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[18] Kamu kenapa? What happened with you? Are you tired? Having analyzed the example above, we can see that the teacher is asking
students’ condition. From the example [18], it is obvious that the teacher uses code switching as a tool to show affection to the students.
c Repetitive functions
In this case, teachers use code switching to transfer the necessary knowledge to the students for clarity. Following the instructions in the target
language, the teachers switch code to the students’ native language to clarify
meaning. However, the repetition of the instruction in native language may lead to undesired students behavior since the students who have already sure with the
instructions will lose interest in listening the instructions. Here is the example: [19] Please open page thirty. Sekarang buka halaman tiga puluh Please
open page thirty The example above shows that the teacher translates the English sentence to
Indonesian in order to clarify the meaning of the English sentence.
3. Code Switching in Language Classrooms
There have been a lot of studies about the implementation of code switching in bilingual classrooms and societies. One of the studies is done by
Adendorff 1993, who studied the functions and implications of Zulu-English code switching among Zulu-speaking teachers and their learners. In his study he
noted that code switching between Zulu and English functioned to fulfill social functions, such as signaling solidarity or authority and building relationships, as
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well as for academic purposes, such as reiteration, to ensure the adequate communication of content Adendorff, 1993, p. 17 in Rose and Dulm, 2006.
Adendorff 1993, p. 11 also stated that code switching in the classrooms he studied allowed the teacher to fulfill “his academic and social agendas by enabling
him to clarify information, encourage, provoke and involve his pupils”.
Code switching in a bilingual classroom is also seen as an effective tool to increase students’ understanding by using students’ L1, as Cole 1998 suggested
that “a teacher can exploit students’ previous L1 learning experience to increase their understanding of L2”. It is also supported by Van Dulm 2006 who
concludes that code switching plays a positive role as an effective communicative tool in multilingual and multicultural classrooms.
However, the choice of language which is used by the teacher should be appropriate for the students. The teachers should pay attention to the studen
ts’ native language. Cook 200, p. 333 handles the subject matter considering
multilingual classrooms in saying that the application of code switching in classes which do not share the same native language may create problems, as some of the
students though few in number will somehow be neglected. Therefore, the teachers’ choice of language should also be considered.
B. Theoretical Framework
Code switching phenomenon in bilingual classrooms seems to be a phenomenon that can’t be avoided. There are a lot of types of code switching
suggested by many experts such as Wardaugh 2010, Poplack 1980, and
