The Analysis of Sociolinguistics Material Course Which Contain in Video entitled "PANEN BLUEBERRY SEPUASNYA BARENG MERTUA DI LADANG"

       Hello guys! What's up? How's life? I hope that all of you are still in great condition so that all of you activities are able be accomplished by you.

       In this opportunity, I will be back to my last habit to give you a beneficial information. At this time, I will try to analyze one of videos in Youtube which entitled :

             

                 "PANEN BLUBERRY SEPUASNYA BARENG MERTUA DI LADANG ORANG" 

                                                            https://youtu.be/R5PVRe0uCUI. 

This analysis is purely conducted to fulfill the final assignment of Sociolinguistics course. 

A. The Introduction Analysis of Video

 
          Before I told you exactly what are sociolinguistics material which including in this video. First of all, I want to explain you the background or introduction of this video. This video is made by Indonesia and German person. They have married and now they have a son. Initially, I do not realized that this video is made by foreigner as I just see this video for a while and did not watch this video for long time. My reason for choosing this video because the video which made by them is really interested to be analyzed. I have a task related about sociolinguistics course and I see that this video involves a lot of sociolinguistics material explanation which I have learned before. So that is why I intend and exciting to analyze this video. 

        This video is made in Netherland by Agus (Indonesian) and Viola (German person) which aimed to visit blueberry fields. The reason of them to visit blueberry fields as they want to pick or buy blueberry and the unique thing of this activity, they can pick blueberry in the field by themselves. It is very interested holiday for me because as you know that in Indonesia, we can see that blueberry fruit is indicated as rare fruit. 

        In additional, this video also has a lot of beneficial learning for me which made by them. From this video, I learn many things related to sociolinguistics material. It is about code-switching and code mixing. Through this video, between Agus and Viola often use code switching and code mixing simultaneously. It is very interested to be analyzed because the content of this video is really related to my final assignment. Therefore, at this time I try to analyze what are sociolinguistic materials which applied by them in this video

B. The Discussion

     1. Dialect

          In this video, I watch this video from the beginning until the ending. I see that between Agus and Viola is applied different dialect especially spoken in English. Based on the video, Viola tends to use German-English meanwhile Agus tends to use Indonesian-English. Therefore, through this video I see that there many kind of dialects in English which applied in this video.

    2. Accent 

          The accent which mostly applied in this video is British English. It is happened because as we know that Viola is from German and the pronunciation which often spoken by her refers to British English accent.

    3. Language Shift 

            In this video between Viola and Agus of course apply language shift frequently. They use it as be affected by social factor and economic factor. In this video, Agus shift his language because triggered by social factor where he moves to German and forces him to use English. In additional, in this video language shift also influenced by economic factor where between Viola and Agus speaks English aimed to get a better job for example making the this video, upload the video in youtube then use two languages English and Indonesia which will influence the audience to watch their video. The using of two languages for foreigner is something unique for all people so that they will get much money from youtube.

     4. Diglossia

              Diglossia refers to the language situation in which two varieties of the same language is used in different situations. Through this video, I consider that between Viola and Agus tend to use Regional Diaclect/ Vernacular/ Low variety where most of conversation in this video are using informal conversation and daily use.

      5. Code Mixing

                In this video, I have to say that they are often use it in every phase of this video. Therefore, I will try to identify several words, sentence, phrase of this video where those are indicated as code mixing.

• " How much per kilo? 4 Euro buat 1 KILO."
• " Mamah ku juga punya blueberry tree."
• " Ini blueberry tree."
• " So, ini buat to avoid bird."
• " Agus pakai sepatu, dia melakukan nya karena di tidak listen to me. I said, saya bilang bring       shoes and jacket. So, ini jacket."
•  " Nanti kita ke sanah dapat keranjang ya (Basket) to put everthing inside."
•  " Beib kenapa kita ngga tanam ini dirumah aja, ya.. ya.. tidak di rumah tapi outside."
•  " 3 kilo ini dengan mamah ku together bersama."

      6. Code Switching.

              

                   In this video, there are a lot of code-switching utterances which often applied by Agus and Viola. However, probably I just give an example which applied by Viola when she wants to pay blueberry to the cashier. Because they are in Nethderland, of course when she wants to pay the blueberry that has been picked by her, so she will use Dutch or English language in order that the cashier will understand what she means.

