10
e. L1 helps the students perform L2 better
A number of researchers have discussed the implication for using L1 in L2 classroom and how L1 may become a valuable teaching resource Li, 2008; Lin, 2000;
Boyle, 1997. In first language use, the tasks given need to involve language items that are already familiar to the learners, need to involve largely familiar content, and need to
include some kind of encouragement to perform faster than usual Nation, 2003. He suggested that L1 has an active role in preparing learners for such tasks by making sure
that the material they are working with is truly familiar Nation, 2003. Take as an example, asking the students to recall Indonesian stories that they know then work with the
story, then ask them to tell other friends about the story using English. According to the statement above, it can be said that L1 should be included or used in teaching English to
make students learn English better. He also says that by using first language the students have the opportunity to fully understand the content of the task before they performed in
English, because the first language discussion of the task had some interesting features. As Canagarajah 2007 says about L1 as a meaningful component in the learning process that
to contribute a successful learning in the target language L1 use is needed. From those statements, it can be assumed that L1 has possible use in influencing and mediating the
students‟ understanding to enhance their knowledge in learning English inside the class.
f. L1 as a bridge to understand Indonesian and English cross-culture
According to Dujmovic 2007, as it is believed by the English users‟ teachers
who are in a position to enrich the process of learning by using the mother tongue as a resource, it means that by using the L1 culture, they can facilitate the progress of their
students toward the mother tongue to learn English, the other culture. Gill 2005 mentions the role of mother tongue for discussing the cross-cultural issues, such as customs,
greetings, platitudes etc. He believes that it can be possible through comparison and contrast and better use of the L1 e.g. connotation, collocation, idiomatic usages,
11 culture-specific lexis, politeness formulae, sociocultural norms, the use of intonation,
gestures etc.. Also, Cole 1998 states if students have little or no knowledge of the target language, L1 can be used to introduce the major differences between L1 and L2 that
they should be aware of. It is the same with what Morahan 2002 states that L1 use also allows students to become more aware of the similarities and differences between cultures
and linguistic structures, and thus may improve the accuracy of translations. It is in accordance with what Cook 2001 says that finding cognates and similarities between
languages builds up interlinked L1 and L2 knowledge in the students minds.
g. L1 reduces learners’ anxiety
The use of L1 also reduces anxiety and enhances the affective environment for learning Auerbach, 1993. Lin and Man 2009 support the use of the mother tongue in
second language classroom. They believe that by switching L1 and L2 wisely will help the learners to have a close relationship between teachers and students. Balosa 2007 also
suggests that judicious use of the students‟ L1 can build an atmosphere of confidence and friendship in the classroom where the students‟ self-image and motivation improve when
they are no longer frustrated by not understanding classroom instruction presented in the target language only. As an example, teachers‟ use of L1 can relax students and create a
harmonious atmosphere in the classroom, especially when the teachers tell jokes in L1. In his study, Schweers 1999 encourages and suggests teachers that starting with the L1
provides a sense of security and validates the learners lived experiences, allowing them to express and themselves.
The Ban of L1 in L2 classroom
Apart from the advantage of using L1 inside L2 classroom, some scholars state that L1 should not be overused although first language provides a familiar and effective way of
quickly getting to grips with the meaning and content of what needs to be used in the L2
12 classroom. Chaudron 1988 asserts that in a learning situation where only the L2 is used
as a medium of instruction, learners face problems because their task is threefold. It means that the first language needs to be seen as a useful tool that like other tools should be used
where needed but should not be over-used Nation, 2003. The main arguments against using the L1 is that it does not encourage learners to use
the L2 and that when the teacher uses the L1 it deprives the learners of input in the L2 Krashen 1988, in Prodromou 2002; Ellis 1984, in Hawks 2001. According to Phillipson
1992, the notion that L2 is best learned monolingually dates back to Gatenby who developed the tenet of monolingual approach, in an article summarising ELT principles
Gatenby 1965, p.14 cited in Phillipson 1992, p. 185. More recently, this tenet is supported with reference to the work of a natural approach to language acquisition, where
L2 is believed to be acquired through the same process as L1, and where immense exposure to the L2 is required and consequently requires limited use of L1.
In their study, Krashen and Terrel 1983 emphasise that L2 is believed to be acquired through the same process as L1, and where immense exposure to the L2 is
required and consequently requires limited use of L1. From this point of view, it can be inferred that in L2 classroom, it is suggested that the students are expected to communicate
using English only and ignore their desire to use L1 to learn English better. Here the students are exposed to use English as well as they learned L1 when they were kids who
had limitations of L1 words.
THE STUDY Context of the Study
13 In order to aid my research, I chose to conduct the study in a senior high school
which was located in Salatiga. Why I chose senior high school because it had the following criteria which I needed in conducting my research, such as the school itself and the
students. First, the school where I conducted my research was at SMA Negeri 3 Salatiga, where it is a public school and has never become a RSBI school. The reason why I chose a
non-RSBI school was to make this study more valid, in which the students have never experienced English-only as the medium of instruction for all course subjects. Next, I
considered about the students. First, I expected that as my participants, the students are English learners where English is only spoken inside the classroom. Then, I also assumed
that the students are from different backgrounds. Another reason why I chose the students of senior high school, because I assumed that they already have enough knowledge in
learning English and know the reasons to their perceptions about the teacher‟s use of L1 in
English classroom.
