T1 112008166 Full text
The Role of First Language in Teaching English to Young Learners
THESIS
Submitted in Partial Fulfillment
Of the Requirements for the Degree of
Sarjana Pendidikan
Ester Dwi Wulandari
112008166
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
2013
The Role of First Language in Teaching English to Young Learners
THESIS
Submitted in Partial Fulfillment
Of the Requirements for the Degree of
Sarjana Pendidikan
Ester Dwi Wulandari
112008166
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
2013
i
The Role of First Language in Teaching English to Young Learners
THESIS
Submitted in Partial Fulfillment
Of the Requirements for the Degree of
Sarjana Pendidikan
Ester Dwi Wulandari
112008166
Approved by:
Anita Kurniawati H., M.Hum.
Suzana Maria L.A.F., M.Hum.
Supervisor
Examiner
ii
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knowledge and my belief, this contains no material previously published or written by any
other person except where due reference is made in the text.
Copyright@ 2013 Ester Dwi Wulandari and Anita Kurniawati H., M.Hum
All rights reserved. No part of this thesis may be reproduced by any means without the
permission of at least one of the copyright owners or the English Department, Faculty of
Language and Literature, Satya Wacana University, Salatiga.
Ester Dwi Wulandari:
iii
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The Role of First Language in Teaching English to Young Learners
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Date
: April, 24 2013
Verified by signee,
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Approved by
Thesis Supervisor
Thesis Examiner
Anita Kurniawati H., M.Hum.
Suzana Maria L.A.F., M.Hum.
iv
The Role of First Language in Teaching English to Young Learners
Ester Dwi Wulandari
Abstract
Using L1 in L2 teaching has been debated for years. Some said that using L1 would damage
the L2 learning (Chambers, 1991; Jones, 1991; Macdonald, 2003), but some said that using
L1 was essential (Butzkamm, 2003; Auerbach, 1993). L1 was used to manage the class, to
define new vocabulary, to give instruction, to check the students‟ understanding, to motivate
the students, to build interaction or solidarity, and to save the class time. This study was
conducted to know when and why kindergarten teachers used L1 in their teachings. The
participants of this study were two kindergarten teachers who taught in a bilingual
kindergarten. The data was collected for this study by using stimulated recall interview. In
addition, this study was analyzed qualitatively. The findings showed that both teachers used
L1 to manage the class, motivate, give instruction, save the teaching time, define new words,
check the students‟ understanding, and to build solidarity with the students. Apart from those
findings, in this study the teachers also shared their reasons why they used L1.
INTRODUCTION
The use of first language (L1) in teaching English has been debated for years whether
it is beneficial or not. Some researchers said that using L1 in foreign language classroom is a
skeleton in the cupboard; a taboo subject and a source of embarrassment (Butzkamm and
Caldwell, 2009). It was argued that switching to L1 will damage the process of learning the
target language (Chambers, 1991; Jones, 1991; Macdonald, 2003). Cook (2001) added that
teachers who switch the language to L1 can cause problem for the students. The use or
overuse of L1 will take away from learners‟ valuable target language input. If the learners
hear the teacher using L1, they will ignore the target language and not benefit from the
teaching. Because of these arguments, teachers infrequently use L1 in the classroom because
they are worried that their students will rely on their L1 (Bouangeune, 2009).
However, other researchers found out that the L1 is essential to be used in teaching
English. Butzkamm (2003) believes that the “mother tongue is important to foreign language
1
learning because both languages have worldwide aspects in common such as linguistic
systems and cultural elements, and there is no harm in using mother tongue in foreign class”
(p.29-39). It does not matter if the teachers use L1 in their teaching. Moreover, L1 can
promote the learning of foreign language because L1 deserves a place in foreign language
classroom (Tikunoff & Vazquez – Faria, 1982; Levine, 2003; Liping, 2004). Following this
reasoning, as Indonesia is not an English speaking country, so the teachers should use
Indonesian in teaching to help students understanding the material. Then, Auerbach (1993)
expressed the opinion that English teacher should use L1 to help the students to improve their
English skill. Jingxia (2010) reveals that L1 can be used to manage the class, to translate the
vocabulary items, check comprehension, and give grammar instruction. L1 is important
when it is used at appropriate time.
However, when we discuss about teaching English to young learners, we need to
consider the use of L1. It is because the learners are in the first stage of learning English. It
means that the teachers should work harder to introduce English. In this case, the role of L1 is
needed. Considering that there are many researchers have done this kind of study, for
example, Dajani (2002), Deller (2003), and Jingxia (2010), so the teachers should not have
any fears of negative transfer caused by obligatory role of L1 in L2. Teachers should put
aside that fears because the teachers‟ achievement is students‟ understanding. Pinker (2002)
said “The fact that any language can be used to convey any proposition, from theological
parables to military directives, suggests that all languages are cut from the same cloth” (p.
37). Teacher should not be worried about the use of L1 because it helps the L2 learning.
Inspired by Eugene (2007), this study focuses on the role of using L1 in teaching
English to young learners. This study is a descriptive study which only focuses on the
languages used by the teachers while they are teaching and the purpose of using the
languages. This study is essential because the result of this study could help teachers to be
2
aware of their language management in the classroom which should be balanced within L1
(Indonesian) and the L2 (English). It is because the use of L1 by the teacher influences the
students‟ learning. This study will be guided by the research questions: when the teacher use
L1 for teaching English and the reason why the teachers use L1 in their teaching.
LITERATURE REVIEW
Using the L1 in teaching English to young learners will give some benefits toward
both teacher and students. There are seven roles of L1 which will be discussed in this study.
1.
Motivating the students
Providing L1 in teaching English, Swain and Lapkin (2000) reveal that the use of
mother tongue in L2 class will encourage the students to carry out their tasks and assignments
in class smoothly and fruitfully. Auerbach (1993) adds, “English teachers should use
students‟ mother tongue in such ways to help them improve their language skill”. It means
that L1 makes the students easier to improve their English skills. When the students have
been helped by the use of L1 and then they understood, the teaching process went smoothly.
Then, another day the students will be motivated to attend the foreign language class and get
benefit from the learning (Carles, 2001).
2. Giving instructions
When the teacher asks the students to do something like doing an exercise, or read a
passage after the teacher, the teacher‟s language should be understandable. Ramachandran
and Rahim (2004) explained that clear instruction which uses L1 could encourage ESL
students whose English proficiency is at the elementary level to remember and maintain the
words more effectively. Only using English in EFL classroom can lead some problems
because there would be no guarantee that the instructions and explanations are understood
3
correctly (Schweers, 1999). The students will do as the teachers said if they understand the
language.
3.
Explaining new vocabulary
Vocabulary is a primary need for teaching young learners. Cook (1991) as cited in
Bouangeune (2009: 187) states that vocabulary learning is essential for the four language
skills. It is because vocabulary is the basic knowledge that should be acquired by the learners.
The use of learners L1 in the L2 classroom will have a positive effect on learners‟ L2
learning, especially in the area of vocabulary (Auerbach, 1993; Schweers, 1999). By using
L1, teachers can provide quick and exact meanings of vocabulary that might take time to
explain (Khati, 2011). Translating a new word into student‟s native language is usually clear,
short and familiar and it is effective (McKeown, 1993). So, explaining a new word to the
students using L1 will not waste the time.
4.
Saving the class time
In teaching, teachers are demanded to finish their material in a certain time. So, using
L1 is a way to assist the teachers in finishing the material faster. Atkinson (1987) stated that
L1 serves as“a time-saving device” which the most frequent justification given by teachers
for L1 use. Auerbach (1993); Schweers (1999) and Prodromou (2000) cited in Salah and
Farah (2012) agree that saving time is an acceptable reason for using L1 especially at lower
levels. In this case, lower levels are beginners who are four to six years old. Thus, using L1 to
teach young learners is a right choice for the teachers.
5.
Classroom management
Managing class is related to the students‟ behavior in English classroom. Considering
that one of the characteristics of young learners is they are active and have short attention
spans, they will easily get bored. One thing they usually do is make noise or break the rules.
Here, the role of L1 is needed. Teacher may ask them to sit down nicely or listen to the
4
teacher. So, L1 is used to maintain the students‟ discipline. Polio and Duff (1994) in Jingxia
(2009) say that switching to L1 can also be used to manage the class especially in
maintaining discipline.
6.
Building solidarity with the students
In teaching, it is better for the teacher to create a friendly atmosphere so that the
students will feel comfortable. According to Mao (2007), code switching to L1 has a
potentially positive effect on reducing students‟ nervousness or fear. Here, the teachers give
them support, build students‟ confidence. Furthermore, L1 use allows for valuable
interactions to take place, creating a social space in which students may collaborate to gain
control of a task, and further, complete a task that may otherwise be cognitively out of reach
(Alegria de la Colina & Del Pilar Garcia Mayo, 2009; Storch & Wigglesworth, 2003).
7.
Checking the students’ understanding
Checking the students‟ understanding is essential. Teacher needs to make sure
whether the students have got the point of what he or she explained. If the students have not
understood, it means that the teacher should re-explain the material. To get quick responses
from the students, teacher should use L1. Harmer (2001) has stated that using L1 is a quick
and helpful technique in teaching L2. So, the use of L1 by the teacher will help the students
to response the teacher quickly.
THE STUDY
Context of the study
To gain a more complete picture of the use of L1 in Teaching English to young
learners, I conducted this study at Satya Wacana Children Center in Salatiga, Central Java
Indonesia. The reason why I chose Satya Wacana Children Center is because it is a bilingualkindergarten school which uses Indonesian and English as the languages of instructions.
5
Participant
The participants of this study were two kindergarten teachers, Miss Ari and Miss Dwi.
They were the only teachers in the kindergarten. The information of the participants are
shown in figure 1 below.
Names
Classes
(pseudonym)
Miss Ari
Miss Dwi
Blossoms
Teaching
Educational
Experiences
Background
6 years
Graduated from
(the first stage of
English Language
kindergarten)
Teaching Department
Bloomers
5 years
Graduated from
(the second stage of
English Language
kindergarten)
Teaching Department
Figure 1: the information of the participants
Data collection instrument
The data collection instrument for this study was stimulated recall interview. The
reason why I used stimulated recall interview was because I wanted to accommodate my
teaching recordings to my participants. The purpose was to reveal their experiences during
their teachings when they switched their language to L1.
