scholarly journals INVESTIGATING THE TYPES OF CODE SWITCHING IN LANGUAGE TEACHING INSTRUCTION IN EFL CLASS OF SMA I NEGERI SAMARINDA

2018 ◽  
Vol 4 (1) ◽  
pp. 13
Author(s):  
Desy Rusmawaty
Keyword(s):  
Teaching Practices ◽  
Language Teaching ◽  
Teaching Strategy ◽  
Code Switching ◽  
English Teacher ◽  
Natural Interaction ◽  
Video Cameras ◽  
Third Grade Students ◽  
Teaching Instruction

Not only as a language interference, code switching was able to be used as one of language teaching strategy. This study investigated the types of code switching used by a teacher in language teaching instruction in EFL class of SMA I Negeri Samarinda. As a case study, an English teacher and third grade students of SMA I Negeri Samarinda were the subjects of this study. The data in the form of utterances between a teacher and her students were collected by taping and recording the natural interaction using video cameras and a voice recording. After transcribed and analyzed the data, this study revealed that a teacher practiced five types of code switching in her language teaching practices, they are (1) inter-sentential code switching, which involves a word within a sentence, a verb phrase, a question tag, and an adverb phrase; (2) inter-sentential code switching; (3) emblematic code switching; (4) intra-lexical code switching; and (5) changing pronunciation features. This study found also as new kind of intra sentential which involves an adverb phrase.

scholarly journals A Teacher’s Beliefs and Practices of Using Video to Teach Speaking: A Case Study At SMA As-Salam Surakarta

2018 ◽  
Vol 7 (1) ◽  
pp. 11
Author(s):  
Ummy Khoirunisya' Masyhudianti ◽  
Hanita Masithoh ◽  
Khoirun Nisa
Keyword(s):  
Digital Media ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Language Teaching ◽  
English Teacher ◽  
Beliefs And Practices ◽  
Depth Interview ◽  
Speaking Skill ◽  
Teacher's Beliefs

In the 21st century era, the implementation of technology in the form of common digital media and resources has been applied by teachers in language teaching and learning process. One of the digital media broadly used in teaching is video. It provides many advantages to promoteand improve students' speaking skill. This study aims to investigate the teacher's beliefs and the practices of using video in teaching speaking at the Ten Grade of SMA As-Salam Surakarta. A qualitative method was employed as the design of this study. An English teacher voluntarily involved as the participant. The data were collected through in depth-interview. The findings were categorized into three majors: 1) Teacher's belief in teaching speaking using video; 2) The reflection of those beliefs in classroom practices; 3) Factors shaping the teacher's beliefs and the practices. The result showed that there is no discrepancy between the teacher's beliefs and teaching practices. This study has a contribution to the development of English foreign language teaching. Hence, it is suggested that the English teacher should highlight their beliefs in order to create effective teaching practices.

scholarly journals AN ANALYSIS OF CODE SWITCHING USED BY ENGLISH TEACHER BASED ON GENDER INEQUALITY

2019 ◽  
Vol 2 (1) ◽  
pp. 48-58
Author(s):  
Chotibul Umam ◽  
Dita Sukawati ◽  
Fadilla Oktaviana
Keyword(s):  
Gender Inequality ◽  
Qualitative Method ◽  
Video Recording ◽  
Code Switching ◽  
The Other ◽  
English Teacher ◽  
Other Hand ◽  
Made In

In this research, the writer was aimed to find out the types of code switching that used by English teacher based on gender inequality and the reasons of using code switching that used by English teacher based on gender inequality. The writer was conducted case study in qualitative method. In collecting the data, the writer used observation by using video recording and interview. The result of the research shows that the writer found three types from each teacher based on gender inequality by observation. The types are inter-sentential, intra-sentential and tag switching. In the other hand, each types that used by English teacher based on gender inequality was made in number percentages, for female English teacher are inter sentential code switching 54%, intra sentential code switching 38% and tag switching 8%. Moreover, for male English teacher are inter sentential code switching 42%, intra sentential code switching 41% and tag switching 18%. In the other words, interview was used to find out the reasons that used by English teacher based on gender inequality. The reasons are talking about particular topic, repetition, Interjection and Raising status.

