YULI YULYANA
Code Switching Analysis In Classroom Interactions In Husnul Khotimah Islamic Senior High School
CODE SWITCHING ANALYSIS IN CLASSROOM
INTERACTIONS IN HUSNUL KHOTIMAH ISLAMIC SENIOR
HIGH SCHOOL
Yuli Yulyana
Husnul Khotimah Islamic Senior High School, Kuningan, Indonesia
E-mail: ummudinda85@gmail.com
APA Citation: Yulyana, Y. (2015). Code Switching Analysis in Classroom Interactions in Husnul
Khotimah Islamic Senior High School.English Review: Journal of English
Education, 1(1), 104-113
Received: 01-09-2012
Accepted: 03-10-2012
Published: 01-12-2012
Abstract : This study examines types, functions, teacher’s reasons and students’ responses of
code switching in classroom interactions in school context at Husnul Khotimah Islamic Senior
High School. This study focuses on analyzing English teacher’s utterances at eleventh grade
and their students’ utterances by using Poplack and Gumperz theory. The method of this
study is descriptive qualitative. The data of the study is in the form of written recording
utterances during teaching and learning process in the classroom, interview and questionnaire.
Based on the analysis of the data, this study concludes that the teacher used code switching in
order to give particular purpose in delivering the teachers’ feelings during teaching and
learning process. The language change often makes the teacher and the students feel better
and more meaningful in conveying and obtaining their feelings. Concisely, code switching not
only represents teachers’ competence but also shows particular purposes.
Keywords: code switching, classroom, interactions
INTRODUCTION
Code-switching, the alternate use
of two different languages is situated in
the field of bilingualism and is seen as a
common feature of those who speak two
or more languages. Code-switching is
usually approached from two different
perspectives: linguistic and social, and it
is thus defined differently. Exploring the
phenomenon of code-switching in
bilingual and social settings, many
researchers place their focus mainly on
its types and its functions (e.g., Gumperz,
1982; Myers-Scotton, 1993; Poplack, 1980).
Their studies set a good background for
later researchers in other settings, in
particular education.
In the classroom context, this
phenomenon has attracted more and
more educational researchers in their
investigation into the different types of
code-switching, its function, its effect on
the speakers who employ it, and the
reasons for code-switching. It occurs
commonly in language classrooms
around the world where teachers are
teaching a foreign language (FL) or a
second language (SL).
Here, this research investigates a
sociolinguistic phenomenon called code
switching in classroom interactions at
MA Husnul Khotimah. This study
attempts to identify the forms of code
switching, the functions of codeswitching used by teacher’s and
students’ classroom interactions, and to
describe the teachers’ reasons for doing
the code-switching in classroom
interactions.
In the conversational code
switching, a speaker may switch codes
within a single sentence and may even
ENGLISH REVIEW: Journal of English Education
Vol. 1, Issue 1, December 2012
do so many times. Code switching
emphasizes the creative performance
that offers tentative structural
constraints on code switching. It means
that conversational code switching
rather focuses on the creative process
of different language in words, phrases,
even sentences when the occurrence of
code switching does not accompany a
change in topic or participant.
There have been many attempts
to give a typological framework to the
phenomenon of code-switching. One of
the most frequently discussed is that
given by Poplack. Poplack’s theory about
code switching as citted by Jingxia (2010:
10-11) identified three different types of
switching occured in her data, namely
tag, inter-sentential and intrasentential
switching.
Tag switching is the insertion of a
tag phrase from one language into an
utterance from another language. It
seems that the fixed phrases of greeting
or parting are quite often involved in
switches. Since tags are subject to
minimal syntactic restrictions, they may
be inserted easily at a number of points
in a monolingual utterance without
violating syntactic rules. Tag switching is
merely tags such as you know, ya or yes
and it usually consists of one or two
words.
Intra-sentential switching takes
place within the clause or sentence and is
considered to be the most complex form
of switching. It seems most frequently
found in the utterances, though it
involves the greatest syntactic risk since
the switching between languages occurs
within the clause or sentence boundries.
Intra-sentential switching may be
avoided by all but the most fluent
bilinguals.
