T1 112007104 Full text

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5 | S t u d e n t s ’ P e r c e p t i o n s T o w a r d T e a c h e r s ’ U s e o f B a h a s a I n d o n e s i a i n E n g l i s h l e a r n i n g c l a s s r o o m

STUDENTS’ PERCEPTIONS TOWARDTEACHERS’ USE OF BAHASA

INDONESIA IN ENGLISH LEARNING CLASSROOM

Rike Rizkia Permatasari

Abstract

There have been pros and cons regarding the issue toward the use of first language (L1) by teachers in English learning classroom. In this case, L1 refers to Bahasa Indonesia. Many teachers in Indonesia still use L1 in their teaching English process. That is why the aimed of this study is to find out students’ perceptions toward teachers’ use of Bahasa Indonesia. In this study, quantitative data from 102 students from first and second grade of Mater Alma Junior High School were obtained through closed-ended questionnaires. There were 15 questions and categorized them in students' preferences, students' feeling, students' positive perception and the advantages toward teachers’ use of Bahasa Indonesia in English learning classroom. They were chosen as they were believed to be more aware of their needed of language used by teachers regarding their understanding in English learning process. The finding reveals that teachers’ use of Bahasa Indonesia brought positive perceptions toward students. Students prefer teachers used Bahasa Indonesia in English learning process because they have a better understanding on the material, have a secured feeling in expressing the intent/idea/experiences and mastered grammar points without losing the essences or feels afraid of making mistakes using English.

Key words : first language(L1), students’ perception, the advantages of teachers’ use L1

INTRODUCTION

The maximum use of English in the classroom can help the students improve English proficiency. Krashen (1988: 44) as quoted by Kurnia (2011) claims that more exposure means more proficiency. It means that students should get an opportunity to listen English if they want to be skillful at using English. However, the maximum exposure in a language classroom sometimes becomes a challenge because many teachers still use their first language (L1). Al Sharaeai (2012) as quoted by AL-Burke (2008) found that most of the teachers are using L1 to facilitate English language learning and enhance students’ language

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teacher using L1 is not a guarantee of student’s English proficiency. They thought that it is impossible for low proficiency students to get English exposure by listening their teachers using L1 in their English learning process. In situations where students have little opportunities to meet L2 outside the classroom that considering English as Foreign language here, maximizing the use of L2 is important. That is why, more exposure means more proficiency.

The issue about the use of first language (L1) in English classroom has been debated for years. By looking at the issue, the use of L1 is still necessary and unavoidable. There are pros and cons regarding the use of L1 in English classroom. In a study, Knight (1996) reported that the teachers who did the preparatory L1 discussion made the students did much better on the L2 written task than other learners who did preparatory L2 discussion even though that discussion was in the same language. According to Atkinson (1987) as quoted in Miles (2004) there is now a belief that the use of L1 can be a positive resource for teachers, and they should be focused on it. On the other hand, the extensive use of L1 should be avoided by the teachers because if teachers use L1 in language teaching, it will make high dependency toward L1 for students. Such as in translation matter, students will wait for the teacher to translate everything in L1 first rather than make an effort to think of it at first. Bowen (2004) stated that in language teaching classroom teacher’s use of L1 was “bad

things” in learning English. Teachers will make students get limited exposure of English. It also will get less controlled of achieving an effective and efficient English learning process. That is why, teachers’ use of L1 in developing students’ skills has become a major issue that

it should be avoided or not in English learning classroom.

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teachers were in favor to the use of Bahasa Indonesia, whereas some others were not. Besides, some teachers exposed the students with English only but some others do not. Teachers who teach using Bahasa Indonesia might think that switching from English to Bahasa Indonesia can help students absorb the lesson more easily. Teachers who use English are focus more on students’ English proficiency by getting as much as English in their

teaching. In fact, some students have various attitudes toward this two language teaching. Based on that issue I focus on how the students perceived the teacher use of L1 in English learning classroom at Mater Alma Junior High School. The research question is what are students’ perceptions toward the teachers’ use of L1 (Bahasa Indonesia) in English

learning classroom? The purpose of this study is to give deeper insight into what students’ opinion toward the use of L1 by teachers during teaching and learning process. Hopefully, the study will help teachers to have a deeper insight on students’ preferences and justification of

using L1 by the teacher in English learning classroom. The results may also help teachers understand in which situations their students tend to prefer to use their L1 and not English. By understanding that, teachers will be better informed about teachers’ use of L1 should be

avoided or not in English learning classroom.

