Code-Switching Used in Student Presentation in EFL Classroom

Abstract

This research was conducted to find out two main issues, namely kinds and reasons of code-switching used in student presentation in EFL (English As a Foreign Language) classroom. To get the data, the researcher used qualitative descriptive method as the research methodology. The subject of the research was the fourth semester of English education department in Universitas Muhammadiyah Sidenreng Rappang. There were 6 students which were 6 female from 17 students as the target of this research. To answer two main issues, researcher used two instruments which were observation sheet and semi-structure interview. The results of this research revealed four kinds of code-switching: intra-sentential switching, intersentential switching, establishing continuity switches, and tag switching. The findings indicated that intra-sentential switching occurred 3 times, intersentential switching 6 times, establishing continuity switches 3 times, and tag switching only once. Notably, intersentential code-switching was the most frequently used type by the fourth-semester students during their group presentations, while tag switching was the least utilized.While there were also eight reasons of code-switching used by students, namely comfort and fluency 6 times, academic context 3 times, audience needs 3 times, interaction and engagement 2 times, environmental influence 1 tmes, skill development 3 times, situations and contexts 2 times, and difficulties in translation 2 times. Interestingly, the fourth-semester students predominantly employed comfort and fluency in their group presentations as the reason, whereas difficulties in translation was used the least.