Inter-sentential switching occurs
at a clause or sentence boundary, where
each clause or sentence is in one
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language or another. According to
Romaine (1996: 160), inter-sentential
switching could be considered as
requiring greater fluency in both
languages than tag-switching since major
portions of the utterance must conform
to the rules of both languages.
Code-switching performs several
functions; firstly, people may use codeswitching to hide fluency or memory
problems in the second language.
Secondly, code-switching is used to mark
switching from informal situations
(using native languages) to formal
situations (using second language).
Thirdly, code-switching is used to exert
control, especially between parents and
children. Fourthly, code-switching is
used to align speakers with others in
specific situations. Code-switching also
functions to announce specific identities,
create certain meanings, and facilitate
particular interpersonal relationships.
Gumperz in Gardner-Chloros
(2009: 67), gives possible functions of
code switching, such as the
reinforcement of an important message
or the introduction of specific
connotations linked to the other
language. Furthermore, Albrecht (2004:
47) gives other functions of code
switching in conversation, namely
quotations, addressee specification,
interjections or sentence fillers,
reiterations, message qualification, and
personalization or objectification.
Quotation means that switching
is used to draw a stretch of direct speech
in other language which is different from
the main narrative. The function is as
quotation mark when bilinguals report
and present a direct speech by using its
original language, for example, person A
wants to report something that has been
said by person B; person A is talking in
English but inserts the reported words of
person B in Indonesian Language.
YULI YULYANA
Code Switching Analysis In Classroom Interactions In Husnul Khotimah Islamic Senior High School
Addressee specification is to
draw attention to the fact that the
addressee is being invited to participate
to the conversation, for example,
A : Sometimes you get excited and
then you speak in Hindi, then again
you go on to English.
B : No non-sense, it depends on your
command of English.
A : [shortly after turning to a third
participant, who has just re-turned
from answering the doorbell] Kən
hai bai (who is it)?
Code switching serves to mark
interjection or sentence filler. Here, a piece
of sentence from one language is inserted
or injected to the other, for example, the
insertion of the English filler “you know”
in an otherwise completely Indonesian
language utterance.
Reiteration, frequently a message
in one code is repeated in the other code
either literary or in somewhat modified
form. It means to clarify what is said or
to emphasize a message, for example, a
Spanish/English bilingual mother may
call her children who are playing on the
street first in Spanish, but if they do not
listen, then in English.
Message qualification, the
speaker simply tries to demarcate a
distinction between two parts of the
discourse, a topic is introduce in one
language and then commented or further
qualified in the other, for example, the
oldest one, la grande la de once anos (the
big one who is eleven years old).
The function of code switching
can be used to mark personalization or
objectification. By switching to the other
codes, a speaker tries to express his
knowledge or expertise about the
discussed topic. For example, Person A is
talking about quitting smoking to person
B; person A is code switching between
Spanish and English. In other words,
person A talks about her problem (how
to quit smoking) in English but acts out
her problem (how the cigarettes run out
in the night) in Spanish.
Codes switching in regular
social context and code switching in
language learning classroom have
separate and distinct functions though
sometimes some functions are common
in both the situations. Classroom code
switching is a common phenomenon in
many multi lingual and multicultral
classes. Chowdhury (2012, p. 40) states
that “…in monolingual country such as
Bangladesh, classroom code swicthing as
a part of the global transformation in the
methods and techniques of English
language teaching”. We need to consider
classroom code switching as a fact which
cannot be ignored in any way especially
in Indonesia where English is taught as a
foreign language. In English language
teaching, students tend to switch code
but is also common in teachers’ discourse.
Modupeola (2013, p. 93) says
“Teachers’ employ code switching
strategy as a means of providing
students with opportunities to
communicate and enhance students
understanding”. It further helps to
facilitate the flow classroom instruction
since the teachers do not have to spend
much time trying to explain to the
students or search for the simplest words
to clarify any confusion that may arise.
The teacher use code switching by
starting the lesson in the English
language and may move into the second
language and back. Code switching help
the students to enjoy their learning due
to their ability to comprehend the
teachers input. The comprehensible
input also allows them to fell less
stressful and to become more
comfortable to learn.
