STUDENTS’ PERCEPTIONS TOWARD TEACHER’S USES OF L1 IN ENGLISH CLASSROOMS AT SMA NEGERI 3 SALATIGA
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Kharisma Mutiara
112008031
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
2
STUDENTS’ PERCEPTIONS TOWARD TEACHER’S USES OF L1 IN ENGLISH CLASSROOMS AT SMA NEGERI 3 SALATIGA
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Kharisma Mutiara
112008031
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
4
COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in any course or accepted for the fulfillment of any degree or diploma in any university. To the best of my knowledge and my belief, this contains no material previously published or written by any other person except where due reference is made in the text.
Copyright@ 2014. Kharisma Mutiara and Anita Kurniawati, M.Hum.
All rights reserved. No part of this thesis may be reproduced by any means without the permission of at least one of the copyright owners or the English Department, Faculty of Language and Literature, Satya Wacana University, Salatiga.
STUDENTS’ PERCEPTIONS TOWARD TEACHER’S USES OF L1 IN ENGLISH CLASSROOMS AT SMA NEGERI 3 SALATIGA
Kharisma Mutiara
ABSTRACT
There has been an issue whether the use of L1 in English classroom should be included or not. Some teachers allow the use of L1 and some do not. For the teachers who agree with the use of L1, they see L1 as a valuable tool for learning, but some believe that L2 is best learned monolingually. The study on the use of L1 in teaching English here to give insights
about students‟ perceptions toward the teacher‟s use of L1 in English classroom. The
purpose of this study is to explore students‟ perceptions toward the teacher‟s use of L1 in English classroom for senior high school. This study used questionnaires distributed to 119 senior high students to collect the data. The result revealed almost all the students agree
that the teacher‟s use of L1 in English classroom is necessary. The students also showed
positive perceptions toward the teacher‟s use of L1 for clarifying purpose, a tool to check
students‟ understanding, a tool to explain new vocabularies, a tool to explain grammar,
helping students to perform L2 better, and reducing learner‟s anxiety. From this study hopefully can provide a clear perspective about how students perceived toward the
teacher‟s use of L1 in English classroom, and the teachers will be more aware about their
students‟ perceptions in using L1 in their English class, so that the teachers can use L1 and
TL judiciously inside the classroom. .
