Implementation for Code-Switching from the Perspective of Academic Functions in Teaching English at the MAN 1 Praya

1. Clarification is a part of this function. On the other hand, clarification refers to the process of making a statement or idea more understandable (Kääntä & Kasper, 2018). English teachers intend to use code-switching between English and Indonesian during lessons to clarify or validate the questions, responses, or information that students supply. The following illustration illustrates the data for the clarification function, which are highlighted in bold.

2. A function that involves repetition. The act of repeating words or phrases in the following statement is known as repetition (Bobihoe et al., 2025). Educators sometimes participate in code-switching between English and Indonesian when teaching English as a Second Language. This is done to restate or repeat word forms, phrases, or clauses while speaking. The purpose of repetition is to either accentuate particular linguistic elements or to unify the meanings of two different forms of language, which ultimately helps pupils have a better understanding of the material. Data that serve as an illustration of the reiteration function are provided.

T: OK, now let's discuss conditional sentence. Conditional sentence adalah kalimat pengandaian yang digunakan untuk mengungkapkan sebab akibat atau kemungkinan terjadinya suatu hal . (A conditional sentence is a hypothetical construction used to express causality or the possibility of an event occurring.)

S: (Siswa nampak serius mendengarkan penjelasan gurunya) (The students appeared to listen attentively to the teacher’s explanation).

T: Itulah Pengertian conditional sentence anak-anak. Berikutnya saya akan berikan beberapa contoh. Tolong diperhatikan ya. (That is, in the definition of a conditional sentence, students. Next, I provide several examples. Please pay close attention to) issue.

3. This is the purpose of the explanation. Specifically, it refers to the specifics or explanations that someone provides to make something understandable or obvious (Páez, 2019). Elucidating the notions or meanings of English forms or clarifying English grammatical norms are the two purposes for the phenomenon of code-switching from English to Indonesian. Students can deepen their understanding of the material by moving between different codes, which enables them to apply what they have learned in a variety of English contexts. Some examples of the data for this function are presented here.

4. This is a function of exploration. Learning acquired through concerted variation, purposeful experimentation, and play is what we mean when we talk about exploration (Koryak et al., 2018). The English teacher's code-switching from English to Indonesian during instruction elicits prior information pertinent to the English subject matter being covered. The exploratory role of code-switching is illustrated in the data.

T: Baiklah, anak-anak , (All right, students) just now we discussed tense in the form of the simple present tense. Now we continue discussing the next tense, namely the simple past tense, so that we know more about tenses. Tolong diperhatikan ya anak-anak mengenai tense berikutnya supaya kalian tahu lebih mendalam mengenai tenses tsb. (Please pay attention, students, to the next tense so that you may gain a deeper understanding of it).

5. This is the role of elaboration. Having the ability to develop ideas in addition to specifics is what is meant by the term “elaboration” (Handayani et al., 2021). Code-switching from English to Indonesian in the classroom serves to enhance pupils’ comprehension of the existing English course material. The following is a sample of the data for the elaboration function:

T: Pada kesempatan ini, kita akan bahas tentang conditional sentences (on this occasion, we will discuss the conditional sentence). As expected, this conditional sentence is used to state something that may or may not happen.

Sebelum kita membahas lebih jauh mengenai Conditional sentence ini, seperti contoh, dan lain sebagainya. Siapa yang tahu contohnya?. Silakan angkat tangan, (Before we go further into conditional sentences, such as examples and other aspects, who knows an example? Please raise your hand) who knows to make a sentence?.

6. The purpose of this function was to revise previously taught material. Teachers have a responsibility to be aware of the capabilities of the students, as well as the extent to which the pupils comprehend the content that has been presented to them (Sujariati et al., 2016). Educators can pose a question and then acquire an answer from the subject, which has been explained in more detail. The transition from English to Indonesian that the English teacher makes during English education serves the purpose of evaluating students' ability to remember the information being presented. Note the punctuation highlighted in the accompanying data section.

T: Baiklah, anak-anak (all right students) at this meeting, we are still talking about the subject that we discussed yesterday. What were some of the subjects covered at the meeting that took place yesterday? Bagaiman, apa ada yang tahu, topik apa yang dibahas pada pertemuan kemarin? (So does anyone know what topic was discussed in the previous meeting?).

7. In the context of language, the role is to highlight particular linguistic characteristics or elements of language (Li et al., 2022). In this setting, students studying English in the classroom come across specialized or technical vocabulary in English, the meanings of which they have not yet become familiar with. Using code-switching between English and Indonesian to emphasize specific vocabulary is a strategy adopted by English teachers to prevent pupils from experiencing difficulties in comprehending certain forms. These functions are highlighted in bold font.

