TEACHER AND STUDENTS’ CODE SWITCHING IN EFL CLASSROOM: A Case Study at a Junior High School in Bandung.

i TABLE OF CONTENTS

DECLARATION ... ii ACKNOWLEDGMENT ... ERROR! BOOKMARK NOT DEFINED. ABSTRACT ... ERROR! BOOKMARK NOT DEFINED. CHAPTER I ... ERROR! BOOKMARK NOT DEFINED. INTRODUCTION ... ERROR! BOOKMARK NOT DEFINED. 1.1 BACKGROUND OF THE STUDY ...ERROR!BOOKMARK NOT DEFINED.

I.2 AIMS OF THE STUDY ...ERROR!BOOKMARK NOT DEFINED. I.3 QUESTIONS OF THE STUDY ...ERROR!BOOKMARK NOT DEFINED. I.4 GENERAL APPROACH TO THE STUDY ...ERROR!BOOKMARK NOT DEFINED.

1.5 SIGNIFICANCE OF THE STUDY ...ERROR!BOOKMARK NOT DEFINED.

I.6 CLARIFICATION OF KEY TERMS ...ERROR!BOOKMARK NOT DEFINED.

1.7 THESIS ORGANIZATION ...ERROR!BOOKMARK NOT DEFINED. CHAPTER II ... ERROR! BOOKMARK NOT DEFINED. CODE SWITCHING ... ERROR! BOOKMARK NOT DEFINED. 2.1 THE CONCEPT OF CODE SWITCHING ...ERROR!BOOKMARK NOT DEFINED.

2.1.1 Definition of Code Switching ... Error! Bookmark not defined. 2.1.2 Code Switching versus Code Mixing .... Error! Bookmark not defined. 2.1.3 Code Switching versus Borrowing... Error! Bookmark not defined. 2.1.4 Other Concepts Related to Code Switching ... Error! Bookmark not defined.

2.2 TYPES OF CODE SWITCHING ...ERROR!BOOKMARK NOT DEFINED.

2.3 FUNCTIONS OF CODE SWITCHING IN CLASSROOMS . ERROR!BOOKMARK NOT DEFINED.

2.4 CODE SWITCHING IN LANGUAGE CLASSROOMS ... ERROR!BOOKMARK NOT DEFINED.

2.4.1 Research on Code Switching in Language Classrooms ... Error! Bookmark not defined.

2.4.2 Previous Study on Code Switching in Language Classrooms ... Error! Bookmark not defined.

CHAPTER III ... ERROR! BOOKMARK NOT DEFINED. METHODOLOGY ... ERROR! BOOKMARK NOT DEFINED. 3.1 RESEARCH PROBLEMS ...ERROR!BOOKMARK NOT DEFINED.

ii 3.2 RESEARCH DESIGN ...ERROR!BOOKMARK NOT DEFINED.

3.3 DATA COLLECTION ...ERROR!BOOKMARK NOT DEFINED.

3.3.1. Preliminary Study ... Error! Bookmark not defined. 3.3.2 Research Site ... Error! Bookmark not defined. 3.3.3 Subject of the Study ... Error! Bookmark not defined.

3.3.4 Data Collection Procedures ... Error! Bookmark not defined. 3.4 DATA ANALYSIS ...ERROR!BOOKMARK NOT DEFINED.

3.5 RESEARCH VALIDITY ...ERROR!BOOKMARK NOT DEFINED.

CHAPTER IV ... ERROR! BOOKMARK NOT DEFINED. DATA PRESENTATION AND ANALYSIS ... ERROR! BOOKMARK NOT DEFINED.

4.1 TYPES OF CODE SWITCHING ...ERROR!BOOKMARK NOT DEFINED.

4.1.1 Inter-sentential Switching ... Error! Bookmark not defined. 4.1.2 Tag-switching ... Error! Bookmark not defined. 4.1.3 Intra-sentential Switching ... Error! Bookmark not defined. 4.1.4 Code Switching Occurences in EFL Classroom . Error! Bookmark not defined.

4.2 FUNCTIONS OF TEACHER AND STUDENTS’ CODE SWITCHING... ERROR!

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4.2.1 Teacher Function: Explanation ... Error! Bookmark not defined. 4.2.2 Teacher Function: Checking for Understanding . Error! Bookmark not defined.

4.2.3 Teacher Function: Grammar Translation ... Error! Bookmark not defined.

4.2.4 Teacher Function: Admonitions ... Error! Bookmark not defined. 4.2.5 Students Function: Requesting Help ... Error! Bookmark not defined. 4.2.6 Students Function: Helping Each Other Error! Bookmark not defined. 4.2.7 Students Function: Self-Repair ... Error! Bookmark not defined. 4.2.8 Students Function: Unofficial Interaction … ... Error! Bookmark not defined.

4.2.9 Students Function: Clearing Misunderstandings Error! Bookmark not defined.

4.2.10 Student Function: Students’ Initiation Error! Bookmark not defined. 4.2.11 The Occurences of Code Switching Functions Error! Bookmark not defined.

4.3 SUMMARY OF FINDINGS ...ERROR!BOOKMARK NOT DEFINED. CHAPTER V ... ERROR! BOOKMARK NOT DEFINED.

iii CONCLUSION AND SUGGESTIONS ... ERROR! BOOKMARK NOT DEFINED.

5.1 CONCLUSIONS ...ERROR!BOOKMARK NOT DEFINED. 5.2 SUGGESTIONS ...ERROR!BOOKMARK NOT DEFINED. BIBLIOGRAPHY ... ERROR! BOOKMARK NOT DEFINED. APENDIXES ... ERROR! BOOKMARK NOT DEFINED. 3.3.4 Data Collection Procedures ... Error! Bookmark not defined. 3.4 DATA ANALYSIS ...ERROR!BOOKMARK NOT DEFINED. 3.5 RESEARCH VALIDITY ...ERROR!BOOKMARK NOT DEFINED. CHAPTER IV ... ERROR! BOOKMARK NOT DEFINED. DATA PRESENTATION AND ANALYSIS ... ERROR! BOOKMARK NOT DEFINED.

4.1 TYPES OF CODE SWITCHING ...ERROR!BOOKMARK NOT DEFINED. 4.1.1 Inter-sentential Switching ... Error! Bookmark not defined. 4.1.2 Tag-switching ... Error! Bookmark not defined. 4.1.3 Intra-sentential Switching ... Error! Bookmark not defined. 4.1.4 Code Switching Occurences in EFL Classroom . Error! Bookmark not defined.

