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STUDENTS’ PERCEPTIONS TOWARD TEACHER’S USES OF L1 IN ENGLISH CLASSROOMS AT SMA NEGERI 3 SALATIGA
Kharisma Mutiara
ABSTRACT
There has been an issue whether the use of L1 in English classroom should be included or not. Some teachers allow the use of L1 and some do not. For the teachers who agree with the use of L1, they see L1 as a valuable tool for learning, but some believe that L2 is best learned monolingually. The study on the use of L1 in teaching English here to give insights about students‟ perceptions toward the teacher‟s use of L1 in English classroom. The purpose of this study is to explore students‟ perceptions toward the teacher‟s use of L1 in English classroom for senior high school. This study used questionnaires distributed to 119 senior high students to collect the data. The result revealed almost all the students agree that the teacher‟s use of L1 in English classroom is necessary. The students also showed positive perceptions toward the teacher‟s use of L1 for clarifying purpose, a tool to check students‟ understanding, a tool to explain new vocabularies, a tool to explain grammar, helping students to perform L2 better, and reducing learner‟s anxiety. From this study hopefully can provide a clear perspective about how students perceived toward the teacher‟s use of L1 in English classroom, and the teachers will be more aware about their students‟ perceptions in using L1 in their English class, so that the teachers can use L1 and TL judiciously inside the classroom.
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Key words: L1, the teacher‟s uses of L1, students‟ perceptions
INTRODUCTION
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Despite the pros and cons, the use of L1 are believed by some scholars to be beneficial for the students. According to Juarez and Oxbrow (2008) the use of L1 in the English classroom actually helped them improve their L2. This means that it is accepted to use students‟ first language, since it will enhance students‟ English knowledge. In addition, allowing L1 in the L2 classroom positively affects students‟ motivation and increases their
participation, as it reduces learners‟ anxiety (Mahmoud, 2006). Thus, it can be inferred that by using L1, students‟ motivation in learning English will increase. As their motivation
increase, it will motivate them to participate more.
From the reasons above, I want to go deeper into the idea about the students‟ perceptions toward their teacher‟s use of L1 in English classroom. I am interested to know about the students‟ perceptions about the use of L1 in English classroom where the
students are in senior high school. Since they are senior high school students where the students already have adequate English knowledge , I assume that the use of L1 in their English classroom will be minimized or even not used at all. Thus, I want to explore on how they perceived their teacher‟s use of L1 in English classroom, a place where English is supposed to be spoken, based on this research question: What are the students‟ perceptions about their teacher‟s use of L1 in English classroom?
This study is expected to give further insights about the students‟ perceptions toward the teacher‟s use of L1 I English classroom. For English teachers, I hope this study
8 The Use of L1 inside L2 classrooms
The place of the L1 in the acquisition of the L2 has been the subject of much research, whether the inclusion or exclusion of L1 in L2 classroom should be. There can be possibilities where L1 use may bring a good or bad influence while the students are learning English. A number of studies further discuss how the strategic use of L1 can enhance students‟ language learning in L2 classroom (Upton & Lee, 2001; Stapa & Majid,
2006; Lai, 1996; Lin, 2000).
a. L1 for clarifying purpose
L1 provides a familiar and effective way of quickly getting to grips with the meaning and content of what needs to be used in the L2. Chaudron (1988) asserts that in a learning situation where only the L2 is used as a medium of instruction, learners face problems because their task is confusing. Pan (2010) adds that L1 use may facilitate target language classroom activities due to the fact that the use of L1 provides a beneficial scaffolding that assists learners in understanding tasks and solving specific problems. In addition, L1 use in tasks is valuable because it helps to clarify and build meaning (Morahan, 2002). According to Wells (1999), L1 allows learners to repeatedly evaluate and clarify communication with regard to choice of content and register appropriate to the task. However, Morahan (2002) suggests that the use of L1 is for clarifying purposes and should not be the primary mode of communication either by the students or teacher(s) in the L2 classroom. It means that it is acceptable to use L1 when the teacher wants to clarify what the students confused of, but it is not acceptable if the teacher uses L1 as the main medium of communication.
b. L1 as a tool to check students’ comprehension
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language acquisition. He added, if the students cannot understand what has been mentioned, they will not be comfortable in proceeding with a task or retain it in their mind. He also stated that quality bilingual education provides students with knowledge and literacy in their first language, which indirectly but powerfully aid them as they strive for English proficiency (Krashen, 1987). In addition, Harbord (1992) agrees with using the L1 for comprehension checks, where he states, it seems that in teaching English is accepted to use English, but when it comes to check students‟ understanding L1 will be better, because
the students will know which part are already understood or not. c. L1 as a tool to explain new vocabularies
L1 vocabulary allows learners to use language which they may not yet possess in L2 in order to process ideas and reach higher levels of understanding (Morahan, 2002). It is also investigated that one of the reasons the teacher utilized L1 because it important to explain vocabulary (Atkinson 1987, Burden 2000, Cipriani 2001). Here I may say that the use of L1 will be very beneficial for the students to learn English vocabularies better.
