Teachers’ Perception On Code Switching In An Emi Classroom At Indonesia Junior High School

Abstract

This study investigates the perceptions and application of code-switching by teachers in English Medium Instruction classrooms at an Indonesian junior high school, particularly in the context of the Cambridge Curriculum. Utilizing a

qualitative methodology in form of an interview, the research explores how code- switching serves as a pedagogical tool to facilitate student learning and

engagement. This research can be beneficial for teachers in Indonesia to enrich their knowledge in applying code switching. The data analysis was used thematic analysis. The findings reveal that the teach er strategically use code-switching to clarify concepts, manage classrooms, and build student confidence. It reduces anxiety, boosts comprehension, and encourages EFL student participation by connecting academic content to their cultural background. While teachers prioritize pedagogical practices over explicit multilingual resources to foster independent thinking, code-switching is seen as a crucial and positively-received scaffold for language acquisition, mitigating English-only challenges.