THE USE OF CODE SWITCHING IN DELIVERING ENGLISH PRESENTATION IN CLASSROM DISCOURSE

Abstract

This research investigates the use of code switching in classroom presentation context. In the EFL classroom, students are required to make presentations using English. In language courses, students directly develop their English skills in the speaking skills section. EFL students have different limitations regarding speaking skills. Hence, the students use code switching to help with the limitations and shortcomings of students' speaking skills.

Thus, this research aims to: (a) to find out the types of code-switching that are used by EFL students in offline presentation context, (b) to find out the motivation of students to do code-switching to Indonesian, and (c) to find out the code-switching affect to listeners’ understanding of the material delivered. This research employed a qualitative method. The participant of this research was an English Education Department student in fourth semester at State Islamic University Sunan Gunung Djati Bandung. Observations and interviews were used to gain the data. The data obtained from participants are collected and analyzed from observation and interview.

The research findings reveal that there are three types of code switching that occur in presentations; inter-sentential code switching, intra-sentential code switching, and tag switching. Moreover, from the type of code switching used by students, there are three factors that cause students to switch codes; lack of vocabulary, to clarify the material, and to avoid misunderstandings. These findings reveal that code switching helps students understand presentation material as indicated by student involvement in discussions.

This research finds that fourth semester students are required to present in English as a form of assessment of their English language skills. However, the limitations of students make code switching play a helpful role in the context of English presentations. The use of code switching in presentations must be monitored or limited because it reduces the development of students' speaking skills.