Sabtu, 05 Mei 2012
Code Switching in Sociaty
05.21 | 
Diposting oleh
Zaen Aligator
THE USING OF CODE SWITCHING IN SOCIETY
By
Zainal abidin
Abstract :
The term of code switching is widely used in public life today, even though they use it without realizing it, from that phenomena the objective of this article is to examine more deeply the use of code switching in society, and some factors related of it.
Key Word
Code switching
INTRODUCTION
Language and society can not be separated. Language is used in society to build communication with others. Basically, language is a system of arbitrary verbal symbol by with the member of a speech community interact and express their idea, feeling and thought.
Language is have many variation which make it rich, and one of the language variation is code switching. The term code switching is now widely used in the development of some sections of society, this departure from the development of language in every individual because every person has the ability to absorb multiple languages besides their native language. From the ability that they apply the code-switching by using two or more languages in interacting with others. Before we discuss more deeply how the using of code switching in society, the first we must know the meaning of code switching it self and also continue with find out the factor of using code switching in society.
A. WHAT IS CODE SWITCHING ?
Now days we ever hear the word of code switching, but most of people didn’t know the meaning, most of them able to use without know the meaning of it. According to Gal, he says that code switching is a conversational strategy used to establish, cross or destroy group boundaries; to create, evoke or change interpersonal relations with their rights and obligations.[1]
Code-switching (also called code-mixing) can occur in conversation between speakers’ turns or within a single speaker’s turn. In the latter case it can occur between sentences (intersententially) or within a single sentence (intra-sententially). Code-switching can arise from individual choice or be used as a major identity marker for a group of speakers who must deal with more than one language in their common pursuits.
Code-switching is the practice of moving between variations of languages in different contexts. Everyone who speaks has learned to code-switch depending on the situation and setting. In an educational context, code-switching is defined as the practice of switching between a primary and a secondary language or discourse.
In our daily life we also have to use code switching , for example in daily life of students of STAIN Pamekasan, especially in english department students, In their daily accustomed to interact with friends using the Indonesian language or their mother tongue, is madurese language, but it is different when they follow the lectures in class, they more often use English to interact, because they had an obligation to use the English language.
B. THE FACTOR OF USING CODE SWITCHING
Some of the factors causing the occurrence of code switching or code mixing is influenced by the context and situation of language that can be described as follows:
1. factors independent of particular speakers and particular circumstances in
which the varieties are used, which affect all the speakers of the relevant
varieties in a particular community.
Speakers sometimes accidentally switched codes to language partner because he has the intent and purpose. Seen from private speakers, there are a variety of purposes and objectives such as code switching the speaker wants to change the situation of the conversation, that is from formal situations which bound the space and time to non-formal situations that are not bound by space and time. Speakers sometimes doing mixed language code one into another language because of habit.
2. According to Milroy and Gordon, the factors attaching to the speakers, both as individuals and as members of a variety of sub-groups: their competence in each variety, their social networks and relationships, their attitudes and ideologies, their self-perception and perception of others. [2]
Usually, a speaker who initially use one language switch the code to another language with a people who come from different communities. For example, speaker and speak using Indonesian partners to switch the code to use English because of the presence of an English speaker who entered the conversation situation.
3. factors within the conversations where code switching takes place. Code switching is a major conversational resource for speakers, providing further tools to structure their discourse beyond those available to monolinguals.
This case will arise a lot of code switching and code mixing in society. Rather language or code mixing can occur from one language into another language, and of speech levels of a language into another language speech levels. For the example, the students who use their mother tongue when interact with their family, could have switched to using the other language when they interact with their class mate or their teachers. They prefer use the Indonesian language than Madurese language, this is influenced by situation and location they use.
CONCLUSION
From explanation above, we can take the conclusion that code switching can not separated with the society, because they often use it even thought they didn’t know the meaning. This case this is already accustomed to use, because people are able to develop a language that they have, by using languages other than their mother tongue, because there are several factors, among which differences in situation and places.
REFERENCES
Wardhaugh. Ronald, An Introduction to Sociolinguistics, Blackwell publishing, 2006
Penelope Gardner-Chloros, Code Switching, New York, Cambridge University, 2009
THE USING OF CODE SWITCHING IN SOCIETY
ARTICLE
Proposed to fulfill the assignment of sociolinguistic
Recommended by Mrs Afifah Raihany M.Pd
Arranged by :
Zainal abidin
18 08 13432
STATE ISLAMIC COLLEGE PAMEKASAN
ENGLISH TEACHING DEPARTMENT
JUNE 2001
Label:
Kamis, 03 Mei 2012
Surat pernyataan
SURAT PERNYATAAN
Yang bertanda tangan di bawah ini:Nama : Zainal Abidin
Tempat, tanggal lahir : Pamekasan, 10 Nopember 1989
Status perkawinan : Belum menikah
Alamat : Dempo barat Pasean Pamekasan
Dengan ini menyatakan bersedia untuk menjadi orang yang selalu menyenangkan terhadap orang lain.
