50
2. The Functions of Teacher’s Code switching in the Classrooms
In this section the researcher discusses the functions of teacher’s code switching in the classroom. The theory proposed by Mattson Burenhult 1999
is used to analyze the findings. Therefore, there will be three functions discussed in this section, namely topic switch function, repetitive function, and affective
function.
a. Topic Switch
In this case, code switching is done by the teacher when there is a change of topic discussed in the classroom. The researcher found the cases of code
switching aimed to switch the topic discussed in classroom. Here is the example of the cases found in XI TAV class:
[74] T : It’s about body language. There are many types of body language.
This is the example of body language. Gak bawa buku?
Don’t you
bring the textbook? Ketinggalan? Did you leave it at home?.
S: Ketinggalan miss. I left it at home, miss The example [74] shows that the teacher was explaining the material about body
language. The English teacher said: “This is the example of body language”.
However, she immediately did code switching to Indonesian when she saw that there was a student who did not bring the textbook. Thus, she said:
“Gak bawa buku?
Don’t you bring the textbook? Ketinggalan? Did you leave it at home?. From the example [74,] we could see that the teacher did code switching from
English to Indonesian when there was a change of topic discussed in the
51
classroom. In this case, the topic changed from body language to a student who didn’t bring the textbook.
Another case of code switching aimed to switch the topic was found in XI TKJ A class. The teacher asked the student:
[12] T : Bim, any questions? S : No.
T : Any question, Gagas? No? Wah iki podo wae ngantuk. You are sleepy, too. Stand up, gas. Wash your face.
From the example [12], we can see that that the English teacher first used English when asking the student. She
said: “Any question, Gagas? No?” However, the teacher saw that the student whom she is talking to was sleepy. Therefore, she did
code switching from English to Javanese. Thus, she said: “Wah iki podo wae
ngantuk”. From the example [12], it can be said that the change of topic discussed in the classroom affects the use of code switching in the classroom.
From the two cases of code switching above, we can see that the English teacher of SMK N 2 Depok Sleman did code switching to talk about different
topics in the classroom. The English teacher did code switching either in English to Indonesian or English to
Javanese. The fact that the students’ native languages are Indonesian and Javanese also strengthen the fact that code switching can be
used when there is a change of topic discussed in the classroom. After calculating
the data of the topic switch function, the researcher found that the percentages of
52
topic switch function were 3.5 in XI TKJ A, 9.5 in XI TGB, 5.3 in XI TAV, and no cases in XI TKJ B.
b. Repetitive Function
Kategori