Abstract
In an English teaching and learning process, teachers and students have interactions that occupy the students’ first language. It can be related to the existence of code-switching. It can help them fill in the gap which occurs during a conversation. It can improve the quality of teaching and learning. This study focuses on the analysis of code-switching in the interactions between the teacher and the students with different levels of language proficiency. This study examines how the teacher produced code-switching, the students’ responses towards the teacher’s code-switching, and the teacher’s roles code-switching. This study employed qualitative research. The instruments used for collecting data were audio-video recording, test, interview, and questionnaire. Findings of the study revealed that (1) the teacher used three types of code-switching to the students with different levels of language proficiency and the function of repetitive was the most frequent function found in the interactions, (2) the students responded to the teacher’s code-switching by using English, Indonesian language or code-switching, and (3) the roles of teacher as a controller and a director have the crucial use in the interactions. Hopefully, further studies can explore code-switching deeply in the interactions between teachers and students with different language proficiency levels in instructional settings.
Highlights
Many people in this country use more than one language in their daily activities
Enama (2016) stated that the target language should be accompanied by L1 as in one framework so that there is no burden of employing the mother language because it serves the precise function in the classroom to students
It indicates that code-switching is found in a social environment and a formal setting
Summary
Many people in this country use more than one language in their daily activities. Bilingualism and multilingualism exist in Indonesia. Enama (2016) stated that the target language should be accompanied by L1 as in one framework so that there is no burden of employing the mother language because it serves the precise function in the classroom to students. It indicates that code-switching is found in a social environment and a formal setting (a school). Code-switching is considered as a communicative phenomenon of constantly switching between two languages in a bilingual’s speech repertoire (Modupeola, 2013) This switching becomes a marked feature that indicates the use of bilingual in the process. It is done to make the flow of communication smooth and understandable
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