Purpose in using English

14 Other than that, the use of English in teaching mathematics for first grade students is not only because of the standard or curriculum that had made that the teacher use it, but also the teacher had some purposes why she used English in teaching mathematics. The use of English in teaching is very useful for students. There were reasons from why the participant state that using English in teaching is useful: Of course there are a lot of advantages, for example the students will be exposed to foreign language outside this school. Although it will only be in beginner level, Im sure the students will not get any difficulties. Take a look at the example of the use of comparison. They can apply it in their daily life, like in games they are playing, science or math book they are reading. Therefore, I apply simple but fun learning for the students. Teacher, 10- 1-2013 According to the data above, I can conclude that the use of English is very beneficial to the students. The students could recognize or understand mathematics registers even when they were still in very beginner level. The example of the benefits that were found from the data was the students would not find Mathematics in English as new and difficult things. For example, the students would be familiar with comparison material about things like small or big, whenever they read or watch about that outside their school context. Therefore, English is very beneficial for the student whether in school context or in real life environment.

2. The use of Indonesian

The use of Indonesian are sought to still has importance in bilingual teaching context. In some bilingual schools in Indonesia, the medium instruction of teaching 15 activity is English but Indonesian is still used although only in small portion. In regard to this, the participant stated “I only use Indonesian a small percentage.” Teacher, 10-1-2013 From the statement above, it is clear that the teacher uses Indonesian only a little for teaching mathematics in class. The teacher used Indonesian only in certain situation. For example like when some students did not understand the material of the lesson that the teacher taught. About this idea, the participant explained, I usually use Indonesian only when the students do not understand the material. For example, when I teach about short and tall, if the student do not understand I used Indonesian and also AVA to explain that. However I did not directly use Indonesian but I more to use picture to explain that. So the students would understand, that short was pendek and that tall was panjang. Teacher, 10- 1-2013 The data above clearly showed that the teacher used Indonesian in certain situation. In my study, the teacher did not directly use Indonesian but she was helped by AVA that she used in teaching. This idea was also supported by the observation result which showed that the use of Indonesian was only when the students did not understand about what the teacher explained or asked to the students. It happened because every leaner or student had different capability in acquiring language. The data above is also in line and can be the example of Moschkovichs 2005 statement that the challenges that bilingual students faced are acquiring vocabulary or struggling with the mathematics register. The teacher had to master the mathematics