CHAPTER III
DATA ANALISYS
In this chapter the writer will discuss about type of code switching, i.e. tag code switching, inter
sentential code switching and intra sentential code switching used by the teacher, the subject of
this study. Beside that the writer will classify the utterance based on the context which can be
differed between metaphorical and situational code switching. The last discussion is about the
function and reason why the teacher used that code switching in the classroom activities.
3.1 Type of grammatical code switching
3.1.1 Tag code switching
Tag code switching is switching of either a tag phrase and a word, or both from one language
into another. This type of code switching can be found in some utterances, among others:
Extract 1
T: “Okay, you may open page thirty four, you will know what is indexing yaa? S: yes”
The teacher switches native language to Indonesian language in the last utterance so she also
does code switching. According to Wardaugh (2006:10) although people switch one code to
another with only very short utterance it still includes as code switching. Based to the theory it
include as tag code switching. The word “ya” in the sentence can empasize the utterance before.
T: Okay, you may open page thirty four, you will know what is indexing yaa?
The word “ya” aobove can make the utterance be tag quotation, if it is translate into english become:
“ya” can be replaced to won’t you in taq question, because of that reason it’s include in tag code
switching.
Extract 2
T: “ we can see this part number one, number two, articles might appear as key unit but the word “the” even it is an article but you have to put it in the last indexing unit. So the filling segment “The An Dong Market” ya?”
Extract 2 also include in tag quatation, the word “ya” in the uttrence is to empasize the filling
segment which used is the an dong market not the other utterance.
T: “we can see this part number one, number two, articles might appear as key unit but the word “the” even it is an article but you have to put it in the last indexing unit. So the filling segment “The An Dong Market” ya?”
The use word of “ya” above is to empasize the utterance before. That can be stated in full
english sentence become:
T: “we can see this part number one, number two, articles might appear as key unit but the word “the” even it is an article but you have to put it in the last indexing unit. So the filling segment “The An Dong Market” isn’t it?
Isn’t it as the translate of “ya” indicates that the utterace is a tag quotation. 3.1.2 Inter-sentential code switching
Extract 3
T: “Rule number nine dealing with identical names. Masih dua lagi, kalau misalkan tidak sabar untuk praktek nanti prakteknya di rumah, minggu depan di kumpulkan.”
S: “haduuuhhhh….” Extract 4
T: That all are kind of and seniority suffix the second (II) the third (III) ,Junior (Jr.), Senior (Sr.) or a professional suffix. Nanti dicar tahu di rumah CRM itu apa?DDS, Mayor ya. Title before name or seniority suffix or professional suffix.
In the extract 3 and 4 in above the teacher switch the code, in the first utterance she use English
language but in the second utterance she use Indonesia language. So it’s include in
inter-sentential code switching. Base on the theory intra-inter-sentential code switching happen when there
is a complete sentence in a foreign language uttered between two sentences in a base language.
3.1.3Intra-sentential code switching
Extract 5
T: “We go to rule five titles and suffixes, anda tahu title?” S: Hemm title?
T: Yeah… apa itu tille! Extract 6
T: What is punctuation? Punctuation what is it? Apa to itu punctuation?” T: Tidak ada yang tahu, sudah lulus sructrekan!
S: (silence)
T:“Punctuation masa tidak ada yang tahu! Full stop, periods, commas, hyphens, apostrophes.” Extract 7
T: “Inspecting the letter, inspecting the correspondence. After that, we make an index, we learn about that. In this part we learn about indexing in alphabetic storage indexing, after we make an index, we make some coding.
The extract 5-7 above the teacher use Indonesia language in the middle utterance so it include in
intra-sentential code switching. According to the theory intra-sentential is found when a word,
or phrase, or clause, of a foreign language is found within the sentence in a base language.
3.2 Type of contextual code switching
The type of contextual is metaphorical code switching and situational code switching.
3.2.1 Metaphorical code switching
A metaphorical code-switching happens when there is a change in the perception, or the purpose,
or the topic of the conversation. In reference with the factors, this type of switching involves the
ends, act sequence, or the key but not the situation. The extract include in metaphorical code
switching is extract 3 and 4. In the extract 3 the teacher does code switching from native
language to mother tongue and change the topic conversation. The teacher converse from
serious dialogue to be humorous. Based on the theory when converstion jump from serious
things to be humor it has kind of purpose, and the purpose made by the teacher here is to make
the conversation more enjoyable. For extract 4, the first a teacher explain about the sufix and
after that in the second uttrance she explain about other topic. In the first uttrance the teacher
using english language but in the second uttrance she use mother tongue. So she do code
switching and it include in metaphorical.
3.2.2 A situational code switching
Situational code switching appears when there is a change in the situation that causes the
suggested by Hymes in Jendra (2010:76), the changing situations could involve the settings, the
participants, or the norms of interaction.
The exract include in situation code switching is extract 1, 2, 5, 6, and 7. In the extract include in
situational code switching because the participan. In the class the participan is indonesia people.
So eventhought they are studied english language, the teacher still used indonesia language to
explaination the material has given. It also for norm of interaction.
3.3 Reason of code switching
According to the Mattson (1999) conclude that there are three function or reason of teacher’s do
code switching: topic switch, affective function, repetitive function.
3.3.1 Topic switch
The people usually will adjust to use one language based on the topic they talk about. This is
mostly observed in grammar instruction. In classroom cases the teacher tries to make the
students attention direct to the new knowledge by switching code.
From the data analysis topic switch happen in extract 3 and 4. In this the teacher say to the
student in the utterance using mother tongue and she switch the code to attack student attention
about the material has given by the teacher.
3.3.2 Affective function
Teacher uses code switching to build solidarity with others, when the students sometimes don’t
understand with the teacher explanation, the teacher will change the language to make the
The extract include in affective function is extraxct 1 and 2. In this extrct the teacher switch code
because to buil solidarity, because the material little bit difficult so she switch the code to
empasize about the material and make the students more understand with the material. According
to the theory the teacher will change the language to make the students have better
understanding.
3.3.3 Repetitive function
The point of this function is teacher repeats the instruction or sentences from the native language
into the mother tongue language that will be understood by the students. It’s better to repeat and
explain again in the mother tongue language because when the students don’t know what they
have to do they will lose interest in listening and doing the exercise, at least by using the
repetition they can catch the point.
The extract include in reppetitive function is extract 5, 6, and 7. The teacher reppeat the word in the extract used mother tongue to make the student more understand about the material.
