First Language (L1) Use in the EFL Classroom: Perceptions of Students and Teachers (original) (raw)
Related papers
Indonesian EFL students’ voice on the first language usage in classroom
EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English
The first language (L1) usage is still found during the English lesson, specifically in non-native English countries. This may be a debatable issue among experts. Hence, investigation on students’ perception is helpful in this study. It will give an insight into students’ preferences for learning the language. The previous studies related to this topic were mainly focused on senior high school and undergraduate students as the subject. Therefore, this present study proposed to explore the perception of junior high school students. In conducting this study, the researcher applied a quantitative survey design. There were 29 questions in three sections that were distributed to investigate: (1) the language used in the EFL classroom, (2) students’ attitudes as well as (3) students’ well-being during the English foreign language lesson. The participants were 101 students of SMP Shalahuddin Malang. The findings revealed that students have positive responses towards the use of Indonesian l...
IJEE (Indonesian Journal of English Education), 2016
The purposes of this research were to investigate learners’ perception in teaching English using Bahasa and English, learners’ preference for language use as the medium of instruction, and the subjects that can be taught by using Bahasa. The participants were 57 EFL learners in the fourth semester at a university in Jambi Province, Indonesia. This research was designed in mix method by distributing a questionnaire and conducting a Focus Group Discussion (FGD) as the data collection techniques. The findings showed that the students were excited to have English as the medium of instruction in their classroom. However, they also welcome the L1 (Bahasa Indonesia). In addition, the learners preferred to have English as the medium of instruction in their English classroom. In view of this, the use of both their L1 and L2 should be balanced. Moreover, concerning the subjects taught, the learners need the use of English especially in the Listening and Speaking classrooms. ABSTRAK Penelitian...
AN ANALYSIS OF ENGLISH TEACHER'S L1 USE IN EFL CLASSROOM
The objectives of this research are to find out (1) the occasions in which the teachers use L1 during teaching learning activites. (2) the factors that influence the teachers' L1 use in teaching English and (3) students' perceptions towards teachers' L1 use in teaching English at MtsN 2 Biringkanaya. This research employed qualitative research design.. The participants were 2 English teachers teaching in class IX and 60 students of class IX at MTsN 2 Biringkanaya Makassar. The formers were selected by administering preliminary study on 1 st August 2016 whereas the latters were chosen through cluster random sampling. The data were collected by using audio recordings, interviews, observational checklists, and open ended questionnaires. The audio recordings were used to gain the information on occasions which the teachers use L1 while interviews were occupied to obtain information about the factors that influence the teachers using L1. Furthermore, open ended questionnaires were utilized to examine students' perceptions towards teachers L1 use and observational checklists were supporting instruments on audio recordings. The result of the current research suggested that there are 8 occasions in which the teachers use Bahasa Indonesia as L1 in the classroom. They include the occasions when teachers give an advice, check students' understanding, explain grammar points, give classroom instructions, make jokes, give motivation, give a suggestion, give new vocabularies. Furthermore, lack of vocabulary and the complexity of materials are the main factors that influence teachers to use Bahasa Indonesia in the classroom. Lastly, most of the students feel comfortable and convenient on teachers using Bahasa Indonesia. They expect teachers to combine both English and Bahasa Indonesia in order to understand the material easily and encourage them to use English in the classroom.
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature
Since its independence, the Indonesian government has recognized English as one of the most important international languages for communication. As a result, the government has suggested that English become a mandatory subject in Junior High School. According to Nurkamto (2003), English is taught and utilized as a foreign language in Indonesia (FL). Bahasa Indonesia is our native or first language (L1). As a result, the teachers' perceptions of using L1 in the classroom are more appealing to discuss. The qualitative case study approach was employed in this study to evaluate teachers' perceptions about the use of LI in the EFL classroom. The researcher employed interviews to collect data for this study. The interview was conducted once in order to obtain information on the teachers' perceptions about the use of L1 in the EFL classroom. Because they had been teaching for several years, the researcher selected three English teachers from SMP NEGERI 3 Muncar to participate i...
Exploring Teachers' Use of First Language (L1) in EFL Classroom
Retorika, 2020
Teachers are always seen as the role model of the classroom. Students tend to imitate what the teachers speak and do, including in English classroom. It has been popular that in English classroom teachers impose the students to use English (L2) only. However, the practice showed that teachers still use L1 in their teaching. Regarding that fact, this study aims to investigate how teachers use first language (L1) in English classroom. The study involves experienced teachers from two private schools in Bekasi, a junior high school and a senior high school. Observations, video and audio recording, and interview were conducted to collect the data. From the data, it is obtained the teacher talk (TT) where the teachers mostly used English. Although the teachers used English and encouraged students to use English, it turned out that in some situation L1 is unavoidable. The teachers used L1 during the class learning. This teachers' L1 was then analyzed from the perspective of initiation, response, feedback (IRF) exchange. The result shows that teachers performed typical acts and functions in the class interaction. Moreover, teachers' L1 was not necessarily showing incompetence or reluctance to use L2. Rather, L1 use performed functions in the classroom that it helped teachers build students' knowledge and manage the class more efficiently.
EFL Pre-Service Teachers' Perception of Language Use for Medium of Instruction in English Classroom
Proceedings of the Ninth International Conference on Applied Linguistics (CONAPLIN 9), 2017
The purpose of this research was to investigate the learners' perception toward teaching English using Bahasa or English in the classroom, learners' preference for language use as the medium of instruction in English classroom, what subjects that can be taught by using Bahasa. The participants were EFL pre-service teachers in the fourth semester at one university in Jambi Province, Sumatra, Indonesia. This research used purposive sampling with 57 participants. This research was mix methods by employing the questionnaire and focus group discussion (FGD) as the instruments. The data from the questionnaire were analyzed by using SPSS program while FGD's data were transcribed to collect the answer to support the statement from the questionnaire.The findings showed that preservice teachers were exciting to have English as the medium of instruction in their classroom. However, they also welcome their L1 (Bahasa Indonesia). In addition, they preferred having English to having Bahasa as the medium of instruction in their English classroom. Thus, the use of both their L1 and L2 should be balanced. Moreover, regarding what subjects that pre-service teachers need the use of English only in the classroom, they nominated Listening and Speaking subjects.
The Role of First Language in Efl Classroom
Jurnal Ilmiah Didaktika, 2013
This paper gives an overview of some of basic arguments of the use of L1 in L2 classroom, either against or in favor of it, and will particularly review the use of L1 in classroom of EFL adult learners in Indonesia. Despite to opponent arguments of L1 use, there are a number of proponent arguments from ESL/EFL professionals of its use. They argue that L1 use is beneficial for both teacher and student if it isused appropriately at appropriate times. The use of L1 in classroom is particularly helpful for teacher when helping engender security, conveying meaning of words, checking for comprehension, and or explaining grammatical rules.
The Use of First Language (L1) in EFL Classrooms: Teachers’ Practices and Perspectives
International Journal of Education, 2021
Teaching English in the context of foreign language needs vigorous efforts and strong commitment, especially for non-native English-speaking teachers to maintain professionalism and to achieve the success of learning language. Generally, it is believed that a teacher should be a language model for the learners by providing a great deal of input in the target language and applying the L2 only policy. However, some teachers finally decide to use their first language (L1) or mix it with the target language (L2) while teaching. This qualitative study investigated the frequencies, functions, and teachers’ perceptions of their L1 use in EFL classes. Twenty English teachers from lower secondary schools in Jakarta, Indonesia were asked to participate. The data were collected through classroom observations, in-depth interviews, and focus group discussions. The finding obtained that the frequency of the L1 was seemingly noticeable but not overused. Moreover, teachers used first language mostl...
Teacher and Students’ Perceptions Towardthe Use of Students’ L1 in Efl Classroom
2018
This research reports the use of Indonesian language as mother tongue (L1) in an EFL classroom of junior high school setting. The aims are to investigate the realization use of L1 and to examine the teacher and students' perceptions of it. The research employs a case study method and describes it qualitatively. The data are gained through triangulation instruments: classroom observation, students' questionnaire, and teacher and students' interview. 32 students and one teacher are involved as the participants. The basic frameworks in this study depend on Auerbach (1993), Schweers (1999), and Cook (2001) framework. The finding reveals that L1 need to be used in the classroom as a facilitator, with reasonable portion. The benefits of L1 use are found, they are for repeating unclear statements, asking for translation, explaining grammar, checking for understanding, gaining attention, and making jokes. Also, the teacher and the students show positive perceptions toward the use of L1 in EFL classroom.
Students' Perception of First Language Usage in Efl Classroom: A Case of Senior High School Students
JELLT (Journal of English Language and Language Teaching)
This study investigated students' perceptions, students' attitudes, and students' main reasons for supporting first language use in the EFL classroom. A qualitative approach with a holistic-single case study design was applied, and the instruments were a Questionnaire and interview session. The participants were 22 students of grade XI from the Social Program at the MAN 1 Indramayu. The participants answered questions administered through 29 questionnaire statements and eight interview questions. The result showed that (1) the students rarely speak English during English learning in the EFL classroom, (2) The students strongly agree if the teacher uses First Language (L1) when explaining something complicated, like grammar or unfamiliar vocabulary. (3) The students' main reason that the students did not understand and still have doubts about some vocabulary. The interview result indicated that first Language (L1) is still needed in the EFL classroom.