For example: Viola        : " How much is it?"
                       Cashier    : " fiftheen Euro."

       Conclusion

                  In conclusion, related to this video actually there are a lot of sociolinguistics material which important to be learned by us. The using of these materials sometimes applied accidentally because they often use it in daily activity. Therefore, there are lot of knowledge which be able obtained by us through this video such as : dialect, diglossia, code-switching, code-mixing until language shift. Those are one of the materials which have been learned by me and of course it is very essential and useful to enlarge my knowledge especially toward sociolinguistics.

                

              

         

   

   

All About Sociolinguistics

       All About Sociolinguistics

Well, Good Morning Everyone...  How's it life? It's had been a long time didn't share a useful knowledge right? LOL. Honestly, I'm almost forgetting my beloved blog, it is happened because I'm very rare for writting here. However, don't you feel worry right, cause right now I'm back. I'm back for sharing a useful knowledge which probably all of you also learn what I learn. Ok, I won't talk too much in this section I just want to share my understanding about sociolinguistics.

As you can see above, I have shared briefly the explanation about sociolingusitcs. Sociolinguitics is the branch of macrolinguistics which study about the relationship between society and language. In additional, through this learning is not only focused on the study of society and language but here, we also taught to be focused on the using the languages adjust with social factors. Social factors here involved by participant, setting, topic and function. Each of social factors here are important for the way the use language because as we know that every social factors (participant, setting, topic and function) has unique way for using language. It can be distinguished through varieties of languages such as style, accent, dialect etc. So, we as social human must adjust the ways for using language based on social situation.

That's all from me, I hope that it is will provide beneficial for u all. Thanks in advance. 

English Language Teachers' Code Switching in Class: ESL Learners' perceptions (Findings, Discussion, conclusion )

           Hello friends, long time no see,  how are you all today? I hope all of you in good conditions today in order that keep on visiting my blog. In this occasion, I will continue my explanation of international journal that referred to Findings, Discussion and conclusion. Here, I will explain these gradually. Let's see guys.


D. FINDINGS  

             In this journal, the researcher uses the data were analyzed through descriptive statistics in SPSS. The frequency and percentage of the close-ended questionnaire responses show that 57,1% of participants believe that they understand lecture more easily when the teachers switches the code.  Moreover, 73,1% students agree that if teachers do code switching in the class, so it helps them in understanding new and the difficult vocabularies, concepts and ideas. Next, 64,1% participants are of the teacher's code-switching in task explanation helps the students understand the task better. Then, 57,7% participants consider that code switching is a good technique to motivate the students work in a subject. At last, 585,8% participants are in favor that teacher's code-switching facilities the learning process. In contrast, the are also responses that disagree with code switching. 82,1% students disagree that they get confused if the teachers switches to Urdu during lecture. In additional, 63,5% and 51,9% participants are of the opinion that code-switching does not weaken their overall language English language performance and performance in English language speaking skills respectively. Then, 72,4 % students do not agree that if the teachers do code switching, because it will make them unable to concentrate to lecture.

Beside that, several respondents were also asked about the advantages through open-ended questions. Some respondents states that teachers' code switching makes the lecture being interactive for students because through this the teachers can build the rapport with the students. Moreover, students also said that code switching makes the students closer to teacher and understand the lecture more easily. At last, because of code switching, it makes the lecture more interactive at times along with creating an aura of familiarity. So, everyone has different perspective to code switching.


E. DISCUSSION

                Code switching is one of an inevitable linguistic phenomenon of ESL/ EFL classrooms.  The data shows that the students at undergraduate level have positive attitudes towards teachers' code switching. In additional, respondents also view that teachers' code switching helps them the lecture easily. They also believe that code switching helps them in understanding the difficult vocabulary, concepts and ideas. Moreover, the students agree that teachers' code switching helps them to understand the task better. Jingxia (2010); Yao (2011) also found that teachers' code switching give students confidence to speak and participate in the class. Teachers' code switching give facilitates the learning process.

