BILINGUAL EDUCATION :

CODE SWITCHING USED BY THE TEACHERS IN ENGLISH CLASSES

Introduction
Code-switching, which may be defined as the alternation between two or more
languages in a speakers speech, occurs naturally in the scheme of bilinguality. Studies
have reported that code-switching often happened subconsciously; people may not be
aware that they have switched, or be able to report, following a conversation, which code
they used for a particular topic (Wardaugh, 1998, p. 103).
However, although bilingual speakers claim that code-switching is an unconscious
behavior, research has also shown that it is not a random phenomenon. As attested by Li
Wei (1998, p. 156),
Sociolinguistics who have studied code switching draw attention to extralinguistic factors such as topic, setting, relationships between
participants, community norms and values, and societal, political and
ideological developments influencing speakers choice of language in
conversation.
Code-switching is, thus, seen as a purposeful activity, that is, there are functions and
intentions assigned to this behavior (Gumperz, 1971; Myers-Scotton, 1983; 1988; 1989,
Hoffman, 1991).
Code switching has been recently a crucial issue of bilingualism. It has
interestingly arisen reseracherss interest, either in sociolinguistic studies or second
foreign language teaching and learning. In the practice of teaching EFL, the teachers
often face difficulties to interact with their learners in the target language. Take an
example, based on the researchers experience, she often switches to different languages

such as English, and other language in the course of the classroom interaction.
Particularly, she speaks those language alternately in order to help studentsunderstanding
pertaining to the structure or lexical items of the target language. Besides code switching
used in EFL teaching is also intended to maintain an easy of communication process in
the classroom during English classes. It, is however admitted that code switching used in
EFL Teaching is a particularly situation and context of language choice which is heavily
influenced by variuos factors in the classroom. Thus, it is very possible that two teachers
of english switch to Indonesian for particularly different reasons in the classroom
interaction context. Such a phenomenon particularly draws the researchers interest to
conduct the study of code switching. This paper can contribute to the knowledge in
relation to code switching and its implications in the teaching of English as a foreign
language.

The present study

Studies on code-switching have moved from the notion that the switching
behavior is a compensation for linguistic deficiency in bilingual speakers (Adendorff,
1996; Myers-Scotton, 1995). Code-switching is seen as functionally motivated behavior
(Adendorff, 1996, p. 389). Being a multilingual country, this sociolinguistic phenomenon
is very common in Malaysian speakers speech. Studies have shown that it occurs in both
formal and informal contexts of communication and has become a normal verbal mode
among Malay-English bilinguals (Jacobson, 2004). If code-switching is functionally
motivated, a study that investigates the functions of code-switching occurring in

Malaysian bilinguals communication will, therefore, be meaningful toward the

understanding of this phenomenon.
The other presents study is why bilinguals mix two language and switch back and
forth between two languages and what triggers them to mix and switch their languages
when they speak. These bilingual phenomena are called

Code-mixing and code-

switching and these are ordinary phenomena in the area of bilingualism. According to
Hamer and Blanc (2000) , Code-mixing and code-switching were considered as signs of
incompetence. However, Khnert,Yim,Nett, Kan

and Duran (2005) remark that an

alternative view is to recognize the culture, social, and communicative validity of the
mixing of two traditionally isolatted linguistic codes as a third legitimate code. As
mentioned , these phenomena may influence bilinguals language positively. ( see
appendix )
More recent trends in internationalization and mobility of peoples, the existence
of people who speak languages other than their mother tongue has become much more of
a common phenomenon in the world. Rama Sujaya were analyzed about process and
Method of Becoming a Bilingual to Children in Shintaro Julia 2009 Videos. This paper
analyze videos that shown how children in Japan learn a second language. It is very
interesting

to

observe

because

Japan

has

always

been

considered

monolingual/monocultural country (cf. Grosjean, 1982). Although we have always had

non-Japanese populations among us, there has never been any official policy to accept
these peoples as Japanese. Lambert and Taylor (1990) note that in the United States, the
majority of the population - at least cognitively - accept multilingualism and
multiculturalism to be a positive phenomenon.( see appendix)

Code Switching
Apple( in Chaer and Agustina, 2004:107) defines code switching as a symptom of
linguistic usage that switches over because of the situation change. This concept
emphazises that situation can be an influential factor that leads a speaker or a speech
community to switch to another code in a daily interaction. Similarly Kridalaksana
(1993:9) states that code switching is the use of other language variety or other language
to adapt with role or other situation, or caused by other participant. Grosjean (1982:145)
limits the concept of code switching as the alternate use of two or more languages in the
same utterances or conversations. This opinion seems so general that there is not any
clear distinction between the concept of code switching and that of code mixing in
relation to linguistic forms. This is caused by the difference language grammatical
system. The language grammatical system between one language and each other is
difference. Example, the phrase of grammatical system in Indonesia is different with the
phrase of grammatical system in English. Gumperz (1982:59) and Romaine (1955:121)
have defined code switching as the repalcement of sub grammatical system which is
different in utterance. It is cause, the linguistic form of one language is difference with
other language that is used. For exampe, the form of linguistic L1 is used at L2. From
some definition of code switching stated by the linguistic above, the constraint that is
used in this research is code switching constrained by Apple (in Chaer and Agustina,
2004)

