Code-switching in students’ group discussions in EFL classroom at a university level
DOI:
https://doi.org/10.12928/tefl.v2i2.473Keywords:
code-switching, EFL classroom, group discussion, the types of code- switching, the reasons on the use of code-switchingAbstract
Code-switching is an activity when a person switches their language in a speech. Some research have been conducted in the field of code switching, however, very little was done in looking both the types and the reasons of doing it in the group discussion context. This research focuses on exploring the types of code-switching used by the students in EFL classroom during group discussion and the reasons why the students used code-switching during group discussion in EFL classroom. The methodology used in this research was a descriptive qualitative. There were three participants in this research, two females and one male aged 21 to 24-year-old which was done in a private university of Yogyakarta. In collecting the data, the researcher used interview and follow-up questions. And the finding of this research found that there were three types of code-switching used by the EFL student, the first one is tag switching, inter-sentential switching, and the last one is intra-sentential switching. Furthermore there were three reasons why the participants used code-switching. The first one is feeling comfortable in using their mother tongue, lacking the target language proficiency, and the last one is holding the floor.
References
Abigail, A. (2019). The use of teacher’s code-switching in the process of teaching and learning English as foreign language at a high school in Yogyakarta [Unpublished undergraduate thesis]. Universitas Muhammadiyah Yogyakarta.
Ansar, F. A. (2017). Code switching and code mixing in teaching-learning process. English Education: Jurnal Tadris Bahasa Inggris, 10(1), 29-45. https://doi.org/10.24042/ee-jtbi.v10i1.873
Bista, K. (2010). Factors of Code Switching among Bilingual English Students in the University Classroom: A Survey. Online Submission, 9(29), 1-19.
Choy, W. F. (2011). Functions and Reasons for Code-Switching on Facebook By UTAR English-Mandarin Chinese Bilingual Undergraduates. [Doctoral dissertation, UTAR]. eprints.utar.edu.my
Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education. (7th ed.). Kindle format.
Cook, V. (2000). Second Language Learning and Language Teaching. Beijing: Foreign Language Teaching and Research Press.
Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative (pp. 146-166). Upper Saddle River, NJ: Prentice-Hall.
Dewi, A. P. (2013). Code switching in Indonesian idol 2012 program: A Case Study of the Judges’ Comments and the Viewers Attitudes. Passage, 1(2), 99-108. ejournal.upi.edu
Febiyaska, A. E., & Ardi, P. (2019). Indonesian-English Code-Switching in Gogirl! Magazine: Types and Features. Journal of English Language Teaching and Linguistics, 4(3), 290-300. Repository.usd.ac.id
Gumperz, J. J. (2011). Discourse strategies. Cambridge University Press.
Hayati, S. R., Budianto, G. U., & Putri, S. A. M. (2019). Risk Management in the Zakat Distribution: Case Study on Productive Zakat Program in Dompet Dhuafa Yogyakarta. Madania: Jurnal Kajian Keislaman, 23(2), 127-136. http://dx.doi.org/10.29300/madania.v23i2.2351
Hassaskhah, J., & Mozaffari, H. (2015). The impact of group formation method (student-selected vs. teacher-assigned) on group dynamics and group outcome in EFL creative writing. Journal of Language Teaching and Research, 6(1), 147-156. http://dx.doi.org/10.17507/jltr.0601.18
Jendra, M. I. I. (2010). Sociolinguistics: The study of societies languages. Yogyakarta: Graha Ilmu.
Jingxia, L. (2010). Teachers’ code-switching to the L1 in EFL classroom. The Open Applied Linguistics Journal, 3(10), 10-23. DOI:10.2174/1874913501003010010
Koban, D. (2013). Intra-sentential and inter-sentential code-switching in Turkish-English bilinguals in New York City, US. Procedia-Social and Behavioral Sciences, 70, 1174-1179.
Lambert, V. A., & Lambert, C. E. (2012). Qualitative descriptive research: An acceptable design. Pacific Rim International Journal of Nursing Research, 16(4), 255-256.
Lightfoot, J. B., & Harmer, J. R. (2007). The apostolic fathers: Greek texts and English translations. Baker Academic.
Martin & Anatias, N. (2018). Bahasa gado gado: English in Indonesian popular texts. World Englishes, 37(2), 340-355. https://doi.org/10.1111/weng.12313
Mueller, A., & Fleming, T. (2010). Cooperative learning: Listening to how children work at school. The Journal of Educational Research, 94(5), 259-265. https://doi.org/10.1080/00220670109598761
Nussbaum, E. M. (2008). Collaborative discourse, argumentation, and learning: Preface and literature review. Contemporary Educational Psychology, 33(3), 345-359. https://doi.org/10.1016/j.cedpsych.2008.06.001
Poplack, S. (1980). The English History of African American English. Oxford: Blackwell. 2(30), 311-316.
Pratama, R.N (2020). EFL students’ perception towards the use of code switching. [Unpublished undergraduate thesis]. Universitas Muhammadiyah Yogyakarta.
Qurniawanty, M. (2018). An analysis of code switching on Instagram caption used by English language education department students of university of Muhammadiyah Malang. (Doctoral dissertation, University of Muhammadiyah Malang). eprints.umm.ac.id
Rohardiyanto, I. (2017). The occurrence of code mixing in Indonesian girl magazine kawanku. BUANA GENDER: Jurnal Studi Gender dan Anak, 2(1), 103-120. DOI : 10.22515/bg.v2i1.802
Rukh, S. (2014). A comparative study of students’ attitude towards EFL teachers’ code-switching/code-mixing to L1: a case of commerce and English discipline students. International Journal of Research in Social Sciences, 4(3), 526. http://www.ijmra.us
Sagala, R.W., Sumarsih., Rezeki, T.I., & Gurning, B. (2018). Grammatical and Contextual Code Switching in English Department Proposal Seminar. Atlantis Press. 200. https://doi.org/10.2991/aisteel-18.2018.44
Setiawan, D. (2016). English Code Switching in Indonesian Language. Universal Journal of Educational Research, 4(7), 1545-1552. DOI:10.13189/ujer.2016.040707
Shin, S. Y. (2010). The functions of code-switching in a Korean Sunday school. Heritage Language Journal, 7(1), 91-116. DOI:10.1.1.463.3971
Spencer, L., & Ritchie, J. (2012). In pursuit of quality. Qualitative research methods in mental health and psychotherapy, 227-242. DOI:10.1002/9781119973249
Tanjung, A.P.N. (2019). Teachers’ perception on group formation method in group discussion. [Unpublished undergraduate thesis, Universitas Muhammadiyah Yogyakarta].
Tyas, N. K. (2020). Code Switching in Discussion Activities in English Class. VELES Voices of English Language Education Society, 4(1), 12-20. DOI: 10.29408/veles.v4i1.1797
Wijanti, W. (2014). Bahasa Indonesia/English Code Switching. In International Conference on Economics, Education and Humanities (ICEEH’14) (pp. 101-104). http://dx.doi.org/10.15242/ICEHM.ED1214069
Wong, L. P. (2008). Focus group discussion: A tool for health and medical research. Singapore Medical Journal, 49(3), 256-260. Retrieved from researchgate.net.
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish in TEFL Journal agree to the following terms: Authors retain copyright and grant the TEFL Journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material) the work for any purpose, even commercially with an acknowledgement of the work's authorship and initial publication in TEFL Journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in TEFL Journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).