Exploring Language Code Switching in Teaching English in Senior High Schools

Exploring language code-switching in the context of teaching English in senior high schools is crucial as it provides insights into classroom dynamics and enables educators to leverage bilingualism to enhance learning. Key findings of this present study revealed that code-switching can either facilitate or hinder learning, depending on the teachers' attitudes and management strategies. 35 teachers responded to the survey questionnaire about code-switching roles and their impact on the classroom. The study identified gaps in current educational practices, such as exploring circumstances in English classrooms where excessive code-switching could detract students' engagement and learning goals toward the target language. In due course, codeswitching positively and negatively impacts English lessons' comprehension and retention. The study proposed directed strategies to address excessive code-switching and reduce its frequency of use during English classes. The result of this study confirmed that most teachers affirmed that code-switching serves as an instrument for teachers to elicit better comprehension and retention of the lessons and refute pressures in English while learning it. The findings also revealed that teachers believed code-switching may impede fluency and proficiency in English if not properly used and managed. Through careful investigation, the researcher proposed a balancing approach on how to leverage the native and English language in learning other languages while invalidating the concepts of a biased classroom environment among language learners. The study used a mixed-methods approach that combined quantitative and qualitative research through surveys. Descriptive statistical methods, including frequency count and rank, were employed to analyze the data comprehensively.