Code Switching: The Use of L1 in Teaching English Speaking Skill at a Junior High School in Bandung.

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Code Switching: The Use of L1 in Teaching English Speaking

Skill at a Junior High School in Bandung

A Research Paper

Submitted to English Education Department in Partial Fulfillment of the

Requirements for Sarjana Pendidikan Degree

By:

Riska Linawati

(1004903)

English Education Department

Faculty of Language and Literature Education

Indonesia University of Education

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CODE SWITCHING: THE USE OF L1 IN

TEACHING ENGLISH SPEAKING SKILL

AT A JUNIOR HIGH SCHOOL IN

BANDUNG

Oleh Riska Linawati

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

Januari 2015

Hak Cipta dilindungi undang-undang.

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PAGE OF APPROVAL

Code Switching: The Use of L1 in Teaching English Speaking Skill at a

Junior High School in Bandung

A Research Paper

By

Riska Linawati

(1004903)

Approved by

Supervisor,

Drs. Sudarsono M. I., M. A.

NIP: 196607051994031004

Head of English Education Department,

Prof. Dr. Didi Suherdi, M. Ed.

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Riska Linawatii, 2015

Code switching : The use of L1 in teaching English speaking skill at a junior high school in Bandung

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu ABSTRACT

The study entitled “Code Switching: The Use of L1 in Teaching English Speaking Skill at a Junior High School in Bandung” aims to investigate types and causes of

code switching to L1 occurrence and the students’ perception toward the code

switching to L1. The study employs a case study approach and multiple data collection in completing the study. Based on the results of analysis, this study depicts that three types of code switching take place in teacher’s code switching to L1, namely intersentential switching, intrasentential switching, and tag switching. Intersentential switching becomes the most dominant type to occur in the

teacher’s switching to L1 (52.10%). Besides, in the real classroom, it is figured

out that “lesson contents and objectives”, “translating unknown vocabulary”, and “managing class” become the most affecting causes which influence the teacher to

switch the language to L1. Therefore, it is also found that students have positive attitude towards the code switching to L1 as well as the teacher. The code switching practice contributes advantage in completing the lesson.

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Code switching : The use of L1 in teaching English speaking skill at a junior high school in Bandung

