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i STUDENTS’ PERCEPTIONS OF CODE SWITCHING IN EFL CLASSROOM (A Descriptive Study on 2nd Semester Students of English Department in Muhammadiyah University of Purwokerto) A Thesis Submitted to the English Department as a Partial Fulfillment of the Requirements for S.Pd Degree Compiled by: REZKI BAYU AJI 1101050095 ENGLISH DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY MUHAMMADIYAH UNIVERSITY OF PURWOKERTO 2016/2017

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Page 1: STUDENTS’ PERCEPTIONS OF CODE SWITCHING IN EFLrepository.ump.ac.id/1807/1/Rezki Bayu Aji_COVER.pdf · i STUDENTS’ PERCEPTIONS OF CODE SWITCHING IN EFL CLASSROOM (A Descriptive

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STUDENTS’ PERCEPTIONS OF CODE SWITCHING IN EFL

CLASSROOM

(A Descriptive Study on 2nd Semester Students of English

Department in Muhammadiyah University of Purwokerto)

A Thesis

Submitted to the English Department as a Partial Fulfillment of the Requirements

for S.Pd Degree

Compiled by:

REZKI BAYU AJI

1101050095

ENGLISH DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

MUHAMMADIYAH UNIVERSITY OF PURWOKERTO

2016/2017

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Students’ Perceptions Of Code Switching…, Rezki Bayu Aji, FKIP UMP, 2017

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Students’ Perceptions Of Code Switching…, Rezki Bayu Aji, FKIP UMP, 2017

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Students’ Perceptions Of Code Switching…, Rezki Bayu Aji, FKIP UMP, 2017

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Students’ Perceptions Of Code Switching…, Rezki Bayu Aji, FKIP UMP, 2017

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MOTTO

Allah tidak akan membebani seseorang melainkan dengan kesanggupannya

(Q.S. Al baqarah: 186).

“I will never go back on my words”

“Giving up isn’t my style”

Man jadda Wa jadda

(Barang siapa yang bersunguh – sungguh pasti akan berhasil)

Students’ Perceptions Of Code Switching…, Rezki Bayu Aji, FKIP UMP, 2017

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DEDICATIONS

This thesis is dedicated to:

1. My beloved parents, thank you for your countless support, prayers, love, and

for your endless forgiveness. Both of you would never abandon me even in my

hardest time in live, pushing my back and keep saying “you can do it my son”.

I am still your spoiled little son, who always need you in every step that I am

going to choose. You‟ve been through hard times because of me. I will cherish

every second that I could spend with you. I love you so much.

2. My dearest big family, for the prayers and advices.

3. Dr. Furqanul Aziez, M.Pd., my supervisor, for having inspired and guided me

patiently in composing this thesis.

4. My dearest bestfriends, Desi Indriani, Muhammad Zidni Ilman Ahdillah, Arif

Alfian, Yaomal Romdona, Irfan Adi, Catur Yugo, Boma Destiono, F.M.

Arroyan, Ramadhan Eka, who always there for me, thank you so much for the

best ever time we spent together, the laughter, happiness, and joy. Special

thanks to Desi Indriani who keep supporting me, helping on my thesis when I

can barely walk, and accompanying me to finish my thesis well.

5. Yaomal, Irfan, Boma, Royyan, Hafidz, Annas, who have been great help to

lend your boarding house if I was too tired to go home.

6. My dearest classmates in Class C PBI UMP 2011 and all of my friends in PBI

UMP 2011. I will never forget all of you.

Students’ Perceptions Of Code Switching…, Rezki Bayu Aji, FKIP UMP, 2017

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7. Nafiatus Solekhah, for the every single smile and joy that you shared in my

hardest time.

8. Seli Oktaviani, for the every single piece of advice that you shared. Pushing

me to keep on my stance, to keep on right track, and to keep wishing for the

best.

9. For everyone who gave every single small help and support during my study

and my thesis working.

Purwokerto, 11 Januari 2017

Rezki Bayu Aji

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ACKNOWLEDGEMENT

Assalamu‟alaikum Wr. Wb.

Alhamdulillahirobbil‟alamin, praise be merely to the Almighty Allah

SWT for His gracious mercy, and tremendous blessing that enable me to

accomplish this bachelor thesis entitled: Students’ Perceptions of Code Switching

in EFL Classrooms (A Descriptive Study on 2nd Semester Students of English

Department in Muhammadiyah University of Purwokerto). This thesis is

presented to fullfil one of the requirements in accomplissing S-1 Degree in

English Education Study Program, Teacher Training and Education Faculty,

University of Muhammadiyah Purwokerto. The writer would like to express her

great special appreciation to:

1. Drs. H. Syamsuhadi Irsyad, S.H, M.H, the Rector of University of

Muhammadiyah Purwokerto.

2. Drs. Pudiyono, M.Hum, the Dean of Teacher Training and Education Faculty

who has given the permission to write this thesis.

3. Rina Agustina, S. S., MApplLing TESOL., the Head of English Department

who has given opportunity and agreement to conduct this study.

4. Dr. Furqanul Aziez, M. Pd. for the valuable assistance and inspiration to the

completion of this bachelor thesis.

5. All of my lecturers in English Department for inspiring me with their guidance

and patience during my study in this university.

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Finally, the writer believes that this thesis still has weaknesses. Therefore,

the writer would welcome any criticism and suggestions from the readers.

Hopefully this thesis will be useful for English education especially for teachers

and English Learners.

