FINDING AND DISCUSSION
B. Overall Result of Questionnaires (Question 2-8)
7. Teachers use L1 to answer students’ questions.
12 participants (60%) perceive that their teachers use first language to answer students‟ question.
Participant P mentioned that,
“Karena kita bertanya itu karena kita belum jelas, jadi kalau dijawab dengan bahasa Inggris tambah tidak jelas. Jadi pakai bahasa Indonesia kita akan lebih mudah menangkap jawaban pastinya.”
(We ask question because we still do not understand the material, if teachers answer it in English it will be harder for us to understand. So, it will be better if
teachers answer the students‟ question use Indonesian.)
Participant Q added,
“Saya setuju. Kalau menggunakan bahasa Indonesia saat menjawab pertanyaan mahasiswa, jadi biar mahasiswanya tidak bingung dengan jawaban dosennya.”
( I agree. If the teachers use Indonesian to answer the students‟ questions, it will
help us to understand the teacher‟s answer.)
The participants perceive that their IC‟s teachers should use first language to answer the students‟ question. The students‟ questions mean that they have not understand the material yet. Therefore, teachers use of L1 in order to answer the students‟ question can facilitate the students‟ deeper understanding about IC lesson. So, if the teachers answer it in L2 it is just complicate the process of students‟ understanding.
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It implies what Van Lier (1995 as cited in Pan, 2010) who stated that teachers‟ use of L1 here will give good inputs that is students are easily to process the teachers‟ answer and increase their learning. L1 used by the teachers in order to answer students‟ questions can be a role to help students to get deeper understand toward the teachers‟ answer itself (Tang 2002 as cited in Afzal, 2013)..
Teachers‟ answers provided in Indonesian aim at avoiding misunderstanding to the IC students. The participants will be easily to get their teachers‟ answer. They are able to identify main points in teachers‟ answers.
CONCLUSION
This study investigated the students‟ perceptions of teachers‟ L1 in IC classrooms. Questionnaires and interviews were used to collect the data. Questionnaires were given by the writer to twenty Faculty of Health Sciences students in Satya Wacana Christian University. Furthermore, twenty participants were interviewed use focus group discussion. The aims of the study is to investigate the students‟ perceptions toward the teachers‟ use of L1 in IC classrooms at Faculty of Health Sciences in Satya Wacana Christian University.
The result from this study reveals that most of the students support the use of L1 by the teachers in IC classrooms. They perceive that IC teachers use L1 for different purposes. Teachers use L1 in order to creates students‟ confidence to join the lesson, facilitates students‟ better understanding, give clearer explanation, explain grammar and difficult materials, explain the meaning of words, and
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answer students‟ questions. The students also perceive that IC teachers should not use L1 all the time during the lesson.
It was also found that the participants perceive that the use of L1 by the teachers could create less-anxiety classroom that boosted students‟ confident and led the students‟ participation in the classroom. Then, they also believed that L1 was a helpful tool for them since it could help them to understand the materials. Therefore, the participants also perceive that teachers should not use Bahasa Indonesia only. Teachers‟ L2 is considered as a tool to help them in learning IC as part of English. Then, IC teachers should mix both languages between Bahasa Indonesia and English.
The finding of the study reveals that most of the students perceive that sometimes IC teachers should use L1 during the learning process to serve different learning needs. Therefore, it may have possible implication to the teachers who teach the students with different proficiency level. Thus, the teachers should realize that they have freedom to choose which language to use in the classroom interaction. Although the majority of the participants perceive that sometimes IC teachers should use L1, but the teachers need to be aware of when to use and not to use it. The teachers cannot always use L1 in all the time during the lesson, but it should balance the portion of L1 and L2 in order to facilitate the students in understanding the IC lesson.
This study also has the limitation which is the number of participants of the study is small, only twenty students and might not represent the majority of IC students. This study was also conducted using two kinds of research instrument
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which are questionnaire and focus group interview. Later, further study can develop by adding or changing the research instrument to give deeper findings about the research of L1 use in the classroom.
Throughout this study, the writer realized that there are needs to develop a further study and research related the use of first language in second language classroom. Therefore, in the future, it is strongly recommended for those who want to conduct a similar study, that they can do a similar research with a broader scope involving more strategy in research (by observing the class). Overall, the writer hopes that the findings on this study can be useful on how to manage in using L1 in L2 classroom.
25 References
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26 APPENDIX 1 Questionnaire
Students’ Faculty of Health Sciences Perceptions towards the Teachers Use of L1
Kepada :
Mahasiswa IC Fakultas Ilmu Kesehatan Universitas Kristen Satya Wacana. PENGANTAR :
Angket ini bukan merupakan suatu tes dan tidak berpengaruh terhadap hasil belajar anda. Isilah angket ini tanpa ada perasaan khawatir, sebab tidak ada jawaban yang benar dan salah. Jawablah dengan jujur sesuai dengan persepsi anda sendiri. Jawaban anda bersifat pribadi dan dijaga kerahasiaannya.