Introduction
English still plays a role as an International language. All people use English to interact with another speaker of language in all aspects of life. English becomes either second or foreign language in all countries in this world. In Indonesia, the status of English is as a foreign language because in this multilingual country, the second language is Bahasa Indonesia and their first language is their local languages. Thus, English is regarded as their foreign language.
In this context, the writer uses L1 to indicate Bahasa Indonesia and L2 to indicate English. The writer chose Bahasa Indonesia as the L1 instead of the local languages because in this multilingual country, Bahasa Indonesia is the official language. As what is mentioned in the UU No. 24 2009, Bahasa Indonesia should be used in any official settings. As an official language, Bahasa Indonesia is used as the medium of instruction at school, and particularly in English classes.
Regarding the use of L1 as the medium of instruction, many experts argue about its interference towards the students‟ competence in English. As cited in Krashen (1988), Lado claims that the main problem in adult second language acquisition is the person‟s first language.
Moreover, Bowen (2004) as stated in Widagdo (2010) declares that the use of L1 is regarded as a “bad thing” to do in English classroom. Thus, it proves that many experts believe in L1 as an
interference.
Department of Satya Wacana Christian University student, whose study entitled „Teachers‟ Perceptions on the Use of the Students‟ First Language in the Teaching of English as a Foreign Language‟. In his research, Malafu aims to see the English Department teachers‟ perceptions
toward the use of L1 in English their English classroom. His finding is that the teachers have different perceptions and although they believed English has to be used as the medium of instruction, the use of students‟ L1 is still acceptable.
Another study is by Zacharias (2003) as cited in Widagdo (2010). In her journal entitled „A survey of tertiary teachers‟ beliefs about English language teaching in Indonesia with regard
to the role of English as a world language‟, she finds that in Indonesia, the L1 is considered as a „shelter‟ that protect the students from „threatening atmosphere‟ in the classroom.
Concerning the interference of L1 in L2 acquisition, it is best if L1 is used efficiently in order that it will not give negative impact to the language learning process. Therefore, it is necessary to find out students‟ perceptions towards the use of L1 as a medium of instruction so
that L1 can be used efficiently in the classroom. This study aims at finding the students‟ perception towards the use of L1 in their English classroom.
This study will be beneficial for ED students, who will become English teachers, and SMPN 1 Salatiga teachers. Through the analysis and the elaboration of students‟ perceptions toward the use of L1, they will be able to see the Junior High School students‟ perception of
using the L1 in English classes. By that, they can use the L1 effectively and efficiently to reduce the potential problem caused by the L1 in L2 acquisition.
Since the English Department of Satya Wacana Christian University has a relationship with SMPN1 Salatiga, especially in the Teaching Practicum course, this study will also be useful for those who become student teachers in SMPN 1 Salatiga. This study also offers and presents data collection for another student or another person who will conduct a research in the same field.
The research question to be answered in this study was “What are the students‟ perceptions toward the use of L1 in English classroom?”. From this research question, the writer wanted to find out the students‟ preference of the use of L1 in the classroom.
Literature Review
The role of First Language in the classroom
The L1 in EFL classroom is used in explaining the grammar, vocabulary, difficult concept, and for students‟ comprehension (Cianflone, 2009, as cited in Jadallah and Hasan,
Likewise, Piasecka (1988) as cited in Auerbach (1993) suggests that L1 can be used in the following occasions: Negotiation of the syllabus and the lesson; Classroom management; Presentation of rules governing grammar, phonology, morphology, and spelling; Discussion of cross-cultural issues; Instructions or prompts; Explanations of errors; Assessment of comprehension.