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu TABLE OF CONTENTS

STATEMENT OF AUTHORIZATION ...i

PREFACE ...ii

ACKNOWLEDGEMENT ………..iii

ABCTRACT ……….v

TABLE OF CONTENTS ………vi

LIST OF TABLES ………x

CHAPTER I ………..1

INTRODUCTION ………1

1.1Background of the study...………...1

1.2 Purpose of the Study ……….5

1.3 Research Questions ………...6

1.4 Significance of the Study ………..6

1.5 Scope of the Study ………7

1.6Research Methodology ………...7

1.6.1 Design ………..…………..7

1.6.2 Participant of the Study ……….………8

1.6.3 Data Collection ………...8

1.6.4 Data Analysis ………...10

1.7 Clarification of Terms ……….13

1.8 Organization of the Paper ………13

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

LITERATURE REVIEW ………...15

2.1 Bilingualism ………15

2.2 Code Switching ………...17

2.2.1 Development of Classroom Code Switching Study ……….19

2.2.2 Classroom Code Switching ………..19

2.3 Types of Code Switching ………21

2.3.1 Intersentential Code Switching ………22

2.3.2 Intrasentential Code Switching ………22

2.3.3 Tag Switching ………..…………23

2.4 Causes of Code Switching ………..………24

2.5 Students’ Perception towards Code Switching ………...………26

2.6 English Speaking Skill ………27

2.7 Previous Study on Code Switching ……….30

CHAPTER III ……….36

RESEARCH METHODOLOGY ………...36

3.1 Research Design ………...………...36

3.2 Setting ……….37

3.3 Participants ………..38

3.4 Data Collection ………39

3.4.1 Videotape ……….39

3.4.2 Questionnaire ………...40

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3.5 Data Analysis ………..42

3.5.1 Videotape ……….43

3.5.2 Questionnaire ………...44

3.5.3 Classroom Observation ………44

3.6 Validity Issue ………..45

CHAPTER IV ………...46

FINDINGS AND DISCUSSIONS ……….46

4.1 Types of Code Switching ………46

4.2 Causes of Code Switching to L1 ……….49

4.2.1 Causes of Code Switching to L1 which Are Stated by the Teacher on

the Questionnaire ……….49

4.2.2 The Occurrence of Code Switching to L1 in Classroom according to

the Each Cause ……….57

4.2.3 Teacher’s Perception towards Code Switching to L1 ………..58

4.3 Students’ Perception towardsCode Switching ………...59

4.3.1 Frequency of Code Switching to L1 ………59

4.3.2 Consciousness of the Code Switching to L1 ………60

4.3.3 Attitudes towards Code Switching to L1 ……….61

4.3.4 Ideal Frequency of Code Switching to L1 ………...61

4.3.5 Perception whether Code Switching to L1 is a Good Strategy of

Efficiency ……….62

4.3.6 Influence of Code Switching to L1 ………..63

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4.3.8 Attitude to the Use of much more L1 than TL in the Classroom.…67

CHAPTER V ………..69

CONCLUSIONS AND SUGGESTIONS ………..69

5.1 Conclusions ……….69

5.2 Suggestions ……….70

REFERENCES ...72

APPENDICES ...79

Appendix A ...79

Appendix B ...97

Appendix C ...108

Appendix D ...112

Appendix E ...211

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER I

INTRODUCTION

This chapter is an introduction of this study. It presents a brief description

of the background of the study in the use of code switching to ALL in teaching

English speaking skill, which is the explanation part. Subsequently, the

background of the study is followed by the purpose, questions, significance,

scope, methodology, and clarification of terms of the study. At last, this chapter

also presents the organization of the paper.

1.1 Background of the Study

Code switching takes place in many occasions of people’s conversation. It

could be found in daily interaction and in classroom teaching and learning

process. The occurrences of code switching in those two conditions are

understood as naturalistic code switching and classroom code switching (Macaro,

2014, p. 11). In relation to the naturalistic code switching, it is defined as a way to

communicate in bilingualism speech people. The multilingualism in Indonesia

permits the code switching shows its existence; whether it is switching between

official Indonesian with a traditional language, or a traditional language with

another, or Indonesian with international language such as English. Lowi (2005,

p. 1393) expresses that code switching is looked as a “bilingual/ multilingual

practice that is used not only as a conversational tool, but also as a way to

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The occurrence of code switching also takes place in classroom whether it

is a Teaching English as a Second Language (TESL) or a Teaching English as a

Foreign Language (TEFL) classroom as a tool in the classroom interaction

between teacher and the students to learn or to improve or to advance their target

language (TL). Related to this, in Indonesia, English is taught since the very

beginning level of education. In real classroom, the teacher does not really use

English as the instructional language. Indonesian is used in the larger portion than

English itself, even in the whole lesson. Based on the researcher’s experience in

primary and secondary level of education, the teacher used Indonesian in the

whole lesson. The teacher used English when reading text on the course book

only. This condition causes the researcher and her friends do not have chance to

use English. It is caused by the lack of exposure in practicing the spoken

language.

Besides, it is felt as a disadvantage because there is no effort from the

teacher to create appropriate atmosphere and to encourage the students’ interest in

learning English. Moreover, based on the researcher’s experience in doing

teaching practicum, it is not a weird situation for the students where Indonesian is

used much more than English itself in the English course. In contrast, there is a

point of view which states that using English-only is an appropriate way in

teaching and learning English. It requires the teacher and students use English

only in the classroom, such as the policy of using English predominantly in the

classroom in Japanese education (Humphries, 2014, p. 65). There must be positive

and negative effects of that English-only use in classroom activity, also for

education in Indonesia. In line with this, the present study investigates the

occurrence of code switching to L1 where English is not used exclusively in the

classroom. The present study intends to see whether the use of code switching to

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As stated previously, code switching could be used in teaching English as

a target language (TL), as in Indonesia. It allows the teacher and students use their

mother tongue and practice their TL in classroom. It gives a place where the L1

and TL are used together in achieving learning objective. Related to this, using

English in the teaching and learning process still become a prominent thing. When

the students have limitation in producing the sentence in the TL, the code

switching to L1 can be used to cope problem that happens in the class. This code

switching allows the teacher to use English and L1 in proper portion where it

could provide a chance for the students to learn English better (Cook, 2001, as

cited in Jingxia, 2010).

Using English in the English course is needed because it is about teaching

a language. Practice is needed. It is noticeable that there is a lack of exposure in

practicing English in Indonesia. The only prepared place to use English is school,

that is, when they are learning English course. When they are in an actual social

environment, there is a low intensity of exposure to use English. Hariyanto (1997)

holds that several students will be successful to speak English when they are

learning as a student in school. This condition will change after they graduated

from school. The ability of speaking English would descend because of the lack of

exposure in using the language (as cited in Haris, 2006, p.1).