Participants
In order to get more pictures for my study, I conducted this research by using quota sampling for 119 students in SMA Negeri 3 Salatiga who are in their first academic year. I
chose first academic year students because I want to know their perceptions about the use of L1 in their English classroom, since they just had graduated from different junior high
schools inside and outside Salatiga. Therefore, I assumed that they have different perceptions about the use of L1 in their English classroom. From the data I have collected
can be seen that the students‟ demographic information is as follows:
Gender Frequency
Percentage
Male 38
31.93 Female
81 68.07
Total 119
100
Age Frequency
Percentage
14 15
53 44.54
14
16 66
55.46 17
Total 119
100
Length of Studying English in Year
Frequency Percentage
5 - 10 87
73.11 11 - 15
16 13.44
15 1
0.84 Leave it blank
15 12.61
Total 119
100
Data collection instrument
In an attempt to answer the research question, I conducted the study by using quota sampling and questionnaire as the data collection tool. For the sampling, I distributed the
questionnaires to 120 students, and got the return rate 100. To make the participants feel easier, the questionnaires see Appendix 1 were in Indonesian. The questionnaire was
closed ended questionnaire. In the first section of the questionnaire, I investigated their demographic information such as gender, age, and the length of time the students have
been learning English. In the second section, I examined students‟ perceptions toward their teacher‟s use of L1 in English classroom. In this section students marked the strength of
their agreement to the items by utilizing a Likert-type 4-point-scale, such as strongly disagree 4, disagree 3, agree 2, and strongly agree 1.
Data Collection Procedures
The first thing I did was conducting the piloting phase to check whether the questionnaire I distributed had the following criteria: easy to understand, had relevancy
with my study, and easy to distribute. I distributed the questionnaire to a class consisting of 40 students. When I asked the students whether they found difficulties in understanding the
items or not before filling in the questionnaire, they stated that they were only not sure about the meaning of
idiom
, so I gave them some examples to make them understand. Overall from the items given, they did not find any difficulties.
15 After conducting the piloting, I distributed the questionnaire to 120 students from
four different classes as the participants. Since I found there were some items of the questionnaire that a student did not answer, then I selected again to 119. After distributing
the questionnaire, I gave a brief explanation on the questionnaire I asked them to fill in. Then I asked them to read the questionnaire by herhimself whether there found questions
they did not understand. Therefore, there would be no misunderstanding while they were answering the questionnaire.
Data Analysis Procedure
After I finished collecting all the data, percentage analysis was performed for the data analysis of the questionnaire by using excels. Since all the items were Likert-type 4-
point-scale, I count the number first then I divided them based on the point of my study. Then, to make it clearer I made the students‟ answers in form of chart. For the data
presentation, I also performed it in a form of chart.
FINDING DISCUSSION
This section discusses on the result of the study about students‟ perceptions toward the teacher‟s use of L1 in English classroom. The data discussed will be presented in more
detail explanation, whether the teachers‟ uses of L1 in English teaching learning process based on these 7 points: a clarifying purposes, b a tool to check students‟
understanding, c a tool to explain new vocabularies, d a tool to explain grammar, e helping students to perform L2 better, f a bridge to understand L1 and L2 culture, g
reducing learners‟ anxiety. These points are divided based on as follows:
16
Points Question Number
a L1 as clarifying purposes
2, 3, 4 b
L1 as a tool to check students‟ understanding 6, 7
c L1 as a tool to explain new vocabularies
8, 9, 10 d
L1 as a tool to explain grammar 11
e L1 can help students to perform L2 better
5 f
L1 as a bridge to understand Indonesian and English cross-culture
12 g
L1 can reduce learners‟ anxiety 13, 14, 15
Then, the findings will be presented in form of graphs according to points above. Before going into deeper discussion, here I provide data which revealed the students‟ belief
toward the teachers‟ uses of L1 in English classroom.
Question No. 1:
In my opinion, the teacher’s uses of Indonesian in English
classroom is needed in teaching learning process
see Appendix 1. The reason why I provided this data was to give insight where in English teaching
learning process in this context, students still need L1 that is used by the teacher. This finding will guide to the further discussion where the students were asked about their
perceptions about the value of Indonesian used by the English teacher. If most of the students stated that they agree or strongly agree, most of the students would state so in
most of the items. From the data result, it is revealed that almost all of the students 94 believed that the teacher‟s use Indonesian in English classroom is needed.
The findings support to what scholars stated how the strategic use of L1 can enhance students‟ language learning in L2 classroom Upton Lee, 2001; Stapa Majid, 2006;
Lai, 1996; Lin, 2000. This means that even though the students already in a level of senior high school, they believe that Indonesian used by the teacher is still needed in order to
enhance and support English learning.
94 6
Q1
Figure 1. Students’ elief toward the tea hers’ uses of L1 in English classroom
Agree Disagree
17
a. L1 is for clarifying purposes
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