Code Switching: The Use of L1 in Teaching English Speaking Skill at a Junior High School in Bandung.
Code Switching: The Use of L1 in Teaching English Speaking
Skill at a Junior High School in Bandung
A Research Paper
Submitted to English Education Department in Partial Fulfillment of the Requirements for Sarjana Pendidikan Degree
By: Riska Linawati
(1004903)
English Education Department
Faculty of Language and Literature Education
Indonesia University of Education
(2)
CODE SWITCHING: THE USE OF L1 IN
TEACHING ENGLISH SPEAKING SKILL
AT A JUNIOR HIGH SCHOOL IN
BANDUNG
Oleh Riska Linawati
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Sastra
© Riska Linawati 2015 Universitas Pendidikan Indonesia
Januari 2015
Hak Cipta dilindungi undang-undang.
Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.
(3)
PAGE OF APPROVAL
Code Switching: The Use of L1 in Teaching English Speaking Skill at a Junior High School in Bandung
A Research Paper By
Riska Linawati (1004903)
Approved by Supervisor,
Drs. Sudarsono M. I., M. A. NIP: 196607051994031004
Head of English Education Department,
Prof. Dr. Didi Suherdi, M. Ed. NIP: 196211011987121001
(4)
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 ABSTRACT
The study entitled “Code Switching: The Use of L1 in Teaching English Speaking Skill at a Junior High School in Bandung” aims to investigate types and causes of
code switching to L1 occurrence and the students’ perception toward the code
switching to L1. The study employs a case study approach and multiple data collection in completing the study. Based on the results of analysis, this study depicts that three types of code switching take place in teacher’s code switching to L1, namely intersentential switching, intrasentential switching, and tag switching. Intersentential switching becomes the most dominant type to occur in the
teacher’s switching to L1 (52.10%). Besides, in the real classroom, it is figured
out that “lesson contents and objectives”, “translating unknown vocabulary”, and “managing class” become the most affecting causes which influence the teacher to
switch the language to L1. Therefore, it is also found that students have positive attitude towards the code switching to L1 as well as the teacher. The code switching practice contributes advantage in completing the lesson.
Keywords: Code Switching, Types of Code Switching, Causes of Code Switching to L1, Perception towards Code Switching to L1.
(5)
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 TABLE OF CONTENTS
STATEMENT OF AUTHORIZATION ...i
PREFACE ...ii
ACKNOWLEDGEMENT ………..iii
ABCTRACT ……….v
TABLE OF CONTENTS ………vi
LIST OF TABLES ………x
CHAPTER I ………..1
INTRODUCTION ………1
1.1Background of the study...………...1
1.2 Purpose of the Study ……….5
1.3 Research Questions ………...6
1.4 Significance of the Study ………..6
1.5 Scope of the Study ………7
1.6Research Methodology ………...7
1.6.1 Design ………..…………..7
1.6.2 Participant of the Study ……….………8
1.6.3 Data Collection ………...8
1.6.4 Data Analysis ………...10
1.7 Clarification of Terms ……….13
1.8 Organization of the Paper ………13
(6)
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
LITERATURE REVIEW ………...15 2.1 Bilingualism ………15
2.2 Code Switching ………...17
2.2.1 Development of Classroom Code Switching Study ……….19
2.2.2 Classroom Code Switching ………..19
2.3 Types of Code Switching ………21
2.3.1 Intersentential Code Switching ………22
2.3.2 Intrasentential Code Switching ………22
2.3.3 Tag Switching ………..…………23
2.4 Causes of Code Switching ………..………24
2.5 Students’ Perception towards Code Switching ………...………26
2.6 English Speaking Skill ………27
2.7 Previous Study on Code Switching ……….30
CHAPTER III ……….36
RESEARCH METHODOLOGY ………...36
3.1 Research Design ………...………...36
3.2 Setting ……….37
3.3 Participants ………..38
3.4 Data Collection ………39
3.4.1 Videotape ……….39
3.4.2 Questionnaire ………...40
(7)
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
3.5 Data Analysis ………..42
3.5.1 Videotape ……….43
3.5.2 Questionnaire ………...44
3.5.3 Classroom Observation ………44
3.6 Validity Issue ………..45
CHAPTER IV ………...46
FINDINGS AND DISCUSSIONS ……….46
4.1 Types of Code Switching ………46
4.2 Causes of Code Switching to L1 ……….49
4.2.1 Causes of Code Switching to L1 which Are Stated by the Teacher on
the Questionnaire ……….49
4.2.2 The Occurrence of Code Switching to L1 in Classroom according to
the Each Cause ……….57
4.2.3 Teacher’s Perception towards Code Switching to L1 ………..58
4.3 Students’ Perception towardsCode Switching ………...59
4.3.1 Frequency of Code Switching to L1 ………59 4.3.2 Consciousness of the Code Switching to L1 ………60 4.3.3 Attitudes towards Code Switching to L1 ……….61 4.3.4 Ideal Frequency of Code Switching to L1 ………...61 4.3.5 Perception whether Code Switching to L1 is a Good Strategy of
Efficiency ……….62
4.3.6 Influence of Code Switching to L1 ………..63 4.3.7 Situations of Code Switching to L1 ……….63
(8)
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
4.3.8 Attitude to the Use of much more L1 than TL in the Classroom.…67
CHAPTER V ………..69
CONCLUSIONS AND SUGGESTIONS ………..69
5.1 Conclusions ……….69
5.2 Suggestions ……….70
REFERENCES ...72
APPENDICES ...79
Appendix A ...79
Appendix B ...97
Appendix C ...108
Appendix D ...112
Appendix E ...211
(9)
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 CHAPTER I
INTRODUCTION
This chapter is an introduction of this study. It presents a brief description of the background of the study in the use of code switching to ALL in teaching English speaking skill, which is the explanation part. Subsequently, the background of the study is followed by the purpose, questions, significance, scope, methodology, and clarification of terms of the study. At last, this chapter also presents the organization of the paper.
