Code-Switching Used by The Teacher in Classroom Interaction: Sociolinguistics Perspective

Abstract

This study aims to analyze the types and reasons for code-switching used in English learning activities. The method of this study is qualitative using a phenomenological approach. The types of code-switching for use in the classroom were observed based on Poplack’s theory, and the reason for code-switching for use in the classroom was observed based on Hoffman’s theory. The writer analyzed them through three steps of analysis, which are: data reduction, data display, and conclusion. The results of this study showed that code-switching utterances with the type of intra-sentential switching were mostly found by the teacher during the learning process. For the reason of code-switching, they are talking about a particular topic, interjections, repetitions used for clarification, and the intention of clarifying. The teacher also mentioned the reasons for the use of code-switching during English learning, namely the difference in student ability in English, English as a foreign language, and the transition from elementary school.