UTILIZING OF CODE-SWITCHING BY TEACHER IN TEACHING ENGLISH AT GRADE XI MIA 1 SMAN 1 SUNGAI PENUH (original) (raw)
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This research aims at finding out (1) the types of code-switching used by the teachers in the foreign language classroom, (2) functions of code switching used by the teachers in the foreign language classroom, and (3) the implication of code-switching on TEFL. The research employed descriptive qualitative research design. The subjects were three English teachers of SMKN 2 Sinjai. All of them used Buginese language in their daily life but in class they used Indonesian language as mother tongue and English language as target language. The researcher findings that there are five types of code-switching that used by the teachers in teaching and learning process. Those were intersentential code-switching, intra-sentential code-switching, extra-sentential or tag switching, establishing continuity with the previous speaker and emblematic. The data had shown that there were six functions' code-switching. Those were topic switch, reiteration, checking the students understanding, for instruction, grammar translation and explanation, inserting humor and express emotion. The implication of code-switching on TELF was very useful because it can be used as a method or strategy in explaining English materials, motivating the students to speak specially for low level students, analyzing problem and encourage them to pay attention when the teacher explaining material.
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J-ELLiT (Journal of English Language, Literature, and Teaching), 2018
This research was designed to analyze the use of code-swtiching by teacher in teaching English. The subjects of this research were some English teacher of the eleventh graders of SMK Perwari Tulungagung, majoring in Office Administration. This class was chosen because the teacher used two languages (English and Indonesian) in the teaching process. Because the students had difficulties in understanding the teacher’ explanation if the teacher used English all the time, the teacher sometimes needed to code-switch to Indonesian during the teaching and learning process. The method used in this research is descriptive qualitative because the data are in the form of words and sentences. The techniques of collecting the data are observation, interview, and note taking. The findings show that the English teacher sometimes code-switch to Indonesian in the teaching and learning process in order to ensure that their students can really understand the explanations being given.
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The issue of the use of code switching as instructional languages in the class has already become a worldwide concern. Some experts may say that it is beneficial while others believe that it is not since it may become the interference for the learning. Through this paper, the researchers want to investigate the use of code switching in General English Classes for non-English Department of Sanata Dharma University. Employing a quantitative approach, specifically observation method by recording the class activity, this study tries to find out the types and analyse code switching employed by lecturers in the classes. The data analyses revealed that tag switching, intra-sentential and inter-sentential code switching are employed by lecturers and the code switching itself functions as the topic switch, repetitive and affective function. The inter-sentential code switching was mostly used by the lecturer and it mostly served as a repetitive function to explain and show their affection to ...
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This study investigated the act of code switching which refers to the use of two languages, English and Indonesian, as a medium of instruction used by the teachers in the context of teaching and learning English as one of the courses in the Faculty of Teacher Training and Education at Sriwijaya University. The subjects - the teachers and students who were dealing directly with the use of code switching in the process of teaching and learning – were observed, interviewed, and given a set of questionnaire. This study yields three important results. First, the teachers use code switching in order to have a better communication with their students during the teaching and learning process, especially to transfer the material or topic of discussion in class so that the students can understand the material or topic better. Second, three language aspects – pronunciation, vocabulary, and grammar – were involved in this code switching phenomenon. Finally, students had a positive perception on...
ABSTRACT NUR MARIA ULFAH. 2014. The Use of Code-Switching by English Teachers in Foreign Language Classroom (A Descriptive Study at SMAN 1 PANGSID). English Education Department. The Faculty of Teacher Training and Education. Muhammadiyah University of Makassar. Supervised by Syamsiarna Nappu and Nunung Anugrawati. This research aimed at finding out; (1) types of code-switching used by English teachers in foreign language classroom, (2) the factors triggering the English teachers to use code-switching in the classroom, and (3) the functions of code-switching used by English teachers in the classroom. This research was conducted through descriptive qualitative method. The samples of the research consisted of 6 English teachers. In order to gather the data, the researcher used three instruments of research, they were: classroom observation, recorder, and interview. The types of code-switching appearing in the classroom were observed based on the theory proposed by Poplack, while the factors triggering the teachers to use code-switching in the classroom proposed by Holmes‟ theory, and the functions of code-switching in the classroom were perceived through the functions proposed by Sert. Moreover, to interpret the data gathered, the researcher analyzed them through three steps of analysis by using mode from Miles and Huberman, they were: data reduction, data description, and data classification. The findings indicated that the types of code-switching were simply found in three types: (a) inter-sentential code-switching (without inserting new information and which inserts new information), (b) intra-sentential codeswitching (translation or word/phrase substitution within a sentence), and (d) tagswitching (interactional fillers code-switching). The factors triggering the English teachers to use code-switching in the classroom was found for four reasons, they are: (a) rhetoric reason, (b) differences of status and formalities, (c) quote other statements or proverbs, and (d) lack of vocabulary. And another factors gather from the classroom setting are: (a) the students‟ ability in English are not the same, (b) code-switching emerges automatically or unconsciously, and (c) helping the students to share their ideas. Moreover, the functions of code-switching used by English teachers in the classroom were found for three functions; (a) topic switch, (b) affective function, and (c) repetitive function.
