Research Setting RESEARCH METHODOLOGY

23 responses for a particular purpose from the other person: the interviewee. The interview session is aimed to get data related to the function of the code-switching used by the subject. The interviewer conducted one session of the interview as the agreement. The researcher contained about 6 questions which had been prepared by the researcher. The questions were open-ended questions. The questions were based on theory of Mattson and Burenhult 1999. The first and second questions indicate the knowledge background of the subject on the code-switching that the subject uses. The third question indicates function of code-switching to the subjects. The fourth, fifth and sixth questions indicate function of the code- switching to the classroom in the subjects perspective. Therefore, the researcher got the data deeply through the answers. Royse 2007 states that open-ended questions produce greater detail and depth. Open-ended questions are greatly favored by the qualitative researchers. The subject was also allowed to elaborate the answers in which still related with the questions in order to get the data deeply. After gaining the data in the classroom, the researcher interviewed the subject. The researcher decided the place to conduct the interview while the time was decided by the subject since of her tight schedule. The interview was done in the school mosque on Saturday, April 23rd, 2016. The interview was recorded by the researcher in order to avoid any missed information, so that the researcher had the data back-up for the interview data. The interview was conducted in order to get further information about code-switchings function on her speech while teaching and the importance of the code-switching for the subject in teaching. 24

E. Data Analysis Technique

In qualitative research, there are three techniques which are used to analyze the data according to Ary et al. 2010. They are organizing and familiarizing, the data, coding and reducing, and interpreting and representing. The first technique was taking notes during the teaching activities by using the code-switching table to identify the types and functions of it. The researcher also recorded the teacher‟s speech in the classroom to support the data. After that, the researcher counted the data that had been gathered. The next technique was analysing the result by relating the data to the supporting theories. Moreover, the results of the interview were also related to the functions of code-switching that were appeared in the speech. It was aimed to strengthen the result functions of code-switching. The researcher used the table to classify the sentences into the types and function of code-switching. The table consists of the columns to note the sentences and to identify the types and function of code-switching. Then, the researcher described the examples of the results to descriptive text. The researcher consulted the analysis of types of code-switching with a linguist to have the expert judgment. Therefore, the researcher obtained the validation of the analysis. In analyzing the functions of code-switching, the researcher used the interview results from the teacher to validate the analysis of the findings.