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Mixing in the Esp Classroom a Thesis by Rizka Nur Avisha

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Mixing in the Esp Classroom a Thesis by Rizka Nur Avisha FREQUENCY AND ATTITUDES OF CODE-SWITCHING AND CODE- MIXING IN THE ESP CLASSROOM A THESIS BY RIZKA NUR AVISHA REG. NO. 130705037 DEPARTMENT OF ENGLISH FACULTY OF CULTURAL STUDIES UNIVERSITY OF SUMATERA UTARA MEDAN 2018 UNIVERSITAS SUMATERA UTARA UNIVERSITAS SUMATERA UTARA UNIVERSITAS SUMATERA UTARA v UNIVERSITAS SUMATERA UTARA AUTHOR’S DECLARATION I, RIZKA NUR AVISHA DECLARE THAT I AM THE SOLE AUTHOR OF THIS THESIS EXCEPT WHERE REFERENCE IS MADE IN THE TEXT OF THIS THESIS. THIS THESIS CONTAINS NO MATERIAL PUBLISHED ELSEWHERE OR EXTRACTED IN WHOLE OR IN PART FROM A THESIS BY WHICH I HAVE QUALIFIED FOR OR AWARDED ANOTHER DEGREE. NO OTHER PERSON’S WORK HAS BEEN USED WITHOUT DUE ACKNOWLEDGEMENTS IN THE MAIN TEXT OF THIS THESIS. THIS THESIS HAS NOT BEEN SUBMITTED FOR THE AWARD OF ANOTHER DEGREE IN ANY TERTIARY EDUCATION. Signed : Date : August 16th, 2018 vi UNIVERSITAS SUMATERA UTARA COPYRIGHT DECLARATION NAME : RIZKA NUR AVISHA TITLE OF THESIS : FREQUENCY AND ATTITUDES OF CODE- SWITCHING AND CODE-MIXING IN THE ESP CLASSROOM QUALIFICATION : S-1/SARJANA SASTRA DEPARTMENT : ENGLISH I AM WILLING THAT MY THESIS SHOULD BE AVAILABLE FOR REPRODUCTION AT THE DISCRETION OF THE LIBRARIAN OF DEPARTMENT OF ENGLISH, FACULTY OF CULTURAL STUDIES, UNIVERSITY OF SUMATERA UTARA ON THE UNDERSTANDING THAT USERS ARE MADE AWARE OF THEIR OBLIGATION UNDER THE LAW OF THE REPUBLIC OF INDONESIA. Signed : Date : August 16th, 2018 vii UNIVERSITAS SUMATERA UTARA ACKNOWLEDGEMENTS Bismillahirrahmanirrahim. I would like to thank and praise to Allah SWT for giving me strength, health, patience, and everything that happen unexpectedly during writing this thesis. Alhamdullillah, I finished it well. I am feeling grateful for experiences that I got during writing this thesis. It makes me get more lessons in my life. I am nothing without you. My special gratitude is for my beloved parents, Irwansyah, S.H and Eva Elita, thank you for always pray for me to be a success woman someday. Thank you for always tell me your experience in your past, that always motivate me to be better. All of this I dedicate to both of you. Hope Allah always protects you and both of you always love Allah. I love you. I would like to express my sincere gratitude to Dr. Muhizar Muchtar, M.S as my supervisor for his kindness, patience, knowledge, suggestion and motivation for me to write and finish this thesis. I also would like to thank to Rahmadsyah Rangkuti, M.A., Ph.D. as my co-supervisor for his kindness, patience, and knowledge to help me in writing this thesis. My gratitude also to the Head of English Department, Prof. T. Silvana Sinar, M.A., Ph.D. and the Secretary of English Department, Rahmadsyah Rangkuti. M.A., Ph.D. also all the lectures and the staffs of the English Department for the facilities and opportunities that given to me during my study in this faculty. viii UNIVERSITAS SUMATERA UTARA I want to thank to my beloved husband Ilham Fahrezie, S.E and my precious best friends, Siti fatimah, Mira Yani Eka sari, Ade Yulia Pratiwi, Yuliani, Maya Tamara who always support me and hear all of my complaints. Thank you also for your jokes that makes me laugh and also makes me forget my problems for a while. I really enjoy the time when I am with you. Thank you for your kindness and always makes me better beside you. I am really thankful to have you all. Medan, August 16th, 2018 Rizka Nur Avisha 130705037 ix UNIVERSITAS SUMATERA UTARA ABSTRACT This thesis entitled Frequency and Attitudes of Code-Switching and Code-Mixing in The ESP Classroom. This thesis was based on sociolinguistics study. The aims of the research were to find out the extent of CS/CM occur in the classroom, to find out the lecturers’ attitudes towards code switching and code mixing in the ESP classroom context, to find out the students’ attitudes towards code switching and code mixing in the ESP classroom context. In achieving the intentions of this researcher, the explanation about the attitudes towards CS/CM which developed by Ariffin, Kamisah & Misyana Susanti Husin would guide the researcher. This research employed descriptive quantitative method. All of the data were taken from the statements which were given by the students in the form of questionnaires. It was found that lecturer English Language skill is usually sufficient enough in delivering lectures in that language. Otherwise, some students’ English Language skills are not sufficient enough to handle the curriculum. Keyword: sociolinguistics, code switching, code mixing, extent, lecturers’ attitudes students’ attitudes x UNIVERSITAS SUMATERA UTARA ABSTRAK Skripsi ini berjudul Frequency and Attitudes of Code-Switching and Code- Mixing in The ESP Classroom. Penelitian ini