THE ROLE OF L1 IN AN EYL CLASSROOM: PERCEPTIONS OF ELEMENTARY SCHOOL TEACHER AND STUDENTS.

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Balqis Dhara Hanny, 2015

THE ROLE OF L1 IN AN EYL CLASSROOM: PERCEPTIONS OF ELEMENTARY SCHOOL TEACHER AND STUDENTS

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

THE ROLE OF L1 IN AN EYL CLASSROOM: PERCEPTIONS OF ELEMENTARY SCHOOL TEACHER AND STUDENTS

A RESEARCH PAPER

Submitted to English Education Department of the Faculty of Language and

Literature Education of the Indonesia University of Education in Partial

Fulfillment of the Requirements for Sarjana Pendidikan Degree.

By:

Balqis Dhara Hanny

1005431

DEPARTMENT OF ENGLISH EDUCATION

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INDONESIA UNIVERSITY OF EDUCATION

2015

THE ROLE OF L1 IN AN EYL CLASSROOM: PERCEPTIONS’ OF ELEMENTARY SCHOOL TEACHER AND STUDENTS

Oleh:

Balqis Dhara Hanny

1005431

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat untuk

memperoleh gelar Sarjana Pendidikan pada Fakultas Bahasa dan Sastra

Universitas Pendidikan Indonesia

Januari 2015

Hak Cipta dilindungi undang-undang.

Skripsi ini tidak boleh diperbanyak seluruhnya atau sebagian, dengan dicetak

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THE ROLE OF L1 IN AN EYL CLASSROOM: PERCEPTIONS OF ELEMENTARY SCHOOL TEACHER AND STUDENTS

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu ABSTRACT

The importance of the use of L1 in the foreign language teaching has been rolled over decades. It has been a great deal of claims and counter-claims related to L1 use in L2 learning. However, children are rarely used as in-depth research, as opposed to teenager or adults (Cook, 1979 and Paradis, 2006). This study aims to investigate the role of Bahasa Indonesia (L1) in EYL classroom, as well as the perceptions of the teacher and the students towards it in english as a foreign language (EFL). To this end, twenty eight students and a teacher participated in classroom recordings and observations, semi-formal interview, and questionnaire. The results revealed that EYL teacher used Bahasa Indonesia in specific circumstances, such as encouraging the students, explaining vocabulary, giving instruction, and explaining grammatical rule. Moreover, the role played in the class, mostly are pedagogical and psychological role. Additionally, the teacher expressed that they never fall back on learners’ L1 in the learning process. Also it was found that EYL students and the teacher believe that L1 was not the main point of the English lesson and played as a tool to help and clarify some context that have been learned.

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LIST OF APPENDICES

APPENDIX A Transcription o Classroom Recordings and Observation

APPENDIX B Transcription of Teachers’ Interview

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CHAPTER I

INTRODUCTION

This chapter starts with the background of the study in which the reason

for choosing the topic and significance of the research are included. The chapter

also includes research questions and aims of the study. At last, the outline for the

organization of this research is also highlighted.

1.1Background

The debate on whether L1 is a help in teaching English to young learners

has been going for decades. Second language acquisition (L2) in children is rarely

used as in-depth research, as opposed to second language acquisition in adults.

Due to the differences in results and attitude at both, L2 research in children is

necessary to conduct (Cook et al., 1979, pp. 1-5). Paradis (2006, p. 387) even

claimed that Second language (L2) acquisition in children has been seldom

studied as a subfield with its own issues and questions and should be separated

from bilingualism, educational outcomes, and adult L2 acquisition.

There has been an age old debate among teachers and educators on

whether to use the student’s first language in a foreign language classroom

(Brown, 2000). L1 language could be a help or a bother for L2, especially in

young learners’ classroom. Cook (2001a, pp. 171-172) constantly asserts that getting students to be close to their native speaker will help them to learn and

acquire a new language. Besides, using the students’ mother tongue as a tool in learning L2 can boost up students’ understanding. Some previous research showed that complete deletion of L1 in L2 classroom is not appropriate (Schweers, 1999,

p. 76; Nation, 2003, p. 2).

When L1 is used appropriately, it can be very useful. Brown (2000, p. 68)

claims that first language is not always an interfering factor. It can be facilitated

factor if it is used wisely. In accordance with that statement, Scheweers (1999, pp.

