only two possible reasons for code switching in teaching English to the first semester students of the third grade of SMP Karitas Ngaglik. Topic switch was
not discussed because the teacher did not switch the language instead of the change of the topic.
Based on the theory, the researcher found that there were two reasons why the teacher switched the code. They were affective function and repetitive
function. However, the researcher found a new finding related to the reason for code switching. It was called
„emotion function‟.
1. Affective Function
The first reason for code switching that the researcher could conclude was affective function. Mattson and Burenhult 1999: 61 stated that affective function
happens when code switching is used by the teacher in order to build solidarity and intimate relations with the students. However, it was not always a conscious
process on the part of teacher. Code switching was used in the classroom to create a supportive language environment. One of the cases of code switching showed
that the teacher tried to build solidarity and intimate relations with the students. The case was
„coba kita lihat yang A, how to make home made toys‟. In this case,
the teacher asked the students to see option A. She did not want the students to see the other parts of the materials. She used Indonesian language in order to show her
solidarity to the students who could not understand if she spoke in English. This case showed that she wanted to create a supportive environment.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Another fact which strengthened that affective function became the reason of code switching was the result of the interview between the researcher and the
teacher. The researcher asked whether the teacher code switched consciously or not
. The teacher answered, “Biasanya saya menyadarinya, tetapi karena saya rasa butuh jadi tetap saya lakukan
”. The teacher‟s answer showed that she code switched consciously. The researcher also asked the teacher why she code
switched. She answered, “Yang pertama, saya mengalihkan bahasa untuk
memudahkan para siswa dalam memahami materi yang saya ajarkan. Yang kedua, keadaan siswa yang memiliki kosakata yang terbatas dan jika tetap
dipaksakan dalam bahasa Inggris hasilnya juga tidak akan maksimal ”. The
teacher said that she had two reasons for code switching. One of them was because the students had very limited vocabulary and it would not reach the
maximum goal if the teacher taught in English in the whole teaching and learning process. The teacher‟s answer showed us that she tried to understand the students
who had limited vocabulary, so she code switched.
2. Repetitive Function
