the analysis of code switching in one ok rock’s song

i

THE ANALYSIS OF CODE SWITCHINGIN ONE OK ROCK’S SONG LYRICS

AND ITS APPLICATION IN TEACHING SPEAKING

S1 THESIS

Submitted as a partial fulfillment of the requirement to obtain SarjanaPendidikandegree at English Education Program of PurworejoMuhammadiyah University

bySITI ZAENATUN

132120192

ENGLISH EDUCATION PROGRAMTEACHER TRAINING AND EDUCATION FACULTY

PURWOREJO MUHAMMADIYAH UNIVERSITY2017

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DEDICATION

This thesis is honourably dedicated to:1. The researcher’s beloved parents, themother Suyati, and herfatherWakijo

“Thanks for your pray, support, finance, motivation, and advice given to me. Iam nothing without you”.

2. The researcher’s brothers, Muhammad Syafiqul Anam andNurahmad.“Thankyou so much for everything. I love you”

3. The researcher’s sisters in law, Nur Fatimah and Nurhidayati Chosiyah4. The researcher’s One and Mother. “Thankyou so much for the pray and wishes,

the support and the love you’ve given me”.5. All researcher’s best friends, the members of Kost Iin group Nur Khasanah,

Sugiharti Puspita Sari, Faida Rahmawati, Tri Winarti, Mahmudah, MinaKurniasih, Puji Rahayu Daustina, Diajeng Hanum, Riya Arbiyanti, and IstiFadhotul Mukaromah.“Really big thanks for the most precious moments youshared in my life, the most beautiful stories ever, really big thanks and I loveyou so much”.

6. All members of class E in academic year 2013/2014.7. Everybody who helps me in compiled this thesis.

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MOTTO

Durung menang yen durung wani kalahDurung unggul yen durung wani asorDurung gedhe yen durung wani cilik(Javanese quotes)

Isshoukenmei oinori o shi, seiippai hataraku(pray heartfully, work hardfully)(Japanese quotes)

There is no limitation in reaching the limit(the researcher)

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ABSTRACT

Zaenatun, Siti. 2017. “The Analysis of Code Switching in One Ok Rock’ssong lyric and Its Application in Teaching Speaking. A Thesis.English EducationProgram.TeacherTraining and Education Faculty,PurworejoMuhammadiyahUniversity.

This research is a descriptive study about the use of Code Switching inOne Ok Rock’s song lyrics. The objectives of the study are to describe the types ofcode switching found in One Ok Rok’s song lyrics and to describe theapplicationof this research to teach speaking about expressions of asking and giving opinionat the eleventh grade students ofSenior High School.

This research is a descriptive qualitative research. The object ofthisresearch isfour of One Ok Rock’s song lyrics, they are Yap, Borderline, Mr.Gendai Speaker and Let’s Take It Someday and it is supported by using manysources. Inanalyzing the data, the researcher found the main source, “Yap,Borderline, Mr. Gendai Speaker and Let’s Take It Someday ”song lyrics, searchedthe lyrics, listened to the song carefully while read the song lyrics,collectedthetypes of code switching from utterances in the lyric, classifiedthe data found, andcategorized theclassification into the data sheet.

The results of this study are: there are three types of code switching,namely Intersentential code switching, Intrasentential code switching, and Tagswiching and 76utterances in Yap, Borderline, Mr. Gendai Speaker and Let’s TakeIt Somedaysong lyrics. It consists of 55 utterances of Intersentential codeswitching(72.40%), 10utterances of Intrasentential code switching (13.10%), and11 utterances of Tag switching (14.50%).The results of the research can beappliedto teach speaking about expressions of asking and giving opinion at the eleventhgrade students of senior high school.

Keywords:Code Switching, Song Lyrics, Teaching Speaking

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TABLE OF CONTENTS

TITLE...................................................................................................................iAPPROVAL SHEET ..........................................................................................iiRATIFICATION SHEET ..................................................................................iiiSTATEMENTS..................................................................................................ivDEDICATION ....................................................................................................vMOTTO .............................................................................................................viACKNOWLEDGEMENT ................................................................................viiABSTRACT.....................................................................................................viiiTABLE OF CONTENTS ..................................................................................ixLIST OF TABLE ..............................................................................................xiLIST OF DIAGRAM ........................................................................................xiiLIST OF APPENDICES .................................................................................xiiiCHAPTER I. INTRODUCTION.....................................................................1

A. Background of the Study.........................................................................1B. Identification of the Problem ..................................................................6C. Limitation of the Problem .......................................................................7D. Statement of the Problem .......................................................................8E. Objective of the Study ............................................................................8F. Significance of the Study ........................................................................8

CHAPTER II. REVIEW OF RELATED LITERATURE ..........................10A. Theorical Review ..................................................................................10

1. Sociolinguistic.................................................................................102. Codes...............................................................................................113. Code switching................................................................................12

a. Definition of Code Switching ....................................................12b. Types of Code Switching ..........................................................13

4. Code Switching in Song Lyrics ......................................................165. The Function of Code Switching ....................................................186. Music...............................................................................................18

a. Definition of Music ...................................................................18b. Genres of Music ........................................................................18c. Song and Lyric ..........................................................................20d. One Ok Rock.............................................................................20e. Song Review .............................................................................21

7. Teaching Speaking ..........................................................................22a. Teaching .....................................................................................22b. Speaking .....................................................................................23

B. Conceptual Framework .........................................................................24C. Previous Study ......................................................................................25

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CHAPTER III. RESEARCH METHOD ......................................................28A. Research Design ....................................................................................28B. Data and Data Source ............................................................................30C. Instrument of the Research....................................................................30D. Technique of Collecting Data ..............................................................32E. Technique of Analyzing Data ..............................................................33F. Unit of Analysis ....................................................................................34

CHAPTER IV. RESEARCH FINDING AND DISCUSSION ....................36A. Data Description....................................................................................36B. Data Analysis ........................................................................................41C. Discussion .............................................................................................45

1. Intersentential Code Switching.........................................................452. Intrasentential Code Switching.........................................................503. Tag Switching...................................................................................52

D. The Application of Code switching ......................................................55E. Lesson Plan ...........................................................................................57

CHAPTER V. CONCLUSION AND SUGGESTION .................................68A. Conclusion ............................................................................................68B. Suggestion .............................................................................................68

REFERENCESAPPENDICES

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LIST OF TABLE

Table 1

Table 2Table 3Table 4Table 5Table 6Table 7Table 8

Table 9

Table 10

Table 11Table 12Table 13

Number and Percentage of Code Switching in all the lyric Yap,Borderline, Mr. Gendai Speaker and Let’s Take It SomedayUtterances that use code switching in liryc YapUtterances that use code switching in liryc BorderlineUtterances that use code switching in lirycMr. Gendai SpeakerUtterances that use code switching in lirycLet’s Take It SomedayNumber and Percentage of Code Switching in lyric YapNumber and Percentage of Code Switching in lyric BorderlineNumber and Percentage of Code Switching in lyric Mr. GendaiSpeakerNumber and Percentage of Code Switching in lyric Let’s Take ItSomedayNumber and Percentage of Code Switching in all the lyric Yap,Borderline, Mr. Gendai Speaker and Let’s Take It SomedayIntersential code switching utterancesIntrasentensial code switching utterancesTag switching utterances

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LIST OF DIAGRAM

Diagram 1

Diagram 2Diagram 3Diagram 4Diagram 5

Diagram 6

Number and Percentage of Code Switching in all the lyric Yap,Borderline, Mr. Gendai Speaker and Let’s Take It SomedayUtterances that use code switching in liryc YapUtterances that use code switching in liryc BoderlineUtterances that use code switching in lirycMr. Gendai SpeakerUtterances that use code switching in lirycLet’s Take ItSomedayNumber and Percentage of Code Switching in all the lyric Yap,Borderline, Mr. Gendai Speaker and Let’s Take It Someday

xiii

LIST OF APPENDICES

Appendix 1 ReferencessAppendix 2 SyllabusAppendix 3 Song LyricsAppendix 4 Thesis Consultan Log

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CHAPTER 1INTRODUCTION

A. Background of the study

Language is one of the media to transfer the messages of someone’s

thought. It has an important role as a tool to convey the messages in

communication process. Language is functioned as a machine that works to

process the thoughts become words to be spoken. Look at its important roles,

it is absoluteness for people in using language.

There are so many kinds of language in this world, and one of them is

English. As an international language, English takes the important role in

human life. It has become one of the languages that be learnt most in this

world. English requires human all around the world to master it. English is

not only functioned as a machine in transfering messages, but also as an

integrationist language for people all around the world.

In mastering English, there are some skills that have to be mastered by

the learners, such as listening, speaking, reading and writing. Besides the

skills, other components that are important too such as grammar, vocabulary,

pronunciation etc. Both of the components and the skills, they have close

correlation. Those components cannot be separated from the skills. By

mastering those components, the learners will be better in English. When a

2

learner has good grammar, vocabulary, and pronunciation, his English will be

more acceptable and easier to be understood.

The process of mastering English is not far different from the babies

who try to master mother tongue as their first language, the process of

mastering English will has some steps like what the babies do. The first step

is listening, before they could speak, they will listen to the speaker first than

they will be able to produce words and speak to another. The second step is

speaking, after listen to another, we have to produce the words to be spoken.

We can say that, listening as the input while the speaking is the output.

Based on the statements above, we can see that speaking is the result

of learning language, in another words, people can be said success in their

language learning when they can use the language by speaking. Certainly,

being able to speak is not only good in producing words, but also the

utterances are acceptable.

In this modern era, being able to speak English is very important. As

an international language, English become the most accepted language in all

around the world. In social gatherings such as international business

gathering, conferences or when people from various get together for certain

purposes, they will use English for their communication. Besides, mastering

English will give us so many advantages such the opportunity in our career.

We will have more job opportunities because in this modern era, there are

many companies that require the employee to be able speaking English. They

speak English in the daily life, including command or ask something.

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Another reason why speaking English is important is when it comes to

technology. Nowadays, the development of technology is increasing in

almost of all around the world, all of them is using English. Automatically,

this condition will influence to the development of the country, when the

citizen of the country are able to speak English, the country will be able to

take a part or even compete in the development of the technology.

Being able to speak English will give many advantages when we go to

abroad. It will be easy for us to be accepted, and we can get new knowledge

about the country, the culture or their daily life because we can easily

communicate with them.

Based on the reasons why we should speak English, we can see that

being able to speak English will give us so many advantages, unfortunately to

be able speaking English is not easy. Some problems that common faced by

the learners such as the lack of the self-confidence, lack of vocabulary,

speaking unfluent, too much thinking of the grammar etc.

Self-confidence problem become a serious problem. There are many

factors that cause the problems, the first may come from inside when the

learners are fear to speak. It is caused of unsupported environment, for

example when the learners make mistakes the people around him laughing at

him. That condition makes the learners do not dare to make mistakes in

speaking, they are too afraid of looking fool by the mistakes and in the end

they choose to keep silent, of course it will obstruct in process speaking

English learning.

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The next problem is lack of vocabulary. When a learner has not

enough vocabulary, automatically he would be difficult to produce words to

be spoken. Some of them also said that they have many mispronunciation and

difficulties in speak in correct pronunciation. It may happen because they are

unaccustomed with English. they have low practicing in speaking English.

Commonly, music consists of two elements, they are music

instruments and words to be sung called lyrics. Besides enjoying the

instruments, we can study the language that be used in the lyrics. Some of

song lyrics use not only one language, but also two or more languages. The

using at least two or more languages in the lyrics called as a billingual song.

Mesthrie, et. al. (2004: 37) state that ‘bilingualism’ will be used as a general

term for the use of two or more languages in a society. The term thus

subsumes the idea of ‘multilingualism’. Many writers do the reverse using the

term ‘multilingualism’ in the more general way (to mean the use of two or

more languages). Neither usage is quite satisfactory, and the reader has to

deduce whether in certain cases multi- means ‘two’ or bi means ‘more than

two’.

Using of more than one languages will give advantages. It also has

certain purposes such as for the popularity or to give more impression. By

using more than one language, the song will be easier to be accepted in

international market. The use of more than one language in song lyrics is also

known as code switching. Not only in song lyrics, code switching also used in

our daily conversation, so it is not a strange or new thing to be discussed.

5

Code switching is a bilingualism, can be defined as the use of more

than one language, variety, or style by a speaker within an utterance or

discourse, or between different interlocutors or situations. Wardaugh

(2006:101) states that code switching, also called code mixing can occur in

conversation between the speakers’ turns or within a single speaker’s turn.

Code switching is selecting a paticular code whenever people choose to

speak, and may also decide to switch from one code to another or to mix

codes even within sometimes very short utterances.

Mujiono, et al. (2013: 3) states that code switching is the use of two or

more languages within an utterance or what linguists call code switching, is

fairly common especially between two of the most used languages in the

country for example which is the national language (Indonesian) and the

international language (English). The researcher chooses One Ok Rock’s song

lyrics because, except the band is very popular, most of their song use many

of code switching. They use two languages in their song lyrics those are

Japanese-English.

The reason above also supported by the fact that the researcher found

when she did teaching practice in SMK Cipta Karya Prembun at 2016 that the

students have lack of speaking skill. Most of the students said that they are

not too interested in English. Based on that fact, the researcher chooses the

topic The Analysis of Code Switching in One Ok Rock’s Song Lyrics and its

Application in Teaching Speaking. By this research, the researcher hopes

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teaching English will be more interesting so that the students will be attracted

in studying English and this condition will improve their speaking skill.

B. Identification of the Problem

Based on the observation by the researcher, there are some problems

in mastering speaking that be identified as follows:

The first is lack of the self-confidence. Most of students have problem

in pronouncing English words, as the result they did wrong pronounciation

and may be it sounds strange or even funny, it may cause the people arround

to laugh at. This case may wreck the self-confidence of the students, they are

too emberrassed to speak English because they are afraid of making mistakes

so that people around him will laugh at.

The second is lack of vocabulary. Limitation of vocabulary is a

problems that common had by the students. When they have to practice

speaking but they cannot find the english words, they will not be able to

speak. Without enough vocabulary, speaking practice will be very difficult.

