Professional Documents
Culture Documents
INTRODUCTION
1.1 Background
the foreign language that is used only in the formal situation. In education area,
Most educators believe that English is very important for humans’ need. They
also regard English not only as a spoken skill but also as a written skill. In 2006,
Education curriculum which focuses on the four language skills; speaking, listening,
writing and reading. The purpose of this curriculum is that the students have to
However, teaching English is not an easy thing. For Junior High School students
the English itself is still difficult to be understood even though they have learned it
since elementary school. Although English teachers have repeatedly explained the
English materials, most of students still cannot understand the English material well.
Dealing with this condition English teacher can introduce various techniques in
teaching English as Foreign language; one of them is the use of L1 as a language for
instruction.
There has been much debate about the use of L1 in L2 classroom. According to
Panayota Kourou (2008), most educators believed that use of the target language
(L2) in the foreign language classroom is a primary goal of instruction. They believe
that L2 had to be used exclusively and without limit since outside the classroom L2
could not be used. The other reason of using full English during the lesson is to
make students accustomed to the English word and grammar. If learners are to
acquire a second language, they must be exposed to it and use it. Therefore, the
more L2 was spoken the better the result and the students’ performance would be
(Panayota Kourou, 2008). However, the complete ignorance of L1 that teachers had
been showing for years has been recently ceased. Mustafa Nazzary (2008) satates
that the first language of the learners has a necessary factor in all aspect of
developed another attitude as well; that there is also a time to use the L1 and that its
teaching accepts use of L1 in the teaching and learning situation as a device and a
facilitator for learning and as a strategy that may help effective communication to
The reason for the researcher to focus on the use of L1 as a language for
understand teachers’ explanation about material while teaching using L2. As a result
English teacher tend to use L1 in explaining the material although they are
suggested to use English dominantly in classroom. For the reason, the researcher is
There are several points about L1 as a language for instruction that can be
investigated:
classroom?
Based on the setting of the problem above; in this paper, the writer wants to
classroom.
Based on the limitation of the problem, the writer formulates the problems
a Foreign Language?”
The general objectives of the research are to explain these following things:
Foreign Language
By doing this research, the writer hopes the result will be useful in some sides:
1.6.2 To give information and contribution to the readers about the use of L1 as a
1.6.3 This study would be very useful for those who are interested in doing a
1.6.4 The result of the study would be useful as the information for English
English.
1.7.1 Language for Instruction is the language that is used in teaching; the
language used may or may not be the official language of the territory
in educational area.
1.7.4 Foreign language is a language not spoken by the people of a certain place. It
is also a language not spoken in the native country of the person referred
THEORETICAL FRAMEWORK
wherever possible, by encouraging its use and by using it for classroom management.
However research shows that the first language has a small but imprinting role to play
A first language (also native language or mother tongue) is the language human
being learns from birth. The term is also used for the language that the speaker
speaks best. While a second language (L2) is any language learned after the first
first language (L1) and a second language (L2) is the age the person learned the
language. For example Critical Period Hypothesis states that second language to
mean a language consciously acquired or used by its speaker after puberty. In most
cases, people never achieve the same level of fluency and comprehension in their
There has been much debate about the use of L1 in the L2 classroom. Some
educators think that L2 have to be used exclusively all the time in classroom while
the others think that L1 still has an important role to play in some occasions.
In his article entitled “The Use of L1 in The Foreign Language Teaching
Process”, Panatota Kourou claimed that most educator would agree that use of target
There are two reasons which support that statement. The first, If learners are to
acquire a second language, they must be exposed to it and use it. The second, L2
had to be used exclusively and without limits since inside the classroom and
especially in social environments where the L2 could not be practiced outside the
classroom. That opinion also supported by Anne Edstrom who said that use of the
second language (L2) has long been consider a foundational principal of second
language pedagogy. Paul Nation (2001) also stated that L2 use in foreign language
However, the complete ignorance of L1 that teachers had been showing for
years has been recently ceased. With the development of linguistics and after the
conducting of several studies, there has been developed another opinion as well; that
there is also a time to use the L1 and that its use can even be beneficial. Mustafa
Nazzary (2008) stated that the first language of learners (L1) has a necessary and
Auerbach, she stated that starting with the L1 provides a sense of security and
validates the learners’ lived experiences, allowing them to express themselves. The
learner is then willing to experiment and take risks with English. Actually both
experts suggest to use L1 in the L2 classroom. Both of them think that L1 as a tool
or device for learning and as a strategy that may help effective communication.