Purwokerto, 11 Januari 2017

Rezki Bayu Aji

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TABLE OF CONTENTS

TITLE ............................................................................................................ i

APPROVAL .................................................................................................. ii

LEGALIZATION ......................................................................................... iii

DECLARATION ........................................................................................... iv

MOTTO .......................................................................................................... v

DEDICATION ............................................................................................... vi

ACKNOWLEDGEMENT ............................................................................. viii

TABLE OF CONTENTS .............................................................................. x

LIST OF TABLES ........................................................................................ xii

LIST OF FIGURES ....................................................................................... xii

LIST OF APPENDICES ............................................................................... xiv

ABSTRACT .................................................................................................... xv

CHAPTER 1 INTRODUCTION ................................................................. 1

A. Background of the Research ............................................................... 1

B. Reasons for Choosing the Topic ......................................................... 3

C. Research Problems .............................................................................. 4

D. Objective of the Research .................................................................. 4

E. Clarification of the Terms .................................................................... 5

F. Contribution of the Research .............................................................. 5

CHAPTER II LITERATURE REVIEW .................................................... 7

A. Students’ Perception ............................................................................ 7

1. Definition of Perception ................................................................ 7

2. Factor Affecting Perception ........................................................... 8

3. Process of Perception .................................................................... 8

4. Basic Principles of Perception ....................................................... 9

5. Students’ Perception ....................................................................... 11

B. Code Switching .................................................................................. 11

1. Definition of Code Switching ....................................................... 11

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2. Factor of Code Switching .............................................................. 13

3. Type of Code Switching ................................................................ 16

C. Research of Code Switching .............................................................. 19

CHAPTER III RESEARCH METHODOLOGY ...................................... 22

A. Method of Research ............................................................................ 22

B. Place and Time of the Research .......................................................... 23

C. Subjects of the Research ...................................................................... 24

1. Population ......................................................................................... 24

2. Sample .............................................................................................. 24

3. Sampling Technique ......................................................................... 24

D. Method of Collecting Data .................................................................. 25

1. Observation (Tally ............................................................................ 25

2. Questionnaire ................................................................................... 26

E. Data Analysis ....................................................................................... 28

CHAPTER IV RESULT AND DISCUSSION ............................................ 31

A. Results ................................................................................................. 31

1. Observation result ............................................................................ 31

2. Questionnaire result .......................................................................... 36

B. Discussion ........................................................................................... 47

1. Types of Code Switching ................................................................. 48

2. Students’ Perceptions of Code Swithing .......................................... 49

CHAPTER V CONCLUSION AND SUGGESTION ................................ 53

A. Conclusion .......................................................................................... 53

B. Suggestion ........................................................................................... 53

REFERENCES

APPENDICES

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LIST OF TABLES

Table 3.1 The Schedule of Research

Table 3.2 The Indicators of Observation

Table 3.3 The Indicators of Questionnaire

Table 3.4 The List of Questionnaire Items

Table 3.5 Likert Scale

Table 3.6 The Indicators of Observation

Table 4.1 Percentage of Observation Result (Grammatical Clarification)

Table 4.2 Percentage of Observation Result (Contextual Clarification)

Table 4.3 Result of Each Indicators

Table 4.4 Likert Scale

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LIST OF FIGURE

FIGURE 4.1 Chart of Question 1

FIGURE 4.2 Chart of Question 2

FIGURE 4.3 Chart of Question 3

FIGURE 4.4 Chart of Question 4

FIGURE 4.5 Chart of Question 5

FIGURE 4.6 Chart of Question 6

FIGURE 4.7 Chart of Question 7

FIGURE 4.8 Chart of Question 8

FIGURE 4.9 Chart of Question 9

FIGURE 4.10 Chart of Question 10

FIGURE 4.11 Chart of Question 11

FIGURE 4.12 Chart of Question 12

FIGURE 4.13 Chart of Question 13

FIGURE 4.14 Chart of Question 14

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LIST OF APPENDICES

APPENDIX A Questionnaire Indicators

APPENDIX B The Questionnaires

APPENDIX C The Questionnaires in Bahasa

APPENDIX D Observation Result

APPENDIX E Observation Tally Sheet Types of Code Switching

APPENDIX F Questionnaire Responses Tabulation

APPENDIX G Percentage of Questionnaire Each Indicator

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ABSTRACT

This study attempted to find out types of code switching applied by

teachers in the EFL classroom and students’ perceptions of their teachers’ code

switching at English Department of Teacher Training and Education Faculty in

Muhammadiyah University of Purwokerto. It is kind of descriptive survey with

the population was all the second semester students. Total samples are 4 classes

with 4 different teachers observed and the questionnaire data were gathered from 50

EFL learners. The results showed that the types of code switching used by teachers

are (56.36%) tag cod switching, (9.09%) inter-sentential code switching, (14.55%)

intra-sentential code switching, (20%) metaphorical code switching, and (0%)

situational code switching. The main data of students’ perceptions showed that the

most students agreed whether the teacher used L1 in the classroom (68%). Student

also agreed that oral participation in the classroom should use Indonesian

sometime, one of the purpose was to encourage and make them focus (68.4%).

The last was the use of code switching in classroom activities, such as explaining

grammar, giving instruction, and new vocabulary. More than half of the students

agreed with the use code switching in classroom activities (58%) .

Keywords: Types of code switching, and Students’ Perceptions.

Students’ Perceptions Of Code Switching…, Rezki Bayu Aji, FKIP UMP, 2017