Demikian surat pernyataan ini saya buat dengan sesungguhnya dan apabila di kemudian hari ternyata pernyataan saya tidak benar, maka saya bersedia dituntut di muka pengadilan sesuai dengan hukum yang berlaku.
Pamekasan, 02 Mei 2012
Yang membuat pernyataan,
ZAINAL ABIDIN
Curriculum vitae
CURRICULUM VITAE
DATA PRIBADI
Nama : Zainal Abidin
Alamat : Dempo Barat Pasean Pamekasan
Kode Post : 69356
Nomor Telepon : 087750440019
Email : zainalabidin.sm@gmail.com
Jenis Kelamin : Laki-laki
Tanggal Kelahiran : Pamekasan, 10 Nopember 1989
Status Perkawinan : Belum Nikah
Warga Negara : Indonesia
Agama : Islam
RIWAYAT PENDIDIKAN
- Pendidikan Formal
Periode | Sekolah / Institusi / Universitas |
1996 - 2002 | SDN Dempo barat I Pasean Pamekasan |
2002 - 2005 | MTs Al falah Dempo barat Pasean Pamekasan |
2005 - 2008 | MA Al falah Dempo barat Pasean Pamekasan |
2008 - Sekarang | Sekolah Tinggi Agama Islam Negeri (STAIN) Pamekasan |
- Pendidikan Non Formal
Periode | Institusi | Kegiatan |
2007-2008 | Nadi’s English Course (NEC) | Kusus bahasa Inggris |
PENGALAMAN ORGANISASI
- Intra
Periode | Institusi | Jabatan |
2009-2010 | UKM PI STAIN Pamekasan | Pengkaderan |
- | UKK Pramuka STAIN Pamekasan | - |
- | UKM IQDA STAIN Pamekasan | - |
- | UKK Acivita STAIN PAmekasan | - |
2010-2011 | BEM Fakultas Tarbiyah (HMJ Tarbiyah) | Sekretaris Umum |
- Ekstra
Periode | Institusi | Jabatan |
2010-2011 | PMII STAIN Pamekasan | Koord II Bidang penerbitan |
Demikian Curriculum Vitae ini saya buat dengan sebenarnya.
Pamekasan, 02 Mei 2012
|
Kamis, 29 Maret 2012
contoh proposal bantuan dana
PROJECT PROPOSAL
PERMOHONANA BANTUAN DANA
REHABILITASI KELAS
MADRASAH TSANAWIYAH NURUL ULUM
MADRASAH TSANAWIYAH NURUL ULUM
DESA KARDULUK KECAMATAN PRAGAAN KABUPATEN SUMENEP
MADURA JAWA TIMUR
2011
Sekretariat : Jl. Ny. Jami’ah Topoar Karduluk Pragaan Sumenep
Madura 69465-08180355 8281
YAYASAN NURUL ULUM (YASNU)
MADRASAH
TSANAWIYAH NURUL ULUM
NSM : 212352901460
KARDULUK PRAGAAN
SUMENEP MADURA
Sekretariat : Jl. Ny. Jami’ah Topoar Karduluk Pragaan Sumenep Madura 69465-08180355 8281
Nomor : 015/YASNU/MTs.NU/X/2011
Lampiran : 1 (satu) bundel
Perihal : Permohonan Bantuan Dana Rehabilitasi Kelas
Kepada Yang
Terhormat :
Bpk.
Dirjen Pendidikan Dasar Kemendiknas RI
Di –
JAKARTA
Assalamu’alaikum
Warohmatullahi Wabarokatuh
Salam
sejahtera kami sampaikan, semoga Bapak bersama segenap jajarannya senantiasa
dalam lindungan Allah SWT. Amien..
Selanjutnya, bahwa pada saat ini Madrasah
Tsanawiyah Nurul Ulum sangat membutuhkan Rehabilitasi Kelas sebab ruang yang
ada sudah tidak representative lagi dengan perkiraan biaya sebesar Rp.
121. 912. 900,00 (Seratus Dua Puluh Satu Juta Sembilan
Ratus Dua Belas Ribu Sembilan Ratus Rupiah).
Sebagai bahan
pertimbangan Bapak, bersama ini kami lampirkan :
1.
Profil Madrasah
2.
Rencana Anggaran Biaya Rehabilitasi
Kelas
3.
Struktur Pengurus Madrasah
4.
Foto Copy Akte Yayasan
5.
Foto Copy Piagam ((Ijin
Operasional);
Demikian surat
permohonan bantuan dana ini kami sampaikan, besar harapan kami akan terkabulnya
surat permohonan kami. Atas perkenan Bapak, kami sampaikan terimakasih.
Wassalamua’alaikum
Warohmatullahi Wabarokatuh
Sumenep, 01 Oktober 2011
Kepala MTs.Nurul Ulum
IMALAH, SS.MH
|
Ketua Komite Sekolah,
ZAINULLAH
|
Mengetahui,
|
|
Kepala UPTD.
