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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
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Hoffmann 1991. Each expert has different classification of the types of code switching. In the theory suggested by Wardaugh 2010, there are two types of
code switching: situational and metaphorical. Considering its relevance to the code switching in language classroom, the researcher found out that situational
code switching didn’t occur in language classroom because there would be no change of situation. English learning happens only in the classrooms. While
metaphorical switching may occur in language classrooms since the change of topic during the lesson is possible to happen. However, the theory suggested by
Wardaugh 2010 is too broad to be applied in a language classroom. If it is compared to the Poplack’s theory, those two types of code switching suggested by
Wardaugh 2010 may be the general types above the types of code switching suggested by Poplack 1980, namely tag-switching, inter-sentential and intra-
sentential. It means that in general, one type may belong to Wardaugh’s theory. Meanwhile, Hoffmann 1991 classifies code switching into four types: intra-
sentential switches, inter-sentential switches, establishing continuity with the previous speaker, and emblematic switching. There is a similarity between the
theories of Hoffmann and Poplack’s classification. There is one type that is
different which is establishing continuity with the previous speaker. However, the researcher considered that it is more appropriate if the function which is
establishing continuity with the previous speaker categorized into the function of code switching.
Considering its relevance to language classrooms, in this research, the researcher is going to use the types of code switching suggested by Poplack
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1980. Accordingly, there are three types of code switching that are going to be used in this research: intra-sentential switching, inter-sentential switching, and
emblematictag switching. The functions of code switching also vary according to many experts.
Each expert has hisher own categorization. There are some similarities of the functions of code switching as seen in the functions suggested by Hoffmann
which is to talk about a particular topic is the same as topic switch in Matson and Burenhult’s classification. Another classification which actually conveys the same
meaning is the function which is to express group identity and solidarity by Hoffmann is
the same as Sert’s classification which is to build intimate interpersonal relationships among members of a bilingual community. After
comparing each function of code switching, the researcher points out that there are three major functions of code switching: topic switch, repetitive functions, and
affective functions. Repetitive functions have branch which is to clarify something. In this research, the researcher is going to use the functions of code
switching suggested by Mattson Burenhult 1999. Therefore, the functions of code switching that are going to be used are: topic switch, repetitive functions,
and affective functions. The theory from Cole 1998 and Van Dulm 2006 are used to analyze the effectiveness of code switching for language learning in SMK
N 2 Depok Sleman.
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CHAPTER III METHODOLOGY
This chapter presents discussion about the method used in the research. This chapter is divided into six parts which are research method, research
participant, research instruments, data gathering technique, data analysis technique, and research procedure.
A. Research Method
This research is done by qualitative approach since it provides descriptive information about types and functions of code switching done by the English
teacher of SMK N 2 Depok Sleman. According to Strauss and Corbin 1990, qualitative research means any kind of research that produces findings not arrived
at by means of statistical procedures or other means of quantification. Qualitative researchers study things in their natural settings, attempting to make sense of, or
to interpret, phenomena in terms of the meanings people bring to them Denzin, 1994. The primary aim of a qualitative research is to provide a complete, detailed
description of the research topic. It is usually more exploratory in nature. This research belongs to case study. Case study is conducting an empirical
investigation of a contemporary phenomenon within its natural contexts using multiple sources of evidence Yin, 2003. In this case, the researcher takes the
respondent from the English teacher of SMK N 2 Depok Sleman. This research also belongs to document analysis. According to Fraenkel Wallen 2008,