Data collection procedure
Before I recorded Miss Ari‟s and Dwi‟s classes, I asked permission for the headmaster of
Satya Wacana Children Centre (SWCC). After the permission was granted, I met the
coordinator of SWCC then recorded Miss Ari‟s and Dwi‟s teachings. These recordings
helped me in interviewing my participants. After doing the recording classes six times (3
6
times with Miss Ari and 3 times with Miss Dwi), I would do stimulated recall interviews with
the teachers. The aim of this interview was to get their reasons why they used L1 in teaching
English.
Data analysis procedure
After I recorded the teaching processes of both participants, I interviewed them while
showing them their teaching processes. I interviewed my participants to get understanding
why they switched their language into Indonesian. Then, I analyzed the data based on all
points in the literature review. I added their reasons as to why they switched their language in
each point of my discussion.
DISCUSSION
Figure 2 presents the summary of stimulated recall interview.
No
Roles of L1
Miss Ari
Miss Dwi
Week
Week
1
2
3
1
2
3
1
Manage class
√
√
√
√
√
√
2
Define new vocabulary
-
-
√
√
√
√
3
Give instruction
√
√
√
√
√
√
4
Check students‟ understanding
√
√
√
√
√
√
5
Motivate
√
√
√
-
√
√
6
Build solidarity
√
√
√
√
√
√
7
Save the class time
Yes
Figure 2: the roles of L1
7
Yes
The data showed that for Miss Ari, L1 had roles in all aspects in the 3 rd week. On the
1st
and
the 2nd weeks, Miss Ari did not use L1 to define new vocabulary. In addition, for Miss Dwi,
L1 also had roles in all aspect in the 2nd and 3rd weeks except in the 1st week where L1 was not
used to motivate students.
The data will be analyzed based on eight themes or aspects. The analysis will be
shown below:
1.
Teachers use L1 to manage the class
The first role of L1 is to manage the class. Using L1 to manage the class was found in
all weeks of both of the teachers. When the students were noisy, the teacher needed to make
them silent, so they use L1 to warn their students. The examples are:
From observation on November 13, 2012 (Miss Ari)
1. Sudah. Rafa mau jadi teacher ya di sini? Sini
gantiin Miss Ari aja. Sini sini Fa.
2. Yuuk terus.. masih mau pukul-pukul lagi? Mau
nurut siapa ini?Miss ato Nayaka? Kalau mau nurut
Miss, sit nicely.
For number 1, when Miss Ari was teaching about alphabet, Rafa was noisy. Rafa was
talking to his friend so it made Miss Ari disturbed. So, Miss Ari offered Rafa to be the
teacher. Then, for number 2, when Miss Ari was explaining about alphabet, Nayaka was
hitting his table. Moreover, it is followed by Sesta. So, because Miss Ari felt that what
Nayaka and Sesta were doing was disturbing, she came to Sesta and asked whether he would
keep hitting the table and whom should he obeyed to.
From the data above, Miss Ari used L1 to reprimand a particular student. When a
teacher notices that some students are disturbing, the teacher will warn the students. It aims to
make the students focus to the lesson. Therefore, it is shown that using L1 is beneficial to
manage the class.
8
Based on the two situations above, Miss Ari revealed,
“I used L1 because I do not want to make the teaching and learning
process strained. Sometimes, some of the students want their teacher
gives them material then teaches them using English and when the lesson
has finished, it just finished without knowing anything. However, the
problem is, we should also teach them about behavior. In this case, why
did I use L1? The reason I used Indonesian is because this student
(Nayaka) needs extra energy. Although I have used loud voice, this
student will only know he is doing something wrong and does not have
any thought to change his behavior. Moreover, if I used English, this
student will not know at all. So, that is why I used Indonesian, because by
using L1 the students will directly understand and as a teacher, I assume
that they will behave.”
In this case, Miss Ari wants to assert that her student did something disturbing. In
addition, her way to warn disobedient students is to reprimand a particular student to make
the disobedient students behave using L1. It is because L1 is their daily language.
From observation on November 20, 2012 (Miss Dwi)
1. Kalau sudah masuk ke kelas, tidak ada yang
minum, tidak ada yang ke belakang. Karena Miss
sudah kasih ijin tadi ketika anak-anak bermain tadi.
2. Semakin anak-anak ribut, Miss nggak mau terusin
lagi. Lagi terus lagi lagi. Ini kalau ribut sendiri gak
bisa dengerin Miss. Gak bakal dengerin Miss.
In addition, number 1, when Miss Dwi was telling a story about a cow, suddenly a
student asked for permission to drink. So, Miss Dwi told the students the rule that she did not
allow all of the students to drink or go to the toilet if the lesson have started. Moreover, for
number 2, Miss Dwi ordered the students to be quiet because she was telling a story.
Miss Dwi used L1 to assert the rule of the class. As a kindergarten teacher, perhaps it
is better to make rule in a class because reminding the students about the rule is easier than
shouting at the students.
Based on the two situations above, Miss Dwi explained
“How fluent our English is, sometimes the students do not
understand. For example, when I said, “stop or you out.” Then, the
students were only quiet and said no Miss no Miss. Then I asked them
9
whether they knew the meaning or not, they said no. So I translate it
diam atau keluar (stop or you go outside).
In this case, when a student breaks the rule of the class Miss Dwi directly reminds all
of the students about the rule in her class. It differs from Miss Ari who warned her students by
reprimanding a particular student, but Miss Dwi tends to reprimand the whole class. The
reason why Miss Dwi used L1 because she wants her students to behave at the time she was
speaking.
In regards to the finding above, it can be concluded that L1 is very essential to help
the teacher to manage the class or to discipline the students. When the teachers use the
language that the students are familiar with, the students will understand and do what the
teachers ordered. As stated by Polio and Duff (1994), switching to L1 can be used to manage
the class especially in maintaining discipline.
2.
Teachers use L1 to define new vocabulary
L1 is also useful to define a new vocabulary. Defining new vocabulary was found
every week in Miss Dwi‟s class, but not in Miss Ari‟s class. Miss Ari used L1 to define new
vocabulary only on the third week. Miss Ari and Miss Dwi have the same way of using L1 to
define new vocabulary. The examples were:
From observation on November, 27 2012 (Miss Ari)
1.
2.
Desk itu meja buat belajar.
The neck, lehernya.
From observation on November 20, 2012 (Miss Dwi)
1.
2.
Pond itu kolam ikan.
Milky itu artinya memerah susu.
First, Miss Ari defined a new word using L1 when she gave exercise to the students
which they should color the thing she said. Then, one of the students asked about the meaning
of desk and then she answered by defining the word desk using L1. Here, the teachers tended
10
to translate the words into L1 instead of telling the students that desk is a piece of furniture
like a table they sit on, and study (Longman Dictionary). Then for number 2, Miss Ari used
L1 in defining the word neck when she gave an exercise to the students which they should
complete the missing part of the giraffe body. Miss Ari told the students the meaning of neck
in L1 instead of telling the students that neck is the part of the body that joins the head to the
shoulders (Longman Dictionary). In this session, Miss Ari translated the words desk and neck
directly.
Second, for the first situation (number 1), Miss Dwi was teaching about where trees
live. When she talked about pond, suddenly she translated the word pond into L1 “pond itu
kolam ikan”. She told the students that pond was a small area of fresh water which is smaller
than a lake where fish can live. The second situation (number 2) in Miss Dwi‟s class, she was
telling a story about a cow. When she encountered with the word milky, she defined the word
using L1. At that time, there was no student who asked her about that word.
If we take a look on the findings above, the way Miss Ari and Miss Dwi define the
new words is similar. The pattern is new word + itu+ meaning in L1
Although both teachers have the same way of defining new words, they have different
reasons why they translated into L1. First, Miss Ari revealed that
“Sometimes it kinds of reflect when I switch the language. Then,
sometimes while I am pointing to the thing or part of the body, I
spontaneously define it using Indonesian”.
Therefore, when Miss Ari teaches a new word, she spontaneously translates it
into L1. Miss Ari spontaneously translates a new word it may be because she has taught
kindergarten for six years so she has sensitivity based on her experience of which new words
will be hard for the children. So, she will directly know to translate a particular word is new
for her students.
Miss Dwi‟s reason why she switched to L1 based on the situation above, is:
11
“Most of the students are difficult to understand the meaning of the
new word, but when they see the picture, for example, a picture of pond,
they will say, “oh kolam ya Miss”. I usually translate new words
directly. It is because direct translation will save time”.
Based on the finding above, it is shown that Miss Ari translates the vocabulary
spontaneously as she has a sense of new words which are difficut of children while Miss Dwi
deliberately translates words in order to save the time. Spontaneous translation is not a
problem because “spontaneous translation provides instant L1 equivalent so the students do
not have a chance to give any indications of their comprehension before or after the
translation” (Duff & Polio, 1990; Macaro, 2001; Nzwanga, 2000; Polio & Duff, 1994;
Thompson, 2006).
However, it is proven that L1 helps the teachers to make the students understand the
new words. When the meanings of the words are conveyed in students‟ L1, the students can
check off the words with the things because they can imagine it. As stated by McKeown
(1993), that translating new word into student‟s native language is usually clear, short and
familiar and it is effective. So, using L1 to define new vocabulary for the students especially
to young learners is very beneficial.
3.
Teachers use L1 to give instructions
Using L1 to give instructions was found to be done by both the teachers every week.
It means that giving instruction is one of the important aspects of teaching. Therefore, when
teachers want the students to do what they asked them to do; teachers should make the
instructions understandable for the students for example by using L1. When the students do
not give any responses from what the teachers asked them to do, teachers need to switch their
language into the students‟ first language. The examples of using L1 to give instructions are:
From observation on November 13, 2012 (Miss Ari)
1. Sekali lagi ya.
2. Kalau sudah dapat kertasnya sudah dapat pensilnya
boleh mulai tulis huruf “l”.
12
From the finding above for number 1, when Miss Ari was teaching about the English
alphabet from a to e, she invited the students to spell those letters together. Then she asked
the students to repeat those letters once more, and the students did as Miss Ari said.
Moreover, number 2, Miss Ari was teaching about letter “l”, she wanted her student to write
letter “l” so she gave a worksheet to each student. Then, she asked the students who have
received the worksheets to start writing the letter “l”.
Based on Miss Ari‟s situation above, Miss Ari explained
“If I fully use English, 60% - 70% of the students are not able to
understand what I said. When I use English then switch to Indonesian, I
want to make them familiar with English. So, for the next meeting when
the students listen what I have said, I do not need to switch the
language.”
By using L1 in giving instruction, Miss Ari deliberately switches her language if that is
the first time the students hear that instruction. So, in the next meeting she does not need to
switch her language.
From observation on November 20, 2012 (Miss Dwi)
1. Sekarang taruh tick (√) di kaktus.
2. Devino, Harmen balik absennya.
The first situation, Miss Dwi was teaching about where trees live, she gave the
students exercise. Miss Dwi ordered the students to put tick (√) in the cactus picture. In
addition, for number 2, Miss Dwi had finished her story about a cow, she invited the students
to pray. After that, Miss Ari chose some students to go home first. She ordered Devino and
Harmen (two students of her class) to turn over their photographs.
Miss Dwi revealed her reason based on the situation above.
“Each student has different abilities. Some of the students
understand when I used English, but some of them will understand if I
use both languages, English and Indonesian. So I used Indonesian to
anticipate the different ability of the students.”
13
The reason why Miss Dwi switched her language was because she knows that her
students have different abilities of English. So, when she switches her language, all the
students will understand what she means.
Both Miss Ari and Miss Dwi not only delivered the instruction to a particular student,
but also to all of the students. At this point, the teachers switched their language into L1
because of two reasons. First, teacher does not need to switch the language in the next
meeting if the teacher says the same instruction. Second, it is because teacher realizes that her
students have different abilities. When the teachers delivered their instructions using L1,
students understood what the teacher meant, then did as the teachers said. Ramachandran and
Rahim (2004) explained that clear instruction which uses L1 could encourage ESL students
whose English proficiency is at the elementary level to remember and maintain the words
more effectively. So, teachers need to use L1 in giving instruction to make their students
know what teachers want them to do.
4.
Teachers use L1 to check the students’ understanding
Checking the students‟ understanding using L1 is an important point. It is proven that
both participants used L1 to check their students‟ understandings every week. Teachers will
know whether they should re-explain or not. Based on the recordings, there are some
examples of checking the students‟ understanding, they are:
From observation on November 13, 2012 (Miss Ari)
1. Terus bagian yangg separo lainnya kemana?
2. Apa tadi? Yang ada lacinya. Yang ada lacinya tadi apa?
As the result found Miss Ari used L1 to check their students‟ understanding. Miss Ari
used L1 when she gave the students exercise to match the pictures; she asked them to match
one half of the picture to the other half (number 1). Then, when Miss Ari discussed the
answers of the matching activity, she asked the students about furniture which had drawers in
it (number 2).
14
When I asked why Miss Ari about her switching her language into L1, she revealed,
“Sometimes I switch my language because I unconsciously switch
my language. However, I also use Indonesian (L1) to get the students’
attention. Sometimes the students understand when I speak in English,
but sometimes they do not.”
So, Miss Ari switched her language because she spontaneously switched and to get the
students‟ attentions. Therefore, L1 can make the students to pay attention and then respond
because the students know what their teacher is saying.
From observation on November 13, 2012 (Miss Dwi)
1. Kira-kira kalau Feril punya pohon kelapa dan pohon pepaya,
Feril mudah memetik yang mana pohonnya eeeee buahnya?
2. Disamping gambar labu itu gambar apa ya?
Number 1, Miss Dwi used L1 when she was telling the students a story. They were
shown the pictures in the story, and Miss Dwi asked them which fruit from which tree Feril (a
name in the story) could pick more easily. Then, number 2, Miss Dwi used L1 when she was
telling the same story about Feril (a name in the story). At that time, Miss Dwi asked the
students about the picture next to the pumpkin to make sure her students have understood.
Miss Dwi‟s reason why she used L1 was,
“Sometimes when I use English, my students do not understand. In
some cases, I create words to make them easier to learn, but it does not
work. So, that is why I always use Indonesian.”
In this case, Miss Dwi switched her language because she has tried using other words
to make her students understand, but it did not work.
Miss Ari and Miss Dwi have reasons why they switch their language to L1. Switching
to L1 because she unconsciously switching and to get the students‟ attentions and then
because using other words did not work. So, using L1 to check students‟ understanding is
essential.
5.
Teachers use L1 to motivate their students
15
Using L1 to motivate their students was done every week by both the teachers except
in Miss Dwi‟s first week. Teachers need to motivate their students when they are working on
their worksheets.
The expressions of using L1 to motivate the students by the teachers were as follow:
From observation on November 13, 2012 (Miss Ari)
1. Nggak bisa? Kalau nggak bisa turun aja ke kelas adik baby
ya?
2. Bisa. Angel coba dulu.
Number 1, Miss Ari used L1 when she was teaching about letter “l” as their new letter
that day. When Miss Ari asked the students to write letter “l”, Valen (a student‟s name) said
that she was not able to write letter “l”. So, Miss Ari threatened Valen, if she could not write
letter “l”, she should go to the baby‟s class. Number 2, Miss Ari switched into L1 when she
taught about letter “m”, and then she asked the students to write letter “m” on their
worksheets. Suddenly, Angel (a student‟s name) said that she could not write letter “m”. So,
Miss Ari said that Angel could write letter “m” and she should try writing it first.
From the result above it is shown that teachers used L1 to motivate their students. For
number 1, Miss Ari motivated the students by threatening them. From this way, the students
would try harder to be able to write letters. Afterwards, number 2, Miss Ari motivated one of
the students by encouraging her so that she could write the letter “m”.
Miss Ari explained why she switched to L1
“What we have planned with the real situation is very different.
When we have planned that we will speak in English either in giving
instruction or motivating the students, sometimes the plan does not
work smoothly. It is because the situation within the class and our plan
is different. When the students are not in a good mood, the use of
English is not effective.”
In Miss Ari‟s case, switching language is influenced by the students‟ mood. So, when
she has planned that she will use English (L2) in her class, but her students are not in a good
mood, she will switch her language.
16
From observation on November 27, 2012 (Miss Dwi)
1. Bisa, Eka (a student’s name) bisa bahasa inggris ya Eka ya.
2. Iya agak sulit, tapi kita coba sama-sama ya.
Number 1, Miss Dwi was teaching about where trees live. She asked the students to
put tick (√) in the plants. When the students were working on their worksheets, a student said
that Eka (one of the students) did not understand about English. So, Miss Dwi responded that
yes, Eka could understand about English. Number 2, Miss Dwi asked all of the students to
write down the word sad on the white board. Miss Dwi used L1 when there was no correct
answer, Miss Dwi said that writing the word sad was little bit difficult, then she asked the
students to try together.
Based on the findings above, Miss Dwi motivated one of the students by praising her.
Moreover, number 2, Miss Dwi, motivated the students by encouraging them so that they can
do the exercise. When I asked why Miss Dwi used L1, she answered “to make the students
understand what I am talking about”. When the students know the meaning of their teacher‟s
words, they will be motivated to study harder.
From the result above, the teachers used three ways to motivate the students, they
were:
a) Threatening (Miss Ari, number 1)
b) Praising (Miss Ari for number 2, and Miss Dwi for number 1)
c) Encouraging (Miss Dwi for number 2)
Teachers motivate their students using L1 because they know their students‟ mood
and to make the students know that they are motivated. Thus, motivating the students using
L1 is important. When the students are motivated, they will do the exercise given. Swain and
Lapkin (2000) reveal that use of mother tongue in a L2 class will encourage the students to
carry out their tasks and assignments in class smoothly and fruitfully.
17
6.
Teachers used L1 to build interactions with the students
Teachers need to build interactions with the students, so they will have good
relationship. In this research, both teachers used L1 to build solidarity with the students. For
example:
From observation on November 20, 2012 (Miss Ari)
1. Iya, oke.
2. Itu bukan berendam sayang tapi get drown tenggelam
bukan berendam. Nanti kalau Nayaka berendam
sama tidak. That’s get drown tenggelam bukan
berendam ya.
For number 1, when Miss Ari started teaching about alphabet, she wrote alphabet
using red marker. Then, Nayaka (a student‟s name) asked Miss Ari to buy him color pencils.
Then, Miss Ari responded using L1. After that, number 2, Miss Ari had just started the lesson
and some students shared their experiences. One of them was Nayaka (a student‟s name)
shared that if he submerged (but meaning was drowning), his sister would help him. Because
Nayaka misinterpreted, Miss Ari corrected him using L1 by saying that what he meant was
drowning instead of submerged.
Concerning the examples above, Miss Ari also used L1 to respond to a student‟s
desire (number 1). After that, L1 was used to give comment to a student‟s experience
(number 2).
When I asked why she used L1, Miss Ari answered,
“It depends on the students. I often speak in English first, and then
translate into Indonesian. If I teach fully one hundred percent in English,
the students will keep silent and get confused. However, there are times
when they can understand without translating into Indonesian. As a note,
they have heard about the words.”
Here, Miss Ari considers that when the students are in learning process, she should
use L1 in her teaching.
18
From observation on November 13, 2012 (Miss Dwi)
1. Aahh...Fernal... Fernal comes from Makasar, Fernal
itu dari Makasar. Di Makasar... di makasar itu ada
makanan yang enak sekali namanya Coto. Kata
Fernal, Miss ketupat ini enak sekali kalau dibuat
eehhmmm dimakan bersama Coto.
2. Pepaya, kenapa?
For number 1, when Miss Dwi was talking about coconut tree and ketupat, one of the
students (Fernal) shared that ketupat would be delicious if they ate with Coto Makassar. After
that, miss Dwi retold to other students using L1 what Fernal had shared. Then, number 2,
before the students went home, Miss Dwi asked them about their favorite plants. When it was
Harmen‟s turn, Harmen said that he liked papaya. Then Miss Dwi asked why he liked papaya
using L1.
In regards to the finding above, the teachers used L1 to build interactions with their
students. For example, teacher used L1 to retold a student‟s statement that ketupat was eaten
with Coto in Makassar (name of a city in Indonesia). That was shown in number 1.
Moreover, L1 was used to get a student‟s reason why she liked papaya (number 2).
