Exploring the Relationship between Code-Switching and Arabic Vocabulary Knowledge in Islamic Boarding School
DOI:
https://doi.org/10.32332/ijalt.v8i02.13825Keywords:
Arabic Vocabulary Knowledge, Code-Switching, Islamic Boarding School, Social MotivationsAbstract
Arabic serves as the primary medium for religious learning and daily communication in Indonesian Islamic boarding schools, yet students frequently code-switch into Indonesian. Prior studies have examined this phenomenon mainly in terms of its forms and social motivations, without statistically testing its relationship with vocabulary mastery. This study investigated the correlation between code-switching and Arabic vocabulary knowledge among fifth-grade students at Darul Arafah Raya Islamic Boarding School, Deli Serdang. Using quantitative correlational design, 63 of 161 students were selected via the Slovin formula (10% margin of error) and given a validated code-switching questionnaire and an Arabic vocabulary test. Since vocabulary scores were not normally distributed (Kolmogorov–Smirnov p = .034), Spearman's Rho was applied. Results revealed a weak, non-significant correlation between code-switching and vocabulary knowledge (rs = .124, 95% CI [-.128, .361], p = .332), indicating no meaningful statistical relationship. This finding contributes new quantitative evidence to Arabic code-switching research, which has largely focused on descriptive analyses of forms and motivations. It suggests that code-switching may be more closely linked to context-dependent communicative function than to vocabulary acquisition and highlights the need for further research using larger samples and multiple sites to clarify this relationship.
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