d. L1 as a tool to explain grammar
Kelly (1969) mentions that by the end of the eighteenth century the grammar of foreign languages was introduced by analyzing the pupil‟s L1. Take an example of this
was given by Rollin (cited in Kelly, 1969), rector of the Sorbonne University in France, who in 1740 stated that there was general agreement in that the rules of Latin grammar should be taught in French, the students‟ L1. Furthermore, Bergsleighner‟s (2002) in his
10 e. L1 helps the students perform L2 better
A number of researchers have discussed the implication for using L1 in L2 classroom and how L1 may become a valuable teaching resource (Li, 2008; Lin, 2000; Boyle, 1997). In first language use, the tasks given need to involve language items that are already familiar to the learners, need to involve largely familiar content, and need to include some kind of encouragement to perform faster than usual (Nation, 2003). He suggested that L1 has an active role in preparing learners for such tasks by making sure that the material they are working with is truly familiar (Nation, 2003). Take as an example, asking the students to recall Indonesian stories that they know then work with the story, then ask them to tell other friends about the story using English. According to the statement above, it can be said that L1 should be included or used in teaching English to make students learn English better. He also says that by using first language the students have the opportunity to fully understand the content of the task before they performed in English, because the first language discussion of the task had some interesting features. As Canagarajah (2007) says about L1 as a meaningful component in the learning process that to contribute a successful learning in the target language L1 use is needed. From those statements, it can be assumed that L1 has possible use in influencing and mediating the students‟ understanding to enhance their knowledge in learning English inside the class.
f. L1 as a bridge to understand Indonesian and English cross-culture
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culture-specific lexis, politeness formulae, sociocultural norms, the use of intonation, gestures etc.). Also, Cole (1998) states if students have little or no knowledge of the target language, L1 can be used to introduce the major differences between L1 and L2 that they should be aware of. It is the same with what Morahan (2002) states that L1 use also allows students to become more aware of the similarities and differences between cultures and linguistic structures, and thus may improve the accuracy of translations. It is in accordance with what Cook (2001) says that finding cognates and similarities between languages builds up "interlinked L1 and L2 knowledge in the students' minds".
g. L1 reduces learners’ anxiety
The use of L1 also reduces anxiety and enhances the affective environment for learning (Auerbach, 1993). Lin and Man (2009) support the use of the mother tongue in second language classroom. They believe that by switching L1 and L2 wisely will help the learners to have a close relationship between teachers and students. Balosa (2007) also suggests that judicious use of the students‟ L1 can build an atmosphere of confidence and friendship in the classroom where the students‟ self-image and motivation improve when
they are no longer frustrated by not understanding classroom instruction presented in the target language only. As an example, teachers‟ use of L1 can relax students and create a
harmonious atmosphere in the classroom, especially when the teachers tell jokes in L1. In his study, Schweers (1999) encourages and suggests teachers that starting with the L1 provides a sense of security and validates the learners' lived experiences, allowing them to express and themselves.
The Ban of L1 in L2 classroom
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classroom. Chaudron (1988) asserts that in a learning situation where only the L2 is used as a medium of instruction, learners face problems because their task is threefold. It means that the first language needs to be seen as a useful tool that like other tools should be used where needed but should not be over-used (Nation, 2003).
The main arguments against using the L1 is that it does not encourage learners to use the L2 and that when the teacher uses the L1 it deprives the learners of input in the L2 (Krashen 1988, in Prodromou 2002; Ellis 1984, in Hawks 2001). According to Phillipson (1992), the notion that L2 is best learned monolingually dates back to Gatenby who developed the tenet of monolingual approach, in an article summarising ELT principles (Gatenby 1965, p.14 cited in Phillipson 1992, p. 185). More recently, this tenet is supported with reference to the work of a natural approach to language acquisition, where L2 is believed to be acquired through the same process as L1, and where immense exposure to the L2 is required and consequently requires limited use of L1.
In their study, Krashen and Terrel (1983) emphasise that L2 is believed to be acquired through the same process as L1, and where immense exposure to the L2 is required and consequently requires limited use of L1. From this point of view, it can be inferred that in L2 classroom, it is suggested that the students are expected to communicate using English only and ignore their desire to use L1 to learn English better. Here the students are exposed to use English as well as they learned L1 when they were kids who had limitations of L1 words.
THE STUDY
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In order to aid my research, I chose to conduct the study in a senior high school which was located in Salatiga. Why I chose senior high school because it had the following criteria which I needed in conducting my research, such as the school itself and the students. First, the school where I conducted my research was at SMA Negeri 3 Salatiga, where it is a public school and has never become a RSBI school. The reason why I chose a non-RSBI school was to make this study more valid, in which the students have never experienced English-only as the medium of instruction for all course subjects. Next, I considered about the students. First, I expected that as my participants, the students are English learners where English is only spoken inside the classroom. Then, I also assumed that the students are from different backgrounds. Another reason why I chose the students of senior high school, because I assumed that they already have enough knowledge in learning English and know the reasons to their perceptions about the teacher‟s use of L1 in English classroom.