Miss Dwi‟s reason why she used Indonesian (L1) is,
“It aims that the students can differentiate when they should use
English or Indonesian. I have my own criteria in my class. So when I
ask them using English, they should answer in English. When I ask
them in Indonesian, they should answer using Indonesian.”
Miss Dwi use L1 because she has her own criteria in her class. She expects that if she
asks in English, her students will respond in English and vice versa.
Teachers used L1 to build solidarity or interact with the students for various purposes.
One of them is to build their confidence, so that the students will not feel fear when they
speak to their teachers. As stated by Mao (2007) that teachers switch their language to L1
19
have a potentially positive effect on reducing students‟ nervousness or fear. So, L1 also has a
role in building solidarity or interaction with the students.
7.
Teachers used L1 to save the class time
The last point is the role of L1 to save the class time. In this point, both Miss Ari and
Miss Dwi explained whether using L1 affect the teaching time.
First, when I asked whether using L1 will save the time or not, Miss Ari explained
that,
“Using L1 is not really affect the time or save the time of teaching.
Sometimes when explained about something, I need to describe it. For
example, when I explained about towel. I did not directly translate it
into Indonesian, but I said that towel is something for you to dry your
body after taking a bath. So they could guess what I meant.”
Miss Ari said that using L1 did not really save the class time because sometimes she
used description in teaching. However, if we take a look for other examples when she used
L1 to manage the class (Sudah? Rafa mau jadi teacher ya di sini? Sini gantiin Miss Ari aja.
Sini sini Fa), then to define new words (Desk itu meja buat belajar), or when she used L1 to
motivate the students (Nggak bisa?
Kalau nggak bisa turun aja ke kelas adik baby),
accidentally she saved her teaching time. So, for Miss Ari, there was a possibility to save the
class time by using L1.
Second, when I asked the same question to Miss Dwi whether using L1 will save the
time or not, she answered,
“When I translate directly for example, pond, it will save the time.
It is because we are given 30 minutes to finish the material. If I give
more explanation, it will waste the time. So I choose to translate
directly.”
Then, Miss Dwi said that using L1 saved the class time especially in define new
words. It is because she has to finish the material in 30 minutes. So, she used L1 to make it
quick.
20
As a result, both Miss Ari and Miss Dwi admit that L1 helps them to save the time
teaching. Although what Miss Ari said that it is not really influential, there is possibility that
L1 helps her to save the time. Both Miss Ari‟s and Miss Dwi‟s statements are supported by
what Auerbach (1993); Schweers (1999) and Prodromou (2000) stated that teaching the lower
levels using L1 is save time.
CONCLUSION
The aim of this study was to know the reason why the kindergarten teachers used L1
in teaching. From the result above, the roles of L1 were to manage the class, to define the
new words, to give instruction, to check the students‟ understanding, to motivate the students,
to build solidarity with the students, and to save the class time. In managing the class, the
teachers used L1 to reprimand a particular student and to assert the rule of the class. Then, in
defining new words, teachers used L1 to teach new words for the first time. Moreover, the
teachers used L1 to give instruction when the teachers asked the students to do the exercise to
make the students familiar with the instruction and to compare the students‟ abilities.
Teachers also used L1 to ask the students when they were discussing the answers and telling
a story in checking the students‟ understanding. In addition, the kindergarten teachers used
L1 to motivate their students when the students felt stuck. After that, the teachers used L1 to
build interaction with the students when the students shared their experience and when the
teachers asked about the students‟ interests. Lastly, the teachers used L1 to save class time
when they realize that they had limited time in teaching.
Teachers had several reasons why they used L1. They aimed to help the students
become familiar with the English words and to make the students understand what the
teachers were saying. By switching to L1, teachers hoped that the lessons would go smoothly.
21
One pedagogical implication from the finding is that L1 is beneficial because it has
many roles in teaching young learners. Therefore, it is hoped that the teachers will not feel
embarrassed about using L1 and feel comfortable in using L1 in their teaching to make the
students understand. However, L1 may not be the main language.
In addition, there was a limitation of this study. I have limited the number of the
participants. So, for further research, it can be done to higher levels with more than two
participants.
22
Acknowledgement
First, I would like to thank to my Almighty Father, Jesus Christ for all His
incredible kindheartedness, strength, and guidance. Also, I would like to
express my
appreciation to my thesis supervisor, Anita Kurniawati H., M.Hum. in giving me her
valuable time, suggestion and support so that I could finish my thesis. Then, I would also
thank to my thesis examiner, Suzana Maria L.A.F., M.Hum. for her willingness to read and
examine my thesis.
I also thank to my family for the support and prayers, especially to my amazing
mother, thank you very much and sorry for waiting. To my beloved friends: Ririn, Ristina,
Devi, and Tiur, I would never forget your support and effort to encourage me in writing my
thesis. I am grateful having friends like you. Last, I would like to say thank you to my
boyfriend, Daniel, for his care he always gives.
Ester Dwi Wulandari
23
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Boangeune, Souvannasy. 2009. Using L1 in Teaching Vocabulary to Low English
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Butzkamm, W., & Caldwell, J. (2009). The Bilingual Reform: A paradigm shift in foreign
language teaching. Tübingen: Gunter Narr Verlag.
Butzkamm, W. (2003). We only learn language once. The role of the mother tongue in FL
classrooms: death of a dogma. Language Learning Journal, Winter 2003. Vol-28, 2939
Carless, D. (2001). Implementing task-based learning with young learners. ELT Journal Vol46 (4).
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Duff, P., & Polio, C. (1990). How much foreign language is there in the foreign language
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Grim, F. (2010). L1 in the L2 Classroom at the Secondary and College Levels: A
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Language Teaching 2010, Vol. 7, No. 2, pp. 193–209
Jingxia, L. (2010). Teachers‟ Code-Switching to the L1 in EFL Classroom. The Applied
Linguistics Journal, 3, 10-23.
Khati, A.R. (2011). When and Why of Mother Tongue Use in English Classrooms. Journal of
NELTA, vol. 16, No. 1-2.
Levine, G.S. 2000. Student and instructor beliefs and attitudes about target language use, first
language use, and anxiety: report of a questionnaire study. Mod Lang Journal 87:
343-364.
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Longman Dictionary of American English [Computer software]. (1998). Netscape
Communication Corporation.
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McKeown, M.G. 1993. Creating effective definitions for young word learners. Reading
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Pinker, S. 2002. The Blank Slate. The Modern Denial of Human Nature. New York: Penguin.
Polio CG, Duff PA. 1994. Teachers‟ language use in university foreign language classrooms:
A qualitative analysis of English and target language alternation. Mod Lang Journal;
78: 313-26.
Ramachandran, S. D., & Rahim, H. A. (2004). Meaning recall and retention: The impact of
the translation method on elementary level learners‟ vocabulary learning. RELC
Journal, 35(2), 161-178.
Schweers, C. W. (1999). Using L1 in the L2 classroom. English Teaching Forum, 27(1), 613. http://dosfan.lib.uic.edu/usia/E-USIA/forum/acrobat/P6.pdf.
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Storch, N., & Wigglesworth, G. (2003). Is there a role for the use of the L1 in an L2
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25
Appendix
Stimulated Recall Interview with Miss Dwi
November 4, 2012
Ester
: selamat siang Miss
Miss Dwi
: selamat siang
Ester
: di sini saya mau bertanya tentang penggunaan L1 oleh teacher.
Miss Dwi
: he‟e
Ester
: yang pertama, sudah berapa lama Miss mengajar di SWCC ini?
Miss Dwi
: saya sudah dari tahun... hampir lima tahun saya. Hampir lima tahun saya
mengajar di sini.
Ester
: kalau Miss sendiri lulusan dari Satya Wacana?
Miss Dwi
: saya dari FBS angkatan 2000.
Ester
: 2000?
Miss Dwi
: he‟e
Ester
: Miss kalau ngajar di kelas, berapa prosentase penggunaan L1 dan L2?
Miss Dwi
: kalau kita itu dari kelas per kelas ada targetnya begitu. Dari kelas paling kecil
2-3, 3-4 (usia) prosentase penggunaan bahasa inggris dan bahasa Indonesia,
untuk bahasa Indonesia biasanya melalui instruksi guru, perintah. Begitu nanti
naik ke Bud, ke play group itu bisa 30 (30%), 30(%)-70(%). Tapi kalau sudah
naik ke TK kecil, TK besar, porsi bahasa Indonesia dikurangi. Jadi, untuk di
kelas Bloomers sendiri TK besar itu 70(%) 30(%) untuk bahasa Indonesia.
Ester
: kalau untuk Miss sendiri, peranan L1 itu untuk apa saja?
Miss Dwi
:eee... yang pertama untuk mengartikan. Kadang-kadang kita kalau bahasa
Indonesia saja, umpamanya hmmm... pohon mangga. Anak-anak tanya,
“seperti apa Miss?”. Pohon mangga itu buahnya kalau mentah warnanya hijau,
kalau mulai matang warnanya mulai kuning. Tapi kadang-kadang kala kita
pakai bahasa Inggris, a mango, a mango has... kalau gitu anak-anak nanti
mikir lagi. Nah untuk mempermudah, kita menggunakan dua bahasa. Kita
pakai bahasa Indonesia dulu kemudian pakai bahasa inggris, atau tergantung
situasi kelasnya kalau situasi kelasnya memungkinkan kita pakai bahasa
Inggris dulu, ya kita pakai bahasa Inggris dulu. Nanti kalau anak-anak siatuasi
kelas mulai rame, anak mulai rame kalau kita tetep menggunakan bahasa
Inggris kadang anak-anak sedikit tidak menghiraukan bahasa itu sendiri. Kalau
kita menggunakan bahasa Indonesia kadang-kadang anak-anak cepet
menangkap apa yang kita lakukan, slesai, mengerti, yak mereka tahu. Next
time baru menggunakan bahasa Inggris.
26
Ester
: tadi Miss bilang untuk mengartikan, berarti untuk mentranslate?
Miss Dwi
: ya. Menjelaskan. Iya. Menjelaskan dulu. Kadang eee... menjelaskan dulu
pakai bahasa Indonesia kemudian kita ulang kembali pakai bahasa Inggris.
Nanti kalau anak-anak eeemm... tahu bahasa Indonesia kemudian kita pakai
bahasa Inggris itu mereka eemmm... repeat after the teacher. Ya seperti itu.
