CODE SWITCHING AND LANGUAGE ATTITUDE

ENGLISH FOR BANJARESE STUDIES

By Siti Aprily Astuti, Siti Nur Anisah and Noviea Herliyani

A. Code Switching
Code Switching is the process of switching from one language into other language. It is
when a speaker moves from one domain into another, and changes their code as a result (Stockwell,
2003). Code-switching is closely related to multilingual communities. This means that language
switching during interaction is caused by speakers who have more than one language skill.
Puspawati (2018) argued that it is quite common for people who live in a multilingual environment
to use the local languages simultaneously when conversing. Mujiono et al. (2013) also assert that
some Asian countries, such as Indonesia and Thailand, regularly use multiple languages, including
foreign languages, to make an utterance.
Code-switching can be understood as a natural phenomenon in which the interlocutors
switch their talk into two languages or more. Code-switching usually takes place in the same
conversational directions or even within the same phrases in the conversation. In terms of using
several languages, In addition, Mabule (2015) states that Code-switching is a functional activity that
may be used to demonstrate someone multilingual competence. In conclusion, Code-switching
happens when someone speaks using two or more different languages and sometimes changes their
accent as well during the same conversation.
Gerungan et all. (2020) state that most of the people in Indonesia are able to speak in two
languages; The first is the mother tongue, second is national language. This happens because
Indonesia has many diverse cultural and linguistic variations. Indonesia could also be regarded as a
multilingual country; especially in big cities are often in contact with foreign cultures. This
phenomenon has resulted in Indonesians frequently code-switching during communication, often
without even realizing it.
According to Asruri, et al. (2024), code-switching and code-mixing are linguistic
phenomena that occur as a result of interaction between people from different regions. For example,
when a speaker from Banjarmasin interacts with a speaker from Samarinda, it is possible that both
will use two languages at once, which are their local languages combined with Indonesian.
Code-switches in the data set were divided into three categories or types, defined by Poplack
(1978/1981):
1. Tag-switching
The insertion of a tag to an utterance has virtually no ramifications for the rest of the
sentence (Shanna Poplack, 1980). This is because tags have no syntactic constraints, they can
be moved freely, and they can be inserted almost anywhere in a discourse without violating any
grammatical rules.
Tag-switching includes short utterances, fillers, and idiomatic expressions. Tag-switching
means placing a tag (such as oh my God, you know, right) of a language into a sentence spoken
in another language. These tags may freely be put anywhere within a sentence.
• And then, there is also awareness of the weakness of standardized testing, ya?
• Wanna eat, kah?
• You know me, kah?
• Hah! You don’t know them?
2. Inter-sentential
Inter-sentential switching is the switching occurs outside the sentence or the clause level
(Wei, 2000). This switching involves a switch at a clause or sentence boundary where its clause
or sentence is in different languages (Romaine, 1989).
In inter-sentential, the speakers will add the L1 expression as a phrase in the L2 sentence
or vice versa. Inter-sentential switching occurs at sentential borders where a phrase or sentence
is in a language, and the next clause or sentence is in the other (Al Heeti & Al Abdely, 2016).
Unlike tag-switching, inter-sentential switching concerns changing the language between
utterances made by a speaker.
 Tugasku sudah selesai. I’m going to sleep now.”
 “Jangan begitu ya. You have to know the reason.”
 “Ada yang mau ditanyakan? Do you have any questions from one until ten?”
 “Kamu pasti tau I like the pink one”
3. Intra-sentential
Intra-sentential switching is the switching occurs within a sentence or a clause (Wei,
2000). Intra-sentential switching uses more than one language without involving boundaries.
For example, the speaker says some words in English, adds a word in Bahasa Indonesia, and
finishes the sentence with English words. The phenomenon of intra-sentential code-switching is
commonly found due to the influence of fluency in bianguals Murtiningsih, et all. (2022).
 Besok ada class presentation di kampus.”
 “Ajak ibu, adik atau kakak kita untuk tampil kompak memakai tropical print outfit sesuai
gaya masing-masing.”
 “You have to remember ada kata sifat yang diakhiri dengan ‘y’ yang jadinya dikiranya tu
kaya noun gitu lho.”