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influence the classroom spirit and persuade teachers and educators to provide L1

as a sense of security and ratify the learners’ lived experience, allowing them to

express themselves openly. He clearly asserts that mother tongue or L1 should be

used in the classroom to explain some difficult concepts, vocabulary or check

student’s comprehension. Excluding L1 in the classroom, especially in the young

learner classroom is almost impossible. It is common for teacher or educators to

use the students’ mother tongue (L1) as a tool to convey meanings as one way of

interacting (Nazary, 2008, p. 138). In another study, Tang (2002, pp. 36-44) found

that the use of L1 does not reduce students’ exposure to the target language; on

the contrary, it aids the learning of the foreign language.

Negative transfer of L1 features is one of the interferences that often

happen during the learning process. Negative transfer or interferences is

considered errors that occur when an L1 structure or rule is used in an L2

utterances and such use is inappropriate (Seville-Troike, 2006, p. 19).

Inappropriate transfers such as pronunciation, which leads to the wrong

pronounces, or the interference at the grammatical level is one of the negative

transfers which occurring while using L1 in L2 classroom.

Second language learners emerge to accumulate structural entities of the

target language, but find difficulty in organizing this knowledge into an

appropriate coherent structure. There is a significant gap between the

accumulation and the organization of the knowledge. This view indicates that

language learning is coordinated. Besides that, using L1 in the L2 learning session

limits the maximum exposure that the children or students need to get.

Bouangeune (2009) as cited in Nitiswari (2012: p. 2) stated that many EFL

educators and professionals even wonder how students can appreciate and apply

their target language if they continually using and relying on their L1. Therefore,

Hawks (2001, pp. 41-55) added that the separation and distinction of L1 and L2 is

necessary to conduct. A maximum exposure should be given to someone who

wants to learn L2 appropriately, especially for children who do not have prior

knowledge about their mother language. If it is not separated accordingly, then it

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So far L1 is seen as a help for children to learn L2, but there are some

parts in L1 which cause negative transfer and also make the L2 learning process

can not be a complete acquisition for children. Opitz (2011) even argues that since

L2 learners often use their L1 for reference, it is impossible to avoid the

interference errors. This two contradicting perspectives seem confusing for most

of the teachers that have hard times in deciding whether the L1 use in the L2 EYL

classroom will be helpful.

In the Indonesian context, English is taught as a foreign language. Kelilo

(2012) states that being a foreign language, the place that the learners are expected

to have access to the language is in the school. However, English has long been

distanced from being a medium of instruction, particularly at schools in Indonesia.

This was done without creating an alternative opportunity for students to help

them enhance their English language ability. The situation badly affects students’

ability to communicate in English. Because of their poor proficiency resulted from

limited exposure and other factors, students undoubtedly experience problems in

learning English through English. As a consequence, learners often show the need

for mother tongue use in their English classes.

Many teachers believe that they should never use a single word from

mother tongue in classroom activity. These teachers are using Monolingual

Approach and others who are half-hearted about the use of L1 or using it

appropriately in the classes are called the practitioner of Bilingual Approach.

Moreover, the debate of the role of L1 in the L2 classroom has been taken

to a higher stage led by question ‘how to minimize L1 language and maximize the L2 language especially in EYL classroom’. Macaro (2001, pp.531-548) is interested in how much L1 is used, why they claimed to use it, and what factors

appeared to influence their decision to use it. He investigated how the decision for

the use of the L1 was influenced by the beliefs of teacher and L1 use, pedagogical

training, or government or institutional policy. Besides, the differences between

the native language and English, as the language being learned, can be facilitating

or interfering in the process of acquiring English language (Seville-troike, 2006:

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A study conducted by Burden (2001) in Japanese, Schewer (1999) in

Spanish and Tang (2002) in Chinese context have come up with a positive attitude

towards the role of L1 in the English classroom. However, these studies basically

focus on adult and were conducted in the university context. In general, it is very

difficult to quantify the possible amount of L1 required in the L2 classroom. It is

important to note some points in the L1 role in L2 learning since it can be used

with varying intensities for early learners to more advanced ones. Moreover,

specifically speaking about young learners in elementary school in Bandung, there

has been a confusion regarding what kind of L1 role should be carried due to the

English-proficiency level of students.