4.2 FUNCTIONS OF TEACHER AND STUDENTS’ CODE SWITCHING... ERROR! BOOKMARK NOT DEFINED.

4.2.1 Teacher Function: Explanation ... Error! Bookmark not defined. 4.2.2 Teacher Function: Checking for Understanding . Error! Bookmark not defined.

4.2.3 Teacher Function: Grammar Translation ... Error! Bookmark not defined.

4.2.4 Teacher Function: Admonitions ... Error! Bookmark not defined. 4.2.5 Students Function: Requesting Help ... Error! Bookmark not defined. 4.2.6 Students Function: Helping Each Other Error! Bookmark not defined. 4.2.7 Students Function: Self-Repair ... Error! Bookmark not defined. 4.2.8 Students Function: Unofficial Interaction … ... Error! Bookmark not defined.

4.2.9 Students Function: Clearing Misunderstandings Error! Bookmark not defined.

4.2.10 Student Function: Students’ Initiation Error! Bookmark not defined. 4.2.11 The Occurences of Code Switching Functions Error! Bookmark not defined.

iv CHAPTER V ... ERROR! BOOKMARK NOT DEFINED. CONCLUSION AND SUGGESTIONS ... ERROR! BOOKMARK NOT DEFINED.

5.1 CONCLUSIONS ...ERROR!BOOKMARK NOT DEFINED. 5.2 SUGGESTIONS ...ERROR!BOOKMARK NOT DEFINED.

BIBLIOGRAPHY ... ERROR! BOOKMARK NOT DEFINED. APENDIXES ... ERROR! BOOKMARK NOT DEFINED.

LIST OF FIGURES

FIGURE 2.1 THE TYPES AND THE DEGREE OF CODE SWITCHING…………. ……ERROR!BOOKMARK NOT DEFINED.

FIGURE 3.1 RESEARCH DESIGN OF CODE SWITCHING PHENOMENON IN EFL CLASSROOMS………...E

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v TABLE 3.1 PARTICIPANTS OF THE STUDY IN GRADE II………

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TABLE 4.2 THE OCCURRENCES OF CODE SWITCHING FUNCTIONS IN TWO EFL CLASSROOMS………..E

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TABLE 4.1 THE FREQUENCY OCCURRENCES OF CODE SWITCHING TYPES IN EFL CLASSROOMS………...E

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TABLE 4.2 THE OCCURRENCES OF CODE SWITCHING FUNCTIONS IN TWO EFL CLASSROOMS………...E

1 CHAPTER I

INTRODUCTION

This chapter consists of six sections: (1.1) Background of the Study, (1.2) Questions of the Study, (1.3) Aims of the Study, (1.4) General Approach to the Study, (1.5) Significant of the Study, (1.6) Clarification of Key Terms, and (1.7) The Organization of the Thesis.

1.1 Background of the Study

English is treated differently in two different types of secondary schools in Indonesia. In most schools in Indonesia, English is only used as an instructional language for English subject. However, in other schools it is used as an instructional language across all school subjects. In this regard, the first mentioned schools are categorized as Regular program school while the second refers to internationaly-standardized pearing schools (RSBI).

Despite of their differences, the two types of school share similarity in that English is used as an instructional language in all English classes. In this condition, although it is expected that both teacher and students use English in classroom, the use of Indonesian as an alternation language during classroom interaction is unavoidable in particular situations. This phenomenon wherein the teacher or the student switch language is defined as code switching (CS).

CS has become an interesting phenomenon to study especially in the field of classroom interactions since it is one of the major aspects of bilingual’s

2 development process. Therefore, this phenomenon is considered as useful strategy in classroom interaction, especially if the aims of CS are to make meaning clear and to transfer knowledge efficiently to the other members of classroom community (Flyman-Mattsson and Burehult, 1999; see also Hurtado, 200; and Gregio & Gil, 2007).

Generally, CS occurs because of two reasons; because of the speaker deficiency in target language and because of some multiple communicative purposes (Gysels 1992 cited in Duran, 1994). The speaker deficiency in the target language, as mentioned by Polplack (1980), results from linguistics constrains. Similarly, Cristal (1992 cited in Duran, 1994) says that CS occurs because a speaker cannot express his/herself in one language to compensate to the deficiency. In line with communicative purpose and strategy, it is stated that CS occurs because of some social, and discourse/pedagical functions (Canagarajah, 2001; Winford, 2003 Hanna, 2004; see also Adrerdoff, (1966, as cited in Han Chug, 2006; Gregio & Gil, 2007).

Nowadays, CS is seen as having certain functions in the communication done by bilinguals. Different purposes of CS are identified by different scholars. Hanna (2004: 49-80) identifies the varied functions of CS that she found in two different level of EFL classooms program : teacher’s explanation/clarification, requesting help, students helping each other, students self-repair, teacher’s language slip (lapses), unknown English counterpart, checking for understanding, students clearing misunderstandings, students initiation, and students comment.

3 discourse serves as classroom manajement which includes opening the class, negotiating directions, requesting help, managing discipline, teacher encouragement, teacher compliments, teacher’s commands, teacher admonitions, mitigation, pleading and unofficial interactions. Besides, Canagarajah (1995) states that CS also serves as content transmission which involves review, definition, explanation, negotiating, parallel translation and unofficial student collaboration. From all functions of CS mentioned by the experts above, the fucntions of CS purposed by Canagarajah (1995) and Hanna (2004) are used in this study.

Studies about CS in classroom setting have been focused on the nature and the purpose of CS (e.g. Coogan, 2003; Deckrow, 2005, Lewis, 1999), patterns of CS depending on the sociological or ethnographical factors (e.g. Jung Lee, 2005; Gamal, 2007, Sahdan, 1996), the context in which CS may occur in classroom activity (Hurtado, 2002), syntactic and morphosyntactic constraints on CS (Alenezi, 2006), the use of CS in computer-mediated communication (Cui, 2006), and factors that influence CS (Ying, 1993).

Most of those studies have been done in a bilingual setting with the focus on using English as a second language. Particularly focused on the nature of CS in EFl classroom settings based on its social and pedagogical functions (i.e. Canagarajah, 2001; Hanna 2004; Sundelin 2001; Haryati, 2007; see Nieken, 2007). In most cases of those studies, the status of English is a daily language of social encounters. Furthermore, English is often used as a language of instruction in other school subjects as well. Thus, more studies are needed in investigating CS

4 which occurs in EFL classroom settings.

Based on the overview above, this study is intended to explore the teacher’s and students’ CS, i.e. the types and fuctions of CS in EFL classrooms. This issues is conducted with the assumption that the result not only to indentify and answer about CS phenomenon but also, it can significantly broaden the understanding of current process of the language spoken. Furthermore, the present study, hopefully will help raise awareness on the issue of CS in the EFL classrooms context.

