Exploring EFL Students’ Use of Code-Switching in Formal Presentation Activities: A Case Study of an Indonesian Islamic State University

Akbar, Alvine Muhammad (2026) Exploring EFL Students’ Use of Code-Switching in Formal Presentation Activities: A Case Study of an Indonesian Islamic State University. Sarjana thesis, UIN Sunan Gunung Djati Bandung.

Preview	Text 1_Cover.pdf Download (120kB) | Preview
Preview	Text 2_Abstract.pdf Download (101kB) | Preview
Preview	Text 3_Declaration of Authenticity.pdf Download (88kB) | Preview
Preview	Text 4_Table of Contents.pdf Download (157kB) | Preview
Preview	Text 5_Chapter 1.pdf Download (197kB) | Preview
	Text 6_Chapter 2.pdf Restricted to Registered users only Download (254kB) | Request a copy
	Text 7_Chapter 3.pdf Restricted to Registered users only Download (226kB) | Request a copy
	Text 8_Chapter 4.pdf Restricted to Registered users only Download (465kB) | Request a copy
	Text 9_Chapter 5.pdf Restricted to Registered users only Download (122kB) | Request a copy
	Text 10_References.pdf Restricted to Registered users only Download (149kB) | Request a copy
	Text 11_Appendices.pdf Restricted to Repository staff only Download (745kB) | Request a copy

Abstract

Code-switching commonly occurs in Indonesian EFL classrooms, particularly when students experience linguistic and psychological difficulties during formal presentations. This research aimed to (a) identify the types of code-switching used by EFL students, (b) examine the factors influencing the use of code-switching, and (c) To explore the implications of using code-switching for the development of EFL students’ English speaking ability during formal presentations in terms of fluency, accuracy, and grammar. This research employed a qualitative approach with a case study design at an Indonesian Islamic state university. Five undergraduate EFL students were selected through maximum variation sampling. The data were collected through classroom observations, and semi-structured interviews. The data were then analyzed through coding, categorization, thematic analysis, and data triangulation. The findings identified 110 instances of code-switching: 46 intra-sentential, 39 inter-sentential, and 25 tag-switching instances. Intra-sentential switching was the most frequent type, commonly used to overcome lexical difficulties and maintain speech continuity. Code-switching was influenced by language proficiency, communicative context, topic complexity, anxiety, confidence, fear of making mistakes, and lecturer expectations. Code-switching helped students maintain fluency, clarify meanings, and increase confidence. However, the contribution of code-switching primarily concerned communicative clarity rather than direct improvement in grammar, vocabulary, or pronunciation. Therefore, code-switching should be used purposefully and temporarily without limiting opportunities for English practice.

Actions (login required)

View Item