THE USE OF FIRST LANGUAGE (L1) IN EYL CLASSROOM : A Case Study at Three Elementary Schools in Tasikmalaya.

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TABLE OF CONTENTS

Page

Approval Page ………. ii

Abstract ……… iii

Acknowledgments……… iv

Table of contents ……..……… vi

List of tables ………... viii

List of appendices ……… ix

CHAPTER ONE: INTRODUCTION 1.1Background of the Study ……….……… 1

1.2Purposes of the Study ……….. 3

1.3Research Questions ………..……… 4

1.4Scope of the Study ……….……….. 4

1.5Significance of the Study ……….……… 4

1.6Definitions of the Terms ……….………. 5

1.7Organization of the Thesis……… 6

CHAPTER TWO: LITERATURE REVIEW 2.1Arguments for the Use of L1………... 7

2.2Arguments Against the Use of L1………... 16

2.3The Stages of Teaching English to Young Learners …………. 18

2.4The Characteristics of Young Learners ……….. 22

2.5The Research and Studies of L1 ………. 28

CHAPTER THREE: RESEARCH METHOD 3.1Research Design ……….. 33

3.2Site and Participants ……… 33

3.2.1 Profiles of the Site and the Participants ………. 34

3.2.1.1 Schools and Students Profiles ……… 34

3.2.1.2 Teachers Profiles ………. 37

3.3Data Collection Method ………. 38

3.3.1 Observation ……… 39

3.3.2 Interview ………. 40

3.4Data Analysis ……….. 41

CHAPTER FOUR: FINDINGS AND DISCUSSIONS 4.1The Teachers Use L1 in the Stages of Teaching English to Young Learners ………. 44

4.2The Functions of L1 in the Classroom ……… 46

4.1.1 To Ask Questions………. 49

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4.1.3 To Review……… 50

4.1.4 To Give Information ……….. 51

4.1.5 To Give Directions ………. 52

4.1.6 To Lecture ……….. 54

4.1.7 To Praise ……… 56

4.1.8 To Criticize Students ………….….……… 58

4.1.9 To Encourage ………. 60

4.1.10 To Respond Students’ Activity or Statement……… 61

4.3Teachers’ Reasons for Using L1……… 62

CHAPTER FIVE: CONCLUSIONS AND RECOMMENDATIONS 5.1Conclusions ……….. 70

5.2Implications of the Study ………. 73

5.3Limitations of the Study and Recommendations for Further Research ………. 74

BIBLIOGRAPHY ………. 76

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LIST OF APPENDICES

Page Appendix 1. Example of Transcripts of Classroom Observations ……. 80

Appendix 2. The Interview Form …..………. 93

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LIST OF TABLES

Page

Table 2.1 The Reason for L1 Use ….……….. 13

Table 3.1 Classroom Observations Schedule ……… 40

Table 4.1 The Frequency of Using L1 by Teachers ……….. 44

Table 4.2 Functions of L1 Use …..……… 47

Table 4.3 Instructional Purpose ……….……… 63

Table 4.4 Managerial Purpose ……… 64

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CHAPTER ONE INTRODUCTION

This chapter provides information of the research background which

describes the brief overview of the issues on the use first language or L1 in EYL classroom and the reason to conduct this research, the purposes of the study, the research questions, the scope of the study, the significance of the study, the definition of terms, and the organization of the thesis.

1.1 Background of the Study

The issue of the L1 use in the English as a foreign language classroom has been debated for years (Erton, 2009; Brown 2000; Miles, 2004; Tang, 2002). Some proponents for maximizing English as a target language use emphasize the benefits of language exposure, which, it is maintained, can bring about language learning gains in the form of effective and confident language use, as well as intercultural competence (Duff & Polio, 1990; Turnbull, 2001; Turnbull & Arnett, 2002). Turnbull and Dailey-O’Cain (2009) also argues that the use of L1 should be avoided in teaching target language to make effective instruction and not to

interfere learner’s target language development. Several authors (see, Krashen, 1987; Duff & Polio, 1990; Pennycook, 1994) maintain that L1 has no essential role to play in EFL teaching and that too much L1 use might deprive learners of valuable input in the L2 (Ellis, 1984).

