Teachers’ Code-Switching In Tefl (A Case Study In Sma Negeri 1 Surakarta In The Academic Year Of 2012-2013)

Oleh :
Dyan Ayu Andawi - K2208032 - Fak. KIP

The aims of this research are (1) to describe the types of code-switching used by teachers in TEFL teaching and learning process; (2) to find out the reasons that motivate teachers to switch the code in TEFL teaching and learning process; and (3) to find out the functions of code-switching used by teachers in TEFL teaching and learning process. The method used in this research was qualitative case study method. The research was conducted from January to February 2013 in SMA Negeri 1 Surakarta which is located at Jl. Monginsidi No. 24 Surakarta, Central Java. The sources of the data were events, informants, and documents. The data were collected through observation, interviews, and document analysis. The teaching and learning process were recorded and transcribed. The data were analyzed using Interactive model of qualitative data analysis technique (Miles and Huberman) including data reduction, data display, and drawing conclusion/ verification. Based on the observation, interviews, and document analysis, it shows that: (1) there are two types of code-switching that are employed by the teacher in TEFL teaching and learning process, i.e. situational code-switching and metaphorical code-switching The situational and metaphorical code-switching occur in all classes that have been observed with different frequency. The findings show that the metaphorical code-switching has higher frequency in four classes and situational code-switching is higher in one class. (2) The reasons that motivate the teacher to switch the code in TEFL teaching and learning process are: (a) the students may not understand the instruction because they do not respond to it; (b) among 32 students in each class, the level of students’ ability in grasping the material is heterogeneous; (c) translating can be time-consuming; (d) students’ will learn effectively if they feel secure; (e) the use of students’ home language (Indonesian/ Javanese) can increase the students’ level of trust to the teacher; (f) the students may not know their errors/ mistakes if it is delivered through English; (g) the students’ speech are unintelligible or the term/diction they use are not understood by the teacher; (h) students need to be more aware. (3) The teacher employs all functions of code-switching with different frequency. The functions of the teacher’s code-switching in TEFL teaching and learning process are: (a) giving instruction (19.82%), (b) giving feedback (18.02%), (c) checking understanding (15.76%), (d) socializing (9.91%), (e) motivating students/ drawing students’ participation (9.46%), (f) disciplining and controlling (7.66%), (g) translating (6.76%), (h) changing topic/ classroom procedure (5.85%), (i) explaining concepts (5.40%), (j) evaluating (1.35%). Not all of the ten functions occur in each class. Only some of those occur in each class. Based on the research result, it can be concluded that the use of codeswitching by the teacher when teaching English as a foreign language has a positive effect on the process of learners’ English learning. By employing codeswitching in the English teaching and learning process, the teacher facilitates learning so that the learning goal and objectives can be achieved effectively, and the students feel secure and thus learn effectively. It suggests that English teachers have background knowledge on code-switching, especially in the bilingual education environment. It is important for them because their background knowledge and their beliefs/ assumptions on code-switching can lead them to the judicious use of code-switching when teaching English as a foreign language. It also suggests that they understand the characteristics of the learners, conditions of the class, the culture of the class, and the focus of the lesson (materials and skills being taught) so that they do not misuse the types and functions of codeswitching.