STUDENTS’ PERCEPTIONS OF TEACHERS’ OWN-LANGUAGE USE: A CASE STUDY IN AN INDONESIAN EFL SENIOR HIGH SCHOOL

Wulandari Santoso


DOI: http://dx.doi.org/10.29100/bright.v2i2.946

Sari


The dominant position of the monolingual approach in English language teaching has been questioned and the incorporation of students’ own language has been increasingly encouraged. This study investigated students’ perceptions of the desirability of teachers’ own language-use and their views regarding for what purposes teachers should use students’ own language in an immersion senior high school in Indonesia. This case study used a sequential explanatory design, gathering quantitative data from questionnaires to 89 students and qualitative data from semi-structured interviews to 4 students. The findings of this research revealed that the students’ perceptions were complex because although English was expected to be mainly used, many of the students wanted the teachers to use the own language for language-related purposes, classroom management purposes, and affective purposes. The main pedagogical implication of this study calls for bi/multilingual education in this context. Further research may explore the impacts of the monolingual approach and the power of English language on students’ identities in Indonesia.

Teks Lengkap:

PDF

Referensi


Anton, M., & DiCamilla, F.J. (1999). Socio-cognitive functions of L1 collaborative interaction in the L2 classroom. The Modern Language Journal, 83(2), 233-247.

Auerbach, E.R. (1993). Reexamining English only in the ESL classroom. TESOL Quarterly,

(1), 1-18. DOI: 10.2307/3586949

Boun, S., García, O., & Wright, W.E. (2015). The handbook of bilingual and multilingual education. Mayden, MA: Wiley-Blackwell.

Brooks, F.B., & Donato, R. (1994). Vygotskyan approaches to understanding foreign language learner discourse during communicative tasks. Hispania, 77(2), 262-274.

Brooks-Lewis, K.A. (2009). Adult learners’ perceptions of the incorporation of their L1 in

foreign language teaching and learning. Applied Linguistics, 30(2), 216–235.

Canagarajah, A.S. (1999). Resisting linguistic imperialism in English teaching. Oxford: Oxford University Press.

Chambers, F. (1991). Promoting use of the target language in the classroom. Language Learning Journal, 4, 27-31.

Cohn, C.A., & Ravindranath, M. (2014). Local languages in Indonesia: Language maintenance or language shift. Linguistik Indonesia, 32(2), 131-148.

Cook, V. (2001). Using the first language in the classroom. The Canadian Modern Language

Review, 57(3), 402-423.

Cook, G. (2010). Translation in language teaching: An argument for reassessment. Oxford: Oxford University Press.

Creswell, J.W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). London: Sage.

Creswell, J.W., & Plano-Clark, V. (2011). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage.

Cummins, J. (2007). Rethinking monolingual instructional strategies in multilingual Classrooms. Canadian Journal of Applied Linguistics, 10(2), 221-240.

Davies, A. (2003). The native speaker: Myth and reality. Clevedon: Multilingual Matters.

Davies, A. (2004). The native speaker in applied linguistics. In A. Davies & C. Elder (Eds.). The handbook of applied linguistics (pp. 431-450) Oxford: Blackwell.

Dornyei, Z. (2007). Research methods in applied linguistics. New York: Oxford University Press.

Hall, G., & Cook, G. (2012). Own-language use in language teaching and learning. Language Teaching, 45(3), 271–308.

Hall, G., & Cook, G. (2013). Own-language use in ELT: Exploring global practices and attitudes. ELT Research Paper 13-01, 1-48.

Hidayati, I.N. (2012). Evaluating the role of l1 in teaching receptive skills and grammar in EFL classes, Indonesian Journal of Applied Linguistics. 1(2), 17-32.

Ja’afar, N.S.B., & Maarof, N.B. (2016). Teachers’ beliefs of code switching in the ESL classroom. Open Journal of Social Sciences, 4(4), 212-222.

