The use of first language in the english class : functions and reasons (A Case Study at SMP Negeri 2 Cisayong in the Academic Year of 2015/2016) JOURNAL
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The Use of First Language in the English Class: Functions and Reasons (A
Case Study at SMPN 2 Cisayong in the Academic Year of 2015/2016)
Dea Silvani1, Sri Samiati Tarjana2, Hersulastuti3
English Education Graduate Program Sebelas Maret University
silvanidea@gmail.com
Abstract
This study tries to investigate the frequency and the functions of L1 used by the teachers and the students,
including the reasons for using L1 in English class. A case study is used as the research design, with observation
and interview as the techniques to collect the data. The result of classroom observations showed that the
teachers used L1 limitedly, while the students used it more dominantly. In addition, L1 use has seven functions
for the teachers in conducting teaching and learning process in English class, which cover giving instruction,
explaining the meaning of words, explaining complex idea or concept, motivating the students, checking for
comprehension, explaining error and maintaining teacher-students reationship. Meanwhile, there are ten
functions of L1 used by the students in English class, namely clarifying meaning of English words, finding new
vocabulary items, expressing their frustration in learning English, processing complex concept, creating
enjoyable learning atmosphere, motivating each other, discussing some problems in accomplishing the tasks,
clarifying pronunciation, clarifying spelling and clarifying instrcution. Furthermore, the teachers used L1 based
on their consideration that L1 plays some supportive role in language teaching. They also used it to avoid
students’ confusion and because they believe that using L1 can make the students feel more comfortable. On the
other hand, the students used L1 because of their habit, the ease of using communicating their ideas, their
shyness and fear of making mistakes due to their lack of English proficiency. In conclusion, L1 in English class
must be re-examined and used appropriately in order to support the more effecctive teaching and learning
process in order to attain the better learning outcome.
Keywords: first language, English class, EFL context, language teaching and learning
Learning English is not an easy matter. Atkinson (1993:13) assumes that learning a language is a
difficult and often frustrating process for many learners, particularly at lower level. Thus, non-native
English teachers and learners need much effort to struggle with teaching and learning English and to
overcome the problems in order to attain the desired learning outcome. As a result, Harmer (2001)
and Brown (2007) believe that the use of first language (L1) by teachers and students is a common
and an inevitable phenomenon in classroom interaction during teaching and learning process
especially in EFL context at which English is only taught in schools (Broughton, Brumfit, Flavell,
Hill & Pincas, 2003). Meanwhile, Harmer (2001) believes that students’ L1 has a great effect to their
second language acquisition. Thus, teachers and students are required to have careful consideration in
using first language in the classroom especially in EFL context.
However, the use of L1 in English class is a controversial issue that raises two contrasting
views about whether or not L1 should be used in English class (Schweers, 1999; Brown, 2007;
Harmer, 2001, Turnbull and Dailey-O’Cain, 2009; Tang, 2002). On one side, there is an assumption
that using L1 in English class is beneficial for it has several advantages that can support the foreign
language learning (Cook, 2001; Tang, 2002; Nation, 2003; Schweers, 1999). Moreover, using L1 in
learning second or foreign language is very helpful for certain aspects of language learning (Ja, Li and
Lin, 2014). Additionally, using L1 is considered as an effective strategy for helping the students
gaining better understanding (Brooks and Donato, 1994 in Mart, 2013; Nation, 2003; Li, 2012; Adnan
& Mohamad, 2014). It also allows the students to say what they really want to say (Bolitho, 1983 in
Mart, 2013:9; Harbord, 1992). Besides, according to Brook and Donato (1994) as cited in Halasa and
Al-Manaseer (2012), L1 use is a normal psycholinguistic process that facilitates L2 production and
allows the learner both to initiate and sustain verbal interaction with one another. Furthermore, it is
commit to user
also found to be useful in checking students’ understanding, explaining some grammar points, and
teaching vocabulary (Harmer 2001; Nation, 2003) Hence, first language facilitates teachers and
1
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students to communicate their ideas and comprehend the learning materials more clearly and easily
during teaching and learning process in English class.
On the other side, L1 is suggested not to be used in the English class, because it can interfere
the process of mastering the target language (Krashen, 1982; Ellis, 1985). In line with this, Harmer
(2001) believes that the overuse of L1 can restrict students’ exposure to the target language.
Additionally, in EFL context, classroom is commonly the only place in which they get the exposure of
the target language, thus the use of L2 must be maximized (Littlewood & Yu, 2011). Futhermore,
there is also an assumption that to be successful in L2 acquisition, L2 should be separated from L1
(Cook,2001; Halasa and Al-Manaseer,2012; Littlewood and Yu,2011). If first language is dominantly
used by the teachers and the students in English class, the target language exposure may be limited.
Thus, it is obvious that students’ first language usually influence their second language acquisition
(Harmer, 2001).
Several studies such as those that were conducted by Kim and Petraki (2009), Tang (2002),
Afzal (2013), and Khati (2011) indicated that L1 plays a supportive role in language classroom. It was
found useful for explaining the meaning of words and grammar points, giving instruction and
maintaining social atmosphere. However, in some cases it led to a tendency of the overuse of L1
which might interfere second language acquisition. Hence, it can be concluded that careful, moderate
and judicious use of the mother tongue can aid and facilitate target language teaching and learning
(Tang, 2002; Jan, Li & Lin, 2014).
However, there are still some appropriate use of L1 in English class, such as for checking
comprehension (Harmer, 2001; Schweers, 1999; Atkinson, 1987), giving instruction (Atkinson, 1987;
Auerbach, 1993 in Khati, 2011; Tang, 2002), explaining complex concepts (Yu, 2011; Brooks and
Donato, 1994 in Mart, 2013; Nation, 2003; Li, 2012; Adnan & Mohamad, 2014; Tang 2002),
explaining errors (Auerbach, 1993 in Khati, 2011), explaining meaning of words (Tang, 2002; Khati,
2011), motivating the students (Adnan & Mohamad, 2014), and maintaining social atmosphere in the
classroom (Harmer, 2001; Harbord, 1992; Adnan & Mohamad, 2014; Schweers, 1999). Meanwhile,
Afzal (2013) mentions some functions of L1 used by the students which cover clarifying question and
meaning of words in L2, finding new words in L2, express their frustration, processing complex
concepts, and discussing meaning while evaluating written task. Although it is still a controversial
issue, the use of L1 in English classroom must be evaluated to find out its contribution in students’
second language acquisition. It must be used adequately in accordance with the need to assist and
facilitate the target language learning.
METHOD
This study is conducted at SMP Negeri 2 Cisayong from October – December 2015 by using
case study as the research method. It involved two English teachers and 125 students from the seventh
until the ninth grade of junior high school as the participants. Observation and interview were used as
the techniques to collect the data related to the use of Sundanese Language as L1 during teaching and
learning process in the English class. Classroom observation was used to investigate the use of L1 in
the English class, by which the reseracher observed the teaching and learning process and portrayed
the use of L1 by filling the field note. In addition, semi structured interview toward the teachers and
some students was also used to reveal the reasons why they use L1 during the teaching and learning
process in English class. Meanwhile, to analyze the data, this study used interactive model by Miles
and Hubberman (1984) which covers three steps, namely data reduction, data display and conclusion
drawing/verification.
FINDING AND DISCUSSION
The finding of this research emphasized that the use of L1 is an inevitable issue in English
class. Both the teachers and the students used it in several occasions during the English instruction.
They often used L1 through code-switchingcommit
and code-mixing.