LITERATURE REVIEW

Definition of perceptions

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something that happened in learning process class and produced it with suggestion or argument for teacher or classmate to improve their learning process. The observation process can be so challenging and interesting experience for students’ perception that can increase their awareness of a whole process of teaching as well as their own learning. From the definition above, students’ perception is how students’ thought to response about what they

have done or about what they learned.

The Advantages and Disadvantages of using L1

The use of first language (L1) by the teacher has some advantages and disadvantages for students in developing English skills. The following studies show the advantages of teachers’

first language in classroom for students:

1. The use of L1 can be used as “Learner’s shelter”

The first advantage of using L1 are that it can be used as learner’s shelter. Zacharias

(2003) declared that the students’ L1 can be metaphorically described as “a shelter” (p.7) that

is using the students’ L1 by teachers in teaching English learning process will create a less threatening atmosphere. The use of L1 in the English classroom by the teachers creates a better teaching-learning environment. Meyer (2000) stated that a language anxiety comes when the students have communication anxiety. Teachers’ use of L1 is comforting the

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2. The use of L1 can clarify and communicate grammar points

Storch and Wigglesworth (2003) explained that students can get benefit from teachers’ use of L1 to clarify an unfamiliar vocabulary and communicate grammar points

especially when teacher delivered it using L1 in the teaching process. Sulistyowati (2006) explained about Grammar Translation Method (GMT) that GTM as a standard methodology theorizes that students acquire a foreign language by learning and explaining grammar rules as the basis for drills of exercises in translating from the target language to the mother tongue. They make it clear that teaching using L1 makes learners able to understand the grammar point well by practicing and discussing the structure or pattern. Each of them will get some information that they did not understand before.

3. The use of L1 can be a translation technique to avoid misleading

L1 here can be looked like a translation technique. Translating the contents into L1 can avoid misleadingly. The term of translation is one way to cover the misleading. Moreover, the translation technique is the most preferable learning strategies to use in most places. This is probably because L1 translation is usually clear, short and familiar, qualities that are very important in effective definitions. In addition students’ translation, in L1 can

assist in the comprehension and memorization of L2 vocabulary (Swain and Lapkin, 2000). The L1 translation makes it easier, clearer for students for understanding the content.

4. The use of L1 is saving time

The interference of using L1 by the teachers can help students to use valuable class time efficiently. For the students, teachers who teach using L1 can help them find a new word in the target language. In relation with students’ communication, teachers’ use of L1 can help

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(Atkinson, 1992: 351 in Miles 2004). It means that, students get the goal of learning the target language in minimum time. It is not a matter of measuring the time only. It is about how the teachers created the easier way to help students reach the target language in minimum or limited time.

Another studies showed some disadvantages as the following:

1. The use of L1 becomes interference

The main disadvantages of teaching a foreign language in the first language are the first language becomes interference. The word order of the first language sounds like a barrier for the learner. As stated by Zacharias (2003), L1 can be seen as a barrier to English exposure. One reason for this is the idea that the use of L1 by teachers would limit opportunities for exposure to L2. The more teachers use L1 in class; the fewer students would not get the English exposure.

2. The use of L1 can limit opportunities for students to learn English

Compared to a country that uses English as a second language, Indonesia are still considered English as foreign language. English is not used in daily communication. That is why, teachers tend to use L1 that will cause limited opportunities for students to learn English. According to Bowen (2004) teachers’ use of L1 was a bad thing that will cause students’ limited exposure of English. It is limited only in classroom situation that doesn’t encourage the students to try hard to exercise their competence.

3. The use of L1 can be a failure of the maximum use English

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simplify differences between two languages, create laziness among students and a failure to maximize English. When the teacher using L1 in the learning process, the students will be accustomed to using L1 and always wait for the translations. Students will prefer to use L1 in any situation and ignore the target language directly since the teacher uses L1 in English learning process.

4. The use of L1 can make students become unaware of the essential use of English as the target language

According to Fillmore (1983), the students who are used to hearing their teachers’ use

L1 will tend to ignore the target language. Automatically, when the students have been accustomed to using L1, their awareness of the importance to use English as the target language will decrease. Especially for the low motivated students, this situation will only make them less and less motivated.