In Addition, Atkinson (1987) as cited in Bouangeune (2009) states that L1 is used to check students‟ comprehension, give instructions, give opportunity for students to cooperate
more in the class, improve presentation, and as reinforcement. Cook (2001) as stated in Widagdo (2010) confirms that the teacher‟s use of L1 in L2 classroom can increase the students‟ comprehension in the classroom
By the experts‟ arguments regarding the use of L1 in the classroom, the writer compiled
those into ten roles of L1:
a. Explaining grammar concept
One role of L1 that is likely used by the teacher in the classroom is in explaining grammar concept. The most traditional method in second language acquisition is the Grammar Translation Method (GTM). Here, the use of L2 is not exposed and the teacher mainly uses the students‟ L1. Many experts believed that by using L1, the grammar concept of L2 will be more understandable and comprehensible. As Al Nofaie (2010) stated in Jadalah and Hasan‟s
journal, using L1 is very useful in learning a second language. He added that the reason is because explaining grammar means explaining the language rules in which the rules require student‟s understanding. Thus, it can be concluded that the L1 will help them to acquire the
Another statement regarding this role of L1 is by Gass and Selinker (2008) who quoted Lado‟s statement, who believes that if the grammar in students‟ L1 and L2 has the same
structure, it will make them understand it easier. Furthermore, Gass and Selinker wrote in his book entitled “Second Language Acquisition: an introductory course” about the issue. They claimed that the L1 can arbitrate grammar knowledge for the learners. They believed that rules of language nowadays are learned not by imitation, but by being exposed to the language. However, they also mentioned that not all the learners can reach the complete state of understanding L2 grammar if the learners depend on using the L1 (p.166).
b. Translating new English words
Translation seems to be one of the important parts of acquiring a new language. According to Bell (1991, p.6), translation is „the replacement of a representation of a text in one language by a representation of an equivalent text in a second language‟. In this matter, the use of L1 can
not be avoided since the purpose of translation is to find the equivalent word/phrase/sentence from one language to another language, in this case from the second language to the first language vise versa.
The term „language transfer‟ is likely used to describe L1 as the „bridge‟ of transferring second language lexis. Nation (2001) claims that when L1 is used to translate new vocabulary, the learners will expand their lexical input faster. His argument is supported by Cook (2008, p.184), who claimed that the L1 „speeded things up‟. Here, both experts agree that L1 is very
c. Checking students’ comprehension
The example of checking students‟ comprehension is by asking “do you understand?” or “do I make myself clear?”. Here, the role of L1 is to decrease the language barriers by using L1
to ask the students. The L1 usage will cut the identity gap between the students and the teacher. Schweers Jr. (1999) mentioned the example of the use of L1 for checking the students‟
comprehension as follows, the teacher asked the students “how do you say „I‟ve been waiting for ten minutes‟ in Spanish?”. By the question, the teacher can check the students‟
understanding. If the students answer it correctly, it means that they have understood the material given by the teacher.
d. Giving instructions
Teacher can use the L1 to give instructions and commands for the students to do the assignments or tasks. This role will be beneficial for the students because by using the L1, they will know what to do in the classroom better than when the teacher use the target language. Cook (2008, p.184) said that the teacher can use the students‟ first language when explaining
the instruction of the task and activity, and moreover, they should use it to keep the activity going. She added that the teacher should „balance the gains and loses‟ of using both languages. This argument is supported by Brown, as cited in Royal (2008), who confirmed that “this is
e. Reinforcing the students
Giving reinforcement is important in teaching learning process as it could reduce students‟ anxiety by giving them a „motivational reward‟. Thus, by using L1 for reinforcement, it will
decrease the anxiety felt by the students. Atkinson, as cited in Bouangeune (2009) stated that one of the uses of L1 in L2 classroom is to improve reinforcement.
f. Communicating in the classroom
In this role, the L1 is likely being used as the medium of instruction. The communication is done between teacher to student or student to student. The interaction using the students‟ first
language to talk about the material will make the lesson running well. By doing so, the learning process will be better as what Butzkamm (2003) stated, the L1 use will make more “comprehensible input and faster acquisition”. This argument is also supported by Serrano
(1999), who stated that as students develop their L2 vocabulary and using the language communicatively, they will „increasingly demonstrate‟ their L2 knowledge as well as the L1
knowledge.
g. Giving opportunities for students to cooperate more in the class
language background are grouped into one, it is difficult to keep the activity going if the L1 is not allowed to be used. Later, she said that the students‟ first language is „a part of the scaffolding processes that happen within the discussion.
h. Reviewing materials or tasks
By reviewing the materials and tasks using the L1, the students will understand more about the topic being discussed. It is because the students are more familiar with the L1 and they can absorb the lesson better when the L1 is used to reviewing the material. This statement is supported by Lameta-Tufuga (1994) who claims that when the L1 is used to explain more about the content of the language, the students have more oppostunities to understand more about the language.
i. Discussing cross culture
Using L1 as the medium of instruction in discussing cross culture, or using selective translation in discussing them will make the learning process more comprehensible. As Gill (2005) mention, the students‟ L1 can be used in discussing cross-culture because here the
teacher should consider how to derive specific vocabulary of particular cultural items, connotation and collocation, and also consider the politeness and sociocultural norms that may be different from one culture to another.
j. Helping the students to feel comfortable and confident in class
“stress-free”. He also suggested that the learners can avoid frustration that might occur in the classroom when the teacher uses L1. Moreover, Bouangeune (2009) quoted Atkinson‟s
statement. that the L1 helps the students to show their feelings in class.
