Evaluating teachers' frequency on using code switching during teaching grammar : A survey on students' understandings and responses in SMPN 1 Tanjungmedar

Deniati, Deniati (2024) Evaluating teachers' frequency on using code switching during teaching grammar : A survey on students' understandings and responses in SMPN 1 Tanjungmedar. Sarjana thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

The intent of the research is to evaluate the utilization of teachers' code switching in the context of teaching grammar. It investigates the teacher’s frequency on using code-switching from students’ perspectives, the types of code-switching are commonly appear from students’ perspectives, and the contributions of teachers’ code-switching on the improvement of the students’ grammar skills from students’ perspectives and explores the students’ responses of it. The researcher uses a qualitative survey in this research. Purposive sampling was employed in this study due to the focus on code-switching, necessitating participants who are multilingual students. All eighth-grade students from SMPN 1 Tanjungmedar were selected as participants, as they utilize multiple languages. However, the students’ ability in English remains limited since they are only beginning to receive English lessons at the junior high school level. The findings showed that teacher often uses code-switching to enhance the learning process, not only by promoting student knowledge but also by fostering interpersonal interactions among teachers and students. In addition, the type of code-switching that is commonly used by the teacher is tag switching and inter-sentential switching. In conclusion, the teacher's code-switching frequency is high, and an increase in it can contribute to students' understanding. Moreover, most students show positive responses to the teacher’s code-switching. Therefore, the researcher recommends code-switching for English teachers to enhance students' understanding of English grammar concepts, particularly those with limited English background knowledge, and to facilitate easy engagement and responsiveness during class discussions. Furthermore, it suggested that future researchers might identify other contributions for other English skills, such as speaking, writing, and listening, in a more in-depth examination and add observational instruments to reinforce the results obtained.

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