Code Switching in Indonesia Bilingual Education

Abstract

Indonesian government policy supports the international of education at thesecondary level, consequently more institutions have commenced bilingual programs.Content is taught both in Bahasa Indonesia and English, making code-switching inclassroom discourse. The study was conducted at a single International school inSemarang, East Java, Indonesia. This case study explored in what ways and underwhat circumstances Indonesian teachers and learners use code-switching in theselected bilingual classroom and semi structured interviews with six-bilingual classstudents and teachers at an International secondary school in Semarang, East Java inIndonesia are used to get the data. The finding shows Teachers’ and students’ codeswitchingdemonstrated collectivist phatic functions – for example, teachers codeswitchedto build rapport, remind students and reduce students’ anxiety, and studentscode-switched to show their solidarity and concern for their peers. Thus,interconnectedness was a key characteristic of code-switching by both teachers andstudents. This study argues that code-switching is not just about language deficiency,but involves intentional communicative purposes which support teaching andlearning. It can be concluded that code-switching can be a useful tool to bring aboutunderstanding of unfamiliar concepts and processes as well as the languageassociated with them.

Bilingual Instruction in SMAN Bali Mandara: Student's Perspective

“…This research compiled its data using a questionnaire and in-person interviews with students (Rukmi & Khasanah, 2020). First, the children in the sampling English class were given a questionnaire to fill out.…”

“…While the vast majority of students did hope to use English more frequently in the classroom, the preceding extract highlights an important point: when students anticipate an explanation in their native tongue, they tend to pay less attention to the explanation given in English. To communicate with others, students will use either their native language or a vernacular language (Aldosari & Alsultan, 2017;Rukmi & Khasanah, 2020). Due to English's widespread use, it is important to think about the complexities that arise when teaching the language.…”

“…It is typical practice for students in bilingual education classes to be able to use both languages during classroom discussions (Eka, 2018;Mardiningrum, 2020). Bilingual instruction in the classroom is defined by Rukmi & Khasanah (2020) as "the simultaneous use of two or more languages by any member of the classroom community." Since "code" denotes methods of producing meaning or semiotic systems, code choice is more appropriate than bilingual instruction (Theory et al, 2002).…”

“…The appeal of dual language programs is that they combine successful educational models in an integrated classroom composed of both language majority and language minority students, with the goals of bilingualism and biliteracy, academic excellence for both groups and multicultural competencies. Given English's importance as a worldwide language, it is advantageous for language instructors to find the easiest ways to teach English to their students; bilingual instruction is one such strategy (Rukmi & Khasanah, 2020). Giving bilingual instruction between English and Bahasa Indonesia is prevalent in Indonesian classrooms because both teachers and students are Indonesian and Bahasa Indonesia is the primary language of the majority of Indonesian students.…”

Pedagogical, Interpersonal and Instructional Functions of Code-switching to Support Online Classroom Learning

“…She argued that by initially code-switching and promoting interpersonal relations, as time goes the relationship between the students and her would grow. From then, they would slowly become more malleable, open, and comfortable to engage in English as the medium of classroom communication (Nurhamidah et al, 2018;Rukmi & Khasanah, 2020;Cahyani et al, 2018).…”