Hymes (1976) as cited in Moradi
to user
(2014), defines code switching as a common term for alternative use of two or more languages,
varieties of a language or even speech styles. Meanwhile, code-mixing is a mixing or combination of
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different variations within the same clause. (Jendra, 1988 in Sumarsih, Siregar, Bahri and Sanjaya,
2014). In this study, during conducting the teaching and learning process, the teachers and the
students were often found to gradually change and mix their languages between English and
Sundanese Language. According to Sumarsih, et.al. (2014) code-switching was done to make the
conversation more acceptable to the listener or the speaker, while code-mixing is incorporation
language in accordance with the rules by which to be heard and understood by the users of these
languages and this occurs because the users are the speakers of other languages and they speak with a
language which is not their native language so that mixing occurs naturally. Therefore, the teachers
and the students used those process as a communication strategy in order to gain better understanding
related to the topic or ideas being discussed.
In addition, this study also found that both the teachers and the students used L1 in
different amount during the instruction.On one hand, the teachers’ use of L1 was less than their
use of English. In general, the portion of L1 used by them was only 307 times (2148%), while
English was used 1.122 times (78,52%) during three classroom observations. Although they agreed
that using L1 plays facilitative and supportive roles in English instruction (Schweers, 1999; Tang
2002; Harmer, 2001; Brown, 2007; Afzal, 2013), they also believed that it should not be overused.
This fact is in line with some theories which maintain that using L1 may restrict students’ exposure to
the target language and interfere the process of mastering the language (Harmer, 2001; Krashen 1982;
Ellis,1985). Hence, they still use it limitedly depending on the occasion at which it is needed.
On the other hand, the students dominantly used their L1 rather than using the target language
as a means of communication in English class. They used it 1.304 times (60,65%), while they used
English 846 times (39,35%) in classroom interaction. It might occur because when the students share
the same L1 in a classroom, there is a tendency to use the L1 in classroom activities (Nation, 2003).
Additionally, since they are still in the junior high school level which is the early transition stage from
the children to adult learners, the use of L1 in English class is an inevitable phenomenon (Harmer,
2001; Brown, 2007). Moreover, since they lacked English proficiency, Nunan and Lamb (1996) as
cited in Mart (2013) believe that prohibitting the use of L1 at lower level students is impossible.
Besides, they also had some underlying reasons that caused them for using their L1 to communicate
during the English instruction. Therefore, they used their L1 more dominantly in teaching and
learning process.
By such amount of L1 used by the the teachers and the students, the average scores of
students’ achievement in the final examination were under the criteria of minimum completion
(Kriteria Ketuntasan Minimal or KKM), which were 78 for seventh and eight grade, and 79 for the
ninth grade. The average score of students in the seventh grade was 71, 13, the eight grade was 44,67
and the ninth grade was 50,12. It indicated that students’ L1 has a great effect to the process of
mastering the target language (Harmer,2001). Thus, although it cannot be confirmed that students’
low achievement in English class was caused by the use of L1, it would be better if the teachers and
the students monitor and re-examine their use of L1 to attain the better learning outcome.
The interview result also showed that the teachers allowed the students to use their L1 in the
appropriate amount in English class. This statement is supported by Atkinson (1987) who assumes
that the excessive dependency of L1 should be avoided. Meanwhile, according to Nation (2003),
prohibitting students to use their L1 may give some harmful psychological effect to them. Thus, as the
solution, the teachers permitted the students to use their L1 but in the limited amount. They did not
agree if the students use their L1 more frequent rather than using the target language. However, in fact
the students used their L1 more dominantly. Therefore, the teachers need to find the effective
strategies to reduce the use of L1 by the students, because the result of their final exam confirm
Harmer’s (2001) statement which believes that the overuse of L1 can restrict students’ exposure to the
target language, which in turn may also affect their English proficiency or their achievement in
English subject.
Additionally, the result of this study indicated that both the teachers and the students showed
the positive attitude towards the use of L1 in English class. Accroding to them, L1 had some valuble
functions that could support and facilitate teaching and learning process. However, the use of L1
user and the students regarding to some
should be reconsidered and re-evaluated by commit
both thetoteachers
theoriests who believe that using L1 interferes the process of mastering the target language
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(Lado,1975; Ellis, 1985; Halasa and Al-Manaseer, 2012; Cook, 2001). By doing so, it is expected that
they can use L1 appropriately for attaining the better learning outcome.
Functions of L1 in English Class
In general, the data obtained from three classroom observations showed that using L1 had
some functions which could support the teaching and learning process, both from the teachers’ and
also from the students’ perspectives.
Table 1 Functions of L1 in English Class
Teachers
Giving Instruction
Explaining the Meaning of English
Explaining the complex concepts
Motivating the Students
Checking for Comprehension
Explaining Errors
Maintaining Teachers-Students Relationship
Students
Clarifying Meaning of English Words
Finding New Vocabulary items
Expressing Frustration
Processing Complex Concepts
Creating Enjoyable Learning Atmosphere
Motivating Each Other
Discussing in Accomplishing the Tasks
Clarifying Pronunciation
Clarifying Spelling
Clarifying Instruction
Functions of L1 Used by the Teachers
During teaching and learning process, the use of L1 by the teachers had seven functions.
Table 2 Functions of L1 Used by the Teachers in English Class
No.
L1 Functions
Frequency
1
Giving Instruction
54
2
Explaining the Meaning of Words
44
3
Explaining Complex Concepts
20
4
Motivating Students
17
5
Checking for Comprehension
35
6
Explaining Errors
34
7
Maintaining teachers-students relationship
38
First, they used L1 in giving and also clarifying instruction to the students. In line with this, a
study conducted by Ramachandran and Rahim (2004) as cited in Bouangeune (2009) indicated that
explicit L1 instruction could encourage ESL students whose English proficiency is at the elementary
level. Additionally, Auerbach (1993) as cited in Khati (2011) maintains that using L1 to instruct the
students is considered to have a positive role in foreign language teaching. By doing so, they could get
the faster respond as the students easily understood about what they should do. Besides, the teachers
also use L1 to help the students in finding the meaning through giving detailed explanation. In order
to prevent the misunderstanding of the meaning of the new words, teachers should provide clear,
simple, brief explanations of meaning, especially in the learners’ first language (Bouangeune, 2009).
Hence, using L1 can be seen as a valuable shortcut in describing the meaning of English words to the
students.
The next function of L1 used by the teacher in English class is to explain the complex
concepts or difficult materials to the students. Adnan and Mohamad (2014) believe that students will
understand better when the explanations of the subject matters are given in their own language. Using
L1 in explaining complex concept can be a very helpful solution to overcome the obstacle they find in
English learning. Furthermore, in teaching adolescents,
one of the main concerns that should be
commit to user
considered by the teacher is to strengthen students’ self-esteem (Brown, 2007; Harmer; 2001). In
addition, a study conducted by Miles (2004) as stated in Khati (2011:44) showed that L1 use helped to
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foster confidence. Hence, the teacher can use L1 to encourage the students for developing their ability
and self-confidence in using the target language. In order to ensure that the students are fully
understand about certain idea in the target language, the teachers may check their comprehension by
using L1. In line with this, Littlewood and Yu (2011) mention that the teachers commonly use L1 for
ensuring understanding. Besides, Auerbach (1993) as cited in Khati (2011) also assume that checking
for comprehension by using L1 is one of the positive rules of mother tongue. Thus, besides it can be
used to help the students for gaining better understanding, L1 can also be used for checking their
comprehension related to certain concepts in language learning.
