T1 112010114 Full text

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STUDENTS’ PERCEPTIONS TOWARD

THE USE OF L1

(INDONESIAN) IN ENGLISH CLASSROOM

THESIS

Submitted in Partial Fulfillment of the Requirements for the Degree of

Sarjana Pendidikan

Ludvi Ainun Septeria

112010114

ENGLISH LANGUAGE EDUCATION PROGRAM

FACULTY OF LANGUAGE AND LITERATURE

SATYA WACANA CHRISTIAN UNIVERSITY

SALATIGA

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STUDENTS’ PERCEPTIONS TOWARD

THE USE OF L1

(INDONESIAN) IN ENGLISH CLASSROOM

THESIS

Submitted in Partial Fulfillment of the Requirements for the Degree of

Sarjana Pendidikan

112010114

ENGLISH LANGUAGE EDUCATION PROGRAM

FACULTY OF LANGUAGE AND LITERATURE

SATYA WACANA CHRISTIAN UNIVERSITY

SALATIGA

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COPYRIGHT STATEMENT

This thesis contains no such material as has been submitted for examination in any course or accepted for the fulfillment of any degree or diploma in any university. To the best my knowledge and my belief, this contains no material previously published or written by any other person expect where due references is made in the text.

Copyright@2015. Ludvi Ainun Septeria and Elisabet Titik Murtisari, M. TransStud.,Ph.D

All right reserved. No part of this thesis may be produced by any means without permission of at least one of the copyright owner or the English Department, Faculty of Language and Literature, Satya Wacana Christian University, Salatiga

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TABLE OF CONTENTS

INSIDE COVER PAGE ... i

APPROVAL PAGE ... ii

COPYRIGHT STATEMENT ... iii

PUBLICATION AGREEMENT DECLARATION ... iv

PLAGIARISM STATEMENT……….v

TABLE OF CONTENTS ... vi

LIST OF TABLES ... viii

ABSTRACT ... 1

A. INTRODUCTION ... 1

1. Historical view of the issue ... 4

2. Advantages and disadvantages of using L1 in the classroom ... 5

2a. Advantages of using L1 in the classroom ... 5

2b. Disadvantages of using L1 in the classroom ... 6

B. THE STUDY ... 8

1. Context of the study ... 8

2. Participants ... 9

3. Instrument of data collection... 9

4. Data Collection Procedure ... 10

5. Data Analysis ... 11

C. DISCUSSIONS ... 11

1. Students‟ Feelings toward the English Lesson and Their Reasons Why They Feel Like English Lesson ... 12

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1b. Students‟ Reasons as To Why They Like English ... 14

2. Students‟ Perceptions Toward The Frequent That Happen Often Of The Use Of L1 When Their Teacher Uses L1 In The Lesson ... 17

2a. Students‟ Perception When L1 is Used too Often ... 17

2b. Students‟ Expectation toward the Use of L1... 20

3. Students‟ Language Preference When Communicating With Their Teacher In English Classroom ... 22

3a. Students‟ Reasons for Using English, L1 or Both Languages When Communicating With Their Teacher ... 22

D. CONCLUSION ... 26

ACKNOWLEDGEMENT ... 29

REFERENCES ... 30

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LIST OF TABLES

Table 1 Students‟ feeling toward English in SMA Laboratorium UKSW ... 12

Table 2 Students‟ feeling toward English in SMA N 1 Salatiga ... 13

Table 3 Reason to like English in SMA Laboratorium UKSW ... 14

Table 4 Reasons to like English in SMA N 1 Salatiga ... 15

Table 5 Effects of using L1 too often in English Classroom ... 17

Table 6 Effects of using L1 too often in English Classroom ... 18

Table 7 Multiple responses toward what the students expect the teacher use L1 for ... 20

Table 8 Multiple responses toward what the students expect the teacher use L1 for ... 21

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STUDENTS’ PERCEPTIONS TOWARD THE USE

OF L1

(INDONESIAN) IN ENGLISH CLASSROOM

ABSTRACT

The use of L1 in teaching a foreign language became a controversial issue. Nowadays, many teachers confused to use the language when they taught their students. It is because the students often get hard to understand the materials. This study examined the perceptions of students toward the use of L1 (Indonesian) in English classroom at SMA Laboratorium UKSW and SMA N 1 Salatiga. The research was focused on Language Stream which had 60 students from both schools. The data is collected from the questionnaires that were given to the XI and XII year students which would be analyzed using SPSS software. One of the findings shows that the students actually perceived L1 as a tool to help them study English better, especially when they would have to ask their teachers something they do not understand. However, the result also shows that if L1 is used too much, the students would then perceive it would not be effective for students; they thought that it makes the students get used to using Indonesian and disturbs the English learning. Another finding revealed that the students liked their teacher to use L1 when the teacher explains things that are difficult.

