switching. She considers that not all the students are able to achieve her explanation in English language. Then, she switches the code from English into Indonesian language in order to clarify the information about what she has explained before in English
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language. It is committed to make the students clearly understand about the content of the information which is firstly delivered in English form.
2/ Inter.S
“Number 2. You must list the different of monocotyl and dycotyl, monokot dan dikot. How is the monocot root system? Bagaimana sistem perakaran monokotil? Dycot? Vascular banner of monocot? Spread, in Indonesia tersebar…but dycot? the vascular banner of dycot, circle regularly, melingkar secara teratur. Jadi….melingkar teratur.”
In this data the teacher applies intersentential code switching. She reviews the question which contains the differences between monocotyl and dycotyl. She asks a question to the students by using English form and then repeats what she has asked by switching into Indonesian form, How is the monocot root system?
Bagaimana sistem perakaran monokotil?. However, there is no response. Then, she continues delivering more questions to the students in English form.
Moreover, she decides to give the answer in English form and then she switches back into Indonesian language, Dycot? Vascular banner of monocot? Spread, in Indonesia tersebar. Furthermore, the teacher also asks another question in English language, then sheconveys the answer by using English form and switches back again to Indonesian language to repeat the answer, but dycot? the vascular banner of dycot? circle regularly, melingkar secara teratur.
Jadi….melingkar teratur.
Furthermore, the teacher repeats what she has said in English language by switching it into Indonesian language in order to give strong emphasis on the utterance that has been delivered before to the students in English language. It is
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applied in order to clarify the information which is firstly given in English language. Therefore, the students are able to get a better understanding in receiving the information.
3 / Inter.S
“Next is ….Living of monocot and dycot is different. The monocot is parallel or sejajar, But dycot maybe menyirip, or finger menjari.”
From the datum above, the teacher employs intersentential code switching.
First, the teacher explains about the differences between living monocot and dycot by using English language then she suddenly switches into Indonesian language, Next is ….Living of monocot and dycot is different. The monocot is parallel or sejajar. Then, she switches back to English language before switching back again into Indonesian language, But dycot maybe menyirip. Finally she switches the code into English again, or finger, and repeats the utterance into Indonesian language, menjari.
Furthermore, in here the teacher conveys the information to the students by implementing English form at the beginning and then repeats what she has mentioned into Indonesian language. The teacher uses the code switching in order to give strong emphasis on English words and its meaning to the students.
commit to user 4/ Inter.S
“The next.Flower. How is the monocot flower? How many crown? Monocot flower has 3 crowns of sepal.Tumbuhan monokotil punya 3 mahkota. But, dycot flower has five or four, lima atau empat mahkota. Ya kan?”
In this datum, the teacher commits intersentential code switching. The teachertalks about flowers of monocot and dycot. At the beginning, she gives several questions about the characteristic of monocot flower by using English language. Since there is no answer from students, she determines to convey the answer in English as well. However, she repeats the answer by switching into Indonesian language, The next. Flower. How is the monocot flower? How many crown? Monocot flower has 3 crowns of sepal. Tumbuhan monokotil punya 3 mahkota.Then, she also explains about the characteristic of dycot flower by using English language, switches into Indonesian language, But, dycot flower has five or four, lima atau empat mahkota. Ya kan?.
Moreover, she switches the code from English to Indonesian languagewhen sheexplains the material because she wants to clarify the message which is previously delivered in English. Thus, the explanation is easier to be achieved by the students.
5 / Inter.S
“Next is number 3. Why biodiversity is important? Mengapa biodiversitas itu penting? Please give 3 reasons for it. I think I have explained you about why biodiversity is important. Lupa? I just read it for you.”
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The data is recorded when the teacher asks the students question number 3.
She asks in English form before switching into Indonesian language. Next is number 3. Why biodiversity is important? Mengapa biodiversitas itu penting?.After that, she asks the students to give 3 reasons to answer the question.
The teacher realizes that she has explained that material to the students but no one can answer that question, Please give 3 reasons for it. I think I have explained you about why biodiversity is important. Then, she switches back to Indonesian language, lupa?, to make sure the students whether or not they still remember about that material. Finally, she decides to read the answer for the students, I just read it for you.
Furthermore, the teacher conducts intersentential code switching to remind the students about the previous material which has been given by the teacher.
6/ Inter.S
“Biodiversity is important: 1. To maintain the balance in nature,untuk mempertahankan keseimbangan alam.And then 2, to help the organism to survive as they are interdependent. This is the important one.3. As a rich heritage of flora and fauna.And then 4, provide an important pool of plant and animal resources that are of potential used to many kind. Jadi maksudnya begini.
Keanekaragaman itu sangat penting yang pertama apa tadi? Untuk mempertahankan keseimbangan ekosistem, lalu yang kedua supaya organisme itu tetap bertahan. Maksudnya apa? Maksudnya bertahan di sini bertahan untuk hidup karena apa? Karena organisme satu dan lain saling berinteraksi dalam ekosistem. Dan yang ketiga yang paling penting bahwa biodiversitas merupakan warisan yang sangat berharga.Kenapa kok disebut warisan yang
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sangat berharga? Kira-kira buat apa? Karena itu merupakan aset bangsa.Terutama keanekaragaman flora dan fauna itu bisa mendatangkan devisa bagi negara. Dan yang keempat itu untuk mempersiapkan atau dalam hal ini keanekaragaman ini merupakan SDA bagi kebutuhan manusia tadi dikatakan provide an important pool of plant and animal resources that are of potential used to many kinds.”