The third is too much thinking of the grammar. Thinking about the

grammatical pattern to make the sentence acceptable is important, but that

happened is the learners is not good enough in mastering grammar, so the

learners take too much time in thinking grammar and obstruct the speaking

English activity.

The last is speaking unfluently. There are many factors that cause the

students speak unfluently. It can be said as the compound of the problems

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above, the first is the lack of self-confidence, then the lack of vocabulary, the

third is taking time too much to think the grammar. Those all may caused the

students speak unfluently, even get stammer.

C. Limitation of the Problem

In doing this research, the researcher will not analyze all of the song

lyrics in the albums of One Ok Rock but the researcher will limit the analysis

for three song lyrics those are Yap, Borderline, Mr. Gendai Speaker and Let’s

Take It Someday

The first song is Yap, taken from the fourtth album Beam of Light that

released on May, 28, 2008. The song is the last track in the album, written by

the vocalist of the band, Takahiro Moriuchi and composed by Toru

Yamashita, the guitarist also the leader of the band. The next song is

Borderline, taken from the third album entitled Zeitakubyou that released on

Nophember, 21, 2007. Was written by Takahiro Moriuchi. The third song is

Mr.Gendai Speaker, included in the fifth album of One Ok Rock entitled

Zankyou Reference was released on October, 5, 2011, the song lyric was

written by Takahiro Moriuchi. Meanwhile the last song is Let’s Take It

Someday also taken from the same album with the previous song, that is

Zankyo Reference, was released on October, 5, 2011, the lyric was written by

Takahiro Moriuchi.

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D. Statement of the Problem

Based on the limitation of the problem above, the problems of the

study can be formulated as follows:

1. What types of the code switching are found in the One Ok Rock’s song

lyrics?

2. How is the application of code switching found in the One Ok Rock’s song

lyrics in teaching speaking at Senior High School?

E. Objectives of the Study

Based on the statements above, the objectives of the study are as

follows:

1. To describe code switching that found in the song lyrics of One Ok Rock.

2. To describe the application in teaching speaking at Senior High School.

F. Significance of the Study

The researcher expect that this research will be useful for the

researcher herself, the English education students, and the teachers

1. For the other researchers

The researcher will get new knowledge that will be useful for this time and

in the future research.

2. For the students

They will get information about how to use song lyrics as a tool to

improve the speaking skill.

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3. For the English teachers

The teachers will get new information about using song lyrics to teach and

improve the speaking skill of the students.

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CHAPTER IIREVIEW OF RELATED LITERATURE

A. Theoritical Review

1. Sociolinguistics

Lingusitics may be somewhat blandly defined as the study of

language. Wardaugh (2006: 1-13) states that there is any relationship

between language and society. He defines that society is any group of

people who are drawn together for a certein purpose or purposes, while

language is what the members of particular society speak. Linguistic

theory is concerned primarily with an ideal speaker–listener, in a

completely homogeneous speech-community, who knows its language

perfectly and is unaffected by such grammatically irrelevant conditions as

memory limitations, distractions, shifts of attention and interest, and errors

(random or characteristic) in applying his knowledge of the language in

actual performance. Sociolinguistics is concerned with investigating the

relationships between language and society with the goal being a better

understanding of the structure of language and of how languages function

in communication; the equivalent goal in the sociology of language is

trying to discover how social structure can be better understood through

the study of language, e.g., how certain linguistic features serve to

characterize particular social arrangements.

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Mesthrie, et al. (2004: 5) distinguish the orientation of

Sociolinguistics into macro- and micro-sociolinguistics. As in other

subjects, notably economics, macrostudies involve an examination of

large-scale patterns relating to social structures (the focus is broad, as in

the study of patterns of multilingualism in a country). Micro-studies

examine finer patterns in context (for example, conversational structure or

accents in a particular community).

According to the researcher, sociolinguistic is concerned with

language in social and cultural context, especially how people with

different social identities, (e. g. Gender, age, race, ethnicity, class) speak

and how their speech changes in different situations.

2. Codes

Wardaugh (2006: 88) states that code refers to a language or a

variety of a language. The term is useful because it is neutral. Terms like

dialect, language, style, standard language, pidgin, and creole are inclined

to arouse emotions. In contrast, the ‘neutral’ term code, taken from

information theory, can be used to refer to any kind of system that two or

more people employ for communication. (It can actually be used for a

system used by a single person, as when someone devises a private code to

protect certain secrets.)

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3. Code Switching

a. Definition of Code Switching

Code switching can be defined as the use of more than one

language, variety, or style by a speaker within an utterance or discourse.

Koike, (1987; Scotton & Ury, 1977) in Nakamura (2005:1679), states

that from a sociolinguistic point of view, code switching has been

studied as an important strategy for establishing social relationships. It

has been shown to be a personal communication device for enriching

discourse. Wardaugh (2006: 101) states that code switching, also called

code mixing can occur in conversation between the speakers’ turns or

within a single speaker’s turn. Code switching is selecting a paticular

code whenever people choose to speak, and may also decide to switch

from one code to another or to mix codes even within sometimes very

short utterances.

Mujiono, et. al., (2013:48-50) states that code switching is the

use of two or more languages within an utterance or what linguists call

code switching, is fairly common especially between two of the most

used languages in the country for example which is the national

language (Indonesian) and the international language (English).

Trousdale in Mujiono, (2013:48-50) defines that code switching

is the linguistic situation where a speaker will alternate between two

varieties (code) in conversation with others who have similar linguistic

repertoire. Romaine has stressed the point that switching is a

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communicative option available to a bilingual member of a speech

community on much the same basis as switching between styles or

dialects is an option for monolingual speaker. Wardhaugh in Mujiono

(2013:48-50), has defined that code switching is a conversational

strategies used to establish, cross or destroy group boundaries; to create,

evoke interpersonal relation with their right and obligations. While

Gumperz (1983) has argued that code switching is a conversational

strategy, the function of which is to express social meanings.

b. Types of Code Switching

Hoffmann in Mukenge, (2012:583) classified the types of code

switching from grammatically perspective and sociolinguistics

perspective. Grammatically, there are three types of code switches. He

asserts that code switches can occur within sentences, (intrasentential

code switching); between sentences, (intersentential) or at an

extrasentential level which involves a situation in which a bilingual

attaches a tag from one language to an utterance in another language.

From a sociolinguistic perspective, there are two types of code

switching, namely metaphorical and situational code switching (Van

Dulm,). According to Van Dulm, Metaphorical Code Switching refers

to the process in which a bilingual speaker changes codes because of

the change in what is being talked about. In contrast to Metaphorical

Code Switching, Situational Code Switching refers to the process in

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which a bilingual person often switches from one code to another

depending on whom that person is talking to. (Van Dulm)”

Mujiono, et. al., (2013:50-51) state that Intrasentential Code

Switching is switching at the clause, phrase or word level if no

morphophonological adaptation occurs. It is the most complex type of

code switching, requiring as it does that the speaker be able to control

two linguistics systems simultaneously. Intersentential Code Switching

that 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. Intersentential switching can be thought of as

requiring greater fluency in both languages than tag switching since

major portions of the utterance must conform to the rules of both

languages. The Intersentential Code Switching is switching at the

sentence level. It may serve to emphasize a point made in the other

language, signal a switch in the participants conversation, indicate to

whom the statement is addressed, or provide a direct quote from, or

reference to, another conversation.

Mujiono adds that Metaphorical Code Switching is influenced

by the topics of the conversation and it is not influenced by the social

situation. Wardaugh in Mujiono (2013: 50) explains that metaphorical

code switching has an affective dimension. He explains it more that the

people change the code as they redefine the situation; formal to

informal, official to personal, serious to humorous, and politeness to

15

solidarity. Situational Code Switching occur when the speaker may

speak in one languange in one situation and another in a different

situation. This statement is strengthen with the explanation by

Wardaugh that states Situational Code Switching occurs when the

languages used change according to the situation in which the

conversants find themselves: they speak one language in one situattion

and another in a different one.

Besides the types of code switching above, Hendar (2012: 117)

adds one more of the types of code switching, that is Tag switching.

Tag switching is the first type of code switching that included in

independent elements in a sentence, it can be in interogative sentences

or statement, and can be at the beginning or the end of the sentence.

Romaine in Hendar (2012: 117), states that “this switch can be inserted

anywhere, which do not have too many syntactic limits and the

switching use tags in one language, with rest of utterance in other

language”. Holmes in Hendar states that “tag switching is sometimes

called emblematic switching where the switch is simply an interjection,

sentence filler in other language that serves as an ethnic identity

marker”. Meanwhile Margana, (2009:138) states that Tag switching is

an interjection that can be positioned at the beginning or at the end of

the sentences such as ya, you know, well, by the way, etc.

Hendar classified the Tag switching into two categories they are

Interjection and Sentence filler. She mentioned words that included in

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Interjection such as Wow!, Oy!, D’Oh! Hello!, Hi!, Bye!, Ouch!, Oh.

Mean while, words that included to Sentence filler are like, you know,

well, actually, basically, and literaly. Besides the Interjection and

Sentence filler, Poplack in Sesar adds that there is also found tag

switching in Discourse markers form. The words that included in

Discourse markers are you know, I mean, by the way, hi, okay.

4. Code Switching in song lyrics

Nowadays, we can see that there are many song lyrics that used more

than one languages or called as code switching. Code switching in song

lyrics become a common phenomena, but it is different from the code

switching in a conversation. In conversational code switching, ther are

Psycholinguistically conditioned, which code switching happens in

spontaneus or called as trigger words. Riehl (2005:1946) states that

Psycholinguistically conditioned code-switching, or non-functional code-

switching, is nonintentional, it just “happens” in the conversation of

bilinguals and is promoted by so-called triggerwords, which are defined as

“words at the intersection of two language systems, which, consequently,

may cause speakers to lose their linguistic bearings and continue the

sentence in the other language” (Clyne 1991: 193). Meanwhile, code

switching in song lyrics happen for certein purposes and it is not a

spontaneus one. Nyman (2012:24) states that, code switching in song

lyrics is not spontaneus or intimate by nature. He adds that choosing one

language over another at a particular location is especially emphasized

17

with written code switching, since it requires more conscious effort and

intention. The specific functions and the structural embedding of the code-

switches thus require looking into.

Sarkar et al (2005:2059) state that code switching, as it is artfully

and premeditatedly employed by for instance song writers, can offer

insights into the way languages interact to index, as well as inact. The

collective cultural and linguistic identity of a particular speech community.

The use of code switching in song lyrics certainly is not without any

purposes. By using code switching, the song writers show their identity

and ability in using more than one language. By that way, it is also

possible for them to increase their popularity. Besides those purposes, they

use code switching to beutify the song and harmonize the sound and

rythm. Code switching also funcioned to emphasize the meaning,

expresses shock, request or feeling.

Beacuse of the code switching in song lyrics is different with the

code switching in conversation, so there is no Metaphorical and

Situational code switching. The statements is supported by Daoh,

(2016:14) states that there are three types of code switching in song lyrics

they are Intersentential code switching, Itrasentential code switching, and

Tag switching.

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5. The Function of Code Switching

In the human daily life, the use of code switching is not a new

phenomena, related to the song lyrics, people use the code switching

because of its functions such as:

a.) As the sentence fillers or sentence connectors

b.) As an interjection

c.) To harmonize the sound and rythm

d.) To emphasize the meaning

e.) The repetition used for clarification, to make sure that the messeges is

understood clearly.

f.) To strenghten the request or command.

6. Music

a. Definition of Music

Music is art. An art of organizing tone in coherent sequence so as

to produce a unified and continuous composition, vocal or instruments

sounds possessing rhytm, melody and harmony. Dallin (1994) in

Firdaus, (2013:1) states that generally, music consists of two elements,

sounds as the primary and lyrics as the secondary.

b. Genres of Music

In outline, we can classify the genres of music into two

categories, those are Traditional music and Modern music. Those

categories can be known from its each characteristic. Traditional music

also known as Folk music is songs and tunes which have been

19

performed, by custom over a long periode. Traditional music has close

corelation with certain thraditions and ethnic. It is common to be sung

in traditional events.

On the other hand, Modern music is a philosophical and

aesthetic stance underlying the period of change and development in

musical language that occure around the turn of the 20th century and it

changes and developes by the time. Its main characteristic is the various

of the compound of instruments and the genres. The various genres of

Modern music such as Pop, Rock, Rock Alternative, Punk, Hip–hop etc.

Meanwhile, from the content of Lyrics perspective, Ballard, et.

al., (1999) categorized the genres of music as follows:

1) Heavy metal lyrics often have themes of alienation, retribution, and

angst.

2) Rap lyrics are chanted and accompanied by rhythmic music that may

include dragging a phonograph needle across a record; the lyrics of

rap songs are usually easy to comprehend.

3) Pop music lyrics address a myriad of themes and include references

to sex, violence, drug use, and Satan, or they may contain

objectionable language.

4) Country music emphasizes lyrics while de-emphasizing melody and

tonal complexity, so the songs generally tell a clearer story than rock

songs do.

20

c. Song and Lyric

Meanwhile lyric is compound of words that be in a song to be

sung. Firdaus (2013:2) states that definition of lyric is “Lyrics are

written as a form of interaction between the writer and the listeners.

Most of the times, they carry a message (whatever that might be) with

the purpose of motivating the listeners, at least, to think about it. Such a

purpose and form of interaction are embedded in the cultural context of

these people, according to their musical preferences, time, etc.”

From the statements above, according to the resesearcher song is

art of music that consist of music instrumets and words to be sung

meanwhile the lyric is compound words to be sung in a song.

d. One Ok Rock

One Ok Rock, stylized as ONE OK ROCK (pronounced in

Japanese as “one o’clock) is a Japanese rock band formed in Tokyo,

Japan in 2005. The band currently consists of Takhiro Moriuchi

21

(vocals), Toru Yamashita (guitar/leader), Ryota Kohama (bass), and

Tomoya Kanki (drums).

The musical style. ONE OK ROCK's basic influences are Linkin

Park, Foo Fighters, Good Charlotte, and Ellegarden. The group's initial

idea began when Toru wanted to start a rock band and invited Ryota to

join him. Good Charlotte influences are seen on their first album.

e. Songs review

The first song is Yap, taken from the fourtth album Beam of

Light that released on May, 28, 2008. The song is the last track in the

album, written by the vocalist of the band, Takahiro Moriuchi and

composed by Toru Yamashita, the guitarist also the leader of the band.

