I.

Introduction

With the pedagogical and social functions of code-switching, teachers are critical to
the success of bilingual programs in achieving their core objectives of content mastery and
linguistic growth. Language learners have forayed into the phenomenon of code-switching,
which has enriched their grasp of bilingualism. Code-switching is conceptually described as
the alternating employment of contexts from at least two dialects or languages of a similar
language, one matrix with the other integrated inside the same clause or communicative turn
(Mokgwathi & Webb, 2013). Another point of view from code-switching is using at least two
languages within the same interaction by bilinguals or multilingual. The language changes
give a chance to explore both a bilingual’s languages and their interaction and provide a
further understanding of language processing systems that may be absent in monolingual
populations (Olson, 2016). In a nutshell, code-switching is employing several languages
during a conversation by bilinguals or multilingual. The language shifts provide an
opportunity to examine a bilingual’s languages and their interplay. They provide insight into
language understanding processes that monolingual people may need to improve.
Code-switching has emerged as an unconscious and natural feature in multilingual
and bilingual communication. However, several studies have discovered that code-switching
is not spontaneous. The usage of code-switching is becoming a linguistic phenomenon and
may also occur in actual bilingual or multilingual interactions to keep communication.
English Foreign Language (EFL) Classroom may be the narrow context of a bilingual
or multilingual environment. At its most general involves switching and mixing between the
target language of teaching and learning and the student’s native language by the instructor
and students. Code-switching and code-mixing enable students to utilize their original
language as a learning resource (Pratiwi, 2018). The reasons English teachers switch code
large variety from educational, such as facilitating students with inadequate English
proficiency, to sociolinguistic, such as demonstrating ethnic background or group
membership, to reasons related to the concept of second language acquisition, such as
intensive use of a specific language making it more dynamic than for another language
(Fathimah, 2016).
In comparison, code-switching, often known as translation, is a debatable topic in
language education. An overabundance of translation discourages students from thinking,
reading, and writing in the target language since code-switching is provided. Translation
might finish distinguishing students if they share different mother tongues (Then & Ting,
2011). Moreover, Mokgwathi & Webb (2013) stated that code-switching does not help
develop the learners’ speaking confidence and proficiency. Compiling and comparing the six
journals on utilizing code-switching in the EFL classroom, this paper aims to analyse the
benefits and drawbacks of code-switching from the authors’ point of view.
II. Literature Review
1. Code Switching
A. Definition of code-switching
Code Switching is a language phenomenon that occurs among bilingual
persons. Code-switching is the ability to use various languages daily. According
to Ayeomoni (2006), code-switching is an alternative means of communication
across two or more languages, which is consistent with the preceding definition.
From this perspective, code-switching is one of the most pervasive phenomena in
contemporary global communication, as it enables speakers to convey their
messages to their interlocutors successfully. According to (Mu'in, 2019), this
phenomenon is related to bilingualism and bilingualism. He stated that
multilingual individuals interchange between two or more languages. In contrast,
bilingualism is the ability to speak two languages fluently. Indeed, there are
explanations for why people modify their vocabulary throughout the conversation.
It depends on the situation and circumstances. Altering the language might be
preferable since they can communicate in a different dialect.
According to Heller in Lowi (2015), code-switching is a bilingual/multilingual
strategy for constructing, preserving, and differentiating ethnic borders and
identities. In addition, according to Ching and Lin (2018), bilingualism refers to
speakers' use of two languages. Similarly, the successful application of
bilingualism needs extensive exposure to language acquisition and meaningful
engagement in both languages. It means that multilingual communicators know
the particular circumstances and interlocutors with whom they can converse in
both languages. Code-switching has become a general term for people who switch
languages, types of language, and speech styles, according to Hymes (1974). It
happens when someone switches from English to Indonesian. Code-switching
means speaking two or more languages at once, according to Chaer & Agustin
(2010). Code-switching is speaking in two or more languages at once. The speaker
and listener are bilingual on this occasion. Sert (2015) states that speakers use
code-switching to describe situations and express subtle meanings and personal
goals.
 As stated in the Introduction, code-switching is closely related to the speakers'
desires to move from their current language to another to improve the fluency of
the discourse. Wang and Liu (2016) examined code-switching between English
and Chinese. Using the target language as a communication channel, he
discovered that Chinese students of English who collaborated with their peers to
complete assigned language tasks commonly encountered recurrent issues. In
order to make the teaching-learning processes more effective, teachers must
provide resources in the target language in their home tongue. While code-
switching, Sardar, Keong, Mahdi, and Husham (2016) demonstrated that Iraqi
students studying English in Malaysia could accomplish their learning objectives
and expand their vocabulary in the target language. In addition to the frameworks
above, code-switching will aid low-proficient learners in confidently
communicating with teachers and classmates. According to the ideas mentioned
above, code-switching happens when people switch from one language to another
during the same communication event in order to transfer meaning and
information correctly.

