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C. The Effectiveness of Code Switching for English Learning in SMK N 2 Depok Sleman
Code switching in multilingual classrooms is phenomena which we commonly see in English classrooms. The phenomena of code switching also
happened in SMK N 2 Depok Sleman. The code switching phenomena were done by the English teacher to teach the eleventh grade students, including XI TKJ A,
XI TGB, XI TAV, and XI TKJ B. There are a lot of cases of code switching done by the English teacher during the teaching leaning activities in those four
classrooms. The code switching has its function in English learning. In order to collect the data about the effectiveness of code switching for
English learning in SMK N 2 Depok Sleman, the researcher held an interview with the teacher. The interview addressed seven questions related to the use of code
switching in teaching the eleventh grade students of SMK N 2 Depok Sleman. The results of the interview were discussed below.
The first question aimed to gather information about the habit of the teacher to use code switching in teaching the eleventh grade students. Therefore,
the question was “Apakah ibu biasa menggunakan code switching ketika
mengajar Bahasa Inggris di kelas XI? ” The teacher answered “yes”. From the
teacher’s answer, it can be seen that the teacher is accustomed to use code switching in teaching the eleventh grade students of SMK N 2 Depok Sleman.
Therefore, it can be concluded that code switching is a common phenomenon made by the teacher.
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The second question aimed to gather information about when code switching was used in the classroom. From the interview, it can be said that the
use of code switching in SMK N 2 Depok Sleman is suited with the students’
needs. It is reflected in the teacher’s answer who said “saya biasa melakukan code switching ketika anak-anak terlihat bingung dengan materi yang saya
ajarkan. Jadi ya harus oper Bahasa”. From the teacher’s statement, we could see that the teacher did code switching from English to Indonesian when the students
were confused with the materials. The third question aimed to gather information about the reasons of
teacher’s code switching. The English teacher said that English was not students’ native language therefore code switching was needed. She said:
“Karena Bahasa Inggris bukan bahasa mereka. Jadi saya pakai code switching untuk memudahkan
anak-anak. Soalnya kalau pakai Bahasa Inggris gak jad i”. The result of the
interview is supported by Cole 1998 who suggested that “a teacher can exploit
students’ previous L1 learning experience to increase their understanding of L2” The advantages of teacher’s code switching, especially for the eleventh
grade students of SMK N 2 Depok Sleman are discussed in the fourth question. The
first advantage of teacher’s code switching can be seen in the English teacher’s utterance: “code switching saya gunakan untuk membuat anak-anak
mengerti. Jadi mereka tidak bingung. ” The result of the interview shows that the
advantage of teacher’s code switching is to make the students understand about the materials. It is also supported by Dulm 2006 who concludes that code
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switching plays a positive role as an effective communicative tool in multilingual and multicultural classrooms. In this case, the English classrooms in SMK N 2
Depok Sleman belong to multilingual and multicultural classrooms since the
eleventh grade students come from different places with their own cultures and languages. In accordance with the English teaching in the classroom, the effect of
teacher’s code switching towards the students is reflected in the teacher’s answer: “They understood. Jadi gak perlu tanya lagi. Tapi kalau mau tanya sama anak-
anak ya harus pakai Bahasa Inggris ”.
Another advantage of code switching in teaching English to the eleventh grade students of SMK N 2 Depok Sleman is helping the students understand the
teacher’s instruction. Here is the example of teacher’s code switching found in XI TKJ B:
[26] Write your meaning on a small paper. Berarti kalian menulis di kertas kecil, nanti dilinting-linting.
From the example above, we could see that the English teacher was giving instruction to the students. The English teacher did code switching from English
to Indonesian in order to make the students easier to understand the instruction. It is supported by
Mattson and Burenhult 1999 who said that the use of students’ native language can be used to clarify instruction.
The last advantage of code switching in teaching English to the eleventh grade students of SMK N 2 Depok Sleman is helping the students understand
certain vocabulary terms. Observe the example below:
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[25] T: Maybe it means Derry is busy. Ok good. How about Febri? I have yawned twice in last 2 minutes.
S: Yawned ki opo? T: Nguap. I have yawned twice in last 2 minutes. “Kalau dia nguap 2
kali dalam 2 menit If he has yawned twice in last two minutes. So
what is the meaning of that situation? In the example [25], we could see that there was a student who didn’t understand
the meaning of yawned . Therefore, he asked the teacher: “Yawned ki opo?”
Seeing the problem, the English teacher did code switching by translating the meaning of yawned into nguap. Therefore, it can be
said that the teacher’s code switching from English to Indonesian helps the student understand the meaning of
yawned .
Based on the result of the interview we can see that code switching gives positive effects
towards students’ understanding about English materials. It means that code switching supports the English learning in SMK N 2 Depok Sleman
especially for the eleventh grade students. However, the use of code switching should be mat
ched with the students’ level since the students’ level of understanding of each class is different. The English teacher said
“Iya. Tergantung level kelas masing-masing. Untuk kelas TAV dan TGB saya lebih
banyak menggunakan code switching. Kalau dipresentase sekitar 40. Sedangkan untuk kelas TKJ saya hanya melakukan code switching sekitar 20”
From the teacher’s statement, it could be said that the teacher limited the use of
code switching in XI TKJ class.
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From the interview with the English teacher, it can be said that code switching is effective to be used in teaching the eleventh grade students of SMK N
2 Depok Sleman since it helps the students understand the teacher explanation as
well as the unfamiliar vocabulary the students faced and helps the students understand the teacher’s instruction. Moreover, code switching is seen as a good
tool to teach the students if there is a need to clarify something. Thus, it can be said that somehow code switching still needs to be used in English learning.
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CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the conclusions of the research result and recommendations of this study. The conclusions part presents the answers of the
research questions namely, 1 What are the types of code switching used by the English teacher to teach the eleventh grade students of SMK N 2 Depok Sleman?
2 What are the functions of code switching used by the English teacher of SMK N 2 Depok Sleman
? 3 How can code switching be effective for language learning in SMK N 2 Depok Sleman
? Meanwhile, the recommendations part is presented for the English teacher and for the future researcher.
A. Conclusions
Based on the result of the study there were three types of code switching done by the English teacher in teaching the eleventh grade students of SMK N 2
Depok Sleman namely intra-sentential code switching, inter-sentential code
switching, and tag switching. Intra-sentential code switching divided into two types which were single word code switching and phrase code switching. Single
word code switching occurred from English to Indonesian. Phrase code switching occurred from English to Indonesian. While inter-sentential code switching
occurred from English to Indonesian and English to Javanese. Meanwhile, Tag switching occurred only from English to Indonesian. From the data analysis, the
type of code switching which mostly occurred during the teaching learning
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