23 and right away. To avoid ambiguity and confusion among students about the information, the
teacher can use the first language here Spratt, 1988.
C. Teachers’ Reason of Using Indonesian in Teaching English
The use of Indonesian in teaching English classroom sometimes raises a confrontation among people. On one side, there is a theory that English teacher should avoid
using the first language in an English classroom because it will make the second language learning goes slowly Hammer: 1989 Boey: 1975. On the other hand, Long 1984,
Charles 1987, and Spratt 1988 believe that the use of Indonesian can help the learners acquire English faster because they can refer it to their first language that might be very
helpful for them. Besides that, there are several reasons for whether we can use first language or not.
In this study, based on the interviews, I got several reasons from the teachers on why they used first language in teaching English. According to Nation 2003, there are some
reasons of using L1, because L1 gives more benefits in teaching L2. Such as, first it is more natural to use the L1 with others who have the same L1. Second, it is easier and more
communicatively effective to use the L1. Third, using the L2 can be a source of embarrassment particularly for shy learners and those who feel they are not very proficient in
the L2. The following statements will explain about their reasons. The first teacher who taught English for three years at SMA 3 said that
Indonesian was very helpful in teaching. “Indonesian helped me a lot in teaching. When students got difficulties in
learning English, we can use Indonesian as a helpful recourse to make the students understand my explanation faster and easier.” She also said, “It could not be denied that
Indonesian was very helpful in teaching, moreover Indonesian was daily language that we used.”
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The second teacher who taught English at SMA 3 also said that Indonesian was very helpful in teaching English especially first grade students.
“As I mentioned before that first grade students were in their transition period, so they still adapted with new environments. There were still a lot of students who did not
understand if I used English. The most important thing for me was that students felt confident to speak.” He also said, “Indonesian helped me in teaching.”
From those statements from both of the teachers, I sum up their reasons of using Indonesian in teaching. In general the teachers used Indonesian in teaching English because it
helped them in teaching English, especially when students got difficulties in learning the material and because they taught first grade of Senior High School and that was their
transition periods and they have to adapt with their new environment. So, the teachers used Indonesian to help students understood the material easier.
CONCLUSION
After analyzing the data from the interviews and the classroom observations, several purposes of using Indonesian in teaching English at SMA 3 Salatiga were drawn. The
conclusion, then, was used for answering the resear ch question of this study “What are
teacher purposes of using Indonesian in teaching English to high school students? ”
The answers found in this study reflected some theories of using Indonesian in teaching English which proposed by Moskowitz 1971 and Spratt 1988. The purposes were
categorized into two general purposes. The first were purposes stated in the interview and occured in the observation and the second only occurred in the observation. The first general
purposes were giving explanation, communicating meaning, joking, asking question, and giving instruction. The second were praising and encouraging, checking comprehension,
dealing with feeling, repeating to the student ‟s utterance, and giving information. The last
finding was about also teachers‟ reasons for using Indonesian in teaching English. In general
