INTRODUCTION
1.1 The Background The title of this paper is A TECHNIQUE
PRACTICED BY THE STUDENTS OF ENGLISH
DEPARTMENT TO STUDY ENGLISH AS A FOREIGN
LANGUAGE. This title is relatively new since there is no senior or former student has ever written or published
the same topic. The theory used to write
apaper like this is Education and Linguistics. It cannot be denied by anyone that the process of teaching and learning a
foreign language is difficult but is quite interesting and always relative new in
remembering that the learners will be new time by time.
Linguistics has been defined as the scientific
study of language. A more modest
definition would be the systematic study of human languages. Scientific study is today commonly associated with such
natural sciences as physics, chemistry,
and biology, whose conclusions lend themselves to objective verification more readily than those arrived
at by investigators of human behavior.
Since speech is a uniquely human phenomenon,
the systematic study of it remains,
despite the assistance received from other disciplines, a humanistic study, a study whose ultimate objectives are
based on humanity values.
Linguistics is scientific, nevertheless, both
in the rigor and objectivity of its methods
and in the technical help it has received from the natural and social sciences.
Any language with the variety of examples is
drawn mainly from English—is an
extraordinarily complex phenomenon. The more thoroughly languages are analyzed, the more astonishing
their complexity becomes. This complexity
suggests a structure, and even the earliest ancient Greek investigators of language recognized the existence of a
structure.
Since language is sequences of sound, and
sound is invisible, we cannot see its
structure as we can, for example, see the bony structure of a body—its skeleton. As we recognize the basic elements
of the linguistic structure we invent names
for them and attempt to describe the total structure part by part. It is one of
the great beauties of plane geometry
that its structures can be seen in their entirety. Though the native speaker seems to
have a full grasp of the total grammatical
structure of his/ her language, we have no way of describing that structure so that it can all be seen at once.
Instead we must break it up into what seems
to be its most significant or at least its most conveniently describable parts and present them one after another. This is a
most exasperating approach. All the parts
are interrelated and necessary to the functioning of the whole, and a native speaker controls them all, utilizes them
simultaneously, and never gives a conscious
thought as to how he is using the structure to communicate his/ her ideas. We know English but we seldom know how
the language works. So we find it
irritatingly hard to learn a lot of names for what we do so easily and unconsciously. It is the function of
linguistics to discover the structure, to find names for its parts, and to use those names to
explain how the system operates.
Some of the basic areas of linguistic
investigation are briefly defined below: (1). Phonology studies and attempts to
describe the primary sound units of speech.
Two related approaches are made in phonetics
and phonemics.
(2).
Morphology studies and attempts to describe theprimary meaningful units of speech; these are called morphemes.
(3). Syntax studies and attempts to describe
the arrangement of morphemes in meaningful
utterances, ally called sentences.
(4). Grammar is a term with a number ofsenses.
Linguistics is concerned with the first
two which are defined in the article (5).
Semantics studies and attempts to describe meaning. In this definition “meaning” is not used in the same sense as
discussed above. Morphological meaning
is restricted to the linguistic unit itself; the son cats means “plural” and is recognized as such even though we don’t
know what a cat is. For example, if the
sentence “I saw a dat” is changed to “I saw some dats,” we know that datsis plural though we have no
notion of what a dat is.
Semantics studies the relationship between the
word and what it stands for; the
relationship between cat and the concept of a feline which it represents or us is its meaning.
Semantics gets us into what is called
meta-linguistics—studies that go beyond
linguistics—matters that involve more than the language itself. Most of the concern of this book is meta
linguisticbecause it deals with such matters as spelling, dictionaries, rhetoric, dialect, jargon,
as well as the lexical meanings of words.
The structures of meaning, in so far as they exist, are certainly far less apparent than the structures examined in
phonology, morphology, and syntax. The modern
linguist has therefore given most of his attention to these more obvious aspects of language. There is an irony in this
because the layman is far more interested
in what an utterance means than in how it is structured. And his attitude is right to this extent: Language does have as
its primary purpose the communication of
meaning. But the educated layman tries to have some understanding of all the more significant
aspects of his environment. Language is the
most important things of these and he should therefore hassome understanding of it. This linguistics tries to provide
anything to be practiced.
The techniques of learning which the students
practiced are code-mixing and
code-switching. The codes which they play are English and Indonesia.
1.2 The Problems (1) What are the descriptions of the
code-mixing used by the students? (2)
What are the descriptions of the code-switching made by the students? (3) What are their reasons to make the
code-mixing? (4) What are their reasons
to make the code-switching? 1.3
Objectives of Writing Based on the
statements of the researchof course the objectives of this writing is to try out finding the answers of
the four questions mentioned above.
They are: (1). To find out the descriptions of
code-mixing used by the students, (2).
To find out the descriptions of code-switching used by the students, (3). To find out their reasons to make the
code-mixing while they are talking at the
campus park, and (4). To find out their
reasons to make the code-switching while they are talking at the campus park.
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