Keywords: students‟ perception, L1 (Indonesian), L2 (English), use of L1.

A. INTRODUCTION

Nowadays, there are many issues one the use of L1 in EFL classroom.

English is believed as the key to survive and succeed in the coming era. However,

most people have realized that learning English is not an easy matter. English is

an important tool for communication which is used to interact with others who

have different first languages. Therefore, there is no doubt that English is an

international language because many people all over the world speak English,

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were two research findings that resulted in two opposing views. According to

Qadri, the first finding is Polio & Duff (1994) supported the use of English and

prohibits the use of L1 when teaching the students. The second finding,

Rinvolucri & Turnbull (2002) supported and allowed the use of L1 in the English

teaching classroom (as cited in Qadri, 2006). This might also divide the teachers‟

perception into two different points. If they would use only English in the

classroom, then they would perceive L1 as a negative aspect in their teaching and

avoid the use of L1. As the opposite, the teachers who support the use of L1

would perceive it as positive aspect in their teaching, meaning they would use L1

to facilitate the teaching and learning process.

Even though it might be true that by using only English in class the

students would get more exposure to the language and they would be able to

become more familiar with the language faster, if the English proficiency of the

students is not high enough they would not be able to understand what the

teachers explain to them. Just as the teachers have their perceptions toward using

L1, the students also have their own perception toward the use of L1 in their

English learning process. According to Qadri (2006) supported the students

would be more exposure to their L1 compared to English since the most exposure

to English they might get was from the English school teachers.

Based on my own experience in High School, most English teachers could

not avoid using Indonesian when teaching English. They also often used

Indonesian in the classroom when they taught English. This condition may happen

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which use Indonesian to communicate daily. Secondly, Indonesian students are

mostly taught by non-native teachers that unconsciously make students tend to

speak in their first language (Indonesian) even in the English classes. Some

experts like Long (1984), Charles (1987), and Ellis (1986), considered L1 is still

used in English teaching because there is no rule that forbid the use of L1 in

English classes. On the other hand, Krashen (1985) and Phillipson (1992) pointed

out that English teaching should use English as much as possible to facilitate

students their learning in the classroom. This study was aimed to investigate on

students‟ perceptions toward the use of L1 (Indonesian) in English Classroom. By

doing this study, I hope that English teachers might understand better what their

students actually expected from them.

This study aims to answer the following research question, “What are the students‟ perceptions toward the use of L1 (Indonesian) in English classroom to SMA students?”

Sub questions:

1. What are the students‟ feelings toward the English lesson and their reasons

as to why they feel like that?

2. How are the students‟ perceptions toward the frequent that happen often of

the use of L1 when their teacher uses L1 in the lesson?

3. What is the students‟ language preference when communicating with their

teacher in class?

This study would be useful for English Education Program students to

have better understanding on how their first language can influence the new

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can bring positive and negative effect on the students. Besides, the writer hopes

that this study can help the teachers and students to adjust one to another so that

the purpose of the English teaching can be achieved together. The teachers can

manage the use of L1 in their teaching quality. The writer also hopes that this

study can also be a good inspiration to them to design an effective English

teaching-learning strategy.

1. Historical view of the issue

As reported by Miles (2004), several hundred years ago bilingual teaching was the „norm‟, with students learning through translation. Pursuant to him, the

use of L1 to study L2 was almost universal and readily accepted because language

teaching placed an emphasis on the written word above the spoken word.

According to Howatt (2004), in the middle of the nineteenth century,

foreign language teaching received more attention. Pursuant to him, first language

acquisition was the model for learning a second language. Therefore, translation

was considered as a source of confusion and was replaced by pictures and

gestures.

