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Nadya Nitiswari, 2012

The Role of L1 in EFL Classroom

TABLE OF CONTENTS

ACKNOWLEDGMENTS ... i

DECLARATION ... ii

ABSTRACT ... iii

CONTENTS ... iv

LIST OF TABLES ... viii

LIST OF APPENDICES ... ix

CHAPTER I INTRODUCTION 1.1 Background ... 1

1.2 Research Questions ... 4

1.3 Purposes of the Study ... 4

1.4 The Significance of the Study ... 4

1.5 The Scope of the Study ... 5

1.6 Organization of Thesis ... 5

CHAPTER II LITERATURE REVIEW 2.1 The Use of L1 in the EFL Classroom ... 7

2.1.1 Historical Overview of the Issue ... 7

2.1.2 Contrasting views of the use of L1 in the EFL classroom ... 9

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Nadya Nitiswari, 2012

2.1.2.2 The Limitations of Monolingual Approach ... 12

2.1.2.3 The Bilingual Approach ... 13

2.1.2.4 The Functions of L1 in the EFL Classroom ... 17

2.1.2.5 The Limitations of Bilingual Approach ... 22

2.2 Previous Study ... 25

2.3 Concluding Remark ... 27

CHAPTER III RESEARCH METHODOLOGY 3.1Research Questions...29

3.2Methodology ...30

3.2.1 Research Design ...30

3.2.2 Research Site ...30

3.2.3 Participants ...31

3.2.3.1 School Profiles ...31

3.2.3.2 Teachers Profile...32

3.3Data Collection Method ...33

3.3.1 Preliminary Study ...33

3.3.2 Classroom Observation and classroom video-recording ...33

3.3.3 Teachers Interview ...34

3.3.4 Students Questionnaire ...34

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Nadya Nitiswari, 2012

The Role of L1 in EFL Classroom

3.4.1 Data from Classroom Observation ...35

3.4.2 Data from Interview ...36

3.4.3 Data from Questionnaire ...37

3.4.3.1Calculating the Likert Scale ...37

3.5Validity Issues ...40

3.5.1 Triangulation ...40

3.5.2 Member Check ...41

3.6Summary of Chapter ...41

CHAPTER IV FINDINGS AND DISCUSSION 4.1 Teachers Use of Bahasa Indonesia in the Classroom... 43

4.1.1 The amount of L1 Used in EFL Classroom ... 44

4.1.2 The Context of L1 use in the EFL Classroom ... 47

4.1.2.1 Explaining Unknown Vocabulary/Translation ... 50

4.1.2.2 Giving instructions to the students... 53

4.1.2.3 Explaining grammar rules ... 55

4.1.2.4 Checking Students’ Understanding ... 58

4.1.2.5 Making Jokes in L1 ... 60

4.1.2.6 Conclusion ... 62

4.2 Discussion of Interview Data ...63

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Nadya Nitiswari, 2012

4.2.2 The Ideal percentage of L1 in the classroom ... 67

4.2.3 Benefit of the use of L1 in the EFL classroom ... 69

4.2.4 Function of the L1 used in EFL classroom ... 70

4.3 Findings from the Students Questionnaire ...72

4.3.1 The Language the students want to use in their English classroom .... ... 73

4.3.2 Students perspectives on the teachers use of L1 in English classroom ... 75

4.3.3 Bahasa Indonesia helps the students in learning English ... 77

4.3.4 The Functions of the L1 used in EFL classroom ... 79

4.3.5 The benefits of using L1 perceived by the students ... 81

4.3.6 The frequency of the teachers using bahasa Indonesia in EFL Classes as perceived by the students ... 83

4.4 Summary of Chapter 4 ...84

CHAPTER V CONCLUSIONS AND RECOMMENDATIONS 5.1 Conclusions ... 86

5.2 Recommendations for further research ... 89

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Nadya Nitiswari, 2012

The Role of L1 in EFL Classroom

LIST OF TABLES

Table 3.1 School Characteristics ... 32

Table 3.2 Likert-Scale statements scoring rubric ... 32

Table 3.3 Example of Statements in this research ... 38

Table 3.4 Score of percentage and its interpretation ... 39

Table 4.1 The Amount of Bahasa Indonesia (L1) and English (L2) Used by Teacher A ... 44

