didn‟t use English in their classes. They also used contextual approach and CLL Community Language Learning method in explaining difficult materials in order to maintain students‟ use of
English during the communication with their friends or asking questions to the teachers. However, the use of Indonesian to support teaching learning process cannot be ignored
too. It is because Indonesian is the mother tongue which provides students a sense of security during EFL classroom Auerbach, 1999 as cited in Usadiati, 2009. This secure feeling made
students develop the tendency to naturally use it in their English class, especially during communication or doing group work with their friends. There were also some moments when the
teachers needed to use Indonesian, especially in explaining about grammar and vocabularies. The use of Indonesian is also very helpful to the teachers when students were really slow to
comprehend teachers‟ explanation about some difficult words. Finally, it can be concluded that the use of Indonesian and English in the EFL classroom
should be well balanced. Teachers may have perception that the use English should be used more and the use of Indonesian should be avoided during English class in order to optimally improve
students‟ English skills. However, teachers should also realize that we live in Indonesia which mother tongue is Indonesian. Therefore, the use of Indonesian is still needed in order to
strengthen students‟ comprehension about the materials that are taught during English class. In the end, as the suggestions for further research, researchers should find transition
methods between Indonesian and English which can effectively improve students‟ comprehension in EFL classroom. Therefore, the future teachers would create a perception that a
well-balanced usage of Indonesian and English in EFL classroom is very helpful to improve students‟ English skills.
ACKNOWLEDGEMENT
First, I would like to thank Almighty God for his grace and blessing to my family and me. I wish to sincerely appreciate all people who helped me to finish this study. I am highly indebted
to, Mrs. Victoria Usada Palupi, MA- ELT, for her guidance as the supervisor of my study and her corrections of my mistakes during the making process of this thesis.
I am very grateful Prof. Dr. Gusti Astika, MA, for his guidance as the second reader examiner during the finishing process of this thesis I am also greatly indebted to my parents,
Tan Soen Lie and Amelia Rijanto. who have been working hard to support my study in Satya Wacana Christian University.
Lastly, I would like to show my deepest gratitude to all of my friends in Diponegoro 37 Boarding House for their support and motivation as my second family in Salatiga.
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APPENDIX
INTERVIEW TEACHER A
1.
During my observation in your classes, I noticed that you mostly use English as the instruction language. Why is that?
Language is a habit. So we must use it in daily life until we are accustomed to it. That is why I always encourage the students to use English in every aspect, such as;
conversation, morning service, diary for expressing idea.i want language to be put into practi
ce so that they can communicate well in English. I don‟t want they master English grammar only. Therefore, I force them to use English in my classroom in
order to give them chances of practicing their English ability in class. Using this method, I can also
control students‟ English skills in class.
2.
Do you think that your method of forcing students to use English all time in class will help them to comprehend the teaching-learning process?
In this case I will use contextual approach in teaching students. Therefore, when they find difficult words, I will not describe the words in textual definitions. I will
explain it using the daily language which they could understand of course in English. If I want to explain about the usage of difficult words, I will slow down my
explanation. If they still could not understand about my explanation, I will use my magic words, “In Indonesia, we call this….”.I am very strict with the students in the
tenth grade because they come from various background. Some of them can use them can use English very well and some of them cannot. Learning from my
experiences, I was great in English writing, however I could not use English well in conversation. That was why I learned that no matter how good my writing is, it will
be useless if I cannot use it in communications
3. The students’ comprehension levels are different. There are also slow learners in the
class. How will you handle this situation?
I will insert in “In Indonesian….”. Therefore, if some students in class seem confused about
my explanation, I will use my magic words, “In Indonesian…..”, that way, students will not complain to their teacher if heshe uses English in class.
4.
Which one is important to you? The use of 99 English in class or the mix of Indonesian and English?
The use of 95 English in class is more important because I always pay attention to the usage of English in communication context. I want to give them more exposure
about their English skills. That is why I prefer using more English in class.
5. How is your opinion about the mix of Indonesian and English in class?
I am not anti with the use of English in class. However, I don‟t want to use it Indonesian frequently in class. May be it is only about 5 . It is not a taboo
language. It is just used in emergency situation to make students understand more about the materials in the teaching-learning process.
6. So, do you agree that the use of Indonesian should be erased from English class?
Like what I have said before, Indonesian is not a taboo language. It can be used if it‟s needed. I want to suggest that the use of English is more important so that we
can do more exposure about the language English in class. It is because we as a teacher cannot control students‟ use of language outside the class. I can say that
Indonesian can be used in English class, but the percentage is limited.
7.
What goals do you want to achieve for the students by not allowing students to use Indonesian in class?
I want the students to create the mindset that English is a habit. I also want them to not only knowing about the usage of language but also the use of language both
written and oral
8. What‟s the use of unthrophy system?
To help teacher to reduce the students‟ noise. Students will not talk too much if we use untrophy because they are afraid of wearing it. It is also to encourage students
to be actively using English in class.
9. I saw different attitudes you gave toward the students in X5 and XII BAHASA in your teaching last time You give untrophy to X5 students who use Indonesian, but you let go
of XII BAHASA students who use Indonesian or even Javanese. Why is that? Honestly, I forgot to use untrophy system in XII BAHASA.I also differentiate the
students because XII BAHASA students are slow learners compared to IPA 1 or IPA 2.
10. How do you measure students comprehension in your English class?
By using activity and games. I will always give comprehension questions in the end of the activity. If they can answer correctly, that means they have understood the
materials. The essential is measuring their comprehension by using fun way of teaching.
