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THE CODE SWITCHING USED BY THE TUTORS OF REC (RECEIVED ENGLISH COURSE) BONDOWOSO IN TEACHING ENGLISH

WICAKSONO, ARY AGUNG (2013) THE CODE SWITCHING USED BY THE TUTORS OF REC (RECEIVED ENGLISH COURSE) BONDOWOSO IN TEACHING ENGLISH. Other thesis, University of Muhammadiyah Malang.

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Abstract

Code switching is the usage several languages or dialects in the same conversation. The English tutors often used code switching as the technique in teaching process. Through code switching, the English tutors could make a creative ways in teaching process. Dealing with those reasons, the researcher wanted to find the code switching used by the tutors of REC Bondowoso, to know the kinds of code switching used by the tutors of REC Bondowoso, why the tutors of REC Bondowoso switch the code on their teaching. The design used in this study was descriptive qualitative research design because it was designed to obtain information concerning the current status of phenomena and directed toward determining the nature of a situation as it exists at the time of the study. Meanwhile, the sampling used was homogeneous sampling technique to get the suitable representative of research subject. Besides, the data collection used observation, and interview to gather the data. The finding showed that there were three types of code switching used by two tutors of REC (Received English Course) Bondowoso in teaching English. They were; (1) tag- code switching, (2) inter-sentential code switching, and (3) intra-sentential code switching. For the first tutor, the tag code switching was used as the dominant kind of code switching in the class instruction (53,57%), then, it was followed by inter-sentential code-switching (25%), and the last was intra-sentential code-switching (21,43%). For the second tutor, inter-sentential code-switching as the dominant kinds of code switching (44%), then, it was followed by tag code-switching (32%), and the last was followed by intra-sentential code-switching (24%). Besides, the reasons of the tutor switch the code on their teaching were; (1) to clarify the difficult terms in teaching process, (2) to avoid the conflict language due to incorrect meaning, (3) to emphasize the particular topic in the class instruction, (4) to change the uncommon words into the simple language, and (5) to enrich the studentÂ’s vocabulary.

Item Type: Thesis (Other)
Subjects: L Education > L Education (General)
Divisions: Faculty of Teacher Training and Education > Department of English Language Education (88203)
Depositing User: Mrs Ruli Alfi
Date Deposited: 18 Apr 2016 12:01
Last Modified: 18 Apr 2016 12:01
URI : http://eprints.umm.ac.id/id/eprint/27253

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