This song has high tempo and beat with pop rock music, meanwhile the

lyric tells about the upsetness of a boy who caught up in boredom of

life problems.

The next song is Borderline, taken from the third album entitled

Zeitakubyou that released on Nophember, 21, 2007. Was written by

Takahiro Moriuchi. This song tells about a boy who stucks in boredom

of looking for identity. By the lyrics, the singer expressing the strong

feeling of confusion, and upsetness. The compound of the voice of the

vocalist, the beat of the music instrument can bring the listener to feel

the emotion of the song.

22

The next song is Mr. Gendai Speaker Mr.Gendai Speaker, included in

the fifth album of One Ok Rock entitled Zankyou Reference was released on

October, 5, 2011, the song lyric was written by Takahiro Moriuchi. The song

tells about the development of the technology. No matter how advanced it is,

the the technology cannot touch the deepest feeling of human, that is heart.

By the lyrics, the singer describe about the technology, named Mr. Gendai

whou cannot reach the territorial of the singer. The song also has high tempo

with beautiful rythm.

Meanwhile the last song is Let’s Take It Someday also taken from the

same album with the previous song, that is Zankyo Reference, was released

on October, 5, 2011, the lyric was written by Takahiro Moriuchi. The song

tells about plans for the future, dreams and ambitions. The lyrics is so

inspiring. By the lyrics the singer convincing that there is no impossible

dreams when we will to work hard to make them come true.

7. Teaching Speaking

a. Teaching

According to Brown (2007:7-8). Teaching is guiding and

facilitating learning, enabling the learner to learns, setting the condition

for learnings. Harmer says that teaching means to show somebody how

to do something or to change somebody ideas (2002:56).

23

b. Speaking

There are four skills in English that should be mastered by the

learners, one of them is speaking skill. Mastering speaking skill is very

important, the even it is a necessity to the learners because speaking is

the application of learning a language. A learner can be said succed in

learning a language when he can use it in speaking. It means that the

learner is able to use the language in a proper way so the messeges are

accepted. No matter how good an idea is or how many the vocabulary

he has, if it is not communicated properly, it is not be accepted.

Luoma (2009:9-10), states that speaking as interaction, and

speaking as a social and situation-based activity. All these perspectives

see speaking as an integral part of people’s daily lives.

From the statements above teaching speaking can be defined as an

effort in facilitating the learners in improving the speaking ability. It

means that the teachers have to be able to change the speaking ability of

the students. In the end, the students will be able to select appropiate

words, sentences, rythm and intonation so their speech is accepted in

social setting.

Linse, Nunan (2005:52-61) state that there are some techniques in

teaching speaking such as Audio-lingual Method, Drills, Dialogue,

Fishbowl technique, Communicative Language Teaching, Games,

Talking and Writing Box and not forget to teach about the

Pronounciation and after all, correction of the errors.

24

Meanwhile, ThiTutyetAnh (2015:50), in his international journal,

mentions the principles in teaching speaking as follows:

1) The first principle is that, to make sure the teaching takes place in an

intended way, it is critical to create a high level of motivation (Ur,

1981, p.4). That is the key consideration in the determining the

preparedness of learners to communicate.

2) The second principle is, when students are motivated enough to get

involved in the lesson, teachers should give them the maximum

number of opportunities possible to practice the target language in

meaningful contexts and situations which helps to facilities

acquisition for all learners rather than grammatical explanation or

linguistics analysis (Nunan, 1999:241). It is because learners must

learn to develop the ability to use language to get things done in real

life, outside the classroom.

B. Conceptual Framework

Speaking is one of four skills in English that has to be mastered by the

students. In its practice, speaking means an action of conveying information

or expressing somebody’s taughts and feelings in spoken language. Being

good in speaking Englsih wil give so many advantages, but in fact, there are

many difficulties faced by the students in the process of mastering speaking.

25

Some of their problems in speaking such as lack of self confidence,

lack of vocabulary, and lack of fluency. Those problem is possible to be

started by the uninterested of the students to English. When they are not

interested to study English, automatically to be good in speaking will be very

difficult. Meanwhile, regardles of the purposes, code swtiching is common

phenomenon in teaching English include in teaching speaking.

From the several problems above, the students get many difficulties in

mastering speaking because they are not interested in studying English.

Teaching in a boring way may cause the problem. Based on the explanation

above, the researcher is interested to analyze the code switching in song lyrics

and its applications in teaching speaking in order to make the students more

interested in studying English. it will increase the students ability in speaking.

C. Previous Study

There are two previous studies used in this research related to the

analysis of code switching in song lyrics. The first previous study is a

bachelor thesis by Josefine Kettner entitled I wiru rokku yuu in Japanese, a

study of a language mixing in J-pop lyrics, Lund University, Sweden 2013.

This thesis deals with language mixing phenomena in J-pop lyrics. Since

there is a view of Japan as a monolingual country and code-switching is a

phenomenon occurring in bilingual speech or writing, this thesis will take

these contradictive views into account while providing the reader with

definitions of monolingualism, bilingualism, multilingualism together with

26

different types of language contact such as loanwords, code switching and its

closely related phenomena. The purpose of this thesis is to identify which

type of language contact J-pop lyrics represent, analyze relevant parts of the

sentences grammatically and to analyze the sentences from a sociolinguistic

perspective discussing which category of the language contact phenomena the

language mixing might belong to. The results will be compared to previous

research on the topic.

From the previous study above, the reseacher discovered the similarity

and differeness between the first previous study and this research. The

similarity between the first previous study and this research is both of them

deal with the use of code switching in song lyrics, especially Japanese song

lyric or J-Pop. Meanwhile the differences between them rely on the object of

the study, the first previous is identifying the use of code switching, types of

code switching in J-Pop song lyrics in general meanwhile this research only

focus on the use and the types of code switching found in song lyrics of One

Ok Rock.

The second previous study is an international proceeding conducted

by Masayo Nakamura, entitled Developing Code Switching Patterns of a

Japanese/English Bilingual Child, University of Florida 2005. This research

deals with the use of code switching by the children who moved from Japan

to US, the researcher highlights the development of the children language

especially in using code switching. The purpose of this study is to investigate

children’s developing code switching patterns using two sets of data of a

27

Japanese/English bilingual child collected when the subject was exactly eight

years old (8;0) and other one is when the subject was eight years and eleven

months old (8;11). The result of this research is the frequency of the using

codes in each stages and what types the code sitching used.

The similarity between the second previous study with this research is

both of them are analyze the use of code switching by Japanese native

speakers, the previous study is identifying the use of code switching by

Japanese children who moved from Japan to US, meanwhile this research is

analyzing the use of code switching in Japanese song lyrics. The main

differences between them relies on the object to be analyzed, the second

previous study is analyzing the use of code switching in conversations

meanwhile this research focus on the use of code switching in song lyrics.

28

CHAPTER IIIRESEARCH METHOD

A. Research Design

According to Creswell (2009:1), qualitative research is a means for

exploring and understanding the meaning group ascribed to a social or human

problem. The process of the research involves emerging questions and

procedures, data typically collected in the participant’s setting, data analysis

inductively building from particular to general themes, and the researcher

making interpretations of the meaning of the data.

Sugiyono (2011:13), states that there are characteristics of qualitative

research as follows:

1) Qualitative research has the natural setting as the direct source of data,

and researcher is the key isntrument

2) Qualitative reasearch is descriptve. The data is collected is in the form of

words of pictures rather thn number.

3) Qualitative research are concerned with the process rather than simply

with outcomes or products.

4) Qualitative research tend to analyze their data inductively .

5) “Meaning” is of essential to the qualitative approach.

Meanwhile, Sugiyono described that the program in qualitative

research is like somebody who want to go to vacation, he has known the

29

place where he will go but he has not known about what he would find in that

place. He would know after come into the object by observing the situation

included the human activity etc, then analyzing carefully. On page 19-20

Sugiyono adds that there are some stages of the process of the qualitative

research process: the first stage is known as orientation or description stage

with grand tour question, where the researcher is observing the object in

general. In this stage, the researcher describes what he seen, what he heard, he

felt and he asked.

The second stage known as recudtion or focus stage, where the

researcher reducting the informations the he gets from the first stage. He will

selected the important information and throw the unneeded ones. The

researcher will use the data as the focus of the research.

The third stage is selection. In this stage, the researcher will explain

the focus in more detail. The researcher doing deep analyzing to the data and

informations, so the researcher will find the theme and way to construct the

data into the correct order so it will be easier to be understood.

The process in getting the data or informations in each stage

(description, reduction, and selection) is done circular and repeatly.

Based on the explanation above, the researcher categorizes this

research as descriptive qualitative research, because the data is taken from

words, phrases, clauses, and sentence. The data can also be explained in

utterances by the researcher.

30

B. Data and Data Source

Phenomena in linguistic is not a new thing in human daily life, one of

them is the use of code switching. Dealing with this research, the researcher is

interested to analyze the use of code switching in the song lyric, and the

object of this research is One Ok Rock’s song lyrics those are Yap,

Borderline, Mr. Gendai Speaker, and Let’s Take It Someday.

The researcher chooses the song lyrics of One Ok Rock those are are

Yap, Borderline, Mr. Gendai Speaker, and Let’s Take It Someday as the

source of data. Arikunto (2013:172) says that what is meant of source of the

data in the research is the subject from which data is obtained.

This research concerns about the use of code switching in the song

lyrics. The data source will be analyzed in this research is the utterences of

the lyric which is written in English.

C. Instrument of the Research

Research instrument took an important part in earning the result of the

research. Sugiyono, (2011:222) In qualitative research, the main instrument is

the researcher. As a human instrument, the researcher functioned in deciding

the focus, choosing the informan, collecting the data, analyzing the data,

paraphrasing the data, and making conclussion.

Lincoln and Guba in Sugiyono (2011:223) states that the instrument of

choice in naturalistic inquiry is the human. We shall see that other forms of

instrumentation may be used in later phasesof the inquiry, but the human is

31

the initial and continuing minstay. But if the human nstrument has been used

extensively in earlier stages of inquiry, so that an instrument can be

constructed that is grounded in the data that the human instrument has

product.

According to Nasution in Sugiyono (2011:224), as the instrument of

the research, the researcher has characteristics as follows:

1. The researcher as a sensisitive tool and could react to the whole stimulus

of the environment that should be predicted that it useful or not to the

research.

2. The researcher could adapt to the whole of situation and can gather the

various data in one time.

3. Each situation is a whole. There is no instrument such as test or

questionnaire that can catch the whole situation but the human.

4. Somesituation involves human interction, not only understood by the

knowledge.

5. As the instrument, the researcher can analyze the collected data. interpret

and make hypothesis to decide the direction of the obsevation.

6. There is only human as an instrument who can make conclussion based on

the collected data.

7. Quantitative research, will neglect the respon that cannot be calcuated on

statistic, meanwhile in qualitative reasearch, such the respons will get

more attention by the human as the instruments.

32

From the explanations above, can be seen that in qualitative reasearch,

the main instrument is the researcher. For supporting this research, the

reesearcher also use document of the song lyrics as the supporter instrument

in getting the data. This reasearch is categorized to qualitative research so the

main instrument of this reasearch is the researcher.

D. Technique of Collecting the Data

Sugiyono (2011:222-225) states that there are two main things that

influenced the data quality of the result of research, those are the quality of

the instrument and the quality of the technique in collecting data. Quality of

the instruments related to the validity and the reliability of the instrument,

meanwhile the quality of the technique in collecting data is related to the

accuracy of the ways used in collecting the data. Therefore, the tested

instrument not always produces the valid and reliable data, if the instrument

is not used properly in collecting the data.

In qualitative research, collecting the data is done in natural setting,

the source of the data is primer and the technique of collecting data is more in

observation. Marshall, Gretchen B. Rossman in Sugiyono (2011:225) state

that the fundamental methods relied on by qualitative researchers for

gathering informations are, participation in the setting, direct observation, in-

depth interviewing, document review.

33

Arikunto (2013:193) states that data collection is one of procedure in

systematic research. In general, instruments used to collect data can be

divided into two types, a test and non- test.

Dealing with this research, in collecting the data, the researcher used

non-test and observation. The researcher will observe the song lyrics. The

result of the observation could be achieved by taking notes. Therefore the

researcher use descriptive qualitatve technique.

The steps to collect the data of this research are as follows:

1. Finding the main source, The One Rock’s song lyrics

2. Reading the song lyrics carefully while listening to the song to make sure

that the lyric is correct

3. Finding the Code Switching in the song lyrics

4. Classifying the types of code switching

5. Writing the types of code switching

E. Technique of Analyzing Data

After collecting the data, analyzing data is what need to do to get the

result. In qualitative research, analyzing qualitative data requires

understanding how to make sense of text and images so that you can form

answers to your research questions. In this chapter, you will learn about the

six steps involved in analyzing and interpreting qualitative data: preparing

and organizing the data, exploring and coding the database, describing

findings and forming themes, representing and reporting findings, interpreting

34

the meaning of the findings, and validating the accuracy of the findings

(Cresswell, 2012:236).

According to Creswell (2012:237) there are steps in analyzing the

data, but these steps are not always taken in sequence, but they represent

preparing and organizing the data for analysis; engaging in an initial

exploration of the data through the process of coding it; using the codes to

develop a more general picture of the data— descriptions and themes;

representing the findings through narratives and visuals; making an

interpretation of the meaning of the results by reflecting personally on the

impact of the findings and on the literature that might inform the findings;

and finally, conducting strategies to validate the accuracy of the findings.

Based on the explanations above, in this research, the researcher uses

some steps in analyzing the data, the steps are:

1. Observing the data or information available in data sheet

2. Classifying the data based on the kinds of code switching used

3. Rechecking and making sure all the data are well organized

4. Describing and discussing the code switching used

5. Drawing conclusion based on the data analyzed

F. Unit of Analysis

The unit of the data analysis in this research is the use of code

switching in One Ok Rock’s song lyrics. The song lyrics that will be

analyzed are Yap, Borderline, Mr. Gendai Speaker, and Let’s Take It

35

Someday. The focus of the analysis is the use of three types of code

switching, those are Intersentential code switching, Intrasentential code

switching, and Tag switching.