The late nineteenth-century was characterized by developing a new

language teaching principles (Richards and Rodgers, 2001). As stated in them,

using L1 in teaching a foreign language became a controversial issue among

reformers. Some believed that mixing two languages would not help students to

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meaning of the new language. On the other hand, Howatt (2004) emphasized that

the importance of L1 is especially used when introducing unfamiliar items.

English does not become the predominant culture in the British colonies in

keeping with Phillipson (1992) and Hawks (2001). According to Phillipson

(1992), English is the only language that should be spoken in the

English-language classroom when the British‟s teachers went abroad to teach English.

2. Advantages and disadvantages of using L1 in the classroom

2a. Advantages of using L1 in the classroom

There are many different opinions on the use L1 in English classroom.

Some people think that the use of L1 in English classroom can help the learner

and is effective for the students to learn English better. The first advantage is L1

as the communication means that the use of L1 in the classroom would control the

communication teacher and students. Kim and Petraki (2009) believed that L1

may enhance language learning. According to them, students might have a better

understanding toward what they were supposed to learn. Eldridge (1996) argued

that code switching between L1 and L2 should be used for explaining things (as

cited in Harmer, 2001). Pursuant to his research demonstrated in code switching

process, students tended to use L1 when working on a task in class, especially

when one of student was explaining something to others their friends.

Furthermore, Tang (2002) also argued that L1 is used in classroom to help

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the students to learn English but it could be instrument to communicate in the

classroom and help them learn English.

In the classroom, the use L1 also could be used as relationship among

teacher and student. By using L1, the students would be more comfortable to

discuss the lesson with their teacher. Some teachers admit to use L1 for this

purpose so that their students would have motivation to learn English. Those

statements have agreement from Chavez. Chavez (2002) claimed “[the] students

prefer using both L1 and L2 because the classroom is not real context for L2

social culture” (as cited in AL-Nofaie (2010). In consonance with him, students

would use L2 if they met Native English or when in the situation real context

social culture.

L1 could be used to explain the words that are hard to understand.

According to Al-Nofaire (2010), L1 could be used in English learning to explain

the meaning of a new word and giving class instruction, especially those which

were difficult to explain. Based on the Kim and Petrakis‟ observation (2009), the result of their research showed that from teachers‟ and students‟ perception to

explain grammatical role, they prefer to use L1 than L2. In agreement with them,

when the teacher taught English, they preferred to use L1 to explain things that

are hard to understand.

2b. Disadvantages of using L1 in the classroom

Although there are many advantages using L1, using L1 in the classroom

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students should use L2 in English learning. Just as Krashen (1985) suggested, the

entire lesson as much as possible should be learned in L2. Halliwell and Jones

(1991) supported that to achieve success in English learning, the students should

be encouraged to practice in speaking and understanding in L2 (as cited in

Al-Noifae, 2010). They also added the reason was because the students could

understand the message even when they did not know the exact meaning of words

or structure. They did not need to understand all the words they heard as long as

they were able to understand the message. Phillipson (1992) stated that “[t]This

idea that the L2 lesson should be taught in L2 in order to maximize exposure, and

thereby learning, is perhaps the key concept which monolingual supporters have

based their approach on”. From this statement, he believes that the focus on L2

can enhance the students‟ habit of use L2 in English learning.

According to Krashen (1985), L1 should not be used in the classroom

because it would not be maximal to English learning. Pursuant to him, the use of

L1 in English classroom might have negative effects to the English language

learners. Such negative effects were also mentioned by Howatt (1984) and

Littlewood (1984). Howatt (1984) mentioned that if the students were given

freedom of the use L1, it might cause a negative effect of L2. The negative effect

was that it might create a tendency to speak using L1 rather than using English.

This is because the students might feel more comfortable using their L1 rather

than English. Howatt believes that limitation to the use of L1 is important so that

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Another negative effect, as stated by Littlewood (1984) was the negative

transfer caused by mistranslation of L1 use. Since the words and grammatical

forms in English were different from their L1, the students might have a negative

transfer of the words and grammatical forms. Littlewood (1984) also pointed out

that in order to arrive at the correct rule for generating correct words and

sentences, the students might need to attend to their English input which the

teacher taught them. They might have to form appropriate patterns to correct their

mistakes by remembering word orders and classifying the words to their correct

functions like adjectives, nouns, verbs, etc.

For a more in depth this study, in the next section the writer also shows the

methodology of the research, such as context of the study, participants, instrument

of the data collection, data collection procedure, and data analysis.