The status of English as a foreign language in Indonesia made it impossible to omit the use of L1 in the classroom. The learner‟s L1 is seen as the helpful medium of L2 transfer. Al Nofaie (2010) as cited in Jadallah and Hasan (2010) believes that learner‟s L1 is beneficial for
the teaching learning process.
Rivera (1988: pg.2) as cited in Auerbach (1993) states that “The role of education in this
approach is to empower learners to use their native language actively in order to generate their own curriculum, and, therefore, their own knowledge”. Thus, the use of L1 in L2 classes is
important for the student to build their comprehension. In addition, Rivera noted some benefits of using L1 in L2 classes, such as:
a. Native language attract beginner level students to participate in ESL classes b. Native language reduces affective barriers to allow L2 acquisition
c. Native language enhance more rapid progress in ESL d. Native language facilitates the process of acquiring L2
Moreover, Butzkamm (2003) as cited in Jadallah and Hasan, 2010) proposes the benefits of using L1 as follows:
- Gives sense of security and reduces learners‟ stress - Saves learners from frustration while learning L2 - Gives teachers more authentic texts
In addition, Atkinson (1987) as cited in Bouangeune (2009: pg. 186) finds that L1 can be useful in translation because it can encourage the students to reveal his/her feelings and avoid negative transfer.
Potential problems in using L1 in L2 classroom
Regarding the benefit of using L1, many theorists also believe that the use of mother tongue in ESL classroom can be a problematic. Therefore, it can be concluded that the L1 interfere the L2 learning process.
The term interference is used to emphasize the problem caused by L1 in second language acquisition. Dulay et al (1982), as cited in Bhela (1999), defines interference as a habitual transfer of the L1 structure into the L2. Ellis (1997: 51) also defines interference as a problematic transfer that the L1 caused. Another definition of interference is by Skiba (1997) that refers interference as the elements transfer from one language to another.
The potential problem due to the interference of L1 in L2 classroom is suggested by Beardsmore (1982), as cited in Bhela (1999), that the obstacles of a second language learner in acquiring the L2 is on the phonology, vocabulary, and grammar. In the case of Indonesian learners, the problem in phonology is about the pronunciation of the word. For example, Indonesian learners get difficulties to pronounce the „sh‟ /∫/ because that sound doesn‟t exist in
However, according to Corder (1967) as cited in Nunan (1999), errors were not the result of L1 interference, but as a “normal and healthy” process of acquiring the language. Nunan (1999: 92) adds that learners “learn numerous things simultaneously (and imperfectly).”
Previous Studies
According to Lanzity and Varshney (2008), there are debates regarding the use of L1 in EFL or ESL classrooms, however, there are only few who sees the issue from both teachers‟ perspective and students‟ perspective. Thus, in their Journal entitled “ Students‟ views regarding the use of the First Language”, they investigated the students‟ perceptions towards the issue. In
their journal, they stated Macaro‟s project (1997)on students‟ reactions toward the teacher‟s use of L2 in ESL classroom. The findings of the research is that most of students felt high anxiety of being exposed to higher use of L2 because they don‟t know the „exact meaning of words‟.
Another research in relation to the use of L1 is by Levine (2003) who examined the students‟ level of anxiety regarding the use of L2. In the study, Levine compared the students‟ and teachers‟ belief about the relation of using L2 and students‟ anxiety. The finding of the study is 40 % students confirmed that they felt „anxious using L1‟ and 59,9% of the teachers predicted
this anxiety. Moreover, 63,35 of both agreed and strongly agreed to use L1 as a challenge in EFL classroom and that L1 has to be used to communicate in the classroom.