Types of Code Switching

There are many types of code switching commited by speakers in a
communication activity. Grosjean ( 1982:145) classifies code switching into three types.
They are intra-sentential code switching, inter-sentential code switching , and interpersonal code switching. Intra-sentential code switching is switchover from one code to
others that happens in one sentence. Example : If we want to make a passive sentence,
kita harus mengerti kata kerja bentuk ketiga, (we must understand the participle verb).
Inter-sentential code switching is switchover from one code to another that happened in
more than one sentence. It means switchover happened at the sentence level. Example :
We will study about Politic. Buka buku kalian halaman 7 (open your book page seven).
And inter-personal code switching is switchover of code that happens at speaker
utterance because it comes from the other participants, It means that switchover happened
at situation context.
T

: Yesterday we discussed how to ask someone to do something.

: Today we will discuss how to invite someone.

: Budi, apa kamu tahu bagaimana cara mengundang seseorang?

: Saya tidak tahu pak, bagaimana cara mengundang seseorang. ( Muhibi, 2009:

17)
Thus according to Grosjean (1982) , inter-personal code switching is code switching
happening at two interlocutor utterances. It means that code switching can also happen at
an interlocutor

utterance when making communication with other people. Code

switching at an interlocutor utterance, at this paper called as inter-personal code

switching.

Example : ,

T : (1) Are you Ready to study?

T : (2) Sudah siap belajar bahasa inggris?
S ; (3) Yes.

Transfer of code from utterance 1 in English to utterance 2 in Indonesian by teacher is

including intra-personal code switching. Code switching above is commited by the
teacher by the way of repeating statement in utterance 1 to utterance 2. It means that the
interlocuter (S) understand what does mean of theachers utterance.
Similarly, in line with Grosjean above, Poplack (in Romaine, 1995:122) divides
code switching from the aspect of textual and its distribution in sentence into three types.
They are tag code switching, inter-sentential code switching and intra-sentential. Tag
code switching is code switching happening at the end of a sentence. Tag code switching
intrinsically functions to give emphasis or affirmative at one particular utterance, euther
at the same language or at different language.
Example : A . Excuse me. I can not think what I will do next time, saya
bingung! (iam confuse)
B. Lets go to orang pintar (diviner) we can ask something that what we
will do next time.
Inter-setential code switching is switchover from one code to others that happens in more
than one sentences It means that switchover happens at sentences level . Example : we
will study about the history of Lombok Island, Jhon, ibu minta tolong ambilkan peta

diruang guru. (jhon help me take a map in the teacher room please.). And intra code
switching is switchover from one code to others that happens in one sentences. It means
that the switchover of code happens at the level of clause. Example : if we want to succed
in our study, kita harus belajar rajin (we must study hard).(Muhibi, 2009:19)

The Functions of Code Switching

Saputra and Jendra (in Widiasri, 2005:22), both referring to Poplakopinio divide
the functions of code switching into three types, those are (1) the function of explaining,
(2) the function of affirming, and (3) the function of focusing.
1. The function of explaining .
It is related to how the teacher explains the material. Means that the students are
not wrong in interpreting the explanation of their teacher. Take an example, we
must use simple past tense if we talk about something that happened in the past,
kita harus menggunakan simple past tense jika kita membicarakan sesuatu yang
kejadiannya telah berlalu.
From the function of explaining example above, we can see that the teacher uses
English in the first sentence, and to explain the concept of tenses, the teacher uses
Indonesian (changes from English to Indonesian)
2. The function of affirming
If the speaker wants to affirm the intention which has expressed it in a langauge.
To affirm the intention which has expressed it, the speaker changes over code to
another langauge though what has expressed it has ben comprehended by the
interlocuter, the function of affirming can be seen in the example below :

 Jhon reads a novel. John is the third singular subject. Betul bukan? (Is it
correct)
Firstly the teacher uses English then to affirm the function of Jhon the tecer
switchover from English to Indonesian in phrase form.
3. The function of focusing
If the speaker want interlocuter to focus its attention to the speakers explanation
in a language. The function of focusing can be seen in the example below.
I will explain you about the formula of present tense, semua siswa harus
memperhatikan penjelasan guru ( all of the students must be attention to the
teachers explanation).
At example of focusing above, the function of the second sentences is use to focus
to the teachers explanation. The first sentences is in English, but when the teacher
wants to focus the students attention to the subject matter, the teacher
switchovers from English to Indonesian.

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