I hope this thesis contributes meaningful thoughts to both students and lecturers of English Language Education of UIN Ar-Raniry, Banda Aceh. The study aims to identify students' perceptions of the use of code-switching in the English teaching-learning classroom by second to fourth year students in English Language Education at Universitas Islam Negeri Ar-Raniry. The objective is to identify the impact of code-switching in the English teaching-learning classroom and to find out the types of code-switching used by students.
The observation was carried out using the checklist containing six types of code switching developed by Pineda (2008), presented a typology of different types of switching based on the functions of the code switching in order to identify the types of code switching used by the students . To find out the students' perceptions behind code-switching, questionnaires were distributed to eighty participants. The results showed that the type of code switching used by the students (1) referential, (2) expressive, (3) phatic.
Students believe that using code-switching in the classroom reduces second language pressure. The study highlights the benefits of code-switching and offers implications for students and language teachers.
INTRODUCTION
- Background of Study
- Research Questions
- Aims of the Study
- Significance of the Study
- Terminologies
Consistent with the previous studies above, this study attempts to investigate the phenomenon of code-switching in English as a Foreign Language (EFL) students; Therefore, this current study aims to concern the implementation of code-switching in speech among students of English as a foreign language. According to the background of the study, this study tries to find out the impact of code switching on English Language Education students.
What are students' perceptions of the effects of code-switching in teaching and learning English for students in English language education. What are the types of code switching used by students in English language education. To explore students' perceptions of the effects of code-switching in teaching and learning English for English language education students.
To find out what types of code switching are used by the students in English language teaching. The phenomenon of code-switching in this study refers to a speaker switching from one language to another within a similar discourse.
LITERATURE REVIEW
- The Concept of Code-Switching
- Definition of Code-Switching
- Types of Code-Switching
- Reasons for using Code-Switching
- The Impacts of Code-Switching
- Speaking Skills
- Code-Switching in Speaking Class Activities
- Related Studies
Code switching is known as the use of more than one language by communicants to perform a speech act. Code-switching has traditionally been considered to indicate a lack of language proficiency in bilingual speakers. Therefore, code-switching tends to occur naturally throughout communication when initiated by one of the factors.
Next, code-switching is a linguistic phenomenon in which people use different languages during specific communications. In their earlier research, Blom and Gumperz (1972) identified two types of code switching: situational and metaphorical. In contrast, Poplack (1980) divides code switching into three categories: tag switching, inter-sentential, and intra-sentential.
This type of code-switching requires its speaker to be fluent in both languages in order to comply with the rules of the languages. Phatic Function: Code-switching is used to indicate a change in tone and to highlight important parts of a conversation. Mood of the Speaker: Code-switching occurs when bilinguals are in different moods, such as angry, anxious, or nervous.
Semantic meaning: When used as a verbal strategy, code-switching can convey important linguistic and social information. Expressing group identity: Code switching and code mixing can be used to express group identity. The act of code-switching during a conversation certainly affects the speaker in the long term.
According to Eldridge (1996), code switching appears to be a natural and purposeful phenomenon that facilitates communication and learning. Code switching during learning saved time and made students feel more confident and relaxed. Similarly, both teachers and students believe that using code-switching in the EFL classroom will contribute to a smooth flow of classroom interaction.
According to Hudson (1996), code-switching refers to speakers' use of different dialects of the same language. Research findings showed that teacher code-switching had some positive effects on students.
RESEARCH METHODOLOGY
- Research Design
- Population and Sample
- Data Collection Techniques
- Data Analysis Procedure
From the observation, the researcher discovered that the students were involved in this type of code-switching in class. This type of code-switching also occurred while the observation was being conducted in the classroom. This kind of code-switching did not occur in the classroom activities among the students.
This type of code switching was also not found in the students' classroom activities. In this case, it can be concluded that most students experienced code switching during the lesson. Therefore, students' perception of the impact of code-switching in English class is very positive.
FINDINGS AND DISCUSSION
Findings
As indicated in the previous chapter on the research design section, observations were made in gathering data for this study that related to the types of code-switching students used. Classroom observation was conducted using an observation checklist by Pineda (2008) that included code-switching types. Furthermore, the summary of code changes used by the students can be referred to in the appendix.
This type of code switching occurs when a student changes her language so that the speaker or teacher understands what she is saying. Students often used this type of code switching, especially when students were expressing themselves in class. According to the definition of this type of code switching, this type of code switching occurs when a person switches to another language to express his identity or feelings.
This type of code-switching occurred when a person repeats a word but uses a different language to emphasize the meaning. Metalinguistic code switching occurs when someone switches languages because certain words can only be expressed in a particular language. This type of code-switching takes place when a person switches languages to be able to say words in a particular language only. For this research, students were asked ten questions on the questionnaire about their perception of code-switching in speech.
For each question, the results of the study are presented, showing the percentage of student responses based on the most common responses from the questionnaire. 35.0% of students answered 'strongly agree' to agree with the act of code switching, while 55.0% of students decided. From this data, it can be concluded that some students do not like code switching because it is difficult to understand.
The table shows that 26.3% of students 'strongly agreed' on how code switching reduces the pressure of the second language (English), while 61.3% of students chose 'agree' . It can be concluded that most students feel that code switching can reduce the pressure of speaking English. The table shows that 48.8% of students responded that they “strongly agreed” with the statement that code-switching helps them practice English.
Discussion
The result of the observation shows that only three types of code-switching occurred in the speaking classes: referential code-switching, expressive code-switching and phatic code-switching. When someone switches languages to make his listeners or interlocutor understand what he is saying, this type of code switching occurs. The students used this form of code switching by repeating their words, but did so in a different language to avoid misunderstandings.
The definition of this code switching is that it occurs when a person switches to another language to express their identity. Directive code switching occurs when a person switches language to say something confidential in another language. Students did not engage in code-switching because everyone in the class understood the language their friend was speaking.
Metalinguistic code switching occurs when someone switches languages because certain words can only be expressed in a particular language. Students' perception of the use of code switching is good as it can help and motivate students to keep learning English. In conclusion, this research provides insight into students' perceptions of the effects of code switching and the different types used.
Retrieved from https://www.semanticscholar.org/paper/Code-Switching-and-Code-Mixing-A-Case-of-EFL-L2-Younas-.
CONCLUSIONS AND RECOMMENDATIONS
Conclusions
There are three types of code-switching that occurred at English Language Education of UIN Ar-Raniry, which are: expressive code-switching, referential code-switching and phatic code-switching. The students believe that using code-switching in the classroom reduces the pressure of the second language, which they find very useful because it can make the conversation flow smoothly.
Recommendations
To switch or not to switch: Examine the code-switching practices of teachers of non-English majors. Methods of penelite qualitative, quality and research and development. Features of Code Switching in Korean Sunday School. https://www.researchgate.net/publication/242532287_The_functions_of_Code switching_in_a_Korean_Sunday_School. This code function related to participants. switching is intended to include or exclude a person from part of the conversation, for example by using a language familiar or foreign to that person.
Note: Code switching or language switching occurs when a speaker switches between two or more languages or language variants in the context of a particular conversation or situation.
