THE ANALYSIS OF CODE SWITCHING IN ONE OK ROCK’S SONG LYRICS AND ITS APPLICATION IN TEACHING SPEAKING
S1 THESIS
Submitted as a partial fulfillment of the requirement to obtain SarjanaPendidikan degree at English Education Program of PurworejoMuhammadiyah University
by SITI ZAENATUN 132120192
ENGLISH EDUCATION PROGRAM TEACHER TRAINING AND EDUCATION FACULTY PURWOREJO MUHAMMADIYAH UNIVERSITY 2017
i ii iii iv 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. I am nothing without you”. 2. The researcher’s brothers, Muhammad Syafiqul Anam and Nurahmad.“Thankyou so much for everything. I love you” 3. The researcher’s sisters in law, Nur Fatimah and Nurhidayati Chosiyah 4. 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, Mina Kurniasih, Puji Rahayu Daustina, Diajeng Hanum, Riya Arbiyanti, and Isti Fadhotul Mukaromah.“Really big thanks for the most precious moments you shared in my life, the most beautiful stories ever, really big thanks and I love you so much”. 6. All members of class E in academic year 2013/2014. 7. Everybody who helps me in compiled this thesis.
v MOTTO
Durung menang yen durung wani kalah Durung unggul yen durung wani asor Durung 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)
vi vii ABSTRACT
Zaenatun, Siti. 2017. “The Analysis of Code Switching in One Ok Rock’s song lyric and Its Application in Teaching Speaking. A Thesis.English Education Program.TeacherTraining and Education Faculty,PurworejoMuhammadiyah University. This research is a descriptive study about the use of Code Switching in One Ok Rock’s song lyrics. The objectives of the study are to describe the types of code switching found in One Ok Rok’s song lyrics and to describe theapplication of this research to teach speaking about expressions of asking and giving opinion at the eleventh grade students ofSenior High School.
This research is a descriptive qualitative research. The object of thisresearch 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 many sources. Inanalyzing the data, the researcher found the main source, “Yap, Borderline, Mr. Gendai Speaker and Let’s Take It Someday ”song lyrics, searched the lyrics, listened to the song carefully while read the song lyrics,collectedthe types of code switching from utterances in the lyric, classifiedthe data found, and categorized 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 Tag swiching and 76utterances in Yap, Borderline, Mr. Gendai Speaker and Let’s Take It Somedaysong lyrics. It consists of 55 utterances of Intersentential code switching(72.40%), 10utterances of Intrasentential code switching (13.10%), and 11 utterances of Tag switching (14.50%).The results of the research can beapplied to teach speaking about expressions of asking and giving opinion at the eleventh grade students of senior high school.
Keywords:Code Switching, Song Lyrics, Teaching Speaking
viii TABLE OF CONTENTS
TITLE...... i APPROVAL SHEET ...... ii RATIFICATION SHEET ...... iii STATEMENTS...... iv DEDICATION ...... v MOTTO ...... vi ACKNOWLEDGEMENT ...... vii ABSTRACT...... viii TABLE OF CONTENTS ...... ix LIST OF TABLE ...... xi LIST OF DIAGRAM ...... xii LIST OF APPENDICES ...... xiii CHAPTER I. INTRODUCTION...... 1 A. Background of the Study...... 1 B. Identification of the Problem ...... 6 C. Limitation of the Problem ...... 7 D. Statement of the Problem ...... 8 E. Objective of the Study ...... 8 F. Significance of the Study ...... 8 CHAPTER II. REVIEW OF RELATED LITERATURE ...... 10 A. Theorical Review ...... 10 1. Sociolinguistic...... 10 2. Codes...... 11 3. Code switching...... 12 a. Definition of Code Switching ...... 12 b. Types of Code Switching ...... 13 4. Code Switching in Song Lyrics ...... 16 5. The Function of Code Switching ...... 18 6. Music...... 18 a. Definition of Music...... 18 b. Genres of Music ...... 18 c. Song and Lyric ...... 20 d. One Ok Rock...... 20 e. Song Review ...... 21 7. Teaching Speaking...... 22 a. Teaching ...... 22 b. Speaking...... 23 B. Conceptual Framework ...... 24 C. Previous Study ...... 25
ix CHAPTER III. RESEARCH METHOD ...... 28 A. Research Design...... 28 B. Data and Data Source...... 30 C. Instrument of the Research...... 30 D. Technique of Collecting Data ...... 32 E. Technique of Analyzing Data ...... 33 F. Unit of Analysis ...... 34 CHAPTER IV. RESEARCH FINDING AND DISCUSSION...... 36 A. Data Description...... 36 B. Data Analysis ...... 41 C. Discussion ...... 45 1. Intersentential Code Switching...... 45 2. Intrasentential Code Switching...... 50 3. Tag Switching...... 52 D. The Application of Code switching ...... 55 E. Lesson Plan ...... 57 CHAPTER V. CONCLUSION AND SUGGESTION ...... 68 A. Conclusion ...... 68 B. Suggestion...... 68 REFERENCES APPENDICES
x LIST OF TABLE
Table 1 Number and Percentage of Code Switching in all the lyric Yap, Borderline, Mr. Gendai Speaker and Let’s Take It Someday Table 2 Utterances that use code switching in liryc Yap Table 3 Utterances that use code switching in liryc Borderline Table 4 Utterances that use code switching in lirycMr. Gendai Speaker Table 5 Utterances that use code switching in lirycLet’s Take It Someday Table 6 Number and Percentage of Code Switching in lyric Yap Table 7 Number and Percentage of Code Switching in lyric Borderline Table 8 Number and Percentage of Code Switching in lyric Mr. Gendai Speaker Table 9 Number and Percentage of Code Switching in lyric Let’s Take It Someday Table 10 Number and Percentage of Code Switching in all the lyric Yap, Borderline, Mr. Gendai Speaker and Let’s Take It Someday Table 11 Intersential code switching utterances Table 12 Intrasentensial code switching utterances Table 13 Tag switching utterances
xi LIST OF DIAGRAM
Diagram 1 Number and Percentage of Code Switching in all the lyric Yap, Borderline, Mr. Gendai Speaker and Let’s Take It Someday Diagram 2 Utterances that use code switching in liryc Yap Diagram 3 Utterances that use code switching in liryc Boderline Diagram 4 Utterances that use code switching in lirycMr. Gendai Speaker Diagram 5 Utterances that use code switching in lirycLet’s Take It Someday Diagram 6 Number and Percentage of Code Switching in all the lyric Yap, Borderline, Mr. Gendai Speaker and Let’s Take It Someday
xii LIST OF APPENDICES
Appendix 1 Referencess Appendix 2 Syllabus Appendix 3 Song Lyrics Appendix 4 Thesis Consultan Log
xiii CHAPTER 1 INTRODUCTION
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
1 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. 3
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. 4
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 6
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 7
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. 8
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. 9
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. CHAPTER II REVIEW 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.