Table 4.2 The Amount of Bahasa Indonesia (L1) and English (L2) Used by Teacher B ... 45

Table 4.3 Teachers’ use of L1 in English classroom………48

Table 4.4 Students’ Preference for the language instruction ... 73

Table 4.5 Students’ Perspectives on the Use of L1 in EFL Classroom ... 75

Table 4.6 Bahasa Indonesia helps the students in acquire the lesson ... 77

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Nadya Nitiswari, 2012

Table 4.8 The benefits of the use of L1 perceived by the students’ ... 81

Table 4.9 The Frequency of L1 used in EFL classes perceived by the students

... 83

LIST OF APPENDICES

APPENDIX A Transcription of Classroom Observation

APPENDIX B Transcription of Teachers’ Interview

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CHAPTER I INTRODUCTION

This chapter sets out the background of the study, the research questions,

and the purposes of the study as well as the significance and the scope of it.

The clarification of the terms used and the outline for the organization of this

thesis are also highlighted.

1.1 Background

The issue of the use of student’s native language in the EFL classroom has

been debated for years (Erton, 2009; Brown 1994; Miles, 2004; Tang, 2002;

Medgyes, 1999). Literature reflects uncertainties which surround this issue

and various positions have been argued for. A number of studies have been

conducted, which either support (see Atkinson, 1993; Auerbach, 1993;

Macaro, 2001; Cook, 2001; Deller and Rinvolucri, 2002; Widdowson, 2003;

Harbond, 1992;Bolitho, 1983) or oppose (see Duff & Polio, 1990; Ellis, 2005;

Hendricson, 1991; Krashen & Terell, 1983) the use of L1 in EFL classroom.

Several authors (see, Krashen & Terell, 1983; Duff & Polio, 1990; Pennycook,

1994) maintain that L1 has no essential role to play in EFL teaching and that

too much L1 use might deprive learners of valuable input in the L2 (Ellis,

1984), but some of the researchers stress the value of using L1 and the

positive role in EFL teaching (Auerbach 1993; Mukattash 2003; Schweers

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L1 has potentially both positive and negative consequences (Carless,

2008). Carless further says that the use of L1 may support social and

cognitive function. Socially, the use of L1 serves to give instruction and rules, to establish attention, and support classroom management. Moreover,

cognitively, the use of L1 facilitates the students’ understanding. On the other hand, the over reliance on the L1 may undermine the interaction in English

(Atkinson, 1987 and Polio, 1994).

The general assumption that has prevailed for some time is that English

ought to be learnt through English only (Polio and Duff, 1994). Many ELT

professionals even wonder how students can appreciate target language

exchanges if they continually relying on their L1 (Bouangeune 2009).

However, the arguments against the use of L1 in EFL classroom have not

provided sufficient evidence for avoiding L1 (Hasan, 2010). Because of the

increasing number of teaching methods and trends which supporting the use

of L1 in EFL classroom, thus, the prohibition of the use of L1 in EFL classroom

is breaking down and the attitude to L1 and translation in language classes

has witnessed a positive change following the recognition that some learners

use the L1 as a communicative strategy to learn and use the foreign language

(James, 1998; Gill, 2003; and Cook, 2001)

In Indonesian context, where English is taught as a foreign language,

there are a fewer chances for students to apply what they have studied

outside the classroom, so the only exposure is only happened in the English

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observation, it is common for EFL teachers to use the students’ mother tongue as a tool for conveying meaning as a means of interaction both in

English language institutes and in the classroom.

