THE ROLE OF CODE-SWITCHING IN ENGLISH VOCABULARY INSTRUCTION FOR EFL STUDENTS IN AN ISLAMIC ACADEMIC CONTEXT

Abstract

This study examines the role of code-switching in teaching English vocabulary to Islamic Education students at STAI Al Falah Cicalengka- Bandung, using a qualitative approach with a case study design. The primary objective of the study was to identify the use of code-switching in teaching English vocabulary and explore its impact on vocabulary comprehension and students' learning experiences. Data were collected through in-depth interviews, participant observation, and document analysis related to the learning materials. The research findings indicate that code-switching plays a significant role in facilitating students' understanding of difficult vocabulary, particularly those related to Islamic religious concepts. However, while the use of code-switching facilitates initial understanding, over-reliance on the native language can hinder deeper English vocabulary acquisition. Based on Bandura's Social Learning Theory, the use of code-switching serves as a tool to connect English vocabulary with students' existing knowledge in their native language, increasing their confidence in using English. However, English language teaching must maintain a balance between the use of code-switching and authentic English language acquisition. This study contributes to the literature on English language teaching in Islamic educational contexts and offers recommendations for more balanced instruction in the use of code-switching. Future research is recommended to expand the scope and explore the long-term effects of code-switching in English language teaching.