Participants
In order to get more pictures for my study, I conducted this research by using quota sampling for 119 students in SMA Negeri 3 Salatiga who are in their first academic year. I chose first academic year students because I want to know their perceptions about the use of L1 in their English classroom, since they just had graduated from different junior high schools inside and outside Salatiga. Therefore, I assumed that they have different perceptions about the use of L1 in their English classroom. From the data I have collected can be seen that the students‟ demographic information is as follows:
Gender Frequency Percentage
Male 38 31.93 %
Female 81 68.07 %
Total 119 100 %
Age Frequency Percentage
14 0 0 %
14
16 66 55.46 %
17 0 0 %
Total 119 100 %
Length of Studying English (in Year)
Frequency Percentage
5 - 10 87 73.11 %
11 - 15 16 13.44 %
> 15 1 0.84 %
Leave it blank 15 12.61 %
Total 119 100 %
Data collection instrument
In an attempt to answer the research question, I conducted the study by using quota sampling and questionnaire as the data collection tool. For the sampling, I distributed the questionnaires to 120 students, and got the return rate 100%. To make the participants feel easier, the questionnaires (see Appendix 1) were in Indonesian. The questionnaire was closed ended questionnaire. In the first section of the questionnaire, I investigated their demographic information such as gender, age, and the length of time the students have been learning English. In the second section, I examined students‟ perceptions toward their teacher‟s use of L1 in English classroom. In this section students marked the strength of
their agreement to the items by utilizing a Likert-type 4-point-scale, such as strongly disagree (4), disagree (3), agree (2), and strongly agree (1).
Data Collection Procedures
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After conducting the piloting, I distributed the questionnaire to 120 students from four different classes as the participants. Since I found there were some items of the questionnaire that a student did not answer, then I selected again to 119. After distributing the questionnaire, I gave a brief explanation on the questionnaire I asked them to fill in. Then I asked them to read the questionnaire by her/himself whether there found question(s) they did not understand. Therefore, there would be no misunderstanding while they were answering the questionnaire.
Data Analysis Procedure
After I finished collecting all the data, percentage analysis was performed for the data analysis of the questionnaire by using excels. Since all the items were Likert-type 4-point-scale, I count the number first then I divided them based on the point of my study. Then, to make it clearer I made the students‟ answers in form of chart. For the data
presentation, I also performed it in a form of chart.
FINDING & DISCUSSION
This section discusses on the result of the study about students‟ perceptions toward the teacher‟s use of L1 in English classroom. The data discussed will be presented in more detail explanation, whether the teachers‟ uses of L1 in English teaching learning process based on these 7 points: (a) clarifying purposes, (b) a tool to check students‟
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Points Question Number
(a) L1 as clarifying purposes 2, 3, 4
(b) L1 as a tool to check students‟ understanding 6, 7 (c) L1 as a tool to explain new vocabularies 8, 9, 10
(d) L1 as a tool to explain grammar 11
(e) L1 can help students to perform L2 better 5 (f) L1 as a bridge to understand Indonesian and
English cross-culture
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(g) L1 can reduce learners‟ anxiety 13, 14, 15
Then, the findings will be presented in form of graphs according to points above. Before going into deeper discussion, here I provide data which revealed the students‟ belief toward the teachers‟ uses of L1 in English classroom.
Question No. 1: In my opinion, the teacher’s uses of Indonesian in English classroom is needed in teaching learning process (see Appendix 1).
The reason why I provided this data was to give insight where in English teaching learning process in this context, students still need L1 that is used by the teacher. This finding will guide to the further discussion where the students were asked about their perceptions about the value of Indonesian used by the English teacher. If most of the students stated that they agree or strongly agree, most of the students would state so in most of the items. From the data result, it is revealed that almost all of the students (94%) believed that the teacher‟s use Indonesian in English classroom is needed.
The findings support to what scholars stated how the strategic use of L1 can enhance students‟ language learning in L2 classroom (Upton & Lee, 2001; Stapa & Majid, 2006;
Lai, 1996; Lin, 2000). This means that even though the students already in a level of senior high school, they believe that Indonesian used by the teacher is still needed in order to enhance and support English learning.
94%
6%
Q1
Figure 1. Students’ elief toward the tea hers’ uses of L1 in
English classroom
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Question No 2: I work better for the English task when the teacher also explains the task in Indonesian (see Appendix 1).
Question No. 3: I am feeling helped when the teacher re-explains the English instructions into Indonesian (see Appendix 1).
Question No. 4: I am glad if the teacher also gives instructions in Indonesian (see Appendix 1).
In this section, the data discussed is about students‟ perceptions about the value of the teacher‟s use of L1 for clarifying purposes. 80% students confirm their agreement for
the Q2 (see figure 2), that they do the task better if the teacher also explains the task in Indonesian. This could imply that the students can work better on their task if the teacher also explains the task in Indonesian.