10 11
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.) 12
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 13
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 14
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 16
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. 18
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. CHAPTER III RESEARCH 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
28 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. CHAPTER IV RESEARCH 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 Percentage 1 Intersentential code switching 55 72.40% 2 Intrasentential code switching 10 13.10% 3 Tag switching 11 14.50% Total 76 100%
36 37
To make it easier to be understood, the researcher also provides the data into diagram.
Diagram 1.
The Use of Code Switching in all of the lyrics
14,50% 13,10% Intersentential Code Switching Intrasentential 72,40% Code Switching Tag Switching
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 code switching 1 I never want to try to stop it ! Intersentential code switching 2 There is no one to try to stop it !! Intersentential code switching 3 Let it go!!! Intersentential code switching 4 La LaLaLaLa ... Tag switching 5 Should I take it to be happy ? Intersentential code switching 6 Do you think that it is better way ? Intersentential code switching 38
Table 3. Utterances that use code switching in lyric Borderline
No Utterences Types of code switching 1 I can't load my secret codewakaranai mama Intrasentential code switching 2 ItsumoI'm thinking Ki ninatteshikataganai Intrasentential code switching kara 3 Someone! Tag switching 4 Please take me away Intersentential code switching 5 I didn't know much about love and happiness Intersentential code switching 6 I didn't know much about hope and fondness Intersentential code switching 7 I'm sick of myselfSubetenitaishite Intrasentential code switching 8 Please tell me when to believe it again Intersentential code switching 9 No-one knowshontou no shitto shin Intrasentential code switching womisetakunaikara 10 Don't try to hide your own way Intersentential code switching 11 I didn't know much about joy and tenderness Intersentential code switching 12 I didn't know much about truth and faithfulness Intersentential code switching 13 Subetegaugokudashitadakaramoving for the Intrasentential future code switching 14 I didn't know much about love and happiness Intersentential code switching 15 I didn't know much about hope and fondness Intersentential code switching
Table 4. Utterances that use code switching in lyric Mr. Gendai Speaker
Types of code No Utterances switching Nee Mr.GendaiSPEAKER ima no jitsujouwa Intrasentential 1 code switching understand this Intersentential 2 I don’t code switching 39
RensasuruSILENCERmohayaSIMULATOR Intrasentential 3 code switching No one gives me an answer Intersentential 4 code switching Kimochiwadokkatouku no hou e can you reach Intrasentential 5 me? code switching Nobody can find me here Intersentential 6 code switching This is my secret place Intersentential 7 code switching No one knows and no one will know Intersentential 8 code switching But I feel like losing senses Intersentential 9 code switching I am in this corner here alone Intersentential 10 code switching SametaNew REALISMkakagetakimi no Intrasentential 11 code switching koubutsuwakitto KimochiwamohayamiatannaiCan you hear Intrasentential 12 code switching me?! Nobody can find me here Intersentential 13 code switching This is my secret place Intersentential 14 code switching No one knows and no one will know Intersentential 15 code switching But I feel like losing senses Intersentential 16 code switching I am in this corner here alone Intersentential 17 code switching (Can you hear me now?) Intersentential 18 code switching Nobody can find me here Intersentential 19 code switching This is my secret place Intersentential 20 code switching No one knows and no one will know Intersentential 21 code switching But I feel like losing senses Intersentential 22 code switching I am in this corner here alone Intersentential 23 code switching 40
Table 5. Utterances that use code switching in lyric Let’s Take It Someday
Types of code No Utterances switching So what's your treasure? Intersentential 1 code switching 2 Pleasure? Tag switching You know what you are? Intersentential 3 code switching Let's take it someday Intersentential 4 code switching Let's make it someday Intersentential 5 code switching It's all up to you Intersentential 6 code switching Let's take it someday Intersentential 7 code switching Let's make it someday Intersentential 8 code switching So what's your treasure? Intersentential 9 code switching 10 Pleasure?? Tag switching You show what you are! Intersentential 11 code switching 12 Woow Tag switching Let's take it someday Intersentential 13 code switching Let's make it someday Intersentential 14 code switching It's all up to you Intersentential 15 code switching Let's take it someday Intersentential 16 code switching Let's make it someday Intersentential 17 code switching 18 Oh yeah! Tag switching And I take every moment to reach for another Intersentential 19 code switching day I always want to be in the world Intersentential 20 code switching Won't someone tell me about what is not today? Intersentential 21 code switching 41
Let's take it someday Intersentential 22 code switching 23 Woow Tag switching Let's make it someday Intersentential 24 code switching 25 Woow Tag switching It's all up to you Intersentential 26 code switching 27 Woow Tag switching Day by day Intersentential 28 code switching Make my day Intersentential 29 code switching Intersentential 30 Let’s take it someday code switching 31 Ooh Tag switching 32 Woow 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 The Use of Code Switching in Lyrics Yap
0% Intersentential Code 16,70% Switching Intrasetential code 83,30% switching Tag Switching
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
No. Types of Code Switching Frequency Percentage 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 The Use of Code Switching in Lyrics Borderline
6,70% Intersentential Code Switching 33,30% 60% Intrasentential Code 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. Gendai Speaker
No. Types of Code Switching Frequency Percentage 1 Intersentential code switching 18 78.20% 2 Intrasentential code switching 5 21.80% 3 Tag switching 0 0% Total 23 100%
Diagram 4
The Use of Code Switching in lyrics Mr.Gendai Speaker 0% Intersentential Code 21,80% Switching Intrasenential Code 78,20% Switching Tag Switching
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 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 It Someday
No. Types of Code Switching Frequency Percentage 1 Intersentential code switching 23 71.90% 2 Intrasentential code switching 0 0% 3 Tag switching 9 28.10% Total 32 100%
Diagram 5
The Use of Code Switching in Lyrics Let's Take It Someday
Intersentential Code Switching 28,10% Intrasentential 71,90% 0% Code Switching Tag Switching .
