T1 112007104 Full text

STUDENTS’ PERCEPTIONS TOWARD TEACHERS’ USE OF BAHASA
INDONESIA IN ENGLISH LEARNING CLASSROOM
Rike Rizkia Permatasari

Abstract
There have been pros and cons regarding the issue toward the use of first language
(L1) by teachers in English learning classroom. In this case, L1 refers to Bahasa Indonesia.
Many teachers in Indonesia still use L1 in their teaching English process. That is why the
aimed of this study is to find out students’ perceptions toward teachers’ use of Bahasa
Indonesia. In this study, quantitative data from 102 students from first and second grade of
Mater Alma Junior High School were obtained through closed-ended questionnaires. There
were 15 questions and categorized them in students' preferences, students' feeling, students'
positive perception and the advantages toward teachers’ use of Bahasa Indonesia in English
learning classroom. They were chosen as they were believed to be more aware of their
needed of language used by teachers regarding their understanding in English learning
process. The finding reveals that teachers’ use of Bahasa Indonesia brought positive
perceptions toward students. Students prefer teachers used Bahasa Indonesia in English
learning process because they have a better understanding on the material, have a secured
feeling in expressing the intent/idea/experiences and mastered grammar points without losing
the essences or feels afraid of making mistakes using English.
Key words : first language(L1), students’ perception, the advantages of teachers’ use L1

INTRODUCTION
The maximum use of English in the classroom can help the students improve English
proficiency. Krashen (1988: 44) as quoted by Kurnia (2011) claims that more exposure
means more proficiency. It means that students should get an opportunity to listen English if
they want to be skillful at using English. However, the maximum exposure in a language
classroom sometimes becomes a challenge because many teachers still use their first
language (L1). Al Sharaeai (2012) as quoted by AL-Burke (2008) found that most of the
teachers are using L1 to facilitate English language learning and enhance students’ language
proficiency. On the other hand, Swain and Lapkin (2000) declared that facilitating the L2 by
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teacher using L1 is not a guarantee of student’s English proficiency. They thought that it is
impossible for low proficiency students to get English exposure by listening their teachers
using L1 in their English learning process. In situations where students have little
opportunities to meet L2 outside the classroom that considering English as Foreign language
here, maximizing the use of L2 is important. That is why, more exposure means more
proficiency.
The issue about the use of first language (L1) in English classroom has been debated

for years. By looking at the issue, the use of L1 is still necessary and unavoidable. There are
pros and cons regarding the use of L1 in English classroom. In a study, Knight (1996)
reported that the teachers who did the preparatory L1 discussion made the students did much
better on the L2 written task than other learners who did preparatory L2 discussion even
though that discussion was in the same language. According to Atkinson (1987) as quoted in
Miles (2004) there is now a belief that the use of L1 can be a positive resource for teachers,
and they should be focused on it. On the other hand, the extensive use of L1 should be
avoided by the teachers because if teachers use L1 in language teaching, it will make high
dependency toward L1 for students. Such as in translation matter, students will wait for the
teacher to translate everything in L1 first rather than make an effort to think of it at first.
Bowen (2004) stated that in language teaching classroom teacher’s use of L1 was “bad
things” in learning English. Teachers will make students get limited exposure of English. It
also will get less controlled of achieving an effective and efficient English learning process.
That is why, teachers’ use of L1 in developing students’ skills has become a major issue that
it should be avoided or not in English learning classroom.
As there is not a clear agreement among teachers yet, inconsistency toward the
language used in the classroom emerged. It also happens in Indonesian context. Some
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teachers were in favor to the use of Bahasa Indonesia, whereas some others were not.
Besides, some teachers exposed the students with English only but some others do not.
Teachers who teach using Bahasa Indonesia might think that switching from English to
Bahasa Indonesia can help students absorb the lesson more easily. Teachers who use English
are focus more on students’ English proficiency by getting as much as English in their
teaching. In fact, some students have various attitudes toward this two language teaching.
Based on that issue I focus on how the students perceived the teacher use of L1 in
English learning classroom at Mater Alma Junior High School. The research question is what
are students’ perceptions toward the teachers’ use of L1 (Bahasa Indonesia) in English
learning classroom? The purpose of this study is to give deeper insight into what students’
opinion toward the use of L1 by teachers during teaching and learning process. Hopefully, the
study will help teachers to have a deeper insight on students’ preferences and justification of
using L1 by the teacher in English learning classroom. The results may also help teachers
understand in which situations their students tend to prefer to use their L1 and not English.
By understanding that, teachers will be better informed about teachers’ use of L1 should be
avoided or not in English learning classroom.

