Pedagogy: Journal of English Language Teaching, (10)2: 153-168

Pedagogy: Journal of English Language Teaching

Volume 10, Number 2, December 2022
E-ISSN: 2580-1473 & P-ISSN: 2338-882X
Published by Institut Agama Islam Negeri Metro

Teacher’s Use of Code-switching Types and Functions in

Teaching TOEFL and IELTS Preparation Classes

Erina Andriani1*, Ouda Teda Ena 2

Universitas Sanata Dharma, Indonesia1,2
Email: andrianierina@gmail.com1

ABSTRACT
ARTICLE INFO In English courses, TOEFL and IELTS preparation classes are opened
Article history:
to accommodate the students’ need in learning English skills
Received
intensively and passing those standardized tests. As the EFL
January 3rd, 2022
students still learn the target language, teachers often code-switch to
Revised give exposure and explanation. This research aims to study the use
May 15th, 2022 of code-switching in English courses. The research questions posed
in this study are “what are the types of code-switching used by the
Accepted teacher in TOEFL and IELTS preparation classes?” and “what are the
August 8th, 2022 functions of code-switching in TOEFL and IELTS preparation
classes?” This study used descriptive statistics with two structured
observation sheets as the instruments. The results showed that the
teacher uses seven types of code-switching, intersentential,
intrasentential, emblematic, lexical borrowing, integrated loanword,
situational, and metaphorical switching in both observed TOEFL and
IELTS classes. The researcher finds the six functions of code-
switching: referential, directive, expressive, phatic, metalinguistic,
and pedagogical functions.

Keywords: code-switching; English skills; IELTS; standardized tests;

TOEFL
How to cite Andriani, E., Ena, O.T. (2022). Teachers’ Use of Code-switching Types and
Functions in Teaching TOEFL and IELTS Preparation Class. Pedagogy: Journal of
English Language Teaching, 10(2). 153-168
DOI 10.32332/joelt.v10i2.4379.
Journal Homepage https://e-journal.metrouniv.ac.id/index.php/pedagogy
This is an open access article under the CC BY SA license
https://creativecommons.org/licenses/by-sa/4.0/

Andriani, E., Ena, O.T.| Teachers’ Use of Code-switching Types and Functions…, 153-168 153
Pedagogy: Journal of English Language Teaching, (10)2: 153-168

INTRODUCTION researcher’s knowledge, there are only a

As globalization grows, it affects few studies on the types and functions of
many aspects of human life, including the code-switching in English courses,
use of language. To keep up with its flow, especially in TOEFL and IELTS
the need to learn English becomes preparation classes, which have a wide
essential nowadays. The education range of students’ ages and English
system began to integrate English as one proficiencies. Therefore, the researcher
of the subjects. However, teaching intended to conduct a study in this matter
students from their native language (L1) to explore the types and functions of
to the target language (L2) needs efforts to code-switching in TOEFL and IELTS
overcome obstacles. In the educational preparation classes. The research
setting of EFL, the code-switching questions posed in this study are “what
phenomenon can be found as it is one of are the types of code-switching used by
the strategies to assist the students (Mukti the teacher in TOEFL and IELTS
and Muljani, 2016). As the students get preparation classes?” and “what are the
better and better in the target language, functions of code-switching in TOEFL
the use of code-switching is reduced. and IELTS preparation classes?”
Studies had been conducted to figure the Code-switching is a phenomenon
code-switching phenomenon in EFL where a bilingual use more than one
classrooms to explore the use of code- language to convey their intentions or
switching in the school setting to find its ideas in one utterance. The code in code-
types, reasons, and functions (Sert, 2005; switching is the sign or symbol that can
Zuzsanna, 2013; Junaidi, 2019). convey something, which is used by a
Aside from the schools, students person to convey a message (Wardhaugh,
also enrich their English proficiencies 2006; Junaidi, 2019). Those who code-
from English courses. Unlike schools, switch can shift elements of a language to
English courses are more flexible to another language. The use of code-
accommodate students’ need for English, switching might be affected by the
and many of these courses provide interlocutor, situation, topic (Shafi,
additional services to attract the Kazmi, & Asif, 2020). As the user is
consumers like the TOEFL and IELTS familiar with both or more languages, the
preparation classes. Aside from exchange might or might not be
improving students’ English intentional (Nurhamidah, Fauziati, &
proficiencies, students may measure their Supriyadi, 2018), though many use it
English ability as well, since TOEFL and unconsciously (Holmes, 1992).
IELTS are forms of English language There are different types of code-
standardized tests. Studies show the use switching. As seen from the condition in
of code-switching in EFL classes and how which the code-switching is used, there
the teachers perceive its implementation are conversational, situational, and
(Fhitri, 2017). However, to the best of the metaphorical code-switching. The