A number of recent studies on the use of mother tongue in the EFL

classroom indicated that appropriate and judicious L1 use in the EFL

classroom can play significant role in facilitating a successful second

language acquisition (Schweers, 1999; Larsen-Freeman, 2000; Nation, 2003;

Tang, 2002). When used appropriately, students’ L1 can be very beneficial, and in his research Schweers (1999) encourages teachers to incorporate the

native language into lessons to influence the classroom dynamic. Moreover,

Atkinson (1987) suggest that starting with L1 provides a sense of security and validates the learners lived experiences, allowing them to express

themselves

In the middle of various positions and argumentations regarding the use

of mother tongue in the EFL classroom, research about teachers’ and

students’ perspective on the use of L1 in EFL classroom has not been

excessively observed. Thus, the present study focuses on examining the

realization of the use of Bahasa Indonesia in the EFL classroom and

examining teachers’ and students perspectives on the use of Bahasa Indonesia in EFL classroom. The findings are hoped to be of great

contributions to the enlightenment of the use of Bahasa Indonesia in the EFL

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1.2Research Questions

In relation to the above background, this study attempted to address the

following questions:

1. What is the realization of the use of L1 in the EFL Classroom?

2. What are the perspectives of the teachers and students about the use of

L1 in the EFL Classroom?

1.3Purposes of the Study

Referring to the question formulated above, the investigation was

intended to meet the following purposes:

1. To Explore the realization of the use of L1 in the EFL Classroom

2. To Investigate teachers and students perspectives about the use of L1 in

the EFL classroom

1.4Significance of the Study

The result of this study will be of great contributions to three crucial

aspects: theoretical, practical and professional aspects. Firstly, for the

theoretical aspects, the results of the study are hoped to enrich the literature

of second language acquisition and later to give an insight about the teacher

and students perspectives about the use of L1 in the EFL classroom especially

in Indonesian context which has been debated for years, because the key

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Secondly, from the practical aspects, observing how teacher uses the L1 in

the EFL classroom, the result of this study can also provide some information

regarding the actual condition of the teacher use of L1 in EFL classroom and

also the students and teacher language preferences in the classroom. Lastly,

from professional aspects, the result of this study are expectedly beneficial

for the English teachers who are directly involved in classroom teaching and

learning process. The information can be used by English teachers as a basic

for the improvement in the teaching and learning process in the EFL

classroom in terms of students needs in order to facilitate students L2

learning, particularly by the teachers at the research site.

1.5Scope of the Study

This study, is like any other case studies, is concerned with a certain case

that happens in a certain context. The study dealt with the realization of L1

use in EFL classroom and teachers and students’ perspectives of L1 use in

EFL classroom.

1.6 Organization of the thesis

This thesis is divided into five chapters. Chapter one is an introductory

one giving the background discussion and overview of the study. It also

introduces the research questions and considers the significance of the

particular research. Meanwhile the literature review to understanding

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Chapter three describes the research methodology and research design used

in this study. In chapter four, data presentation and discussion are presented

based on the research questions outlined in chapter 1. This thesis is

concluded in chapter five in which it provides the conclusion of the thesis as

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CHAPTER III

RESEARCH METHODOLOGY

This chapter will discuss the methodology that the researcher has

applied in this study. 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 design which presents the method used in conducting the research and

how the study is carried out. The research site and the elaboration on the

participants involved in the study will be elaborated in the third section. The

data collection and the instrument applied in the study will be discussed in

section fourth. The last section that is the fourth section will give an overview

of how the data in this study is collected, analyzed, and interpreted.

3.1 Research Question

As mentioned in Chapter One, this study aims to, firstly, investigate

realizations of the use of L1 in the EFL classroom. Secondly, this study aims to

find out the teachers and students perspectives of the use of L1 in the EFL

classroom. Thus to meet these two purposes, two research questions are

proposed:

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2. What are the perspectives of the Teachers and Students about the

use of L1 in the EFL Classroom?

