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1.7 Thesis Organization
Folowing the introductory chapter is a review of theories that frame the research. The theories reviewed include definition, types of CS Downs 1984;
Myers-Scotton 1988: Poplock, 1980; Valdes-Fallis, 1978; Nunan and Carter 2001 and functions of CS Gumperz, 1982; Merrit, at al., 1992; Romine, 199;
Canagarajah, 1995. Chapter three provides a detailed discussion on the research method
adopted for the present study. The analysis of the data taken from the field is elaborated in chapter four. The sequence of discussion of each part in chapter four
is based on the research questions. The explanation in chapter four may be overlapping; the elaboration of data in one part may be repeated in another part. A
plausible explanation for this is that the answers to one research questions are interelated to the others.
The last chapter is chapter five, will discuss the theoretical and implications of the findings on the teaching activities. The chapter ends with
suggestions for the future research.
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CHAPTER III RESEARCH METHODOLOGY
This chapter covers five sections: 3.1 Research problems aimed to be explored in this study, 3.2 Research Design 3.3 Data Collection Method which includes
research site, subject of study, observation and field notes, 3.4 Data Analysis, and 3.5 Research Validity, which includes persistent, long term observation and
member checking.
3.1 Research Problems
There are two questions posed to be investigates in this study. the questions are formulated as follow:
a what types of code switching are found in EFL classrooms?
b what functions do teacher and student’s serve in EFL classrooms?
3.2 Research Design This study utilizes a qualitative methodology. The qualitative methodology
is chosen because it allows the researcher to capture naturally occurring interactions among the participants. In this case, this study attempts to see natural phenomena of
classroom interaction. Detailed observations and descriptions of context and what people said or did formed the basis for inductive rather than deductive analysis. In
this respect, a theory is used to explain the data, rather than data collected to test pre-established hypotheses Locke and Silverman, 1993.
In addition, this research is a descriptive, qualitative a case study. Merriam
2 1988: 21 defines a case study as “detailed examination of one setting or a single
subject in a single depository of documents or one particular event”. This study was designed to identify and describe the phenomena of CS in
EFL clasrooms setting Creswell, 1998 particularly, to identify and explore ; the types and the functions of CS in two EFL clasrooms see Hanna, 2004; Merritt et
al. 1992 and Canagarajah 1995. To have clear picture on the relatonship among components in this present
study, the interactive model of research design cetakbiru of Alwasilah 2008: 86 was adopted. The reason of adopting this model was to help clarify the overall
outlines of the research. The coresponding research components involves 1 Research problems,
2 research questions, 3, Research purposes 4 conceptual frames, 5 methods, and 6 validity. Figure 3.1 describes how the interaction among components
takes place.
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Figure 3.1 Research Design of Code Switching Phenomenon in EFL Classrooms
reaction
Adopted from Alwasilah, 2008
3.3 Data Collection
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