Andriani, E., Ena, O.T.| Teachers’ Use of Code-switching Types and Functions…, 153-168 154
Pedagogy: Journal of English Language Teaching, (10)2: 153-168

conversational one is used throughout the metalinguistic, and poetic functions.

conversation, and it is not caused by the Referential function happens when the
situations or dimensions of the speaker cannot find the equivalent of the
conversation (McCormick, 1994). word in the native language. Directive
Situational code-switching is used when function is used when the conversation
there is a change of situation in the includes or excludes a party. Expressive
conversation (Holmes, 1992; Wardhaugh, function occurs when the use of a certain
2006). Metaphorical code-switching is language is used to express one’s feelings
used when there is a shift of the or identity. The phatic function is when
dimension of a conversation (Holmes, the speakers code-switch to emphasize
1992). As seen from the language the important part of the sentence.
elements, code-switching types are Metalinguistic function is used when
integrated loanword, a single word or commenting on something with other
lexical borrowing, and emblematic or tag language or when the speakers code-
switching. An integrated loanword is the switch to impress the interlocutors by
use of foreign words with native affixes using another language (Scotton, 1979 in
(McCormick, 1994). Lexical borrowing is Muysken, 1987). The poetic function is
using foreign words (Holmes, 1992; when the speakers quote something from
Wardhaugh, 2006), usually because there other languages, usually in lyrics or
is no word in the native language inspirational quotes.
equivalent to that expression. Emblematic In learning a new language, one
of tag switching is the use of interjections will get exposed with the target language
or question tags in foreign languages little by little. The exposure is needed for
(Holmes, 1992). Based on the location, the students to get used to the target
there are intrasentential and language and start using it. As the
intersentential switching. Intrasentential students undergo the process to learn a
switching is the shift from one language new language, the teachers usually
to another within a sentence incorporate the native language in the
(Wardhaugh, 2006). the integrated teaching-learning process (Fhitri, 2017)
loanword, lexical borrowing, and before gradually decreasing it. Teachers
emblematic switching are example of have positive view on code-switching
intrasentential switching. On the other (Ibrahim, Shah, & Armia, 2013; Promnath,
hand, intersentential switching is the 2016), since it can improve students’
shifts between sentences (Wardhaugh, comprehension in the target language
2006). (Memory, Nkengbeza, & Liswaniso,
When bilinguals use code- 2018). Aside from building
switching, there is a purpose for them to comprehension, code-switching is used to
use it. Appel and Muysken (1987) divided express emotions and build a sense of
the functions of code-switching into togetherness (Gulnar, Gulzhan, Gulnur,
referential, directive, expressive, phatic, Gaziza, & Gauhar, 2020). In the classroom

Andriani, E., Ena, O.T.| Teachers’ Use of Code-switching Types and Functions…, 153-168 155
Pedagogy: Journal of English Language Teaching, (10)2: 153-168

setting, the use of code-switching serves teachers. Both the types and function of
various functions. The pedagogic code-switching done by the teacher in
functions of code-switch include TOEFL and IELTS classes were discussed
instructions, encouragement, and in this study. The types were derived
engagement (Sert, 2005; Memory et al., from the theories from McCormick (1994),
2018). Though it is helpful, code- Holmes (1992), and Wardhaugh (2006),
switching emphasizes on students’ while the functions were derived from the
incomplete knowledge of the target theories from Appel and Muysken (1987),
language (Zuzsanna (2013), though Sert (2005), and Memory et al. (2018).
Horasan (2014) stated that it does not pre-
METHOD
determine their language capabilities.
This paper explored the use of
Students may rely on code-switching
code-switching in TOEFL preparation
rather than trying to fully utilize the
classes using descriptive research. The
target language (Sakaria & Priyana, 2018).
content analysis was used in this paper,
In addition, if there are variations in
since the observed objects were in form of
students’ native languages, the shift from
voice recordings whose contents became
target language to the native language
the data of this study (Silva, 2017). The
should be carefully done so that no
data were gathered from the teacher’s
student will feel left out (Memory et al.,
speech lines in TOEFL (score 500+) and
2018).
IELTS (score 6.5) preparation classes
Several studies regarding code-
conducted on the last week of October
switching in classroom setting have been
2020 in Klaten. The classes consisted of
conducted before. The first one is by
beginner level students from both TOEFL
Mukti and Muljani (2016). From this
and IELTS classes. In this research, the
study, the most used type of code-
researcher used observation as data
switching and reasons of code-switching
gathering technique (Silva, 2017). To
done by the lecturers were presented. The
gather the data from the recordings, the
second one is by Al-ahdal (2020). This
researcher used two structured
study shows the positive attitude in code-
observation sheets for each research
switching and their motivations in code-
question to record the occurrence of the
mixing. The third one is from Ariffin and
data.
Husin (2011). This study presented the
To construct the instruments, the
fairly high frequency of code-
researcher used the reviewed theories as
switching/code-mixing in instruction
the basis. The first instrument used seven
language from different subjects, the
types of code-switching: intersentential,
different uses of code-switching or code-
intrasentential, emblematic, lexical,
mixing between lower and more
integrated, situational, and metaphorical
proficient students as well as the different
switches. For the second instrument, it
uses of code-switching or code-mixing
used seven code-switching functions:
between lower and more proficient
referential, directive, expressive, phatic,