3.2Methodology

3.2.1 Research Design

The type of the research is falls under the category of case study which is

qualitative in nature. Paton (2001) as quoted in Golafshani (2003) states that

qualitative research uses a naturalistic approach that seek to understand

phenomena in context-specific setting such as real world setting where

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

research also will utilize a survey approach that will be collected through

questionnaire. Therefore, the focus is on describing the realization of L1 used

in the EFL classroom, the teachers’ perspectives and the reason of using L1 in

the EFL classroom and also the students’ attitudes toward it.

3.2.2 Research Site

The research was undertaken at two Public Senior High School in

Cimahi-Jawa Barat. The first school is a regular school and the second school is RSBI

School. The school was chosen for the present study due to several reasons.

The first reason for choosing the school was because the researcher was the

alumni of school 1 so it gave relatively easy access to do the research.

Moreover, the second school was chosen because the researcher was familiar

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Another reason for choosing this school was both of the school was the

familiarity of the teacher and the students. The teacher had taught the

students for one semester, so she had been familiar with the students.

Therefore, it was expected that there will be natural performance in the

instructional process during this study (Emilia, 2005).

3.2.3 Participants

The participants of the study were two English teacher and the two

classes of the eleventh grader consisting of 40 students each classroom.

Grade eleven were chosen in this research, the reason for choosing eleventh

grade is because they are not focusing themselves on the National

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

of the examination. The purpose of choosing one whole class is also based on

the researcher’s intention to have a real picture of a classroom situation

mainly in terms of number which, in Indonesian context, mostly of large class

consisting 35- students. This choice is in line with Van Lier’s suggestion to

have research in ongoing and regular classes (1988) that further contribute

to the reliability of the study.

3.2.3.1 School Profiles

School characteristics can be seen in the table 3.1 below. Information

on school and student characteristic were obtain from classroom

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classroom and from informal interviews with some English teachers at these

RSBI (Pilot International Standard School), favorable in Cimahi, English is taught 6 hours a week. Most students in this school have generally good English, since the speaking English ability is one of the requirement to this school need to be motivated to learn. Most students in this school can be can be

Teacher A was graduated from English Education Department of a private

university in Bandung. She has been teaching English at School 1 since 1984

up to present. To develop her knowledge in teaching English, she will enroll

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Teacher B was graduated from English Education Department of a state

university in Bandung. She has been teaching English for 20 years, but it was

her 15 year-teaching in school 2. She has participated some workshops and

seminars to improve her knowledge in teaching English.

3.3 Data Collection Method

This part elaborates how the data obtained in the study. The descriptions

are presented below:

3.3.1 Preliminary Study

Two pilot studies were conducted prior to the real study. Both of pilot

study was conducted in a second grade of senior high school in Cilegon. In

these schools, the data needed in this study were significantly found during

learning activities.

3.3.2 Classroom Observation and Classroom Video-recording

Classroom observation was the first data collection techniques used in

this study. A video recorder was used to collect a natural data and as clear as

possible. According to Van Lier (1988), recording was not only functions as a

means for description and analysis in a research, but also as an estrangement

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observations and recordings were conducted six times for each class from Jan

12th until Feb 13th 2011.

The field notes were also utilized to support the data gathered from

audio recordings during the observation. The notes were used to assist in

coding the data and to provide the researcher with information, which are

not included in video recorder. In addition, the transcriptions of the

classroom observation in this study are provided in Appendix A.

3.3.3 Teachers Interview

The second data collection techniques used in this study were an

interview with all participating teachers in this study. The interview data in

this study were used to obtain the teachers perspectivess of the use of L1 in

the EFL classroom. This enabled the researcher to verify the teachers’ use of

L1 in the classroom.

In this study, two English teachers from two different public schools in

Cimahi were interviewed to obtain information about their perspectives in

the use of Bahasa Indonesia in EFL classroom. Those teachers were selected

purposively. In addition, this interview was conducted after the process of

the video recording had been completed to obtain more comprehensive data

on their perspectives regarding with the use of L1 in EFL classroom.