From the data above, the teacher commits intersentential code switching.
She reviews a question which talks about several reasons why biodiversity is important. She starts elaborating the first reason by using English language before switching into Indonesian language. And then, she switches back into English language in delivering the second, third, and fourth reasons. Moreover, she repeats several reasons that she has been delivered by switching back into Indonesian language. Finally, she switches back into English language. Furthermore, the switch here is done by the teacher because she wants to clarify the explanation which is applied before in English code. So, the students can understand clearly about the content of the explanation from the teacher.
7 / Inter.S
“The next.Number 4. Do you remember the question? the Biodiversity value.
Biodiversity has many values especially for human. The first is scientific value.
What do you know about it?Apa yang kamu ketahui? As we talk about scientific value we can relate it about research. Kira-kira untuk penelitian apa?to research for example knowledge…untuk penelitian tentang pengetahuan.”
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In this data, the teacher creates intersentential code switching. She discusses the question number 4 which talks about the scientific value of biodiversity. First, she uses English language, then she delivers the question to the students in English form but nobody who response it. Moreover, she suddenly switches into Indonesian language and repeats the question in Indonesian form.
The next.Number 4. Do you remember the question? the Biodiversity value.
Biodiversity has many values especially for human. The first is scientific value.
What do you know about it? Apa yang kamu ketahui?.And then, there is still no answer, she switches back the code into English language. Furthermore, she continues by asking a question to the students by switching the code into Indonesian language. As we talk about scientific value we can relate it about research. Kira-kira untuk penelitian apa?. However, there is no answer from the students, she switches the code into English form before suddenly switches back into Indonesian language and repeats what she has said before in English language, to research for example knowledge… untuk penelitian tentang pengetahuan.
Furthermore, here the teacher conducts intersentential code switching. She realizes that not all the students master in English language. Then, she switches the code from English into Indonesian language in order to clarify the information about what she has explained before in English language. It is committed to clarify the information which is firstly brought in English. So, it makes the students clearly understand about the content of the information which is previously delivered in English form.
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“Human can study about many kinds of flora or animal. That’s related with natural resources to human. Jadi terutama penelitian yang berkaitan tentang SDA yang dapat digunakan ya..? that can used by human, yang dapat digunakan oleh manusia.”
From the data above, the teacher commits intersentential code switching.
She uses English to deliver the information and switches the code into Indonesian language, Human can study about many kinds of flora or animal. That’s related with natural resources to human. Jadi terutama penelitian yang berkaitan tentang SDA yang dapat digunakan ya..?.Then, she switches back into English language before switching back again into Indonesian language, that can used by human, yang dapat digunakan oleh manusia.
In addition, the teacher creates intersentential code switching in order to clarify the explanation which is previously done in English. Therefore, the students can achieve it clearly.
9/ Inter.S
“The main statement in the scientific value of biodiversity related with the research to use the natural resources ya?Or member of animal maybe flora,maybe usefulmicroorganismcould find in food resources. For example you know yakult?
To make yakult we need the microorganism. This mean, Lactobaciulus KCI.
Lacto is one of the example of micro organism that useful yang sangat bermanfaat.”
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From the utterance, the teacher applies intersentential code switching. She explains by using English before suddenly switches into Indonesian language when she repeats what she has said before in English, Lacto is one of the example of micro organism that useful yang sangat bermanfaat. Furthermore, the switch here is conducted in order to give strong emphasis to an English word “useful“
and its meaning to the students.
10 / Inter.S
“And then the 2nd the economic value of biodiversity. Apa ini ya… kok punya nilai ekonomi? Lah ..ini berkaitan dengan pemasaran. Di pasar, kita banyak melihat banyak transaksi seperti jual beli sayuran ya… vegetable, maybe fruit, meal, meat.Semua yang diperjual belikan itu kalo kita kembali ke akarnya itu apa itu? Flora dan fauna. Flora dan fauna itu bisa dijual dan mendatangkan apa? uang.Uang untuk apa? Penjual. So, in English, the economic value of biodiversity?. The biodiversity includes flora and fauna can sell.And the human takes the advantages of this. Jadi kalo dijual maka manusia akan mendapat keuntungan tidak hanya satu, mungkin banyak ya…kentungannya. Ya, ini yang akan nanti dibahas lebih detail lagi di pelajaran ekonomi.”
From the data,the teacher conducts intersentential code switching. She explains about the value of biodiversity. Firstly, she uses English before switching the code into Indonesian language when she delivers a question to the students, And then the 2nd the economic value of biodiversity. Apa ini ya… kok punya nilai ekonomi?. However, the students do not answer the question and the teacher
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directly gives the answer by using Indonesian language and suddenly switches back into English, Lah..ini berkaitan dengan pemasaran. Di pasar kita banyak melihat banyak transaksi seperti jual beli sayuran ya… vegetable, maybe fruit, meal, meat.Moreover, she continues to explain by switching back into Indonesian language, Semua yang diperjual belikan itu kalo kita kembali ke akarnya itu apa itu? Flora dan fauna. Flora dan fauna itu bisa dijual dan mendatangkan apa? uang. Uang untuk apa? Penjual. And then, the teacher repeats what she has said by switching into English language before suddenly switches the code into Indonesian language, So in English, the economic value of biodiversity?. The biodiversity includes flora and fauna can sell. And the human takes the advantages of this. Jadi kalo dijual maka manusia akan mendapat keuntungan tidak hanya satu, mungkin banyak ya…kentungannya. Ya, ini yang akan nanti dibahas lebih detail lagi di pelajaran ekonomi.