Using L1 for explaining errors made by the students is the other function of L1 in English
class (Auerbach, 1993 in Khati, 2011). Using L1 for explaining error may facilitate the teachers in
explaining and giving some correction toward the students’ errors. The last function of L1 used by the
teacher is for maintaining close rapport between the teachers and the students. In order to attain the
desired learning outcome, the English teachers need to maintain the good relationship with the
students. In this case, They may use L1 to create enjoyable learning atmosphere and to have fun with
the students during the instruction in order to reduce students’ anxiety (Harbord, 1992; Harmer, 2001;
(Adnan and Mohamad, 2014).
Functions of L1 Used by the Students
Using L1 was also found to be useful for the students. In general, there are ten functions of
L1 used by the students during the teaching and lerning process in the English class.
No.
1
2
3
4
5
6
7
8
9
10
Table 3 Functions of L1 Used by the Students
L1 Functions
Clarifying Meaning of L2 words
Finding New Vocabulary items
Expressing Their Frustration
Processing Complex Concepts
Creating Enjoyable Learning Atmosphere
Motivating Each Other
Discussing some problems in Accomplishing the task
Clarifying Pronunciation
Clarifying Spelling
Clarifying Instruction
Frequency
135
72
111
47
156
47
212
43
62
56
First, the students used L1 to clarify the meaning of English words. Littlewood and Yu (2011)
mention that L1 can be used to ensure understanding and avoid confusion. Thus, using L1 to clarify
meaning of words in the target language may help the students to avoid confusion and enhance their
understanding, and thus may lead them to use the appropriate words to represent their thoughts and
ideas. In addition, the students also used L1 for finding the new vocabulary items in English which
represent certain meaning in L1. In this case, Nation (2003) argues that L1 can be used for conveying
the meaning of unknown words. Thus, to solve the problem, the students use their L1 as an effort to
find the intended words in English.
Furthermore, language learners often assume that learning English is difficult Atkinson
(1993). In this case, Bolitho (1983) in Mart (2013:9) and Harbord (1992) believes that letting the
students use their mother tongue permits them to convey what they really want to say. Additionally,
Auerbach (1993) in Khati (2011:44) argues that L1 allows them to express themselves. Thus, during
teaching and leaning process, it is often found that the students use their L1 to express their innermost
feeling related to their inability or lack of understanding.
Students also used their L1 for comprehending the complex materials in English class. They
often discussed with their friends by using their L1 to comprehend the materials given by the teachers.
By doing so, it helps them to understand the complex idea during teaching and learning process.
Brooks and Donato (1994) as cited in Mart (2013:10)
commit tobelieves
user that using L1 may help students to
comprehend the material and to communicate effectively. Since the students often consider that their
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L1 is easier to use and more understandable (Nation, 2003), using it for processing complex concepts
during the English instruction can help them to obtain the better understanding.
In relation with the function of L1 used by the teachers, this point also discusses that L1 was
often used by the students for creating friendly and enjoyable learning atmosphere. Schweers (1999)
assumes that using L1 may help them feel more comfortable and confident. Thus, the result of this
study showed that the students prefered to use their L1 in communicating with their firends and
teachers, such as in telling jokes, criticizing their friends, asking permission and excusing to the
teachers, requesting, and so on. Using L1 can lessen the tension of teaching and learning process, and
keeping the classroom situation in enjoyable and friendly atmosphere.
Besides the teachers, the students also often motivated each other. In this case, they used L1
to encourage their friends to perform and complete the task given by the teachers. Anton and
Dicamilla (1998) as cited in Halasa and Al-Manaseer (2012) maintain that using L1 is considered as a
psychological tool in early stage of second language learning that may help students psychologically
in providing help to each other. Additionally, Bao and Du (2015) states that L1 use has been shown to
be a cognitive tool that creates a social space where learners support each other in successfully
moving through the assigned tasks. Additionally Miles (2004) as stated in Khati (2011) indicates that
L1 use helps to foster confidence. Thus, the students can use L1 to motivate their friend for improving
their ability in using the target language and also in accomplishing the given tasks.
In learning activities, sometimes the students could not complete the task by themselves.
Usually, they discuss the problems with their friends or with the teachers in order to solve their
problems. In line with this, Nation (2003) mentions that the small amount of L1 discussion can help
the students to overcome the problems. Hence, using L1 to discuss the problems can help them
complete the given assignment.Besides those functions, L1 is also used by the students for clarifying
pronunciation of English words. They use L1 to ask the teachers or more competent friends about how
to pronounce the words correctly. Thus, through using L1 they can improve their pronunciation
(Nazary, 2008). In addition, the students also used L1 for clarifying spelling. In completing the
written task, the students tend to have some problems with spelling. According to Reed (2012),
spelling has a final verification stage where the speller reads back the written word to make sure it
looks and sounds correct. In this case, when the students do not know how to spell certain words of
the target language, they use L1 to ask and/or clarify how to spell the words correctly either to the
teachers or to their friends. The last function of L1 found in this result in to clarify instruction. If the
students cannot catch the meaning of instruction given by the teacher, it may trouble them in joining
the classroom activities. The result of a study conducted by Schweers (1999) indicated that one of the
important roles of using L1 is in giving instruction. Additionally, Nazary (2008) states that native
language can be used to give instruction when it is necessary. Thus, when the students do not
understand the given instruction by the teachers, they can ask the teachers or their friends to clarify
the instrcution by using their L1. By doing so, they may get the clearer information about what they
should do during the English instruction.
Reasons for Using L1
Besides the its functions, this study also investigates the reasons for using L1 by both the
teachers and the students during the English instruction. Table 2 below shows the main reasons bot
form the teachers and the students for using L1 during teaching and learning process in the English
class.
Table 4 Reasons for Using L1 in English Class
Teachers
Students
Supporting roles of L1
Habit
Avoiding Confusion among the Students Ease of Using
Making Students feel more Comfortable Better Understanding
Shyness
Lack of English Proficiency
commit to user
Fear of Making Mistakes
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The result of two interviews toward the English teachers showed that they admitted that L1
use in English class played a supportive role that could facilitate them and overcome some problems
in conducting teaching and learning process. In line with this, some experts such as Schweers (1999),
Tang (2002), Brown (2007) and Harmer (2001) believe that using L1 is very beneficial and useful to
support language learning. Furthermore, the teachers used L1 because sometimes it could help them
in explaining the mearning of words and explaining difficult concepts. Besides, using L1 could also
avoid confusion among the students, which in turn might help them gain better understanding. Adnan
and Mohamad (2014) argue that students will understand better when the explanations of the subject
matters are given in their own language. Thus, the teachers use L1 to enchance students’
comprehension.
Moreover, the teachers also mentioned that in general, the students’ English mastery were
still low. The result of their average scores in final exam were still under the minimum criteria which
is set for English subject in that school. As a result, it led them to use L1 during the instruction to help
the students obtain the better understanding. In line with this, the use of L1 with novices has verified
to be a very useful and valuable device in enhancing students' understanding (Adnan and Mohamad,
2014). Additionally, they also believed that using L1 in some occasions during the teaching and
learning process could make the students feel more comfortable. Using L1 can also maintain the
teachers relationships with the students, which in turn may create the more enjoyable and friendly
learning atmosphere (Schweers, 1999; Harmer, 2001; Adnan & Mohamad, 2014).
On the other hand, the students explained six main reasons for using L1 in English class.
