Contribution of L1 in EFL Teaching

Usadiati, Wahjuningsih

doi:10.9744/ing.v11i2.17892

Cited by 4 publications

(8 citation statements)

References 2 publications

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“…Zacharias' (2003) research showed tertiary education English teachers' account about the possible uses of MT in the process of teaching EFL, including explaining the new words meaning and grammatical points, giving instructions, checking learners' understanding and giving feedback to individual learners. Usadiati's (2009) study revealed that the use of Indonesian interchangeably with English in the explanations of concepts and rules for teaching students to write English sentences in Present Perfect Tense improved the students' achievement.…”

Section: Introductionmentioning

confidence: 91%

Use of Mother Tongue in EFL Classes of Secondary Schools In Jabodebek: Students’ and Teachers’ Perception

Pardede

2018

JET

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This study aims to investigate senior high school students and teachers’ perception of the use of Indonesian in their English classes. To achieve the objective, two sets of questionnaires were administered to gauge the perceptions of 556 students and 15 teachers of 10 senior high schools in Jabodebek (Jakarta, Bogor, Depok, and Bekasi). The findings revealed: (1) the majority of both students and teachers preferred to use Indonesian in their English classes; (2) they believed Indonesian is helpful in language skills development, language components learning, learning materials understanding and classroom interactions; (3) the students preferred the predominantly use of Indonesian, while the teachers preferred the predominantly use of English during the class hour; (4) the higher their grade, the higher amount of English the students would like to have in their English classrooms; and (5) teachers with longer teaching experience tended to expect the use of bigger proportion of Indonesian in English classrooms.

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Section: Introductionmentioning

confidence: 91%

Use of Mother Tongue in EFL Classes of Secondary Schools In Jabodebek: Students’ and Teachers’ Perception

Pardede

2018

JET

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“…However, studies investigate the use of Bahasa Indonesia in English classes, particularly in senior high school level, are still limited. Related previous studies (Julianti, Atmowardoyo & Mahmud, 2016;Resmini, 2019;Usadiati, 2009;Zacharias, 2003) were conducted in tertiary education level. Only a few studies (Anggrahini, 2019;Hasrina, Aziz & Fitriani, 2018;and Pardede, 2018) focused on senior high school students.…”

Section: Introductionmentioning

confidence: 96%

“…Studies investigating teachers' perception (Anh, 2010;Pardede, 2018) supported the judicious use of the first language in some situations in the English classes. Usadiati's (2009) study revealed that Bahasa Indonesia is used interchangeably with English for explaining concepts and rules for teaching writing English sentences to improve the students' achievement. Fist language appeared to be very advantageous in the activities of explaining complex concepts, checking learners' understanding, giving feedback to individual learners, and learning new vocabulary, especially abstract words.…”

Section: Introductionmentioning

confidence: 99%

Students� Perceptions of Teachers� Use of Bahasa Indonesia in the English Classroom

Sibarani

2019

JET

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The use of the first language in the teaching and learning process is often found in English as a foreign language (EFL) classes. In Indonesia, Bahasa Indonesia is also employed in many English classes. This might bring both advantages and disadvantages to the students. This study aimed to find out the students� perceptions toward teachers� use of Bahasa Indonesia in the English classroom. The research employed an explanatory sequential mixed methods design and administered a questionnaire to collect the quantitative data and an open-ended interview to gain the collective data. The participants were 60 students of SMA Fransiskus 2 Jakarta. The findings revealed that most participants perceived the use of Bahasa Indonesia in their English classes positive.

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“…Furthermore, "not making use of both the L1 and L2 in the classroom is a waste of a valuable resource" (Turnbull, 2018, p.55). Hence, L1 has already been used in English language classes, and ESP classroom is not an exception, as it facilitates learners" understanding and provides sense of security, better comprehension and progress, higher achievement, and a positive learning atmosphere (Auerbach, 1993;Bruen & Kelly, 2017;Butzkamm, 2003;Usadiati, 2009). L1 also contributes to language skills development, metalinguistic awareness, negotiation of meaning, reduced cognitive overload, lower affective barriers such as anxiety, and higher self-confidence and self-motivation (Berning, 2016;Boustani, 2019;Bruen & Kelly, 2017;Cheng, 2015;Cuartas Alvarez, 2014;Luchini & Rosello, 2007;Usadiati, 2009).…”

Section: Introductionmentioning

confidence: 99%

“…Hence, L1 has already been used in English language classes, and ESP classroom is not an exception, as it facilitates learners" understanding and provides sense of security, better comprehension and progress, higher achievement, and a positive learning atmosphere (Auerbach, 1993;Bruen & Kelly, 2017;Butzkamm, 2003;Usadiati, 2009). L1 also contributes to language skills development, metalinguistic awareness, negotiation of meaning, reduced cognitive overload, lower affective barriers such as anxiety, and higher self-confidence and self-motivation (Berning, 2016;Boustani, 2019;Bruen & Kelly, 2017;Cheng, 2015;Cuartas Alvarez, 2014;Luchini & Rosello, 2007;Usadiati, 2009). Therefore, although "the use of L1 has been gradually viewed less favorably by second language (L2) teaching theorists after the Grammar-Translation Method lost its prominent role" (Du, 2016, p.359), the interest regarding whether to include learners" L1 in teaching has gained recognition and become a persistent research topic particularly after being neglected for many years within the communicative approach beginning in 1970s.…”

Section: Introductionmentioning

confidence: 99%

Integrating L1 into Grammar Teaching as a Remedy for Learners’ Unresponsiveness in an ESP Classroom: An Action Research

Çelik

2022

Int. J. of Cont. Edu. Res.

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In this study, the researcher had a group of unresponsive learners taking a year-long English for Specific Purposes (ESP) course in Banking and Finance Department. After the detection of the problem, unresponsiveness, one-on-one semi-structured interviews were conducted with the learners (N=8) to find the reasons of it, and what they needed accordingly. Data analysis showed they majorly needed Turkish- (L1), which was restricted to the teaching of grammar as they found most beneficial to their learning. Thus, use of L1 for explicit grammar teaching which proceeded schema building plus implicit inferring was examined to see if and how it remedied their unresponsiveness. Systematic data collection included the learners’ end-of-course written reflections (N=40) and another round of one-on-one semi-structured interviews (N=7) to further elicit their views about teaching grammar through L1. The results revealed positive evaluations regarding the benefits of L1 upon more and better input comprehension, vocabulary and grammatical knowledge development, and awareness regarding language learning. They also reported feeling less anxious and stressed, which encouraged their willingness to communicate and participate. Thus, the results verify judicious role of L1 as a scaffold to decrease affective barriers and increase comprehension in language learning.

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Contribution of L1 in EFL Teaching

Abstract: This study is conducted in a classroom action research to improve the students' achievement in writing English sentences in Present Perfect Tense in Structure 1 lessons. The subject consisted of 20 Semester II students who took Structure I lessons in English Education

Cited by 4 publications

References 2 publications

Use of Mother Tongue in EFL Classes of Secondary Schools In Jabodebek: Students’ and Teachers’ Perception

Use of Mother Tongue in EFL Classes of Secondary Schools In Jabodebek: Students’ and Teachers’ Perception

Students� Perceptions of Teachers� Use of Bahasa Indonesia in the English Classroom

Integrating L1 into Grammar Teaching as a Remedy for Learners’ Unresponsiveness in an ESP Classroom: An Action Research

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