This study aims to investigate: (1) the types of code-switching used by English
teachers in teaching the classroom; and (2) the frequency of code-switching
functions used by English teachers in teaching activities. According to Poplack’s
theory, there are three types of code-switching: inter-sentential switching, intra-sentential switching, and tag switching. In addition, there are also three functions of
code-switching that will be found in classroom activities according to Sert’s theory:
topic switch, affective function, and repetitive function. This study was conducted
using a qualitative method with a case study approach. The participant in this study
was an English teacher at one of the Islamic junior high schools in Ciamis. To
determine the participants, the writer used the purposive sampling technique. Data
collection in this study was carried out through observation and recording. The writer
conducted observation twice, and then recording was used to analyze the data.
The results show: (1). The teacher did all the types of code-switching according to
Poplack’s theory in her teaching activities, namely, inter-sentential switching, intra-sentential switching, and tag switching. (2). The code-switching function that was
dominantly used by English teachers was the topic switch function, with 109 cases, or
82%, while the results of affective and repetitive functions were equal.
This study aims to investigate: (1) the types of code-switching used by English
teachers in teaching the classroom; and (2) the frequency of code-switching
functions used by English teachers in teaching activities. According to Poplack’s
theory, there are three types of code-switching: inter-sentential switching, intra-sentential switching, and tag switching. In addition, there are also three functions of
code-switching that will be found in classroom activities according to Sert’s theory:
topic switch, affective function, and repetitive function. This study was conducted
using a qualitative method with a case study approach. The participant in this study
was an English teacher at one of the Islamic junior high schools in Ciamis. To
determine the participants, the writer used the purposive sampling technique. Data
collection in this study was carried out through observation and recording. The writer
conducted observation twice, and then recording was used to analyze the data.
The results show: (1). The teacher did all the types of code-switching according to
Poplack’s theory in her teaching activities, namely, inter-sentential switching, intra-sentential switching, and tag switching. (2). The code-switching function that was
dominantly used by English teachers was the topic switch function, with 109 cases, or
82%, while the results of affective and repetitive functions were equal.
