ABSTRACT

Setiyono, Andhika Agus. 2009. Code-Switching Performed by Junior High

School Students in English Class: The Case of the First Year
Students of SMP Negeri 1 Kragan, Kabupaten Rembang in the
Academic Year of 2009/2010. Final Project. English Department. Faculty
of Languages and Arts. Semarang State University. Advisors:1.
Widhiyanto, S.Pd., M.Pd., 2. Drs. Januarius Mujiyanto,
M.Hum.
Key Words: code-switching, speaking, teaching-learning English
In classroom context, especially in English class, Indonesian Junior High
School students, as bilingual even multilingual; usually cannot stick to only
English, but often mix or switch their languages because of certain reasons.
The aim of my study is to discuss, explain and describe the functions of
code-switching which were performed in English class by the first year students
of SMP Negeri 1 Kragan, Kabupaten Rembang in the academic year of
2009/2010: the students of VII-E class. I used “descriptive-qualitative approach”
(Arikunto 2006, Mujiyanto 2007, and Trochim 2006) to get the data. The data
were 290 utterances in a teaching learning process, within time allotment
approximately 40 minutes. My study also found out that: (1) “Teacher Talking
Time” (Harmer 2007) is 195 utterances or 67.24% of the total utterances and (2)
“Students Talking Time” (Harmer 2007) is 95 utterances or 32.76% of the total
utterances. Meanwhile, “the functions of teachers’ code-switching” (Sert 2005):
(1) 51 utterances of “topic switch” or 40.8% of the total utterances of teacher’s
code-switching, (2) 29 utterances of “affective functions” or 23.2% of the total
utterances of teacher’s code-switching, and (3) 45 utterances of “repetitive
functions” or 36% of the total utterances of teacher’s code-switching. Moreover,
“the functions of students’ code-switching” (Sert 2005): (1) 14 utterances of
“equivalence” or 45.16% of the total utterances of students’ code-switching, (2) 3
utterances of “floor holding” or 9.68% of the total utterances of students’ code-
switching, (3) 7 utterances of “reiteration” or 22.58% of the total utterances of
students’ code-switching, and (4) 7 utterances of “conflict control” or 22.58% of
the total utterances of students’ code-switching. It means that almost a half of the
teaching-learning English process used code switching.
I concluded that code switching was a useful strategy for teaching English to
“EFL learners” (Harmer 2007, Paul 2003) as the first year students of SMP Negeri
1 Kragan, Kabupaten Rembang in the academic year of 2009/2010. However, I
would like to suggest that a lesson plan which manages times when “EFL
learners” are expected to use English and when their native language is allowed; is
the best solution in teaching English for EFL.

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