CODE-SWITCHING USED BY TEACHERS: A DESCRIPTIVE ANALYSIS AT KIDDOS KINDERGARTEN, BANDA ACEH, INDONESIA

Abstrak

This descriptive qualitative study investigated into the phenomenon of code-switching from English to Indonesian implemented by the teacher at Kiddos English School, aiming to uncover its various types, functions, and underlying reasons. Drawing on the theoretical frameworks of Hudson (1980), Wardhaugh (2006), Hoffman (1991), and Gumpers (1982), observations were conducted to identify six distinct types of code-switching, while interviews explored the teachers' motivations for employing this linguistic strategy. The findings highlighted that Conversational code-switching emerged as the most frequently observed type (50.02%), indicating its prevalence in the instructional context. Conversely, Metaphorical code-switching was identified as the least common type (2.77%). In terms of functions, Reiteration emerged as the predominant function (70.25%), suggesting its role in reinforcing or clarifying information for students. In contrast, Addressee Specification was the least frequently observed function (0.83%). The reasons driving the use of code-switching were multifaceted and included the necessity to discuss specific topics, quote external sources, emphasize certain points, utilize interjections, clarify through repetition, ensure comprehension, and express group identity. Importantly, the overarching aim of code-switching among teachers was to facilitate student learning by enhancing comprehension and engagement with the material. Overall, teachers primarily utilized conversational code-switching to restate messages, aiming to aid student comprehension.