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Through this investigation, it is hoped that the result could give new insights for English teachers in implementing the switching based on their purposes and
beliefs toward it. In addition, it is also expected that the present study could bring awareness and consciousness to the teacher in implementing better classroom
interaction and achieving objectives of the lesson in teaching English speaking skill. In other words, this study wants to give benefit to the teacher in teaching to
improve the students’ ability in area of speaking skill. Moreover, the result of this study is expected to give some contributions
theoretically, professionally, and practically. Theoretically, hopefully the result of this study can enrich the theory of
classroom code switching to L1 in TEFL context. Professionally, this study can hopefully be reference for further study
regarding the field of classroom code switching to L1. Practically, the result of this study hopefully can give benefit for
pedagogical implication served as consideration for English teacher to have more awareness in using L1 appropriately in teaching English.
1.5 Scope of the Study
This study comprises three parts of discussion concerning the use of code switching in teaching English speaking skill in an EFL classroom. It investigates
the types of code switching that are used by the teacher in explaining the lesson, causes that influence the teacher in switching to L1, and the students’ perception
towards the teacher’s switching to L1 in the teaching and learning process itself.
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1.6 Research Methodology
In the previous section, background of the study, purposes of the study, research questions, significance of the study, and scope of the study have been
presented. This section contains the methodology that is used to achieve the purposes
and answer the questions of the study that have been presented before. The brief elaboration of the research methodology is depicted in these sub sections.
1.6.1 Design
This study employs qualitative research where it is more concerned with understanding situations and events from the point of view of the participants and
the participants usually involved directly in the research process itself Fraenkel., Wallen., Hyun, 2012, p. 434. In addition, in collecting the data, the researcher
conducts the study naturally without making any hypothesis for the study. In line with this qualitative research, this study employs a case study approach. Also, this
study uses multiple data collection such as videotape, questionnaire, and classroom observation in gathering the needed data.
1.6.2 Participant of the Study
Participants of this study are an English teacher and 98 students of a junior high school in Bandung. The students are the eighth grader. The English teacher
should match several criteria as: first, an English teacher who teaches grade eight. Second, the teacher should be able to speak in Indonesian and Sundanese since the
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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
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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
The data are analyzed differently based on each of the instrument. The data analyses are displayed in the following.
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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
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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
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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.
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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’
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perception towards the code switching which is done by the teacher. Additionally, data from previous studies are also included in this chapter.
3. Chapter 3: Research Methodology
This chapter discusses the methodology used in conducting the study. It explains how the study was conducted. This chapter involves design, participants,
data collection procedure, data analysis, and validity issue. 4.
Chapter 4: Findings and Discussion This chapter provides explanation about results of the study and
discussion. It shows the findings on the data collection and analyze as well as the discussion related to the theoretical framework.
5. Chapter 5: Conclusion and Suggestions
This chapter presents the study conclusion and suggestions drawn from the result of the study.
6. Bibliography
This chapter is related to the list of references that are used in completing this study.
7. Appendices
This chapter contains several important appendices concern to the study. These are the transcript of the teacher-students interaction in the classroom and
questionnaires of the teacher and students.
Riska Linawatii, 2015 Code switching : The use of L1 in teaching English speaking skill at a junior high school in
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Riska Linawatii, 2015 Code switching : The use of L1 in teaching English speaking skill at a junior high school in
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CHAPTER III RESEARCH METHODOLOGY
This chapter presents overview of research methodology of this study. Research design is presented first. Then, the overview is continued by setting of
the study, participants of the study, and data collection. The data collection of this study is conveyed through some techniques: videotape, questionnaire, and
classroom observation. Furthermore, data analysis and validity issue are presented in the last section.
3.1 Research Design
The present study applied qualitative study. This study investigated the quality of a particular relationship and activity, thus, it includes a small number of
participants Fraenkel., Wallen., Hyun, 2012, p. 425. Moreover, Woods 1999, as cited in Aminuddin, 2009, p. 37 determines the qua
litative study as “life as it is lived, things as they happen, situations as they are constructed in the day-to-
day, moment-to- moment course of events.” By looking to this perspective, the
qualitative research study is considered suitable for finding the answers to the research questions of this study.
In relation to the qualitative study, a case study was selected as an approach in gathering the data. There were several reasons in choosing the case
study for this study. First, this study focused on the study of a case. It investigated the phenomena of code switching between LT and L1 in classroom interactions
when the teacher was explaining lessons in teaching English speaking skill.
