THE COMMUNICATIVE PURPOSE OF CODE

SWITCHING USED BY ENGLISH TEACHERS’

COMMUNICATION IN THE CLASSROOM

THESIS

Submitted in Partial Fulfillment of

The Requirements for the Degree of Sarjana Pendidikan

Aji Utomo

112012704

ENGLISH LANGUAGE EDUCATION

FACULTY OF LANGUAGE AND LITERATURE

SATYA WACANA CHRISTIAN UNIVERSITY

SALATIGA

2015

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THE COMMUNICATIVE PURPOSE OF CODE

SWITCHING USED BY ENGLISH TEACHERS’

COMMUNICATION IN THE CLASSROOM

Aji Utomo

Abstract

This study is conducted on the writer‟s interest toward communicative

purpose of code switching in classroom used by teachers in teaching and learning

process which use English as a target language being learnt. In this study, teachers

use Indonesian as the first language and English as the target language alternately

to help students in understanding teachers‟ utterances. The purpose of this study is

to find the communicative purpose of code switching used by English Teachers‟

classroom communication in SMP Negeri 1 Banyubiru. To come to the desired

result, the writer observed three English teachers in SMP Negeri 1 Banyubiru to

get the code switching dialogue or utterances transcription used by English

teacher in classroom communication. Based on Gumperz (1982) theory that a speaker

plays upon the connotation of the “we-code” to create a conversational effect, the writer

analyzed the teachers‟ utterances using theories in literature review on

communicative purpose. The result shows that teachers code switched to

justify/clarify the students‟ understanding, to check for students‟ understanding,

for Efficiency in explaining the materials, no equivalent words, affective function,

for managing class, and for communicating meaning.

Key words: Code switching, Communicative purpose.

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Introduction

According to Hamers and Blanc(2000), bilingualism is the state of

linguistic community in which two languages are in contact with the result that

two codes can be used in the same interaction and that a number of individual are

bilingual. Bilingualism is a common phenomenon in Indonesia, for example

children acquire the languages sequantially. First, they acquire mother tongue

language at home as the vencular. They grow up and go to school they begin learn

new language, so they can use more than one language in daily activities. People

who are bilingual sometimes switch languages. We can see this phenomenon in

our surroundings, like in television, movie, music and communication between

teacher and student in the class or in teaching-learning process. When people

choose more than one language and use them together alternately, this is known as

Code Switching and Code Mixing. The varieties of code switching and code

mixing in conversation occur because there are many communicative purpose in

using it.

Although the phenomenon of code switching attracts some people to

analyze the communicative purpose of code switching in conversation,

communication in classroom that involves code switching attracts my attention.

We can find the code switching in the teaching-learning process in classroom for

communication. Spratt (1998) argued that code switching goes together with the

change in the teaching methodology. Foreign language teaching used to focus on

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accuracy and drilling, but right now the focus is on fluency, group work, or

mingles. In those kinds work, the use of the first language is inevitably to happen,

especially, when the teacher wants the students to understand the lesson or teacher

utterance in the class. He added “recently there is no clear line whether the first

language should be used or not in the foreign language classroom.”

With the phenomenon above, I interested to conduct a study to find out the

communicative purpose of code switching used by English teachers in SMP

Negeri 1 Banyubiru in teaching-learning process. The aim of this study is to

analyze the communicative purpose of code switching used by English teachers in

SMP Negeri 1 Banyubiru in teaching-learning process. Based on the aim above,

this study is to answer the following question: What are the communicative

purposes of code switching used by English teachers in classroom communication

in SMP Negeri 1 Banyubiru?

Literature Review

Code Switching

Hamers and Blanc (2000) writes that code swithing is a special form of

skilled bilingual behaviour. It is switching when we use two or more languages in

a conversation. Code switching is the people‟s skill to change the code or

language from one language to another language when the situation asked them to

do so. Trudgill (1974) stated that code switching is switching from one language

variety to another when situation demands. For example, English Department

students are required to use English in having consultation with their lecturters,

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but they also put some Indonesian in the conversation to make it efficient. Code

switching happens when people use more than one language in contact to

communiate other people. When a student uses English and Indonesian when they

talk with the lecturer, it is code switching.