LITERATURE REVIEW
Definition of perceptions
Perception is someone thought about something that they learn to measure how their

attitude toward using something, whether they agree or not about that method or about
something that they learn (Hong, K.-S. 2003). It means that students have their own opinion
toward something that get from teaching learning process and how they react toward it. A
theory from Sidhu (2003) stated that students’ perceptions are students’ point of view toward
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something that happened in learning process class and produced it with suggestion or
argument for teacher or classmate to improve their learning process. The observation process
can be so challenging and interesting experience for students’ perception that can increase
their awareness of a whole process of teaching as well as their own learning. From the
definition above, students’ perception is how students’ thought to response about what they
have done or about what they learned.

The Advantages and Disadvantages of using L1
The use of first language (L1) by the teacher has some advantages and disadvantages for
students in developing English skills. The following studies show the advantages of teachers’
first language in classroom for students:
1. The use of L1 can be used as “Learner’s shelter”
The first advantage of using L1 are that it can be used as learner’s shelter. Zacharias

(2003) declared that the students’ L1 can be metaphorically described as “a shelter” (p.7) that
is using the students’ L1 by teachers in teaching English learning process will create a less
threatening atmosphere. The use of L1 in the English classroom by the teachers creates a
better teaching-learning environment. Meyer (2000) stated that a language anxiety comes
when the students have communication anxiety. Teachers’ use of L1 is comforting the
language anxiety around the students. Besides decreasing the language anxiety, L1 also
builds self confidence for the students. The use of L1 by the teachers in English classroom
encourages students to learn English. It also helps students to understand the expression used
by the teachers, they can use the expression with great confidence.

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2. The use of L1 can clarify and communicate grammar points
Storch and Wigglesworth (2003) explained that students can get benefit from
teachers’ use of L1 to clarify an unfamiliar vocabulary and communicate grammar points
especially when teacher delivered it using L1 in the teaching process. Sulistyowati (2006)
explained about Grammar Translation Method (GMT) that GTM as a standard methodology
theorizes that students acquire a foreign language by learning and explaining grammar rules
as the basis for drills of exercises in translating from the target language to the mother

tongue. They make it clear that teaching using L1 makes learners able to understand the
grammar point well by practicing and discussing the structure or pattern. Each of them will
get some information that they did not understand before.
3. The use of L1 can be a translation technique to avoid misleading
L1 here can be looked like a translation technique. Translating the contents into L1
can avoid misleadingly. The term of translation is one way to cover the misleading.
Moreover, the translation technique is the most preferable learning strategies to use in most
places. This is probably because L1 translation is usually clear, short and familiar, qualities
that are very important in effective definitions. In addition students’ translation, in L1 can
assist in the comprehension and memorization of L2 vocabulary (Swain and Lapkin, 2000).
The L1 translation makes it easier, clearer for students for understanding the content.
4.

The use of L1 is saving time
The interference of using L1 by the teachers can help students to use valuable class

time efficiently. For the students, teachers who teach using L1 can help them find a new word
in the target language. In relation with students’ communication, teachers’ use of L1 can help
students to use the limited time efficiently with productive or communicative activities
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(Atkinson, 1992: 351 in Miles 2004). It means that, students get the goal of learning the
target language in minimum time. It is not a matter of measuring the time only. It is about
how the teachers created the easier way to help students reach the target language in
minimum or limited time.

