CHAPTER II

REVIEW OF RELATED LITERATURE

2.1 Sociolinguistics

Broadly defined Sociolinguistics as a branch of linguistics which studies

all aspects of the relationship between language and society 1. Sociolinguistics is

also a science linking the structure of language and the structure of society. So, it

can be interpreted that sociolinguistics is the field of language in relation to usage

language in the community or society.

According to Holmes, Sociolinguistics concerned with the relationship

between language and the context in which it is used 2. The people use language to

ask and give the information. And people also use it to express indignation and

annoyance, as well as admiration and respect. Often one utterance will

simultaneously convey both information and express feelings.

Wardhaugh explains that sociolinguistics is concerned with investigating

the relationship between language and society with the goal being a better

understanding of the structure of language and how languages function in

communication3. These are also the area most susceptible to scientific methods

such as hypothesis-formation, logical inference, and statistical testing.

1
Kingsley Bolton, Sociolinguistics Today, (USA: Routledge, 2014), p. 8
2
Janet Holmes, An Introduction to Sociolinguistics (4th edition), (New York: Routledge,
2013), p. 1
3
Ronald Wardhaugh, An Introduction to Sociolinguistics (6th Ed.), (UK: Blackwell
Publishing Ltd, 2010), p. 15

8
 9

Language is the important part of how the people can interact with their

environment. Without language each people must be difficult to communicate

each other. The study of linguistics reveals that language and society cannot be

separated. So that, the people need to know about sociolinguistic. Sociolinguistic

is from two words that form it; are sociology and linguistic. Sociology refers to a

science of society and linguistic refers to a science of language.4

So based on the explanation that sociolinguistic is part of linguistics that is

concerned with language as a social and cultural phenomenon. Sociolinguistics is

concerned with investigating the relationship between language and society with

the goal being a better understanding of the structure of language and how

languages function in a communication. Sociolinguistic study about relationship

between language and society. They are interested in explaining why we speak

differently in different social contexts, and they are concerned with identifying the

social function of language and the ways it is used to convey social meaning.

2.1.1 Definition Code Switching

Code-switching refers to the alteration in which the speech event does not

necessarily require that the speaker and hearer share identical code repertoire 5.

Code-switching refers to the mixing, by bilinguals, of two or more languages in

discourse, often with no change of interlocutor or topic. Such mixing may take

place at any level of linguistic structure, but its occurrence within the confines of a

single sentence, constituent, or even word, has attracted most linguistic attention.

4 ?
Mu‟in, F, Sociolinguistics: A Language Study in Sociocultural Perspectives.
(Banjarmasin: Universitas Lambung Mangkurat, 2019), p. 4
5
Shana Poplack, Issues in International Bilingual Education: The Role of the Vernacular,
(Plenum Press, New York, 1982), p. 34
 10

Auer defines code switching as the alternating use of two or more codes

within one conversational episode6. In this case, “codes” refer to distinct language

varieties or dialect. Although code switching is a common linguistic outcome in

situations of language contact, prevailing ideologies of linguistic purity discredit

the practice in most bilingual communities. It is considered a chaotic practice and

it is seen by other research linguists as a sign of lack of mastery of either or both

languages.

According to Trudgill, Code-switching is defined as the process whereby

bilingual or bidialectal speakers switch back and forth between one language or

dialect and another within the same conversation 7. Grosjean also defines code-

switching similarly, he said code-switching as the alternate use of two or more

languages in the same utterance or conversation8. From definition above the

researcher conclude that code-switching is when people use two or language in

same conversation.

2.1.2 Form of Code Switching

Hoffman shows three forms of code switching based on the point or

sociolinguistic scope in which the language is located. The three forms of code

switching are Inter-sentential switching (occurring between sentences), Intra-

6
Auer P, Code-Switching in Conversation: Language, Interaction, and Identity. (London:
Routledge, 1998), p. 1
7
Peter Trudgill, Introducing Language and Society, (Hammondsworth: Penguin 1992), p.
16
8
François Grosjean, Life with Two Languages: An Introduction to Bilingualism,
(Cambridge, MA: Harvard University Press, 1982), p. 145
 11

sentential switching (occurring within sentences), and Emblematic/Tag Switching

(symbolic code switching)9. Each of these forms is described below:

1) Inter-sentential switching (occurs between sentences)

This form of code switching occurs between clauses or sentence boundaries,

where each clause or sentence is in one language or another. Inter sentential

occurs when a bilingual or multilingual person switches from one language to

another between different sentences. One sentence will be in one language

while the other sentence will be in a completely different language.

