21
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
22 student‟s meant. So, she wanted to know whether her student‟s utterance was same with hers. It
showed when the teacher said “yang tanda petik?” then she continued with saying “yang ini?”
and at the same time she pointed a sentence in quotation mark on the whiteboard and the student agreed.
Repeating the students‟ utterance in the first language meant that teacher tried to make the
students feel at an easy thought. The teacher used the students‟ language and made herself at the
same level as the students and tried to clarify the material Moskowitz, 1971. In this study, the teacher was trying to make students feel more comfortable and had an easy thought because the
teacher clarified the material by using simple and easy language.
5. Giving Information
Giving information is one function of explanation, although the purpose of giving information is just to inform about something in a not-too-detail manner like in giving
explanation. Giving information can be in English, in Indonesian or both in English and Indonesian. In my study, the teacher used Indonesian to give information to the students. I
found that in the observation with Teacher 1. Excerpt 13 taken from the observation with Teacher 1
T1 : “Tejo said to Nita, 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?” S: “Correct.”
T1 : “Okay, good”
On the excerpt 13 above, teacher informed the students how to do task on the whiteboard. She used English to make the student understood her explanation. She gave an outline to the
student on how to do the task, but she did not give detail explanation because she had already explained them in the previous section.
In order to make the information clearer and to avoid ambiguity, the teacher used Indonesian. It was very helpful for the students because the student might get the meaning clearly