Andriani, E., Ena, O.T.| Teachers’ Use of Code-switching Types and Functions…, 153-168 156
Pedagogy: Journal of English Language Teaching, (10)2: 153-168

metalinguistic, poetic, and pedagogical. Lexical 304 21.7% 241 28.7%

The data collection process was first the Borrowing
Integrated 30 2.1% 32 3.8%
researcher transcribed the recordings,
Loanword
then coded the sentences and looked for Situational 217 15.5% 137 16.3%
each code-switching type and function Switching
occurrence using the observation sheets, Metaphorical 26 1.9% 18 2.1%
and categorized the found types and Switching
Total 1398 100% 840 100%
functions according to the theories. The
data then were presented in the
From the TOEFL class, there were
discussion using a table to show the
total of 1398 code-switching appearances
frequency and they were discussed
done by the teacher. The type of code-
descriptively in the discussion.
switching used the most in the TOEFL
recording was intrasentential switching
RESULTS AND DISCUSSION
(26%). Lexical borrowing switching was
After conducting the research, the
the second most used type (21.7%),
results for each research question are
followed by emblematic switching
presented in this section. The first one is
(18.6%), situational switching (15.5%) and
about the types of code-switching used in
intersentential switching (14.2%). The
the learning process of TOEFL
integrated loanword was on low use
preparation classes, and the second one is
(2.1%), while metaphorical switching was
about the functions of code-switching
the least used type (1.9%).
used in the same classes.
In the IELTS class, code-switching
was used 849 times. In this class, the most
Types of Teacher’s Code-switching in
used one was lexical borrowing (28.7%),
IELTS and TOEFL classes
followed by emblematic switching
The first research question focuses
(23.5%). The intrasentential switch was
on the types of code-switching. Table 1
the third most used switch, (19.6%),
shows the types of code-switching used
followed by the situational switch
in two different TOEFL preparation
(16.3%). the intersentential switch and
classes.
integrated loanword had low uses (6%
and 3.8% respectively). The least used
Table 1. The Types of Code-switching in
TOEFL and IELTS Preparation Classes type of code-switching was metaphorical
switch (2.1%).
Types of Code- TOEFL IELTS There were some differences
switching
between the results from TOEFL and
Intersentential 198 14.2% 50 6%
Switching IELTS. The number of code-switching
Intrasentential 363 26% 165 19.6% uses in TOEFL class was significantly
Switching higher than in IELTS class. This indicates
Emblematic 260 18.6% 197 23.5% that the TOEFL students’ target language
Switching
knowledge was lower than the IELTS

Andriani, E., Ena, O.T.| Teachers’ Use of Code-switching Types and Functions…, 153-168 157
Pedagogy: Journal of English Language Teaching, (10)2: 153-168

