In learning foreign language, there are two phenomenons which they can be a big problem. Those phenomenons are the desire to use target language exclusively and the need of the students to understand as much as possible of what is being taught. That problem effects code switching in target language learning process which become a tool to bridge the gap between the desire to master the target language by practicing it and the desire to understand what is being taught.
Code switching also occured in English teaching learning process of speaking class of MOB English course Pare. The main objective of this study is to find out the types and the functions of code switching which are used by tutor and learners. The researcher used Triangulation concept in collecting data. In this case, he used observation, documentation and interview to get the data about code switching which is used by tutor and learners in speaking class of MOB English. This research used Jendra and Yletyinen opinion to analyze the types and functions of code switching.
According to the grammatical classification, there are three types of code switching which is appeared in English language teaching of speaking class of MOB English course. They are tag code switching, inter-sentential code switching, and intra-sentential code switching.
In English teaching learning process within four meetings, there are 11 times of code switching which are classified as tag switching, 21 times of code switching which are classified as Inter-sentential, and 10 times of code switching are classified as Inter-sentential CS. The dominant type of code-switching is inter-sentential code switching which occurred 21 times. It means that English language teaching and learning process in speaking class of MOB English course Pare Kediri often use inter-sentential code switching.
According to classroom code switching function, there are fifteen functions are analysed. However there are only ten functions are found in English teaching learning process of speaking class of MOB English course Pare. They are explanation function, requesting help function, self-correction function, moving from one activity to another function, clearing misunderstanding function, not knowing the English counterpart function, checking for understanding function, unofficial interaction function, teacher admonitions function and lapses function.
The dominant function of code switching is explanation function that is used by tutor which occurred 11 times in four classroom meetings. It means that English teaching and learning process in speaking class of MOB English course Pare, tutor often uses explanation function in code switching to make students understand.