Here, the teacher gives explanation in Indonesian language and repeats the explanation by switching into English. It is done because the teacher wants to make the students are able to achieve her explanation inboth Indonesian language and English language.
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“Okay… the othervalue of biodiversity. Medicine value. Many kinds of flora and fauna can use as medicine. Jelaskan itu!Can use as medicine, dapat digunakan sebagai obat.You can give example of this? Kamu bisa kasih contoh?”
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In this data, the teacher creates intersentential code switching. She explains about biodiversity value as medicine by using English language before suddenly switches into Indonesian language when she asks to the students to explain it,Medicine value. Many kinds of flora and fauna can use as medicine.
Jelaskan itu!.However, there is no response from the students. After that, she switches back into English language and repeats what she has said by switching into Indonesian language, Can use as medicine, dapat digunakan sebagai obat.
Then, she switches back into English language when asks a question to the students.However, there is no student can answer and she suddenly switches into Indonesian language by repeating the question.You can give example of this?
Kamu bisa kasih contoh?.Here, she commits intersentential code switching in order to clarify the explanation which is firstly done in English.Thus, the students are easier to understand the explanation.
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“Jahe… bahasa inggrisnya zingier.Turmeric. Do you know turmeric? turmeric itukunyit. And then garlic, onion. Garlic itubawangputih, onion bawang merah.Itubisa digunakansebagaiobatberbagaipenyakit.”
From the example above, the teacher creates intersentential code switching. First, she mentions several medicines which is one of biodiversity values. She starts mentioning by using Indonesian language “jahe” then she switches into English to inform the students the English name of “jahe”. Jahe…
bahasa inggrisnya zingier. Moreover, she continues by asking the students about turmeric but the students do not know it, then she conveys the answer by
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switching back into Indonesian language, Turmeric. Do you know turmeric?turmeric itu kunyit.After that, she switches back into English when mentions other examples of medicines and switches back into Indonesian language. Finally she mentions the last example of medicine by using English before suddenly switches back into Indonesian language,And then garlic, onion.
Garlic itu bawang putih, onion bawang merah.Itu bisa digunakan sebagai obat berbagai penyakit.
Furthermore, the teacher creates intersentential code switching here because she wants to give strong emphasis on English words and its meaning to the students.
13 / Inter.S
“Animal bisa digunakan sebagai obat. For example bat, blood of bat as the medicine of asthma. Darahnya kelelawar bisa untuk obat sakit asma.”
In this datum the teacher commits intersentential code switching. First, the teacher quotes an English word first before suddenly switches into Indonesian language, Animal bisa digunakan sebagai obat. Then, she switches from Indonesian language into English language, For example bat…. blood of bat as the medicine of asthma.Then, she switches back to Indonesian language, Darahnya kelelawar bisa untuk obat sakit asma. Here, intersentential code switching is done to clarify the explanation which has been delivered before in
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English. Therefore, the students clearly understand about the content of the material.
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“Some of the value of biodiversity.Ya…beberapa nilai-nilai dari biodiversitas.
The last question related with the number 3 question, why the biodiversity is important? Many reason of this. We must conserve. Kita harus mengkonservasi, melestarikan.”
In this data, the teacher creates intersentential code switching. She talks about the value of biodiversity by applying English form, then repeats it by switching into Indonesian language, Some of the value of biodiversity.
Ya…beberapa nilai-nilai dari biodiversitas. Moreover, she switches back into English language and reviews the last question about the importance of biodiversity. First, she starts the review by asking a question in English language.
Then, she directly gives the answer to the students in English language and switches back into Indonesian language, The last question related with the number 3 question, why the biodiversity is important? Many reason of this. We must conserve. Kita harus mengkonservasi, melestarikan. Furthermore, here, intersentential switching is conducted by the teacher in order to clarify the explanation which has been delivered before in English language by the teacher.
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“There are 2 kinds of conservation exitu and insituconservations. What the different? Apa bedanya?exitu conservation is conservation in outside the original habitat, di luar habitat aslinya.”
The utterance shows that the teacher employs intersentential code switching. She reviews a question about exitu and insitu conservations. She starts reading the question in English and repeats the question by switching into Indonesian language. However, there is no student wants to answer the question.
Moreover, the teacher decides to explain by using English language and switches back into Indonesian language, There are 2 kinds of conservation exitu and insitu conservations. What the different? Apa bedanya? exitu conservation is conservation in outside of original habitat, di luar habitat aslinya.
Furthermore, she creates intersentential code switching by using English form first and repeats by switching into Indonesian form in order to clarify the explanation which previously delivered in English. Thus, the students can understand the explanation clearly.
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“Exitu conservation is conservation in outside the original habitat, di luar habitat aslinya. For example?Zoo, kebun binatang… botanical garden, kebun raya.
