LEARNERS PERCEPTIONS ON THE USE OF INDONESIAN (L1) IN THE ENGLISH (L2) INTENSIVE COURSE: IMPLICATIONS FOR TRANSLANGUAGING PEDAGOGY

Gregoria Dian Puspitasari, Mateus Yumarnamto

Abstract


This study explores the use of Indonesian (L1) in an English class at an undergraduate program in a university in East Java, Indonesia. The English class was called Intensive Course (IC). In the class the students were expected to learn general English so that they could have the required competence to become English teachers. The students who passed the course in 2018-2019 (50 students) were asked to complete a questionnaire. Follow up interviews were conducted to four selected students representing positive and negative perceptions on the use of Indonesian. The findings of this study shows that L1 could be a potential resource to learn English but when the L1 was overused in the classroom, the learning opportunities and exposure to the target language diminished, limiting their learning opportunities and bringing about negative perceptions of the students. Implications from the findings are discussed in relation to translanguaging as pedagogy.


Keywords


translanguaging; L1; L2; EFL; Indonesian; bilingualism

Full Text:

PDF

References


Agustien, H. I. R. (2004). Setting up new standards: A Preview of Indonesia's new competence-based curriculum. TEFLIN Journal, 15(1), 1-13.

Almoayidi, K. A. (2018). The effectiveness of using L1 in second language classrooms: A controversial issue. Theory and Practice in Language Studies, 8(4), 375. doi: 10.17507/tpls.0804.02

Alrabah, S., Wu, S.-h., Alotaibi, A. M., & Aldaihani, H. A. (2015). English teachers' use of learners' L1 (Arabic) in college classrooms in Kuwait. English Language Teaching, 9(1), 1. doi: 10.5539/elt.v9n1p1

Atkinson, D. (1987). The mother tongue in the classroom: A neglected resource? ELT Journal, 41(4), 241-247. doi: https://doi.org/10.1093/elt/41.4.241

Bartlett, K. A. (2017). The use of Ll in L2 classrooms in Japan: A survey of university student preferences. Kwansei Gakuin University Humanities Review, 22, 71-80.

Bhabha, H. K. (1994). The location of culture. New York: Routledge.

Brevik, L. M., & Rindal, U. (2020). Language use in the classroom: Balancing target language exposure with the need for other languages. TESOL QUARTERLY. doi: 10.1002/tesq.564

Bruen, J., & Kelly, N. (2014). Using a shared L1 to reduce cognitive overload and anxiety levels in the L2 classroom. The Language Learning Journal, 45(3), 368-381. doi: 10.1080/09571736.2014.908405

Campa, J. C. d. l., & Nassaji, H. (2009). The amount, purpose, and reasons for using L1 in L2 classrooms. Foreign Language Annals, 42(4), 742-759. doi: https://doi.org/10.1111/j.1944-9720.2009.01052.x

Canagarajah, S. (2011). Translanguaging in the classroom Emerging issues for research and pedagogy. In L. Wei (Ed.), Applied Linguistic Review (pp. 1-28): De Gruyter Mouton.

Carson, E., & Kashihara, H. (2012). Using the L1 in thev L2 classroom: The students speak. The Language Teacher, 36(4), 41-52.

Celce-Murcia, M. (1991). Grammar Pedagogy in Second and Foreign Language Teaching. TESOL QUARTERLY, 25(3), 459-480.

Cenoz, J. (2017a). Translanguaging in School Contexts: International Perspectives. Journal of Language, Identity & Education, 16(4), 193-198. doi: 10.1080/15348458.2017.1327816

Cenoz, J. (2017b). Translanguaging pedagogies and English as a lingua franca. Language Teaching, 52(1), 71-85. doi: 10.1017/s0261444817000246

Debreli, E. (2016). Perceptions of non-native EFL teachers on L1 use in L2 classrooms: Implications for language program development. English Language Teaching, 9(3), 24. doi: 10.5539/elt.v9n3p24

Garca, O., & Otheguy, R. (2019). Plurilingualism and translanguaging: commonalities and divergences. International Journal of Bilingual Education and Bilingualism, 23(1), 17-35. doi: 10.1080/13670050.2019.1598932

Garca, O., & Wei, L. (2014). Translanguaging: Language, Bilingualism and Education. New York: Palgrave.

Harrod, J. (1992). The use of the mother tongue in the clasroom. ELT Journal, 46(4), 350-355.

Krashen, S. D. (1989a). Language Acquisition and Language Education Extensions and Applications. New York: Prentice Hall International.

Krashen, S. D. (1989b). We Acquire Vocabulary and Spelling by Reading: Additional Evidence for the Input Hypothesis. The Modern Language Journal, 73(4), 440-464.

Krashen, S. D., Long, M. A., & Scarcella, R. C. (1979). Age, rate and eventual attainment in second language acquisition. TESOL QUARTERLY, 13(4), 573-582.

Lauder, A. (2008). The status and function of English in Indonesia: A review of key factors. Makara Sosial Humaniora, 12(1). doi: http://hubsasia.ui.ac.id/old/index.php/hubsasia/article/ view/128/82

Lie, A. (2007). Education policy and EFL curriculum in Indonesia: Between the commitment to competence and the quest for higher test scores. TEFLIN Journal, 18(1), 1-14.