1.1 Background of the Study
Code switching takes place in many occasions of people’s conversation. It could be found in daily interaction and in classroom teaching and learning process. The occurrences of code switching in those two conditions are understood as naturalistic code switching and classroom code switching (Macaro, 2014, p. 11). In relation to the naturalistic code switching, it is defined as a way to communicate in bilingualism speech people. The multilingualism in Indonesia permits the code switching shows its existence; whether it is switching between official Indonesian with a traditional language, or a traditional language with another, or Indonesian with international language such as English. Lowi (2005,
p. 1393) expresses that code switching is looked as a “bilingual/ multilingual
practice that is used not only as a conversational tool, but also as a way to
(10)
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 occurrence of code switching also takes place in classroom whether it is a Teaching English as a Second Language (TESL) or a Teaching English as a Foreign Language (TEFL) classroom as a tool in the classroom interaction between teacher and the students to learn or to improve or to advance their target language (TL). Related to this, in Indonesia, English is taught since the very beginning level of education. In real classroom, the teacher does not really use English as the instructional language. Indonesian is used in the larger portion than
English itself, even in the whole lesson. Based on the researcher’s experience in
primary and secondary level of education, the teacher used Indonesian in the whole lesson. The teacher used English when reading text on the course book only. This condition causes the researcher and her friends do not have chance to use English. It is caused by the lack of exposure in practicing the spoken language.
Besides, it is felt as a disadvantage because there is no effort from the
teacher to create appropriate atmosphere and to encourage the students’ interest in
learning English. Moreover, based on the researcher’s experience in doing teaching practicum, it is not a weird situation for the students where Indonesian is used much more than English itself in the English course. In contrast, there is a point of view which states that using English-only is an appropriate way in teaching and learning English. It requires the teacher and students use English only in the classroom, such as the policy of using English predominantly in the classroom in Japanese education (Humphries, 2014, p. 65). There must be positive and negative effects of that English-only use in classroom activity, also for education in Indonesia. In line with this, the present study investigates the occurrence of code switching to L1 where English is not used exclusively in the classroom. The present study intends to see whether the use of code switching to ALL helps both teacher and students in completing the lesson.
(11)
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
As stated previously, code switching could be used in teaching English as a target language (TL), as in Indonesia. It allows the teacher and students use their mother tongue and practice their TL in classroom. It gives a place where the L1 and TL are used together in achieving learning objective. Related to this, using English in the teaching and learning process still become a prominent thing. When the students have limitation in producing the sentence in the TL, the code switching to L1 can be used to cope problem that happens in the class. This code switching allows the teacher to use English and L1 in proper portion where it could provide a chance for the students to learn English better (Cook, 2001, as cited in Jingxia, 2010).
Using English in the English course is needed because it is about teaching a language. Practice is needed. It is noticeable that there is a lack of exposure in practicing English in Indonesia. The only prepared place to use English is school, that is, when they are learning English course. When they are in an actual social environment, there is a low intensity of exposure to use English. Hariyanto (1997) holds that several students will be successful to speak English when they are learning as a student in school. This condition will change after they graduated from school. The ability of speaking English would descend because of the lack of exposure in using the language (as cited in Haris, 2006, p.1).
As stated before, the phenomenon of code switching may occur in TESL and TEFL classroom since they use more than one language in the teaching and learning process. In this situation, code switching refers to alternate use of the first language and the target language (Jingxia, 2010, p. 10). It is found that TESL classroom where perceives English as the second language, has high exposure in using English or target language because English is used as a tool or medium in the classroom interaction. Besides, English is also used as a way in maintaining social relationship. On the other hand, the students of TEFL classroom get low
(12)
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
exposure in using English compared with TESL classroom because the students may do not have enough exposure in using the target language outside the classroom interaction, as in Indonesia.
Obviously, there are many studies have investigated the occurrence of
code switching in classroom situations. Many of them investigate teacher’s use of
L1 in delivering the lesson and how the teacher responds when the students do not understand the English or the target language (Jiangxia, 2010; Tien, 2014; Tian, 2014; Canh, 2014). In line with that, while other studies inspecting code switching in the teaching and learning process in a whole lesson, the present study investigates the phenomenon of code switching in specific area, that is code switching in teaching English speaking skill; when the teacher is explaining a topic. In addition, the present study wants to find out whether or not code switching is beneficial for the teacher and students.
Still in context of code switching, it has more chance to happen in spoken area than the written one (Barnard & McLellan, 2014, p. 7). The spoken highly takes place in the classroom interaction, moreover in teaching the speaking skill when the teacher gives details of the lesson and the students are expected to be able to produce or utter something in line with what the teacher has shown and explained. Related to this, the teacher should be able to give more exposure for the students to use the English in the classroom interaction and be able to clarify or deliver the meaning.
In the teaching and learning process, although the teacher has prepared everything well, there must be unpredictable things occur in the teaching and
learning process itself. One of them might be the lack of students’ knowledge in
term of vocabulary that will distract and challenge the teacher in conveying the meaning. This limitation should not make the teacher just mentions the meaning directly, but there will be other ways to make them understand. This kind of
(13)
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
conditions will affect the teacher’s preference in switching the language in
conveying the purpose to the students. Related to the preference in switching the language in the teaching and learning process, teacher has to use the English as much as possible and encourage the students to use English or target language as much as they can (Gao & Dai, 2007, as cited in Tian, 2014, p. 43).
In teaching and learning process, both teacher and students have important role in achieving objective of the lesson completely. As an organizer, the teacher should be able to organize them in doing activity, give instruction, put them in group, etc to improve the students’ competence and performance in English
(Harmer, 2007, p. 58). Related to this condition, investigate the teacher’s
switching, know about causes of his/ her switching to L1, and know about
students’ perception toward this switching are considered essential. A teacher should be able to show his/ her capability and know what he/ she exactly doing is,
to help the students in understanding the lesson. This kind of teacher’s professionalism will affect the students’ respect to the teacher him/ herself
(Harmer, 2007, p. 128). Therefore, know about the students’ perception will
benefit the teacher to make some changes or developments in doing the better teaching.
