CODE SWITCHING IN EFL CLASSROOM
A Qualitative Case Study in a Public High School in Bandung
A PAPER
Submitted to the English Education Department of Universitas Pendidikan Indonesia
in Partial Fulfillment of the Requirement for Sarjana Pendidikan Degree
By:
PUTRI DARA OCTORA
0902406
ENGLISH EDUCATION DEPARTMENT
FACULTY OF LANGUAGE AND ARTS EDUCATION
UNIVERSITAS PENDIDIKAN INDONESIA
CODE SWITCHING IN EFL CLASSROOM
A Qualitative Case Study in a Public
High School in Bandung
Oleh Putri Dara Octora
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni
© Putri Dara Octora 2014 Universitas Pendidikan Indonesia
April 2014
Hak Cipta dilindungi undang-undang.
PAGE OF APPROVAL
Code Switching in EFL Classroom: A Qualitative Case Study in a
Public High School in Bandung
By:
Putri Dara Octora
0902406
Approved by:
Main Supervisor
Pupung Purnawarman, M.S.Ed., Ph.D.
NIP. 19681013 199803 1 001
Co-Supervisor
R. Della N. Kartika S. A., S.Pd., M.Ed.
NIP. 19770414 200112 2 003
The Head of English Education Department
Faculty of Language and Arts Education
Universitas Pendidikan Indonesia
Prof. Dr. H. Didi Suherdi, M. Ed.
ABSTRACT
The present study entitled Code Switching in EFL Classroom: A Qualitative Case
Study in a Public High School in Bandung focuses on the use of code switching in
EFL classroom. The aims of this study are to (1) investigate the types of code switching utilized by teacher in EFL classroom, (2) find out the circumstances in which the teacher uses code switching strategies in EFL classroom, and (3)
describe the students’ perception towards code switching utilized by teacher in EFL classroom. Qualitative method was employed and data were collected through classroom observations, interviews, and questionnaire. The data were compared to code switching theories, particularly theories from Poplack (1980). The subjects of this study were a female English teacher and 38 eleventh grade students in a public high school in Bandung. It was found that (1) the types of code switching utilized by teacher in EFL classroom were tag-switching, inter-sentential switching, and intra-inter-sentential switching; (2) the circumstance in which the teacher used code switching strategies in EFL classroom were when she was delivering general knowledge, translating difficult words/technical terms,
translating instructions, confirming students’ answers, motivating/ encouraging
students, giving examples, confirming students’ understanding, trying to get students’ attention, interacting personally with the students, and making jokes; and (3) the students’ perception towards code switching utilized by teacher in EFL classroom was generally positive, with a note that the use of L1 should not be excessive.
ABSTRAK
Penelitian berjudul Code Switching in EFL Classroom: A Qualitative Case Study
in a Public High School in Bandung (Alih Kode di Kelas EFL: Sebuah Studi
Kasus Kualitatif di Sebuah SMA Negeri di Bandung) berfokus kepada penggunaan alih kode di kelas EFL. Tujuan peneliatian ini adalah untuk (1) menginvestigasi jenis alih kode yang dipergunakan guru dalam kelas EFL, (2) mencari tahu keadaan seperti apa yang menuntut guru untuk menggunakan strategi alih kode di kelas EFL, dan (3) mendeskripsikan persepsi siswa terhadap penggunaan alih kode oleh guru di kelas EFL. Penelitian ini menggunakan metode kualitatif dan data diperoleh melalui observasi kelas, wawancara, dan kuesioner. Data kemudian dibandingkan dengan teori-teori alih kode, terutama teori Poplack (1980). Subjek penelitian ini adalah seorang guru Bahasa Inggris wanita dan 38 orang siswa kelas XI di sebuah SMA negeri di Bandung. Dari penelitian ini ditemukan bahwa (1) jenis alih kode yang digunakan oleh guru di kelas EFL adalah tag-switching, inter-sentential switching, dan intra-sentential switching; (2) keadaan yang menuntut guru menggunakan strategi alih kode di kelas EFL adalah ketika beliau menyampaikan pengetahuan umum, menerjemahkan kata-kata sulit/istilah teknis, menerjemahkan instruksi, mengonfirmasi jawaban siswa, memotivasi/menyemangati siswa, memberikan contoh, mengonfirmasi pemahaman siswa, mendapatkan perhatian siswa, berinteraksi secara personal dengan siswa, dan melontarkan humor; dan (3) persepsi siswa terhadap penggunaan alih kode oleh guru di kelas EFL secara umum positif, dengan catatan bahwa penggunaan bahasa ibu tidak terlalu berlebihan
TABLE OF CONTENTS
Abstract ... i
Statement of Authorization ... ii
Preface ... iii
Acknowledgement ... iv
Table of Contents ... vi
List of Tables ... viii
List of Figures ... ix