Another studies showed some disadvantages as the following:
1. The use of L1 becomes interference
The main disadvantages of teaching a foreign language in the first language are the
first language becomes interference. The word order of the first language sounds like a
barrier for the learner. As stated by Zacharias (2003), L1 can be seen as a barrier to English
exposure. One reason for this is the idea that the use of L1 by teachers would limit
opportunities for exposure to L2. The more teachers use L1 in class; the fewer students would
not get the English exposure.
2. The use of L1 can limit opportunities for students to learn English
Compared to a country that uses English as a second language, Indonesia are still
considered English as foreign language. English is not used in daily communication. That is
why, teachers tend to use L1 that will cause limited opportunities for students to learn
English. According to Bowen (2004) teachers’ use of L1 was a bad thing that will cause

students’ limited exposure of English. It is limited only in classroom situation that doesn’t
encourage the students to try hard to exercise their competence.
3. The use of L1 can be a failure of the maximum use English
The use of L1 by the teachers can be a failure of the maximum use English. Miles
(2004) as quoted by Atkinson (1987) explained that the use of L1 by teachers can over
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simplify differences between two languages, create laziness among students and a failure to
maximize English. When the teacher using L1 in the learning process, the students will be
accustomed to using L1 and always wait for the translations. Students will prefer to use L1 in
any situation and ignore the target language directly since the teacher uses L1 in English
learning process.
4. The use of L1 can make students become unaware of the essential use of English as
the target language
According to Fillmore (1983), the students who are used to hearing their teachers’ use
L1 will tend to ignore the target language. Automatically, when the students have been
accustomed to using L1, their awareness of the importance to use English as the target
language will decrease. Especially for the low motivated students, this situation will only
make them less and less motivated.

THE STUDY
Context
My research methodology used quantitative research to collect my data. It took place
in Mater Alma Junior High School which located in Ambarawa, Central Java Indonesia. I
used sample convenience in selecting a school. The school was chosen regarding the issue
among the permanent teachers used more L1 then use English in Mater Alma English
learning classroom. Based on that reason, I explored students’ opinions regarding teachers’
use of L1 when they are in English classroom, a place where English is supposed to be
spoken.

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Participants
The participants were 102 numbers of students in Mater Alma Junior high school
from the first grade and second grade. I used a purposive sampling in selecting the
participants.

Instrument of data collection

In an effort to answer my research question, the data collected by questionnaire. I
adapted the questionnaire from AL-NOFAIE (2010) in Novitas Royal Research and Youth
Language (2010). The questionnaire contained 15 statements. I translated it into Indonesian
version to make the participants easier to fill the questionnaires. The instrument of data
collection used was a close-ended questionnaire. However, the questionnaire had been
modified again as AL-NOFAIE tried to probe students’ and teachers’ attitude towards using
Arabic in EFL classroom.

Data Collection Procedures
Before the intended participants were kindly asked to fill in a questionnaire, a piloting
process had been conducted first. This process was very important in order to make sure that
all items in the questionnaire were already clear and understandable, otherwise a threat that
might appear was that the participants would not give the valid data because of the confusion
they had while answering the questions. The participants were also chosen purposively from
first grade to the second grade in Mater Alma Junior High School. I distributed 15
questionnaires in school’s break time as a permission given to me. The participant seemed
understand about the questionnaire that is proved none of the number was empty.
Then, when the revised questionnaires were ready, the questionnaires were then
distributed to the intended participants. I attended to Mater Alma Junior High School to give
a permission letter for collecting data there. After, I got the permission, I distributed the

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questionnaire in the first and second grade on the next day. On the next day, one of teachers
there helped and guided me into the class that I distributed the questionnaire. She is BK
(Bimbingan Konserling) teacher. I got permission to take her class time. First, I came into
first grade class with her. She introduced me in front of the class. I told them the purpose of
collecting the data. I also shared the reason I came into their school. Students got their
understanding and allow me to take their time filling the questionnaire. I started to distribute
one by one and moved around just in case there is any difficult word faced by student while
filling the questionnaire. I had gave thanks toward them before I left the class with Bk’s
teacher. After finished the first class of first grade, I moved to the second class of the first
day. The entire first grades had been done, I moved to the first class of the second grade
class. Then, I moved to the last class of second grade with BK’ teacher. The atmosphere of
each class almost same but second grade class consists excited students who really interesting
to fill the questionnaire.

Data Analysis
After I had got all the data, it analyzed using Microsoft Excel that revealed students
general opinion of using Bahasa Indonesia (L1) in English learning process in the form of
percentage or frequencies. There were specific statements about their preferences, feeling,
attitude, and motivation statements toward teachers’ use of Bahasa Indonesia whether it
brings advantages or disadvantages in English learning classroom. The questionnaires were
categorized into four themes. First themes are about student preferences toward teachers’ use
of Bahasa Indonesia. Second are about students feeling toward teachers’ use of Bahasa
Indonesia in English learning classroom. Third are about the advantages toward teachers’ use
of Bahasa Indonesia. Last are about students’ positive perceptions toward teachers’ use of
Bahasa Indonesia in English learning classroom. Then I found out what are students’
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perception toward the teachers’ use L1 (Bahasa Indonesia) in English learning classroom
based on the data that I got.

FINDINGS
In the following discussion, the analysis of students’ perceptions toward teachers’ use
of Bahasa Indonesia in English learning classroom would be discussed. The result of
questionnaire shows the following data related to students’ perceptions toward the statements
that asked in questionnaire sheets that is related to the teachers’ use of Bahasa Indonesia in
English class.

Students’ Preferences toward Teachers’ Use of Bahasa Indonesia in
English Learning Classroom
In this first discussion, the analysis was based on students’ preferences of teachers
using Bahasa Indonesia in English learning classroom. The data were shown in table 1.
Table1. Students’ Preferences toward Teachers’ Use of Bahasa Indonesia in English Learning
Classroom
No

Statement

SD
f

1.

I prefer teachers use Indonesia in

4

D

A

SA

%

f

%

f

%

f

%

3.92%

28

27.45%

63

61.77%

7

6.86%

English learning classroom.

The data in table 1 indicated that 61.77% students preferred the teachers use Bahasa
Indonesia in their English classroom. 6.86% students strongly agreed of using Bahasa
Indonesia by teacher in English class. Besides that, 27% students disagreed and 3.92%
strongly disagreed when teachers used Indonesian in English learning classroom. By looking
at the high percentages of agreement, it can be seen that students preferred teachers’ use
Bahasa Indonesia in English learning classroom.
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Students’ Feeling toward Teachers’ Use of Bahasa Indonesia in English
Learning Classroom
In this second part, the analysis was based on students’ feeling toward teachers’ use of
Bahasa Indonesia in English learning classroom.
Table 2. Students’ Feeling toward Teachers’ Use Bahasa Indonesia in English Learning
Classroom
No

Statement

SD
f

4.

I will be more comfortable when the

D
%

f

A
%

SA

f

%

f

%

1

0.98%

7

6.86%

60

58.83%

34

33.33%

5

4.90%

29

28.43%

51

50%

17

16.67%

-

-

12

11.77%

62

60.78%

28

27.45%

33

32.35%

52

50.98%

14

13.73%

3

2.94%

teacher use Indonesia in English
learning process.
5.

I am more motivated to learn English
when teachers use Indonesia in
English learning classroom.

6.

I feel more secure in expressing
intent / ideas / experiences when
teachers use Indonesian in English
learning classroom.

15.

When teachers use Indonesian, it
makes me afraid of making a mistake
in using English.

In table 2 revealed students’ feeling toward teachers’ use Indonesian in English
learning classroom. Based on table 2, 58.83% students agreed to statement number 4 that
they would be more comfortable when teachers used Indonesian. In statement number 5, 50%
students agreed they were more motivated of learning English when teachers used
Indonesian. In statement number 6, 60.78% students felt more secured when teachers used
Indonesian. Besides that, 50.98% students disagreed to the statement that teachers’ use of
Indonesian made them felt afraid of making mistake when using English.

Regarding

students’ feeling that they would be more comfortable when teachers used Indonesian has a
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consistency with statement number 6. The data showed that students created a secure feeling
in expressing intended, ideas and experienced when teachers use Indonesian.

The Advantages toward Teachers’ Use of Bahasa Indonesia in English
Learning Classroom for students
This third part of the discussion was about the advantages toward teachers’ use of
Bahasa Indonesia in English learning classroom. The result can be seen in table3.
Table3. The Advantages toward Teachers’ use of Bahasa Indonesia in English Learning
Classroom
No

2.

Statements

I have better understanding when

SD

D

f

%

f

1

0.98%

7

-

-

1

A
%

AS

f

%

f

%

6.83%

63

61.77%

31

30.39%

9

8.82%

54

52.94%

39

38.24%

0.98%

11

10.78%

69

67.65%

21

20.59%

3

2.94%

26

25.49%

45

44.12%

28

27.45%

1

0.98%

13

12.75%

55

53.92%

33

32.35%

teachers translate new words and
reading text into Indonesian.
3.

I will more understand what I have
learned or what should I do in class if
teachers also use Indonesian in English
learning class.

7.

I need an explanation of the similarities
and differences of Indonesia and
English grammar in by the teachers
using Indonesian.

8.

I master the structure / pattern of
English words properly when teachers
use Indonesian in English learning
classroom.

9.

I can maximize a valuable class time
better when teachers use Indonesia in
English learning process.

As seen in table 3, 61.77% students agreed to the statement that they have a better
understanding when teachers translating new words and reading text into Indonesian in
English learning classroom. 52.94% students also agreed in statement number three that they
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would understand more what they have learned or what should they did in class if teachers
also used Indonesian in English learning class. Statement number seven got 67.65% students
attention that they needed an explanation of the similarities and differences of Indonesia and
English grammar in by the teachers using Indonesian. It made them more proficiency in
structure or grammar points when teachers used Bahasa Indonesia. It showed in statement
number eight that 44.12% students agreed that they mastered the structure / pattern of English
words properly when teachers used Indonesian in English learning classroom. Moreover,
53.92% students agree to the statement they can maximize a valuable class time better when
teachers use Indonesian in English learning process. At this point, I saw students got the
advantages of teachers’ use of Bahasa Indonesia in English learning classroom.

Students’ Positive Perceptions toward Teachers’ Use of Bahasa Indonesia
in English Learning classroom
In this last part of discussion, the analysis was based on students’ positive
perceptions toward teachers’ use Bahasa Indonesia in English learning classroom. The data
were shown in table 4.
Table4. Students’ Positive Attitude toward Teacher’s use Bahasa Indonesia in English
Learning Classroom
No

10.

Statements

When teachers do not use Indonesian in

SD

D

A

SA

f

%

f

%

f

%

f

%

32

31.37%

53

51.96%

13

12.75%

4 3.92%

22

21.57%

41

40.20%

34

33.33%

5 4.90%

54

52.94%

34

33.33%

9

8.83%

5 4.90%

the classroom, I will reduce my
participation in the activities provided
11.

When teachers use Indonesian, it makes
me always rely on teachers to translate
everything first.

12.

When teachers use Indonesia, it makes
me underestimate the importance of
using English.

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13.

When teachers use Indonesian, I will

34

33.33%

43

42.16%

21

20.59%

4 3.92%

59

57.84%

28

27.45%

10

9.81%

5 4.90%

reduce the chance of my hearing and
using English.
14.

When teachers use Indonesian, I am not
willing to learn the English.

The data in table 4 indicated 51.96% students disagreed to statement that they reduced
their participation in the activities provided when teachers did not use Indonesian in the
classroom. 40.20% students disagreed when teachers used Indonesian, it made them always
rely on teachers to translate everything first. 52.94% students strongly disagreed to the
statement that teachers’ use Indonesian made them underestimated the importance of using
English. 42.16% students disagreed when teachers use Indonesian, they reduced the chance
of their hearing and using English. 57.84% students strongly disagreed that they were not
willing to learn the English when teachers use Indonesian. At this point, I saw students
brought a positive view that they did not reduce their participant, rely on teachers, and
underestimate English learning and willing to learn English even though teachers used
Indonesian in their teaching process.

DISSCUSSION
The result of the questionnaires showed positive perceptions from students in Mater
Alma Junior High Scholl of their teachers use Bahasa Indonesia in their English class. As the
data, showed that most of the students preferred teachers use Bahasa Indonesia rather than
teacher use full of English. Students’ positive feeling and positive perceptions are the results
of their experiences toward teachers’ use of Bahasa Indonesia in English learning classroom.
In these following discussions, the data will be explained further.

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As English learner, students experienced some different feeling and perceptions
toward teachers’ use of Bahasa Indonesia in English learning classroom. They got their
understanding when teachers used Bahasa Indonesia. It showed that 61.77% students
preferred teachers use Bahasa Indonesia in English learning classroom. When teachers used
Bahasa Indonesia in their teaching process, students tended to be more comfortable. They felt
more secure in expressing intent or ideas while teachers using Bahasa Indonesia in English
class. It showed that Bahasa Indonesia becomes their learners’ shelter when teachers’ used it
in English learning classroom. This finding supports the belief that L1 can be metaphorically
described as “a shelter” (p.7) that is using L1 by teachers in teaching English learning process
will create a less threatening atmosphere (Zacharias, 2003).
Meyer (2000) also added that language anxiety comes when the students have
communication anxiety. Teachers’ use of Bahasa Indonesia is comforting the language
anxiety around the students. It helps students to express the ideas and participate in the
English class using English with great confidence. It can be seen that most of the students are
more motivated when teachers used Bahasa Indonesia. They also were not afraid of making
mistake when using English. In this case, students experienced teachers’ use of Bahasa
Indonesia created a better teaching learning environment.
Students got more assistance when teachers use Bahasa Indonesia in English learning
process that made them understand. They belief that Bahasa Indonesia could be a tool that
have a better understanding in translating new word and reading text of their comprehension.
In addition, students’ translation in L1 can assist in the comprehension and memorization of
L2 vocabulary (Swain and Lapkin, 2000. Sulistyowati (2006) explained about Grammar
Translation Method (GMT) that GMT as a standard methodology theorizes that students
acquire a foreign language by learning and explained grammar rules as the basis drills of
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exercises in translating from the target language to the L1. Moreover, 53.92% students could
maximize a valuable class time better when teachers used Bahasa Indonesia in English
learning process. It is saving time to understand English when teachers use Bahasa Indonesia
in English learning classroom. It would make the class more valuable and save the time of
learning English. In relation with students’ communication, teachers’ use of Bahasa
Indonesia can help students to use the limited time efficiently with productive or
communicative activities (Atkinson, 1992: 351 in Miles 2004). It means that, students get the
goal of learning the target language in minimum time toward teachers’ use of Bahasa
Indonesia.
As it is written in the literature, Storch and Wigglesworth (2003) determined the
positive perception toward the use of L1 by teachers of students in completing the tasks in L2
setting. Students’ positive view can be seen as the data showed that the student would not
reduce their participation in the activities provided.

They also not rely on teachers to

translate it everything first when teachers used Bahasa Indonesia. Besides, they were not
underestimating the importance of using English instead of just saw Bahasa Indonesia as a
tool for making them understandable in English learning process. Moreover, their willingness
to learn English did not disappear as teachers used Bahasa Indonesia in English learning
process. 42.19% students also showed some agreement that they were not reduce the chance
of their hearing and using English in English class. These students’ positive views proved
that they also need teachers’ use of Bahasa Indonesia to comprehend the English well. At this
point, students seem tolerate of teachers’ use Bahasa Indonesia which has a positive goal for
making them understandable in English learning process.