In the middle of various positions and argumentations regarding the role

and the use of first language in the EFL classroom, the question regarding how to

minimize L1 and maximize the L2, especially in EYL classroom, seemed to be

1. What is the role of Bahasa Indonesia in EYL classroom at an elementary

school in Bandung?

2. What are the opinions of the teachers and students about the role of L1

in the EYL Classroom?

1.3Aims of Study

This research will focus on knowing the role of L1 in EYL classroom

specifically in English Young Learner classroom. The role that is intended to be

found in this research focuses on English Classroom in the fifth grade of

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for the research. The aim of the study is not to generalize the findings of the study,

but to get a deeper understanding in events or phenomenon which occurs in the

natural setting.

1.4Significance of the Study

This study is significant from two perspectives. Theoretically, it would

make at least one enriching contribution to the areas of English for young learners

and the second language acquisition in the Indonesian context. So, teacher or

teacher-to-be can fully know what the role of L1 in L2 classroom is, especially in

the young learner classroom.

Practically, the study would provide reference on how much L1 can be

used in L2 classroom and for the teacher-to-be to become aware of the role L1

plays in teaching and learning the target language, and in order to help teachers

and educators to re-examine their foreign language teaching method. Instead of

using a lot of theories from other research which settings are different and

somehow irrelevant in the Indonesian context, the teacher-to-be could put their

mind on another professional skill in order to be a good and professional teacher

contributing to the development of education in Indonesia.

1.5Research Methods

This section is intended to include on the methodology that is proposed to

achieve the research purposes mentioned earlier. Research design, research

sample, participant, data collection and data analysis are going to be included in

this section.

1.5.1 Design

The proposed research would use qualitative method of data collection in

order to meet the objectives of the research. Questionnaire, interview, and

classroom observation would be used as instruments in order to acquire

information regarding participants’ background, participants’ view

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classroom, and how much L1 can be used in L2 or English classroom..

Moreover, the interview and the encoded video recording will be used to

gather and enrich the result data in a qualitative way.

1.5.2 Sample

The sample would be drawn from a 5th grade in an elementary school,

which mainly uses the L1 and L2 in English classroom activity. The sample

included both teacher and students in the class.

1.5.3 Participants

questionnaire about the role of L1 in the L2 classroom activity. Following

the schedule, video recording would be begun in the class. It will take about

four meetings in English lesson. From the video recording, the data about

how much L1 using in the L2 classroom would be counted, in what

occasion L1 used in the L2 classroom, and how much support given in

acquiring L2. Later, the data will be collected, coded, and classified into

some categories to get a deeper and better understanding in role of L1 in

EYL classroom. Following the two instruments before, the interview would

be conducted to get teachers’ perceptions in using L1 and L2 in the classroom. Moreover, through the interview, the reasons and basic

information from video recording and questionnaire would be explored

more.

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Percentation and categorization would be used to differentiate and

analyze the data. Each result from the data later will show how much L1

used and how L1 influences L2 classroom.

1.6Organization of the paper

In this part, general presentations relating to the content of the chapters

will be described briefly and clearly. Therefore, there will be a brief overview of

the matters discussed in the research and what is the main point in each chapter.

1. Chapter I

This chapter briefly introduces the research content to the readers. It also

includes the Background which contains a brief exposure to research topics

related to the broad range of issues and theories or research findings

underlying the problem under study, then the Problem Statement of the

principal issues to be examined as well as the formulation of research

problems in the form of questions, after that aims of study which consisting

the general purpose and special purpose of the research, next is research

methods that introduced briefly the outline of the research methodology, and

the final organization of the paper which contains general explanation of the

content in each of the chapters.

2. Chapter II

This chapter is a review of the theories and findings of previous studies

that is relevant to the problems examined. In this chapter, the author

describes what the young learner is, the characteristic of young learner,

teaching English to young learner in Indonesia, and the role of first language

in foreign language learning

3. Chapter III

This chapter discusses in detail the research methods that have been

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procedure of the study completely. In this chapter, there are several aspects

such as the formulation of the problem, a description of the study design, the

assumptions underlying the research, description or clarification of key terms

used in the study, a description about the data collection plan, and a

description of the data analysis plan and its interpretation.