Table 10. 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 Percentage 1 Intersentential code switching 55 72.40% 2 Intrasentential code switching 10 13.10% 3 Tag switching 11 14.50% Total 76 100% 45
Diagram 6
The Use of Code Switching in all of the lyrics
14,50% 13,10% Intersentential Code Switching Intrasentential 72,40% Code Switching Tag Switching
Based on the table above, the researcher concludes that there are
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 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. Utterences 1 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 away 7 I didn't know much about love and happiness 8 I didn't know much about hope and fondness 9 Please tell me when to believe it again 10 Don't try to hide your own way 11 I didn't know much about joy and tenderness 12 I didn't know much about truth and faithfulness 13 I didn't know much about love and happiness 14 I didn't know much about hope and fondness 15 I don’t understand this 16 No one gives me an answer 17 Nobody can find me here 18 This is my secret place 19 No one knows and no one will know 20 But I feel like losing senses 21 I am in this corner here alone 22 Nobody can find me here 23 This is my secret place 24 No one knows and no one will know 25 But I feel like losing senses 26 I am in this corner here alone 27 (Can you hear me now?) 28 Nobody can find me here 29 This is my secret place 30 No one knows and no one will know 31 But I feel like losing senses 32 I am in this corner here alone 33 So what's your treasure? 34 You know what you are? 35 Let's take it someday 36 Let's make it someday 37 It's all up to you 38 Let's take it someday 47
39 Let's make it someday 40 So what's your treasure? 41 You show what you are! 42 Let's take it someday 43 Let's make it someday 44 It's all up to you 45 Let's take it someday 46 Let's make it someday 47 And I take every moment to reach for another day 48 I always want to be in the world 49 Won't someone tell me about what is not today? 50 Let's take it someday 51 Let's make it someday 52 It's all up to you 53 Day by day 54 Make my day 55 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
Intersentential code switching is switching at sentence boundaries.
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 heart wants 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. Utterences 1 I can't load my secret codewakaranai mama 2 ItsumoI'm thinking Ki ninatteshikataganai kara 3 I'm sick of myselfSubetenitaishite 4 No-one knowshontou no shitto shin womisetakunaikara 5 Subetegaugokudashitadakaramoving for the future 6 Nee Mr.GendaiSPEAKER ima no jitsujouwa 7 RensasuruSILENCERmohayaSIMULATOR 8 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
sentence, with no interuptions, hesitations of pauses indicating a shift.
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
sentence, with no interuptions, hesitations of pauses indicating a shift.
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 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) (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. Utterences 1 La LaLaLaLa ... 2 Someone! 3 Pleasure? 4 Pleasure?? 5 Woow 6 Oh Yeah! 7 Woow 8 Woow 53
9 Woow 10 Oohh 11 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 In my opinion...... of....? What do you think If you asked me, this of.....? one is.... How’d you feel I feel.... about....?. What are your views In my view... on....? 60
Where do you stand I tell you hat I think.... on...?. Do you think it is I think so. better way? 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 The meaning of the slogan: Very Good : 15 2. Good : 10 – 14 0 – 75 Fair : 5 – 9 Poor : 0 – 4 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 CHAPTER V CONCLUSION 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
68 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
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Wardaugh, Ronald. 2006. An Introduction to Sociolinguistic (fifth edition). United Kingdom. TJ International ltd. APPENDICES SILABUS
NAMA SEKOLAH : SMK CIPTA KARYA PREMBUN MATA PELAJARAN : BAHASA INGGRIS KELAS/SEMESTER : X / 1 - 2 STANDAR KOMPETENSI : Berkomunikasi dengan Bahasa Inggris setara Level Novice KODE KOMPETENSI : A ALOKASI WAKTU : 148 jam X 45 menit
KEGIATAN ALOKASI WAKTU KOMPETENSI DASAR INDIKATOR MATERI PEMBELAJARAN PENILAIAN SUMBER BELAJAR PEMBELAJARAN TM PS PI
1. 1 Memahami Ucapan salam (greetings) Greetings and leave takings Listening Tes lisan: 9 Global Access to the World ungkapan- pada saat bertemu dan − Good morning. − About greetings, Memperagaka of Work ungkapan dasar berpisah digunakan − How are you? introducing, thanking, n dialog English for Hotel Services pada interaksi secara tepat − I’m fine, thanks leave takings, and secara Grammar in Use sosial untuk Memperkenalkan diri − See you later. apologizing berpasangan kepentingan sendiri dan orang lain Introducing − Listening for information Tes tertulis: kehidupan diperagakan dengan − May I introduce myself. I − Dictation Melengkapi tepat am Budi. Speaking dialog Berbagai ungkapan − Ani, this is Ida. − Saying greetings, terima kasih dan − Nice to meet you. introducing, thanking, responnya digunakan Thanking leave takings, and secara tepat − Thank you very much. apologizing Berbagai ungkapan − You are welcome. − Role playing, dialogues, penyesalan dan Apologizing introducing, thanking, permintaan maaf serta − I am sorry for ... leave takings, and responnya diperagakan − Please forgive me .. apologizing secara tepat Grammar Review − Telling one’s self − Personal Pronoun Reading for information (Subject & possessive) − Short passages I – my − Dialogues You – your Writing − Simple Present Tense : − Completing dialogues to be & Verb 1 − Arranging jumbled dialogues − Composing dialogues
SEMUA KOMPETENSI KEAHLIAN SILABUS – BAHASA INGGRIS Halaman 1 dari 19 KEGIATAN ALOKASI WAKTU KOMPETENSI DASAR INDIKATOR MATERI PEMBELAJARAN PENILAIAN SUMBER BELAJAR PEMBELAJARAN TM PS PI
1.2 Menyebutkan Nama-nama benda dan Adjectives showing Listening Tes lisan 12 Breakthrough benda-benda, kata yang colours, quality, size, − Matching pictures with − Mendes- Global Access to the World orang, ciri-ciri, mendeskripsikan benda shape, age, origin, words kripsikan of Work waktu, hari, bulan, yang terkait dengan material − Dictation gambar Person to Person dan tahun warna, bentuk, asal - green, good, big, old, − Listening for information secara Grammar in Use (origin), ukuran, bahan, Indonesian, wooden, Speaking: lisan jumlah dan kualitas dsb. − Naming objects, quality disebutkan dengan tepat. Profession, nationality of objects and persons, Tes tertulis Kata-kata yang Adjectives showing professions, − Meleng- mendeskripsikan orang physical (appearance), nationalities, and time kapi yang terkait dengan non-physical of the day. kalimat profesi, kebangsaan, ciri- (characteristic) Reading: − Pilihan ciri fisik, kualitas, dan - beautiful, humorous dsb − Reading for information Ganda aktifitasnya disebutkan Nouns showing time, day, Writing: − Memberi dengan tepat. date, month, year − Completing passages label Waktu (time of the day), - six o’clock, Sunday, 1st with suitable words pada nama-nama hari/tanggal, of May, July, 2006 gambar bulan, tahun disebutkan Grammar review: − Menja- dengan tepat. − Singular – plural nouns. wab per- (book – books tanyaan box - boxes cerita. child – children fish – fish)
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1.3 Mendeskripsikan Bilangan (cardinal / Cardinal and ordinal Listening: Tes lisan 21 English for Hotel Services benda-benda, ordinal) digunakan numbers − Matching pictures with − Mendes- International Hotel English orang, ciri-ciri, dengan tepat dalam − ten, twenty, first, fifth, words. kripsikan Person to Person waktu, hari, bulan, berbagai konteks. dsb − Dictation gambar Grammar in Use dan tahun Kata-kata dirangkai Adjectives of quality: good, − Listening for information − Menyebut- Posters or pictures from dengan tepat untuk beautiful, dsb Speaking: kan waktu, magazines or newspapers mendeskripsikan benda Adjectives of size: big, − Describing things, bilangan. berdasarkan warna, small, dsb. people, profession, and − Menceritakan bentuk, asal (origin), Adjectives of shape: round, nationalities kejadian ukuran, bahan, jumlah straight, dsb. − Telling numbers, secara dan kualitas. Adjectives of age: old, new, responding to questions lisan. Kata- kata dirangkai dsb. about numbers. dengan tepat untuk Adjectives of colour: blue, − Discussing things based Tes tertulis: mendeskripsikan orang red, dsb. on physical appearance. - Pilihan ganda yang terkait dengan Nationality, profession − Role playing dialogues - Menjodoh- profesi, kebangsaan, ciri- − John is an American. Reading: kan ciri fisik, kualitas, dan − He is a very busy chef − Understanding and gambar. aktifitasnya. Adjective in series: A discussing passages. - Menyusun Kata-kata dirangkai beautiful big U-shaped Writing: paragraph dengan tepat untuk wooden house. − Describing things pendek. mendeskripsikan suatu Description of events: − Matching numbers and kejadian berdasarkan The accident happened at the way they are said. waktu (time of the day), nine PM on Monday, the − Arranging jumbled nama-nama hari/tanggal, 26th of July 2006. paragraphs. bulan, tahun. Antonym / synonym − Composing dialogues involving the use of numbers in various contexts − Writing paragraphs based on pictures.