B. THE STUDY

1. Context of the study

The setting of this study is in SMA Kristen Satya Wacana (Laboratorium

UKSW) and SMA Negeri 1 in Salatiga. The schools were selected since they were

considered to be the most favorite schools in Salatiga that even students outside

the city would apply to go and study there. Only few students could register to the

schools which mean that the students‟ competitions were great and only the best

students would be able to become the schools‟ students. Afterwards, I chose SMA

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learned it in Junior High School or Elementary School, so they would be easy to

answer my question.

2. Participants

The participants for the study were 60 students from XII and XI year

Language Stream students in SMA Laboratorium UKSW and SMA N 1 Salatiga;

which consisted of 39 of students from SMA Laboratoriun UKSW because the

students were only 39 students and in SMA N 1 Salatiga the students were only

21 students. XII and XI year students were chosen because they might have a

higher English proficiency when compared to their junior classmen. Then I chose

the Language Stream students because they had learned language, especially

English and focused in English majors so they might have different views on

using L1 as a topic of debate.

3. Instrument of data collection

To collect the data required for this research, questionnaires in Indonesian

with open-ended and close-ended questions would be given to the participants. In

this type of questionnaire, as mentioned by Bryman (2004), closed-ended

questions are used to find easier to complete and open-ended are used to gain

more details (as cited in Al-Nofaie, 2010). There were 16 questions which consist

of 7 close-ended questions and 9 open-ended questions. Indonesian was chosen to

help the students understood the question better so they would not have a problem

answering the questions. The open-ended questions present since the participants

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questionnaire. In the questionnaire, the questions would cover the students‟

perceptions toward the use of L1 in the classroom when they learned English.

Their perceptions toward the use of L1 might be affected by things such as

whether they like the English subjects or not with the reasons why. One of the

questions would also cover about their perceptions toward the frequent that

happen often of the use of L1 when their teacher uses L1 in the lesson. The other

questions would ask the students what did they think when L1 was used too much

during class, did they see L1 as an obstacle when learning English or not, and

lastly, how they perceive L1 when they had communicated the teacher.

4. Data Collection Procedure

Before the data collection started, a letter informing the school about the

research was given to the headmaster. This was to ensure that the school knew

about the research so they would help me in the data collection process. After

meeting with the headmaster would follow to discuss about how the data would

be collected, we agreed that I would provide the questionnaires and the school

teachers would then distribute the questionnaires to the students during the

teaching-learning process. Before I started my questionnaires, I did piloting in

order to find out whether there were any questions that still needed revision or

improvement. Then, after I revised the questionnaires, I started to distribute them

to students in both schools. Afterwards, I collected the questionnaires again and

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The Statistical Product and Service Solution (SPSS) was used to analyze

the data acquired from the questionnaires. The main object of this analysis is to discover students‟ perception toward the use of L1 (Indonesian) in English

classroom. The answers of the questionnaires were divided into three main theme

to differentiate one from another. The first thing was to analyze the students‟

feeling toward the English lesson and their reason why they felt like that. Next

was about their perceptions toward the frequent that happen often of the use of L1

when their teacher uses L1 in the lesson. The last analysis would deal with their

language preference when communicating with their teacher in class and their

reasons. In closed-ended question, the writer used Likert scale with a possible

lowest ranking of 1 to a highest possible of 4. Because of this study is qualitative,

the writer used describing method to describe the result from SPSS.

C. DISCUSSIONS

The main object of this analysis was to discover students‟ perception

toward the use of L1 (Indonesian) in English classroom. There were three main

themes discussed in these results. The first thing was to analyze the students‟

feeling toward the English lesson and their reasons why they felt like that. Next

was about their perceptions toward the frequent that happen often of the use of L1

when their teacher uses L1 in the lesson. The last part would deal with their

language preference when communicating with their teacher in English

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1. Students’ Feelings toward the English Lesson and Their Reasons

Why They Feel Like English Lesson

1a. Students’ Feelings Toward English Lesson

For each section, I will compare the results of students‟ perceptions toward

the use of L1 in English classroom, starting with SMA Lab then SMA N 1 for

each question. The table below shows the findings on students‟ feeling toward

English in SMA Lab responses to the first question, from a possible lowest

ranking of 1, to a highest possible of 4, as per the Likert scale.