I.2 Aims of the Study

Regarding the phenomenon of CS in EFL classroom, this study attempts to do the following:

a) to identify the types of code switching in EFL classrooms;

b) to identify the different functions of teacher and students’code switching serve in EFL classrooms;

I.3 Questions of the Study

In line with the above aims, the purpose of this study, therefore, is to seek answer to the following questions:

a) What types of code switching are found in EFL classrooms?

b) What functions do teacher and students’ code switching serve in EFL Classrooms?

5 I.4 General Approach to the Study

This study attempts to investigate the teacher and students CS in two EFL classrooms, i.e. RSBI class and Regular class. The phenomena under investigation were approached using qualitative, descriptive and interpretative method of inquiry (Maxwell, 1996). This approach is suitable for the study since it examines the types and function of CS which occur naturally in the classrooms.

To elicit data from the field, both preliminary and primary reseach were conducted. The underlying reason for conducting preliminary research is to gain a brief insight on what is going on in the clasroom. The information gathered from the preliminary research might help the researcher to understand the phenomena encountered in the main study.

1.5 Significance of the Study

The result of this study will expectedly give contribution to the theory of CS in Sociolinguistic perspective i.e. social, pedagogical and discourse function of CS to facilitate learning process in foreign language classrooms activities. Practically, it might provide useful information for evaluating the development of the student’s English proficiency and the teacher’s English performance in classroom. Furthermore, this study will hopefully help others researchers to conduct further studies concerned with the use of codes switching, particularly, the social and pedagogical functions of CS in EFL classroom.

6 I.6 Clarification of Key Terms

To avoid possible confusion from the use of some terminology used in this study, this section will provide the definition of the terms.

1.6.1 Code switching is defined as “the alternate use of two or more languages in the same utterance or conversation” (Grosjean 1982: 145). Moreover, Myers-Scotton (1988: 157) describes “CS as the use of two or more languages in the same utterance or conversation without a clear phonological assimilation from one variety to the other”. In brief, CS is the phenomenon in which speakers switch between two or more languages in conversation within the same context (Chaiwichian, 2007).

1.6.2 Types of CS, in the literature there are generally three types of CS. According to Poplack (1980) and Lipski (1998: 5), CS can be either inter-setential, intra-sential and tag-switching. In intrasentential CS, the language switch is done at sentence boundaries. In intrasentential CS, the shift is employed in the middle of the sentences, with no interruptions, hesitations, or pauses indicating a shift. The last, Poplack (1980) identifies tag-switching as the third type of CS which requires as only little integration of the two languages.

1.6.3 An EFL Classroom (or English as a Foreign Language Classroom) refers to the classroom in which English is taught and learned as a foreign language. Foreign language is the other term of ‘second language’ has been ingcreasingly applied for all non-native language learning” (Stern, 1983: 25 in Sajidin, 2005)

7 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.

1 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).

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.

3

Figure 3.1 Research Design of Code Switching Phenomenon in EFL Classrooms

reaction

(Adopted from Alwasilah, 2008)

3.3 Data Collection

This section presents the components are related to data collection needed in this study, includes preliminary study, research site, subject of the study, and data collection technique.

3.3.1. Preliminary Study

Two pilot studies were conducted prior to the real study. The first pilot study was conducted in a second grade Regular class of SMP in Mataram and in third grade of Regular class and RSBI class of SMP in Bandung. In those schools, the data needed in this study were significantly found during learning activities.

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4 Before conducting the second pilot study, the researcher asked the teacher’s perception about the use of Indonesia (CS) in English class. at the time, the teacher in the second pilot study said that the use of Indonesian during the classrom lesson in English class was acceptable since the aims was to discover the student with multiple competence in understanding the lesson better.

3.3.2 Research Site

This study was undertaken at a Junior High School in Lembang. It was located in the city of Bandung West Java Province. Compared with the other schools, this school was the more popular in terms of its extra-lesson activities. The school, for example, runs extra-lesson activities which encouranges the teachers and students to use English. The school also made English as the school daily communication, both inside and outside the classroom. The school was choosen for the present study due to several reasons. First, the issue being investigated was dealing with the school’s program. Second, the school authorities allowed the researcher to conduct this research.

3.3.3 Subject of the Study

The participants involved in this study were fifty-seven students and two teachers from two bilingual Junior High School classrooms, i.e. Regular class and RSBI class. The age of the participants ranged from 14 to 16 years old. In Regular class , there were thirty-two students of which 18 girls and 14 boys. In RSBI class, there were twenty-five students, in this classroom there were fourteen gilrs and twelve boys.

5 All of the students (participants) were originally Indonesian. The teachers involved in this study were an experienced English teachers who had been teaching English for more than ten years. Table 3.1 shows the depicts number of participant in the second grades.

Table 3.1 Participants of the Study in Grade II

Students Teacher

Total

Classes Male Female Male

Reg. Class A 18 14 1 33

RSBI Class 10 15 1 26

Total 28 29 2 59

3.3.4 Data Collection Procedures

Data collecting method employed in this study was non-participant observation through recording and field noted. This procedure was used to answer the overall research problems. In this respect, "observation which entails a systematic noting and recording of events, behavior, and interaction in the classroom setting” (Marshall & Rossman, 1995: 54) is chosen in the study. Observation is critical in qualitative research, in which the researcher typically enters the field with broad areas of interest (Biklen & Bogdan, 1992).

The classroom learning interaction was recorded using audio recorder to capture the participants’ activities as well as visual data of classroom practice. Audion recorder was setting in front of the class exactly on the teacher’s table. Besides, voice recorder also used to record all of the voice of the teacher’s and students’ voice, and conversation during the interaction. This is in line with what Bikle & Bogdan (1992) suggestion that audio recorder was used to record verbal

6 interaction between the teacher and the students or among students.

Audio recorder commenced two weeks after the initial Regular and RSBI class visits to each classroom, once the researcher identified the subjects that were the focused of the research. There were totally 3 sessions collected in each classroom. Each session was approximately one and-a-half-hour long.

The field notes were utilized to support the data gathered from audio recordings during the observation. These notes were used to assist in coding the data and to provide the researcher with information, which are not included in audio recorder and voice recorder.

The observation were undertaken on November, 2008 until January 26 2009 in the midle of the second semester. Thus, the observation was conducted for three months. Three months observation was based on the assumption that the phenomena being observed were completely saturated; indicating repeated patterns (Alwasilah, 2002). For more detail of observational schedule, see table 3.2.