Firstly, because the location of the school and the place where they live are in a rural area, Sundanese
language is the language they use in their daily lives for communicating with the people around them,
such as with their family, neighbours, including their friends and the teachers. Thus, using L1 in
English class is also considered as a natural thing to do (Harmer, 2001). Most of them argued that
they often used their L1 automatically and unconsciously in English class.
Secondly, they assumed that using L1 was easier rather than using English. In English there
are so many rules and aspects that they should consider, such as grammar, spelling and pronunciation.
In this case, according to the students, Sundanese language is seen as the more effective language to
use for communicating their ideas even in English class. It is because they had mastered the language
better as they had learned it since they were born. According to Harbord (1992), using L1 can
enhance and keep the flow of communication during learning activities. Therefore, for the low
proficiency students, to avoid communication block, they may use L1 to deliver their thoughts more
effectively.
In addition, they also stated that using L1 was more understandable. Chastain (1971:135) as
stated in Nazary (2008) believes that meaningful learning takes place when the learners comprehend
the materials and can relate it to their present knowledge system. Using L1 can facilitate the students
in comprehending some concepts explained by their teachers and their friends more easily. Therefore,
it can enhance their understanding which can also indicate the success of the teaching and learning
process. They also emphasized that they did not agree if the teachers prohibit them to use their L1 in
English class. They suggested the teachers to use their L1 in the equal amount as the target language
in conducting teaching and learning process, since they thought that it helped them to communicate
their ideas and comprehend the learning materials.
The other reason was because of their lack of English proficiency. This point is actually
relates with the rest reasons, which are shy, and afraid of making mistakes. The students realized that
they had poor English mastery. Thus, they did not really confident to perform their ability in using
English. They were also afraid of making mistakes, because it often brought about some negative
comments and laughter from the teachers and the other students. This phenomenon makes them think
that using the target language can be the source of embarrassment (Nation, 2003). Hence, they tended
to avoid using the target language if they were not required to by the teachers.
In line with this, from the teachers’ point of view, they could not avoid to use L1 and
monitored its use by the students. It is because they considered that in general, the students in that
school had low proficiency level in English and still needed their guidance by using L1. Besides,
according to the teachers, most of the studentscommit
were less
motivated to learn English. Thus, instead of
to user
leaving the students struggle to use instead of leaving the learner to struggle over how to relate L1
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structures to EFL structures, it seems plausible to guide learners wherever guidance is necessary
(Nazary, 2008).
There were some factors that may affect those phenomena, such as the cultural, social and
economical status. Most of the students in that area rarely continued their study to the higher level.
They prefered to find jobs after graduating from junior high school. Thus, they were not really
motivated to learn English, because they do not find the importance of it in their daily lives. The
inteview result also showed that only few of them admitted that English is important for their future
such as if they want to go abroad for working or continuing their study. Meanwhile, most of them
think that English is important only to pass the national exam as the requirement to graduate from the
school. Those are some reasonable factors which can be the basis for consideration by both the
teachers and the students to evaluate their use of L1 in English class.
CONCLUSION
Based on the result of classroom observations and some interviews towards the students from the
seventh until the ninth grade and two English teachers in SMP Negeri 2 Cisayong, there are some
conclusions that can be drawn in this study. In general, it was found that the use of L1 in the English
class gave positive contribution towards the teaching and learning process. It could facilitate and
overcome several problems faced by the teachers and the students during the English instruction.
However, both the teachers and the students used L1 in a different portion. On one hand, the English
teachers used L1 limitedly. In conducting the teaching and learning process, they tended to maximize
the use of English as the target language. On the other hand, the students used L1 more dominantly
rather than to use the target language. They used L1 more frequently as a means of communication
with their friends and also with the teachers in the English class. Additionally, the result of three times
classroom observation showed that L1 use had seven functions for the teachers in conducting the
teaching and learning process in the English class which cover giving instruction, explaining the
meaning of words, explaining complex concept, motivating the students, checking for comprehension,
explaining errors and maintaining comprehension, explain errors and maintain teachers-students
relationship. Meanwhile, there were ten functions of L1 used by the students in English class, namely
clarifying the meaning of words, finding new vocabulary items, expressing their frustration in
learning English, processing complex concept, creating enjoyable learning atmosphere, motivating
each other, discussing some problems in accomplishing the task, clarifying pronunciation, clarifying
spelling and the last one is clarifying instrcution. Furthermore, to answer another research question
related to the reasons for using L1 by the teachers ad the students, the result of the interview showed
that the teachers used L1 based on their consideration that L1 has some supportive roles in language
teaching and it can avoid confusion among the students. They also believed that using L1 could make
the students feel more comfortable. On the other hand, the students revealed six main reasons for
using L1. Firstly, they used L1 because it was their habit in their daily lives. Besides, they also
considered that using L1 was easier than using target language to communicate their ideas. In
addition, using L1 helped them gaining the better understanding rather than by using the target
language during teaching and learning process. Moreover, they were shy and afraid of making
mistakes due to their lack of English proficiency. However, since the result of this study indicated that
both the teachers and the students emphasized the benefits of L1 use in English class, especially for
the low proficiency students the disadvantages of using L1 dominantly cannot be ignored, because it
may affect students’ achievement and motivation in English subject. Therefore, L1 use must be reexamined and used appropriately to support and facilitate the more effective teaching and learning
process in order to attain the better learning outcome.
References
Adnan, M.A.M., and Mohamad, S. (2014). “Teachers’ Attitudes Towards the use of First Language in
Arabic Classroom”. International Refereed Research Journal ,V (2), 20-28.
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Afzal, Shadi. (2013). “Using of The First Language in English Classroom as a Way of Scaffolding for
Both the Students and Teachers to Learn and Teach English”. International Research Journal
of Applied and Basic Sciences, 4 (7), 1846-1854.
Atkinson, David. (1987). “A Neglected Resource?”. ELT Journal 41 (4), 241-247.
Atkinson, David. (1993). Teaching Monolingual Classes. London: Longman.
Bao, R., and Du, X. (2015). “Learners’ L1 Usein Task-based Classroom : Learning Chinese as a
Foreign Language from a Sociocultural Perspective”. Journal of Language Teaching and
Research, 6 (1), 12-20.
Brown, H. Douglas. (2007). Teaching by Principles. London and New York: Longman.
Cook, Vivian. (2001). “Using the First Language in the Classroom”. The Canadian Modern language
Review. Vol. 57, Issue 3, 402-423.
Ellis, Rod. (1985). Understanding Second Language Acquisition. New York: OUP.
Halasa, Najwa Hanna and Al-Manaseer, Majeda. (2012). “The use of The First Language in Second
Language Learning Recosidered”. College Students Journal, 46 (1), 71-81.
Harbord, John. (1992). “The use of Mother Tongue in the classroom”. ELT Journal, 46 (4), 350-355.
Harmer, Jeremy. (2001). The Practice of English Language Teaching. London: Longman.
Jan, C.W., Li, B.J. and Lin, C.C. (2014). “The use of Mother Tongue in Chinese EFL Classroom”.
Journal of China University of Science and Technology, 58 (1), 161-181.
Khati, Ashok Raj. (2011). “When and Why of Mother Tongue Use in English Classroom”. NELTA,
16 (1-2), 42-51.
Kim, Yuri and Petraki, Eleni. “Students’ and Teachers’ Use of and Attitudes to L1 in the EFL
Classroom”. The Asian EFL journal Quarterly December 2009, 11 (4), 58-85.
Krashen, Stephen D. (1982). Principle and Practice of Second Language Acquisition. Oxford :
Permagon.
