EFL teacher's code switching in classroom interaction: types and functions / Siska Larasati
| Main Author: | Larasati, Siska |
|---|---|
| Format: | Thesis NonPeerReviewed |
| Terbitan: |
, 2019
|
| Online Access: |
http://repository.um.ac.id/71750/ |
Daftar Isi:
- vSUMMARYLarasatiSiska.2019.EFLTeachersCodeSwitchinginClassroomInteractionTypesandFunctions.ThesisDepartmentofEnglishFacultyofLettersUniversitasNegeriMalang.Advisors(1)Prof.Dr.NurMukminatienM.Pd.(2)Dr.SuharyadiM.Pd.KeywordsEFLteachercodeswitchingclassroominteractionCodeswitchingbecomesacommonphenomenonwhichcanbefoundespeciallyinEFLclassroominteraction.Codeswitchingisalanguagealternationortheuseofmorethanonelanguageincommunication.BasedontheresultofapreliminarystudyanEFLteacherofseventhgradersinSMPTazkiaInternationalIslamicBoardingSchoolemployedcodeswitchingduringEnglishteachingprocessinregularclass.ThereforetheaimofthisstudyistoinvestigatetheoccurrenceofcodeswitchinginclassroominteractionintermsoftypesandfunctionsofcodeswitchingusedbytheEFLteacher.Theresearchdesignofthisstudyisdescriptivequalitativebecausethisstudyisconductedtoshowthenatureofasituationasitexistsatthetimeofthestudy.ThisstudywasconductedatSMPTazkiaInternationalIslamicBoardingSchoolintheacademicyearof2018-2019.ThesubjectinvolvedinthisstudyistheEFLteacherwhotaughtEnglishinseventhgradeCwhichistheregularclassinSMPTazkiaInternationalIslamicBoardingSchool.Thedatawerecollectedbyusingobservationandinterview.TheEFLteachersutterancesintheclassroominteractionwereobservedandrecordedandtheresultsoftherecordingweretranscribedtobeanalyzed.TheEFLteacherwasalsointerviewedforexplainingherunderlyingreasonsforemployingcodeswitchingintheclassroom.TheresultsshowthattherearethreetypesofcodeswitchingemployedbytheEFLteachernamelyinter-sententialswitching(55dataor51.4%)tagswitching(34dataor31.8%)andintra-sententialswitching(14dataor13.1%).Inthisstudymixedcodeswitching(4dataor3.7%)whichinvolvesmorethanonetypeofcodeswitchinginanutteranceisalsofound.InthisstudythereareninefunctionsofcodeswitchingemployedbytheEFLteacher.Thosefunctionsareforinsertingasentencefiller(38dataor34.3%)showingintentionofclarifyingspeechcontentforinterlocutors(26dataor23.4%)repeatinginordertoclarify(22dataor19.8%)checkingstudentsunderstanding(8dataor7.2%)softeningrequestorcommand(4dataor3.6%)showingangerordisappointment(4dataor3.6%)endingtheclass(4dataor3.6%)motivatingstudents(3dataor2.7%)andgivingadvice(2dataor1.8%).CodeswitchingformotivatingstudentsandcodeswitchingforgivingadvicearethenewfunctionsfoundinthisstudyandthesenewfindingsarethecontributionforsociolinguisticstudiesespeciallyforthestudyofcodeswitchinginEFLclassroom.BasedontheresultofthestudytheEFLteacherinthisstudyusedcodeswitchingbothintentionallyandunintentionally.Firstlythetypeofcodeswitchingwhichismostfrequentlyfoundinthisstudyisinter-sententialcodeswitching.ItshowsthattheEFLteacherisfluentinbothEnglishandIndonesianbecauseshecanapplytherulesofthoselanguagesinherutteranceatthesamevitime.Secondlythefunctionofcodeswitchingwhichismostfrequentlyfoundinthisstudyisforinsertingsentencefillers.TheEFLteacherinthisstudyisanIndonesiannativespeakersothattheinsertionofsomeelementswhichcharacterizehernativelanguagewhilespeakingEnglishisstilldifficulttobeomitted.BesidestheinsertionofsentencefillerstheEFLteacheroftenclarifiedorrepeatedherutterancebyusingIndonesianinordertomakethestudentsunderstandclearlythematerialsandinstructionsgivenduringthelearningprocess.FortheEFLteacheritissuggestedtoomittheuseofIndonesiansentencefillersbecausetheuseofthosesentencefillersdoesnothavebenefitsintheEnglishteachingprocess.BecausethisstudyislimitedtoidentifythetypesandfunctionsofcodeswitchingusedbyEFLteacheritishopedtothenextresearcherstoanalyzestudentsperceptiontowardtheuseofcodeswitchingbyteacherforprovingwhethertheuseofcodeswitchingintheclassroomisactuallybeneficialforthestudentsortroublesome.