L1 is for clarifying purposes

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a. L1 is for clarifying purposes

Question No 2: I work better for the English task when the teacher also explains the task in Indonesian see Appendix 1. Question No. 3: I am feeling helped when the teacher re-explains the English instructions into Indonesian see Appendix 1. Question No. 4: I am glad if the teacher also gives instructions in Indonesian see Appendix 1. In this section, the data discusse d is about students‟ perceptions about the value of the teacher‟s use of L1 for clarifying purposes. 80 students confirm their agreement for the Q2 see figure 2, that they do the task better if the teacher also explains the task in Indonesian. This could imply that the students can work better on their task if the teacher also explains the task in Indonesian. In her study, Morahan 2002 stated that L1 use in tasks is valuable because it helps to clarify and build meaning. Wells 1999 also added that L1 allows learners to repeatedly evaluate and clarify communication with regard to choice of content and register appropriate to the task. It means that L1 used by the teacher can help the students not only in understanding the task, but also in building the meaning and content of the task given. Yet, for the Q3 see figure 2 whether the students are feeling helped a lot when the teacher repeating the English instruction using Indonesian, 93 confirmed their agreement. The students showed positive perceptions that they are feeling helped a lot when the teacher repeating the English instruction using Indonesian. This means that when the teacher uses Indonesian to repeat what is meant in the students‟ task, it will help the students to grasp the meaning. Q2 Q3 Q4 20 7 9 80 93 91 Figure 2. Students perceptions toward the teachers use of L1 for clarifying purposes Agree Disagree 18 Pan 2010 stated that L1 use may facilitate target language classroom activities due to the fact that the use of L1 provides a beneficial scaffolding that assists learners in understanding tasks and solving specific problems. Here, it can be inferred that in order to help students understanding what kind of task they are working on L1 use may be needed. From the Q4 see figure 2 whether the students are happy if the English teacher also gives instruction in Indonesian, 91 confirmed their agreement. This may imply that almost of the students are glad if the teacher also gives instructions in Indonesian, because the task given might be confusing. As Chaudron 1988 stated that in a learning situation where only the L2 is used as a medium of instruction, learners often face problems because their task is confusing. This similarly means that if the teacher wants to keep using L2 in hisher task, heshe has to make the task keep simple in order to make the students understand the task given. At the second hand, what Chaudron stated above arguing the teacher to maintain the use of L1 wisely in teaching L2. From the data discussed, the students showed positive perceptions to the value of their teacher‟s uses of L1 for clarifying purposes. It can be implied that the students can work better for the English task when the teacher also explains the task in Indonesian. They also feel really helped when the teacher re-explains the English instructions into Indonesian, because the task given might be confused them. The students also glad if the teacher also gives instructions in Indonesian, so that they can work on their task better.

b. L1 as a tool to check students’ understanding