According to Simon in Yletyinen
(2004, p. 30), “a typical feature of
bilingual or multilingual language
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classroom interaction is that code
switching has been thought of as a
forbidden practise, or if not forbidden
then to be avoided at all costs”. She
continues to state that teachers who have
employed code switching have felt guilty
of doing this, so it has not been
considered as good practise. Simon in
Yletyinen (2004) proposes that foreign
language classrooms are a specific code
switching context since, firstly, foreign
language classrooms can be considered
as a multilingual community to the effect
that the participants share knowledge
about the pedagogical contract which
governs code choice in different
pedagogical situations. Secondly, the
learners have limited knowledge of the
foreign language whereas the teacher
knows it well; this may increase the
occurrences of code switching. Thirdly,
teacher and the pupils have socially and
institutionally predetermined roles:
teacher-status is associated with the use
of foreign language and learner-status is
associated with the implicit obligation to
use the foreign language.
METHOD
This study aims to identify the
forms and functions of code switching
used by the teachers in classroom
interactions, and to identify the teachers’
reasons for doing it. The researcher
observes one of the English teacher and
two classes of second grade students.
The number of students are 49 students.
The population of this study is the
eleventh grade students of senior high
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school in Kuningan. The population is
taken from 2 classes, they are XI IPA 3
and XI IPA 5 classes.
The writer uses descriptive
qualitative method. Techniques of
collecting data are observation,
questionnaire and interview. The
observation was conducted on 1 teacher
and 49 students from two classes chosen.
The main purpose is to find out the types
and the functions of code switching that
are used by the teacher and
students’conversations in classroom
interactions. After recording the teacher
and the students’ activities, the researcher
makes video transcripts, then analyzes the
types and the functions of code switching.
The interview is recorded by
using tape recorder. Then the researcher
listens and transcribes it. The researcher
analyzes the result of transcribing
process to find out the teachers’ reasons
for doing the code switching in making
conversations with their students and
drawing the conclusion from the English
teacher’s answers. The researcher
distributes the questionnaire to the two
selected classes of the eleventh grade.
RESULTS AND DISCUSSION
The classification of code
switching in the conversation between
the teacher and the students in classroom
interactions is based on Poplack in
Jingxia (2010: 10-11) divides three types
of conversational code switching: tag
switching, intrasentential switching and
intersentential switching. The results are
discussed in the table below:
Table 1. Types of teacher’s code switching occurrences
Types of Code Switching
Frequency
Percentage (%)
Tag Switching
23
16%
Intrasentential Switching
94
67%
Intersentential Switching
24
17%
Total
141
100%
YULI YULYANA
Code Switching Analysis In Classroom Interactions In Husnul Khotimah Islamic Senior High School
Table 1 indicates on the types of
code switching from teacher’s utterances
in classroom interactions. The researcher
concludes that there are three types of
code switching employed by the teacher
in classroom interactions. The type of
intrasentential switching is the most
dominant used by the teacher with 94
occurrences. On the other side, the type
of intersentential switching is more
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dominant used by the teacher with 24
occurrences than tag switching with 23
occurrences. Thus, the researcher
concludes that the number of frequency
from teacher’s code switching is 141
occurrences.
The types of code switching from
the students utterances in classroom
interactions are discussed in the table
below:
Table 2. Types of students’ code switching occurrences
Types of Code Switching
Tag Switching
Intrasentential Switching
Intersentential Switching
Total
Based on the table 2, the
researcher concludes that there are three
types of code switching employed by the
students in classroom interactions. The
type of Intrasentential switching is the
most dominant used by the students
with 66 occurrences. On the other side,
the type of intersentential switching is
more dominant used by the students
Frequency
1
66
3
70
Percentage (%)
1%
94%
4%
100%
with 3 occurrences than tag switching
with 1 occurrences. The number of
frequency from students code switching
is 70 occurrences.
The result of code switching types
occurrences between teacher and
students in the classroom interactions,
are discussed in the table below:
Table 3. Types of code switching occurrences used in classroom interactions
No
1
2
3
Types of Code Switching
Tag Switching
Intra-sentential Switching
Inter-sentential Switching
Total
Based on the table 3, the
researcher concludes that there are three
types of code switching employed by the
teacher and students in classroom
interactions. The type of intrasentential
switching is the most dominant used by
the teacher and their students with 160
occurrences. On the other side, the type
of intersentential switching is more
dominant used by the teacher and their
students with 27 occurrences than tag
switching with 24 occurrences. Thus, the
Frequency
24
160
27
211
Percentage (%)
11%
76%
13%
100%
researcher concludes that the number of
frequency is 211 occurrences.