Anak-anak tau eeemmm... mango, matang itu apa, mentah itu apa. Warna,
warna, kalau mango mango, a mango berarti terus, kalau kuning warnanya
apa? Emm yellow. Yellow. Ya, berarti a yellow mango. Jadi, eee... sebenarnya
aspeknya banyak seperti itu, Cuma kadang-kadang kembali lagi ke situasi
kelasnya dulu. Memungkinkan nggak memakai bahasa Indonesia,
memungkinkan nggak pakai bahasa Inggris, dilihat dulu.
Ester
: nah, kemarin kan saya sempat observasi kelasnya Miss tiga kali, dapat 3
video. Nah ini yang pertama (show a part of video). Di bagian yang ini Miss
saat menjelaskan, kenapa kok memakai b
THESIS
Submitted in Partial Fulfillment
Of the Requirements for the Degree of
Sarjana Pendidikan
Ester Dwi Wulandari
112008166
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
2013
The Role of First Language in Teaching English to Young Learners
THESIS
Submitted in Partial Fulfillment
Of the Requirements for the Degree of
Sarjana Pendidikan
Ester Dwi Wulandari
112008166
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
2013
i
The Role of First Language in Teaching English to Young Learners
THESIS
Submitted in Partial Fulfillment
Of the Requirements for the Degree of
Sarjana Pendidikan
Ester Dwi Wulandari
112008166
Approved by:
Anita Kurniawati H., M.Hum.
Suzana Maria L.A.F., M.Hum.
Supervisor
Examiner
ii
COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in any course or
accepted for the fulfillment of any degree or diploma in any university. To the best of my
knowledge and my belief, this contains no material previously published or written by any
other person except where due reference is made in the text.
Copyright@ 2013 Ester Dwi Wulandari and Anita Kurniawati H., M.Hum
All rights reserved. No part of this thesis may be reproduced by any means without the
permission of at least one of the copyright owners or the English Department, Faculty of
Language and Literature, Satya Wacana University, Salatiga.
Ester Dwi Wulandari:
iii
PUBLICATION AGREEMENT DECLARATION
As a member of the (SWCU) Satya Wacana Christian University academic
community, I verify that:
Name
: Ester Dwi Wulandari
Student ID Number
: 112008166
Study Program
: English Department
Faculty
: Language and Literature
Kind of Work
: Undergraduate Thesis
In developing my knowledge, I agree to provide SWCU with a non-exclusive royalty free
right for my intellectual property and the contents therein entitled:
The Role of First Language in Teaching English to Young Learners
along with any pertinent equipment.
With this non-exclusive royalty free right, SWCU maintains the right to copy, reproduce,
print, publish, post, display, incorporate, store in or scan into a retrieval system or database,
transmit, broadcast, barter or sell my intellectual property, in whole or in part without my
express written permission, as long as my name is still included as the writer.
This declaration is made according to the best of my knowledge.
Made in
: Salatiga
Date
: April, 24 2013
Verified by signee,
Ester Dwi Wulandari
Approved by
Thesis Supervisor
Thesis Examiner
Anita Kurniawati H., M.Hum.
Suzana Maria L.A.F., M.Hum.
iv
The Role of First Language in Teaching English to Young Learners
Ester Dwi Wulandari
Abstract
Using L1 in L2 teaching has been debated for years. Some said that using L1 would damage
the L2 learning (Chambers, 1991; Jones, 1991; Macdonald, 2003), but some said that using
L1 was essential (Butzkamm, 2003; Auerbach, 1993). L1 was used to manage the class, to
define new vocabulary, to give instruction, to check the students‟ understanding, to motivate
the students, to build interaction or solidarity, and to save the class time. This study was
conducted to know when and why kindergarten teachers used L1 in their teachings. The
participants of this study were two kindergarten teachers who taught in a bilingual
kindergarten. The data was collected for this study by using stimulated recall interview. In
addition, this study was analyzed qualitatively. The findings showed that both teachers used
L1 to manage the class, motivate, give instruction, save the teaching time, define new words,
check the students‟ understanding, and to build solidarity with the students. Apart from those
findings, in this study the teachers also shared their reasons why they used L1.
INTRODUCTION
The use of first language (L1) in teaching English has been debated for years whether
it is beneficial or not. Some researchers said that using L1 in foreign language classroom is a
skeleton in the cupboard; a taboo subject and a source of embarrassment (Butzkamm and
Caldwell, 2009). It was argued that switching to L1 will damage the process of learning the
target language (Chambers, 1991; Jones, 1991; Macdonald, 2003). Cook (2001) added that
teachers who switch the language to L1 can cause problem for the students. The use or
overuse of L1 will take away from learners‟ valuable target language input. If the learners
hear the teacher using L1, they will ignore the target language and not benefit from the
teaching. Because of these arguments, teachers infrequently use L1 in the classroom because
they are worried that their students will rely on their L1 (Bouangeune, 2009).
However, other researchers found out that the L1 is essential to be used in teaching
English. Butzkamm (2003) believes that the “mother tongue is important to foreign language
1
learning because both languages have worldwide aspects in common such as linguistic
systems and cultural elements, and there is no harm in using mother tongue in foreign class”
(p.29-39). It does not matter if the teachers use L1 in their teaching. Moreover, L1 can
promote the learning of foreign language because L1 deserves a place in foreign language
classroom (Tikunoff & Vazquez – Faria, 1982; Levine, 2003; Liping, 2004). Following this
reasoning, as Indonesia is not an English speaking country, so the teachers should use
Indonesian in teaching to help students understanding the material. Then, Auerbach (1993)
expressed the opinion that English teacher should use L1 to help the students to improve their
English skill. Jingxia (2010) reveals that L1 can be used to manage the class, to translate the
vocabulary items, check comprehension, and give grammar instruction. L1 is important
when it is used at appropriate time.
However, when we discuss about teaching English to young learners, we need to
consider the use of L1. It is because the learners are in the first stage of learning English. It
means that the teachers should work harder to introduce English. In this case, the role of L1 is
needed. Considering that there are many researchers have done this kind of study, for
example, Dajani (2002), Deller (2003), and Jingxia (2010), so the teachers should not have
any fears of negative transfer caused by obligatory role of L1 in L2. Teachers should put
aside that fears because the teachers‟ achievement is students‟ understanding. Pinker (2002)
said “The fact that any language can be used to convey any proposition, from theological
parables to military directives, suggests that all languages are cut from the same cloth” (p.
37). Teacher should not be worried about the use of L1 because it helps the L2 learning.
Inspired by Eugene (2007), this study focuses on the role of using L1 in teaching
English to young learners. This study is a descriptive study which only focuses on the
languages used by the teachers while they are teaching and the purpose of using the
languages. This study is essential because the result of this study could help teachers to be
2
aware of their language management in the classroom which should be balanced within L1
(Indonesian) and the L2 (English). It is because the use of L1 by the teacher influences the
students‟ learning. This study will be guided by the research questions: when the teacher use
L1 for teaching English and the reason why the teachers use L1 in their teaching.
LITERATURE REVIEW
Using the L1 in teaching English to young learners will give some benefits toward
both teacher and students. There are seven roles of L1 which will be discussed in this study.
1.
Motivating the students
Providing L1 in teaching English, Swain and Lapkin (2000) reveal that the use of
mother tongue in L2 class will encourage the students to carry out their tasks and assignments
in class smoothly and fruitfully. Auerbach (1993) adds, “English teachers should use
students‟ mother tongue in such ways to help them improve their language skill”. It means
that L1 makes the students easier to improve their English skills. When the students have
been helped by the use of L1 and then they understood, the teaching process went smoothly.
Then, another day the students will be motivated to attend the foreign language class and get
benefit from the learning (Carles, 2001).
2. Giving instructions
When the teacher asks the students to do something like doing an exercise, or read a
passage after the teacher, the teacher‟s language should be understandable. Ramachandran
and Rahim (2004) explained that clear instruction which uses L1 could encourage ESL
students whose English proficiency is at the elementary level to remember and maintain the
words more effectively. Only using English in EFL classroom can lead some problems
because there would be no guarantee that the instructions and explanations are understood
3
correctly (Schweers, 1999). The students will do as the teachers said if they understand the
language.
3.
Explaining new vocabulary
Vocabulary is a primary need for teaching young learners. Cook (1991) as cited in
Bouangeune (2009: 187) states that vocabulary learning is essential for the four language
skills. It is because vocabulary is the basic knowledge that should be acquired by the learners.
The use of learners L1 in the L2 classroom will have a positive effect on learners‟ L2
learning, especially in the area of vocabulary (Auerbach, 1993; Schweers, 1999). By using
L1, teachers can provide quick and exact meanings of vocabulary that might take time to
explain (Khati, 2011). Translating a new word into student‟s native language is usually clear,
short and familiar and it is effective (McKeown, 1993). So, explaining a new word to the
students using L1 will not waste the time.
4.
Saving the class time
In teaching, teachers are demanded to finish their material in a certain time. So, using
L1 is a way to assist the teachers in finishing the material faster. Atkinson (1987) stated that
L1 serves as“a time-saving device” which the most frequent justification given by teachers
for L1 use. Auerbach (1993); Schweers (1999) and Prodromou (2000) cited in Salah and
Farah (2012) agree that saving time is an acceptable reason for using L1 especially at lower
levels. In this case, lower levels are beginners who are four to six years old. Thus, using L1 to
teach young learners is a right choice for the teachers.
5.
Classroom management
Managing class is related to the students‟ behavior in English classroom. Considering
that one of the characteristics of young learners is they are active and have short attention
spans, they will easily get bored. One thing they usually do is make noise or break the rules.
Here, the role of L1 is needed. Teacher may ask them to sit down nicely or listen to the
4
teacher. So, L1 is used to maintain the students‟ discipline. Polio and Duff (1994) in Jingxia
(2009) say that switching to L1 can also be used to manage the class especially in
maintaining discipline.
6.
Building solidarity with the students
In teaching, it is better for the teacher to create a friendly atmosphere so that the
students will feel comfortable. According to Mao (2007), code switching to L1 has a
potentially positive effect on reducing students‟ nervousness or fear. Here, the teachers give
them support, build students‟ confidence. Furthermore, L1 use allows for valuable
interactions to take place, creating a social space in which students may collaborate to gain
control of a task, and further, complete a task that may otherwise be cognitively out of reach
(Alegria de la Colina & Del Pilar Garcia Mayo, 2009; Storch & Wigglesworth, 2003).