As stated before, the phenomenon of code switching may occur in TESL

and TEFL classroom since they use more than one language in the teaching and

learning process. In this situation, code switching refers to alternate use of the first

language and the target language (Jingxia, 2010, p. 10). It is found that TESL

classroom where perceives English as the second language, has high exposure in

using English or target language because English is used as a tool or medium in

the classroom interaction. Besides, English is also used as a way in maintaining

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exposure in using English compared with TESL classroom because the students

may do not have enough exposure in using the target language outside the

classroom interaction, as in Indonesia.

Obviously, there are many studies have investigated the occurrence of

code switching in classroom situations. Many of them investigate teacher’s use of

L1 in delivering the lesson and how the teacher responds when the students do not

understand the English or the target language (Jiangxia, 2010; Tien, 2014; Tian,

2014; Canh, 2014). In line with that, while other studies inspecting code switching

in the teaching and learning process in a whole lesson, the present study

investigates the phenomenon of code switching in specific area, that is code

switching in teaching English speaking skill; when the teacher is explaining a

topic. In addition, the present study wants to find out whether or not code

switching is beneficial for the teacher and students.

Still in context of code switching, it has more chance to happen in spoken

area than the written one (Barnard & McLellan, 2014, p. 7). The spoken highly

takes place in the classroom interaction, moreover in teaching the speaking skill

when the teacher gives details of the lesson and the students are expected to be

able to produce or utter something in line with what the teacher has shown and

explained. Related to this, the teacher should be able to give more exposure for

the students to use the English in the classroom interaction and be able to clarify

or deliver the meaning.

In the teaching and learning process, although the teacher has prepared

everything well, there must be unpredictable things occur in the teaching and

learning process itself. One of them might be the lack of students’ knowledge in

term of vocabulary that will distract and challenge the teacher in conveying the

meaning. This limitation should not make the teacher just mentions the meaning

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conditions will affect the teacher’s preference in switching the language in

conveying the purpose to the students. Related to the preference in switching the

language in the teaching and learning process, teacher has to use the English as

much as possible and encourage the students to use English or target language as

much as they can (Gao & Dai, 2007, as cited in Tian, 2014, p. 43).

In teaching and learning process, both teacher and students have important

role in achieving objective of the lesson completely. As an organizer, the teacher

should be able to organize them in doing activity, give instruction, put them in

group, etc to improve the students’ competence and performance in English

(Harmer, 2007, p. 58). Related to this condition, investigate the teacher’s

switching, know about causes of his/ her switching to L1, and know about

students’ perception toward this switching are considered essential. A teacher should be able to show his/ her capability and know what he/ she exactly doing is,

to help the students in understanding the lesson. This kind of teacher’s

been presented. The purposes of the study are elaborated in this section.

The purpose of the study is to explore the insights of code switching to

Indonesian or Sundanese (L1) which takes place in the classroom between teacher

and students in the process of teaching and learning English speaking skill; where

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in teacher’s switching, causes that trigger the teacher in switching to L1, and

students’ perception towards the teacher’s switching. In addition, this study

hopefully gives knowledge or additional insights for the teachers in switching to

Indonesian appropriately in helping and empowering the students in learning

English speaking skill. As a point to be underlined, the measurement of code

switching is undertaken only for the teacher’s discourse (excluding students’

questions and answers) since the study concerns on the code switching to

Indonesian which is done by the teacher in explaining the topic.

1.3 Research Questions

As noted in introduction and purposes of the study section, several issues

of the code switching has been presented. Three research questions coherent to the

purpose of the study are as follow:

a. What types of code switching are used by the teacher in the teaching and

learning English speaking skill process?

b. What causes influence the teacher in switching to L1?

c. What are students’ perceptions towards the teacher’s switching to L1 in

the teaching and learning process?

1.4 Significance of the Study

It is expected that the study is able to make at least one benefit or

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Through this investigation, it is hoped that the result could give new insights for

English teachers in implementing the switching based on their purposes and

beliefs toward it. In addition, it is also expected that the present study could bring

awareness and consciousness to the teacher in implementing better classroom

interaction and achieving objectives of the lesson in teaching English speaking

skill. In other words, this study wants to give benefit to the teacher in teaching to

improve the students’ ability in area of speaking skill.

Moreover, the result of this study is expected to give some contributions

theoretically, professionally, and practically.