In contrast to the arguments above, some theorists perceive that L1 could facilitate or benefit in the English language learning. The first language can be

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beneficial as a cognitive tool that aids in second language learning (Antόn & DiCamila, 1998; Blyth, 1995; Brooks and Donato, 1994; Cook, 2001; Swain and Lapkin, 2000 in Turnbull and Dailey-O’Cain, 2009:131) and these claims have prompted them to argue in favour of some sort of principle alternation between first and second language use in the foreign language classroom (Turnbull and Dailey-O’Cain, 2009:131). Other research supporting the L1 issue in EFL classrooms is discussed by Schweers (1999) that reports most of the EFL students want to use L1 in the classroom because they believe L1 could facilitate learning. Burden (2001) also argues in his study that both students and teachers believe the importance of L1 in explaining new vocabulary, giving instruction, talking about tests, grammar instruction, checking for understanding and relaxing the students.

It is also interesting to note that the use of first language may contribute to student target-language comprehension, use and learning (Turnbull and

Dailey-O’Cain, 2009:5). Skinner (1985, cited in Macaro, 2001 in Turnbull and

Dailey-O’Cain, 2009:5-6) argues that some first language use can facilitate connections between the target language and prior knowledge and ideas already developed in the first language. A number of recent studies on the use of mother tongue in the EFL classroom indicated that appropriate and judicious L1 use in the EFL classroom can play significant role in facilitating a successful second language acquisition (Schweers, 1999; Larsen-Freeman, 2000; Nation, 2003; Tang, 2002).

Regarding the research on EFL to young learners, the following studies support what this study intends to explore the use of L1 in EYL classroom. Inbar-Lourie (2010) has conducted a study in young EFL learners in Hebrew and Arabic

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middle schools which the study particularly examined the teachers’ use of the

students’ first language (L1). In line with this, Kim and Petraki (2009) have conducted the research concerning the use of L1 in EYL Korean classroom; they find that L1 plays a supportive role in the language classroom, especially in the early stage. Al-Hinai (2002) also conducted the study concerning on the use of L1 in elementary English language classroom in Oman. The classroom data suggest that the main purpose for which Arabic is used in this study was to translate words and instructions. Arabic was also widely used for class management and control.

So, based on the various positions and argumentations regarding the use of L1 in the EFL/EYL classroom, the study investigates the use of L1 at elementary school which has not been conducted yet previously specifically in Tasikmalaya. Moreover, the study focuses on the aspects of the stages of teaching in which L1

is used, the function of L1 and teachers’ reasons for using L1 in EYL teaching

learning process. The study is expected to give contributions to the enlightenment of the use of first language in EYL classroom.

1.2 Purposes of the Study

According to the background, the study is addressed to:

1. Investigate in what stage of teaching the teacher uses L1 in EYL classroom. 2. Investigate what function of L1 is being used in EYL classroom.

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The Use Of First Language (L1) In Eyl Classroom Universitas Pendidikan Indonesia|repository.upi.edu 1.3 Research Questions

This research attempts to answer the following questions: 1. In what stage of teaching does the teacher use L1 in EYL classroom? 2. For what function is L1 being used in EYL classroom?

3. Why do the teachers use L1 in EYL classroom?

1.4 Scope of the Study

This study is intended to find out the use of L1 in EYL classroom at three elementary schools in Tasikmalaya, which become the representatives of higher, medium and lower level of elementary schools. Particularly, the study also concerns on the use of L1 in each stage of teaching teacher uses, and the frequency of using L1. Moreover the study aims to figure out the function of L1

which is being used and to look for the teacher’s reason to use L1 in the process

of teaching learning process in EYL classroom. Therefore, this study is hopefully expected to give the benefit for teacher and students in enhancing the teaching learning process of young learners in learning English.

1.5 Significance of the Study

The study is significant and valuable since so far studies related to the use of L1 focused in teaching English as a foreign language, therefore this study as a study that focused on young learners classrooms may potentially contribute to three aspects of education; theoretically, practically and professionally.