According to Hudson (1983), code switching is a mixed up language

together in realm of conversations. In a sentence level, Hoffman (1991) states that

code switching is the changes over sentences. In a more detailed explanation,

Redouane (2005) states that:

“Code-switches will tend to occur at points in discourse where

juxtaposition of L1 and L2 elements does not violate a

syntactic rule of either language, e.i., at points around which

the surface structures of the two languages map onto each

other. According to this simple constraint, a switch is inhibited

from occurring within a constituent generated by a rule

Although the phenomena of code switching may occur at a sentence level,

they occur in the context of a discourse. Holmes (2001) said that code switching

can occur during the same conversation. It means that code switching will occur at

certain point where alanguage changes to another. So, the language will switch or

mix with other languages in the realm of conversations.

Code switching has two types; they are affective code switching and

conversational code switching. In affective code switching, there are two kinds,

situational and metaphorical code switching. Situational code switching happens

when the language used changes according to the situation in which speakers

speak one language in a situation and another language for different situation.

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However, metaphorical code switching happens when a change of topic requires a

change in language used. Unlike situational code switching, methaporal code

switching only occurs when the changes stress on the topic.

The second type is Conversational Code switching. Conversational code

switching happens when the switch of language happens in a single sentence but

they do not change the topic. It means that two languages are switched within one

utterance or between utterance (Gumperz, 1982). For example, the TV presenter

switch their languages (Indonesia to English) without changing the topic to make

it become more interesting for the audience, like, “hi, How are you guys? Kalian

baik-baik sajakan? Pastinya dong! (Are you okay? Of course!)” in this utterance

the TV presenter switched from English to Indonesia, but the topic did not

change. Another example is said by a teacher to a student: “ayo Juna silahkan

maju dikerjakan soal nomer 12, ndang Jun digarap kuwi nomer 12 (Come on

Juna, come forward and do question number 12, be quickly, do question number

12 now)”

Conversational Code switching is divided into two types, based on the

juncture or the scope of switching where languages takes place (McArthur, 1998

and Hoffman, 1991):

1. Intra-sentential Code Switching.

According to McArthur (1998), in Intra-sentential Code Switching, the

language shift is done in the middle of a clause or sentence, with no

interruption or pauses indicating a shift. Hoffman (1991) added, it happens

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when a tag from one language is inserted into an utterance, which is

entirely in another language, it occurs within a sentence. For example,

teacher in classroom said “Nenek Sihir itu jahat (the witch was wicked),

what is in English?” the teacher asked the students Don‟t talk during the

lessons about Indonesian word “nenek sihir itu jahat (the witch was

wicked)” in English, the teacher did code switching in one sentence.

2. Inter-sentential Code Switching.

In Inter-sentential Code switching, the language switch done at sentence

boundaries (McArthur, 1998). This is seen most often between fluent

bilingual speakers as when a English teacher said “I will give you a

sentence of narrative text. Dan kalian harus menerukan kalimat/cerita ini

dengan ide kalian masing-masing (and continue the story according to

your idea)”. Hoffman added, Inter-sentential Code Switching occurs when

one switches at clause or sentence boundary where one clause is being in

one language, the other clause in the other (it occurs between sentences).

A. Code switching and Communicative Purpose in teaching

Code switching is a way to communicate between teachers and the

students. According to Gumperz (1982), “A speaker plays upon the connotation of

the we-code to create a conversational effect”. Because code switching is a kind of

way to have effects on communication, it is considered to have communicative

purpose. The speaker switches the language to ease the communication, like

utilizing the shortest and the easiest route (Gumperz. 1982).

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Halliday (1975) also said “…… code switching as fulfilling the

interpersonal function of communication, the mixed language spoken plays the

role of a mediator”. Code switching uses to act as a mediator between the speaker

and the participant/the listenguer in the communicative event. As a tool of

communication, code switching has important role in communicative event,

especially in learning English. Many teachers are used code switching in

classroom activities, it is to ease in communication in the class.