SEMUA KOMPETENSI KEAHLIAN SILABUS – BAHASA INGGRIS Halaman 3 dari 19 KEGIATAN ALOKASI WAKTU KOMPETENSI DASAR INDIKATOR MATERI PEMBELAJARAN PENILAIAN SUMBER BELAJAR PEMBELAJARAN TM PS PI Ungkapan penyesalan Words and expressions used to Listening: Tes lisan 22 Global Access to the World 1.4 Menghasilkan show regrets and apologies: tuturan sederhana dan permintaan maaf - I’m sorry that ... − Dictation − Dialog of Work yang cukup untuk serta pemberian Words and expressions used to − Listening for information − Merespon American Business English responnya disampaikan express sympathy: − Completing passages pernyataan Person to Person fungsi-fungsi dasar - I’m sorry to hear that .. dengan tepat. Adjectives for expressing Speaking: Tes tertulis Grammar in Use Ungkapan simpati serta feelings: − Pronunciation practice − Melengkapi - happy, terrible, sad, etc pemberian respon Adjectives ‘ –ing’ vs ‘-ed’ − Dialogue practice kalimat terhadapnya disampaikan - boring ›‹ bored − In pairs, creating and − Membuat dengan tepat Adjective set expressions practising dialogues kalimat - get bored; turn bad, etc Ungkapan berbagai Subject – verb agreement: dealing with regret and berdasarkan perasaan disampaikan - John is very happy to see apoligies, simpathy, gambar. dengan tepat you. asking for and giving − Menyusun Words and expressions used in Ungkapan permintaan asking for and giving information, offering cerita. dan pemberian ijin permission: things and services. disampaikan dengan - May I use the phone? − Expressing feelings - You can leave now. tepat Grammar: Modals + Auxiliary about certain events Ungkapan perintah dan Expressions and verb forms Reading: permintaan digunakan used in commands and Reading for information: requests: secara tepat. - Can you lend me a pen, − Dialogues Ungkapan penawaran please? − Stories which stimulate - Come here!; Stand up! barang dan jasa Responses to commands: readers’ emotion digunakan secara tepat. - Yes, I will. Writing: - Certainly. − Completeing Dialogues Expressions used for offering things and services. − Rearranging jumbled - Would you like to have some dialogues tea? − Composing short stories - Would you like to taste this food? (good or bad experiences)
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1.5 Menjelaskan secara Peristiwa yang sedang Words and expressions used Listening: Tes lisan 22 American Business English sederhana kegiatan terjadi diceritakan in the context of telling or − Matching pictures and − Menceritakan Person to Person yang sedang dengan tepat sesuai describing events. sentences. gambar Pictures from newspapers terjadi dengan waktu dan - The students are cleaning − Completing passages − Dialog or magazines tempat kejadian. the foor. Speaking: Breakthrough Pernyataan dengan - When you arrive, the − Pronunciation practice Tes tertulis menggunakan ”there guests will be travelling − Dialogue practice telling − Melengkapi is/are” disampaikan around the city. what’s happening in kalimat dengan tepat sesuai Grammar: Present pictures. − Menjawab dengan waktu dan continuous, future − Giving responses to the soal cerita. tempat kejadian. continuous. events shown in − Membuat Pertanyaan tentang Sentences using ‘there + be’ pictures, films, or kalimat peristiwa yang sedang Prepositions: in, on, at, dramas. berdasarkan terjadi disampai-kan under, etc. − Dialogue practice using gambar. dengan tepat - There is a napkin on the “there” Pengungkapan perasaan table Writing: / pendapat tentang Questions about events: − Writing short peristiwa yang sedang - How/When did it paragraphs based on terjadi disampaikan happen? pictures. dengan tepat Expessions of feelings / opinions concerning an event - I was very shocked to learn about the number of the victims.
SEMUA KOMPETENSI KEAHLIAN SILABUS – BAHASA INGGRIS Halaman 5 dari 19 KEGIATAN ALOKASI WAKTU KOMPETENSI DASAR INDIKATOR MATERI PEMBELAJARAN PENILAIAN SUMBER BELAJAR PEMBELAJARAN TM PS PI
1.6 Memahami memo Pesan ditulis dalam Samples of memo Listening Tes lisan 22 Various kinds of memos and dan menu bentuk memo dengan Sample of menu − Dictation − Menjawab menus, time tables and sederhana, jadwal benar. Words and expressions to − Completing memos and pertanyaan schedules from different perjalanan Memo yang sudah ada explain signs and symbols: menus secara lisan sources kendaraan umum, dijelaskan dengan tepat. - That “P” sign means that − Matching pictures based − Menjelaskan Person to Person dan rambu-rambu Menu ditulis dan you can park here. on signs, symbols, time jadwal American Business English lalu lintas dijelaskan dengan tepat. - The symbol “Lady” means tables and schedules perjalanan, Breakthrough Tanda-tanda dan that the toilet is for given. rambu lalu lambang (misalnya: women. Speaking lintas, simbol rambu lalu lintas) - “No smoking” means that − Pronunciation practice dan tanda. dijelaskan dengan benar. you are not allowed to − Dialogue practice Berbagai macam jadwal smoke in that area. involving memos, (time table) dibuat dan Samples of time table and menus, signs, symbols, Tes tertulis dijelaskan dengan benar. schedule time tables and − Membuat Bentuk kata sifat dan Degrees of comparison: schedules memo keterangan digunakan - Bus is fast. − Making sentences using − Menulis secara tepat untuk - Train is faster than the degrees of comparison, menu membandingkan sesuatu. bus. pronouns and reported − Menulis - Plane is the fastest of all. speech. jadwal - Travelling by plane is Writing − Menjawab more convenient than − Completing time tables pertanyaan travelling by bus. and schedules tentang Pronouns and Reported − Writing sentences using menu, jadwal, Speech comparative degree, memo, rambu pronouns and reported lalu lintas. speech. − Composing memos and menus.