According to Hoffmann this form of code switching occurs between clauses

or sentence boundaries, where each clause or sentence is in one language or

another.10 Example:

a. Kamu suka kue yang manis-manis nggak? Do you know what is it? Ini

tuh kayak onde-onde tapi isi nya gula aren.

b. Hi, I just came from Alfamart, I see new flavor of potato chip, jadi aku

belikan untuk mu, want to try it?

In the first example, the sentence starts with a complete Indonesian sentence

then it is followed with an English sentence, and ends with an Indonesian

sentence. While in next example, the sentence starts with English and follow

with Indonesian then end with English sentence. The code-switching occurs

between sentences and there is a boundary between the sentences. In other

9
Charlotte Hoffmann, An Introduction to Bilingualism, (New York: Routledge, 1991), p.
112
10
Hoffmann, An Introduction to Bilingualism, …………… p. 112
 12

words, inter-sentential switching occurs when a speaker switches from one

language to another between different sentences.

2) Intra-sentential switching (occurs within sentences)

Intra-sentential which contains switches within a sentence 11. Where each

clause or sentence appears in one language or another. This form of code

switching occurs in a phrase, clause or sentence boundary. Intra-sentential

switching occurs when words or phrases from another language are inserted

into a sentence of the first language, and thus, a sentence is made up of two or

more languages12 Example:

a. Hahaha, I hope aku gak di tilang police lah

b. Ok you ready? The interview pakai bahasa Indonesia ya

From example above the researcher conclude that intra-sentential occur

when in one sentence insert another phrase with another language. But to

conduct this type of switch requires much integration and is usually associated

with the most fluent bilinguals13

3) Emblematic/Tag switching (symbolic code switching)

In this type of code switching, tags, exclamations and certain set phrases in

one language that are inserted into speech are expressed in another 14.

Emblematic occurs when someone inserts a tag from one language into the

11
Hoffmann, An Introduction to Bilingualism, …………… p. 113
12
Hanna Yletyinen, The functions of codeswitching in EFL classroom discourse.
(Jyvaskyla, Finland: University of Jyvaskyla, 2004), p. 15
13
Shana Poplack,“Sometimes I'll start a sentence in Spanish,” y termino en Espanol:
Toward a typology of code-switching. Linguistics 18, no.7 (1980), p. 581-618
14
Hoffman, An Introduction to Bilingualism, ……………., p. 113
 13

utterance of another language. This type of code-switching is very simple and

does not involve a great command of either language, since there is a

minimum risk of violation of grammatical rules15.

Example:

a. Stop it! Jangan lakukan itu

b. Hei watch out! Ada lubang di jalan itu

From definition and example above, emblematic code-switching is the

simple type of code-switching that can easy to apply in daily conversation

without more risk to wrong in grammar. Common English tags such as “you

know”, “I mean”, and “right” are some of the examples that fit into this

category.

2.1.3 Factor of Occurring Code-Switching

When code switching occurs, the speaker's motivation or reasons for

switching codes is an important consideration in the process. According to

Hoffman, there are a number of reasons that influence speakers to perform code

switching, namely:

1) Revealing a Specific Topic. Speakers sometimes choose to switch codes

due to reveal a certain topic.

2) Quoting Others. Speakers switch codes to quote proverbs or phrases of

famous figures from various sources and are quoted in their entirety in the

original language.

15
Poplack, y termino en Espanol: Toward a typology of code-switching,… P. 581-618
 14

3) Emphasize Something (Express Solidarity). When someone who speaks a

language that is not their mother tongue and suddenly he wants to

emphasize something, he either intentionally or unintentionally, will do

code switching to emphasize his words.

4) Interjection (Inserting Sentence Filler or Sentence Connector).

Exclamations are words or phrases that are inserted into sentences to

convey surprise, strong emotion, or to get attention.

