THE ROLE OF L1 IN EFL CLASSROOM : Perspectives of Senior High School Teachers and Students (A Case Study at Two High Schools in Cimahi.

Nadya Nitiswari, 2012

The Role of L1 in EFL Classroom

TABLE OF CONTENTS

ACKNOWLEDGMENTS ... i

DECLARATION ... ii

ABSTRACT ... iii

CONTENTS ... iv

LIST OF TABLES ... viii

LIST OF APPENDICES ... ix

CHAPTER I INTRODUCTION 1.1 Background ... 1

1.2 Research Questions ... 4

1.3 Purposes of the Study ... 4

1.4 The Significance of the Study ... 4

1.5 The Scope of the Study ... 5

1.6 Organization of Thesis ... 5

CHAPTER II LITERATURE REVIEW 2.1 The Use of L1 in the EFL Classroom ... 7

2.1.1 Historical Overview of the Issue ... 7

2.1.2 Contrasting views of the use of L1 in the EFL classroom ... 9

Nadya Nitiswari, 2012

2.1.2.2 The Limitations of Monolingual Approach ... 12

2.1.2.3 The Bilingual Approach ... 13

2.1.2.4 The Functions of L1 in the EFL Classroom ... 17

2.1.2.5 The Limitations of Bilingual Approach ... 22

2.2 Previous Study ... 25

2.3 Concluding Remark ... 27

CHAPTER III RESEARCH METHODOLOGY 3.1Research Questions...29

3.2Methodology ...30

3.2.1 Research Design ...30

3.2.2 Research Site ...30

3.2.3 Participants ...31

3.2.3.1 School Profiles ...31

3.2.3.2 Teachers Profile...32

3.3Data Collection Method ...33

3.3.1 Preliminary Study ...33

3.3.2 Classroom Observation and classroom video-recording ...33

3.3.3 Teachers Interview ...34

3.3.4 Students Questionnaire ...34

Nadya Nitiswari, 2012

The Role of L1 in EFL Classroom

3.4.1 Data from Classroom Observation ...35

3.4.2 Data from Interview ...36

3.4.3 Data from Questionnaire ...37

3.4.3.1Calculating the Likert Scale ...37

3.5Validity Issues ...40

3.5.1 Triangulation ...40

3.5.2 Member Check ...41

3.6Summary of Chapter ...41

CHAPTER IV FINDINGS AND DISCUSSION 4.1 Teachers Use of Bahasa Indonesia in the Classroom... 43

4.1.1 The amount of L1 Used in EFL Classroom ... 44

4.1.2 The Context of L1 use in the EFL Classroom ... 47

4.1.2.1 Explaining Unknown Vocabulary/Translation ... 50

4.1.2.2 Giving instructions to the students... 53

4.1.2.3 Explaining grammar rules ... 55

4.1.2.4 Checking Students’ Understanding ... 58

4.1.2.5 Making Jokes in L1 ... 60

4.1.2.6 Conclusion ... 62

4.2 Discussion of Interview Data ...63

Nadya Nitiswari, 2012

4.2.2 The Ideal percentage of L1 in the classroom ... 67

4.2.3 Benefit of the use of L1 in the EFL classroom ... 69

4.2.4 Function of the L1 used in EFL classroom ... 70

4.3 Findings from the Students Questionnaire ...72

4.3.1 The Language the students want to use in their English classroom .... ... 73

4.3.2 Students perspectives on the teachers use of L1 in English classroom ... 75

4.3.3 Bahasa Indonesia helps the students in learning English ... 77

4.3.4 The Functions of the L1 used in EFL classroom ... 79

4.3.5 The benefits of using L1 perceived by the students ... 81

4.3.6 The frequency of the teachers using bahasa Indonesia in EFL Classes as perceived by the students ... 83

4.4 Summary of Chapter 4 ...84

CHAPTER V CONCLUSIONS AND RECOMMENDATIONS 5.1 Conclusions ... 86

5.2 Recommendations for further research ... 89

Nadya Nitiswari, 2012

The Role of L1 in EFL Classroom

LIST OF TABLES

Table 3.1 School Characteristics ... 32

Table 3.2 Likert-Scale statements scoring rubric ... 32

Table 3.3 Example of Statements in this research ... 38

Table 3.4 Score of percentage and its interpretation ... 39

Table 4.1 The Amount of Bahasa Indonesia (L1) and English (L2) Used by Teacher A ... 44

Table 4.2 The Amount of Bahasa Indonesia (L1) and English (L2) Used by Teacher B ... 45

Table 4.3 Teachers’ use of L1 in English classroom………48

Table 4.4 Students’ Preference for the language instruction ... 73

Table 4.5 Students’ Perspectives on the Use of L1 in EFL Classroom ... 75

Table 4.6 Bahasa Indonesia helps the students in acquire the lesson ... 77

Nadya Nitiswari, 2012

Table 4.8 The benefits of the use of L1 perceived by the students’ ... 81 Table 4.9 The Frequency of L1 used in EFL classes perceived by the students ... 83

LIST OF APPENDICES

APPENDIX A Transcription of Classroom Observation

APPENDIX B Transcription of Teachers’ Interview

CHAPTER I INTRODUCTION

This chapter sets out the background of the study, the research questions, and the purposes of the study as well as the significance and the scope of it. The clarification of the terms used and the outline for the organization of this thesis are also highlighted.

1.1 Background

The issue of the use of student’s native language in the EFL classroom has been debated for years (Erton, 2009; Brown 1994; Miles, 2004; Tang, 2002; Medgyes, 1999). Literature reflects uncertainties which surround this issue and various positions have been argued for. A number of studies have been conducted, which either support (see Atkinson, 1993; Auerbach, 1993; Macaro, 2001; Cook, 2001; Deller and Rinvolucri, 2002; Widdowson, 2003; Harbond, 1992;Bolitho, 1983) or oppose (see Duff & Polio, 1990; Ellis, 2005; Hendricson, 1991; Krashen & Terell, 1983) the use of L1 in EFL classroom. Several authors (see, Krashen & Terell, 1983; Duff & Polio, 1990; Pennycook, 1994) maintain that L1 has no essential role to play in EFL teaching and that too much L1 use might deprive learners of valuable input in the L2 (Ellis, 1984), but some of the researchers stress the value of using L1 and the positive role in EFL teaching (Auerbach 1993; Mukattash 2003; Schweers 1999; Tang, 2002).

L1 has potentially both positive and negative consequences (Carless, 2008). Carless further says that the use of L1 may support social and cognitive function. Socially, the use of L1 serves to give instruction and rules, to establish attention, and support classroom management. Moreover, cognitively, the use of L1 facilitates the students’ understanding. On the other hand, the over reliance on the L1 may undermine the interaction in English (Atkinson, 1987 and Polio, 1994).

