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Gloria Hede, Gloria
English Department, Faculty of Letters, Petra Christian University, Surabaya, Indonesia

Published : 2 Documents
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A STUDY OF CODE-SWITCHING USED BY AN ENGLISH TEACHER IN TEENAGERS’ EFL CLASS Hede, Gloria; Mardijono, Josefa J.
K@ta Kita Vol 3, No 6 (2015)
Publisher : K@ta Kita

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (78.005 KB)

Abstract

This study is aimed to analyze the types of code-switching used by the teacher and under what circumstances the switching occur to identify its function. Using qualitative approach, the writer did this study based on code-switching theory of Wardhaugh (2006) and classroom interaction of Walsh (2011). The findings revealed that the teacher used both types of code-switching, intra-sentential and inter-sentential switching. The function of the code-switching identified through the four features of classroom interaction were control of interaction to control the participation, content, procedure of the lesson; speech modification to clarify meaning, to ensure the students’ understanding; elicitation technique to elicit response for checking comprehension; repair to correct error directly or get the students to correct the errors. From this study, it could be concluded that the teacher used code-switching to make the learning process clearer, so the students would not get confused and would not have misunderstanding in the classroom.
A STUDY OF CODE-SWITCHING USED BY AN ENGLISH TEACHER IN TEENAGERS’ EFL CLASS Hede, Gloria; Mardijono, Josefa J.
Kata Kita Vol 3, No 2 (2015)
Publisher : Institute of Research and Community Outreach - Petra Christian University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (422.878 KB) | DOI: 10.9744/katakita.3.2.27-31

Abstract

This study is aimed to analyze the types of code-switching used by the teacher and under what circumstances the switching occur to identify its function. Using qualitative approach, the writer did this study based on code-switching theory of Wardhaugh (2006) and classroom interaction of Walsh (2011). The findings revealed that the teacher used both types of code-switching, intra-sentential and inter-sentential switching. The function of the code-switching identified through the four features of classroom interaction were control of interaction to control the participation, content, procedure of the lesson; speech modification to clarify meaning, to ensure the students? understanding; elicitation technique to elicit response for checking comprehension; repair to correct error directly or get the students to correct the errors. From this study, it could be concluded that the teacher used code-switching to make the learning process clearer, so the students would not get confused and would not have misunderstanding in the classroom.