The Study
Context of the Study
The study took place in SMP Negeri 1 Salatiga, Central Java. The context was chosen because it became one of the Teaching Practicum site in the English Department‟s Teaching
Practicum course. SMP Negeri 1 is one of the best Junior High Schools in Salatiga, and has the best English teachers. The students varied, ranging from high to low achievement of English. In this study, the subjects were 8 graders of SMPN 1 who are taught by 2 English teachers. The objects of the study were the students‟ perceptions gathered from the questionnaire.
Indonesian language as the students‟ L1 is still used in the English classes of this school. Therefore, the writer conducted the research in this school.
Participants
The participants chosen were intermediate learners of Salatiga. Their age was about 13 years old. The writer chose intermediate learners as the participants because they are in the right period when the use of L1 in English classes can be converted. Beginner learners still need L1 as much as possible as the medium of instruction while Advance learners need to be exposed in English use. Thus, intermediate English learning is the period when the use of L1 is transformed.
Considering the context of the study, the participants of this research would be 100 students of grade 8 of SMPN 1 Salatiga. Those students were from all 8 grade classes of the school, and 100 questionnaires were selected by the writer.
In this study, the writer used a questionnaire to collect the data. The questionnaire used is a combination of close and open-ended questionnaire. The first part of the questionnaire was in the form of Lickert‟s scale about their perceptions on the use of L1 in English classes. The
statements of the questionnaire are adapted from Atkinson (1987), Piasecka (1988), Levine (2003) and Cianflone (2009). The writer adopted the questionnaire from those experts because many researches used the same adaptation. The writer modified the adaptation by combining the questionnaire by more than one expert. The options that the writer used in the Lickert‟s scale
were: Strongly Agree (SA), Agree (A), Disagree (D), and Strongly Disagree (SD). The questionnaire was translated into Indonesian language. The second part consisted of 3 open-ended questions for the students to elaborate their answer in part 1. The questionnaire was:
Part 1
No Statements SA A D SD
1 L1 is needed in explaining grammar concept 2 L1 is used to translate new English words 3 L1 is useful to check students‟ comprehension
4 L1 is used to give instructions
5 Teacher gives reinforcement using L1 6 L1 is used to communicate in the classroom
7 L1 gives opportunity for students to cooperate more in class 8 L1 is used in reviewing the material or tasks
9 L1 is used in discussing about cross culture
Part 2
1. What do you think about the use of L1 in English classroom? Is it important or distracting?
2. Why is it important or distracting?
3. In what context do you need L1 in learning English? Why?
Data Collection Procedures
After the questionnaire for the students was ready, the writer spread the questionnaire to 100 students from 8 classes of grade 8. The writer came to each class of grade 8 to give the questionnaire and to collect it. The writer gave a brief explanation to the students on what the research was about, and how the data would contribute to their English class. The students were asked to fill in the questionnaire honestly since it would not affect their grade. After the data were gathered, the writer started to analyze the data.
Data Analysis
After the data were collected, the writer counted the frequency of the students‟ answers in
Part 1. The writer counted the percentage of students who chose Strongly Agree, Agree, Disagree, and Strongly Disagree in all 10 statements. Then, the writer found the biggest percentage on each statement. The percentage was used to answer the research question “what are the students‟ perceptions toward the use of L1 in L2 classroom?”
Finding and Discussion
The aim of this study is to find out the students‟ perceptions toward the use of L1 in their English class. Part 1 of the questionnaire involved 10 roles of L1 in English classroom proposed by the writer considering the review of literature by many experts. Part 2 of the questionnaire was used to gather the student‟s statements regarding the option that the writer had given in the questionnaire. The student‟s statements for the question number 1 and 2 were used to give
general perception whether the L1 is perceived as helpful or interfering. The student‟s statements for question number 3 described the statistic of the finding. And the writer found the students‟
preference in using the L1 in their classroom. By the questionnaire given, the writer got the students‟ perception that will be explained by the table as the following
Part 1
Note: SA (Strongly Agree); A (Agree); D (Disagree); SD (Strongly Disagree); U (Unanswered) No
.