This is exitu conservation. This is the example of exitu conservation.”
In this data, the teacher applies intersentential code switching. She explains the material about exitu conservation in English language before
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suddenly switches into Indonesian language, Exitu conservation is conservation in outside the original habitat, di luar habitat aslinya. Moreover, she asks a question by switching back into English and she directly mentions the answer in English language and repeats what she has said by switching into Indonesian language, For example? Zoo, kebun binatang. Then, she switches back again into English language before suddenly switches back into Indonesian language, botanical garden, kebun raya. Moreover, she switches back into English language, This is exitu conservation. This is the example of exitu conservation.
Here, the teacher switches the code because she wants to give strong emphasis on the English words “zoo” and “botanical garden” and its meaning to the students.
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“But insitu conservation is the conservation that happen inside in original habitat.
The example of insitu national park, Komodo Island.Ujung kulon national park.
Rhinoceros in Ujungkulon.This is the example of insitu conservation. Way kambas.Animal centauries, plant centauries. Animal centauries itu suaka marga satwa dan plant centauries, cagar alam.”
From the datum the teacher employs intersentential code switching. She explains about insitu conservation by using English first and switches into Indonesian language when she mentions the words “animal centauries” and
“plant centauries”. Here, the teacher switches the code because she wants to give strong emphasis on the words “animal centauries” and “plant centauries” and its meaning to the students.
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“Animal centauriesconserve the animal that increase…Sorry.., decrease in population. Jadi suaka marga satwa itu melindungi hewan yang banyak berkurang, karena apa? Ya mungkin karena perburuan liar ya? Demikian juga yang namanya cagar alam, plant centauries conserve plant that decrease in population.”
From the datum above, the teacher conducts intersentential code switching. Firstly, she uses English language before switching into Indonesian language,Animal centauries conserve the animal that increase…Sorry.., decrease in population. Jadi suaka marga satwa itu melindungi hewan yang banyak berkurang, karena apa? Ya mungkin karena perburuan liar ya?Demikian juga yang namanya cagar alam.Finally, she switches back into English language, plant centauries conserve plant that decrease in population.
The teacher commits intersentential code switching because she wants to clarify the explanation. So, the students can understand well about the content of the information.
19/ Inter.S
“If we talk about micro organism. There are 2 kinds of micro organism, useful micro organism and harmful micro organism. Harmful micro organism usually we call pathogen, micro organism that cause the disease, yang menyebabkan penyakit. This is the harmful micro organism. For example plasmodium.
Plasmodium is one of member of
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From the data, the teacher creates intersentential code switching. She gives material about kinds of micro organism by using English language before she suddenly switches into Indonesian language when repeats her utterance and switches back into English language,If we talk about micro organism. There are 2 kinds of micro organism, useful micro organism and harmful micro organism. Harmful micro organism usually we call pathogen, micro organism that cause, the disease yang menyebabkan penyakit. This the harmful micro organism. For example plasmodium. Plasmodium is one of member of protozoa.Furthermore, the teacher applies intersentential code switching in order to clarify the information which is firstly delivered in English language.
Therefore, the students can understand clearly the information
20 / Inter. S
“Plasmodium causes malaria disease.Plasmodium itu yang menyebabkan penyakit malaria.The vector of plasmodium. Plasmodium can effect in human by vector mosquito.”
From the data, the teacher commits intersentential code switching. She explains about plasmodium by appplying English language and repeats what she has said by switching into Indonesian language, Plasmodium causes malaria disease. Plasmodium itu yang menyebabkan penyakit malaria. Then, she switches back again into English language.
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Furthermore, she commits intersentential code switching in order to clarify the explanation which is previously delivered in English language. Therefore, the students can clearly understand about the explanation.
21 / Inter. S
“The vector of plasmodium. Plasmodium can effect in human by vector mosquito.
We usually call anopheles. Male or female? Female anopheles.Jadi yang menjadi vector penyakit malaria itu adalah nyamuk anopheles betina.”
From the data, the teacher creates intersentential code switching. She conveys material about the vector of plasmodium by employing English language and she delivers a question to the students. However, the students are unable to answer and the teacher directly gives the answer.The vector of plasmodium.
Plasmodium can effect in human by vector mosquito. We usually call anopheles. Male or female?Female anopheles. And then, she switches the code into Indonesian language, Jadi yang menjadi vector penyakit malaria itu adalah nyamuk anopheles betina.
Furthermore, the intersentential code switching is applied by the teacher because she wants to clarify the explanation which is firstly given in English form. Therefore, it helps the students in order to achieve the information clearly.
commit to user 22/ Inter.S
“Harmful micro organisms are micro organism that can cause disease or pathogen.Nah..tadi sudah saya sebutkan.Disease are caused by patoghen in two ways. Penyakit yang disebabkan oleh mikro organisme patoghen itu bisa melalui 2 cara. The first is pathogen attack and destroy cell.Jadi mikro organisme tadi merusak jaringan atau sell. Nah itu cara yang pertama.The second pathogen release toxin.Jadi menghasilkan racun jadi bisa langsung menginfeksi masuk atau menghasilkan racun.Two ways how the pathogen enter the body.”