B. Function of Code-switching
1. Emphasis
Repeating the same message by expressing it in both languages. This happens when
a certain expression in language A is repeated or reformulated into language B. The
repetition of language from two different languages gives the impression of an emphasis on
a certain message.
2. Relevance
Adjusting the choice of language according to the context and the interlocutor. This
effect occurs when speakers use code-switching to adjust to their surroundings. Code-
switching makes messages more relevant to the conditions and needs of the environment.
This shift makes the language more suited to the character of the conversation partner, so
that messages are easier to understand because they are more relevant.
3. Expansion
Moving from a more specific code to a more general code expression. This occurs
when there is a transition from a specific language to a more common one. For example,
from the Banjar language to Indonesian. This transition will make communication accessible
to a wider audience because Indonesian is a language understood by a wider community.
4. Restriction
Narrowing the expression. This will create a border effect. Because the switch will
mean that only some people will be able to understand the message conveyed by the
speaker.
5. Identity Marking
Code-switching reflects cultural and ethnic identity. By switching between
languages, speakers may show solidarity with their group or distance
themselves from others.
6. Pragmatic Purposes
Sometimes, switching occurs to avoid misunderstandings, to fill lexical gaps, or
because certain concepts are easier to express in one language than another.

C. Language Attitude towards Code-Switching

One of the reasons why language is appeared in this world, because we need a tool to
communicate to each other. The moment when human produce sentence or topic while doing
speaking or writing, people who still learning their target language like Banjarese people who learn
English, intentionally or unintentionally will do code-switching in their conversations, and there
also contain various responses or attitude toward the way they communicate. Language attitudes
permeate our everyday lives: people often judge our social status, group membership, intelligence,
competence by the way we use language (Garrett 2010). People hold attitudes to language at all its
levels, e.g. accent, choice of words, speed of speech, grammar, language variety.
Code-switching is, therefore, linked to attitudes, seen as a reflection of the speaker and their
values and identities. Traditionally perceived negatively, attitudes toward code-switching have been
shown to be acceptable in certain cases, such as in multilingual contexts (Yim, O & Clément, R.
2021) Meanwhile, through all of the negative stereotype at the time, one of the pioneering
researchers who brought forth a reconsideration of code-switching as a sign of competence was
Poplack (1980), who suggested code-switching to be a linguistic skill requiring a strong competence
in more than one language, as opposed to a lack thereof. Poplack (1980) also noted that bilinguals
who tend to code-switch without effort also tend to be fairly proficient; in fact, bilinguals who
exhibited greater language proficiency preferred intra-sentential switches, which are more
diswitching because linguistic boundaries are not overtly apparent.

D. Code-Switching in EFL Classroom

The switching from one language to another language is common in bilingual country as
well as in EFL classroom. The use of code switching is to serve better in English immersion setting
where they provide clarification when a word or phrase is not known (Mujiono et al., 2013). Auer
(1998) stated that the factors such as extra-linguistic features like topic, setting, relationships
between participants, community norms and values, as well as societal, political and ideological
developments, influenced speakers’ choice of language in conversation (Halim & Maros, 2014).
The pragmatic analysis of code-switching reveals that language choice inside the classroom
is heavily influenced by the context in which it appears as students and teachers code-switch in
order to achieve various context-bound goals such as clarifying curriculum content and/or managing
classroom discourse and interpersonal relationships.
Al-Qaysi, N (2019) conducts research of the students and educators in highest school in
Oman, this study revealed that there are some positive attitudes towards code-switching, most of the
students agree with the issue that code-switching helps them in learning new words from the
educators while they are switching between English and Arabic. Even the students who has concern
in using code-switching, also get helped to convey new words easily. It has been observed that the
students agree with the matter that they are code-switching with their colleagues for discussing their
lectures and exams, practicing the second language that they use and expressing the ideas that they
cannot express in Arabic. However, some results also indicated that the agreement for ‘code-
switching enhances the students’ communication skills’ have lower score, means that code-
switching is not able to give any specific improvement or increasing the students’ skill in
communication.
In addition, for educators itself, majority of the educators have positively agreed with the
issue that they code-switch while delivering their lectures to help their students understand better.
Some educators also agree that code-switching adds more knowledge during communication and
makes it more attractive. However, some results that related to students’ second language skill are
not able to increase when they do code-switch in the class.