There are communicative purposes of Code Switching in communication

or conversation, such as:

a. Efficiency in explaining the materials

Knight (1996) assures that there is a useful role of L1 in helping

learners gain the knowledge needed to reach a higher level of L2

performance. Whenever the teacher feel that a meaning based on L2

might be beyond the learners‟ capabilities, a small amount of L1

discussion can help to overcome the obstacles. Using the first

language may sometimes be more effective when the teacher want to

explain the concept behind the use of certain language points (Spratt

1998). Teachers switch the language in explanation to make sure the

student understand the material of the lesson easily.

b. No equivalent words

Many linguists believe that code swithing occur because of lack in

vocabulary mastery or competence. Futhermore, it also regarded as a

strategy to avoid, interference between one language to others

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(Holmes, 2001). In bilinguals society, people talk two or more

different languages subconsciously, therefore, they may be not aware

about existence of those two language. For exampe, when we do

presentation, sometimes we forgot the English word and then we use

Indonesia to replace those word.

c. Affective function (Build relation in the classroom)

Mattson and Burenhult (1999) states carries affective functions that

serve for expression of emotions. Code switching is used by the

teacher in order to build solidarity and intimate relations with the

students. It will create or support the students to speak language in

the classroom. the contribution of code switching for creating a

supportive language environment in the classroom.

d. Justify/Clarify the students‟ understanding

In this purpose, teacher uses code-switching to transfer the necessary

knowledge to the students in order to convey clarify (Mattson and

Burenhult 1999). In this case, the teachers justify or clarify the

students by repeat the important utterance, For example, when

teacher said “Bowo buy some fruits in the market, itu terjemahannya

Bowo membeli beberapa buah-buahan di pasar (the translation is

Bowo buy some fruits in the market)”.

e. Managing class (Instruction and Classroom Management)

According to Macaro (2001), the ways in which teacher organizes

the class also involve in a choice of language. Some teachers resorted

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to first language after having tried in vain to get the activity going in

target language. For example, teacher said “please make group of

four and make a circle to discuss the project”, “sekarang buat grup

terdiri dari 4 orang dan buat lingkaran untuk berdiskusi (make a

group of 4 students then make a circle for discussion)”. Spratt (1998)

also found that it may sometimes be useful on this occasion to say in

the first language the instruction that has been given in the foreign.

This action seems helpful for students to comprehend the instruction.

f. For communicating meaning

Many teachers communicating meaning of an item through

paraphrasing in the foreign language often feel unsure about their

paraphrasing. Therefore, they may use the first language, Spratt

(1998). For example, teacher said “What is fairy tale? Apa itu fairy

tale? (What is fairy tale? ) Jadi kaya donggeng atau cerita tentang

peri gitu ya (so it looks like story of fairy)”.

g. Checking for student understanding

Teachers can check for understanding in several ways, including the

use of oral language, questioning, writing, projects and

performances, and tests (Fisher & Frey, 2007). For example, teacher

asks about generic structure of Simple present tense to the students

to check their understanding.

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The Study

Context of The Study

This study is a descriptive study. It analyzed descriptively the

communicative purpose of the use of code switching in the class used by English

teachers. It analyzed the phenomenon about communicative purpose of code

switching used by English teacher of SMP Negeri 1 Banyubiru in teaching-

learning process in the English class. The reason behind the use of code switching

are investigated. The following research question guides the study:

“What are the communicative purpose of code switching used by English

teacher of SMP Negeri 1 Banyubiru in teaching-learning process?”

Participants

In this study, the sample data were taken from The English teachers of

SMP Negeri 1 Banyubiru. The data were obtained from the teaching-learning

process which use code switching in the English class. The reason was the

teachers and students in SMP Negeri 1 Banyubiru used more than one language in

teaching and learning process. From this phenomenon, I was interested to conduct

a study to find out the communicative purpose of code switching used by English

teachers in SMP Negeri 1 Banyubiru in teaching-learning process.