From the data above, the teacher applies intersentential code switching in explaining about pathogen. She begins to explain by using English and switches back into Indonesian language, Harmful micro organisms are micro organism that can cause disease or pathogen. Nah..tadi sudah saya sebutkan.Moreover, she switches the code into English before switching back the code into Indonesian language.Disease are caused by patoghen in two ways. Penyakit yang disebabkan oleh mikro organismepatoghen itu bisa melalui 2 cara.After that, the teacher tells the students 2 ways how the pathogen enters the body by using English language and repeats what she has said by switching into Indonesian language, The first is pathogen attack and destroy cell. Jadi micro organism tadi merusak jaringan atau sell. After that, she switches into Indonesian language before switching back into English before suddenly switches into Indonesian language. Nah itu cara yang pertama. The second pathogen release toxin.Jadi menghasilkan racun jadi bisa langsung menginfeksi masuk atau menghasilkan
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racun. Finally, she switches back into English, Two ways how the pathogen enter the body. Here, the teacher creates intersentential code switching in order to clarify the explanation which is brought previously in English language. Thus, the students are able to understand the explanation clearly.
23/ Inter.S
“The bio technology especially the conventional bio technology or traditional bio technology. Conventional or traditional bio technology to make a food or drink use micro organism the process we call fermentation, fermentasi, atau peragian.”
From the data, the teacher conducts intersentential code switching when she talks about bio technology. She speaks in English first and then suddenly switches into Indonesian language. The switching that the teacher employed here only serves as repetition because she repeats what she has said in Indonesian language.
24/ Inter.S
“Untuk membuat tempe, tape, kecap. Kecap tu apa? Basa inggrisnya kecap apa?soy sauce. To make soy sauce we need panggai. The panggai name to make soy sauce is aspergillus wentii. Dimana aspergilus itu tergolong ke dalam yang kemarin kamu kan sudah tak kenalkan dengan yang namanya ascomicetes kan?
and the classification of panggai.”
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The utterance shows that the teacher uses intersentential code switching.
First, she explains by using Indonesian language and she asks a question by switching into English. Moreover, she answers her own question by using English language, Untuk membuat tempe, tape, kecap. Kecap tu apa? Basa inggrisnya kecap apa?soysauce. To make soy sauce we need panggai. The panggai name to make soy sauce is aspergillus wentii. And then, she switches back into Indonesian language when she delivers a confirmation to the students, Dimana aspergilus itu tergolong ke dalam yang kemarin kamu kan sudah tak kenalkan dengan yang namanya ascomicetes kan?. Finally, she continues the material by switching back into English language,and the classification of panggai.
Furthermore, the teacher switches from using Indonesian form into English form because she wants to answer the English name of an Indonesian word “kecap” as she asks what the English name of “kecap” is.
In addition, the teacher also switches from English into Indonesia language,To make soy sauce we need panggai. The panggai name to make soy sauce is aspergillus wentii. Dimana aspergilus itu tergolong ke dalam yang kemarin kamu kan sudah tak kenalkan dengan yang namanya ascomicetes kan?.The switch is done because the teacher wants to remind the students about the previous material which has been given to them.
25 / Inter.S
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“Natality or birth rate is a number of life baby born per thousand populations or inhabitant each year.Jadi dalam 1 tahun yang dimasudkan dengan e… apa tadi
?angka kelahiran itu adalah jumlah kelahiran bayi hidup setiap 1000 penduduk per tahun. Mortality or dead rate the number of dead per thousand inhabitants each year.”
In this datum, intersentential code switching is applied by the teacher when she explains about factors that influence population growth. She starts giving explanation about natality by using English language before switching into Indonesian language and then repeats what she has explained before in English language, Natality or birth rate is a number of life baby born per thousand populations or inhabitant each year. Jadi dalam 1 tahun yang dimasudkan dengan e… apa tadi angka kelahiran itu adalah jumlah kelahiran bayi hidup setiap 1000 penduduk per tahun.Moreover, she switches back into English language,Mortality or dead rate the number of dead per thousand inhabitants each year.Furthermore, the switch is committed by the teacher in order to clarify the explanation which is firstly done in English language. Therefore, the students can clearly understand about the content of the information.
26 / Inter.S
“How many kinds of migration?Ada berapa macam migrasi?Immigration and emigration.”
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From the datum, the teacher applies intersentential code switching.She starts delivering question in English form before suddenly switches into Indonesian form when she repeats the question, How many kinds of migration?
Ada berapa macam migrasi?. Then, there is no response from the students and she answers the question by switching back into English form, Immigration and emigration.
Furthermore, the teacher switches from using English form into Indonesian form because she wants to clarify what she has asked before in English form. Therefore, the students are able to understand the material clearly.
27 / Inter.S
“How many kinds of migration? Immigration and emigration.Migrationtu perpindahan.”
From the datum, the teacher applies intersentential code switching.She starts by delivering question in English form and directly giving the answer. How many kinds of migration? Immigration and emigration. Moreover, she explains the term ”migration” by switching into Indonesian language. Migration tu perpindahan. This switch here serves as message qualification as the teacher wants to give emphasis on a word and its meaning to the students.
commit to user 28 / Inter.S
The teacher: “ Immigration is…?apa kalo imigrasi itu? Itu apa ?”
The students: “datang…”
The teacher: “Pengertiannya ? From where to where? darimana kemana?.”