SEMUA KOMPETENSI KEAHLIAN SILABUS – BAHASA INGGRIS Halaman 6 dari 19 KEGIATAN ALOKASI WAKTU KOMPETENSI DASAR INDIKATOR MATERI PEMBELAJARAN PENILAIAN SUMBER BELAJAR PEMBELAJARAN TM PS PI
1.7 Memahami kata- Berbagai ungkapan untuk Words and expressions used Listening Tes lisan 22 Person to Person kata dan istilah menyatakan pilihan in expressing preference: − Dictation − Dialog Grammar in Use asing serta kalimat (preferences) digunakan - I prefer coffee to soft − Listening for tentang Maps sederhana dengan tepat. drink at this time of the information: dialogues preference, Breakthrough berdasarkan rumus Ungkapan untuk day. − Listening and direction, English for Hotel Services menyatakan pengandaian - I’d rather stay home over completing maps. capabilities, Global Access to the World (conditional type I) the weekend than go to Speaking conditional. of Work digunakan dengan tepat. movies. − Interviewing for one’s Berbagai ungkapan untuk - I like badminton better preferences and Tes tertulis menyatakan kemampuan than volley ball. capabilities, asking and − Melengkapi (capabilities) digunakan Conditional sentence type 1: giving directions based dialog dengan tepat. - If the weather is nice this on maps given. − Menuliskan Ungkapan untuk morning, we can go to − Responding to questions arah / meminta dan memberi the beach. using conditional petunjuk. arah dan lokasi Words and expressions used sentences type 1. − pilihan ganda (direction) digunakan to talk about capabilities: Reading dengan tepat. - Can you swim to cross − Reading for information: this river? passages, dialogues, - When I was a child, I etc. could (was able to) climb − Identifying skills and that tree. capabilities from reading Words and expressing used passages. in asking for and giving − Reading and finding a direction (location): location on the map - Could you tell me the way Writing to the Zoo, please? − Writing sentences - Go straight on as far as expressing preferences the junction, then turn and capabilities, left. The Zoo is on your directions or locations. left ... − Writing sentences using Prepositions of place: in conditional type 1. front of, behind, beside, dsb. − Composing dialogues involving preferences and capabilities and giving directions.
SEMUA KOMPETENSI KEAHLIAN SILABUS – BAHASA INGGRIS Halaman 7 dari 19 KEGIATAN ALOKASI WAKTU KOMPETENSI DASAR INDIKATOR MATERI PEMBELAJARAN PENILAIAN SUMBER BELAJAR PEMBELAJARAN TM PS PI
1.8 Menuliskan Sejumlah kata dirangkai Grammar review: “will”, Listening Test Lisan 18 Different kinds of invitations undangan menjadi kalimat yang “could”, “would” and − Completing invitations − Mengun- Person to Person sederhana mengandung unsur prepositions: in, on at. − Listening for information dang secara Breakthrough undangan Samples of invitation Speaking lisan Global Access to the World Kalimat dirangkai dengan (personal invitation). − Pronunciation practice − Dialog of Work benar untuk membentuk Parts of personal invitations. − Dialogue practice undangan Contents, style, spelling and − Responding to questions Undangan sederhana punctuation. dealing with invitations Test tertulis (misalnya: undangan using “yes-no” and “wh- − Membuat ulang tahun) dituliskan ” questions. undangan dengan benar. − Telling about invitations, − Creating dialogues in pairs Reading − Reading for information: invitations Writing − Rearranging jumbled sentences to create invitation − Writing personal invitations.
SEMUA KOMPETENSI KEAHLIAN SILABUS – BAHASA INGGRIS Halaman 8 dari 19 SILABUS NAMA SEKOLAH : SMK CIPTA KARYA PREMBUN MATA PELAJARAN : BAHASA INGGRIS KELAS/SEMESTER : XI / 3-4 STANDAR KOMPETENSI : Berkomunikasi dengan Bahasa Inggris setara Level Elementary KODE KOMPETENSI : B ALOKASI WAKTU : 116 X 45 menit
KOMPETENSI KEGIATAN ALOKASI WAKTU INDIKATOR MATERI PEMBELAJARAN PENILAIAN SUMBER BELAJAR DASAR PEMBELAJARAN TM PS PI 2.1. Memahami Pertanyaan dengan Talking about hobbies and interests Listening: Tes lisan 8 Practical English Usage percakapan pola yes-no questions - Do you like fishing? − Answering questions − Dialog Global Access to the sederhana dalam konteks - What do you like doing in your based on recorded berpasang- World of Work sehari-hari kegiatan sehari-hari spare time? materials. an Person to Person baik dalam diperagakan dan Guest handling − Dialogues about guest English for SMK (Ang- konteks dijawab dengan - What can I do for you, Sir? handling Tes tertulis kasa) profesional benar. - Welcome to our hotel. Speaking: − Melengkapi maupun Pertanyaan dengan - I hope you enjoy the food. − Telling about one’s kalimat pribadi pola question tags Grammar Review own daily activities. − Pilihan dengan dalam konteks Yes – No questions − Role playing about Ganda orang bukan kegiatan sehari-hari - Are you a secretary? guest handling − Membuat penutur asli diperagakan dengan Question tags Reading: paragraf benar. - The board meeting starts at seven, − Answering questions pendek Pertanyaan dengan doesn’t it? about hobbies and pola question words Questions with question words interests dalam konteks - Where does the boss live? kegiatan sehari-hari - Why do you come late? diperagakan dan Gerund as subjects and objects dijawab dengan - Smoking is dangerous. benar. - I don’t like fishing. Berbagai bentuk dan Gerund as complement: Writing: ungkapan digunakan - Her job is sorting the mail. − Writing descriptions of dengan tepat untuk Gerund after preposition: other’s daily activities. membicarakan - Are you interested in collecting − Writing sentences kegemaran /hobi dan stamps? containing gerund . minat. Constructions with ‘too’ and − Arranging sentences Ungkapan untuk ‘enough’ containing “too” and “ menangani tamu - The soup is too salty for me. enough” hotel, restoran, travel - The hotel room is comfortable agency, dll. enough. diperagakan dengan benar.
