students’ perceptions toward teachers’ use of bahasa...

5 | S t u d e n t s ’ P e r c e p t i o n s T o w a r d T e a c h e r s ’ U s e o f B a h a s a I n d o n e s i a i n E n g l i s h l e a r n i n g c l a s s r o o m

STUDENTS’ PERCEPTIONS TOWARD TEACHERS’ USE OF BAHASA

INDONESIA IN ENGLISH LEARNING CLASSROOM

Rike Rizkia Permatasari

Abstract

There have been pros and cons regarding the issue toward the use of first language

(L1) by teachers in English learning classroom. In this case, L1 refers to Bahasa Indonesia.

Many teachers in Indonesia still use L1 in their teaching English process. That is why the

aimed of this study is to find out students’ perceptions toward teachers’ use of Bahasa

Indonesia. In this study, quantitative data from 102 students from first and second grade of

Mater Alma Junior High School were obtained through closed-ended questionnaires. There

were 15 questions and categorized them in students' preferences, students' feeling, students'

positive perception and the advantages toward teachers’ use of Bahasa Indonesia in English

learning classroom. They were chosen as they were believed to be more aware of their

needed of language used by teachers regarding their understanding in English learning

process. The finding reveals that teachers’ use of Bahasa Indonesia brought positive

perceptions toward students. Students prefer teachers used Bahasa Indonesia in English

learning process because they have a better understanding on the material, have a secured

feeling in expressing the intent/idea/experiences and mastered grammar points without losing

the essences or feels afraid of making mistakes using English.

Key words : first language(L1), students’ perception, the advantages of teachers’ use L1

INTRODUCTION

The maximum use of English in the classroom can help the students improve English

proficiency. Krashen (1988: 44) as quoted by Kurnia (2011) claims that more exposure

means more proficiency. It means that students should get an opportunity to listen English if

they want to be skillful at using English. However, the maximum exposure in a language

classroom sometimes becomes a challenge because many teachers still use their first

language (L1). Al Sharaeai (2012) as quoted by AL-Burke (2008) found that most of the

teachers are using L1 to facilitate English language learning and enhance students’ language

proficiency. On the other hand, Swain and Lapkin (2000) declared that facilitating the L2 by


teacher using L1 is not a guarantee of student’s English proficiency. They thought that it is

impossible for low proficiency students to get English exposure by listening their teachers

using L1 in their English learning process. In situations where students have little

opportunities to meet L2 outside the classroom that considering English as Foreign language

here, maximizing the use of L2 is important. That is why, more exposure means more

proficiency.

The issue about the use of first language (L1) in English classroom has been debated

for years. By looking at the issue, the use of L1 is still necessary and unavoidable. There are

pros and cons regarding the use of L1 in English classroom. In a study, Knight (1996)

reported that the teachers who did the preparatory L1 discussion made the students did much

better on the L2 written task than other learners who did preparatory L2 discussion even

though that discussion was in the same language. According to Atkinson (1987) as quoted in

Miles (2004) there is now a belief that the use of L1 can be a positive resource for teachers,

and they should be focused on it. On the other hand, the extensive use of L1 should be

avoided by the teachers because if teachers use L1 in language teaching, it will make high

dependency toward L1 for students. Such as in translation matter, students will wait for the

teacher to translate everything in L1 first rather than make an effort to think of it at first.

Bowen (2004) stated that in language teaching classroom teacher’s use of L1 was “bad

things” in learning English. Teachers will make students get limited exposure of English. It

also will get less controlled of achieving an effective and efficient English learning process.

That is why, teachers’ use of L1 in developing students’ skills has become a major issue that

it should be avoided or not in English learning classroom.

As there is not a clear agreement among teachers yet, inconsistency toward the

language used in the classroom emerged. It also happens in Indonesian context. Some


teachers were in favor to the use of Bahasa Indonesia, whereas some others were not.

Besides, some teachers exposed the students with English only but some others do not.

