Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal PROJECT (Professional Journal of English Education)
Honey Ramadhani
Universitas Negeri Semarang
Languange, Linguistic, Communication & Media

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
Exploring The Pedagogical Function and Students Perception of Code-Switching in an Indonesian EFL Classroom Honey Ramadhani; Novia Trisanti
PROJECT (Professional Journal of English Education) Vol. 9 No. 4 (2026): VOLUME 9 NUMBER 4, JULY 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study explores the pedagogical functions of code-switching and students’ perceptions of its use in an Indonesian EFL classroom. Using a qualitative case study design, the research involved one English teacher and approximately 30 seventh-grade students at a public junior high school in Semarang, Indonesia. Data were collected through classroom observations, semi-structured interviews, and document analysis, then analyzed using thematic analysis. The findings demonstrated that the teacher employed code-switching to explain difficult material, give instructions, manage classroom interaction, and support students’ comprehension. Code-switching occurred most frequently during explanation and instruction stages, especially when students were confused or had trouble understanding English. Although the teacher stated that code-switching was used spontaneously rather than as a planned strategy, classroom observations revealed that code switching consistently appeared in specific teaching contexts. Students generally perceived code-switching positively because it helped them understand the material more easily, reduced anxiety, increased confidence, and encouraged classroom participation. The study suggests that code-switching serves as an effective and responsive pedagogical strategy that supports students’ comprehension and engagement, particularly for learners with low English proficiency in EFL classrooms.
Co-Authors Novia Trisanti