In contrast, there are some disadvantages were also identified from the data. Teachers' code switching tends to deviate students from their lecture and they consider it is disturbing. For most people assumpt that thinking skills of students who should have learned to think in L2 than relaying on translation from L1 to L2. Students rely on translating from one language to other. Then, understand what is being delivered thus code switching is giving an impact to think abilities of the students. Next, Tsukamoto (2012) claims that students have negavite perception of teachers' code switching.  Code switching by teacher in classroom deprives the students of opportunities to improve their listening skills in L2. Atl last by Krashen (1985) states that the excessive using of code switching considered as detrimental their own language skills.


F. CONCLUSION 

              Code-switching and code-mixing are frequently employed linguistic strategies in
multilingual classrooms such as in Pakistan. The study aimed to explore the perceptions of the
ESL/EFL learners towards teachers' code-switching in English classrooms during lecture.
It used a survey questionnaire which was consisted of 12 close-ended and 2 open-ended
questions to achieve the objective of the study. The data explained that students have positive attitude towards the use of L1 in classrooms in the form of code-switching but some respondents perceive the excessive use of code-switching as detrimental for their own language skills.


Well, I think enough for review each part that available in international journal. I hope that all of are enjoying to learn each part that revealed by me. Thank you so much for always visiting my blog. Do not hesitate to leave a comment if there are many mistakes in this blog. The last I say see you later guys.

English Language Teachers' Code-switching in Class: ESL Learners' perceptions (The Comparasion with Last Journal and The Review of Each Part)

Assallamualaikum friends

       

          Hello, welcome back to my blog. Long time no upload the article related to English. I thought that this blog is already not active. Yet, my thought is totally wrong. Now, I'm having a chance for rewriting it. Well, in this occasion I will give you new information but still related to article in International journal which has a title attributed to Code-switching. This writing is purposed to explain the similarities aspect that contained in first & second journal. In contrast, on this opportunity I also will serve several explanation which refered to differences of first and second journal. After that, I'll explain each part of second journal exactly consist of Introduction, Literature review and  Methodology. Ok, to concise the time I'll explain these now.

The similarities between first and second journal

       There are a lot of similarities that exist in both of the journals. However, it will be explained by me just a few aspects. Because of these (first and second journal) have similar explanation that consist of Code-switching. So, of course the purposes of these journals also similar. The purposes of Code-switching that in these journals are to give instruction, learning strategy and managing classrooms. During teaching and learning process, disruptions such as noisy or unordered students need to be managed. Then, teacher may give clearer warning in L1 than in L2. The second one is about learning strategy. In fact, learning strategy of Code-switching which applied in EFL or ESL classroom are similar. They have similar learning strategy which purposed to smoothen teaching and learning process in the classroom. In additional, teacher can use Code-switching as tool to ease the material delivery to students. The last one is about managing classrooms. In Code-switching, especially from both of journals have similar goal to save more time when teacher explaining the material. So, Code-swtching is essential for EFL and ESL classroom. Moreover, there are another characteristics which indicated similar between first and second journal. It tells about the students&teachers' perception to Code-switching. Between first or second journal are having similar  perception to Code-switching.Teachers and students considered that Code-switching is important annd useful in the classrooom especially for relieve anxious, nervous, frightened and reluctant students as well as learners with low self esteem. Futhermore, both of these journals also have similar explanation which focus on multicultural countries (Indonesia and Pakistan) 

The differences between first and second journal  

       Explaining about the differences of both journals. Although those journals are similar to explain about Code-switching. However, actually there are several differences aspects of those journals. The first one is about approval of Code-switching. In first journal, exactaly about Code-switching in EFL classroom. Most of expers said that Code-switching are useful for applying in EFL classroom. The experts say that Code-switching is beneficial for all education level of students. In contrast, it is totally different in ESL classroom. Most of experts in ESL say that Code-switching L1 should not replace L2. Some teachers are of the opinion that Code-switching should be use in beginner or elementary level only and as the level advances it should be limited. The students of English department usually have negative attitude towards code-switching,whereas students from other departments have no objection. Therefore, the existences of code-switching between EFL and ESL classroom are different.

