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STUDENTS’ PERCEPTIONS OF CODE SWITCHING IN EFL
CLASSROOM
(A Descriptive Study on 2nd Semester Students of English
Department in Muhammadiyah University of Purwokerto)
A Thesis
Submitted to the English Department as a Partial Fulfillment of the Requirements for S.Pd Degree
Compiled by:
REZKI BAYU AJI
1101050095
ENGLISH DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
MUHAMMADIYAH UNIVERSITY OF PURWOKERTO
MOTTO
Allah tidak akan membebani seseorang melainkan dengan kesanggupannya (Q.S. Al baqarah: 186).
“I will never go back on my words”
“Giving up isn’t my style”
Man jadda Wa jadda
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DEDICATIONS
This thesis is dedicated to:
1. My beloved parents, thank you for your countless support, prayers, love, and for your endless forgiveness. Both of you would never abandon me even in my hardest time in live, pushing my back and keep saying “you can do it my son”.
I am still your spoiled little son, who always need you in every step that I am going to choose. You‟ve been through hard times because of me. I will cherish every second that I could spend with you. I love you so much.
2. My dearest big family, for the prayers and advices.
3. Dr. Furqanul Aziez, M.Pd., my supervisor, for having inspired and guided me patiently in composing this thesis.
4. My dearest bestfriends, Desi Indriani, Muhammad Zidni Ilman Ahdillah, Arif Alfian, Yaomal Romdona, Irfan Adi, Catur Yugo, Boma Destiono, F.M. Arroyan, Ramadhan Eka, who always there for me, thank you so much for the best ever time we spent together, the laughter, happiness, and joy. Special thanks to Desi Indriani who keep supporting me, helping on my thesis when I can barely walk, and accompanying me to finish my thesis well.
5. Yaomal, Irfan, Boma, Royyan, Hafidz, Annas, who have been great help to lend your boarding house if I was too tired to go home.
7. Nafiatus Solekhah, for the every single smile and joy that you shared in my hardest time.
8. Seli Oktaviani, for the every single piece of advice that you shared. Pushing me to keep on my stance, to keep on right track, and to keep wishing for the best.
9. For everyone who gave every single small help and support during my study and my thesis working.
Purwokerto, 11 Januari 2017
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ACKNOWLEDGEMENT
Assalamu‟alaikum Wr. Wb.
Alhamdulillahirobbil‟alamin, praise be merely to the Almighty Allah
SWT for His gracious mercy, and tremendous blessing that enable me to accomplish this bachelor thesis entitled: Students’ Perceptions of Code Switching
in EFL Classrooms (A Descriptive Study on 2nd Semester Students of English Department in Muhammadiyah University of Purwokerto). This thesis is presented to fullfil one of the requirements in accomplissing S-1 Degree in English Education Study Program, Teacher Training and Education Faculty, University of Muhammadiyah Purwokerto. The writer would like to express her great special appreciation to:
1. Drs. H. Syamsuhadi Irsyad, S.H, M.H, the Rector of University of Muhammadiyah Purwokerto.
2. Drs. Pudiyono, M.Hum, the Dean of Teacher Training and Education Faculty who has given the permission to write this thesis.
3. Rina Agustina, S. S., MApplLing TESOL., the Head of English Department who has given opportunity and agreement to conduct this study.
4. Dr. Furqanul Aziez, M. Pd. for the valuable assistance and inspiration to the completion of this bachelor thesis.
Finally, the writer believes that this thesis still has weaknesses. Therefore, the writer would welcome any criticism and suggestions from the readers. Hopefully this thesis will be useful for English education especially for teachers and English Learners.
Purwokerto, 11 Januari 2017
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ACKNOWLEDGEMENT ... viii
TABLE OF CONTENTS ... x
2. Factor Affecting Perception ... 8
3. Process of Perception ... 8
4. Basic Principles of Perception ... 9
5. Students’ Perception ... 11
B. Code Switching ... 11
2. Factor of Code Switching ... 13
2. Students’ Perceptions of Code Swithing ... 49
CHAPTER V CONCLUSION AND SUGGESTION ... 53
A.Conclusion ... 53
B. Suggestion ... 53
REFERENCES
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LIST OF TABLES
Table 3.1 The Schedule of Research Table 3.2 The Indicators of Observation Table 3.3 The Indicators of Questionnaire
Table 3.4 The List of Questionnaire Items
Table 3.5 Likert Scale
Table 3.6 The Indicators of Observation
Table 4.1 Percentage of Observation Result(Grammatical Clarification)
Table 4.2 Percentage of Observation Result(Contextual Clarification)
Table 4.3 Result of Each Indicators
LIST OF FIGURE
FIGURE 4.1 Chart of Question 1
FIGURE 4.2 Chart of Question 2
FIGURE 4.3 Chart of Question 3
FIGURE 4.4 Chart of Question 4
FIGURE 4.5 Chart of Question 5
FIGURE 4.6 Chart of Question 6
FIGURE 4.7 Chart of Question 7
FIGURE 4.8 Chart of Question 8
FIGURE 4.9 Chart of Question 9
FIGURE 4.10 Chart of Question 10
FIGURE 4.11 Chart of Question 11
FIGURE 4.12 Chart of Question 12
FIGURE 4.13 Chart of Question 13
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LIST OF APPENDICES
APPENDIX A Questionnaire Indicators
APPENDIX B The Questionnaires
APPENDIX C The Questionnaires in Bahasa
APPENDIX D Observation Result
APPENDIX E Observation Tally Sheet Types of Code Switching
APPENDIX F Questionnaire Responses Tabulation
ABSTRACT
This study attempted to find out types of code switching applied by teachers in the EFL classroom and students’ perceptions of their teachers’ code switching at English Department of Teacher Training and Education Faculty in Muhammadiyah University of Purwokerto. It is kind of descriptive survey with the population was all the second semester students. Total samples are 4 classes with 4 different teachers observed and the questionnaire data were gathered from 50 EFL learners. The results showed that the types of code switching used by teachers are (56.36%) tag cod switching, (9.09%) inter-sentential code switching, (14.55%) intra-sentential code switching, (20%) metaphorical code switching, and (0%) situational code switching. The main data of students’ perceptions showed that the most students agreed whether the teacher used L1 in the classroom (68%). Student also agreed that oral participation in the classroom should use Indonesian sometime, one of the purpose was to encourage and make them focus (68.4%). The last was the use of code switching in classroom activities, such as explaining grammar, giving instruction, and new vocabulary. More than half of the students agreed with the use code switching in classroom activities (58%) .