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CONCLUSION
Based on the finding of this research study, it can be learned that teachers’ use of
Bahasa Indonesia brought positive perceptions toward students. Students felt more
comfortable, motivated and secured in expressing intent/ideas/experiences when teachers
used Bahasa Indonesia in English learning classroom. Bahasa Indonesia that used by their
teachers also didn’t make them afraid of making a mistake in using English. In other words,
students got advantages when teachers used Bahasa Indonesia in teaching English classroom.
They had a better understanding on grammar points, mastered the translation technique of
new word and maximized a valuable class time better toward teachers ’ use of Bahasa
Indonesia. As the aims of this study was to give deeper insight into students’ opinions toward
the use of Bahasa Indonesia by teachers, this finding would help teachers had a deeper insight
on students’ preferences and their justification on teachers’ used Bahasa Indonesia in English
learning classroom.
In conclusion, students show a positive perception toward teachers’ use of Bahasa
Indonesia. There were a lot of positive views that determined students strongly agreed of
teachers’ use of Bahasa Indonesia. The finding also determined students strongly belief that
teachers used Bahasa Indonesia to facilitate English language learning and enhance students
language proficiency. But as students who have to get the maximum use of English, they
should not ignore the importance of English. By having the right language used by teacher in
English learning process, students wouldl get the quality of the maximum use of English by
teacher very well. It also wwould have a better insight that Bahasa Indonesia should be
avoided or not in developing students skills in English learning classroom.
Looking at those positive perceptions toward teachers’ use of Bahasa Indonesia, an
awareness of making students’ proficiency in English needs to be raised, especially for Junior
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high school that most of the students seemed already understand teachers’ goal or what they
teachers taught toward them. But, teachers also have to consider about the portions of their
L1 in English learning process. So, students would achieve the English proficiency well
without losing the essences of using English.
This study involved only 102 students from the first grade and second grade of Mater
Alma Junior School. It also only focused on one context about teachers’ use Bahasa
Indonesia in English class that I found in Mater Alma Junior High School. We could not
judge all of the students in Junior high school would have the same opinion because each
student with different context would bring different finding also. However, the study revealed
students’ perceptions toward teachers’ use of Bahasa Indonesia that brought positive
perceptions for most of students in Mater Alma Junior High School. Suggestion for further
research, the study could also be conducted by different style of instrument of data collection
such as interview and using class observation to make the data stronger instead of just using
one instrument data collections.

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ACKNOWLEDGEMENT
Firstly, I owe my deepest gratitude to ALLAH S.W.T who has accompanied me along
the way to finish this thesis and made all things are possible.
I would like to express my sincere gratitude to my supervisor and thesis examiner
Anita Kurniawati H., M. Hum and Prof. DR. Gusti Astika, M.A.

for their valuable

assistance, support and guidance. Especially for my supervisor who has supported me along
this way and kept believing that I could give the best I had in my thesis.
Deepest thanks to my mom, Sri Harini and Dad, Rio Rianto, S.E. M.M, thank you for
your kindness, guidance and supported. For my beloved younger brother and sister, Anggia
and Aziz, thank your supports through the duration of my study. My dearest-lovable partner,
Dhofa Oky Aji, you are the reason I keep on fighting. Thank you for waiting this long. Your
support, suggestion and prayer made me become a better person right now.
I would also want to say thanks for all ED friends, sixers & seveners students.
Especially for Marthisa, thank you so much for your time for helping me through this final
thesis. Your contribution such a big effects for me of making this thesis done in time. Thank
you for accompanying me from the beginning till the end. Love you my best friend.