SEMUA KOMPETENSI KEAHLIAN SILABUS – BAHASA INGGRIS Halaman 9 dari 19 KOMPETENSI KEGIATAN ALOKASI WAKTU INDIKATOR MATERI PEMBELAJARAN PENILAIAN SUMBER BELAJAR DASAR PEMBELAJARAN TM PS PI 2.2. Mencatat Pesan (message) Expressions dealing with telephone Listening: Tes tertulis 16 Practical English Usage pesan-pesan yang diterima lewat conversations − Listening for − Melengkap Global Access to the sederhana telepon dicatat Grammar Review: information from i kalimat World of Work baik dalam dengan benar. Personal pronouns recorded materials. − Membuat Person to Person interaksi Pesan (message) - I – me – my – mine - myself − Understanding kalimat English for SMK (Ang- langsung yang diterima secara Reported speech telephone dengan kasa) maupun langsung dicatat - He said that you had to pay for conversations reported melalui alat dengan benar. the tickets Speaking: speech - He asked you to pay for the − Telling the − Mencatat tickets. infomation obtained pesan - He wanted to know if you would from recorded yang be available in the afternoon. materials diterima - He wanted to know where you − Role playing on put his umbrella. telephone Tes lisan . Adjective Clause conversations − Menceritak - Do you know the staff who will Writing: an pesan be promoted our new division − Writing messages yang manager? based on telephone diterima conversations − Composing sentences using reported speech, personal pronouns and adjective clause.
SEMUA KOMPETENSI KEAHLIAN SILABUS – BAHASA INGGRIS Halaman 10 dari 19 KOMPETENSI KEGIATAN ALOKASI WAKTU INDIKATOR MATERI PEMBELAJARAN PENILAIAN SUMBER BELAJAR DASAR PEMBELAJARAN TM PS PI 2.3. Merinci Bentuk kata kerja Telling about people’s job using the Listening: Tes lisan 4 Practical English Usage tugas digunakan dalam Simple present tense: − Dictation − Menjelask Global Access to the pekerjaan Simple Present - A cook prepares food. − Answering dialogues an profesi World of Work dan latar dengan tepat untuk - Pilots fly aeroplanes. given by the teacher − Menjelask Person to Person belakang menerangkan tugas Telling about people’s educational Speaking an English for SMK (Ang- pendidikan dan pekerjaan background using the Simple past − Explaining diagram kasa) yang berbagai macam tense. someone’s English New Concept dimilikinya profesi. - She graduated from SMKN 8 profession Tes tertulis secara lisan Bentuk kata kerja Bandung. Reading − Melengkap dan tulisan digunakan dalam - The new secretary learned − Understanding and i kalimat/ Simple Past dengan shorthand at the college. discussing diagrams form tepat untuk Samples of curriculum vitae containing facts and − Menulis menerangkan latar Expressing facts and figures : figures curriculum belakang pendidikan - The graph shows that Writing vitae berbagai macam population growth has been − Rewriting someone profesi. high this last decade. else’s curriculum Curriculum Vitae yang - The latest data show that about vitae sederhana ditulis three billion rupiahs have been − Writing one’s own dengan benar. spent for the construction of the curriculum vaitae Berbagai ungkapan factory. digunakan dengan tepat untuk menjelas- kan fakta dan angka (facts and figures) pada suatu sajian data.
SEMUA KOMPETENSI KEAHLIAN SILABUS – BAHASA INGGRIS Halaman 11 dari 19 KOMPETENSI KEGIATAN ALOKASI WAKTU INDIKATOR MATERI PEMBELAJARAN PENILAIAN SUMBER BELAJAR DASAR PEMBELAJARAN TM PS PI 2.4. Menceritaka Ungkapan tentang Telling about past events Listening Tes lisan 8 Practical English Usage n pekerjaan kegiatan masa - I saw the crowds were helping − Answering questions of − Menceritak Global Access to the di masa lalu lampau dikemukakan the accident victim. one’s past experiences. an World of Work dan rencana dengan benar. - We had locked the room when Speaking peristiwa Person to Person kerja yang Ungkapan untuk she came. − Telling one’s own plans masa lalu English for SMK (Ang- akan datang mengemuka-kan Telling about future plans (future) − Dialog kasa) kegiatan di masa - The meeting will be over at two Reading datang digunakan PM. − Reading for Tes tertulis dalam Tense yang - When you arrive at the office, I information: dialogues, − Melengka benar. will be conducting a meeting. passages pi kalimat Surat pribadi yang Sample of a personal letter (telling Writing − Membuat menceritakan tentang about past and future events) − Composing personal surat kehidupan masa lalu Grammar review: letters − Menerjem dan rencana di masa - Relevant tenses. − Translation ahkan depan ditulis dengan benar.
