Senin, 31 Januari 2011

A STUDY ON THE USE OF LI IN ENGLISH CLASS OF THE ELEVENTH YEAR STUDENTS OF MA DARUL AFKAR SENDANG HARJO BRONDONG LAMONGAN

CHAPTER I
INTRODUCTION

1.1 Background of the Study
Language is media of communication. It suggests that people need to communicate and recognition of language would provide very powerful motivation for learning language. For example, English as a foreign language and Indonesian is a first language.
Now days, the English language is very useful in many aspects. It is not only language for communication and interaction among other people all over the world but also language for studying science, technology, economic, and language for education.
Realizing how important the English language is many people try to increase their English language skill by learning it. In Indonesia, the English language is taught from elementary school until university level. It becomes a compulsory subject. As a foreign language that is taught in the class, of course there are difficulties faced by the English teacher and the students in teaching learning process. One of them is the difficulties to understand its language.
There are many factors that cause the students to have difficulties in understanding L2 (English language). Besides it is a foreign language the luck of competence in vocabulary, structure, and pronunciation also impact the teaching learning process. Therefore, to make the teaching and learning process becomes more effective with some of the students’ weakness, lots of the English teachers use LI (mother tongue) in English class.
A number of studied shown that the students sometimes prefer if their English teacher use LI in English class because it helps them in learning a foreign language. Moreover, Schweers (1999) has investigated the use of LI in L2 classroom in spanish context. He found that using LI has led to positive attitudes toward the process of learning English and better yet, encourage students to learn more English. Similar research was done by Tang (2002) in Chinese context. Her result indicate that the students and teachers responded positively toward its use. Moreover, Budiyana et al (2002) conducted study with EFL students and their teachers to investigate their attitudes to ward using LI (Bahasa Indonesia) in L2 classroom. The result indicate that they agreed that Indonesian language should be used in EFL classroom. The majority of the respondents found it useful to use Bahasa Indonesia to translate difficult words (80%) and to explain the difficult concepts (78%) it similar with teachers’ opinion. The data shown that 65% of the teachers use LI (Bahasa Indonesia) to translate difficult word. In addition, by using LI, the students are able to understand the instruction and new vocabulary better. From data of the research, there was clear indication that the use of LI or mother tongue would facilitate the learning of English language. The study on the use of Bahasa Indonesia in ELT classroom was also done by Pasaribu (2000)
However, the use of LI in English class is controversial issue and the LI seems to have no rule to play. The idea of avoiding the LI in English class teaching is closely connected with appearance of the direct method which has one very basic role: no translation is allowed so that only use English in English class.
The use of LI is considered with teacher’s failure to teach English properly. But the reality is different, Harboard (1987: 351) says, there is inevitable interaction between the mother tongue and the target language particularly in English class. It means the use of LI limited in certain situation. Budiyana et al (2002) argued that the use of Bahasa Indonesia is felt to help the students fairly much in studying English in the class room if it is not too frequently. Auerbach (1998: 19) says “ ……. The use of LI naturally give way to increasing use of English”. It means that LI can improve the use of English language.
Based on the background above, the researcher wants to know the attitude of both students and English teacher toward the use of Bahasa Indonesia in English class. How often and on what occasions it is used. Finally, the writer chooses the title “A Study on the Use of LI in English Class of the Eleventh Year Students of MA Darul Afkar Sendang Harjo Brondong Lamongan”.

1.2 Statement of the Problem
The writer will make limitation of the research problem. It is intended to avoid the broad problem. According to the background of the study above, the statement of the problem can be formulated as follow:
1.2.1 How often is LI used in English class?
1.2.2 What are the occasions that LI is used in English class?
1.3 Objective of the Study
Based on the statement of the problem above, the researcher wants to states the objective of the study bellow:
1.3.1 To know how often in LI used in English class.
1.3.2 To know the occasions that LI is used in English class.
1.4 Significant of the Study
This study is mainly intended to help English teacher in using LI (Bahasa Indonesi) in English class. The result of this study will give detail information about the frequency and the occasions of Bahasa Indonesi is used in English class.
In addition, the result are useful for other researchers as information to conduct an action research to know the use of LI in English class.

1.5 Limitation of the Study
In this study, the researcher just investigates the use of LI (Bahasa Indonesia) in English classroom and it is carried out at MA DARUL AFKAR Sendang Harjo Brondong Lamongan.

1.6 Definition of key Term
To avoid misunderstanding of the concept used in this study, it is necessary for the writer to provides some definition of the term used in this title of the study.
1.6.1 A Study : The systematic and objective analysis and according of controlled observation that may led to the development of generalization, principle, resulting in prediction, and possibility ultimate control of wants (John W. Best, 1982: 16).
1.6.2 The use of LI : a condition of which Indonesia language is used by a teacher in teaching English.
1.6.3 L2 : target language or foreign language that is learned or taught.

CHAPTER II
REVIEW OF REALTED LITERATURE

2.1 Factor Affecting Second Language Learning
2.1.1 Characteristic of good language learners
2.1.2 Intelligence
2.1.3 Personality
2.1.4 Motivation and attitudes
2.1.5 Age
2.2 The Problem of Learning Foreign Language
2.3 The Influence of LI in L2 Learning
2.4 The use of LI in English Class

CHAPTER III
RESEARCH METHOD

3.1 Research Design
The design of this research is descriptive. It tries to investigate, describe, and interpret phenomena of the use of LI in English classroom. Arikunto (1993: 203) states that descriptive analysis is non hypothesis research.

3.2 Subject of the Study
The subject of the study are the English teachers and all of the eleventh year students of MA Darul Afkar Sendang Harjo Brondong Lamongan. There are an English teacher and a class that consists of 40 students.

3.3 The Data Collecting Technique
To find out the data completely the researcher tries to get some information by several ways:
3.3.1 Classroom Observation
The observation is intended to know how often and on what occasions Bahasa Indonesia is used. To obtain more authentic classroom data, the teacher and the students are not informed of the observation purpose before hand.


3.3.2 Interview
The interview is given to the English teacher to discover his attitude to ward using Bahasa Indonesia in English class.
3.3.3 Questionnaire
To get and invite the students to participate in observation, the researcher gives the questionnaire about their attitudes toward using Bahasa Indonesia in English class.

3.4 Data Analysis Procedure
Technique of analyzing the data mean the ways, which are used to manage or analyze the result of the research, so that the result of the research has meaning.
To analyze the data, the researcher will use the following steps:
1. The researcher makes observation of the use the of LI in English class
2. After doing observation, the researcher gives interview to the English teacher and gives the questionnaire to the students.
3. The data were obtained through observation and interview were analyzed by using descriptive analysis.
4. Questionnaire data obtained from the students are completed in term of percentage.


P : Percentage
F : Frequency of respondent answer
N : Number of Respondent



BIBLIOGRAPHY

Averbach, E.R. 1993. Rexamining English Only in the ESL Classroom. TESOL Queaterly 27: 9 – 31.


Best, W. John. 1982. Research in Education. New Delhi Prentice – Hall of India. Private Limited.


Budiyana, Y.E, Ritonga, Y, and Suratno, A. 2002. The Use of Bahasa Indonesia in the EFL Class. In ELT Journal


Harbord, J. The Use of the Mother Tongue in the Classroom in ELT Journal. Vol. 46, No. 4, 1992: 350 – 355.

Tidak ada komentar:

Posting Komentar