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APPENDIX
KUESIONER
Penggunaan Bahasa Indonesia oleh Guru dalam Belajar Bahasa Inggris

Kepada siswa-siswi yang terhormat,
Nama saya Rike Rizkia Permatasari. Saat ini saya sedang dalam proses
menuntaskan pendidikan saya di Fakultas Bahasa dan Sastra di Universitas Kristen Satya
Wacana. Kuesioner ini dibuat dengan tujuan untuk membantu penelitian skripsi saya
tentang pendapat siswa-siswi SMP terhadap penggunaan Bahasa Indonesia oleh Guru
dalam belajar bahasa Inggris dikelas. Saya akan sangat berterima kasih sekali jika siswasiswi mau mengisi data kuesioner ini dimana saya pikir kuesioner ini dapat memberi
pemikiran lebih lanjut terhadap Guru yang menggunakan Bahasa Indonesia dalam belajar
bahasa Inggris dikelas Bahasa Inggris. Terima kasih.
Lengkapi kuisioner berikut dengan memberi tanda centang () pada kolom sesuai
dengan pendapat anda.
TS = Tidak Setuju

S = Setuju

KS = Kurang Setuju

SS = Sangat Setuju

No.
Pernyataan
TS
1.
Saya lebih menyukai Guru menggunakan Bahasa Indonesia
pada saat kelas Bahasa Inggris.
2.
Saya lebih memahami ketika Guru menerjemahkan kata-kata
baru maupun text bacaan kedalam Bahasa Indonesia.
3.
Saya akan lebih mengerti apa yang saya pelajari atau apa
yang harus saya lakukan di kelas jika Guru juga
menggunakan Bahasa Indonesia dalam penjelasannya.
4.
Saya akan lebih nyaman ketika Guru menerangkan dengan
Bahasa Indonesia.
5.
Saya lebih termotivasi belajar Bahasa Inggris pada saat Guru
menerangkan dengan menggunakan Bahasa Indonesia.
6.
Pada saat Guru menerangkan dengan menggunakan Bahasa
Indonesia, saya merasa lebih aman dalam mengutarakan
maksud/ide/pengalaman saya
7.
Saya membutuhkan penjelasan tentang persamaan dan
perbedaan tata bahasa didalam Bahasa Indonesia dan Bahasa
Inggris oleh Guru dengan menggunakan Bahasa Indonesia
8.
Dengan Guru menerangkan menggunakan bahasa Indonesia,
saya lebih menguasai struktur/pola kata Bahasa Inggris
dengan baik.
9.
Dengan Guru menerangkan menggunakan bahasa Indonesia,
saya dapat memaksimalkan waktu belajar dikelas dengan
lebih baik.

KS

S

SS

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10.

11.

12.

13.

14.

15.

Pada saat Guru tidak menggunakan Bahasa Indonesia dalam
kelas, saya akan mengurangi partisipasi saya dalam aktivitas
yang disediakan.
Kebiasaan Guru menggunakan Bahasa Indonesia menjadikan
saya selalu bergantung pada Guru untuk menerjemahkan
segala sesuatu terlebih dahulu.
Kebiasaan Guru menerangkan dengan menggunakan Bahasa
Indonesia, membuat saya menyepelekan arti penting
menggunakan bahasa Inggris.
Guru menerangkan dengan menggunakan Bahasa Indonesia,
akan mengurangi kesempatan saya dalam mendengar dan
menggunakan Bahasa Inggris.
Guru menerangkan dengan menggunakan Bahasa Indonesia,
membuat saya tidak berkeinginan untuk mempelajari Bahasa
Inggris lebih dalam.
Kebiasaan menggunakan Bahasa Indonesia yang dilakukan
oleh Guru, membuat saya takut melakukan kesalahan dalam
menggunakan Bahasa Inggris.

Nama : _______________________
Kelas : _______________________
Umur : _______________________
Mulai belajar Bahasa Inggris dikelas berapa : _______________________

Jika data yang didapat masih dirasa kurang, bersediakah anda meluangkan waktu untuk dapat
saya interview lebih jauh tentang topik seperti diatas? (Ya / Tidak)
Jika bersedia, nomer handphone yang bisa dihubungi ____________________

Thank You ^_^

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