THE USE OF ENGLISH-INDONESIAN CODE SWITCHING IN THE EFL CLASSROOMS: TEACHERS’ MOTIVES AND STUDENTS’ ATTITUDES.

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THE USE OF ENGLISH-INDONESIAN CODE SWITCHING IN THE EFL CLASSROOMS: TEACHERS’ MOTIVES AND STUDENTS’ ATTITUDES

A Research Paper

Submitted to the English Education Department of Faculty of Language and Literature Education of Indonesia University of Education as a Partial Fulfillment of the Requirements

for Sarjana Pendidikan Degree

by:

AZMIA NAUFALA RAHMAH

1102731

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGE AND LITERATURE EDUCATION

INDONESIA UNIVERSITY OF EDUCATION

BANDUNG

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THE USE OF ENGLISH-INDONESIAN CODE SWITCHING IN THE EFL CLASSROOMS: TEACHERS’ MOTIVES AND STUDENTS’ ATTITUDES

Oleh:

Azmia Naufala Rahmah

Sebuah skripsi yang ditujukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Sastra

Oktober 2015

Hak Cipta dilindungi undang-undang

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PAGE OF APPROVAL

The Use of English-Indonesian Code Switching in the EFL Classrooms: Teachers’ Motives and Students’ Attitudes

A Research Paper

by

Azmia Naufala Rahmah

1102731

Approved by

Head of Department of English Education Faculty of Language and Literature Education

Indonesia University of Education

Dr. Rd. Safrina Noorman, M.A. NIP. 19620729 198703 2 003

Second Supervisor

Pupung Purnawarman, M.S.Ed., Ph.D. NIP. 19681013 199803 1 001 First Supervisor

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Azmia Naufala Rahmah, 2015

THE USE OF ENGLISH-INDONESIAN CODE SWITCHING IN THE EFL CLASSROOMS: Teachers’ Motives and Students’ Attitudes

Abstrak

Penelitian ini bertujuan untuk menginvestigasi motif-motif guru dan sikap siswa terhadap penggunaan alih kode bahasa di dalam kelas. Metode yang digunakan dalam penelitian ini adalah kombinasi antara kuantitatif dan kualitatif. Partisipan dalam penelitian ini adalah 3 guru Bahasa Inggris dan 62 siswa. Penelitian ini berdasarkan konsep Poplack (1980) untuk menemukan tipe-tipe alih kode bahasa dan Canagarajah (1995) untuk menemukan motif-motif guru. Berdasarkan hasil penelitian ditemukan bahwa (1) guru Bahasa Inggris memiliki 16 motif penggunaan alih kode bahasa di kelas, diantaranya menjelaskan konsep yang sulit, menjelaskan grammar secara eksplisit, mengecek pemahaman siswa, mengorganisir tugas-tugas di kelas, mengenalkan topik baru, membenarkan pengucapan kata dalam Bahasa Inggris, mempertahankan kedisiplinan di kelas, memberikan balikan kepada siswa, mendukung partisipasi siswa, membangun hubungan interpersonal antara guru dan siswa, mengurangi kegelisahan siswa dalam belajar Bahasa Inggris, meningkatkan motivasi dan kepercayaan diri siswa, memberikan contoh, bergurau dengan siswa, menegaskan sesuatu dan memperkuat pemahaman siswa; (2) Para siswa memiliki sikap positif terhadap penggunaan alih kode bahasa yang dilakukan oleh guru-guru mereka.

Kata kunci: Alih Kode Bahasa, Motif Guru, Sikap terhadap Alih Kode Bahasa

Abstract

This study aims to investigate the teachers’ motives and the students’ attitudes towards the use of code switching in the classrooms. This research employs mix method design between quantitative and qualitative study. The participants of this study are 3 English teachers and 62 students. The data analyzed based on Poplack (1980) to find out types of code switching and Canagarajah (1995) for finding the teachers’ motives. It was found that (1) there are 16 teachers’ motives of using code switching in the classrooms, explaining difficult concepts, explaining grammar explicitly, checking for comprehension, organizing classroom tasks, introducing unfamiliar materials/ topic, drawing students’ attention to the correct pronunciation of sounds in English, maintaining classroom discipline and structure of the lesson, providing praise/feedback/personal remarks about students’ performance, encouraging students’ participation in classroom activities, building interpersonal relationships between the teacher and students, reducing students’ anxiety in learning English, increasing students’ motivation and confidence in learning English, giving example, joking with the students, confirming something, and strengthening students’ comprehension; (2) the students have a positive attitude towards the use of code switching done by their teachers.

