T BING 1202213 Chapter5
94
CHAPTER V
CONCLUSION AND SUGGESTION
Chapter IV provided the research findings and discussion which were obtained
from three data collection techniques: video recording, questionnaire, and
classroom observations.
This last chapter reviews two main parts: conclusion and recommendation of the
research. This chapter concludes the present 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 the suggestion and
recommendation, which were addressed to the lecturer and the future researcher.
5.1 Conclusion
The study was intended to answer three questions: What types of codeswitching
are found in an EFL college class? What are the functions of codeswitching used
by the lecturer and students in an EFL college class? And what is the students’
perception toward classroom codeswitching in an EFL college class?
The present study focuses on the phenomena of codeswitching (CS) in an EFL
classroom.
It founds out the types of codeswitching that occur during the
classroom interaction, different functions of codeswitching were employed by the
lecturer and students in the class and the students’ perception toward classroom
codeswitching phenomenon.
The finding reveals that both lecturer and students employed three types of
codeswitching those are intersentential, tagswitching and intrasentential
switching. This study also found that intersentential switching is the most frequent
type of codeswitching which occurred in this EFL classroom. It seems that the
participants of this study little less fluent in bilinguals. This is in line with the
assumption of Gregio (2007) who states that codeswitching will often occur in the
Tiara Gardenia Resmita, 2016
Codeswitching in an EFL Classroom: Types, Functions and Students’ Perception
Universitas Pendidikan Indonesia| repository.upi.edu | perpustakaan.upi.edu
95
speech of less fluent bilinguals.
This phenomenon happened during the
interaction and might facilitate the classroom teaching and learning process
(Gregio, 2007).
The finding also shows that the occurrences of codeswitching appear to serve
several functions for the lecturer i.e. topic switching occurred 3 times (21%) of
total codeswitching functions occurrence, affective functions occurred 5 times
(33%), and repetitive functions occurred 7 times (46%) those results are for
lecturer’s codeswitching functions.
Then as regards students’ codeswitching
functions, equivalence occurred 3 times (23%), floor holding occurred 5 times
(38%), reiteration happened 3 times (23%) and the last conflict control happened
2 times (16%).
About the students’ perception, those students had a positive response toward the
classroom codeswitching phenomenon. This was revealed from the result of openended and close ended questionnaire, i.e. open-ended questions from 25 students
in the class 5 students choose English only as the language they prefer to teach the
course, 6 students choose bahasa Indonesia only and 14 students choose both
English and bahasa Indonesia as their answer.
It can be further said that the lecturer and the students switched code during the
lesson in an EFL class for two reasons: for social functions, and pedagogical
functions. Socially, codeswitching in this study served as conveying lecturer
admonition that is to give instruction to the students, request help when there is a
problem during the class activities, helping the students in understanding the
lecturers’ question or instruction by explaining and translating the questions or
instruction into Indonesian. Commenting on the students’ unsatisfied answer and
building unofficial interaction among the students and the lecturer toward the
lesson being discussed.
Pedagogically, codeswitching served as to translate sentence when students learn
about grammatical features, repeat understandable utterances which have been
Tiara Gardenia Resmita, 2016
Codeswitching in an EFL Classroom: Types, Functions and Students’ Perception
Universitas Pendidikan Indonesia| repository.upi.edu | perpustakaan.upi.edu
96
said previously in order to help the students understand it, check the students’
understanding to the new words or expression introduced in the lesson, repair self
which was made when answering the lecturer’s questions by resorting selfcorrection, clarify lecturer’s misunderstanding and initiate a question when the
lecturer clarifies his explanation which lends to misunderstanding.
Although it is believed that the result of this study has brought new insight to the
field of codeswitching research, it is not exhaustive. Due to a relatively small
sample data, the result cannot be generalized to apply to all foreign language
classrooms. In this case, this research focuses only on a lecturer and 25 students
in an EFL college class; the different setting may get the different result.
Different places and participants may offer different other types, functions, and
perception of codeswitching.
5.2 Suggestions
On the basis of the findings in this study it is suggested that the use of Indonesian
is sometimes needed during the use of English for the pedagogical purpose, i.e.
the students can achieve an expected degree of understanding.
Besides, 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 codeswitching lecturer should not use it randomly since
it will make the students confused in understanding the message. The lecturer
should introduce to the students how codeswitching is used in communication.
Therefore, the use of codeswitching as one of among strategies can facilitate the
lecturer and the students’ interaction in English.
For further investigation in the same of inquiry (codeswitching), other aspects of
codeswitching functions and so forth as waiting to be investigated. In this case, if
the present study how the participants employed codeswitching and what
Tiara Gardenia Resmita, 2016
Codeswitching in an EFL Classroom: Types, Functions and Students’ Perception
Universitas Pendidikan Indonesia| repository.upi.edu | perpustakaan.upi.edu
97
functions participants used for,
also it is important to know the students’
perception toward the used of codeswitching in an EFLclassroom.
The result of the investigation explains how important codeswitching is in
facilitating the students’ learning. In addition, hopefully, the result of this study
would
help
other
researchers
better
understanding
the
codeswitching
phenomenon.
