Function of Code Switching Performed by the EFL Teachers in Classroom Interaction

Patmasari, Andi; Agussatriana, Agussatriana

doi:10.34050/els-jish.v2i3.7955

Cited by 5 publications

(11 citation statements)

References 3 publications

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“…This issue is considered by other researchers as well. In their work titled "An Investigation of the Use of CS in EFL Classroom: Attitudes and Perceptions," Patmasari et al, (2022) considered this issue alongside teachers' perceptions on CS. The chosen participants who were interviewed revealed that they had favorable views and opinions about CS in EFL classrooms.…”

Section: Literature Reviewmentioning

confidence: 99%

Code Switching by Novice Teachers in EFL Classes and its Effects on Students

Abdulwahid

2024

Cihan U Erbil J H SOC SCI

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Code Switching (CS) is shifting from one language to another in a dialogue, a lesson, a sermon, etc. It is used across the board in multilingual communities deliberately and unconsciously. It has many benefits. It has many negative impacts, though. It might distract students’ attention and result in opposite consequences. Therefore, in this study, using CS by novice teachers who do not have enough experience as a medium of explaining the taught material. Besides, it takes into consideration students’ attitudes toward CS as positive or negative. If they understand better after implementing CS, they consider it positive. If, on the contrary, distracts their attention, they consider it negative. The data for this study were collected from 70 students through distributing an open questionnaire and direct observation. They were analyzed using IBM SPSS. The outcomes proposed that some students switch codes at the level of words to have a smooth conversation with colleagues. However, some novice lecturers tend to explain the whole lesson using students’ first language to make sure that they have grasped it well. They do so due to the lack of experience and shortage of vocabulary. The results also pinpointed that some students have a positive reaction toward CS, yet there are many students who do not prefer following it.

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Section: Literature Reviewmentioning

confidence: 99%

Code Switching by Novice Teachers in EFL Classes and its Effects on Students

Abdulwahid

2024

Cihan U Erbil J H SOC SCI

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“…The use of English in foreign language countries, especially in Indonesia has become an important issue for both the lecturers and learners. In Indonesia, English is frequently taught as a foreign language, and it typically holds official status inside the country [1].Students are required to acquire the language because it comprises one of the required courses at their school. In English as Foreign Language (EFL) Classroom, lecturers teach and students learn English whereas there is limited use of English in their daily social interaction.…”

Section: Introductionmentioning

confidence: 99%

“…The practice of shifting from one language to another could not be avoided by both the lecturers and students in the EFL classroom. The process of shifting language requires the teachers and students to be bilingual and maintain two languages with the intention of better comprehension [1], [4]. The teaching of languages should encourage bilingual or multilingual people to use every aspect of their linguistic resources to learn another language, a process known as translanguaging.…”

Section: Introductionmentioning

confidence: 99%

Translanguaging Practices in an Indonesian Tertiary EFL Classroom

Ningrum,

Sahiruddin,

Haikal

2023

Proceedings of the 4th International Conference Entitled Language, Literary, and Cultural Studies, ICON LATERALS 2023, 11-12 Ju

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Since bilingualism began to flourish in the linguistics community, the use of code-switching (CS) or popularly known as translanguaging has been evolving. Translanguaging researchers have developed different perspectives towards the use of L1 in the L2 classrooms. This study examines the students' attitudes towards the use of L1 in the EFL classrooms. Correspondingly this study observes the nature of translanguaging and the relations between the frequency of L1-L2 used by the student and their language proficiency level. This study draws from Poplack's (1980) theory which states that due to the individuals' excellent understanding of the grammatical rules of both languages, bilinguals with a high level of language competency are expected to switch codes at a faster rate when doing translanguaging. This research employed a survey design. Participants involved in this study were thirty-three (33) students from the EFL Classroom program at one of the universities in Indonesia. Data collection instruments used were Likert Scale and Open-ended questionnaires. Findings show that the students showed the positive attitudes and perspective regarding the use of L1 in the L2 classrooms. The students argue that translanguaging practice should be permitted in the EFL classrooms with the pedagogical purposes. Moreover, the results explore the reason on the practice of translanguaging in L2 classrooms which discovered that translanguaging helps the students to understand and engaged with the conversation in a better method. The study indicates that there is no correlation between the translanguaging practices with the students' language proficiencies, but it proves that students with higher L2 proficiency level would be better at the translanguaging practice rather than the students with lower proficiencies. The implications of this study are discussed.

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“…The investigation on CS in the EFL classroom practices continue up to present era. The more recently study were conducted by Huda, Hakim, & Mizam (2020), Tyas (2020), Patmasari & Agussatriana (2019), Narasuman, Wali, & Sadry (2019). It bears out that research on SC is still relevant and interesting to be carried out in that each of the study has its own uniqueness.…”

Section: Introductionmentioning

confidence: 99%

Code Mixing in College Students’ Presentation: A Case in an Intercultural Communication Class

Helmie

Halimah

Hasanah

2020

IJEFL

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Studying the second language (L2) was happens around the world because of some reasons such as education. Studying another language can be important in intellectual human activities after studying first language (L1). However using L2 is quite hard because some of them use L2 just for some their activities, not for the whole of their activities, such as students who use English only when studying English subject only or on the contrary. Nowadays, some people use two language at the same time, which is called code mixing. The use of two codes for communication can help them to make clear their explanation from another language that they used. The purpose of this research is concerning on the use of code mixing in college students’ presentation in Intercultural Communication class. Apart from that, there is an attempt to find out the language dominate in their presentation, the reasons of code mixing use in their presentation and the response of the audience about code mixing in presentation. The Method use is qualitative by using class presentation as the instrument, the writer collected the data of the college students’ presentation, questionnaire to the audience and interview to the presenters. The research findings showed that the languages dominate in the presentation are English language and Bahasa Indonesia equally. The reasons’ student in use code mixing is to make the explanation clear, and the response of the audience is 56.83% of the students give positive response in using code mixing of the presenter.

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Function of Code Switching Performed by the EFL Teachers in Classroom Interaction

Cited by 5 publications

References 3 publications

Code Switching by Novice Teachers in EFL Classes and its Effects on Students

Code Switching by Novice Teachers in EFL Classes and its Effects on Students

Translanguaging Practices in an Indonesian Tertiary EFL Classroom

Code Mixing in College Students’ Presentation: A Case in an Intercultural Communication Class

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