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Azmia Naufala Rahmah, 2015

CHAPTER I

INTRODUCTION

This chapter gives an overview of this study, which consists of the background of the study, research questions, aims of the study, the significance of the study, the scope of the study, clarification of terms and the organization of the paper.

1.1 Background

In this world, there are a lot of languages used to communicate. Nation and cultural diversity are a source of variation in the languages. The diversity of the language used by a particular group is a factor in the occurrence of bilingualism. According to Grosjean (1984, p. 1) Bilingualism is the use of two or more languages. The proficiency of bilingualism may vary depending on the exposure to the other users of the language and opportunities to use the language. It is one of the factors of replacement of the language. This phenomenon known as code switching, it can occur as a whole, the incorporating elements of other languages in the language being used, or the turn of a variation of a language. Based on Poplack (1980) theory, code switching is the alternation of two languages within a single discourse, sentence or constituent. Garrett (2010, p. 11) said that code switching is the most powerful feature of informal communication. Code switching happens when the speakers speak in one language into another language as an example when they firstly use code A (as example Indonesian) and changes into code B (as example English). The occurrence of code switching cannot be separated by a bilingual situation. Code switching can be seen in between sentences (intrasentential) and within a single sentence (intersentential).

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to regional language, but also between a national language to foreign language and regional language to foreign language.

As stated before, code switching also happens in classrooms, whether it is English Second Language (ESL) classrooms or English Foreign Language (EFL) classrooms. In Indonesia, English is one of the foreign languages that becomes a compulsory subject which has been taught since the very beginning level of

education. This is as the effect of the necessity of mastering English as a global language. However, since the application of English is rarely used in daily

communication, it is difficult to use full English as a medium language. Due to this reason, the use of code switching has been increased in EFL classrooms. Hamied (2012) stated that code switching happens in the classroom because of the insufficiency of the teacher in English. The teachers in the EFL classrooms cannot avoid the use of Bahasa Indonesia as a medium language. Based on this reason, the teachers apply code switching as a strategy to make their pupils be able to understand and to relay the materials; from foreign language to national language or vice versa. It is in line with Linawati (2015, p. 3) that stated the students’ exposure of practicing English is still lacking. This is one of the reasons why code switching happens in teaching English. However, in the EFL classrooms as Littlewood (2008) explained that the students should be given access to conditions in which the language is naturally used. It means that students should have a full English exposure as a medium language rather than a code-switched language within English to, the mother tongue (L1), Bahasa Indonesia.

The use of code switching in the EFL classrooms has been a debatable issue. Due to the presence of the use of the mother tongue (L1) it shows the lack of teachers’ incredibility and capability (Labov, cited in Hughes, Shauness, and Brice, 2006). Linawati (2015, p. 2) also felt a disadvantage of using code

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languages effectively and creative language use (Dahl, Rice, Steffensen, Amundsen, 2010). From a study of six year project in a primary school of code switching practices done by two EFL teachers, Qian, Tian and Wang (2009) found out that the teachers do the more intersentential code switching than

intrasentential and tag switching. They also mentioned the advantages of using

code switching for the teachers used in the classrooms. They are strengthening the

authority and solidarity, highlighting important points, clarifying unclear points, praising students, translating unknown items and building a certain relationship

with the students. As for the students’ attitude based on Suganda (2012) and Hamied (2012) studies reveal that students have a positive attitude towards the use of code switching in the EFL classrooms. They feel that code switching is one of the effective language learning strategies.

Therefore, it is important to understand the nature of code switching to interpret such occurrence correctly. Due to this reason, the writer tries to analyze the occurrence of code switching in the EFL classrooms. This study focuses not only on types of code switching that occur in the EFL classrooms, but also on teachers’motives and the students’ attitude towards the use of code switching.