In her study, Morahan (2002) stated that L1 use in tasks is valuable because it helps to clarify and build meaning. Wells (1999) also added that L1 allows learners to repeatedly evaluate and clarify communication with regard to choice of content and register appropriate to the task. It means that L1 used by the teacher can help the students not only in understanding the task, but also in building the meaning and content of the task given.
Yet, for the Q3 (see figure 2) whether the students are feeling helped a lot when the teacher repeating the English instruction using Indonesian, 93% confirmed their agreement. The students showed positive perceptions that they are feeling helped a lot when the teacher repeating the English instruction using Indonesian. This means that when the teacher uses Indonesian to repeat what is meant in the students‟ task, it will help the
students to grasp the meaning. Q2
Q3 Q4
20% 7%
9%
80%
93% 91% Figure 2. Students' perceptions toward the teacher's use of L1 for
clarifying purposes
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Pan (2010) stated that L1 use may facilitate target language classroom activities due to the fact that the use of L1 provides a beneficial scaffolding that assists learners in understanding tasks and solving specific problems. Here, it can be inferred that in order to help students understanding what kind of task they are working on L1 use may be needed.
From the Q4 (see figure 2) whether the students are happy if the English teacher also gives instruction in Indonesian, 91% confirmed their agreement. This may imply that almost of the students are glad if the teacher also gives instructions in Indonesian, because the task given might be confusing.
As Chaudron (1988) stated that in a learning situation where only the L2 is used as a medium of instruction, learners often face problems because their task is confusing. This similarly means that if the teacher wants to keep using L2 in his/her task, he/she has to make the task keep simple in order to make the students understand the task given. At the second hand, what Chaudron stated above arguing the teacher to maintain the use of L1 wisely in teaching L2.
From the data discussed, the students showed positive perceptions to the value of their teacher‟s uses of L1 for clarifying purposes. It can be implied that the students can
work better for the English task when the teacher also explains the task in Indonesian. They also feel really helped when the teacher re-explains the English instructions into Indonesian, because the task given might be confused them. The students also glad if the teacher also gives instructions in Indonesian, so that they can work on their task better.
b. L1 as a tool to check students’ understanding
Q7 Q6
18% 11%
82% 89% Figure 3. Students' perceptions toward the teacher's use of L1 to
check students' understanding
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Question No. 6: I feel that I can understand better if the English teacher also discusses our exercise's result in Indonesian (see Appendix 1).
Question No. 7: I will understand better if the English teacher uses Indonesian to check my understanding about his/her explanation given (see Appendix 1).
In this section, the data discussed is about students‟ perceptions about the value of the teacher‟s use of L1 helps them as a tool to check their understanding. For the Q6 (see
figure 3) whether the students understand better if the teacher also discussed the task result in Indonesian. The result revealed that 89% of the students confirmed their agreement. They agree that the students can understand better if the English teacher also discusses our exercise's result in Indonesian. This might because of the explanation given by the teacher is confused them if the teacher talked in English, or the students want to know better what they have understood.
Atkinson (1987) and Weschler (1997) stated that L1 plays several roles in teaching L2, and it is believed that L1 is beneficial in helping the students to understand and convey the meaning of ideas most useful to them in accomplishing their goal in learning L2. From the statement above and the data found, they are supporting each other, because most of the students agree that they understand better if the teacher also uses L1 in discussing English tasks.
Then, for Q7 (see figure 3) whether the students will understand better if the teacher uses L1 to check their understanding, 82% of the students stated their agreement to the question. It can be implied that most students can understand better English materials if the teacher uses Indonesian to check their understanding. This might because of the students are probably worrying about misinterpretation of the task - whether the parts talked about are already understood or not, if the teacher explain it using English, so that they prefer if the teacher uses Indonesian to check their understanding.
Harbord (1992), in his study agrees with using the L1 for comprehension checks, so it can be concluded that when it comes to check students‟ understanding L1 use will be
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from students‟ point of view, the value of L1 used by the teacher to check students‟
understanding is needed.
From the data discussed, the students showed positive perceptions to the value of their teacher‟s uses of Indonesian as a tool to check students‟ understanding. It can be
implied the students feel that they can understand better if the English teacher also discusses their exercise's result in Indonesian. The students also perceived that they will understand better if the English teacher uses Indonesian to check their understanding about his/her explanation given.
c. L1 as a tool to explain new vocabularies
Question No. 8: In my opinion, the English teacher should use Indonesian to explain new English vocabularies (see Appendix 1).
Question No. 9: In my opinion, the teacher’s uses of Indonesian to explain English vocabularies makes me remember the vocabularies better (see Appendix 1).
Question No. 10: When the teacher uses Indonesian in English classroom, it helps me to understand English idioms and expression better (see Appendix 1).