THE STUDY

Context

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Participants

The participants were 102 numbers of students in Mater Alma Junior high school from the first grade and second grade. I used a purposive sampling in selecting the participants.

Instrument of data collection

In an effort to answer my research question, the data collected by questionnaire. I adapted the questionnaire from AL-NOFAIE (2010) in Novitas Royal Research and Youth Language (2010). The questionnaire contained 15 statements. I translated it into Indonesian version to make the participants easier to fill the questionnaires. The instrument of data collection used was a close-ended questionnaire. However, the questionnaire had been modified again as AL-NOFAIE tried to probe students’ and teachers’ attitude towards using Arabic in EFL classroom.

Data Collection Procedures

Before the intended participants were kindly asked to fill in a questionnaire, a piloting process had been conducted first. This process was very important in order to make sure that all items in the questionnaire were already clear and understandable, otherwise a threat that might appear was that the participants would not give the valid data because of the confusion they had while answering the questions. The participants were also chosen purposively from first grade to the second grade in Mater Alma Junior High School. I distributed 15 questionnaires in school’s break time as a permission given to me. The participant seemed

understand about the questionnaire that is proved none of the number was empty.

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questionnaire in the first and second grade on the next day. On the next day, one of teachers there helped and guided me into the class that I distributed the questionnaire. She is BK (Bimbingan Konserling) teacher. I got permission to take her class time. First, I came into first grade class with her. She introduced me in front of the class. I told them the purpose of collecting the data. I also shared the reason I came into their school. Students got their understanding and allow me to take their time filling the questionnaire. I started to distribute one by one and moved around just in case there is any difficult word faced by student while filling the questionnaire. I had gave thanks toward them before I left the class with Bk’s

teacher. After finished the first class of first grade, I moved to the second class of the first day. The entire first grades had been done, I moved to the first class of the second grade class. Then, I moved to the last class of second grade with BK’ teacher. The atmosphere of

each class almost same but second grade class consists excited students who really interesting to fill the questionnaire.

Data Analysis

After I had got all the data, it analyzed using Microsoft Excel that revealed students general opinion of using Bahasa Indonesia (L1) in English learning process in the form of percentage or frequencies. There were specific statements about their preferences, feeling, attitude, and motivation statements toward teachers’ use of Bahasa Indonesia whether it brings advantages or disadvantages in English learning classroom. The questionnaires were categorized into four themes. First themes are about student preferences toward teachers’ use

of Bahasa Indonesia. Second are about students feeling toward teachers’ use of Bahasa Indonesia in English learning classroom. Third are about the advantages toward teachers’ use

of Bahasa Indonesia. Last are about students’ positive perceptions toward teachers’ use of

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perception toward the teachers’ use L1 (Bahasa Indonesia) in English learning classroom

based on the data that I got.

FINDINGS

In the following discussion, the analysis of students’ perceptions toward teachers’ use of Bahasa Indonesia in English learning classroom would be discussed. The result of questionnaire shows the following data related to students’ perceptions toward the statements that asked in questionnaire sheets that is related to the teachers’ use of Bahasa Indonesia in English class.

Students’ Preferences toward Teachers’ Use of Bahasa Indonesia in

English Learning Classroom

In this first discussion, the analysis was based on students’ preferences of teachers using Bahasa Indonesia in English learning classroom. The data were shown in table 1. Table1. Students’ Preferences toward Teachers’ Use of Bahasa Indonesia in English Learning Classroom

The data in table 1 indicated that 61.77% students preferred the teachers use Bahasa Indonesia in their English classroom. 6.86% students strongly agreed of using Bahasa Indonesia by teacher in English class. Besides that, 27% students disagreed and 3.92% strongly disagreed when teachers used Indonesian in English learning classroom. By looking at the high percentages of agreement, it can be seen that students preferred teachers’ use Bahasa Indonesia in English learning classroom.

No Statement SD D A SA

f % f % f % f %

1. I prefer teachers use Indonesia in

English learning classroom.

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Students’ Feeling toward Teachers’ Use of Bahasa Indonesia in English

Learning Classroom

In this second part, the analysis was based on students’ feeling toward teachers’ use of Bahasa Indonesia in English learning classroom.