From the data, the teacher conducts intersentential code switching. She asks the students by using English language and repeats the question by switching into Indonesian language. Moreover, the students answer by using Indonesian language as well. Then, the teacher delivers a question in Indonesian language and switches into English before switching back into Indonesian language,
The teacher: Immigration is…?apa kalo imigrasi itu? Itu apa ?
The students: datang…
The teacher: Pengertiannya? From where to where? darimana kemana?.
In addition, the teacher commits intersentential code switching in order to clarify the question which is previously delivered in English language.
29/ Inter.S
The teacher: “Jadi kalo imigrasi kan masuk tho?Imigrasi tu masuk atau keluar?”
The students: “Masuk….”
The teacher: “from overseas dari luar negeri ke dalam…E…dalam suatu negara.
Sebaliknya, While emigration is the population remove from one country to overseas, ke luar negeri.”
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In this data, the teacher speaks in Indonesian language and uses Javanese tag. Then, she also delivers a question to the students by switching back into Indonesian language and the students answer in Indonesian language as well.
Moreover, she creates intersentential code switching in explaining the material.
She uses English language before suddenly switches back into Indonesian language. Then,she switches back into English language and finally switches into Indonesian language, from overseas dari luar negeri ke dalam…E…dalam suatu negara. Sebaliknya,While emigration is the population remove from one country to overseas, ke luar negeri.
Furthermore, she applies intersentential code switching in order to clarify the information which has been said before in English. So, the students are able to achieve the information clearly.
30/ Inter.S
“Jadi lingkupnya ya…migrasi itu antar negara, bukan antar pulau. Jika antar pulau disebut transmigrasi. Kalo misalnya dalam 1 pulau dari 1 kota ke kota lain? Dari 1 desa ke kota, from village tothe city? Inhabitant remove from the village to the city is called urbanization ya? Urbanisasi dari desa ke kota.”
In this datum, the teacher employs intersentential code switching. She delivers the information and asks a question by using Indonesian language,Jadi lingkupnya ya…migrasi itu antar negara, bukan antar pulau. Jika antar pulau disebut transmigrasi. Kalo misalnya dalam 1 pulau dari 1 kota ke kota lain?.
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However, there is no answer from the students. Then, she gives one more question in Indonesian language before suddenly repeats what she has said by switching into English language, Dari 1 desakekota, from village tothe city?. However, still no one can answer. Then, she continues giving more explanation in English language, inserts an Indonesian tag, and switches back into Indonesian language, Inhabitant remove from the village to the city is called urbanization ya?
urbanisasi dari desa ke kota.
In addition, the intersentential code switching is employed by the teacher in order to clarify what she has said before in English language. As a result, the students are able to understand the explanation clearly.
31/ Inter.S
“Inhabitant remove from the village tothe city is called urbanization ya?
urbanisasi dari desa ke kota.”
From the utterance shows that the teacher uses English form and uses Indonesian tag switching. Furthermore, she commits intersentental code switching by switching the code into Indonesian language. Intersentential code switching is applied by her in order to clarify the information which is firstly given in English language. Therefore, the students can achieve it clearly.
32/ Inter.S
“Migration from one country to the other country itu migrasi. Emigration to overseas, but immigration into the country, masuk ke negara. From island to
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island from 1 island to the other island in 1 country is named transmigration.
From the village to the city in 1 island urbanization.Jadi 1 provinsi.Maybe 1 province. For example from Sukoharjo village dari desa Sukoharjo ya…ke Solo.
Dari satu desa ke suatu kota yang lebih besar. Maksudnya..biasanya mencari peluang kerja. I think very simple of human population density okay?.You know the factors that influence the population growth.”
From the data above, the teacher creates intersentential code switching when she explains about migration and transmigration which are related with population growth. She explains the movement of migration by employing English before suddenly switching into Indonesian language, Migration from one country to the other country itu migrasi.Then, she switches back into English language before switching back again into Indonesian language, Emigration to overseas, but immigration into the country, masuk ke negara. Moreover, she continues explainingabout transmigration and urbanization by switching into English language, From island to island from 1 island to the other island in 1 country is named transmigration. From the village to the city in 1 island urbanization.After that, sheswitches the code into Indonesian before suddenly switches the code back into English before switching back into Indonesian, Jadi 1 provinsi. Maybe 1 province. For example from Sukoharjo village dari desa Sukoharjo ya…ke Solo. Dari satu desa ke suatu kota yang lebih besar.
Maksudnya…Biasanya mencari peluang kerja.Finally she switches back into English language, I think very simple of human population density okay?.You know the factors that influence the population growth.
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Furthermore, here, the teacher employs intersentential code switching in order to clarify the explanation which has been delivered before in English.
Therefore, the students are able to have better understanding of the explanation.
33/ Inter.S
“And then the important one. What’s the effect of human population density? Apa efek dari kepadatan jumlah penduduk?.You know the factor and you must know the effect of human population density.”
From the datum, the teacher commits intersentential code switching. She uses English form when she delivers question to the students about the effect of human density. Moreover, no one is able to answer the question. Then, she repeats her question by switching the code into Indonesianlanguage, And then the important one. What’s the effect of human population density? Apa efek dari kepadatan jumlah penduduk?. And finally she switches back into English language, You know the factor and you must know the effect of human population density.