To find out the function of code
switching employed in the conversation,
the analysis is mostly based on
Gumperz’s theory that classifies the
discourse function into six classifications,
namely code switching as quotation,
addressee specification, interjections,
reiteration, message qualification and
personalization. The results are
discussed below:
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Table 4. Functions of teacher’s code switching occurrences
Functions of Code Switching
Frequency
Percentage (%)
Quotations
0
0%
Addressee Specification
64
45%
Interjections or Sentence Fillers
23
16%
Reiteration
33
23%
Message Qualification
21
15%
Personalization or Objectification
0
0%
Total
141
100%
Table 4 indicates on the functions
of code switching from teacher
utterances in classroom interactions. The
researcher concludes that there are four
functions of code switching employed
by the teacher in classroom interactions.
The function of addressee specification is
the most dominant used by the teacher
with 64 occurrences, reiteration with 33
occurrences, interjections is more
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dominant with 23 occurrences than
message qualification with 21
occurrences. Thus, the researcher
concludes that the number of frequency
is 141 occurrences.
The functions of code switching
from the students utterances in
classroom interactions are discussed in
the table below:
Table 5. Functions of students’ code switching occurrences
Functions of Code Switching
Quotations
Addressee Specification
Interjections or Sentence Fillers
Reiteration
Message Qualification
Personalization or Objectification
Total
From table 5, It can be concluded
that there are four functions of code
switching used by the students.
Addressee specification is the most
dominant with 37 occurrences, message
qualification is more dominant with 25
occurrences than reiteration with 7
occurrences, then interjections with 1
occurrence. Thus, the researcher
concludes that the number of frequency
is 70 occurrences.
In this research, it is revealed that
the teacher used code switching for
several reasons. The teacher told in the
interview that her reasons doing code
switching in classroom interactions are to
Frequency
0
37
1
7
25
0
70
Percentage (%)
0%
53%
1%
10%
36%
0%
100%
help the students understanding the
material well and some occasion the
students can’t catch what the teacher said
about the material or instructions for
doing exercise. The students ability or
their understanding in mastering
English can become another reasons for
doing code switching.
The reasons employed by the
teacher is related to the functions of code
switching as reiteration in observation.
There are 23% or 33 occurrences
reiteration occurs in the teacher’s
utterances. The teacher uses code
switching to repeat words or sentences in
one language to other language. It means
YULI YULYANA
Code Switching Analysis In Classroom Interactions In Husnul Khotimah Islamic Senior High School
to give clear explanation about the
instructions, or to give the clear
information about the material.
In this research, researcher finds
out the students’ responses on the
classroom interactions using code
switching to measure the effectiveness of
code switching used in the teacher’s and
students’ conversations.
Frequency of code switching to Indonesia
It indicates the ideas of the students
on the frequency of code switching to
Indonesia in English class. 34 students
(69%) responded that the teacher
occasionally used code switching when
the teacher interacted with the students.
Table 6. ‘How often does your teacher use Indonesian language in the classroom?’
Responses
Frequency
Percentage
Always
0
0%
Sometimes
13
27%
Occassionally
34
69%
Never
2
4%
Consciousness using code switching
It indicates that the most students
(35%) are sometimes or occasionally
conscious of code switching to Indonesia.
It implies that the students didn’t notice
the switching from English to Indonesia.
Thus, they are unclear about the
situations where the teachers make the
switches.
Table 7. ‘Are you conscious of teacher’s code switching to Indonesian language in the
classroom?’
Responses
Frequency
Percentage
Yes, Always
11
22%
Yes, Sometimes
17
35%
Yes, Occassionally
17
35%
No, Never
4
8%
Attitudess towards code switching
Answering to question 3 ‘What’s
your attitude towards the use of
Indonesian language in the classroom?’
