Questionnaire Classroom Observation Data analysis

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

1.6.4.1 Videotape

As stated earlier, the researcher records the partic ipants’ conversations or interactions in the teaching and learning process. The record will be transcribed, and then it will be categorized. The categorization is used to find out what types of code switching which take place mostly in the classroom interaction. The teacher’s switching to L1 is the aspect which is going to be analyzed since it is the concern of this study excluding students’ questions and answers. The conversation is analyzed in form of this table:

1.6.4.1.1 Analyzing the Types of Code Switching

Recording Time Types of Code Switching Intersentensial Code Switching Intrasentensial Code Switching Tag Switching Rec 1 07: 20 X Rec 1 09: 10 X Rec 2 04: 11 X Rec 3 02: 40 X Rec 4 08: 05 X X = the code switching sentence

1.6.4.2 Questionnaire

The participants’ answers on the questionnaire are analyzed as below: a. Questionnaire of the teacher 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 The teacher’s answers are analyzed and presented in descriptive form. The analysis will be shown based on the result of each question orderly. b. Questionnaire of the students The students’ answers are listed and analyzed to get information about their perception towards teacher’s switching in the teaching and learning process itself. Their answers are grouped and counted in percentage based the need of the data.

1.6.4.3 Classroom Observation

Classroom observation is applied in this study to obtain information and notes about situation and condition in the classroom. It is used to enrich and complement the data. The information from this observation is expected to give a help in doing cross-check data. This is the process in doing the study in general: Check the record whether or not it is audible. Record the teaching and learning process first record Preparation 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 Re-take the record if it is inaudible, but take the 3 rd if it is audible. Check the 2 nd record whether or not it is audible. Re-take the record if it is inaudible, but take the 2 nd if it is audible. Give the questionnaire to the teacher to be answered. Give questionnaires to students. Give explanation about direction and the way how to answer the questions. Check the 3 rd record whether or not it is audible. Transcribe the record and find out the types of code switching which take place in all the records. Analyze the teacher questionnaire to find out the causes of teacher’s switching to L1 and student questionnaire to find out their perception towards it. State finding and conclusion. 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

1.7 Clarification of Terms

To avoid misunderstanding in the study, this section provides some clarification terms used in the present study. a. Code switching: switching TL and L1 in delivering the lesson when the need of switching to L1 takes place Jingxia, 2010, p. 10. In relation to the present study, code switching is defined as the switching or combining Indonesian or Sundanese L1 and English TL in teaching English speaking skill between or within sentence, phrases, or words simultaneously or interchangeable. The code switching itself refers to switching English to L1 which is made by the teacher and the students’ answer and question are not included. b. Teaching and learning: teaching and learning process in English speaking skill, which is explanation part only.

1.8 Organization of the Paper

This paper is presented into five chapters as follow: 1. Chapter 1: Introduction This chapter comprises the background of the study, purpose of the study, research questions, significance of the study, scope of the study, research methodology, clarification of terms, and organization of the paper. 2. Chapter 2: Literature Review This chapter consists of related theories as the basis of investigating the study problem. Those are concept of code switching, types of code switching, causes of switching the language which is done by the teacher, and students’