Students’ Perceptions on L1 Use by the Teacher in an Indonesian

EFL Classroom Context

Koni Lestari

Abstract
The goal of this study is to investigate students’ perceptions on L1 use by the teacher
in an Indonesian EFL classroom context. The debates about L1 use by teachers in EFL
classoom exist among English teaching scholars all over the world. In the case of Indonesian
EFL classroom context, junior high school students who are on the beginning level of English
proficiency are as question whether maintaining L1 by the teacher in English classroom cause
good impact or bad impact on the students’ English learning activity. Questionnaire result
from the students shows that most students are appreciated that the class are conducted in
Indonesian language. It also shows the students’ reason of being agree that the class are
conducted in Indonesian language in certain parts of learning activity.

Introduction
The first language or L1 use when teaching English as a foreign language in
classroom is a debated issue. Some scholars of English language teaching attempt to use
target language or L2 when teaching English, and some others attempt to use first language or
L1 when teaching English. There are reasons about the advantages of using L1 or L2 in EFL
classroom which make the use of L1 debatable. Littlewood, (1992:45) stated, “If the teacher
abandon the use of target language in the classroom, learners will not be convinced that the
foreign language they are learning could be an effective means of communication. It is only
through the actual usage that the students acknowledge its worth”. In other hand, Turnbull,
Miles and Jennifer Dailey-O’Cain, (2009:131) stated, “In contrast to earlier references to the
prohibition of all first language use in the foreign languaage classroom, many scholars are
now arguing that the first language can be beneficial as a cognitive tool that aids in second
language learning(Anton & DiCamilla, 1998; Blyth, 1995; Brooks & Donato, 1994; Cook,
2001; Swain&Lapkin, 2000)”. The explanations about reinforcing of the use of both L1 and
L2 have no sufficient evidence to approve which language is better to use in EFL classroom.
Based on the issue, the information about how students’ perception about L1 use is
something that could be used as a way to know how the importance of the use of L1 in EFL
teaching and learning context is. Kitjaroonchai, Tantip and Lmpadan Ritha Maidon,
(2016:16) stated, “Students themselves have developed their own opinions of L1 use, and
these perceptions seemed to be reflective of controversy surrounding the use of L1”.
Moreover, the information about students perception of L1 use is needed by teachers to
mediate teacher’s behaviors in order to support students’ achievement in learning English.

The Role of L1 Use in EFL

The use of L1 in EFL classroom has been on many discussions by many ELT

scholars. L1 has benefits related with students’ foreign language learning process. According

to Swain and Lapkin (2000:269) as quoted by Turnbull, Miles and Jennifer Dailey O’cain

(2009:6), “Judicious first language use supports second-language learning and production in

the second language. They insist that no use be made of the L1 in carrying out tasks that are

both linguistically and cognitively complex is to deny the use of an important cognitive tool”.

L1 in ELT classrooms also has beneficial roles in the form of some reasons of
why ELT teachers should use L1 in the classrooms. Cook, Vivian (2001:414-417) explains
the use of L1, as follows:

1) How teacher convey meaning

a. Teacher using L1 for convey meaning and checking meaning words or
sentences.
b. Teacher using L1 for explaining grammar
2) Teacher organizing the class
a. Teacher using L1 for organizing tasks
b. Teacher maintaining discipline through the L1
c. Teacher getting contact with individual students through the L1
d. Teacher using L1 for testing

Furthermore, Auerbuch (1993:9) as quoted by Khati, Ashok Raj (201:44) explores

about the use of L1 by teacher in EFL classroom, as follows:
1) Classroom management
2) Language analysis
3) Presenting rules that govern grammar
4) Discussing cross-cultural issues
5) Giving instruction or prompt explaining errors
6) Checking for comprehension
 The use of L1 could be beneficial if it is used judiciously with appropriate amount.

Based on the explanations of L1 role in EFL classroom, the use of L1 in EFL classroom is

believed as a useful way. According to Deller (2002:3), “The mother tongue taboo has been

with us for a long time, but fortunately now things seem to be changing. I believe that many

teachers have continued to use the mother tongue because it is both necessary and effective.”