CHAPTER I INTRODUCTION ... 1
1.1.Background of the Study ... 1
1.2.Statement of the Problems ... 3
1.3.Aims of the Study ... 3
1.4.Scope of the Study ... 4
1.5.Significance of the Study ... 4
1.6.Clarification of Key Terms …... 4
1.7.Organization of the Paper ... 5
CHAPTER II THEORETICAL FOUNDATIONS ... 7
2.1.Conceptualizing Code Switching ... 7
2.2.Code Switching in Indonesia Classroom Context ... 14
2.3.Learners’ Perception on the Use of L1 in L2 Classroom ... 23
CHAPTER III RESEARCH METHODOLOGY ... 25
3.1.Research Design ... 25
3.2.Research Site and Participants ... 26
3.3.Data Collection ... 26
3.3.1. Classroom Observation ... 26
3.3.2. Interview ... 27
3.3.3. Questionnaire ... 29
3.4.Data Analysis Technique ... 29
4.1.Types of Code Switching Utilized by Teacher ... 30
4.2.Circumstances in which Teacher Use Code Switching Strategies ... 33
4.3.Students’ Perception Towards Code Switching Utilized by Teacher ... 46
CHAPTER V CONCLUSIONS AND RECOMMENDATIONS ... 52
5.1.Conclusions ... 52
5.2.Recommendations ... 53
References ... 54
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CHAPTER I
INTRODUCTION
1.1.
Background of the Study
Being the second most used language in the world (Chrystal, 1997b; Zhu,
2001), English is spoken by approximately a quarter of the world’s population
(Crystal 2002 in Floris 2002). Thus, as an international language, English has an
important place in language learning. It has become the main language used in
books, newspapers, international business and conferences, science, technology,
medicine, sports, music, etc. The need to master English has been increasing in
order for people to be able to participate in globalization.
The increasing needs of mastering English are also recognized by
Indonesian government. It is evidenced in the teaching of English which ranges
from pre-school to senior high school. Thus, it has become one of the important
subjects taught in schools and tested in National Final Examination (Ujian Akhir
Nasional) for both junior and senior high school. Passing it is compulsory in order
for the students to graduate.
Since English is a foreign language and not used in everyday
communication, the chance for the students to use English is limited only in the
classroom. It is still uncommon in Indonesia to use English as a means of
communication in daily activity. Floris (2002) explains in her study that
According to Littlewood (1984:58), it is best for language learners to learn
in natural learning mechanisms, which can be activated when they are involved in
communicative activity. Littlewood further explains that to acquire said natural
learning mechanisms, learners should be given access to conditions in which the
language is naturally used as a means of communication. Therefore, it is
important to efficiently use the time allocated for English subject to expose the
students with as much English as possible. One of the ways to expose the students
with English in the classroom is through teacher’s language. Teacher can use as
much English as possible in giving instructions to the students during the lesson
and limit the use of Bahasa Indonesia.
In the real situation in some schools, the use of Bahasa Indonesia in
English language classroom is still unavoidable. In Indonesia, as a multilingual
society, it is common to use two or more languages in communication. It is in line
with Margana (2012) who states that
… the use of two or more languages in communication practices becomes a common
phenomenon because the participants are familiar with more than one language, for example regional languages (Javanese, Sundanese, Maduranese, and the like), first language (Indonesian language), and foreign language (English). (Margana, 2012: ii)
According to Floris (2002), the existence of students’ mother tongue (in this case,
Bahasa Indonesia) cannot be easily neglected. Research conducted by Balet
(1985, cited in Floris 2002) shows that the use of mother tongue in the term of translation is proved to be the students’ preferred learning strategy. Since teachers need to reduce the burden for the learners and assist them in understanding and in
producing language appropriate to the situation (Moore, 2002), it is important for
the teacher to adjust his or her language, i.e. switching the code from target
language (L2) to mother tongue (L1) (Ahmad & Jusoff, 2009; Skiba, 1997; Weng,
2012). Thus, code switching in English language classroom in Indonesia is still
inevitable. Teacher often needs to code switch during the teaching and learning
activity.