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Method of Research

This study used a qualitative method. Qualitative research involves the

researcher to interpret data by giving them meaning, translating them, or making

them understandable (Neuman, 2000). This study is required to define the details

description and explanations the phenomenon of communicative purpose of code

switching used by English Teachers in SMP Negeri 1 Banyubiru in teaching-

learning process.

Instrument and Data Collection

For the data colletion, I used two instruments to collect the data. I recorded

the conversation and took note using an observation protocol. I used observation

protocol to make my observation in recording the conversation more focused. The

recording is conducted to obtain more detail information and see directly how the

subjects or participants use code switching in teaching-learning process. I

recorded the teaching-learning process to make the data easier to transcribe it into

written form. I recorded three teaching-learning processes, where the phenomenon

of code switching occurred in English class. Interviews were done later when

more details about the recorded conversation were needed.

Data Analysis

After I finished collecting the data from recording the conversation, I

transcribed the data recording into written form. The transcription was to gain

spesific information related to the communicative purpose of use code switching.

Then, I identified the communicative purpose of code switching in teachin-

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learning process used by English teachers in SMP Negeri 1 Banyubiru based

Hoffman‟s (1991) and McArthur‟s (1998) shows types of code switching based

on the juncture or the scope of switching, and based on the communicative

purpose of code switching in communication or conversation according to

(Hamers & Blanc 2000), Holmes (2001), Mattson and Burenhult (1999), Spratt

(1998), Fisher & Frey (2007) and Macaro (2001).

Findings and Discussion

After collecting the data from the recorded teaching-learning process in

the classroom, I found 93 code switching utterances that occurred in my

observation in SMP Negeri 1 Banyubiru. The frequency occurrence of Code

Switching in regards of communicative purpose are, for efficiency is 20 times,

nothing for no equivalent words, affective function is 9 times, Justify/clarify the

students' understanding is 24 times, managing class is 12 times, for

communicating meaning is 7 times, and checking for student understanding is 21

times. Chart 1 shows frequency of occurrence of Code Switching utterances in

regards of communicative purpose.

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Chart 1: Occurrence of the communicative purpose of code switched

utterances in classroom

There are 7 of communicative purposes that I found before. From all of

code switching utterances in observation, the data shows that Justify/clarify the

students' understanding is the most frequently used, with the percentage of

25.80% as the majority purpose in the use of code switching in the class. The

second is checking for students understanding purpose, with 22.58%. The third

majority of communicative purpose in the classroom is efficiency in explaining

the materials, with 21.50%. For the rest of percentage occurrence of Code

Switching in regards of purpose are 0% for no equivalent words, 9.67% for

affective function, 11.16% for managing class, and 7.52% for communicating

meaning.

0

10

20

30

20

0 9

24

12 7

21

occurance

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From the findings, there are three of occurrences;

Justify/clarify the students' understanding

The main communicative purpose of code switching in the classroom is to

Justify/clarify the students' understanding. I found 24 code switches in teaching-

learning process in classroom. From the observation, code switchings to

Justify/clarify the students' understanding are mostly used in grade VII, because

the students started learning English from this grade. The teacher code switches in

order to transfer the necessary knowledge for the students for clarify. Teachers

repeat the English utterance into Indonesian to clarify the knowledge that he/she

transfers to the students delivered well. Following the instruction in target

language, the teacher code switches to native language in order to clarify meaning

(Mattson and Burenhult 1999). In Justifying/clarifying the students'

understanding, the teachers makes sure that the students understand the materials

that she/he explains in the teaching-learning process. Reyes (2004) also said the

function of code switching as clarification. With this function, the code switching

gives more information to clarify an idea or the message of the speaker. Like this

two example of utterances;

Justifying/clarifying the students' understanding by switching language use

has an important role for students who start to learn English. Like in grade VII,

the students had just started to learn English. Teachers in SMP Negeri 1

Banyubiru make clarification of their utterance by repeating their utterances into

Indonesian. By repeating the utterances using first language (Indonesian), the

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teachers wanted to create effects in students‟ participation in the classroom.

