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Stimulated Recall: Unpacking Pedagogical Practices of Code-Switching in Indonesia

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Stimulated Recall: Unpacking Pedagogical Practices of Code-Switching in Indonesia Stimulated Recall: Unpacking Pedagogical Practices of Code-switching in Indonesia Yetti Zainil Dra (IKIP Padang) MA (La Trobe University) Principal Supervisor: Dr Rod Neilsen Associate Supervisor: Dr Hossein Shokouhi Submitted in fulfilment of the requirement for the degree of Doctor of Philosophy Faculty of Education Deakin University July 2017 ACKNOWLEDGEMENT Alhamdulillahirrabilaalamiin. All praise and thankfulness are due to ALLAH the Almighty for giving me a chance to finish my PhD thesis. Without His blessings, I would not have been able to get through this long challenging journey. I would like to express my deepest gratitude to my advisor, Dr Rod Neilsen, you have been a tremendous mentor for me. Your help and advice have been priceless especially near the end of my writing. I have learned a great deal from your valuable and constructive feedback and discussions. My special appreciation and thanks to Dr. Hossein Shokouhi, Dr. Andrea Gallant, and Dr. Kate Hall who gave probing but thoughtful questions which enabled me to re-examine my research through different lenses. I would like also to thank Robyn Ficnerski, Sarah Buckler, who always assisted me as the administrative officer for the high degree program and Jessica Van Dyk, the international student advisor in Deakin University. My huge thanks go to The State University of Padang (UNP) for granting me the opportunity to do my doctoral degree in Deakin University, Australia; and DIKTI, [the Indonesia Directorate General of Higher Education], for the scholarship grant you made available to me to study in Melbourne, Australia. My sincere thanks go to the schools, particularly the three English teachers and their respective classes. A very special thanks to my family; I would like to express my appreciation to my beloved husband Indra Wisnu Wardana who spent many sleepless nights and always supported me in the moments when there was no one to answer my queries. To all my children Tracy Cindy Wisnu Wardani, Indyra Wisnu Wardani, Gandy Wisnu Wardana, and Sandyvo Wisnu Wardana, thank you so much Nak for always being supportive during this PhD journey. You all lifted me up when I was down and frustrated. This dissertation is also dedicated to my late father, Zainil and my mother Rahmaniar Zainil for the sacrifices that you made on my behalf. Your prayers for me were what sustained me. Words cannot express how grateful I am to my mother-in-law for her endless prayer, and to my late father-in-law also. I would also like to thank all of my friends in Building F who supported me in writing to strive towards my goal. TABLE OF CONTENT THESIS TITLE ................................................................................................. I ACCESS TO THESIS - A ................................................................................ II CANDIDATE DECLARATION ................................................................... III ACKNOWLEDGEMENT ............................................................................. IV TABLE OF CONTENT ................................................................................. VI LIST OF FIGURES ........................................................................................ XI LIST OF TABLES ......................................................................................... XII LIST OF EXTRACTS .................................................................................. XIII LIST OF ABBREVIATIONS ....................................................................... XV ABSTRACT ................................................................................................. XVI CHAPTER 1 BACKGROUND ....................................................................... 1 1.1 Introduction ........................................................................................... 1 1.2 The context of the study ........................................................................ 1 1.3 The problem ........................................................................................ 15 1.4 The purpose of this thesis .................................................................... 18 1.5 Significance of the study ..................................................................... 20 1.6 Thesis overview................................................................................... 20 CHAPTER 2 LITERATURE REVIEW ...................................................... 23 2.1 Introduction ......................................................................................... 23 2.2 The role of input-output in ESL/EFL classrooms ............................... 26 2.2.1 The use of TL as input in EFL classrooms.......................................... 36 2.2.2 The debate regarding target language and mother tongue use in EFL classroom ................................................................................ 41 2.2.3 Arguments opposing the “English only” tenet .................................... 42 2.3 Code-switching.................................................................................... 44 2.3.1 Teachers’ code-switching in the EFL classroom ................................ 45 2.3.2 The functions of teachers’ code-switching in EFL classrooms........... 48 2.3.2.1 Pedagogical functions ......................................................................... 49 2.3.2.2 Affective functions .............................................................................. 52 2.3.3 How much L1 is useful?...................................................................... 53 2.4 English language teaching in Indonesia .............................................. 56 2.5 The teaching of Bahasa Indonesia ....................................................... 58 VI 2.6 Bahasa Minang .................................................................................... 61 2.7 Code-switching studies in Indonesia ................................................... 63 2.8 Approaches to code-switching studies ................................................ 67 2.9 Summary ............................................................................................. 70 CHAPTER 3 METHODOLOGY ................................................................. 73 3.1 Introduction ......................................................................................... 73 3.2 Research design ................................................................................... 74 3.2.1 Research context ................................................................................. 75 3.2.2 Selection and description of teacher participants ................................ 78 3.3 Data collection..................................................................................... 79 3.3.1 Video-recording of classroom sessions ............................................... 80 3.3.2 Note-taking .......................................................................................... 82 3.3.3 Stimulated recall interview.................................................................. 83 3.3.4 Transcribing the recordings ................................................................. 85 3.3.5 Ethical issues ....................................................................................... 87 3.4 The rationale for conversation analysis and stimulated recall ............ 89 3.4.1 Conversation analysis .......................................................................... 91 3.4.2 Stimulated recall .................................................................................. 94 3.5 Data analysis ....................................................................................... 98 3.5.1 Conversation analysis of lesson transcripts ......................................... 98 3.5.2 Stimulated recall analysis .................................................................. 101 3.6 Summary ........................................................................................... 102 CHAPTER 4 CODE-SWITCHING IN THE EFL CLASSROOMS ....... 105 4.1 Introduction ....................................................................................... 105 4.2 The amount of teachers’ language use and numbers of turns ........... 107 4.2.1 Numbers and mean length of turns ................................................... 113 4.2.1.1 Teacher A .......................................................................................... 113 4.2.1.2 Teacher B .......................................................................................... 114 4.2.1.3 Teacher C .......................................................................................... 115 4.3 Language use in the classroom.......................................................... 117 4.3.1 Language input analysis .................................................................... 118 4.3.1.1 Teacher A .......................................................................................... 118 VII 4.3.1.2 Teacher B .......................................................................................... 121 4.3.1.3 Teacher C .......................................................................................... 122 4.3.2 Code-switching practices in the observed EFL classrooms .............. 124 4.3.2.1 Teacher A’s code-switching: Functions ............................................ 127 4.3.2.2 Teacher B’s code-switching: Functions ............................................ 134 4.3.2.3 Teacher C’s code-switching:
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