Table 1 Students’ feeling toward English in SMA Laboratorium UKSW

Like English *SMA Lab UKSW

Frequency Percent Valid Percent Cumulative Percent

Valid Dislike it very much 0 0 0 0

Dislike 3 7.7 7.7 7.7

Like 28 71.8 71.8 79.5

Like it very much 8 20.5 20.5 100.0

Total 39 100.0 100.0

SMA Lab UKSW

Table 1 shows that most of the students favored English. According to

table 1, 92.3% of them either „liked English‟ (71.8%) or „liked English very much‟ (20.5%). This shows that most of the students in SMA Laboratorium

UKSW had a positive feeling toward learning English since they liked the subject.

Furthermore, there were only 7.7% of the language students who disliked English

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Then the table below shows the results of students‟ feeling in SMA N 1

like the students in SMA Lab. The respondents from SMA N 1 also showed a

positive feeling toward English.

Table 2 Students’ feeling toward English in SMA N 1 Salatiga

Like English *SMA N 1 Salatiga

Frequency Percent Valid Percent Cumulative Percent

Valid Dislike it very much 0 0 0 0

Dislike 1 4.8 4.8 4.8

Like 10 47.6 47.6 52.4

Like it very much 10 47.6 47.6 100.0

Total ₂₁ _100.0 _100.0

SMA N 1 Salatiga

As shown above, almost all of the students in SMA N 1 either „liked‟

(47.6%) or „liked English very much‟ (47.6%). There was only one students from

this school who answered „disliked‟ (4.8%). From his response to other question

stated that “English learning is boring” (S59).

Thus, almost all of the students of both schools - SMA Lab and SMA N 1

Salatiga had the same positive feeling toward learning English since they liked the

subject. This could be expected since the respondents were from the Language

Stream, but nevertheless this is a very positive sign. This positive finding is in line

with that of Al-Nofaie (2010), in his study the Arabic students used L1 in English

classes. According to him, this is because the teachers highlighted the importance

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demands on citizens to be able to communicate with people from different parts of

the world (Al-Nofaie,2010).

In the present study, although the figures are similar, there were more students of SMA N 1 who “liked English very much” (47.6%). On the other hand,

SMA Lab only had 20.5% of students who had this strong positive feeling

towards English. The difference of the both schools also happen in the students‟

feeling that disliked English. The students of SMA Lab had the higher feeling of „disliked English‟ (7.7%) than in SMA N 1 (4.8%).

For a more in depth analysis, the students were also asked about the reason

why the students liked English and that might result would be positive and

negative feeling.

1b. Students’ Reasons as To Why They Like English

Table 3 Reason to like English in SMA Laboratorium UKSW

Reason to Like English *SMA Lab UKSW

Frequency Percent

Valid Because English is an International language 24 55.8

English is easy to understand 4 9.3

The lesson is fun 8 18.6

So people will consider me „cool‟/‟sociable‟ 2 4.7

Not at all 5 11.6

Total 43 100.0

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The research also sought to find out about students‟ views on their reasons

to like English (table 3 and table 4). In SMA Laboratoriun UKSW, most of the students‟ reasons to enjoy English was because English is an international

language. As many as 5.8% of students said that English is an International

language. This is further supported by students‟ responses about benefit of

English like “I could speak English, so I could speak with people from other parts

of the world” (S18).

Further, about 9.3% students, as revealed in the questionnaires, stated that

English is easy to understand, and 18.6% of students said the lesson is fun.

Finally, 4.7% students believed that if they learn English, people would consider

them to sociable.

The table below is about the students‟ reasons to like English in SMA N 1.

Beside SMA Lab‟s students, the students from SMA N 1 also showed similar

response in terms of their reason of liking English.

Table 4 Reasons to like English in SMA N 1 Salatiga

Reason to Like English *SMA N 1 Salatiga

Valid Because English is an International language 14 50.0

English is easy to understand 5 17.9

The lesson is fun 8 28.6

So people will consider me “cool/sociable” 1 3.6

Not at all 0 0

Total 28 100.0

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Similar to SMA Lab‟s students, table 4 is shown that 50% of the students

in SMA N 1 Salatiga believe that liked English because English is an international

language. As many as 28.6% of students said they liked English because the

lesson itself was fun. Some students said that learning English is easy to

understand (17.9%) and English also make people consider them as sociable

(3.6%).