36

CHAPTER IVRESEARCH FINDING AND DISCUSSION

A. Data Description

This research objective to describe the types of code switching found

in the song lyrics of One Ok Rock those are Yap, Borderline, Mr. Gendai

Speaker and Let’s Take It Someday and the application of the use of code

switching in song lyrics to teach speaking the eleventh grade students of

Senior High School. The researcher found 76 utterances indicated code

switching that used in song lyrics which is 6 utterances in lyric Yap,15

utterances in lyricBorderline, 23 utterances in lyric Mr. Gendai Speakerand

32 in lyricLet’s Take It Someday.The researcher presents the result of the

types of code switching used and put the percentage on the usage of code

switching found in the song lyrics of One Ok Rock, Yap, Borderline, Mr.

Gendai Speaker, and Let’s Take it Somedayto make research finding is clear.

Table 1. Number and Percentage of Code Switching in all the lyrics Yap.Borderline, Mr. Gendai Speaker, and Let’s Take It Someday

No. Types of Code Switching Frequency Percentage1 Intersentential code switching 55 72.40%2 Intrasentential code switching 10 13.10%3 Tag switching 11 14.50%

Total 76 100%

37

To make it easier to be understood, the researcher also provides the data into

diagram.

Diagram 1.

The researcher will give more detail data of the table above in the table

below.

Table 2. Utterances that use code switching in lyric Yap.

No Utterances Types of codeswitching

1 I never want to try to stop it ! Intersententialcode switching

2 There is no one to try to stop it !! Intersententialcode switching

3 Let it go!!! Intersententialcode switching

4 La LaLaLaLa ... Tag switching5 Should I take it to be happy ? Intersentential

code switching6 Do you think that it is better way ? Intersentential

code switching

13,10%

37


diagram.

Diagram 1.


below.








code switching

72,40%

13,10%14,50%

The Use of Code Switching in all of thelyrics

IntersententialCode Switching

IntrasententialCode Switching

Tag Switching

37


diagram.

Diagram 1.


below.








code switching




Tag Switching

38

Table 3. Utterances that use code switching in lyric Borderline

No Utterences Types of codeswitching

1 I can't load my secret codewakaranai mama Intrasententialcode switching

2 ItsumoI'm thinking Ki ninatteshikataganai

kara

Intrasententialcode switching

3 Someone! Tag switching

4 Please take me away Intersententialcode switching

5 I didn't know much about love and happiness Intersententialcode switching

6 I didn't know much about hope and fondness Intersententialcode switching

7 I'm sick of myselfSubetenitaishite Intrasententialcode switching

8 Please tell me when to believe it again Intersententialcode switching

9 No-one knowshontou no shitto shin

womisetakunaikara


10 Don't try to hide your own way Intersententialcode switching

11 I didn't know much about joy and tenderness Intersententialcode switching

12 I didn't know much about truth and faithfulness Intersententialcode switching

13 Subetegaugokudashitadakaramoving for thefuture


14 I didn't know much about love and happiness Intersententialcode switching

15 I didn't know much about hope and fondness Intersententialcode switching

Table 4. Utterances that use code switching in lyric Mr. Gendai Speaker

No UtterancesTypes of code

switching

1Nee Mr.GendaiSPEAKER ima no jitsujouwa Intrasentential

code switching

2I don’t understand this Intersentential

code switching

39

3RensasuruSILENCERmohayaSIMULATOR Intrasentential

code switching

4No one gives me an answer Intersentential

code switching

5Kimochiwadokkatouku no hou e can you reachme?


6Nobody can find me here Intersentential

code switching

7This is my secret place Intersentential

code switching

8No one knows and no one will know Intersentential

code switching

9But I feel like losing senses Intersentential

code switching

10I am in this corner here alone Intersentential

code switching

11SametaNew REALISMkakagetakimi no

koubutsuwakitto


12KimochiwamohayamiatannaiCan you hear

me?!



code switching


code switching


code switching


code switching


code switching

18(Can you hear me now?) Intersentential

code switching


code switching


code switching


code switching


code switching


code switching

40

Table 5. Utterances that use code switching in lyric Let’s Take It Someday

No UtterancesTypes of code

switching

1So what's your treasure? Intersentential

code switching2 Pleasure? Tag switching

3You know what you are? Intersentential

code switching

4Let's take it someday Intersentential

code switching

5Let's make it someday Intersentential

code switching

6It's all up to you Intersentential

code switching


code switching


code switching

9So what's your treasure? Intersentential

code switching

10 Pleasure?? Tag switching

11You show what you are! Intersentential

code switching

12 Woow Tag switching


code switching


code switching


code switching


code switching


code switching

18 Oh yeah! Tag switching

19And I take every moment to reach for another

day

Intersententialcode switching

20I always want to be in the world Intersentential

code switching

21Won't someone tell me about what is not today? Intersentential

code switching

41


code switching



code switching



code switching


28Day by day Intersentential

code switching

29Make my day Intersentential

code switching

30Let’s take it someday Intersentential

code switching

31 Ooh Tag switching


B. Data Analysis

The researcher would like to present the data analysis of the research.

The researcher found the use of code switching in the lyrics. The researcher

summarizes the result of the data in details. To make the reader easy to

understand, the researcher presents the number and the percentage of the use

of code switching in each song lyric in every table below.

Table 6.Numberand Percentage of Code Switching in lyricYap

No. Types of Code Switching Frequency Percentage

1 Intersentential code switching 5 83.30%2 Intrasentential code switching 0 0%3 Tag switching 1 16.70%

Total 6 100%

42

Diagram 2

Based on the table above, the researcher concludes that there are 38

utterances that indicated using code switching, and there are two types of

code switching found in lyric Yap, those are Intersentential code switching5

utterances (83.30%), and Tag switching1utterances (16.70%).

Table 7. Number and Percentage of Code Switching in lyric Bordeline


1 Intersentential code switching 9 60.0%2 Intrasentential code switching 5 33.3%3 Tag switching 1 6.7%

Total 15 100%

Diagram 3

0%

42

Diagram 2








Total 15 100%

Diagram 3

83,30%

0%16,70%

The Use of Code Switching in Lyrics Yap

Intersentential CodeSwitching

Intrasetential codeswitching

Tag Switching

60%33,30%

6,70%

The Use of Code Switching in LyricsBorderline



Tag Switching

42

Diagram 2








Total 15 100%

Diagram 3

The Use of Code Switching in Lyrics Yap


Intrasetential codeswitching

Tag Switching



Tag Switching

43

Based on the table above, the researcher concludes that there are

15utterancesthat indicated using code switching, and there are three types of

code switching found in lyric Borderline, those are Intersentential code

switching9 utterances (60%), Intrasentential code switching5 utterances

(33.30%), and the last is Tag switching 1 utterances (66.70%).

Table 8. Number and Percentage of Code Switching in lyric Mr. GendaiSpeaker

No. Types of Code Switching Frequency Percentage1 Intersentential code switching 18 78.20%2 Intrasentential code switching 5 21.80%3 Tag switching 0 0%

Total 23 100%

Diagram 4

Based on the table above, the researcher concludes that there are23

utterances that indicated using code switching, but there only two types of

code switching found in lyric Mr. Gendai Speaker, those are

The Use of Code Switching in lyricsMr.Gendai Speaker

43








Total 23 100%

Diagram 4




78,20%

21,80%

0%

The Use of Code Switching in lyricsMr.Gendai Speaker


Intrasenential CodeSwitching

Tag Switching

43








Total 23 100%

Diagram 4





Intrasenential CodeSwitching

44

Intersententialcode switching 18 utterances (78.20%), and Intrasentential

code switching5 utterances (21.80%).

Table 9. Number and Percentage of Code Switching in lyric Let’s Take ItSomeday

No. Types of Code Switching Frequency Percentage1 Intersentential code switching 23 71.90%2 Intrasentential code switching 0 0%3 Tag switching 9 28.10%

Total 32 100%

Diagram 5

.



Total 76 100%

0%

The Use of Code Switching in Lyrics Let'sTake It Someday

44





Total 32 100%

Diagram 5

.



Total 76 100%

71,90%0%

28,10%

The Use of Code Switching in Lyrics Let'sTake It Someday



Tag Switching

44





Total 32 100%

Diagram 5

.



Total 76 100%



Tag Switching

45

Diagram 6


76utterencess that indicated using code switching in the three song lyrics. The

lyrics used three types of code switching those are Intersentential code

switching 55utterances (72.40%), Intrasentential code switching 10

utterances (13.10%) and the last is Tag switching 11 utterances (14.50%).

C. Discussion

Discussion is the main part in this research. Here, the researcher

provides the result of the analysis in finding the types of code switching

found in song lyrics Yap, Borderline, Mr. Gendai Speakerand Let’s Take it

Someday,andits application to teach speaking the eleventh grade students of

senior high school. There are three types of code switching used in the song

lyrics. The detail explanations are as follows:

1. Intersentential code switching

Intersentential code switching is switching at sentence boundaries.

This is seen most often between fluent bilingual speakers. In the song

45

Diagram 6






C. Discussion










72,40%

13,10%14,50%




Tag Switching

45

Diagram 6






C. Discussion













Tag Switching

46

lyrics the researcher found 55 utterances categorized to this type. It is

72.40% from 76 utterances. They are as follows:

Table 11.Intersentential code switching utterances

No. Utterences1 I never want to try to stop it !2 There is no one to try to stop it !!3 Let it go!!!4 Should I take it to be happy ?5 Do you think that it is better way ?6 Please take me away7 I didn't know much about love and happiness8 I didn't know much about hope and fondness9 Please tell me when to believe it again10 Don't try to hide your own way11 I didn't know much about joy and tenderness12 I didn't know much about truth and faithfulness13 I didn't know much about love and happiness14 I didn't know much about hope and fondness15 I don’t understand this16 No one gives me an answer17 Nobody can find me here18 This is my secret place19 No one knows and no one will know20 But I feel like losing senses21 I am in this corner here alone22 Nobody can find me here23 This is my secret place24 No one knows and no one will know25 But I feel like losing senses26 I am in this corner here alone27 (Can you hear me now?)28 Nobody can find me here29 This is my secret place30 No one knows and no one will know31 But I feel like losing senses32 I am in this corner here alone33 So what's your treasure?34 You know what you are?35 Let's take it someday36 Let's make it someday37 It's all up to you38 Let's take it someday

47

39 Let's make it someday40 So what's your treasure?41 You show what you are!42 Let's take it someday43 Let's make it someday44 It's all up to you45 Let's take it someday46 Let's make it someday47 And I take every moment to reach for another day48 I always want to be in the world49 Won't someone tell me about what is not today?50 Let's take it someday51 Let's make it someday52 It's all up to you53 Day by day54 Make my day55 Let’s take it someday

The utterances above included in Intersentential code switching

because the utterences changes in sentence level. As we have known that


Data analysis of intersentential code switching

a. The utterance is Intersentential code switching. We can see that the

switching occurs after the first utterence completed.

Heizen to hitonimuketakotoba to iuna no kikanjyuuwo(The gun named for the man calmly words)Uchimakuruanatawo mite soko de kizutsukuhitogaiyoutomo(No matter where people hurt to see you shoot up)

“I never want to try to stop it !”(utterance no.1)

The italic words are included Intersentential code switching or

switching at sentence level. Switching at sentence level means that

the alternation in a single discourse between two languages, where

48

the switching occurs after a sentence in the first language has been

completed, and the next starts in a new language or in the other

hands, Intersentential code switching occurs between a different

number of sentence.

b. The utterance is Intersentential code switching. We can see that the

switching occurs after the first utterance completed.

Dore dake no seigigakonoyo de akuhe to kawaru no kana ?(Or do such justice to the evil in this world how much?)La LaLaLaLa ...

“Should I take it to be happy ?”(utterance no.4)

The italic words are included Intersentential code switching or

switching at sentence level. Switching at sentence level means that

the alternation in a single discourse between two languages, where

the switching occurs after a sentence in the first language has been

completed, and the next starts in a new language or in the other

hands, Intersentential code switching occurs between a different

number of sentence.

c. Intersentential Code Switching that involvesaswitch at a clause or

sentence boundary where each clause or sentence is in onelanguage

oranother.

ItsumoI'm thinking Ki ninatteshikataganaikara(I'm thinking not always the way from the mood)Someone!

“Please take me away “(utterance no.6)

49

The utterance so this is heartache in the lyrics above includes

Intersentential code switching because it is not a part of the next

sentence. It shows that the utterance is switching at sentence level.

d. Intersentential code switching is switching that occurs in sentence

level. The aswitch can be at a clause or sentence boundary where

each clause or sentence is in onelanguage oranother. To make the

explanation clear, the researcher gives the example of it in the

utterances of lyric below:

Hitowaima made hanshinhangi de miteita(Until now it was half-hearted people in)I'm sick of myselfSubetenitaishite(I'm sick of myself for all)

“Please tell me when to believe it again”(utterance no. 9)

The example of the utterances above shows that the sentence in

English is different sentence with the uterance in Japanese.

e. Intersentential code switching is switching that occurs in sentence

level. The aswitch can be at a clause or sentence boundary where

each clause or sentence is in onelanguage oranother. To make the

explanation clear, the researcher gives the example of it in the

utterances of lyric below:

Mouseigyofunouhijoujitaimaru de kokoroarazumitai(Another uncontrollable strange situation, though no heartwants it)

50

Kimochiwadokkatouku no hou e Can you reach me?(Feelings in the distance, can you reach me?)

“Nobody can find me here”(utterance no. 17)

In the utterances above, we can see that the singer switch from

English to Japanese and Japanese to English in different utterances.

It shows that the lyric is included in Intersentential code switching

2. Intrasentential code switching

Intrasentential code switching, the shift is done in the middle of the

sentence, with no interuptions, hesitations of pauses indicating a shift.

