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.
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2. Checking Comprehension
In teaching and learning process, usually the teacher asked some questions to check students‟ comprehension. Usually it happened after the teacher gave some explanations to the
students. After that, the teacher would check the students‟ understanding by asking several
questions. English teacher at SMA 3 Salatiga also used Indonesian to check comprehension. I found that Teacher 2 used Indonesian to chec
k the students‟ comprehension. Excerpt 10 taken from the observation with Teacher 2
T2 : “Raka said, “Don’t believe me””
“How we change it into indirect?” S: “Raka said not to believe him.”
T2 : “Are you sure? Okay, good. Sampai disini sudah jelas?”
S: “Sudah” T2
: “Now, open your book on page 57 and do the exercise” Excerpt 10 above showed that the teacher used Indonesian to check
the students‟ comprehension. Before that, he had explained about the task, and before he asked the students to
do the follow up exercises he checked their comprehension by asking questions. He used Indonesian to check to make it easier to be understood and to avoid wasting time because later he
asked his students to do another exercise. Using Indonesian to check
the students‟ comprehension was helpful. The teacher could check students‟ understanding about the material by asking questions. This way would encourage
students‟ ability in the whole learning. Harbord agrees with the use of the first language for comprehension check, though he also believes that the presentation of new structure should be
done in second language 1992: 354.
3. Dealing with Feeling
In teaching and learning process, sometimes teacher dealt with the students‟ feelings
or their own feelings, especially when the students complained that they are confused or when they just kept silent when teacher asked them to answer a question. In this study,
dealing with feeling appeared in observation with Teacher 1.
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Excerpt 11 taken from the observation with Teacher 1
T1 : “OK, today we will review about direct and indirect, what is the rule, what is the
main rule, what is the main rule of direct and indirect?” S: Silent
T1: “Halah How is the rule? One step….”
S: “Back.” From the excerpt 11 above teacher used Javanese word
“halah”, which approximately meant
“Oh, my gosh” to deal with her own feeling. It seemed that she felt disappointed with the students because they could not answer her question. I could see it from her face expression and
her intonation when she said that word. From the word “halah” I think the teacher wanted to
show to the students that it was not difficult, and she expressed her disappointment on why they could not answered it.
Here the teacher offered a solution by opening the rule and after that, the students answered it although in a doubt expression. This kind of activity could happen as a teacher
reaction toward students‟ attitude. In this situation the teacher was allowed to use Indonesian to deal with her own feeling. Like stated by Spratt 1988, using the first language at this stage was
permissible.
4. Repeating Students’ Utterance
Sometimes teacher would repeat students‟ utterance for some reasons, like to make
sure that the students‟ answer was correct or not. In some cases, teachers repeated students‟ utterance in Indonesian like what happened in observation with Teacher 1. She repeated
student‟s utterance in Indonesian. Excerpt 12 taken from the observation with Teacher 1
T1 : “Yang diubah yang mana, Gisella?”
S: “Yang tanda petik Miss.” T1:
“Yang tanda petik? Yang ini?” pointing on the quotation mark on the whiteboard S:”Yes Miss.”
From the excerpt above we could see that the teacher repeated the student‟s utterance
“yang tanda petik”. In this case I think that the teacher wanted to make sure that she got what the