1.2 Purpose of the Study
In the previous section, background information of the present study has been presented. The purposes of the study are elaborated in this section.
The purpose of the study is to explore the insights of code switching to Indonesian or Sundanese (L1) which takes place in the classroom between teacher and students in the process of teaching and learning English speaking skill; where the teacher explains the lesson. It includes types of code switching that takes place
(14)
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
in teacher’s switching, causes that trigger the teacher in switching to L1, and
students’ perception towards the teacher’s switching. In addition, this study
hopefully gives knowledge or additional insights for the teachers in switching to Indonesian appropriately in helping and empowering the students in learning English speaking skill. As a point to be underlined, the measurement of code
switching is undertaken only for the teacher’s discourse (excluding students’
questions and answers) since the study concerns on the code switching to Indonesian which is done by the teacher in explaining the topic.
1.3 Research Questions
As noted in introduction and purposes of the study section, several issues of the code switching has been presented. Three research questions coherent to the purpose of the study are as follow:
a. What types of code switching are used by the teacher in the teaching and learning English speaking skill process?
b. What causes influence the teacher in switching to L1?
c. What are students’ perceptions towards the teacher’s switching to L1 in the teaching and learning process?
1.4 Significance of the Study
It is expected that the study is able to make at least one benefit or contribution on the areas of teaching English as a Foreign Language (TEFL).
(15)
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
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.
(16)
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 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
(17)
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
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.
(18)
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
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 about 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 discover 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.
(19)
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 participants’ 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:
(20)
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
(21)
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 3rd if it is audible.
Check the 2nd record whether or not it is audible.
Re-take the record if it is inaudible, but take the 2nd 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 3rd 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.
(22)
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,
(23)
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
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.
(24)
Riska Linawatii, 2015
Code switching : The use of L1 in teaching English speaking skill at a junior high school in Bandung
(25)
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 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 qualitative 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.
(26)
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
Second, this study identified several things related to an activity or an ongoing process in the code switching itself. Third, this study involved a small number of participants. The participants were 98 students of three classrooms and an English teacher. The criteria for the participants are going to be elaborated later in sub section 3.3. Next, this study involved multiple data collection techniques, such as, videotape, questionnaire, and observation (Fraenkel., Wallen., & Hyun, 2012). It was chosen because the case study allowed the researcher to get the formal setting and provided an exact analysis of a particular aspect of teaching and learning process (Hopkins, 2008, p. 123).
3.2 Setting
The study was conducted in three classrooms with 98 students at a junior high school in Bandung, where is located in a crowded area. Although it is located in a crowded area, the school environment is quite nice for teaching and learning activity because there is a fine distance between the street and the classrooms, so the noise does not cause any distraction. Moreover, the school building is good and the environment is clean and comfortable. The classrooms situation is clean and neat. Also, the classrooms have good light which make the situation becomes comfortable for learning.
The study was conducted in the first semester and academic year of 2014-2015. They were 14th of August 2014, 18th of August 2014, and 12th of September 2014. There were three main reasons why this school was chosen for this study. First, the school environment was familiar for the researcher because it was the place where the researcher got teaching practicum activity for several months. It contributed to the comfort in doing the study. Second, the researcher has a good relationship with teachers, especially with the English teachers in this school.
(27)
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
Third, based on the researcher’s experience in doing teaching practicum in that school, the English teacher and students did not use full English in the teaching
and learning process because of some limitations, such as students’ lack of
vocabulary, need in explaining lesson, need in checking students’ comprehension, or anything else which gives chance in code switching to L1 occurrence. Meanwhile, the study was conducted in English course where each of the section was 80 minutes. In the realization, the teacher did not do the teaching in full 80 minutes. It took place because of distractions. The teaching and learning process
of speaking skill was completed based on the teacher’s style and preference in
teaching and there was no influence given by the researcher.
3.3 Participants
The participants of this study were eighth grade students and an English teacher. For the student-participants, they were 98 in three classrooms. They were all treated as the student-participants without any exception. Table 3.3.1 presents the total number of the students in the classrooms:
Table 3.3.1 Total Number of Students in Three Classrooms
No. Class Female Male Total
1.
VIII-2 20 13 33
2.
VIII-4 19 14 33
3.
VIII-5 19 13 32
Total
(28)
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
Moreover, the teacher-participant for the study should meet some criteria. The criteria are: first, the English teacher teaches grade eight. The teacher is the one who teaches the student-participants in this study. Second, the teacher should be able to speak in Indonesian and Sundanese since the students have them as L1. Third, the teacher has to be a person who graduated from English education department.
3.4 Data Collection
The data of this study was obtained through multiple data collection, since this study employed a case study (Fraenkel., Wallen., & Hyun, 2012). The data collection techniques were videotape, questionnaire, and classroom observation. The videotape and questionnaire were the main sources in collecting the data. Furthermore, the information from these videotape and questionnaire were supplemented by information which was gathered through classroom observation. The classroom observation is considered as an important thing because it could enrich the data (Fraenkel., Wallen., & Hyun, 2012, p. 427). Therefore, the videotape and observation were conveyed in each meeting for three meetings of the English course. Meanwhile, the questionnaire was administered to teacher and students at the end of the investigation. It is in line with idea of Fraenkel., Wallen., & Hyun (2012) who state that in qualitative study, the data are collected in an going process, not only at the end. Each technique of the data collection is presented in the following.
(29)
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
In the present study, videotape was conducted for three times with 80 minutes duration for each meeting. Each classroom had once videotape. The videotape was carried to record the teaching and learning process. In the beginning of the class, the teacher told the students that the researcher was going to record the teaching and learning process and asked them to feel free as well as the usual day. In the realization, the videotape did not conducted full in 80 minutes because the teacher had something to do and it cannot be left and also because of distractions. Related to the need of the study, the videotape was conveyed in explaining part of the lesson. As Richards (1990) asserts, videotape is considered suitable for this study because it provides a more reliable record about the condition and what happens in the classroom (as cited in Aminuddin, 2009). In line with that, videotape gives benefits where it could monitor all dialogues inside the range of the recorder and it gives easiness later for the researcher in analyzing the data (Hopkins, 2008, p. 107).