5) Repetition Used For Clarification. A bilingual person can use both

languages (codes) that he is fluent in when he wants to clarify his words,

so that listeners can understand them better.

6) Clarifying the Conversation Content to the Interlocutor. Code switching in

this case occurs to make the content of the conversation run smoothly and

can be understood by the listener.

7) Declare Group Identity. Code switching can also be used to express group

identity. The way a community communicates is different from people

outside the community16.

Saville-Troike also gives several reasons that influence speakers to do

code switching, namely:

1) Softening or Reinforcing Requests or Commands. Code switching can also

occur to soften requests and can strengthen commands because the speaker

can feel superior to the listener because he or she can use a language that

other people cannot.

16
Hoffman, An Introduction to Bilingualism, ……………. 116
 15

2) Lexical Needs. Code switching occurs because of the lack of a lexicon that

is equivalent in meaning in two different codes.

Excluding Other People When The Conversation Is Intended Only For

Certain Interlocutors. Sometimes speakers want to communicate only to certain

people and avoid others from engaging in the same communication by using a

language that not everyone knows17.

2.1.4 Function of Using Code-Switching

According to Apple and Muysken, there are six function of using code-

switching in conversation.18

1) Switching can serve the referential function because it often involves lack

of knowledge of one language or lack of facility in that language on a

certain subject. Certain subjects may be more appropriately discussed in

one language, and the introduction of such a subject can lead to a switch;

2) Switching often serves a directive function in that it involves the hearer

directly. This being directed at the hearer can take many forms. One is to

exclude certain persons present from a portion of the conversation. The

opposite is to include a person more by using her or his language;

3) The expressive function of code switching. Speakers emphasize a mixed

identity through the use of two languages in the same discourse;

17
Saville-Troike, The Ethnography of Communication: An Introduction, (Oxford: Basil
Blackwell Publisher, 1986), p. 69
18
Rene Appel, Pieter Muysken, Language Contact and Bilingualism, (Amsterdam
University Press: Amsterdam Academic Archive, 2006), p. 118-120
 16

4) Often switching serves to indicate a change in tone of the conversation,

and hence a phatic function;

5) The metalinguistic function of code-switching comes into play when it is

used to comment directly or indirectly on the languages involved;

6) Bilingual language usage involving switched puns, jokes, etc. can be said

to serve the poetic function of language.

2.2 Podcast

2.2.1 Function of Podcast

The advantages of podcast can be described as follows:19

a. Podcast is interesting. It makes listener feel curious to the episodes that is

provided by podcast.

b. Portable, students can download podcast file by themselves. It can be listened

wherever and whenever they are, because they can download podcast on their

mobile phone or gadget. Even, when they do not have, they can download

and listen it. Podcast on computer in the school. Podcast is also easy to use. It

is very functional, it can be paused, forwarded, or skipped, it means that the

user can control podcast agree with their need.

c. Cheap, downloaded of learning material are free, and developing materials

can be done for fraction of the cost of producing traditional materials and in

hour rather than years.

19 ?
Sze, P. M., Developing students ’ listening and speaking skills through ELT podcast.
Education Journal, 2006), P. 115–134
 17

2.2.2 Media of Podcast

The word media, plural of medium, is from the Latin word for middle

and describes which is stand between the receiver and the source of the message.

It is commonly used to describe ways to convey information and entertainment.

The term multimedia often describes highly sophisticated technology, such as CD

ROM and Internet web sites, which incorporate text, sound, vision and animation.

In general, we understand technology to embrace things like radio, TV, video,

telephone, fax machines and computers. In this modern era, the word media have

already been familiar for us in the relation with teaching and learning process. The

same source also mentions that not all media involve technology, of course.

