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Code-Switching
Swaziland, Rollnick and Rurherford (1996, cited in Setati, Adler, Reed & Bapoo, 2002)
in their research of the science classroom, found that learners would be more
effective in exploring their idea if they use their main language. They argue that with
the absent of code-switching, learners’ alternative thinking would remain
unexposed. In addition, there is a possibility of misconception arising among the
learners since they do not understand the content discourse.
However, too much code-switching might not benefit the learners. As we keep in
mind that using English as the medium of teaching and learning has a purpose to be
proficient in English, it could hinder that goal. Teachers also have a dilemma of using
code-switching. On the one hand, teachers need to make sure that their students
understand the content and could communicate actively. On the other hand, it is
their duty to make their students fluent in English (Setati & Adler, 2000).
In the Aceh context where English is a foreign language and a third language after
Acehnese and Indonesian language, the use of code-switching is highly crucial.
Students who are incompetent in English are still a majority, thus they need a lot of
support in creating a convenient environment. By having this comfort environment,
student will be motivated and able to understand the subject matter consistently
with learning language slowly but sure. In South Africa, the use of code-switching in
the rural area is least compared to urban area (Setati & Adler, 2000). However, in
Aceh the situation is vice versa. It happens because in some rural areas, students still
struggle with Indonesian language to understand the lesson. Using English will worsen
the condition. Moreover, the national examination which puts far more pressure on
the teachers puts them a lot of responsibility on students’ performance in subject
matter. Teachers have to make sure that students understand the lesson. Hence,
using code-switching is the answer to improve students’ performance both in
content and language.
Bista, K. (2010). Factor of code switching among bilingual English student in the
university classroom: A survey. English for Specific Purposes World, Vol 9, issues
29, 1-19. Retrieved December 15, 2010, from www.esp-
world.info/Articles_29/Factors.pdf
Lim, C. S., & Presmeg, N. (2010, 13th August). Teaching mathematics in two
languages: A teaching dilemma of Malaysian Chinese primary school.
International Journal of Science and Mathematics Education, Online First.
Retrieved September 28, 2010, from SpringerLink database.
Setati, M., & Adler, J. (2000). Betweeen languages and discourse: Language
practices in primary multilingual mathematics classrooms in South Africa.
Educational Studies in Mathematics, 43, 243-269. Retrieved September 28,
2010, from http://www.mamokgethi.com/pdf/19pub.pdf
Setati, M., Adler, J., Reed, Y., & Bapoo, A. (2002). Incomplete journeys: code-
switching and other language practices in mathematics, science and English
language classrooms in South Africa. Language and Education, Vol 16 (2),
128-149. Retrieved December 15, 2010, from
www.mamokgethi.com/pdf/17pub.pdf