Teachers who teach using Bahasa Indonesia might think that switching from English to

Bahasa Indonesia can help students absorb the lesson more easily. Teachers who use English

are focus more on students’ English proficiency by getting as much as English in their

teaching. In fact, some students have various attitudes toward this two language teaching.

Based on that issue I focus on how the students perceived the teacher use of L1 in

English learning classroom at Mater Alma Junior High School. The research question is what

are students’ perceptions toward the teachers’ use of L1 (Bahasa Indonesia) in English

learning classroom? The purpose of this study is to give deeper insight into what students’

opinion toward the use of L1 by teachers during teaching and learning process. Hopefully, the

study will help teachers to have a deeper insight on students’ preferences and justification of

using L1 by the teacher in English learning classroom. The results may also help teachers

understand in which situations their students tend to prefer to use their L1 and not English.

By understanding that, teachers will be better informed about teachers’ use of L1 should be

avoided or not in English learning classroom.

LITERATURE REVIEW

Definition of perceptions

Perception is someone thought about something that they learn to measure how their

attitude toward using something, whether they agree or not about that method or about

something that they learn (Hong, K.-S. 2003). It means that students have their own opinion

toward something that get from teaching learning process and how they react toward it. A

theory from Sidhu (2003) stated that students’ perceptions are students’ point of view toward


something that happened in learning process class and produced it with suggestion or

argument for teacher or classmate to improve their learning process. The observation process

can be so challenging and interesting experience for students’ perception that can increase

their awareness of a whole process of teaching as well as their own learning. From the

definition above, students’ perception is how students’ thought to response about what they

have done or about what they learned.

The Advantages and Disadvantages of using L1

The use of first language (L1) by the teacher has some advantages and disadvantages for

students in developing English skills. The following studies show the advantages of teachers’

first language in classroom for students:

1. The use of L1 can be used as “Learner’s shelter”

The first advantage of using L1 are that it can be used as learner’s shelter. Zacharias

(2003) declared that the students’ L1 can be metaphorically described as “a shelter” (p.7) that

is using the students’ L1 by teachers in teaching English learning process will create a less

threatening atmosphere. The use of L1 in the English classroom by the teachers creates a

better teaching-learning environment. Meyer (2000) stated that a language anxiety comes

when the students have communication anxiety. Teachers’ use of L1 is comforting the

language anxiety around the students. Besides decreasing the language anxiety, L1 also

builds self confidence for the students. The use of L1 by the teachers in English classroom

encourages students to learn English. It also helps students to understand the expression used

by the teachers, they can use the expression with great confidence.


2. The use of L1 can clarify and communicate grammar points

Storch and Wigglesworth (2003) explained that students can get benefit from

teachers’ use of L1 to clarify an unfamiliar vocabulary and communicate grammar points

especially when teacher delivered it using L1 in the teaching process. Sulistyowati (2006)

explained about Grammar Translation Method (GMT) that GTM as a standard methodology

theorizes that students acquire a foreign language by learning and explaining grammar rules

as the basis for drills of exercises in translating from the target language to the mother

tongue. They make it clear that teaching using L1 makes learners able to understand the

grammar point well by practicing and discussing the structure or pattern. Each of them will

get some information that they did not understand before.

3. The use of L1 can be a translation technique to avoid misleading

L1 here can be looked like a translation technique. Translating the contents into L1

can avoid misleadingly. The term of translation is one way to cover the misleading.

Moreover, the translation technique is the most preferable learning strategies to use in most

places. This is probably because L1 translation is usually clear, short and familiar, qualities

that are very important in effective definitions. In addition students’ translation, in L1 can

assist in the comprehension and memorization of L2 vocabulary (Swain and Lapkin, 2000).

The L1 translation makes it easier, clearer for students for understanding the content.

4. The use of L1 is saving time

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

time efficiently. For the students, teachers who teach using L1 can help them find a new word

in the target language. In relation with students’ communication, teachers’ use of L1 can help

students to use the limited time efficiently with productive or communicative activities


(Atkinson, 1992: 351 in Miles 2004). It means that, students get the goal of learning the

target language in minimum time. It is not a matter of measuring the time only. It is about

how the teachers created the easier way to help students reach the target language in

minimum or limited time.