4. Chapter IV

This chapter describes the data collection, analyzes, discusses and interprets

the findings obtained by the authors. In this chapter, there are some aspects

that will be encountered by the reader. Among them are a description of the

data collection process, a description of the data collected, data analysis,

presentation of research findings, as well as discussion or interpretation of

these findings in relation to the objectives, research questions, theories and

findings of the other studies that had been discussed in the literature review

chapter.

5. Chapter V

This chapter includes two parts, the conclusions and suggestions. In the

concluding section, the author will propose a summary of the answers to the

research questions. Then it will put forward a unified interpretation or

meaning of all the research results obtained. The next, on the suggestion part,

the author will propose implications that can be drawn either from the process

and research findings. The implication is addressed to the future researchers

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CHAPTER III

RESEARCH METHOD

This chapter presents the procedure of the research that is proposed to

achieve the research purposes mentioned earlier. There are five sections that are

going to be elaborated in this chapter. The first section is the research question.

The second section is the methodology which presents the method used and how

the research was carried out. In the third section, the data collection, such as

research site and the participants involved in the study will be elaborated. The

fourth section will be the data collection and the instrument applied in the study.

The last but not least section is the clarification of terms.

3.1 Research Question

As mentioned earlier in the chapter one, this study aims to investigate the

role of L1in the EYL classroom. Then, this study aims to find out to what extent

Bahasa Indonesia is used in EYL classroom. Therefore, to meet these two

purposes, two research questions are proposed by the writer. They are;

1. What is the role of Bahasa Indonesia in EYL classroom at an elementary

school in Bandung?

2. What are the perceptions of teacher and students about the role of

Bahasa Indonesia in the EYL classroom?

3.2 Methodology 3.2.1 Research Design

The study would use qualitative method of data collection in order to meet

the objectives of the research. Kumar (2014, pp. 132-134) states that qualitative

research refers to research study where the researcher intends to explore, discover,

explain, and understand situations, perceptions, attitudes, values and beliefs, and

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p. 30) stated that “qualitative research uses a naturalistic approach that seek to

understand the phenomena in context-specific setting or real world setting where

the researcher does not attempt to manipulate the phenomenon of interest”.

Qualitative methods are best suited to explore the diversity of attitude of a

phenomenon rather than their intensity. Thus, the research will conduct a survey

approach that will be collected through interview and questionnaire.

3.2.2 Research Site

The research was undertaken in an elementary school in Bandung, West

Java. The school was chosen for the present study due to several reasons. First, the

school is associated with the researcher’s college and categorized as a modeled

school. It has a good quality and has already implied bilingual approach in the

teaching and learning activity. Second, the school is often used as a research site

before. Thus, it helps the researcher to conduct the study, because both of the

teacher and students are already familiar with outsider. Therefore, it is expected

that the study will occur in the natural environment and performance. The last,

this school has a good background of English teachers who have been taught and

have experience in teaching English to young learners for years. It also keeps

English as on one of the local contents and not merely as an extracurricular.

3.2.3 Participant

The participants’ profiles are presented in this section to give clear

explanation about the teacher and the students as the main subjects of this

research. It is important to be mentioned here that all of the participants were

given pseudonymous along the study to maintain the anonymity. The participants

of the study are an English teacher and a class of the fifth grader consisting of 30

students. The reason the fifth grade is chosen because they are not focusing on the

National Examination (UN), so the research hopefully will not disturb the

preparation of the examination or distract the students while learning in the class.

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purpose of choosing one whole class is based on the researcher’s intention to have

a real picture of classroom situations.

3.2.3.1 School Profile

Information on school and students characteristics were obtained from the

classroom observation done by the researcher while conducting the preliminary

study in the classroom and from informal interviews with the English teachers

after the class end. The school is favorable in Bandung and taught English 2

hours, 35 minutes per-hour, a week. It has been established for nine years and

categorized as a model school. Most students in this school generally have a good

basic in English, since most of them take the English club as one of their

extracurricular and take the English course outside the school. Moreover, the

teachers in this school persist on using English from the first grade.

3.2.3.2 Teacher Profile

One English teacher who was involved in this study graduated from the

English Department of a public university in Bandung. She has been teaching at

the school since 2005 up to present. At the first time, she was a tutor for English

teachers at the school, because she was teaching in senior high school and

eventually asked by the institution to teach in the school as the English teacher.

She is teaching English lesson for higher class (fourth to sixth grade) and active in

English club.