B. Types of Code Switching

Iwan (2012) distinguishes grammatical and contextual code-switching. The
switching code placement in a phrase or utterance determines it. People switch for
contextual reasons. Grammatical code-switching includes tag, inter-sentential, and
intra-sentential (Poplack, 1980):
a. Tag code-switching
Tag code-switching occurs when a brief phrase (tag) from one
language is inserted into an entirely different language's utterance.
Occasionally, it occurs at the beginning or finish of his/her utterances. Tags
are typically employed to accentuate a phrase and produce a good impression.
By adding tags, individuals circumvent a strict order.
For example:
- Do not go out from home, janji ya?
- She said you already married, ya nggak?

b. Inter-sentential code-switching
 Appel & Musyken (2006) explained that inter-sentential flipping
switches between two languages in a single discourse. After the completion of
a sentence in the first language, the changeover happens. The following phrase
begins with a new language or indicates that code-switching happens between
a different number of sentences. Therefore, we may characterize it as
sentence-level code swapping.
For examples:
His girlfriend is really stunning. Dia punya selera yang sangat bagus, or when
a bilingual speaker of Spanish and English says, "Tenias Zapatos Blancos, un
poco, they were off-white, you know."
In this example, the speaker begins the dialogue in Spanish before switching
to English towards the conclusion of the exchange.

c. Intra-sentential code-switching
This is the most complicated of the three types of intra-sentential code-
switching. Poplack (1980) contends that intra-sentential code-switching refers
to moving from one language to another inside a sentence, including syntactic
units such as words, phrases, or clauses.
For examples
-Aku harap you do the final project for this assignment immediately after this
class.
-Please help me membuat cake untuk mereka, they look so hungry.

C. Factors of code-switching
Hoffman (1991) classified some factors that make people do code-switching, they
are as follows:
a. Discussing a particular subject
People occasionally like discussing a particular subject in one language or
another. In certain circumstances, a speaker finds it more straightforward and
more accessible to express their joy, feelings, or fury while speaking in a language
other than their native tongue.

b. Quoting somebody else

 According to Hoffman (1991), people tend to paraphrase a famous term or the
words of well-known personalities in certain situations. People typically switch
languages while quoting someone, especially when the quotation is in a language
other than their tongue.
c. Being insistent about something
A person speaking in a foreign language that is not his/her native tongue will
subconsciously switch to his/her native tongue when he/she wishes to emphasize
something.
d. Repetition employed for clarification
Sometimes, a person who wishes to clarify his speech to be better understood by
the audience would speak the exact phrase in both languages; He/she is fluent.
e. Speaker's participation and desire to be adequately understood.
There will be a great deal of code-switching and code-mixing when a person with
difficulty communicating with another person converses. It refers to letting the
content of his speech flow easily and be comprehended by the audience (Hoffman,
1991).
f. Communicating group identity
Using code-switching and code-mixing to express group identification is possible.
However, the communication styles of educators within their discipline groups
differ from those of other groups (Hoffman, 1991).
In addition, Fishman (1972) said that the use of language in situations that
include bilingualism or multilingualism often raises challenges about who speaks
what language, to whom, and when switching the code used. This typically occurs
because the speaker is switching between two different varieties of the same or
two other languages altogether. According to Mu'in (2019), language shifts occur
because of scenarios or the necessity to use a particular language or one of its
users or speakers. The process of switching from one language to another is called
code-switching, when one language is viewed as a system of code within another.
A speaker could start speaking in Indonesian and switch to another language in
the middle of their sentence.

