STUDENTS’ PERCEPTION TOWARD THE USE OF CODE SWITCHING AS A MEANS OF COMMUNICATION IN EFL CLASSROOM

: This study is aimed to find out the perception of students towards the use of English – Indonesia code switching as a means of communication in learning and teaching process in the classroom. The study was conducted in Stisipol Candradimuka Palembang, with 20 students from all study programs as the sample of study. The result of study showed that 70% of students preferred to code switch in teaching and learning process. Meanwhile, 20% of students preferred to use Indonesia only. And 10% of students preferred to use English. This result of study showed that the students preferred to use code switching of English and Indonesia as a means of communication in the process of English teaching and learning in the classroom.


INTRODUCTION
Code-switching is not the unfamiliar linguistic phenomenon in the world, especially in some multilingual countries.
Code-switching is the alternation between two codes (languages and/or dialects), between people who share those particular codes (Kasperczyk, 2005). The choices about how code-switching is applied can be determined by a number of social and linguistic factors. It is quite typical in multicultural and immigrant populations.
Code switching itself can happen in conversation when one speaker uses one language and the other speaker answers it in a different language. Additionally, it can be defined that code-switching refers to the alternate use of two or more languages by bilinguals or multilingual in a conversation.
Code switching requires the speakers to know at least two or more varieties of language.
The use of code-switching has become a natural and subconscious phenomenon in bilingual or multilingual speech. However, many researchers have shown that code switching will not occur without a purpose.
The research done by Moodley and Kamwangamalu (2004) shown that code switching can become a technique in teaching literature in a secondary school in ESL classroom. The finding shows that code switching can facilitate the learning process and code switching also promoted the scholastic achievement as measured by test of literary works.
Meanwhile, Suganda (2011)  Indonesia is a multilingual country where there are thousands of multilingual speakers who have many ethnics and mother tongues. The process of teaching and learning English will be better if the teacher could apply English as the medium of instruction, but it could not be done well.
Since English is a foreign language in Indonesia, the use of code switching while teaching will be one of the solutions.  (Sutrisno, 2010, p.42).
The teacher's style in teaching will also become one of those factors. Many teachers have their own style in teaching, but not all of teachers can make the students fell comfort to stay in the class (Lusita, 2011, p. 17). The teacher should be able to be an active listener to their students, should be able to give more chance to their students to choose their own partner, and should be able to be a motivator. Some teachers always become the center or the main subject in the process of teaching and learning English in the classroom. English is only applied as a lesson and full of complicated explanation.
Many students can get good score on their English, but when someone invites them into an English conversation, they always avoid because they are afraid of making mistakes while speaking (Sutrisno, 2010). The students just learn English and they do not apply it as a means of communication.
English -Indonesia code switching could be applied as a teaching strategy. The students used code switching in their EFL classrooms, and they sometimes switched from L2 to L1, and vice versa, and they consciously used code switching in their classroom (Puspawati, 2018). Furthermore, she also stated that the reasons why teachers used code switching were to help students learn, to facilitate students with low level of L2 proficiency and to teach efficiently. The teachers believed that code switching can be a tool for them to facilitate teaching and learning process in the classroom. This showed that teachers in this research have made informed decision regarding code switching in their teaching and learning process.
In relation to the research above, it is cited that there are seven functions of code switching in the classroom; The first, is as affective function, when it is used to express emotions and build a relationship between the teachers and the students in the classroom. They use code switching in order to make good relationship among them. The Second, is as repetitive function, when it is used to clarify the meaning of words, phrase or sentences and stress the important terms in order to make the students understand the material well. The third is equivalent function, when the teachers or the students make equivalent language if they cannot express their idea in target language; therefore, they switch into another language in order to keep their communication continuously. Therefore, they make equivalent language or translate into Indonesian or local languages. The four, is as floor holding function, it is used when the teachers or students cannot remember words or phrases in target language they use their native language to avoid breaking communication. The fifth, is reiteration function, it is used when the teachers use code switching want to help the students to become more competent in the language they are going to learn. The sixth, is conflict control function; it is used to avoid misunderstanding when a student does not use the correct meaning in the sentence, the teachers correct directly or indirectly in the classroom. (Muin, 2011) After knowing some functions of code

RESULT
A questionnaire was designed to find out the students' perception on the use of

Biographical Information
There were 20 students participated in

Students' Perception about English
The students' opinion about the language used in the teaching and learning process in the classroom were assessed using a Likert type scale consisting of three (3) questions.
On each question, students showed their level of agreement or disagreement with the given statements related to language attitudes.

Students' Perception about Indonesia/ English Code Switching
In gathering data about students' perception towards the use of Indonesia/ English code switching in the process of teaching and learning English in the classroom, seven (7) questions were administered to show their level of agreement and disagreement.

Teacher's Image among Students
There were three (3) questions given to the student to know the effects of using code switching on the teacher's image among students. The result showed that 90% of students respect the teacher more when they use both English and Indonesia while teaching and learning process in the classroom.

Question
In this section, the writer described the result of the open-ended question. There were two (2)