The Use of Code Switching in General English Classes for Non-English Department Students in Indonesia (original) (raw)
Related papers
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.
Code-Switching in the English Teaching to Non-English Department Students
Journal of English Education, Literature and Linguistics
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 aimed to find out the types and the functions of code-switching used by English lecturers in teaching English to Non-English Department Students at FKIP of Lambung Mangkurat University in the Academic Year of 2017/2018. This research was conducted through the descriptive-qualitative method. The subjects were the lecturers of English class for Non-English Department Students or Mata Kuliah Dasar Umum (MKDU) Bahasa Inggris Class. The researchers used observations and confirmed the results from the interviews. The data were analyzed by data reduction, data display, and conclusion drawing or verification. The research result indicated that in the process of teaching English, the lecturers sometimes swit...
Code Switching Used by English Lecturers During Teaching as Found in Padang State University
JURNAL ARBITRER
This research focuses on the study of the types of code switching and the reasons for lecturers to use the code switching that is based on Wardaugh’s theory and supported by Gumperz. The data was collected by using field method, with several steps, namely: following the lecturer, recording techniques, field recording, and interviews. From several data were examined, it was found three types of code switching. Conversations type is a type of code switching that often appear, followed by the type of situational and metaphorical. In addition, it was found seven reasons for the use of code switching in teaching and learning, namely the influence of students who first use the Indonesian language, ignorance of the students to the lecturers’ explanation , the emphasis on the previous statement, search the attention of the students because they make noise in the classroom, liquefaction the tense atmosphere with a little joke, forgetfulness some of the terms in English, and no equivalent wor...
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.
2017
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...
The Use of Code Switching by English Lecturers of English Department
2020
This research aims at investigating types of code switching used by lecturers and what are the reasons among English lecturers in English Department of Universitas Pamulang. Out of 70 lecturers of the population, 33 lecturers were chosen as the samples based on the random sampling. The data in this study were obtained through questionnaires (open-ended questionnaire). This study revealed that tag switching is a type of code switching which is mostly used by the English lecturers. Then Intra sentential is the second type which is used by the lecturers and the last is inter sentential. Lecturers identified a number of reasons of using code switching in classrooms: teaching new students, making students to understand the material conveyed, avoid the miss understanding toward the material, no appropriate word, creating effective communication and other problems
Article Journal, 2020
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.
2016
The fact that many languages exist in this world makes people tend to learn new languages. The phenomenon of learning new languages leads to another phenomenon; code switching. Further, language is an essential mean of communication in teaching and learning activities. In the English Language Education Study Program (ELESP), English is the main instructional language for teaching and learning activities. Considering that English was not students' first language, some lecturers employed code switching to help third-semester students in learning English. With regard to this phenomenon, this study addressed two research questions. First, what the types of code switching ELESP lecturers employ in their instructional languages are and second, what the reasons for ELESP lecturers to employ code switching in their instructional languages are. Thus, the writer would like to discover the types of code switching employed by lecturers and the reasons why the lecturers employed the code switching in their instructional languages. This study belonged to a basic interpretative study. It employed interview guidelines to understand the experiences of the lecturers who employed code switching. The data were mainly from the statements or utterances said by lecturers on the interviews. Then, the data were analyzed using Creswell's (2009) qualitative data method. Afterward, the analyzed data were classified based on the types of code switching by Bloom and Gumperz (1972) and Wardhaugh (2006) to address the first research question. Then, the writer referred to reasons for codeswitching by Hoffman (1991), Holmes (1992) and Wardhaugh's (2006) studies to address the second research questions. The interview, verification, and validation were conducted during January 2016 to May 2016. The results of this study showed that the lecturers employed both situational and metaphorical code switching. Situational code switching was mostly employed by the lecturers to accommodate the students with low level of English and to create less stressful situations in the class. In addition, the writer found that the participants of the study code-switched for the reasons which can be classified into topic, addressee, emphasis, persuasion, solidarity and affection based on Hoffman (1991), Holmes (1992) and Wardhaugh's (2006) studies. In addition, the writer also found two other reasons which were the nature of the subject and strategy. The results of the study also revealed that the use of code switching in lecturers' instructional languages was for the students' understanding.
The Usage Factors of Code Switching in Teaching Interaction of English Class
Journal of English Language Teaching and Literature (JELTL), 2018
The objective of this research is to gain a deep understanding and to know the use of code-switching done by lecturers and students in interaction when learning process in English class. Sub focus in this study is to determine the factors behind the use of code switching used by both speakers and partners said that in this case the interaction between lecturers and students when learning process in English class. This research was conducted on campus of State Islamic University Faculty in second semester.This research is a qualitative research using ethnographic method. The researcher examines the factors behind the use of code switching in interaction when learning process in the classroom. The research procedure by collecting data, processing, analyzing, and then presenting data objectively about the phenomenon of code switching in the interaction of teaching in English class. The use of documents on the grounds that: for a stable source, useful as a proof, because of its scientif...
Code Switching Phenomenon in English Language Classrooms at the Tertiary Level
2019
Code switching and mixing of languages happen widely in the educators' discourse as well as the students in the classroom. In many occasions, code switching often divides opinion especially among English Language learners in Malaysia. Consequently, the present study aimed at the level of students practicing code-switching in English teaching classroom at the tertiary level. This study attempts to illustrate how lecturers’ and students’ practice code switching in the Malaysian tertiary atmosphere. This study was designed using a quantitative method. A convenient purposive sampling was used for this study which involves both international and local students in a class. The data was collected from 40 students. The results show that code switching is employed through both teachers and students to function various purposes in ESL classroom. It was also found that code exchanging is normally utilized by the educators to encourage and oblige their understudies' grip and cognizance ...