Table 3.2 Observational Research Schedule

No Time Class II Time

Allocations Observation 1 7.00-8.30

Desember 26th 2008 Reg. A 2x45 minutes

Recording Field notes 2 10.20 -11.50

January 5th 2009 RSBI class 2x45 minutes

Recording Field notes 3 10.20-11.50

January 12th 2009 Reg. A 2x45 minutes

Recording Field notes 4 8.30-10.20

Janury 24th 2009 RSBI class 2x45 minutes

Recording Field notes 5 8.30-10.20

February 10th 2009 RSBI class 2x45 minutes

Recording Field notes 6 11.30- 12. 30

February 10th 2009 II Reg. A 2x45 minutes

Recrding Field notes

7 3.4 Data Analysis

The aim of the data analysis is to discover pattern, ideas, explanations, and understanding (McMillan, 1992: 221). He also argues that data anaysis of qualitative studies are interwoven, influencing each other; therefore, in this study the analysis was carried out as the data has been collection was going on as well as after the data collected.

The data collected from observations, i.e. audio recorder and field notes taking were converted into written form (transcripts). The Audio recordig and field notes transcripts were then read many times and notation were also made in the margins to look for events related to the research problems, and then they were coded. The codes were then categorized according to initials. In the first step, the recorded data of classroom interaction was listened to and transcribed based on the following symbols. For more more detail of coding symbols see table 3.3.

Table 3.3 Transcription Symbols

Symbols Meaning

S, Ss, S (1,2,3,..) Student

T Teacher

( ) English translation

{ } Extra Information and Inaudable voice

… Continuing Discourse

Adapted from Ellis et al. (2001)

In working with the set of transcribed data, the phenomenon of CS were firstly identified and analyzed. Then, both teacher and students’ use of English and Indonesian CS in the classroom interaction were also analyzed as a whole according to the two research questions; what types they committed to and what fuctions they served for.

8 Types of CS which derived from Poplack (1980) and Romaine (2001) were used to categorize which types they utilized. In order to find out which functions they served for, Canagarajah (1995) & Hanna’s (2005) frame work were applied. The closer analysis begun by explaining what happened in the situation, who initiated CS, how CS occured, and what function CS server for. 3.5 Research Validity

In qualitative method, validity refers to the “trustworthiness” (Erlandson et al., 1993 in Creswell, 1994: 157) of a study, or “how research findings match reality” (Merriam, 1998: 201), and “can be applied to other situations” (Merriam, 1998: 207). regarding the finding match the reality, design of the present study is qualitative, the discussion focuses only on how to promote validity in qualitative research.

To promote credibility, there are some of the techniques commonly used in a qualitative, i.e. triangulation, member checks, long-term observation, peer examination, participatory or collaborative modes of research, and researcher’s biases, thick description, typicality or modal category, and multisite designs (Merriam, 1998; Cresswell, 1998; see also Alwasilah, 2000: 170-185). Among other strategies mentioned, the present study uses the following techniques:

3.6.1 Persistent observation. Persistent observation means that gathering data at the research site without involving observer at the same time. In this case, the observations were conducted more than once to find out their patterns. 3.6.2 Long term-observation. In this study, the observation was initiated by

9 intended to identify whether the occurrences of CS significant to study. The formal observations were conducted after the focused of the research had been vividly determined, that is on January up to February 2009.

3.6.3 Member Checking. It means that taking the data and interpretation by checking them from which the data were derived and asked if the results were deceptive. In this study, the participants were asked to make sure that the transcription was valid based on the data recorded. In interpreting stance, the participants were asked to check whether the data transcription were base language or embedded language. For this, the researcher and the participants had the same perception on determining the utterances.

1 CHAPTER V

CONCLUSION AND SUGGESTIONS

This chapter concludes of the presents study. It consists of two parts. The first part presents the conclusion, which is derived from the findings presented in the previous chapter. The second part provides suggestion and recommendation, which addressed to the teacher and the next researcher.

5.1 Conclusions

The present study concerns the phenomena of code switching (CS) in EFL classrooms. It examine the types of CS that occurs during classroom interaction and different functions of CS employed by teacher and students.

The finding reveals that both teachers and students employed three types of CS: inter-sentential, tag-switching, and intra-sentential switching. It is also found that, inter-sentential switching is the most frequent type of CS which occurred in both EFL classrooms. It seems that the participants in Regular class is little less fluent in bilinguals than the students in RSBI class. This is in line with the assumption of Ene (2007; see also Gregio & Gil, 2006) who states that CS will be more often occurrs in the speech of less fluent bilinguals. This phenomena happened during the interaction and might facilitate the classroom teaching and learning process (Gregio: 2007).

2 functions, i.e. explanation occurred 7 times (11,86%) of total CS functions occurrence, checking for understanding occurred 3 times (5,26%), grammar translation occurred 7 times (11,86%), admonition occurred 6 (10,52%), requesting help occurred 4 times (7,02%), helping each other occurred 4 times (7,02%), self-repair occurred 8 times (14, 3%), unoficial interaction occurred 9 times (15, 8%), clearing misundestanding occurred 4 times (7,02%) and students’ interaction occures 3 times (5,26%) of total CS functions occurrence. In this respect, the function of CS with the most frequent occurence is unoficial interaction (student function), while the least frequently occurred functions are checking for understanding (teacher function)and student initiation (student function). Furthermore, the data shows that the function of CS occurred more often in Regular than in RSBI class. This seems to give support to the assumption of Ene (2007; see also Gregio & Gil, 2006), CS would be found more often in the speech of less fluent bilinguals. This study seems to suggest that the participants in Regular class are less fluent in English than those in RSBI class since the number of CS functions in student function is much bigger in Regular class than that in RSBI class.

It can be futher said that the teacher and students switched code during the lesson in both classrooms for two reasons: for social functions, and pedagogical functions. Sociallly, CS in this study served as (1) conveying’s teacher admonition, that is to express disappointment or upset when the students did not obey to the teachers’ expectation, (2) request help when there is a problem during the classroom activity, (3) helping the students in understanding the teachers’

3 questions by explaining and translating the question into Indonesian, (3) commenting on the students’ unsatisfied answers, and (5) building unofficial interaction among the students when they talked about unrelated issues to the lesson being discussed (see Winford, 2003).