SEMUA KOMPETENSI KEAHLIAN SILABUS – BAHASA INGGRIS Halaman 12 dari 19 KOMPETENSI KEGIATAN ALOKASI WAKTU INDIKATOR MATERI PEMBELAJARAN PENILAIAN SUMBER BELAJAR DASAR PEMBELAJARAN TM PS PI 2.5. Mengungkap Ungkapan-ungkapan Giving invitations Listening: Tes lisan 60 Practical English Usage kan berbagai untuk menyampaikan - Would you like to come to my − Answering questions melalui role Global Access to the macam undangan digunakan place for dinner tonight, please? based on dialogues play / dialog World of Work maksud hati dengan tepat. - With pleasure. about giving Person to Person Ungkapan-ungkapan - I’m afraid I can’t, I’ve already invitations, bargaining, Tes tertulis English for SMK (Ang- untuk melakukan got an appointment. expressing certainty, Melengkapi kasa) tawar-menawar Bargaining compliments, dialog (bargaining) - Is there any discount for this expressing opinions, Menjawab digunakan dengan shirt? agreeing/disagreeing, pertanyaan tepat. - How about fifty thousand and arguing Melengkapi Ungkapan-ungkapan rupiahs? Speaking: kalimat untuk menyatakan Expressing certainty − Performing dialogues Membuat kepastian (certainty) - I’m sure that it’s going to rain based on given dialog digunakan dengan this afternoon. situations. tepat. - It must be him who called. Reading: Ungkapan-ungkapan Giving and responding to − Answering questions untuk memberi dan compliments based on written texts. merespon pujian - Fantastic! Writing: digunakan dengan - You look beautiful tonight. − Writing dialogues tepat. - Thank you. based on given Ungkapan-ungkapan Expressing opinions situations. untuk menyatakan - I think that’s not true. pendapat/opini - What I have in my mind is that digunakan dengan Expressing agreement/ tepat. disagreement: Ungkapan-ungkapan You’re right. untuk menyatakan I’m afraid you’ve got wrong persetujuan information, Sir. (agreeiing- . Expressing argument disagreeing) Yes, but don’t forget ... digunakan dengan That may be so but ... tepat. Grammar review Ungkapan-ungkapan − Conjunctions / concessive untuk menyatakan relationship. argumentasi − Constructions with “used to”: digunakan dengan a) be/get used to + V-ing benar. b) used to + Verb 1
SEMUA KOMPETENSI KEAHLIAN SILABUS – BAHASA INGGRIS Halaman 13 dari 19 KOMPETENSI KEGIATAN ALOKASI WAKTU INDIKATOR MATERI PEMBELAJARAN PENILAIAN SUMBER BELAJAR DASAR PEMBELAJARAN TM PS PI 2.6. Memahami Ungkapan-ungkapan Expressions used in describing Listening Tes lisan 8 Practical English Usage instruksi- untuk processes: − Listening for Menjelaskan Global Access to the instruksi menggambarkan - First, ... information on how proses World of Work sederhana proses kerja dan atau - Next, ... things work. kerja / Person to Person berfungsinya suatu - Then... − Dialogues about cara English for SMK (Ang- alat dikemukakan - Finally ... asking for and giving meng- kasa) dengan benar. Expressions used in asking for and suggestions and operasik English New Concept Ungkapan-ungkapan giving suggestions and advice: advice, necessity and an alat untuk meminta dan - What do you recommend for a obligations, memberi saran dan headache? convincing and Tes tertulis nasihat (suggestion - You’d better see a doctor. persuading Menjawa and advice) Expressions used in asking Speaking b digunakan secara necessity and obligation: − Telling about how pertanya tepat. - We must be there before the things work. an Ungkapan-ungkapan boss comes. − Role playing how to Pilihan untuk menyatakan - It is necessary for us to be there ask for and give ganda keharusan dan on time. suggestions and Membuat kewajiban (necessity Expressions used in persuading advice. dialog and obligation) and convincing: − Interviewing dealing digunakan dengan - Why don’t you try our special with convincing and tepat. drink bandrek to warm up your persuading, Ungkapan-ungkapan body. necessity and untuk meyakinkan - If I were you, I would … oligations dan membujuk orang - I’m sure you are on the right Reading lain (convincing and track. − Reading for persuading) agar - I bet you could do it. information: dialogue menerima pendapat Grammar review: passages atau usulan yang − Degrees of comparison Writing diajukan digunakan − Imperatives − Making dialogues dengan tepat. - Don’t smoke at the petrol based on the station situations provided. - Keep silent; the baby is sleeping
SEMUA KOMPETENSI KEAHLIAN SILABUS – BAHASA INGGRIS Halaman 14 dari 19 KOMPETENSI KEGIATAN ALOKASI WAKTU INDIKATOR MATERI PEMBELAJARAN PENILAIAN SUMBER BELAJAR DASAR PEMBELAJARAN TM PS PI 2.7. Membuat Kata-kata dipilih Samples of short messages, Vocabulary game Tes lisan 12 Practical English Usage pesan-pesan dengan tepat dan directory, and lists. Rearranging words / Menyam Global Access to the pendek, dirangkai menjadi Content, punctuation, and spelling. sentences paikan World of Work petunjuk pesan pendek, Composing short pesan Person to Person dan daftar petunjuk atau daftar messages. Directions, secara English for SMK (Ang- dengan Kesimpulan dari suatu or lists based on the lisan kasa) pilihan kata, pembicaraan ditulis situation given by the English New Concept ejaan dan dengan benar teacher. . Tes tertulis tata tulis menjadi suatu pesan Membua yang pendek, petunjuk, t pesan berterima atau daftar singkat dan atau petunjuk cara penggun aan alat secara tertulis.
Prembun, …… Juli 2016 Mengetahui, Kepala SMK Cipta karya Guru Mata Pelajaran
Drs. H. Tuntum Prayitno, M.Pd Sri Endah Wahyuni, S.Pd
SEMUA KOMPETENSI KEAHLIAN SILABUS – BAHASA INGGRIS Halaman 15 dari 19 SILABUS NAMA SEKOLAH : SMK CIPTA KARYA PREMBUN MATA PELAJARAN : BAHASA INGGRIS KELAS/SEMESTER : XII / 5 - 6 STANDAR KOMPETENSI : Berkomunikasi dengan Bahasa Inggris setara Level Intermediate KODE KOMPETENSI : C ALOKASI WAKTU : 146 X 45 menit
ALOKASI WAKTU KEGIATAN KOMPETENSI DASAR INDIKATOR MATERI PEMBELAJARAN PENILAIAN SUMBER BELAJAR PEMBELAJARAN TM PS PI
3.1 Memahami Pertanyaan mengenai Short talks (advertisements, Vocabulary games Tes lisan 8 30 Days to the TOEIC Test monolog yang informasi umum (general reports, announcements, dll) Listening to recorded retelling, Vocabulary Book muncul pada situasi information) yang terkait Relevant vocabulary short talks summarizing kerja tertentu dengan monolog dijawab Antonym, synonym. Discussion dengan benar. Affixes : prefixes, suffixes Questions and answers Tes tertulis Pertanyaan mengenai isi menjawab monolog (detailed pertanyaan information) dijawab pilihan ganda dengan benar atau essay Monolog yang muncul pada situasi kerja tertentu ditulis kembali dalam bentuk intisari/summary (taking notes)
SEMUA KOMPETENSI KEAHLIAN SILABUS – BAHASA INGGRIS Halaman 16 dari 19 ALOKASI WAKTU KEGIATAN KOMPETENSI DASAR INDIKATOR MATERI PEMBELAJARAN PENILAIAN SUMBER BELAJAR PEMBELAJARAN TM PS PI
3.2 Memahami Ungkapan-ungkapan Percakapan di telepon tentang Listening: Tes lisan 12 Elementary Communication percakapan untuk membuat reservasi reservasi − Dialogues about memperagak Games terbatas dengan yang dilakukan oleh - Can I book two rooms for reservations, an dialog English for Hotel penutur asli penutur asli ditanggapi Saturday night, please? complaints, secara Journey II dengan tepat Reservation forms arrangements, berpasangan Grammar in Use Ungkapan-ungkapan Future tense confirmations, Grammar Dimension (Platinum untuk mengajukan Response to complaints cancellations, Tes tertulis Edition) keluhan yang dilakukan - I am very sorry, Sir imaginations, Melengkapi American Business English oleh penutur asli Expressions dealing with interviews. dialog dan ditanggapi dengan tepat. arrangementt − Questions and pilihan Ungkapan-ungkapan - What about tonight? answers about the ganda untuk membuat - I’m sorry. I have got something dialogues mentioned kesepakatan to do tomorrow. What about above (arrangementI) digunakan Sunday? Pronunciation practice dengan tepat. Expressions dealing with Speaking: Ungkapan-ungkapan confirmation and cancellation: − Dialogue practice with untuk memastikan dan - I’d like to confirm my flight to the above matters membatalkan kesepakatan Singapore. Reading comprehension: dilakukan dengan tepat. - I regret to tell you that I − Reading dialogues and Ungkapan-ungkapan have to cancel our or letters untuk menyatakan appointmnet. − Questions and keinginan atau situasi Modals Auxiliary: WOULD answers yang tidak nyata baik Expressions dealing with unreal Writing: untuk masa depan, masa condition. − Working in pairs to kini atau masa lampau - If you came, you would see compose dialogues (conditional sentences and him. based on the subjunctive wish) Conditional Types 2 and 3 situations given by the digunakan dengan tepat. Subjunctives with wish, if only, teacher. Ungkapan-ungkapan yang would rather. Grammar review about dipakai dalam wawancara Answering typical questions modal auxiliary “Would”, digunakan secara tepat asked in interviews conditional sentences - My name is.... (types 1 and 2), and - I apply for this position subjunctives. because ... - I’m interested in working here because ...