Statement SA A D SD U
1 L1 is needed in explaining grammar concept
21% 69% 7% 2% 1%
2 L1 is used to translate new English words
57% 39% 3% - 1%
3 L1 is used to give instructions
18% 59% 19% 3% 1%
4 L1 is used to communicate in the classroom
23% 33% 36% 6% 2%
5 Teacher gives reinforcement using L1
4% 17% 67% 11% 1%
6 L1 is used in discussing about cross culture
12% 65% 21% 1% 1%
7 L1 is useful to check students‟ comprehension
39% 51% 8% 1% 1%
8 L1 is used in reviewing the material or tasks
12% 61% 26% - 1%
9 L1 gives opportunity for students to cooperate more in class
26% 65% 7% - 2%
10 L1 helps students to feel comfortable and confidence in the
The table shows that on item 1, 21% students strongly agreed and 69% agreed on the statement „L1 is needed in explaining grammar concept‟. On the other hand, 7% of the students
chose disagree while 2% of them strongly disagree while one student did not fill the questionnaire.
On item 2, the writer‟s aim was to find out the students‟ perception if the teacher uses L1 to
translate new English vocabulary. In this part of the questionnaire, the majority of students also agreed and strongly agreed (96%) although 4% of them perceived disagree and strongly disagree. On item 3, 18% of students strongly agreed and 59% agreed for the statement „L1 is used to give instructions‟. Meanwhile, On item 4 „L1 is used to communicate in the classroom‟, 56% students
strongly agreed and agreed while 42% of them disagreed and strongly disagreed. Furthermore, the most disagreement from the students was shown by the item 5. 78% students perceived that „L1 is used to give reinforcement‟ as unnecessary, although 21% of them chose agree and
strongly agree.
77% of students strongly agreed and agreed and 22% disagreed and strongly disagreed on item 6 „L1 is used in discussing about cross culture‟. Meanwhile, the majority of students (39% strongly agreed and 51% agreed) showed positive response to the item 7 „L1 is useful to check the students‟ comprehension‟. On item 8, 73% of students strongly agreed and agreed and 26%
students to feel comfortable and confidence in the class‟, 18% of students strongly agreed and 55% agreed about the statement. However, there were 23% students who disagreed and 3% students strongly disagreed about the statement.
Based on the finding on item 1, most of the students agree if the L1 is used to explain about English grammar since it will be easier for them to understand it if the teacher use Bahasa Indonesia. Their agreement matched with an argument by Gass and Selinker (2008) who suggested that the students‟ first language can arbitrate the L2 learning process.
On item 2, the students believe that L1 is useful if it is used to translate a new word. This claim supports Nation‟s statement, who said that the students‟ vocabulary will be added easily if
the teacher uses L1 to translate the new words.
Moreover, the finding on item 3 implied that the students would understand more about the tasks or exercises if the teacher used Indonesian language. This finding supports a statement by Brown, who claimed that the teacher should use the first language when the students are bored and they don‟t understand the direction of the task.
Item 4 showed that there was only a slight difference between the positive response and negative response. While on item 5, the students preferred to be exposed by English in this matter, such as the teacher‟s use of the word „good job‟ or „very good‟ rather than „pintar‟ or „bagus sekali’ (using their first language). Most of them did not give comments on why they
prefer to have English as the reinforcement except one student.
On item 6, the students agreed if the teacher use Indonesian language to make sure that the students have mastered the lesson. This finding supports Butzkamm‟s (2003) statement; the
students were asked if the L1 will be useful to check the students‟ comperhension. The writer
found that the majority of students perceived positively and it supports an argument by Nation (2001) who believes that if L1 is used in class discussions, the learners will involve actively and they will understand the L2 vocabulary.
On item 8, the students were asked about their perception regarding the L1 usage in reviewing material or task. Although more than a quarter of them stated disagree, the majority of students still perceive positively. Furthermore, on item 9 the writer found that the majority of students agreed if L1 gives opportunities for students to cooperate more in the class. This finding matched a statement by Lameta-Tufuga (1994) who claims that when the first language is used to explain more about the content of the language, the students have more opportunities to understand more about the language.
The last, although there was disagreement the majority of students perceived positively about the help of L1 in the classroom. The finding on item 10 showed similarity with the opinion by Zacharias (2003) who claimed that L1 is seen as a „shelter‟ and it protects the students from „threatening athmosphere‟ in the classroom.
Part 2
The second part of the questionnaire was about the students‟ general perception toward the
use of first language in the English classroom. On number 1, the writer asked the students about their opinion, whether they perceived the L1 as a helping tool or interfering thing. Number 2 was used to elaborate the students‟ answer in number 1. Here, the students stated their reason of
The finding is shown by a chart which displays the percentage of the students‟ statements on
number 1 and 2. The finding on number 3 would be discussed afterwards.