In this section, the data discussed is about students‟ perceptions toward the teacher‟s
uses of Indonesian as a tool to explain new vocabularies. From the Q8 (see figure 4) data, the number arose was 90% which means that most of the students confirmed their agreement that the English teacher should use Indonesian to explain new English vocabularies. This probably the students find difficulties in inferring the vocabularies if it is explained by using English. It can be inferred that most of the participants showed positive perceptions toward the teacher‟s use of Indonesian to explain new vocabularies. It
means that using Indonesian to explain new vocabularies is necessary. Q10
Q9 Q8
7% 9%
10%
93% 91% 90% Figure 4. Students' perceptions toward the teacher's use
of L1 as tool to explain new vocabularies
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Then, for the Q9 (see figure 4) about the students‟ opinion that the teacher‟s uses of Indonesian to explain English vocabularies makes them remember the vocabularies better, most of the students confirmed their agreement (91%) of the statement. This means that the students perceived positively that Indonesian used by the teacher is beneficial to remember the English words better, because they probably find that recalling the English words using Indonesian will be helpful.
It is believed that L1 vocabulary allows learners to use language which they may not yet possess in L2 in order to process ideas and reach higher levels of understanding (Morahan, 2002). As it has been explained before, that Indonesian used by the teacher is beneficial to remember the English words better, because they probably find that recalling the English words using Indonesian will be helpful. This learning model is probably useful for the students who learn English in Indonesian context, as English is still considered as a foreign language, and it is not really used in daily life.
Next, for the Q10 (see figure 4) discussion is about the students‟ perceptions that the teacher when uses Indonesian in English classroom, it helps them to understand English idioms and expression better, almost all of the students (93%) confirmed their agreement. So, it can be inferred that most of students found that the teacher‟s use of Indonesian to explain English idioms and expressions is necessary, because the students probably can recall their Indonesian knowledge to grasp the meaning of the idioms or expressions.
As Cole (1998) and Gill (2005) mentioned about the role of mother tongue for discussing the cross-cultural issues like idioms, if students have little or no knowledge of the target language, L1 can be used to introduce the major differences between L1 and L2 that they should be aware of. This may because the students find difficulties in understanding what the idioms mean, so the teacher uses L1.
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English teacher should use Indonesian to explain new English vocabularies. They also perceived that the teacher‟s uses of Indonesian to explain English vocabularies makes them remember the vocabularies better the teacher when uses Indonesian in English classroom, and also helps them to understand English idioms and expression better. As Atkinson (1987) and Burden (2000) found in their research study that they believe L1 is important in explaining new vocabularies. From the data result above, it showed that what they stated were proven, since the students confirmed their positive perceptions that Indonesian used by the teacher to explain English vocabularies is helpful.
d. L1 as a tool to explain grammar
Question No. 11: I understand English grammar better if it is explained by using Indonesian (see Appendix 1).
The data discussed in this section is about the students‟ perceptions towards their teacher‟s uses of Indonesian as a tool to explain grammar. As we can see for the Q11 (see
figure 5) that the students understand English grammar better if it is explained by using Indonesian. The result revealed that more than half of the students (84%) confirmed their agreement, that they understand English grammar better if it is explain in Indonesian. It can be implied that Indonesian use by the teacher is helpful for the students, since English grammar topics which consists of structural sentences, tenses- especially for senior high school students in Indonesian context, are still considered as complex materials.
The finding seems support to what Greggio and Gil (2007) stated that the teacher utilized L1 to be an effective teaching strategy for the explanation of grammar. This finding dates back to the facts where the students‟ L1 is used to teach grammar of the
Q11 16% 84%
Figure 5. Students' perceptions toward the teacher's use of L1 as tool to explain grammar
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foreign languages, where French is used to explain Latin‟s grammar (Kelly 1969,
Bergsleighner 2002). Bergsleighner (2002) also discovered that L1 was adopted by the teacher to effectively facilitate student comprehension of grammar topics. From those statements can be inferred that teaching grammar of different language, L1 is necessarily needed. If what the scholars stated above is connected to the data revealed, it can be implied that it is beneficial to use Indonesian in explaining English grammar, since learning grammar of the foreign language is not quite easy.
e. L1 helps students perform L2 better
Question No. 5: The teacher’s uses of Indonesian helps me to apprehend of what he/she explained better (see Appendix 1).
In this section, the data discussed is about the students‟ perceptions toward the teacher‟s use of Indonesian helps them performing English better. From the Q5 (see figure
6) data, it can be seen that the result showed as 95% students agree if the teacher‟s use of L1 when explaining helps them in apprehending his/her English explanation better. It can be inferred that from Indonesian used by the English teacher to explain parts of English materials, the students perceived that the use of Indonesian is helpful. This probably because the students cannot figure out what the teacher said if the materials are explained in English, and if the materials explained even are complex. Thus, the students can perform their English tasks better, because they already understood to what the teacher explained.