Books and newspapers do not conjure up images of technology, although a good

deal of technology goes into its creation. It means so many media that we have

from many sources. Media refers to any communication method that conveys

information, or that allows interaction between teachers and students. 20

According to Arsyad in teaching and learning activities using the media,

the teaching was replaced by terms such as tool of view heard, teaching materials,

communication of view heard, educational teaching aids of view, educational

technology, teaching aids, and explanatory media. It can be concluded that many

things can define the media itself in the context of learning process. From the

definition above, we know that media are grown by technology, and now we can

find it in many sources. Media is an important things in teaching and learning

process. It can set the level of students‘ interest with a lesson.21

Podcasting is a means of publishing audio and video content on the web

as a series of episodes with common theme. These episodes are accompanied by a

file called a feed that allows listeners to subscribe to the series and receive new

episodes automatically. Some people use the term podcast to refer to any

distribution of audio/video content on the Web, but technically speaking, the feed

and subscription model of file delivery is what differentiates podcasting from

simply posting files on the web.22 A media podcast is simply an audio—and

sometimes a video recording made available online. The word is a combination of

the words broadcast and iPod, Apple‘s MP3 player. But the word pod does not

mean that we need an iPod or even an Apple to listen existing podcast, or to make

it ourselves. Podcasts is the distribution of audio online. Technology has

developed to the point where an educator can record and distribute audio files

with only a computer, a microphone, and internet access. Of particular potential in

audio is the increased use of different audio tools for easy collaboration (such as

Sees mic or Voice Thread). Podcasts is all the rage right now.

This usually consist of an audio file, usually in MP3 format, which is

downloaded to an iPod or MP3 player. Now, podcasts may go from 20 minutes to

2 hours, so this type of listening is recommended for advanced students. Most

usually sound like prerecorded radio shows, with interviews, discussions, or

commentaries on recent events, and there are podcasts about any topic you can

think of, from hobbies to popular TV shows, sports to technology. The selection

process is similar to how you‘d choose a video. Make sure it‘s appropriate for

22 ?
Deal, Ashley, Teaching with Technology, (United States License: Creative Commons
Attribution- Noncommercial-No Derivative Works 3.0), p 3
 19

your students in terms of length, content, and level of difficulty. Currently, there

are three types of podcasts:23

1. A basic podcast contains only audio and is the easiest to create and listen to.

2. An enhanced podcast has both audio and slides (like a narrated Power Point

presentation on the Web).

3. A vodcast (or video podcast) contains video and audio and is the most

difficult to create and view. The added advantage of a podcasts is that it can

be downloaded by your students and listened to for homework. Just provide

the link for download and the worksheet or comprehension questions, and

assign. Pick an interesting podcasts, and it'll be one assignment your students

will be looking forward to.

2.2.3 The Advantages of Podcast

Podcasts are part of innovative online learning and can serve a number of

purposes: to enhance the range and register of English language listening practice

material available for the students to use in a variety of ways; to provide increased

connectivity between different elements of the course; to increase the scope for

discussion activity, etc. The podcasts online have given the language teacher a

wealth of materials for teaching listening skills. The added advantage of a

podcasts is that it can be downloaded by your students and listened to for

homework. Just provide the link for download and the worksheet or

comprehension questions, and assign. Pick an interesting podcasts, and it'll be one

assignment your students will be looking forward to. The subject of podcasts on
23 ?
Deal, Ashley, Teaching with,…, p. 10
 20

several levels and deals with the questions of the advantages of podcasts, selection

of the most beneficial ones, and discusses how to maximize learning from them.

The advantages of podcasts are:24

1) Learners can benefit from global listening, even if they only listen from three

to five minutes a day;

2) Students will be exposed to the new language;

3) The intermediate learner has a need for authentic texts and to be exposed to a

variety of voices. Podcasts is not just intended for listening. Often there is a

transcript provided along with worksheets. A number of websites interact

with the students and ask them to write in with questions or comments.

Podcasts may also accommodate a wide variety of learning strategies for

students. While some students learn most effectively by taking notes during a

lecture and reviewing these in their own study time, others learn more

effectively by active listening, without taking notes.25

It makes them have better skill than the students who are not listen trough

podcasts. One innovative usage of podcasts is to have a student listen to a

podcasts and read along its transcript. Then the student will make a recording of

the material on a cassette tape and turn it into the teacher along with a written

journal. The teacher then listens to the student‘s recording and gives appropriate

feedback to the student. This type of activity helps the students to develop fluency

24 ?
Deal, Ashley, Teaching with Technology, (United States License: Creative Commons
Attribution-Noncommercial-No Derivative Works 3.0), p 4
25 ?
Boulos MN, Maramba I, Wheeler S, Wikis, Blogs and Podcasts: A New Generation of
Web-Based Tools for Virtual Collaborative Clinical Practice and Education. (BMC Med Educ,
2006), p. 34
 21

in reading, to improve pronunciation, to acquire new vocabulary words, and to

perfect listening skills.

