The Influence of Code-Switching: In English Teaching-Learning in Indonesia

There are people who commonly mixing two languages in one conversation. This phenomenon is called code switching, where in Indonesia, people mix Indonesian and English in daily conversation because it fulfills the needs of "language" for speakers. In Indonesia, there are pros and cons for using code switching in classroom. Nonetheless, in the classroom setting some teachers use code switching as method for English teaching-learning. In this phenomenon, it is possible that code switching has an influence on the process of English teaching-learning. As a support to the thesis statement, this essay will present the influences of code switching in English teaching-learning in Indonesia.

The Function of Translation
Implementing code switching in the classroom provides to help students as a function of translation to easy learning process. Students might find it hard to talk in whole English while learning, so they could use Indonesian. Therefore, code switching may be able to help students to avoid misunderstandings because some students might not be fluent in English or their vocabulary is still lacking. According to (Uys & van Dulm, 2011) teacher can use code-switching as translation tool to ease the material delivery also to smoothen the teaching and learning process, since teacher might find students do not understand about the material. As well as students feel that the use of language translation from English to Indonesian is to avoid misunderstandings from inappropriate explanations of terms (Nurhamidah, Fauziati, & Supriyadi, 2018). In addition, the application of code switching also has a positive influence on students in learning English.

Provide Convenience
Allowing students to use code switching in the classroom can convenience students to enjoy their learning. The application of code switching is intended to provide convenience to teachers and students in the teaching-learning process. This is intended to free students from strict rule of English-only policy in classroom, so they may be able to speak freely. As (Modupeola, 2013) believes, code switching helps students to enjoy their learning and understand the material, by understanding the material allows them to feel less stressed and be more comfortable to learn. After they feel comfortable with the environment, students can focus and participate in classroom practices and activities more successfully, because this psychological support makes students feel more relaxed and comfortable to learn English. Admittedly, there are many advantages in using code switching in learning English, making students proactive in class and also can help teacher to ease the material delivery.

By implementing code switching for classroom setting in Indonesia is expected to convenience students to enjoy their learning. Above all, the learning method chosen by the teacher is very important in influencing students' learning of English. To sum up, code switching in English learning does have much effect on effectiveness in classroom setting. Code switching is intended to facilitate communication between teachers and students and make the learning atmosphere comfortable in the classroom. Although there are pros and cons in implementing code switching, it is possible that there are many positive influences in using code switching in English teaching-learning in Indonesia.

References
Uys, D., & van Dulm, O. (2011). The function of classroom code-switching in the Siyanda district of the Northern Cape. Southern African Linguistics and applied language studies, 29(1), 67-76. doi:https://doi.org/10.2989/16073614.2011.583159.

Nurhamidah, Fauziati, E., & Supriyadi, S. (2018). Code-Switching in EFL Classroom: Is It Good or Bad. Journal of English Literature, 3(2), 78-88. doi:http://dx.doi.org/10.31327/jee.v3i2.861

Modupeola, O. R. (2013). Code-Switching as a teaching strategy: Implication for English Language teaching and learning in a multilangual sociaty. IORS Journal Of Humanities And Social Science, 14(3), 92-94. doi:10.9790/1959-1439294