Review of Each Part in Second Journal (Introduction, Literature review and Methodology)

A. INTRODUCTION

           Pakistan is one of states which use English as second language or it also can be said that Pakistan uses English as its official language. English holds central position in Pakistan because all aspects which related to education,  offices, administration, technology and research are already applied English. English is one of important language in Pakistan especially in education. However, Most of students in Pakistan also assumed and realize that varieties of other languages are also important in spoken in Pakistan. Then, people unconsciously mix and switch between languages in their communication. In Pakistan, code-switching has become common things and people commonly switch between Urdu and English. In additional, the activity of code-switching also have applied in textbook. Moreover, in spoken discourse, English teachers in Pakistan also switch code during their learning for different purposes, for instance giving instrucions, clarifying new vocabulary, managing classrooms etc. Futhermore, there is another purposed of teacher in code-switching which refered to explain things better or to build relation with their students. 

B. LITERATURE REVIEW

             Commonly code-switching is a shift from one language to another language by the speakers. However, that definition is different to another definition which revealed by researchers. There are varieties of definitions given by different researchers. First definition is explained by Valdes-Fallis (1978), says that code-switching is an interchangeability of two codes done by transfer, borrowing or  mixing of the words. The second one is revealed by Gumperz (1982). He says that code-switching as the just apposition of two grammatical systems or sub-systems. In fact, code-switching is very familiar in EFL or ESL classrooms throughout the world. students have positive and negative attitudes towards code-switching of teachers in classroom (Abdolaziz & Shahla, 2015; Dar et al., 2014). Code-switching occur unconsciously by the teachers and is used as a good strategy in explaining instructions, translating difficult vocabulary, managing class, giving background information and in reducing students’ nervousness (Jingxia, 2010;Yao, 2011). 

              Beside that, some teachers suggested that code-switching is beneficial to relieve anxious, nervous, frightened, and reluctant students as well as learners with low self-esteem. Code-switching not only increase student’s comprehension and application of the material but also provide a positive learning environment with the help of good student-teacher relationships (Moghadam, Samad, & Shahraki, 2012). Moreover, majority of ESL learners think that they get benefit because of teachers’ code-switching and it helps in learning a language in a better way (Nordin, Ali, Zubir, & Sadjirin, 2013). According to a research, 64% of the students give more respect to the teachers who switch code during lectures and most of them believe that code-switching also help them to score better in exams (Alenezi, 2010).

             On the other hand, S. D. Krashen (1985) claimed that the students’ L1 should not be used in the classroom so as to maximize the exposure of the target language. The more the L2 exposure students receive, the faster the students learn (Ellis, 2015). Yataganbaba and Yildirim (2015) also suggest that L1 should not replace L2. Some teachers believe that code-switching should be used at beginner or elementary level only and as the level advances it should be limited (Horasan, 2014). The students of English department usually have negative attitude towards code-switching whereas, students from other departments have no objections (Rukh, 2014; Rukh, Saleem, Javeed, & Mehmood, 2014). Therefore,  this studies suggested that the educational level of the students play an important role to determine effectiveness of code-switching as a learning strategy. For beginners or low proficiency learners, for instance, code-switching is an effective strategy to learn, but for

intermediate level students more target language input is required therefore code-switching

is not approved or liked by their lecturers and students as well

               

 C. METHODOLOGY

               The data for this study were collected through 5-point Likert scale questionnaires which consisted of 12 close-ended and 2 open ended questions. The questionnaire was developed by the researcher. The researchers took guidance in tool development form following studies (Ahmad & JusoThe tool was checked for self-validity and expert validity. The questionnaire was also piloted and needed changes were made before data collection. Validity is a significant aspect of research and “if a piece of research is invalid then it is worthless” (Cohen, Manion, & Morrison, 2013). The question of validity is important as it emphasizes on ensuring whether the results of the research can be generalised to population and the similar studies. Respondents’ consent was taken prior to the data collection. They were also informed that participation in the study was voluntary and they could withdraw at any time. The respondents were also assured anonymity. Taking consent and protecting respondents’ anonymity are two suggested ways of ensuring ethical consideration. (Creswell, 2012). Quantitative data were analyzed through SPSS version 16.0 and thematic analysis technique was used for qualitative data analysis. Sample of the study were 156 undergraduate students from five selected universities in Karachi. Three of the universities are in private sector and the two are in public sector. All of the students in sample were studying English language, as a compulsory subject. Target population of the study are BS, BE and BBA students in Karachi Pakistan. Here, explanation more detail below:

Well, I think enough for explanation related to comparasion and each part in second journal. I am so sorry for many mistakes were made by me. Don't be hesitate if u want to give advice or suggest through this blog. Thank you so much for always visiting this blog. The last I say wasallamualaikum Wr, Wb.



