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game to make them understand it faster. So it did not waste my time only for explaining ”. In
the observation, I found that only teacher one used Indonesian to explain the material. Excerpt 1 taken from the observation with Teacher 1
T1 : “Bella ask Debora, “Where are you going?”
“How is the indirect sentence?” S: “Bella ask Debora where she going was.”
T1 : “Is it correct? Seharusnya sebelum V-ing itu ada to be-nya. To be itu posisinya selalu
didepan, seperti bebek pemimpinnya slalu didepan.” “So, how is the indirect sentence?”
S: “Bella ask Debora where she was going.”
In excerpt 1 above, the teacher explained
about the task done by one of the students because it was still incorrect. So, she repeated the explanation using Indonesian by giving
example from the real life to make the explanation clearer to the students and avoided students do the same mistake in the next exercise. She gave the detail explanation about how to put
“to be” in the sentence by making an analogy from a real life event about a
duck‟s leader that always stood in the front in comparison to
“to be”. Using Indonesian in giving explanation was very helpful. It made the explanation clearer
and avoiding confusion. What the teacher did in giving explanation was in line with what Spratt 1988 said: to avoid ambiguity and confusion among students about the information, the teacher
can use the first language.
2. Communicating Meaning
The second purpose of using Indonesian in teaching English was to communicate meaning. Both of the teachers said that they used Indonesian in teaching English to
communicate meaning. Teacher 1 stated, “Firstly, students ask about the meaning of certain
words, then I explained it using English, they still did not get the meaning. So, I switched into Indonesian to save time
”. In addition, teacher 2 stated, “For example, there was a difficult term in English, first I tried to explain and define it using English, if the students still
confused I switched into Indonesian.”
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From both of the observations, I found that only Teacher 2 used Indonesian in communicating meaning. Excerpt 2 below shows the use of Indonesian in communicating
meaning. Excerpt 2 taken from the observation with Teacher 2
T2 : “Any question? For the next meeting please bring speech oration for dubbing
activity.” S: “Speech oration itu apa pak?”
T2 : “Speech oration itu pidato, seperti pidato kepresidenan, pidato dalam rangka
menyambut hari kebangkitan . Sudah jelas?”
S: “Sudah pak.” T2
: “Any other question?” S: “No.”
The excerpt above showed that the teacher used Indonesian in communicating meaning to make it easier for the students to understand. First, teacher explained what
students had to do for the next meeting using English. Because the students did not understand with the meaning of
“speech oration”, the teacher explained it by using Indonesian. The use of Indonesian in this case was very helpful because after the teacher
explained it in Indonesian, students got the meaning of “speech oration”.
From the evidence above, it could be concluded that the use of Indonesian to communicate meaning was helpful. By translating the difficult terms using the first language,
teacher could help the students to have a better understanding on the topic being talked. Spratt 1988 stated that sometimes teachers communicate meaning through paraphrasing or
translating into their first language. In order to make the students got clear meanings of the words or terms, it was better when the teacher paraphrasing or translating them into
Indonesian.
3. Joking
In the teaching and learning process, sometimes students felt bored or stressful. So, sometimes the teacher made a joke for ice breaking. However, English joke sometimes made