The general assumption that has prevailed for some time is that English ought to be learnt through English only (Polio and Duff, 1994). Many ELT professionals even wonder how students can appreciate target language exchanges if they continually relying on their L1 (Bouangeune 2009). However, the arguments against the use of L1 in EFL classroom have not provided sufficient evidence for avoiding L1 (Hasan, 2010). Because of the increasing number of teaching methods and trends which supporting the use of L1 in EFL classroom, thus, the prohibition of the use of L1 in EFL classroom is breaking down and the attitude to L1 and translation in language classes has witnessed a positive change following the recognition that some learners use the L1 as a communicative strategy to learn and use the foreign language (James, 1998; Gill, 2003; and Cook, 2001)

In Indonesian context, where English is taught as a foreign language, there are a fewer chances for students to apply what they have studied outside the classroom, so the only exposure is only happened in the English classroom. As the consequences of this situation, based on the researcher’s

observation, it is common for EFL teachers to use the students’ mother tongue as a tool for conveying meaning as a means of interaction both in English language institutes and in the classroom.

A number of recent studies on the use of mother tongue in the EFL classroom indicated that appropriate and judicious L1 use in the EFL classroom can play significant role in facilitating a successful second language acquisition (Schweers, 1999; Larsen-Freeman, 2000; Nation, 2003; Tang, 2002). When used appropriately, students’ L1 can be very beneficial, and in his research Schweers (1999) encourages teachers to incorporate the native language into lessons to influence the classroom dynamic. Moreover, Atkinson (1987) suggest that starting with L1 provides a sense of security and validates the learners lived experiences, allowing them to express

themselves

In the middle of various positions and argumentations regarding the use of mother tongue in the EFL classroom, research about teachers’ and

students’ perspective on the use of L1 in EFL classroom has not been

excessively observed. Thus, the present study focuses on examining the realization of the use of Bahasa Indonesia in the EFL classroom and examining teachers’ and students perspectives on the use of Bahasa Indonesia in EFL classroom. The findings are hoped to be of great contributions to the enlightenment of the use of Bahasa Indonesia in the EFL classroom.

1.2Research Questions

In relation to the above background, this study attempted to address the following questions:

1. What is the realization of the use of L1 in the EFL Classroom?

2. What are the perspectives of the teachers and students about the use of L1 in the EFL Classroom?

1.3Purposes of the Study

Referring to the question formulated above, the investigation was intended to meet the following purposes:

1. To Explore the realization of the use of L1 in the EFL Classroom

2. To Investigate teachers and students perspectives about the use of L1 in the EFL classroom

1.4Significance of the Study

The result of this study will be of great contributions to three crucial aspects: theoretical, practical and professional aspects. Firstly, for the theoretical aspects, the results of the study are hoped to enrich the literature of second language acquisition and later to give an insight about the teacher and students perspectives about the use of L1 in the EFL classroom especially in Indonesian context which has been debated for years, because the key player of a successful education is the teacher and the students themselves.

Secondly, from the practical aspects, observing how teacher uses the L1 in the EFL classroom, the result of this study can also provide some information regarding the actual condition of the teacher use of L1 in EFL classroom and also the students and teacher language preferences in the classroom. Lastly, from professional aspects, the result of this study are expectedly beneficial for the English teachers who are directly involved in classroom teaching and learning process. The information can be used by English teachers as a basic for the improvement in the teaching and learning process in the EFL classroom in terms of students needs in order to facilitate students L2 learning, particularly by the teachers at the research site.

1.5Scope of the Study

This study, is like any other case studies, is concerned with a certain case that happens in a certain context. The study dealt with the realization of L1

use in EFL classroom and teachers and students’ perspectives of L1 use in EFL classroom.

1.6 Organization of the thesis

This thesis is divided into five chapters. Chapter one is an introductory one giving the background discussion and overview of the study. It also introduces the research questions and considers the significance of the particular research. Meanwhile the literature review to understanding perceptions and the use of Bahasa Indonesia is presented in chapter two.

Chapter three describes the research methodology and research design used in this study. In chapter four, data presentation and discussion are presented based on the research questions outlined in chapter 1. This thesis is concluded in chapter five in which it provides the conclusion of the thesis as well as recommendation for further research.

CHAPTER III

RESEARCH METHODOLOGY

This chapter will discuss the methodology that the researcher has applied in this study. 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 design which presents the method used in conducting the research and how the study is carried out. The research site and the elaboration on the participants involved in the study will be elaborated in the third section. The data collection and the instrument applied in the study will be discussed in section fourth. The last section that is the fourth section will give an overview of how the data in this study is collected, analyzed, and interpreted.

3.1 Research Question

As mentioned in Chapter One, this study aims to, firstly, investigate realizations of the use of L1 in the EFL classroom. Secondly, this study aims to find out the teachers and students perspectives of the use of L1 in the EFL classroom. Thus to meet these two purposes, two research questions are proposed:

2. What are the perspectives of the Teachers and Students about the use of L1 in the EFL Classroom?

3.2Methodology

3.2.1 Research Design

The type of the research is falls under the category of case study which is qualitative in nature. Paton (2001) as quoted in Golafshani (2003) states that qualitative research uses a naturalistic approach that seek to understand phenomena in context-specific setting such as real world setting where researcher does not attempt to manipulate the phenomenon of interest. The research also will utilize a survey approach that will be collected through questionnaire. Therefore, the focus is on describing the realization of L1 used in the EFL classroom, the teachers’ perspectives and the reason of using L1 in the EFL classroom and also the students’ attitudes toward it.

3.2.2 Research Site

The research was undertaken at two Public Senior High School in Cimahi-Jawa Barat. The first school is a regular school and the second school is RSBI School. The school was chosen for the present study due to several reasons. The first reason for choosing the school was because the researcher was the alumni of school 1 so it gave relatively easy access to do the research. Moreover, the second school was chosen because the researcher was familiar with several teachers in the school.

Another reason for choosing this school was both of the school was the familiarity of the teacher and the students. The teacher had taught the students for one semester, so she had been familiar with the students. Therefore, it was expected that there will be natural performance in the instructional process during this study (Emilia, 2005).

3.2.3 Participants

The participants of the study were two English teacher and the two classes of the eleventh grader consisting of 40 students each classroom. Grade eleven were chosen in this research, the reason for choosing eleventh grade is because they are not focusing themselves on the National Examination (UN), so the research hopefully will not disturb the preparation of the examination. The purpose of choosing one whole class is also based on the researcher’s intention to have a real picture of a classroom situation mainly in terms of number which, in Indonesian context, mostly of large class consisting 35- students. This choice is in line with Van Lier’s suggestion to have research in ongoing and regular classes (1988) that further contribute to the reliability of the study.

3.2.3.1 School Profiles

School characteristics can be seen in the table 3.1 below. Information on school and student characteristic were obtain from classroom observations done by the researcher while conducting the pilot study in the

classroom and from informal interviews with some English teachers at these schools.

Table 3.1 School Characteristics No Level of

Education

School Characteristic Number of Participants 1 Grade XI

Senior High School

RSBI (Pilot International Standard School), favorable in Cimahi, English is taught 6 hours a week. Most students in this school have generally good English, since the speaking English ability is one of the requirement to enroll the school

40

2 Grade XI Senior High

School

Regular school. English is taught 5 hours a week. From an informal interview with one of the English teachers in this school, students in this school need to be motivated to learn. Most students in this school can be can be categorized as mid achiever.

40

3.2.3.2 Teachers Profiles

Two English teachers who were involve as respondents in this study have the same level of educational background. the followings are the description of them.

Teacher A was graduated from English Education Department of a private university in Bandung. She has been teaching English at School 1 since 1984 up to present. To develop her knowledge in teaching English, she will enroll the post graduate studies on the next semester.

Teacher B was graduated from English Education Department of a state university in Bandung. She has been teaching English for 20 years, but it was her 15 year-teaching in school 2. She has participated some workshops and seminars to improve her knowledge in teaching English.

3.3 Data Collection Method

This part elaborates how the data obtained in the study. The descriptions are presented below:

3.3.1 Preliminary Study

Two pilot studies were conducted prior to the real study. Both of pilot study was conducted in a second grade of senior high school in Cilegon. In these schools, the data needed in this study were significantly found during learning activities.

3.3.2 Classroom Observation and Classroom Video-recording

Classroom observation was the first data collection techniques used in this study. A video recorder was used to collect a natural data and as clear as possible. According to Van Lier (1988), recording was not only functions as a means for description and analysis in a research, but also as an estrangement device which is needed to look at the phenomena with detachment. The

observations and recordings were conducted six times for each class from Jan 12th until Feb 13th 2011.

The field notes were also utilized to support the data gathered from audio recordings during the observation. The notes were used to assist in coding the data and to provide the researcher with information, which are not included in video recorder. In addition, the transcriptions of the classroom observation in this study are provided in Appendix A.

3.3.3 Teachers Interview

The second data collection techniques used in this study were an interview with all participating teachers in this study. The interview data in this study were used to obtain the teachers perspectivess of the use of L1 in the EFL classroom. This enabled the researcher to verify the teachers’ use of L1 in the classroom.

In this study, two English teachers from two different public schools in Cimahi were interviewed to obtain information about their perspectives in the use of Bahasa Indonesia in EFL classroom. Those teachers were selected purposively. In addition, this interview was conducted after the process of the video recording had been completed to obtain more comprehensive data on their perspectives regarding with the use of L1 in EFL classroom.

The question items of the interviews were originally designed by Al-Shidhani (2009) in his research questionnaire and developed by the

researcher to obtain more detailed information about a person’s thoughts. The interview questions cover the teacher background information, their opinions on a number of statements about the use of the L1 in the EFL classroom, and the final part focused on the teachers’ use of L in the classroom. In addition, the interview questions which were used in this study and the transcriptions of the interview is provided in Appendix B.

3.3.4 Students Questionnaire

Students’ questionnaire was the last data collection techniques used in this study. A questionnaire is relevant with this study in order to find out the participants attitudes, as supported by Fasold (1984) who mentions that methods for determining language attitudes can be either direct or indirect. Direct method requires subjects to respond to a questionnaire or interview questions that simply ask their opinion about one or another language.

The questionnaire consists 6 items and uses Bahasa Indonesia to avoid students’ misinterpretation. The questionnaire was inspired by Schweers’s research in 1999 and Emilia’s research in and then developed by the researcher to meet the research needs. In this study, the researcher administered both the opened-ended and the close-ended questionnaires.

Two from six questions were in the form of Likert scale questionnaire. The questions was designed as a structured questionnaire since it aimed at obtaining specific data which were needed to analyze the students perspectives toward the use of L1 in EFL classroom (Akdon, 2008). In

addition, the questionnaire which was used in this study is provided in Appendix C.

3.4 Data Analysis

3.4.1 Data from Classroom observation

Data from observation were used to get factual phenomenon of the teachers’ activities in the classroom dealing with the use of L1 in the EFL classroom. The data from observation result were analyzed based on the amount of the used bahasa Indonesia and the discourse context in EFL classroom. The researcher presents in the class as non-participant observer and the researcher will describe the phenomenon that she investigated descriptively and factually.

The amount of Bahasa Indonesia (L1) spoken by teachers and students were analyzed by adopting the method of quantifying proposed by Duff and Polio (1990). This method used an utterance as a basic unit. With reference to this method, each coded utterances produced by teacher were then categorized into TL refers to utterances completely in L or with one word or phrase in Bahasa Indonesia; and Mixed refers to utterances completely in Bahasa Indonesia or with one word or phrase in L2, plus utterances with an equal mixture of Bahasa Indonesia and English.

The data from Interview aimed to answer the second research question; the perspectives of teachers and students in using Bahasa Indonesia in EFL classroom. The data from interview were firstly transcribed. During the transcription stage, teacher’s names were replaced with alias names (Kvale, 1996). Secondly, the data that have been transcribed were categorized based on the themes which were related to the research questions. Thirdly, the data from the interview were subsequently presented in condensed body of information. To keep the objectivity of the study in analyzing the data, during the transcribing process the participants name were changed into alias name (Kvale, 1996). In the final step, to follow Cohen and Manion, (1994) and Kvale (1996) the transcripts were given back to the participants to make sure that it was exactly what the teachers said and meant.

3.4.3 Data from Questionnaire

The data from questionnaire aimed to answer research question number two; the students’ perspectives on the use of bahasa Indonesia in the classroom and the benefit of using bahasa Indonesia in the EFL classroom. The questionnaire consisted of 6 questions, 2 of the question were in the form of likert-scale, and 4 questions were in the form of open-ended questions. (the questionnaire can be seen in appendix C)

The data were analyzed qualitatively using thematic analysis. The data were categorized based on the central theme of the research, and then

interpreted based on the category. The following are the calculation of the Likert-scale.

3.4.3.1 Calculating the Likert Scale

To follow Ockert (2005), two answers (see appendix C) gained from the questionnaire were calculated using Likert scale; the steps were scoring, finding out the score of the answer, calculating the central tendency of the answers, and classifying the average percentage. Those steps are considered to be processed in order to make the statistical number (Ockert, 2005). The steps are pointed out as follows.

a) Scoring

Each answers were labeled with value from 1-4. Example of scoring students’ answers in the positively-framed statements is depicted below.

