Exploring the Teachers' Lived Experience in Using Code-Switching within EFL Setting in West Borneo
DOI:
https://doi.org/10.32832/english.v16i2.8161Abstrak
Exploring teacher experience in teaching English as a foreign language is always unique and challenging especially when it is seen as the perception of the native English teachers. The purpose of this research is to explore the native English teachers' lived experience towards their perceptions on using code-switching in teaching English to Indonesian students in West Borneo. The respective participants belong to non-profit organization focussing on English education. Obtaining the data, this study used open-ended questions and guided interview. This study reflects the usages and functions of code-switching. The usages of Code Switching are to speed up the explanation of difficult concepts, build rapport between students and teachers, help to explain new vocabulary, and increase teachers' understanding towards students' L1, and become a tool to enhance evaluate students' comprehension on towards the lesson. While the linguistic function helps the teachers in two ways: first is to enhance the students' understanding of the target language and the second is to build rapport between students and teachers. The affective function is considered beneficial to arise students' motivation and willingness to study English.
Referensi
Adriosh, M., & Razı, í–. (2019). Teacher's Code Switching in EFL Undergraduate Classrooms in Libya: Functions and Perceptions. SAGE Open, 9(2), 2158244019846214.
Agung, A. S. N. (2019). Current challenges in teaching English in least-developed region in Indonesia. SOSHUM: Jurnal Sosial Dan Humaniora, 9(3), 266-271.
Agung, A. S. N., Surtikanti, M. W., & Quinones, C. A. (2020). Students' perception of online learning during COVID-19 pandemic: A case study on the English students of STKIP Pamane Talino. SOSHUM: Jurnal Sosial Dan Humaniora, 10(2), 225-235.
Alang, N., & Idris, S. (2018). Students' perception towards the use of code-switching in teaching and learning. Journal of Education and Social Sciences, 11(1), 1-9.
Andrade, C. (2021). The Inconvenient Truth About Convenience and Purposive Samples. Indian Journal of Psychological Medicine, 43(1). https://doi.org/10.1177/0253717620977000
Ansar, F. A. 2017. Code Switching and Code Mixing in Teaching-Learning Process. English Education: Jurnal Tadris Bahasa Inggris, 10(1), 29-45.
Ataş, U., & Sağın-Åžimşek, í‡. (2021). Discourse and educational functions of students' and teachers' code-switching in EFL classrooms in Turkey. Linguistics and Education, 65, 100981.
Bhatti, A., Shamsudin, S., & Said, S. B. M. (2018). Code-Switching: A Useful Foreign Language Teaching Tool in EFL Classrooms. English Language Teaching, 11(6), 93-101.
Bradley, B. 2002. Psychology and Experience. Cambridge: Cambridge University Press.
Bensen, H., & í‡avusoglu, í‡. (2013). Reasons for the Teachers' uses of Code-Switching in Adult EFL Classrooms*/Yetiskinlere Yönelik Inglizce Siniflarinda í–gretmenlerin Dil Degisimi Kullanimlarinin Sebepleri. Hasan Ali Yücel Egitim Fakültesi Dergisi, 10(2), 69.
Bonyadi, A., Kalvanagh, M. K., & Bonyadi, M. (2021). Teachers' Perceptions on Code-Switching in EFL Classroom Discourse.Discourse and Communication for Sustainable Education, 12(2), 45-53.
Clara Herlina, K. (2007). Teacher's use of code switching in the classroom and its implications on students' score. Jurnal Lingua Cultura vol, 1(2), 117-131.
Dahmen, J. (2022). Bilingual speech in Jaru–Kriol conversations: Codeswitching, codemixing, and grammatical fusion. International Journal of Bilingualism, 26(2), 198-226.
Deveci, ć°., & Onder, I. (2013). The Students' Views Related to the Given Homeworks in the Science and Technology Courses: A Qualitative Study. Online Submission, 3(1), 1-9.
Efendi, B. M. (2019) Teachers' and Students' Perception of Using L1 in an EFL Classroom. RETAIN, 7(3), 161-170.
Etikan, I,. Musa, S. A., Alkassim, R.S. Comparison of Convenience Sampling and Purposive Sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1-4.
Fanani, A., & Ma'u, J. A. R. Z. (2018). Code switching and code mixing in English learning process. Ling Tera, 5(1), 68-77.
Ferguson, G. (2009). What next? Towards an agenda for classroom codeswitching research. International journal of bilingual education and bilingualism, 12(2), 231-241.
Groom, Chloe. 2012. Non-Native Attitudes Towards Teaching English as A Lingua Franca in Europe. English Today, 28(1), 50-57. doi:10.1017/S026607841100068X.
Hafid, H., & Margana, M. (2022). Code-Switching Practices in Multilingual Classrooms: Exploring Pedagogical Functions. AL-ISHLAH: Jurnal Pendidikan, 14(2), 2551-2562.