Lado, R. (1957). Linguistic Across Culture. Ann Arbor : University of Michigan Press.
Latsanyphone, S., and Bouangeune, S. (2009). “Using L1 in Teaching Vocabulary to Low English
Proficiency Level Students: A Case Study at the National University of Laos”. English
Language Teaching, 2 (3), 186-193.
Li, Jun. (2012). “Principles of Effective English Language Learner Pedagogy”. College Board
Research Report, Research in Review, 2012-3, 1- 17.
Littlewood, William and Yu, Baohua. (2011). “First Language and Target Language in Foreign
Language Classroom”. Language Teaching, 44 (1), 64-77.
Mart, Cagri Tugrul. (2013). “The Facilitating Role of L1 in ESL Classes”. International Journal of
Academic Research in Business and Social Sciences, 3 (1), 9-14.
Moradi, Hamzeh. (2014). “A Survey on Code-Mixing,
Code-Switching, Language Alteration and
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Interference”. Indian Journal of Applied Research, 4 (10), 1-3.
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Nation, Paul. (2003). The Role of First Language in Foreign Language Learning . Retrieved from
http://www. asian-efl-journal.com/june_2003pn.pdf.html.
Nazary, M. (2008). “The Role of L1 in L2 Acquisition : Attitudes of Iranian University Students”.
NOVITAS- Royal, 2 (2), 138-153.
Reed, Deborah K. (2012). Why Teach Spelling. Texas : Centre of Instrcution
Scwheers, William C. (1999). “Using L1 in the L2 Classroom”. English Teaching Forum, 37 (2), 613.
Spahiu, Isa. (2013). “Using Native Language in ESL Classroom”. International Journal of English
Language & Translation Studies , 1 (2), 243-248.
Storch, Neomy and Aldosari, Ali. (2010). “Learners’ use of first language (Arabic) in pair work in an
EFL class”. Language Teaching Research, 14 (4), 355–375.
Sumarsih, Siregar, M., Bahri, S., and Sanjaya, D. (2014). “Code Switching and Code Mixing in
Indonesia : Study in Sociolinguistics”. English Language and Literature Studies; 4 (1), 77-92.
Tang, J. (2002).”Using L1 in the English Classroom”. English Teaching Forum, 40 (1), 34-36.
Turnbull, Miles and Dailey-O’Cain, Jennifer. (2009). First Language Use in Second and Foreign
Language Learning. Great Britain : MPG Books Groups.
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digilib.uns.ac.id
The Use of First Language in the English Class: Functions and Reasons (A
Case Study at SMPN 2 Cisayong in the Academic Year of 2015/2016)
Dea Silvani1, Sri Samiati Tarjana2, Hersulastuti3
English Education Graduate Program Sebelas Maret University
silvanidea@gmail.com
Abstract
This study tries to investigate the frequency and the functions of L1 used by the teachers and the students,
including the reasons for using L1 in English class. A case study is used as the research design, with observation
and interview as the techniques to collect the data. The result of classroom observations showed that the
teachers used L1 limitedly, while the students used it more dominantly. In addition, L1 use has seven functions
for the teachers in conducting teaching and learning process in English class, which cover giving instruction,
explaining the meaning of words, explaining complex idea or concept, motivating the students, checking for
comprehension, explaining error and maintaining teacher-students reationship. Meanwhile, there are ten
functions of L1 used by the students in English class, namely clarifying meaning of English words, finding new
vocabulary items, expressing their frustration in learning English, processing complex concept, creating
enjoyable learning atmosphere, motivating each other, discussing some problems in accomplishing the tasks,
clarifying pronunciation, clarifying spelling and clarifying instrcution. Furthermore, the teachers used L1 based
on their consideration that L1 plays some supportive role in language teaching. They also used it to avoid
students’ confusion and because they believe that using L1 can make the students feel more comfortable. On the
other hand, the students used L1 because of their habit, the ease of using communicating their ideas, their
shyness and fear of making mistakes due to their lack of English proficiency. In conclusion, L1 in English class
must be re-examined and used appropriately in order to support the more effecctive teaching and learning
process in order to attain the better learning outcome.
Keywords: first language, English class, EFL context, language teaching and learning
Learning English is not an easy matter. Atkinson (1993:13) assumes that learning a language is a
difficult and often frustrating process for many learners, particularly at lower level. Thus, non-native
English teachers and learners need much effort to struggle with teaching and learning English and to
overcome the problems in order to attain the desired learning outcome. As a result, Harmer (2001)
and Brown (2007) believe that the use of first language (L1) by teachers and students is a common
and an inevitable phenomenon in classroom interaction during teaching and learning process
especially in EFL context at which English is only taught in schools (Broughton, Brumfit, Flavell,
Hill & Pincas, 2003). Meanwhile, Harmer (2001) believes that students’ L1 has a great effect to their
second language acquisition. Thus, teachers and students are required to have careful consideration in
using first language in the classroom especially in EFL context.
However, the use of L1 in English class is a controversial issue that raises two contrasting
views about whether or not L1 should be used in English class (Schweers, 1999; Brown, 2007;
Harmer, 2001, Turnbull and Dailey-O’Cain, 2009; Tang, 2002). On one side, there is an assumption
that using L1 in English class is beneficial for it has several advantages that can support the foreign
language learning (Cook, 2001; Tang, 2002; Nation, 2003; Schweers, 1999). Moreover, using L1 in
learning second or foreign language is very helpful for certain aspects of language learning (Ja, Li and
Lin, 2014). Additionally, using L1 is considered as an effective strategy for helping the students
gaining better understanding (Brooks and Donato, 1994 in Mart, 2013; Nation, 2003; Li, 2012; Adnan
& Mohamad, 2014). It also allows the students to say what they really want to say (Bolitho, 1983 in
Mart, 2013:9; Harbord, 1992). Besides, according to Brook and Donato (1994) as cited in Halasa and
Al-Manaseer (2012), L1 use is a normal psycholinguistic process that facilitates L2 production and
allows the learner both to initiate and sustain verbal interaction with one another. Furthermore, it is
commit to user
also found to be useful in checking students’ understanding, explaining some grammar points, and
teaching vocabulary (Harmer 2001; Nation, 2003) Hence, first language facilitates teachers and
1
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students to communicate their ideas and comprehend the learning materials more clearly and easily
during teaching and learning process in English class.
On the other side, L1 is suggested not to be used in the English class, because it can interfere
the process of mastering the target language (Krashen, 1982; Ellis, 1985). In line with this, Harmer
(2001) believes that the overuse of L1 can restrict students’ exposure to the target language.
Additionally, in EFL context, classroom is commonly the only place in which they get the exposure of
the target language, thus the use of L2 must be maximized (Littlewood & Yu, 2011). Futhermore,
there is also an assumption that to be successful in L2 acquisition, L2 should be separated from L1
(Cook,2001; Halasa and Al-Manaseer,2012; Littlewood and Yu,2011). If first language is dominantly
used by the teachers and the students in English class, the target language exposure may be limited.
Thus, it is obvious that students’ first language usually influence their second language acquisition
(Harmer, 2001).
Several studies such as those that were conducted by Kim and Petraki (2009), Tang (2002),
Afzal (2013), and Khati (2011) indicated that L1 plays a supportive role in language classroom. It was
found useful for explaining the meaning of words and grammar points, giving instruction and
maintaining social atmosphere. However, in some cases it led to a tendency of the overuse of L1
which might interfere second language acquisition. Hence, it can be concluded that careful, moderate
and judicious use of the mother tongue can aid and facilitate target language teaching and learning
(Tang, 2002; Jan, Li & Lin, 2014).