Lowenberg, P. H. (1991). English as an additional language in Indonesia. World Englishes, 10(2), 127-138.

Meyer, H. (2008). The Pedagogical Implications of L1 Use in the L2 Classroom. Maebashi Kyoai Gakuen College Ronsyu, 8, 147-159.

Mistar, J. (2005). Teaching English as a foreign language (TEFL) in Indonesia. In G. Braine (Ed.), English to the World: History, Curriculum, and Practice (pp. 75-84). New Jersey: Lawrence Erlbaum Associates Inc.

Nababan, P. W. J. (1991). Language in Education: The Case of Indonesia. International Review of Education, 37(1), 115-131.

Otheguy, R., Garca, O., & Reid, W. (2019). A translanguaging view of the linguistic system of bilinguals. Applied Linguistics Review, 10(4), 625-651. doi: 10.1515/applirev-2018-0020

Oxford, R. L., Lavine, R. Z., & Crookall, D. (1989). Language Learning Strategies, the Communicative Approach, and their Classroom Implications. Foreign Language Annals, 22(1), 29-39. doi: https://doi.org/10.1111/j.1944-9720.1989.tb03139.x

z, H., & Karaazmak, F. (2019). L2 Learners Perceptions of Using L1 in EFL Classrooms. SEFAD(42), 213-222. doi: 10.21497/sefad.675180

Permatasari, R. R. (2014). Students perception toward the use of Indonesian in English learning classroom. (Bachelor), Universitas Kristen Satya Wacana (UKSW), Salatiga. Retrieved from http://repository.uksw.edu/handle/123456789/5402

Polio, C. G., & Duff, P. A. (1994). Teachers' language use in university foreign language classrooms: A qualitative analysis of English and target language alternation. The Modern Language Journal, 78(3), 313-326. doi: https://doi.org/10.1111/j.1540-4781.1994.tb02045.x

Rodgers, T. S. (2001). Language teaching methodology. Eric Clearing House on Languages and Linguistics, September.

Sapargul, D., & Sartor, V. (2010). The Trans-Cultural Comparative Literature Method: Using Grammar Translation Techniques Effectively. English Teaching Forum, 3, 26-33.

Schweers, C. W. (1999). Using L1 in the L2 Classroom. English Teaching Forum, April-June, 6-13.

Shabir, M. (2017). Student-teachers beliefs on the use of L1 in EFL Classroom: A global perspective. English Language Teaching, 10(4), 45. doi: 10.5539/elt.v10n4p45

Shin, J.-Y., Dixon, L. Q., & Choi, Y. (2019). An updated review on use of L1 in foreign language classrooms. Journal of Multilingual and Multicultural Development, 1-14. doi: 10.1080/01434632.2019.1684928

Wang, D. (2016). Translanguaging in Chinese foreign language classrooms: students and teachers attitudes and practices. International Journal of Bilingual Education and Bilingualism, 22(2), 138-149. doi: 10.1080/13670050.2016.1231773

Yavuz, F. (2012). The Attitudes of English Teachers about the Use of L1 in the Teaching of L2. Procedia - Social and Behavioral Sciences, 46, 4339-4344. doi: 10.1016/j.sbspro.2012.06.251

Yildiz, M., & Yesilyurt, S. (2016). Use or avoid? The perceptions of Prospective English teachers in Turkey about L1 use in English classes. English Language Teaching, 10(1), 84. doi: 10.5539/elt.v10n1p84

Yumarnamto, M. (2016). Indonesian English language teachers professional growth and changing identities: An autoethnography and narrative inquiry. (Ph. D.), Indiana University, Bloomington.

Yumarnamto, M. (2017). English language teaching in Indonesia: Imagined communities and identities in borderless world. Paper presented at the The 10th International Conference: Revisiting English Language Teaching, Literature, and Translation in Borderless World, Salatiga, Central Java, Indonesia.




DOI: https://doi.org/10.24071/llt.v23i2.2574

DOI (PDF): https://doi.org/10.24071/llt.v23i2.2574.g1984

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Gregoria Dian Puspitasari, Mateus Yumarnamto

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Indexed and abstracted in:

     

 

LLT Journal Sinta 2 Certificate (S2 = Level 2)

We would like to inform you that LLT Journal: A Journal on Language and Language Teaching has been nationally accredited Sinta 2 by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia based on the decree  No. Surat Keterangan 158/E/KPT/2021. Validity for 5 years: Vol 23 No 1, 2020 till Vol 27 No 2, 2024

Please kindly note that the new accreditation certificate (S2) is yet to be available. 

 

 

This work is licensed under CC BY-SA.

Creative Commons Attribution-ShareAlike 4.0 International License

 

Free counters!


 LLT Journal: A Journal on Language and Language Teaching is published twice a year, namely in April and October by the English Language Education Study Programme of Teacher Training and Education Faculty of Sanata Dharma University, Yogyakarta, Indonesia.