Chart on students’ answer in number 1 and 2
As shown in the chart the writer found 3 major themes in this part, gathered from the students‟ answer in number one and two. The first theme is those who answer clearly about the L1 as a helping tool, and some of them even answer it “very helpful”. The writer found 24
students who said that L1 is very helpful for them without stating any reason why the L1 is very helpful for them. Among 63% of the participants who claimed that L1 was helpful, it could be the reasons were as follows:
a. L1 helps the students to understand the material (14 occurrences)
b. L1 helps the students to translate a new word (16 occurrences)
d. L1 makes the English more understandable (4 occurrences)
e. L1 helps the student to understand the teacher‟s instruction (2 occurrences)
f. Other statement regarding the major theme (5 occurrences)
The second theme of Part 2 is about those students who perceive L1 as a helpful tool but only if it occurs occasionally. Here, the students stated some conditions in which the L1 could be helpful and in which L1 could be an interference. The number of occurrence in this theme is 26 data. Among those 26 occurrences, the students‟ reasons were:
a. L1 is good if it is not used to often
b. L1 exposure will make the students being depended on L1
On the other hand, some students also claimed that the L1 here is seen as an interfering object. Although only 2 students did this, we can not take it for granted because in population, it means 2%. Thus, these students‟ statements are still important and need to be considered.
From the data collected, the writer found the highest four of students‟ preferences regarding
the use of L1 in the classroom. Their preferences are the use of L1 in: translating new words, giving opportunity to cooperate more in the classroom, explaining grammar concept, and checking the students‟ comprehension. This finding matched with the finding by Widagdo
(2010) who held a research in the same field in SMP Lab Salatiga. In his research he found that L1 is perceived as a useful tool in English classroom.
acquire and perform better in the classroom. This finding supports an argument by Rivera as cited in Auerbach (1993), who believes that first language enhance more rapid progress in ESL. However, some of the students also suggested that they will not gain so much knowledge if the L1 is exposed. They prefer the maximum exposure to the English so they will not depend on the use of L1. They also believe that the use of English will increase their ability in acquiring the language.
Despite the fact that the minority of students perceive L1 as an interference, the writer concluded that the students considered the use of L1 in English classroom as a useful tool. It is shown by the nearly 90% of students who perceived L1 as a help to acquire the English better. Thus, the students‟ L1 is still needed in the classroom because there are so many benefits for the
Conclusion
The aim of this study is to find out the students‟ perceptions towards the use of L1 in
References
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case studies of native language interference with target language usage. Retrieved from http://ehlt.flinders.edu.au/education/iej/articles/v1n1/bhela/bhela.pdf
Bouangeune, S. (2009). Using L1 in Teaching Vocabulary to Low English Proficiency Level Students: a case study at the University of Laos. English Language Teaching Journal, p. 186-193
Butzkamm, W. (2003). We Only Learn Language Once. The Role of Mothertongue in EFL Classrooms: Death of Dogma. Language Learning journal, 28 (1), 29-39.
Cook, Vivian. (20080. Second Language Learning and Language Teaching 4th Ed. London: Hodder Ed.
Gass, S., Selinker, L. (2008). Second Language Acquisition: an introductory course. NY: Routledge
Jadallah & Hasan (2010) A review of some trends in using L1 in EFL Clasroom.
Lanzity & Varshney (2008). Students’ Views Regarding the Use of the First Language. Lameta-Tufuga, E. (1994). Using the Samoan Language for Academic Learning Tasks. New
Zealand
Levine, G.S. (2003). Student and Instructor beliefs and attitudes about target language use, first language use, and anxiety: Report of a questionnaire study. Modern Language Journal, 87, 343-364
Lott, D. (1983). Analyzing and counteracting interference errors. ELT Journal, vol. 37/3, p. 256-261.
Malafu, O.S.P (2010). Teachers’ perceptions on the use of the students’ first language in the teaching of English as a foreign language. Unpublished thesis, Fakultas Bahasa dan Sastra, Universitas Kristen Satya Wacana, Salatiga.
