ABSTRACT
Teaching English as a second language is considered challenging but rewarding. An alternative language is used to achieve an in-depth understanding of the subject matter that would assist positively in inspiring learners to continue learning English language because it provides a carefree classroom atmosphere and improve the comprehension of the students.
This study aimed to understand the lived experience of teachers using code-switching in English language teaching at Aplaya National High School-Main Campus, School Year 2016-2017. Generally, this study was designed with the following objectives: to understand the lived experience of teachers using code-switching in English language teaching and to they cope with the challenges they encountered in teaching English subject.
The researcher employed a phenomenological research to describe and understand the lived experience of teachers using code-switching in English language teaching. Phenomenological approach is a process of exploring, examining, analyzing, learning and constructing the meaning of human experiences through intensive dialogues with persons who are living the experience. Its basic purpose is to reduce individual experience to a description of universal essence.
The salient findings of the study are: as to the lived experience of teachers using code-switching in English language teaching, there were five themes emerged such as: Theme 1 focused on the teacher’s day to day experience of teachers in teaching English subject. Theme 2 described how code-switching is used in teaching English subject. Theme 3 was about the observable behavior of students in English language learning. Theme 4 emphasized the emotions expressed by the participants on their experiences as teachers using code-switching in teaching. Theme 5 was a description of the suggested type of instruction or strategy that leads to the greatest gains using code-switching in English language teaching. Then, as to how the teachers cope with the challenges in teaching English subject, there were five essential themes emerged such: Theme 6 highlighted the participants’ pursuit for appropriate interventions of teaching English subject. Theme 7 described the strategies in improving the oral English fluency of students. Theme 8 emphasized how code-switching improved the comprehension and oral language of students. Theme 9 stressed the important role of teachers that plays a significant part in the learning process on how they can influence students’ attitude. Theme 10 described the teachers’ self-realization in addressing how the problems regarding teaching English language can be solved.
Furthermore, based on textural and structural descriptions the following conclusions were drawn; the lived experience of teachers using code-switching in English language teaching was considered challenging but rewarding. Code-switching was used to achieved in-depth understanding of the subject matter as it improved the comprehension of the students and the participants have acknowledged the need for much laborious tasks and involvement in the development of students in learning English language together with endless patience and dedication in teaching profession.