According to Yevudey (2013), repetitive code switching strategy was used by

these teachers to facilitate pupils‟ understanding and to increase their participation

during lessons.

Example1

Teacher asked the student; “And finally, after problem problem

problem, come to the resolution. Apa itu resolution? (what is

resolution) It can be happy, bisa happy ya (it can be happy) or sad”.

Teacher wanted the students understand about the meaning of resolution, so he

translated the question into Indonesian. From the teacher utterance “It can be

happy”, teacher translated the utterance into Indonesian “bisa happy ya or sad”

can help the students to understand what resolution is. The question that

translated is to clarify the students understanding and the teacher wanted to make

clearer what he or she is talking about.

Example 2

“Clean the floor, “bersihkan lantai (Clean the floor)” Other example

is “Don‟t talk during the lessons. Apa? Jangan bicara selama

pelajaran (what? Don‟t talk during the lessons)”

The example 2 shows that the explanation is given in English language and the

teacher repeats it in the mother-tongue for the students, like the teacher‟s

utterances in English “Clean the floor” and “Don‟t talk during the lessons”. Those

utterances are translated it into Indonesian, the teacher wanted the students to

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understand and can make example of the sentence if they are asked by teacher.

The teacher applied code switching by repeating words, phrases, or sentence in

order to assist students to understand the presented utterances and Teacher also

gave a question to make them participate in classroom activities.

The students of SMP Negeri 1 Banyubiru mostly start learning English in

the Junior High School. Most of the students still feel difficulty in speaking,

reading, and understanding the teacher utterances. So, teachers use code switch

almost all the way during the learning-teaching process in the classroom. From the

interview, English teachers in SMP Negeri 1 Banyubiru have a reason why they

justify/clarify the students' understanding. They said that they often use code

switching because the school is located in rural area in Banyubiru and most of

student begin to learn English started in junior high school, they did not get

English lessons in elementary school. So, the occurring of code switching in this

school is high.

Justify/clarify the students' understanding is for clarify the students to

understand the lesson by repeating the important part of the important utterance.

In the example 1 and example 2, the teachers repeated the important utterance,

such as, ) It can be happy, bisa happy ya (it can be happy) or sad”, and “Don‟t talk

during the lessons. Apa? Jangan bicara selama pelajaran (what? Don‟t talk

during the lessons)”. In SMP Negeri 1 Banyubiru, Justify/clarify the students'

understanding is mostly use by teacher who teach VII grade students. Most of the

students started learning English in this grade, so the teacher often repeat the

important part of the lesson.

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Efficiency in explaining the materials

The next frequently occurring code switching is “efficiency in explaining

the materials”. From the observation, I found 22 code-switching in teaching-

learning process. The purpose of efficiency in explaining the materials is to make

the meaning of some words be understood more efficiently if it is written or

delivered in the original or mother language. Using the first language may

sometimes be more effective when the teacher wants to explain the concept

behind the use of certain language points (Spratt 1998). Knight (1996) added that

there is a useful role of L1 in helping learners gain the knowledge needed to reach

a higher level of L2 performance. Explaining by using simple and first language

can help the student know knowledge efficiently.

Example 3

“The characters have some problem. Problem between characters, Apa

problem between character? Between or among. Kalau between antar

dua karakter kalau among lebih dari satu (between is included two

characters, and among is included many character)”

In the example 3, the teacher tried to explain as simple as possible, when teacher

asked “between or among?” the students were silent and did not answered teacher

question. For some time, the silence let the time pass without any activity. To

make the students get the idea about between and among, the teacher gave further

explanation in Indonesian (first language) “Kalau between antar dua karakter

kalau among lebih dari satu (between is included two characters, and among is

included many character).” The purpose is for efficiency in explaining and to

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make it easier to understand. As a result, the time was not wasted when the

teacher switched from English to Indonesian.

