Discussion According to Hudson (1998), since teachers are not proficient in foreign languages, they use code conversion. The same author added that teachers can use this language skill (transcoding) to enhance the students' desired understanding. Since the frequency of respondents who agreed to use transcoding to facilitate interpretation was 40%, the results in Table 5 complement the authors' findings. This also means that multilingual users apply code switching when conveying cultural concepts that can only be understood in their mother tongue.
Hughes et al. (2006) studied transcoding between bilingual and limited skilled students as an indicator of potential talent. In this research, we solved the problem of code switching in the classroom. Mentions five reasons the teacher uses transcoding: Translation; as our code to establish and maintain the unity of members; give instructions and instructions; clarify Pennington (1995) 5 people English - English classroom teacher. In this research, we focus on teacher's language conversion. Personal conversation, definition of words, issuance of instruction, speed up of lecture, expression of opinion, reading of first language, marking as discourse, discussion, unity (our coding) training and motivation
The research design of this research is a quantitative description study. The purpose of this study is to allow teachers to practice transcoding in the classroom using train elements, types, and transcoding features of the transcoding, and trained English teachers. For descriptive research types, researchers tried to document what actually happened, and the description of the results will be based on quantitative analysis. The sample of this survey is based on convenient sampling. That is, sample selection depends on target characteristics and ownership of availability. This study was limited to internship English teachers selected at Mala Institute of Technology on the Melaka City campus. The total number of participants in this study is about 56 student teachers.