The data from this recorder was transcribed and then used to analyze and to find out what types of code switching which took place in the teaching and learning process. Some of them were presented as examples to support the
researcher’s analysis. Likewise, these videotapes were also used to see the
classroom condition, students’ situation, and teacher-students interaction which
may affect the teacher’s preferences in switching to L1 in explaining the lesson. In
addition, the researcher did not take any role in the teaching and learning process.
3.4.2 Questionnaire
In the present study, questionnaire was used to gather data from the teacher and students. Both questionnaires for the teacher and students for this
(30)
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
questionnaires were also adapted by her from Duff & Polio (1990), Macaro (1997), and Levine (2003). The researcher of the present study did this adaptation since the questionnaires were made in well-constructed. Related to this, the adaptation of the questionnaires was done by the researcher based on the requirement of the study.
The teacher questionnaire consists of three parts. The first part is personal background which contains sex, age, educational level, and years of teaching. The second part is introduction which contains a definition about code switching, where it becomes the main topic of the present study. The third part is question
which contains a series of questions about the teacher’s point of view and causes
of code switching to L1 occurrence. Likewise, the student questionnaire also consists of three parts. The first part is personal background which deals with sex and class/ grade. The second part is introduction. It is similar with the introduction part in the teacher questionnaire. The last is question part which contains questions that ask their perception about the occurrence of code switching to L1 which is conveyed by the teacher in teaching and learning process.
The teacher and student questionnaires were created in form of well-constructed questions in obtaining participants’ responses (Panneerselvam, 2004, p. 13). It is appropriate to be used to find information related to diverse issues and
it is effective to gain participants’ attitude, perception, and opinion toward
something (Richard, 2001; Alwasilah, 2002, as cited in Aminuddin, 2009). In line with that idea, McMillan (2012, p. 154) states that questions and statements in the
questionnaire are proper to be used in discovering the participants’ perception,
attitude, and belief toward something. Related to that idea, the questionnaire is thought as an appropriate instrument for completing the present study.
Moreover, the questionnaires were administered at the end of the investigation. Before the students answered the questions on it, the researcher
(31)
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
asked them to fill their identities, which were sex (male or female) and class. Then, the researcher explained purpose of the questionnaire and led them in answering the questions one by one. It was done to avoid misunderstanding towards the questions because the questions were created in English. Then, the researcher invited them to ask if they faced problem in answering the questions. For the teacher, the researcher just administered the questionnaire and stated the purpose of the questionnaire.
3.4.3 Classroom Observation
Classroom observations were conducted in collecting the data. The observations were carried out right in the same time as the videotape activities. The classroom observation is considered as an important thing to be done because it could give benefit where the researcher can come and observe what actually occurs in the classroom. It is also stated by Nunan (1989, as cited in Haris, 2006) that it will be better if the researcher does direct observation into the classroom if the researcher means to find out something in the classroom interaction. Also, he says that the researcher should spend time to look what takes place in the classroom. Related to this, it is thought as a valuable way to be done since this study is aimed to investigate the phenomena of using code switching in the classroom.
In the present study, the classroom observation was conveyed for three times in three classrooms, which were class VIII-2, VIII-4, and VIII-5. Each meeting has duration in 80 minutes. Related to the observation, field notes were used to complement the data from videotapes. The field notes contained
information about the participants’ activities, behaviours, actions, and situation in the classroom. This observation is called as “unobtrusive observation” where the
(32)
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
researcher does not interact with the participants (Driscoll, 2011, p. 160) .The researcher only videotaped their behaviour in the interactions. It is contrasting
with “participant observation” where the researcher acts together with the
participants and may become part of the participants (Driscoll, 2011, p. 160).
3.5 Data Analysis
It has been stated in the previous that this study used qualitative research with a case study employment. In this study, the data analysis was done by paying attention to Miles and Huberman theory about data analysis. They determine three concurrent flows of activity in data analysis: data reduction, data display, and conclusion (Miles & Huberman, 1984, as cited in Aminuddin, 2009). It allows the researcher to reduce and pick the needed data or the required data. After that, the result of data reduction was shown in the data display. Then, it was drawn and verified as the conclusion. Related to the data analysis, the data which were gathered from videotape, questionnaire, and classroom observation are elaborated in the following.
3.5.1 Videotape
3.5.1.1 The Transcription of Videotape
Firstly, data from videotape were transcribed into written form. Teacher’s utterance was presented by T symbol and students’ utterance was presented by
symbol of Ss, S1, S2, S3, S4, and so on so forth. The participants’ names were
changed to prevent such a violation about their privacy (see Appendix A). 3.5.1.2 Classification
(33)
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
Then, the transcript was identified to figure out the occurrence of types of
code switching which was conveyed by the teacher (excluding the students’
questions and answers), where based on the theory of Poplack (1980) as cited in Jingxia (2010) (see Appendix B).
3.5.1.3 Quantification
The next step of this analysis process was quantification. The quantification was used in determining the number and percentage occurrence of code switching types in code switching to L1. The quantification formula was proposed by Sudjana (1984, as cited in Novitasari, 2013; Tajudin, 2013).
3.5.1.4 Discussion the Findings
The final step in analyzing the data of videotape was discussing the findings of the code switching types in the transcript that had been quantified. Hence, the conclusion can be stated.
3.5.2 Questionnaire
3.5.2.1Teacher Questionnaire
The teacher questionnaire was analyzed and presented per item in form of descriptive. The descriptive was made based on the answer of each question which had been written by the teacher on the questionnaire (see Appendix C).
P = fo/ n x 100%
p = percentagefo = frequency n = total number
(34)
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 3.5.2.2 Student Questionnaire
The student questionnaires were analyzed per item. The students’ answers on the questionnaires were analyzed and listed per item (see Appendix E).
