Abstract
This study was focused on the analysis of code-switching occurred in the English teaching and learning process at non-English major class. This study examined the code-switching forms and functions of code-switching in the classroom.
 This study focuses on the analysis of code-switching occurred in the English teaching and learning process at non-English department class. This study examines the forms and functions of code-switching in the classroom at the lecturing process of English major as conduced at non-English department of Dian Nuswantoro university. Findings of the study showed that (1) the teaching learning process of non-English department class at Dian Nuswantoro university students employed various kinds of code-switching both by lecturers and the students with the dominant used was inter-sentential code-switching/full sentence code-switching. (2) there were various functions of code-switching utilized by the lecturer and students in the lecturing process, such as put an interjection in the middle of speech, to give emphasis toward certain topic, to repeat the speech, to give more description about certain topic, to talk about particular topic, to soften and straighten the request or command, to exclude others from the discussion, to express group identity, and to quote somebody’s utterances. Further studies hopefully can explore deeply about code-switching where lecturers teach English department students and uncover the lecturer and students’ perception on the occurrence of code-switching as the comparison to this current study.
Highlights
In the field of education, English has been introduced and learned by students to improve the quality of human resources
As stated by Krashen and Terrel in Payne (2011) English teachers are stimulated to create communicative situations in English without resource to mother language, because the application of mother language inclusion would only obstruct the process of English language teaching and learning
The current study has examined two classes of English subject conducted by the university lecturers with total four meetings
Summary
In the field of education, English has been introduced and learned by students to improve the quality of human resources. One of the objectives of the foreign language teaching and learning is to facilitate students’ acquisition and communication in the target language. In achieving this objective, English teacher/lecturer should facilitate students with English as a medium of instruction during classroom interaction, since the use of the language can develop students’ own in-built language scheme (Margana, 2008). It implies that in teaching English must be provided along with comprehensive input in the target language which will result in the students’ acceleration in acquiring English language proficiency. A good input from language teacher who only uses target language would result in a good learning outcome too
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