The question items of the interviews were originally designed by

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researcher to obtain more detailed information about a person’s thoughts.

The interview questions cover the teacher background information, their

opinions on a number of statements about the use of the L1 in the EFL

classroom, and the final part focused on the teachers’ use of L in the

classroom. In addition, the interview questions which were used in this

study and the transcriptions of the interview is provided in Appendix B.

3.3.4 Students Questionnaire

Students’ questionnaire was the last data collection techniques used in

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

participants attitudes, as supported by Fasold (1984) who mentions that

methods for determining language attitudes can be either direct or indirect.

Direct method requires subjects to respond to a questionnaire or interview

questions that simply ask their opinion about one or another language.

The questionnaire consists 6 items and uses Bahasa Indonesia to avoid

students’ misinterpretation. The questionnaire was inspired by Schweers’s

research in 1999 and Emilia’s research in and then developed by the

researcher to meet the research needs. In this study, the researcher

administered both the opened-ended and the close-ended questionnaires.

Two from six questions were in the form of Likert scale questionnaire.

The questions was designed as a structured questionnaire since it aimed at

obtaining specific data which were needed to analyze the students

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addition, the questionnaire which was used in this study is provided in

Appendix C.

3.4 Data Analysis

3.4.1 Data from Classroom observation

Data from observation were used to get factual phenomenon of the

teachers’ activities in the classroom dealing with the use of L1 in the EFL

classroom. The data from observation result were analyzed based on the

amount of the used bahasa Indonesia and the discourse context in EFL

classroom. The researcher presents in the class as non-participant observer

and the researcher will describe the phenomenon that she investigated

descriptively and factually.

The amount of Bahasa Indonesia (L1) spoken by teachers and students

were analyzed by adopting the method of quantifying proposed by Duff and

Polio (1990). This method used an utterance as a basic unit. With reference

to this method, each coded utterances produced by teacher were then

categorized into TL refers to utterances completely in L or with one word

or phrase in Bahasa Indonesia; and Mixed refers to utterances completely

in Bahasa Indonesia or with one word or phrase in L2, plus utterances with

an equal mixture of Bahasa Indonesia and English.

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The data from Interview aimed to answer the second research question;

the perspectives of teachers and students in using Bahasa Indonesia in EFL

classroom. The data from interview were firstly transcribed. During the

transcription stage, teacher’s names were replaced with alias names (Kvale,

1996). Secondly, the data that have been transcribed were categorized based

on the themes which were related to the research questions. Thirdly, the data

from the interview were subsequently presented in condensed body of

information. To keep the objectivity of the study in analyzing the data, during

the transcribing process the participants name were changed into alias name

(Kvale, 1996). In the final step, to follow Cohen and Manion, (1994) and Kvale

(1996) the transcripts were given back to the participants to make sure that

it was exactly what the teachers said and meant.

3.4.3 Data from Questionnaire

The data from questionnaire aimed to answer research question

number two; the students’ perspectives on the use of bahasa Indonesia in the

classroom and the benefit of using bahasa Indonesia in the EFL classroom.

The questionnaire consisted of 6 questions, 2 of the question were in the

form of likert-scale, and 4 questions were in the form of open-ended

questions. (the questionnaire can be seen in appendix C)

The data were analyzed qualitatively using thematic analysis. The data

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interpreted based on the category. The following are the calculation of the

Likert-scale.

3.4.3.1 Calculating the Likert Scale

To follow Ockert (2005), two answers (see appendix C) gained from the

questionnaire were calculated using Likert scale; the steps were scoring,

finding out the score of the answer, calculating the central tendency of the

answers, and classifying the average percentage. Those steps are considered

to be processed in order to make the statistical number (Ockert, 2005). The

steps are pointed out as follows.

a) Scoring

Each answers were labeled with value from 1-4. Example of scoring

students’ answers in the positively-framed statements is depicted below.