students (Zuzsanna, 2013). As for the

most used type, table 1 shows that in Intrasentential Switching
TOEFL class, it was the intrasentential The second type existed in both
switch, followed by lexical borrowing recordings is the intrasentential
and emblematic switch, while in IELTS it switching. The use of intrasentential
is the lexical borrowing switch, followed switch allows the speaker to change the
by emblematic switch and intrasentential language within the sentence
switch. The rest of the types, situational, (Wardhaugh, 2006). In example [5], the
intersentential, integrated loanword, and teacher started with an English word, and
metaphorical switches, were used with then changed to Bahasa Indonesia in the
similar order in both TOEFL and IELTS first clause and then shifted to English
classes, though their actual numbers of again on the second clause. In example
use are different. [6], the teacher used Bahasa Indonesia at
first and changed to English for the rest of
Intersentential Switching the sentence. In contrary, in example [7],
This is a type of code-switching the teacher only shifted to English from
where the speaker changes the language Bahasa Indonesia in two words: okay and
between sentences (Wardhaugh, 2006). In million. In example [8], the teacher used
TOEFL class, the teacher used the first kalau ada, an utterance in Bahasa
sentence in Bahasa Indonesia, and shifted Indonesia in the middle of an English
to English in the following sentence in sentence.
example [1] and [2]. Similarly, in IELTS TOEFL
class, the whole second sentence was [5] Okay, tadi adalah fungsi yang
shifted into English after the teacher used pertama, and then the second one
Bahasa Indonesia, as appeared in is to talk about general truth.
example [3] and [4]. [6] Dari kalimat ini, okay, from that
TOEFL example, what can you conclude?
[1] …apa yang kalian masih ingat atau IELTS
yang kalian ketahui tentang topik [7] Jadi sebenarnya kenaikannya
ini. Okay, who wants to share? berapa banyak, berapa persen,
[2] Okay, Namanya adalah Michael, okay, atau berapa million.
ya, yang kecil. Michael and his [8] …for example, kalau ada by, by
elder brother play PlayStation cycling, in, in completing.
every weekend.
IELTS
Emblematic Switching
[3] …kenapa bukan? (pause) Well, it
The emblematic switch is the third
is because before actually it is
type used in this research. It is the
function like a preposition.
sentence fillers such as discourse markers
[4] Jadi semua preposisi, lalu ada kata
or tag questions (Holmes, 1992). In
kerja. Oh, hi Joseph.
example [9], the teacher at first used

Andriani, E., Ena, O.T.| Teachers’ Use of Code-switching Types and Functions…, 153-168 158
Pedagogy: Journal of English Language Teaching, (10)2: 153-168

English before she did emblematic switch gerund does not have equivalent word in
to Bahasa Indonesia ya and continue Bahasa Indonesia. In example [16], the
using English. In example [10], the speaker used accounted for and stood at as
teacher used both Indonesian and English is because she was giving word example
fillers consecutively at the beginning of and because those were phrasal verbs,
the sentence. The teacher also used two which might convey different meaning if
fillers consecutively in example [11], but translated into Bahasa Indonesia.
both were in Bahasa Indonesia. In TOEFL
example [12], the teacher used fillers in [13] Ya, semuanya tentang present
Bahasa Indonesia and English, the first tenses.
one at the beginning of the sentence and [14] Nah, auxiliary ini kalau di
the second one at the end. simple present we just have do and
TOEFL does….
[9] Jadi ini kenapa sunrise, karena we IELTS
can see, ya, the sky is blue, ya, very [15] Jadi semua preposition, lalu ada
clearly there. verb, menjadi gerund.
[10] Ya, okay, jadi ini tentang [16] …jadi bisa juga menggunakan
habit, kebiasaan, and then we can accounted for, selain stood at…
see the next one.
IELTS Intergrated Loanword
[11] Nah, ya, like the other weeks we After the lexical borrowing, this
learnt about future tenses. research found integrated loanword in
[12] …an increase. Nah, di sini kita teacher’s speech. Though the speaker
punya seperti ini, okay. shifts a word in integrated loanword, the
said word is given affix(es) in the native
Lexical Borrowing language (McCormick, 1994). In the
The next discussion is about lexical examples, the teacher took English words
borrowing. Lexical borrowing was used and added Indonesian affixes. In example
when the speaker shifts from one [17], the word are was embedded with an
language to another on lexical level, Indonesian suffix -nya and becomes
usually because there is not any ‘arenya’. Similarly, in example [18] the
equivalent word in the native language word auxiliary was added with -nya and
(Holmes, 1992). In example [13], the in example [20] the word meaning was
teacher kept the term present tenses added with -nya as well. Most of the
because it was not available in Indonesian integrated loanword cases in both
vocabulary. In example [14], however, the observed classes used suffix -nya. In
term auxiliary was still used even though example [19], however, the teacher used
it had Indonesian translation. The similar the word cover and added a commonly
case happened in example [15] with the used Indonesian prefix meng-, though in
word preposition and verb, but the word

Andriani, E., Ena, O.T.| Teachers’ Use of Code-switching Types and Functions…, 153-168 159
Pedagogy: Journal of English Language Teaching, (10)2: 153-168