Example 4

“Wizard or witch? What is the different between wizard and witch?

Sama-sama penyihir, tapi kalau Harry potter wizard, kalau “mak-

nya”ini witch. (both are wizard/witch, but Harry Potter is wizard, and

Harry Potter‟s mom is witch) So, apa? Bedanya apa? (So, what is the

difference?) This is man, this is women.”

The teacher added the students‟ knowledge about wizard and witch. The teacher

used Indonesian in explaining it and the students understood the idea of „wizard‟

well. Like in the teacher explanation about witch and wizard, she used the

associate word „Harry Potter‟ because all students already knew about him, and

used the word “mak-nya” (Harry Potter‟s mother), „mak-nya‟ is Javanese

language and all students know what it means. By doing so, it helps the students

to easily understand the meaning of those two words (wizard and witch).

According to the teachers in interview, Indonesian, as first language, has

an important role in explaining in the classroom. One of the teacher said “I use

Indonesian because I want the students to catch the lessons and understand what I

teach and say in the classroom” They do not always switch the language into

Indonesian only, but they also switch to Javanese if it is easier to understand in

Javanese.

The use of code switching for efficiency in explaining the materials is very

useful. It is more effective in explaining and do not waste time in teaching. The

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English teachers in SMP Negeri 1 Banyubiru use English and Indonesian in

teaching and learning. The aim is they do not want lost many time in explaining

and can finish the material on time.

Checking for the students understanding

The last frequently occurring code switching is for the purpose of checking

the students understanding. According Barandagh (2013), “when a class was

going through a new lesson, there were usually new words and expressions in

English that the teacher wanted the students to understand. As the teacher was

checking for the students‟ understanding, code switching occurred since the new

expressions and words were translated to mother tongue language”. To make sure

about transfer knowledge in teaching-learning process, teachers can ask them

some question or give them test. According to Hanna Yletyinen (2004) and

Flyman-Mattson and Burenhult (1999), in the teaching and learning process,

teacher must make sure all of the students know and understand all the words in

the activity. Like when the teacher checked students understanding toward the

story that was given to them. He/she must check students‟ understanding, like the

vocabulary in the text and the teacher utterances. The important part in foreign

language learning process is to learn new vocabulary, grammar, and expression.

Here two examples from teacher utterance,

Example 5

“We want to watch huge animal playing football. Huge animal itu apa

to?.(what is huge animals means?)”

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Checking for students‟ understanding by teacher can be used to check their

vocabulary. For example, the teacher wanted to check “huge animal”. Teacher

code switched when asking the question “Huge animal itu apa to? (What is huge

animal means?)” to check the students‟ understanding about new vocabulary in

text.

Example 6

“Wes mudeng yo?(do you understand?) And how about this three?

Kalau satu “fairy”, ( if it‟s one “fairy”) how about more than one?

There are three fairies. Tiga peri (three fairies)”

Writing singular and plural form may be confusing for the students, like in the

word “fairy”. The teacher gave questions to checking the students‟ understanding,

like, “how about this three?” and “how about more than one?”

From the teacher interview, teacher said “use mother tongue language

(Javanese) and first language (Indonesian) is very successful to help students

understand all the words in the activity in teaching-learning process”. In checking

the students understanding, the teacher switched the language into Indonesian and

Javanese. They give the students questions about the material to check the

students understanding.

Give questions and test in the class can help the teachers in checking for

the students understanding. Like, the teachers asked about tenses formula to the

students or give test after or before the teacher finished explain the lesson.

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Code Switching and Teaching

Code switching phenomenon commonly occurs in the teaching process.

