CHAPTER 1 1.0 Introduction - DSpace@UM - University of Malaya

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4.4.3 To encourage students to participate in the lessons Bilingual educator R code-switches to encourage students to participate in the lessons. R : R : R : R : R : R : ok/ the demonstration about the nitrogen gas/ siapa pernah tengok?/ siapa pernah pergi ke Pusat Sains Negara? ( TI-U26-R) the word comes from/ radiate dalam bahasa di panggil apa?/ ( TI-U46-R) the question is asking incorrect/ yang mana adalah salah?/ ( T2-U13-R) yes volcanic eruptions lets try these questions on the importance of science/ mengapa sains itu sangat penting?/ ( T3-U11-R) terdapat empat jenis receptor/ if you don’t feel pain something is wrong with your receptor/ all of this receptors are important for our human body/ the pressure receptor is also important/ apakah kepentingan receptor?/ ( T15-U7-R) our skin is also water proof/ kalis air apakah yang keluar dari kulit kita?/ ( T15-U9-R) The examples above illustrate that the students can participate in the lessons so; the teaching is pupil centred. The examples are; T1-U26-R: siapa pernah tengok? siapa pernah pergi ke Pusat Sains Negara? T1-U46-R: radiate dalam bahasa di panggil apa? T15-U7-R: apakah kepentingan receptor? The educator code-switches at sentence level to make sure that the pupils take part in the lessons. 66
4.4.4 To establish relationship, humour and to have a conducive environment for teaching and learning The bilingual educator R code-switches to establish humour during the lessons and to provide a conducive learning environment. R : R : lapan kali/ kalau bergerak dengan laju macam ini you boleh memberhentikan pergerakan bumi/ begitu banyak kuasa yang kamu ada/ lebih berkuasa daripada superman/ tapi superman pakai underwear/ ( TI-U58-R) let us look at the steps when using the science laboratory/ without the teacher do not enter the lab/ do not eat or drink dalam lab/ mengapa?/ sebab ada bahan- bahan kimia bahaya/ do not taste any chemicals/ do not smell any gasses unless instructed by the teacher/ kalau orang kentut pun jangan hidu// ( T6-U1-R) The examples above show that humour plays an important part in teaching, the lessons become more interesting. The example is T1-U58-R tapi superman pakai underwear. Superman is a hero for the adolescents; and he exists in their fantasy. The students wished they could have his super power and the humour part of the word is superman and underwear. 4.4.5 Time Constraint The bilingual educator code-switches by using acronyms. R : saya akan menggunakan dua bahasa untuk mengajar/ i will try to teach in two languages/ PMR is in bilingual dua bahasa/ so in exam the choice is yours either Bahasa or English/ in Science and Mathematics they have glossary/ ada dalam Bahasa Inggeris dan Melayu/ it is good if you have the book / try to get the book/ siapa tak suka ilmu matematik sebab susah/ for me saya paling benci sejarah/ all subjects are important/ i did not like history because i did not like my teacher/ ( T7-U1-R) 67
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1.0 Introduction CHAPTER 1 Malaysia
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Jacobson and Safiah (1987) stated t
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schools were taken over by the Brit
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In the 19 th century, a large numbe
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(i) to promote a national school sy
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joining Form 1 classes. The curricu
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1.3 The Significance of the study C
Page 15 and 16: The study was conducted in a privat
Page 17 and 18: The researcher feels it is a bit di
Page 19 and 20: 1.7.3 Phrase Level A group of words
Page 21 and 22: 2.0 Introduction CHAPTER 2 Literatu
Page 23 and 24: (iii) What must you do? Examples of
Page 25 and 26: 2.2 Sociolinguistic Studies on Code
Page 27 and 28: It is evident that the sub-consicio
Page 29 and 30: call it conversational code-switchi
Page 31 and 32: esearcher feels that the children a
Page 33 and 34: The analysis of the data shows that
Page 35 and 36: Mary Tay’s (1993) research is bas
Page 37 and 38: 2.9 Conclusion Many local and forei
Page 39 and 40: 3.0 Introduction CHAPTER 3 METHODOL
Page 41 and 42: 3.2 Procedure of Research Before th
Page 43 and 44: The researcher opted to collect the
Page 45 and 46: 3.6.1 Audio Recording The data that
Page 47 and 48: Each switch was counted as an insta
Page 49 and 50: 3.7.2 Qualitative Approach The qual
Page 51 and 52: 4.1 Subjects The subjects of the st
Page 53 and 54: 4.1.2 Background of Subjects The su
Page 55 and 56: 4.1.3 Language Acquisition of Subje
Page 57 and 58: Table 4.5: Survey of Language Use W
Page 59 and 60: for teaching and learning (v) to sa
Page 61 and 62: Table 4.9: Audio Recordings Subject
Page 63 and 64: formation of lightning/ kilat/ form
Page 65: The examples taken from T1-U54-R ar
Page 69 and 70: L : metal in a liquid form/ mercury
Page 71 and 72: 4.5.3 To encourage students to part
Page 73 and 74: The examples above show that the hu
Page 75 and 76: 4.6.2 Background of Students Furthe
Page 77 and 78: T1U58R SENTENCE lapan kali/ kalau b
Page 79 and 80: CLAUSE T19U3L non luminous is very
Page 81 and 82: 4.7.1 Bilingual Educator R1 Switch
Page 83 and 84: 4.7.3 Bilingual Educator L1 Switch
Page 85 and 86: 4.8 Frequency of Language use in Co
Page 87 and 88: In the study, the researcher identi
Page 89 and 90: language and the English language t
Page 91 and 92: Text books and revision books are w
Page 93 and 94: Certificate of Education (LCE) is a
Page 95 and 96: pupils. These activities should inc
Page 97 and 98: 5.3 For Further Investigations The
Page 99 and 100: Bibliography Asmah Haji Omar. 1982.
Page 101 and 102: Kamwangamalu, Nkonko Mudipanau. (19
Page 103 and 104: Poplack, Shana. (1980). “Sometime
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