The main parts that available International Journal and The Introduction of the international Journal ( Codeswitching in EFL Classroom: Is It Good or Bad )

 
       Hello guys, long time no see, finally the task for making a brief resume in blog is back (LOL).
Well, at the first explanation, I'll inform you which attributed with International journal that particulary concerned some parts that applied in International Journal. Have u ever heard that or read the journal? Yeah, if you haven't heard or read before. Now I would like to explain what the parts are available in International Journal? Should whole parts involve in International Journal? Ok, don't talk too much in Introduction, let's looked the explanation about main parts in International Journal below this :

1.Title

      Title is the initial part that we found in International Journal. Title should be available because the existance of title in International journal is really important. If the title is not availbale in International Journal, so the reader will be difficult to know what the journal is going discussed.



                                     

2.  Abstract

       Abstract is the part that slightly different with the title. Generally, abstract will inform the reader the purposed of the researh, they (writers) will explain each goal of the research.


                                   

3. Methodology

          Methodology is the parts of International Journal that has a function to explain the way or approach that used by the research. For example, as the journal that taken by my self is using qualitative approaching for the research.

                                  

4. Findings and Discussion 

           In these parts, the writer usually put some explanations or ideas that will be discussed. Therefore, these parts is normally longer than another parts.

5. Coclusion

     

           Next is conclusion. In this part, the writer of International Journal will put the final analysis of discussion part. In additional, conclusion also become the part who is usually contain brief ideas of writer ( solution )

                                    

6. References

            The last part is references. why this part should be available in journal? It's happen because if the journal is not attach the references, so it will be considered as plagiarism. Therefore, this part is really crucial to avoid plagiarism in paper.

Next explanation is about Introduction in International journal :

                                    ( Code Switching in EFL Classroom Is It Good or Bad )

Introduction:

      During English as Foreign Language (EFL) teaching and learning process, it is inevitable for
teachers and students to be engaged in various cases involving L1 ( their native tongue) use. This paper is keen to find the issue that happened in classroom especially related with code-switching.
Code-switching has appeared and still debatable the notion of what it brings, it is good or bad, in educational milieu.To some extent, it is believed that code-switching is such a help for both between teachers and students in achieving the learning target while to some party the use of code-switching is no more than a hurdles. Code-switching was first stated by Grosjean (1982) as language alternation but the first man to propose the code-switching was Haugen (1956) as he states it as a bilingual introduces a completely unassimilated words from language to his speech. Lin (2013) defines code-switching as the use of two languages code by either teachers or students in classroom setting. Code-switching is generally found during teaching and learning process. The communication built by teachers to students or otherwise is bridged by language as in the disruptions that happened. Therefore, code-switching becomes the only solution to resolve that issue (Nordin, Ali, Zubir & Sadjirin, 2012). In other hand, the code-switching overuse may affect to the students’ optimization of
using English compared to the class which uses English all the time (Jingxia, 2010). The longterm language alternation also induces errors as standard forms of language without them
realizing that they stick to that standard. It is afraid that code-switching distributes more
disadvantages and may affect the way students communicate later (Zhu, 2008). Although codeswitching is inseparable part of foreign language education there must be instruction for
conducting code-switching. Jacobson (1983) proposes criteria of code-switching instruction in
classroom, (a) The distribution of languages must be 50/50; (b) the alternation must be
unconscious and; (c) the alternation is for sake of learning goal. Those criterias are not an
absolute regulations for all teachers but if it is not be applied, so Jacobson mentions it as
unstructured code-switching.

Uys & Van Dulm (2011) give more function on use. During teaching and learning process, disruptions such as noisy or unordered students need to be managed and teachers may give clearer warning in L1 than in L2. The last function of code-switching is as learning strategy. This role is very
significant because in classroom, teacher may find students do not understand the material so
to smoothen the teaching and learning process, teacher can use code-switching as tool to ease
the material delivery (Uys & Van Dulm, 2011). Moreover, code-switching also gives benefits to students. Whether talking to teachers or peers, students need to
clarify what is being talked so there will not miscommunication (Moore, 2002). Furthermore,
if they find it complex to understand they will more likely switch to find what they are confused
about. During conversation with teachers or between peers, students also do code-switching to
bridge the process (Grant & Nguyen, 2017). When group task occurs, students more likely to
speak in L1 or their native language (Indonesia) between the peers because it will be easier. Then, there are a lot of functions of the code-switching based on students’
perception during teaching session were vary. The majority of the students perceived the
function of code-switching by teachers was to help them to build confidence and make them felt
comfortable. The other functions appear from the research were giving instruction, giving
feedback, checking comprehension, explaining new words, explaining grammar, explaining
differences between first and second language and discussing assignments, tests and quizzes.  Therefore, this research gives space for teachers to explore their functions which employed in the classroom. This research would suggest more diverse cultural background for
future discovery. By seeing the opportunity of using Indonesian and local language during
teaching and learning process, this research provided new scope of code-switching could reach
and trigger another research with different culture setting.

Well, I think enough the explanations about some sections in International journal and Introduction that exist in International journal. I'm so sorry for many mistakes that made me and see u !!!