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Theoretically, this study imparts some information as one study attempted to fill in the gap of related studies previously which are dominated by research on the L1 use in adult context of teaching EFL. Additionally, the study which deals with this approach in the use of L1 to young learners is also still rare; if there is any, some of them still focus on its role of L1 (Inbar-Lourie, 2010; Kim and Petraki, 2009). This study will contribute to add the repertoire of those previous related studies.

Practically, this study is beneficial for the teachers to utilize L1 in some certain situations related to the process of teaching English to young learners that students are able to come up their English performance with the use of L1 in the classroom. They can be guided and facilitated in developing their English. Hence, this hopefully can help them to gain in their understanding of learning English as a foreign language. Lastly, from professional aspect, the result of the study could be beneficial for the English teachers who are directly involved in teaching English to young learners classroom. The information can be used as a basic to improve the teaching learning process of English to young learners in terms of students needs in order to facilitate them in learning English as a foreign language particularly by the teachers at the research site.

1.6 Definitions of the Terms  First language or L1

First language defines “a person’s mother tongue or the language acquired first.

In multilingual communities, however, where a child may gradually shift from the main use of one language to the main use of another, first language may

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refer to the language the child feels most comfortable using.” (Richards et al.,

1985:106)

 Young Learners

According to Pinter (2006:2) young learners include children who are at pre-school or in the first couple of years of pre-schooling.

 Teaching English to Young Learners

The program of government as a local content which aims to teach English at the age between 6 to 12 years old in Indonesian primary school level.

1.7 Organization of the Thesis

This thesis is organized into five chapters involving Chapter 1 which discusses the background of the study, research questions, purposes of the study, scope of the study, and also the significance of the study, Chapter 2 presents the literature review of the study, Chapter 3 talks about the research methodology that involves research design, site and participants, collecting the data, and analyzing the data, Chapter 4 displays how the data are interpreted and discussed according to the finding, and chapter 5 concerns on the conclusion and recommendation of the study.

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CHAPTER THREE RESEARCH METHOD

This chapter presents how the procedure of doing the research in some steps and it is divided into four sections. The first section is about the research design which presents the method used and how the research carried out. The site and participants of the study will be elaborated in the second section. The third section will elaborate how the data gathered using the instrument applied in this study. The last section presents the data analysis which covers how the data analyzed and interpreted.

3.1 Research Design

The study will portray the use of first language or L1 in English to young learner classrooms. In line with this, the study will use a case study design which typically consists of a description of an entity and the entity‟s actions (Thomas, 2003:33). It also offers explanations of why entity acts as it does. In other words case study deals with observing or investigating events, groups, individuals or organizations. Furthermore, the study has the aim to identify the use of L1 in EYL classroom by teachers.

3.2 Site and Participants

This study focuses on the use of first language or L1 in English to young learner classrooms. The classrooms in this study are in three elementary schools in

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Tasikmalaya, namely SD A as school 1, SDN B as school 2, and SDN C as school 3. The schools chosen as research site since they are categorized into three different level of background – high (1), medium (2) and lower (3) schools. Thus, the study observed three English teachers and the three classes of the third grader as the participants of this study. Moreover, those schools have the good background of English teachers which have been teaching and they have also experiences in teaching English to young learners for more than five to ten years. Another reason choosing the third grader because the nature of this study concerning on young learners who fall between eight to nine years old. More importantly, the reason why choosing the location in Tasikmalaya is also because the researcher has the feasibility to get the access to conduct the research, thus the data can be collected easily.

3.2.1 Profiles of the Site and the Participants

The site and the participants‟ profiles are presented in this section to give the clear descriptions about three schools, three teachers and students as the subjects in this study. It is important to be mentioned here that all participants were given pseudonyms along the thesis to maintain anonymity.

3.2.1.1. Schools and Students Profiles

This study involved three elementary schools which have different levels of quality background both on students input and school facilities. The first site is categorized as higher level that is SD A, the second is SDN B which is on

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medium level, and SDN C is on lower level. The followings are the profiles of the three schools and students.