Theoretically, hopefully the result of this study can enrich the theory of

classroom code switching to L1 in TEFL context.

Professionally, this study can hopefully be reference for further study

regarding the field of classroom code switching to L1.

Practically, the result of this study hopefully can give benefit for

pedagogical implication served as consideration for English teacher to have more

awareness in using L1 appropriately in teaching English.

1.5 Scope of the Study

This study comprises three parts of discussion concerning the use of code

switching in teaching English speaking skill in an EFL classroom. It investigates

the types of code switching that are used by the teacher in explaining the lesson,

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 1.6 Research Methodology

In the previous section, background of the study, purposes of the study,

research questions, significance of the study, and scope of the study have been

presented.

This section contains the methodology that is used to achieve the purposes

and answer the questions of the study that have been presented before. The brief

elaboration of the research methodology is depicted in these sub sections.

1.6.1 Design

This study employs qualitative research where it is more concerned with

understanding situations and events from the point of view of the participants and

the participants usually involved directly in the research process itself (Fraenkel.,

Wallen., & Hyun, 2012, p. 434). In addition, in collecting the data, the researcher

conducts the study naturally without making any hypothesis for the study. In line

with this qualitative research, this study employs a case study approach. Also, this

study uses multiple data collection such as videotape, questionnaire, and

classroom observation in gathering the needed data.

1.6.2 Participant of the Study

Participants of this study are an English teacher and 98 students of a junior

high school in Bandung. The students are the eighth grader. The English teacher

should match several criteria as: first, an English teacher who teaches grade eight.

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students have them as L1. Third, the teacher has to be a person who graduated

from English department.

1.6.3 Data Collection

This study applies videotape, questionnaire, and classroom observation in

gathering the needed data. The use of these three data collection techniques is

presented as follow.

1.6.3.1 Videotape

Videotape in the classroom is conveyed by recording the teaching and

learning process by using a camera. This record helps the researcher in attaining

complete data regarding the TEFL classroom interaction of teacher and the

students in teaching and learning process. Related to the videotape, audio-taping

or video-taping process is thought gives benefit where all the conversations will

be audible. The video-taping will make the analysis be easier (Merriam, 1988,

cited in Aminuddin, 2009, p. 39). The videotape activities by using camera are

hopefully able the researcher in determine the types of code switching which are

used by the teacher and able to give full and clear information about situation and

interaction happen in the classroom related to the occurrence of code switching to

L1 in the teaching and learning process itself, when the teacher is explaining the

lesson.

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Questionnaire is used as an instrument in gathering the data about the code

switching in the teaching and learning process. The questionnaire for this study is

adapted from Jingxia (2010) where that Jingxia’s questionnaire was adapted from

questionnaire developed by Duff & Polio (1990), Macaro (1997), and Levine

(2003). In addition, it is used to obtain information about causes of teacher’s

switching to L1, also teacher’s and students’ perception towards it. The

questionnaire for the teacher and students consist of three parts: personal

background, introduction, and questions part.

1.6.3.3 Classroom Observation

Classroom observation is applied to find out how the teacher creates the

atmosphere in teaching and how the teacher deals with problems which take place

in the classroom. Observation is an appropriate way to take complement

information. It is useful to discover what has become the participants’ routine and

to guide the researcher to recognize the context (Merriam, 1988, cited in

Aminuddin, 2009, p. 39). The observation also can be implemented through

looking to the videotape. Besides, take notes of some essential things are

conveyed to complement the data.

1.6.4 Data analysis

The data are analyzed differently based on each of the instrument. The

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 1.6.4.1 Videotape

As stated earlier, the researcher records the participants’ conversations or

interactions in the teaching and learning process. The record will be transcribed,

and then it will be categorized. The categorization is used to find out what types

of code switching which take place mostly in the classroom interaction. The

teacher’s switching to L1 is the aspect which is going to be analyzed since it is the concern of this study (excluding students’ questions and answers).

The conversation is analyzed in form of this table:

1.6.4.1.1 Analyzing the Types of Code Switching

Recording/

X = the code switching sentence

1.6.4.2 Questionnaire

The participants’ answers on the questionnaire are analyzed as below:

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The teacher’s answers are analyzed and presented in descriptive form. The

analysis will be shown based on the result of each question orderly.

b. Questionnaire of the students

The students’ answers are listed and analyzed to get information about their perception towards teacher’s switching in the teaching and learning process

itself. Their answers are grouped and counted in percentage based the need of the

data.

