THE DILEMMA OF TEACHERS CODE-SWITCHING IN INDONESIAN EFL CLASSROOM Maria Septiyani English Language Department Duta Wacana Christian University Yogyakarta, Indonesia mariaseptiyani@staff.ukdw.ac.id Abstract Teachers code-switching in Indonesian EFL classroom has been a dilemma for years. Codeswitching itself means the shift from one language to another language within an utterance or utterances. In the context of Indonesian EFL classroom, code-switching happens when the teachers switch the language from the target language, English, to the first language, Indonesian. This phenomenon has been treated with several point views. Some believe that code-switching will distract students focus in learning English. Once the teachers switch the language into the first language, students will tend to be lenient to use English in the classroom. However, some also believe that the code-switching into the first language is needed when the teachers need to ensure whether the students understand the instructions or to solve problems happened in the classroom. Therefore, this paper aims to find out more on the phenomenon of code-switching in Indonesian EFL classroom, from the teachers point of view and also the students point view. The data for this paper is gathered from teachers and students of Introduction to College English (ICE) class of Duta Wacana Christian University. Therefore, this paper is hoped to give answers on the attitude of teachers and students on code-switching happens in the classroom. Keywords - Code-switching, EFL Classroom, teachers, students, point of view Introduction Teachers code-switching in EFL classroom has been a dilemma for years. Some researchers and experts in English language teaching have been concerned to minimize the use of code-switching in the classroom. They believe that code-switching is an indication of language teaching failure. Moreover, they also believe that teachers code switching will create an unwillingness situation for students to learn the target language. Teachers code switching will also make students feel lenient to practice the target language in the classroom (Yao, 2011). This paper discusses the phenomena of teachers code-switching in Indonesian EFL classroom. Code-switching means the switch from one language to another language within an utterance or utterances done by speakers who have two or more languages exist in their community (Blom and Gumperz, 1972). Therefore, the context of code-switching in EFL classroom meant in this paper is the teachers code-switching in which the teachers switch from the target language, English, to the first language, Indonesian. Blom and Gumpers (1972) distinguish between two types of code-switching, situational and metaphorical code-switching. In situational code-switching, the switch is in response to a change in situation, for example the code-switching occurs in a case of an official transaction, a speaker might switch from the standard language to the local dialect to ask about family matters. In metaphorical code-switching, the switch has a stylistic or textual function, for example to signal a quotation, to mark emphasis, to indicate the punch line of a joke, or to change in tone from the serious to the comic. Furthermore, Blom and Gumperz also 390 ISBN 978-602-73769-3-9
explain that code-switching is not a random but functionally motivated. Related to the case of code-switching in foreign language classroom, there are two different attitudes. Experts who support to minimize the code-switching argue that it is not important for learners to understand everything that the teachers say to them. They also argue that switching to the first language undermine the learning processes and focuses (Jingxia, 2010). Ellis (1984) also emphasizes that it is important for second and foreign language teachers to expose learners to as many language functions as possible in the target language. Furthermore, Ellis also argues that the overuse of L1 by foreign language teachers will deprive valuable target language input for the learners. However, there are also researchers who argue that students L1 deserves a place in foreign language classroom. Cook (2000) believe that letting students to use their mother tongue is a humanistic-approach, since they can express themselves better. It is also supported by Stern (1992). Stern argues that the failure of learners to understand the target language is due to the insufficient explanation given in the L1. In Indonesia, English is considered as a foreign language. Therefore, the time allocation to learn English in school and universities are not many. In public schools and private schools, which are not labeled international or national plus school, there are only 2 until 4 meetings in a week to learn English, whereas one meeting only lasts for more less 40 to 45 minutes. In the universities, for non-english Departments, students only have one until 2 English classes which students must take in eight semester study time. Therefore, considering the current situation and knowing the fact that the issue of teachers code-switching is a concern in EFL classroom, this paper aims to dig out more on teachers and students point of view on the issue of code-switching in their classroom, specifically in the universities level. Methodology The writer wrote this paper as a pilot study and it is hoped to be developed further. The research was done through observation and focus group discussion. The observation was done in Introduction to College English (ICE) classes of Duta Wacana Christian University. ICE is a compulsory programs for Duta Wacana Christian University s students who did not pass the standard grading score in the English entrance test. Students had to take the class before they could proceed to take the Bahasa Inggris Terapan class in their study program. Observation and focus group discussion were used to gather the data. The observation was done initially to observe the situation of the classrooms and to find out whether the codeswitching occurred in the classrooms. The focus group discussion was done later to gather in-depth insights from the teachers and the students related to issue of teachers code-switching in the classroom. Finding and Discussion After the observation and the focus group discussion were done, the writer finds some interesting findings related to the issue of teachers code-switching in EFL classroom which becomes the focus of this paper. Types of code-switching Related to types of code-switching distinguished by Blom and Gumperz, situational and metaphorical code-switching occur in the classroom, there are some findings that the writer can explain further. Situational code-switching Based on the observation and the focus group discussion, the writer notices that situational and metaphorical code-switching occurs in ISBN 978-602-73769-3-9 391