For a more in depth analysis, there were 4 students answered that they

disliked English. These students said that they disliked English were because it

was hard for them to understand English. Another reason was because learning

English is boring, although many students said that English lesson is fun, they said it depended on their teacher. Students‟ responses when was asked about

disliked English (Q3):

“In Elementary school, I did not learn English and in Junior High

School I did not understand so I disliked English” (S16)

“I disliked English because of my English teacher was killer” (S10).

From the results of both schools, the students tended to favor English

because it is an International Language, which seems in the figures. It indicates

that almost all of the students; it has been discussed in the previous section that

English has become something required for the students (Qadri, 2006) later on

which might be the biggest reason why the students like English. From table 3 and

table 4, the difference of them that in SMA Lab 11.6% of students had given their

other reasons they liked English. However, in SMA N 1s‟ students did not give

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terms of today‟s concern over that SMA Lab that private school; these students

had given their reason than SMA N 1 that state school.

2. Students’ Perceptions Toward The Frequent That Happen Often

Of The Use Of L1 When Their Teacher Uses L1 In The Lesson

2a. Students’ Perception When L1 is Used too Often

When the students were asked about the effect of the using L1 too often in

English classroom that might had positive and negative results. Although they

disagreed the use L1 as a hindrance in learning English in Q13, but it would not

answer that using L1 too often was effective for students.

Table 5 Effects of using L1 too often in English Classroom

Using L1 too Often *SMA Lab UKSW

Valid To disturb the lesson 14 23.7

To make the students get used to using

Indonesian

18 30.5

To make the lesson boring 3 5.1

To help students to more understand English 8 13.6

To make learning English is more fun 5 8.5

D. CONCLUSION

This research was aimed to investigate on students‟ perceptions toward the

use of L1 (Indonesian) in English Classroom in SMA Laboratorium UKSW and

SMA N 1 Salatiga.

The first finding of the research shows that all of the students had strong

positive feeling toward English learning. In both schools, the students tended to

favor English because it is an international language, which seems to be

instrumental in terms of motivation.

The second finding is students‟ perceptions toward the frequent that

happen often of the use of L1 when their teacher uses L1 in the lesson. In both

schools, most of the students had negative feeling of the use L1 very frequent.

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Lab most of the students said that the use of L1 too often made them get used to

using Indonesian and most of the students in SMA N 1 said that it could disturb

English learning. Through this finding, it shows that the use L1 too often might

hinder students to learn English optimally.

The third finding is concerned with the students‟ expectation toward the

use of L1 in English classroom. Most of the students expected that their teacher

uses L1 to explain things that were difficult. In agreement with Al-Nofaie‟s study

(2010), using Arabic (L1) was one of the most common uses amongst the teachers

for teaching grammar because the students could find it difficult to understand

linguistic terms in English. In the present study, it shows that depending on the

situation the teacher could use L1, such as giving instructions, correcting answers,

making jokes, explaining difficult ideas, explaining grammatical roles, and giving

instruction.

Furthermore, from an open question asking for students‟ language

preference when communicating with their teacher in English classroom. Most of

the students in both schools preferred that they should use both language

(Indonesian and English). In line with Eldridge (1996) that code switching

between L1 and L2 could balance together (as cited in Harmer, 2001). Through

this finding, the students preferred „both languages‟ because it could increase their

motivation in English learning and prevent asking the wrong question.

In a nutshell, in both schools, although the schools are favorite schools and

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to communicate and help them to learn English. The students tended to favor the

use of L1. The reasons for this could be attributed to so many factors. One of them

was because the use of L1 could increase their motivation in English learning.

However, they prevented when the use of L1 is used too many times in English

learning. One of the reasons was because it could make the students get used to

using Indonesian. So it could conclude that depending on the situation, the use of

L1 could be used.

The result of this research is limited to the most of XI and XII year

Language Stream students in SMA Kristen Satya Wacana (Laboratorium UKSW)

and SMA N 1 Salatiga. The same things might be similar to other schools, but

since the two schools are the best ones in the city and nothing is exactly the same.

By doing the research, I hope that English teachers might understand better what

their students actually expect from them. Besides that, they and their students

actually already find a way to deal with the problem that had occurred and might

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ACKNOWLEDGEMENT

First of all, I would like to thank to Allah S.W.T who always gives me strength and supports me with blessing so I could finish my study.