2. Code-switching in the classroom

 Code-switching is a phenomenon that occurs when a bilingual person employs
both their L1 (mother tongue) and L2 (second language) in an informal setting
(Jamshidi & Navehebrahim, 2013). Bilingualism may occur in EFL and ESL settings.
English becomes their second language in the context of English as a foreign
language. The instructor employs standard English throughout the classroom, mainly
when communicating with pupils. However, while speaking with classmates, kids
prefer to utilize Indonesian.
This technique differs in an EFL setting. According to Yao (2014), code-
switching in the classroom has a favourable reaction in China. Teachers sometimes
employ code-switching, particularly in Chinese, to make a joke or establish a positive
classroom environment. However, when teachers use English to discuss grammatical
or lexical information, students prefer that professors present the course material in
Chinese. Thus, code-switching is utilized infrequently in ESL programs since English
is a superior language of education during English sessions. However, code-switching
is extensively used in the EFL classroom during the session.
In Indonesia, using code-switching appears beneficial for teachers while
explaining the content and interacting with students when teaching English. Teachers
can communicate effectively with students by, for instance, complementing them or
using comedy in class. Similarly, professors transition from English to Bahasa when
discussing the content so that students may more readily comprehend the explanation.
Cahyani, de Courcy, Barnett (2016).
Code-switching is anticipated in EFL classes in where professors employ it if
students believe they need more time to master the English language (Karjo, 2007).
Code-switching is required in this situation for both teachers and pupils. Teachers
employ code-switching to reformulate the subject for the entire class or a small group,
so there is no tendency for code-switching to be indispensable for only one side.
Using code-switching in public classes to reply to professors throughout the session is
also advantageous for students.
On the other hand, code-switching in the language classroom can be a helpful
engagement method for teachers and students. Teachers that use code-switching
intend to clarify the meaning of words and quickly impart new information to students
(Qing, 2010). One of the researchers’ views code-switching as an opportunity for
language evolution due to the ease with which information may be transferred from
senders to receivers (Skiba, 1997). In other words, code-switching enables teachers
and students to go from ignorance to knowledge of essential aspects of English
instruction.
Introducing code-switching in the classroom might be an effective and fruitful
strategy. Similarly, Tien and Liu (2006) (as mentioned in Bensen and avusoglu, 2013)
suggest that code-switching may assist low-proficiency EFL students in
understanding English classes. The learning process also allows teachers to transfer
the language for simpler teaching-learning by pupils. Code-switching will also
improve kids' English-language abilities (Rahayu, 2015). Using code-switching
enables instructors and students to express or explain the subject in their native
language, comprehending the content of L2 with the aid of L1 and allowing teachers
to create a smooth transition from a foreign to a native language while explaining the
content.
III. Discussion and Conclusion

The current study’s findings indicate that the using code-switching by teachers in
English learning classrooms is effective and has positive impacts. As described in a survey
conducted by Munawaroh, et al (2022), the study showed that code-switching influences
students to become more active when the learning process is mixed by L1. Since code-
switching help develops students' understanding of subject content, it also assists the teacher
to be more easily understood in giving feedback to the students. Moreover, code-switching
made teachers and students bond with each other better in negotiating so that the teacher
could deliver the meaning of the content and complete the project/assignment clearly.

The effectiveness of using code-switching in the English learning process is also

supported by another study’s finding conducted by Tamalawe (2022); the study revealed that
students prefer to use English and L1 in learning process be easily understood the content
delivered by the teacher. Using L1 in providing materials makes students feel relaxed to ask
about something they are confused about. They also quickly clarify what they got from the
teacher’s explanation since the interaction uses English and L1. It is in line with Yao (2014),
who states that the use of code-switching can create a good atmosphere in the classroom,
which makes the students feel free to express their idea and not be afraid to make mistakes in
speaking.