Pedagogically, CS served as to (1) translate sentence when students learn about grammatical features (2) explain or repeat ununderstandable utterances which has been said previously in order to help students understand it, (3) check the students’ understanding to the new words or expression introduced in the lesson, (4) repair self which were made when answering the teachers’ question by resorting self-correction, (5) clarify teachers’ misunderstanding, and (6) initiate a question when the teacher clarifies his/her explanation which lead to misunderstanding. The finding also shows that English is usually used in materials-dependent talk (Hanna, 2004) whereas Indonesian is reserved for students to students interaction, disciplinary talk or students’ initiation. This is in line with the finding of Canagarajah (2001) who says that English is used as Material-Base Communication, while L1 is used for other activity (e.g. serve as functions of CS) (see Winford, 2003).

Although it is believed that the result of this study has brought new insight to the field of CS research, it is not exhaustive. Due to a relatively small sample of data, the results cannot be generalized to apply to all foreign language classrooms. In this case, this research focuses only on two teachers and two groups of students; different settings may result in different result. Different places and participants may offer different other types and functions of CS.

4 5.2 Suggestions

Considering the findings of this study, it is suggested that the use of Indonesian is sometimes needed during the use of English for pedagogical purpose, i.e. the students can attain certain degree of understanding. Beside, by allowing the students to switch language, it is expected that the students can build their confidence with this strategy for communicating meaning in interaction. Furthermore, in the use of CS teachers should not use it randomly since it will make the students confused in understanding the message. Teachers should introduce to students how CS is used in communication. Therefore, the use of CS as one of among other strategies can facilitate the teacher and students interaction in English.

For further investigation in the same of inquiry (code switching), another aspects of CS functions are awaiting to be investigated. In this case, if the present study how and the participants employed CS and what function the participants used for, it is important to know the student’s perception towards the used of CS in EFL classrooms. The result of the investigation will explain how important CS is in facilitating the students’ learning. In addition, it is hopefully that the result of this study would help other researchers better understand the CS phenomenon.

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Alfonzetti, Giovama. 1998. The conversational dimension in code-switching: between Italian and dialect in Sicily. p. 180-211 in Auer, Peter (ed) Code-switching in Conversation: language, interaction and identity. London: Routledge.

Atkinson, D. 1987. The Mother Tongue in The Classroom: A Neglected Resource? English Language Teaching Journal 41/4. 20-43

Blyth, Carl. 1995. Redefining the boundaries of language use: the foreign language classroom as a multilingual speech community. p. 145-183 in Kramsch, Claire (ed) Redefming the boundaries of language study. Boston: Heinle and Heinle Publishers.

Botztepe, Erman. 2003. Issues in Code-Switching: Competing Theories and Models. Working Papers in TESOL and Applied Linguisticode switching. Vol 3, No 2. 1-27. Retrived on October 1st 2008 from the http://www.tc.columbia.edu/academic/tesol/Webjournal/

Braga, Maria. Humor in the EFL classroom: a sociointeractionist perspective. 2000. Dissertação (Mestrado em Inglês) - Universidade Federal de Santa Catarina, Florianópolis, 2000.

Brice, A. 2000. Code Switching and Code Mixing in the ESL Classroom: A study of Pragmatic and Syntactic Features. Advances in Speech Language Pathology. Journal of the Speech Pathology Association of Australia, 20(1), 19-28.

Brown Hederida. 2001. http//www.tamlu.edu/-rheredia/swich.html)

Brice, A. 2000. Code Switching and Code Mixing in the ESL Classroom: A study of Pragmatic and Syntactic Features. Advances in Speech Language Pathology. Journal of the Speech Pathology Association of Australia, 20 (1), 19-28.

Canagarajah, A. Suresh. 1995. Functions of Code Switching in ESL Classrooms: Socialising Bilingualism in Jaffna. Journal of Multilingual and

2 Multicultural Development. Vol. 16, No. 3, 173 195. Retrived on Agust 4 2008 from www http//www.sosiojournals.edu/mult.173-195/canag-sur.pro.html.

Cazden, Courtney B. 2001. Classroom discourse: The language of teaching and learning. 2nd edition. Portsmouth: Heinemann.

Cecilia Montes-Alcalá, 2005. “Dear Amigo”: Exploring Code-switching in

Personal Letters. Emory University. Spannish.

Chaudron, Craig. 1988. Second language classrooms: Research on teaching and learning. Cambridge: Cambridge University Press.

Cipriani, Fabiana. 2001. Oral participation strategies in the foreign language classroom: an ethnographic account. 2001. Disertasi (Mestrado em Inglês). Universidade Federal de Santa Catarina, Florianópolis,.

Cook, Vivian. 2001. Using the First Language in the Classroom. The Canadian Modern Language Review. Vol. 57, No 3. (Retrived on desember 11th 2008)

http://www.utpjournals.com/jour.ihtml?lp=product/cmlr/573/573Cook. html.

Clark, Herbert. H. & Eve V. Clark. 1977. Psychology and Language: An Introduction to Psycholinguistics. New York: Harcourt Brace Jovanovich. Kovács, Magdolna. 2001. Code-switching and language shift in Australian Indonesian in comparison with Australian Hungarian. Åbo: Åbo Akademi University Press.

Duran, Luis. Toward Better Understanding of Code Switching and Interlanguage in Bilingualism. (Accses on May 27th 2008) from http//www.ncela.gwu.edu/pubs/jeilm/vol14/duran.htm

Denzin N and Lincoln, 1994. Hand Book of Qualitative Research, Thousand, Oaks: CA, Sage

Emilia, at al., 2005a. The Place of Critical Thinking in Burney Darussalam Educational System; Case Study. Project Proposal of SEARSEP Grand Application, Regional Collaboration Program.

Ellis, R. 1997. The Study of Second Language Acquisition. New York: Oxford University Press.

Estela Ene. 2007 Romanian-English code-switching: A preliminary study. Arizona Working Papers in SLAT. Vol.8, p. 45-55. University of Arizona.

3 USA

Faltis, C. J. 1989. Code-Switching and Bilingual Schooling: An Examination of Jacobson's New Concurrent Approach. Journal of Multilingual and Multicultural Development. v.10 No.2 p117-27.

Farah H. Alenezi, 2006. Formal Constraints on Arabic/English Code-Switching: A Lexically-Based Approach. Printed Dissertation. The University of Kansas at Lawrence, USA.

Flyman-Mattsson, A & Burenhult-Mattsson, N. 1999. Code-Switching in Second Language Teaching of French. Working Papers no.47, p. 59-72.

Sergio, Gel. 2007. Teachers and Learners Code Switching in EFL Classroom. (Acsses on Desember 15th 2008) from the www html version of the file https://jyx.jyu.fi/dspace/bitstream/handle/123456789/7407/G0000707.pdf?sequence1 Grosjean, François. 1982. Life With Two Languages: An introduction to

bilingualism. Cambridge, Massachusetts: Harvard University Press. Gumperz, John J. 1982. Discourse Strategies. Cambridge: Cambridge University

Press.