It means that the overall doers of foreign language learning need to use L1 as complete way

in learning foreign language.

The Advantages of L1 Use in EFL Classroom

L1 use in EFL classroom is a good facilitation in supporting to establish effective
foreign language learning in the classroom. L1 use in EFL classroom establishes positive
consequence by helping students in avoiding anxiety and building confidence. By
understanding utterance spoken by teacher through using L1, students can avoid threatened
atmosphere because of ignorance and confusion while facing foreign language, so the
feelings when learning in the classroom become more relax helping them to be easier to gain
learning materials. According to Auerbach (1993), “The use of L1 had a successful effect in
lowering students’ anxiety levels and other affective barriers for students.” L1 use in EFL
classroom is also a helpful way in the form of translation technique. According to Mukattash
(2003:224) as quoted by Jadallah, Mufeed and Fuad Hasan (2010:5), “Translation can be
used as a teaching technique particularly in those areas where there is marked discrepancy
between L1 and EFL system”. Foreign language learners usually face difficulties when trying
to gain meaning in English words or to mean their L1 words into English. L1 use as familiar
and understood language gained by students while learning foreign language demands for
shorter time wasted in delivering meanings and materials to students. According to, Atkinson
(1987) as quoted by Tsukamoto, Mizuka (2011:148), “Gives time saving as one of his
principle arguments in favour of using L1 and, at the practical level, the most frequent
justification given by teachers for L1 use is that time saved by communicating in the mother
tongue can be used for more productive activities”. Based on the statements, the use of L1 in
the teaching and learning process is beneficial.
 The Disadvantages of L1 Use in EFL Classroom
Although L1 use in EFL classroom is considered as beneficial thing, there are views
which see negative effect of using L1 in EFL classroom. The contra view of L1 use in EFL
classroom believes that effective foreign language learning can be reached when EFL
learners meet the target language with high frequency, so the use of L1 in EFL teaching and
learning process threatens this view. According to Sharma (2006:80), “The more students are
exposed to English, the more quickly they will learn; as they hear and use English, they will
internalize it to begin to think in English; the only way they will learn it is if they are forced
to use it”. The use of L1 in the classroom emphasizes L1 use rather than target language use.
According to Fillmore (1983), “The students who are used to hearing their teachers’ use l1
will tend to ignore the target language”. As the students are accustomed to meet L1, they will
treat that using target language is not essential. When L1 is accustomed to use in the
classroom, certain translation activities arise. This causes students who always rely target
language production and catching meaning on L1. Cagri Tugrul Mart (2003:12), “Unless it
has been translated into their native language, teachers and students feel that the language
items will not be understood”. Based on the statements, there are certain things that are seen
as the disadvantages of using L1 in the EFL teaching and learning process.

Study of the Relevant Research

The researches about students’ perception on the use of L1 in classroom have been
conducted in many EFL countries around the world at different times. The reseaches are
conducted in order to investigate students’ point of views on the teachers’ use of L1 in EFL
classrooms.
Kitjaroonchai and Ritha Maidon Lampadan conducted a research about students’
perceptions towards the use of Thai language in English Classroom in Asia Pasific
International University in Thailand. As prepared for this purpose, it was found that most
students recognize the advantages of using L1 to explain grammatical points, to define new
lexical items and to clarify difficult concepts or ideas. They prefer classes to be conducted in
English
In their study, Napapat Tong Wichit and Acharawan Buripakdi attempt to explore
students’ perceptions in depth, from three different levels of English proficiency: the
advanced, the intermediate and the beginning group, on the use of first language (L1) in an
English classroom. The result of the study proved that the participants with three levels of
English proficiency recognized the advantage of using L1 to create a positive classroom
climate to support emotional well being, in comprehension and to enhance language
proficiency.

