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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”
19 From the excerpt 8 above we could see that the teacher tried to motivate or encourage the
students that the students could do the task because it was not difficult. By hearing that statement “itu simple kok”, I think student would feel more confident to do the task because the teacher
already said that it was a simple sentence to be changed. As the impact of using that statement, there was a student came in front of the class to do the task and his answer was correct. Teacher
also used it to build stude nts‟ confidence.
Excerpt 9 taken from the observation with Teacher 2 T2
: “Okay, now I want you to change this sentence into indirect, who wants to try?” Ss: Silent
T2: “Ndak usah takut salah, ayo sapa yang mau coba maju? Yak Lilo mau coba?”
Lilo: shake his head Excerpt 9 above showed that teacher used Indonesian to encourage the students. He tried
to build students‟ confidence to do the exercise he gave. I think both of the statements in excerpt 8 and 9 were very helpful in teaching, because those kind of terms were familiar for the students
‟ ear since the expressions were used in their daily life. They heard those kinds of terms in several
subject. If the teacher used English to encourage students, maybe it would be difficult for the students to understand. However, by saying them in Indonesian, teachers made it simpler to be
understood by the students. From those two excerpts above, the teacher gave encouragement to the students to build
students‟ confidence to help them gained a better performance in front of the class. Using Indonesian to encourage students or to praise was effective. Indonesian encouragements were
impressed students better because sometimes they did not understand with what thete acher‟s
meant if the teacher used English. This statement is in accordance with what Moskowitz 1971 says that it may be more effective to praise and give encouragement in the first language than in
target language, since it psychologically seems to impress students.