Table 3.2 Likert-Scale statements scoring rubric Category of

Response

Strongly

Disagree

Agree Uncertain Disagree Strongly

Agree

Score 1 2 3 4 5

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gurumu menggunakan Bahasa Indonesia di kelas Bahasa Inggris?

b) Finding out the score of the answer

To find out the score of each answer (table 3.3), the frequencies of the

students answer are multiplied with the value of each answer.

score for option A (strongly disagree) : 0 x 1 = 0

score for option B (disagree) : 6 x 2 = 12

score for option C (neutral) : 10 x 3 = 30

score for option D (agree) : 14 x 4 = 56

score for option E (strongly agree) : 10 x 5 = 50 +

Total 148

notes:

- the ideal score for the lowest value = 1 x 40 (students) = 40

- the ideal score for the highest value = 5 x 40 (students) = 200

c) Calculating the central tendency of the respondents

Calculating the central tendency of the respondents employs the formula

as shown as:

P=

× 100%

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P : Percentage

fo : The total value of answer

n : The ideal score of the highest value (Taken from Sudjana, 1984)

The calculation of the central tendency of the respondents as follow:

P = 148200× 100% = 74%

d) Classifying the average percentage

The final step in analyzing quantitative data gained from the

questionnaire is classifying the average percentage. The classification is

based on the criteria above.

Table 3.5 Score of percentage and its interpretation Score of Percentage Interpretation

00% - 20% Very Weak

21% - 40% Weak

41% - 60% Enough

61% - 80% Strong

81% - 100% Very strong

Taken from Akdon (2008)

According to Ockert (2004), the interpretations of score percentage

were made to make the descriptions of the data more systematical.

Moreover, the interpretation which based on score percentage was

formulated in order to classify the tendency of the response.

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To promote credibility, there are some techniques commonly used in a

qualitative, i.e. triangulation, member check, long-term observation, peer

examination, participatory or collaborative modes of research, and

researcher’s biases, thick description, typically or modal category, and

multisite designs (Merriam, 1998; Cresswell, 1998; see also Alwasilah, 2000)

To establish trustworthiness, the researcher implemented two techniques

namely triangulation and member check. Describing the data as clear as

possible was also done to check the validity of the data. The techniques of

triangulation and member checking are described as follows:

3.5.1 Triangulation

Triangulation refers to the use of various methods in collecting data

needed for the research (Alwasilah, 2002). By applying triangulation, the

researcher takes some benefit. First, the risk of making research conclusion

that is limited to certain method and data source will be reduced. Second, the

validity of the research conclusion will be increased. Therefore, the

researcher triangulated the data by collecting information from three data

resources (i.e. observation, interview, and questionnaire) and from two

different parties (i.e. teachers and students).

3.5.2 Member Check

Member check will be carried out to verify data taken from the interview

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transcripts. According to Alwasilah (2002), the advantages of applying

member check are: to avoid researcher’s misinterpretation toward

respondents’ answer in the interview and respondents behavior in

observation, to confirm respondents’ perspective toward ongoing process.

Therefore, member checking was done by asking respondent who had been

interviewed to check the transcripts of the interview.

3.6 Summary of Chapter 3

This chapter has discussed the detail context of the study. The

discussion has covered research questions that cover two questions: What

are the realizations of the L1 use in EFL classroom? and What is the students

and teachers perspective on the use of L1 in the EFL classroom? It also covers

the description of a case study as the design used in this study. The setting of

the study were at regular school and RSBI school in Cimahi and it involved

two teacher of 11th grade in two different school as participants. The data for

the study were collected through classroom observation, questionnaire and

interview. A triangulation was applied in order to obtain consistency of the

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CHAPTER V

CONCLUSIONS 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

recommendations. This chapter is then divided into three parts. The first part

concerns with the conclusions of the study, the second part deals with the

limitation of the study, and the last part presents the recommendations of the

study.

