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
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.
1.6.3.2 Questionnaire
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
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 a bout 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 discov
er 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