Hait, S. A. (2014). The Functions of Code Switching Used by Secondary Students in English Classes: MA Thesis is Submitted in Partial Fulfillment of the Requirements for the Master of Arts Degree in English Language and Literature, Faculty of Arts and Sciences, Department of English Language and Literature, Middle East University, June 2014. GRIN Verlag.
Hamid, S. M. (2016). Code-switching Between the Teachers and the Students of the Conversation. Exposure, 5(2), 174-195.
Islam, M. S. (2018). Code-switching among students of Dhaka University, Bangladesh: A study on residential students. English and Literature Journal, 5(2), 124-136.
Ismail, O., & Mahmud, M. M. (2021). The occurrence of code-switching among Malaysian undergraduates on WhatsApp: Review of the literature. European Journal of English Language Teaching, 6(5).
Khan, A. R., Ahmad, A., Khan, R. N., Shah, U., & Khan, I. (2022). Code-Switching and Code Mixing: A Textual Analysis of Wajahat Ali's the Domestic Crusaders. PalArch's Journal of Archaeology of Egypt/Egyptology, 19(1), 502-512.
Kim, H. J. (2015). The use and perception of codeswitching among teachers and students. The Journal of Language Learning and Teaching, 5(1), 34-51.
Kuo, Y. F., Hou, J. R., & Hsieh, Y. H. (2021). The advertising communication effectiveness of using netizen language code-switching in Facebook ads. Internet Research, 31(5), 1940-1962.
Leoanak, S. P. P., & Amalo, B. K. (2018). Teachers' beliefs and perceptions of code switching in English as foreign language classroom. In SHS web of conferences (Vol. 42, p. 00034). EDP Sciences.
Manen, M. Van. (1990). Researching Lived Experience: Human Science for an Action Sensitive Pedagogy. New York: State University of New York Press.
Muin, A. (2016). Teaching English by Usi ng Code Switching in The Classroom. Sulesana: Jurnal Wawasan Keislaman, 6(2), 26-34.
Michotte, A. (2019). The Perception of Causality (1st ed). London: Routledge.
Norzaidi, A. I., Sabri, M. I. I. M., Singh, C. K. S., Ramanlingam, S., & Maniam, M. (2022). ESL Learners' Perceptions of Code-Switching in the English Language Classroom. International Journal of Asian Social Science, 12(5), 158-168.
Urban, B. (2006). Entrepreneurial self-efficacy in a multicultural society: Measures and ethnic differences. SA Journal of Industrial Psychology, 32(1). https://doi.org/10.4102/sajip.v32i1.221
Patmasari, A., & Kamaruddin, A. (2022). An Investigation of the Use of Code-Switching in EFL Classroom: Attitudes and Perceptions. ELS Journal on Interdisciplinary Studies in Humanities, 5(2), 230-239.
Peng, J. E., & Woodrow, L. (2010). Willingness to communicate in English: A model in the Chinese EFL classroom context. Language learning, 60(4), 834-876.
Pietikäinen, S. K. (2014). ELF couples and automatic code-switching. Journal English as Lingua franca, 3(1), 1-26.
Prodromou, L. (2002). From mother tongue to other tongue. Retrieved from http://www.teachingenglish.org.uk/think/methodology/mothertongue.shtml
Upton, T. A., & Lee-Thompson, L. C. (2001). The role of the first language in second language reading. Studies in second language acquisition, 23(4), 469-495.
Sa'd, S. H. T., & Qadermazi, Z. (2015). L1 use in EFL classes with English-only policy: Insights from triangulated data. Center for Educational Policy Studies Journal, 5(2), 159-175.
Setyawan, A. (2013). A Teacher's Lived Experience of Teaching Vocabulary to Hearing-Impaired Students.
Setyawan, T. (2019). Understanding the Hearing-Impaired Students: A Teacher's Lived Experience in Teaching English. Proceedings of the 1st ICOLED – IKIP-PGRI.
Setyawan, A. (2019). Teachers' Perceptions Towards Challenges in Teaching English as a Foreign Language in Least-developed Region. Journal of English language Teaching and Islamic Integration, 2(2), 146-154.
Shvidko, E. (2017). Learners' attitudes toward "English-only” institutional policies: Language use outside the classroom. TESL Canada Journal, 34(2), 25-48.
Suhardianto, S., & Afriana, A. (2022). The Types and Factors of Code Switching in "English Time” Course. IdeBahasa, 4(1), 53-62.
Yavuz, F. (2012). The attitudes of English teachers about the use of L1 in the teaching of L2. Procedia-Social and Behavioral Sciences, 46, 4339-4344.
Waris, A. M. (2012). Code switching and mixing (Communication in Learning Language). Jurnal Dakwah Tabligh, 13(1), 123-135.
Weggins, G. (1998). Educative Assessment. San Francisco: Joosey-Bass Publisher.
Zainil, Y., & Arsyad, S. (2021). Teachers' Perception of Their Code-Switching Practices in English as A Foreign Language Classes: The Results of Stimulated Recall Interview and Conversation Analysis. SAGE Open, 11(2), 21582440211013802.
1.png)