1.2 Research Questions

This study will answer the following questions:

1. What are the most frequent types of English- Indonesian code switching that take place in the EFL classrooms?

2. What are the teachers’ motives of using English-Indonesian code switching in the EFL classrooms?

3. What are the students’ attitudes towards the use of English-Indonesian code switching in the EFL classrooms?

1.3 Aims of the study

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1. To find out the most frequent types of English-Indonesian code switching in the EFL classrooms.

2. To find out the teachers’ motives of using English-Indonesian code switching in the EFL classrooms.

3. To find out the students’ attitude towards the use of English-Indonesian code switching in the EFL classrooms.

1.4 Significance of the Study

This present study analyzes the teachers’ motives and students’ attitude towards the use of English-Indonesian code switching in the EFL classrooms. It gives valuable knowledge to reveal the use of English-Indonesian code switching in the EFL classrooms, especially in one of Junior High Schools in Bandung. Moreover, this study investigates the types of code switching usually used in the EFL classrooms, the teachers’ reasons using code switching in the EFL classrooms and the students’ attitude towards it. It is useful for English teachers to have more awareness of using code switching in teaching English to the students.

1.5 Scope of the Study

This research focuses on the teachers’ motives and the students’ attitude towards the use of code switching in the EFL classrooms. The boundary of this research is that the writer gathers the data from one of Junior High School in Bandung. To find the teachers’ motive, the writer interviewed three English teachers and spread 62 questionnaires to the students based on the students’ experience of learning English with their teachers.

1.6 Clarification of Terms a) Code switching

Code switching is the alternation of two languages within a single discourse, sentence or constituent (Poplack, 1980).

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The teachers’ reasons of using code switching in the EFL classrooms (Canagarajah, 1995).

c) Attitude

Attitude involves the resources by which writers/speakers use to express emotional responses towards the participants, phenomena and processes,

to judge human behavior, or to appreciate objects (Martin, J.R & White, P, 2005).

d) Students’ attitude

The students’ perception towards a language, positive and negative, which is influenced by the process of standardization in language (Garrett, 2010, 7)

1.7 The Organization of the Paper

This research organized into five chapters. Each chapter has some subtopics that elaborate the given issue which help the readers to clarify and give details on the information about this research. The chapter is arranged as follows:

Chapter I. Introduction

This chapter gives an overview of this study, which consists of the background of the study, research questions, aims of the study, the significance of the study, the scope of the study, clarification of terms and the organization of the paper.

Chapter II. Theoretical Review

This chapter provides a review of the related literature. This part

elaborates in detail theories which are relevant to the research. The use of this chapter is to sharpen the theoretical foundation of this research.

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This chapter consists of the implementation of the research methodology in the present study. This includes research questions, research designs, research site and participants, data collections and data analysis. It also discusses research methodology which contains research method and the explanation about the data collection that the writer used.

Chapter IV. Findings and Discussions

This chapter elaborates findings and discussions. It provides the

answer to the research problems. It also includes the result of the instrument analyzes and the interpretation of the findings from the study.

Chapter V. Conclusions and Suggestions

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CHAPTER III

RESEARCH METHODOLOGY

This chapter consists of the implementation of the research methodology in the present study. It includes research questions, research designs, research site and participants, data collections and data analysis. It also discusses research methodology which contains research method and the explanation about the data

collection that the writer used.

3.1 Research Questions

The research questions in this research are as follows:

1. What are the most frequent types of code switching that take place in the EFL classrooms?

2. What are the teachers’ motives of using code switching in the EFL classrooms?

3. What are the students’ attitudes towards the use of code switching in the EFL classrooms?

3.2 Research Designs

This research employed mix method design between quantitative and qualitative study. The quantitative study is used to count the occurrence of code switching types done by the teachers and the questionnaires for the students. While the qualitative study used to describe the teachers’ motives and students’ attitude towards the use of code switching.

The writer uses qualitative study because the aim of this study is to investigate the classroom interaction between teachers and students as defined by

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THE USE OF ENGLISH-INDONESIAN CODE SWITCHING IN THE EFL CLASSROOMS: Teachers’ Motives and Students’ Attitudes

the views of the participants and collects data largely consisting of words. These words, then describe and analyzed.

