Topic switch function Functions of Code-switching

43 should join the learning activities, so they could study English well. After that, the teacher switched it into Bahasa Indonesia “kurang konsentrasi hayo you do not concentrate enough class .” The teacher said that since the class was crowded and the students lost their attention to the teacher. Therefore, the teacher tried to remind the students to focus on the learning activity. The case 68 is considered as the affection function because the teacher used code-switching to show her attention for the students in the way reminding the students to focus. There is another example of affection function that occurred in the classroom. The teacher used code-switching for affection function. This code- switching was used by the teacher to a student personally. [Case 96] T: Arka, behave yourself please. Dikendalikan dirimu to biar selesai Arka, manage yourself to finish it. S: Yes miss. The teacher used code-switching from English to Bahasa Indonesia. In case 96, the teacher asked the students to work on some exercises provided on the workbook. However, one of the students was busy with himself and did not work on his workbook yet. The teacher said in Bahasa Indonesia , “Dikendalikan dirimu to biar selesai ”. The teacher did the code-switching to show her attention through her warning. It was because she cared about the student and she wanted the student to finish the exercises just like the other students. Other findings based on the interview, the researcher found that the teacher did code-switching for the affective function to have a good relationship with the students. The teacher mentioned that not all the students will understand what the teachers said, especially when the teacher talked about something that was out of 44 the learning context. The teacher said that the background of the students‟ family could affect the comprehension skill of the students in English. Here is a transcript of the interview with the teacher. [Interview 2] T: Makanya untuk menyeimbangkan biar tidak ada kesenjangan, saya ambil tengah-tengahnya code-switching. [Therefore, I use code-switching to avoid any discrepancy, so it will be fair] The example above shows that the teacher always tries to make a communication to all students in order to make the fair situation for them. In this case, the teacher also mentioned that code-switching could help the teacher to give the affection to her students by showing some expressions to the students. Therefore, it can be said that the teacher has already done code-switching to show her affection.

3. Repetitive Function

Mattson and Burrenhult 1999 have provided some functions of code- switching. One of the functions is the repetitive function. The repetitive function is to explain the definition or phonological rule of the word. The teacher also did code-switching to define words or even sentences to the students. The percentage of this function used by the teacher is 79. This percentage shows this type is the highest used by the teacher. The teacher mostly used code switching for repepetive function since the students were the beginners in learning English as stated by the English teacher in the interview that the students are still lack of vocabularies. In this research, the researcher found the use of code-switching for this function. The examples of repetitive function are provided below. 45 [Case 79] T: Do you have a toy car? Apa kamu punya mobil-mobilan? Do you have toy car? Case 79 occurred when the teacher and the students discussed toys together. The teacher asked the students and she did code-switching on the sentence that she mentioned. The teacher asked the students whether the students had the toy car or not in English sentence. The teacher then did code-switching with asking , “apa kamu punya mobil-mobilan?” which has the same meaning with the previous sente nce “Do you have a toy car?”. Based on the example, the researcher found that the code-switching used by the teacher was to define the sentence that she asked. Based on that, the researcher found that the teacher also used code-switching for repetitive function. There is another example of repetitive function below: [Case 99] T: On page one hundred and three there is Seta and his friend s‟ story. Ada ceritanya Seta dan teman-temannya There is a story of Seta and his friends. Case 99 , the teacher asked the students to discuss a story in the students‟ workbooks in English. The teacher asked the students to open the workbook on page one hundred and three. The teacher also mentioned the topic of the story that they would discuss, “there is Seta and his friends‟ story”, then the teacher switched into Bahasa Indonesia sentence, “ada ceritanya Seta dan teman- temannya ”. In this event, the teacher translated the topic of the story using the students‟ first language. Both sentences refer to the same meaning. In this case, the teacher repeated the same meaning of sentences in different languages. Based on that, it is considered as the repetitive function.