2.2.4 Deddy Corbuzier’s Biography

Deodatus Andreas Deddy Cahyadi Sunjoyo, 28 December 1974), com-

monly known as Deddy Corbuzier, is an Indonesian television presenter, ac-

tor, YouTuber and former mentalist. He is a recipient of the Merlin Award for

"World's Best Mentalist" twice in a row. Deddy made his debut on television in

1998 with Impresario 008 on RCTI. He did many publicity stunts with many fa-

mous magicians. As an actor, Deddy starred in The Mentalist (2011). Deddy also

wrote, directed, and starred in the action film Triangle The Dark Side (2016).26

Deddy is also known as a YouTuber. After his resignation from the magician

world, Deddy now actively creates videos of his podcast titled "Close The

Door" on his YouTube channel. As of November 2021, his YouTube channel has

over 16 million subscribers and his videos have over 2.31 billion views.

When Deddy Corbuzier was 8 years old, he saw a magician turning a

handkerchief into a bouquet of flowers and was amazed. He then studied with sev-

eral senior magicians to learn some simple magic tricks. However, he was not sat-

isfied with this. At the age of 12, Deddy was determined to learn more difficult

types of magic. He began his career by demonstrating several types of magic

in Ancol Fantasy World, Jakarta.

26 ?
Liputan6.com (11 October 2004). "Bila Deddy Corbuzier Minta
Sumbangan". liputan6.com (in Indonesian). Retrieved 8 June 2022, (Internet),
https://en.wikipedia.org/wiki/Deddy_Corbuzier. Accessed on 27th September 2022
 22

Deddy's fame comes not only because of his profession as an actor, but

also due to his well-known performances in Indonesia's entertainment industry.

Aside from performing in many magic shows and talk shows on magic in various

television stations, he has also starred in a number of both TV and print advertise-

ments. Deddy has also acted in a number of soap operas as a guest star. His fame

is sustained by his skills in enchanting the audience watching his act. Deddy often

showcased magic tricks that present high risk. Although he is known as a magi-

cian, he prefers to be called a mentalist.

In the middle of 2013, Deddy "invented" his diet technique which he

named "OCD" or "Obsessive Corbuzier Diet". This technique is based on Inter-

mittent Fasting combined with HIIT (High Intensity Interval Training). Even

though this is not a new technique, but it was well-known in Indonesia due to

Deddy's successful body transformation from low fat content into muscles. Deddy

also published a website and an electronic book talking about his transformation.

Deddy is now actively growing his YouTube Channel. He posts videos from his

podcast "Close The Door" which contains conversations on the recent news in In-

donesia. Deddy is known to invite interesting guest stars such as Novel

Baswedan, Taufik Hidayat, and Syeikh Ali Jaber.

Deddy Corbuzier already has his own podcast program in audio visual

format on his Youtube channel. Deddy mostly discuss topics that are widely dis-

cussed or can be said to be viral. Deddy Corbuzier often invites big speakers, this

is the advantage of his podcast. Starting from the world of entertainment, sports,

to politicians, Deddy can balance what was discussed with the speakers. In one
 23

episode, Deddy discussed the polemic that occurred with a focus on RCTI's law-

suit against the live streaming platform on social media. The character that Deddy

gives in his program continues the question of what is currently busy. By showing

data such as memes that satirize and can go to jail. Then, RCTI is considered to

have lost its prestige, as well as how people who later accidentally pressed the live

streaming button.

What Deddy Corbuzier has implemented can be used as a reference, such

as discussing what is currently busy being forwarded to new questions. In the

process of the discussion, Deddy Corbuzier seemed to have mastered the material.