Tiara Gardenia Resmita, 2016
Codeswitching in an EFL Classroom: Types, Functions and Students’ Perception
Universitas Pendidikan Indonesia| repository.upi.edu | perpustakaan.upi.edu
CHAPTER V
CONCLUSION AND SUGGESTION
Chapter IV provided the research findings and discussion which were obtained
from three data collection techniques: video recording, questionnaire, and
classroom observations.
This last chapter reviews two main parts: conclusion and recommendation of the
research. This chapter concludes the present 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 the suggestion and
recommendation, which were addressed to the lecturer and the future researcher.
5.1 Conclusion
The study was intended to answer three questions: What types of codeswitching
are found in an EFL college class? What are the functions of codeswitching used
by the lecturer and students in an EFL college class? And what is the students’
perception toward classroom codeswitching in an EFL college class?
The present study focuses on the phenomena of codeswitching (CS) in an EFL
classroom.
It founds out the types of codeswitching that occur during the
classroom interaction, different functions of codeswitching were employed by the
lecturer and students in the class and the students’ perception toward classroom
codeswitching phenomenon.
The finding reveals that both lecturer and students employed three types of
codeswitching those are intersentential, tagswitching and intrasentential
switching. This study also found that intersentential switching is the most frequent
type of codeswitching which occurred in this EFL classroom. It seems that the
participants of this study little less fluent in bilinguals. This is in line with the
assumption of Gregio (2007) who states that codeswitching will often occur in the
Tiara Gardenia Resmita, 2016
Codeswitching in an EFL Classroom: Types, Functions and Students’ Perception
Universitas Pendidikan Indonesia| repository.upi.edu | perpustakaan.upi.edu
95
speech of less fluent bilinguals.
This phenomenon happened during the
interaction and might facilitate the classroom teaching and learning process
(Gregio, 2007).
The finding also shows that the occurrences of codeswitching appear to serve
several functions for the lecturer i.e. topic switching occurred 3 times (21%) of
total codeswitching functions occurrence, affective functions occurred 5 times
(33%), and repetitive functions occurred 7 times (46%) those results are for
lecturer’s codeswitching functions.
Then as regards students’ codeswitching
functions, equivalence occurred 3 times (23%), floor holding occurred 5 times
(38%), reiteration happened 3 times (23%) and the last conflict control happened
2 times (16%).
About the students’ perception, those students had a positive response toward the
classroom codeswitching phenomenon. This was revealed from the result of openended and close ended questionnaire, i.e. open-ended questions from 25 students
in the class 5 students choose English only as the language they prefer to teach the
course, 6 students choose bahasa Indonesia only and 14 students choose both
English and bahasa Indonesia as their answer.
It can be further said that the lecturer and the students switched code during the
lesson in an EFL class for two reasons: for social functions, and pedagogical
functions. Socially, codeswitching in this study served as conveying lecturer
admonition that is to give instruction to the students, request help when there is a
problem during the class activities, helping the students in understanding the
lecturers’ question or instruction by explaining and translating the questions or
instruction into Indonesian. Commenting on the students’ unsatisfied answer and
building unofficial interaction among the students and the lecturer toward the
lesson being discussed.
Pedagogically, codeswitching served as to translate sentence when students learn
about grammatical features, repeat understandable utterances which have been
Tiara Gardenia Resmita, 2016
Codeswitching in an EFL Classroom: Types, Functions and Students’ Perception
Universitas Pendidikan Indonesia| repository.upi.edu | perpustakaan.upi.edu
96
said previously in order to help the students understand it, check the students’
understanding to the new words or expression introduced in the lesson, repair self
which was made when answering the lecturer’s questions by resorting selfcorrection, clarify lecturer’s misunderstanding and initiate a question when the
lecturer clarifies his explanation which lends to misunderstanding.
Although it is believed that the result of this study has brought new insight to the
field of codeswitching research, it is not exhaustive. Due to a relatively small
sample data, the result cannot be generalized to apply to all foreign language
classrooms. In this case, this research focuses only on a lecturer and 25 students
in an EFL college class; the different setting may get the different result.
Different places and participants may offer different other types, functions, and
perception of codeswitching.
5.2 Suggestions
On the basis of the findings in this study it is suggested that the use of Indonesian
is sometimes needed during the use of English for the pedagogical purpose, i.e.
the students can achieve an expected degree of understanding.
Besides, 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 codeswitching lecturer should not use it randomly since
it will make the students confused in understanding the message. The lecturer
should introduce to the students how codeswitching is used in communication.
Therefore, the use of codeswitching as one of among strategies can facilitate the
lecturer and the students’ interaction in English.
For further investigation in the same of inquiry (codeswitching), other aspects of
codeswitching functions and so forth as waiting to be investigated. In this case, if
the present study how the participants employed codeswitching and what
Tiara Gardenia Resmita, 2016
Codeswitching in an EFL Classroom: Types, Functions and Students’ Perception
Universitas Pendidikan Indonesia| repository.upi.edu | perpustakaan.upi.edu
97
functions participants used for,
also it is important to know the students’
perception toward the used of codeswitching in an EFLclassroom.
The result of the investigation explains how important codeswitching is in
facilitating the students’ learning. In addition, hopefully, the result of this study
would
help
other
researchers
better
understanding
the
codeswitching
phenomenon.
Tiara Gardenia Resmita, 2016
Codeswitching in an EFL Classroom: Types, Functions and Students’ Perception
Universitas Pendidikan Indonesia| repository.upi.edu | perpustakaan.upi.edu