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Excerpt 5 taken from the observation with Teacher 1
T1 : “Do you still remember when should we use “that”?”
S: Silent T1
: ““That” itu digunakan pada saat apa?” S:”Pada kalimat tidak langsung.”
T1: “Good Remember that”
On the excerpt 5 above the teacher used Indonesian in asking a question after she asked the same question in English. On the excerpt above, the students just kept silent when
the teacher asked them in English. It could be that they did not understand the meaning of the teacher‟s question. Then after the teacher asked in Indonesian, students answered directly.
Excerpt 6 taken from the observation with Teacher 2
T2 : “Lilo asks Bagus “are you sleepy?”
“Lilo asked Bagus?” S: Silent
T2 : “Setelah Lilo asked Bagus, trus selanjutnya apa?”
S: “That” T2
: “Okay, good. After that?” S: Mumbling
Excerpt 6 above also showed that the teacher used Indonesian when asking question. At
first the teacher asked the students to continue the sentence “Lilo asks Bagus…?” but the
students were silent. Then the teacher explained to the students first by saying “Setelah Lilo
asked B agus” and after that justified by asking question “Terus selanjutnya apa?” Actually this
sentence had same meaning with the previous when the teacher asked the students to continue the sentence. When saying it in Indonesian the students got the meaning directly so they could
answer it properly. In this study, using Indonesian in teaching English was very helpful both for the teacher
and the students. Based on the interview and the observation, asking questions in Indonesian provided clearer meanings instead of rhetorical ones. The teacher should not include rhetorical
questions Moskowitz, 1971. It helped students to understand and got the meaning clearly.
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5. Giving Instruction
The next purpose is giving instruction. The teacher usually used Indonesian in giving instruction or direction to make it easier to be understood by the students. Sometimes,
students did not understand the teache r‟s direction because it was a difficult instruction that
contained several steps. The other reason was that the language used by the teacher was too difficult to be understood by the students. To help the students, the teachers usually used
Indonesian in giving instruction. Based on the interviews, only Teacher 2 gave instruction by using Indonesian. He stated,
“And then when giving difficult instructions, for example when I asked them to have a discussion, when I used English the students did not get what I meant,
so I had to repeat it in Indonesian. “
In the observation the evidence showed that only Teacher 2 used Indonesian in giving instruction.
Excerpt 7 taken from the observation with Teacher 2
T2 : “Okay, now your job is to make a direct sentence, after that I will choose one of you
to read and the other students will change it into indirect sentence. Understand?” Ss: “Silent”
T2: “Tugasnya buat satu kalimat langsung, setelah itu saya akan tunjuk salah satu anak
untuk membaca dan siswa yang lain akan merubahnya menjadi kalimat tak langsung. Understand?”
Ss: “Yes.”
The excerpt above showed that the teacher used Indonesian in giving instruction. The teacher gave instruction to make direct sentence in English, some students answered
“yes” as the response of instruction understanding, but the rest of the class were silent and kept talking
to each other. It could be because they did not know what the teacher ordered to do. So, they talked to each other to get the instruction from their friends. After the teacher repeated the
instruction using Indonesian, the students answered yes. Sometimes
the students would disobey teacher‟s command like what happened in this study because of the language use. This kind of situation usually demanded the use of
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Indonesian to help the students acquiring the right message. According to Moskowitz 1971, the purpose of the first language is to help students to successfully comprehend the direction.
In this study, the use of first language was also helpful since it helped the students to understand the command from the teacher.
B. Teachers’ Purposes of Using Indonesian in Teaching English Observation Result
Beside those five purposes I have mentioned above, there were some other purposes of using Indonesian in teaching English that occurred in the observation but not stated in the
interviews. They were, praising and encouraging, checking comprehension, dealing with feeling, repeating student, and giving information. By doing observations, we could see that
teachers used Indonesian in teaching English not only for several purposed like what they stated in the interview before. This kind of situation showed that teachers were in their
natural setting with their own behavior, in this case was using Indonesian for some other purposes, like what is stated by Langley 1988.
1. Praising and Encouraging
In teaching and learning process, sometimes teachers praised their students when they got good marks or could do the exercise given, in order to motivate them to do better. In
addition sometimes teachers also encouraged the students to build their confidence through asking the students to do some exercises. Usually teacher used both Indonesian and English
to praised and encouraged their students, but in this study I would only discussed about praising and encouraging students by using Indonesian like what happened in SMA 3
Salatiga. In both of the observation, teachers used Indonesian to encourage their students. Excerpt 8 taken from the observation with Teacher 1
T1 : “I hate you, can you change it?”
“Cuma dirubah ke bentuk tak langsung, jangan lupa satu langkah kebelakang. Itu simple kok.”
S: come in front to do the task T1
: “Is it correct? OK good”