However, there are still some appropriate use of L1 in English class, such as for checking
comprehension (Harmer, 2001; Schweers, 1999; Atkinson, 1987), giving instruction (Atkinson, 1987;
Auerbach, 1993 in Khati, 2011; Tang, 2002), explaining complex concepts (Yu, 2011; Brooks and
Donato, 1994 in Mart, 2013; Nation, 2003; Li, 2012; Adnan & Mohamad, 2014; Tang 2002),
explaining errors (Auerbach, 1993 in Khati, 2011), explaining meaning of words (Tang, 2002; Khati,
2011), motivating the students (Adnan & Mohamad, 2014), and maintaining social atmosphere in the
classroom (Harmer, 2001; Harbord, 1992; Adnan & Mohamad, 2014; Schweers, 1999). Meanwhile,
Afzal (2013) mentions some functions of L1 used by the students which cover clarifying question and
meaning of words in L2, finding new words in L2, express their frustration, processing complex
concepts, and discussing meaning while evaluating written task. Although it is still a controversial
issue, the use of L1 in English classroom must be evaluated to find out its contribution in students’
second language acquisition. It must be used adequately in accordance with the need to assist and
facilitate the target language learning.
METHOD
This study is conducted at SMP Negeri 2 Cisayong from October – December 2015 by using
case study as the research method. It involved two English teachers and 125 students from the seventh
until the ninth grade of junior high school as the participants. Observation and interview were used as
the techniques to collect the data related to the use of Sundanese Language as L1 during teaching and
learning process in the English class. Classroom observation was used to investigate the use of L1 in
the English class, by which the reseracher observed the teaching and learning process and portrayed
the use of L1 by filling the field note. In addition, semi structured interview toward the teachers and
some students was also used to reveal the reasons why they use L1 during the teaching and learning
process in English class. Meanwhile, to analyze the data, this study used interactive model by Miles
and Hubberman (1984) which covers three steps, namely data reduction, data display and conclusion
drawing/verification.
FINDING AND DISCUSSION
The finding of this research emphasized that the use of L1 is an inevitable issue in English
class. Both the teachers and the students used it in several occasions during the English instruction.
They often used L1 through code-switchingcommit
and code-mixing.
Hymes (1976) as cited in Moradi
to user
(2014), defines code switching as a common term for alternative use of two or more languages,
varieties of a language or even speech styles. Meanwhile, code-mixing is a mixing or combination of
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different variations within the same clause. (Jendra, 1988 in Sumarsih, Siregar, Bahri and Sanjaya,
2014). In this study, during conducting the teaching and learning process, the teachers and the
students were often found to gradually change and mix their languages between English and
Sundanese Language. According to Sumarsih, et.al. (2014) code-switching was done to make the
conversation more acceptable to the listener or the speaker, while code-mixing is incorporation
language in accordance with the rules by which to be heard and understood by the users of these
languages and this occurs because the users are the speakers of other languages and they speak with a
language which is not their native language so that mixing occurs naturally. Therefore, the teachers
and the students used those process as a communication strategy in order to gain better understanding
related to the topic or ideas being discussed.
In addition, this study also found that both the teachers and the students used L1 in
different amount during the instruction.On one hand, the teachers’ use of L1 was less than their
use of English. In general, the portion of L1 used by them was only 307 times (2148%), while
English was used 1.122 times (78,52%) during three classroom observations. Although they agreed
that using L1 plays facilitative and supportive roles in English instruction (Schweers, 1999; Tang
2002; Harmer, 2001; Brown, 2007; Afzal, 2013), they also believed that it should not be overused.
This fact is in line with some theories which maintain that using L1 may restrict students’ exposure to
the target language and interfere the process of mastering the language (Harmer, 2001; Krashen 1982;
Ellis,1985). Hence, they still use it limitedly depending on the occasion at which it is needed.
On the other hand, the students dominantly used their L1 rather than using the target language
as a means of communication in English class. They used it 1.304 times (60,65%), while they used
English 846 times (39,35%) in classroom interaction. It might occur because when the students share
the same L1 in a classroom, there is a tendency to use the L1 in classroom activities (Nation, 2003).
Additionally, since they are still in the junior high school level which is the early transition stage from
the children to adult learners, the use of L1 in English class is an inevitable phenomenon (Harmer,
2001; Brown, 2007). Moreover, since they lacked English proficiency, Nunan and Lamb (1996) as
cited in Mart (2013) believe that prohibitting the use of L1 at lower level students is impossible.
Besides, they also had some underlying reasons that caused them for using their L1 to communicate
during the English instruction. Therefore, they used their L1 more dominantly in teaching and
learning process.
By such amount of L1 used by the the teachers and the students, the average scores of
students’ achievement in the final examination were under the criteria of minimum completion
(Kriteria Ketuntasan Minimal or KKM), which were 78 for seventh and eight grade, and 79 for the
ninth grade. The average score of students in the seventh grade was 71, 13, the eight grade was 44,67
and the ninth grade was 50,12. It indicated that students’ L1 has a great effect to the process of
mastering the target language (Harmer,2001). Thus, although it cannot be confirmed that students’
low achievement in English class was caused by the use of L1, it would be better if the teachers and
the students monitor and re-examine their use of L1 to attain the better learning outcome.
The interview result also showed that the teachers allowed the students to use their L1 in the
appropriate amount in English class. This statement is supported by Atkinson (1987) who assumes
that the excessive dependency of L1 should be avoided. Meanwhile, according to Nation (2003),
prohibitting students to use their L1 may give some harmful psychological effect to them. Thus, as the
solution, the teachers permitted the students to use their L1 but in the limited amount. They did not
agree if the students use their L1 more frequent rather than using the target language. However, in fact
the students used their L1 more dominantly. Therefore, the teachers need to find the effective
strategies to reduce the use of L1 by the students, because the result of their final exam confirm
Harmer’s (2001) statement which believes that the overuse of L1 can restrict students’ exposure to the
target language, which in turn may also affect their English proficiency or their achievement in
English subject.
Additionally, the result of this study indicated that both the teachers and the students showed
the positive attitude towards the use of L1 in English class. Accroding to them, L1 had some valuble
functions that could support and facilitate teaching and learning process. However, the use of L1
user and the students regarding to some
should be reconsidered and re-evaluated by commit
both thetoteachers
theoriests who believe that using L1 interferes the process of mastering the target language
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(Lado,1975; Ellis, 1985; Halasa and Al-Manaseer, 2012; Cook, 2001). By doing so, it is expected that
they can use L1 appropriately for attaining the better learning outcome.
Functions of L1 in English Class
In general, the data obtained from three classroom observations showed that using L1 had
some functions which could support the teaching and learning process, both from the teachers’ and
also from the students’ perspectives.
Table 1 Functions of L1 in English Class
Teachers
Giving Instruction
Explaining the Meaning of English
Explaining the complex concepts
Motivating the Students
Checking for Comprehension
Explaining Errors
Maintaining Teachers-Students Relationship
Students
Clarifying Meaning of English Words
Finding New Vocabulary items
Expressing Frustration
Processing Complex Concepts
Creating Enjoyable Learning Atmosphere
Motivating Each Other
Discussing in Accomplishing the Tasks
Clarifying Pronunciation
Clarifying Spelling
Clarifying Instruction
Functions of L1 Used by the Teachers
During teaching and learning process, the use of L1 by the teachers had seven functions.
Table 2 Functions of L1 Used by the Teachers in English Class
No.
