Affective Function Functions of Code-switching

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. 46 Based on the interview results, the teacher mentioned that she also did code-switching to define the words or sentences. The teacher said that she did code-switching in order to make the students knew the definition of the words especially the new vocabularies for the students. The teacher also said that she did code-switching in order to make the students remember the vocabularies easily. In repetitive function, the use of code-switching can also be extended for further information. [Interview 3] T: Kadang saya mendeskripsikan sesuatu itu pakai code-switching. Misalkan saat saya mendeskripsikan “lion”, saya tidak menyebutkan “singa” secara langsung. Tapi, saya menyebutkan “raja hutan” yang maksudnya adalah “lion”, dalam bahasa Indonesia. [Sometimes, I described a thing using code-switching. For instance, when I described a lion, I did not say “singa” directly. However, I said “raja hutan” that refers to the meaning of the word lion.] The teacher told the description about an animal that was a lion. However, the students were confused. The teacher wanted the students to say “lion”. In this case, she would say, “what it is, class? Itu lho raja hutan that is the king of the jungle”, rather than directly said that the description was about “lion”. Mattson and Burenhult 1999 state that the teacher switches to native language in order to clarify meaning. In this case, the teacher mentioned that she did code-switching for repetitive function since the teacher used it for clarifying the meaning of English word, lion. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 47

CHAPTER V CONCLUSIONS AND RECOMMENDATIONS

In this chapter, the researcher presents two parts namely conclusion and recommendations. In the conclusion part, the researcher presents the conclusion of the research questions of this research. While the recommendations part presents the researcher‟s recommendation for the teacher and future researchers.

A. Conclusions

The researcher concludes that the English teacher of SDN Serayu Yogyakarta used the types and the functions of code-switching in teaching English. The researcher analyzed the data with four types of code-switching using McArthur‟s 1998 theory. Based on the data, the researcher found that there are four types occurred in the research. Those types are inter-sentential switching, intra-sentential switching, tag switching, and intra-word switching. The percentages of the types of code-switching as the total meetings are 36 for inter- sentential switching, 41 for intra-sentential switching, 2 for intra-word switching, and 21 for tag switching. Based on the percentage, the researcher concludes that intra-sentential switching is the type of code-switching that mostly appeared in this research. After that, inter-sentential becomes the second type of code-switching that mostly appeared in this research and then tag switching becomes the third type mostly appeared. Meanwhile, intra-word is the type of code-switching that has the lowest number appeared in this research. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 48 The functions of code-switching are also analyzed by the researcher namely the topic switch, the affective function, and the repetitive function. Based on the data, the percentages of the functions are 5 for the topic switch, 16 for affective function, and 79 for repetitive function. The data and analysis are supported by interview data that strengthen the data finding of the function of the use code-switching in the bilingual classroom.

B. Recommendations

1. For English Teachers in Elementary School In elementary school, there are many students who just learn English in the first grade, as stated by the English teacher. Therefore, code-switching could become one of the effective methods for teaching to enhance student s‟ comprehension of the English language. However, the teachers also should also pay attention to the student s‟ level understanding in each class. For the lower grades, the teachers may use code-switching in the class as many as possible. However, for classes which have already good ability in the English language, the teachers may use less code-switching. So the students could get higher accomplishment in learning English. 2. For future researchers This research focuses on the type and function which were used by the English teacher in elementary school. The researcher suggests the future researchers to hold a research which compares the code-switching that is used by the teacher in elementary school and the teacher in junior high school. It could be PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI