The role of Bahasa Indonesia in teaching English grammar in English foreign classroom
Introduction
A.
Background
The usage of Bahasa Indonesia in
English class is a phenomenon that had been occurring until now. In fact, it is
usually used of the process of teaching and learning in English foreign
language. It happened because of Bahasa
Indonesia as native language. So, it
means that it occur natural indeed as long as the process of teaching and
learning.
The usage of Bahasa Indonesia which occur natural in English
class can give the positive impact because it can help the learners in the
understanding its language. Besides that, it can give the negative impact when
it is overused. Based on the experiences, students are dependent on
the usage of their native language, so they difficult to express what they say
by using English language. Moreover, they have not also the volition for
comprehending its language. Its problems will give impact in the process of
learning on the target language.
One of ways for solving several
problems above is by using of Bahasa Indonesia on the significant situation and
it is no overused in the process teaching and learning. In 2008, Carles said
that the overusing of mother tongue is dangerous. Moreover, In finding study by
Hidayati (2012) explores that the usage of Bahasa Indonesia in English foreign
language classroom was needed for occasions, such as for explaining grammar,
explaining difficult vocabulary items, making jokes, and for classroom
instructions. It means that the usage Bahasa Indonesia in English class will
use on specific occasions, no to be overused (p.32).
In other word, Damra and Quda
(2012) said that the usage L1 is the importance in teaching English grammar in
classroom. They also state “students need to resort to L1 occasionally to make
sure that students only do this when they feel they cannot control grammar
understanding in English. This indicates that we should use the native language
when there is no way we can get students to understand or recognized through
English; therefore the use of mother tongue in the grammar learning process
should be used and recommended”.
Based on two previous study, the
usage of L1 in English foreign classroom can be used on particular occasion
such as for explaining grammar but the luck of previous study is no
specifically discuss about the process
English teacher use L1 for explaining grammar in English foreign class
room. However, the usage L1 for explaining grammar can be helpful students because
grammar is the base of the language. It provides students with the structure
and rules they need to organize their messages and idea (Damra and Quda, 2012).
So, this research will investigate the process of English teacher’ use Bahasa
Indonesia for teaching grammar in English foreign classroom.
B. Research question
1.
How is the process of English lecturer by
using Bahasa Indonesia in teaching grammar?
2.
How are students’ perceptions toward
teacher’s use Bahasa Indonesia in teaching grammar?
C. Research purpose
1.
To investigate the process of English
grammar lecturer’s use Bahasa
Indonesia
2.
To find out the occasions of the lecturer’s
use Bahasa Indonesia in teaching English grammar.
3.
To find out the students’ perception
toward lecturer’s use Bahasa
Indonesia
D. Significant of the study.
The research of
the usage Bahasa
Indonesia will give the benefits in a
range on the process of teaching and learning English foreign language. In
fact, it will assist the students for comprehending the material of English
grammar when teachers use Bahasa
Indonesia. Besides that, it can give the
benefit for teachers’ English. They will know when the occasions that exactly
for using Bahasa
Indonesia in the teaching grammar. It
means that they use it on the significant situation, no overused. Moreover, the benefit of this research is to be useful
for others researcher as information to conduct afterwards studies.
Literature review
This section will discuss about the
usage of L1 in English classroom, the usage of L1 for teaching English grammar,
and the perceptions of students toward English teacher’ use L1 in teaching
English grammar.
E.1. L1 in
English classroom
The
L1 has the important role in the learning English language. This statement
supported by Nazzari in Akmadi (2008) say “the first language of the learners
has a necessary factor in all aspect of language acquisition”. Moreover,
Doughlas Brown (professor from the university San Fransisco) as cited in
Penggunaan L1 dalam Pembelajaran Bahasa Inggris di Kelas (2012) says “first
language can be a facilitating
factor and not just an interfering factor”. It means that first language can be
regarded as a language that can be made the effectiveness of students in
learning English language and it has the important role. In other word, nation
(2003) examine that first language has a small but important role to play in
communicating meaning and content.
E.1.1 several reason
for using L1 in English classroom.
In
2003, Nation said that the first language can be used because there are several
factors or reasons for using it. Firstly, the first language is a native
language that can be used with the other who has same language. Secondly, the
first language is a language that communicative for using. Thirdly, learners
were shy for using target language, so they need to use first language, and the
last learners were not proficient for using a target language (English
language). It means that they have to use their first language. Moreover,
Hidayati (2012)
in her finding research said that there was significant relation between Bahasa
Indonesia and classroom interaction. Bahasa Indonesia was helpful in EFL
classes only when it was used judiciously.
E.1.1 the ooccasions
when the tteachers use L1
Hidayati (2012) explore that there are
occasion when the teacher use Bahasa Indonesia.
She founded that English teachers can be used Bahasa Indonesia in the
judicious. They can be used it
while they have to explain grammar. She observed that all of teacher explained
grammar in the classroom by using Bahasa Indonesia. Besides that, they use
Bahasa Indonesia when they explain difficult vocabulary items. She observed
that there are teacher tried to explain the difficult vocabulary by it. They
used it when students did not still understand or done mistaken in answering the meaning,
so they should use Bahasa Indonesia. Besides explaining difficult vocabulary
items and grammar, Bahasa Indonesia was also used by teacher to make jokes, to
check comprehension, to give suggestion to students for learning more
effectively and giving complex instruction. It is several occasions when the
teacher use L1 in English foreign classroom. However, there is also reference
that tells similar argument with previous study. In the article of the use of
L1 in EFL Classes (2012) explores also that the L1 have to use when it will be
needed. There are several examples regarding use of L1 in English foreign
language. That is (1) Beginners, the L1 can be used in level beginners. It will
be given beneficial for them in the learning a target language. (2) L1 can be
time saving, It means that the L1 will be more easy and effective for
explaining grammar and giving translation of vocabulary. (3) Comparison, the L1
can be explained the comparison between English and mother tongue. This
comparison can be done at different level, for example in vocabulary and
grammar. (4) Culture, L1 can be used
in various activities, for example; proverbs, idiomatic expressions, songs and
jokes. (5) Stress, the L1 can be
minimized of learners stress in English classroom. (6) Needs, the L1 would be needed when learners
have not mastered in English yet. (7) Classroom management, Teacher used L1 for solving problem in classroom. (8) Grammar, L1
can be helped in the teaching grammar. (9) Instructions, L1 in English class
can be used for helping learner to understand what is asked for them. (10)
Ractionable and errors, L1 would overcome learners’ problem. In other word, Hong (2008) had done
observation regarding teachers used the foreign language and the first language
in the teaching period 50 minutes “reading and writing” and listening and
speaking. His results founded that teachers used over 80 0% by using English
language when they explained the text in ‘reading and writing” and they used 90
% by using English language in “listening and speaking”. Although they used
English language in teaching four skills, they is also used first language
(Chinese) when they checking multiple answer in their student’ workbook,
explaining student’ assignments, and translating some difficult sentences.
Besides that, their students used English language when they answer teacher’
question and checking answer to multiple choice exercise, but they used first
language (Chinese) when they asked to do translation exercise. In other hand,
his result of interview of teacher explored that language teacher should use
more English language in the teaching but they admitted that they had to use
their first language (Chinese). Their reason for using it is; for clarity in
text explanation and checking students’ understand of text.
E.2 The usage of L1 for
teaching grammar in English foreign classroom
Teaching
grammar in English foreign classroom is important, because Grammar is the base
of the language. It means that teaching English grammar by using the native
language can be helpful. For example translation exercises may be perfect
practice when there is a grammar point that is causing difficulty to students
(Damra and Qudah, 2012). In 2012, Damra and Qudah (2012) explore the effect of
using the native language on grammar achievement and learning attitudes of EFL
Jordanian students. Their results of study showed teaching English grammar in
classroom are important. They say “students need to resort to L1 occasionally
to make sure that students only do this when they feel they cannot control
grammar understanding in English. This indicates that we should use the native
language when there is no way we can get students to understand or recognized
through English; therefore the use of mother tongue in the grammar learning
process should be used and recommended”. They also give arguments that the
usage L1 in English grammar classrooms in a fair and judicious way can be helpful
and can it can facilitate in the learning and teaching of English grammar
skills. Moreover, Hidayati (2012) is also said L1, in this case Bahasa
Indonesia can give benefit for teaching grammar. She found teachers using
Bahasa Indonesia in explaining grammar. Moreover, the same of research had done
by Swain and Lapkin as cited in Seung
(2005) founded that the L1 was helpful for establishing a joint understanding
of the text, focusing attention on grammatical items, and enhancing
interpersonal interaction.
E.3 Students’ perception of L1 in
English foreign classroom
Azman and Goh (2010) examine that
students agreed with the use of their L1 in their foreign language classrooms.