T: Untuk diketahui bahwa teks naratif berkaitan tense yakni. (It should be noted that narrative texts are related to the tense, namely) simple past tense. Past tense is a tense shows actions that occurred in the past and were completed at a certain time in the past. Kalau dalam bahasa Indonesianya past tense adalah tenses untuk menunjukkan aksi yang terjadi di masa lampau dan telah selesai pada waktu tertentu di masa lampau. Beberapa contoh past tense. (In Indonesian, the past tense refers to a tense used to indicate actions that occurred in the past and were completed at a specific time in the past. Here are several examples of the past tense).

S: (Semua siswa memperhatikan penjelasan gurunya. (All students paid attention to the teacher’s explanation).

8. From this function, inferences were drawn. Inference-making skills are essential components of student learning and should not be overlooked (Teo Tang Wee, Goh Jonathan Wee Pin, Aye, 2018). The English teacher employed code-switching from English to Indonesian in the classroom to effectively conclude explanations, ensuring that pupils comprehend the imparted information. These functions are shown in bold inside this data.

T: Pada pertemuan kali ini, kita akan membahas materi tentang past tense. Simple past tense merupakan bentuk tense yang digunakan untuk menyatakan suatu perbuatan atau kejadian yang terjadi di masa lalu dan telah selesai pada waktu tertentu di masa tersebut. Dalam bahasa Indonesia, simple past tense berarti bentuk tense yang digunakan untuk menggambarkan aksi yang sudah terjadi dan berakhir pada periode waktu tertentu di masa lampau. Polanya adalah S + V2 + Object. Contoh Kalimatnya: I studied English. Perlu diperhatikan bahwa kata kerja yang digunakan pada kalimat positif adalah Verb 2. Namun, apabila membuat kalimat tanya atau kalimat negatif, kita perlu menambahkan kata bantu “did”.

Maksud saya, pada kalimat positif bentuk lampau, kata kerja yang digunakan adalah verb 2. Namun, ketika membuat kalimat tanya atau kalimat negatif, kita perlu menambahkan kata bantu “did”, misalnya pada kalimat “Did you study English” atau “I didn’t study English”. Dalam pembuatan kalimat tanya maupun negatif, bentuk kata kerja yang digunakan adalah verb 1. (In this meeting, we will discuss the material of past tense. Simple past tense is a form of tense used to express an action or event that happened in the past and was completed at a certain time in the past. In Indonesian, simple past tense means a tense is used to describe an action that has already happened and ended in a specific period of time in the past. The pattern was S + V2 + Object. Example sentence: I studied English. It should be noted that the verb used in the positive sentence was Verb 2. However, when making an interrogative or negative sentence, we need to add the auxiliary “did.” What I mean is that in positive past tense sentences, the verb used is verb 2. However, when making interrogative or negative sentences, we need to add the auxiliary “did,” for example in the sentence “Did you study English” or “I didn’t study English.” In forming interrogative and negative sentences, the form of the verb used was verb 1).

Regarding the past tense, we must have a solid understanding of the definition, the formula, and the examples. Additionally, we must be familiar with the auxiliary verbs that are used in negative statements and interrogative sentences. Maksud saya, intinya adalah past tense ini perlu kita pahami definisi, rumus, contoh-contonya, dan kita perlu tahu juga kata kerja bantu untuk klimat tanya dan kalimat negatif. (What I mean is that we need to understand the definition, formula, and examples of the past tense, and we also need to know the auxiliary verbs used for interrogative and negative sentences).

S: Siswa dengan serius memperhatikan penjelasan gurunya. (The students listened attentively to the teacher’s explanation.)

9. The growth of vocabulary was effective. Instructors teach synonyms to help students increase their vocabulary skills (Baltayeva, 2024). In English language instruction, certain educators employ code-switching between English and Indonesian to enhance their vocabulary acquisition. The functions are shown in bold.

T: Selain membahas definisi, rumus, serta contoh penggunaan simple present tense, kita juga akan mempelajari sinonim dan antonim dari kata kerja yang digunakan dalam tense tersebut. Sinonim adalah kata yang memiliki makna sama atau hampir sama dengan kata lain, sedangkan antonim adalah kata yang memiliki arti berlawanan dengan kata lainnya. Misalnya, kata kerja help memiliki sinonim assist dan antonim hinder. (In addition to discussing the definition, formula, and examples of the use of the simple present tense, we also study the synonyms and antonyms of the verbs used in this tense. A synonym is a word that has the same or nearly the same meaning as another word, whereas an antonym is a word that has the opposite meaning. For example, verb help has synonym assist and antonym hinder). What is the synonym of “try”?.

