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Pedagogical, Interpersonal and Instructional Functions of Code-switching to Support Online Classroom Learning

English Education Journal · Vol. 12 No. 2 (2022) · hlm. 252–263

DOI
10.15294/eej.v12i2.58014
ISSN
2087-0108, 2502-4566
Terbit
2022-06-20
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

This study was conducted during the COVID-19 pandemic when a shift from traditional classrooms to online classroom learning happened. Faced with online learning challenges, teachers practiced various strategies to support their classes. In EFL contexts, the way teachers manage these challenges can be investigated through online code-switching. The present qualitative study investigates an Indonesian EFL teacher’s perception and use of classroom code-switching in promoting pedagogical, interpersonal, and instructional functions to support teaching and learning in online classroom settings. The study gained data through a semi-structured interview to gauge the EFL teacher’s perception and by observing several online English classroom recordings. The findings were analyzed using Ferguson’s (2003) and Gumperz’s (1982) theories, supported by stimulated recall interviews. The study found that the EFL teacher has a positive and supportive perception of classroom code-switching for online classroom teaching and learning. In realization, analysis results showed that the EFL teacher practiced classroom code-switching in her online classrooms and promoted functions including pedagogical (e.g., reiteration, message qualification, etc.), interpersonal (e.g., establish rapport, negotiate identities), and instructional functions (e.g., negotiate task instruction, disciplining, etc.). The study provided insights on classroom code-switching practice in online settings to encourage teachers to efficiently use code-switching to support their online classroom teaching and learning.

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  • Institut Teknologi Sepuluh Nopember
  • Universitas Syiah Kuala
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Dwi RukminiAfiliasi tidak diketahui7
Widhiyanto WidhiyantoAfiliasi tidak diketahui4
Suwandi SuwandiAfiliasi tidak diketahui4
Mursid SalehAfiliasi tidak diketahui3
Rudi HartonoAfiliasi tidak diketahui3
Abdurrachman FaridiAfiliasi tidak diketahui3
Januarius MujiyantoAfiliasi tidak diketahui3
SRI WAHYUNIAfiliasi tidak diketahui2
Puji AstutiAfiliasi tidak diketahui2
Dwi Anggani Linggar BharatiAfiliasi tidak diketahui2
YuliatiAfiliasi tidak diketahui1
lidiana astutiAfiliasi tidak diketahui1
Dwi Herwindha MahananiAfiliasi tidak diketahui1
Henrikus Joko YuliantoAfiliasi tidak diketahui1
Angga Pratama Armadi PutraAfiliasi tidak diketahui1
Maria Kartika Primaquinna SejatiAfiliasi tidak diketahui1
WidhiyantoAfiliasi tidak diketahui1
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Issy YuliasriAfiliasi tidak diketahui1
Alief Noor FaridaAfiliasi tidak diketahui1
Pasca KalisaAfiliasi tidak diketahui1
Girindra Putri Dewi SaraswatiAfiliasi tidak diketahui1
Fahrur RoziInstitut Teknologi Sepuluh Nopember1
Ali MasyharAfiliasi tidak diketahui1
Heru SaputraAfiliasi tidak diketahui1
Dolendra PaudelAfiliasi tidak diketahui1
Indah HandayaniAfiliasi tidak diketahui1
Abdurrahman FaridiAfiliasi tidak diketahui1
Anindya PangestikaAfiliasi tidak diketahui1
Sri Wuli FitriatiAfiliasi tidak diketahui1
Lilis SulistiantiAfiliasi tidak diketahui1
Anita Rizky KurniawatiAfiliasi tidak diketahui1
Nova Rifqi FaristaAfiliasi tidak diketahui1
Issy YuliasryAfiliasi tidak diketahui1
Muhammad Rizky RochmawanAfiliasi tidak diketahui1
Nur AnisahUniversitas Syiah Kuala1
Mochamad Adnan FalahuddinAfiliasi tidak diketahui1

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/sju/index.php/eej/oai, pertama di-harvest 5 Nov 2026, terakhir terlihat 5 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">Pedagogical, Interpersonal and Instructional Functions of Code-switching to Support Online Classroom Learning</dc:title>
	<dc:creator>Jeanretno Tiara Putri, Ayu</dc:creator>
	<dc:creator>Wuli Fitriati, Sri</dc:creator>
	<dc:creator>Sakhiyya, Zulfa</dc:creator>
	<dc:description xml:lang="en-US">This study was conducted during the COVID-19 pandemic when a shift from traditional classrooms to online classroom learning happened. Faced with online learning challenges, teachers practiced various strategies to support their classes. In EFL contexts, the way teachers manage these challenges can be investigated through online code-switching. The present qualitative study investigates an Indonesian EFL teacher’s perception and use of classroom code-switching in promoting pedagogical, interpersonal, and instructional functions to support teaching and learning in online classroom settings. The study gained data through a semi-structured interview to gauge the EFL teacher’s perception and by observing several online English classroom recordings. The findings were analyzed using Ferguson’s (2003) and Gumperz’s (1982) theories, supported by stimulated recall interviews. The study found that the EFL teacher has a positive and supportive perception of classroom code-switching for online classroom teaching and learning. In realization, analysis results showed that the EFL teacher practiced classroom code-switching in her online classrooms and promoted functions including pedagogical (e.g., reiteration, message qualification, etc.), interpersonal (e.g., establish rapport, negotiate identities), and instructional functions (e.g., negotiate task instruction, disciplining, etc.). The study provided insights on classroom code-switching practice in online settings to encourage teachers to efficiently use code-switching to support their online classroom teaching and learning.</dc:description>
	<dc:publisher xml:lang="en-US">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2022-06-20</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/sju/eej/article/view/58014</dc:identifier>
	<dc:identifier>10.15294/eej.v12i2.58014</dc:identifier>
	<dc:source xml:lang="en-US">English Education Journal; Vol 12 No 2 (2022): June 2022; 252-263</dc:source>
	<dc:source>2087-0108</dc:source>
	<dc:source>2502-4566</dc:source>
	<dc:source>10.15294/eej.v12i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/sju/eej/article/view/58014/21968</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2022 English Education Journal</dc:rights>
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