Table 3.2 Likert-Scale statements scoring rubric Category of

Response

Strongly Disagree

Agree Uncertain Disagree Strongly Agree

Score 1 2 3 4 5

Table 3.3 Example of Statement in this research No Pertanyaan Tidak

sama sekali

Sedikit Ragu-Ragu

Kadang-Kadang

Sangat Suka

1 2 3 4 5

gurumu menggunakan Bahasa Indonesia di kelas Bahasa Inggris?

b) Finding out the score of the answer

To find out the score of each answer (table 3.3), the frequencies of the students answer are multiplied with the value of each answer.

score for option A (strongly disagree) : 0 x 1 = 0 score for option B (disagree) : 6 x 2 = 12 score for option C (neutral) : 10 x 3 = 30 score for option D (agree) : 14 x 4 = 56 score for option E (strongly agree) : 10 x 5 = 50 +

Total 148

notes:

- the ideal score for the lowest value = 1 x 40 (students) = 40 - the ideal score for the highest value = 5 x 40 (students) = 200 c) Calculating the central tendency of the respondents

Calculating the central tendency of the respondents employs the formula as shown as:

P=

�

× 100%

P : Percentage

fo : The total value of answer

n : The ideal score of the highest value (Taken from Sudjana, 1984)

The calculation of the central tendency of the respondents as follow:

P = 148₂₀₀× 100% _{= 74%}

d) Classifying the average percentage

The final step in analyzing quantitative data gained from the questionnaire is classifying the average percentage. The classification is based on the criteria above.

Table 3.5 Score of percentage and its interpretation Score of Percentage Interpretation

00% - 20% Very Weak

21% - 40% Weak

41% - 60% Enough

61% - 80% Strong

81% - 100% Very strong

Taken from Akdon (2008)

According to Ockert (2004), the interpretations of score percentage were made to make the descriptions of the data more systematical. Moreover, the interpretation which based on score percentage was formulated in order to classify the tendency of the response.

To promote credibility, there are some techniques commonly used in a qualitative, i.e. triangulation, member check, long-term observation, peer examination, participatory or collaborative modes of research, and researcher’s biases, thick description, typically or modal category, and multisite designs (Merriam, 1998; Cresswell, 1998; see also Alwasilah, 2000)

To establish trustworthiness, the researcher implemented two techniques namely triangulation and member check. Describing the data as clear as possible was also done to check the validity of the data. The techniques of triangulation and member checking are described as follows:

3.5.1 Triangulation

Triangulation refers to the use of various methods in collecting data needed for the research (Alwasilah, 2002). By applying triangulation, the researcher takes some benefit. First, the risk of making research conclusion that is limited to certain method and data source will be reduced. Second, the validity of the research conclusion will be increased. Therefore, the researcher triangulated the data by collecting information from three data resources (i.e. observation, interview, and questionnaire) and from two different parties (i.e. teachers and students).

3.5.2 Member Check

Member check will be carried out to verify data taken from the interview and observation. Respondents have been asked to review interview

transcripts. According to Alwasilah (2002), the advantages of applying member check are: to avoid researcher’s misinterpretation toward respondents’ answer in the interview and respondents behavior in observation, to confirm respondents’ perspective toward ongoing process. Therefore, member checking was done by asking respondent who had been interviewed to check the transcripts of the interview.

3.6 Summary of Chapter 3

This chapter has discussed the detail context of the study. The discussion has covered research questions that cover two questions: What are the realizations of the L1 use in EFL classroom? and What is the students and teachers perspective on the use of L1 in the EFL classroom? It also covers the description of a case study as the design used in this study. The setting of the study were at regular school and RSBI school in Cimahi and it involved two teacher of 11th _{grade in two different school as participants. The data for} the study were collected through classroom observation, questionnaire and interview. A triangulation was applied in order to obtain consistency of the data gathered.

CHAPTER V

CONCLUSIONS 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 recommendations. This chapter is then divided into three parts. The first part concerns with the conclusions of the study, the second part deals with the limitation of the study, and the last part presents the recommendations of the study.

5.1 Conclusions

After discussing the findings from the classroom observations, interviews and questionnaires, there are some conclusions to draw.

This thesis investigated two research questions: (1) what is the realization of the use of L1 in the EFL classroom? (2) What are the perceptions of the Teachers and Students about the use of L1 in the EFL Classroom?

Regarding to the first research question concerning the realization of the use of L1 in the EFL classroom, the data showed that both of the teachers used Bahasa Indonesia in the process of teaching and learning English. Moreover,

there was a significant difference in the amount of Bahasa Indonesia used by both teachers. In average, the teacher in RSBI classroom used 5.8% of Bahasa Indonesia and 94.2% of English, while the teacher in regular classroom used 23.29% of Bahasa Indonesia and 76.71% of English. Thus, it can be concluded that both of the teachers believe that using L1 did not hinder learning, and in the same time both of the teachers did not overuse the L1 in the English classroom. The judicious use of L1 could avoid an over reliance to L1 and a failure to maximize target language. This finding supports previous studies concerning with the use of L1 in the EFL classroom similar with those conducted by Medgyes (1994), Atkinson (1987), and Tang (2002) as mentioned in Chapter Two.

Furthermore, the realization of the use of L1 in the EFL classroom can be seen from the function of L1 used in the classroom. It was found that both of English teachers used Bahasa Indonesia to explain difficult words, to manage classroom, to explain difficult concepts or grammar, to make jokes, and to give instruction. On the other hand, teacher also used Bahasa Indonesia to check

students understanding. These results had strongly shown that the use of L1 in

the classroom was beneficial in the process of teaching and learning EFL.

Regarding to the second research question, concerning with the teachers and students perspectives on the use of L1 in the EFL classroom, the findings

gained from the teachers interview revealed that both of the teachers had shown a positive perspectives on the use of the L1 in the EFL classroom. Moreover, they perceived the use of L1 in EFL classroom was helping them in teaching and acquiring the lesson. This confirms the finding of the classroom observation in which the teacher used L1 in several activities in the classroom.

In a similar vein, the result from the students questionnaire has also shown that

the students also had a positive perspective toward the use of L1 in the classroom. Moreover, most of the students stated that the use of L1 helped them to understand the lesson.