Different types of switch occur within the clause level including the word

level. In the song lyrics the researcher found 8utterances categorized to

this type. It is 8% from 102 utterences. They are as follows:

Table 12.Intrasentential code switching utterances

No. Utterences1 I can't load my secret codewakaranai mama

2 ItsumoI'm thinking Ki ninatteshikataganaikara

3 I'm sick of myselfSubetenitaishite4 No-one knowshontou no shitto shin womisetakunaikara5 Subetegaugokudashitadakaramoving for the future6 Nee Mr.GendaiSPEAKER ima no jitsujouwa7 RensasuruSILENCERmohayaSIMULATOR8 Kimochiwadokkatouku no hou e can you reach me?9 SametaNew REALISMkakagetakimi no koubutsuwakitto

51

10 KimochiwamohayamiatannaiCan you hear me?!

Data analysis of Intransentential code switching

a. Intrasentential code switching, the shift is done in the middle of the


Darekaniaisaretakiokuwanai(Remember that someone does not love )

“I can't load my secret codewakaranai mama”(I can't load my secret code without knowing)(utterance no.1)

The utterance above included in Intrasentential level because the italic

word is an English word meanwhile the sentence started in Japanese.

The shift is in word level.

b. Intrasentential code switching, the shift is done in the middle of the


To make the explanation be clearer, the researcher will give more

analysis of the utterances below:

Pankushisounaomoiwodousureba ii?(So I do feel a flat tire?)

“ItsumoI'm thinking Ki ninatteshikataganaikara”(I'm thinking not always the way from the mood)(utterance no.2)

52

c. The utterance above included in Intrasentential level because the italic

words are English word meanwhile the sentence started in Japanese.

The shift is in phrasa level.

Please tell me when to believe it againKyoukaisengahakkirishinaikarakiro demo gaiteru(Atypical is not clear from the crossroads at the border)

“No-one knowshontou no shitto shin womisetakunaikara”(No-one knows the real from jealousy do not want)(utterance no.4)

The utterance above included in Intrasentential level because the italic

words are English word meanwhile the sentence started in Japanese.

The shift is in clause level.

3. Tag switching

Tag switching can be inserted anywhere such as interjection or

sentence filler. It can be also as discourse markers. In the song lyrics the

researcher found 20 utterances categorized to this type. It is 20% from

102 utterances. They are as follows:

Table 13.Tag switching utterances

No. Utterences1 La LaLaLaLa ...2 Someone!3 Pleasure?4 Pleasure??5 Woow6 Oh Yeah!7 Woow8 Woow

53

9 Woow10 Oohh11 Woow

Tag switching can be inserted anywhere such as interjection or

sentence filler. It is in independent elements in a sentence. Tag switching

is sometimes called emblematic switching where the switch is simply an

interjection, sentence filler and also discourse markers. Words that

include interjection such as wow, oh, hi etc., include sentence filler such

as well, ok, you know, etc., and as discourse markers such as so, by the

way, alright, etc.

Data analysis of Tag Switching

a. As an independent element, tag switching can be functioned fit with

the needed. As an interjection, tag switchingmight functioned to

express shocked, amazed, attracted, but related with song, tag

switching may functions to beautify the song and balance the rythm

and sound.

Shinjitsu no kawarini USO de hitogashiawaseninarunara(If people would be happy with the truth instead of lies)

Dore dake no seigigakonoyo de akuhe to kawaru no kana ?(Or do such justice to the evil in this world how much?)

“La LaLaLaLa ..”(utterance no.1).

54

The words in italic included Tag switching because the words is

independent element and in the song lyric, the word functioned to

beautify the song and balance the sound and rhythm.

b. Tag switching also functioned as discourse markers that can be

inserted at the beginning or at the end of the sentence.

ItsumoI'm thinking Ki ninatteshikataganaikara(I'm thinking not always the way from the mood)

“Someone! “(utterance no.2)

The italic word is an Englishword,it starts the Japanese sentence

and functioned as discourse marker.

c. Tag switching can be inserted at the end of the sentence, and

functioned as discourse markers. To make the explanation be clearer,

the researcher give the analysis of the utterance below:

You show what you are!kimidakegashitteirumichishirubenisotte(signpost along only you know)

“Woow”(utterance no.5)

The utterances included Tag switching because the italic words

functioned as discourse markers which the utterances that showing

the sadness of the song, is like the singer talk to the singer’s girl.

Based on the discussion above, the researcher concludes that the

mostdominant type of code switching found in lyrics KimishidaiRessha,

55

Hearache, and Pierce is Intersentential code switching, it is 74 utterances

( 72%) from total 102 utterances, meanwhile Tag switching, the researcher

found 20 utterances or 20% from total utterances, and there are only 9

utterances of Intrasentential code switching or only 8% from total

utterances that indicated code switching.

D. The Application of Code Switching Found in the song lyrics to Teach

Speaking at the Eleventh Grade Students of Senior High School

The researcher applied the code switching in song lyrics toteach

speaking about expressions of asking and giving opinion at the eleventh grade

students of senior high school. In this study, the researcherwill describe the

application of analysis code switching utterances to teach speaking. This

study only focuses in how to apply the code switching from the 76 utterances.

In teaching learning activity, the interesting way in teaching takes

important part, in this case, the researcher use song lyric as the mediator to

attract the student’s willingness in learning English. When the students

attracted, it will be easier for them to receive the material.

In the song lyrics, there are many utterances that can be applied in

teaching speaking. Related with English subject, the researcher chooses

bilingual song lyrics Japanese-English and use the utterances in English to

teach speaking about expressions of asking and giving opinion. The

utterances that will be used is the utterances in English.The election of the

56

song lyric also fitwith the curriculum so that it will suitable to teach without

any misleading utterances.

Based on the explanation above, the researcher concludes that the use

of code switching in song lyrics can be applied in teaching speaking about

expressions of asking and giving opinion at the eleventh grade students of

senior high school.

57

LESSON PLAN

School name : SMA N 1 MIRIT

Subject : English

Class/Semester : XI/1

Topic : Expression of asking and giving opinion

Skill : Speaking

Year : 2017/2018

Time Allocated : 2 x 2 JP (180 minutes)

A. Core Competence

1. Comprehending and applying religious values.

2. Comprehending and applying the values of honesty, self-

discipline,responsibility, care (mutual aid, cooperation, tolerance,

peace),polite, responsive and proactive; demonstrating such attitudes

insolving various problems in interacting effectively with the

socialand natural environment as well as in being a model in the

globalsociety.

3. Understanding, applying, analyzing factual, conceptual andprocedural

knowledge based on the interest in science, technology, arts, culture

and humanities with humanistic, nationalistic, andcivilized insights in

relation to the causes of phenomena andevents; applying procedural

knowledge in desired specific field ofstudies in solving problems.

4. Processing, analyzing, and presenting developments of the

concreteand abstract domains of the learned materials; being able to

applyvarious methods according to scientific principles.

58

B. Basic Competence

3.1 Analyzing the social functions, the structure and language featuresof

expressing opinion, according to thecontexts.

4.1 Constructing spoken and written text to express, ask, and respond

expressing opinion according to its social functions, text structure, and

proper languagefeatures, according to thecontexts.

C. Indicators

3.1.1 Identify the social functions, the structure and language

featuresofexpressing opinion, according to thecontexts.

4.1.1 Make oral and written text to express, ask, and respond expressing

opinion according to its social functions, text structure, and proper

languagefeatures, according to thecontexts.

D. Learning Goals

1. Students are able to identify, discuss, and use the social functions, the

structure andlanguage features of expressing opinion according to the

contexts.

2. Students are able to use, arrange, and analyzeexpressing opinion to

carry out transactional and functional communication in right and

appropriate contexts,with full responsibility, care, cooperation, and

peace.

3. Improve vocabulary.

59

E. Teaching Materials

1. Expression asking and giving opinion

Social Functions: Maintain interpersonal relationships with teachers,

friends, and others.

In general, opinion is a view, a judgement, viewpoint, or

statement that is not conclisive. It may deal with subjective matters in

which there is no conclusive finding. What distinguishes fact from

opinion is that facta are more likely to varifiable, i.e. can be agreed to

by the consensus of expert.

In daily life, transactional and functional communicationoften

happen as oneof the key to maintain interpersonal relationships with

teachers, friends, and others. When giving asking and giving opinion

to others, we must politely, sincerely, and attractively. The manners

work aswell for asking and giving opinion. They are some expressions

that we can use to ask and give opinion.

Askingopinion Giving Suggestion

What do you think...? I think...

What is your opinion

of....?

In my opinion......

What do you think

of.....?

If you asked me, this

one is....

How’d you feel

about....?.

I feel....

What are your views

on....?

In my view...

60

Where do you stand

on...?.

I tell you hat I think....

Do you think it is

better way?

I think so.

How about....? I guess...

F. Teaching Method

Discussion

Role play

G. Media, Tools, and Sources of Material

Media : Power Point Presentation, Record, speaker, song

lyrics

Tools : Laptop and LCD

Source of Material : CD/Audio/VCD

www.dailyenglish.com

http://americanenglish.state.gov/files/ae/resource_

files

http://learnenglish.britishcouncil.org/en/

H. Learning Activities

1. Pre-activity (10 minutes)

a. Preparing students to follow the learning process such as praying,

attendance, preparing textbooks.

61

b. Motivate students to care about the problem of friends by giving

advice.

c. Explain the learning objectives or basic competencies to be

achieved; and conveying material coverage and explanation of

activity description according to syllabus.

2. Main Activities (75 minutes)

Observing (15 minutes)

a. Students pay attention to the video contain dialogue about asking

and giving opinionwhich are showed by theteacher.

b. With teacher’s guidance, students discuss expression of asking

and giving opinion in the song lyric.

Questioning (10 minutes)

a. With teacher’s guidance, the students ask somequestions about

expression of asking and giving opinion.

Exploring (15 minutes)

a. Students seek information by reading the lyricsabout expressions

of asking and giving opinion.

b. Students practice using expression of asking and giving opinion

in pairs.

c. Students seek other sources related expression of asking and

giving opinion.

Associating (10 minutes)

62

a. Teacher asks every pair to make a dialoguerelated to the

materials.

Communicating (20 minutes)

a. Teacher asks every pair to perform thedialogue in front of the

class.

b. Teachergives confirmation about theperformance of the

presentation.

3. Post Activities (5 minutes)

a. Teacher gives the assignment to studentsto find another song

lyrics that contains English expressions of asking giving opinion.

b. Teacher closes the learning by prayingtogether.

I. Assessments

Knowledge assessment : assignment

Instruction : Find 3 examples of expression asking and

giving opinion, then give explanationabout

the meaning of expression.

Scoring:

No. Aspects Score

1. The advertisement and its slogan. 0 – 25

2.

The meaning of the slogan:

Very Good : 15

Good : 10 – 14

Fair : 5 – 9

Poor : 0 – 4

0 – 75

Maximum Score 100

63

Skill assessment : Make a group consist of two students and

every groupmakes a dialogue which shows

expression of asking and giving opinion.

Scoring:

No. Aspects Score

1. Content 0 – 20

2. Pronunciation 0 – 20

3. Fluency 0 – 20

4. Expression 0 – 20

5. Grammar 0 – 20

Maximum Score 100

68

CHAPTER VCONCLUSION AND SUGGESTON

A. Conclusion

Based on the research findings and discussion in the previous

chapter,the researcher is able to conclude that:

1. There are three types of code switching and 76 utterances found in

song lyricsYap, Borderline, Mr. Gendai Speakerand Let’s Take It

Somedayby One Ok Rock; they are Intersentential code switching as many

as 55 utterances (72.40%), Intrasentential code switching, 10 utterances

(13.10%), and the last is Tag switching, 11 utterances (14.50%).

2. The code switching found in song lyricsYap, Borderline, Mr. Gendai

Speakerand Let’s Take It Someday by One Ok Rock by One Ok Rock can

be applied inteaching speaking about expressions of asking and giving

opinion at the eleventh grade students of Senior HighSchool.

B. Suggestion

Based on the research finding, the researcher tries to give

somesuggestions after she finishes this research. The suggestions are listed

below:

1. For the Students

The researcher hopes that the students of Senior High School will know

code switching, because it can be used in studying English. the researcher

69

also hopes this research can inspire the students to use song lyrics as a tool

to improve the speaking skill. The study will be more interesting and

enjoyable for them. With it, the material will be easier to be understood.

2. For the Teachers

To get students’ interest, the teachers have to make a creative activity

inteaching-learning process. The code switching found in song lyrics Yap,

Borderline, Mr. Gendai SpeakerandLet’s Take It Someday by One Ok Rock

by One Ok Rock can be applied to teach speaking because it is very useful

to createan appropriate atmosphere in attracting the student’s interest.The

teachers will get new information about using song lyrics to teach and

improve the speaking skill of the students.

3. For Other Researchers

The researcher hopes this research can give stimulus to other researchersto

conduct research which has similar topic as the researcher has donefrom

other resources.

REFERENCES

Arikunto, Suharsimi.2013. ProsedurPenelitianSuatuPendidikanPraktik. Jakarta:PT RinekaCipta

Ballard et al. 1999. Genre of music and lyrical content: expectation effects. TheJournal of Genetic Psychology, 160(4): 476-487. (Dec 1999) Published byTaylor & Francis (ISSN: 1940-0896).

Brown, H. Douglas. 2007. Principles of Language Learning and Teaching. NewYork. Pearson Education.

Creswell, John. W. 2009. Research Design: Qualitative, Quantitative, and MixedMethods Approaches.Los Angeles: SAGE Publications.

_________________. 2012. Educational Research: Planning, Conducting, andEvaluating Quantitative and Qualitative Research. New York: Pearson.

Daoh, Norma. 2016. An Analysis of Code Switching in the Lyrics of BirdThongchai Mcintrye’ songs.Thesis. Universitas Islam Negri MaulanaMalik Ibrahim. Malang.

Firdaus, Edwan Ali. 2013. Textual Meaning in Song Lyrics. Passage. 1(1), 99-106

Hendar and Yunita, Tina Sesar. 2012. Penggunaan Alih Kode Dalam ProgramSiaran Sal (Shine After Lunch) Di Radio Ardan 105.9 Fm Bandung.Prosiding. Seminar Nasional Bahasa 2012 – Fakultas Bahasa UniversitasWidyatama 9 Mei 2012-Call for Paper

Linse, Caroline T. 2005. Practical English Lanuage Teaching: Young Learners.New York. McGraw-hill Companies.Inc.