formal Indonesian use, that prefix is not juga suatu yang sudah pasti akan
followed with /k/ sound. ditayangkan jam 5 sore setiap hari
TOEFL Rabu…
[17] …arenya menjadi di depan [22] …this one, to talk about
kalimat, are we strong? general truth. Nah itu adalah
[18] Untuk interrogative fungsi yang keduanya, untuk
sentence, auxiliarynya menjadi di membicarakan suatu fakta atau
awal kalimat… kebenaran umum.
IELTS IELTS
[19] …misalnya kita hanya ingin [23] …and then followed by for
mengcover data di tahun 2009 domestic use and then kay, the
misalnya. lowest is for industrial. Jadi
[20] …itu adalah perbedaan diurutkan dari pengunaannya
meaningnya dalam penggunaan, yang paling tinggi sampai yang
okay. terendah…
[24] … If we have a preposition before
Situational Switching a verb, verbnya harus selalu
Situational switching was used by dalam bentuk verb ing, ya.
the teacher mostly to translate her
explanation from English to Bahasa Metaphoric Switching
Indonesia. This switch is often used by Metaphoric switching was used by
the teachers to assist their explanation the teacher when there was a change of
(Mukti & Muljani, 2016). In example [21], topic and dimension of conversation. The
the teacher shifted into Bahasa Indonesia metaphorical switch can be used when
to translate her sentence. Similarly, in the conversation changes from formal to
example [22] and [23] the language informal, or from personal to official. It is
shifted to Bahasa Indonesia to translate also employed to enrich the conversation
and summarize the explanation. The (Mukti & Muljani, 2016). In example [25]
previous sentences talked about the the teacher previously explained in
second function of simple present tense English, but when a student asked, the
(example [22]) and the ordering of the teacher changed to Bahasa Indonesia. The
data presentation (example [23]). In conversation changed from official
example [24], the speaker continued the (teaching in the class) to a more personal
explanation in Bahasa Indonesia except conversation. In example [26], the teacher
for the emphasized keywords (verb and moved to a personal conversation, and
verb -ing). she shifted to Bahasa Indonesia.
TOEFL Metaphorical switch is also deployed to
[21] …a cartoon animation, and the title enrich the conversation (Mukti & Muljani,
is the Demon Slayer, airs at 5 p.m. 2016). In example [28], the teacher first
every Wednesday. Nah, jadi ini explained in English, and ended the

Andriani, E., Ena, O.T.| Teachers’ Use of Code-switching Types and Functions…, 153-168 160
Pedagogy: Journal of English Language Teaching, (10)2: 153-168

explanation with a remark gitu ya, which Poetic - - - -

is an informal speech, which is more Pedagogical 214 34.5 117 45.7
Total 620 100% 256 100%
casual to make the class less tense. In
example [27], when the teacher was
From the TOEFL recording, there
explaining the material in Bahasa
were total 620 functions of code-
Indonesia, a student joined the
switching done by the teacher. The
conference, and the teacher greeted him
function appeared the most was
in English.
pedagogical function (34.5%), followed
TOEFL
by the phatic function (20.8%), and
[25] Playstation, ya, okay, it’s okay, just
metalinguistic function (17.9%). The
want to know ya.
directive and referential functions were
Student: Miss dengar suara aku?
on low appearance (9.5% and 8.9%
Dengar, Joel, dengar, very clear.
respectively), and the least occurring
[26] …Kano, apakah di TV
function is the expressive function, which
masih sering… Netflix?
was only 8.4%. From the TOEFL
IELTS
recording, the poetic function was not
[27] Jadi semua preposition, lalu ada
found.
verb, menjadi gerund. Oh, hi
In the IELTS recording, there were
Joseph. Oh, I’m happy you come,
total 256 functions of code-switching
because it’s very rare…
found. The function that was used the
[28] … so you have to make
most was pedagogical function (45.7%),
predictions, you will use, ya,
followed by the metalinguistic function
future tenses but precisely future
(19.9%). The next functions found with
perfect. Gitu ya William …
high numbers were the phatic and
directive function (17.2% and 13.7%
Functions of Teacher’s Code-switching
in IELTS and TOEFL Classes respectively). The referential function
For the second research question, was found in low occurrences (1.9%),
the function of teacher’s code-switching while the expressive function scored the
in the class was analyzed. Table 2 shows lowest (1.6). from the IELTS recording,
the results of the observation on TOEFL the poetic function was not found.
and IELTS classes. There were some differences
between the results from TOEFL and
Table 2. The Functions of Code-switching in IELTS regarding the function. The
IELTS and TOEFL Preparation Classes number of functions of code-switching in
Functions of TOEFL IELTS
TOEFL class was significantly higher than
Code-switching
Referential 55 8.9 5 1.9
in IELTS class. As for the most found
Directive 59 9.5 35 13.7 function, it was the pedagogical function
Expressive 52 8.4 4 1.6 in both TOEFL and IELTS. This function
Phatic 129 20.8 44 17.2 helps to eases the learning process and
Metalinguistic 111 17.9 51 19.9
communication between the teacher and

