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Another negative effect, as stated by Littlewood 1984 was the negative transfer caused by mistranslation of L1 use. Since the words and grammatical
forms in English were different from their L1, the students might have a negative transfer of the words and grammatical forms. Littlewood 1984 also pointed out
that in order to arrive at the correct rule for generating correct words and sentences, the students might need to attend to their English input which the
teacher taught them. They might have to form appropriate patterns to correct their mistakes by remembering word orders and classifying the words to their correct
functions like adjectives, nouns, verbs, etc. For a more in depth this study, in the next section the writer also shows the
methodology of the research, such as context of the study, participants, instrument of the data collection, data collection procedure, and data analysis.
B. THE STUDY
1. Context of the study
The setting of this study is in SMA Kristen Satya Wacana Laboratorium UKSW and SMA Negeri 1 in Salatiga. The schools were selected since they were
considered to be the most favorite schools in Salatiga that even students outside the city would apply to go and study there. Only few students could register to the
schools which mean that the students‟ competitions were great and only the best
students would be able to become the schools‟ students. Afterwards, I chose SMA
students because I think SMA student had experienced about English when they
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learned it in Junior High School or Elementary School, so they would be easy to
answer my question. 2.
Participants
The participants for the study were 60 students from XII and XI year Language Stream students in SMA Laboratorium UKSW and SMA N 1 Salatiga;
which consisted of 39 of students from SMA Laboratoriun UKSW because the students were only 39 students and in SMA N 1 Salatiga the students were only
21 students. XII and XI year students were chosen because they might have a higher English proficiency when compared to their junior classmen. Then I chose
the Language Stream students because they had learned language, especially English and focused in English majors so they might have different views on
using L1 as a topic of debate.
3. Instrument of data collection
To collect the data required for this research, questionnaires in Indonesian with open-ended and close-ended questions would be given to the participants. In
this type of questionnaire, as mentioned by Bryman 2004, closed-ended questions are used to find easier to complete and open-ended are used to gain
more details as cited in Al-Nofaie, 2010. There were 16 questions which consist of 7 close-ended questions and 9 open-ended questions. Indonesian was chosen to
help the students understood the question better so they would not have a problem answering the questions. The open-ended questions present since the participants
might have a different answer other than the answers which are provided in the
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questionnaire. In the questionnaire, the questions would cover the students‟
perceptions toward the use of L1 in the classroom when they learned English. Their perceptions toward the use of L1 might be affected by things such as
whether they like the English subjects or not with the reasons why. One of the questions would also cover about their perceptions toward the frequent that
happen often of the use of L1 when their teacher uses L1 in the lesson. The other questions would ask the students what did they think when L1 was used too much
during class, did they see L1 as an obstacle when learning English or not, and
lastly, how they perceive L1 when they had communicated the teacher. 4.
Data Collection Procedure
Before the data collection started, a letter informing the school about the research was given to the headmaster. This was to ensure that the school knew
about the research so they would help me in the data collection process. After meeting with the headmaster would follow to discuss about how the data would
be collected, we agreed that I would provide the questionnaires and the school teachers would then distribute the questionnaires to the students during the
teaching-learning process. Before I started my questionnaires, I did piloting in order to find out whether there were any questions that still needed revision or
improvement. Then, after I revised the questionnaires, I started to distribute them to students in both schools. Afterwards, I collected the questionnaires again and
made initial themes that based on the research question.
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5. Data Analysis
