Implementation for Code-Switching from the Perspective of Academic Functions in Teaching English at the MAN 1 Praya

In multilingual educational settings, such as those found in Central Lombok, teachers frequently employ more than one language to facilitate communication. This study explores the phenomenon of code-switching between English and Indonesian during classroom interactions at Madrasah Aliyah Negeri 1 Praya. It examines how this linguistic practice serves specific academic goals and functions within the English language learning environment.

The researchers utilized a qualitative descriptive approach involving two multilingual English teachers. Data were collected through observation, audio recordings of classroom discussions, and interviews. The study followed three sequential strategic stages: the provision of data, the analysis of data, and the presentation of results. Data were processed using a qualitative descriptive strategy and presented through an informal model involving linguistic explanations of rules.

The findings indicate that code-switching serves two primary academic functions: the delivery of instructional materials and classroom management. Regarding material delivery, teachers used code-switching for twelve purposes, including clarifying information, explaining concepts, checking student comprehension, and providing feedback. For classroom management, the practice fulfilled twelve distinct roles, such as capturing student attention, managing transitions between topics, alleviating tension, and motivating learners.

Code-switching at this institution is an intentional metalinguistic strategy used to bridge communication gaps and achieve academic objectives. The study concludes that the practice is a functional tool in English language instruction that should be utilised if it serves academic goals. However, the results also suggest that the necessity for switching between languages typically diminishes as students' proficiency in English improves.