scholarly journals CODE SWITCHING BY TEACHERS IN ENGLISH CLASS AT SMA MUHAMMADIYAH 1 PONOROGO IN ACADEMIC YEAR 2018/2019

EDUPEDIA ◽  
2019 ◽  
Vol 3 (1) ◽  
pp. 8
Author(s):  
Rizqi Fajrin Ramadhani ◽  
Niken Reti Indriastuti ◽  
Diyah Atiek Mustikawati
Keyword(s):  
Teaching And Learning ◽  
Case Study Research ◽  
Code Switching ◽  
English Teacher ◽  
English Class ◽  
Field Notes ◽  
Data Collection Technique ◽  
The Impact ◽  
Academic Year

The aims of this research were identify: 1) The types of code switching, 2) Find out the factors influence the teachers to switch English into Indonesian or the opposite, 3) Analyze the impact of teacher’s code switching for the students. This research was held on SMA Muhammadiyah 1 Ponorogo. The research design was qualitative research especially case study. Research used observation and interview as the data collection technique in this research. To analyze the data the writer transcribing interviewing, scanning material, typing up field notes, coding process, making qualitative narrative, and making interpretation the data. Based on finding, the types of code switching which was used by English teacher at SMA Muhammadiyah 1 Ponorogo include tag code switching, inter sentential code switching, and intra sentential code switching with different quantities. The factor influence teachers to conducted switch English to Indonesian such as the students understanding was the big factor and the students characteristic were different, they had not same ability in English. Finally, the researcher proposed suggestion to the teachers to maintain using code switching during teaching and learning English in classroom, but continue to prioritize English as the primary. They could switch Bahasa Indonesia, but when used for certain purposes only.

scholarly journals Spoken Language Teaching: What Do Teachers Believe in?

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Salmiza bt Abdul Rahim ◽  
Hamidah Yamat ◽  
Parilah bt Mohd Shah
Keyword(s):  
Content Knowledge ◽  
Teaching Practices ◽  
Language Teaching ◽  
Spoken Language ◽  
Development Programs ◽  
Beliefs And Practices ◽  
Focal Attention ◽  
English Subject

This paper is a qualitative case study that aims to explore beliefs and practices of four English lecturers, by focusing on two components related to content knowledge of spoken language teaching, namely spoken forms (grammar and vocabulary), and interactional skills. It also aims to see how their held beliefs influence their teaching practices. To fulfil this purpose, four English lecturers teaching communicative English subject, contextualized in one polytechnic in Malaysia, were purposively selected as participants of the study. The data were gathered through interviews, non-participant classroom observation, as well as collection of relevant documents. The Atlas t.i. program was used to manage the data and thematic analysis was applied in data analysis. Generally, the findings indicate that the participants viewed the knowledge about spoken form as a relevant exposure to students, but it should not be the focal attention of the lesson. They also believed that interactional skills could be acquired through frequent speaking practices, and these beliefs are consistent with their teaching practices. The data also revealed some misconceptions about certain concepts in spoken language, and the teaching of the components in focus is found to be limited. This indicates a lack of depth content knowledge among the lecturers in these specific areas, hence recommendations for appropriate trainings and professional development programs are made to facilitate teachers to be more well-informed with their pedagogical decisions in classroom. In conclusion, this study illuminates the salient role of content knowledge among practicing teachers, as it potentially affects their teaching practices.

scholarly journals The Practices and Obstacles of English Language Teaching in Intellectual Disability Classroom: A Case Study at Special School (SLB) in Palembang

2021 ◽  
Vol 3 (1) ◽  
pp. 1-18
Author(s):  
Dalilan ◽  
Eka Sartika ◽  
Deyana Indah Lestari
Keyword(s):  
Intellectual Disability ◽  
Teaching Practices ◽  
English Language ◽  
Language Teaching ◽  
Sampling Technique ◽  
English Language Teaching ◽  
Mental Condition ◽  
Study Results ◽  
Learning English

Individuals with disabilities learn with difficulties such as physical, emotional, mental, and social deficiencies. In a limited physical and mental condition, they are faced with problems in learning, particularly in learning English. This study aims at revealing practices and obstacles in learning English in an intellectual disability classroom that affected the teaching practices. A case study method was used in this study. This study's participants were two teachers at SLB-C Tuna Grahita Palembang selected by a typical sampling technique. The observation and interview were used to collect data regarding realized practices and obstacles in teaching English to students with intellectual disabilities. Data were analyzed using thematic analysis. The study results indicated that English language teaching practices in intellectual disability classrooms were similar to the regular ones but more oriented to students' needs. The obstacles of English language teaching were affected by intellectual disability students' limitations in writing, reading, speaking, listening skills, and heterogeneous ability.