From the background explained above, it is necessary to seek out and
explain the reasons behind the phenomena of code switching done by teacher in
the ways used by teachers in giving instructions and explaining learning material
is still a burning issue among Indonesian researchers. Therefore, this research is
aimed to investigate the code switching which occurs in EFL classroom in a
public high school in Bandung, focusing on the types of code switching done by
teacher, the circumstances that encourage teacher to code switch, and students’
perception towards it.
1.2.
Statement of the Problems
This study will seek to answer the following questions
a) What types of code switching are utilized by teacher in EFL classroom?
b) In what circumstances does the teacher use code switching strategies in
EFL classroom?
c) What is the students' perception towards code switching utilized by teacher
in EFL classroom?
1.3.
Aims of the Study
Based on the background of the study and the statement of problems, the
study is aimed to:
a) Investigate the types of code switching utilized by teacher in EFL
classroom
b) Find out the circumstances in which teacher code switches in EFL
classroom
c) Describe the students' perception towards code switching utilized by
1.4.
Scope of the Study
This study will focus on investigating the types of code switching utilized
by teacher in EFL classroom in a public high school in Bandung, the
circumstances that encourage teacher to code switch, and the students' perception
towards it.
1.5.
Significance of the Study
Margana (2012) investigated the use of code switching in EFL classroom
in Yogyakarta. He reveals that teachers in Yogyakarta often use code switching
when teaching English in the classroom. The present study is necessary to reveal
the use of code switching in EFL classroom in Bandung, specifically the types of
code switching utilized, the circumstances in which the code switching occurred, and the students’ perception towards it. Moreover, this study is also expected to give contributions to the theories and literatures about code switching, particularly
in Indonesia. It is also expected to help teachers in deciding the types of code
switching to be used in EFL classroom. In addition, it is also expected to help
teachers build and maintain good relationship and communication with their
students and develop new teaching ideas.
1.6.
Clarification of Key Terms
a) code switching is the practice of switching between a primary and a
secondary language or discourse (Coffey, 2008).
b) bilingualism is the ability to master two or more languages with equal
‘native-like control’ (Barun, 1937).
c) first language/mother tongue is the language that one acquires during
early childhood, learned as a part of growing up among people who speak
d) second language is “typically an official or societally dominant language
needed for education, employment, and other basic purposes” (Saville
-Troike 2005: 4).
e) foreign language is a language which is not widely used in the learners’
immediate social context but might be used in the future (Saville-Troike,
2005).
f) L1 refers to first language/mother tongue, or the language that one
acquires during childhood (Saville-Troike, 2005).
g) L2 refers to the language one learns in addition to his/her first language. It
may refer to both second and foreign language (Saville-Troike, 2005). In
this study, however, the term L2 is used to refer to foreign language.
1.7.
Organization of the Paper
This study is presented in five chapters as follows.
Chapter I Introduction
This chapter introduces the background of the study, statement of the
problems, aims of the study, scope of the study, significance of the study, research
method, subjects, data collection and analysis, and clarification of the key terms.
Chapter II Theoretical Foundation
This chapter covers the theoretical foundation of the study. It consists of
three sections which talk about conceptualizing code switching, code switching in Indonesia classroom context, and learners’ perception on the use of L1 in L2 classroom.
Chapter III Research Method
This chapter covers the research methodology of the study. It consists of
four sections which talk about research design, research site and participants, data
Chapter IV Findings and Discussions
This chapter presents the findings and discussions to answer the research
questions in Chapter I. It is divided into three sections, with each section
presenting the findings and discussions for each research question and linking
them to the theoretical foundation presented in Chapter II.
Chapter V Conclusions and Suggestions
This chapter is divided into two parts. The first part provides the
conclusion of this study. The second part provides suggestions to other
CHAPTER III
RESEARCH METHODOLOGY
This chapter covers the research methodology of the study. It consists of
four sections which talk about research design, research site and participants, data
collection techniques, and data analysis technique.