Nation (2003) stated in his study that by using first language the students have the opportunity to fully understand the content of the materials before they performed in English. By seeing this, he stated again where the first language discussion of the task had
Q5 5% 95%
Figure 6. Students' perceptions toward the teacher's use of L1 helps the students performing L2 better
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some interesting features. It is strengthened by Canagarajah (2007) who said about L1 as a meaningful component in the learning process that to contribute a successful learning in the target language L1 use is needed. From this, it can be concluded that by using L1 inside English classroom will help students performing English better which they might not find if using English. Thus, from what scholars stated is connected to the data result, it can be implied that the English teachers are suggested to use Indonesian in explaining English materials, since it can help students to perform English better, and the teachers should use Indonesian wisely in order to maximize English learning.
f. L1 as a bridge to understand L1 and L2 culture
Question No. 12: In my opinion, it is better for English teachers to explain the similarities and differences between Indonesia culture and English culture (see Appendix 1).
The data discussed in this section is about the students‟ perceptions‟ toward the teacher‟s use of Indonesian in explaining the similarities and differences between
Indonesia culture and English culture. The differences of the culture cover the language itself, society, customs, and cross culture things. More than half of the students (64%) confirmed their agreement about the statement, that it is better for the teacher to use L1 to explain the similarity and differences between L1 culture and L2 culture. It seems that from the students‟ point of view, they like if the teacher uses Indonesian when it comes to
culture. This is probably because the students will understand more about the explanation given by the teacher.
It is related to what Gill (2005) mentioned about the role of mother tongue for discussing the cross-cultural issues. He believes that it can be possible through comparison
Q12 36% 64%
Figure 7. Students' perceptions toward the teacher's uses of L1 as a bridge to understand L1 and L2 culture
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and contrast and better use of the L1. In this finding the teacher performs it using L1 to make the students understand the cultural differences better. Dujmovic (2007) stated, as it is believed by the English users‟ teachers who are in a position to enrich the process of learning by using the mother tongue as a resource, it means that by using the L1 culture, they can facilitate the progress of their students toward the mother tongue, the other culture. It can be implied that, from the data result the students showed positive perceptions toward the teacher‟s uses of Indonesian to understand Indonesia and English
culture, because they are probably find that learning English culture through English might be confusing.
g. L1 reduces learners’ anxiety
Question No. 13: I feel more comfortable when the teacher uses Indonesian in English classroom (see Appendix 1).
Question No. 14: I feel close with my English teacher when he/she also uses Indonesian in English classroom (see Appendix 1).
Question No. 15: In my opinion, the teacher’s uses of Indonesian in English
classroom makes me feel relax (see Appendix 1).
The data discussed in this section is about students‟ perceptions towards the teacher‟s use of L1 can reduce learner‟s anxiety. The first item discussed is for Q13 statement, that
the studentsfeel more comfortable when the teacher uses Indonesian in English classroom. The result revealed that more than half of the students (56%) agree that they feel more comfortable when the teacher uses Indonesian in English classroom. It is probably because the students can feel that it is still accepted to use Indonesian in English class, because their teacher also uses Indonesian.
Q15 Q13
15% 22%
44%
85% 78% 56%
Figure 8. Students' perceptions toward the teacher's uses of L1 can reduce learners' anxiety
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However, there are some of students who perceived that the students disagree toward the statement that theyfeel more comfortable when the teacher uses Indonesian in English classroom. The result showed that the students who perceived this way were 44%. This could be implied that not all students think that the teacher‟s uses of Indonesian in English
classroom means that they are comfortable with the teacher.
As Balosa (2007) stated that teachers‟ use of L1 can relax students, but in the finding
above finding showed the other way. From the findings arose can be concluded that there are students who perceived that they feel more comfortable when the teacher uses Indonesian in English classroom, but there are also some who showed negative perceptions that they feel comfortable if the teacher use L1 inside the classroom.
Then, for the Q14 statement, that the students feel close with their English teacher when he/she also uses Indonesian in English classroom. As it can be seen, that 78% students showed their agreement about the statement, where they feel close with their English teacher when he/she also uses Indonesian in English classroom. This means that most of the students perceived positively that the students feel closer to the teacher if he/she uses L1. This probably because they find that Indonesian used by the English teacher in classroom, it can enclose the relationship between them and their teacher, where they do not have to be hesitate to make mistakes in English.
This finding support to what Lin and Man (2009) believed, by switching L1 and L2 wisely will help the learners to have a close relationship between teachers and students, so they support the use of the mother tongue in second language classroom. Balosa (2007) also suggests that “… judicious use of the students‟ L1 can build an atmosphere of confidence and friendship in the classroom…”. Thus, if the finding showed is connected to
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The last item discussed is for Q15 statement, that in students‟ opinion, the teacher‟s uses of Indonesian in English classroom makes them feel relax, and the result showed that most of the students agree about it, since the number showed 85%. It could be implied that the students are feeling relax when their teacher uses Indonesian in English classroom, because they do not have to be use English all the time. It is probably because the students think the class will be boring where they cannot express what they feel if using English.