3.5.2.3 Quantification of the Students’ Responses
The answers of students on the questionnaire which had been analyzed before, were also counted by using formula suggested by Sudjana (1984, as cited in Novitasari, 2013; Tajudin, 2013) as follow.
After the quantification was finished, the results were interpreted to gather the
conclusion based on the students’ perception towards code switching to L1.
3.5.3 Classroom Observation
The result of calssroom observation and field notes in observing the classroom was not counted or changed into percentage. It was used to connect all together about the types and cause of code switching took place in the classroom. Also, it was operated to link the teacher’s and the students’ perception about the code switching to L1.
3.6 Validity Issue
p = percentage fo = frequency n = total number
(35)
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
Validity is considered as a crucial issue in developing a research. This validity is related to the credibility where it stands for the trustworthy and truthfulness of the study. In a qualitative study, there are several procedures which can be used to establish the credibility of a study. The procedures are triangulation, member checking, and auditing (Creswell, 2012, p. 259). Triangulation was used to validate the finding of the study, where it also could increase the validity and the trustworthiness of a study (Calabreses, 2006, as cited in Emilia, 2009, p. 198; Silverman, 2006, as cited in Emilia, 2009, p. 198; Setiyadi, 2006, p. 31). Triangulation is related to the process of collaborating evidence from different types of data (e.g., videotape, questionnaire and observation) and different individuals (e.g., students and teacher) with the same method, where these were used in this study (Creswell, 2012; McMillan, 2012). The use of more than one data collection technique permits the researcher in comparing and cross-checking the findings to achieve trustworthy finding (Atkins & Wallace, 2012, p. 111).
(36)
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 CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This last chapter depicts the conclusions of the study and suggestions for further study. It covers two sections. The first section is the conclusions which contain the focus of the study regarding the research questions which had been stated in the first chapter of this research paper. The second section performs the suggestions for the further study, particularly related to the field of code switching in the classroom.
5.1 Conclusions
The three types of code switching which are proposed by Poplack take place in this study. Intersentential switching (52.10%) becomes the most frequent
type that takes place in teacher‟s switching to L1. It is followed by intrasentential
switching (26.05%) and the least, tag switching (21.85%).
Based on the teacher‟s answer on the questionnaire, it is figured out that
the code switching to L1 occurrences are mostly caused by the need of the
student. These are “translating unknown vocabulary”, “students‟ facial expression”, “helping the students when they are having difficulty in
understanding”, “managing the class”, and “students‟ English proficiency”. Then, the second most affecting cause is lesson variable, which includes “lesson contents and objectives” and also “explaining the grammar”. Furthermore, the
(37)
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
“teacher‟s English proficiency”. Also, language policy (department policy on TL
English use) is stated as the least cause which makes her/ him switch to L1.
In addition, in accordance to the occurrence of code switching to L1 in the
actual classroom, it is found that “lesson contents and objectives” becomes the most affecting cause in teacher‟s switching to L1. Therefore, “translating
unknown vocabulary” takes the second place as the cause in delivering the code
switching to L1. Moreover, this code switching to L1 is also caused by “managing class” need. Additionally, the teacher reveals that she has positive attitude towards
the use of code switching to L1 because it gives advantage in carrying the material or topic in teaching English speaking skill. Despite of that, it is also found that the teacher switches language from English to Indonesian even in saying something very simple, where the switching to L1 is not really needed. This practice of code
switching is said as „misguided‟ by Ellis (1988, as cited in Canh, 2014).
Furthermore, the results of data analysis show that students hold positive attitude towards the code switching to L1 as well as the teacher. They also inform
that “to translate unknown vocabulary items” as the most affecting cause which triggers the teacher in switching to L1. This response is matching to the teacher‟s
response in the questionnaire and it has a large portion in influencing the teacher to do switching to L1 in the real classroom. Thus, they state that code switching to
L1 is “greatly beneficial” for them, but still want the teacher not to always do the switching. They prefer the teacher to do it “sometimes” or “occasionally” based
on their need. Likewise, they do not agree if the teacher uses much more Indonesian than English in the teaching and learning process.
(38)
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
There are three suggestions for further study related to the field of code switching, especially classroom code switching in EFL context as in Indonesia.
First, the participants of this present study are relatively small, where it is conducted in a school, involving an English teacher and 98 students. For that reason, it could not entirely represent the whole population of EFL teachers and students. For further study, it is suggested to involve more teachers and students.
Second, the present study focuses on the occurrence of code switching in English speaking skill only, it is suggested for the next study to investigate the occurrence of code switching in other skills of English, such as reading, writing, or listening.
Lastly, it is suggested to conduct investigation in naturalistic and classroom code switching. It is hoped that the next study can give more insights about those naturalistic and classroom code switching.
(39)
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 REFERENCES
Altarriba, J., & Heredia, R. R. (2001). Bilingual language mixing: why do bilinguals code-switch? Current Directions in Psychology Science, 10 (5), 164-168. DOI: 10.1111/1467-8721.00140.
Aminuddin, M. (2009). Analysis of teachers‟ use of English instructional materials: From preparation to implementation: A case study of English
instructional material use by English teachers at STIA LAN Bandung.
Unpublished master‟s thesis, Indonesia University of Education, Bandung,
Indonesia.
Atkins, L., & Wallace, S. (2012). Qualitative research in education. Croydon: CPI Group (UK) Ltd.
Barnard, R., & McLellan, J. (2014). Introduction. In Barnard, R., & McLellan, J. (Eds.), Codeswitching in university English-medium classes: Asian
perpectives (pp. 1-9). Great Britain: Unknown.
Brown, D. H. (2001). Teaching by principle: An interactive approach to
language pedagogy (2nd ed.). New York: Addison Wesley
Longman.
Cáccamo, C. A. (1998). From „switching code‟ to „code-switching‟: Towards a reconceptualisation of communicative codes. In Auer, P (Eds.),
Code-switching in conversation (Language, interaction, and identity) (pp.
29-50). London & New York: Routledge.