Proceedings of the Eighth International Conference on English Language and Teaching (ICOELT-8 2020), 2021
This research aims to analyze language code switching and code mixing used by teacher during English teaching learning process at SMP Negeri Kamang 2 Magek. This research focused on describing the reason of code mixing and code switching used by the teachers during English teaching learning process. Researcher interested due to the phenomenon of diversity of the language code switching and code mixing is that decide the reason of language code switching and code mixing by the teachers during English teaching learning process. In this research the researcher used the teachers' utterances to collect the data. This research is descriptive research to describe and analyze the language code switching and code mixing used by the teachers during English teaching learning process. The data of this research consist of voice recorder, observation, interview and direct note that are deemed take by a recorder during English teaching learning process start from begins until the teaching learning process ends. The subjects of this research are three English teachers. From the data collection that has been transcribed by narrow transcription and descriptive qualitative data analysis techniques is discovered that the teachers used code switching and code mixing caused by language input because of the teachers are from Minangkabau and in daily communication the teachers and the students used Bahasa Indonesia as the first language and Minangkabaunese as a native language. The finding stated that sometimes the teachers used code switching or code mixing from English into Minangkabaunese. So that it is discovered the reason of language code switching and code mixing by the teachers during English teaching learning process. The research concludes that generally teachers still do more language code switching and code mixing during English teaching learning process in the form of Indonesian and Minangkabaunese. The teachers used code switching and code mixing was not caused by weaknesses or deficiencies in speaking English and mastering English during the teaching learning process. But the teachers used code switching and code mixing because of the teacher's skills to make students understand the lesson easily. The teachers use language code switching and code mixing also to develop intimacy, to reproof and to explain the material to understanding enhancement of the students who all had pedagogical purposes.
EDUPEDIA, 2019
The aims of this research were identify: 1) The types of code switching, 2) Find out the factors influence the teachers to switch English into Indonesian or the opposite, 3) Analyze the impact of teacher’s code switching for the students. This research was held on SMA Muhammadiyah 1 Ponorogo. The research design was qualitative research especially case study. Research used observation and interview as the data collection technique in this research. To analyze the data the writer transcribing interviewing, scanning material, typing up field notes, coding process, making qualitative narrative, and making interpretation the data. Based on finding, the types of code switching which was used by English teacher at SMA Muhammadiyah 1 Ponorogo include tag code switching, inter sentential code switching, and intra sentential code switching with different quantities. The factor influence teachers to conducted switch English to Indonesian such as the students understanding was the big factor a...
Pedagogical Practices of Code-Switching in EFL Classrooms in Padang, Indonesia
KnE Social Sciences, 2019
This paper presents the investigation on teacher code-switching and their perceptions on effective language teaching and learning in term of their language choice. In this study, Bahasa Indonesia (L2) is the standard language of education and Bahasa Minang is the mother tongue (L1). It was an investigation on two primary EFL classroom in Padang, West Sumatra, Indonesia where the participants most likely to share the same first language and second language. Conversation analysis was used as a tool to quantify and identify the teacher's language use in the video recorded of studentteacher interaction in the classrooms at the first phase; stimulated recall interview was used at the second phase to investigate the teacher code switching practices. The main findings revealed the functions of Bahasa Indonesia/English which was used as a means of pedagogical and affective functions such as explaining grammar, motivation and encouragement. This study also revealed that a few Bahasa Minang was used for maintaining teacher and student social distance or closeness. An interesting finding shows that stimulated recall interview technique can foster habits of teachers' self-reflexivity.
Types, Functions and Factors of Code Switching as Teaching Technique Conducted
LINGUA EDUCATIA, 2019
Code-switching is a phenomenon studied in sociolinguistics. It exists in multilingual societies like in Indonesia where people use more than one language to communicate including in classroom interaction, especially in the process of teaching English as a foreign language. This research was aimed to find out the types functions and factors of code-switching as teaching technique conducted by English Department Lecturers in teaching English to English Department Students at FKIP of Lambung Mangkurat University in the Academic Year of 2017/2018. This research was conducted through descriptive-qualitative method. The subjects were the lecturers of English Department. The researcher conducted observation and confirmed the results of it by using the interview. The research result indicated that in the process of teaching English, the lecturers sometimes switched their languages : English, Bahasa Indonesia, Banjarase, and Arabic. There were 3 types of code-switching used by the lecturers namely, tag-switching, intrasentential-switching, and inter-sentential switching. While for the function, there were 3 functions of code-switching used by the lecturers, topic-switch, affective-function, and repetitive function. The factors were interjections, repetitive used for clarification, and the intention of clarifying the speech content for the interlocutor. In conclusion, the lecturers switched their languages in some types and for various functions depend on the situation of their teaching activity and students' need. It is suggested that the use of code-switching must be related to certain purposes in order to achieve the goals of teaching optimally.