In the process of teaching and learning, communication has become one of the key primaries between the recipient and the informant. Communication between teacher and students is a critical component of effective learning in the teaching and learning process, Nugrahaeni (2018). The student will not be able to get any clear explanation or information and the teacher will encounter problems when they communicate unevenly.
The language used by the teacher while teaching at the entry level is an important aspect to be done in the classroom. Students do not understand what the teacher gives or explains to them about the target language. If the teacher continues to use their mother tongue, the students will not express themselves and will always be in their comfort zone.
This method is used to confirm and clarify whether what is being explained by the teacher is clear. But this can be a measure of the extent to which students can understand when the teacher explains full English during classroom English lessons. This research aims to analyze students' perceptions of the use of bilingual language in the speaking class.
In connection with the background of the study, the researcher identifies problems in the process of teaching English in school.
The Objective of the Study
Significance of the Study
Scope and Limitation
Definition of Key Terms
This chapter aims to review some relevant theories and studies about the references or review of speaking teaching theories. Reviewing the relevant literature is one of the important factors in conducting the research, it is used to explain the perspective of some good components in the research. Furthermore, in this chapter, the researcher discusses the literature related to the review of this research is presented in this chapter which covers the definition of speaking, aspect of speaking, perspective concept, teaching approach using bilingual language and previous study.
Definition of Speaking
Speaking can involve various skills for any purpose except production and processing, production and processing of information. Furthermore, he also states that the ability to achieve pragmatic goals through an active discussion with another language speaker is almost usually the measure of language achievement. Each of these different reasons for speaking requires familiarity with the principles that govern how spoken language reflects the context or situation in which it is presented Richards & Renandy (2002).
According to Nunan (2011), successful oral communication involves mastering stress, rhythm, intonation, fluency, transactional and interpersonal skills, as well as the ability to articulate clearly and comprehensibly the phonological aspects of language. In general, the speaker uses language with different intonations and tones to communicate and interact with other people. Different rhythms and intonations used by the speaker can affect the information received to express meaning.
To approach students, the teacher can use the bottom-up approach to students.
Speaking Aspect
- Fluency
- Vocabulary
- Pronunciation
- Grammar
Fluency needed in the classroom for language teaching approaches depends on the information a person has. According to Pitoy (2012), he said that fluency also depends on the stored mental capacity of a first or second language speaker. Students' existing schemas associated with the new content must be used to process information efficiently.
Because the meaning of new words is emphasized every day when learning begins outside or inside the classroom, this is very important for beginning learners. Fatmawaty (2012) said that because we will not be able to use the structure and function that we have acquired for intelligible communication if we do not have a rich vocabulary, we will not be able to use the structure and function that we have learned. This is supported by Morafeh (2015) who said that "lexical knowledge is central to communicative competence and the learning of a second language" Following on from Morafeh (2015), Rivers and Nunan (1991) argue that learning an adequate vocabulary is of crucial importance for successful second language use.
Because we will not be able to use the structures and functions we have learned for intelligible communication if we do not have a large vocabulary. In the classroom vocabulary approach, teachers must use similar vocabulary used in everyday basic conversation. The student must know the meaning, the pronunciation and the spell and the word that the teacher explains in front of the class.
It can be argued that students will have fewer problems if they have a large vocabulary stored in their head, which allows them to communicate effectively. One of the most difficult aspects of learning English is pronouncing words correctly. As Fraser argues (as cited in Hamid, 2011), being able to communicate in English involves several sub-skills such as vocabulary, grammar, pragmatics, and so on.
However, pronunciation is the most important of these skills; with strong pronunciation, a speaker can be understood despite other errors; with poor pronunciation, although other aspects of their speech are. Pronunciation is the factor that has the greatest impact on how others perceive the speaker and how they are officially evaluated in other areas. As speakers in the classroom, using pronunciation as they approach the lesson, we must use the correct pronunciation to make that of the listener.
Concept of Perception
Based on Hughes (2015) argues that Perception should not only be chosen based on their knowledge of the appropriate field, but also their ability to "think outside the box" to get the desired "perspective". It's pointless to.
Teaching Approach Using Bilingual Language
This last definition is related to the use of perception to guide the teaching and learning process of the department and how they achieve it. What are the students' perceptions of the bilingual language used by teachers in the speaking class in this research. In other words, the bilingual approach in the classroom is used with two or more languages in the classroom as a language.
Asrifan, Jabu, Atmowardoyo and Cen (2017) stated that the ability to speak two languages is called bilingualism. Therefore, bilingual teachers teach classes in both languages, as students' knowledge grows, classes will first be held in their original language, then increasingly in English. Bilingual ability to block the non-target language is required for language selection.
As a result, bilingual people who speak both languages fluently will be more successful at blocking the non-target language. Developed by Atkinson and Auerbach (as cited by Patrick R., 2016), this approach essentially draws from Cummins' (1978) L2 acquisition success depends on L1 development and proficiency. According to the language interdependence hypothesis, since people learn L2 as part of their first language, L1 should be present in EFL classrooms.
Patrick R (2016) Explains that Vigotsky, this strategy was proposed by someone who believed that "the ability to acquire another language depends on a specific level of maturity in your original language." Cummins made a similar argument in his linguistic developmental dependency hypothesis (1978), which claimed that L2 acquisition is dependent on L1 development and competence. However, this technique only gained popularity after researchers presented a comprehensive overview of L1 use in EFL classrooms. Tonya Elizabeth (2019) said that children can study a second language while working on their language abilities in many bilingual programs.
These programs were introduced because of the assumption that a student's knowledge of their mother tongue affects their ability to understand and learn a second language. It was found that the students who participated in Wallace's study experiment used their mother tongue only when the teacher was absent. As this research examines the use of a bilingual language teacher in the speaking classroom, the target population consists of elementary level students in an eight-grade junior high school at MTs Al-Amin Malang.
Previous Study
Although bilingualism is important, teachers should be aware of some barriers to language acquisition before placing students in classrooms where their native language is spoken. The research problems of this study were formulated: “What are the students' perceptions of the use of the two material languages (English and Indonesian) in E.S.P. The findings of this study show that the majority of students had an optimistic view of the use of bilingual materials in English language classes, as they believed that they were useful and easy to understand.
The third previous study was Elizabeth (2019) and the study design was a qualitative research design. The research problems of this study were formulated in two aspects: 1) What are teachers' perceptions of their classroom practices that support English language learning, and 2) What are teachers' perceptions. The aim of this study was to provide information that could be used to guide curriculum decisions and to determine the most effective language in the classroom. Teachers who are more effective lead to better students, and better students lead to a better society, as mentioned earlier.
It was both previous study and current study investigated about the teacher's learning strategies in bilingual language. It was from the topic, the instruments and the research results as well and this current study more focus on the speech aspect. Furthermore, the most recent in this study, researchers conducted research on the topic beginning level in the speaking classroom.
Conclusion
Suggestions
This study does not give detailed answers and information related to the topic, limited time during the break due to the coronavirus. The researcher suggests that the next search research should be more to get valid data and restore their reference and update this research. In addition, the researcher of this study hopes that this study can more or less contribute to the teaching of English in the future.
With regard to the analysis of the student's perception, the researcher believes that it has a great influence on the teaching and learning process, so it is quite important to do further research. The impact of anglophone and bilingual approaches to EFL instruction on underachieving bilinguals in Cameroon: an empirical study. A qualitative, comparative, multiple case study of the effect of native language use in classrooms where English language learners are present.