Furthermore, in here the teacher commits intersentential code switching by switching the code from English into Indonesian language and switches back to English language in order to clarify the question which is firstly given in English.
Therefore, the students can clearly understand the question.
commit to user 34 / Inter.S
“In your bilingual book, you can read.Nah…ini ya..the population..maybe…human population and the problem it causes. Populationwith the need water and air, population with availability of the land and ….Jadi kepadatan jumlah penduduk itu bisa apa ya berhubungan dengan kebutuhan air dan udara bersih. Kemudian juga berkaitan dengan penyediaan lahan.”
In this data, the teacher uses intersentential code switching. At the beginning, the teacher asks the students to read their bilingual book, then she starts giving explanation in English form about human population and its problem.
Moreover, she switches into Indonesian language when repeats the information that she has elaborated before in English language, In your bilingual book, you can read. Nah…ini ya..the population..maybe…human population and the problem it causes .Population with the need water and air, population with availability of the land and …. Jadi kepadatan jumlah penduduk itu bisa apa ya berhubungan dengan kebutuhan air dan udara bersih. Kemudian juga berkaitan dengan penyediaan lahan.
In addition, here the teacher conveys information to the students by using English and repeats the explanation by switching into Indonesia language in order to clarify the information which is delivered before in English form. This is because the teacher attempts to make the explanation can be achieved clearly by the students.
commit to user 35 / Inter.S
“Many problems it causes from human population density. For ecosystem, human activity maybe cause the environmental destruction, aktivitas manusia bisa menimbulkan kerusakan ekosistem. Kalo ekosistemnya rusak harus dikelola.”
In this datum, the teacher explains about human population density problem and she conducts intersentential code switching by firstly using English form and repeats what she has explained by switching the code into Indonesian form,Many problems it causes from human population density. For ecosystem, human activity maybe cause the environmental destruction, aktivitas manusia bisa menimbulkan kerusakan ekosistem. Kalo ekosistemnya rusak harus dikelola. Here, the teacher uses intersentential code switchingin order to clarify the explanation which is firstly delivered in English. Thus, the explanation is easier to be understood by the students.
36/ Inter.S
“How is the management environmental? Bagaimana pengelolaan lingkungan,pengelolaan ekosistem? You can give an example human activity that causes environmental destruction? Kamu bisa memberikan contoh apa aktivitas yang bisa menimbulkan kerusakan ekosistem apa? Membuang sampah di sungai, penggundulan hutan, deforestation, illegal logging, over fishing, ya kan?”
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From the data above, the teacher firstly creates intersentential code switching. She reviews a question which talks about management environmental.
She reads the question in English code then repeats what she has said by switching into Indonesian code, How is the management environmental?
Bagaimana pengelolaan lingkungan, pengelolaan ekosistem?.Moreover, she switches back into English language when she asks the question to the students.
However, no one can answer it, then the teacher suddenly switches back into Indonesian language,You can give an example human activity that causes environmental destruction? Kamu bisa memberikan contoh apa aktivitas yang bisa menimbulkan kerusakan ekosistem apa?.After that, she directly gives the answer by using Indonesian language and switches back again into English when repeats what she has said. Finally, she ends by creating Indonesian tag after speaking English language, Membuang sampah di sungai, penggundulan hutan, deforestation, illegal logging, over fishing, ya kan?
Furthermore, the teacher conducts intersentential code switching in order to clarify the information that she has delivered before in English form. So, the students can clearly understand about the explanation.
37 / Inter.S
“Forest management.Forest has important role either directly or indirectly for the survival of organism on earth. Forest as a world lung.Hutan merupakan paru- paru dunia.”
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In this data, intersentential code switching is applied by the teacher. At the first, she explains about the importance of forest by using English language then switches into Indonesian language to repeat what she has said before in English form, Forest management. Forest has important role either directly or indirectly for the survival of organism on earth Forest as a world lung. Hutan merupakan paru-paru dunia.
Furthermore, in here the teacher delivers the information to the students by applying English form at the beginning and then repeats what she has said into Indonesian language. The teacher commits the code switching in order to clarify the message that she has delivered before in English form. So, the students can clearly understand the explanation.
38/ Inter.S
“The function of forest. Forest has several functions. 1st producing oxygen and absorbing carbon dioxide.Dia memproduksi oksigen dan menyerap karbondioksida.The tree in the forest by photosynthesis, carbon dioxide in the atmosphere absorbed by plant.From this process, photosynthesis produces oxygen, yang memproduksi oksigen that used by human and the other organism.
Menghasilkan oksigen yang dibutuhkan manusia dan juga organisme lain.”
The utterance of the teacher shows that she commits intersentential code switching when she explains the material about forest function. She applies English language at the beginning and repeats her explanation by switching the code into Indonesian language, The function of forest. Forest has several
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functions.1st producing oxygen and absorbing carbon dioxide. Dia memproduksi oksigen dan menyerap karbon dioksida. After using Indonesian form, she switches the code into English form before switching back into Indonesian form and suddenly switches back again into English form, The tree in the forest by photosynthesis, carbon dioxide in the atmosphere absorbed by plant. From this process, photosynthesis produces oxygen, yang memproduksi oksigen that used by human and the other organism. Finally, she switches the code into Indonesian language to repeat her explanation which is done firstly in English form. Menghasilkan oksigen yang dibutuhkan manusia dan juga organisme lain.