He obtained this by digging up a lot of information about his interlocutor before

production. The questions he asks are not repetition questions, but to uncover

what is not yet known. In the discussion, Deddy Corbuzier is good at word pro-

cessing. Therefore, the words he expresses tend to be non-judgmental and hurt the

source. In his discussion, Deddy conveyed many criticisms from the public re-

garding the RCTI lawsuit. However, his caution is also what Deddy Corbuzier's

podcast lacks. In one of the comments column, it was said that the discussion was

only on the surface without presenting any long-term effects. From Deddy Cor-

buzier's podcast that can be applied to the Digitalk podcast, it is a way to convey

something through good word processing. All information and questions must be

based on facts and presented with data. In addition, from Deddy Corbuzier's pod-

cast, the most important thing can be seen from the maturity of the tools used.

Therefore, for Digitalk podcasts before the recording process, all the necessary
 24

tools will be prepared. In addition, the concept for the discussion must be care-

fully thought out.

2.3 Previous Relevant Study

There are some previous studies that related to the use of problem based

instruction in previous studies. The first study from Silaban and Marpaung

entitled An Analysis of Code-Mixing and Code-Switching Used by Indonesia

Lawyers Club on TV One. This research aimed to find out kinds of code-mixing

and code-switching, the dominant kinds of code-mixing and code-switching and

the factors code-mixing and code-switching used by Indonesia Lawyers Club on

TV One. This research used qualitative method, and use an observation technique

to collecting the, also use Ardhana theory to analysis the data. In this research

there are two kinds of code-switching : External code-switching (3 times) and

Internal code-switching (6 times). And also in this research there is code-mixing,

there are two kinds of code-mixing in this research : Outer code-mixing (31 times)

and Inner code-mixing (2 times). So, the total of code-switching and code-mixing

in this research are 42 times.27

The second study from Hiandaka, the writer conducted this study to

analyze the types and functions of code-switching used by Sanetyo in a business

motivational talk video entitled “The Hidden Cuan in Your Business”. In

conducting the study, the writer uses the theory of the types of code-switching by

Poplack and the theory of the functions of code-switching by Appel and Muysken.

27
Suardani Silaban and Tiarma Intan Marpaung, “An Analysis of Code-Mixing and
Code-Switching Used by Indonesia Lawyers Club on TV One,” JETAFL Publishing, Vol. 6, No 3,
(2020): 2459-9506
 25

This research was done using a qualitative descriptive approach. The writer found

out that in this study, Sanetyo used all three types of code-switching types and

three of six functions of code-switching, with the most used type was the intra-

sentential and the most function used was the referential function. 28 The similar

from this study is analysis code-switching, while the difference is this study use

Poplack theory of type of code-switching while in this research use Hoffmann

theory of type of code-switching.

The third study from Ridwan Hanafiah, Umar Mono, and Muhammad

Yusuf the students of Sumatera Utara University. The title of this study is Code-

Switching in Lecturer-Students’ Interaction in Thesis Examination: A Case Study

in Indonesia, this study attempts to discover the types of code-switching (English-

Bahasa Indonesia) and how the function of code-switching is in lecturer-student’s

interaction in thesis examination. This study employed qualitative content analysis

as the research design. The data were in the form of utterances obtained from

recorded interaction of two thesis examination sessions in the graduate program of

English at Sumatera Utara University, Indonesia. The data were analysed through

some processes including data condensation, data display (identifying, labelling,

grouping), and inference making. The utterances were analysed by using

Poplack’s classification of code-switching. From the analysis, it was found that

there are three types of code-switching namely intra-sentential, inter-sentential,

and tag switching. Then, the dominant type is intra-sentential switching. The

functions of code-switching utilized by the participants in the interaction are as

28
Ivon Christy Hiandaka, “Code-Switching in Agus Sanetyo’s Business Motivational
Talk Video: The Hidden Cuan in Your Business,” Kata Kita, Vol. 10, No. 1, (2022): 83-89
 26

entertaining, translating, emphasizing, making an inference, clarifying, explaining,

asking, checking understanding, giving feedback, giving discussion, and

repetition. Lecturers and students in the interaction utilized code-switching in

order to keep the continuity and smoothness of the interaction as well as to ensure

that the messages could be comprehended well. 29 The similar from this study is

analysis code-switching.

29
Ridwan Hanafiah, Umar Mono, and Muhammad Yusuf, “Code-Switching in Lecturer-
Students’ Interaction in Thesis Examination: A Case Study in Indonesia,” International Journal of
Instruction, Vol.14, No.1, (2021): 1308-1470