                                              


                                     

Last but not least: Conlusion of International Journal ( Code-switching )

          Hello guys, long time no write a new article on this blog lol. Well, last week I had delivered to all of you guys about the material that still related in one of part that exist in International Journal. Did you still remember about last explanation? yeah, last week I had explained about discussion that is considered as essential part, why I say it? yeah it is happened because discussion is explaining a lot of materials or explanations that is doing in research, so of course it's indicated as one of crutial part in International Journal. Therefore, currently I will continue my explanation about last part in International journal or we can say that now is time for explaining conlusion. Well, as we know that conlusion is the part which is usually put in the last part. It is usually containing about restatement or resume of whole material in research. Moreover, in conclusion a writer is also able to incorporate his or her opinion for supporting the explanation in research.

Futhermore, as I told you before that nowdays, I will give you an example of conlusion about code-switching in International Journal. I will write it use my paraphrase for clearer and more understand than the original text.

CONCLUSION

In conclusion, as we know that fundamentally code-switching is one of method in EFL classroom that has a lot function for supporting, teaching and learning activity in the class. It is giving beneficial for both teachers and students which use this method. There are contrast view related this method, yet we should be taken this as thoughful consideration instead of obstacles that will inhibit the process of attaining the learning. Futhermore, this research also purposed that teacher can use code-switching for translation, clarification, comprehension check, procedure and directions giving, classroom
management and learning strategy to bridge the classroom level of language proficiency. In
another hand, students also use it for translation, clarification, response, and identity
sharing. As a result, it is clear that teacher and students perceived that code-switching is as helpful asset to bridge the communication during teaching and learning process.

Well, I think enough all explanation attributed with conclusion. I hope all of you are understanding with what I delivere right now. Thank you so much for always visit and leave great comment or advices in my blog. See you in another materials.

Part 3 of International Journal ( Discussion ) Code- Switching

           Hi guys, How it is going? I hope that all of you will be always in good condition. As usual, currently I will give you next explanation about discussion. Have you known it before? Well, discussion is one of part in International journal that reveal about problems. What are the problems? yea, the problems of course which related with explanation of the journal or related with last parties that explained before (Abstract, Introduction, Methodology). This part, commonly become the part that has long explanation. Therefore, all of you guys who become as a reader should be careful when read this part. As I said before that International journal has long explanation, so nowdays I intend to explain this part ( discussion ) and of course also serve this explanation shorter.


(Discussion)

During teaching and learning process both teachers and students are using this way intensively. Based on the occurence, researchers chose to take the sample of teachers and students to conduct further interview. When interview was conducted, researhers asked many things which related with the functions of code-switching in the classroom. So, finally both teachers and students attempt to express their perspective on code-switching in the classroom clearly.

1. Teachers' perspective on code-switching in EFL classroom

From teachers' perspective, they consider that indeed the using of codeswitching in EFL classroom really give benefits for them. Teachers use this way to ensure that all students understand the material.  In additional, teachers also assumed that the most important is that all students are understood the concept, the foundation of this concept. If the students have understood the concept so, the ability of students will be increased and enhance. Therefore, on this research, teachers showed how they attempted to use Indonesian in classroom context to ease the process of delivering material, so that the material that explained by teachers are understood by sudents well.

