THE ROLE OF L1 IN AN EYL CLASSROOM: PERCEPTIONS OF ELEMENTARY SCHOOL TEACHER AND STUDENTS.
Balqis Dhara Hanny, 2015
THE ROLE OF L1 IN AN EYL CLASSROOM: PERCEPTIONS OF ELEMENTARY SCHOOL TEACHER AND STUDENTS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
THE ROLE OF L1 IN AN EYL CLASSROOM: PERCEPTIONS OF ELEMENTARY SCHOOL TEACHER AND STUDENTS
A RESEARCH PAPER
Submitted to English Education Department of the Faculty of Language and Literature Education of the Indonesia University of Education in Partial
Fulfillment of the Requirements for Sarjana Pendidikan Degree.
By:
Balqis Dhara Hanny 1005431
DEPARTMENT OF ENGLISH EDUCATION
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Balqis Dhara Hanny, 2015
THE ROLE OF L1 IN AN EYL CLASSROOM: PERCEPTIONS OF ELEMENTARY SCHOOL TEACHER AND STUDENTS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
INDONESIA UNIVERSITY OF EDUCATION 2015
THE ROLE OF L1 IN AN EYL CLASSROOM: PERCEPTIONS’ OF ELEMENTARY SCHOOL TEACHER AND STUDENTS
Oleh:
Balqis Dhara Hanny 1005431
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat untuk memperoleh gelar Sarjana Pendidikan pada Fakultas Bahasa dan Sastra
© Balqis Dhara Hanny 2015 Universitas Pendidikan Indonesia
Januari 2015
Hak Cipta dilindungi undang-undang.
Skripsi ini tidak boleh diperbanyak seluruhnya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.
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Balqis Dhara Hanny, 2015
THE ROLE OF L1 IN AN EYL CLASSROOM: PERCEPTIONS OF ELEMENTARY SCHOOL TEACHER AND STUDENTS
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Balqis Dhara Hanny, 2015
THE ROLE OF L1 IN AN EYL CLASSROOM: PERCEPTIONS OF ELEMENTARY SCHOOL TEACHER AND STUDENTS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu ABSTRACT
The importance of the use of L1 in the foreign language teaching has been rolled over decades. It has been a great deal of claims and counter-claims related to L1 use in L2 learning. However, children are rarely used as in-depth research, as opposed to teenager or adults (Cook, 1979 and Paradis, 2006). This study aims to investigate the role of Bahasa Indonesia (L1) in EYL classroom, as well as the perceptions of the teacher and the students towards it in english as a foreign language (EFL). To this end, twenty eight students and a teacher participated in classroom recordings and observations, semi-formal interview, and questionnaire. The results revealed that EYL teacher used Bahasa Indonesia in specific circumstances, such as encouraging the students, explaining vocabulary, giving instruction, and explaining grammatical rule. Moreover, the role played in the class, mostly are pedagogical and psychological role. Additionally, the teacher expressed that they never fall back on learners’ L1 in the learning process. Also it was found that EYL students and the teacher believe that L1 was not the main point of the English lesson and played as a tool to help and clarify some context that have been learned.
Keywords: Teacher and students’ perceptions, English (L2), Bahasa Indonesia (L1), English for young learner (EYL), English as a foreign language (EFL).
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Balqis Dhara Hanny, 2015
THE ROLE OF L1 IN AN EYL CLASSROOM: PERCEPTIONS OF ELEMENTARY SCHOOL TEACHER AND STUDENTS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
TABLE OF CONTENTS
STATEMENT OF AUTHORIZATION ... Error! Bookmark not defined. PREFACE ... Error! Bookmark not defined. ACKNOWLEDGMENT ... Error! Bookmark not defined. ABSTRACT ... Error! Bookmark not defined. TABLE OF CONTENTS ...1 LIST OF TABLES ...3 LIST OF APPENDICES ...4 CHAPTER I ... Error! Bookmark not defined. INTRODUCTION ... Error! Bookmark not defined. 1.1 Background ... Error! Bookmark not defined. 1.2 Statement of Problem ... Error! Bookmark not defined. 1.3 Aims of Study ... Error! Bookmark not defined. 1.4 Significance of the Study ... Error! Bookmark not defined. 1.5 Research Methods ... Error! Bookmark not defined. 1.6 Organization of the paper ... Error! Bookmark not defined. CHAPTER II ... Error! Bookmark not defined. THEORITICAL FOUNDATION ... Error! Bookmark not defined. 2.1 Arguments for the Use of L1 ... Error! Bookmark not defined. 2.2 Arguments Against the Use of L1 ... Error! Bookmark not defined. 2.3 Bilingualism ... Error! Bookmark not defined. 2.4 Young Learners ... Error! Bookmark not defined.
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Balqis Dhara Hanny, 2015
THE ROLE OF L1 IN AN EYL CLASSROOM: PERCEPTIONS OF ELEMENTARY SCHOOL TEACHER AND STUDENTS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
2.5 The Nature of Teaching English to Young Learners Error! Bookmark
not defined.
2.6 The Role of First Language ... Error! Bookmark not defined. 2.7 Previous Study of L1 in L2 Classroom Error! Bookmark not defined. 2.8 Concluding Remarks ... Error! Bookmark not defined. CHAPTER III ... Error! Bookmark not defined. RESEARCH METHOD ... Error! Bookmark not defined. 3.1 Research Question ... Error! Bookmark not defined. 3. 2 Methodology ... Error! Bookmark not defined. 3.2.1 Research Design ... Error! Bookmark not defined. 3.3`Method of Data Collection ... Error! Bookmark not defined. 3.4 Data Analysis ... Error! Bookmark not defined. 3.5 Clasrification of Terms ... Error! Bookmark not defined. CHAPTER IV ... Error! Bookmark not defined. FINDINGS AND DISCUSSIONS ... Error! Bookmark not defined.
4.1 The Teacher Use of L1 in the Stage of Teaching English to Young
Learners ... Error! Bookmark not defined. 4.2 Concluding Remarks ... Error! Bookmark not defined. CHAPTER V ... Error! Bookmark not defined. CONCLUSION AND RECOMMENDATION . Error! Bookmark not defined. 5.1 Conclusion ... Error! Bookmark not defined. 5.2 Recommendation for further research . Error! Bookmark not defined.
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Balqis Dhara Hanny, 2015
THE ROLE OF L1 IN AN EYL CLASSROOM: PERCEPTIONS OF ELEMENTARY SCHOOL TEACHER AND STUDENTS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu LIST OF TABLES
Table 2.1 Teachers Reason for L1 Use ... Error! Bookmark not defined. Table 2.2 Piagetian Stages of Development ... Error! Bookmark not defined. Table 3.1 Classroom Observation Schedule ... Error! Bookmark not defined. Table 3.2 Likert-Scale statements scoring rubric .. Error! Bookmark not defined. Table 3.3 Score of percentage and its interpretation ... Error! Bookmark not
defined.
Table 4.1 The Frequency of Using L1 by Teacher in words Error! Bookmark not
defined.
Table 4.2 Students’ Opinion towards the Use of L1 ... Error! Bookmark not
defined.
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Balqis Dhara Hanny, 2015
THE ROLE OF L1 IN AN EYL CLASSROOM: PERCEPTIONS OF ELEMENTARY SCHOOL TEACHER AND STUDENTS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
LIST OF APPENDICES
APPENDIX A Transcription o Classroom Recordings and Observation
APPENDIX B Transcription of Teachers’ Interview APPENDIX C Teacher and Student’s Questionnaire
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Balqis Dhara Hanny, 2015
THE ROLE OF L1 IN AN EYL CLASSROOM: PERCEPTIONS OF ELEMENTARY SCHOOL TEACHER AND STUDENTS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
CHAPTER I
INTRODUCTION
This chapter starts with the background of the study in which the reason for choosing the topic and significance of the research are included. The chapter also includes research questions and aims of the study. At last, the outline for the organization of this research is also highlighted.
1.1Background
The debate on whether L1 is a help in teaching English to young learners has been going for decades. Second language acquisition (L2) in children is rarely used as in-depth research, as opposed to second language acquisition in adults. Due to the differences in results and attitude at both, L2 research in children is necessary to conduct (Cook et al., 1979, pp. 1-5). Paradis (2006, p. 387) even claimed that Second language (L2) acquisition in children has been seldom studied as a subfield with its own issues and questions and should be separated from bilingualism, educational outcomes, and adult L2 acquisition.
There has been an age old debate among teachers and educators on
whether to use the student’s first language in a foreign language classroom
(Brown, 2000). L1 language could be a help or a bother for L2, especially in
young learners’ classroom. Cook (2001a, pp. 171-172) constantly asserts that getting students to be close to their native speaker will help them to learn and
acquire a new language. Besides, using the students’ mother tongue as a tool in learning L2 can boost up students’ understanding. Some previous research showed that complete deletion of L1 in L2 classroom is not appropriate (Schweers, 1999, p. 76; Nation, 2003, p. 2).
When L1 is used appropriately, it can be very useful. Brown (2000, p. 68) claims that first language is not always an interfering factor. It can be facilitated factor if it is used wisely. In accordance with that statement, Scheweers (1999, pp. 6-9) encourages teachers to incorporate the native language into lessons to
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THE ROLE OF L1 IN AN EYL CLASSROOM: PERCEPTIONS OF ELEMENTARY SCHOOL TEACHER AND STUDENTS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
influence the classroom spirit and persuade teachers and educators to provide L1
as a sense of security and ratify the learners’ lived experience, allowing them to
express themselves openly. He clearly asserts that mother tongue or L1 should be used in the classroom to explain some difficult concepts, vocabulary or check
student’s comprehension. Excluding L1 in the classroom, especially in the young
learner classroom is almost impossible. It is common for teacher or educators to
use the students’ mother tongue (L1) as a tool to convey meanings as one way of
interacting (Nazary, 2008, p. 138). In another study, Tang (2002, pp. 36-44) found
that the use of L1 does not reduce students’ exposure to the target language; on
the contrary, it aids the learning of the foreign language.
Negative transfer of L1 features is one of the interferences that often happen during the learning process. Negative transfer or interferences is considered errors that occur when an L1 structure or rule is used in an L2 utterances and such use is inappropriate (Seville-Troike, 2006, p. 19). Inappropriate transfers such as pronunciation, which leads to the wrong pronounces, or the interference at the grammatical level is one of the negative transfers which occurring while using L1 in L2 classroom.
Second language learners emerge to accumulate structural entities of the target language, but find difficulty in organizing this knowledge into an appropriate coherent structure. There is a significant gap between the accumulation and the organization of the knowledge. This view indicates that language learning is coordinated. Besides that, using L1 in the L2 learning session limits the maximum exposure that the children or students need to get. Bouangeune (2009) as cited in Nitiswari (2012: p. 2) stated that many EFL educators and professionals even wonder how students can appreciate and apply their target language if they continually using and relying on their L1. Therefore, Hawks (2001, pp. 41-55) added that the separation and distinction of L1 and L2 is necessary to conduct. A maximum exposure should be given to someone who wants to learn L2 appropriately, especially for children who do not have prior knowledge about their mother language. If it is not separated accordingly, then it will make certain interference when learners learn a second language.
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Balqis Dhara Hanny, 2015
THE ROLE OF L1 IN AN EYL CLASSROOM: PERCEPTIONS OF ELEMENTARY SCHOOL TEACHER AND STUDENTS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
So far L1 is seen as a help for children to learn L2, but there are some parts in L1 which cause negative transfer and also make the L2 learning process can not be a complete acquisition for children. Opitz (2011) even argues that since L2 learners often use their L1 for reference, it is impossible to avoid the interference errors. This two contradicting perspectives seem confusing for most of the teachers that have hard times in deciding whether the L1 use in the L2 EYL classroom will be helpful.
In the Indonesian context, English is taught as a foreign language. Kelilo (2012) states that being a foreign language, the place that the learners are expected to have access to the language is in the school. However, English has long been distanced from being a medium of instruction, particularly at schools in Indonesia. This was done without creating an alternative opportunity for students to help
them enhance their English language ability. The situation badly affects students’
ability to communicate in English. Because of their poor proficiency resulted from limited exposure and other factors, students undoubtedly experience problems in learning English through English. As a consequence, learners often show the need for mother tongue use in their English classes.
Many teachers believe that they should never use a single word from mother tongue in classroom activity. These teachers are using Monolingual Approach and others who are half-hearted about the use of L1 or using it appropriately in the classes are called the practitioner of Bilingual Approach.
Moreover, the debate of the role of L1 in the L2 classroom has been taken
to a higher stage led by question ‘how to minimize L1 language and maximize the L2 language especially in EYL classroom’. Macaro (2001, pp.531-548) is interested in how much L1 is used, why they claimed to use it, and what factors appeared to influence their decision to use it. He investigated how the decision for the use of the L1 was influenced by the beliefs of teacher and L1 use, pedagogical training, or government or institutional policy. Besides, the differences between the native language and English, as the language being learned, can be facilitating or interfering in the process of acquiring English language (Seville-troike, 2006: 35).
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THE ROLE OF L1 IN AN EYL CLASSROOM: PERCEPTIONS OF ELEMENTARY SCHOOL TEACHER AND STUDENTS
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A study conducted by Burden (2001) in Japanese, Schewer (1999) in Spanish and Tang (2002) in Chinese context have come up with a positive attitude towards the role of L1 in the English classroom. However, these studies basically focus on adult and were conducted in the university context. In general, it is very difficult to quantify the possible amount of L1 required in the L2 classroom. It is important to note some points in the L1 role in L2 learning since it can be used with varying intensities for early learners to more advanced ones. Moreover, specifically speaking about young learners in elementary school in Bandung, there has been a confusion regarding what kind of L1 role should be carried due to the English-proficiency level of students.
In the middle of various positions and argumentations regarding the role and the use of first language in the EFL classroom, the question regarding how to minimize L1 and maximize the L2, especially in EYL classroom, seemed to be remained untouched. Thus, the present study focuses on examining the role of Bahasa Indonesia in the EYL classroom and examining to what extent Bahasa Indonesia is used in EYL classroom. The findings are hoping to be a great contribution to the enrichment of the role of Bahasa Indonesia in the EYL classroom.
1.2Statement of Problem
In relation to the background above, the following leading questions are formulated
1. What is the role of Bahasa Indonesia in EYL classroom at an elementary school in Bandung?
2. What are the opinions of the teachers and students about the role of L1 in the EYL Classroom?
1.3Aims of Study
This research will focus on knowing the role of L1 in EYL classroom specifically in English Young Learner classroom. The role that is intended to be found in this research focuses on English Classroom in the fifth grade of elementary school student level. An elementary school in Bandung will be chosen
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THE ROLE OF L1 IN AN EYL CLASSROOM: PERCEPTIONS OF ELEMENTARY SCHOOL TEACHER AND STUDENTS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
for the research. The aim of the study is not to generalize the findings of the study, but to get a deeper understanding in events or phenomenon which occurs in the natural setting.
1.4Significance of the Study
This study is significant from two perspectives. Theoretically, it would make at least one enriching contribution to the areas of English for young learners and the second language acquisition in the Indonesian context. So, teacher or teacher-to-be can fully know what the role of L1 in L2 classroom is, especially in the young learner classroom.
Practically, the study would provide reference on how much L1 can be used in L2 classroom and for the teacher-to-be to become aware of the role L1 plays in teaching and learning the target language, and in order to help teachers and educators to re-examine their foreign language teaching method. Instead of using a lot of theories from other research which settings are different and somehow irrelevant in the Indonesian context, the teacher-to-be could put their mind on another professional skill in order to be a good and professional teacher contributing to the development of education in Indonesia.
1.5Research Methods
This section is intended to include on the methodology that is proposed to achieve the research purposes mentioned earlier. Research design, research sample, participant, data collection and data analysis are going to be included in this section.
1.5.1 Design
The proposed research would use qualitative method of data collection in order to meet the objectives of the research. Questionnaire, interview, and classroom observation would be used as instruments in order to acquire information regarding participants’ background, participants’ view
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THE ROLE OF L1 IN AN EYL CLASSROOM: PERCEPTIONS OF ELEMENTARY SCHOOL TEACHER AND STUDENTS
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classroom, and how much L1 can be used in L2 or English classroom.. Moreover, the interview and the encoded video recording will be used to gather and enrich the result data in a qualitative way.
1.5.2 Sample
The sample would be drawn from a 5th grade in an elementary school, which mainly uses the L1 and L2 in English classroom activity. The sample included both teacher and students in the class.
1.5.3 Participants
The proposed research would take place in one Elementary school in Bandung. For proposed study, the class would be labeled as a bilingual class (BL) which is used Bahasa Indonesia and English in the English Lesson.
1.5.4 Data collection
Sets of data would be gathered through several instruments. At the beginning, the participants, teacher and students will be given a questionnaire about the role of L1 in the L2 classroom activity. Following the schedule, video recording would be begun in the class. It will take about four meetings in English lesson. From the video recording, the data about how much L1 using in the L2 classroom would be counted, in what occasion L1 used in the L2 classroom, and how much support given in acquiring L2. Later, the data will be collected, coded, and classified into some categories to get a deeper and better understanding in role of L1 in EYL classroom. Following the two instruments before, the interview would
be conducted to get teachers’ perceptions in using L1 and L2 in the classroom. Moreover, through the interview, the reasons and basic information from video recording and questionnaire would be explored more.
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THE ROLE OF L1 IN AN EYL CLASSROOM: PERCEPTIONS OF ELEMENTARY SCHOOL TEACHER AND STUDENTS
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Percentation and categorization would be used to differentiate and analyze the data. Each result from the data later will show how much L1 used and how L1 influences L2 classroom.
1.6Organization of the paper
In this part, general presentations relating to the content of the chapters will be described briefly and clearly. Therefore, there will be a brief overview of the matters discussed in the research and what is the main point in each chapter.
1. Chapter I
This chapter briefly introduces the research content to the readers. It also includes the Background which contains a brief exposure to research topics related to the broad range of issues and theories or research findings underlying the problem under study, then the Problem Statement of the principal issues to be examined as well as the formulation of research problems in the form of questions, after that aims of study which consisting the general purpose and special purpose of the research, next is research methods that introduced briefly the outline of the research methodology, and the final organization of the paper which contains general explanation of the content in each of the chapters.
2. Chapter II
This chapter is a review of the theories and findings of previous studies that is relevant to the problems examined. In this chapter, the author describes what the young learner is, the characteristic of young learner, teaching English to young learner in Indonesia, and the role of first language in foreign language learning
3. Chapter III
This chapter discusses in detail the research methods that have been introduced briefly in Chapter 1. The chapter describes all the stages and
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THE ROLE OF L1 IN AN EYL CLASSROOM: PERCEPTIONS OF ELEMENTARY SCHOOL TEACHER AND STUDENTS
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procedure of the study completely. In this chapter, there are several aspects such as the formulation of the problem, a description of the study design, the assumptions underlying the research, description or clarification of key terms used in the study, a description about the data collection plan, and a description of the data analysis plan and its interpretation.
4. Chapter IV
This chapter describes the data collection, analyzes, discusses and interprets the findings obtained by the authors. In this chapter, there are some aspects that will be encountered by the reader. Among them are a description of the data collection process, a description of the data collected, data analysis, presentation of research findings, as well as discussion or interpretation of these findings in relation to the objectives, research questions, theories and findings of the other studies that had been discussed in the literature review chapter.
5. Chapter V
This chapter includes two parts, the conclusions and suggestions. In the concluding section, the author will propose a summary of the answers to the research questions. Then it will put forward a unified interpretation or meaning of all the research results obtained. The next, on the suggestion part, the author will propose implications that can be drawn either from the process and research findings. The implication is addressed to the future researchers and those who may be able to take advantage of the research results.
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THE ROLE OF L1 IN AN EYL CLASSROOM: PERCEPTIONS OF ELEMENTARY SCHOOL TEACHER AND STUDENTS
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CHAPTER III
RESEARCH METHOD
This chapter presents the procedure of the research that is proposed to achieve the research purposes mentioned earlier. There are five sections that are going to be elaborated in this chapter. The first section is the research question. The second section is the methodology which presents the method used and how the research was carried out. In the third section, the data collection, such as research site and the participants involved in the study will be elaborated. The fourth section will be the data collection and the instrument applied in the study. The last but not least section is the clarification of terms.
3.1 Research Question
As mentioned earlier in the chapter one, this study aims to investigate the role of L1in the EYL classroom. Then, this study aims to find out to what extent Bahasa Indonesia is used in EYL classroom. Therefore, to meet these two purposes, two research questions are proposed by the writer. They are;
1. What is the role of Bahasa Indonesia in EYL classroom at an elementary school in Bandung?
2. What are the perceptions of teacher and students about the role of Bahasa Indonesia in the EYL classroom?
3.2 Methodology 3.2.1 Research Design
The study would use qualitative method of data collection in order to meet the objectives of the research. Kumar (2014, pp. 132-134) states that qualitative research refers to research study where the researcher intends to explore, discover, explain, and understand situations, perceptions, attitudes, values and beliefs, and experience of a group of people. Moreover, Golafshani (2003) in Nitiswari (2012,
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THE ROLE OF L1 IN AN EYL CLASSROOM: PERCEPTIONS OF ELEMENTARY SCHOOL TEACHER AND STUDENTS
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p. 30) stated that “qualitative research uses a naturalistic approach that seek to
understand the phenomena in context-specific setting or real world setting where
the researcher does not attempt to manipulate the phenomenon of interest”.
Qualitative methods are best suited to explore the diversity of attitude of a phenomenon rather than their intensity. Thus, the research will conduct a survey approach that will be collected through interview and questionnaire.
3.2.2 Research Site
The research was undertaken in an elementary school in Bandung, West Java. The school was chosen for the present study due to several reasons. First, the
school is associated with the researcher’s college and categorized as a modeled
school. It has a good quality and has already implied bilingual approach in the teaching and learning activity. Second, the school is often used as a research site before. Thus, it helps the researcher to conduct the study, because both of the teacher and students are already familiar with outsider. Therefore, it is expected that the study will occur in the natural environment and performance. The last, this school has a good background of English teachers who have been taught and have experience in teaching English to young learners for years. It also keeps English as on one of the local contents and not merely as an extracurricular.
3.2.3 Participant
The participants’ profiles are presented in this section to give clear
explanation about the teacher and the students as the main subjects of this research. It is important to be mentioned here that all of the participants were given pseudonymous along the study to maintain the anonymity. The participants of the study are an English teacher and a class of the fifth grader consisting of 30 students. The reason the fifth grade is chosen because they are not focusing on the National Examination (UN), so the research hopefully will not disturb the preparation of the examination or distract the students while learning in the class. Moreover, fifth grade is considered as a higher class in the primary school. The
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THE ROLE OF L1 IN AN EYL CLASSROOM: PERCEPTIONS OF ELEMENTARY SCHOOL TEACHER AND STUDENTS
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purpose of choosing one whole class is based on the researcher’s intention to have a real picture of classroom situations.
3.2.3.1 School Profile
Information on school and students characteristics were obtained from the classroom observation done by the researcher while conducting the preliminary study in the classroom and from informal interviews with the English teachers after the class end. The school is favorable in Bandung and taught English 2 hours, 35 minutes per-hour, a week. It has been established for nine years and categorized as a model school. Most students in this school generally have a good basic in English, since most of them take the English club as one of their extracurricular and take the English course outside the school. Moreover, the teachers in this school persist on using English from the first grade.
3.2.3.2 Teacher Profile
One English teacher who was involved in this study graduated from the English Department of a public university in Bandung. She has been teaching at the school since 2005 up to present. At the first time, she was a tutor for English teachers at the school, because she was teaching in senior high school and eventually asked by the institution to teach in the school as the English teacher. She is teaching English lesson for higher class (fourth to sixth grade) and active in English club.
3.3`Method of Data Collection
This part elaborates how the data obtained in the study. The detail processes of collecting necessary data for the study are presented below:
3.3.1 Classroom Video Recording and Classroom Observation
During the collection of the data process, the researcher will be a non-participant observer, because the researcher was not involved in the observation directly. As states by Frankel and Warren (1993, p. 391) in Primary (2012, p. 38) that in a nonparticipant study, researcher do not participate in the activity being
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THE ROLE OF L1 IN AN EYL CLASSROOM: PERCEPTIONS OF ELEMENTARY SCHOOL TEACHER AND STUDENTS
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observed, but rather sit on the sidelines and watch. Related to the nature of the research design of this study, in gathering the data, there were three kinds of instruments used – classroom observation and video recording, interview and questionnaire.
The classroom observation and video recording are the first data collection techniques used in this study. The data are used to collect a natural and real data as clear as possible. According to Kumar (2014, 195), observation in qualitative research has no framework for observing and recording is done in descriptive and narrative form. These techniques are one way to collect primary data. It is purposeful, systematic and effective way of watching and listening an interaction or phenomenon when it takes place (Kumar, 2014, p. 173).
Moreover, when the observation and the video recording run in the classroom, there will be a field notes as a means to support the data gathered. The notes are used to assist in coding the data and provide the researcher with information, which are not included in video recorder. The following is the schedule of classroom observation and the video recording conducted.
Table 3.1 Classroom Observation Schedule
Session Day/Date Time
First session (Pilot Test) Wednesday/September 03, 2014 07.00 – 08.10 am Second session Wednesday/September 10, 2014 07.00 – 08.10 am Third session Wednesday/ September 24, 2014 07.00 – 08.10 am Fourth session Wednesday/ October 01, 2014 07.00 – 08.10 am Fifth session Wednesday/ October 08, 2014 07.00 – 08.10 am
3.3.2 Teachers’ Interview
The second data collection techniques used in the study is the interview with the teacher. Interview aims to obtain in-depth information about what the researcher wants to explore in the observation. The type of the interview is semi-formal interview, because the questions are emerging from the immediate context and occur in the natural setting. According to Burns (1997, p. 329) an interview is a verbal interchange in which an interviewer tries to elicit the information,
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THE ROLE OF L1 IN AN EYL CLASSROOM: PERCEPTIONS OF ELEMENTARY SCHOOL TEACHER AND STUDENTS
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opinions, and beliefs of another person. Moreover, interviewing is a person-to-person interaction, so it is a person-to-personal interaction and it is expected to meet with
the researcher’s objectives. The interview would be conducted to get teachers’
perceptions in using L1 and L2 in the classroom. Moreover, through the interview, the reasons and basic information from video recording and the observation can be clarified.
The interview would be conducted during the observation, according to
participants’ availability and done after the class or in the break time. The
interview process would be recorded by the recorder to get deeper information relating to the data and as a file that will be saved to support the transcribing data.
3.3.3 Students Questionnaire
Students’ questionnaire is the last data collection techniques used in the
study. A questionnaire is relevant to this study in order to find out participant attitudes. It is written list of questions and the answers are recorded by the respondents itself (Kumar, 2014, p. 178). As supported by Nitiswary (2012, p. 35) quoted from Fasold (1984) who asserts that methods for determining language attitudes can be direct or indirect. Direct method needs a subject to respond the questionnaire or interview questions. In the direct method, questionnaire offers greater anonymity than an interview.
3.4 Data Analysis
Since the study is conducted through qualitative method, the data collection and the analysis are interconnected. The data will be collected, coded, classified and interpreted into some categories to get a deeper and better understanding in role of L1 in EYL classroom.
3.4.1 Analyzing the Data
The data from the observation and interview is gained and analyzed using the following steps from Dornyei (2007) as quoted from Ibnus (2014, p. 28).
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The recording and interview are transcribed to know roundly about the amount of L1 used in the classroom. All the data gained are retold, including some field notes into a textual form. Thus, the transcripts are concluded in a briefer statement to enrich what was already said and were categorized by using a certain thematic analysis.
3.4.1.2. Pre-coding and Coding
After all of the gained and transcribed, the researcher does the pre-coding steps. In this step, the researcher reads again all of text to get a general sense. After that, the researcher will highlight the text or label it; this step is called coding. The process of coding help the researcher to identify, retrieves, and groups the research data. Moreover, the coding steps can help the researcher to
label the students’ questionnaire in order to meet the data from observation and
the teacher interview.
3.4.1.3 Calculating the Likert Scale
To answers the data gained from the student’s and teacher questionnaire, the
data were calculated using Likerts scale; the steps were scoring, finding out the score of the answer, calculating the central tendency of the answer and classifying the average percentage (Likert, 1932, p. 23). These steps are considered as a process to make the statistical number to find one conclusion. The following are the steps to use the Likerts scale:
a. Scoring
Each answer will be labeled with value from 1-5 The example of scoring
students’ answers in the positively framed statements is illustrated below.