Canh, L. V. (2014). Codeswitching in universities in Vietnam and Indonesia. In Barnard, R., & McLellan, J. (Eds.), Codeswitching in university
(40)
English-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
medium classes: Asian perpectives (pp. 118-131). Great Britain:
Unknown.
Creswell, J. W. (2012). Educational research: Planning, conducting, and
evaluating quantitative and qualitative research (4th ed.). Boston: Pearson
Education, Inc.
Dahl. T. I., Rice, C., Steffense, M., & Amundsen. L. (2010). Is it language relearning or language reacquisition? Hints from a young boy‟s code -switching during his journey back to his native language. International
Journal of Bilingualism, 14 (4), 490-510. DOI:
10.1177/1367006910371024.
Driscoll, D. L. (2011). Introduction to primary research: Observation, surveys,
and interviews. Retrieved on 22nd of July, 2014 from
http://www.google.co.id/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1 &cad=rja&uact=8&ved=0CB4QFjAA&url=http%3A%2F%2Fwww.parlor press.com%2Fpdf%2Fdriscoll--introduction-to-primaryresearch.pdf&ei= VAbOU4mUKpC8ugSg4IGQCg&usg=AFQjCNEJr3y_MFMRt_PEVTG XkeazxslEQ&sig2=6KIkDiR23K4QhwbnlKZdFA&bvm=bv.71198958,d. c2E.
Emilia, E. (2009). Menulis tesis dan disertasi (2nd ed.). Bandung: Alfabeta.
Fauzia, N. H. (2008). Code switching on a chicklit novel: „Beauty Case‟ by Icha
Rahmawati. Unpublished research paper, Indonesia University of
Education, Bandung, Indonesia.
Fraenkel, J. R., Wallen, N. E., Hyun, H. H. (2012). How to design and evaluate
(41)
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
Glodenyté, J. (2010). Development of speaking skills in EFL classes. Bachelor
thesis, Šiauliai University. Retrieved on 3rd of February, 2015 from http://vddb.library.lt/fedora/get/LTeLABa0001:E.02~2010~D_20100903_1 11221-00060/DS.005.0.01.ETD on.
Hamied, F. A. (2014). Codeswitching in universities in Vietnam and Indonesia.In Barnard, R., & McLellan, J (Eds.), Codeswitching in University
English-Medium Classes: Asian Perpectives (pp. 131-143). Great Britain:
Unknown.
Haris, H. (2006). Students‟ perception on the use of English as a medium of
instruction: A case study at one of public senior high schools in
Tanjungpandan Belitung. Unpublished master‟s thesis, Indonesia
University of Education, Bandung, Indonesia.
Harmer, J. (2007).The practice of English language teaching (2nd ed.). United Kingdom: Longman Ashford Colour Press Ltd.
Hopkins, D. (2008). A teacher‟s guide to classroom research (4th ed.). New York: Mc Graw Hill.
Huda, N. (1999). Language learning and teaching (Issues and trends). Malang: IKIP Malang.
Hughes, C. E., Shaunessy, E. S., & Brice, A.R. (2006). Code switching among bilingual and limited English proficient students: possible indicators of giftedness. Journal for the Education of the Gifted, 30 (1), 7-28.
Humphries, S. (2014). Codeswitching in two Japanese contexts. In Barnard, R., & McLellan, J. (Eds.). Codeswitching in University English-Medium
(42)
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
Jingxia, L. (2010). Teachers‟ code-switching to the L1 in EFL classroom. The
Open Applied Linguistics Journal, (3), 10-23. Retrieved from
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1& ved=0CCcQFjAA&url=http%3A%2F%2Fwww.benthamscience.com%2F open%2Ftoalj%2Farticles%2FV003%2F10TOALJ.pdf&ei=OWruUqXyJ4 37rAeEsYHgBA&usg=AFQjCNEYzOjbRHdqWZUVqQygcVemLdBKZ w&sig2=gWr3sBN7zip-46jnHZA9PA&bvm=bv.60444564,d.bmk
Kunschak, C. (2014). Code switching in two Chinese universities. In Barnard, R., & McLellan, J (Eds.), Codeswitching in University English-Medium
Classes: Asian Perpectives (pp. 54-61). Great Britain: Unknown.
Lestari, F. A. (2011). English code switching in SPICE! magazine (a case study
in “Campus Life” column in the SPICE! magazine). Unpublished research
paper, Indonesia University of Education, Bandung, Indonesia.
Livingstone, C. (1983). Role play in language learning. England: Longman Group Limited.
Lowi, R. (2005). Codeswitching: An examination of naturally occurring
conversation. (pp. 1393-1406). Conference proceedings of the 4th
International Symposium on Bilingualism. USA: Cascadilla Press.
Macaro, E. (2014). Overview: where should we be going with classroom codeswitching research? In Barnard, R., & McLellan, J. (Eds.),
Codeswitching in university English-medium classes: Asian perpectives
(pp. 10-23). Great Britain: Unknown.
McCallum, A. (2012). Creativity and learning in secondary English (Teaching for
(43)
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
McMillan, J. H. (2012). Education research: Fundamentals for the consumer (6th ed.). Boston: Pearson Education, Inc.
Meyerhoff, M. (2006). Introducing sociolinguistics. London: Routledge.
Myers-Scotton, C. (2006). Multiple Voices: An introduction to Bilingualism.
UK: Blackwell Publishing Ltd.
Nafila, I. (2009). Code switching in cultural adjustment processes among the
Javanese. Unpublished research paper, Indonesia University of
Education, Bandung, Indonesia.
Nazara, S. (2010). Students‟ perception on EFL speaking skill development.
Journal of English Teaching, 1 (1), 28-43. Retrieved from
http://jet.uki.ac.id/wpcontent/uploads/2014/02/StudentsPerception-on-EFL-Speaking-Skill-Development-pp-28-43.pdf on 3rd of February, 2015. Ng, S. H., & He, A. (2004). Code-switching in trigenerational family
conversations among Chinese immigrants in New Zealand. Journal of
Language and Social Psychology, 23 (28), 28-48. DOI:
10.1177/0261927X03260807.