From results of theirs interview showed that students agree when their teacher
should use L1 while teaching the language and teacher should also translate for
them about words and phrase that are rather difficult to comprehend. Besides,
they also said that they would like to say in the foreign language, but they do
not know how to say in specific foreign language. They recognize that they are
many word or expression. However, it means that students want to use L1 in the
foreign classroom. They believe that L1 must be used for helping them
understand the meaning of those new vocabulary items. In other word, this state
is close with the result of finding by Damra and Qudah (2012). They founded
that students believe the usage of L1can make the effectiveness in the process teaching
and learning English grammar.
Methodology
F.
Method
Teaching grammar in English class by using Bahasa Indonesia can examine by using
qualitative method. According to Sharan (2002), “qualitative method is the
method of inquiry that seek to understand social phenomena within the context
of the participant’ perspective and experiences” (p.1). However, “the purpose
of qualitative research is to understand the world or the experience of
another. The underlying question the researcher is asking is “how are events,
processes, and activities perceived by participants?”” (Ary et al. ( 2010) ).
Qualitative method has several kinds approach. There
are case study, ethnography, grounded theory, phenomenology, and narrative but
in this research will use one of qualitative approach. It is case study. According
to Trochim (2008), “case study is an intensive study of a specific individual
or specific context” (p.4). In other word, according to Ary et al. (2010), “a case study focuses on a single
unit to produce an in-depth description that is rich and holistic. The “unit”
can be an individual, a group, a site, a class, a policy, a program, a process,
an institution, or a community. In other word, “case studies can answer
descriptive questions (what happened) or attempt to explain why something
happened by looking at a process. They are particularistic (focused on a
particular phenomenon, situation, or event), descriptive (providing as an end
result a thick rich description), and heuristic (focused on providing new
insights)” (Ary et al. (2010)).
Base on explanation above, there are several reason
for choosing this approach on this research. First, this approach can use for
describing a phenomenon or event about the usage of Bahasa Indonesia for teaching grammar in English
class. Second, it represents some other issue under investigation site. Third,
it can help provide insights or help to understand that issue (Ary et al. (2010)).
G.
Site
This research will observe at one of the campus in
Gorontalo state. It is university negeri Gorontalo. Universitas negeri
Gorontalo is located at Jl.Jendral
Sudirman, province Gorontalo. It has several facultyies and departments but in this research
focuses at faculty of letters and culture, in this case department of English language.
There are some considerations for taking site of
research in department of English language. First, department of English
language is one of departments in faculty of letters and culture that teaching
and learning about general English language, including skill in English
language, linguistic and etc. Second, there are the processes of teaching and
learning English grammar. It is suitable with research purpose.
H.
Participant
The participant in this research is some of students
and lecturer that teaching and learning English grammar, in this case students semester
4. Determining of participants in this research is done by purposive. It means
that it chooses base on background of participants. The participants who have
been choosing have the criteria: first, they are Indonesian and speak by using Bahasa Indonesia. Second, they use Bahasa Indonesia during teaching and learning in
English classroom.
I.
Data collection
The
collecting of data which suitable with the researchh’s
problems will do by several instrumentations, in this case: observation, interview,
documents, and audio-visual.
I.1
Instrumentation
This
research will use several instrumentations
in data collection. There are observation, interviewing, document, and audiovisual.
Audiovisual that use in this research includes video recording. It will use
when participant teach and learn about grammar. Beside that it can use also for
recording as long as interview. In other word observation that chooses in this
research is direct observation. The purpose of direct observation is to
determine the extent to which a particular behavior (Ary et al. (2010)). Besides
observation and audiovisual, the interviewing is also use in this research.
“Interviews are used to gather data from people about opinions, beliefs, and
feelings about situations in their own words. They are used to help understand
the experiences people have and the meaning they make of them rather than to
test hypotheses. Interviews may provide information that cannot be obtained
through observation or
they can be used to verify observations” (Ary et
al. (2010)). Therefore, the interviewing will use
in this research that is partially structured interview. Partially structured
interview is between unstructured and structure interview. Its question is
formulated but the interviewer can modify the format of question during the
interview process. However, the question in qualitative interview uses open
ended question. It means that the questions are designed to reveal what is
important to understand about the phenomenon under study (Ary et al. (2010)).
Base on fourth instruments in data collection
above, there are several reasons for choosing this instruments. First, the
observation is one of instruments that have to use in collecting data because
it can look at the participants’ behavior during examining. Second, the
interview is important to use in collecting data because it can get more the
information about the participants’ feeling, opinion, and perception. Third,
document will use in this research because it can use for examining document of
participant. Fourth, audiovisual is also use in collecting data because it can
video and record the event during observation in English class.