Schweers (1999) believed that starting with the L1 will provide a sense of security and validates the learners' lived experiences, allowing them to express and themselves. By having a sense of security can encourage students to perform English better. From the result revealed, it can be inferred that the teacher should not avoid using Indonesian in English classroom, because actually using Indonesian to teach English is helpful, where it can enhance students in learning English.
Thus, from the numbers of findings that arose, it can be inferred that it is true that the teacher‟s use of Indonesian in English classroom can reduce learner‟s anxiety, since they
perceived positively that feel more comfortable when the teacher uses Indonesian in English classroom. The students also think that they feel close with their English teacher when he/she also uses Indonesian in English classroom, and when the teacher‟s uses of Indonesian in English classroom makes them feel relaxed.
CONCLUSION
28
teacher‟s use as a tool to check students‟ understanding where the finding showed more than 82%. The third point is about perceptions toward their teacher‟s uses of Indonesian as
a tool to explain new vocabularies. The findings showed that more than 90% students perceived positively toward their teacher‟s uses of Indonesian as a tool to explain new vocabularies.
As the fourth point, is about students‟ perceptions toward the teacher‟s uses of
Indonesian in English classroom as a tool to grammar. The result revealed that 84% students agree that the Indonesian used by English teacher to explain grammar is helpful. Then, the fifth point is about students‟ perceptions toward the teacher‟s uses of Indonesian
in English classroom can help students to perform L2 better. The finding showed that 95% students perceived this way. In addition, for the sixth point is about students‟ perceptions toward the teacher‟s uses of Indonesian in English classroom as a tool to understand
Indonesia and English culture, and the number that arose as the finding is 64%. The last point is about students‟ perceptions toward the teacher‟s uses of Indonesian in English classroom can reduce learner‟s anxiety. The result revealed that more than 56% of students
perceived this way. Thus, from the percentage that arose, it can be concluded that the teacher‟s uses of Indonesian to help students performing English better is highly perceived
by the students. Then, students perceived positively toward their teacher‟s uses of Indonesian as a tool to explain new vocabularies, a tool to explain grammar, a tool to check students‟ understanding, to clarify purposes, a tool to understand Indonesia and English culture, and to reduce learners‟ anxiety.
29
English teaching learning process, I hope this study can provide a clear perspective about how students perceived toward the teacher‟s use of L1 in English classroom, and can
provide a clear description in what situations the students prefer their teacher uses L1 in English classroom. I also hope this study will provide a clear explanation on what the students perceive when their teacher use/ does not use L1 in English classroom, so that the teacher can get some reflection as to understand the students who prefer to use L1 in English classroom. By understanding that, it is expected that the teacher will be more aware about their students‟ perceptions in using L1 in their English class. As noted by Pan
(2010) that when both L1 and TL are allowed as media for discussions, there is more participation and meaningful communication is sustained longer. From here we as the teacher hopefully can use L1 and TL judiciously inside the classroom.
However, since this study only investigated the students‟ perceptions toward the teacher‟s use of L1 in English classroom which focused on high school students in SMA
Negeri 3 Salatiga, the result cannot be generalized to all students in Salatiga or English learners from other countries. Different results may appear if we investigated English learners in another country. Take for an example, the governments of several Asian countries in which English is a foreign language (e.g.,Korea and Taiwan) suggest that the use of L1 be kept to an absolute minimum (Lu et al., 2004). In other words I can say that in other countries except Indonesia, there are regulation and standard where L1 cannot be freely used inside the classroom.
30
ACKNOWLEDGEMENT
31
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34 APPENDIX 1
The Questionnaire (English Version)
I am Kharisma Mutiara, a student of Faculty of Language and Literature from Satya Wacana Christian University. I will conduct a study which focuses on students‟ perceptions toward the teacher‟s uses of L1 in English classroom (Persepsi Siswa terhadap Penggunaan Bahasa Indonesia oleh Guru Bahasa Inggris di dalam Kelas Bahasa Inggris). The questions will be in Indonesian to ease you in understanding the content. Please, be informed that all the collected data is confidential and will only be used for research purposes. So, I will be grateful if you respond to the following sentences honestly as your answers will help teachers and educators to better understand your needs. Your input is very important to understand the value of using Indonesian in English class. Thank you.
A. Give a tick (√) to the statement that applies to you. 1. I am a ...
□ Male
□ Female
2. I am ……….
□ 14 years old □ 16 years old □ 15 years old □ 17 years old 3. I have been learning English for … years.
B. Give a tick (√) to the option that applies you for each statement.
No.
Statement Option
Strongly
Disagree Disagree Agree
Strongly Agree 1 In my opinion, the teacher‟s uses of
Indonesian in English classroom is needed in teaching learning process.
2 I work better for the English task when the teacher also explains the task in Indonesian.
3 I am feeling helped when the teacher re-explains the English instructions into Indonesian
4 I am glad if the teacher also gives instructions in Indonesian.
5 The teacher‟s uses of Indonesian helps me to apprehend of what he/she explained better.
6 I feel that I can understand better if the English teacher also discusses our exercise's result in Indonesian.
7 I will understand better if the English teacher uses Indonesian to check my understanding about his/her explanation given.