L1 Functions
Frequency
1
Giving Instruction
54
2
Explaining the Meaning of Words
44
3
Explaining Complex Concepts
20
4
Motivating Students
17
5
Checking for Comprehension
35
6
Explaining Errors
34
7
Maintaining teachers-students relationship
38
First, they used L1 in giving and also clarifying instruction to the students. In line with this, a
study conducted by Ramachandran and Rahim (2004) as cited in Bouangeune (2009) indicated that
explicit L1 instruction could encourage ESL students whose English proficiency is at the elementary
level. Additionally, Auerbach (1993) as cited in Khati (2011) maintains that using L1 to instruct the
students is considered to have a positive role in foreign language teaching. By doing so, they could get
the faster respond as the students easily understood about what they should do. Besides, the teachers
also use L1 to help the students in finding the meaning through giving detailed explanation. In order
to prevent the misunderstanding of the meaning of the new words, teachers should provide clear,
simple, brief explanations of meaning, especially in the learners’ first language (Bouangeune, 2009).
Hence, using L1 can be seen as a valuable shortcut in describing the meaning of English words to the
students.
The next function of L1 used by the teacher in English class is to explain the complex
concepts or difficult materials to the students. Adnan and Mohamad (2014) believe that students will
understand better when the explanations of the subject matters are given in their own language. Using
L1 in explaining complex concept can be a very helpful solution to overcome the obstacle they find in
English learning. Furthermore, in teaching adolescents,
one of the main concerns that should be
commit to user
considered by the teacher is to strengthen students’ self-esteem (Brown, 2007; Harmer; 2001). In
addition, a study conducted by Miles (2004) as stated in Khati (2011:44) showed that L1 use helped to
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foster confidence. Hence, the teacher can use L1 to encourage the students for developing their ability
and self-confidence in using the target language. In order to ensure that the students are fully
understand about certain idea in the target language, the teachers may check their comprehension by
using L1. In line with this, Littlewood and Yu (2011) mention that the teachers commonly use L1 for
ensuring understanding. Besides, Auerbach (1993) as cited in Khati (2011) also assume that checking
for comprehension by using L1 is one of the positive rules of mother tongue. Thus, besides it can be
used to help the students for gaining better understanding, L1 can also be used for checking their
comprehension related to certain concepts in language learning.
Using L1 for explaining errors made by the students is the other function of L1 in English
class (Auerbach, 1993 in Khati, 2011). Using L1 for explaining error may facilitate the teachers in
explaining and giving some correction toward the students’ errors. The last function of L1 used by the
teacher is for maintaining close rapport between the teachers and the students. In order to attain the
desired learning outcome, the English teachers need to maintain the good relationship with the
students. In this case, They may use L1 to create enjoyable learning atmosphere and to have fun with
the students during the instruction in order to reduce students’ anxiety (Harbord, 1992; Harmer, 2001;
(Adnan and Mohamad, 2014).
Functions of L1 Used by the Students
Using L1 was also found to be useful for the students. In general, there are ten functions of
L1 used by the students during the teaching and lerning process in the English class.
No.
1
2
3
4
5
6
7
8
9
10
Table 3 Functions of L1 Used by the Students
L1 Functions
Clarifying Meaning of L2 words
Finding New Vocabulary items
Expressing Their Frustration
Processing Complex Concepts
Creating Enjoyable Learning Atmosphere
Motivating Each Other
Discussing some problems in Accomplishing the task
Clarifying Pronunciation
Clarifying Spelling
Clarifying Instruction
Frequency
135
72
111
47
156
47
212
43
62
56
First, the students used L1 to clarify the meaning of English words. Littlewood and Yu (2011)
mention that L1 can be used to ensure understanding and avoid confusion. Thus, using L1 to clarify
meaning of words in the target language may help the students to avoid confusion and enhance their
understanding, and thus may lead them to use the appropriate words to represent their thoughts and
ideas. In addition, the students also used L1 for finding the new vocabulary items in English which
represent certain meaning in L1. In this case, Nation (2003) argues that L1 can be used for conveying
the meaning of unknown words. Thus, to solve the problem, the students use their L1 as an effort to
find the intended words in English.
Furthermore, language learners often assume that learning English is difficult Atkinson
(1993). In this case, Bolitho (1983) in Mart (2013:9) and Harbord (1992) believes that letting the
students use their mother tongue permits them to convey what they really want to say. Additionally,
Auerbach (1993) in Khati (2011:44) argues that L1 allows them to express themselves. Thus, during
teaching and leaning process, it is often found that the students use their L1 to express their innermost
feeling related to their inability or lack of understanding.
Students also used their L1 for comprehending the complex materials in English class. They
often discussed with their friends by using their L1 to comprehend the materials given by the teachers.
By doing so, it helps them to understand the complex idea during teaching and learning process.
Brooks and Donato (1994) as cited in Mart (2013:10)
commit tobelieves
user that using L1 may help students to
comprehend the material and to communicate effectively. Since the students often consider that their
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L1 is easier to use and more understandable (Nation, 2003), using it for processing complex concepts
during the English instruction can help them to obtain the better understanding.
In relation with the function of L1 used by the teachers, this point also discusses that L1 was
often used by the students for creating friendly and enjoyable learning atmosphere. Schweers (1999)
assumes that using L1 may help them feel more comfortable and confident. Thus, the result of this
study showed that the students prefered to use their L1 in communicating with their firends and
teachers, such as in telling jokes, criticizing their friends, asking permission and excusing to the
teachers, requesting, and so on. Using L1 can lessen the tension of teaching and learning process, and
keeping the classroom situation in enjoyable and friendly atmosphere.
Besides the teachers, the students also often motivated each other. In this case, they used L1
to encourage their friends to perform and complete the task given by the teachers. Anton and
Dicamilla (1998) as cited in Halasa and Al-Manaseer (2012) maintain that using L1 is considered as a
psychological tool in early stage of second language learning that may help students psychologically
in providing help to each other. Additionally, Bao and Du (2015) states that L1 use has been shown to
be a cognitive tool that creates a social space where learners support each other in successfully
moving through the assigned tasks. Additionally Miles (2004) as stated in Khati (2011) indicates that
L1 use helps to foster confidence. Thus, the students can use L1 to motivate their friend for improving
their ability in using the target language and also in accomplishing the given tasks.
In learning activities, sometimes the students could not complete the task by themselves.
Usually, they discuss the problems with their friends or with the teachers in order to solve their
problems. In line with this, Nation (2003) mentions that the small amount of L1 discussion can help
the students to overcome the problems. Hence, using L1 to discuss the problems can help them
complete the given assignment.Besides those functions, L1 is also used by the students for clarifying
pronunciation of English words. They use L1 to ask the teachers or more competent friends about how
to pronounce the words correctly. Thus, through using L1 they can improve their pronunciation
(Nazary, 2008). In addition, the students also used L1 for clarifying spelling. In completing the
written task, the students tend to have some problems with spelling. According to Reed (2012),
spelling has a final verification stage where the speller reads back the written word to make sure it
looks and sounds correct. In this case, when the students do not know how to spell certain words of
the target language, they use L1 to ask and/or clarify how to spell the words correctly either to the
teachers or to their friends. The last function of L1 found in this result in to clarify instruction. If the
students cannot catch the meaning of instruction given by the teacher, it may trouble them in joining
the classroom activities. The result of a study conducted by Schweers (1999) indicated that one of the
important roles of using L1 is in giving instruction. Additionally, Nazary (2008) states that native
language can be used to give instruction when it is necessary. Thus, when the students do not
understand the given instruction by the teachers, they can ask the teachers or their friends to clarify
the instrcution by using their L1. By doing so, they may get the clearer information about what they
should do during the English instruction.