1.6.4.3 Classroom Observation

Classroom observation is applied in this study to obtain information and

notes about situation and condition in the classroom. It is used to enrich and

complement the data. The information from this observation is expected to give a

help in doing cross-check data.

This is the process in doing the study in general:

Check the record whether or not it is audible.

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Re-take the record if it is inaudible, but take the 3rd if it is audible.

Check the 2nd record whether or not it is audible.

Re-take the record if it is inaudible, but take the find out the types of code switching which take place in all the records.

Analyze the teacher questionnaire to find out the

causes of teacher’s switching to L1 and student questionnaire to find out their perception towards it.

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 1.7 Clarification of Terms

To avoid misunderstanding in the study, this section provides some

clarification terms used in the present study.

a. Code switching: switching TL and L1 in delivering the lesson when the

need of switching to L1 takes place (Jingxia, 2010, p. 10). In relation to the

present study, code switching is defined as the switching or combining Indonesian

or Sundanese (L1) and English (TL) in teaching English speaking skill between or

within sentence, phrases, or words simultaneously or interchangeable. The code

switching itself refers to switching English to L1 which is made by the teacher

and the students’ answer and question are not included.

b. Teaching and learning: teaching and learning process in English speaking

skill, which is explanation part only.

1.8 Organization of the Paper

This paper is presented into five chapters as follow:

1. Chapter 1: Introduction

This chapter comprises the background of the study, purpose of the study,

research questions, significance of the study, scope of the study, research

methodology, clarification of terms, and organization of the paper.

2. Chapter 2: Literature Review

This chapter consists of related theories as the basis of investigating the

study problem. Those are concept of code switching, types of code switching,

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perception towards the code switching which is done by the teacher. Additionally,

data from previous studies are also included in this chapter.

3. Chapter 3: Research Methodology

This chapter discusses the methodology used in conducting the study. It

explains how the study was conducted. This chapter involves design, participants,

data collection procedure, data analysis, and validity issue.

4. Chapter 4: Findings and Discussion

This chapter provides explanation about results of the study and

discussion. It shows the findings on the data collection and analyze as well as the

discussion related to the theoretical framework.

5. Chapter 5: Conclusion and Suggestions

This chapter presents the study conclusion and suggestions drawn from the

result of the study.

6. Bibliography

This chapter is related to the list of references that are used in completing

this study.

7. Appendices

This chapter contains several important appendices concern to the study.

These are the transcript of the teacher-students interaction in the classroom and

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER III

RESEARCH METHODOLOGY

This chapter presents overview of research methodology of this study.

Research design is presented first. Then, the overview is continued by setting of

the study, participants of the study, and data collection. The data collection of this

study is conveyed through some techniques: videotape, questionnaire, and

classroom observation. Furthermore, data analysis and validity issue are presented

in the last section.

3.1 Research Design

The present study applied qualitative study. This study investigated the

quality of a particular relationship and activity, thus, it includes a small number of

participants (Fraenkel., Wallen., & Hyun, 2012, p. 425). Moreover, Woods (1999,

as cited in Aminuddin, 2009, p. 37) determines the qualitative study as “life as it

is lived, things as they happen, situations as they are constructed in the

day-to-day, moment-to-moment course of events.” By looking to this perspective, the

qualitative research study is considered suitable for finding the answers to the

research questions of this study.

In relation to the qualitative study, a case study was selected as an

approach in gathering the data. There were several reasons in choosing the case

study for this study. First, this study focused on the study of a case. It investigated

the phenomena of code switching between LT and L1 in classroom interactions

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Second, this study identified several things related to an activity or an ongoing

process in the code switching itself. Third, this study involved a small number of

participants. The participants were 98 students of three classrooms and an English

teacher. The criteria for the participants are going to be elaborated later in sub

section 3.3. Next, this study involved multiple data collection techniques, such as,

videotape, questionnaire, and observation (Fraenkel., Wallen., & Hyun, 2012). It

was chosen because the case study allowed the researcher to get the formal setting

and provided an exact analysis of a particular aspect of teaching and learning

process (Hopkins, 2008, p. 123).

3.2 Setting

The study was conducted in three classrooms with 98 students at a junior

high school in Bandung, where is located in a crowded area. Although it is located

in a crowded area, the school environment is quite nice for teaching and learning

activity because there is a fine distance between the street and the classrooms, so

the noise does not cause any distraction. Moreover, the school building is good

and the environment is clean and comfortable. The classrooms situation is clean

and neat. Also, the classrooms have good light which make the situation becomes

comfortable for learning.

