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In line, Mr. B’s statement also similar to Mrs. A. Mr. B gave his statement: “Yeah, I think using Indonesian considered as a strategy. As we know
that teaching English is not easy, so we should use Indonesian in deliver the materials. It is because if we only use English, I’m afraid if
the students could not receive and understand the materials and it will affect on their achievement. So, if we use Indonesian, students will
easier in receiving and understanding the materials.” April 13, 2013 Mrs. C also agreed about using L1 as a strategy in teaching. In her intervie, she stated:
“Using Indonesian is a strategy I used in my teaching and learning process. It is because English is a foreign language and the teaching
time given to me just four hours a week, so the students still confused and difficult in understanding English if we did not help using
Indonesian.” April 13, 2013 From those three teachers, they agreed using Indonesian in the teaching and learning
process considered as a strategy because it is really helpful and easier to deliver the materials. They also said that not all students understand if they taught using English because not all
students have same ability in understanding the materials if they use English. In compensatory strategies, teacher used or gave example using a simple thing and
related to the students daily life. Based on the example above, it showed that teacher tried to deliver the material used simple and daily language to the students. As for L1 use, Faerch and
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Kasper 1986 note that in some cases a strategy such as L1 switch may have communicative value.
2. Saving Time
As three teachers I interviewed, they did not find any problems if they use L1 in their teaching. They said that using L1 give benefits and advantages, not only to make their teaching
and learning process easier, but they also said that using L1 save the time because when teaching using L1, they could move from one topic to another topic, they also can give extra exercises to
their students. They said that using L1 could save the time. If they taught using L1, it would make them teaching faster than using L2. It was proved from Mr. B’s statement:
“Talking about the efficient of time, for me using Indonesian really effective and efficient because I could deliver the materials deeper and
not only one material, it can be two materials in the same time. If I should teach one material only, the explanation could be deeper and I
could explain more, so the students could really understand.” April 13, 2013
In the interview with Mrs. C, her statement also similar to Mr. B: “The advantage using Indonesian, in the matter of time, I think there is
no problem so far. I think it saves the time because it is more effective, so I could teach the students deeper and clearer. I also could give them
many exercises.” April 13, 2013
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Those two teachers’ statements also similar to Mrs. A, she also agreed about the advantages of L1. Here is her statement:
“The benefits or advantages using Indonesian for me are students will understand more and also about time management. If I use Indonesian,
I could save the time, so the materials that I will deliver could be deeper and variations. Besides, I also could give more evaluation and
excercises to the students.” April 13, 2013 Duff Polio 1990, Cook 2001 and Atkinson 1987 recommended that teacher should
use L1 to make light of teaching, because using L1 gave more benefits in teaching and learning process. Saving time is one of the benefits in using L1 when teaching using L2. As I observed, I
concluded that the teacher used L1 in their teaching was not only for delivering material, but for saving the time.
B. When L1 is Used in L2 Classroom
This following table presents the relevant data from the classroom observations about the teacher’s perspective of when they use L1 in their L2 teaching.
When use L1 Classroom Observation
1 2
3 4
5 6
1.Eliciting Language -
- -
- -
-
2.Checking Comprehension √
√ √
√ √
√ 3.Talking about Language
- -
- -
- -
4.Giving Instruction √
√ √
√ √
√