didasari oleh ilmu sosiolinguistik. Tujuan penelitian ini adalah untuk menemukan tingkat alih kode dan campur kode yang terjadi dikelas, menemukan sikap dosen terhadap alih kode dan campur kode dikelas dan menemukan sikap mahasiswa terhadap alih kode dan campur kode dikelas. Untuk mencapai tujuan tersebut, penjelasan tentang sikap terhadap alih kode dan campur kode yang dikembangkan oleh Ariffin, Kamisah & Misyana Susanti Husin telah membimbing peneliti. Penelitian ini menggunakan metode deskriptif kuantitatif. Semua data diambil dari pernyataan yang diberikan oleh mahasiswa dalam bentuk angket. Penelitian ini menemukan bahwa kemampuan bahasa inggris dosen cukup mumpuni untuk menyampaikan mata kuliah dengan bahasa tersebut. Sementara, kemampuan bahasa inggris beberapa mahasiswa tidak cukup baik untuk menerima kurikulum pembelajaran. Kata Kunci: ilmu sosiolinguistik, alih kode, campur kode, tingkat, sikap dosen, sikap mahasiswa xi UNIVERSITAS SUMATERA UTARA TABLE OF CONTENTS AUTHOR’S DECLARATION ................................................................................. v COPYRIGHT DECLARATION ............................................................................ vi ACKNOWLEDGEMENT ...................................................................................... vii ABSTRACT .............................................................................................................. ix ABSTRAK ................................................................................................................. x TABLE OF CONTENTS ......................................................................................... xi LIST OF TABLES ................................................................................................. xiii CHAPTER I: INTRODUCTION ···························································· 1 1.1 Background of the Study ················································· 1 1.2 Problem of the Study ····················································· 6 1.3 Objective of the Study ···················································· 6 1.4 Scope of the Study ························································ 7 1.5 Significance of the Study ················································ 7 CHAPTER II: REVIEW OF LITERATURE ·············································· 8 2.1 Sociolinguistics ···························································· 8 2.1.1 Sociolinguistics in Brief ················································ 8 2.1.2 Relationship between Language and Society ························ 11 2.1.3 Speech Community ····················································· 12 2.1.4 Bilingualism and Multilingualism····································· 14 2.1.5 Diglossia (Diglosia) ····················································· 15 2.2 Code ········································································· 19 2.2.1 Code Switching ·························································· 20 2.2.2 Code Mixing ····························································· 21 2.2.3 Code-Switching and Code-Mixing in the Classroom ··············· 22 2.2.4 Functions of CS/CM in Classroom···································· 23 2.2.5 Attitudes towards Code-Switching and Code-Mixing ·············· 24 2.3 Content and Language Integrated Learning (CLIL) ·················· 27 2.4 English for Spesific Purpose (ESP) Class ······························ 29 xii UNIVERSITAS SUMATERA UTARA CHAPTER III: METHODOLOGY ·························································· 31 3.1 Research Design ·························································· 31 3.2 Data and Data Source ····················································· 31 3.3 Data Collection····························································· 32 3.4 Data Analysis······························································· 32 CHAPTER IV: ANALYSIS AND FINDINGS ············································· 34 4.1 Analysis ···································································· 34 4.1.1 The Extent of CS/CM in the Classroom ······························ 34 4.1.2 Student’s Attitudes towards Lecturer’s CS/CM ····················· 37 4.1.3 Lecturer’s Attitudes towards CS/CM ································· 40 4.2 Findings ····································································· 42 CHAPTER V: CONCLUSION AND SUGGESTION ····································· 44 5.1 Conclusion ································································· 44 5.2 Suggestion ································································· 45 REREFENCES ···················································································· 46 APPENDICES xiii UNIVERSITAS SUMATERA UTARA LIST OF TABLES Table 1: The Extent of CS/CM in ESP Classroom in the class of clinical ··················
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