Nilep, C. (2006). “Code switching” in sociocultural linguistics. Colorado
Research in Linguistics, 19 (1), 1-22. Retrieved from
www.colorado.edu/../Volume19_issue1/
Novianti, W. (2013). The use of code switching in Twitter (a case study in English
Education Department). Unpublished research paper, Indonesia
University of Education, Bandung, Indonesia.
Novitasari, M. I. (2013). The readers‟ attitude towards the realization of Bahasa
(44)
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
research paper, Indonesia University of Education, Bandung, Indonesia.
Panneerselvam, R. (2004). Research methodology. Retrieved on July 22nd, 2014 [Electronic Version] retrieved from http://books.google.co. id/books? id= 37x8afFN0FYC&printsec=frontcover&dq=ebook+of+research+methodol ogy&hl=en&sa=X&ei=9Q3OU9SJKciPuATtl4GwAQ&ved=0CDYQ6AE wAA#v=onepage&q=ebook%20of%20research%20methodology&f=false Rezvani, E., Street, H. J., Rasekh, A. E. (2011). Code switching in Iranian
elementary EFL classrooms: An exploratory investigation. English
Language Teaching Journal, 1 (4), 18-25. Retrieved from
www.ccsenet.org/elt.
Riehl, C. M. (2005). Code-switching in bilinguals: Impacts of mental processes
and language awareness. Conference Proceedings of the 4th
International Symposium on Bilingualism. Conducted by University of Freiburg, Germany. Somerville: Cascadilla Press.
Setiyadi, A. B. (2006). Metode penelitian untuk pengejaran bahasa asing
(Pendekatan kuantitatif dan kualitatif). Yogyakarta: Graha Ilmu.
Shin, S. J. (2010). Bilingualism in schools and society (Language, identity, and
policy). New York: Routledge.
Stockwell, P. (2002). Sociolinguistics: A resource book for students. London: Routledge.
Suherdi, D. (2009). Classroom discourse analysis: A systematic approach. Bandung: Celtics.
(45)
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
Tajudin. (2013). The occurrence of code switching on personal message of
blackberry messenger. Unpublished research paper, Indonesia University
of Education, Bandung, Indonesia.
Talley, P. C. (2014). Implicit and explicit teaching of English speaking in the EFL classroom. International Journal of Humanities and Social Science, 4 (6), 38-46. Retrieved from http://www.ijhssnet.com/journals/Vol_4_No_6_ April_2014/4.pdf on 3 rd of February 2015.
Tayjasanant, C. (2014). Codeswitching in universities in Thailand and Bhutan. In Barnard, R., & McLellan, J (Eds.), Codeswitching in University
English-Medium Classes: Asian Perpectives (pp. 92-104). Great Britain:
Unknown.
Tian, L. (2014). Codeswitching in two Chinese universities. In Barnard, R., & McLellan, J (Ed), Codeswitching in University English-Medium Classes:
Asian Perpectives (pp. 43-54). Great Britain: Unknown.
Tien, C. Y. (2014). Codeswitching in a university in Taiwan. In Barnard, R., & McLellan, J (Ed), Codeswitching in University English-Medium Classes:
Asian Perpectives (pp. 24-32 ). Great Britain: Unknown.
Troike, R. C. (2003). Code Switching. Retrieved May 29, 2013, from: http://en.wikibooks.org/wiki/Foundations_of_Education_and_Instructional _Assessment/Diversity/Code switching.
Troike, R. C. (2008). Encyclopedia of bilingual education (Code Switching). 1-11. DOI: 10.4135/9781412963985.
Zirker, K. A. H. (2007). Intrasentential VS intersentential code switching in early
and late bilinguals. Master‟s thesis, Bringham Young University, Hawaii,
(46)
Riska Linawatii, 2015
Code switching : The use of L1 in teaching English speaking skill at a junior high school in Bandung
(1)
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
Glodenyté, J. (2010). Development of speaking skills in EFL classes. Bachelor
thesis, Šiauliai University. Retrieved on 3rd of February, 2015 from http://vddb.library.lt/fedora/get/LTeLABa0001:E.02~2010~D_20100903_1 11221-00060/DS.005.0.01.ETD on.
Hamied, F. A. (2014). Codeswitching in universities in Vietnam and Indonesia.In
Barnard, R., & McLellan, J (Eds.), Codeswitching in University
English-Medium Classes: Asian Perpectives (pp. 131-143). Great Britain: Unknown.
Haris, H. (2006). Students‟ perception on the use of English as a medium of
instruction: A case study at one of public senior high schools in Tanjungpandan Belitung. Unpublished master‟s thesis, Indonesia
University of Education, Bandung, Indonesia.
Harmer, J. (2007).The practice of English language teaching (2nd ed.). United
Kingdom: Longman Ashford Colour Press Ltd.
Hopkins, D. (2008). A teacher‟s guide to classroom research (4th ed.). New
York: Mc Graw Hill.
Huda, N. (1999). Language learning and teaching (Issues and trends). Malang:
IKIP Malang.
Hughes, C. E., Shaunessy, E. S., & Brice, A.R. (2006). Code switching among bilingual and limited English proficient students: possible indicators of
giftedness. Journal for the Education of the Gifted, 30 (1), 7-28.
Humphries, S. (2014). Codeswitching in two Japanese contexts. In Barnard, R., &
McLellan, J. (Eds.). Codeswitching in University English-Medium
(2)
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
Jingxia, L. (2010). Teachers‟ code-switching to the L1 in EFL classroom. The
Open Applied Linguistics Journal, (3), 10-23. Retrieved from http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1& ved=0CCcQFjAA&url=http%3A%2F%2Fwww.benthamscience.com%2F open%2Ftoalj%2Farticles%2FV003%2F10TOALJ.pdf&ei=OWruUqXyJ4 37rAeEsYHgBA&usg=AFQjCNEYzOjbRHdqWZUVqQygcVemLdBKZ w&sig2=gWr3sBN7zip-46jnHZA9PA&bvm=bv.60444564,d.bmk
Kunschak, C. (2014). Code switching in two Chinese universities. In Barnard, R.,
& McLellan, J (Eds.), Codeswitching in University English-Medium
Classes: Asian Perpectives (pp. 54-61). Great Britain: Unknown.