Nunan, D. (1999). Second Language Teaching and Learning
Serrano, Cheryl J. (2009). Teaching English as a Second Language. USA: Dushkin/McGraw-Hill. P. 19
Schweers, William. (1999). Using L1 in L2 classroom. Retrieved from http://dosfan.lib.uic.edu/usia/E-USIA/forum/acrobat/P6.pdf
Skiba, Richard (1997). Code Switching as a Countenance of Language Interference, The Internet TESL Journal, vol III, no. 10 (http://iteslj.org)
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ACKNOWLEDGEMENT
By finishing this thesis, I have created one intellectual property as my achievement in my beloved college year. In this opportunity, I want to express my gratitude to those who have helped me in doing this thesis. Those are:
- Allah the Almighty, who kept whispering to my ears to work on this and gave me strength and blessing in every steps of finishing this thesis.
- Dra. Martha Nandari, M.A, my beloved supervisor. Thank you for your time and energy in guiding me to create a good thesis. Without your knowledge and direction, I would not finish this on time. I will never forget you, Mam.
- Mam Anita Kurniawati, M.Hum, my beloved examiner. Thank you for your knowledge and assistance in completing this thesis to be more excellent.
- Mam Laila, the English teacher in SMP Negeri 1 Salatiga, thank you for helping me in doing my teaching practicum and in doing my research. I‟m happy I have you.
- My Parents, Anjas Laksana and Ollivia Nieszar, Thank you for your prayer and financial support that allowed me to finish this thesis.
- My brother, Anitya Jiwangga Jati, who kept entertaining me whenever I felt frustrated in doing my thesis.
- My man, Deo Adhi Putra, thank you for showering me your love and motivation so that I can finish this thesis on time. I love you to the moon and the stars.
- My beloved friend, Cinthia Myrnasari Pontoh, who have been with me since the Proposal Writing class, thank you for your support and advice so that we can finish this together.
- My relatives, who have prayed to God for me to finish this thesis. Thank you very much. - My beloved participants, who have participated in my research, thank you for your
willingness, I will never ever forget your kindness.
- My best friends: Ria, Cinthia, Shinta, Roby, Anthony, Yogi, Nuri, Lilik, and Ulfia, thank you for helping me during my college year.
Appendix 1
Nama : ………..
Siswa-siswi yang terkasih,
Saya Anjanis L.P, mahasiswa Fakultas Bahasa dan Sastra Universitas Kristen Satya Wacana. Angket ini berisi tentang pendapat siswa/siswi mengenai penggunaan Bahasa Indonesia di dalam pelajaran Bahasa Inggris. Saya berterimakasih apabila kalian mengisi angket ini dengan senang hati. Jawaban kalian pada angket ini tidak akan mempengaruhi nilai kalian di pelajaran Bahasa Inggris. Jawaban yang kalian berikan akan bermanfaat bagi kegiatan belajar mengajar di kemudian hari, terutama tentang penggunaan Bahasa Indonesia oleh guru di dalam kelas. Silahkan mengisi angket ini dengan jawaban kalian sendiri. Terima kasih
I.Berilah tanda
√
pada kolom pilihan kalianKeterangan: S = Setuju; SS = Sangat Setuju; TS = Tidak Setuju; STs = Sangat Tidak setuju
No Pernyataan SS S TS Sts
1 Bahasa Indonesia digunakan dalam menjelaskan grammar
2 Bahasa Indonesia digunakan untuk mengartikan kosakata baru
3 Bahasa Indonesia digunakan untuk menjelaskan tugas/ latihan didalam kelas
4 Bahasa Indonesia digunakan sebagai bahasa pengantar didalam kelas
5 Bahasa Indonesia digunakan untuk memberikan pujian kepada siswa
6 Bahasa Indonesia digunakan untuk mendiskusikan budaya asing yang terdapat pada pelajaran
7 Bahasa Indonesia digunakan untuk memastikan pemahaman siswa
8 Bahasa Indonesia digunakan untuk mereview materi
9 Penggunaan Bahasa Indonesia membantu siswa dalam bekerja sama
II. Jawablah pertanyaan berikut ini dengan jawaban kalian sendiri
1. Bagaimana pendapat kalian tentang penggunaan Bahasa Indonesia didalam pelajaran Bahasa Inggris? Apakah membantu atau mengganggu?
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2. Mengapa penggunaan Bahasa Indonesia tersebut membantu? Ata mengapa hal tersebut mengganggu?
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3. Berdasarkan pernyataan-pernyataan pada kolom diatas, penggunaan Bahasa Indonesia dalam hal manakah yang paling kalian setujui? Mengapa?
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