There are 25 students (51%) who agrees
with the use of Indonesia. At the same
time, 20% of the students have the
neutral views. Only a small percent of
the students (18%) disagree with the use
of Indonesia. However, we can see that
most of the students hold a positive
attitude towards code-switching to
Indonesia.
Ideal frequency of code switching
It shows that most of the students
prefer their teacher to use Indonesia
occasionally. It indicates that the
students really want to improve their
English competence as much as possible.
However, they think it is important for
their teachers to use Indonesia
sometimes or occasionally to meet their
needs as we know their textbooks are
generally a little beyond their
comprehension.
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Table 8. ‘What’s the ideal frequency of teachers’ use of Indonesian language in the
classroom?’
Responses
Frequency
Percentage
Always
1
2%
Sometimes
18
37%
Occassionally
29
59%
Never
1
2%
Code switching as effective strategy in EFL
class
Answering question 5 ‘Do you
think Code Switching to Indonesian
language is an effective strategy of
learning and teaching English?’ There are
41 students (84%) who responded that
code switching to Indonesia as a good
strategy to make an effective EFL class.
The students think code switching is an
easier and helpful way to learn a foreign
language like English.
Influence of code switching on Indonesia
It shows that the majority of the
students (73%) believe that code
switching to Indonesia benefit in the EFL
class. On the other hand, a small number
of students 2% consider code switching
to Indonesia to be harmful. It means that
the students are able to communicate her
knowledge of the subject matter to the
teacher through the use of two languages
clearly.
Table 9. ‘How does code switching to Indonesian language influence the classroom?’
Responses
Frequency
Percentage
Greatly beneficial
12
24%
Beneficial
36
73%
No influence
0
0%
Harmful
1
2%
Situation of code switching
We can see that as regards code
switching to Indonesia, the students have
different choices. The results go in the
following order: to translate unknown
vocabulary items, to introduce
background information, to check
comprehension, to give grammar
instruction and to manage class. The
students’ view on the situation of code
switching to Indonesia may reflect the
functional categories of code switching to
Indonesia.
Table 10. ‘In what situations does your teacher switch to Indonesian language?’
Responses
Frequency
Percentage
To manage class
4
4%
To translate unknown vocabulary
46
47%
items
To introduce background information
20
20%
To check comprehension
14
14%
To give grammar instruction
8
8%
Others
6
6%
YULI YULYANA
Code Switching Analysis In Classroom Interactions In Husnul Khotimah Islamic Senior High School
CONCLUSION
The researcher concludes that
English teacher and the students in
eleventh grade of Husnul Khotimah
Islamic Senior High School occasionally
switch their language in the beginning,
middle and end of sentences during
teaching and learning process. The
teacher and the students often switch
their language from English to
Indonesian or vice versa.
There are three types of code
switching in classroom interactions:
firstly, intrasentential switching. It occurs
when the teacher or the students switch
the words or phrase of Indonesian
language within their English
conversation or vice versa. Secondly,
intersentential switching. It occurs at a
clause or sentence boundary, where each
clause or sentence is in one language or
another. Thirdly, tag switching. Here, the
teacher or the students insert Indonesian
words into English conversations. The
tag being inserted are the words ‘ya’ and
‘iya’.
There are four functions of code
switching in classroom interactions. They
are interjection, reiteration, message
qualification and addressee specification.
There is a phenomenon that code
switching can also function as speaking
habit, but it is more or less similar to the
function of code switching as interjection
or sentence filler.
The teacher uses code switching
to help the students understanding the
material and the instructions well. On
the other hand, when the students have
less capability and understanding in
mastering English, the teacher also uses
code switching in classroom interactions.
Code switching may be used by the
teacher to develop student’s skill to catch
what the teacher said.
The students respond positively
on the use of code switching used by the
teacher. They believe that code switching
can help them understanding well about
what their teacher said. Code switching
used by the teacher in classroom
interactions is a good strategy to create
an effective EFL class.
In this research, the researcher
concludes that the teacher use code
switching in order to give particular
purpose in delivering the teachers’
feelings during teaching and learning
process. The changing of the language
often makes the teacher and the students
feel better and more meaningful in
conveying and obtaining their feelings.
Concisely, code switching not only
represents teachers’ competence but also
shows particular purposes.
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