Andriani, E., Ena, O.T.| Teachers’ Use of Code-switching Types and Functions…, 153-168 161
Pedagogy: Journal of English Language Teaching, (10)2: 153-168

students in classroom context (Sert, 2005). (lebih and paling), they do not share the
It could be used to give exposure, same meaning or word class with
instruction or engagement (Sert, 2005; comparative and superlative, hence the
Memory, et al., 2018). In both classes, the teacher kept the terms as is. The teacher
teacher gave exposure with translation. In did the same in example [32]. Some words
TOEFL class, the other functions found have similar meaning with different
the most were phatic, followed by degree (decrease and drop), but if
metalinguistic, while in IELTS class they translated in Bahasa Indonesia, the
were metalinguistic and then phatic. On degree might not be levelly translated.
the lower appearances, the directive, TOEFL
referential, and expressive functions were [29] Bisa dilihat di PDF(ind)
used in the similar order in both classes, sebelumnya, or if you still
although the actual numbers of remember that will be great.
appearance were different in both classes. [30]Lalu bagaimana dengan
The researcher also did not find poetic comparative dan superlative, ada
function in both observed TOEFL and yang masih ingat?
IELTS classes. IELTS
[31] Nah, kay can you please lihat
Referential PPT(ind) again, Miss?
Referential switch is used to [32] …setelah increase, atau decrease,
express the terms or words that has no atau incline, atau drop, entah itu
equivalent in the target language, in, atau of, ya…
whether it is the equivalent of meaning,
length, or message (Appel & Muysken, Directive Function
1987). For instance, in example [29] the When the teacher used this
teacher used PDF with Indonesian function, she included or excluded the
pronunciation because it referred to the students in the conversation. This switch
document with .pdf format. The same is used if the speaker directs the speech
case occurred in IELTS class in example towards certain target listener (Appel &
[31], where the teacher used PPT with Muysken, 1987). In example [33], the
Indonesian pronunciation to refer to a teacher just explained the material in
document with .ppt format. The actual mostly Bahasa Indonesia. When she
names of both formats are not commonly directed her speech to a certain student,
known or used, but by saying the format she changed into English. The same case
name, people know which file the speaker happened in example [35] and [36]. In
refers to. For example [30], the teacher both examples, after she was done
used comparative and superlative to refer to explaining, the teacher greeted a student
the specific terms of the degree of who joined the meeting with English. In
comparison in English. Though it is example [34], at first the teacher directed
possible to translate to Bahasa Indonesia the speech to all of the students, but after

Andriani, E., Ena, O.T.| Teachers’ Use of Code-switching Types and Functions…, 153-168 162
Pedagogy: Journal of English Language Teaching, (10)2: 153-168

a student answered her, the teacher TOEFL

directed her speech to the said student in [37] …kira-kira itu menunjukkan
Bahasa Indonesia. angka berapa? Can you see that, or
TOEFL it’s not…
[33] …and then we add ‘than’. Oh, kay, [38] …mereka sedang apa?
oh, ya actually can Joy tell me how Students: reading the book and
to call you, Joy? study
[34] Can you see that, or it’s Yeah! thank you Chelsea and Joel.
not…Yeah, itu jam berapa, Joel? IELTS
IELTS [39] …berdasarkan apa grouping di
[35] Nah, di sini kita punya seperti ini, sini? Kay, I think we won’t be able
okay. Good evening, Miss, iya to move if no one speaks up.
Miss, welcome... [40] Jadi sebenarnya itu, groupingnya
[36] Jadi semua preposition, lalu ada berdasarkan type of activities, nah
verb, menjadi gerund. Oh, hi thank you very much for Rahel
Joseph. Oh, I’m happy you and Nabila...
come…
Phatic Function
Expressive Function Phatic function is used if the
This function is used when the speakers want to emphasis part(s) of their
speaker expresses more feelings or sense speech. The code-switching done by the
of identity in his or her speech (Appel & teacher had phatic function when she
Muysken, 1987). The expressive function emphasized some parts of her speech
was found when the teacher expressed (Appel & Muysken, 1987). In example
her feelings towards her students. The [41], the teacher explained in Bahasa
shift from explaining using Bahasa Indonesia about a certain sentence
Indonesia to asking the student in English example, but then she gave emphasis on
in example [37] showed her concern daily habit as it was the key idea of the said
whether the students could read her sentence example. In IELTS classes, she
presentation. In example [38], the teacher only made emphasis on the keywords:
expressed her excitement (“yeah!”) and activity and frequency on example [43]
gratitude for the students. Similarly, the and similar pattern on example [44]. In
teacher expressed her gratitude in English example [42], however, in TOEFL class,
in example [40]. In example [39], the the teacher gave emphasis with Bahasa
students did not want to give their Indonesia as the conclusion of her whole
opinions, and when the teacher shifted to explanation.
English, she expressed her push toward TOEFL
the student, as well as the consequence if [41] …kalimat itu adalah suatu daily
no one answered. habitnya anak perempuan ini.

