Code-Switching as a Cognitive Strategy in Vocabulary Acquisition: A Classroom Action Research on Senior High School EFL Learners

Vocabulary acquisition remains a persistent challenge for many EFL learners, particularly in contexts where exposure to English outside the classroom is limited. In Indonesian classrooms, learners often rely on their first language as a bridge when encountering lexical difficulties, yet teachers frequently discourage this practice of code-switching. This study employs Classroom Action Research (CAR) to investigate how code-switching can be used as a cognitive strategy to enhance vocabulary learning among Indonesian-English bilingual senior high school students. Conducted in three cycles using the plan–act–observe–reflect model, the research introduces code-switching strategies into vocabulary lessons, such as bilingual flashcards, guided translation, and lexical comparison tasks. Data will be collected through vocabulary tests, classroom observations, student reflection journals, teacher diaries, and semi-structured interviews. The findings will be analyzed thematically to identify patterns of code-switching use and its effects on vocabulary retention, task performance, and learner engagement. It is expected that the integration of code-switching will lead to measurable improvements in vocabulary acquisition and foster positive learner attitudes toward bilingual strategies. The study not only addresses a practical classroom challenge but also contributes to a broader pedagogical shift by reframing code-switching from a sign of weakness into a purposeful and effective learning tool. In doing so, it seeks to provide teachers with actionable strategies for improving vocabulary instruction in bilingual EFL contexts.

Code-switching, Cognitive Strategy

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