Research Procedures
Method of the Research
The method is used in the research is descriptive case study research method.
According to Zainal, Zaidah (2009: 137), “Descriptive studies set to describe the natural
phenomena which occur within the data in question.” In descriptive case study, the researcher
describes the data as they occur.
Data and Sources of the Data
Data
The research result is acquired from the data. The data of this research are events
happening on participants serving needed explanation through behaviour, statements or
words which are transformed into written form.

Data Sources

In this research, eighth grade students at one of junior high school in Sumedang are
the data sources. The researcher chooses ten of the students in the class. They are as the
subject of the research that have beliefs about the cases studeied in the research that can be
analyzed by the researcher.

Research Instrument
In this research, the researcher uses questionnaire technique for getting the data. By
using this technique, the researcher can collect the data by giving questionnaire to the
students.
The researcher creates multiple choice questions to investigate the students to make
the answer objective. The questionnaire in this research will consist of 9 statements. In this
research, the researcher uses close-ended questions to investigate students’ perception on L1
use by the teacher. The questionnaires are adapted from Cook (2001) and are developed by
the researcher based on the research needs. The researcher translates the questions into
Indonesian version to make the respondents easier to fill the questionnaires
 Technique of Analysing the Data

The data produced from questionnaire and interview are analyzed by appropriate
techniques of analysing the data. Miles and Huberman (1999:10) stated, “We define analysis
as consisting of three concurrent flows of activity: data reduction, data display and conclusion
drawing/verification”. It means that in qualitative research there are some activities in
analysing data

Data Reduction
The first step in analyzing the data is data reduction. Miles and Huberman (1994:10)
stated, “Data reduction refers to the process of selecting, focusing, simplifying abstracting,
and transforming the data that appear in written-up field notes or transcriptions”.

Data Display
The step after data reduction is data display. Miles and Huberman (1994:11) stated,
“Looking at display helps us to understand what is happeninng and to do something – either
analyze further or take action – based on that understanding”.

Conclusion Drawing/Verification
The last step of analyzing the data is conclusion drawing/verification. The researcher
makes conclusion and verification t the end of the research after the data have been displayed
during the research Fraenkel, Jack R. and Norman E. Wallen (2009:427) argued, “In
qualitative research, interpretations are made continuously throughout the course of a study.
... as a result, one finds the researcher’s conclusion in a qualitative study more or less
integrated with other stps in the research process”.

Place and Time of the Research

This research is conducted in April 2018 at one of the Junior High Schools in
Sumedang.

Finding And Discussion

Finding
 A questionnaire is survey of 30 students. The questionnaire describes students’
perceptions the use of L1 by the teacher while English language teaching. The data of
questionnaire show that teacher utilized the L1 is used almost half of the whole lesson. L1
still has important role in teaching a second language particularly English.

The complete description about the students’ perceptions on L1 use by teacher in an

Indonesian EFL classroom context could be analyzed and described below.
Table 1.1

The Recapitulation of Questionaire Result

N Option

o. A % di %

Qgree sagree

1 2 9 1 3

9 7

2 2 8 5 1

5 3 7

3 2 9 3 1

7 0 0

4 2 8 6 2

4 0 0

5 2 8 6 2

4 0 0

6 2 8 4 1

6 7 3

7 2 9 2 7

8 3

8 2 8 1 3
 4 0 0 3

9 2 7 8 2

2 3 7

1 2 9 1 3

0 9 7

The analysis result of data from questionnaire regarding to the first research question
which was aimed to investigate students’ perceptions toward teacher’s use L1 in EFL.
1. The use of L1 by the teacher in English classroom makes you easy to
understand new vocabularies in English. 97% very Strong
2. The use of L1 by the teacher in English classroom helps you in grammar and
structure in English. 83% Very strong
3. The use of L1 by the teacher in English classroom makes you easy to
understand the instruction given by the teacher. 90% very Strong
4. The use of L1 by the teacher in English classroom helps you to be more
comfortable in learning English. 80% very Strong
5. The use of L1 by the teacher in English classroom makes you easy in English
and to improve your self confidence. 80 % very Strong
6. The use of L1 by the teacher in English classroom makes you understand
toward the meaning of every sentence which is explained by the teacher. 87% very
Strong
7. The use of L1 by the teacher in English classroom makes you understand how
to do your homework and repare it when you do some mistakes. 93% very veryStrong
8. The use of L1 by the teacher in English classroom helps you to explain the
English material that she given. 80 % very strong
9. The use of L1 by the teacher in English classroom helps you to manage the
class to be conducive. 73% strong enough
10. The use of L1 by the teacher in English classroom helps you to offer the
assessment after the material given by the teacher. 97% very strong.

