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terms of today‟s concern over that SMA Lab that private school; these students had given their reason than SMA N 1 that state school.
2. Students’ Perceptions Toward The Frequent That Happen Often
Of The Use Of L1 When Their Teacher Uses L1 In The Lesson
2a. Students’ Perception When L1 is Used too Often
When the students were asked about the effect of the using L1 too often in English classroom that might had positive and negative results. Although they
disagreed the use L1 as a hindrance in learning English in Q13, but it would not answer that using L1 too often was effective for students.
Table 5 Effects of using L1 too often in English Classroom
Using L1 too Often SMA Lab UKSW Frequency
Percent
Valid To disturb the lesson
14 23.7
To make the students get used to using Indonesian
18 30.5
To make the lesson boring 3
5.1 To help students to more understand English
8 13.6
To make learning English is more fun 5
8.5 Other answers
11 18.6
Total 59
100.0 SMA Lab UKSW
In SMA Lab UKSW, 30.5 students said that if their teacher too often used L1, it would make the students get used to use Indonesian. The students also
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believed that using L1 too often can disturb English lesson 23.7 and makes the lesson boring 5.1. Not all the students thought that using L1 too often in
effective, 22.1 of students had positive perceptions toward using L1 too often, while 13.6 students suggested that use L1 too often could help students more
understand the learning English and 8.5 of them beleived that it could make learning English more fun.
The other effects of the use L1 often is demonstrated by s tudents‟
responses like “Learning English would not be maximal” S22 and “The student
could not improve their English” S17
.
The students in SMA N 1 showed difference responses toward the effects of using L1 too often.
Table 6 Effects of using L1 too often in English Classroom
Using L1 too Often SMA N 1 Salatiga Frequency
Percent
Valid To disturb the lesson
11 45.8
To make the students get used to using Indonesian
10 41.7
To make the lesson boring 2
8.3 To help students to more understand
English To make learning English is more fun
1 4.2
Does not change anything Total
24 100.0
SMA N 1 Salatiga
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In SMA N 1 Salatiga most of the students 45.8 believed that the use L1 too often, it would disturb the lesson. Another negative effects of use L1, firstly it
made the lesson boring 8.3 and the second 41.7 of students said that it made the students got used to using Indonesian. In contrast, there was one student that
has the positive effect of use L1 often that makes learning English is more fun. In both schools, most of the students had negative feeling toward the use
L1 too often. But the results were difference figures among both schools. In SMA Lab most of the students said that the use of L1 too often made them get used to
using Indonesian; if the students were given freedom of the use of L1, they might create a tendency to speak using L1 rather than using English Howatt, 1984 but
in SMA N 1 the most students said that it could disturb English learning, especially might happen during speaking and listening sessions. The students of
SMA N 1 had higher feeling of negative effect to learn English if they used L1 too often 95.8 tha
n in SMA Lab‟s students 59.3. But SMA Lab‟s students had positive feeling toward the use of L1 too often 22 than students in SMA N 1
4.2. Related to this, having the same first language background would not make the students comfortable to use of L1 too often. For example, when they
communicated with their friends or teacher in classroom and they always used Indonesian L1, they would not understand English and might bore in English
learning because it would be same they learned Indonesian course. Although the use of L1 is not effective but using L1 in this case might be
able to help them understanding faster so they would be able to spend more time studying other lesson.
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2b. Students’ Expectation toward the Use of L1
Table 7 Multiple responses toward what the students expect the teacher use L1 for
Students Expectation toward the use L1 Frequencies SMA Lab UKSW RESPONSES
N Percent
Expectation toward Teacher L1 use
To explain things that are difficult 35
60.3 To correct wrong answers
5 8.6
To make jokes 4
6.9 To give instruction that will be done
11 19.0
To keep students calm down in the class 1
1.7 The other answers
2 3.4
Total 58
100.0 SMA Lab UKSW
As many as 60.3 of the students agreed on the use of L1 to explain things, especially explaining difficult words and things that were hard to
understand S4. The students said that giving instruction 19 would save time and avoid misunderstanding to explain since the students would get what the
teacher wanted them to do more clearly S15. Moreover, the students believed that their t
eacher could use “Indonesian” when they asked students to be silent in class was less useful 1.7. Another expectation, the students signed the use L1
to correct wrong answer 8.6 and make jokes 6.9. In SMA N 1 also showed similar result toward the students expectation
the teacher use L1 for.
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Table 8 Multiple responses toward what the students expect the teacher use L1 for
Students Expectation toward the Use L1 frequencies SMA N 1 Salatiga RESPONSES
N Percent
Expectation toward Teacher L1 use
To explain things that are difficult 19
65.5 To correct wrong answers
1 3.4
To make jokes 6
20.7 To give instruction that will be done
2 6.9
To Keep students calm down in the class 1
3.4 Does not anything
Total 29
100.0 SMA N 1 Salatiga
Similar to SMA Lab‟s students, it is shown that 65.5 of the students admitted that teacher could use L1 for explaining things that were difficult. The
second, 20.7 of students said that made jokes could use L1 in the third, gave instruction 6.9 of students prefers it to use L1. The last has same percentage
6.8 of students; consisted of 3.4 “corrected answer” and 3.4 “kept calm
down in the class”.
In agreement with Al- Nofaie‟s study 2010, Using Arabic L1 was one
of the most common uses amongst the teachers for teaching grammar because the students could find it was difficult to understand linguistic terms in English. For
instance, in this present study, in both schools the students preferred the use L1 for explaining things that were difficult.
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In both schools, there was different in the second higher percentage. In SMA Lab the students believed the use of L1 was for giving instructions than in
SMA N 1 the students permitted the use of L1 was for making jokes. Another reasons which were figured out from revealed questionnaires in Q6, the students
suggested that the use of L1 also was used to explain new words, explain grammatical roles, explain difficult ideas, and give suggestions. Related to this,
L1 could be instrument to communicate in the classroom and help them learn English Miles, 2004. Example, the students could interact with their teacher and
if the students have difficulties, they may not hesitate to ask questions because they know the teacher would understand them, especially when they need to ask
questions or tell about their problems in English learning using their first language.
3. Students’ Language Preference When Communicating With