Although some expert regard L1 have to be used exclusively all the time in
the teaching and learning situation, I think L1 still have an important role to play. If
the teacher use L1 in the appropriate ways, L1 will be effective for understanding
English material and it will help students to reach language acquisition. So L1 just
Nowadays it is common for EFL teachers to use the students' mother tongue as a
never showed their ignorance to the use of L1. Thus, nowadays, one can argue that
the debate about the use of either the L1 or L2 in the classroom has been replaced by
a debate about in which occasions/ activities the L1 should be used, for what
stages of a class, for example setting up pair and group work, giving instructions,
sorting out an activity which is clearly not working and checking comprehension in
Moreover, some of the possible uses of the mother tongue in the EFL classroom
pointed out by Dedrinou (2006) could be for evaluation of the teaching/ learning
process, for emotive purposes, in activities based on translation for the development
of fluency in L2, for presenting the meaning of a new lexical item or expression, for
discussing classroom methodology and for giving rules of usage in order to facilitate
classroom. He says it can be used positively for conveying meaning, for explaining
providing feedback, and administering tests), and for student use (such as code
switching) and for scaffolding that is to provide connections between what student’s
Actually, those expert opinions above came from their personal experience.
However others experts have done some researches and showed some accurate data
In the first study, Schweers (1999) conducted a study with EFL students and
the L2 classroom. He found that 88.7% of Spanish students studying English wanted
L1 used in the class because they believe it facilitates learning. Students also desired
up to 39% of class time to be spent in L1 (Schweers, 1999, p. 7). The second study is
from Burden (2001). He investigated the attitudes of 290 students and 73 teachers at
five universities. The results showed that both students and teachers believe the
tests, grammar instruction, checking for understanding and relaxing the students.
CHAPTER III
RESEARCH METHODOLOGY
This chapter discusses the research design, location and time of the study,
Specific objective of the study, the population and sample, research instrument, data
classroom during the teaching and learning process. This is the descriptive text,
Isaac and Micheal (1986:46) say that a descriptive research is done to describe
status of the object of the study. It consists of one variable since the writer
classroom by the first year students of SMP N 3 PASIR PENYU. The data will
This research was carried out at SMP N 3 PASIR PENYU in academic year
The population of this research is all the English teachers of the first year
Because of the small number of the population, the researcher will take all the
3.5 Assumption
Connecting to the problem, the writer assumes that the English teacher who
To collect the data about the use of L1 in English classroom, the writer will
use questionnaire. The reason chooses these techniques because they seem to be
effective and efficient in gathering the data required in this study. Not only that
reason, but also these techniques can be used to collect valid and reliable
information.
collecting the data, the writer uses an observation and a recorder to carry out the
observation data. The observation is used to get some data about the use of L1 in
The writer will observe each teacher and record the teaching and learning
process and analyze the use and functions of L1 used by the teachers while
explaining the English material in the classroom. The result of the observation
and the recorder then will be presented descriptively in this study. The writer
just explained all the result of the observation of the data in words. Finally the
analyzing the use of L1 in English classroom for the first year students of SMP
N 3 PASIR PENYU.
BIBLIOGRAPHY
Aichun, Liu. Teacher Code Switching between English and Chinese- foreign-
language classroom. [Online] Retrieved January 21, 2010, from http://
wwwbeiwaionline.com/tutor/2003 collection/liuaichun.htm
Aeyonomi. Code Switching and Code Mixing: Style of Language Use in Childhood
in Yoruba Speech Community. Nordic Journal of Africa Studies. Vol 15 2006
Azhar, Fadly. Et al. 2006. Panduan Penulisan dan Pelaksanaan Ujian Skripsi pada
Program Studi Pendidikan Bahasa Inggris Jurusan Pendidikan Bahasa dan
Seni FKIP-UNRI. Pekanbaru. (Unpublished)
Kourou, Panayota. 2008. The Use of L1 in the Foreign Language Teaching Process.
[Online] Redrieved February 2, 2010 from
http://www.eltnews.gr/art_details.asp?art_id=340
Nation, Paul. 2001. The role of the first language in foreign language learning.
[Online] Redrieved February 2, 2010 from http://www.asian-efl-
journal.com/june_2003_PN.php
Sert, Olcay. The Functions of Code Switching in ELT Classrooms. The Internet
TESL Journal. Vol XI, number 8, August 2005
A STUDY ON USING L1 AS A LANGUAGE FOR
INSTRUCTION IN TEACHING ENGLISH AS THE FOREIGN
LANGUAGE TO THE FIRST YEAR STUDENTS OF SMP N 3
PASIR PENYU
A THESIS
BY
ROBI ESHA AKHMADI
Reg No.0605120814