10. The purpose of deliberating on pupils' coursework or tasks. As part of the English curriculum, teachers typically talk about customary exercises or assignments that students have completed. The training approach is widely utilized by educators to effectively develop the abilities of students, enabling them to competently participate in learning activities associated with the subject matter being studied (Syarifah & Emiliasari, 2019). The English teacher employed code-switching between English and Indonesian to facilitate student comprehension of the activities being addressed. These functions are shown in bold inside this data.

T: Kita sudah bahas tentang simple past tense. Now there is an exercise or assignment to do. Anak-anak, s ekarang ada latihan atau tugas yang kalian harus kerjakan. (We have already discussed simple past tense. Now there is an exercise or assignment to do. Students, here is the practice task that you need to complete)

11. The function of delivering feedback. Feedback is a reiteration that depends on the outcomes of the student's performance. Feedback constitutes information pertaining to the reciprocal relationship between educators and learners (Nurachman & Irawan, 2020). Students need to be given feedback on their English learning activities so that they can comprehend both the tasks they have completed successfully and the mistakes they have made in completing the assignments given to them by their instructor. To guarantee that all of the students are able to comprehend the feedback provided, the English teacher will move between English and Indonesian. A sample of data relevant to this function will be found.

T: Tadi kita sudah mempelajari tentang teks naratif. (Earlier, we learned about narrative text). Do you get the idea of narrative text? Apakah kalian sudah memahami teks naratif itu? (Have you understood the narrative text?) So, you need to know the definition of narrative text. Jadi, memahami definisi adalah hal yang sangat mendasar, anak-anak (So, understanding the definition is very basic). When you know the definition, you will also know how to create examples. Sekarang saya mau bertanya (Now, I would like to ask a question), what is a narrative text and can you give an example?

12. This function was used for the reflection. Reflects by directly inquiring about recently acquired information and the means by which it can be obtained (Hartmann et al., 2023). Instructors are encouraged to confront their own teaching practices, question their own beliefs about teaching and learning, and investigate not only what works in the classroom but also why. Reflection in the classroom helps instructors do all of these things (Bawaneh et al., 2020). Educators and students contemplate activities related to English language acquisition in English language classes. The English teacher employed code-switching from English to Indonesian to facilitate students' expression of their reflections and comprehension of those shared by the teacher and peers. The function of reflection is emphasized in bold in the data.

T: Tadi kita telah membicarakan tentang recount text, mulai dari pengertian hingga contoh-contohnya. Selanjutnya, saya memiliki beberapa pertanyaan untuk mengetahui apakah kalian memahami penjelasan saya sebelumnya atau tidak. Berkaitan dengan materi yang baru kita bahas, adakah di antara kalian yang tahu? (Earlier, we discussed recount text, starting from its definition to several examples. Next, I asked a few questions to determine whether you understood my previous explanation. In relation to the material we have just covered, is there anyone who knows?). Do any of you know what a recount text means?

1. To capture students' attention, code-switching between English and Indonesian was employed to capture students' attention, ensuring their focus on the instructional content being delivered. The following exemplifies the data for this function, as indicated in bold font in this dataset.

2. Code-switching between English and Indonesian is used to communicate instructions, activities, or assignments to students. This allowed the assignment of tasks. Code-switching is implemented to ensure that students comprehend the actions or tasks that their classmates are carrying out during the process of teaching and learning. The following is an example of a function's data.

T: Next, I will give you an assignment in the form of an exercise, please do it. Tolong kerjakan latihan ini ya?. Silakan kalian menyusun beberapa kalimat sesuai ketentuan. Kerjakan mengikuti rumus yang telah diberikan. Setelah selesai, saya akan meminta kalian maju untuk menuliskan hasilnya di papan tulis. Do you get what I mean? (Please compose several sentences in accordance with the guidelines. Perform the task by following the formula provided. After finishing, I ask you to come forward and write your results on the board. Do you get what I mean?).

3. This indicates a shift in subject matter. The English teacher employed code-switching between English and Indonesian to signify a shift in the topic. By altering the codes, students were made aware of the subject under examination. The role of code-switching in indicating a change in topic is shown in bold font in the data.