Table 2. Students’ Feeling toward Teachers’ Use Bahasa Indonesia in English Learning Classroom

In table 2 revealed students’ feeling toward teachers’ use Indonesian in English learning classroom. Based on table 2, 58.83% students agreed to statement number 4 that they would be more comfortable when teachers used Indonesian. In statement number 5, 50% students agreed they were more motivated of learning English when teachers used Indonesian. In statement number 6, 60.78% students felt more secured when teachers used Indonesian. Besides that, 50.98% students disagreed to the statement that teachers’ use of Indonesian made them felt afraid of making mistake when using English. Regarding students’ feeling that they would be more comfortable when teachers used Indonesian has a

No Statement SD D A SA

5. I am more motivated to learn English

when teachers use Indonesia in

English learning classroom.

5 4.90% 29 28.43% 51 50% 17 16.67%

6. I feel more secure in expressing

intent / ideas / experiences when

teachers use Indonesian in English

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consistency with statement number 6. The data showed that students created a secure feeling in expressing intended, ideas and experienced when teachers use Indonesian.

The Advantages

toward Teachers’ Use of Bahasa Indonesia in English

Learning Classroom for students

This third part of the discussion was about the advantages toward teachers’ use of Bahasa Indonesia in English learning classroom. The result can be seen in table3.

Table3. The Advantages toward Teachers’ use of Bahasa Indonesia in English Learning Classroom

As seen in table 3, 61.77% students agreed to the statement that they have a better understanding when teachers translating new words and reading text into Indonesian in English learning classroom. 52.94% students also agreed in statement number three that they

No Statements SD D A AS

7. I need an explanation of the similarities

and differences of Indonesia and

9. I can maximize a valuable class time

better when teachers use Indonesia in

English learning process.

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would understand more what they have learned or what should they did in class if teachers also used Indonesian in English learning class. Statement number seven got 67.65% students attention that they needed an explanation of the similarities and differences of Indonesia and English grammar in by the teachers using Indonesian. It made them more proficiency in structure or grammar points when teachers used Bahasa Indonesia. It showed in statement number eight that 44.12% students agreed that they mastered the structure / pattern of English words properly when teachers used Indonesian in English learning classroom. Moreover, 53.92% students agree to the statement they can maximize a valuable class time better when teachers use Indonesian in English learning process. At this point, I saw students got the advantages of teachers’ use of Bahasa Indonesia in English learning classroom.

Students’ Positive Perceptions toward

Teachers’ Use

of Bahasa Indonesia

in English Learning classroom

In this last part of discussion, the analysis was based on students’ positive perceptions toward teachers’ use Bahasa Indonesia in English learning classroom. The data were shown in table 4.

Table4. Students’ Positive Attitude toward Teacher’s use Bahasa Indonesia in English Learning Classroom

No Statements SD D A SA

f % f % f % f %

10. When teachers do not use Indonesian in

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The data in table 4 indicated 51.96% students disagreed to statement that they reduced their participation in the activities provided when teachers did not use Indonesian in the classroom. 40.20% students disagreed when teachers used Indonesian, it made them always rely on teachers to translate everything first. 52.94% students strongly disagreed to the statement that teachers’ use Indonesian made them underestimated the importance of using English. 42.16% students disagreed when teachers use Indonesian, they reduced the chance of their hearing and using English. 57.84% students strongly disagreed that they were not willing to learn the English when teachers use Indonesian. At this point, I saw students brought a positive view that they did not reduce their participant, rely on teachers, and underestimate English learning and willing to learn English even though teachers used Indonesian in their teaching process.

DISSCUSSION

The result of the questionnaires showed positive perceptions from students in Mater Alma Junior High Scholl of their teachers use Bahasa Indonesia in their English class. As the data, showed that most of the students preferred teachers use Bahasa Indonesia rather than teacher use full of English. Students’ positive feeling and positive perceptions are the results of their experiences toward teachers’ use of Bahasa Indonesia in English learning classroom.

In these following discussions, the data will be explained further.

13. When teachers use Indonesian, I will

reduce the chance of my hearing and

using English.

34 33.33% 43 42.16% 21 20.59% 4 3.92%

14. When teachers use Indonesian, I am not

willing to learn the English.