INTERVIEW TEACHER B
1.
During my observation time, I noticed that you always use English as the only language of instruction in class. Why is that?
I want to make the students to become accustomed to the use of English. Therefore, if they are accustomed to listen and speak English in class, they can use English
properly. Therefore, they will not be surprised if they go to college. Based on my experiences during high school, my teacher usually used Indonesian in English class.
That was why when I entered UKSW I got many difficulties in following materials.
2. When you use full English in class, do you think that it’ll be difficult for the students to
comprehend the lesson?
I always train the student s to be accustomed to use English. If they don‟t
understand about my explanation, I will explain with other words in English to make them guess the meaning by themselves. Therefore, they can actively learn
through the guessing process.
3.
It is true that by e
xplaining with English can make them learn more. However, why don’t
you also use Indonesian? There are also some slow learners in the class.
In a condition if the slow learners really cannot understand about my explanation, I will directly ask the fast learners students, so that those slow learners can learn
from their friends. I prefer making them think first than telling the Indonesian meaning directly.
4. During my observation time, I also found out that you allow students to ask or communicate with the students using Indonesian. Why is that?
Actually I always make them to be accustomed to use English in communication during the class. Whether they have a chat or conversation if. I hear students who
talk with Indonesian or Javanese, I will have them wear the untrophy as the consequence.
5.
Talking about untrophy I didn’t see you use untrophy system during my observation in
your class. Why is that?
That was because I forgot to bring the untrophy to the class.
6. According to your opinion, which one is more important; the use of full English in class
or the mix of Indonesian and English?
As a teacher, we should give number one priority to the use of full English in class. However, if the students really cannot comprehend our explanation, we can say, “In
Indonesian me
aning…..”. Therefore, the students who understand can guess the meaning. We can also mix together the use of Indonesian and English for grammar
teaching. What I want to say is that in reading and conversation, it is very important to use full English. However, in grammar teaching, I combine the use of
Indonesian and English because grammar is difficult for students to understand.
7.
In your ideal type of English class. How should we use the language of instructions? Why?
We should constantly use full English in the English class without Indonesian. It is because we learn English, Therefore we have to constantly use English to make the
students well trained and know the difference of English and other language.
8. Do you think that there is no room for Indonesian in English class?
The use of Indonesian is mainly to explain about grammar. We cannot say that Indonesian should be erased. We can use it to emphasize our explanation so that the
students can be clearer about it.
9.
What goal do you aim from the students by forcing them to use English out of education context?
They can understand about the correct use of English. I also hope that they can learn more about the English culture. It is because English is an international
language.
10.
What
goals do you aim from the students by letting them ask you with Indonesian language?
The students come from very different educational background. Some of them have high intelligence and the others don‟t. Sometimes they wanted to say in English, but
they didn‟t know how to express it. They listened English well. They understood what people say in English, but they got difficulties in speaking it out by themselves.
That was why I let them to speak in Indonesian to make it easier for them to deliver their idea.
11. How will you respond to the students who speak too much in Indonesian or Javanese?
I will give warning to them, “Speak in English”. That is what I always warn them. I force them to try speaking in English, so that they will think how to deliver their
idea in English.
12. How will you measure students your understanding toward your explanation?
I have recognized their ability one by one through speaking and listening lessons from their tenth grade. I always use personal approach to measure whether they
have understood about the materials or not. It is because the abilities of each student is different When I meet slow learners, I will teach them slowly until heshe
understands the materials.
INTERVIEW TEACHER C
1. During my observation time, I noticed that you created a condition where the students
must use mostly English as the language of instructions. Why is that? Why don’t you
combine it with Indonesian?
First, it is because my students have been in twelfth grade. I consider that they have enough and better skills to comprehend the teaching-learning process in English
rather than tenth or eleventh graders. It is also to give them exposure, so that they can be accustomed to listen English language. When they are accustomed to
listening it, they can subconsciously learn how to pronounce it and construct sentences correctly in English through daily learning at school.
2. Do you think by using mostly English as the language of instructions, it can help your
teaching learning process in English class?
I think yes, because every time I teach in class, I always find students who want to follow the intonationsword stress correctly. They are not only learning about
English vocabulary, but also how to pronounce words correctly in a good pronunciation and word stress. I feel that the use of English as language of
instructions in classroom can help the students to improve their skills. It can also encourage the students to be more confident in speaking English. You know, as a
human, teacher like you and me can make mistakes. It is the same case with students. Therefore, don‟t be afraid of making mistakes. Be confident with our
English skills. That way, students can show their bravery in the use of English by forcing them to use it.
3. Do you have background experiences which encourage you to force students to use
English in you class?
During my school days in Junior and Senior High School I felt that I always got good grades in English. However, everything was different after I entered English
Department of UKSW because all courses were taught in English. I could only get 89 from reading and structure courses, but my listening and speaking results
weren‟t that good. These experiences made me realize that my students must get a good education in English whether it is in written or oral.
4.
It is impossible to make all students understand about our explanations in English. How
is your strategy to handle students who don’t understand about it? This problem often occurs in tenth graders. Teaching this grade is more difficult
than others eleventh and twelfth. Therefore, when we encounter this problem, we have to teach really slowly, pay attention to our word choices not to make the
students confused. We can also check their understanding by asking, “Do you
understand that?”. The students who understand the materials can give explanation and those who don‟t can learn from their friends. Therefore, the students can learn
each other from their friends and teacher doesn‟t have to tell the meaning directly to students.