35 use Indonesian to explain new English vocabularies.
9 In my opinion, the teacher‟s uses of Indonesian to explain English vocabularies makes me remember the vocabularies better.
10 When the teacher uses Indonesian in English classroom, it helps me to understand English idioms and expression better.
11 I understand English grammar better if it is explained by using Indonesian.
12 In my opinion, it is better for English teachers to explain the similarities and differences between Indonesia culture and English culture.
13 I feel more comfortable when the teacher uses Indonesian in English classroom. 14 I feel close with my English teacher when
he/she also uses Indonesian in English classroom.
15 In my opinion, the teacher‟s uses of Indonesian in English classroom makes me feel relax.
36 APPENDIX 2
The Questionnaire (Indonesian Version)
Nama saya Kharisma Mutiara, mahasiswa Fakultas Bahasa dan Sastra Universitas Kristen Satya Wacana. Saya hendak melakukan sebuah penelitian terhadap „Students‟ Perceptions toward The Teacher‟s Uses of L1 in English Classroom‟ (Persepsi Siswa terhadap Penggunaan Bahasa Indonesia oleh Guru Bahasa Inggris di dalam Kelas Bahasa Inggris). Pertanyaan-pertanyaan yang ada dalam kuesioner ini akan dipaparkan dalam Bahasa Indonesia untuk mempermudah Anda dalam memahami isi di dalam pertanyaan tersebut. Mohon diingat, bahwa seluruh jawaban yang Anda isi adalah rahasia dan hanya akan digunakan untuk tujuan penelitian. Saya akan sangat berterima kasih apabila Anda menanggapi ini secara jujur, karena akan membantu para pendidik untuk memahami kebutuhan Anda di dalam kelas Bahasa Inggris. Masukan Anda akan sangat berarti untuk memahami nilai-nilai penggunaan Bahasa Indonesia di dalam kelas bahasa Inggris.
Terima kasih.
A. Berikan tanda √ pada pilihan yang sesuai dengan Anda.
2. Saya seorang ...
□ Laki-laki
□ Perempuan
4. Saya berusia ……….
□ 14 tahun □ 16 tahun □ 15 tahun □ 17 tahun
5. Saya sudah belajar Bahasa Inggris selama … tahun.
B. Berilah tanda √ pada salah satu kolom tanggapan yang merefleksikan opsi Anda terhadap pernyataan yang diberikan di bawah ini.
No.
Peryataan Tanggapan
Sangat Tidak Setuju
Tidak
Setuju Setuju
Sangat Setuju 1 Menurut saya penggunaan Bahasa Indonesia
oleh guru Bahasa Inggris di kelas Bahasa Inggris dibutuhkan dalam proses belajar dan mengajar.
2 Saya senang jika di kelas Bahasa Inggris, guru saya juga memberikan instruksi dalam Bahasa Indonesia.
3 Saya menjadi terbantu ketika guru Bahasa Inggris menjelaskan kembali instruksi dalam bahasa Inggris ke dalam Bahasa Indonesia. 4 Saya mengerjakan tugas Bahasa Inggris lebih
baik ketika guru juga menjelaskan tugas tersebut dalam Bahasa Indonesia.
37 penjelasan beliau lebih baik.
6 Saya merasa lebih mengerti ketika guru Bahasa Inggris juga mendiskusikan hasil pekerjaan dalam Bahasa Indonesia.
7 Saya akan lebih mengerti jika guru Bahasa Inggris menggunakan Bahasa Indonesia untuk mengecek pemahaman saya mengenai penjelasan yang beliau berikan.
8 Menurut saya Bahasa Indonesia sebaiknya digunakan oleh guru untuk menjelaskan kosakata Bahasa Inggris yang baru.
9 Menurut saya penggunaan Bahasa Indonesia oleh guru ketika menjelaskan kosakata Bahasa Inggris membuat saya mengingat lebih baik kosakata tersebut.
10 Ketika guru menggunakan Bahasa Indonesia di kelas Bahasa Inggris membantu saya untuk memahami Bahasa Inggris idiom dan
expression.
11 Saya mengerti grammar Bahasa Inggris lebih baik ketika dijelaskan menggunakan Bahasa Indonesia.
12 Menurut saya lebih baik guru menggunakan Bahasa Indonesia di kelas Bahasa Inggris untuk menjelaskan perbedaan dan persamaan budaya Indonesia dan budaya Inggris.
13 Saya merasa lebih nyaman ketika guru saya menggunakan Bahasa Indonesia di kelas Bahasa Inggris.
14 Saya merasa lebih akrab dengan guru Bahasa Inggris ketika beliau juga menggunakan Bahsa Indonesia di kelas Bahasa Inggris.
15 Menurut saya penggunaan Bahasa Indonesia di kelas Bahasa Inggris oleh guru saya membuat suasana kelas lebih rileks.