On this occasion with great humility, I would like to thank all of those who have given me help and guidance so that this thesis can be finished. Completion of writing of this thesis, I would like to thank to:

1. My parents, “Kispartono” and “Tri Chikmiyati” who always support me in every condition during my study.

2. My supervisor, Dra. Elisabet Titik Murtisari, M. Trans Stud., PhD. Thank you for the guidance, assistance, and patience from the beginning until the end of my thesis.

3. My examiner, Victoria Usadya Palupi, MA-ELT. Thank you for examining my thesis.

4. Headmaster of SMA Laboratorium UKSW and SMA N 1 Salatiga. Thank you very much, who had allowed me to spread my questionnaires to get my data for my thesis.

5. My sister “Rima” and my brother “Afif”, who always support me, Thanks for their endless love and pray through the duration of my study.

6. My Abih, Robiyansyah. Thank you very much, who always supported and helped me a lot in refreshing my mind when I was bored and had no spirit to do this study.

7. My cousin, Qumi who has helped and supported me a lot during my study. Thank you for never tired in keep giving me motivation to reach success.

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REFERENCES

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Bustamante, Van Overbeke & Verdoodt, A. (1978). Bilingual Education in Belgium. In B, Spolsky & R, L. Cooper. (Eds.), Case studies in bilingual education (pp. 3-21). U.S.A.: Newbury House.

Charles, J. K. (1987). Dealing with difficult people, how you can come out on top in personality conflict. New Jersey : Paulist Press.

Ellis, Rod (1986). Understanding Second Language Acquisition. Oxford: Oxford University Press.

Harmer, J. (1989). The Practice of language teaching. Honkong: Longman Group (FE) Ltd.

Harmer, J. (2001). The practice of language teaching (3rd ed). England: Pearson Education Limited.

Hawks, P. (2001). Making Distinctions: A Discussion of the Mother Tongue in the Foreign Language Classroom. Hwa Kang Journal of TEFL, 7, 47-55.

Howatt, A. (1984). A History of English Language Teaching. Oxford: OUP

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Kim, Y. & Petraki, E. (2009). Students‟ and teachers‟ use of and attitude to L1 in the EFL classroom. In P. Robertson & R. Nunn. (Eds), the Asian EFL Journal Quarterly (pp. 58-77). Korea: the Asian EFL Press. Retrived

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Krashen, S.D. (1985). The Input Hypothesis: Issues and Implications. Longman: London and NewYork.

Latsanyphone, S. & Bouangeune, S. (2009). Using L1 in Teaching Vocabulary to Low English Proficiency Level Students: a Case Study at the National University of Laos.CCSE (English Language Teaching), 2(3), 168-193

Littlewood, William T. (1984). Foreign and Second Language Learning. Great Britain: The Pitman Press.

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Miles, R. (2004). Evaluating the use of L1 in the English Language Classroom. UK: Center for English Language studies.

Murray, Denise E. (2013). A Case for Online English Language Teacher Education. USA: TIRF (The International Research Foundation),

Phillipson, R. (1992). Linguistic Imperialism. Oxford University Press: Oxford.

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APPENDIX

Teman-teman yang baik,

Saya dari Fakultas Bahasa dan Sastra di Universitas Kristen Satya Wacana. Saya akan melakukan penelitian tentang pandangan siswa-siswi terhadap penggunaan Bahasa Indonesia dalam pembelajaran Bahasa Inggris di kelas. Saya berharap Anda dapat berpartisipasi dengan mengisi kuisioner ini dan tolong kuisioner ini dijawab dengan sejujur-jujurnya karena kuisioner ini tidak akan mempengaruhi nilai Anda jadi data yang diperoleh sesuai dengan kenyataan sebenarnya. Dengan begitu, penelitian ini nantinya akan berguna bagi peningkatan kualitas pengajaran Bahasa Inggris. Terima kasih.

Berilah tanda silang (×) pada pilihan jawaban Anda.

1. Apakah Anda menyukai pelajaran Bahasa Inggris? a. Sangat suka

b. Suka c. Tidak suka d. Sangat tidak suka

Isilah soal no. 2 atau 3 (salah satu) sesuai jawaban Anda di no. 1.