When this phenomenon is analyzed deeper, code switching in the classroom is

actually bearing reasons for communicative purposes. From the discussion of code

switching occurring in the EFL classroom setting, the occurrences of

communicative purpose of code switching used by teacher are for clarifying the

students‟ understanding, checking for the students‟ understanding, and efficiency

in explaining the material. Based on Ahmed and Jusoff (2009), the reason of the

communicative purpose of code-switching in the language classroom is a valid

asset for low proficiency learners and that teachers‟ code-switching is connected

to learners‟ support. Not all of the students in the EFL Junior High school are

mastering English well, and it urges the teacher to code switch in classroom. Time

management strategy also influences the communicative purpose of code

switching. According to Ahmed and Jusoff (2009), code switching helps to

facilitate the flow of classroom instruction since the teachers do not have to spend

so much time trying to explain to the learners or searching for the simplest words

to clarify any confusion that might arise.

Code switching is not forbidden in learning second or foreign

language as long as it can help the teachers to deliver the knowledge to the

students. According to Sert (2005), “code switching allows the teachers to build a

bridge from unknown to known and thus is an important element in language

teaching when used effectively”. It means that, the teachers should know their

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communicative purpose of using code switching and the teachers also know that

the way they use code switching is effectively to deliver the knowledge.

Conclusion

The Findings and Conclusion chapter shows that there are occurrences of

communicative purpose of code switching utterances in classroom used by

English teacher. The first communicative purpose is justify/clarify the students‟

understanding. The teacher used code switching to justify the student by repeat the

importance utterances. The second communicative purpose is checking for the students

understanding. Unlike the first communicative purpose, the teacher code

switching is used to question or give the students test.

The Third communicative purpose is efficiency in explaining the

materials. The teacher uses this purpose to safe the time in explaining and the

students understand the lesson quickly. For example, when the teacher explained

about singular and plural form, they switched the language into Indonesian, so

teachers‟ explanation is delivered when they only have limited time and do not

waste time.

Besides the big three occurrences of communicative purpose, there are

other communicative purpose of code switching used by English teacher in the

classroom, they are;

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No equivalent words

This communicative purpose uses when the teachers faced difficulties in

finding the words or lack of the words when they teach.

Affective function

The teacher use code switching for build relation in the classroom. The

teachers usually use Javanese (native language) to make close or build

relation between them and the students in the classroom.

Managing class

In managing class, the teacher switch the language into Indonesian, for

example in give instruction, the teacher asked the students to make a group

and do the exercise.

For communicating meaning

In this communicative purpose, the teachers switch the language when

they are not unsure about their utterance, so the students will not confuse

about the teachers utterances in learning process.

Communicative purpose of code switching in classroom communication

has implication in the teaching learning process. Based on the data, all English

teachers in SMP Negeri 1 Banyubiru usually use code switching in classroom

communication. By knowing the communicative purpose of code switching, they

can easily switch the language to the student‟s native language. It can make the

explanation clearer for the learners since the explanation is delivered in a

language that the students familiar with. So, code switching can help the students

as young learner in understanding and mastery English well. It help the students

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because they just started learn English in Junior High School. Slattery (2001)

acknowledges that occasionally native language may still be useful for the

learners.

This study gives us a little understanding of communicative purpose of

code switching. However, due to small size sample in SMP Negeri 1 Banyubiru.

The finding may have different result for others Junior High School. This study is

only dealt with English teachers in SMP Negeri 1 Banyubiru.

The use of the native or mother tongue language in English lesson is

helpful as long as it is used appropriately. The teacher who teaches a foreign

language should know the communicative purpose of code switching to help the

teacher to communicate with the students, and when the teacher transfer foreign

language knowledge to the students.

The writer is also expected that this study can contribute new knowledge

about communicative purpose of code switching in the classroom for anyone who

interest to conducting the similar research. Hopefully, other students can learn

about communicative purpose of code switching and enrich their knowledge.

Acknowledgement

This thesis would not have been completed without the help and support

from many people, so it is a pleasure to thank those who helped this thesis

possible. I wish to express my special appreciate to my supervisor, Mr Christian

Rudianto, who has abundantly helpful and offered invaluable assistance,

24

encourage, support, and guidance. It is an honor for me to thank all beloved

English Department lectures for their knowledge. Special thanks also go to my

family, especially my parents, brothers and sisters, and also to all my friends who

encourage and support me during my thesis writing.

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