Lestari, F. A. (2011). English code switching in SPICE! magazine (a case study
in “Campus Life” column in the SPICE! magazine). Unpublished research
paper, Indonesia University of Education, Bandung, Indonesia.
Livingstone, C. (1983). Role play in language learning. England: Longman Group
Limited.
Lowi, R. (2005). Codeswitching: An examination of naturally occurring
conversation. (pp. 1393-1406). Conference proceedings of the 4th International Symposium on Bilingualism. USA: Cascadilla Press.
Macaro, E. (2014). Overview: where should we be going with classroom codeswitching research? In Barnard, R., & McLellan, J. (Eds.),
Codeswitching in university English-medium classes: Asian perpectives
(pp. 10-23). Great Britain: Unknown.
McCallum, A. (2012). Creativity and learning in secondary English (Teaching for
(3)
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
McMillan, J. H. (2012). Education research: Fundamentals for the consumer (6th
ed.). Boston: Pearson Education, Inc.
Meyerhoff, M. (2006). Introducing sociolinguistics. London: Routledge.
Myers-Scotton, C. (2006). Multiple Voices: An introduction to Bilingualism.
UK: Blackwell Publishing Ltd.
Nafila, I. (2009). Code switching in cultural adjustment processes among the
Javanese. Unpublished research paper, Indonesia University of Education, Bandung, Indonesia.
Nazara, S. (2010). Students‟ perception on EFL speaking skill development.
Journal of English Teaching, 1 (1), 28-43. Retrieved from
http://jet.uki.ac.id/wpcontent/uploads/2014/02/StudentsPerception-on-EFL-Speaking-Skill-Development-pp-28-43.pdf on 3rd of February, 2015.
Ng, S. H., & He, A. (2004). Code-switching in trigenerational family
conversations among Chinese immigrants in New Zealand. Journal of
Language and Social Psychology, 23 (28), 28-48. DOI: 10.1177/0261927X03260807.
Nilep, C. (2006). “Code switching” in sociocultural linguistics. Colorado Research in Linguistics, 19 (1), 1-22. Retrieved from www.colorado.edu/../Volume19_issue1/
Novianti, W. (2013). The use of code switching in Twitter (a case study in English
Education Department). Unpublished research paper, Indonesia University of Education, Bandung, Indonesia.
Novitasari, M. I. (2013). The readers‟ attitude towards the realization of Bahasa
(4)
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
research paper, Indonesia University of Education, Bandung,
Indonesia.
Panneerselvam, R. (2004). Research methodology. Retrieved on July 22nd, 2014
[Electronic Version] retrieved from http://books.google.co. id/books? id= 37x8afFN0FYC&printsec=frontcover&dq=ebook+of+research+methodol ogy&hl=en&sa=X&ei=9Q3OU9SJKciPuATtl4GwAQ&ved=0CDYQ6AE wAA#v=onepage&q=ebook%20of%20research%20methodology&f=false Rezvani, E., Street, H. J., Rasekh, A. E. (2011). Code switching in Iranian
elementary EFL classrooms: An exploratory investigation. English
Language Teaching Journal, 1 (4), 18-25. Retrieved from www.ccsenet.org/elt.
Riehl, C. M. (2005). Code-switching in bilinguals: Impacts of mental processes
and language awareness. Conference Proceedings of the 4th
International Symposium on Bilingualism. Conducted by University of Freiburg, Germany. Somerville: Cascadilla Press.
Setiyadi, A. B. (2006). Metode penelitian untuk pengejaran bahasa asing
(Pendekatan kuantitatif dan kualitatif). Yogyakarta: Graha Ilmu.
Shin, S. J. (2010). Bilingualism in schools and society (Language, identity, and
policy). New York: Routledge.
Stockwell, P. (2002). Sociolinguistics: A resource book for students. London:
Routledge.
Suherdi, D. (2009). Classroom discourse analysis: A systematic approach.
(5)
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
Tajudin. (2013). The occurrence of code switching on personal message of
blackberry messenger. Unpublished research paper, Indonesia University of Education, Bandung, Indonesia.
Talley, P. C. (2014). Implicit and explicit teaching of English speaking in the EFL
classroom. International Journal of Humanities and Social Science, 4 (6),
38-46. Retrieved from http://www.ijhssnet.com/journals/Vol_4_No_6_
April_2014/4.pdf on 3 rd of February 2015.
Tayjasanant, C. (2014). Codeswitching in universities in Thailand and Bhutan. In
Barnard, R., & McLellan, J (Eds.), Codeswitching in University
English-Medium Classes: Asian Perpectives (pp. 92-104). Great Britain: Unknown.
Tian, L. (2014). Codeswitching in two Chinese universities. In Barnard, R., &
McLellan, J (Ed), Codeswitching in University English-Medium Classes:
Asian Perpectives (pp. 43-54). Great Britain: Unknown.
Tien, C. Y. (2014). Codeswitching in a university in Taiwan. In Barnard, R., &
McLellan, J (Ed), Codeswitching in University English-Medium Classes:
Asian Perpectives (pp. 24-32 ). Great Britain: Unknown.
Troike, R. C. (2003). Code Switching. Retrieved May 29, 2013, from:
http://en.wikibooks.org/wiki/Foundations_of_Education_and_Instructional _Assessment/Diversity/Code switching.
Troike, R. C. (2008). Encyclopedia of bilingual education (Code Switching).
1-11. DOI: 10.4135/9781412963985.
Zirker, K. A. H. (2007). Intrasentential VS intersentential code switching in early
and late bilinguals. Master‟s thesis, Bringham Young University, Hawaii,
(6)
Riska Linawatii, 2015
Code switching : The use of L1 in teaching English speaking skill at a junior high school in Bandung