The study was conducted in the first semester and academic year of

2014-2015. They were 14th of August 2014, 18th of August 2014, and 12th of September

2014. There were three main reasons why this school was chosen for this study.

First, the school environment was familiar for the researcher because it was the

place where the researcher got teaching practicum activity for several months. It

contributed to the comfort in doing the study. Second, the researcher has a good

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Third, based on the researcher’s experience in doing teaching practicum in that

school, the English teacher and students did not use full English in the teaching

and learning process because of some limitations, such as students’ lack of

vocabulary, need in explaining lesson, need in checking students’ comprehension,

or anything else which gives chance in code switching to L1 occurrence.

Meanwhile, the study was conducted in English course where each of the section

was 80 minutes. In the realization, the teacher did not do the teaching in full 80

minutes. It took place because of distractions. The teaching and learning process

of speaking skill was completed based on the teacher’s style and preference in

teaching and there was no influence given by the researcher.

3.3 Participants

The participants of this study were eighth grade students and an English

teacher. For the student-participants, they were 98 in three classrooms. They were

all treated as the student-participants without any exception. Table 3.3.1 presents

the total number of the students in the classrooms:

Table 3.3.1 Total Number of Students in Three Classrooms

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Moreover, the teacher-participant for the study should meet some criteria. The

criteria are: first, the English teacher teaches grade eight. The teacher is the one

who teaches the student-participants in this study. Second, the teacher should be

able to speak in Indonesian and Sundanese since the students have them as L1.

Third, the teacher has to be a person who graduated from English education

department.

3.4 Data Collection

The data of this study was obtained through multiple data collection, since

this study employed a case study (Fraenkel., Wallen., & Hyun, 2012). The data

collection techniques were videotape, questionnaire, and classroom observation.

The videotape and questionnaire were the main sources in collecting the data.

Furthermore, the information from these videotape and questionnaire were

supplemented by information which was gathered through classroom observation.

The classroom observation is considered as an important thing because it could

enrich the data (Fraenkel., Wallen., & Hyun, 2012, p. 427). Therefore, the

videotape and observation were conveyed in each meeting for three meetings of

the English course. Meanwhile, the questionnaire was administered to teacher and

students at the end of the investigation. It is in line with idea of Fraenkel.,

Wallen., & Hyun (2012) who state that in qualitative study, the data are collected

in an going process, not only at the end. Each technique of the data collection is

presented in the following.

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In the present study, videotape was conducted for three times with 80

minutes duration for each meeting. Each classroom had once videotape. The

videotape was carried to record the teaching and learning process. In the

beginning of the class, the teacher told the students that the researcher was going

to record the teaching and learning process and asked them to feel free as well as

the usual day. In the realization, the videotape did not conducted full in 80

minutes because the teacher had something to do and it cannot be left and also

because of distractions. Related to the need of the study, the videotape was

conveyed in explaining part of the lesson. As Richards (1990) asserts, videotape is

considered suitable for this study because it provides a more reliable record about

the condition and what happens in the classroom (as cited in Aminuddin, 2009).

In line with that, videotape gives benefits where it could monitor all dialogues

inside the range of the recorder and it gives easiness later for the researcher in

analyzing the data (Hopkins, 2008, p. 107).

The data from this recorder was transcribed and then used to analyze and

to find out what types of code switching which took place in the teaching and

learning process. Some of them were presented as examples to support the

researcher’s analysis. Likewise, these videotapes were also used to see the

classroom condition, students’ situation, and teacher-students interaction which

may affect the teacher’s preferences in switching to L1 in explaining the lesson. In

addition, the researcher did not take any role in the teaching and learning process.

3.4.2 Questionnaire

In the present study, questionnaire was used to gather data from the

teacher and students. Both questionnaires for the teacher and students for this

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questionnaires were also adapted by her from Duff & Polio (1990), Macaro

(1997), and Levine (2003). The researcher of the present study did this adaptation

since the questionnaires were made in well-constructed. Related to this, the

adaptation of the questionnaires was done by the researcher based on the

requirement of the study.

The teacher questionnaire consists of three parts. The first part is personal

background which contains sex, age, educational level, and years of teaching. The

second part is introduction which contains a definition about code switching,

where it becomes the main topic of the present study. The third part is question

which contains a series of questions about the teacher’s point of view and causes

of code switching to L1 occurrence. Likewise, the student questionnaire also

consists of three parts. The first part is personal background which deals with sex

and class/ grade. The second part is introduction. It is similar with the introduction

part in the teacher questionnaire. The last is question part which contains

questions that ask their perception about the occurrence of code switching to L1

which is conveyed by the teacher in teaching and learning process.