Andriani, E., Ena, O.T.| Teachers’ Use of Code-switching Types and Functions…, 153-168 163
Pedagogy: Journal of English Language Teaching, (10)2: 153-168

[42] They are dancing, yes, or you can TOEFL

also say that they are practicing [45] ‘Mereka sedang bermain sepak
dance moves, ya, atau sama saja bola’, nah, next.
mereka sedang latihan menari, [46] Oh, ya, sorry, karena you knowlah
ya, sama, Joel. anime, sometimes it’s too
IELTS imaginary, ya, sebenarnya unreal.
[43] …berdasarkan gendernya kah, IELTS
atau berdasarkan activitynya, atau [47] …lalu ada untuk kegiatan yang
frequencynya, okay. dilakukan sebagai hobby ya.
[44] …yang dimaksudkan dengan [48] Jadi kita cuma perlu mengamati
similar pattern itu kita lihat paragraf kedua dan ketiga
mereka paling tinggi sama-sama… pembagian sample di sini…

Metalinguistic function. Pedagogical Function

With metalinguistic function, the Teacher’s pedagogical function of
speakers give comment in another code-switch is when switch their
language, or show their bilingual languages to explain a topic or to translate
proficiencies (Scotton, 1979 in Appel & the explanation so that the students can
Muysken, 1987). The switches from both understand more (Sert, 2005). The
recordings had metalinguistic function in teacher’s switches had this function when
some occasions. Some switches were used she explained, translated, or gave
to give comments, such as in example language exposure to her students
[46]. The teacher commented about the (Memory, 2018). In example [49], the
animation picture with sometimes it’s too teacher gave examples in English to give
imaginary and unreal. In other occasions, exposure of actual sentence example, and
however, the teacher shifted language to then shifted to Bahasa Indonesia again to
show her English skill. In example [45], translate the sentence example. In
she could have used lanjut to indicate the example [50] the teacher also translated
next slide, but she used next instead. her previous utterance, but into English,
Similarly, in example [46] the teacher and then she also gave sentence example
used sorry and you know even though both in English. The teacher shifted language
does not significantly decrease the length to give distinction in example [51] and
of the words in Bahasa Indonesia (maaf [52] in continuing the explanation so the
and tahu). In example [47] and [48], the students could understand the reasoning
word hobby and sample had the similar more.
meaning pronunciation with hobi and TOEFL
sampel, but the teacher chose to use the [49] Okay, pertanyaannya misalnya
English words. ‘what are you doing?’ ‘I am
gardening right now’, ya, sedang
berkebun sekarang.

Andriani, E., Ena, O.T.| Teachers’ Use of Code-switching Types and Functions…, 153-168 164
Pedagogy: Journal of English Language Teaching, (10)2: 153-168

[50] Nah, kalau yang ini, misalnya intrasentential switching, while in IELTS
seperti ini, what is she doing? She class, the most used one was the lexical
is looking for information from borrowing switching. The least used type
the book. of code switching was metaphorical
IELTS switch in both classes. This shows that the
[51] Choose the best but actually for the teacher could make use of different types
first one, tentang men and women of code-switching to vary its use in the
is not very recommended karena class delivery.
memang akan susah untuk The second finding is about the
dibaca, pembacanya harus bolak functions. From the study, it was found
balik … that the function discovered the most
[52] Jadi kecuali untuk datanya kita from both observed TOEFL and IELTS
mau mengelompokan seperti apa classes was the pedagogical function, and
itu flexible, as long as it’s readable the poetic function was not found in any
and easily understand ya. of those classes. The other functions of
code-switching were also discovered in
From the recordings of the different number of switches done by the
observed TOEFL and IELTS classes, the teacher. the results show that the teacher
poetic function was not found. The poetic used code-switching as her strategy
function can be found in code-switches which served different functions in the
when the speaker shifts from one teaching and learning process. This
language to another language in order to research was still limited in the number of
quote something, which is usually song classes and participants. Future
lyrics, inspirational quote, proverbs, researchers can take this topic in different
idioms, or poems (Appel & Muysken, types of classes and in higher number of
1987). However, the teacher did not have participants. The implication from this
such discussion in both classes, and she study is for the EFL teachers to pay
did not make such remarks during the attention on their code-switching strategy
class. so that it accommodates students’
learning process in different ways but
CONCLUSION will not make them rely on it.
This study researched on the types
and functions of code-switching in ACKNOWLEDGEMENT
TOEFL preparation classes. The data The researchers wanted to extend
were gathered from two recordings from our gratitude toward the IELTS and
two different classes. After conducting a TOEFL classes and the tutor who was
study on both classes about the types, it willing to participate in this study.
was found that there were seven types of
code-switching in both classes. In the
TOEFL class, the most used type was

