Muhammad Asror , 2201404651 (2009) TEACHERS’ EXPLAINING TECHNIQUES: CODE-SWITCHING AND CODE-MIXING IN THE CLASSROOM The Case of Teachers of International Standard School of SMP N 2 Semarang in The Academic Year of 2008-2009. Under Graduates thesis, Universitas Negeri Semarang.

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Abstract

The study concern about code-switching and code-mixing. They are the common phenomena in our life, and there are many people especially teachers of International standard School change over words, phrases, or sentences in their utterances. The study was based on the analysis of code-switching and odemixing utterances made by teachers of international standard school of SMP N 2 Semarang in the classroom. The setting of the research was classes of SMP N 2 Semarang. This study was conducted to explain to what extent do teachers’ codeswitching and code-mixing in the classroom, and also to explain about the reasons of teachers’ code-switch and code-mix in the classroom, and to explain how codeswitching and code-mixing reflect a skill. The study was based on the analysis of utterances, which is offered by Halliday (1975). He classified the function of utterances into 11 types, but in this study there were only 5 functions found in these utterances. They are: a) to appeal to the illiterate, b) to convey more exact meaning, c) to ease communication, d) to reiterate a point, e) to capture attention. The study used a qualitative method. The data was recorded from teachers of international standard school of SMP N 2 Semarang. Further, there were four discourses of utterances of recorded data that the writer analyzed. The data were collected through two ways; they were recording and taking interview with them. The analysis comprised two parts, i.e. categorizing the forms of the utterances and analyzing the function and also the condition of utterances. The result shows that: (1) the total numbers of code-switching and codemixing made by the teachers was 148 utterances. The 148 utterances were classified into two categories. The first was 105 or 70.29% utterances of codeswitching and 43 or 29.05% utterances of code-mixing. (2) The function of 37 utterances or 25% were to ease communication. Further, the second function was to capture attention. There were 34 or 22.97% utterances. The next functions were to appeal to the illiterate and to reiterate a point. Both of them were in which 27 or 18.24% utterances. The last function was to convey more exact meaning in which there were 23 or 15.54% of the total numbers utterances. (3) All eachers codeswitch and code-mix in the form of Indonesian utterances. (4) Teachers’ reasons to code-switch and code-mix are: (a) that is the way the teachers explaining the lesson to their students, (b) To convey the meaning of English difficult words, phrases, or sentences, and (c) To make the students easy to understand the lesson. (5) Teachers do code-switch and code-mix because of their skill to make their students understand with the lesson easily.

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