I.2 Procedures
This
research has several procedures for collecting data. The first of all that will
do in the study is the observation. It has purpose for observing about the
character of participant, situation, condition and process of the usage Bahasa Indonesia as long as teaching and
learning process in English class. In other word, when the observation will do in the english classroom, the audiovisual can use for
taking video and record the activity as long as the process of teaching and
learning and it has also benefit for recording the interview . Second, besides
the observation, one of the collects data that have to do is the interviewing.
Interviewing will do when participant (students) after follow the process of
learning. It has purpose for look at regarding how their responds after they
get the material from the lecturer that uses Bahasa Indonesia in teaching grammar. For
getting the depth of information from the participant, the question that giving
is open ended question. Third, besides observation, audiovisual and
interviewing for collecting data, the document of participant is good for getting
the accurate data.
Base on fourth the collecting data
that use this research, this research needs time for doing the depth study
about the phenomenon of the usage Bahasa
Indonesia in English class. It require four month because the teaching and
learning grammar is sixteen meeting in class. It means that this study will
start from the first meeting until the last meeting in grammar class.
J.
Data analysis
According to Ary et al.
(2010), there are three ways for analyzing qualitative data: organizing and
familiarizing, coding and reducing, interpreting and representing. In other word, Hamid, D et al. (2012) explores that there
are several ways in process of data analysis: transcripsi, organizing,
refrecting data, coding, theme, the demonstration of validity, and
representing. Moreover, Milles and Hurban as cited in Agusta (2008) said that
the qualitative data can be analysis by three ways: reduction, interpreting,
and representing. It is the generalization of the data analysis
in the qualitative method. However, this research will use the data analysis by
the case study approach. There is
a data analysis according to expert. Gall et al. (1996) as cited in research design:
qualitative method explores that there
are three approaches to case data analysis: first, Interpretational analysis.
The researcher is looking for the patterns of threads, construct,
commonalities, etc within the data to explain the phenomenon. Second,
Structural analysis, It is the investigating of the patterns that may be found
in conversations, text, activities with the little or no explication as to
pattern meaning. Third, the last approach is reflective analysis. This analysis
is the description an evaluation of the studied phenomenon based on judgment
and intuition by a highly qualified expert.
Base on several kinds of data analysis from experts, this research will
analyze data by several ways: first, to identify data that got from the site of
research by interview, observation, documents, and the audiovisual. Second, to classify or to organize is the
important of data. Third, After data is clasified
or to organize, the next step is to transcribe data, in this case by using Nvivo. Nvivo is one of
software programs in data analysis. It can help for organizing and manage the
vast amounts of data common in qualitative research (Ary et al. 2010). Fourth,
data which has been trancribing will interpret , in this case the interpreting
of study based on judgment and intution
by a highly qualified expert (gall et al. (1996)). The last step is representing
data. The all of data which has interpret will present, in this case “case
study present a detailed view of a case using narrative, tables, and figures”
(Ary et al. (2010)) .
K. Researcher’s
role
Marshall and Rosman as
cited in Ary et al. (2010) provide advice to consider related to the
researcher’s role in a study. First, the amount of “participantness” or level
of involment of the researcher in the setting, from complete participant to
complete observer as described later. Second, the extent of “revealedness” or
how well the participants are informed about the study, which may range from
full disclosure to complete secrecy. Third, “intensiveness” or “extensiveness”
indicating the amount of time and duration of time spent in the setting.
Fourth, study focus.
In other hand, there
are several stances toward observation (Ary et al. (2010)). (1) complete
participant, (2) participant as observer, (3) observer as participant, (4)
complete observer , (5) collaborative partner, (6) naturalistic observer. Base on several kinds of researcher’s roles in
the research, this research will choose the observer as participant. It is
chosen because researcher may interact with subjects enough to establish
rapport but do not really become involved in the behaviors and activities of
the group (Ary et al. (2010)).
L.validity
According to Ary et al. (2010) validity was
defined as the extent to which an instrument measured what it claimed to
measure.” the validity will use in this research by triangulation.
Triangulation is technique inspection validity of data that to use other out
data for need checking or as comparison toward data (Widaty, (2012)). Triangulation
refers to use multiple sources of data, multiple observers, and multiple methods
(Ary et al. (2010). In
other word, according to Bryman as cited in Denzen (2012 said that triangulation
consisted of 4 forms of triangulation. There are data triangulation,
investigator triangulation, theoretical triangulation, and methodological triangulation.
In data triangulation, the researcher will investigate whether the data
collected with one procedure or instrument confirm data collected using different
procedure or instrument while
the method tringulation uses more than one method (Ary
et al. (2010)).
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