Code-Switching-in-English-Instruction-and-Factors-Affecting-the-Language-Attitude-of-Indonesian-EFL-

Code-Switching-in-English-Instruction-and-Factors-Affecting-the-Language-Attitude-of-Indonesian-EFL-

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International Journal of Social Sciences & Educational Studies ISSN 2409-1294 (Print), June 2016, Vol.2, No.4 12 IJSSES Code Switching in English Instruction and Factors Affecting the Language Attitude of Indonesian EFL Learners in Using It Mujiono 1 1 Department of English Education, Faculty of Language and Literature, University of Kanjuruhan Malang, Indonesia Correspondence: Mujiono, University of Kanjuruhan Malang, Java Timur, Indonesia. Email: [email protected] Received: April 30, 2016 Accepted: May 17, 2016 Online Published: June 1, 2016 Abstract: This study aimed at analyzing the factors causing teachers and students to use code switching (CS) and the factors affecting language attitude of EFL learners in using CS in instruction. The participants of this study were 8 English teachers and 312 students of 12 Junior High Schools in Malang, Indonesia. This study used a mixed method. To collect the data, questionnaire and classroom observation were applied. Post hoc item analysis was employed to meet the requirement of validity and reliability. The factors causing the use of CS in EFL instruction were (a) involvement of the learner, (b) use of learner‘s language, (c) situation of the classroom, (d) weariness of teacher (e) expressing of teacher‘s anger . All these five factors gave a significant effect to the use of CS in EFL instruction. It was statistically significance ( p < .01). The fifth factor, the use of the learners‘ language had dominant influence toward the use of CS in EFL instruction. Keywords : Code-Switching, Language Teachers, English Instruction 1. Introduction Teachers often have difficulties in delivering English as a foreign language (EFL) in the classroom interaction. When they deliver the material to the students, the teachers are required to be able to communicate ideas and views in order to be easily understood by them. To achieve this, teachers need strategies, either related to the use or the selection of language learning strategies as well as the delivery of the material. In line with above statements, the teacher may use two or more languages in delivering learning material. If some students do not understand what the teachers explain, it is not uncommon for them to switch a language to another language that is easily understood by students. The use of CS by teachers in English instruction is a lingual phenomenon which associates with the goal of communication. The aim of the use of CS by English teachers is to enhance their ability to communicate, in particular to communicate in classroom. The use of CS in the classroom is still needed (Cook, 2001). He asserts that teachers are allowed to use CS when they explain important concepts, students do not concentrate on the lesson, and the teachers give praise or warnings to students.
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