A similar finding comes from Elias, et al (2022), who conducted a qualitative study
aiming to investigate some factors that impact master students' use of code-switching in EFL
learning processes. The findings showed two primary reasons why English master students
value code-switching implementations in both formal and informal conversational contexts.
First, a better understanding of how to implement code-switching through informal
communication. It entails ensuring message accuracy, completing language learning tasks
quickly, avoiding communication breakdowns, having a meaningful conversation, and
avoiding embarrassing conversational experiences. Second, code-switching should be used in
a learning environment that includes bilingualism, active learning participation, balanced use
of L1 and L2, equal preservation of L1 and L2, optimal use of L1, and acquisition of L2
through L1.
The fourth study about code-switching came from Mohamed Adriosh and Özge Razi
publish in 2019. They research explored the functions and perceptions of teachers’ code-
switching in an undergraduate class in Libya. The participants of this study consisted of 6
teachers and 24 undergraduate students from three different universities. The result of this
study focused on the occasions the teachers switched to L1 (Arabic) and how their students
felt about it. It was found that those teachers tend to switch to their L1 to help them clarify,
repeat, and recap the materials in the class. It was also discovered that the teacher would
mostly talk, and the student would only passively listen. The teachers and students agreed
that the switch to L1 helped them explain/understand the material better. For example, talking
about a theoretical foundation in L2 was hard. Thus, the teacher retreated to Arabic to clarify
and repeat their explanation. One of the participants agreed that this helped them to
understand the theory. Another time when the teachers and students switched to their L1 was
when they greeted each other and talked about everyday things. It Is mainly found in the
opening and closing sessions. Yet, there were times when the class switched to Arabic in the
middle of the course. It was done when the students found it difficult to express their ideas in
English. Thus, they resorted to their L1 as their last rope to converse with their teachers. So,
it can be concluded that the participants of this study agreed that the use of code-switching
was helpful for them. Indeed, the use of English in class was an important thing. Yet, they
still believed that code-switching helped them to learn English easier as long as it was limited
and for oriented purposes only.
Even though there were numerous studies focused on the positive light of code-
switching, some also stood on negative one. One of these studies was done by Hong Liu in
2019. In this study, Liu explores Chinese bilinguals’ attitudes to different types of Chinese-
English code-switching. The kinds of code-switching discussed in this study were intra- and
inter-clausal switching. The number of participants in this study was 151 people. They came
from 5 different areas which were London, Beijing, Xi’an, Lanzhou, and Pingliang. All data
collection was done online. The first finding of this study was that the participants did not
feel code-switchers had a higher social status than those spoken in all Chinese. It is proved
that position did not play a big part in code-switching. The second finding was that the
participants’ thought that inter-clausal code-switchers appeared to have a higher English
proficiency. Another thing found when comparing the audios was that the speaker’s social
likeability decreased from full Chinese to inter-clausal switching. This study also found no
difference between genders and regions in the rating activity by the participants. Thus, it can
be concluded that this study proved that Chinese people regard intra- and inter-clausal
switchers as clever people. However, when talking about their likeability, the participants
agreed it was inversely proportional to their proficiency. So, the higher the use of code-
switching, will improve the chance for speakers to be disliked by Chinese people.
Another study that talked about the hindrance of code-switching was done by Dinoy
et.al. in 2021. This study focused on ESL teachers’ perceptions and reasons for using code-
switching. The participants were seven, consisting of six females and one male ESL teacher.
In this study, it was found that these teachers agreed that code-switching would positively
impact the class. However, it could not be denied that they felt uncomfortable when using
code-switching. There were some reasons behind this feeling. The first was when the teachers
did not have sufficient native language ability. It would make the students confused further. It
would also bring some unnecessary problems related to the use of broken L1. Another reason
was related to the amount of code-switching used in the class. The participants stated that
they feared using code-switching too much in class. It would lead to decreasing of students’
interest in the course. Related to that problem, it would make a bigger chance for the students
to gain a lower proficiency level in the target language due to the use of L1.

IV. Conclusion
After reading theories and comparing some research on the use and perception of
code-switching, we stand on the positive side of it. We believe that the use of code-switching
will not only help the students, but will also help us as a teacher. As we know, Indonesia
belongs to the expanding circle of English. In other words, English is only positioned as an
international language. Thus, Indonesian students only use English in the school a little. The
vital place to enhance students’ English proficiency is the English class itself. Due to the lack
of English daily, Indonesian students usually need help expressing themselves using English.
The tendency to switch to Bahasa Indonesia is still apparent.
These switches will, of course, bring some disadvantages to the class. Yet, the
advantages of them are much more valuable than the disadvantages. Take the students’
understanding, for instance. Using code-switching in class, teachers could facilitate and help
the students to understand the materials better. If the teachers stay to use the target language
all the time, the students will get lost and get less information than when they use code-
switching. It is actually in link with what Adriosh (2019) found.
Another thing to look at is the tension inside the class. When the teachers use the
target language all the time without switching to their L1, the pressure felt by the students
must be higher. Using a limited amount of code-switching, the teacher could keep the class
pressure low. It will also make the students comfortable to express themselves more and to
try to use the target language without feeling an unnecessary burden. Dinoy et.al. (2021) also
found that teachers in another country felt the same way. Using code-switching will not only
help the students academically but also emotionally. It is due to the safe atmosphere of the
class that implicitly states that it is okay for them to be unable to use the target language.
However, this study still has its limitations. Firstly, this paper is only a secondary
study that compiles and compares theories and existing researches. We still need to touched
the actual field situation related code-switching. Secondly, this paper only focused on several
research and ideas. There are many that we still need to include in this paper. Hence, we
suggest that future researchers explore the actual field situation and more theories and studies
that other researchers have done.