the teaching learning process. Situational code-switching occurs as a response to a change in situation. In this case, the teachers code-switch the language into Indonesian in certain cases, for example supervising group work, reprimanding students, clarifying instructions and getting difficulties in finding the English term for certain words. As for the students, they also code-switch into Indonesian in certain cases, such as conveying complicated ideas and having difficulties in finding the English term. The findings match the theory of situational code-switching by Blom and Gumperz. Both teachers and students do the code-switching as a response to a change in situation. In reprimanding students, when the teachers feels that it is important that the students get the point of why they are being reprimanded, they will change the language from English to Indonesian. However, there are interesting points in this situation. First, all of the teachers agree that it is important that students do not see and listen when they reprimand one of the students in Indonesian. Therefore, the teachers always try to have personal approach to the students after the class or they will talk to students personally outside the class when the class is on-going. Second, students ability, skill and knowledge affect teachers decision to code-switch when they have to reprimand the students. The teachers agree that when they know that the student have good English skill and comprehension, they will reprimand the students in English. In clarifying instructions, the teachers will do the codeswitching after they have done their best in explaining the instructions. They all agree that it is best for teacher to minimize the code-switching to Indonesian. There are some efforts that they will do before they do the code-switching, for example using body language, giving examples rather than verbal instructions, using simple words and slowing down their speech. The teachers argue after all the efforts that they have done and the students have not got the point, they will code-switch their instruction into Indonesian. For students, conveying complicated ideas is not easy. Therefore, they usually code-switch the language into Indonesian. However, they will repeat after the teachers when the teachers have told them how to say their ideas in English. When the students forget the English term or they do not know the vocabulary, they will usually code-switch into Indonesian. Metaphorical code-switching For the metaphorical code-switching, the examples of the sentences are Oh my God, you are so rempong. The word rempong is used by one of the teachers when she wants to emphasize of students taking too much time finding their mobile phone only for finding a meaning of certain word in the online dictionary installed in their mobile phone. Teachers point of view on teachers codeswitching in EFL classroom Based on the data gathered through the focus group discussion, there are some points that the writer can get about the focus of this paper. All of the teachers agree that it is better for teachers to minimize the use of code-switching in the classroom. They argue that classroom is one of the best places where students can be exposed to English. As an addition, they also argue that the teachers are the role model for the students. When the students see and notice that the teachers always speak in English, the teachers hope that it will trigger the students to practice more. Therefore, in a meeting which lasts for 100 minutes, the teachers hope that students can experience fully how to speak and express themselves in English. One of teachers say that she will be happy even when the output of the students after the class are only simple expressions, such as I m sorry I am late and Goodbye, miss. See you next week. 392 ISBN 978-602-73769-3-9
They also have some ways to minimize the use code-switching in the classroom, such as slowing down their speech, simplifying the instructions, using body language and giving examples rather that verbal instructions. Then, to support their effort in making the students express themselves in English, they also make agreement with the student. The teacher say that they usually make the agreement in the first meeting. In the agreement, the teachers have certain points, for example, students have to speak in English when they are in class not in their local language, Indonesian is allowed but only 5% in a meeting and there is a punishment for those caught speaking in Indonesian. Students point of view on teachers codeswitching in EFL classroom Most of the students agree that teachers who speak English all the time in the classroom are good for them. They say that they will learn more when they listen to their teachers speaking in English all time compared to the teachers who often code-switch the language into Indonesian. One of the students say that when he knows that the teacher keeps on answering his questions although he is using Indonesian, he will usually use Indonesian when has to talk to the teachers. However, some of the students also hope that the teachers will switch the language into Indonesian in certain situation. For example, when they need to have explanation on how to do the assignments. They say that they will do their best in understanding the teachers when they give the explanation in English, but they still hope that there will be a reexplanation in Indonesian to avoid misconception. Conclusions The issue of teachers code-switching in EFL classroom has been a dilemma. Throughout this paper, it can be concluded that teachers try their best to minimize the use of codeswitching in the classroom. They agree that classroom is one of the best place for students to learn and practice their English, since they will not practice outside the class. Therefore, the teachers should be a good role model for students with a hope that the students will try their best as well to learn and practice. For the students, the also agree that teachers who speak English all the time in the classroom is good teachers. When the students are forced to learn and practice English only in the classroom, they agree that they will be encouraged to learn English. However, there is certain situation in which the students hope that the teachers will switch the language into Indonesian, for example when they need explanation for their assignments. Therefore, both teachers and students should treat code-switching in EFL classroom wisely. Bibliography Blom, J.P.& J.J.Gumperz. Social meaning in Linguistic structure: Code-switching in Norway. In J.J.Gumperz & D. Hymes (Eds.), Directions in sociolingustics. 407-434. New York: Holt, Rinehart and Winston. Ellis R. (1984). Classroom Second Language Development. Oxford: Pergamon Institute of English. Jingxia, L(2010). Teachers Code-Switching to the L1 in EFL Classroom. The Open Applied Linguistics Journal, 3, 10-23. McKay. S.L., N.H. Hornberger. (1995). Sociolinguistics and Language Teaching, 47-67. New York: Cambirdge University Press. Sridhar, Kamal K.(1995). Societal Multilingualism In S.L. McKay&N.H. Hornberger (Eds.), Sociolinguistics and Language Teaching, 47-67. New York: Cambirdge University Press. Willis, J. (1982). Teaching English Through English. Harlow: Longman. ISBN 978-602-73769-3-9 393
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