T: Previously, we had discussed the first topic. We continue to discuss the next topic. Anak-anak mari kita fokus untuk membahas topik kedua ini. (Children, let us focus on discussing this second topic).

4. The purpose of soliciting assistance from students. English professors engage in code-switching between English and Indonesian to solicit assistance from pupils, such as retrieving textbooks, erasing whiteboards, or opening and closing doors. The bold wording in this data illustrates the role of code-switching in soliciting assistance from the pupils.

T: Wah,, hawa di ruang kelas ini cukup panas (Wah., the air in this classroom is quite hot). Please, open the window or door.

S: (Siswa menunggu perintah dari gurunya untuk membuka pintu atau jendela) (The students waited for the teacher’s instruction to open the door or window).

5. The function of alleviating tension. The persistent use of English by educators in classroom interactions induces stress in certain students with insufficient English proficiency. To alleviate this tension, English teachers transitioned from English to Indonesian. The highlighted text in this data illustrates the role of code-switching in alleviating tension.

T: I hope that you understand what I say and what I have said. Thus, this learning is effective–that is, my hope. So, do you agree? Why are you silent? Please answer, so this is clear. Why are you silent? Do you understand the statement I have made?

S: (Siswa kelihatannya tidak paham atas apa yang disampaikan atau dibicarakan gurunya. Sehingga, siswa menjadi tegang). (The students seemed not to understand what the teacher had said, which made them feel tense.)

6. Inspired by students, code-switching between English and Indonesian was employed to motivate pupils to meaningfully engage with the English curriculum. Observe the text emphasized in the data.

T: I inform you that today I will share the test results. Cuman sayang ada beberapa siswa yang nilainya jelek (Cuman sayang ada beberapa siswa yang nilainya jelek).

7. The responsibility of allowing children to express thanks. Code-switching from English to Indonesian is common practice among English teachers. This is done to recognize the achievements of the pupils in accomplishing the tasks that have been set for them. As a result of the fact that the message conveyed by the English instructor is understandable to all the students in the class, students feel a greater sense of pride in their achievements when they are able to switch from English to Indonesian.

T. I asked you to answer my questions. Who knows the definition of the simple present tense?

8. The Act of Providing Children with Warnings or Information. During the process of learning English, it is noted that certain students arrive late, cause disruptions, demonstrate disruptive conduct to attract attention, delay completing tasks that have been allocated to them, and commit errors, among other problems. To solve this problem, the English instructor was able to transition between English and Indonesian. The following bold language explains the function that code-switching plays in the process of providing warnings to students.

T: Yesterday, there was the homework that I gave you.

9. By allowing pupils to take turns. Code-switching occurs when English teachers switch from English to Indonesian and vice versa when they are giving turns to answer questions or conduct other responsibilities. In the data displayed here, the function of code-switching, which occurs when pupils are given turns, is highlighted in bold.

T: Now I ask you to answer my question regarding what I have explained earlier. Bagaimana, apa kalian siap? (Well, are you ready?).

10. Scolding students. When learning English, students often become angry or irritated with English teachers. Thus, the message of anger or annoyance is conveyed to students, and English teachers tend to switch codes from English to Indonesian. See the following example.

S: (Ada seorang siswa bernama Ali. Dia selalu berisik pada saat berlangsungnya kegiatan belajar mengajar di kelas) (There was a student named Ali. He was always noisy during the teaching and learning process in class).

11. The function of teasing students. The incidence of code-switching from English to Indonesian or vice versa in classroom communication is intended to insinuate students who do not pay attention to the explanations given. The following is an example of data related to this function:

T: Okay, on this occasion, I will explain descriptive text.

Mohon diperhatikan, anak-anak. Hal yang akan saya jelaskan terutama mencakup pengertian, karakteristik, dan contoh-contohnya (Please pay close attention, children. What I am going to explain mainly concerns definitions, characteristics, and some examples).

S: (Ada beberapa siswa yang tidak serius mendengarkan penjelasan gurunya) (Several students appear not to be listening attentively to the teacher’s explanation).

T: He, he, those are some people at the back; they do not seem to be seriously listening to my explanation. Dasar IQ jongkok, nilai merah di rapornya selalu di atas tiga (it seems your IQ is quite low; your report card shows you consistently score above three in failing grades).

12. Maintaining personal relationships in a good standing. The maintenance of interpersonal relationships between teachers and students is accomplished through the use of code-switching events in English language learning in the classroom. These events switched from English to Indonesian. The following is an example of data that can be used with this function.

T: What about it? Is it clear to you to understand?