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Innovative Learning 2018B
Elda
Natasya Adelia Putri (18020084036)
Annotated Bibliography
Adriosh, M., & Razı, Ö. (2019). Teacher’s Code Switching in EFL Undergraduate
Classrooms in Libya: Functions and Perceptions. SAGE Open Journal, vol. 9, 2,. DOI:
10.1177/2158244019846214
Adriosh is doing his PhD on English Language Teaching, ELT, at Cyprus International
University. He has finished his MA program on Translation Studies at Libyan Academy. He
was an assistant lecturer at Asmarya Islamic University from 2010 to 2014. Meanwhile, Razı
has finished her PhD on Language Learner Strategies Research at Trinity College, Dublin and
she is an assistant professor at Cyprus International University since 2014. She has
supervised few master and PhD students in the previous years. In this article, they focuses on
discover the status quo of classroom Code Switch in English as a Foreign Language (EFL)
classrooms in Libyan universities. The authors regard Code Switching facilitates learning if
Arabic as first language is used with intent and cognition for spesific functions. Their
research is for teacher, lecturer, educator or other researcher. Adriosh and Razı used
Ethnographic approach and followed by the exploratory ethnographic approach to investigate
how EFL teachers code-switch to facilitate teaching/learning process. Code switching is used
by teacher for helping students understand better, mediator, and social communication.
This article is a reliable source. The authors are experts since both are having PhD degree in
the field of English Language Teaching and Learning. This study based on previous data
studies, and the present data collected in empirical way. The journal that the article was
published is SAGE Open Journal as original research.
Around two billions people in the world speak English, some as their native language (L1)
and the other as their non-native language (L2). In English Language Teaching. Code
switching is one of the major crucial issue in English Language Teaching, especially in EFL
where English language appeared as the second language (L2). It has received much attention
over the last decade since a number of countries applied it in implicit way. This article seeks
adress to see how code switching applied by teacher. In our opinion, this text will be very
useful to determine whether the use of code switching gives positive impacts to the class or
not. We also believe if this study makes an important role in ELT, it will be able to change
the position of the native language (L1) in ELT and most specifically change the opinion of
the world towards the use of native language in English language classroom. In addition, the
discussion on code switching will directly affect the current issues in ELT. Some of the issues
are, traditional methodologies in ELT, students' focus and discipline decreasement, and
research towards the implication of foreign language in class. Consequently, adressing topic
in code switching is very relevant in Indonesia because we know that more than 50% of
teachers applied code switching implicitly.
This article has highlighted the importance of the use of native language (L1) in class, and the
results of the study indicate that both teacher and students find positive impacts and attitutes
towards the use of L1 to supports L2. This study also confirms the previous findings in the
literature by Hall and Cook (2012, 2013). Moreover, this study combines three instruments
included classroom audio recordings, classroom observation, teachers’ interviews, and
students’ interviews. The majority of the respondents (approximately 73%) confirm the use to
clarifications, while the rest are for repetition and socialization. Consequently, this present
study proves several significant contributions of the use of code switching in the classroom
and also it might help researchers towards enhancing the understanding of the use of code
switching. This study clearly has a number of potential limitations, first the the learners’
inclination to speak English in the classroom. Second, despite the positive attitudes towards
code switching, teachers and learners' is aware of the L1 usage in abusive manner.
In our opinion, this article is good and trustworthy because it provides empirical data and the
author is an expert at this field. We totally agree that code switching is inevitable when EFL
classroom has only one native language, bcause it's help the students understand better
(clarification). However, when a classroom has few different mother tongue, code-switching
is not recommended because it makes students getting confused about the course.
Consequently, this article will absolutely useful for those reader who need to broaden their
view towards the use of code switching and help them determine the function and perception
of code switching in the class.

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Innovative Learning 2018B

Natasya Adelia Putri (18020084036)

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