Another studies showed some disadvantages as the following:

1. The use of L1 becomes interference

The main disadvantages of teaching a foreign language in the first language are the

first language becomes interference. The word order of the first language sounds like a

barrier for the learner. As stated by Zacharias (2003), L1 can be seen as a barrier to English

exposure. One reason for this is the idea that the use of L1 by teachers would limit

opportunities for exposure to L2. The more teachers use L1 in class; the fewer students would

not get the English exposure.

2. The use of L1 can limit opportunities for students to learn English

Compared to a country that uses English as a second language, Indonesia are still

considered English as foreign language. English is not used in daily communication. That is

why, teachers tend to use L1 that will cause limited opportunities for students to learn

English. According to Bowen (2004) teachers’ use of L1 was a bad thing that will cause

students’ limited exposure of English. It is limited only in classroom situation that doesn’t

encourage the students to try hard to exercise their competence.

3. The use of L1 can be a failure of the maximum use English

The use of L1 by the teachers can be a failure of the maximum use English. Miles

(2004) as quoted by Atkinson (1987) explained that the use of L1 by teachers can over


simplify differences between two languages, create laziness among students and a failure to

maximize English. When the teacher using L1 in the learning process, the students will be

accustomed to using L1 and always wait for the translations. Students will prefer to use L1 in

any situation and ignore the target language directly since the teacher uses L1 in English

learning process.

4. The use of L1 can make students become unaware of the essential use of English as

the target language

According to Fillmore (1983), the students who are used to hearing their teachers’ use

L1 will tend to ignore the target language. Automatically, when the students have been

accustomed to using L1, their awareness of the importance to use English as the target

language will decrease. Especially for the low motivated students, this situation will only

make them less and less motivated.

THE STUDY

Context

My research methodology used quantitative research to collect my data. It took place

in Mater Alma Junior High School which located in Ambarawa, Central Java Indonesia. I

used sample convenience in selecting a school. The school was chosen regarding the issue

among the permanent teachers used more L1 then use English in Mater Alma English

learning classroom. Based on that reason, I explored students’ opinions regarding teachers’

use of L1 when they are in English classroom, a place where English is supposed to be

spoken.


Participants

The participants were 102 numbers of students in Mater Alma Junior high school

from the first grade and second grade. I used a purposive sampling in selecting the

participants.

Instrument of data collection

In an effort to answer my research question, the data collected by questionnaire. I

adapted the questionnaire from AL-NOFAIE (2010) in Novitas Royal Research and Youth

Language (2010). The questionnaire contained 15 statements. I translated it into Indonesian

version to make the participants easier to fill the questionnaires. The instrument of data

collection used was a close-ended questionnaire. However, the questionnaire had been

modified again as AL-NOFAIE tried to probe students’ and teachers’ attitude towards using

Arabic in EFL classroom.

Data Collection Procedures

Before the intended participants were kindly asked to fill in a questionnaire, a piloting

process had been conducted first. This process was very important in order to make sure that

all items in the questionnaire were already clear and understandable, otherwise a threat that

might appear was that the participants would not give the valid data because of the confusion

they had while answering the questions. The participants were also chosen purposively from

first grade to the second grade in Mater Alma Junior High School. I distributed 15

questionnaires in school’s break time as a permission given to me. The participant seemed

understand about the questionnaire that is proved none of the number was empty.