E. Code-Switching in Banjarese Region

Banjarese people usually use Banjarese in their daily activity more than Indonesian
language, especially for talking with their family, shopping and studying. They use Indonesian
language only for the occasionally matter like going to the doctor. The reason of this because
Banjarese language is the largest native language in this region. (Jumadi, K, et. al. 2024).
Beside the local and Indonesian language, some of Banjarese people learn English as foreign
language and some people also use it for occasion matters. In this society, when people become
bilingual or multilingual, there must be code-switching term in their communication ways.
According to Farah, S. (2016) in J-Radio Banjarmasin, the announcers at least has done code-
switching and code-mixing more than five times when broadcasting their program. The factor or
motivation use code mixing or code switching in the broadcast, announcer used to make the
listeners more enjoyed and understand with the topic or event that bring by the announcer the
intimated atmosphere, relaxed, not stiff and more communicative to the audience.
For example, the announcer does the intra-sentential code-switching below:
a. Indry bakal nemenin anda sampai jam 2 siang nanti. So, keep tuning or streaming
the best radio station in the town J-Listeners.
b. Indry ucapin Happy birthday to you.
Similar to Banjarese teacher and students in EFL classroom, according to Nordian, A.
(2024) study, find that the English teachers or educators in SMAN 7 Banjarmasin often use code-
switching in teaching English. This study is conducted by using Holme’s theory (2013) and
Hoffman (1991) that has six reasons for English teacher to switch code during their teaching and
learning process; (1) Rhetoric reason (2) Topic of conversation (3) Being emphatic (4) Interjection
(5) Repetition used for clarification (6) Softening and strengthening request or command. Despite
their native language, e.g. Banjarese language or Indonesian language, teaching and learning
process that have done in English, have a good attitude towards code-switching in the class.
Another study in Speaking Class I of English Department at IAIN Antasari Banjarmasin, the
result gives the illustration of code-switching and code-mixing phenomenon that happens in English
speaking class. All classes show various percentage of code-switching and code-mixing using
frequency, but the percentages do not different so much for each other. (Lisa, R.A. 2016)
Also, according to Lisa, R.A (2016). The lecturer and all the students used code switching
and code mixing in their Speaking 1 classes. The code switching and code mixing were often used
by the lecturer and the students in their speaking class although the used of English is required. It
was usually happened when they talked about something outside the main topic, when some of the
students were unable to understand what the lecturer said, or when the students were unable to say
something in English. However, the code switching and code mixing are rarely used by them when
lecturer greeted the students at the beginning of the class, their main activity, and when the lecturer
closed the lesson of the day.
For example:
L : Ten past four, ya? Ok, so it means..ten past four. Ready? Ready for today? I look
as if you are not ready to speak for our presentation today. I think..ya?
S : (all the students were silent and didn’t give any response)
L : Kayaknya belum siap buat belajar?
In conversation above, the lecturer switch her language from English to Bahasa because
there was no response from the students when she used English. Another changing codes
occurrence also happened in the dialogue below.
S : That’s habibi’s years old eh eh umur habibi! Habibi..Habibi’s age. But
me..begitulah..
L : Ok so do you mean for you it’s seventeen but not for Habibi
S : Because apa yu..Cuma ulang tahun nya yang sama
It is clear that the lecturer switches and mixes the English with Bahasa or Banjarese because
the students are unable to understand the English sentence that she said. Especially, when it is an
important note and the students need to fully understand the point. Therefore, the reason of using
code switching and code mixing from lecturer’s point of view is caused by the students’ disabilities
in understanding the English sentences said by the lecturer. So, the lecturer should mix or switch the
codes from English to Bahasa or Banjarese. The students’ also state that lack of vocabularies,
anxiety and lack of passion to talk in English are the reasons they do code-switching in speaking
practice. (Lisa, R.A. 2016).
In English Language Teaching (ELT), code-switching—alternating between languages such
as English and Banjarese—can present several disadvantages. While it may facilitate
communication, excessive reliance on code-switching can impede the development of English
language proficiency. According to Nurhamidah et al. (2018), overuse of code-switching may lead
to students' dependence on their native language, hindering their ability to think and express
themselves directly in English. Furthermore, Temesgen (2022) highlights that frequent code-
switching can cause confusion among students, making it challenging to distinguish between the
two languages and potentially leading to errors in both. Additionally, code-switching may affect
classroom dynamics; as noted by Domalewska (2015), while it can aid in comprehension, it might
also reduce opportunities for students to practice English, thereby limiting their exposure to the
target language. These factors underscore the need for balanced and strategic use of code-switching
in ELT to avoid its potential drawbacks.
In conclusion, the language attitude towards code-switching has different output in different
regions or fields, it based on how the background and the native language they use in their daily
activities. As multilingual person, or at least bilingual, code-switching itself cannot be separate from
these people, because understanding in using some languages is not the easiest part for
communication, especially when it comes to teach and convey the materials in the English Foreign
Language (EFL) class, there will be a student who lack in some aspect like vocabularies or
confidence when they talk in English. So that, they use the most comfortable language, e.g. their
own native language.
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