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As English learner, students experienced some different feeling and perceptions toward teachers’ use of Bahasa Indonesia in English learning classroom. They got their

understanding when teachers used Bahasa Indonesia. It showed that 61.77% students preferred teachers use Bahasa Indonesia in English learning classroom. When teachers used Bahasa Indonesia in their teaching process, students tended to be more comfortable. They felt more secure in expressing intent or ideas while teachers using Bahasa Indonesia in English class. It showed that Bahasa Indonesia becomes their learners’ shelter when teachers’ used it in English learning classroom. This finding supports the belief that L1 can be metaphorically described as “a shelter” (p.7) that is using L1 by teachers in teaching English learning process

will create a less threatening atmosphere (Zacharias, 2003).

Meyer (2000) also added that language anxiety comes when the students have communication anxiety. Teachers’ use of Bahasa Indonesia is comforting the language

anxiety around the students. It helps students to express the ideas and participate in the English class using English with great confidence. It can be seen that most of the students are more motivated when teachers used Bahasa Indonesia. They also were not afraid of making mistake when using English. In this case, students experienced teachers’ use of Bahasa Indonesia created a better teaching learning environment.

Students got more assistance when teachers use Bahasa Indonesia in English learning process that made them understand. They belief that Bahasa Indonesia could be a tool that have a better understanding in translating new word and reading text of their comprehension. In addition, students’ translation in L1 can assist in the comprehension and memorization of

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exercises in translating from the target language to the L1. Moreover, 53.92% students could maximize a valuable class time better when teachers used Bahasa Indonesia in English learning process. It is saving time to understand English when teachers use Bahasa Indonesia in English learning classroom. It would make the class more valuable and save the time of learning English. In relation with students’ communication, teachers’ use of Bahasa

Indonesia can help students to use the limited time efficiently with productive or communicative activities (Atkinson, 1992: 351 in Miles 2004). It means that, students get the goal of learning the target language in minimum time toward teachers’ use of Bahasa

Indonesia.

As it is written in the literature, Storch and Wigglesworth (2003) determined the positive perception toward the use of L1 by teachers of students in completing the tasks in L2 setting. Students’ positive view can be seen as the data showed that the student would not

reduce their participation in the activities provided. They also not rely on teachers to translate it everything first when teachers used Bahasa Indonesia. Besides, they were not underestimating the importance of using English instead of just saw Bahasa Indonesia as a tool for making them understandable in English learning process. Moreover, their willingness to learn English did not disappear as teachers used Bahasa Indonesia in English learning process. 42.19% students also showed some agreement that they were not reduce the chance of their hearing and using English in English class. These students’ positive views proved that they also need teachers’ use of Bahasa Indonesia to comprehend the English well. At this

point, students seem tolerate of teachers’ use Bahasa Indonesia which has a positive goal for

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CONCLUSION

Based on the finding of this research study, it can be learned that teachers’ use of

Bahasa Indonesia brought positive perceptions toward students. Students felt more comfortable, motivated and secured in expressing intent/ideas/experiences when teachers used Bahasa Indonesia in English learning classroom. Bahasa Indonesia that used by their teachers also didn’t make them afraid of making a mistake in using English. In other words,

students got advantages when teachers used Bahasa Indonesia in teaching English classroom. They had a better understanding on grammar points, mastered the translation technique of new word and maximized a valuable class time better toward teachers ’ use of Bahasa

Indonesia. As the aims of this study was to give deeper insight into students’ opinions toward the use of Bahasa Indonesia by teachers, this finding would help teachers had a deeper insight on students’ preferences and their justification on teachers’ used Bahasa Indonesia in English learning classroom.

In conclusion, students show a positive perception toward teachers’ use of Bahasa Indonesia. There were a lot of positive views that determined students strongly agreed of teachers’ use of Bahasa Indonesia. The finding also determined students strongly belief that teachers used Bahasa Indonesia to facilitate English language learning and enhance students language proficiency. But as students who have to get the maximum use of English, they should not ignore the importance of English. By having the right language used by teacher in English learning process, students wouldl get the quality of the maximum use of English by teacher very well. It also wwould have a better insight that Bahasa Indonesia should be avoided or not in developing students skills in English learning classroom.

Looking at those positive perceptions toward teachers’ use of Bahasa Indonesia, an

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high school that most of the students seemed already understand teachers’ goal or what they teachers taught toward them. But, teachers also have to consider about the portions of their L1 in English learning process. So, students would achieve the English proficiency well without losing the essences of using English.

