Communicating Meaning Teachers’ Purposes of Using Indonesian in Teaching English I

13 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 14 the students confused. Some of the students would get the meaning of the joke right away but some would not. To anticipate that case, English teacher usually created a joke in Indonesian. Using Indonesian joke, students would get the clear meaning of the joke delivered by the teacher. From the interviews, only Teacher 2 said that he used Indonesian to give joke. He said, “I used Indonesian to give a joke because based on my experience, when I gave an English joke, they tended to be silent, and silent here means that they didn’t get the meaning of the joke I gave ”. On the other hand, in the observation both of the teachers used Indonesian to make a joke. Teacher one used joke for ice breaking and teacher two to attract students‟ attention. Excerpt 3 and 4 below showed how both teachers delivered their jokes. Excerpt 3 taken from the observation with Teacher 1 T1 : “Okay, for example, give me two names” Ss: “Tejo, Miss.” T1 : “Okay, Tejo and?” Ss:” Nita.” T1 : “Okay, Tejo said to Nita I miss you, what else? Apa, I hate you?” Ss: Laugh T1 : “Lhoh..kalian putus kok hate-hate an?” Ss: Laugh From the excerpt above, the teacher said “lhoh..kalian putus kok hate-hate an?” as a joke and as the result was the students laughed. The teacher used the combination of Indonesian and English. T he word “hate” was an English word, then she mixed it with Indonesian structure into “hate-hate an” which meant that the subject told hated each other. The teacher used this joke to break the ice in the class because some students seemed bored and the other was stressed because there were a lot of materials to be learned. The teacher also used joke to attract students‟ attention. Excerpt 4 taken from the observation with Teacher 2 T2 : “Okay, pay attention to your book. Take a look on page 58.” “Ayo itu Farhan sama Miranda pacarannya ditunda dulu” S: Laugh