A case study of how beliefs toward language learning and language teaching influence the teaching practices of a Japanese teacher of English in Japanese higher education

2011 ◽  
Vol 35 (6) ◽  
pp. 29
Author(s):  
Diane Nagatomo
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Teaching Practices ◽  
Quantitative Research ◽  
English Language ◽  
Language Teaching ◽  
Language Education ◽  
Japanese Higher Education ◽  
Teacher's Beliefs

Japanese teachers of English in Japanese higher education are an under-researched, yet a highly influential group of teachers. A yearlong case study with one teacher, a literature specialist who is relatively new at teaching English, was conducted. Through multiple interviews and classroom observations, it was found that the teacher’s beliefs toward language learning and language teaching are deeply rooted in how she successfully learned English and are shaped by her love for literature. The paper concludes with a call for more qualitative and quantitative research investigating the teaching practices and the English pedagogical beliefs of Japanese university English teachers in order to deepen our understanding of English language education in Japan. 日本の高等教育機関における日本人の英語教師の役割は大きいにもかかわらず、これまで十分に研究の対象になって来なかった。文学が専門の比較的経験の浅い1人の教師を対象として1年間、ケーススタディを行った。数回のインタビューおよび教室での観察を通じて、その教師の言語学習・言語教授についての本人の信条が、自分の英語学習における成功体験および文学への愛情に少なからず影響されていることが判明した。本論では、日本における英語教育の理解を深めるためには、大学教師がどのような教育を行っているか、どのような教育上の信念を持っているのかを、質的にも量的にもさらに研究する必要性があると結論づけている。

scholarly journals English Teacher’s Code Switching in The Classroom (A Case Study in Grade IX of SMK 10 Padang)

2020 ◽  
Vol 4 (3) ◽  
pp. 620
Author(s):  
Dian Mega Putri
Keyword(s):  
Qualitative Research ◽  
Research Method ◽  
Teaching And Learning ◽  
Code Switching ◽  
English Teacher ◽  
Grammar Instruction ◽  
Positive Role ◽  
Qualitative Research Method ◽  
The Subject

This research aims to reveal the attitudes of the teacher in using code switching in the classroom from English (or shorten by L2) to the Indonesian language (or shorten by L1) or vice versa and also to find out the functions of teacher’s switching to the L1 in practice in Grade IX of SMK 10 Padang. The descriptive qualitative research method is used to analyze teachers’ code switching to Indonesian language through the observation and interview. The subject in this research is an English teacher who taught in grade IX of SMK 10 Padang. Based on the analysis of the data, it can be concluded that the code switching used by the teacher in the classroom plays a positive role in the process of teaching and learning. Moreover, the functions of code switching used by the teacher in the classroom are in order to explain vocabulary, give grammar instruction, emphasize some points, manage the class, index a stance of empathy or solidarity towards students.

scholarly journals Teacher’s Use of Code Switching And Their Motivation in English Class

2019 ◽  
Vol 7 (1) ◽  
pp. 71
Author(s):  
Paramytha Wijayanti. K D ◽  
Suparno Suparno ◽  
Hefy Sulistyawati
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
Code Switching ◽  
English Teacher ◽  
Data Display ◽  
English Class ◽  
The Subject ◽  
Academic Year

<p>This research investigates the use of code-switching by the teacher in English class of SMP Negeri 4 Surakarta in the academic year 2015/2016. The subject of this research is the English teacher and the students of three classes in grade VII. The focus of this research is the teacher's code-switching covering the types, reasons/motivations, and the functions of code-switching. This research uses a qualitative method in the form of case study. Furthermore, the technique of analyzing data used in this research is interactive model consists of data reduction, data display, and conclusion/verification. The data in this research are teachers’ utterances, students’ utterances, and interview statements that are obtained from observation and interview. The implementation of code-switching in SMP Negeri 4 is a common practice since it brings an advantage to English teaching and learning process.</p>

Sign in / Sign up

Export Citation Format

Share Document