Reasons for Using L1
Besides the its functions, this study also investigates the reasons for using L1 by both the
teachers and the students during the English instruction. Table 2 below shows the main reasons bot
form the teachers and the students for using L1 during teaching and learning process in the English
class.
Table 4 Reasons for Using L1 in English Class
Teachers
Students
Supporting roles of L1
Habit
Avoiding Confusion among the Students Ease of Using
Making Students feel more Comfortable Better Understanding
Shyness
Lack of English Proficiency
commit to user
Fear of Making Mistakes
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The result of two interviews toward the English teachers showed that they admitted that L1
use in English class played a supportive role that could facilitate them and overcome some problems
in conducting teaching and learning process. In line with this, some experts such as Schweers (1999),
Tang (2002), Brown (2007) and Harmer (2001) believe that using L1 is very beneficial and useful to
support language learning. Furthermore, the teachers used L1 because sometimes it could help them
in explaining the mearning of words and explaining difficult concepts. Besides, using L1 could also
avoid confusion among the students, which in turn might help them gain better understanding. Adnan
and Mohamad (2014) argue that students will understand better when the explanations of the subject
matters are given in their own language. Thus, the teachers use L1 to enchance students’
comprehension.
Moreover, the teachers also mentioned that in general, the students’ English mastery were
still low. The result of their average scores in final exam were still under the minimum criteria which
is set for English subject in that school. As a result, it led them to use L1 during the instruction to help
the students obtain the better understanding. In line with this, the use of L1 with novices has verified
to be a very useful and valuable device in enhancing students' understanding (Adnan and Mohamad,
2014). Additionally, they also believed that using L1 in some occasions during the teaching and
learning process could make the students feel more comfortable. Using L1 can also maintain the
teachers relationships with the students, which in turn may create the more enjoyable and friendly
learning atmosphere (Schweers, 1999; Harmer, 2001; Adnan & Mohamad, 2014).
On the other hand, the students explained six main reasons for using L1 in English class.
Firstly, because the location of the school and the place where they live are in a rural area, Sundanese
language is the language they use in their daily lives for communicating with the people around them,
such as with their family, neighbours, including their friends and the teachers. Thus, using L1 in
English class is also considered as a natural thing to do (Harmer, 2001). Most of them argued that
they often used their L1 automatically and unconsciously in English class.
Secondly, they assumed that using L1 was easier rather than using English. In English there
are so many rules and aspects that they should consider, such as grammar, spelling and pronunciation.
In this case, according to the students, Sundanese language is seen as the more effective language to
use for communicating their ideas even in English class. It is because they had mastered the language
better as they had learned it since they were born. According to Harbord (1992), using L1 can
enhance and keep the flow of communication during learning activities. Therefore, for the low
proficiency students, to avoid communication block, they may use L1 to deliver their thoughts more
effectively.
In addition, they also stated that using L1 was more understandable. Chastain (1971:135) as
stated in Nazary (2008) believes that meaningful learning takes place when the learners comprehend
the materials and can relate it to their present knowledge system. Using L1 can facilitate the students
in comprehending some concepts explained by their teachers and their friends more easily. Therefore,
it can enhance their understanding which can also indicate the success of the teaching and learning
process. They also emphasized that they did not agree if the teachers prohibit them to use their L1 in
English class. They suggested the teachers to use their L1 in the equal amount as the target language
in conducting teaching and learning process, since they thought that it helped them to communicate
their ideas and comprehend the learning materials.
The other reason was because of their lack of English proficiency. This point is actually
relates with the rest reasons, which are shy, and afraid of making mistakes. The students realized that
they had poor English mastery. Thus, they did not really confident to perform their ability in using
English. They were also afraid of making mistakes, because it often brought about some negative
comments and laughter from the teachers and the other students. This phenomenon makes them think
that using the target language can be the source of embarrassment (Nation, 2003). Hence, they tended
to avoid using the target language if they were not required to by the teachers.
In line with this, from the teachers’ point of view, they could not avoid to use L1 and
monitored its use by the students. It is because they considered that in general, the students in that
school had low proficiency level in English and still needed their guidance by using L1. Besides,
according to the teachers, most of the studentscommit
were less
motivated to learn English. Thus, instead of
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leaving the students struggle to use instead of leaving the learner to struggle over how to relate L1
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perpustakaan.uns.ac.id
structures to EFL structures, it seems plausible to guide learners wherever guidance is necessary
(Nazary, 2008).
There were some factors that may affect those phenomena, such as the cultural, social and
economical status. Most of the students in that area rarely continued their study to the higher level.
They prefered to find jobs after graduating from junior high school. Thus, they were not really
motivated to learn English, because they do not find the importance of it in their daily lives. The
inteview result also showed that only few of them admitted that English is important for their future
such as if they want to go abroad for working or continuing their study. Meanwhile, most of them
think that English is important only to pass the national exam as the requirement to graduate from the
school. Those are some reasonable factors which can be the basis for consideration by both the
teachers and the students to evaluate their use of L1 in English class.
CONCLUSION
Based on the result of classroom observations and some interviews towards the students from the
seventh until the ninth grade and two English teachers in SMP Negeri 2 Cisayong, there are some
conclusions that can be drawn in this study. In general, it was found that the use of L1 in the English
class gave positive contribution towards the teaching and learning process. It could facilitate and
overcome several problems faced by the teachers and the students during the English instruction.
However, both the teachers and the students used L1 in a different portion. On one hand, the English
teachers used L1 limitedly. In conducting the teaching and learning process, they tended to maximize
the use of English as the target language. On the other hand, the students used L1 more dominantly
rather than to use the target language. They used L1 more frequently as a means of communication
with their friends and also with the teachers in the English class. Additionally, the result of three times
classroom observation showed that L1 use had seven functions for the teachers in conducting the
teaching and learning process in the English class which cover giving instruction, explaining the
meaning of words, explaining complex concept, motivating the students, checking for comprehension,
explaining errors and maintaining comprehension, explain errors and maintain teachers-students
relationship. Meanwhile, there were ten functions of L1 used by the students in English class, namely
clarifying the meaning of words, finding new vocabulary items, expressing their frustration in
learning English, processing complex concept, creating enjoyable learning atmosphere, motivating
each other, discussing some problems in accomplishing the task, clarifying pronunciation, clarifying
spelling and the last one is clarifying instrcution. Furthermore, to answer another research question
related to the reasons for using L1 by the teachers ad the students, the result of the interview showed
that the teachers used L1 based on their consideration that L1 has some supportive roles in language
teaching and it can avoid confusion among the students. They also believed that using L1 could make
the students feel more comfortable. On the other hand, the students revealed six main reasons for
using L1. Firstly, they used L1 because it was their habit in their daily lives. Besides, they also
considered that using L1 was easier than using target language to communicate their ideas. In
addition, using L1 helped them gaining the better understanding rather than by using the target
language during teaching and learning process. Moreover, they were shy and afraid of making
mistakes due to their lack of English proficiency. However, since the result of this study indicated that
both the teachers and the students emphasized the benefits of L1 use in English class, especially for
the low proficiency students the disadvantages of using L1 dominantly cannot be ignored, because it
may affect students’ achievement and motivation in English subject. Therefore, L1 use must be reexamined and used appropriately to support and facilitate the more effective teaching and learning
process in order to attain the better learning outcome.
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