3.3`Method of Data Collection

This part elaborates how the data obtained in the study. The detail processes of collecting necessary data for the study are presented below:

3.3.1 Classroom Video Recording and Classroom Observation

During the collection of the data process, the researcher will be a

non-participant observer, because the researcher was not involved in the observation

directly. As states by Frankel and Warren (1993, p. 391) in Primary (2012, p. 38)

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observed, but rather sit on the sidelines and watch. Related to the nature of the

research design of this study, in gathering the data, there were three kinds of

instruments used – classroom observation and video recording, interview and

questionnaire.

The classroom observation and video recording are the first data collection

techniques used in this study. The data are used to collect a natural and real data

as clear as possible. According to Kumar (2014, 195), observation in qualitative

research has no framework for observing and recording is done in descriptive and

narrative form. These techniques are one way to collect primary data. It is

purposeful, systematic and effective way of watching and listening an interaction

or phenomenon when it takes place (Kumar, 2014, p. 173).

Moreover, when the observation and the video recording run in the

classroom, there will be a field notes as a means to support the data gathered. The

notes are used to assist in coding the data and provide the researcher with

information, which are not included in video recorder. The following is the

schedule of classroom observation and the video recording conducted.

Table 3.1 Classroom Observation Schedule

Session Day/Date Time

First session (Pilot Test) Wednesday/September 03, 2014 07.00 – 08.10 am

Second session Wednesday/September 10, 2014 07.00 – 08.10 am

Third session Wednesday/ September 24, 2014 07.00 – 08.10 am

Fourth session Wednesday/ October 01, 2014 07.00 – 08.10 am

Fifth session Wednesday/ October 08, 2014 07.00 – 08.10 am

3.3.2 Teachers’ Interview

The second data collection techniques used in the study is the interview

with the teacher. Interview aims to obtain in-depth information about what the

researcher wants to explore in the observation. The type of the interview is

semi-formal interview, because the questions are emerging from the immediate context

and occur in the natural setting. According to Burns (1997, p. 329) an interview is

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opinions, and beliefs of another person. Moreover, interviewing is a

person-to-person interaction, so it is a person-to-personal interaction and it is expected to meet with

the researcher’s objectives. The interview would be conducted to get teachers’

perceptions in using L1 and L2 in the classroom. Moreover, through the interview,

the reasons and basic information from video recording and the observation can

be clarified.

The interview would be conducted during the observation, according to

participants’ availability and done after the class or in the break time. The

interview process would be recorded by the recorder to get deeper information

relating to the data and as a file that will be saved to support the transcribing data.

3.3.3 Students Questionnaire

Students’ questionnaire is the last data collection techniques used in the

study. A questionnaire is relevant to this study in order to find out participant

attitudes. It is written list of questions and the answers are recorded by the

respondents itself (Kumar, 2014, p. 178). As supported by Nitiswary (2012, p. 35)

quoted from Fasold (1984) who asserts that methods for determining language

attitudes can be direct or indirect. Direct method needs a subject to respond the

questionnaire or interview questions. In the direct method, questionnaire offers

greater anonymity than an interview.

3.4 Data Analysis

Since the study is conducted through qualitative method, the data

collection and the analysis are interconnected. The data will be collected, coded,

classified and interpreted into some categories to get a deeper and better

understanding in role of L1 in EYL classroom.

3.4.1 Analyzing the Data

The data from the observation and interview is gained and analyzed using

the following steps from Dornyei (2007) as quoted from Ibnus (2014, p. 28).

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The recording and interview are transcribed to know roundly about the

amount of L1 used in the classroom. All the data gained are retold, including

some field notes into a textual form. Thus, the transcripts are concluded in a

briefer statement to enrich what was already said and were categorized by using a

certain thematic analysis.

label the students’ questionnaire in order to meet the data from observation and

the teacher interview.

3.4.1.3 Calculating the Likert Scale

To answers the data gained from the student’s and teacher questionnaire, the

data were calculated using Likerts scale; the steps were scoring, finding out the

score of the answer, calculating the central tendency of the answer and classifying

the average percentage (Likert, 1932, p. 23). These steps are considered as a

process to make the statistical number to find one conclusion. The following are

the steps to use the Likerts scale:

a. Scoring

Each answer will be labeled with value from 1-5 The example of scoring

students’ answers in the positively framed statements is illustrated below.