S#1 is one of the private and favorite elementary schools in Tasikmalaya. It has been established since 1996 and located at Jl. Sutisna Senjaya 235 Kota Tasikmalaya. The characteristic of this school is very high especially in its facility and the quality of students input which has the higher level background not only

from the students‟ intellectual but also from the socio-economic status of

students‟ parents. Every year this school accepts about five classes which consist

of about thirty students for each class. So, this school should be selective more in accepting new comers especially from their intelligence. To overcome this, the administrator conducts the psychological test to decide whether the students could be accepted to be a student in this school annually. So, the input of students is very considered as a higher achiever. There are four classes of the third grade, and only one class was chosen as a sample to be observed. The characteristics of the students are very active and smart. They are challenged to learn English especially when teacher uses games as a technique in the classroom. This can be one of good factors to improve their progress in learning English. There are four English teachers who teach for twenty seven classes for 2011/2012 academic year. Three English teachers have the same educational background concerning on English Education Study who graduated from two higher level education or universities in Tasikmalaya and Ciamis. The reason why this school is categorized as the higher level because it has good average in achieving English grade that could be achieved at 8.72 in 2010/2011 academic year and every year the mean of grade of

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English mastery is at grade 8.48. Besides that, English is taught three hours a week in this school.

S#2 is one of the state elementary school established in 1975 and located in Saripin, Purbaratu subdistrict of Kota Tasikmalaya. The school has one English teacher who has been the respondent of this study. It is categorized as medium level background since its students‟ mastery of English had the average 7.02 last year. English is taught two hours a week. This year, the school has 338 students divided into twelve classrooms which are classified into two classes for each grade (first grade up to sixth grade) and has only one English teacher. Specifically for the third grade, it consists of 64 students and 31 students from class A became the respondents of this study. The students‟ profiles of this class are active and they are categorized in the medium achiever than students of the S#1. They are diligent enough and have good motivation in learning English even the school facility still lacks of teaching media of English.

S#3 was established in 1948. It is located at Jl. Tarumanagara No. 16 Kota Tasikmalaya. This school is one of the state elementary schools which has the same input of students from the lower socio economic status and also the low

students‟ capability in their intelligence. The majority of students enrolling to this

school are still learning to read and write at the first grader. Based on the document given, the school has two English teachers and 249 students which are classified into seven classes. They are one class for a first grader, one class for a second grader, one class for a third grader, two classes for a fourth grader, one class for a fifth grader, and one class for a sixth grader. English subject is taught

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two hours a week. The average of students‟ grade of English mastery in 2010 was 6.66. This shows that graduates school had the lowest level of output of two schools observed.

3.2.1.2. Teachers Profiles

Three English teachers who were involved as respondents in this study have the same level of educational background. The followings are the description of them which .

T#1 was born in 1979. She graduated from English Education Department of a private university in 2002. She has been teaching English at S#1 since 2003 up to present. She teaches all the first grader to third grader. To support her career in teaching English, she participated the National Seminar and Workshop on Vygotsky in Action held by a state university in Tasikmalaya in 2011.

T#2 was born in 1986. She graduated from English Education Department of a private university in 2007. She has been teaching English in the S#3 since 2007. When she was a university student, she has taught English in one of the state elementary schools in Tasikmalaya for about three years. She has participated some workshops and seminars to support her knowledge of teaching

English. In 2005, she joined a seminar entitled “A Step to Empower Nations‟

Literacy” which was held by English Students Association of Indonesia. The

second workshop is about How to learn English which was held by Education bureau of Tasikmalaya District in 2008 and in 2011 joined the National Seminar and Workshop on Vygotsky in Action (Tasikmalaya) held by a state university.

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T#3 was born in 1978. She graduated from one of the private universities in Tasikmalaya. She has experienced in teaching English to young learners since she was in the first grade of university. She was motivated to teach children because she likes them much which have unique characteristics. She feels comfortable to teach children because it makes her have a challenge to improve their motivation in learning English. To encourage her interest, she had participated in the National Seminar and Workshop on Vygotsky in Action held by a state university in 2011.

3.3 Data Collection Method

During the collection data process, the researcher will be a non-participant observer because she was not involved in the observation directly as stated by Fraenkel and Wallen (1993:391) that in a nonparticipant observation study, researchers do not participate in the activity being observed but rather „sit on the

sidelines‟ and watch; they are not directly involved in the situation they are

observing. So in this case, the researcher only sees what happens during the observation conducted.

Related to the nature of the case study as research design of this study, in gathering the data, there were two kinds of instruments used – observation and interview. This is in line with what Cowie in Heigham and Croker (2009:166) says that observation is closely associated with ethnography, but is also common in action research, case study, and mixed methods as part of a bank of data

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research questions. It is probably rare to see observation used exclusively on its own as it often goes in hand with interviews and questionnaires, providing

important preliminary information about participants‟ external behavior which can

then be followed up with questions about their inner values or beliefs.

3.3.1. Observation

According to Thomas (2003:60) the researcher immediately sees and hears what is happening. Cowie in Heigham and Croker (2009:166) states that

observation is the conscious noticing and detailed examination of participants‟

behavior in a naturalistic setting.

During the observation, the researcher took some notes using observation

sheet consisting of teacher‟s talk, students‟ talk, what the teacher did in the

classroom, what the students did, what L1 words occurred in the classroom, and in what stage of teaching learning process (pre activity – core activity – post activity) they used those words. The participants – teacher and students were involved in this observation.

Videotapes were used as a means to observe what happened in the classroom during teaching learning process of English. This is really helpful as Fraenkel and Wallen (1993:401) argue that the videotapes have several advantages. The tapes may be replayed several times for continued study and analysis. This also can make the classroom observation will be effective.

The observations were conducted five times for each school, so there were fifteen classroom observations. The researcher thought that five times would be enough for her to gain the rich data to be identified the pattern of the use of L1 by

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both participants. The following is the schedule of classroom observations conducted.

Table 3.1

Classroom Observations Schedule

Teacher Session Day/Date Time

First session Wednesday/July 27, 2011 11.40 a.m. – 12.15 p.m.

Second session Friday/July 29, 2011 02.40 p.m. – 03.15 p.m.

Third session Wednesday/September 21, 2011 11.40 a.m. – 12.15 p.m. Fourth session Wednesday/October 14, 2011 02.40 a.m. – 03.15 p.m.

Fifth session Friday/October 21, 2011 02.40 a.m. – 03.15 p.m.

First session Tuesday/July 26, 2011 12.00 p.m. – 01.00 p.m.

Second session Tuesday/August 9, 2011 09.40 a.m. – 10.40. a.m.

Third session Tuesday/August 18, 2011 08.00 a.m. – 09.00 a.m.

Fourth session Tuesday/September 20, 2011 07.00 a.m. – 08.00 a.m. Fifth session Tuesday/September 27, 2011 11.30 a.m. – 12.30 a.m.

First session Thursday/ August 4, 2011 08.00 a.m. – 09.00 a.m. Second session Thursday/ August 11, 2011 08.00 a.m. – 09.00 a.m. Third session Thursday/ August 18, 2011 09.00 a.m. – 09. 00 a.m. Fourth session Thursday/ September 22, 2011 07.00 a.m. – 08.00 a.m. Fifth session Thursday/ September 29, 2011 07.00 a.m. – 08.00 a.m.

3.3.2. Interview

Interview aims to obtain in-depth information about what the researcher wants to explore after observation. The type of interview is informal interview because the characteristic of questions emerge from the immediate context and are asked in the natural course of things; there is no predetermination of question topics or wording (Fraenkel and Wallen, 1993:387). It has the strength to increase the salience and relevance of questions; interviews are built on and emerge from observation; the interview can be matched to individuals and circumstances. In this case it will be appropriate with the aim of this study in investigating the use of L1 and in what stage of teaching that teacher uses L1 in EYL classroom dealing with the frequency.

