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Here is another example of code switching aimed to explain grammar: [19] T: Yang ini disebut apa anak-anak? Is it a verb?
In the example [19], the teacher and the students were still having a short discussion about the degree of comparison. However, the teacher asked the
students about the part of speech of a word. The teacher appointed a word and asked the students by saying inter-sentential code switching. His utterance was
“Yang ini disebut apa anak-anak? Is it a verb?”. From the example, we could see that the teacher checked the students about their grammar understanding,
especially part of speech. It could be concluded that the teacher did code switching to explain grammar to his students.
From the examples of code switching above, we can see that the English teacher of SMP N 2 Mlati did code switching to explain grammar. By seeing the
fact that the students are not very familiar with the terms of English grammar, the English teacher tended to use code switching as a bridge in order to make the
students understand. If the teacher used grammatical terms in English to explain the complicated grammar, he would take more time and caused problems with the
students’ understanding.
c. Managing Class
The third function of code switching done by the English teacher was
managing class. According to Macaro as cited in Jingxia, 2010, some teachers resorted to L1 after having tried in vain to get the activity going in L2. The
observation result also showed that the English teacher in SMP N 2 Mlati tended to use both Indonesian and English in managing the class. The following
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examples would provide considerable support for the conclusion drawn from the previous studies.
[28] T: Ok, time is up anak-anak. Dilanjutkan di rumah ya, buat PR. In the example above, the English teacher did code switching from English
to Indonesian. The situation happened when the English class was over, then the teacher asked the students to do their task at home as a homework. In his first
sentence he used both English and Indonesian by saying “Ok, time is up anak- anak.” Then he continued his sentence in Indonesian. His sentence was
“Dilanjutkan di rumah ya, buat PR.” He used Indonesian to make his instruction clearer. So it can be concluded that the English teacher did code switching in
managing the class by giving instruction to the students to continue their task as homework.
Here is another example of code switching aimed to manage the class: [73] T: Who is the next number? Berikutnya siapa? Yuda please read it.
Mulane nek diwulang, nggatheke. In the example [73], the English teacher did inter-sentential from English-
Indonesian-English-Javanese. The situation happened when the teacher and the students were discussing the exercise in the student worksheet. Every student had
to read and answer the question by turns based on their student number. At that time, there was a student who did not pay attention and did not realize his turn to
read and answer the question. The English teacher asked the students by saying “Who is the next number? Berikutnya siapa?” The students mentioned a name of
students who got the turn. Then the teacher asked that student to read the question and admonished him to pay attention. His utterance was “ Yuda please read it.
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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