This present study employed a case study as an approach in gathering the data. According to Duff (2008, p. 27) case studies are particularistic, descriptive and heuristic and rely heavily on inductive reasoning in handling multiple data resources. There were several reasons in choosing case study as an approach.

First, this study investigated the phenomena of code switching in classroom interaction. Second, this study focused on the teachers’ motives and students’

attitude on the use of code switching. Third, this study only involved a small number of participants. The participants of this study were 3 English teachers and 62 students. Last, this study involved multiple data collection techniques, such as observation, interview and questionnaires.

3.3 Research Site and Participants

This study was conducted in a public Junior High School in Bandung. This study analyzed two meetings of three different English teachers and 62 students. This research used observation, interview and questionnaire as the data instruments. The video transcripts are from a video-recorded interaction between students and a teacher in 2 different meetings. The result of the video recorded were transcribed and classified into types and motives of using code switching. The questionnaires were distributed to 62 students to find out their language attitudes.

This study conducted in the second semester of the academic year of 2014-2015. The writer chose this school because it has A school accredited and good predicated teachers. Besides, it was where the writer did pre-service teacher program, the English teachers in this school also graduated from a leading

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THE USE OF ENGLISH-INDONESIAN CODE SWITCHING IN THE EFL CLASSROOMS: Teachers’ Motives and Students’ Attitudes

3.4 Data Collections

To obtain the data, this study involved multiple data collection techniques, such as classroom observation, interview and questionnaires.

3.4.1 Observation

The observation was a direct observation through video-recorded of 3 different meetings in English subject. As Richards, et al (cited in Linawati, 2015)

mentioned, videotape is suitable for this research because it provides a more reliable record about the condition and what happens in the classroom. Nunan (cited in Handini, 2014, p. 24) also stated if the researcher means to find out something in the classroom interaction it will be better if the researcher does direct observation into the classrooms. This step is beneficial to enrich writer’s understanding about teaching and learning language.

The observation was conducted by the writer when she did the pre-service teacher in that school. The classroom observation was done in three different classrooms, VII- C, VIII-C and IX-B. In this observation, the writer did not interact with the participant and only videotaped the interaction between teachers and students. This observation is called as “unobtrusive observation” (Driscoll, 2011, p. 160).

The data from this video were transcribed and analyzed to find out the most frequent types and motives of code switching that happened in the classrooms as the aim of this observation. The observation sheet used for this research was based on Canagarajah (1995). It was as follows:

Observation Sheet to the Teachers’ Performance

Name : Class :

Teaching Experience :

No. In class, the teacher uses code switching to: Excerpt 1. Explain meaning of words and sentences.

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3. Explain grammar explicitly. 4. Check for comprehension. 5. Organize classroom tasks

6. Introduce unfamiliar materials/ topics

7. Explain the differences between the students’ L1 and English

8. Draw students’ attention to the correct pronunciation of sounds in English

9. Maintain classroom discipline and structure of the lesson

10. Provide _{about students’ performance}praise/feedback/personal remarks

11. Encourage students’ participation in classroom activities

12. Build/strengthen interpersonal relationships between the teacher and students.

13. Reduce students’ anxiety in learning English 14. Increase students’ motivation and confidence

in learning English.

(Adapted from Canagarajah (1995) study)

3.4.2 Interview

As stated by Heigham, J. & Croker, R. (2009), the interview offers a way to explore people’s experience. Richards, et al. (cited in Handini, 2015, p. 23) said that interview is a direct observation between an investigator and an individual or group of individuals in order to gather information. This interview was structured

by predetermined questions to elicit information about the teachers’ motives of using code switching in the EFL classrooms. The interview questions used semi-structured interview adapted from Burn (1994). The writer interviewed three English teachers to gain the data in this study. The interview consists of some questions related teachers’ motive of using code switching in classroom interaction. The questions were as follows:

1. Dalam pengajaran Bahasa Inggris, bahasa apakah yang membuat Anda merasa paling percaya diri ketika digunakan dalam penyampaian materi? Apakah alasannya?

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3. Apakah alasan Anda menggunakan alih kode bahasa?