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The interview will be conducted during the observation (2 months)

according to participants‟ time availability and will be probably done after the

class or in their break time which involve all participants. The interview process will be recorded by the audio-tape recorder to explore more and deep information relating to the data which have been obtained then transcribing done.

Informal interview has also the weaknesses in research such as different information collected from different people with different questions, less

systematic and comprehensive if certain questions do not arise “naturally”, and

data organization and analysis can be quite difficult (Fraenkel and Wallen, 1993:387).

3.4 Data Analysis

Dealing with the process of analyzing the data, the researcher used coding and categorization based on the research questions proposed. The data from observation were elaborated by coding it and there was a labeling after the coding process done. Coding aims to ease the researcher finds out the categorization of theme based on the research questions proposed. The study used coding because it has the aim to keep track of the data has collected. It can also to identify categories, themes, and patterns that help explain the phenomena under consideration and the contexts in which they occur (Hood in Heigham and Crocker, 2009: 78). Then labeling can display the reasons of participants in the use of L1, in what stage of teaching that teacher uses L1 in EYL classroom, and

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also present what function of L1 is being used in the EYL classroom. Then the theme or pattern will be categorized to answer the research questions.

The data gathered from the classroom observation were coded from the observation sheet which is taken from the videotapes recorded and data from interview were transcribed based on the categories or theme related to the research questions. This is in line what Silverman (2005:184) states that data from interview are in the form of tape and transcripts which also offer more than just

„something to begin with‟. In the first place, they are public record, available to

the scientific community in a way that field notes are not (Silverman, 2005:184). Following the data analyses, there is a further discussion on the issues captured during the classroom observations and the relevant theories they are dealt with. Every classification of the data findings is analyzed and interpreted.

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CHAPTER FIVE

CONCLUSIONS AND RECOMMENDATIONS

This chapter discusses the conclusions and recommendations of this study which are divided into three parts – conclusions, implications of the study, and recommendations for the next researchers. Thus, the conclusions are described based on the data which have been analyzed and interpreted in chapter four. The data were obtained from classroom observations and interviews conducted in several times. The following describes all parts of this chapter detail.

5.1. Conclusions

Some conclusions can be portrayed based on findings of this study which the data obtained from the classroom observations and interviews with three English teachers. The following description can give the conclusions of the research questions answers outlined in chapter one clearly.

As regards the first research question; in what stage of teaching does the teacher use L1 in EYL classroom? This study reported that according to the frequency of the use of L1 by all respondents used bahasa Indonesia as the first language in each stage of instructions. In other words, L1 is used in pre-activity, whilst-activity and post-activity. This happened frequently during five times classroom observations conducted. The first teacher and students in higher level used

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L1 in 208 times and 57 times of frequencies in all steps of instructions. The second teacher and students in medium level had the highest frequencies of L1 use which were 654 times and 151 times. Then the third teacher and students of lower level had similar frequencies to the first teacher and students, they were 216 times and 87 times of frequency of using L1. All teachers perceive that it is still important to use first language (L1) as an aid to explain the difficult concepts of English especially for children or young learners. They also believe that L1 plays an important role to increase students’ motivation in learning English.

The second research question of this study which focuses on function of L1 can be described by the result of observations. The findings show that there are three general categories found dealing with the purposes of L1 use, instructional purposes; managerial purpose; and affective purpose. Then three categories of L1 functions break down into ten subcategories – asking questions, introducing new words, reviewing, giving information, giving directions, lecturing, praising, criticizing

students, encouraging, and responding to students’ activity or statement.

All teachers agree to use L1 as a medium to deliver the material and it is also helpful especially to make students motivated to learn English. T#1 is the teacher which used L1 limitedly than T#2. This happens because she teaches the higher level students which are categorized as good achievers or have a good input. T#2 have students who have medium level background which still need motivation, so she used L1 very frequently than T#1 and T#3. She believes that L1 is still important to use in

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teaching English to young learners because she agrees that students still learn how to spell and write their native language, in this case bahasa Indonesia. T#3 has also special case in teaching English; she faces the lower achievers/students in English class. Even she teaches the lower level background of students, she still perceives to use L1 limitedly. In this case, she has the opinion of language exposure can be achieved if teaching English should use English. Because of this reason, she used L1 limitedly the same as T#1. She always attempts to make her students able to use English as much as possible in the classroom, even L1 is also still needed but the frequency is not as much as T#2 at the middle level students.