In short, the data presented in this study has shown several functions of L1 which are beneficial in the process of teaching and learning English. In addition, this study also supports the previous study conducted Atkinson (1987), Auerbach (1993) and Tang (2002) that L1 is a great source in the teaching and learning processes. As presented in the data of this study, both teachers and students agreed that a judicious use L1 is beneficial in the process of learning English, particularly in the explaining grammar rules and new vocabularies in EFL classroom.

5.2 Recommendations for further research

Based on the findings and the limitations of the study, the researcher offers the following recommendations for further research related to the main issue.

First, with regard to the students level in the classroom, it has been mentioned that teacher should consider the level of students competence. For example, teacher cannot treat immediate learners similarly to the advanced learners and vice versa in terms of teaching techniques and most important in terms of the mother tongue used. Therefore, the research of L1 use in the classrooms in the early or advance level should be conducted in order to discover the realization of the use of L1 in the EFL classroom in a different level. This way is expectedly enrich the literature of the bilingual approach in teaching English.

Second, the success of a learning process is determined by the interaction between teacher and students, and the interaction among students (Bjorklund dan Parente, 2002). Unfortunately, study regarding the students use of L1 in EFL classroom has not been much observed. Therefore, the research of students use of L1 in EFL classroom should be conducted in order to measure the quality of

students achievement and students satisfaction in gaining the knowledge from

Despite the limitations, it is hoped that this thesis will shed some light into the belief system of English teachers in Indonesia and that will stimulate a larger research project in this area so that a more comprehensible input about language use in the classroom could be gained.

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Cook, V. (1999). Going Beyond the Native Speaker in Language Teaching. TESOL Quarterly, 185-209.

Creswell, JW. (1998). Qualitative Inquiry and Research Design Choosing Among Five Traditions. Thousand Oaks, CA: Sage Publications.

Cummins, J. (2007). Rethinking monolingual instructional strategies in multilingual classrooms. Canadian Journal of Applied Linguistics, 10(2), 221-240.

Deller, S & Rinvolucri, M. (2002) Using the Mother Tongue. London: English Teaching Professional

Dewaele, J. (2011) Self-reported use and perception of the L1 and L2 among maximally proficient bi- and multilinguals: a quantitative and qualitative investigation. International Journal of the Sociology of Language 2011 (208), pp. 25-51. ISSN 0165-2516.

Dietze, A., and Dietze, H. (2007). Approaches to L1 use in the EFL classroom. The Language Teacher 31.8, August 2007, pp. 7-10.

Dujmovic, M. (2007). The use of Croatian in the EFL classroom. Metodicki Obzori 2(1),

91-100. Retrieved on June 12, 2007 from http://hrcak.srce.hr/file/19437

Ellis, E.M. (2003). Bilingualism among Teachers of English as a Second Language: A study of second language learning experience as a contributor to the professional

knowledge and beliefs of teachers of ESL to adults (Doctoral thesis, Griffith

University, 2003). 13 Jun 2011.

http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040618.172404/index.html.

Ellis, R. (2008). The study of second language acquisition. Oxford: Oxford University Press.

Emilia, E. (2005). A Critical Genre-Based Approach to Teaching Academic Writing in A Tertiary EFL Context in Indonesia. PhD Dissertation. Melbourne University Emilia, E. (2008). Menulis Tesis dan Disertasi. Bandung: Alfabeta

Emilia, E. (2010). The English Only Policy in Indonesian EFL Classroom: Is it Desirable? The New English Teacher Vol 5.1. Thailand: Assumption University Press.

Erton, I. (2009). The Tale of Two Tales: Using L1 in Teaching L2. 3 Jul 2011.

http://acikarsiv.atilim.edu.tr/browse/17

Fasold, R. (1984). The Sociolinguistics of Society. New York: Blackwell

Forman, R. (2005). Teaching EFL in Thailand: A bilingual Study. (Doctorate Thesis, Sydney University of Technology, 2005 )

Garcia,O. (2008). Different Reasons for using the L1 in the L2 classroom among teachers and students. 10 Mar 2011 http://www.lavaluniversity.ac.

Gass,S & Selinker, L. (2008). Second Language Acquisition: An Introductory Course. New York: Routledge.

Gill, S. (2003), The L1 in the L2 classroom, http://www.hltmag.co.uk/sep05/mart03.htm

Golafshani, N. (2003). Understanding Reliability and Validity in Qualitative Research. The Qualitative Report Volume 8 Number 4 December 2003 597-607

http://www.nova.edu/ssss/QR/QR8-4/golafshani.pdf

Harmer, J. (2000). The Practice of English LanguageTeaching. London: Pearson Longman Hawks, P. (2001). Making Distinctions: A Discussion of the Mother Tongue in the Foreign

Language Classroom. Hwa Kang Journal of TEFL, 7: 47-55.

Jadallah, M & Hasan, F. (2010). A Review of Some New Trends in Using L1 in the EFL Classroom. National Conference on: "Improving TEFL Methods & Practices at Palestinian Universities". Oct. 20, 2010

http://www.qou.edu/english/index.jsp?pageId=222

Jones, H. (2010). First Language Communication in the Second Language Classroom: A Valuable or Damaging Resource?. (Master thesis, Memorial University of Newfoundland, 2010)

Kher, N.(1999). Using Humor in the College Classroom to Enhance Teaching Effectiveness in "dread courses". College Student Journal, Sept 1999 v33 i3 p400

http://jan.ucc.nau.edu/~slm/AdjCI/Startclass/Humor.html

Krashen, S. (1981). Second Language Acquisition and Second Language Learning. Oxford: Pergamon.

Krashen,S. (1987). Principles and Practice in Second Language Acquisition. New Jersey: Prentice.

Korobkin, D. (1988). Humor in the classroom: Considerations and strategies. College Teaching. 36, 154-158.

Kvale, S. (1996). Interviews: An Introduction to Qualitative Research Interviewing.

Londpng: Sage www.sanpad.org.za/phase3/index.php?...kvale_...1996_...

Larsen-Freeman, D. (1986). Techniques and Principles in Language Teaching. Oxford: Oxford University Press.

Liu, J. (2008). L1 Use in L2 Vocabulary Learning: Facilitator or Barrier. 10 Mar 2011

http://www.ccsenet.org/journal.html.

Macaro, E. (2001). Analysing student teachers’ codeswitching in foreign language

classrooms: Theories and decision making. The Modern Journal. 10 Mar 2011.

www.carla.umn.edu/cgi-bin/carla/anchor.pl?/...html::macaro

Mahmoudi,L. (2011). The Use of Persian in English Teaching. Http://www. Ccsnet.org/etl Mattioli, G. (2004). On native language and intrusion making do with words. The English

Teaching Forum, 42, 20-25

Miles, R. (2004). Evaluaing the use of L1 in the English language Classroom (Master thesis, University of Birmingham, 2004). 26 Jan 2011

http://www.cels.bham.ac.uk/resources/essays/Milesdiss.pdf.