4. Dalam situasi seperti apa Anda biasanya menggunakan alih kode bahasa?

5. Berapa persentase penggunaan Bahasa Indonesia dan Bahasa Inggris yang Anda gunakan dalam mengajar?

6. Apakah menurut Anda alih bahasa lazim digunakan sebagai bahasa

pengantar dalam pembelajaran Bahasa Inggris?

7. Menurut Anda apakah ada pengaruh positif jika alih bahasa digunakan

sebagai bahasa pengantar dalam proses belajar mengajar Bahasa Inggris di kelas? Jelaskan.

8. Adakah pengaruh negatifnya? Jelaskan.

9. Bagaimana respon para siswa mengenai bahasa pengantar yang Anda gunakan dalam proses belajar mengajar Bahasa Inggris?

10.Menurut pengalaman Anda selama mengajar, bahasa manakah, Indonesia atau Inggris, yang membuat siswa lebih bersemangat ketika belajar Bahasa Inggris? Jelaskan.

3.4.3 Questionnaire

According to Alwasilah (2008) a questionnaire is extensively used to collect the data about phenomena that are not observable, such as inner experience, opinions, perception, values and interest. The questionnaire used a Likert scale. According to Gal et. al., (2003, p. 628) explained that

Likert scale is a measurement which asks individual to check their level of agreement with various statements about an attitude object i.e. strongly agree, agree, uncertain, disagree and strongly disagree.

The questionnaire was created in a form of well-constructed questions to obtain participant responses to gather data from the students. It was adapted and translated in Bahasa Indonesia since the students are Indonesian. The questionnaire was given to 62 students. The aim was to find out their language

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with Alwasilah (2008 as cited in Linawati, 2014), a questionnaire is the effective way to gain information about participants’ attitude, perception, and opinion towards something. Related to the study, the questionnaire became one of the techniques used to complete the present study. The questionnaires were adapted from the study conducted by Selamat (2014) entitled “Code Switching in the Malaysian ESL Classroom”. The questionnaire consists of two parts, which are

described as follows:

A: Students’ preference towards the use of code switching consists of

fifteen questions.

B: Open question consists of four questions about students’ opinions towards the use of code switching.

These questionnaires aimed to find out 5 statements of the students’ opinion towards the use of code switching. The first statement consists of question number 1-3 were aimed to know the students’ attitudes toward using monolingual or code switching in the teaching process. Then the second statement consists of the question number 4-6 were aimed to find out the effects of code switching on the teachers’ images among the students. The third statement consists of question number 7-9 were aimed to elicit the students’ views about the medium of instruction. The fourth statement consists of the question number 10-12 were aimed to find out the effect of code switching on L1 and L2. Last statement consists of the question number 13-15 were aimed to find out the effects of code switching on passing the exams.

3.5 Data Analysis

To analyze the data, the writer did three steps; analysis of classroom observation, interpretation of the interview result of three English teachers and

analysis the result of the questionnaires.

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the setting or people and identified themes from the coding to discover the most frequent types of code switching used in the classrooms. The writer used the theory of the types of code switching categories by Poplack (1980) which are consisting of intersentential, intrasentential and tag switching while for the teachers’ motives of using code switching was based on Canagarajah (1995). The result of the observation was presented in a form of a table which consists of the teachers’ sentence or utterance, code switching phrase, types of code switching and motives of code switching.

The transcription from the tape recording interview was transcribed to find the teachers’ motives of using code switching in the EFL classrooms. The result of the interview was presented in a compressed body of interpretation and information.

While the questionnaires were identified using percentage according to Sudjana’s formula (in Suryahutami, 2011) to find the students’ attitude towards code switching used by the teachers.

The Sudjana’s formula (in Suryahutami, 2011) is as follows:

� =� � _{� �} � � %

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter consists of two sections. The first section provides the conclusions of the present study in line with the research question presented in the chapter one of this research. The second section is the suggestions for the future research, especially in the field of code switching in the EFL classrooms.

5.1 Conclusions

This section performs the conclusion of the present research to answer the research question, which include the most frequent types of code switching done by the three teachers, the motives of the teachers in using code switching in the EFL classrooms, and the students’ attitudes towards the use of code switching in the EFL classrooms.

