CODE -SWITCHING PRACTICES IN EFL CLASSROOM INTERACTION

Abstract

This study aims to explore the use of code-switching in offline EFL classroom interaction and examine its functions in supporting students speaking performance. The study employed a qualitative descriptive design involving 10 students from the English Education Study Program at Universitas Katolik Indonesia Santu Paulus Ruteng. The participants were determined purposively. Data were collected through observation and semi-structured interviews and analyzed using thematic analysis. The findings revealed that students frequently used inter-sentential and intra-sentential code-switching when they experienced difficulties in expressing ideas, understanding complex materials, and maintaining communication during speaking activities. The participants generally perceived this strategy positively because it helped reduce speaking anxiety, improve confidence, enhance comprehension, and support smoother classroom interaction. In addition, linguistic limitations and psychological factors were identified as the main reasons influencing students’ use of code-switching. Despite its benefits, the participants emphasized the importance of balancing the use of Indonesian and English to promote continuous language development. Therefore, code-switching should be applied strategically as a pedagogical tool in EFL classrooms.