Then, when the revised questionnaires were ready, the questionnaires were then

distributed to the intended participants. I attended to Mater Alma Junior High School to give

a permission letter for collecting data there. After, I got the permission, I distributed the


questionnaire in the first and second grade on the next day. On the next day, one of teachers

there helped and guided me into the class that I distributed the questionnaire. She is BK

(Bimbingan Konserling) teacher. I got permission to take her class time. First, I came into

first grade class with her. She introduced me in front of the class. I told them the purpose of

collecting the data. I also shared the reason I came into their school. Students got their

understanding and allow me to take their time filling the questionnaire. I started to distribute

one by one and moved around just in case there is any difficult word faced by student while

filling the questionnaire. I had gave thanks toward them before I left the class with Bk’s

teacher. After finished the first class of first grade, I moved to the second class of the first

day. The entire first grades had been done, I moved to the first class of the second grade

class. Then, I moved to the last class of second grade with BK’ teacher. The atmosphere of

each class almost same but second grade class consists excited students who really interesting

to fill the questionnaire.

Data Analysis

After I had got all the data, it analyzed using Microsoft Excel that revealed students

general opinion of using Bahasa Indonesia (L1) in English learning process in the form of

percentage or frequencies. There were specific statements about their preferences, feeling,

attitude, and motivation statements toward teachers’ use of Bahasa Indonesia whether it

brings advantages or disadvantages in English learning classroom. The questionnaires were

categorized into four themes. First themes are about student preferences toward teachers’ use

of Bahasa Indonesia. Second are about students feeling toward teachers’ use of Bahasa

Indonesia in English learning classroom. Third are about the advantages toward teachers’ use

of Bahasa Indonesia. Last are about students’ positive perceptions toward teachers’ use of

Bahasa Indonesia in English learning classroom. Then I found out what are students’


perception toward the teachers’ use L1 (Bahasa Indonesia) in English learning classroom

based on the data that I got.

FINDINGS

In the following discussion, the analysis of students’ perceptions toward teachers’ use

of Bahasa Indonesia in English learning classroom would be discussed. The result of

questionnaire shows the following data related to students’ perceptions toward the statements

that asked in questionnaire sheets that is related to the teachers’ use of Bahasa Indonesia in

English class.

Students’ Preferences toward Teachers’ Use of Bahasa Indonesia in

English Learning Classroom

In this first discussion, the analysis was based on students’ preferences of teachers

using Bahasa Indonesia in English learning classroom. The data were shown in table 1.

Table1. Students’ Preferences toward Teachers’ Use of Bahasa Indonesia in English Learning

Classroom

The data in table 1 indicated that 61.77% students preferred the teachers use Bahasa

Indonesia in their English classroom. 6.86% students strongly agreed of using Bahasa

Indonesia by teacher in English class. Besides that, 27% students disagreed and 3.92%

strongly disagreed when teachers used Indonesian in English learning classroom. By looking

at the high percentages of agreement, it can be seen that students preferred teachers’ use

Bahasa Indonesia in English learning classroom.

No Statement SD D A SA

f % f % f % f %

1. I prefer teachers use Indonesia in

English learning classroom.

4 3.92% 28 27.45% 63 61.77% 7 6.86%


Students’ Feeling toward Teachers’ Use of Bahasa Indonesia in English

Learning Classroom

In this second part, the analysis was based on students’ feeling toward teachers’ use of

Bahasa Indonesia in English learning classroom.

Table 2. Students’ Feeling toward Teachers’ Use Bahasa Indonesia in English Learning

Classroom

In table 2 revealed students’ feeling toward teachers’ use Indonesian in English

learning classroom. Based on table 2, 58.83% students agreed to statement number 4 that

they would be more comfortable when teachers used Indonesian. In statement number 5, 50%

students agreed they were more motivated of learning English when teachers used

Indonesian. In statement number 6, 60.78% students felt more secured when teachers used

Indonesian. Besides that, 50.98% students disagreed to the statement that teachers’ use of

Indonesian made them felt afraid of making mistake when using English. Regarding

students’ feeling that they would be more comfortable when teachers used Indonesian has a

No Statement SD D A SA

f % f % f % f %

4. I will be more comfortable when the

teacher use Indonesia in English

learning process.

1 0.98% 7 6.86% 60 58.83% 34 33.33%

5. I am more motivated to learn English

when teachers use Indonesia in

English learning classroom.

5 4.90% 29 28.43% 51 50% 17 16.67%

6. I feel more secure in expressing

intent / ideas / experiences when

teachers use Indonesian in English

learning classroom.

- - 12 11.77% 62 60.78% 28 27.45%

15. When teachers use Indonesian, it

makes me afraid of making a mistake

in using English.

33 32.35% 52 50.98% 14 13.73% 3 2.94%


consistency with statement number 6. The data showed that students created a secure feeling

in expressing intended, ideas and experienced when teachers use Indonesian.

The Advantages toward Teachers’ Use of Bahasa Indonesia in English

Learning Classroom for students

This third part of the discussion was about the advantages toward teachers’ use of

Bahasa Indonesia in English learning classroom. The result can be seen in table3.

Table3. The Advantages toward Teachers’ use of Bahasa Indonesia in English Learning

Classroom

As seen in table 3, 61.77% students agreed to the statement that they have a better

understanding when teachers translating new words and reading text into Indonesian in

English learning classroom. 52.94% students also agreed in statement number three that they

No Statements SD D A AS

f % f % f % f %

2. I have better understanding when

teachers translate new words and

reading text into Indonesian.

1 0.98% 7 6.83% 63 61.77% 31 30.39%

3. I will more understand what I have

learned or what should I do in class if

teachers also use Indonesian in English

learning class.

- - 9 8.82% 54 52.94% 39 38.24%

7. I need an explanation of the similarities

and differences of Indonesia and

English grammar in by the teachers

using Indonesian.

1 0.98% 11 10.78% 69 67.65% 21 20.59%

8. I master the structure / pattern of

English words properly when teachers

use Indonesian in English learning

classroom.

3 2.94% 26 25.49% 45 44.12% 28 27.45%

9. I can maximize a valuable class time

better when teachers use Indonesia in

English learning process.

1 0.98% 13 12.75% 55 53.92% 33 32.35%


would understand more what they have learned or what should they did in class if teachers

also used Indonesian in English learning class. Statement number seven got 67.65% students

attention that they needed an explanation of the similarities and differences of Indonesia and

English grammar in by the teachers using Indonesian. It made them more proficiency in

structure or grammar points when teachers used Bahasa Indonesia. It showed in statement

number eight that 44.12% students agreed that they mastered the structure / pattern of English

words properly when teachers used Indonesian in English learning classroom. Moreover,

53.92% students agree to the statement they can maximize a valuable class time better when

teachers use Indonesian in English learning process. At this point, I saw students got the

advantages of teachers’ use of Bahasa Indonesia in English learning classroom.

Students’ Positive Perceptions toward Teachers’ Use of Bahasa Indonesia

in English Learning classroom

In this last part of discussion, the analysis was based on students’ positive

perceptions toward teachers’ use Bahasa Indonesia in English learning classroom. The data

were shown in table 4.

Table4. Students’ Positive Attitude toward Teacher’s use Bahasa Indonesia in English

Learning Classroom

No Statements SD D A SA

f % f % f % f %

10. When teachers do not use Indonesian in

the classroom, I will reduce my

participation in the activities provided

32 31.37% 53 51.96% 13 12.75% 4 3.92%

11. When teachers use Indonesian, it makes

me always rely on teachers to translate

everything first.

22 21.57% 41 40.20% 34 33.33% 5 4.90%

12. When teachers use Indonesia, it makes

me underestimate the importance of

using English.

54 52.94% 34 33.33% 9 8.83% 5 4.90%


The data in table 4 indicated 51.96% students disagreed to statement that they reduced

their participation in the activities provided when teachers did not use Indonesian in the

classroom. 40.20% students disagreed when teachers used Indonesian, it made them always

rely on teachers to translate everything first. 52.94% students strongly disagreed to the

statement that teachers’ use Indonesian made them underestimated the importance of using

English. 42.16% students disagreed when teachers use Indonesian, they reduced the chance

of their hearing and using English. 57.84% students strongly disagreed that they were not

willing to learn the English when teachers use Indonesian. At this point, I saw students

brought a positive view that they did not reduce their participant, rely on teachers, and

underestimate English learning and willing to learn English even though teachers used

Indonesian in their teaching process.

DISSCUSSION

The result of the questionnaires showed positive perceptions from students in Mater

Alma Junior High Scholl of their teachers use Bahasa Indonesia in their English class. As the

data, showed that most of the students preferred teachers use Bahasa Indonesia rather than

teacher use full of English. Students’ positive feeling and positive perceptions are the results

of their experiences toward teachers’ use of Bahasa Indonesia in English learning classroom.

In these following discussions, the data will be explained further.

13. When teachers use Indonesian, I will

reduce the chance of my hearing and

using English.

34 33.33% 43 42.16% 21 20.59% 4 3.92%

14. When teachers use Indonesian, I am not

willing to learn the English.

59 57.84% 28 27.45% 10 9.81% 5 4.90%


As English learner, students experienced some different feeling and perceptions

toward teachers’ use of Bahasa Indonesia in English learning classroom. They got their

understanding when teachers used Bahasa Indonesia. It showed that 61.77% students

preferred teachers use Bahasa Indonesia in English learning classroom. When teachers used

Bahasa Indonesia in their teaching process, students tended to be more comfortable. They felt

more secure in expressing intent or ideas while teachers using Bahasa Indonesia in English

class. It showed that Bahasa Indonesia becomes their learners’ shelter when teachers’ used it

in English learning classroom. This finding supports the belief that L1 can be metaphorically

described as “a shelter” (p.7) that is using L1 by teachers in teaching English learning process

will create a less threatening atmosphere (Zacharias, 2003).

Meyer (2000) also added that language anxiety comes when the students have

communication anxiety. Teachers’ use of Bahasa Indonesia is comforting the language

anxiety around the students. It helps students to express the ideas and participate in the

English class using English with great confidence. It can be seen that most of the students are

more motivated when teachers used Bahasa Indonesia. They also were not afraid of making

mistake when using English. In this case, students experienced teachers’ use of Bahasa

Indonesia created a better teaching learning environment.

Students got more assistance when teachers use Bahasa Indonesia in English learning

process that made them understand. They belief that Bahasa Indonesia could be a tool that

have a better understanding in translating new word and reading text of their comprehension.

In addition, students’ translation in L1 can assist in the comprehension and memorization of

L2 vocabulary (Swain and Lapkin, 2000. Sulistyowati (2006) explained about Grammar

Translation Method (GMT) that GMT as a standard methodology theorizes that students

acquire a foreign language by learning and explained grammar rules as the basis drills of


exercises in translating from the target language to the L1. Moreover, 53.92% students could

maximize a valuable class time better when teachers used Bahasa Indonesia in English

learning process. It is saving time to understand English when teachers use Bahasa Indonesia

in English learning classroom. It would make the class more valuable and save the time of

learning English. In relation with students’ communication, teachers’ use of Bahasa

Indonesia can help students to use the limited time efficiently with productive or

communicative activities (Atkinson, 1992: 351 in Miles 2004). It means that, students get the

goal of learning the target language in minimum time toward teachers’ use of Bahasa

Indonesia.

As it is written in the literature, Storch and Wigglesworth (2003) determined the

positive perception toward the use of L1 by teachers of students in completing the tasks in L2

setting. Students’ positive view can be seen as the data showed that the student would not

reduce their participation in the activities provided. They also not rely on teachers to

translate it everything first when teachers used Bahasa Indonesia. Besides, they were not

underestimating the importance of using English instead of just saw Bahasa Indonesia as a

tool for making them understandable in English learning process. Moreover, their willingness

to learn English did not disappear as teachers used Bahasa Indonesia in English learning

process. 42.19% students also showed some agreement that they were not reduce the chance

of their hearing and using English in English class. These students’ positive views proved

that they also need teachers’ use of Bahasa Indonesia to comprehend the English well. At this

point, students seem tolerate of teachers’ use Bahasa Indonesia which has a positive goal for

making them understandable in English learning process.


CONCLUSION

Based on the finding of this research study, it can be learned that teachers’ use of

Bahasa Indonesia brought positive perceptions toward students. Students felt more

comfortable, motivated and secured in expressing intent/ideas/experiences when teachers

used Bahasa Indonesia in English learning classroom. Bahasa Indonesia that used by their

teachers also didn’t make them afraid of making a mistake in using English. In other words,

students got advantages when teachers used Bahasa Indonesia in teaching English classroom.

They had a better understanding on grammar points, mastered the translation technique of

new word and maximized a valuable class time better toward teachers ’ use of Bahasa

Indonesia. As the aims of this study was to give deeper insight into students’ opinions toward

the use of Bahasa Indonesia by teachers, this finding would help teachers had a deeper insight

on students’ preferences and their justification on teachers’ used Bahasa Indonesia in English

learning classroom.

In conclusion, students show a positive perception toward teachers’ use of Bahasa

Indonesia. There were a lot of positive views that determined students strongly agreed of

teachers’ use of Bahasa Indonesia. The finding also determined students strongly belief that

teachers used Bahasa Indonesia to facilitate English language learning and enhance students

language proficiency. But as students who have to get the maximum use of English, they

should not ignore the importance of English. By having the right language used by teacher in

English learning process, students wouldl get the quality of the maximum use of English by

teacher very well. It also wwould have a better insight that Bahasa Indonesia should be

avoided or not in developing students skills in English learning classroom.

Looking at those positive perceptions toward teachers’ use of Bahasa Indonesia, an

awareness of making students’ proficiency in English needs to be raised, especially for Junior


high school that most of the students seemed already understand teachers’ goal or what they

teachers taught toward them. But, teachers also have to consider about the portions of their

L1 in English learning process. So, students would achieve the English proficiency well

without losing the essences of using English.

This study involved only 102 students from the first grade and second grade of Mater

Alma Junior School. It also only focused on one context about teachers’ use Bahasa

Indonesia in English class that I found in Mater Alma Junior High School. We could not

judge all of the students in Junior high school would have the same opinion because each

student with different context would bring different finding also. However, the study revealed

students’ perceptions toward teachers’ use of Bahasa Indonesia that brought positive

perceptions for most of students in Mater Alma Junior High School. Suggestion for further

research, the study could also be conducted by different style of instrument of data collection

such as interview and using class observation to make the data stronger instead of just using

one instrument data collections.


ACKNOWLEDGEMENT

Firstly, I owe my deepest gratitude to ALLAH S.W.T who has accompanied me along

the way to finish this thesis and made all things are possible.

I would like to express my sincere gratitude to my supervisor and thesis examiner

Anita Kurniawati H., M. Hum and Prof. DR. Gusti Astika, M.A. for their valuable

assistance, support and guidance. Especially for my supervisor who has supported me along

this way and kept believing that I could give the best I had in my thesis.

Deepest thanks to my mom, Sri Harini and Dad, Rio Rianto, S.E. M.M, thank you for

your kindness, guidance and supported. For my beloved younger brother and sister, Anggia

and Aziz, thank your supports through the duration of my study. My dearest-lovable partner,

Dhofa Oky Aji, you are the reason I keep on fighting. Thank you for waiting this long. Your

support, suggestion and prayer made me become a better person right now.

I would also want to say thanks for all ED friends, sixers & seveners students.

Especially for Marthisa, thank you so much for your time for helping me through this final

thesis. Your contribution such a big effects for me of making this thesis done in time. Thank

you for accompanying me from the beginning till the end. Love you my best friend.


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APPENDIX

KUESIONER

Penggunaan Bahasa Indonesia oleh Guru dalam Belajar Bahasa Inggris

Lengkapi kuisioner berikut dengan memberi tanda centang () pada kolom sesuai

dengan pendapat anda.

TS = Tidak Setuju S = Setuju

KS = Kurang Setuju SS = Sangat Setuju

No. Pernyataan TS KS S SS

1. Saya lebih menyukai Guru menggunakan Bahasa Indonesia

pada saat kelas Bahasa Inggris.

2. Saya lebih memahami ketika Guru menerjemahkan kata-kata

baru maupun text bacaan kedalam Bahasa Indonesia.

3. Saya akan lebih mengerti apa yang saya pelajari atau apa

yang harus saya lakukan di kelas jika Guru juga

menggunakan Bahasa Indonesia dalam penjelasannya.

4. Saya akan lebih nyaman ketika Guru menerangkan dengan

Bahasa Indonesia.

5. Saya lebih termotivasi belajar Bahasa Inggris pada saat Guru

menerangkan dengan menggunakan Bahasa Indonesia.

6. Pada saat Guru menerangkan dengan menggunakan Bahasa

Indonesia, saya merasa lebih aman dalam mengutarakan

maksud/ide/pengalaman saya

7. Saya membutuhkan penjelasan tentang persamaan dan

perbedaan tata bahasa didalam Bahasa Indonesia dan Bahasa

Inggris oleh Guru dengan menggunakan Bahasa Indonesia

8. Dengan Guru menerangkan menggunakan bahasa Indonesia,

saya lebih menguasai struktur/pola kata Bahasa Inggris

dengan baik.

9. Dengan Guru menerangkan menggunakan bahasa Indonesia,

saya dapat memaksimalkan waktu belajar dikelas dengan

lebih baik.

Kepada siswa-siswi yang terhormat,

Nama saya Rike Rizkia Permatasari. Saat ini saya sedang dalam proses

menuntaskan pendidikan saya di Fakultas Bahasa dan Sastra di Universitas Kristen Satya

Wacana. Kuesioner ini dibuat dengan tujuan untuk membantu penelitian skripsi saya

tentang pendapat siswa-siswi SMP terhadap penggunaan Bahasa Indonesia oleh Guru

dalam belajar bahasa Inggris dikelas. Saya akan sangat berterima kasih sekali jika siswa-

siswi mau mengisi data kuesioner ini dimana saya pikir kuesioner ini dapat memberi

pemikiran lebih lanjut terhadap Guru yang menggunakan Bahasa Indonesia dalam belajar

bahasa Inggris dikelas Bahasa Inggris. Terima kasih.


10. Pada saat Guru tidak menggunakan Bahasa Indonesia dalam kelas, saya akan mengurangi partisipasi saya dalam aktivitas

yang disediakan.

11. Kebiasaan Guru menggunakan Bahasa Indonesia menjadikan

saya selalu bergantung pada Guru untuk menerjemahkan

segala sesuatu terlebih dahulu.

12. Kebiasaan Guru menerangkan dengan menggunakan Bahasa

Indonesia, membuat saya menyepelekan arti penting

menggunakan bahasa Inggris.

13. Guru menerangkan dengan menggunakan Bahasa Indonesia,

akan mengurangi kesempatan saya dalam mendengar dan

menggunakan Bahasa Inggris.

14. Guru menerangkan dengan menggunakan Bahasa Indonesia,

membuat saya tidak berkeinginan untuk mempelajari Bahasa

Inggris lebih dalam.

15. Kebiasaan menggunakan Bahasa Indonesia yang dilakukan

oleh Guru, membuat saya takut melakukan kesalahan dalam

menggunakan Bahasa Inggris.

Nama : _______________________

Kelas : _______________________

Umur : _______________________

Mulai belajar Bahasa Inggris dikelas berapa : _______________________

Jika data yang didapat masih dirasa kurang, bersediakah anda meluangkan waktu untuk dapat

saya interview lebih jauh tentang topik seperti diatas? (Ya / Tidak)

Jika bersedia, nomer handphone yang bisa dihubungi ____________________

Thank You ^_^

students’ perceptions toward teachers’ use of bahasa...

Documents