Andriani, E., Ena, O.T.| Teachers’ Use of Code-switching Types and Functions…, 153-168 165
Pedagogy: Journal of English Language Teaching, (10)2: 153-168

REFERENCES English as Foreign Language

classroom: Teachers’ attitudes.
Al-ahdal, A. A. M. H. (2020). Code mixing English Language Teaching, 6(7), 139-
in Arabic conversations of college 150. DOI: 10.5539/elt.v6n7p139
students: A Sociolinguistic study of
attitudes to switching to English. Junaidi, A. M. (2019). The communicative
The Asian ESP Journal, 16(1), 6-19. function and the benefit of code
switching within bilingual
Appel, R. & Muysken, P. (1987). Language education program or multilingual
contact and bilingualism. London: children in learning English. Journal
Edward Arnold. Ilmiah Rinjani 7(2), 60-66.
Ariffin, K. & Husin, M. S. (2011). Code- Memory, Nkengbeza, Liswaniso. (2018).
switching and code-mixing of The effects of code switching on
English and Bahasa Malaysia in english language teaching and
content based classroom: Frequency learning at two schools in Sibbinda
and attitudes. The Linguistic Journal, circuit. International Journal of
5(1), 220-247. English Language Teaching, 6(5), 56-
68.
Fhitri, W. (2017). Code switching used by
English lecturers during teaching as McCormick, K. M. (1994). Code switching
found in Padang State University. and mixing. In Asher, R.E (Ed.). The
Jurnal Arbitrer, 4(1), 1-9. encyclopedia of language and
linguistics (Vol. 10). Oxford:
Gulnar, O., Gulzhan, A., Gulnur, E.,
Pergamon Press.
Gaziza, A., & Gauhar, B. (2020)
Students reasons and attitudes for Mukti, T. W. P., & Muljani, R. (2016).
code-switching in language Code switching in the instructions
classroom. International Journal of of English Language Education
Psychosocial Rehabilitation, 24(7), Study Program lecturers. LLT
6282-6294. Journal, 19(1), 46-60. ISSN: 1410-
7201.
Holmes, J. (1992). An introduction to
sociolinguistics. London: Longman. Nurhamidah, Fauziati, E., Supriyadi, S.
(2018). Code-switching in EFL
Horasan, S. (2014). Code-switching in
classroom: Is it good or bad?. Journal
EFL classrooms and the perceptions
of English Education, 3(2), 78-88. DOI:
of the students and teachers. Journal
10.31327/jee.v3i2.861
of Language and Linguistic Studies,
10(1), 31-45. Promnath, K. (2016). English-Thai code-
switching of teachers in ESP classes.
Ibrahim, E. H. E., Shah, M. I. A., & Armia,
N. T. (2013). Code-switching in

Andriani, E., Ena, O.T.| Teachers’ Use of Code-switching Types and Functions…, 153-168 166
Pedagogy: Journal of English Language Teaching, (10)2: 153-168

PASAA: Journal of Language Teaching

and Learning in Thailand, 51, 97-126.

Sakaria, S. & Priyana, J. (2018). Code-

switching: A pedagogical strategy in
bilingual classrooms. American
Journal of Educational Research 6(3),
175-180. DOI: 10.12691/education-
6-3-3

Sert, O. (2005). The Functions of Code-

Switching in ELT Classrooms.
Online Submission, 11(8). Retrieved
from
https://jyx.jyu.fi/dspace/bitstrea
m/handle/123456789/7407/G0000
707.pdf.

Shafi, S., Kazmi, S. H., & Asif, R. (2020).

Benefits of code-switching in
language learning classroom at
University of Education Lahore.
International Research Journal of
Management, IT & Social Sciences,
7(1), 227-234. DOI:
10.21744/irjmis.v7n1.842

Silva, C. S. R. (2017). Research design: The

new perspective of research
methodology. British Journal of
Education, Society & Behavioural
Science, 19(2), 1-12. DOI:
10.9734/BJESBS/2017/30274

Wardhaugh, R. (2006). An introduction to

sociolinguistic (5th ed.). Oxford:
Blackwell.

Zsuzsanna, D. (2013). Code switching in the

foreign language classroom. Romania:
Sapientia University of Miercurea-
Ciuc.

Andriani, E., Ena, O.T.| Teachers’ Use of Code-switching Types and Functions…, 153-168 167
Pedagogy: Journal of English Language Teaching, (10)2: 153-168

Andriani, E., Ena, O.T.| Teachers’ Use of Code-switching Types and Functions…, 153-168 168