Student's Attitude Towards Code Switching Used by The Teacher In English Language Teaching At X Grade SMA N 1 Payakumbuh
M.Farid Neldi 2319113. Students' Attitude Towards Code Switching Used by The Teacher in English Language Teaching At X Grade SMA N 1 Payakumbuh. A Thesis, English Education Department, State Islamic University Sjech Djamil Djambek Bukittinggi, 2026. The use of code switching in English language teaching is a common phenomenon in bilingual classrooms, especially in contexts where English is learned as a foreign language. Teachers often alternate between English and students’ first language to clarify explanations, provide instructions, and facilitate understanding of complex materials. However, the use of code switching also raises debates among educators because while it may support comprehension, excessive use may reduce students’ exposure to English. Therefore, it is important to examine students’ attitudes toward the use of code switching in the classroom. This study aims to explain students’ attitudes toward code switching used by the teacher in English language teaching at grade X of SMA N 1 Payakumbuh. This study employed a quantitative survey design. The population of this research consisted of all tenth-grade students of SMA N 1 Payakumbuh, totaling 459 students, while the sample consisted of 72 students from two classes selected using purposive sampling techniques. The data were collected through a closed-ended questionnaire using a Likert scale to measure students’ attitudes based on three dimensions: cognitive, affective, and conative. The questionnaire items were validated by experts and tested for reliability before being distributed to the respondents. The collected data were then analyzed using descriptive statistical analysis to determine the percentage and category of students’ attitudes toward code switching. The findings show that the overall average percentage of students’ attitudes toward the teacher’s use of code switching is 75.6%, which falls into the agree category. The distribution of responses indicates that 1 student strongly agreed, 55 students agreed, 15 students were neutral, and 1 student disagreed. The results across the three attitude dimensions also demonstrate generally positive attitudes, with percentage scores ranging from 73% to 77%. The conative aspect shows the highest tendency, particularly in the indicators active participation through code switching and tendency to ask for code switching, each reaching 77%. These findings indicate that students generally perceive code switching as a helpful strategy that supports comprehension, reduces anxiety, and encourages classroom participation in English language learning.