The teacher and student questionnaires were created in form of

well-constructed questions in obtaining participants’ responses (Panneerselvam, 2004,

p. 13). It is appropriate to be used to find information related to diverse issues and

it is effective to gain participants’ attitude, perception, and opinion toward

something (Richard, 2001; Alwasilah, 2002, as cited in Aminuddin, 2009). In line

with that idea, McMillan (2012, p. 154) states that questions and statements in the

questionnaire are proper to be used in discovering the participants’ perception,

attitude, and belief toward something. Related to that idea, the questionnaire is

thought as an appropriate instrument for completing the present study.

Moreover, the questionnaires were administered at the end of the

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asked them to fill their identities, which were sex (male or female) and class.

Then, the researcher explained purpose of the questionnaire and led them in

answering the questions one by one. It was done to avoid misunderstanding

towards the questions because the questions were created in English. Then, the

researcher invited them to ask if they faced problem in answering the questions.

For the teacher, the researcher just administered the questionnaire and stated the

purpose of the questionnaire.

3.4.3 Classroom Observation

Classroom observations were conducted in collecting the data. The

observations were carried out right in the same time as the videotape activities.

The classroom observation is considered as an important thing to be done because

it could give benefit where the researcher can come and observe what actually

occurs in the classroom. It is also stated by Nunan (1989, as cited in Haris, 2006)

that it will be better if the researcher does direct observation into the classroom if

the researcher means to find out something in the classroom interaction. Also, he

says that the researcher should spend time to look what takes place in the

meeting has duration in 80 minutes. Related to the observation, field notes were

used to complement the data from videotapes. The field notes contained

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researcher does not interact with the participants (Driscoll, 2011, p. 160) .The

researcher only videotaped their behaviour in the interactions. It is contrasting

with “participant observation” where the researcher acts together with the

participants and may become part of the participants (Driscoll, 2011, p. 160).

3.5 Data Analysis

It has been stated in the previous that this study used qualitative research

with a case study employment. In this study, the data analysis was done by

paying attention to Miles and Huberman theory about data analysis. They

determine three concurrent flows of activity in data analysis: data reduction, data

display, and conclusion (Miles & Huberman, 1984, as cited in Aminuddin, 2009).

It allows the researcher to reduce and pick the needed data or the required data.

After that, the result of data reduction was shown in the data display. Then, it was

drawn and verified as the conclusion. Related to the data analysis, the data which

were gathered from videotape, questionnaire, and classroom observation are

elaborated in the following.

3.5.1 Videotape

3.5.1.1 The Transcription of Videotape

Firstly, data from videotape were transcribed into written form. Teacher’s utterance was presented by T symbol and students’ utterance was presented by

symbol of Ss, S1, S2, S3, S4, and so on so forth. The participants’ names were

changed to prevent such a violation about their privacy (see Appendix A).

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Then, the transcript was identified to figure out the occurrence of types of

code switching which was conveyed by the teacher (excluding the students’

questions and answers), where based on the theory of Poplack (1980) as cited in

Jingxia (2010) (see Appendix B).

3.5.1.3 Quantification

The next step of this analysis process was quantification. The

quantification was used in determining the number and percentage occurrence of

code switching types in code switching to L1. The quantification formula was

proposed by Sudjana (1984, as cited in Novitasari, 2013; Tajudin, 2013).

3.5.1.4 Discussion the Findings

The final step in analyzing the data of videotape was discussing the

findings of the code switching types in the transcript that had been quantified.

Hence, the conclusion can be stated.

3.5.2 Questionnaire

3.5.2.1Teacher Questionnaire

The teacher questionnaire was analyzed and presented per item in form of

descriptive. The descriptive was made based on the answer of each question

which had been written by the teacher on the questionnaire (see Appendix C).

P = fo/ n x 100%

p = percentage

fo = frequency

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 3.5.2.2 Student Questionnaire

The student questionnaires were analyzed per item. The students’ answers

on the questionnaires were analyzed and listed per item (see Appendix E).

3.5.2.3 Quantification of the Students’ Responses

The answers of students on the questionnaire which had been analyzed

before, were also counted by using formula suggested by Sudjana (1984, as cited

in Novitasari, 2013; Tajudin, 2013) as follow.