Hanna Yletinen. 2004. The fuction of Code Switching in EFL classroom discourse. Unprinted thesis. Retrived on February 20th 2009 from www html version of file http://thesis.jyu.f1/v04/G0000707. pdf

Heredia, Roberto R. 2006. Jeffrey M.B. Code-Switching Roberto R. Heredia and Jeffrey M. Brown Texas A & M International University. Unprinted book.

(Accesses on February 15th 2009) from the

www.tamiu.edu/~rheredia/switch.htm as retrieve in 2006

Heller, Monica (ed.) 1988. Code switching. Anthropological and Sociolinguistic Perspectives. Berlin: Mouton de Gruyter.

Hurtado, N. & Kyratzis, A. (April 2002). Bilingualism in the Classroom: Codes witching as a Communicative Tool in Peer Interactions. Paper presented at the Biennial Conference for the Society for Research on Child Development, Minneapolis, Minnesota.

Hymes (eds.) Directions in sociolinguisti code switching: The ethnography of communication. Journal of Socialinguistic. New York: Holt, Rinehart and Winston Inc. n8, p. 407-434.

Jacobson, R. 1983. Inter-sentential Codes witching: an Educationally Justifiable Strategy. ERIC Document Reproduction Service No. ED231 221.

4 Jorgensen, J.N. 1998. Children's acquisition of code-switching for

power-wielding. n.5 p. 237-258 in Auer, Peter (ed) Code-switching in Conversation: language, interaction and identity. London: Routledge. Kvale, S. 1996. Interviews. An Introduction to Qualitative Research Interviewing.

London: SAGE Publications Ltd.

Lipski, Jhon. 1985. Linguistic aspect of Spanish-English Language Switching. Arizona; Center for Latin American Studies.

Lasley and Kaperzyk,. 2006. The Implementation of Code Switching in Classrooms. Journal of socialinguistic (Acsses on May 17, 2008) from www http//www.beiwaionline.com/tutor/2003. collection/liuaichun.htm

Lynch, Brian K. 1996. Language program Evaluation: theory and Practice. Oakleigh, Melbourne: Cambridge University Press.

Lauttamus, Timo. 1990. Code-switching and borrowing in the English of Indonesian Americans in an interview setting. Joensuu: University of Joensuu, Faculty of Arts.

Lörscher, Wolfgang. 1986. Conversational Structures in the Foreign Language Classroom. In Gabriele Kasper (ed.). Learning, Teaching and Communication in the Foreign Language Classroom. ELT Journal. Aarhus: Aarhus University Press. p.11-22.

Macaro, Ernesto. 2001. Analysing Student Teachers’ Code Switching in Foreign Language Classrooms: Theories and Decision Making. The Modern Language Journal. Vol. 85, No 4, 531-548.

Martin-Jones, M. 1995. Code-switching in the Classroom: Two Decades of Research. Socialinguistics Article. In Milroy, L & Muysken, P. (ed.) (1995), p.90-109.

Maxwell, Josep A. 1996 Qualitative Research Design: An Interactive Approach. New Delhi: Sage Publishion

Meriam, Sharan B. 1991. Case Study Research in Education. A qualitative Approach. Oxford: Jossey-Bass Publishers.

Merritt, Marilyn, Ailie Cleghorn, Jared. Abagi and Grace Bunyi. 1992. Socialising Multilingualism: Determinants of Code Switching in Kenyan Primary Classrooms. Journal of Multilingual and Multicultural Development. Vol. 13, Nos 1&2, p. 103-121.

5 Bilingualism Research. Article Sociallinguistic. In L. Milroy, P. Myusken (eds.), p. 1-14.

Muysken, Pieter. 1995. Code-Switching and Grammatical Theory. Socialinguistic Article. In L. Milroy, P. Muysken (eds.), p.177-198.

Myers-Scotton, C. 1993. Dueling Languages: Grammatical Structure in Code Switching. Oxford: Clarendon.

Myers-Scotton, Carol. 1988. Code Switching as Indexical of Social Negotiations. In M. Heller (ed.). 151-186.

Myers-Scotton, Carol. 1989. Code switching with English: Types of Switching, Types of Communities. World Englishes. Vol. 8, No 3, 333-346.

Mirja Pietikinen. 1988. Teacher Input and The Use of The Mother Tongue in The Foreign Language Classroom. Unprinted Post Graduate Thesis. University of Jyväskylä. Spain

Nieken, I. 2006. Code Switching in A Top 40 Countdown Radio Program. PrintedThesis. Indinesia Universty of Education. Bandung.

Auer, Peter. 1998. Code switching in conversation; Language, Interaction and Identity. London: Routledge

Polio, Charlene G. and Patricia A. Duff. 1994. Teachers’ Language Use in University Foreign Language Classrooms: A Qualitative Analysis of English and Target Language Alternation. The Modern Language Teaching

Poplack, Shana. 1980. Sometimes I’ll Start a Sentence in Spanish Y TERMINO SPANOL: toward a Typology of Code-switching. Linguistics Journal. Vol. 18, p.581-618.

Romaine, Suzanne. 1995. Bilingualism. 2nd edition. Oxford: Blackwell. Simon, Diana-Lee. 2001. Towards a New Understanding of CS in the Foreign Language Classroom. Bilingualism Journal. In R. Jacobson (ed.) code switching worldwide II. Berlin: Mouton de Gruyter. No. 28, p. 311-342. Robin Tracy Coogan, 2003. Code-switching and classroom Type: Printed Thesis

in Applied Linguistics. Department of Modem Languages and Cultural Studies. University of Albert. Canada.

Sert, Oclay. The function of Code Switching in ELT Classrooms. (Accses on April 12, 2008) from the http:// www.itslj.org/articles/sert-code switching .html

6 Skiba, Richard. Code Switching as a countenance of language interference. (Accses on April 18, 2008) from http:// www.itslj.org/articles/skiba-code switching .htmlhttp://www.tamiu.edu/~rheredia/switch.htm

Silverman, D. 2005. Doing Qualitative Research: A practical Handbook. Second Edition. London; sage publications.

Sundelin, Mia. 2001. Could someone please close the window…!”: reasons for language switching in teaching English as a second language. Unprinted Post Graduate Thesis. University of Helsinki.

Söderberg Arnfast, Juni and J. Normann Jørgensen. 2003. Code-switching as a Communication, Learning, and Social Negotiation Strategy in First-year Learners of Danish. International Journal of Applied Linguistics. Vol. 13, No 1, p. 23-53.