5.1 Conclusions

After discussing the findings from the classroom observations, interviews

and questionnaires, there are some conclusions to draw.

This thesis investigated two research questions: (1) what is the

realization of the use of L1 in the EFL classroom? (2) What are the perceptions of

the Teachers and Students about the use of L1 in the EFL Classroom?

Regarding to the first research question concerning the realization of the

use of L1 in the EFL classroom, the data showed that both of the teachers used

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there was a significant difference in the amount of Bahasa Indonesia used by

both teachers. In average, the teacher in RSBI classroom used 5.8% of Bahasa

Indonesia and 94.2% of English, while the teacher in regular classroom used

23.29% of Bahasa Indonesia and 76.71% of English. Thus, it can be concluded

that both of the teachers believe that using L1 did not hinder learning, and in the

same time both of the teachers did not overuse the L1 in the English classroom.

The judicious use of L1 could avoid an over reliance to L1 and a failure to

maximize target language. This finding supports previous studies concerning

with the use of L1 in the EFL classroom similar with those conducted by

Medgyes (1994), Atkinson (1987), and Tang (2002) as mentioned in Chapter

Two.

Furthermore, the realization of the use of L1 in the EFL classroom can be

seen from the function of L1 used in the classroom. It was found that both of

English teachers used Bahasa Indonesia to explain difficult words, to manage

classroom, to explain difficult concepts or grammar, to make jokes, and to give

instruction. On the other hand, teacher also used Bahasa Indonesia to check

students understanding. These results had strongly shown that the use of L1 in

the classroom was beneficial in the process of teaching and learning EFL.

Regarding to the second research question, concerning with the teachers

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gained from the teachers interview revealed that both of the teachers had

shown a positive perspectives on the use of the L1 in the EFL classroom.

Moreover, they perceived the use of L1 in EFL classroom was helping them in

teaching and acquiring the lesson. This confirms the finding of the classroom

observation in which the teacher used L1 in several activities in the classroom.

In a similar vein, the result from the students questionnaire has also shown that

the students also had a positive perspective toward the use of L1 in the

classroom. Moreover, most of the students stated that the use of L1 helped them

to understand the lesson.

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

L1 which are beneficial in the process of teaching and learning English. In

addition, this study also supports the previous study conducted Atkinson

(1987), Auerbach (1993) and Tang (2002) that L1 is a great source in the

teaching and learning processes. As presented in the data of this study, both

teachers and students agreed that a judicious use L1 is beneficial in the process

of learning English, particularly in the explaining grammar rules and new

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5.2 Recommendations for further research

Based on the findings and the limitations of the study, the researcher

offers the following recommendations for further research related to the main

issue.

First, with regard to the students level in the classroom, it has been

mentioned that teacher should consider the level of students competence. For

example, teacher cannot treat immediate learners similarly to the advanced

learners and vice versa in terms of teaching techniques and most important in

terms of the mother tongue used. Therefore, the research of L1 use in the

classrooms in the early or advance level should be conducted in order to

discover the realization of the use of L1 in the EFL classroom in a different level.

This way is expectedly enrich the literature of the bilingual approach in teaching

English.

Second, the success of a learning process is determined by the interaction

between teacher and students, and the interaction among students (Bjorklund

dan Parente, 2002). Unfortunately, study regarding the students use of L1 in EFL classroom has not been much observed. Therefore, the research of students use

of L1 in EFL classroom should be conducted in order to measure the quality of

students achievement and students satisfaction in gaining the knowledge from

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Despite the limitations, it is hoped that this thesis will shed some light

into the belief system of English teachers in Indonesia and that will stimulate a

larger research project in this area so that a more comprehensible input about

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REFERENCES

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Gambar

Table 4.9 The Frequency of L1 used in EFL classes perceived by the students
Table 3.1 School Characteristics
Table 3.2 Likert-Scale statements scoring rubric
Table 3.5 Score of percentage and its interpretation

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