This summary can lead the researcher to make a whole conclusion as regards the function of L1 in the English classroom that it is not because of the capability or competency of teachers that they use L1 but it is because of the certain situations which make them choose L1 as a medium or means to explain, clarify or instruct students when teaching learning process happens. Thus, students are able to comprehend more or respond the material well. Besides that, all teachers believe the use of L1 brings several benefits to the success of English learning.

The last research questions relating to the teachers’ reasons for using L1 in the EYL classroom can be described that most of the teachers use L1 since they believe there are several advantages of L1 use to facilitate students’ understanding of English. There are five categories of teachers’ reasons, three advantages and three disadvantages of L1 use in TEYL found in the study based on interview sessions with

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the three teacher respondents questioned. The first category of teachers’ reasons involves making students comfortable, avoiding boredom and tiredness, making or checking students’ understanding of English, motivating students to learn English, and introducing new English words. The second category of advantages of L1 use includes easing students to understand English more, improving students’ memorizing of English words, and motivating students in learning English. The last category of disadvantages of L1 use includes decreasing teacher’s skill of English, limiting language exposures of teacher and students, and causing the teaching learning process of English ineffective.

5.2. Implications of the Study

This study aimed to portray the use of L1 in English to young learners by both teachers and students. The results of the study revealed that L1 could benefit and facilitate teachers and students in English instructions. The teachers also had the same perception on the use of L1 in their English classrooms. According to the purposes and the results, the study has the following implications:

Firstly, as regards the use of L1 in the English classroom to young learners, teacher (T#2) who teaches the middle level students should try to minimize or hinder the use of L1 during teaching learning process, because this can cause students not have chances to get language exposures of English.

Secondly, for the first and second teachers who are in the higher and lower levels students should be consistent in using English more and more. In other words,

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they used L1 limitedly based on the certain situations. According to the frequency of L1 use, they were categorized into the teachers who could minimize the use of L1.

Thirdly, for the young learners even they have limited knowledge or comprehension of English, teachers should be confident to hinder L1 during English teaching learning process. Thus the students can have more chances to use English in the classroom. This is very helpful for students to reach the objective of English learning especially when they are still in the lower level (beginner) in learning English which is not their native language. Teachers should be able to set the classroom instruction creatively relating to the young learners’ characteristics.

Finally, those implications are not meant to prohibit the use of L1 in the English classroom, instead they can be an aid or guideline to the English teachers to look for the best way to overcome or help them in solving some obstacles in teaching English, especially to give the positive effect to the teaching and learning of English to young learners context.

5.3. Limitations of the Study and Recommendations for Further Research

This study has some limitations. The first limitation is dealing with samples which come from the different level students. This process needs an accurate technique while choosing three schools as a case study of this research. The researcher should also find the backgrounds of English teachers which have the same levels, they are in the higher level English teachers. This is very difficult to define

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those characteristics of samples since the researcher has limited time to find out the one that has higher, middle and lower level students. In this study, the researcher attempts to ask each principal of elementary school in Tasikmalaya that is assumed as the best, middle and lower level school.

The second limitation is the problem occurring in the process of collecting the data – classroom observations. The researcher found an error when operating the video recorder, but fortunately the researcher could overcome it to use another digital camera which has a facility to record. This happened since the researcher did not consider and prepare too much on the use of video recorder perfectly. Therefore, the researcher considers that it is very important to the next researcher to conduct the same issues or further study about the use of L1 in another context of English teaching not only to EYL context but also adult or even teenager context as EFL learners and to prepare everything relating to the research before it is conducted such as making sure that the tool used during classroom observation can work well so there will be no obstacles or errors while observations recorded.

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