Turnbull, M. and K. Arnett. 2002. Teachers’ Uses of the Target Language and First Languages in Second and Foreign Language Classrooms. Annual Review of Applied Linguistics. Vol. 22, p. 204-218.

Unchalee Chaiwichian, 2007. Thai–English Code Switching of students in Mini Eenglish Program (MEP). Unprinted post graduate Thesis. Suranaree University of Technology Thailand. (Accses on October12 2008) from: http://www.203.158.6.22:8080/sutir/bitstream/123456789/1716/2/Unchalee_full.pdf

Winford, Donald. 2003. An Introduction to Contact Linguistics. Malden: Blackwell Publishing.

1 BIBLIOGRAPHY

Alwasilah, A Chaedar. 2002; 2008. Pokoknya Kualitatif: Dasa-dasar Merancang

dan Malakukan Penelitian Kualitatif. PT. Dunia Pustaka Jaya; Jakarta.

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An Introduction to Classroom Research for Language Teachers.

Cambridge: Cambridge University Press.

Alfonzetti, Giovama. 1998. The conversational dimension in code-switching: between Italian and dialect in Sicily. p. 180-211 in Auer, Peter (ed) Code-switching in Conversation: language, interaction and identity. London: Routledge.

Atkinson, D. 1987. The Mother Tongue in The Classroom: A Neglected Resource? English Language Teaching Journal 41/4. 20-43

Blyth, Carl. 1995. Redefining the boundaries of language use: the foreign language classroom as a multilingual speech community. p. 145-183 in Kramsch, Claire (ed) Redefming the boundaries of language study. Boston: Heinle and Heinle Publishers.

Botztepe, Erman. 2003. Issues in Code-Switching: Competing Theories and

Models. Working Papers in TESOL and Applied Linguisticode switching.

Vol 3, No 2. 1-27. Retrived on October 1st 2008 from the http://www.tc.columbia.edu/academic/tesol/Webjournal/

Braga, Maria. Humor in the EFL classroom: a sociointeractionist perspective. 2000. Dissertação (Mestrado em Inglês) - Universidade Federal de Santa Catarina, Florianópolis, 2000.

Brice, A. 2000. Code Switching and Code Mixing in the ESL Classroom: A study of Pragmatic and Syntactic Features. Advances in Speech Language Pathology. Journal of the Speech Pathology Association of Australia, 20(1), 19-28.

Brown Hederida. 2001. http//www.tamlu.edu/-rheredia/swich.html)

Brice, A. 2000. Code Switching and Code Mixing in the ESL Classroom: A study of Pragmatic and Syntactic Features. Advances in Speech Language

Pathology. Journal of the Speech Pathology Association of Australia, 20

(1), 19-28.

Canagarajah, A. Suresh. 1995. Functions of Code Switching in ESL Classrooms:

2

Multicultural Development. Vol. 16, No. 3, 173 195. Retrived on Agust 4

2008 from www http//www.sosiojournals.edu/mult.173-195/canag-sur.pro.html.

Cazden, Courtney B. 2001. Classroom discourse: The language of teaching and

learning. 2nd edition. Portsmouth: Heinemann.

Cecilia Montes-Alcalá, 2005. “Dear Amigo”: Exploring Code-switching in Personal Letters. Emory University. Spannish.

Chaudron, Craig. 1988. Second language classrooms: Research on teaching and

learning. Cambridge: Cambridge University Press.

Cipriani, Fabiana. 2001. Oral participation strategies in the foreign language classroom: an ethnographic account. 2001. Disertasi (Mestrado em

Inglês). Universidade Federal de Santa Catarina, Florianópolis,.

Cook, Vivian. 2001. Using the First Language in the Classroom. The Canadian

Modern Language Review. Vol. 57, No 3. (Retrived on desember 11th

2008)

http://www.utpjournals.com/jour.ihtml?lp=product/cmlr/573/573Cook. html.

Clark, Herbert. H. & Eve V. Clark. 1977. Psychology and Language: An

Introduction to Psycholinguistics. New York: Harcourt Brace Jovanovich.

Kovács, Magdolna. 2001. Code-switching and language shift in Australian

Indonesian in comparison with Australian Hungarian. Åbo: Åbo

Akademi University Press.

Duran, Luis. Toward Better Understanding of Code Switching and Interlanguage in Bilingualism. (Accses on May 27th 2008) from http//www.ncela.gwu.edu/pubs/jeilm/vol14/duran.htm

Denzin N and Lincoln, 1994. Hand Book of Qualitative Research, Thousand, Oaks: CA, Sage

Emilia, at al., 2005a. The Place of Critical Thinking in Burney Darussalam

Educational System; Case Study. Project Proposal of SEARSEP Grand

Application, Regional Collaboration Program.

Ellis, R. 1997. The Study of Second Language Acquisition. New York: Oxford University Press.

Estela Ene. 2007 Romanian-English code-switching: A preliminary study.

3 USA

Faltis, C. J. 1989. Code-Switching and Bilingual Schooling: An Examination of Jacobson's New Concurrent Approach. Journal of Multilingual and

Multicultural Development. v.10 No.2 p117-27.

Farah H. Alenezi, 2006. Formal Constraints on Arabic/English Code-Switching: A Lexically-Based Approach. Printed Dissertation. The University of Kansas at Lawrence, USA.

Flyman-Mattsson, A & Burenhult-Mattsson, N. 1999. Code-Switching in Second Language Teaching of French. Working Papers no.47, p. 59-72.

Sergio, Gel. 2007. Teachers and Learners Code Switching in EFL Classroom. (Acsses on Desember 15th 2008) from the www html version of the file

https://jyx.jyu.fi/dspace/bitstream/handle/123456789/7407/G0000707.pdf?sequence1

Grosjean, François. 1982. Life With Two Languages: An introduction to

bilingualism. Cambridge, Massachusetts: Harvard University Press.

Gumperz, John J. 1982. Discourse Strategies. Cambridge: Cambridge University Press.

Hanna Yletinen. 2004. The fuction of Code Switching in EFL classroom discourse. Unprinted thesis. Retrived on February 20th 2009 from www html version of file http://thesis.jyu.f1/v04/G0000707. pdf

Heredia, Roberto R. 2006. Jeffrey M.B. Code-Switching Roberto R. Heredia and Jeffrey M. Brown Texas A & M International University. Unprinted book.

(Accesses on February 15th 2009) from the

www.tamiu.edu/~rheredia/switch.htm as retrieve in 2006

Heller, Monica (ed.) 1988. Code switching. Anthropological and Sociolinguistic

Perspectives. Berlin: Mouton de Gruyter.

