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F. Research Procedures
This part shows the procedures of conducting the research from the beginning until the report of the data. The procedures will be listed as follows:
1 The researcher asked the advisor whether the topic was appropiate.
2 The researcher chose the method for the study.
3 The researcher chose the observation and the interview as the instruments to
collect the data. 4
The researcher made some questions for the interview based on Mattson and Burenhult 1999 perspective.
5 The researcher decided where the research would be conducted.
6 The researcher chose the subject for this research. Therefore, the researcher
asked the permission from the headmaster of the school where the researcher chose the subject.
7 The researcher chose the sample for this research.
8 The researcher asked agreement with the subject.
9 The researcher observed the teaching activities in some classes; they were
2A, 2B, 3B, 3C, 4A, and 5C. 10
The researcher conducted the observation twice in 2A, 2B, 3B and 3C while for 4A and 5C, the researcher observed once since the classes were conducted
in 70 minutes for each meeting. 11
The researcher took notes the code-switching which was done by the teacher in some classes and recorded it in order to avoid missing the data.
12 The researcher did the interview in one day – on 23
rd
of April 2016. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
26 13
The researcher took a note and recorded the interview in order to avoid missing the data.
14 The researcher transcribed the record result in order to avoid the bias data.
15 The researcher got all the data needed.
16 The researcher analyzed the data.
17 The researcher drew the conclusion from the data gathering and presented in
narrative one. 18
The researcher consulted the data with the thesis advisor. 19
The result would be examined in the thesis defence. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
27
CHAPTER IV RESEARCH RESULTS AND DISCUSSION
This chapter discusses the data that were obtained through observation and interview of the English teacher in SDN Serayu Yogyakarta. The data are used to
answer the questions of this research. Furthermore, in this chapter, the researcher presented the data which were obtained through the observation and the interview.
Then, the researcher discussed them at the same part. Therefore, the research results and the discussion would be presented at the same section.
In order to answer the research problems, the researcher analyzed into two sections namely the types and function of the code-switching. In the first section,
the researcher would see the types of the code-switching that were used by the teacher in SDN Serayu Yogyakarta. There are four types of code-switching; inter-
sentential, intra-sentential, tag switching, and intra-word that would be discussed based on the data obtained. In the second section, the researcher analyzed the
functions of code-switching based on the data obtained.
A. Types of code-switching
The code-switching phenomena occured in SDN Serayu Yogyakarta since the English teacher used both English and Bahasa Indonesia when teaching
English subject. According to McArthur 1998, there are some types of code- switching. The types are inter-sentential, intra-sentential, tag switching, and intra-
word. Based on McArthur‟s perspective, the researcher found that the teacher PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
28 used the types of code-switching when teaching in some classes. Due to that, the
researcher presented the percentage of the types of code-switching which had been done by the teacher.
Table 4.1: The Percentage of the Types of Code -Switching
NO. Class
Types of Code-switching Total of
teacher utterances
Inter. Intra.
Tag. Intra. W
1. 2A
7 28
16 64
2 8
25 100
2. 2B
7 27
12 46
5 19
2 7
26 100
3. 3B
10 30
13 43
6 20
1 4
30 100
4. 3C
8 50
5 25
3 19
16 100
5. 4A
8 57
3 21,5
3 21,5
14 100
6. 5C
7 37
4 21
8 42
19 100
Total 36
41 21
2 100
The table above shows the percentage of total types of code-switching that have been used by the teacher in class 2A, 2B, 3B, 3C, 4A, and 5C. From the
percentage, it is found that the teacher mostly used intra-sentential and inter- sentential switching almost in every class. The percentage of each class is
different. The teacher did it based on the the teacher‟s needs. Based on the findings, the researcher sees that the teacher did code-switching mostly in class
3B. The teacher mostly did code-switching in that class since the situation in that class was noisy.
In this case, the teacher‟s speech was increasing As seen from the table, the inter-sentential switching occurred mostly in
class 3C, 4A, and 5C. Intra-sentential switching mostly occurred in 2A, 2B, and PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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