Lecturer’s Code-Switching in the EFL Classroom of Arabic Language and Literature

Sociolinguistics; Code switching; EFL classroom In teaching and learning languages, it is common to use code-switching. Code-switching help speaker and hearer share the ability to speak more than one language. This research was focused on the codeswitching that was done by the lecturer, the most common type that appeared in the classroom interaction and the function of the code-switching found in the analysis. Descriptive qualitative research was applied in this research which the data got from the interaction of the lecturer and students in the classroom in teaching and learning English for Arabic students. Based on the analysis, in the classroom interaction, the three types of code-switching was found; tag-switching, inter-sentential switching and intra-sentential (Romaine, 1995). The most common type found in the interaction was intra-sentential switching. The used of code-switching in the classroom interaction was to improve language skills, give clarification, emphasis the topic, and make good relation with interlocutor that was the Arabic students. Both teachers and students in this situation hold positive attitudes in doing code switching. Info Artikel

In teaching and learning languages, it is common to use code-switching. Code-switching help speaker and hearer share the ability to speak more than one language. This research was focused on the codeswitching that was done by the lecturer, the most common type that appeared in the classroom interaction and the function of the code-switching found in the analysis. Descriptive qualitative research was applied in this research which the data got from the interaction of the lecturer and students in the classroom in teaching and learning English for Arabic students. Based on the analysis, in the classroom interaction, the three types of code-switching was found; tag-switching, inter-sentential switching and intra-sentential (Romaine, 1995). The most common type found in the interaction was intra-sentential switching. The used of code-switching in the classroom interaction was to improve language skills, give clarification, emphasis the topic, and make good relation with interlocutor that was the Arabic students. Both teachers and students in this situation hold positive attitudes in doing code switching. Switching the language from one to another is called codeswitching.

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Code means a language while the switch is changing. People do codeswitching because they actually have more than one language that they know or master. Codeswitching is commonly practiced by the bilingual or multilingual societies who are learning the languages from their surroundings (Ulfah et al., 2021). Code-switching is used to enrich the skill of communication. Wardhaugh (2006) stated that people who speak and also decide to switch from one language to another language and to mix language even in the short utterances and they also create a new language in the process known as code-switching. Based on some definition above, it can be conclude that code-switching is the way people speak in two or more languages and switch the language from one to another even in the short utterances. The bilingual society generally practices codeswitching to conceal their second language deficiency and to express their attitude and feeling toward the interlocutor; these intentions could appear in the language classroom too. Codeswitching is the ability on the part of bilinguals to alternate effortlessly between their two languages (Bullock & Toribio, 2009). According to Holmes (2001), code-switching is a switch that occurs when the speakers shift from one language to another and the speakers have a genuine choice about which words or phrases they will use in which language.
There are three types of code switching, they are tag-switching, Inter-sentential and Intrasentential (Romaine, 1995). Tagswitching or final code switching usually occurs at the end sentences. Tag-switching is type belonging to the unit of independent elements contained in the language of a language a question or statement sentence Fakultas Adab dan Humaniora Universitas Islam Negeri Imam Bonjol Padang that is usually located at the beginning or end of a sentence. Inter-sentential, i.e. codeswitching occurs between sentences. Intra-sentential code switching occurs when speakers insert linguistic elements in the form of words or phrases from one language into another language. While, intra-sentential, namely code switching that occurs in sentences. Intersentential code switching occurs when the transition of linguistic elements exceeds the sentence limit. Holmes (2001)  Code-switching usually happen in direct communication even in the classroom interaction. Code-switching helps the speaker to improve their language skills because they know more than one language to speak. They realize that the interlocutor will understand if they switch the language. People do codeswitching because they are influenced by their environment. Previously, (Ansar, 2017) focused on the teaching-learning process and how teachers make codeswitching a part of the learning process. He found that it can help students transfer knowledge in an efficient way, but it can also prevent them from fully understanding target language.
Besides (2020) analyzed the used of codeswitching of First-Grade at Junior High School students. It revealed that the interaction of teachers who always encourage and help students by doing code-switching in certain contexts of the classroom made code-switching in English class a success. The students used code-switching to facilitate communication and to explain easily to the teacher or to their peers in another language. While, Puspitasari & Dewanti (2020) did research on one of the talk show on TV. They analyzed code switching used in the talk show. Code switching done by the presenter and the guests showed the confortable of using English than Bahasa, and also to show the function of doing codeswitching that was to show the Based on the background and research that has been done previously, the researcher interested in analyzing lecturer's code switching at the EFL Class of Arabic Language and Literature.

Methodology
The researcher chose analysis of code-switching to find out what types of code-switching occurred, how often the codeswitching types did occur and the function of using code-switching in the teaching and learning process. The research design was descriptive analysis research. The researcher wanted to analyze the lecturer's codeswitching in teaching English. Gay, L.R. & Airasian (1992) stated that descriptive analysis research involved collecting data in order to answer the questions, it determines and reports the way things are. The object of the study was English lecturer who taught English in Arabic Language and Literature Program.

Result and Discussion
Analysis was done by the researcher that was to analyze the used of code-switching by the lecturer at the EFL Classroom while teaching English in Arabic Language and Literature students in term of the types, the frequency and the function of using code switching.  Table 1 showed that in teaching English in the Arabic class, lecturer had done tagswitching, inter-sentential switching and intra-sentential switching. The lecturer changed her language from English to Arabic. Tag-switching was used  14 times, inter-sentential switching 11 times and intrasentential switching 16 times.
Begin with tag-switching, the lecturer did tag-switching in her classroom interation with Arabic students. The lecturer used discourse markers like In teaching English for EFL class, we cannot deny that we are common in switch the language. The used of tag-switching is to give confirmation to the topic that they discussed. Examples of tag- Inter-sentential switching was used 11 times. Inter-sentential switching happens when a bilingual person or multilingual switch the language in different clause or sentence with real different language. The lecturer switched her language in different clauses and sentences. She used English first and changed to Arabic in the next clauses or sentences.
Inter-sentential switching example was "Good morning, class. The result of this research was the used of code switching helps students and lecturer build good communication. English and Arabic are the second language for both of them. Teaching English for Arabic students should use both of the language. Lecturer used code switching to give clarification to get attention to both of the languages. The used of code switching can improve their language skills besides to emphasis the topic that they discussed. Both teachers and students in this situation hold positive attitudes in doing code switching. Based on the result, the most prominent type of code-switching was intrasentential. The lecturer did intrasentential switching to combine and engage the students to aware to both of the languages.