Table 4.3
 The result of data from questionnaire done by 30 students

N Material % C

o at.

1 Makes students easy to understand new vocabularies in 9 V

English 7 S

2 Helps students in grammar and structure in English 8 V

3 S

3 makes easy to understand the instruction given by the 9 V

teacher 0 S

4 helps students to be more comfortable in learning English 8 V

0 S

5 makes easy in English and to improve self confidence 8 V

0 S

6 makes understand toward the meaning which is explained 8 V

7
by the teacher S

7 makes understand how to do HW and repare it when do 9 V

3
mistakes S

8 helps to explain the English material that given by the 8 V

teacher 0 S

9 helps to manage the class to be conducive 7 S

3 E

1 helps to offer the assessment after the material given 9 V

0 7 S

Note :Cat. = category VS = Very Strong S = Strong Enough

 The researcher gets the students’ perception on teacher’s L1 use from thirty
participants of a junior high school. In item 1 twenty nine participants (40%) said that they
agree for the use of L1 by teacher to convey meaning of unfamiliar words because because
students have not known and have not undestood at all about the meanings of English
vocabularies that they learn, so by using L1 by the teacher in teaching English vocabularies,
students become know the meaning of the vocabularies. This finding supports the theory that
is stated by Cook, Vivian (2001:414-417) that, “Teacher using L1 for convey meaning and
checking meaning words or sentences”. One student (3%) does not agree with the use of first
language by the teacher to covey meaning of unfamiliar words.
In item 2, the students’ perceptions on teacher’s first language use is to explain
grammar material. In item 2, twenty five participants (83%) believe that they agree with the
teacher’s L1 use to explain grammar material because students feel that the grammar material
becomes more clear and faster to understand by them. This finding supports the theory that is
stated by Cook, Vivian (2001:414-417) that, “The main argument for using the L1 for
grammar, then, is efficiency of understanding by the students”. Five participants (17%) are
not agree about the use of first language by the teacher which is to explain grammar material.
Item 3 talks about first language use by teacher to give instruction in teaching and
learning activity. Twenty-seven participants (84%) agree that teacher use first language to
give instruction in teaching and learning activity because students think that they are seldom
to listen to English instruction, so it is easy for them to understand the instruction if it is
spoken through the L1. This finding supports the theory that is stated by Cook, Vivian
(2001:415) that, “To carry out a task, the students must understand what they have to do ‘.
Three participants (10%) state that they do not agree to the first language use by the teacher
to give instruction in teaching and learning activity.
Item 4 talks about the use of first language by the teacher to explain activities and to
ask about task. Twenty four participants (80%) say that they agree for teacher’s use of first
language which is to explain activities and to ask about task because students state that many
students have not understood English yet, so it is easier for them to understand what the
teacher explains and asks to students about activity and task. Students who agree state that
they are still learning English, so they need more adaptation with English if the teacher use
English to explain activities and to ask about task. This finding supports the theory that is
stated by Cook, Vivian (2001:415) that, “To carry out a task, the students must understand
what they have to do. Six participants (20%) do not agree about the teacher’s use of first
language which is to explain activities and to ask about task.
Item number 5 talks about the use of first language by the teacher to make students
discipline and to be willing to listen to the explanation of learning material explained by the
teacher. Twenty four students (80%) argue that they agree that the first language use by the
teacher is to make students discipline and to be willing to listen to the explanation of learning
material explained by the teacher because students who agree think that it is faster and easier
for them to understand that the teacher commands the students to be discipline to listen to the
explanation of learning material if the teacher use L1 related with many students who have
not understood order in English yet. This finding supports the theory that is stated by Cook,
Vivian (2001:415) that, “The need to maintain control over secondary school classes often
calls for the L1”. Six students (20%) state that they do not agree about the first language use
by the teacher is to make students discipline and to be willing to listen to the explanation of
learning material explained by the teacher.
In item number 6, the students’ perception on first language use by the teacher is to
manage classroom in order to be condusive classroom. Twenty six students (87%) say that
they agree if the teacher uses first language to manage classroom in order to be condusive
classroom because they think that if the teacher uses L1 students will be faster to understand
the teacher’s order, so students will be easy to be discipline. This finding supports the theory
that is stated by Cook, Vivian (2001:415) that, “The need to maintain control over secondary
school classes often calls for the L1”. Four students (13%) don’t agree with the teacher’s use
of first language to manage classroom in order to be condusive classroom.
Twenty eight students (93%) say that they agree with the teacher’s use of first
language is to give students assessment about their ability whether in comprehending learning
material or in doing task in order to make students to be more dilligent in learning if the
evaluations are spoken through the language that they understand before (L1) because using
L1 makes students more understand the teacher’s evaluation. This finding supports the theory
that is stated by Polio and Duff (1994:318) as quoted by Cook, Vivian (2001:416) that, “The
teacher may also switch to the L1 to make personal remarks to a student, for instance when a
students has a coughing fit”. Two students (7%) do not agree about the statement that teacher
use of first language is to give students assessment about their ability whether in
comprehending learning material or in doing task.
Item number 8 talks about first language use by teacher to check and to correct
homework task which answers are incorrect. Twenty four students (80%) argue that they
agree with the first language use by the teacher which is to check and to correct homework
task which answers are incorrect because students think that most of the students haven’t
understood English utterances, so by using L1 by the teacher students become more
understand about what they do related with homework task, so students could correct the
homework task which answers are not correct with clearly and easy to understand
instructions in detail. This finding supports the theory that is stated by Franklin (1990) as
quoted by Cook, Vivian (2001:416) states, “The L1 used predominantly for correction of
written homework”. Ten students (30%) answer that they do not agree about the first
language use by the teacher is to correct homework task which answers are incorrect.
Item 9 talks about teacher use of first language to give praise to students’ learning
performance when they perform learning activity well. Twenty two students (73%) say that
they agree about the teacher’s use of first language which is to give praise to students’
learning performance when they perform learning activity well because students think that L1
use by the teacher in that case makes the teacher’s praise for students becomes easy to
understand, so it makes students have more spirit to learn English. This finding supports the
theory that is stated by Cook, Vivian (2001:416) states that, “Telling students how well they
have done in their own language may make the praise more real”. Eight studentss (27%)
don’t agree about the teacher’s use of first language to give praise to students’ learning
performance when they perform learning activity well.
Item 10 talks about the teacher who gives vocabularies translation task from
Indonesian language into English and fom English into Indonesian language. Twenty nine
students (97%) say that they agree about the teacher who gives vocabularies translation task
from Indonesian language into English and fom English into Indonesian language because it
is useful to make students know the English version of vocabularies which are translated and
they also know the meanings in Indonesian language. This finding supports the theory that is
stated by Cook, Vivian (2001:416) that, “One alternative is to treat the examination as a test
of L2 use involving both languages”. One student (3%) does not agree about the teacher who
gives vocabularies translation task from Indonesian language into English and fom English
into Indonesian language.
Based on the explanation above, the answers from the students’ perception on
teacher’s L1 use in the classroom are various. The data show that students give positive
respond and respect on L1 use by the teacher in English Classroom. From 30 students, around
86% of the students give positive respond and respect on L1 use by the teacher in English
Classroom, and 24% of the students stated negative respond on the L1 use by the teacher in
English Classroom.

Conclusion and Suggestion

In the conclusion, process series and the result of this research are explained. Based
on the questions of the research, this research asks about students’ perception on teacher’s L1
use that has been explained in chapter four. In the conclusion, process series and the result of
this research are explained.
The result of this study serves information about students’ perceptions on L1 use by
the teacher, so the teacher could be more aware about the use of L1 in English teaching and
learning process in the classroom. The students show positive perception towards the use of
bahasa Indonesia by the teacher in EFL classroom. The use of L1 by the teacher is
implemented by the teacher of a Junior High School in Sumedang in certain parts of English
learning activity in the classroom.The result of this study helps teachers to know the
information about in what part/when L1 useful to use by the teacher in English learning
activity. These reasons could be recognized from the result of students’ perceptions about the
moments of the teacher in using L1. The result of students’ perceptions on the teacher’s use
of L1 in English classroom activity could be used by the teacher to make it as aid for students
in order to be able to comprehend English material in easier way by including the use of L1.
This research focuses on second grade of junior high school students’ perception on
the teacher’s L1 use in an Indonesian EFL classroom context. The writer hopes that the next
researcher can develop the research scope with various students’ character such as
investigating students’ perception on L1 use by teacher in different students’ social identity
and in different level of students’ English proficiency.

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Appendix

Nama : ……………….……………….

Pilihlah salah satu pendapat antara “setuju” atau “tidak setuju” terhadap pernyataan-
pernyataan di setiap nomor!
Beri tanda ceklis pada salah satu pilihan jika kalian setuju atau tidak setuju atas kalimat yang
ada di bawah sesuai dengan pendapat kalian sendiri!

Tidak
No. Pernyataan Setuju Alasan
Setuju
1. Saya setuju bahwa saat guru
bahasa Inggris saya berbicara
bahasa Indonesia di dalam kelas
bahasa Inggris adalah untuk
menjelaskan arti dari kosa kata
yang baru kita ketahui.

2. Saya kira, ketika guru bahasa

Inggris saya menggunakan
bahasa Indonesia pada saat
belajar bahasa inggris adalah
untuk menjelaskan materi
grammar atau tata bahasa inggris.

3. Guru bahasa inggris saya

menggunakan bahasa Indonesia
di dalam kelas bahasa Inggris
adalah untuk memberikan
perintah dalam kegiatan belajar.
4. Pada saat guru bahasa inggris
saya berbicara bahasa Indonesia
di dalam kelas bahasa Inggris
adalah untuk menjelaskan suatu
aktifitas dan menanyakan tugas
pada kami.

Tidak
No. Pernyataan Setuju Alasan
Setuju
5. Menurut saya saat guru bahasa
Inggris saya berbicara bahasa
Indonesia di dalam kelas bahasa
Inggris adalah untuk membuat
kami disiplin dan mau
mendengarka penjelasan materi

6. Guru bahasa inggris saya

berbicara bahasa Indonesia di
dalam kelas bahasa Inggris
adalah untuk memanage atau
mengatur kelas supaya kondusif.

7. Saya percaya bahwa saat guru

bahasa Inggris saya berbicara
bahasa Indonesia di dalam kelas
bahasa Inggris adalah untuk
memberikan penilaian kepada
kami mengenai kemampuan kami
baik dalam memahami materi
pelajaran yang diberikan maupun
mengerjakan tugas.
 8. Saya yakin bahwa saat guru
bahasa Inggris saya berbicara
bahasa Indonesia di dalam kelas
bahasa inggris adalah untuk
memeriksa dan memperbaiki
tugas pekerjaan rumah yang
jawabannya salah.

Tidak
No. Pernyataan Setuju Alasan
Setuju
9. Saya percaya bahwa saat guru
bahasa Inggris saya berbicara
bahasa Indonesia di dalam kelas
bahasa inggris adalah untuk
memuji performa belajar kami
ketika kami menjalani kegiatan
belajar dengan baik.

10. Guru bahasa Inggris saya

memberikan tugas
menerjemahkan kosa kata
sederhana dari bahasa Indonesia
ke bahasa Inggris dan dari bahasa
Inggris ke bahasa Indonesia.

TERIMA KASIH….!!!!