Table 3.2 Likert-Scale statements scoring rubric

Category of

b. Finding out the score of the answer

To find out the answer from table, the frequencies of the students

answer are multiplied with the value of each answer. For example:

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Score for option B : 2 x 2 = 4

Score for option C : 19 x 3 = 57

Score for option D : 4 x 4 = 16

Score for option E : 3 x 5 = 15

_________________________________ +

Total 92

Notes:

- The ideal score for the lowest value = 1 x 28 (students) = 28

- The ideal score for the highest value = 5 x 28 (students) = 140

c. Calculating the central tendency of the respondents

To calculate the central tendency of the respondents, we must

follow this formula (Sudjana, 1984, p. 46):

� =

�

%

Notes:

P : percentage

Fo : the total value of the answer

N : the ideal score of the highest value

d. Classifying the average percentage

The final step in this scale is classifying the average percentage. The

interpretation of score percentage was made to make the descriptions of the data

more systematical and the classification is based on the criteria below:

Table 3.4 Score of percentage and its interpretation

Score of percentage Interpretation

0 -20 % Very weak

21-40% Weak

41-60% Enough

61-80% Strong

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(Taken from Akdon (2008, p.40)

3.4.1.4 Growing Ideas

To develop the main themes of the study, the researcher tries to grow the

ideas by preparing the notes, transcript, and display the data. This process

afterwards will help the researcher to find the answer of the research questions.

3.4.1.5 Interpreting the data and drawing a conclusion

The last step is, the data are interpreted based on the research question.

Qualitative data are often flexible and evolving (Kumar, 2014, p. 133). It is

always possible to be interpreted in a wider interpretation. In the final step, the

conclusions are drawn and the researcher gives some recommendation related to

the theme of the study.

3.5 Clasrification of Terms

To avoid misconception of some terms presented in this research,

clarificatin has been conveyed as follows:

 L1 or First Language

A language which is used by the children in their early ages and the

process of learning is unconscious or it happens naturally. On this occasion, L1 or

first language is Bahasa Indonesia.

 L2 or Foreign Language

In Indonesia, English is considered as a foreign language. On this

occasion, L2 is English.

 Language Learning

Learning is a process of gaining knowledge through studying. In order to

know a language, someone needs to learn and know the knowledge of that

language. Hence, language learning refers to the process undertaken when people

choose to learn a language and proceed by memorizing and then using grammar,

syntax and vocabulary.

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English for Young Learner classroom on this occasion is a class in an

elementary school in Bandung, where the teacher uses English and Bahasa

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER V

CONCLUSION AND RECOMMENDATION

This chapter presents the conclusion of the research findings based on the

questions proposed in Chapter one, the limitation of the study, and some

information found in the study conducted. This chapter is divided into two parts.

First part concerns with the conclusion of the study and the second part deals with

the recommendations for further research related to the L1 role and EYL

classroom.

5.1 Conclusion

After discussing and analyzing the findings from the classroom recordings

and observations, questionnaire and interview, there are some conclusions to

draw.

The main purpose of this study was to investigate the role of Bahasa

Indonesia in an EYL classroom. To this effect, the study was guided by leading

questions that the researcher wanted to be answered at the end. This research

investigated two research questions: (1) What is the role of Bahasa Indonesia in

EYL classroom at an elementary school in Bandung, (2) What are the perceptions

of the teachers and students about the role of L1 in the EYL classroom. This study

used an intertwined tool to collect the data required. They are classroom

recordings and observation, questionnaire (for both the teacher and students) and

an interview with the teacher. The three instruments helped the researcher to come

up with the following conclusion.

With regard to the first research question concerning the role of L1 in the

EYL classroom, the data showed that both of the teacher and students think that

the use of Bahasa Indonesia in the teaching-learning process is positive. The result

of this study indicated that Bahasa Indonesia is not merely present in the English

classroom, but also that the teacher is making use of it as a linguistic tool. The

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four functions: to encourage students to speak and involved in the classroom

activity, to explain new vocabulary to the students, to explain grammar rule

related to the material of that day, and to give instruction to the students.