After the quantification was finished, the results were interpreted to gather the

conclusion based on the students’ perception towards code switching to L1.

3.5.3 Classroom Observation

The result of calssroom observation and field notes in observing the

classroom was not counted or changed into percentage. It was used to connect all

together about the types and cause of code switching took place in the classroom.

Also, it was operated to link the teacher’s and the students’ perception about the

code switching to L1.

3.6 Validity Issue

p = percentage

fo = frequency

n = total number

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Validity is considered as a crucial issue in developing a research. This

validity is related to the credibility where it stands for the trustworthy and

truthfulness of the study. In a qualitative study, there are several procedures which

can be used to establish the credibility of a study. The procedures are

triangulation, member checking, and auditing (Creswell, 2012, p. 259).

Triangulation was used to validate the finding of the study, where it also could

increase the validity and the trustworthiness of a study (Calabreses, 2006, as cited

in Emilia, 2009, p. 198; Silverman, 2006, as cited in Emilia, 2009, p. 198;

Setiyadi, 2006, p. 31). Triangulation is related to the process of collaborating

evidence from different types of data (e.g., videotape, questionnaire and

observation) and different individuals (e.g., students and teacher) with the same

method, where these were used in this study (Creswell, 2012; McMillan, 2012).

The use of more than one data collection technique permits the researcher in

comparing and cross-checking the findings to achieve trustworthy finding (Atkins

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This last chapter depicts the conclusions of the study and suggestions for

further study. It covers two sections. The first section is the conclusions which

contain the focus of the study regarding the research questions which had been

stated in the first chapter of this research paper. The second section performs the

suggestions for the further study, particularly related to the field of code switching

in the classroom.

5.1 Conclusions

The three types of code switching which are proposed by Poplack take

place in this study. Intersentential switching (52.10%) becomes the most frequent

type that takes place in teacher‟s switching to L1. It is followed by intrasentential

switching (26.05%) and the least, tag switching (21.85%).

Based on the teacher‟s answer on the questionnaire, it is figured out that

the code switching to L1 occurrences are mostly caused by the need of the

student. These are “translating unknown vocabulary”, “students‟ facial expression”, “helping the students when they are having difficulty in

understanding”, “managing the class”, and “students‟ English proficiency”. Then, the second most affecting cause is lesson variable, which includes “lesson contents and objectives” and also “explaining the grammar”. Furthermore, the

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“teacher‟s English proficiency”. Also, language policy (department policy on TL

English use) is stated as the least cause which makes her/ him switch to L1.

In addition, in accordance to the occurrence of code switching to L1 in the

actual classroom, it is found that “lesson contents and objectives” becomes the most affecting cause in teacher‟s switching to L1. Therefore, “translating

unknown vocabulary” takes the second place as the cause in delivering the code

switching to L1. Moreover, this code switching to L1 is also caused by “managing class” need. Additionally, the teacher reveals that she has positive attitude towards

the use of code switching to L1 because it gives advantage in carrying the material

or topic in teaching English speaking skill. Despite of that, it is also found that the

teacher switches language from English to Indonesian even in saying something

very simple, where the switching to L1 is not really needed. This practice of code

switching is said as „misguided‟ by Ellis (1988, as cited in Canh, 2014).

Furthermore, the results of data analysis show that students hold positive

attitude towards the code switching to L1 as well as the teacher. They also inform

that “to translate unknown vocabulary items” as the most affecting cause which triggers the teacher in switching to L1. This response is matching to the teacher‟s

response in the questionnaire and it has a large portion in influencing the teacher

to do switching to L1 in the real classroom. Thus, they state that code switching to

L1 is “greatly beneficial” for them, but still want the teacher not to always do the switching. They prefer the teacher to do it “sometimes” or “occasionally” based

on their need. Likewise, they do not agree if the teacher uses much more

Indonesian than English in the teaching and learning process.

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There are three suggestions for further study related to the field of code

switching, especially classroom code switching in EFL context as in Indonesia.

First, the participants of this present study are relatively small, where it is

conducted in a school, involving an English teacher and 98 students. For that

reason, it could not entirely represent the whole population of EFL teachers and

students. For further study, it is suggested to involve more teachers and students.

Second, the present study focuses on the occurrence of code switching in

English speaking skill only, it is suggested for the next study to investigate the

occurrence of code switching in other skills of English, such as reading, writing,

or listening.

Lastly, it is suggested to conduct investigation in naturalistic and

classroom code switching. It is hoped that the next study can give more insights

about those naturalistic and classroom code switching.

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