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Mulane nek diwulang, nggatheke. ” From the example [73], it can be concluded
that the English teacher did code switching to manage the class by giving instruction and admonishing a student who did not pay attention to the class
activities. From the examples above, we can conclude that the English teacher of
SMP N 2 Mlati did code switching to manage the class. It could be directions or instructions to do activities or admonitions to the students. When a student did
something that violated classroom discipline, the teacher tended to switch Indonesian for admon
ishing the student. By expressing teacher’s displeasure in Indonesian, it seemed to be more serious threat. While in giving directions or
instructions to do an activity, the teacher switched to Indonesian because it would be concise and save a lot of time in managing the class. The students would
understand better when the teacher gave instructions in Indonesian.
d. Emphasizing Some Points
The fourth function of code switching done by the English teacher was emphasizing some points. Code switching can be used by the English teacher to
emphasize some points. Macaro 1997 said that important messages can be reinforced or emphasized when they are transmitted in the L1 as cited in Jingxia,
2010. The present data shows that code-switching from English to Indonesian
can be used to give emphasis.
[21] T: The most, bukan mos ya anak-anak. Ada T-nya [22] T: The tallest. The tallest. Jadi ada unsur H-nya. The tallest.
[23] T: It should be aspirated. Apa itu aspirated? [24] T: Another example, pen. Pen. Ini namanya aspirated ya
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The examples above show that the English teacher also did code switching when he emphasized a point about pronunciation. He gave examples and
explanation to the students by doing code switching from English to Indonesian. The situation happened
when a student pronounced words “the most” incorrectly. Then the teacher gave the correct pronunciation of the word “most” by saying
“The most, bukan mos ya anak-anak. Ada T-nya” He gave an explanation to his students in Indonesian. Then he gave another example and explanation. He gave
words “the tallest” as another example and explained it by switching the language into Indonesian. His utterance was “The tallest. The tallest. Jadi ada unsur H-nya.
The tallest. It should be aspirated. Apa itu aspirated?” He explained about
aspirated by giving another example and he still did code switching in his utterance. He said “Another example, pen. Pen. Ini namanya aspirated ya.” From
the examples above, we could see that the English teacher tried to get the students’ attention and tried to make the students understand by using code
switching from English to Indonesian. He emphasized what he thought was important by inserting Indonesian words or sentences and drawing the students’
attention to his explanation.
e. Indexing a Stance of Empathy or Solidarity Toward Students