Luoma, Sari. 2009. Assessing Speaking. United Kingdom. University Press,Cambridge

Margana. 2009. Analisis Gramatika Alih Kode dari Bahasa Inngris ke BahasaIndonesia atau Sebaliknya.diksi Jurnal Ilmiah Bahasa, Sastra dan

Pengajarannya.FBS Universitas Negeri Yogyakarta. ISSN 0854-2937.Vol.:16 No. 2

Mesthrie, Rajend et al. 2004. Introducing Sociolinguistic (second edition).Germany. Bercker GmbH.

Mujiono. et al. 2013. Code Switching in English as Foreign Language InstructionPracticed by the English Lecturers at Universities. International Journal ofLinguistics. Vol. 5, No. 2. ISSN 1948-5425

Mukenge, Clemencliana. 2012. A Discourse Analysis of the Use of CodeSwitching in the Film Yellow Card. International Journal of Linguistics. ,Vol. 4, No. 4. ISSN 1948-5425

Nakamura, Masayo. 2005. Developing Codeswitching Patterns of aJapanese/English Bilingual Child. ISB4: Proceedings of the 4thInternational Symposium on Bilingualism, ed. James Cohen, Kara T.McAlister, Kellie Rolstad, and Jeff MacSwan, 1679-1689. Somerville,MA: Cascadilla Press.

Riehl, Claudia Maria. 2005. Code-switching in Bilinguals: Impacts of MentalProcesses and Language Awareness. ISB4: Proceedings of the 4thInternational Symposium on Bilingualism, ed. James Cohen, Kara T.McAlister, Kellie Rolstad, and Jeff MacSwan, 1945-1959. Somerville,MA: Cascadilla Press.

Sarkar, Mela and Lise Winer. 2006. Multilingual Codeswitching in Quebec Rap:Poetry, Pragmatics and Performativity. International Journal ofMultilingualism. 1479-0718/06/03 173-20 $20.00/0. Vol. 3 No. 3

Sugiyono. 2011. Metode Penelitian Kuantitatif Kualitatif dan R&D. Bandung.Alfabeta

ThiTuyethAnh, Nguyen. 2015. The Key Principles for Development of Speaking.International Journal on Studies in English Language and Literature(IJSELL) Volume 3, Issue 1, January 2015, PP 49-53 ISSN 2347-3126(Print) & ISSN 2347-3134 (Online) www.arcjournals.org

Wardaugh, Ronald. 2006. An Introduction to Sociolinguistic (fifth edition). UnitedKingdom. TJ International ltd.

APPENDICES

SEMUA KOMPETENSI KEAHLIAN SILABUS – BAHASA INGGRISHalaman 1 dari 19

SILABUS

NAMA SEKOLAH : SMK CIPTA KARYA PREMBUNMATA PELAJARAN : BAHASA INGGRISKELAS/SEMESTER : X / 1 - 2STANDAR KOMPETENSI : Berkomunikasi dengan Bahasa Inggris setara Level NoviceKODE KOMPETENSI : AALOKASI WAKTU : 148 jam X 45 menit

KOMPETENSI DASAR INDIKATOR MATERI PEMBELAJARAN KEGIATANPEMBELAJARAN PENILAIAN

ALOKASI WAKTUSUMBER BELAJAR

TM PS PI

1. 1 Memahamiungkapan-ungkapan dasarpada interaksisosial untukkepentingankehidupan

Ucapan salam (greetings)pada saat bertemu danberpisah digunakansecara tepat

Memperkenalkan dirisendiri dan orang laindiperagakan dengantepat

Berbagai ungkapanterima kasih danresponnya digunakansecara tepat

Berbagai ungkapanpenyesalan danpermintaan maaf sertaresponnya diperagakansecara tepat

Greetings and leave takings− Good morning.− How are you?− I’m fine, thanks− See you later.

Introducing− May I introduce myself. I

am Budi.− Ani, this is Ida.− Nice to meet you.

Thanking− Thank you very much.− You are welcome.

Apologizing− I am sorry for ...− Please forgive me ..

Grammar Review− Personal Pronoun(Subject & possessive) I – my You – your

− Simple Present Tense :to be & Verb 1

Listening− About greetings,

introducing, thanking,leave takings, andapologizing

− Listening for information− Dictation

Speaking− Saying greetings,

introducing, thanking,leave takings, andapologizing

− Role playing, dialogues,introducing, thanking,leave takings, andapologizing

− Telling one’s self Reading for information

− Short passages− Dialogues

Writing− Completing dialogues− Arranging jumbleddialogues− Composing dialogues

Tes lisan: Memperagaka

n dialogsecaraberpasangan

Tes tertulis: Melengkapi

dialog

9 Global Access to the Worldof Work

English for Hotel Services Grammar in Use




TM PS PI

1.2 Menyebutkanbenda-benda,orang, ciri-ciri,waktu, hari, bulan,dan tahun

Nama-nama benda dankata yangmendeskripsikan bendayang terkait denganwarna, bentuk, asal(origin), ukuran, bahan,jumlah dan kualitasdisebutkan dengan tepat.

Kata-kata yangmendeskripsikan orangyang terkait denganprofesi, kebangsaan, ciri-ciri fisik, kualitas, danaktifitasnya disebutkandengan tepat.

Waktu (time of the day),nama-nama hari/tanggal,bulan, tahun disebutkandengan tepat.

Adjectives showingcolours, quality, size,shape, age, origin,material- green, good, big, old,

Indonesian, wooden,dsb.

Profession, nationality Adjectives showing

physical (appearance),non-physical(characteristic)- beautiful, humorous dsb

Nouns showing time, day,date, month, year- six o’clock, Sunday, 1st

of May, July, 2006 Grammar review:

− Singular – plural nouns.(book – booksbox - boxeschild – childrenfish – fish)

Listening− Matching pictures with

words− Dictation− Listening for information

Speaking:− Naming objects, quality

of objects and persons,professions,nationalities, and timeof the day.

Reading:− Reading for information

Writing:− Completing passages

with suitable words

Tes lisan− Mendes-

kripsikangambarsecaralisan

Tes tertulis− Meleng-

kapikalimat

− PilihanGanda

− Memberilabelpadagambar

− Menja-wab per-tanyaancerita.

12 Breakthrough Global Access to the World

of Work Person to Person Grammar in Use




TM PS PI

1.3 Mendeskripsikanbenda-benda,orang, ciri-ciri,waktu, hari, bulan,dan tahun

Bilangan (cardinal /ordinal) digunakandengan tepat dalamberbagai konteks.

Kata-kata dirangkaidengan tepat untukmendeskripsikan bendaberdasarkan warna,bentuk, asal (origin),ukuran, bahan, jumlahdan kualitas.

Kata- kata dirangkaidengan tepat untukmendeskripsikan orangyang terkait denganprofesi, kebangsaan, ciri-ciri fisik, kualitas, danaktifitasnya.

Kata-kata dirangkaidengan tepat untukmendeskripsikan suatukejadian berdasarkanwaktu (time of the day),nama-nama hari/tanggal,bulan, tahun.

Cardinal and ordinalnumbers− ten, twenty, first, fifth,dsb

Adjectives of quality: good,beautiful, dsb

Adjectives of size: big,small, dsb.

Adjectives of shape: round,straight, dsb.

Adjectives of age: old, new,dsb.

Adjectives of colour: blue,red, dsb.

Nationality, profession− John is an American.− He is a very busy chef

Adjective in series: Abeautiful big U-shapedwooden house.

Description of events:The accident happened atnine PM on Monday, the26th of July 2006.

Antonym / synonym

Listening:− Matching pictures with

words.− Dictation− Listening for information

Speaking:− Describing things,

people, profession, andnationalities

− Telling numbers,responding to questionsabout numbers.

− Discussing things basedon physical appearance.

− Role playing dialogues Reading:

− Understanding anddiscussing passages.

Writing:− Describing things− Matching numbers and

the way they are said.− Arranging jumbled

paragraphs.− Composing dialogues

involving the use ofnumbers in variouscontexts

− Writing paragraphsbased on pictures.

Tes lisan− Mendes-

kripsikangambar

− Menyebut-kan waktu,bilangan.

− Menceritakankejadiansecaralisan.

Tes tertulis:- Pilihan ganda- Menjodoh-

kangambar.

- Menyusunparagraphpendek.

21 English for Hotel Services International Hotel English Person to Person Grammar in Use Posters or pictures from

magazines or newspapers




TM PS PI

1.4 Menghasilkantuturan sederhanayang cukup untukfungsi-fungsi dasar

Ungkapan penyesalandan permintaan maafserta pemberianresponnya disampaikandengan tepat.

Ungkapan simpati sertapemberian responterhadapnya disampaikandengan tepat

Ungkapan berbagaiperasaan disampaikandengan tepat

Ungkapan permintaandan pemberian ijindisampaikan dengantepat

Ungkapan perintah danpermintaan digunakansecara tepat.

Ungkapan penawaranbarang dan jasadigunakan secara tepat.

Words and expressions used toshow regrets and apologies:

- I’m sorry that ... Words and expressions used to

express sympathy:- I’m sorry to hear that ..

Adjectives for expressingfeelings:- happy, terrible, sad, etc

Adjectives ‘ –ing’ vs ‘-ed’- boring ›‹ bored

Adjective set expressions- get bored; turn bad, etc

Subject – verb agreement:- John is very happy to see

you. Words and expressions used in

asking for and givingpermission:- May I use the phone?- You can leave now.

Grammar: Modals + Auxiliary Expressions and verb forms

used in commands andrequests:- Can you lend me a pen,

please?- Come here!; Stand up!

Responses to commands:- Yes, I will.- Certainly.

Expressions used for offeringthings and services.- Would you like to have some

tea?- Would you like to taste this

food?

Listening:− Dictation− Listening for information− Completing passages

Speaking:− Pronunciation practice− Dialogue practice− In pairs, creating and

practising dialoguesdealing with regret andapoligies, simpathy,asking for and givinginformation, offeringthings and services.

− Expressing feelingsabout certain events

Reading:Reading for information:− Dialogues− Stories which stimulate

readers’ emotion Writing:

− Completeing Dialogues− Rearranging jumbled

dialogues− Composing short stories

(good or badexperiences)

Tes lisan− Dialog− Merespon

pernyataan Tes tertulis− Melengkapi

kalimat− Membuat

kalimatberdasarkangambar.

− Menyusuncerita.

22 Global Access to the Worldof Work

American Business English Person to Person Grammar in Use




TM PS PI

1.5 Menjelaskan secarasederhana kegiatanyang sedangterjadi

Peristiwa yang sedangterjadi diceritakandengan tepat sesuaidengan waktu dantempat kejadian.

Pernyataan denganmenggunakan ”thereis/are” disampaikandengan tepat sesuaidengan waktu dantempat kejadian.

Pertanyaan tentangperistiwa yang sedangterjadi disampai-kandengan tepat

Pengungkapan perasaan/ pendapat tentangperistiwa yang sedangterjadi disampaikandengan tepat

Words and expressions usedin the context of telling ordescribing events.- The students are cleaning

the foor.- When you arrive, the

guests will be travellingaround the city.

Grammar: Presentcontinuous, futurecontinuous.

Sentences using ‘there + be’ Prepositions: in, on, at,

under, etc.- There is a napkin on the

table Questions about events:

- How/When did ithappen?

Expessions of feelings /opinions concerning anevent- I was very shocked to

learn about the numberof the victims.

Listening:− Matching pictures and

sentences.− Completing passages

Speaking:− Pronunciation practice− Dialogue practice telling

what’s happening inpictures.

− Giving responses to theevents shown inpictures, films, ordramas.

− Dialogue practice using“there”

Writing:− Writing short

paragraphs based onpictures.

Tes lisan− Menceritakan

gambar− Dialog

Tes tertulis− Melengkapi

kalimat− Menjawab

soal cerita.− Membuat

kalimatberdasarkangambar.

22 American Business English Person to Person Pictures from newspapers

or magazines Breakthrough




TM PS PI

1.6 Memahami memodan menusederhana, jadwalperjalanankendaraan umum,dan rambu-rambulalu lintas

Pesan ditulis dalambentuk memo denganbenar.

Memo yang sudah adadijelaskan dengan tepat.

Menu ditulis dandijelaskan dengan tepat.

Tanda-tanda danlambang (misalnya:rambu lalu lintas)dijelaskan dengan benar.

Berbagai macam jadwal(time table) dibuat dandijelaskan dengan benar.

Bentuk kata sifat danketerangan digunakansecara tepat untukmembandingkan sesuatu.

Samples of memo Sample of menu Words and expressions to

explain signs and symbols:- That “P” sign means that

you can park here.- The symbol “Lady” means

that the toilet is forwomen.

- “No smoking” means thatyou are not allowed tosmoke in that area.

Samples of time table andschedule

Degrees of comparison:- Bus is fast.- Train is faster than the

bus.- Plane is the fastest of all.- Travelling by plane is

more convenient thantravelling by bus.

Pronouns and ReportedSpeech

Listening− Dictation− Completing memos and

menus− Matching pictures based

on signs, symbols, timetables and schedulesgiven.

Speaking− Pronunciation practice− Dialogue practice

involving memos,menus, signs, symbols,time tables andschedules

− Making sentences usingdegrees of comparison,pronouns and reportedspeech.

Writing− Completing time tables

and schedules− Writing sentences using

comparative degree,pronouns and reportedspeech.

− Composing memos andmenus.

Tes lisan− Menjawab

pertanyaansecara lisan

− Menjelaskanjadwalperjalanan,rambu lalulintas, simboldan tanda.

Tes tertulis− Membuat

memo− Menulis

menu− Menulis

jadwal− Menjawab

pertanyaantentangmenu, jadwal,memo, rambulalu lintas.

22 Various kinds of memos andmenus, time tables andschedules from differentsources

Person to Person American Business English Breakthrough




TM PS PI

1.7 Memahami kata-kata dan istilahasing serta kalimatsederhanaberdasarkan rumus

Berbagai ungkapan untukmenyatakan pilihan(preferences) digunakandengan tepat.

Ungkapan untukmenyatakan pengandaian(conditional type I)digunakan dengan tepat.

Berbagai ungkapan untukmenyatakan kemampuan(capabilities) digunakandengan tepat.

Ungkapan untukmeminta dan memberiarah dan lokasi(direction) digunakandengan tepat.