Kitjaroonchai, T., & Lampadan, R.M. (2016). Perceptions of students towards the use of Thai in English Classrooms. Catalyst, 13(1), 15-28.

Levine, G. (2009). Building meaning through code choice in second language learner interaction: AD/discourse analysis and proposals for curriculum design and teaching. In M. Turnbull & J. Dailey-O’Cain (Eds.), First language use in second and foreign language learning (pp. 145-162). Bristol: Multilingual Matters.

Littlewood, W., & Yu, B. (2011). First language and target language in the foreign language classroom. Language Teaching, 44(1), 64–77.

Macaro, E. (2001). Analysing student teachers' codeswitching in foreign language classrooms: Theories and decision making. The Modern Language Journal, 85(4), 531-548.

Macaro, E. (2005). Codeswitching in the L2 classroom: A communication and learning strategy. In E. Llurda (Eds.), Non-native language teachers: Perceptions, challenges and contributions to the profession (pp. 63-84), Springer, Amsterdam.

Macdonald, C. (1993). Using the target language. Cheltenham: Mary Glasgow Publications.

Manara, C. (2007). The use of L1 support: Teachers’ and students’ opinions and practices in an Indonesian context. The Journal of Asia TEFL, 4(1), 145-178.

Noor, M.A., Embong, M.A., & Aigbogun, O. (2015). Using L1 in L2 classroom: A case study among secondary school students of mixed language proficiencies. International Journal of Arts and Sciences, 8(2), 75-86.

Phillipson, R. (1992). Linguistic imperialism. Oxford University Press: Oxford.

Polio, C.G., & Duff, P.A. (1994). Teachers' language use in university foreign language classrooms: A qualitative analysis of English and target language alternation. Modern Language Journal, 78(3), 313-326.

Punch, K.F. (2009). Introduction to research methods in education. London: Sage.

Robson, C. (2013). Real world research (3rd ed.). Chichester: John Wiley & Sons.

Schweers, W. (1999). Using L1 in the L2 classroom. English Teaching Forum, 37(2), 6-13.

Shuchi, I.J., & Islam, A.B.M.S. (2016). Teachers’ and students’ attitudes towards L1 use in EFL classrooms in the contexts of Bangladesh and Saudi Arabia. English Language Teaching, 9(12), 62-73.

Simons, H. (2009). Case study research in practice. London: Sage.

Swain, M., & Lapkin, S. (2000). Task-based second language learning: The uses of the first language. Language Teaching Research, 4(3), 251–274.

Teddlie, C., & Yu, F. (2007). Mixed method sampling: A typology with examples. Journal of Mixed Method Research, 1(1), 77-100.

Thomas, G. (2011). How to do your case study: A guide for students & researchers. London: Sage.

Thongwichit, N. (2013). L1 use with university students in Thailand: A facilitating tool or a language barrier in learning English?. Silpakorn University Journal of Social Sciences, Humanities, and Arts, 13(2), 179-206.

Tollefson, J. (1991). Planning language, planning inequality: Language policy in the community. London: Longman.

Turnbull, M., Cormier, M., & Jimmy, B. (2011). The first language in science class: A quasi-experimental study in late French immersion. The Modern Language Journal, 95, 182-198. https://doi.org/10.1111/j.1540-4781.2011.01275.x

Warsono, D.T.A., & Mujianto, J. (2015). The use of Bahasa Indonesia (L1) in the intensive English (L2) classroom. English Education Journal, 5(1), 1-9.

Widdowson, H.G. (2014). The role of translation in language learning and teaching. In J. House (Eds.), Translation: A multidisciplinary approach (pp. 222-240). Basingstoke: Palgrave Macmillan.

Zacharias, N.T. (2012). EFL students’ understanding of their multilingual English identities. Electronic Journal of Foreign Language Teaching, 9(2), 233–244.


Article Metrics :

Sari view : 155 times
PDF View : 35 times