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
The second reason was repetitive function. Mattson and Burenhult 1999: 61 stated that repetitive function happens when the teacher used code switching
in the classroom to transfer the knowledge to the students for clarity. The teacher repeated what he or she says in the different language to make it clear. However,
the students who had understood the teacher‟s point would get bored from this method. The first case which showed that repetitive function existed in teaching
English to the third grade students was „what are they? Apa saja?‟. The case
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
showed that the teacher wanted to make sure that the students understood by translating the sentence into Indonesian language.
The second case was „who has the same idea? Siapa yang jawabannya sama?
‟. That case also showed that the teacher translated the sentence into Indonesia in order to make sure that the students understood. She translated the
English sentence into Indonesian language although the translation between „idea and jawaban
‟ was not exact, but it still referred to the same thing. Another fact which strengthened that repetitive function existed was the
answer of the English teacher. She said that she usually code switched when she found new words or strange word for the students. The researcher 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‟s answer showed that one of her reason for code switching was to make the students understood easily. She wanted to make everything clear by
code switching.
3. Emotion Function