The first research question is concerned with the most frequent types of code switching done by the three teachers. The data presents based on types of code switching proposed by Poplack (1980). Those are tag switching, intersentential switching, and intrasentential switching. In the first meeting, the teachers used intrasentential switching with 111 times, intersentential switching 48 times and tag switching 6 times. In the second meeting, the teachers used intrasentential switching with 75 times, intersentential switching with 53 times and tag switching 10 times. From the two meetings of the observation, it was found that intrasentential switching appears as the most frequent types of code switching, followed by intersentential switching and tag switching. Furthermore, the Teacher S was actively using code switching in the classrooms than other teachers. It was because of some factors such as levels of the students, students’ competency, teachers’ competency and the discussion topic.

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motives only 12 motives found, according to the observation. Those are 1) explaining difficult concepts, 2) explaining grammar explicitly, 3) checking for comprehension, 4) organizing classroom tasks, 5) introducing unfamiliar materials/ topic, 6) drawing students’ attention to the correct pronunciation of sounds in English, 7) maintaining classroom discipline and structure of the lesson, 8) providing praise/feedback/personal remarks about students’ performance, 9)

encouraging students’ participation in classroom activities, 10) building interpersonal relationships between the teacher and students, 11) reducing students’ anxiety in learning English, 12) increasing students’ motivation and confidence in learning English. Moreover from the interview with the teachers, there were 4 additional motives, they are 13) giving example, 14) joking with the students, 15) confirming something, and 16) strengthening students’ comprehension. Thus from the observation, it was found 16 motives of code switching used by the teachers in the EFL classrooms.

The third question is about the students’ attitudes. Based on 15 questions which divided into 5 statements, the students had a positive attitude towards the use of code switching done by the teachers in the classrooms. Although they are learning English but they still need an exposure of L1 in English course to make them understand the materials better. However, it is the teachers’ job to make the students have a good portion of English and L1. Thus, the students still get an enough chance to expose their English.

5.2 Suggestions

Regarding the investigation on code switching, the present study gives three suggestions for further researchers, especially the use of code switching in the EFL classrooms as an example in Indonesia.

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Second, the way of collecting data regarding students’ attitudes are based on questionnaires. It is suggested in the next research to involve an interview with the students to strengthen the discussion of the students’ attitudes towards the use of code switching done by their teachers.

Finally, in the present study, there are still many aspects that have not been covered yet. Therefore, it is suggested for further study to focus on one English

skill such as listening, speaking, reading or writing skill in investigating the occurrence of code switching in the EFL classrooms.

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THE USE OF ENGLISH-INDONESIAN CODE SWITCHING IN THE EFL CLASSROOMS: Teachers’ Motives and Students’ Attitudes

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THE USE OF ENGLISH-INDONESIAN CODE SWITCHING IN THE EFL CLASSROOMS: TEACHERS’ MOTIVES AND STUDENTS’ ATTITUDES.

THE USE OF ENGLISH-INDONESIAN CODE SWITCHING IN THE EFL CLASSROOMS: TEACHERS’ MOTIVES AND STUDENTS’ ATTITUDES

INDONESIA UNIVERSITY OF EDUCATION

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PAGE OF APPROVAL

The Use of English-Indonesian Code Switching in the EFL Classrooms: Teachers’ Motives and Students’ Attitudes

Abstrak

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TABLE OF CONTENTS

Page Approval ... ii

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2.5 Attitudes towards Code Switching... 22

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REFERENCES………. 67

List of Tables

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CHAPTER I

1.1 Background

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1.2 Research Questions

1.3 Aims of the study

1.4 Significance of the Study

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1.7 The Organization of the Paper

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Chapter V. Conclusions and Suggestions

CHAPTER III

3.1 Research Questions

3.2 Research Designs

THE USE OF ENGLISH-INDONESIAN CODE SWITCHING IN THE EFL CLASSROOMS: Teachers’ Motives and Students’ Attitudes

3.3 Research Site and Participants

THE USE OF ENGLISH-INDONESIAN CODE SWITCHING IN THE EFL CLASSROOMS: Teachers’ Motives and Students’ Attitudes

Observation Sheet to the Teachers’ Performance

3.4.2 Interview

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3.4.3 Questionnaire

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3.5 Data Analysis

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CHAPTER V

5.1 Conclusions

5.2 Suggestions

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