7.
Checking the students’ understanding
Checking the students‟ understanding is essential. Teacher needs to make sure
whether the students have got the point of what he or she explained. If the students have not
understood, it means that the teacher should re-explain the material. To get quick responses
from the students, teacher should use L1. Harmer (2001) has stated that using L1 is a quick
and helpful technique in teaching L2. So, the use of L1 by the teacher will help the students
to response the teacher quickly.
THE STUDY
Context of the study
To gain a more complete picture of the use of L1 in Teaching English to young
learners, I conducted this study at Satya Wacana Children Center in Salatiga, Central Java
Indonesia. The reason why I chose Satya Wacana Children Center is because it is a bilingualkindergarten school which uses Indonesian and English as the languages of instructions.
5
Participant
The participants of this study were two kindergarten teachers, Miss Ari and Miss Dwi.
They were the only teachers in the kindergarten. The information of the participants are
shown in figure 1 below.
Names
Classes
(pseudonym)
Miss Ari
Miss Dwi
Blossoms
Teaching
Educational
Experiences
Background
6 years
Graduated from
(the first stage of
English Language
kindergarten)
Teaching Department
Bloomers
5 years
Graduated from
(the second stage of
English Language
kindergarten)
Teaching Department
Figure 1: the information of the participants
Data collection instrument
The data collection instrument for this study was stimulated recall interview. The
reason why I used stimulated recall interview was because I wanted to accommodate my
teaching recordings to my participants. The purpose was to reveal their experiences during
their teachings when they switched their language to L1.
Data collection procedure
Before I recorded Miss Ari‟s and Dwi‟s classes, I asked permission for the headmaster of
Satya Wacana Children Centre (SWCC). After the permission was granted, I met the
coordinator of SWCC then recorded Miss Ari‟s and Dwi‟s teachings. These recordings
helped me in interviewing my participants. After doing the recording classes six times (3
6
times with Miss Ari and 3 times with Miss Dwi), I would do stimulated recall interviews with
the teachers. The aim of this interview was to get their reasons why they used L1 in teaching
English.
Data analysis procedure
After I recorded the teaching processes of both participants, I interviewed them while
showing them their teaching processes. I interviewed my participants to get understanding
why they switched their language into Indonesian. Then, I analyzed the data based on all
points in the literature review. I added their reasons as to why they switched their language in
each point of my discussion.
DISCUSSION
Figure 2 presents the summary of stimulated recall interview.
No
Roles of L1
Miss Ari
Miss Dwi
Week
Week
1
2
3
1
2
3
1
Manage class
√
√
√
√
√
√
2
Define new vocabulary
-
-
√
√
√
√
3
Give instruction
√
√
√
√
√
√
4
Check students‟ understanding
√
√
√
√
√
√
5
Motivate
√
√
√
-
√
√
6
Build solidarity
√
√
√
√
√
√
7
Save the class time
Yes
Figure 2: the roles of L1
7
Yes
The data showed that for Miss Ari, L1 had roles in all aspects in the 3 rd week. On the
1st
and
the 2nd weeks, Miss Ari did not use L1 to define new vocabulary. In addition, for Miss Dwi,
L1 also had roles in all aspect in the 2nd and 3rd weeks except in the 1st week where L1 was not
used to motivate students.
The data will be analyzed based on eight themes or aspects. The analysis will be
shown below:
1.
Teachers use L1 to manage the class
The first role of L1 is to manage the class. Using L1 to manage the class was found in
all weeks of both of the teachers. When the students were noisy, the teacher needed to make
them silent, so they use L1 to warn their students. The examples are:
From observation on November 13, 2012 (Miss Ari)
1. Sudah. Rafa mau jadi teacher ya di sini? Sini
gantiin Miss Ari aja. Sini sini Fa.
2. Yuuk terus.. masih mau pukul-pukul lagi? Mau
nurut siapa ini?Miss ato Nayaka? Kalau mau nurut
Miss, sit nicely.
For number 1, when Miss Ari was teaching about alphabet, Rafa was noisy. Rafa was
talking to his friend so it made Miss Ari disturbed. So, Miss Ari offered Rafa to be the
teacher. Then, for number 2, when Miss Ari was explaining about alphabet, Nayaka was
hitting his table. Moreover, it is followed by Sesta. So, because Miss Ari felt that what
Nayaka and Sesta were doing was disturbing, she came to Sesta and asked whether he would
keep hitting the table and whom should he obeyed to.
From the data above, Miss Ari used L1 to reprimand a particular student. When a
teacher notices that some students are disturbing, the teacher will warn the students. It aims to
make the students focus to the lesson. Therefore, it is shown that using L1 is beneficial to
manage the class.
8
Based on the two situations above, Miss Ari revealed,
“I used L1 because I do not want to make the teaching and learning
process strained. Sometimes, some of the students want their teacher
gives them material then teaches them using English and when the lesson
has finished, it just finished without knowing anything. However, the
problem is, we should also teach them about behavior. In this case, why
did I use L1? The reason I used Indonesian is because this student
(Nayaka) needs extra energy. Although I have used loud voice, this
student will only know he is doing something wrong and does not have
any thought to change his behavior. Moreover, if I used English, this
student will not know at all. So, that is why I used Indonesian, because by
using L1 the students will directly understand and as a teacher, I assume
that they will behave.”
In this case, Miss Ari wants to assert that her student did something disturbing. In
addition, her way to warn disobedient students is to reprimand a particular student to make
the disobedient students behave using L1. It is because L1 is their daily language.
From observation on November 20, 2012 (Miss Dwi)
1. Kalau sudah masuk ke kelas, tidak ada yang
minum, tidak ada yang ke belakang. Karena Miss
sudah kasih ijin tadi ketika anak-anak bermain tadi.
2. Semakin anak-anak ribut, Miss nggak mau terusin
lagi. Lagi terus lagi lagi. Ini kalau ribut sendiri gak
bisa dengerin Miss. Gak bakal dengerin Miss.
In addition, number 1, when Miss Dwi was telling a story about a cow, suddenly a
student asked for permission to drink. So, Miss Dwi told the students the rule that she did not
allow all of the students to drink or go to the toilet if the lesson have started. Moreover, for
number 2, Miss Dwi ordered the students to be quiet because she was telling a story.
Miss Dwi used L1 to assert the rule of the class. As a kindergarten teacher, perhaps it
is better to make rule in a class because reminding the students about the rule is easier than
shouting at the students.
Based on the two situations above, Miss Dwi explained
“How fluent our English is, sometimes the students do not
understand. For example, when I said, “stop or you out.” Then, the
students were only quiet and said no Miss no Miss. Then I asked them
9
whether they knew the meaning or not, they said no. So I translate it
diam atau keluar (stop or you go outside).
In this case, when a student breaks the rule of the class Miss Dwi directly reminds all
of the students about the rule in her class. It differs from Miss Ari who warned her students by
reprimanding a particular student, but Miss Dwi tends to reprimand the whole class. The
reason why Miss Dwi used L1 because she wants her students to behave at the time she was
speaking.
In regards to the finding above, it can be concluded that L1 is very essential to help
the teacher to manage the class or to discipline the students. When the teachers use the
language that the students are familiar with, the students will understand and do what the
teachers ordered. As stated by Polio and Duff (1994), switching to L1 can be used to manage
the class especially in maintaining discipline.
2.
Teachers use L1 to define new vocabulary
L1 is also useful to define a new vocabulary. Defining new vocabulary was found
every week in Miss Dwi‟s class, but not in Miss Ari‟s class. Miss Ari used L1 to define new
vocabulary only on the third week. Miss Ari and Miss Dwi have the same way of using L1 to
define new vocabulary. The examples were:
From observation on November, 27 2012 (Miss Ari)
1.
2.
Desk itu meja buat belajar.
The neck, lehernya.
From observation on November 20, 2012 (Miss Dwi)
1.
2.
Pond itu kolam ikan.
Milky itu artinya memerah susu.
First, Miss Ari defined a new word using L1 when she gave exercise to the students
which they should color the thing she said. Then, one of the students asked about the meaning
of desk and then she answered by defining the word desk using L1. Here, the teachers tended
10
to translate the words into L1 instead of telling the students that desk is a piece of furniture
like a table they sit on, and study (Longman Dictionary). Then for number 2, Miss Ari used
L1 in defining the word neck when she gave an exercise to the students which they should
complete the missing part of the giraffe body. Miss Ari told the students the meaning of neck
in L1 instead of telling the students that neck is the part of the body that joins the head to the
shoulders (Longman Dictionary). In this session, Miss Ari translated the words desk and neck
directly.
Second, for the first situation (number 1), Miss Dwi was teaching about where trees
live. When she talked about pond, suddenly she translated the word pond into L1 “pond itu
kolam ikan”. She told the students that pond was a small area of fresh water which is smaller
than a lake where fish can live. The second situation (number 2) in Miss Dwi‟s class, she was
telling a story about a cow. When she encountered with the word milky, she defined the word
using L1. At that time, there was no student who asked her about that word.
If we take a look on the findings above, the way Miss Ari and Miss Dwi define the
new words is similar. The pattern is new word + itu+ meaning in L1
Although both teachers have the same way of defining new words, they have different
reasons why they translated into L1. First, Miss Ari revealed that
“Sometimes it kinds of reflect when I switch the language. Then,
sometimes while I am pointing to the thing or part of the body, I
spontaneously define it using Indonesian”.
Therefore, when Miss Ari teaches a new word, she spontaneously translates it
into L1. Miss Ari spontaneously translates a new word it may be because she has taught
kindergarten for six years so she has sensitivity based on her experience of which new words
will be hard for the children. So, she will directly know to translate a particular word is new
for her students.
Miss Dwi‟s reason why she switched to L1 based on the situation above, is:
11
“Most of the students are difficult to understand the meaning of the
new word, but when they see the picture, for example, a picture of pond,
they will say, “oh kolam ya Miss”. I usually translate new words
directly. It is because direct translation will save time”.
Based on the finding above, it is shown that Miss Ari translates the vocabulary
spontaneously as she has a sense of new words which are difficut of children while Miss Dwi
deliberately translates words in order to save the time. Spontaneous translation is not a
problem because “spontaneous translation provides instant L1 equivalent so the students do
not have a chance to give any indications of their comprehension before or after the
translation” (Duff & Polio, 1990; Macaro, 2001; Nzwanga, 2000; Polio & Duff, 1994;
Thompson, 2006).