SEMUA KOMPETENSI KEAHLIAN SILABUS – BAHASA INGGRIS Halaman 17 dari 19 ALOKASI WAKTU KEGIATAN KOMPETENSI DASAR INDIKATOR MATERI PEMBELAJARAN PENILAIAN SUMBER BELAJAR PEMBELAJARAN TM PS PI
3.3 Menyajikan laporan Outline laporan prakerin Presentation skills: Lecturing and Presentasi 8 Laporan prakerin ditulis didalam powerpoint - How to open a speech discussiong about Tips in Giving Presentations slide atau transparansi - How to propose ideas presentation skills Tanya-jawab How to Give a Good dengan menggunakan - How to elaborate ideas Konsultasi dengan guru tentang isi Presentation kalimat yang singkat dan - How to close a speech tentang penyiapan presentasi padat. - How to handle questions laporan prakerin Laporan prakerin disajikan - How to use body language Writing secara lisan dalam bentuk - How to maintain audience’s − Menyiapkan outline presentasi yang benar. attention laporan prakerin - How to use presentation dalam tayangan aids. Powerpoint atau transparansi Speaking: − Menyajikan laporan prakerin − Questions and answers.
3.4 Memahami manual Pertanyaan-pertanyaan Manuals: (telephone installation, Vocabulary game Tes lisan 4 Various manuals penggunaan yang terkait dengan isi computer installation, Understanding and Retelling / Global Access to the World peralatan manual penggunaan alat maintenance and repair, etc.) discussing about the questions and of Work dijawab dengan benar. Relevant vocabulary manuals answers 30 Days to the TOEIC Test Petunjuk penggunaan Antonym/Synonym Questions and answers peralatan (minimal dua Affixes: prefixes, suffixes. Retelling the content of Tes tertulis manual) diungkapkan the manuals. multiple choice kembali dengan kata-kata / essay sendiri secara tepat. 3.5 Memahami surat- Pertanyaan yang terkait Business documents: letters, Vocabulary game Tes lisan 8 English for Secretaries surat bisnis dengan isi surat-surat faxes, memos, advertisements, Understanding and Retelling / English Business Letters sederhana bisnis dijawab dengan brochures, forms, discussing about questions and Vocabulary Book benar. questionnaires, etc. business letters answers Isi surat bisnis diceritakan Relevant vocabulary Questions and answers kembali dengan benar. Antonym/synonym Retelling the content of Tes tertulis Affixes: prefixes/suffixes business letters. multiple choice / essay
SEMUA KOMPETENSI KEAHLIAN SILABUS – BAHASA INGGRIS Halaman 18 dari 19 ALOKASI WAKTU KEGIATAN KOMPETENSI DASAR INDIKATOR MATERI PEMBELAJARAN PENILAIAN SUMBER BELAJAR PEMBELAJARAN TM PS PI
3.6 Memahami Pertanyaan yang terkait SOP from a specific workplace Vocabulary game Tes lisan 4 SOP from workplace dokumen-dokumen dengan isi Standard (receptionist, waiter, etc.) Understanding and Retelling Vocabulary Book teknis Operating Procedure Relevant vocabulary discussing about (SOP) dijawab dengan Antonym/synonym Standard Operating Tes tertulis benar. Affixes: prefixes, suffixes Procedures (SOP) composing Standard Operating Questions and answers Procedure (SOP) di tempat Retelling the content of kerja diceritakan kembali Standard Operating dengan kata-kata sendiri Procedures (SOP). dengan benar. Synonym – antonym Affixes: prefixes and suffixes
3.7 Menulis surat bisnis Surat-surat bisnis Samples of business letters Understanding and Tes tertulis 8 American Business English dan laporan (tawaran, pesanan, Parts of a letter: discussing about parts of Composition English Business Letters sederhana enquiry dll) dibuat secara - The letter head business letters. sederhana. - Date Understanding and Surat-surat bisnis - Inside address discussing the content of (tawaran, pesanan, - Opening salutation samples of business enquiry dll) dibalas secara - The body letters. tertulis dengan benar. - Closing salutation Understanding and Iklan lowongan pekerjaan - Signature discussing about direspon dengan membuat Samples of advertisement on advertisements on job surat lamaran dengan job vacancy vacancies. benar. Samples of letters of application Writing: Laporan prakerin disajikan − Composing the reply dalam bentuk laporan of business letters. tertulis. − Composing application letters to respond the above mentioned advertisements − Composing report of Job Training (prakerin).
SEMUA KOMPETENSI KEAHLIAN SILABUS – BAHASA INGGRIS Halaman 19 dari 19 Prembun, …… Juli 2016 Mengetahui, Kepala SMK Cipta karya WKS 1 Kurikulum Guru Mata Pelajaran
Drs. Tuntum Prayitno Samsu Sumantri, S.Pd Sri Endah Wahyuni, S.Pd
SEMUA KOMPETENSI KEAHLIAN SILABUS – BAHASA INGGRIS Halaman 20 dari 19 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) Dore dakeai to shinjitsuwoshinji Dore dakekachigaarukashiritakute (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)
Dore dakeai to shinjitsuwoshinji Dore dakekachigaarukashiritakute (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?!)
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
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?)
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 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) Let's take it someday Let's make it someday
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
Let's take it someday toraware-souninaruhibi no naka de (Feel like every day in captivity) Let's make it someday 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)
Let's take it someday Let's make it someday 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?
Let's take it someday Woow kaikaku no hatawoagete (Raise the banner of reform) Let's make it someday 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 Let's take it someday
O-oh Woow