Table 3.2 Likert-Scale statements scoring rubric Category of
Response
Strongly disagree
A little Uncertain Agree Strongly agree
Score 1 2 3 4 5
b. Finding out the score of the answer
To find out the answer from table, the frequencies of the students answer are multiplied with the value of each answer. For example:
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Score for option B : 2 x 2 = 4 Score for option C : 19 x 3 = 57 Score for option D : 4 x 4 = 16 Score for option E : 3 x 5 = 15
_________________________________ +
Total 92
Notes:
- The ideal score for the lowest value = 1 x 28 (students) = 28 - The ideal score for the highest value = 5 x 28 (students) = 140 c. Calculating the central tendency of the respondents
To calculate the central tendency of the respondents, we must follow this formula (Sudjana, 1984, p. 46):
� =
�
�
%
Notes:
P : percentage
Fo : the total value of the answer N : the ideal score of the highest value d. Classifying the average percentage
The final step in this scale is classifying the average percentage. The interpretation of score percentage was made to make the descriptions of the data more systematical and the classification is based on the criteria below:
Table 3.4 Score of percentage and its interpretation
Score of percentage Interpretation
0 -20 % Very weak
21-40% Weak
41-60% Enough
61-80% Strong
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(Taken from Akdon (2008, p.40)
3.4.1.4 Growing Ideas
To develop the main themes of the study, the researcher tries to grow the ideas by preparing the notes, transcript, and display the data. This process afterwards will help the researcher to find the answer of the research questions.
3.4.1.5 Interpreting the data and drawing a conclusion
The last step is, the data are interpreted based on the research question. Qualitative data are often flexible and evolving (Kumar, 2014, p. 133). It is always possible to be interpreted in a wider interpretation. In the final step, the conclusions are drawn and the researcher gives some recommendation related to the theme of the study.
3.5 Clasrification of Terms
To avoid misconception of some terms presented in this research, clarificatin has been conveyed as follows:
L1 or First Language
A language which is used by the children in their early ages and the process of learning is unconscious or it happens naturally. On this occasion, L1 or first language is Bahasa Indonesia.
L2 or Foreign Language
In Indonesia, English is considered as a foreign language. On this occasion, L2 is English.
Language Learning
Learning is a process of gaining knowledge through studying. In order to know a language, someone needs to learn and know the knowledge of that language. Hence, language learning refers to the process undertaken when people choose to learn a language and proceed by memorizing and then using grammar, syntax and vocabulary.
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English for Young Learner classroom on this occasion is a class in an elementary school in Bandung, where the teacher uses English and Bahasa Indonesia in the learning process.
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CONCLUSION AND RECOMMENDATION
This chapter presents the conclusion of the research findings based on the questions proposed in Chapter one, the limitation of the study, and some information found in the study conducted. This chapter is divided into two parts. First part concerns with the conclusion of the study and the second part deals with the recommendations for further research related to the L1 role and EYL classroom.
5.1 Conclusion
After discussing and analyzing the findings from the classroom recordings and observations, questionnaire and interview, there are some conclusions to draw.
The main purpose of this study was to investigate the role of Bahasa Indonesia in an EYL classroom. To this effect, the study was guided by leading questions that the researcher wanted to be answered at the end. This research investigated two research questions: (1) What is the role of Bahasa Indonesia in EYL classroom at an elementary school in Bandung, (2) What are the perceptions of the teachers and students about the role of L1 in the EYL classroom. This study used an intertwined tool to collect the data required. They are classroom recordings and observation, questionnaire (for both the teacher and students) and an interview with the teacher. The three instruments helped the researcher to come up with the following conclusion.
With regard to the first research question concerning the role of L1 in the EYL classroom, the data showed that both of the teacher and students think that the use of Bahasa Indonesia in the teaching-learning process is positive. The result of this study indicated that Bahasa Indonesia is not merely present in the English classroom, but also that the teacher is making use of it as a linguistic tool. The data secured from both teacher and students indicate that L1 was mainly used in
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four functions: to encourage students to speak and involved in the classroom activity, to explain new vocabulary to the students, to explain grammar rule related to the material of that day, and to give instruction to the students.
Both teacher and students believe that the ideal amount of time to the L1 use should be no more than 50%. At the same time this asserted the importance of highlighting English in the English lesson. L1 was not mandatory to use in the class, hence cannot be left out. From the researcher point of view, the students comprehending ability was good. It can be seen from their eagerness to learn an
English lesson in English and they can understand the teachers’ conversation well.
However, their limited comprehension about the language such as grammar and vocabulary, consequently validate the teacher use of L1.
The classroom recordings and observation and students’ questionnaire
results had strongly shown that the role of L1 in an EYL classroom was mainly in the pedagogical role. L1 plays an important role in teaching-and learning activities. As stated before in the chapter two that L1 use in the beginning and low levels is beneficial to introduce the major difference between L1 and L2 and the main grammatical characteristics of L2 that they should be aware of. In terms of psychological role, L1 gives a sense of security to the student. When the teacher uses L1 in the classroom, they are not only learning better than before, they also actively involved in the classroom activity. The use of L1 in an EYL classroom does not reduce the L2 exposure, it rather facilitates.
Meanwhile, it was identified through an interview with the teacher that she strongly disagree with the excessive use of L1. The amount of L1 should depend on the students and the classroom situation. So, the consensus was that a teacher should know when, how and why L1 was used in the classroom. If this was not played a significant role, then the amount of L1 should be reduced gradually.
