Volume 03 Issue 06-2023
1
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
03
ISSUE
06
P
AGES
:
01-05
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This article presents a study on code-crossing in Indonesian EFL (English as a Foreign Language) classroom interaction,
specifically focusing on language mixing and switching patterns. The study aims to explore the types of code-crossing
observed, investigate the reasons for code-crossing, and examine its effects on classroom dynamics and language
learning outcomes. The research adopts a qualitative approach, utilizing classroom observations and audio recordings
of interactions among Indonesian EFL learners and their teachers. The analysis identifies common types of code-
crossing, such as intersentential code-switching, intrasentential code-switching, and code-mixing. The findings
highlight the languages involved and the linguistic features triggering code-crossing. Additionally, the study discusses
the reasons for code-crossing, including lexical gaps, social functions, cultural expressions, and identity negotiation.
The effects of code-crossing on classroom dynamics, participation, and language learning outcomes are also explored.
The study contributes to the understanding of code-crossing in the Indonesian EFL classroom and provides insights
for classroom management and pedagogical approaches.
KEYWORDS
Code-crossing, Indonesian EFL classroom, language mixing, language switching, interaction.
Research Article
CODE-CROSSING IN INDONESIAN EFL CLASSROOM INTERACTION: A
STUDY OF LANGUAGE MIXING AND SWITCHING PATTERNS
Submission Date:
May 22, 2023,
Accepted Date:
May 27, 2023,
Published Date:
June 01, 2023
Crossref doi:
https://doi.org/10.37547/ajps/Volume03Issue06-01
Kisman Simpuruh
Universitas Negeri Makassar, Indonesia
Abdul Mahmud Halim
Universitas Negeri Makassar, Indonesia
Journal
Website:
https://theusajournals.
com/index.php/ajps
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 03 Issue 06-2023
2
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
03
ISSUE
06
P
AGES
:
01-05
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
INTRODUCTION
In multilingual contexts, language mixing and
switching, also known as code-crossing, are commonly
observed phenomena in language interactions. Code-
crossing occurs when speakers alternate between two
or more languages within a single conversation.
Understanding code-crossing patterns and their
implications is crucial for effective language teaching
and learning, particularly in English as a Foreign
Language (EFL) classrooms.
This study aims to investigate code-crossing in the
Indonesian EFL classroom context. The Indonesian EFL
classroom is characterized by a diverse linguistic
landscape, with English being taught as a foreign
language alongside the students' native language(s).
However, limited research has been conducted on
code-crossing in this specific context, particularly in
terms of the types of code-crossing observed, the
reasons behind code-crossing, and the effects on
classroom dynamics and language learning outcomes.
The objectives of this study are threefold: first, to
identify and categorize the types of code-crossing
patterns present in the Indonesian EFL classroom
interaction; second, to explore the underlying reasons
for code-crossing, such as lexical gaps, social functions,
cultural expressions, and identity negotiation; and
third, to examine the effects of code-crossing on
classroom dynamics, including participation and
language learning outcomes.
METHOD
This study employs a qualitative research design to
investigate code-crossing in the Indonesian EFL
classroom interaction. The research setting includes a
diverse group of EFL learners and their teachers,
representing different proficiency levels and age
groups.
Data collection is conducted through classroom
observations and audio recordings of naturally
occurring interactions. The researchers ensure the
ethical considerations and consent of the participants.
The recorded data is transcribed verbatim, capturing
both the verbal and non-verbal aspects of
communication.
The data analysis process involves several steps. First,
the researchers identify instances of code-crossing,
which include language mixing (using elements from
multiple languages within a single utterance) and
language switching (transitioning between languages
at different points in the conversation). The identified
instances are then categorized into different types of
code-crossing patterns, such as intersentential code-
switching, intrasentential code-switching, and code-
mixing.
Volume 03 Issue 06-2023
3
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
03
ISSUE
06
P
AGES
:
01-05
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Furthermore, the researchers explore the contextual
factors and motivations behind code-crossing,
examining the reasons for choosing a particular
language in specific situations. The analysis also takes
into account the linguistic features and cues that
trigger code-crossing.
To ensure the reliability and validity of the findings,
multiple researchers independently analyze the data,
and intercoder reliability is established through regular
discussions and consensus.
The research findings from this study will contribute to
a better understanding of code-crossing in the
Indonesian EFL classroom. By exploring the patterns,
reasons, and effects of code-crossing, this research
aims to provide insights for classroom management
and pedagogical approaches, ultimately enhancing
language teaching and learning in the Indonesian EFL
context.
RESULTS
The analysis of code-crossing patterns in the
Indonesian EFL classroom interaction revealed several
interesting findings. The most prevalent type of code-
crossing observed was intersentential code-switching,
where speakers switched between languages at
sentence boundaries. This type of code-switching
occurred frequently during informal conversations and
group activities. Intrasentential code-switching,
involving the mixing of languages within a single
sentence, was less common but still present in certain
contexts. Code-mixing, which involved the insertion of
words or phrases from one language into another, was
also observed, particularly when there were lexical
gaps or when expressing culturally specific concepts.