This study involved only 102 students from the first grade and second grade of Mater Alma Junior School. It also only focused on one context about teachers’ use Bahasa Indonesia in English class that I found in Mater Alma Junior High School. We could not judge all of the students in Junior high school would have the same opinion because each student with different context would bring different finding also. However, the study revealed students’ perceptions toward teachers’ use of Bahasa Indonesia that brought positive

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ACKNOWLEDGEMENT

Firstly, I owe my deepest gratitude to ALLAH S.W.T who has accompanied me along the way to finish this thesis and made all things are possible.

I would like to express my sincere gratitude to my supervisor and thesis examiner Anita Kurniawati H., M. Hum and Prof. DR. Gusti Astika, M.A. for their valuable assistance, support and guidance. Especially for my supervisor who has supported me along this way and kept believing that I could give the best I had in my thesis.

Deepest thanks to my mom, Sri Harini and Dad, Rio Rianto, S.E. M.M, thank you for your kindness, guidance and supported. For my beloved younger brother and sister, Anggia and Aziz,thank your supports through the duration of my study. My dearest-lovable partner, Dhofa Oky Aji, you are the reason I keep on fighting. Thank you for waiting this long. Your support, suggestion and prayer made me become a better person right now.

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and learning English at SMA Batik. Solo: Universitas Sebelas Maret Press.

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http://pevso.univlyyon2.fr/giled/050801Stephen%20Krashen’s%20Theory.htm

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Storch, N., & Wigglesworth, G. (2003). Is there a role for the use of the L1 in an L2 setting?

TESOL Quarterly, 37(40), 760-770.

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Swain, M. & Lapkin, S. (2000). Task- Based second language learning:The use of the first language. Language Teaching Research, 4(3), 251-274.

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26 | S t u d e n t s ’ P e r c e p t i o n s T o w a r d T e a c h e r s ’ U s e o f B a h a s a I n d o n e s i a i n E n g l i s h l e a r n i n g c l a s s r o o m APPENDIX

KUESIONER

Penggunaan Bahasa Indonesia oleh Guru dalam Belajar Bahasa Inggris

Lengkapi kuisioner berikut dengan memberi tanda centang () pada kolom sesuai dengan pendapat anda.

TS = Tidak Setuju S = Setuju

KS = Kurang Setuju SS = Sangat Setuju

No. Pernyataan TS KS S SS

1. Saya lebih menyukai Guru menggunakan Bahasa Indonesia pada saat kelas Bahasa Inggris.

2. Saya lebih memahami ketika Guru menerjemahkan kata-kata baru maupun text bacaan kedalam Bahasa Indonesia.

5. Saya lebih termotivasi belajar Bahasa Inggris pada saat Guru menerangkan dengan menggunakan Bahasa Indonesia.

6. Pada saat Guru menerangkan dengan menggunakan Bahasa Indonesia, saya merasa lebih aman dalam mengutarakan maksud/ide/pengalaman saya

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10. Pada saat Guru tidak menggunakan Bahasa Indonesia dalam kelas, saya akan mengurangi partisipasi saya dalam aktivitas yang disediakan.

11. Kebiasaan Guru menggunakan Bahasa Indonesia menjadikan saya selalu bergantung pada Guru untuk menerjemahkan segala sesuatu terlebih dahulu.

12. Kebiasaan Guru menerangkan dengan menggunakan Bahasa Indonesia, membuat saya menyepelekan arti penting

menggunakan bahasa Inggris.

13. Guru menerangkan dengan menggunakan Bahasa Indonesia, akan mengurangi kesempatan saya dalam mendengar dan menggunakan Bahasa Inggris.

14. Guru menerangkan dengan menggunakan Bahasa Indonesia, membuat saya tidak berkeinginan untuk mempelajari Bahasa Inggris lebih dalam.

15. Kebiasaan menggunakan Bahasa Indonesia yang dilakukan oleh Guru, membuat saya takut melakukan kesalahan dalam menggunakan Bahasa Inggris.

Nama : _______________________ Kelas : _______________________ Umur : _______________________ Mulai belajar Bahasa Inggris dikelas berapa : _______________________

Jika data yang didapat masih dirasa kurang, bersediakah anda meluangkan waktu untuk dapat saya interview lebih jauh tentang topik seperti diatas? (Ya / Tidak)

Jika bersedia, nomer handphone yang bisa dihubungi ____________________