3.1.
Research Design
This research used qualitative approach. It is relevant with the study since
the researcher did not do any treatment to the samples, rather looking at them as
they were, and the study was aimed to find samples' reasons in doing code
switching and also samples’ perception towards code switching. It is in line with
Key (1997) who states that qualitative approach "emphasizes the importance of
looking at the variables in the natural setting in which they are found". It is also
relevant because the purpose of the qualitative approach is to understand people's
interpretations about some particular concern (Key, 1997).
The descriptive method was used in this study. Descriptive method
involves the collection of data aimed to describe existing condition (Hastuti, 2005:
5). No manipulation and no treatment were given to the variables. Qualitative
descriptive research design was also suitable for this study since qualitative
descriptive research is aimed at “describing, summarizing various conditions, situations, or phenomenon of social reality that exists in the society” (Bungin,
2008: 68).
Classroom observation, interview, and questionnaire were used as the data
3.2.
Research Site and Participants
This study was conducted in SMA Negeri 12 Bandung, West Java,
Indonesia. The school was selected due to the fact that it was accessible and
located near a main road in Bandung (Jalan Soekarno Hatta). It was also selected
because it had been accredited as grade A school. Besides, the researcher is an
alumnus of the school, so it was easier to get access to this school.
One English teacher and one class consisting of 38 students were involved
in this study. The English teacher was a nonnative speaker of English and has
been teaching in the school for 26 years. The students were also nonnative
speakers of English. In this school, English was taught twice a week with the
allocation 2 x 45 minutes for each meeting.
3.3.
Data Collection
Three forms of data collecting techniques were used in this study. They
were classroom observation, interview, and questionnaire. The three forms of data
collecting techniques were used to classify the types of code switching utilized by
the teacher, find out the circumstances in which teacher code switch, and
investigate the students' perception towards code switching utilized by teacher in
EFL classroom. The three forms of data collection techniques are further
described below.
3.3.1. Classroom Observation
Among other data collecting techniques available for qualitative research,
observation stands out as being more distinctive since it “offers an investigator an
(Cohen, et. al. 2007: 396). As one of the aims of this study was to classify the
types of code switching utilized by teacher in EFL classroom, there was a strong
need to conduct classroom observation to find out the types of code switching
employed by teacher during the teaching and learning activity in the classroom
and the circumstances in which they occurred. To help in conducting the
observation and collecting the data needed, video recording and field note were
used as the tools of data collecting method. The type of observation used in this
study was non-participant and uncontrolled observation, since the researcher did
not take part in the activity observed and the observation was carried out in the
natural setting (Kothari, 1985: 96).
Classroom observation was conducted four times in two weeks. It was
video-recorded, replayed, transcribed, coded, and analyzed to find out the types of
code switching occurred based on Poplack’s theory, and the circumstances in which they happened in order to answer the research questions. This method had a
weakness in which the participants were aware of being recorded and thus they
might act unnaturally. It happened in the first meeting, where the teacher looked
very conscious in producing utterances. However, the problem was reduced in the
next three meetings, probably because the teacher had managed to adjust to being
recorded.
One English teacher and five students were the interviewees in this study.
students. The teacher was asked several questions to answer the research question
“In what circumstances does teacher code switch in EFL classroom?”. The questions were as follows.
1. Menurut Anda, secara ideal, bahasa apa yang sebaiknya digunakan dalam
mengajar Bahasa Inggris?
2. Mengapa Anda beralih kode ketika mengajar?
3. Secara pribadi, Anda lebih nyaman menggunakan bahasa apa ketika
mengajar? Mengapa?
4. Situasi seperti apakah yang menuntut Anda untuk beralih kode?
5. Berapa proporsi bahasa Inggris dan bahasa Indonesia yang Anda gunakan
selama mengajar?
6. Apakah ada perbedaan penggunaan alih kode dalam masing-masing
pembelajaran listening, speaking, reading, dan writing?
7. Bagaimana respon siswa mengenai bahasa yang Anda gunakan ketika
mengajar?
The students were asked several questions regarding their perception towards
code switching done by teacher in EFL classroom. The questions were as follows.