Miles, T& O'Cain, D. (2009).First Language Use in Second and Foreign Language Learning. Canada: PEFC

Millrood, R. (2010). How Native English Speakers Can Be Better English Teachers in Russia. 10 Feb 2011. http://www.main.tsu.tambov.ru

Moharan, M. (2008).The Use of Students' First Language (L1) in the Second Language (L2) Classroom.

Nation, I. S. P. (1990). Teaching and learning vocabulary. New York: Newbury House. Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge: Cambridge

University Press.

Nation, P. (2003). The role of the first language in foreign language learning. The Asian EFL Journal, 5(2). 10 Jun 2011.http://www.asian-efl-journal.

com/june_2003_PN.html

Nazary, M. (2008). The Role of L1 in L2 Acquisition: Attitudes of Iranian Univeristy Students.

Nguyen Thi, N.Q. (2006). Using Vietnamese: The assistance or interference in the teaching-learning process in English language classes. University of Danang Journan of

Science and Technology, 22. 12 Jun 2011.

http://www.kh-sdh.udn.vn/zipfiles/so22/26.quynh_da%20sua.doc.

Norman, J. (2008). Benefits and drawbacks to L1 use in the L2 classroom. In K. Bradford Watts, T. Muller, & M. Swanson (Eds.), JALT2007 Conference Proceedings. Tokyo:

JALT.

Nunan, D. and Lamb, C. (1996). The self-directed teacher. Cambridge: Cambridge University Press

Nunan, D.(2000). Language Teaching Methodology. London: Pearson Education Ltd. Ockert, D. (2005). Substantive Scale Verification: A Likert Scale Analysis an Critique of

University Student Pedagogical Activity Preferences. _{JALT Hokkaido Journal Vol. 9}

pp. 48-64 http://jalthokkaido.org/jh_journal/2005/Ockert.pdf

Pacek, D. (2003). Should EFL Give Up on Translation? Talk Given at the 11th Annual Korea TESOL International Conference, October 18th, 2003, Seoul. In Miles (2004). Evaluaing the use of L1 in the English language Classroom (Master thesis, University of Birmingham, 2004). 26 Jan 2011

http://www.cels.bham.ac.uk/resources/essays/Milesdiss.pdf.

Pachler, N & Field, K. (2001). Learning to Teach Modern Foreign Languages in the Secondary School. Routledge: London

Pennycook, A. (1994). The Cultural Politics of English as an International Language. Longman: London & New York.

Phillipson, R. (1992). Linguistic Imperialism. Oxford: Oxford University Press.

Polio, C. (1994). Comments on Elsa Roberts Auerbach’s Reexamining English Only in the

ESL Classroom . TESOL Quarterly, 28/1: 153-161. In Evaluating the use of L1 in the

English language Classroom (Master thesis, University of Birmingham, 2004). 26

Jan 2011 http://www.cels.bham.ac.uk/resources/essays/Milesdiss.pdf.

Polio, C & Duff, P. (1994). Teachers' Language Use in University Foreign Language

Classrooms: A Qualitative Analysis of English and Target Language Alternation. The Modern Language Journal, Vol. 78, No. 3 (Autumn, 1994), pp. 313-326

http://www.jstor.org/stable/330110 .

Prodromou, L. (2002). From mother tongue to other tongue. Retrieved on August 20, 2007 from

http://www.teachingenglish.org.uk/think/methodology/mothertongue.shtml

Rao, Zhenhui (2000). Effective Use of the Mother Tongue in TEFL. Teacher s Edition ,

September 2000. Retrieved on August 21

Schweers, W.Jr. (1999). Using L1 in the L2 classroom. English Teaching Forum. 10 Feb

Seng, G. H., & Hashim F. (2006). Use of L1 in L2 reading comprehension among tertiary ESL learners. Reading in a Foreign Language, 18(1).

http://nflrc.hawaii.edu/rfl/april2006/goh/goh.pdf

Sharma, K. (2006), Mother Tongue use in English Classroom, in Journal of NELTA, 11( 1-2), 80-87

Shimizu, M. (2006). Monolingual or Bilingual in The English Classroom. 3 Jul 2011

www.kyoai.ac.jp/college/ronshuu/no-06/shimizu.pdf

Song, Y. (2009). An Investigation Into L2 Teacher Beliefs about the use of L1 in China. Vol. 24, No.1. 2009

http://www.ameprc.mq.edu.au/docs/prospect_journal/volume_24_no_1/Yanan Song.pdf

Sökmen, J. A. (1997). Current trends in teaching second language vocabulary. In N. Schmitt & M. McCarthy (Eds.), Cambridge: Cambridge University Press. Springer, J. (1997). The Construction of Social Reality. New York; Simon & Scluster. Stern, H.H. (1992). Issues and options in language teaching. Oxford: Oxford University

Press.

Stevick,E.W. (1992).Teaching and Learning Languages. Cambridge. Cambridge University Press.

Syafenah, N. (2004). The Use of Malay in EFL Classroom. 10 Mar

2011.www.fp.utm.my/ePusatSumber/pdffail/.../NURSYAFENAH2004TTP.pdf Tang, J. (2002). Using L1 in the English Classroom. English Teaching Forum, 40, 1, pp.

36-44 2 Jul 2011 www.teflbootcamp.com/MorahanL2inL1class.pdf

Temple, C. (2005). All children read: Teaching for literacy in today's diverse classrooms. Boston: Allyn and Bacon.

Thompson, G. (2006). Teacher and student first language and target language use In the foreign language classroom: a qualitative and Quantitative study of language choice [Dessertation, The university of Arizona, 2006]

Turnbull, M.(2001). There is a Role for the L1 in Second and Foreign language Teaching,

But…, The Canadian Modern Language Review, 57(4), pp.531-540.

Turnbull, M., and Dailey-Ocain, J. 009 . Introduction . In M. Turnbull, and J. Dailey

-Ocain. (2009). (Eds). First Language use in second and foreign language learning. Bristol: Multilingual Matters

Vaezi,S., & Mirzaei, M. (2007). The Effect of Using Translation from L1 to L2 as A Teaching Technique on the Improvement of EFL learners' Linguistic Accuracy -- focus on form. Humnising Language Teaching. 28 Feb 2011 http://www.hltmag.co.uk

Van Lier, L. (1988). The Classroom and the Language Learner. Ethnography and Second-Language Classroom Research. Harlow: Longman

Vines, T. (1995). Learning to listen, learning to teach. San Fransisco; Jossey-Bass. Weschler, R. (1997). Uses of Japanese (L1) in the English Classroom: Introducing the

Functional-Translation Method. The Internet TESL Journal, 3(11). 12 Jun 2011.

http://iteslj.org/Articles/Weschler-UsingL1.html.