Words and expressions usedin expressing preference:- I prefer coffee to soft

drink at this time of theday.

- I’d rather stay home overthe weekend than go tomovies.

- I like badminton betterthan volley ball.

Conditional sentence type 1:- If the weather is nice this

morning, we can go tothe beach.

Words and expressions usedto talk about capabilities:- Can you swim to cross

this river?- When I was a child, I

could (was able to) climbthat tree.

Words and expressing usedin asking for and givingdirection (location):- Could you tell me the way

to the Zoo, please?- Go straight on as far as

the junction, then turnleft. The Zoo is on yourleft ...

Prepositions of place: infront of, behind, beside, dsb.

Listening− Dictation− Listening for

information: dialogues− Listening and

completing maps. Speaking

− Interviewing for one’spreferences andcapabilities, asking andgiving directions basedon maps given.

− Responding to questionsusing conditionalsentences type 1.

Reading− Reading for information:

passages, dialogues,etc.

− Identifying skills andcapabilities from readingpassages.

− Reading and finding alocation on the map

Writing− Writing sentences

expressing preferencesand capabilities,directions or locations.

− Writing sentences usingconditional type 1.

− Composing dialoguesinvolving preferencesand capabilities andgiving directions.

Tes lisan− Dialog

tentangpreference,direction,capabilities,

conditional.

Tes tertulis− Melengkapi

dialog− Menuliskan

arah /petunjuk.

− pilihan ganda

22 Person to Person Grammar in Use Maps Breakthrough English for Hotel Services Global Access to the World

of Work




TM PS PI

1.8 Menuliskanundangansederhana

Sejumlah kata dirangkaimenjadi kalimat yangmengandung unsurundangan

Kalimat dirangkai denganbenar untuk membentukundangan

Undangan sederhana(misalnya: undanganulang tahun) dituliskandengan benar.

Grammar review: “will”,“could”, “would” andprepositions: in, on at.

Samples of invitation(personal invitation).

Parts of personal invitations. Contents, style, spelling and

punctuation.

Listening− Completing invitations− Listening for information

Speaking− Pronunciation practice− Dialogue practice− Responding to questions

dealing with invitationsusing “yes-no” and “wh-” questions.

− Telling about invitations,− Creating dialogues in

pairs Reading

− Reading for information:invitations

Writing− Rearranging jumbled

sentences to createinvitation

− Writing personalinvitations.

Test Lisan− Mengun-

dang secaralisan

− Dialog

Test tertulis− Membuat

undangan

18 Different kinds of invitations Person to Person Breakthrough Global Access to the World

of Work


SILABUSNAMA SEKOLAH : SMK CIPTA KARYA PREMBUNMATA PELAJARAN : BAHASA INGGRISKELAS/SEMESTER : XI / 3-4

STANDAR KOMPETENSI : Berkomunikasi dengan Bahasa Inggris setara Level ElementaryKODE KOMPETENSI : BALOKASI WAKTU : 116 X 45 menit

KOMPETENSIDASAR INDIKATOR MATERI PEMBELAJARAN KEGIATAN

PEMBELAJARAN PENILAIANALOKASI WAKTU

SUMBER BELAJARTM PS PI

2.1. Memahamipercakapansederhanasehari-haribaik dalamkonteksprofesionalmaupunpribadidenganorang bukanpenutur asli

Pertanyaan denganpola yes-no questionsdalam kontekskegiatan sehari-haridiperagakan dandijawab denganbenar.

Pertanyaan denganpola question tagsdalam kontekskegiatan sehari-haridiperagakan denganbenar.

Pertanyaan denganpola question wordsdalam kontekskegiatan sehari-haridiperagakan dandijawab denganbenar.

Talking about hobbies and interests- Do you like fishing?- What do you like doing in your

spare time? Guest handling- What can I do for you, Sir?- Welcome to our hotel.- I hope you enjoy the food.Grammar Review

Yes – No questions- Are you a secretary?

Question tags- The board meeting starts at seven,

doesn’t it? Questions with question words- Where does the boss live?- Why do you come late?

Gerund as subjects and objects- Smoking is dangerous.- I don’t like fishing.

Listening:− Answering questions

based on recordedmaterials.

− Dialogues about guesthandling

Speaking:− Telling about one’s

own daily activities.− Role playing about

guest handling Reading:

− Answering questionsabout hobbies andinterests

Tes lisan− Dialog

berpasang-an

Tes tertulis− Melengkapikalimat− PilihanGanda− Membuat

paragrafpendek

8 Practical English Usage Global Access to the

World of Work Person to Person English for SMK (Ang-

kasa)

Berbagai bentuk danungkapan digunakandengan tepat untukmembicarakankegemaran /hobi danminat.

Ungkapan untukmenangani tamuhotel, restoran, travelagency, dll.diperagakan denganbenar.

Gerund as complement:- Her job is sorting the mail.

Gerund after preposition:- Are you interested in collecting

stamps? Constructions with ‘too’ and

‘enough’- The soup is too salty for me.

- The hotel room is comfortableenough.

Writing:− Writing descriptions of

other’s daily activities.− Writing sentences

containing gerund . − Arranging sentences

containing “too” and “enough”





2.2. Mencatatpesan-pesansederhanabaik dalaminteraksilangsungmaupunmelalui alat

Pesan (message)yang diterima lewattelepon dicatatdengan benar.

Pesan (message)yang diterima secaralangsung dicatatdengan benar.

Expressions dealing with telephoneconversations

Grammar Review: Personal pronouns

- I – me – my – mine - myself Reported speech

- He said that you had to pay forthe tickets

- He asked you to pay for thetickets.

- He wanted to know if you wouldbe available in the afternoon.

- He wanted to know where youput his umbrella.

Adjective Clause- Do you know the staff who will

be promoted our new divisionmanager?

Listening:− Listening for

information fromrecorded materials.

− Understandingtelephoneconversations

Speaking:− Telling the

infomation obtainedfrom recordedmaterials

− Role playing ontelephoneconversations

Writing:− Writing messages

based on telephoneconversations

− Composingsentences usingreported speech,personal pronounsand adjective clause.

Tes tertulis− Melengkap

i kalimat− Membuat

kalimatdenganreportedspeech

− Mencatatpesanyangditerima

Tes lisan− Menceritak

an pesanyangditerima



kasa)





2.3. Merincitugaspekerjaandan latarbelakangpendidikanyangdimilikinyasecara lisandan tulisan

Bentuk kata kerjadigunakan dalamSimple Presentdengan tepat untukmenerangkan tugasdan pekerjaanberbagai macamprofesi.

Bentuk kata kerjadigunakan dalamSimple Past dengantepat untukmenerangkan latarbelakang pendidikanberbagai macamprofesi.

Curriculum Vitae yangsederhana ditulisdengan benar.

Berbagai ungkapandigunakan dengantepat untuk menjelas-kan fakta dan angka(facts and figures)pada suatu sajiandata.

Telling about people’s job using theSimple present tense:- A cook prepares food.- Pilots fly aeroplanes.

Telling about people’s educationalbackground using the Simple pasttense.- She graduated from SMKN 8

Bandung.- The new secretary learned

shorthand at the college. Samples of curriculum vitae Expressing facts and figures :

- The graph shows thatpopulation growth has beenhigh this last decade.

- The latest data show that aboutthree billion rupiahs have beenspent for the construction of thefactory.

Listening:− Dictation− Answering dialogues

given by the teacher Speaking

− Explainingsomeone’sprofession

Reading− Understanding and

discussing diagramscontaining facts andfigures

Writing− Rewriting someone

else’s curriculumvitae

− Writing one’s owncurriculum vaitae

Tes lisan− Menjelask

an profesi− Menjelask

andiagram

Tes tertulis− Melengkap

i kalimat/form

− Menuliscurriculumvitae



kasa) English New Concept





2.4. Menceritakan pekerjaandi masa laludan rencanakerja yangakan datang

Ungkapan tentangkegiatan masalampau dikemukakandengan benar.

Ungkapan untukmengemuka-kankegiatan di masadatang digunakandalam Tense yangbenar.

Surat pribadi yangmenceritakan tentangkehidupan masa laludan rencana di masadepan ditulis denganbenar.

Telling about past events- I saw the crowds were helping

the accident victim.- We had locked the room when

she came. Telling about future plans

- The meeting will be over at twoPM.

- When you arrive at the office, Iwill be conducting a meeting.

Sample of a personal letter (tellingabout past and future events)

Grammar review:- Relevant tenses.

Listening− Answering questions of

one’s past experiences. Speaking

− Telling one’s own plans(future)

Reading− Reading for

information: dialogues,passages

Writing− Composing personal

letters− Translation

Tes lisan− Menceritak

anperistiwamasa lalu

− Dialog

Tes tertulis− Melengka

pi kalimat− Membuat

surat− Menerjem

ahkan



kasa)





2.5. Mengungkapkan berbagaimacammaksud hati

Ungkapan-ungkapanuntuk menyampaikanundangan digunakandengan tepat.

Ungkapan-ungkapanuntuk melakukantawar-menawar(bargaining)digunakan dengantepat.

Ungkapan-ungkapanuntuk menyatakankepastian (certainty)digunakan dengantepat.

Ungkapan-ungkapanuntuk memberi danmerespon pujiandigunakan dengantepat.

Ungkapan-ungkapanuntuk menyatakanpendapat/opinidigunakan dengantepat.

Ungkapan-ungkapanuntuk menyatakanpersetujuan(agreeiing-disagreeing)digunakan dengantepat.

Ungkapan-ungkapanuntuk menyatakanargumentasidigunakan denganbenar.

Giving invitations- Would you like to come to my

place for dinner tonight, please?- With pleasure.- I’m afraid I can’t, I’ve already

got an appointment. Bargaining

- Is there any discount for thisshirt?

- How about fifty thousandrupiahs?

Expressing certainty- I’m sure that it’s going to rain

this afternoon.- It must be him who called.

Giving and responding tocompliments- Fantastic!- You look beautiful tonight.- Thank you.

Expressing opinions- I think that’s not true.- What I have in my mind is that

Expressing agreement/disagreement:

You’re right. I’m afraid you’ve got wrong

information, Sir. Expressing argument Yes, but don’t forget ... That may be so but ... Grammar review

− Conjunctions / concessiverelationship.

− Constructions with “used to”:a) be/get used to + V-ingb) used to + Verb 1

Listening:− Answering questions

based on dialoguesabout givinginvitations, bargaining,expressing certainty,compliments,expressing opinions,agreeing/disagreeing,and arguing

Speaking:− Performing dialogues

based on givensituations.

Reading:− Answering questions

based on written texts. Writing:

− Writing dialoguesbased on givensituations.

Tes lisanmelalui roleplay / dialog

Tes tertulis Melengkapi

dialog Menjawab

pertanyaan Melengkapi

kalimat Membuat

dialog



kasa)





2.6. Memahamiinstruksi-instruksisederhana

Ungkapan-ungkapanuntukmenggambarkanproses kerja dan atauberfungsinya suatualat dikemukakandengan benar.

Ungkapan-ungkapanuntuk meminta danmemberi saran dannasihat (suggestionand advice)digunakan secaratepat.

Ungkapan-ungkapanuntuk menyatakankeharusan dankewajiban (necessityand obligation)digunakan dengantepat.

Ungkapan-ungkapanuntuk meyakinkandan membujuk oranglain (convincing andpersuading) agarmenerima pendapatatau usulan yangdiajukan digunakandengan tepat.

Expressions used in describingprocesses:- First, ...- Next, ...- Then...- Finally ...

Expressions used in asking for andgiving suggestions and advice:- What do you recommend for a

headache?- You’d better see a doctor.

Expressions used in askingnecessity and obligation:- We must be there before the

boss comes.- It is necessary for us to be there

on time. Expressions used in persuading

and convincing:- Why don’t you try our special

drink bandrek to warm up yourbody.

- If I were you, I would …- I’m sure you are on the right

track.- I bet you could do it.

Grammar review:− Degrees of comparison− Imperatives- Don’t smoke at the petrolstation

- Keep silent; the baby issleeping

Listening− Listening for

information on howthings work.

− Dialogues aboutasking for and givingsuggestions andadvice, necessity andobligations,convincing andpersuading

Speaking− Telling about how

things work.− Role playing how to

ask for and givesuggestions andadvice.

− Interviewing dealingwith convincing andpersuading,necessity andoligations

Reading− Reading for

information: dialoguepassages

Writing− Making dialogues

based on thesituations provided.

Tes lisanMenjelaskan

proseskerja /carameng-operasikan alat

Tes tertulis Menjawa

bpertanyaan

Pilihanganda

Membuatdialog








2.7. Membuatpesan-pesanpendek,petunjukdan daftardenganpilihan kata,ejaan dantata tulisyangberterima

Kata-kata dipilihdengan tepat dandirangkai menjadipesan pendek,petunjuk atau daftar

Kesimpulan dari suatupembicaraan ditulisdengan benarmenjadi suatu pesanpendek, petunjuk,atau daftar

Samples of short messages,directory, and lists.

Content, punctuation, and spelling.

Vocabulary game Rearranging words /

sentences Composing short

messages. Directions,or lists based on thesituation given by theteacher.

Tes lisan Menyam

paikanpesansecaralisan

Tes tertulis Membua

t pesansingkatdan ataupetunjukcarapenggunaan alatsecaratertulis.




Prembun, …… Juli 2016Mengetahui,Kepala SMK Cipta karya Guru Mata Pelajaran

Drs. H. Tuntum Prayitno, M.Pd Sri Endah Wahyuni, S.Pd


SILABUSNAMA SEKOLAH : SMK CIPTA KARYA PREMBUNMATA PELAJARAN : BAHASA INGGRISKELAS/SEMESTER : XII / 5 - 6

STANDAR KOMPETENSI : Berkomunikasi dengan Bahasa Inggris setara Level IntermediateKODE KOMPETENSI : CALOKASI WAKTU : 146 X 45 menit


ALOKASI WAKTUSUMBER BELAJARTM PS PI

3.1 Memahamimonolog yangmuncul pada situasikerja tertentu

Pertanyaan mengenaiinformasi umum (generalinformation) yang terkaitdengan monolog dijawabdengan benar.