1. Secara umum, bahasa apa yang dipergunakan guru Bahasa Inggris kalian
selama proses pembelajaran di kelas?
2. Menurut kalian, idealnya belajar bahasa Inggris itu menggunakan bahasa
apa?
3. Menurut kalian, apakah alih kode yang dilakukan oleh guru bahasa Inggris
itu berpengaruh dengan pemahaman kalian? Pengaruhnya baik atau buruk?
4. Apakah kalian nyaman dengan penggunaan alih kode yang dilakukan guru
bahasa Inggris kalian ketika mengajar?
5. Kalian lebih suka guru kalian mengajar menggunakan bahasa apa?
Mengapa?
6. Apa harapan kalian terhadap guru kalian dalam proses pembelajaran,
3.3.3. Questionnaire
Even though questionnaire is not a notable data collecting technique in
qualitative research, it can be used to collect wider data than that of personal
interview (Woods 2006). Based on the aims of this study, questionnaire was used
to find out the general perception of the students regarding the use of code
switching by teacher in EFL classroom. Students were asked several questions,
both open ended and close ended, regarding their view on that matter. Their
answers were analyzed and the result will be presented in tables and further
explained in chapter IV.
3.4.
Data Analysis Technique
Video recording obtained from classroom observation was replayed and
transcribed. From the transcription, code switching found was highlighted, coded,
and categorized into each type based on the theories of Poplack (1980) mentioned
in Chapter 2.
Tape recording obtained from the interview sessions was replayed and
transcribed. From the transcription, teacher’s reasons and motives in code
switching during the teaching and learning activity in EFL classroom were
identified. From the transcription of the interview sessions with students, their
perception towards teacher’s code switching was explained.
The questionnaires collected from the students were identified and
distributed into tables. From the data presented in tables, students’ perception
towards teacher’s code switching was explained and used to back up the result of
CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
This chapter is divided into two parts. The first part provides the
conclusion of this study. The second part provides suggestions to other
researchers who have the interests in the same field.
5.1.
Conclusions
This present study concerning code switching in EFL classroom is aimed
to investigate the types of code switching utilized by teacher in EFL classroom,
find out the circumstances in which the teacher use code switching strategies in
EFL classroom, and describe the students’ perception towards code switching
utilized by teacher in EFL classroom.
Previous researchers have conducted some studies regarding the use of
code switching in Indonesia classroom context, the types of code switching
occurred, the reasons behind it, functions of code switching conducted by both
teacher and students, and students’ positive perception towards the presence of L1
in L2 classroom. This present study confirms findings of the previous research
that the types of code switching conducted by teacher were mostly inter-sentential
and intra-sentential switching. Furthermore, it was found that tag-switching was
also utilized by teacher during the teaching and learning process in EFL
classroom. This present study also found that the teacher utilized code switching
when she was delivering general knowledge, translating difficult words/technical
terms, translating instructions, confirming students’ answers, motivating/ encouraging students, giving examples, confirming students’ understanding,
making jokes. This study also confirms findings of the previous research on
students’ positive perception towards the use of code switching in EFL classroom. Students generally believed that code switching could help them understand the
lesson more. However, despite their positive perception towards code switching,
students also believed that the use of L1 should not be more than the use of L2.
5.2.
Recommendations
Based on the findings, discussions, and conclusions of this present study,
recommendations can be drawn as follows.
First, it has been found that the three types of code switching were present
during the teaching and learning process in EFL classroom and the code switching
was done naturally by the teacher. In bilingual and multilingual context, code
switching is natural and inevitable. Therefore, it should be noted that code
switching is not something to avoid since it is very natural and can be helpful in
creating conducive and natural learning environment.
Second, it has been found that teacher utilized code switching in certain
circumstances. It is hoped that by knowing the circumstances in which code
switching can be naturally utilized can help English teachers, especially in
Indonesia, to use it as a teaching strategy and consider it as a learning tool rather
than a distraction.
Third, it has also been found that students had positive perception towards
the presence of code switching in EFL classroom. It should also be noted,
however, that even though students’ perception towards code switching was positive, they disfavor excessive use of L1 in EFL classroom. Therefore, it is
important to maintain the proportion of L1 and L2 during the teaching and
