Putri Dara Octora, 2014 CODE SWITCHING IN EFL CLASSROOM
Universitas Pendidikan Indonesia |
repository.upi.edu |
perpustakaan.upi.edu
3.3.3. Questionnaire
Even though questionnaire is not a notable data collecting technique in qualitative research, it can be used to collect wider data than that of personal
interview Woods 2006. Based on the aims of this study, questionnaire was used to find out the general perception of the students regarding the use of code
switching by teacher in EFL classroom. Students were asked several questions, both open ended and close ended, regarding their view on that matter. Their
answers were analyzed and the result will be presented in tables and further explained in chapter IV.
3.4. Data Analysis Technique
Video recording obtained from classroom observation was replayed and transcribed. From the transcription, code switching found was highlighted, coded,
and categorized into each type based on the theories of Poplack 1980 mentioned in Chapter 2.
Tape recording obtained from the interview sessions was replayed and transcribed. From the transcription, teacher’s reasons and motives in code
switching during the teaching and learning activity in EFL classroom were identified. From the transcription of the interview sessions with students, their
perception towards teacher’s code switching was explained.
The questionnaires collected from the students were identified and distributed into tables. From the data presented in tables, students’ perception
towards teacher’s code switching was explained and used to back up the result of
the interview.
Putri Dara Octora, 2014 CODE SWITCHING IN EFL CLASSROOM
Universitas Pendidikan Indonesia |
repository.upi.edu |
perpustakaan.upi.edu
CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
This chapter is divided into two parts. The first part provides the conclusion of this study. The second part provides suggestions to other
researchers who have the interests in the same field.
5.1. Conclusions
This present study concerning code switching in EFL classroom is aimed to investigate the types of code switching utilized by teacher in EFL classroom,
find out the circumstances in which the teacher use code switching strategies in EFL classroom, and describe
the students’ perception towards code switching utilized by teacher in EFL classroom.
Previous researchers have conducted some studies regarding the use of code switching in Indonesia classroom context, the types of code switching
occurred, the reasons behind it, functions of code switching conducted by both teacher and students, and students’ positive perception towards the presence of L1
in L2 classroom. This present study confirms findings of the previous research that the types of code switching conducted by teacher were mostly inter-sentential
and intra-sentential switching. Furthermore, it was found that tag-switching was also utilized by teacher during the teaching and learning process in EFL
classroom. This present study also found that the teacher utilized code switching when she was delivering general knowledge, translating difficult wordstechnical
terms, translating instructions, confirming students’ answers, motivating encouraging students, giving examples, confirming students’ understanding,
t rying to get students’ attention, interacting personally with the students, and
