An Analysis of Teacher Code-Switching Practices in English Classroom at SMPN 1 Padang Panjang

Mutia Anggina Sari Pakpahan, 2321011 (2025) An Analysis of Teacher Code-Switching Practices in English Classroom at SMPN 1 Padang Panjang. Sarjana thesis, Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi.

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Abstract

The prevalence of code-switching in English as a Foreign Language (EFL) classrooms is often hypothesized to facilitate student learning; however, its specific pedagogical functions and efficacy in localized contexts warrant further investigation. This study examines the implementation of code-switching by an English teacher at SMPN 1 Padang Panjang and analyzes the instructional roles it serves. By investigating the intersection of teacher discourse and student comprehension, the research seeks to clarify how alternating between languages influences the instructional environment. Adopting a qualitative case study design, this research focused on an English teacher and eighth-grade students. Primary data were gathered through systematic classroom observations and semi-structured interviews. The collected data underwent descriptive and interpretative analysis to categorize the linguistic patterns and identify the underlying pedagogical intentions behind the teacher's language choices. The findings indicate that code-switching was manifested through three primary types: tag-switching, intra-sentential switching, and inter-sentential switching. These linguistic shifts served critical pedagogical functions, including clarifying complex material, reiterating instructions, managing classroom behavior, providing affective support, and verifying student comprehension. The study concludes that while code-switching serves as a vital scaffolding strategy in multilingual EFL settings, its application must be strategically balanced to ensure sufficient target language exposure and promote long-term linguistic proficiency.

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