However, it is proven that L1 helps the teachers to make the students understand the
new words. When the meanings of the words are conveyed in students‟ L1, the students can
check off the words with the things because they can imagine it. As stated by McKeown
(1993), that translating new word into student‟s native language is usually clear, short and
familiar and it is effective. So, using L1 to define new vocabulary for the students especially
to young learners is very beneficial.
3.
Teachers use L1 to give instructions
Using L1 to give instructions was found to be done by both the teachers every week.
It means that giving instruction is one of the important aspects of teaching. Therefore, when
teachers want the students to do what they asked them to do; teachers should make the
instructions understandable for the students for example by using L1. When the students do
not give any responses from what the teachers asked them to do, teachers need to switch their
language into the students‟ first language. The examples of using L1 to give instructions are:
From observation on November 13, 2012 (Miss Ari)
1. Sekali lagi ya.
2. Kalau sudah dapat kertasnya sudah dapat pensilnya
boleh mulai tulis huruf “l”.
12
From the finding above for number 1, when Miss Ari was teaching about the English
alphabet from a to e, she invited the students to spell those letters together. Then she asked
the students to repeat those letters once more, and the students did as Miss Ari said.
Moreover, number 2, Miss Ari was teaching about letter “l”, she wanted her student to write
letter “l” so she gave a worksheet to each student. Then, she asked the students who have
received the worksheets to start writing the letter “l”.
Based on Miss Ari‟s situation above, Miss Ari explained
“If I fully use English, 60% - 70% of the students are not able to
understand what I said. When I use English then switch to Indonesian, I
want to make them familiar with English. So, for the next meeting when
the students listen what I have said, I do not need to switch the
language.”
By using L1 in giving instruction, Miss Ari deliberately switches her language if that is
the first time the students hear that instruction. So, in the next meeting she does not need to
switch her language.
From observation on November 20, 2012 (Miss Dwi)
1. Sekarang taruh tick (√) di kaktus.
2. Devino, Harmen balik absennya.
The first situation, Miss Dwi was teaching about where trees live, she gave the
students exercise. Miss Dwi ordered the students to put tick (√) in the cactus picture. In
addition, for number 2, Miss Dwi had finished her story about a cow, she invited the students
to pray. After that, Miss Ari chose some students to go home first. She ordered Devino and
Harmen (two students of her class) to turn over their photographs.
Miss Dwi revealed her reason based on the situation above.
“Each student has different abilities. Some of the students
understand when I used English, but some of them will understand if I
use both languages, English and Indonesian. So I used Indonesian to
anticipate the different ability of the students.”
13
The reason why Miss Dwi switched her language was because she knows that her
students have different abilities of English. So, when she switches her language, all the
students will understand what she means.
Both Miss Ari and Miss Dwi not only delivered the instruction to a particular student,
but also to all of the students. At this point, the teachers switched their language into L1
because of two reasons. First, teacher does not need to switch the language in the next
meeting if the teacher says the same instruction. Second, it is because teacher realizes that her
students have different abilities. When the teachers delivered their instructions using L1,
students understood what the teacher meant, then did as the teachers said. Ramachandran and
Rahim (2004) explained that clear instruction which uses L1 could encourage ESL students
whose English proficiency is at the elementary level to remember and maintain the words
more effectively. So, teachers need to use L1 in giving instruction to make their students
know what teachers want them to do.
4.
Teachers use L1 to check the students’ understanding
Checking the students‟ understanding using L1 is an important point. It is proven that
both participants used L1 to check their students‟ understandings every week. Teachers will
know whether they should re-explain or not. Based on the recordings, there are some
examples of checking the students‟ understanding, they are:
From observation on November 13, 2012 (Miss Ari)
1. Terus bagian yangg separo lainnya kemana?
2. Apa tadi? Yang ada lacinya. Yang ada lacinya tadi apa?
As the result found Miss Ari used L1 to check their students‟ understanding. Miss Ari
used L1 when she gave the students exercise to match the pictures; she asked them to match
one half of the picture to the other half (number 1). Then, when Miss Ari discussed the
answers of the matching activity, she asked the students about furniture which had drawers in
it (number 2).
14
When I asked why Miss Ari about her switching her language into L1, she revealed,
“Sometimes I switch my language because I unconsciously switch
my language. However, I also use Indonesian (L1) to get the students’
attention. Sometimes the students understand when I speak in English,
but sometimes they do not.”
So, Miss Ari switched her language because she spontaneously switched and to get the
students‟ attentions. Therefore, L1 can make the students to pay attention and then respond
because the students know what their teacher is saying.
From observation on November 13, 2012 (Miss Dwi)
1. Kira-kira kalau Feril punya pohon kelapa dan pohon pepaya,
Feril mudah memetik yang mana pohonnya eeeee buahnya?
2. Disamping gambar labu itu gambar apa ya?
Number 1, Miss Dwi used L1 when she was telling the students a story. They were
shown the pictures in the story, and Miss Dwi asked them which fruit from which tree Feril (a
name in the story) could pick more easily. Then, number 2, Miss Dwi used L1 when she was
telling the same story about Feril (a name in the story). At that time, Miss Dwi asked the
students about the picture next to the pumpkin to make sure her students have understood.
Miss Dwi‟s reason why she used L1 was,
“Sometimes when I use English, my students do not understand. In
some cases, I create words to make them easier to learn, but it does not
work. So, that is why I always use Indonesian.”
In this case, Miss Dwi switched her language because she has tried using other words
to make her students understand, but it did not work.
Miss Ari and Miss Dwi have reasons why they switch their language to L1. Switching
to L1 because she unconsciously switching and to get the students‟ attentions and then
because using other words did not work. So, using L1 to check students‟ understanding is
essential.
5.
Teachers use L1 to motivate their students
15
Using L1 to motivate their students was done every week by both the teachers except
in Miss Dwi‟s first week. Teachers need to motivate their students when they are working on
their worksheets.
The expressions of using L1 to motivate the students by the teachers were as follow:
From observation on November 13, 2012 (Miss Ari)
1. Nggak bisa? Kalau nggak bisa turun aja ke kelas adik baby
ya?
2. Bisa. Angel coba dulu.
Number 1, Miss Ari used L1 when she was teaching about letter “l” as their new letter
that day. When Miss Ari asked the students to write letter “l”, Valen (a student‟s name) said
that she was not able to write letter “l”. So, Miss Ari threatened Valen, if she could not write
letter “l”, she should go to the baby‟s class. Number 2, Miss Ari switched into L1 when she
taught about letter “m”, and then she asked the students to write letter “m” on their
worksheets. Suddenly, Angel (a student‟s name) said that she could not write letter “m”. So,
Miss Ari said that Angel could write letter “m” and she should try writing it first.
From the result above it is shown that teachers used L1 to motivate their students. For
number 1, Miss Ari motivated the students by threatening them. From this way, the students
would try harder to be able to write letters. Afterwards, number 2, Miss Ari motivated one of
the students by encouraging her so that she could write the letter “m”.
Miss Ari explained why she switched to L1
“What we have planned with the real situation is very different.
When we have planned that we will speak in English either in giving
instruction or motivating the students, sometimes the plan does not
work smoothly. It is because the situation within the class and our plan
is different. When the students are not in a good mood, the use of
English is not effective.”
In Miss Ari‟s case, switching language is influenced by the students‟ mood. So, when
she has planned that she will use English (L2) in her class, but her students are not in a good
mood, she will switch her language.
16
From observation on November 27, 2012 (Miss Dwi)
1. Bisa, Eka (a student’s name) bisa bahasa inggris ya Eka ya.
2. Iya agak sulit, tapi kita coba sama-sama ya.
Number 1, Miss Dwi was teaching about where trees live. She asked the students to
put tick (√) in the plants. When the students were working on their worksheets, a student said
that Eka (one of the students) did not understand about English. So, Miss Dwi responded that
yes, Eka could understand about English. Number 2, Miss Dwi asked all of the students to
write down the word sad on the white board. Miss Dwi used L1 when there was no correct
answer, Miss Dwi said that writing the word sad was little bit difficult, then she asked the
students to try together.
Based on the findings above, Miss Dwi motivated one of the students by praising her.
Moreover, number 2, Miss Dwi, motivated the students by encouraging them so that they can
do the exercise. When I asked why Miss Dwi used L1, she answered “to make the students
understand what I am talking about”. When the students know the meaning of their teacher‟s
words, they will be motivated to study harder.
From the result above, the teachers used three ways to motivate the students, they
were:
a) Threatening (Miss Ari, number 1)
b) Praising (Miss Ari for number 2, and Miss Dwi for number 1)
c) Encouraging (Miss Dwi for number 2)
Teachers motivate their students using L1 because they know their students‟ mood
and to make the students know that they are motivated. Thus, motivating the students using
L1 is important. When the students are motivated, they will do the exercise given. Swain and
Lapkin (2000) reveal that use of mother tongue in a L2 class will encourage the students to
carry out their tasks and assignments in class smoothly and fruitfully.
17
6.
Teachers used L1 to build interactions with the students
Teachers need to build interactions with the students, so they will have good
relationship. In this research, both teachers used L1 to build solidarity with the students. For
example:
From observation on November 20, 2012 (Miss Ari)
1. Iya, oke.
2. Itu bukan berendam sayang tapi get drown tenggelam
bukan berendam. Nanti kalau Nayaka berendam
sama tidak. That’s get drown tenggelam bukan
berendam ya.
For number 1, when Miss Ari started teaching about alphabet, she wrote alphabet
using red marker. Then, Nayaka (a student‟s name) asked Miss Ari to buy him color pencils.
Then, Miss Ari responded using L1. After that, number 2, Miss Ari had just started the lesson
and some students shared their experiences. One of them was Nayaka (a student‟s name)
shared that if he submerged (but meaning was drowning), his sister would help him. Because
Nayaka misinterpreted, Miss Ari corrected him using L1 by saying that what he meant was
drowning instead of submerged.
Concerning the examples above, Miss Ari also used L1 to respond to a student‟s
desire (number 1). After that, L1 was used to give comment to a student‟s experience
(number 2).