2. The function of code-switching for teacher in EFL classroom

The perspective was not the only aspect why teachers chose to code-switch in classroom. However, the functions of code-switching in classroom were also became the aspects why the teachers chose code-switching in classroom. There are many functions of code-witching so that this way is using by teachers. The first one is code-switching is using for translation. The teachers use it when would like to convey the ideas. Sometimes, the ideas is more undersood by Indonesia or javanese language, so the teachers had no option and decide to use it. Moreover, Uys & Van Dulm (2011) state that teacher can employ code-switching for translation sake. During teaching and learning process, some difficult terms might be found and teacher needed to explain it to Indonesian so the only option was to do code-swtching. The other function of the code-switching providing by teachers were as communication. The teachers use it to make sure that the students understand the message of ideas or material. Futhermore, code-switching also has another function. code-switching is purposed to check the comprehension that owned by students. In the class, the teachers certainly realize that the ability for understanding the material of students are different. Not whole students understand what the teachers explain, so to ensure that the students understand, so the teachers do code-switching in class and explain use indonesia language. The explanation in Indonesia language is considered important because commonly the students more clear and easier to receive the material through Indonesia language. so, that's why the teachers use this way. Therefore, the understanding of context is more important.  At last, the role of code-switching is also expected to be classroom management. During teaching and learning process some deviated behavior might happen because various background and
learning style. Teacher found that using Indonesian was easier to convey anger or order in the class. Therefore, code-switching is needed because it can be considered as tool to ease the process
of delivering material to students. The role of code-switching on teacher’s perspective was highly valued as the asset because teacher saw the opportunity of code-switching to help delivering the material in EFL classroom.

3. Students' perspective towards code-switching in EFL classroom

Many students considered that code-switching is really advantageous because it serves many functions to help them to encounter the obstacle during teaching and learning process. Therefore, it considered important to students because it's really useful and helpful for them especially when the students want to explain the difficult terms to teachers.

4. The function of code-switching for students in EFL classroom.

There are a lot of functions of code-switching in EFL classroom. The first function is the translation. Same function with teacher, code-switching for students in EFL classroom also serves as tool of translation. Students might find it hard to talk in whole English command so they could use Indonesian. Moreover, students also felt that the use of translating language
from English to Indonesian was to avoid misunderstanding emerged from imprecise
explanation of terms. Therefore, the using of code-switching is the things that considered important for teaching and learning process in the EFL classroom because give positive impact especially for enhancing the comprehension of students.

Well, that's all the brief explanation of discussion in International journal. I hope this material will be useful for you all, I'm sorry for many mistakes was made by me, Thank you so much and see you! 

Part 2 ( Methodology in International Journal )

        Good Evening mates, How goes things? I hope all of you always in a health state and of course still loyal to read and visit my blog. Okey, last week I had been told you about Introduction which is available in International journal. Now, in this opportunity I would like to continue my explanation  related with last explanation. Well, don't talk too much, right now I will show methodology that available in International journal. Have you heard about it before? Yea, if you haven't heard before, please don't be worry because I give you clearly an explanation about methodology in International journal.

Before, I write the methodology in International journal, first of all, I want to explain briefly about methodology.  Then, what do you think about methodology in International journal? can you imagine what's material that will be discussed in this part? Well, in this part ( methodology ) is one of a part that was explained the steps, manners or ways that used in a research. In additional, in this part also reveal the experiment which has been done. Moreover, in this part the researcher also explain the experimental design, equipment, data collection method, and type of control and approaching that used in a research. Futhermore, in this section we can also involve the present tables, schemes or images to clarify and summarize the information to be written. At last, this section is written with the past tense sentence.

After giving the simple explanation about methodology, now I'll give methodology of international journal that was paraphrased by me.

                                                                     METHODOLOGY



This research use qualitative approaching for support the material of code switching. Then, this research also use descriptive design that had been considered by researcher that descriptive design is suitable for langauge teaching. Moreover, the researcher also has a goal for using descriptive design. The purposed of using descriptive is to describe a phenomenon and the characteristic that available in language teaching especially for code switching in EFL classroom. Futhermore, this research of course more focused of the function of code switching that serves for both teachers and students. Next, the data that used in this research was acquired through interview to teachers or students, then after interviewing to them, the researcher must analyzed through descriptive case. The
primary data sources in this research were informants, events, and activities in occurrence and
the secondary data were the related journals of code-switching’s function. Research was
conducted in English department in one of university in Surakarta taken from one teacher and
30 students.  The sampling used purposive sampling in which the participants of the research
were taken based on the need criteria of the code-switching occurences on teacher and
students. Technique of data analysis which used in this research was flow model proposed by Miles &Huberman (1994). The data was analyzed throughout interview an when the answer  that gave was credible, so the researchers moved to the next questions. The steps of data analysis were data reduction, data display, and conclusion.

Well, that's enough the simple explanation that I deliver on this blog, I hope this writing is useful for you all, thank you so much for frequently to visit my blog and see u.