T BING 1202213 Chapter5

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Tiara Gardenia Resmita, 2016

Codeswitching in an EFL Classroom: Types, Functions and Students’ Perception Universitas Pendidikan Indonesia| repository.upi.edu | perpustakaan.upi.edu

CHAPTER V

CONCLUSION AND SUGGESTION

Chapter IV provided the research findings and discussion which were obtained

from three data collection techniques: video recording, questionnaire, and

classroom observations.

This last chapter reviews two main parts: conclusion and recommendation of the

research. This chapter concludes the present study. It consists of two parts. The

first part presents the conclusion, which is derived from the findings presented in

the previous chapter. The second part provides the suggestion and

recommendation, which were addressed to the lecturer and the future researcher.

5.1 Conclusion

The study was intended to answer three questions: What types of codeswitching

are found in an EFL college class? What are the functions of codeswitching used

by the lecturer and students in an EFL college class? And what is the students’

perception toward classroom codeswitching in an EFL college class?

The present study focuses on the phenomena of codeswitching (CS) in an EFL

classroom. It founds out the types of codeswitching that occur during the

classroom interaction, different functions of codeswitching were employed by the

lecturer and students in the class and the students’ perception toward classroom

codeswitching phenomenon.

The finding reveals that both lecturer and students employed three types of

codeswitching those are intersentential, tagswitching and intrasentential

switching. This study also found that intersentential switching is the most frequent

type of codeswitching which occurred in this EFL classroom. It seems that the

participants of this study little less fluent in bilinguals. This is in line with the

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speech of less fluent bilinguals. This phenomenon happened during the

interaction and might facilitate the classroom teaching and learning process

(Gregio, 2007).

The finding also shows that the occurrences of codeswitching appear to serve

several functions for the lecturer i.e. topic switching occurred 3 times (21%) of

total codeswitching functions occurrence, affective functions occurred 5 times

(33%), and repetitive functions occurred 7 times (46%) those results are for

lecturer’s codeswitching functions. Then as regards students’ codeswitching

functions, equivalence occurred 3 times (23%), floor holding occurred 5 times

(38%), reiteration happened 3 times (23%) and the last conflict control happened

2 times (16%).

About the students’ perception, those students had a positive response toward the

classroom codeswitching phenomenon. This was revealed from the result of

open-ended and close open-ended questionnaire, i.e. open-open-ended questions from 25 students

in the class 5 students choose English only as the language they prefer to teach the

course, 6 students choose bahasa Indonesia only and 14 students choose both

English and bahasa Indonesia as their answer.

It can be further said that the lecturer and the students switched code during the

lesson in an EFL class for two reasons: for social functions, and pedagogical

functions. Socially, codeswitching in this study served as conveying lecturer

admonition that is to give instruction to the students, request help when there is a

problem during the class activities, helping the students in understanding the

lecturers’ question or instruction by explaining and translating the questions or

instruction into Indonesian. Commenting on the students’ unsatisfied answer and

building unofficial interaction among the students and the lecturer toward the

lesson being discussed.

Pedagogically, codeswitching served as to translate sentence when students learn

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said previously in order to help the students understand it, check the students’

understanding to the new words or expression introduced in the lesson, repair self

which was made when answering the lecturer’s questions by resorting self

-correction, clarify lecturer’s misunderstanding and initiate a question when the

lecturer clarifies his explanation which lends to misunderstanding.

Although it is believed that the result of this study has brought new insight to the

field of codeswitching research, it is not exhaustive. Due to a relatively small

sample data, the result cannot be generalized to apply to all foreign language

classrooms. In this case, this research focuses only on a lecturer and 25 students

in an EFL college class; the different setting may get the different result.

Different places and participants may offer different other types, functions, and

perception of codeswitching.

5.2 Suggestions

On the basis of the findings in this study it is suggested that the use of Indonesian

is sometimes needed during the use of English for the pedagogical purpose, i.e.

the students can achieve an expected degree of understanding. Besides, by

allowing the students to switch language, it is expected that the students can build

their confidence with this strategy for communicating meaning in interaction.

Furthermore, in the use of codeswitching lecturer should not use it randomly since

it will make the students confused in understanding the message. The lecturer

should introduce to the students how codeswitching is used in communication.

Therefore, the use of codeswitching as one of among strategies can facilitate the

lecturer and the students’ interaction in English.

For further investigation in the same of inquiry (codeswitching), other aspects of

codeswitching functions and so forth as waiting to be investigated. In this case, if

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functions participants used for, also it is important to know the students’

perception toward the used of codeswitching in an EFLclassroom.

The result of the investigation explains how important codeswitching is in

facilitating the students’ learning. In addition, hopefully, the result of this study

would help other researchers better understanding the codeswitching