pemain bola yang ber-skill tinggi”. From the example, the speaker combines an
Indonesian prefix ‘ber’ with an English word „skill‟.
c. The Reasons for Code Switching
One of the first categorizations of code-switching was provided by Wardhaugh 1992: 106. He provides three reasons for code switching. The first
reason is to express solidarity with the listeners. Language can be used as a bridge of solidarity. People may choose a language from a certain country or ethnic
group to show their solidarity toward the people from that country or ethnic group besides to build the more intimate atmosphere or relationship. The second reason
is because of the choice of the topic. In a conversation, people often switch the topic under discussion. A particular language might be also accompanied by
language switching so the variety of the language can be appropriate with the new topic. The last reason for code switching according to Wardhaugh is that someone
uses code switching because she or he perceives social and cultural distance. It is related to the level of formality of the language. Someone may choose an informal
variety if he or she talks to his or her friends, on the other hand, a formal standard variety will be the best choice if he or she talks to his or her teachers since there
is social distance. According to Crystal 1987 as cited by Skiba 1997 in Code-switching as
a Countenance of Language Interference, there were three kinds of reasons for code switching. First, the code switching was employed because of the special
terms related to the topic under discussion that should be used. It happened
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because every topic might have some specific terms that were sometimes so difficult to be translated in English. The second possible reason was presented by
Crystal 1987 was to build the intimate relationship with the readers or listeners. Code switching may occur when individual wishes to express solidarity with a
particular social group. The third possible reason, Crystal 1987 stated that code switching occurs when the speaker wishes to convey his or her attitude to the
listener. Where monolingual speakers can communicate these attitudes by means of variation in the level of formality in their speech, bilingual speakers can convey
the same by code switching. According to Hoffmann 1991 in her book An Introduction to
Bilingualism , she writes that “the reasons for code switching are manifold” 1991:
115. It means that reasons are contextual, situational and personal class. She describes that switching usually happens when the speaker is quoting someone
else. It is called by Holmes as “referentially oriented code switch” 2001: 37, in
which it is employed to emphasize particular message content. The second reason presented by Hoffmann 1991 was code switching may occur when the speaker is
being emphatic about something. For the last reason, Hoffmann 1991 stated that it may occur when the speaker repeats their utterance for clarification.
Mattson and Burenhult 1999: 61 as cited by Sert in The Functions of Code Switching in ELT Classrooms say that there are three basic functions of
code switching which may beneficial in language learning environments.
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The first is topic switch. The teachers change the language when explaining a certain topic. For example, the teacher explains the topic with the
mother tongue. Afterward, the teacher translates it into the second language or vice versa. The translation itself should point out the particular grammar point.
Indirectly, the students will learn the second language by transferring the new content and meaning from the mother tongue language to the second language.
The second is affective function. Code switching is used by the teacher in order to build solidarity and intimate relations with the students. However, it is
not always a conscious process on the part of teacher. Code switching is used in the classroom to create a supportive language environment.
The third is repetitive function. The teacher uses code switching in the classroom to transfer the knowledge to the students for clarity. The teacher repeats
what he or she says in the different language to make it clear. However, the students who have understood the teacher‟s point will get bored from this method.
d. Code Switching and Language Teaching
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