The reasons for code-crossing varied among
participants. Lexical gaps, where the participants
lacked the vocabulary in one language to express
certain ideas, were a common motivation for code-
switching. Social functions, such as establishing
solidarity or displaying group identity, also influenced
the choice to switch languages. Cultural expressions
and the negotiation of multiple identities were
additional factors that contributed to code-crossing in
the Indonesian EFL classroom.
The effects of code-crossing on classroom dynamics
were multifaceted. On one hand, code-crossing
promoted inclusivity and created a sense of belonging
among students with different language backgrounds.
It facilitated communication and participation,
especially for those who felt more confident
expressing themselves in their native language. On the
other hand, excessive code-crossing could hinder
English language development and impede the
immersion experience. It was essential to strike a
balance between supporting students' linguistic needs
and promoting English language proficiency.
Volume 03 Issue 06-2023
4
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
03
ISSUE
06
P
AGES
:
01-05
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
DISCUSSION
The findings of this study shed light on the intricate
nature of code-crossing in the Indonesian EFL
classroom. The prevalence of intersentential code-
switching suggests that students utilize both
Indonesian and English as resources for effective
communication. Intrasentential code-switching and
code-mixing, although less frequent, demonstrate the
complexity of language use and the interplay between
linguistic systems.
The reasons behind code-crossing highlight the
learners' linguistic competencies, sociolinguistic
awareness, and negotiation of identities. Code-
crossing serves as a communicative strategy for
overcoming lexical gaps and expressing cultural
nuances. However, it is crucial to ensure that code-
crossing is purposeful and does not hinder English
language development.
The effects of code-crossing on classroom dynamics
emphasize the importance of creating an inclusive
learning environment while maintaining a focus on
English language acquisition. Teachers play a vital role
in facilitating productive code-crossing practices and
encouraging students to use English appropriately.
Strategies such as scaffolding, providing language
support, and creating opportunities for English
language practice can help strike a balance between
linguistic diversity and language learning goals.
CONCLUSION
This study provides valuable insights into code-
crossing in the Indonesian EFL classroom context. The
findings suggest that code-crossing is a natural and
dynamic
phenomenon
that
reflects
learners'
multilingual
competence
and
sociolinguistic
awareness. While code-crossing can enhance
classroom participation and foster a sense of
belonging, it should be managed effectively to
promote English language proficiency.
To optimize language learning outcomes, teachers
should be aware of the reasons behind code-crossing
and its potential impact on language development.
Pedagogical strategies should aim to strike a balance
between leveraging students' linguistic resources and
maintaining a focus on English language acquisition. By
embracing code-crossing as a resource rather than a
hindrance, teachers can create an inclusive and
effective learning environment for Indonesian EFL
learners. Further research is warranted to explore the
long-term effects of code-crossing and to develop
specific instructional strategies that capitalize on
students' code-crossing abilities.
REFERENCES
1.
Abdullah, F. S., & Hosseini, K. (2012). Discursive
enactment of power in Iranian high school EFL
classrooms. GEMA Online Journal of Language
Studies, 12(2), 375-392.
Volume 03 Issue 06-2023
5
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
03
ISSUE
06
P
AGES
:
01-05
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
2.
Ahmed, W. K., & Maros, M. (2017). Using
hedges as relational work by Arab EFL students
in student-supervisor consultations. GEMA
Online Journal of Language Studies, 17(1), 89-
105.
3.
Aladdin, A. (2012). An analysis of the usage of
communication strategies in Arabic oral
communication. GEMA Online Journal of
Language Studies, 12(2), 645-666.
4.
Banda, F. (2019). Beyond language crossing:
exploring multilingualism and multicultural
identities through popular music lyrics. Journal
of Multicultural Discourses, 14(4), 373- 389.
5.
Brown, R. & Gilman, A. (1960). The pronouns of
power and solidarity. In P. Giglioli (1972) (Ed).
Language and Social Context, (pp. 252-282).
Harmonsworth: Penguin.
6.
Chuchu, F., & Noorashid, N. (2015). Code choice
within intercultural communication among
ethnic minority in Brunei. Indonesian Journal of
Applied Linguistics, 5(1), 86-94.
7.
Denzin, N. & Lincoln, Y. (Eds.).(2000).
Handbook of q ualitative r esearch. London:
Sage Publication Inc.
8.
Dovchin, S. (2019). Language crossing and
linguistic racism: Mongolian immigrant women
in
Australia.
Journal
of
Multicultural
Discourses, 14(4), 334-351.
9.
Khasinah, S. (2014). Factors influencing second
language acquisition. Universitas Islam Negeri
Ar-Ranity Banda Aceh.
10.
Kim, L. S. (2003). Exploring the relationship
between language, culture and identity. GEMA
Online Journal of Language Studies, 3(2), 1-13.