Wheatley, M J (2003) in Turning to One Another: Simple conversations that restore hope to the future, Berrett-Koeler Publishers Inc., San Francisco

Williamson, G. (2009). Mean Length of Utterances. 8 Jul 2011.

www.speech-therapy-information-and-resources.com

Zacharias, N. T. (2003). A survey of tertiary teachers’ beliefs about English Language

Teaching in Indonesia with Regard to the Role of English as A Global Language (Master Thesis, Assumption University, 2003). 12 Jun 2011. http://www.asian-efl-journal.com/thesis.php.

Creswell, JW. (1998). Qualitative Inquiry and Research Design Choosing Among Five Traditions. Thousand Oaks, CA: Sage Publications.

Cummins, J. (2007). Rethinking monolingual instructional strategies in multilingual classrooms. Canadian Journal of Applied Linguistics, 10(2), 221-240.

Deller, S & Rinvolucri, M. (2002) Using the Mother Tongue. London: English Teaching Professional

Dewaele, J. (2011) Self-reported use and perception of the L1 and L2 among maximally proficient bi- and multilinguals: a quantitative and qualitative investigation. International Journal of the Sociology of Language 2011 (208), pp. 25-51. ISSN 0165-2516.

Dietze, A., and Dietze, H. (2007). Approaches to L1 use in the EFL classroom. The Language Teacher 31.8, August 2007, pp. 7-10.

Dujmovic, M. (2007). The use of Croatian in the EFL classroom. Metodicki Obzori 2(1), 91-100. Retrieved on June 12, 2007 from http://hrcak.srce.hr/file/19437

Ellis, E.M. (2003). Bilingualism among Teachers of English as a Second Language: A study of second language learning experience as a contributor to the professional

knowledge and beliefs of teachers of ESL to adults (Doctoral thesis, Griffith University, 2003). 13 Jun 2011.

http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040618.172404/index.html.

Ellis, R. (2008). The study of second language acquisition. Oxford: Oxford University Press.

Emilia, E. (2005). A Critical Genre-Based Approach to Teaching Academic Writing in A Tertiary EFL Context in Indonesia. PhD Dissertation. Melbourne University Emilia, E. (2008). Menulis Tesis dan Disertasi. Bandung: Alfabeta

Emilia, E. (2010). The English Only Policy in Indonesian EFL Classroom: Is it Desirable? The New English Teacher Vol 5.1. Thailand: Assumption University Press.

Erton, I. (2009). The Tale of Two Tales: Using L1 in Teaching L2. 3 Jul 2011. http://acikarsiv.atilim.edu.tr/browse/17

Fasold, R. (1984). The Sociolinguistics of Society. New York: Blackwell

Forman, R. (2005). Teaching EFL in Thailand: A bilingual Study. (Doctorate Thesis, Sydney University of Technology, 2005 )

Garcia,O. (2008). Different Reasons for using the L1 in the L2 classroom among teachers and students. 10 Mar 2011 http://www.lavaluniversity.ac.

Gass,S & Selinker, L. (2008). Second Language Acquisition: An Introductory Course. New York: Routledge.

Gill, S. (2003), The L1 in the L2 classroom, http://www.hltmag.co.uk/sep05/mart03.htm Golafshani, N. (2003). Understanding Reliability and Validity in Qualitative Research. The

Qualitative Report Volume 8 Number 4 December 2003 597-607 http://www.nova.edu/ssss/QR/QR8-4/golafshani.pdf

Harmer, J. (2000). The Practice of English LanguageTeaching. London: Pearson Longman Hawks, P. (2001). Making Distinctions: A Discussion of the Mother Tongue in the Foreign

Language Classroom. Hwa Kang Journal of TEFL, 7: 47-55.

Jadallah, M & Hasan, F. (2010). A Review of Some New Trends in Using L1 in the EFL Classroom. National Conference on: "Improving TEFL Methods & Practices at Palestinian Universities". Oct. 20, 2010

http://www.qou.edu/english/index.jsp?pageId=222

Jones, H. (2010). First Language Communication in the Second Language Classroom: A Valuable or Damaging Resource?. (Master thesis, Memorial University of Newfoundland, 2010)

Kher, N.(1999). Using Humor in the College Classroom to Enhance Teaching Effectiveness in "dread courses". College Student Journal, Sept 1999 v33 i3 p400

http://jan.ucc.nau.edu/~slm/AdjCI/Startclass/Humor.html

Krashen, S. (1981). Second Language Acquisition and Second Language Learning. Oxford: Pergamon.

Krashen,S. (1987). Principles and Practice in Second Language Acquisition. New Jersey: Prentice.

Korobkin, D. (1988). Humor in the classroom: Considerations and strategies. College Teaching. 36, 154-158.

Kvale, S. (1996). Interviews: An Introduction to Qualitative Research Interviewing. Londpng: Sage www.sanpad.org.za/phase3/index.php?...kvale_...1996_...

Larsen-Freeman, D. (1986). Techniques and Principles in Language Teaching. Oxford: Oxford University Press.

Liu, J. (2008). L1 Use in L2 Vocabulary Learning: Facilitator or Barrier. 10 Mar 2011 http://www.ccsenet.org/journal.html.

Macaro, E. (2001). Analysing student teachers’ codeswitching in foreign language

classrooms: Theories and decision making. The Modern Journal. 10 Mar 2011. www.carla.umn.edu/cgi-bin/carla/anchor.pl?/...html::macaro

Mahmoudi,L. (2011). The Use of Persian in English Teaching. Http://www. Ccsnet.org/etl Mattioli, G. (2004). On native language and intrusion making do with words. The English

Teaching Forum, 42, 20-25

Miles, R. (2004). Evaluaing the use of L1 in the English language Classroom (Master thesis, University of Birmingham, 2004). 26 Jan 2011

http://www.cels.bham.ac.uk/resources/essays/Milesdiss.pdf.

Miles, T& O'Cain, D. (2009).First Language Use in Second and Foreign Language Learning. Canada: PEFC

Millrood, R. (2010). How Native English Speakers Can Be Better English Teachers in Russia. 10 Feb 2011. http://www.main.tsu.tambov.ru

Moharan, M. (2008).The Use of Students' First Language (L1) in the Second Language (L2) Classroom.

Nation, I. S. P. (1990). Teaching and learning vocabulary. New York: Newbury House. Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge: Cambridge

University Press.