Both teacher and students believe that the ideal amount of time to the L1

use should be no more than 50%. At the same time this asserted the importance of

highlighting English in the English lesson. L1 was not mandatory to use in the

class, hence cannot be left out. From the researcher point of view, the students

comprehending ability was good. It can be seen from their eagerness to learn an

English lesson in English and they can understand the teachers’ conversation well.

However, their limited comprehension about the language such as grammar and

vocabulary, consequently validate the teacher use of L1.

The classroom recordings and observation and students’ questionnaire

results had strongly shown that the role of L1 in an EYL classroom was mainly in

the pedagogical role. L1 plays an important role in teaching-and learning

activities. As stated before in the chapter two that L1 use in the beginning and low

levels is beneficial to introduce the major difference between L1 and L2 and the

main grammatical characteristics of L2 that they should be aware of. In terms of

psychological role, L1 gives a sense of security to the student. When the teacher

uses L1 in the classroom, they are not only learning better than before, they also

actively involved in the classroom activity. The use of L1 in an EYL classroom

does not reduce the L2 exposure, it rather facilitates.

Meanwhile, it was identified through an interview with the teacher that she

strongly disagree with the excessive use of L1. The amount of L1 should depend

on the students and the classroom situation. So, the consensus was that a teacher

should know when, how and why L1 was used in the classroom. If this was not

played a significant role, then the amount of L1 should be reduced gradually.

Furthermore, concerning with the teacher and students’ perceptions on the

role of L1 in the EYL classroom, the findings gained from the teacher interview

and students’ questionnaire revealed that both has shown a positive perception and

perceived L1 as a tool to complete the learning activity. This confirms the finding

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the classroom. In a similar vein, the students’ questionnaire has also shown that

L1 made them comfortable and helped them to understand the material better.

In short, the data presented in this study have shown several functions of L1

which are beneficial in the teaching-learning process. As presented in the data of

this study, both teacher and students agree that a judicious use of L1 is beneficial

in the English lesson, particularly in explaining grammar rule and vocabulary in

the EYL classroom. This is supported by the previous study by Nitiswari (2012),

Kelilo (2012), Liu (2008) and Tang (2002). Moreover, it also clearly stated that

the use of L2 in the classroom is possible and can be used in the learning process.

The teacher should not worry about the students’ limited capability to understand

the English material through English. They can switch it to Bahasa Indonesia if

this is necessary. An excessive thing is not good and this applies in this issue. The

balance use of L1 and L2 can increase the students’ ability in the language

learning.

5.2 Recommendation for further research

Based on the findings, limitation of the study, and the conclusion derived

so far, the following recommendations related to L1 and EYL classroom are

forwarded.

First, regarding the students’ level in the classroom, the teacher should consider the level of students’ competence. For example, the teacher cannot treat the students similarly for the advanced to the poor learners and vice versa in terms

of teaching technique and the use of L1 and L2 in the classroom. Therefore, the

research on the role of L1 in the classroom in the early and advanced level should

be conducted in order to discover the role of L1 in a different level.

Second, the success of the language learning process was determined by

the ability of the students to use the language to interact with the teacher and their

other classmates. Unfortunately, these were not much observed by the researcher

in this study. Therefore, the researcher hopes the future researcher will conduct

this issue in order to measure the students’ achievement and students’ satisfaction

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Third, this study gives invaluable insight into the use of L1 in the EYL

classroom for various functions. The teacher should vary their language and the

L1 amount they use based on the students need. Moreover, the teacher should be

able to relate the purpose of the use of L1 with the students’ ability. Hence, there

would not be any misunderstanding and both teacher and students can achieve the

desired goal of the learning process effectively.

Despite the limitations, it is hoped that this research will enrich the

information about the EYL classroom and help the teacher and teacher-to-be to

become aware about the role of language in teaching and learning the target

language and shed more light that will stimulate a larger research in this area.

Thus, the more comprehensible input about the language role in the EYL

classroom could be acquired. We do need further studies to examine this issue

from different perspectives to find another responses and opinion related to the

criticisms against using L1 in L2 learning. In conclusion, taking advantage of

learners’ L1 or abandoning it is still the issue that should be answered and

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54

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THE ROLE OF L1 IN AN EYL CLASSROOM: PERCEPTIONS OF ELEMENTARY SCHOOL TEACHER AND STUDENTS.

TABLE OF CONTENTS

LIST OF APPENDICES

CHAPTER I

CHAPTER III

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REFERENCES