In addition, here intersentential code switching is applied by the teacher in order to clarify the explanation which is firstly given in English. The teacher wants to convey a comprehensible explanation to the students. Therefore, the students can achieve the information clearly.
39/ Inter.S
“And then the next function of forest, preventing erosion and resisting with flow.
Mencegah erosi mencegah tanah longsor dan menahan hembusan angin.
Influencing land fertility and preventing flood.Akan berpengaruh dengan kesuburan tanah, serta mencegah banjir.”
In this data, the teacher creates intersentential code switching. She elaborates the forest function by implementing English language and repeats what
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she has delivered to the students by switching into Indonesian language, And then the next function of forest, preventing erosion and resisting with flow.
Mencegah erosi mencegah tanah longsor dan menahan hembusan angin.After that, the teacher switches back to English language when she adds another forest function and finally switches back again into Indonesian language in order to clarify her explanation which is firstly done in English form, Influencing land fertility and preventing flood. Akan berpengaruh dengan kesuburan tanah, serta mencegah banjir.
Furthermore, the intersentential code switching here is committed by the teacher in order to clarify the explanation. Therefore, the students are able to understand well the content of the explanation.
40/ Inter.S
“The last forest function that very important is as a chin bank. Forest as a chin bank of biodiversity.Germ plasm resources. Sumber plasma mutfah ya... “
The utterance shows that the teacher commits intersentential code switching when she elaborates the material about the forest function. First, she explains by using English form and repeats what she has said by switching to Indonesian language, The last forest function that very important is as a chin bank. Forest as a chin bank of biodiversity.Germ plasma resources. Sumber plasma mutfah ya....
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Furthermore, herethe teacher applies English and switches into Indonesian language when she gives the information to the students.She applies the code switching in order to clarify the message that she has delivered before in English form. So, the students can clearly understand about the explanation.
41/ Inter,S
“You can try to do the exercise of lesson 3. Okay?177 exercise of lesson 3 number 1 to 20 multiple choice. Essay from B question from 1 to 10in your task book.
Multiple choice you only write the option A,B,C, or D. And essay, you direct answer the question. Karena sudah bel pulang, we must stop the lesson, and we meet again the next week. Thank you for your attention. See you next week.”
In this data the teacher commits intersentential code switching. First the teacher applies English language to ask the students to do the exercise,You can try to do the exercise of lesson 3. Okay?177 exercise of lesson 3 number 1 to 20 multiple choice. Essay from B question from 1 to 10in your task book. Multiple choice you only write the option A, B,C, or D and essay, you direct answer the question. Then, she switches into Indonesian language as she wants to end the lesson and switches back again to English form, Karenasudahbel pulang, we must stop the lesson, and we meet again the next week. Thank you for your attention. See you next week.Furthermore, the teacher switches the code from English into Indonesian language and back to English again in order to emphasize to the students that the time is over and the lesson will end.
commit to user 42/ Inter.S
“Untuk mempertahankan supaya yang namanya biodiversitas itu sangat penting karena SDA dan supaya tersedia dan dapat dimanfaatkan.Any question?Jelas belum?jelas? jelas?”
From the datum above, the teacher gives the information to the students in Indonesian language. Moreover, she asks to the students by using English language. Untuk mempertahankan supaya yang namanya biodiversitas itu sangat penting karena SDA dan supaya tersedia dan dapat dimanfaatkan.Any question?. Then, she repeats the question by switching back into Indonesian language. Jelas belum?jelas? jelas?
In addition, the teacher creates intersentential code switching. It is because she wants to make sure to the students whether or not they have questions about her explanation.
43/ Inter.S
“You knowtempe, tape?we make tempe… we need micro organism. To maketape, we need micro organism too.Tahu bacem,….Tahu yang sudah dimasak pake gula jawa atau disemur. Nanti kalau kita belajar masak memasak, kita masak tahu bacem ya?”
In this data, the teacher uses intersentential code switching. She employs English language to mention several foods which need micro organism to make them. You know tempe, tape? we make tempe… we need micro organism. To
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make tape, we need micro organism too.Then, she switches into Indonesian language when she talks about food to the students, Tahu bacem,….Tahu yang sudah dimasak pake gula jawa atau disemur. Nanti kalo kita belajar masak memasak, kita masak tahu bacem ya?. Furthermore, she switches from English form into Indonesian form because she conducts informal conversation with the students when she talks about food.
44/ Inter.S
Teacher: “Jadi yang menjadi vector penyakit malaria itu adalah nyamuk anopheles betina.”
Student: “Bu… kalo banci apa bu ?”
Teacher: Apa…..? banci…?banci itu hermaphrodite, berkelamin ganda, double sex.
In this utterance, the teacher commits intersentential code switching. She conducts Indonesian language to explain the material about the vector of malaria disease. Then, there is a question from the student in Indonesian language and the teacher gives the answer in Indonesian language and repeats what she said by switching into English. And then finally she switches back into Indonesian language before suddenly switches back into English language. Furthermore, the switches here serve as the message qualification. The teacher wants to give strong emphasis of the word “banci” and give its meaning to the students.
