CODE SWITCHING IN TEACHING ELEMENTARY ENGLISH

Abstract

Language is one essential factor that affects the effectiveness of communication. When it becomes a barrier to communication, it causes misunderstandings and misinterpretations, especially for students. This study assessed code-switching in grade six English in a public elementary school to help the group of students as a foundation to propose an instructional plan. The study made use of descriptive and quasi-experimental methods. Random sampling was employed, observing the specific guidelines in the data gathering procedure. Results revealed that after utilizing the code-switching method, elementary students improved their performance, determined through the gained scores in English and the essential communication skills of listening, speaking, reading, and writing. Wherein students had improved from satisfactory to outstanding performance in listening, from did not meet the expectation to fairly satisfactory performance in speaking, from satisfactory to very satisfactory performance in reading, and while their performance remained as did not meet expectation in writing. This showed that code-switching was indeed very effective. However, there are still identified weaknesses, specifically in writing skills, by which students’ performance did not meet expectations even after the code-switching method had been utilized. Article visualizations: