39 The data above shows that the highest percentage of code-switching
‟s function that had been used by the English teacher was the repetitive function.
The percentage is 79. It could be said that the teacher mostly used code- switching for repetitive function.
As stated before, Mattson and Burrenhult 1999 provide three functions of code-switching; they are the topic switch, the affective function, and the repetitive
function. Therefore, the researcher would present the findings and then discuss them one by one.
1. Topic switch function
Mattson and Burrenhult 1999 believe that topic function requires the understanding of the listener. In this function, the teacher switched to the first
language in order to enhance the students‟ understandings. Based on this function,
code-switching could be used to help the teacher transfer new context clearly. In this research, the researcher found that the teacher was less to use code-switching
for the topic switch in her classrooms. The percentage of this type used by the teacher is 5. This percentage is the lowest function of the code-switching that is
used by the teacher. The following example is considered as the topic switch. [Case 43]
T: Fish or snake jadinya? S: Fish aja miss?
T: Alright, your group name is fish. Oke semuanya, sekarang buka „evaluation 3‟ ya. Okay everybody, now please open „evaluation 3‟.
In case 43, the teacher divided all the students into some groups. Then the teacher named every group using animals‟ name. The teacher had named almost
all the groups. However, there was still a group had not gotten a name. Therefore, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
40 the teacher said, “Alright, your group name is fish”. After saying that sentence,
the teacher continued saying, “Oke semuanya, sekarang buka „evaluation 3‟ ya”. The Indonesian sentence indicates that the teacher did the topic switch since the
teacher used that sentence to invite the students to continue the next section. The teacher used Indonesia sentence
–the students‟ mother tongue – to make sure that the students were ready to continue the next activity. As stated by Mattson and
Burenhult 1999, the topic switch is aimed to direct the students‟ attention to the
new knowledge by making use of code-switching and accordingly making use of the native tongue. Moreover, Mattson and Burenhult 1999 emphasizes that topic
switch is used to avoid a misinterpretation. As can be seen in case 43, the teacher did the topic switch to make her instruction understandable. The teacher would to
emphasize the clarity of her instruction using the students‟ mother tongue, “Oke semuanya, sekarang buka
„evaluation 3‟ ya”. The following example is also considered as topic switch that occurred in the class.
[Case 49] T: Have you finished all? Langsung dikoreksi ya, nanti Miss tanya satu
persatu. It will be directly corrected, I will ask you one by one. Case 49 shows that the teacher used code-switching for topic switch. The
teacher asked the students in English, whether the students had done their works or not. It can be seen from the teacher‟s sentence, “Have you finished all?”. Then
the teacher switched code to Indonesian sentence , “Langsung dikoreksi ya, nanti
Miss tanya satu persatu ”, to inform the next activity. In this case, the teacher did
the code-switching in order to make the instruction clear about the next activity. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