Hurtado, N. & Kyratzis, A. (April 2002). Bilingualism in the Classroom: Codes witching as a Communicative Tool in Peer Interactions. Paper presented at

the Biennial Conference for the Society for Research on Child Development,

Minneapolis, Minnesota.

Hymes (eds.) Directions in sociolinguisti code switching: The ethnography of communication. Journal of Socialinguistic. New York: Holt, Rinehart and Winston Inc. n8, p. 407-434.

Jacobson, R. 1983. Inter-sentential Codes witching: an Educationally Justifiable

4 Jorgensen, J.N. 1998. Children's acquisition of code-switching for

power-wielding. n.5 p. 237-258 in Auer, Peter (ed) Code-switching in

Conversation: language, interaction and identity. London: Routledge.

Kvale, S. 1996. Interviews. An Introduction to Qualitative Research Interviewing. London: SAGE Publications Ltd.

Lipski, Jhon. 1985. Linguistic aspect of Spanish-English Language Switching. Arizona; Center for Latin American Studies.

Lasley and Kaperzyk,. 2006. The Implementation of Code Switching in Classrooms. Journal of socialinguistic (Acsses on May 17, 2008) from www http//www.beiwaionline.com/tutor/2003. collection/liuaichun.htm

Lynch, Brian K. 1996. Language program Evaluation: theory and Practice. Oakleigh, Melbourne: Cambridge University Press.

Lauttamus, Timo. 1990. Code-switching and borrowing in the English of

Indonesian Americans in an interview setting. Joensuu: University of

Joensuu, Faculty of Arts.

Lörscher, Wolfgang. 1986. Conversational Structures in the Foreign Language Classroom. In Gabriele Kasper (ed.). Learning, Teaching and Communication in the Foreign Language Classroom. ELT Journal. Aarhus: Aarhus University Press. p.11-22.

Macaro, Ernesto. 2001. Analysing Student Teachers’ Code Switching in Foreign Language Classrooms: Theories and Decision Making. The Modern

Language Journal. Vol. 85, No 4, 531-548.

Martin-Jones, M. 1995. Code-switching in the Classroom: Two Decades of Research. Socialinguistics Article. In Milroy, L & Muysken, P. (ed.) (1995), p.90-109.

Maxwell, Josep A. 1996 Qualitative Research Design: An Interactive Approach. New Delhi: Sage Publishion

Meriam, Sharan B. 1991. Case Study Research in Education. A qualitative

Approach. Oxford: Jossey-Bass Publishers.

Merritt, Marilyn, Ailie Cleghorn, Jared. Abagi and Grace Bunyi. 1992. Socialising Multilingualism: Determinants of Code Switching in Kenyan Primary Classrooms. Journal of Multilingual and Multicultural Development. Vol. 13, Nos 1&2, p. 103-121.

5 Bilingualism Research. Article Sociallinguistic. In L. Milroy, P. Myusken (eds.), p. 1-14.

Muysken, Pieter. 1995. Code-Switching and Grammatical Theory. Socialinguistic

Article. In L. Milroy, P. Muysken (eds.), p.177-198.

Myers-Scotton, C. 1993. Dueling Languages: Grammatical Structure in Code

Switching. Oxford: Clarendon.

Myers-Scotton, Carol. 1988. Code Switching as Indexical of Social Negotiations. In M. Heller (ed.). 151-186.

Myers-Scotton, Carol. 1989. Code switching with English: Types of Switching,

Types of Communities. World Englishes. Vol. 8, No 3, 333-346.

Mirja Pietikinen. 1988. Teacher Input and The Use of The Mother Tongue in The Foreign Language Classroom. Unprinted Post Graduate Thesis. University of Jyväskylä. Spain

Nieken, I. 2006. Code Switching in A Top 40 Countdown Radio Program. PrintedThesis. Indinesia Universty of Education. Bandung.

Auer, Peter. 1998. Code switching in conversation; Language, Interaction and

Identity. London: Routledge

Polio, Charlene G. and Patricia A. Duff. 1994. Teachers’ Language Use in University Foreign Language Classrooms: A Qualitative Analysis of English and Target Language Alternation. The Modern Language

Teaching

Poplack, Shana. 1980. Sometimes I’ll Start a Sentence in Spanish Y TERMINO SPANOL: toward a Typology of Code-switching. Linguistics Journal. Vol. 18, p.581-618.

Romaine, Suzanne. 1995. Bilingualism. 2nd edition. Oxford: Blackwell. Simon, Diana-Lee. 2001. Towards a New Understanding of CS in the Foreign Language Classroom. Bilingualism Journal. In R. Jacobson (ed.) code switching worldwide II. Berlin: Mouton de Gruyter. No. 28, p. 311-342. Robin Tracy Coogan, 2003. Code-switching and classroom Type: Printed Thesis

in Applied Linguistics. Department of Modem Languages and Cultural

Studies. University of Albert. Canada.

Sert, Oclay. The function of Code Switching in ELT Classrooms. (Accses on April 12, 2008) from the http:// www.itslj.org/articles/sert-code switching .html

6 Skiba, Richard. Code Switching as a countenance of language interference. (Accses on April 18, 2008) from http:// www.itslj.org/articles/skiba-code switching .htmlhttp://www.tamiu.edu/~rheredia/switch.htm

Silverman, D. 2005. Doing Qualitative Research: A practical Handbook. Second Edition. London; sage publications.

Sundelin, Mia. 2001. Could someone please close the window…!”: reasons for language switching in teaching English as a second language. Unprinted

Post Graduate Thesis. University of Helsinki.

Söderberg Arnfast, Juni and J. Normann Jørgensen. 2003. Code-switching as a Communication, Learning, and Social Negotiation Strategy in First-year Learners of Danish. International Journal of Applied Linguistics. Vol. 13, No 1, p. 23-53.

Turnbull, M. and K. Arnett. 2002. Teachers’ Uses of the Target Language and First Languages in Second and Foreign Language Classrooms. Annual

Review of Applied Linguistics. Vol. 22, p. 204-218.

Unchalee Chaiwichian, 2007. Thai–English Code Switching of students in Mini Eenglish Program (MEP). Unprinted post graduate Thesis. Suranaree University of Technology Thailand. (Accses on October12 2008) from:

http://www.203.158.6.22:8080/sutir/bitstream/123456789/1716/2/Unchalee_full.pdf

Winford, Donald. 2003. An Introduction to Contact Linguistics. Malden: Blackwell Publishing.