The english teachers and the students used cs in efl

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expression of teachers‘ anger. The English teachers and the students used CS in EFL classroom for pedagogical purpose. A result of Merrit‘s study (1992) found that a school teacher in Kenya using C S between the languages to attract the attention of students, conduct a clarification as well as emphasize the material being taught. Meanwhile, Canagarajah (1995) found that the English teachers in Sri Lanka employed CS for classroom management and content delivery. Referring to the results of the studies for various reasons of the use of CS by English teachers and the students, CS is still necessary for Indonesian EFL learners. 6. Conclusion The teachers need to use two or more languages as strategies to deliver material in EFL classroom interaction. Teachers use CS from English to Indonesian or vise-versa in order to be easily understood by the learners and to make the learners understand better material being presented by teachers (Mujiono, 2013). Using CS by the teachers in EFL classroom is a lingual phenomenon that associates with the aim of communication. It is supported by Cook (2001) who reveals that the aim of using CS by the teachers is to enhance their ability to communicate particularly to communicate in classroom. In EFL classroom interaction, the use of L1 is sometimes indispensable, especially for the explanation and the affirmation of linguistic and grammatical concepts (Krieger, (2005). It might function to enhance communicative competence in the foreign language as a learning strategy (Schwarzer, 2004).
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International Journal of Social Sciences & Educational Studies ISSN 2409-1294 (Print), June 2016, Vol.2, No.4 23 IJSSES The use of several languages in the classroom at different points in the lesson is aimed to parallel develop the L1 and L2. According to Baker (2006) and Garcia (2009), it is called translanguaging. It is also the use of two languages in parallel to develop language skills in both languages and contribute to a deeper comprehension of the subject being learned. In Indonesian EFL classroom context, the learners can get the same concepts in both languages by which they are able to learn content knowledge in L1 and L2. By referring to Baker (2006) and Garcia (2009), it can be highlighted that by using translanguaging, the Indonesian learners have a good and complete understanding of the material being learned, get development of their skills in language, can produce in both languages, and can develop learners‘ second language competence. So, translanguaging here is an essential angle to take the complement on CS. This study identified five (5) factors causing the use of CS by English teachers and Indonesian EFL learners in classroom interaction. They were (a) the involvement of the learner, (b) the use of learner‘s language, (c) the situ ation of the classroom, (d) the weariness of teacher (e) the expression of teacher‘s anger . All five of these factors gave a significant effect on the use of CS in EFL instruction. It was statistically significant ( p < .01). The fifth of these factors, the use of the learner‘s language gave dominant influence on the use of CS in Indonesian EFL instruction.
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