Article

CODE SWITCHING USED BY THE TEACHER IN TEACHING MATHEMATICS IN BILINGUAL CLASS OF SMP MUHAMMADIYAH 12 GRESIK

01/2007;
Source: OAI

ABSTRACT Code switching is the alternate use of two or more languages in the same utterance or conversation. The ability to speak two languages is bilingualism. In relation to the bilingualism, nowadays many schools in Indonesia conduct bilingual class to face the globalization era. Therefore, this study was intended to investigate the code switching used by the teacher in teaching mathematic in bilingual class. More specifically, this study was focused on the kinds of code switching used by the teacher in teaching mathematic in bilingual class of SMP Muhammadiyah 12 Gresik and the situations when code switching is used. Descriptive qualitative design was used in this research because this study contained quotation of conversation and tried to describe the kinds of code switching that used by the teacher in teaching mathematic in bilingual class and also the situation when code switching was used. The finding of this study was described in a narrative form. The subject of this study was a teacher who used code switching in teaching mathematic in bilingual class. The writer used the observation as research instrument. She used the observer-as-participant because she observed the conversations or utterances between the teacher and the students in mathematic of bilingual class and get natural data from the subject that was studied without being a part of the people studied. In this study, the writer used tape recorder as supporting instrument in order to record the conversation to find out the kinds of code switching used by the teacher in teaching mathematic in bilingual class of SMP Muhammadiyah 12 Gresik. Then, the observation checklist was used to analyze the situation when code switching was used. The writer found out there were three kinds of code switching: intra-sentential, inter-sentential, and emblematic. Moreover, the situation when code switching was used were in the activities such as when the teacher opened the study, explained the material and gave the steps in doing the exercises, gave the questions and exercises, wanted to focus the students’ questions and to clarify the students answer, asked the students to pay attention to the teacher, gave suggestion and information, and also closed the study

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