HADI SURAHMAN INDRA FERIANTO, 120710248 (2011) CODE SWITCHING IN CLIL: CONTENT AND LANGUAGE INTEGRATED LEARNING (A Case Study in Teaching Mathematics to 8thGrade Students in SMPN RSBI 1 Singosari. Skripsi thesis, UNIVERSITAS AIRLANGGA.

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Abstract

teacher in SMPN RSBI 1 Singosari. SMPN RSBI 1 Singosari is a public junior high school located in Singosari, Malang District which has become a Pioneering International Standard School (RSBI). In RSBI, the use of English occurs in the teaching learning process. English becomes the medium of instruction in the class. Teaching particular subject by use English or other foreign language can be categorized as CLIL or Content Language Integrated Learning. In CLIL, there will be some concepts of learning content with foreign language. Since it uses foreign language, the use of switching codes are commonly occurs in the class. There are two problems in this study, namely: the types of code-switching used by Mathematic teacher in SMPN RSBI 1 Singosari and the functions of Code-mixing and code-switching used by Mathematic teacher. This study is descriptive qualitative and the participant of this study is a Mathematic teacher in 8th grade of RSBI’s class. The data of the study are the form of recording transcription utterances when the teacher is teaching in the classroom. The data collected at April 7th , 2011 and May, 27th, 2011. The result shows that there are two types of code-switching occur during the conversation in the class. Situational code switching that occurs 27 times (61%) and Metaphorical code switching occurs 17 times (39%), besides that, the teacher’s function of code-switching which has the highest frequency of occurrence is repetitive function that occurs 12 times (57%), and then affective function occurs 5 times (24%) and the fewest is topic switch that occurs 4 times (19%). Then, the students’ function of code switching which has the highest occurrence is conflict control that occurs 3 times (60%), and second is reiteration that occurs twice (40%) Based on the data, the writer concludes that teacher and students mostly aware and have own reason to do code switching, and most of the switching are used to clarify or make the messages of the utterances are well received by the speaker

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