Furthermore, concerning with the teacher and students’ perceptions on the role of L1 in the EYL classroom, the findings gained from the teacher interview
and students’ questionnaire revealed that both has shown a positive perception and
perceived L1 as a tool to complete the learning activity. This confirms the finding of the classroom observation in which the teacher used L1 in several activities in
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the classroom. In a similar vein, the students’ questionnaire has also shown that
L1 made them comfortable and helped them to understand the material better. In short, the data presented in this study have shown several functions of L1 which are beneficial in the teaching-learning process. As presented in the data of this study, both teacher and students agree that a judicious use of L1 is beneficial in the English lesson, particularly in explaining grammar rule and vocabulary in the EYL classroom. This is supported by the previous study by Nitiswari (2012), Kelilo (2012), Liu (2008) and Tang (2002). Moreover, it also clearly stated that the use of L2 in the classroom is possible and can be used in the learning process.
The teacher should not worry about the students’ limited capability to understand
the English material through English. They can switch it to Bahasa Indonesia if this is necessary. An excessive thing is not good and this applies in this issue. The
balance use of L1 and L2 can increase the students’ ability in the language
learning.
5.2 Recommendation for further research
Based on the findings, limitation of the study, and the conclusion derived so far, the following recommendations related to L1 and EYL classroom are forwarded.
First, regarding the students’ level in the classroom, the teacher should consider the level of students’ competence. For example, the teacher cannot treat the students similarly for the advanced to the poor learners and vice versa in terms of teaching technique and the use of L1 and L2 in the classroom. Therefore, the research on the role of L1 in the classroom in the early and advanced level should be conducted in order to discover the role of L1 in a different level.
Second, the success of the language learning process was determined by the ability of the students to use the language to interact with the teacher and their other classmates. Unfortunately, these were not much observed by the researcher in this study. Therefore, the researcher hopes the future researcher will conduct
this issue in order to measure the students’ achievement and students’ satisfaction
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Third, this study gives invaluable insight into the use of L1 in the EYL classroom for various functions. The teacher should vary their language and the L1 amount they use based on the students need. Moreover, the teacher should be able to relate the purpose of the use of L1 with the students’ ability. Hence, there would not be any misunderstanding and both teacher and students can achieve the desired goal of the learning process effectively.
Despite the limitations, it is hoped that this research will enrich the information about the EYL classroom and help the teacher and teacher-to-be to become aware about the role of language in teaching and learning the target language and shed more light that will stimulate a larger research in this area. Thus, the more comprehensible input about the language role in the EYL classroom could be acquired. We do need further studies to examine this issue from different perspectives to find another responses and opinion related to the criticisms against using L1 in L2 learning. In conclusion, taking advantage of
learners’ L1 or abandoning it is still the issue that should be answered and
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REFERENCES
Akdon. (2008). Aplikasi statistic dan metode penelitian untuk administrasi dan manajemen. Bandung: Dewa Ruchi
Anonymous. (2012). Govt to omit English from primary schools. The Jakarta
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Bhela, B. (1999). Native language interference in learning a second language: Exploratory case studies of native language interference with target language usage. International Education Journal, 1(1), pp. 22-32.
Bimer. B. (2012). Bilingualism. [Online]. Available at: http://linguisticsociety.org/Bilingual.pdf
Burden, P. (2001). When do native English speaking teachers and Japanese college students disagree about the use of Japanese in the English conversation?. The Language Teacher Online, 24 (6).
Burns, R. B. (1997). Introduction to research methods (2nd Edition). Melbourne: Longman Cheshire.
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Balqis Dhara Hanny, 2015
THE ROLE OF L1 IN AN EYL CLASSROOM: PERCEPTIONS OF ELEMENTARY SCHOOL TEACHER AND STUDENTS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Carson, E., & Kashihara, H. (2012). Using the L1 in the L2 Classroom: From the
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Balqis Dhara Hanny, 2015
THE ROLE OF L1 IN AN EYL CLASSROOM: PERCEPTIONS OF ELEMENTARY SCHOOL TEACHER AND STUDENTS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Emilia, E. (2010). Teaching writing: Developing critical learners. Bandung: Rizqi Press.
Emilia, E. (2011). The English only in Indonesian EFL classroom: Is it desirable?. In The New English Teacher, Vol. 5.(1). Thailand: Assumption University Press.
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Longman
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Jafari, S. M. and Shokrpour, N. (2013). The role of l1 in ESP Classroom: A triangulated approach. International Journal of English an Education, 2 (3), pp. 90-104
Jingsia, L. (2008). How much the first language is there in teachers’ talk in EFL
classroom?.The Open Applied Linguistics Journal, 2008, 1, pp. 59-67.
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www.benthamscience.com/open/toalj/articles/V001/59TOALJ.pdf
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Balqis Dhara Hanny, 2015
THE ROLE OF L1 IN AN EYL CLASSROOM: PERCEPTIONS OF ELEMENTARY SCHOOL TEACHER AND STUDENTS
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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
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