Nation, P. (2003). The role of the first language in foreign language learning. The Asian EFL Journal, 5(2). 10 Jun 2011.http://www.asian-efl-journal.

com/june_2003_PN.html

Nazary, M. (2008). The Role of L1 in L2 Acquisition: Attitudes of Iranian Univeristy Students.

Nguyen Thi, N.Q. (2006). Using Vietnamese: The assistance or interference in the teaching-learning process in English language classes. University of Danang Journan of Science and Technology, 22. 12 Jun 2011.

http://www.kh-sdh.udn.vn/zipfiles/so22/26.quynh_da%20sua.doc.

Norman, J. (2008). Benefits and drawbacks to L1 use in the L2 classroom. In K. Bradford Watts, T. Muller, & M. Swanson (Eds.), JALT2007 Conference Proceedings. Tokyo:

JALT.

Nunan, D. and Lamb, C. (1996). The self-directed teacher. Cambridge: Cambridge University Press

Nunan, D.(2000). Language Teaching Methodology. London: Pearson Education Ltd. Ockert, D. (2005). Substantive Scale Verification: A Likert Scale Analysis an Critique of

University Student Pedagogical Activity Preferences. _{JALT Hokkaido Journal Vol. 9} pp. 48-64 http://jalthokkaido.org/jh_journal/2005/Ockert.pdf

Pacek, D. (2003). Should EFL Give Up on Translation? Talk Given at the 11th Annual Korea TESOL International Conference, October 18th, 2003, Seoul. In Miles (2004).

Evaluaing the use of L1 in the English language Classroom (Master thesis, University of Birmingham, 2004). 26 Jan 2011

http://www.cels.bham.ac.uk/resources/essays/Milesdiss.pdf.

Pachler, N & Field, K. (2001). Learning to Teach Modern Foreign Languages in the Secondary School. Routledge: London

Pennycook, A. (1994). The Cultural Politics of English as an International Language. Longman: London & New York.

Phillipson, R. (1992). Linguistic Imperialism. Oxford: Oxford University Press.

Polio, C. (1994). Comments on Elsa Roberts Auerbach’s Reexamining English Only in the

ESL Classroom . TESOL Quarterly, 28/1: 153-161. In Evaluating the use of L1 in the English language Classroom (Master thesis, University of Birmingham, 2004). 26 Jan 2011 http://www.cels.bham.ac.uk/resources/essays/Milesdiss.pdf.

Polio, C & Duff, P. (1994). Teachers' Language Use in University Foreign Language

Classrooms: A Qualitative Analysis of English and Target Language Alternation. The Modern Language Journal, Vol. 78, No. 3 (Autumn, 1994), pp. 313-326

http://www.jstor.org/stable/330110 .

Prodromou, L. (2002). From mother tongue to other tongue. Retrieved on August 20, 2007 from

http://www.teachingenglish.org.uk/think/methodology/mothertongue.shtml Rao, Zhenhui (2000). Effective Use of the Mother Tongue in TEFL. Teacher s Edition ,

September 2000. Retrieved on August 21

Schweers, W.Jr. (1999). Using L1 in the L2 classroom. English Teaching Forum. 10 Feb 2011 http://www.exchanges.state.gov

Seng, G. H., & Hashim F. (2006). Use of L1 in L2 reading comprehension among tertiary ESL learners. Reading in a Foreign Language, 18(1).

http://nflrc.hawaii.edu/rfl/april2006/goh/goh.pdf

Sharma, K. (2006), Mother Tongue use in English Classroom, in Journal of NELTA, 11( 1-2), 80-87

Shimizu, M. (2006). Monolingual or Bilingual in The English Classroom. 3 Jul 2011 www.kyoai.ac.jp/college/ronshuu/no-06/shimizu.pdf

Song, Y. (2009). An Investigation Into L2 Teacher Beliefs about the use of L1 in China. Vol. 24, No.1. 2009

http://www.ameprc.mq.edu.au/docs/prospect_journal/volume_24_no_1/Yanan Song.pdf

Sökmen, J. A. (1997). Current trends in teaching second language vocabulary. In N. Schmitt & M. McCarthy (Eds.), Cambridge: Cambridge University Press. Springer, J. (1997). The Construction of Social Reality. New York; Simon & Scluster. Stern, H.H. (1992). Issues and options in language teaching. Oxford: Oxford University

Press.

Stevick,E.W. (1992).Teaching and Learning Languages. Cambridge. Cambridge University Press.

Syafenah, N. (2004). The Use of Malay in EFL Classroom. 10 Mar

2011.www.fp.utm.my/ePusatSumber/pdffail/.../NURSYAFENAH2004TTP.pdf Tang, J. (2002). Using L1 in the English Classroom. English Teaching Forum, 40, 1, pp.

36-44 2 Jul 2011 www.teflbootcamp.com/MorahanL2inL1class.pdf

Temple, C. (2005). All children read: Teaching for literacy in today's diverse classrooms. Boston: Allyn and Bacon.

Thompson, G. (2006). Teacher and student first language and target language use In the foreign language classroom: a qualitative and Quantitative study of language choice [Dessertation, The university of Arizona, 2006]

Turnbull, M.(2001). There is a Role for the L1 in Second and Foreign language Teaching, But…, The Canadian Modern Language Review, 57(4), pp.531-540.

Turnbull, M., and Dailey-Ocain, J. 009 . Introduction . In M. Turnbull, and J. Dailey -Ocain. (2009). (Eds). First Language use in second and foreign language learning.

Vaezi,S., & Mirzaei, M. (2007). The Effect of Using Translation from L1 to L2 as A Teaching Technique on the Improvement of EFL learners' Linguistic Accuracy -- focus on form. Humnising Language Teaching. 28 Feb 2011 http://www.hltmag.co.uk Van Lier, L. (1988). The Classroom and the Language Learner. Ethnography and

Second-Language Classroom Research. Harlow: Longman

Vines, T. (1995). Learning to listen, learning to teach. San Fransisco; Jossey-Bass. Weschler, R. (1997). Uses of Japanese (L1) in the English Classroom: Introducing the

Functional-Translation Method. The Internet TESL Journal, 3(11). 12 Jun 2011. http://iteslj.org/Articles/Weschler-UsingL1.html.

Wheatley, M J (2003) in Turning to One Another: Simple conversations that restore hope to the future, Berrett-Koeler Publishers Inc., San Francisco

Williamson, G. (2009). Mean Length of Utterances. 8 Jul 2011. www.speech-therapy-information-and-resources.com

Zacharias, N. T. (2003). A survey of tertiary teachers’ beliefs about English Language

Teaching in Indonesia with Regard to the Role of English as A Global Language

(Master Thesis, Assumption University, 2003). 12 Jun 2011. http://www.asian-efl-journal.com/thesis.php.