When I asked why she used L1, Miss Ari answered,
“It depends on the students. I often speak in English first, and then
translate into Indonesian. If I teach fully one hundred percent in English,
the students will keep silent and get confused. However, there are times
when they can understand without translating into Indonesian. As a note,
they have heard about the words.”
Here, Miss Ari considers that when the students are in learning process, she should
use L1 in her teaching.
18
From observation on November 13, 2012 (Miss Dwi)
1. Aahh...Fernal... Fernal comes from Makasar, Fernal
itu dari Makasar. Di Makasar... di makasar itu ada
makanan yang enak sekali namanya Coto. Kata
Fernal, Miss ketupat ini enak sekali kalau dibuat
eehhmmm dimakan bersama Coto.
2. Pepaya, kenapa?
For number 1, when Miss Dwi was talking about coconut tree and ketupat, one of the
students (Fernal) shared that ketupat would be delicious if they ate with Coto Makassar. After
that, miss Dwi retold to other students using L1 what Fernal had shared. Then, number 2,
before the students went home, Miss Dwi asked them about their favorite plants. When it was
Harmen‟s turn, Harmen said that he liked papaya. Then Miss Dwi asked why he liked papaya
using L1.
In regards to the finding above, the teachers used L1 to build interactions with their
students. For example, teacher used L1 to retold a student‟s statement that ketupat was eaten
with Coto in Makassar (name of a city in Indonesia). That was shown in number 1.
Moreover, L1 was used to get a student‟s reason why she liked papaya (number 2).
Miss Dwi‟s reason why she used Indonesian (L1) is,
“It aims that the students can differentiate when they should use
English or Indonesian. I have my own criteria in my class. So when I
ask them using English, they should answer in English. When I ask
them in Indonesian, they should answer using Indonesian.”
Miss Dwi use L1 because she has her own criteria in her class. She expects that if she
asks in English, her students will respond in English and vice versa.
Teachers used L1 to build solidarity or interact with the students for various purposes.
One of them is to build their confidence, so that the students will not feel fear when they
speak to their teachers. As stated by Mao (2007) that teachers switch their language to L1
19
have a potentially positive effect on reducing students‟ nervousness or fear. So, L1 also has a
role in building solidarity or interaction with the students.
7.
Teachers used L1 to save the class time
The last point is the role of L1 to save the class time. In this point, both Miss Ari and
Miss Dwi explained whether using L1 affect the teaching time.
First, when I asked whether using L1 will save the time or not, Miss Ari explained
that,
“Using L1 is not really affect the time or save the time of teaching.
Sometimes when explained about something, I need to describe it. For
example, when I explained about towel. I did not directly translate it
into Indonesian, but I said that towel is something for you to dry your
body after taking a bath. So they could guess what I meant.”
Miss Ari said that using L1 did not really save the class time because sometimes she
used description in teaching. However, if we take a look for other examples when she used
L1 to manage the class (Sudah? Rafa mau jadi teacher ya di sini? Sini gantiin Miss Ari aja.
Sini sini Fa), then to define new words (Desk itu meja buat belajar), or when she used L1 to
motivate the students (Nggak bisa?
Kalau nggak bisa turun aja ke kelas adik baby),
accidentally she saved her teaching time. So, for Miss Ari, there was a possibility to save the
class time by using L1.
Second, when I asked the same question to Miss Dwi whether using L1 will save the
time or not, she answered,
“When I translate directly for example, pond, it will save the time.
It is because we are given 30 minutes to finish the material. If I give
more explanation, it will waste the time. So I choose to translate
directly.”
Then, Miss Dwi said that using L1 saved the class time especially in define new
words. It is because she has to finish the material in 30 minutes. So, she used L1 to make it
quick.
20
As a result, both Miss Ari and Miss Dwi admit that L1 helps them to save the time
teaching. Although what Miss Ari said that it is not really influential, there is possibility that
L1 helps her to save the time. Both Miss Ari‟s and Miss Dwi‟s statements are supported by
what Auerbach (1993); Schweers (1999) and Prodromou (2000) stated that teaching the lower
levels using L1 is save time.
CONCLUSION
The aim of this study was to know the reason why the kindergarten teachers used L1
in teaching. From the result above, the roles of L1 were to manage the class, to define the
new words, to give instruction, to check the students‟ understanding, to motivate the students,
to build solidarity with the students, and to save the class time. In managing the class, the
teachers used L1 to reprimand a particular student and to assert the rule of the class. Then, in
defining new words, teachers used L1 to teach new words for the first time. Moreover, the
teachers used L1 to give instruction when the teachers asked the students to do the exercise to
make the students familiar with the instruction and to compare the students‟ abilities.
Teachers also used L1 to ask the students when they were discussing the answers and telling
a story in checking the students‟ understanding. In addition, the kindergarten teachers used
L1 to motivate their students when the students felt stuck. After that, the teachers used L1 to
build interaction with the students when the students shared their experience and when the
teachers asked about the students‟ interests. Lastly, the teachers used L1 to save class time
when they realize that they had limited time in teaching.
Teachers had several reasons why they used L1. They aimed to help the students
become familiar with the English words and to make the students understand what the
teachers were saying. By switching to L1, teachers hoped that the lessons would go smoothly.
21
One pedagogical implication from the finding is that L1 is beneficial because it has
many roles in teaching young learners. Therefore, it is hoped that the teachers will not feel
embarrassed about using L1 and feel comfortable in using L1 in their teaching to make the
students understand. However, L1 may not be the main language.
In addition, there was a limitation of this study. I have limited the number of the
participants. So, for further research, it can be done to higher levels with more than two
participants.
22
Acknowledgement
First, I would like to thank to my Almighty Father, Jesus Christ for all His
incredible kindheartedness, strength, and guidance. Also, I would like to
express my
appreciation to my thesis supervisor, Anita Kurniawati H., M.Hum. in giving me her
valuable time, suggestion and support so that I could finish my thesis. Then, I would also
thank to my thesis examiner, Suzana Maria L.A.F., M.Hum. for her willingness to read and
examine my thesis.
I also thank to my family for the support and prayers, especially to my amazing
mother, thank you very much and sorry for waiting. To my beloved friends: Ririn, Ristina,
Devi, and Tiur, I would never forget your support and effort to encourage me in writing my
thesis. I am grateful having friends like you. Last, I would like to say thank you to my
boyfriend, Daniel, for his care he always gives.
Ester Dwi Wulandari
23
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25
Appendix
Stimulated Recall Interview with Miss Dwi
November 4, 2012
Ester
: selamat siang Miss
Miss Dwi
: selamat siang
Ester
: di sini saya mau bertanya tentang penggunaan L1 oleh teacher.
Miss Dwi
: he‟e
Ester
: yang pertama, sudah berapa lama Miss mengajar di SWCC ini?
Miss Dwi
: saya sudah dari tahun... hampir lima tahun saya. Hampir lima tahun saya
mengajar di sini.
Ester
: kalau Miss sendiri lulusan dari Satya Wacana?
Miss Dwi
: saya dari FBS angkatan 2000.
Ester
: 2000?
Miss Dwi
: he‟e
Ester
: Miss kalau ngajar di kelas, berapa prosentase penggunaan L1 dan L2?
Miss Dwi
: kalau kita itu dari kelas per kelas ada targetnya begitu. Dari kelas paling kecil
2-3, 3-4 (usia) prosentase penggunaan bahasa inggris dan bahasa Indonesia,
untuk bahasa Indonesia biasanya melalui instruksi guru, perintah. Begitu nanti
naik ke Bud, ke play group itu bisa 30 (30%), 30(%)-70(%). Tapi kalau sudah
naik ke TK kecil, TK besar, porsi bahasa Indonesia dikurangi. Jadi, untuk di
kelas Bloomers sendiri TK besar itu 70(%) 30(%) untuk bahasa Indonesia.
Ester
: kalau untuk Miss sendiri, peranan L1 itu untuk apa saja?
Miss Dwi
:eee... yang pertama untuk mengartikan. Kadang-kadang kita kalau bahasa
Indonesia saja, umpamanya hmmm... pohon mangga. Anak-anak tanya,
“seperti apa Miss?”. Pohon mangga itu buahnya kalau mentah warnanya hijau,
kalau mulai matang warnanya mulai kuning. Tapi kadang-kadang kala kita
pakai bahasa Inggris, a mango, a mango has... kalau gitu anak-anak nanti
mikir lagi. Nah untuk mempermudah, kita menggunakan dua bahasa. Kita
pakai bahasa Indonesia dulu kemudian pakai bahasa inggris, atau tergantung
situasi kelasnya kalau situasi kelasnya memungkinkan kita pakai bahasa
Inggris dulu, ya kita pakai bahasa Inggris dulu. Nanti kalau anak-anak siatuasi
kelas mulai rame, anak mulai rame kalau kita tetep menggunakan bahasa
Inggris kadang anak-anak sedikit tidak menghiraukan bahasa itu sendiri. Kalau
kita menggunakan bahasa Indonesia kadang-kadang anak-anak cepet
menangkap apa yang kita lakukan, slesai, mengerti, yak mereka tahu. Next
time baru menggunakan bahasa Inggris.
26
Ester
: tadi Miss bilang untuk mengartikan, berarti untuk mentranslate?
Miss Dwi
: ya. Menjelaskan. Iya. Menjelaskan dulu. Kadang eee... menjelaskan dulu
pakai bahasa Indonesia kemudian kita ulang kembali pakai bahasa Inggris.
Nanti kalau anak-anak eeemm... tahu bahasa Indonesia kemudian kita pakai
bahasa Inggris itu mereka eemmm... repeat after the teacher. Ya seperti itu.
Anak-anak tau eeemmm... mango, matang itu apa, mentah itu apa. Warna,
warna, kalau mango mango, a mango berarti terus, kalau kuning warnanya
apa? Emm yellow. Yellow. Ya, berarti a yellow mango. Jadi, eee... sebenarnya
aspeknya banyak seperti itu, Cuma kadang-kadang kembali lagi ke situasi
kelasnya dulu. Memungkinkan nggak memakai bahasa Indonesia,
memungkinkan nggak pakai bahasa Inggris, dilihat dulu.
Ester
: nah, kemarin kan saya sempat observasi kelasnya Miss tiga kali, dapat 3
video. Nah ini yang pertama (show a part of video). Di bagian yang ini Miss
saat menjelaskan, kenapa kok memakai b