Teachers' Perceptions on Code-Switching in English as a Foreign Language in Classroom

Abstract

This study explores graduate teachers' perceptions of the use of code-switching in the classroom, particularly in the context of English language learning. The main issues in this study are how code-switching is used and how graduate teachers perceive its effectiveness in improving students' understanding as well as the fluency of communication in the classroom. Factors such as learning context, social identity, and the need for more specific expressions of meaning may influence the decision to use code-switching. The aim of this study is to understand the extent to which code-switching is used and how it impacts the learning process in the classroom. This study used a quantitative method with a 1-4 Likert Scale to measure perceptions of code-switching. Data were obtained from eight second semester postgraduate students of the English program at Bengkulu University. The results showed that overall, the average of the three aspects studied (the function of code-switching, the effect of code-switching on instruction, and the effect of code-switching on language development) was 2.98, indicating a positive trend towards the use of code-switching in the classroom. In conclusion, this study highlights the need for teachers to strategically utilize code-switching to support students' comprehension without hindering second language acquisition.