CODE SWITCHING ON STUDENTS' GROUP PRESENTATION IN EFL CLASSROOM

The study aimed to find out the functions of code switching used by the lecturer and the students
during group presentation, and the lecturer and the students’ perception toward the use of code
switching in EFL classroom during group presentation. This study is a qualitative research design. The
subjects of the study were an English lecturer and three students in second semester of STKIP
Muhammadiyah Bone, which were taken through convenience sampling technique. The data of this
study were collected by employing classroom observation and interview. The data obtained were
analyzed descriptively by using three steps, namely reducing, describing, and classifying. The result of
the research showed that the lecturer employed code switching in EFL classroom during the students’
group presentation for some functions, namely to emphasize the important point, to reinforce a
request, to ease of expression, to change of attitude relationship, checking for students’
understanding, lapses, self-correction, and speech connective. To emphasize the important point and
reinforce a request became most frequently used by the lecturer. There were five functions of code
switching used by the students during group presentation, namely to emphasize the important point, to
suit the domain knowledge, to reinforce a request, to change of attitude relationship, and to selfcorrection. To suit the domain knowledge became the most frequently used by the students. The
lecturer and the students’ perception towards the use of code switching in EFL classroom during
group presentation were mostly positive. The lecturer and the students need code switching in
teaching and learning English because it can make them easy to understand and comprehend from
the material given. Code switching also effective in enlarging the students’ vocabulary, helped them to
learn English, made them be more active in classroom interaction and influenced their fluency in
speaking English.