Abstrak
ABSTRACT Mutia Anggina Sari Pakpahan, 2321011, An Analysis of Teacher Code-switching Practice In English Classroom at SMPN 1 Padang Panjang, A Thesis, English Education Study Program, Faculty of Tarbiyah and Teacher Training, State Islamic University of Sjech M. Djamil Djambek Bukittinggi, 2025. This research aimed to investigate how code-switching was implemented by the English teacher and to analyze why it did not significantly contribute to improving students’ English proficiency at SMPN 1 Padang Panjang. The study was conducted due to the frequent use of code-switching in English as a Foreign Language (EFL) classrooms, where teachers alternate between English and students’ first language to make lessons more comprehensible. Although this practice supports understanding, its impact on students’ long-term language development remains debatable. This research employed a qualitative case study design focusing on one English teacher and her students. The data were collected through observations checkhlist and semi-structured interviews. The collected data were analyzed descriptively and interpretatively to identify the implementation and functions of code-switching and to explore their influence on students’ comprehension and English proficiency. The findings revealed that the teacher implemented code-switching flexibly and purposefully using tag-switching, intra-sentential, and inter-sentential forms. These switches served several pedagogical functions such as clarification, reiteration, classroom management, affective support, and checking understanding. While these functions effectively improved students’ comprehension and classroom interaction, they did not enhance English proficiency due to reduced exposure to English input and dependency on the first language. In conclusion, code-switching was an effective instructional aid for supporting comprehension and engagement but less effective for promoting language proficiency when used excessively. Keywords: code-switching, case study, EFL classroom, English learning, language proficiency