Dinas Kecamatan Pragaan
(..........................................) | |
Contoh RPP berkrakter
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Sekolah : SMA Wachid Hasyim
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XI/1
Skill : Speaking and Listening
Pertemuan : Pertama
Alokasi Waktu : 2 x 45 Menit
I. Standar Kompetensi
1. Memahami makna dalam percakapan transaksional resmi dan berlanjut (sustened) dalam kehidupan sehari-hari.
2. Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal resmi danberlanjut (sustened) dalam konteks kehidupan sehari-hari.
II. Kompetensi Dasar
1. Merespons makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tidak secara akurat dan lancar dan berterima yang menggunakan ragam bahasa lisan dalam konteks kehidupan sehari-hari dan melibatkan ungkapan puas dan tidak puas.
2. Mengungkapkan dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tidak resmi dengan menggunakan ragam bahasa dalam konteks kehidupan sehari-hari dan melibatkan tutur kata puas dan tidak puas.
III. Indikator
No
|
Indikator
|
Nilai Karakter
|
1
|
Mengidentifikasi makna tutur kata puas dan tidak puas.
|
Mandiri
|
2
|
Merespon tindak tutur kata puas dan tidak puas.
|
Komunikatif
|
3
|
Menggunakan tindak tutur kata puas dan tidak puas.
|
Bertanggung jawab
|
IV. Tujuan Pembelajaran
1. Melalui ungkapan kepuasan dan tidak yang disampaikan oleh guru, siswa dapat mengidentifikasi makna dari percakapan tersebut dengan benar.
2. Melalui pertanyaan guru dalam ungkapan kepuasan dan tidak, siswa dapat memberikan respon dengan ungkapan yang tepat.
3. Melalui penjelasan guru, siswa dapat mengungkapkan dalam bentuk percakapan.
V. Materi Pembelajaran
Expressing Satisfaction and Dissatisfaction
VI. Metode Pembelajaran
Direct Method
VII. Langkah-langkah Pembelajaran
1. Kegiatan awal (+5 Menit)
No
|
Kegiatan
|
Keterlaksanaan
|
Nilai Krakter
|
1
|
Memberikan Apersepsi
|
Terlaksan/tidak
|
Kerja keras
|
2
|
Menyampaikan tujuan pembelajaran
|
Terlaksan/tidak
|
Rasa ingin tahu
|
VIII.
2. Kegiatan Inti (+75 Menit)
No
|
Kegiatan
|
Keterlaksanaan
|
Nilai Krakter
|
1
|
Siswa mendengarkan cara baca ungkapan puas dan tidak puas
|
Terlaksana/tidak
|
Komunikatif
|
2
|
Guru guru memerintahkan kepada siswa untuk mengulang ungkapan yang telah di pelajari bersama
|
Terlaksana/tidak
|
Bertanggung jawab
|
3
|
Guru menunjuk bebrapa siiswa untuk membaca ungkapan yang di pelajar secara bergiliran
|
Terlaksan/tidak
|
Bertanggung jawab
|
6
|
guru meminta siswa untuk memahami makana dari setiapo ungkapan yang dipelajario dan member kesempatan bertanya
|
Terlaksan/tidak
|
Rasa ingin tahu
|
5
|
Guru meminta kepada siswa untuk melakukan Tanya jawab menggunakan ungkapan yang telah tersedia pada bahan ajar
|
Terlaksan/tidak
|
Bertanggung jawab
|
4
|
Guru memberikan penekanan pada kalimat yang kurang tepat
|
Terlaksan/tidak
|
Rasa ingin tahu
|
7
|
Guru meminta siswa untuk melengkapi kalimat puas dan tidak puas.
|
Terlaksan/tidak
|
Bertanggung jawab
|
3. Kegiatan Akhir ( +10 Menit)
No
|
Kegiatan
|
Keterlaksanaan
|
Nilai Krakter
|
1
|
Guru mengulang setiap ungkapan yang dipelajari untuk memantapkan ingatan anak pada kalimat puas dan tidak puas
|
Terlaksan/tidak
|
Rasa ingin tahu
|
2
|
Guru menyimpulkan materi pelajaran
|
Terlaksan/tidak
|
Demokratis
|
3
|
penugasan
|
Terlaksan/tidak
|
Tanggung jawab
|
IX. Penilaian
Jenis Penilaian
|
Teknik Penilaian
|
Instrumen Penilaian
|
Oral Test
|
Performance
|
Soal, Kunci Jawaban dan Pedoman Penilaian
|
Non Test
|
Pengamatan Sikap
|
Rubrikn Pengamatan Sikap
|
Ø Pedoman Penilaian
No
|
Jenis Penilaian
|
Scoring
| ||
Low (10-59)
|
Average (60-75)
|
Good (76-100)
| ||
1
|
Pronouciation
| |||
2
|
Intonation
| |||
3
|
Stressing
| |||
Total
| ||||
Total Score
| ||||
X. Sumber, Bahan dan Alat
LKS
Pamekasan,11 Oktober 2011
Mengetahui,
Guru Pamong
|
Guru PPL 2
ZAINAL ABIDIN
|
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