Pertanyaan mengenai isimonolog (detailedinformation) dijawabdengan benar

Monolog yang munculpada situasi kerja tertentuditulis kembali dalambentuk intisari/summary(taking notes)

Short talks (advertisements,reports, announcements, dll)

Relevant vocabulary Antonym, synonym. Affixes : prefixes, suffixes

Vocabulary games Listening to recorded

short talks Discussion Questions and answers

Tes lisan retelling,

summarizing

Tes tertulis menjawab

pertanyaanpilihan gandaatau essay

8 30 Days to the TOEIC Test Vocabulary Book




TM PS PI

3.2 Memahamipercakapanterbatas denganpenutur asli

Ungkapan-ungkapanuntuk membuat reservasiyang dilakukan olehpenutur asli ditanggapidengan tepat

Ungkapan-ungkapanuntuk mengajukankeluhan yang dilakukanoleh penutur asliditanggapi dengan tepat.

Ungkapan-ungkapanuntuk membuatkesepakatan(arrangementI) digunakandengan tepat.

Ungkapan-ungkapanuntuk memastikan danmembatalkan kesepakatandilakukan dengan tepat.

Ungkapan-ungkapanuntuk menyatakankeinginan atau situasiyang tidak nyata baikuntuk masa depan, masakini atau masa lampau(conditional sentences andsubjunctive wish)digunakan dengan tepat.

Ungkapan-ungkapan yangdipakai dalam wawancaradigunakan secara tepat

Percakapan di telepon tentangreservasi

- Can I book two rooms forSaturday night, please?

Reservation forms Future tense Response to complaints- I am very sorry, Sir

Expressions dealing witharrangementt

- What about tonight?- I’m sorry. I have got something

to do tomorrow. What aboutSunday?

Expressions dealing withconfirmation and cancellation:

- I’d like to confirm my flight toSingapore.- I regret to tell you that I

have to cancel ourappointmnet.

Modals Auxiliary: WOULD Expressions dealing with unreal

condition.- If you came, you would seehim.

Conditional Types 2 and 3 Subjunctives with wish, if only,

would rather. Answering typical questions

asked in interviews- My name is....- I apply for this position

because ...- I’m interested in working

here because ...

Listening:− Dialogues about

reservations,complaints,arrangements,confirmations,cancellations,imaginations,interviews.

− Questions andanswers about thedialogues mentionedabove

Pronunciation practice Speaking:

− Dialogue practice withthe above matters

Reading comprehension:− Reading dialogues and

or letters− Questions and

answers Writing:

− Working in pairs tocompose dialoguesbased on thesituations given by theteacher.

Grammar review aboutmodal auxiliary “Would”,conditional sentences(types 1 and 2), andsubjunctives.

Tes lisan memperagak

an dialogsecaraberpasangan

Tes tertulis Melengkapi

dialog danpilihanganda

12 Elementary CommunicationGames

English for Hotel Journey II Grammar in Use Grammar Dimension (Platinum

Edition) American Business English




TM PS PI

3.3 Menyajikan laporan Outline laporan prakerinditulis didalam powerpointslide atau transparansidengan menggunakankalimat yang singkat danpadat.

Laporan prakerin disajikansecara lisan dalam bentukpresentasi yang benar.

Presentation skills:- How to open a speech- How to propose ideas- How to elaborate ideas- How to close a speech- How to handle questions- How to use body language- How to maintain audience’s

attention- How to use presentation

aids.

Lecturing anddiscussiong aboutpresentation skills

Konsultasi dengan gurutentang penyiapanlaporan prakerin

Writing− Menyiapkan outline

laporan prakerindalam tayanganPowerpoint atautransparansi

Speaking:− Menyajikan laporan

prakerin− Questions and

answers.

Presentasi

Tanya-jawabtentang isipresentasi

8 Laporan prakerin Tips in Giving Presentations How to Give a Good

Presentation

3.4 Memahami manualpenggunaanperalatan

Pertanyaan-pertanyaanyang terkait dengan isimanual penggunaan alatdijawab dengan benar.

Petunjuk penggunaanperalatan (minimal duamanual) diungkapkankembali dengan kata-katasendiri secara tepat.

Manuals: (telephone installation,computer installation,maintenance and repair, etc.)

Relevant vocabulary Antonym/Synonym Affixes: prefixes, suffixes.

Vocabulary game Understanding and

discussing about themanuals

Questions and answers Retelling the content of

the manuals.

Tes lisan Retelling /

questions andanswers

Tes tertulis multiple choice

/ essay

4 Various manuals Global Access to the World

of Work 30 Days to the TOEIC Test

3.5 Memahami surat-surat bisnissederhana

Pertanyaan yang terkaitdengan isi surat-suratbisnis dijawab denganbenar.

Isi surat bisnis diceritakankembali dengan benar.

Business documents: letters,faxes, memos, advertisements,brochures, forms,questionnaires, etc.

Relevant vocabulary Antonym/synonym Affixes: prefixes/suffixes


discussing aboutbusiness letters


business letters.

Tes lisanRetelling /

questions andanswers

Tes tertulismultiple choice /

essay

8 English for Secretaries English Business Letters Vocabulary Book




TM PS PI

3.6 Memahamidokumen-dokumenteknis

Pertanyaan yang terkaitdengan isi StandardOperating Procedure(SOP) dijawab denganbenar.

Standard OperatingProcedure (SOP) di tempatkerja diceritakan kembalidengan kata-kata sendiridengan benar.

SOP from a specific workplace(receptionist, waiter, etc.)

Relevant vocabulary Antonym/synonym Affixes: prefixes, suffixes


discussing aboutStandard OperatingProcedures (SOP)


Standard OperatingProcedures (SOP).

Synonym – antonym Affixes: prefixes and

suffixes

Tes lisan Retelling

Tes tertulis composing

4 SOP from workplace Vocabulary Book

3.7 Menulis surat bisnisdan laporansederhana

Surat-surat bisnis(tawaran, pesanan,enquiry dll) dibuat secarasederhana.

Surat-surat bisnis(tawaran, pesanan,enquiry dll) dibalas secaratertulis dengan benar.

Iklan lowongan pekerjaandirespon dengan membuatsurat lamaran denganbenar.

Laporan prakerin disajikandalam bentuk laporantertulis.

Samples of business letters Parts of a letter:

- The letter head- Date- Inside address- Opening salutation- The body- Closing salutation- Signature

Samples of advertisement onjob vacancy

Samples of letters of application

Understanding anddiscussing about parts ofbusiness letters.

Understanding anddiscussing the content ofsamples of businessletters.

Understanding anddiscussing aboutadvertisements on jobvacancies.

Writing:− Composing the reply

of business letters.− Composing application

letters to respond theabove mentionedadvertisements

− Composing report ofJob Training(prakerin).

Tes tertulis Composition

8 American Business English English Business Letters


Prembun, …… Juli 2016Mengetahui,Kepala SMK Cipta karya WKS 1 Kurikulum Guru Mata Pelajaran

Drs. Tuntum Prayitno Samsu Sumantri, S.Pd Sri Endah Wahyuni, S.Pd

Yap

Nakukotomowaraukotomo de kinakunatte

(It also can no longer laugh cry)

Dorekuraitatsusarou ?

(How would passage?)

USO woittesarani USO kasaneru no wa

(The overlap lies lies further to say)

Nan kai me daruu ?

(Will many times?)

Konotaikutsu de kyuukutsuna

(Cramped in this boring)

Basho no DOKO wobokuwajokoba ii ?

(I'm proud of where I place?)

Shiideiunarababokugaboku no mama de ?

(I must say I remain by force)

Itsuzukerarerukoto !! Soreguraikana ? !

(If it is still possible! And how about that?!)

TEREBI de miru no noshiriainagara no TOUKU wa

(Damn talk while watching a TV meet)

Maru de kodomomitai de

(Almost like a child in)

Mitome ate tsuginisusumukoto no hougadaijinakimosurukedo...

(I feel that even more important to meet permitted to proceed)

Heizen to hitonimuketakotoba to iuna no kikanjyuuwo

(The gun named for the man calmly words)

Uchimakuruanatawo mite soko de kizutsukuhitogaiyoutomo

(No matter where people hurt to see you shoot up)

I never want to try to stop it !

There is no one to try to stop it !!

Let it go !!!

Shinjitsu no kawarini USO de hitogashiawaseninarunara

(If people would be happy with the truth instead of lies)

Dore dake no seigigakonoyo de akuhe to kawaru no kana ?

(Or do such justice to the evil in this world how much?)

La LaLaLaLa ...

Should I take it to be happy ?

Do you think that it is better way ?

Borderline

Doko de umareteBokuwadoko de sodatta no?

(Where I was born and raised and where?)

Darekaniaisaretakiokuwanai

(Remember that someone does not love )

I can't load my secret codewakaranai mama

(I can't load my secret code without knowing)

Pankushisounaomoiwodousureba ii?

(So I do feel a flat tire?)

ItsumoI'm thinking Ki ninatteshikataganaikara

(I'm thinking not always the way from the mood)

Someone!

Please take me away

I didn't know much about love and happiness

I didn't know much about hope and fondness

Mezametekanjiraretaikiru tame nihitsuyounakoto

(I felt it necessary to live awake)

Dore dakeai to shinjitsuwoshinji Dore dakekachigaarukashiritakute

(To find out how much you are worth how much love and believe in the truth )

Hito to no deaiTsunagarusekai Mata hitotsuashiatonokoshite

(Leaving footprints lead to yet another encounter with the world people)

Hitowaima made hanshinhangi de miteita

(Until now it was half-hearted people in)

I'm sick of myselfSubetenitaishite

(I'm sick of myself for all)

Please tell me when to believe it again

Kyoukaisengahakkirishinaikarakiro demo gaiteru

(Atypical is not clear from the crossroads at the border)

No-one knowshontou no shitto shin womisetakunaikara

(No-one knows the real from jealousy do not want)

Don't try to hide your own way

I didn't know much about joy and tenderness

I didn't know much about truth and faithfulness

Subetegatokihatarekokoro no irogakawaru

(Change the color of the heart are all freed)


(To find out how much you are worth how much love and believe in the truth)

Kimi to no deaiTsunagarusekai Mata hitotsu no ashiatonokoshite

(Leaving footprints lead to yet another encounter with the world you)


(To find out how much you are worth how much love and believe in the truth)

Subetegaugokudashitadakaramoving for the future

(All has started to move, so moving for the future)

I didn't know much about love and happiness

I didn't know much about hope and fondness

Mezametekanjiraretaikiru tame nihitsuyounakoto

(I felt it necessary to live awake)

IikawaruikashinjitsuwoshinjiKotaewajibun no nakaniarusa

(The answer is to believe the truth is that good or bad in theirs)

Hito to no deaiTsunagarusekai Mata hitotsu no ashiatonokoshite

(Leaving footprints lead to yet another encounter with the world people)

Mr. Gendai Speaker

Nee Mr.GendaiSPEAKER ima no jitsujouwa

(Hey Mr.Gendai* Speaker, what's today's reality)

I don’t understand this

RensasuruSILENCERmohayaSIMULATOR

(Life isn’t about the end but the events leading up to the end)

No one gives me an answer

Mouseigyofunouhijoujitaimaru de kokoroarazumitai

(Another uncontrollable strange situation, though no heart wants it)

Kimochiwadokkatouku no hou e Can you reach me?

(Feelings in the distance, can you reach me?)

Nobody can find me here

This is my secret place

No one knows and no one will know

But I feel like losing senses

I am in this corner here alone

SametaNew REALISMkakagetakimi no koubutsuwakitto

(You claim this cold New Realism to be your favourite)

AGE mo ASHI motoraretanantomobuzama de aware nahito no hyoujou

(To criticize is an unsightly characteristic of a wretch)

Mouseigyofunouijoujitaimaru de kokoroarazumitai

(Another uncontrollable strange situation, though no heart wants it)

KimochiwamohayamiatannaiCan you hear me?!

(Feelings in the distance, can you hear me?!)






Moubokugatsutaetaikotonante

(Futhermore, I speak the unexpected truth)

Hibi no kurashi no nakanitsumatteite

(If you’re stuck in an ordinary life)

DakedomitsukerarezusouSURUshite

(But no matter what you do, it might not change)

Mata ichinichigaowatteiku no…

(However, the day will also end…)

(Can you hear me now?)






Let’s Take it Someday

itsudatteitsunoshidaidate

(Always the ages)

nanigashinjitsu de doreganisemononante

(Which is true and what is fake Nantes)

wakaryashinaikarabokuwaongaku de daijinananikawo

(From what I cannot separate thats important music)

kyoumomamottenda!!!

(I observe today!)

So what's your treasure?

Pleasure?

You know what you are?

kimidake no kakegae no nai

(You simply irreplaceable)

mono teninigirishime

(Hands clasped in those)

Let's take it someday

torawaresouninaruhibi no naka de

(Feel like every day in captivity)

Let's make it someday

kurayamiwomo Terrace you natsuyoiishi de

(In such a strong will illuminate even the dark)

It's all up to you

saaikou !! mezasusakiwokimete

(Let's go! Decide where to aim)



kimigaomousekaiwahiroisekaikai?

(You think the world will buy the wide world?)

jitsuwaomottaijounisemakurushikunai??

(TsuShikunai narrow than I really?)

kimigaomoiegaiteirusukeirushidai de

(Depending on the scale that you envision)

konosekaimotenohirasaizujanka!!

(Saizujan this world or even the palm!)

So what's your treasure?

Pleasure??

You show what you are!

kimidakegashitteirumichishirubenisotte

(signpost along only you know)

Woow


toraware-souninaruhibi no naka de

(Feel like every day in captivity)


kurayamiwomo Terrace younatsuyoiishi de

(In such a strong will illuminate even the dark)

It's all up to you

saaikou!! mezasusakiwokimete

(Let's go! Decide where to aim)



Oh yeah!

And I take every moment to reach for another day

I always want to be in the world

Won't someone tell me about what is not today?


Woow

kaikaku no hatawoagete

(Raise the banner of reform)


Woow

jibundake no miraizu he

(To figure your own future)

It's all up to you

Woow

Kowagatte cha hajimannaisa

(Mannai tea is afraid)

Day by day

Make my day


O-oh Woow

the analysis of code switching in one ok rock’s song

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