2. Jika Anda menyukai pelajaran Bahasa Inggris, apa alasan Anda? (boleh pilih lebih dari satu)

a. Karena ini adalah bahasa internasional b. Mudah dimengerti

c. Bahasa Inggris tidak begitu bermanfaat bagi saya d. Lainnya

………. 4. Apakah penggunaan Bahasa Inggris secara penuh pada saat pelajaran

Bahasa Inggris membuat Anda bingung? a. Selalu

b. Sering

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33 mengapa Bahasa Indonesia diperlukan untuk pengajaran Bahasa Inggris di kelas?

a. Untuk mengartikan kata-kata baru

b. Untuk menjelaskan aturan gramatika yang sulit c. Untuk menjelaskan konsep atau ide yang sulit d. Untuk memberikan instruksi/perintah di kelas

e. Untuk memberikan saran-saran bagaimana belajar Bahasa Inggris yang efektif

f. Lainnya

………..

7. Bagaimanakah perasaan Anda kalau guru menggunakan Bahasa Indonesia pada saat pelajaran Bahasa Inggris?

a. Sangat senang b. Senang

c. Tidak senang d. Sangat tidak senang

8. Mengapa seorang guru boleh menggunakan Bahasa Indonesia pada saat mengajar Bahasa Inggris? (boleh pilih lebih dari satu)

a. Dapat membantu dalam pembelajaran

b. Membuat suasana di kelas menjadi lebih rileks

c. Penggunaan Bahasa Inggris secara penuh dapat membuat siswa bingung

d. Membantu yang kurang lancar dalam berbahasa Inggris e. Mempermudah dalam penjelasan

f. Menciptakan suasana kegiatan belajar dan mengajar yang menyenangkan

g. Lainnya

………. 9. Mengapa seorang guru tidak dibolehkan menggunakan Bahasa Indonesia

pada saat mengajar Bahasa Inggris? (boleh pilih lebih dari satu)

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b. Penggunaan Bahasa Indonesia terus menerus membuat siswa tidak dapat memaksimalkan dalam mempelajari Bahasa Inggris

c. Dapat mengganggu pelajaran Bahasa Inggris

d. Lainnya ………

10.Pada saat apakah seorang guru Bahasa Inggris diperbolehkan untuk menggunakan Bahasa Indonesia pada saat mengajar? (boleh pilih lebih dari satu)

a. Menjelaskan sesuatu yang sulit b. Mengoreksi jawaban yang salah c. Bercanda

d. Memberikan instruksi / perintah kegiatan yang akan dilakukan e. Menenangkan kelas yang ribut

f. Lainnya

……… 11.Apakah guru Bahasa Inggris Anda (di tahun ajaran ini) menggunakan

Bahasa Indonesia untuk membantu dalam pengajaran? a. Selalu

b. Sering

c. Kadang-kadang d. Tidak pernah

12.Apa yang akan terjadi apabila guru terus menerus menggunakan Bahasa Indonesia pada saat mengajar? (boleh pilih lebih dari satu)

a. Menganggu pelajaran Bahasa Inggris b. Menjadi terbiasa dengan Bahasa Indonesia c. Pelajaran Bahasa Inggris akan membosankan d. Siswa lebih bisa memahami Bahasa Inggris

e. Pelajaran Bahasa Inggris akan lebih menyenangkan

f. Lainnya ………

13.Menurut Anda, apakah penggunaan Bahasa Indonesia menjadi sebuah penghalang bagi Anda untuk mempelajari Bahasa Inggris di kelas?

a. Sangat setuju

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35

15..Kalau Anda menggunakan Bahasa Inggris apa alasannya? (jika Anda menjawab b atau c)

a. Membantu meningkatkan motivasi siswa dalam berbahasa Inggris b. Tidak boleh menggunakan Bahasa Indonesia

c. Agar dianggap hebat dengan teman-teman

d. Lainnya ………..

16.Kalau Anda menggunakan Bahasa Indonesia apa alasannya? (jika Anda menjawab a atau c)

a. Lebih mudah bertanya dalam Bahasa Indonesia b. Supaya tidak salah dengan yang mau ditanyakan c. Tidak boleh menggunakan Bahasa Inggris

d. Lainnya

……… Data Diri

Umur :

Jenis Kelamin : L/P

Jika Anda bersedia untuk diwawancarai lebih lanjut, dimohon untuk mengisi informasi dibawah ini:

Nama :

No.HP :

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