Exploring Teachers' Use of L1 in Indonesian EFL Classroom: Pattern, Purpose, and Implication

Abstract

Purpose of the study: In Indonesian context, the majority of EFL teaching takes place in classrooms where the teachers and students speak the same L1. Teachers make use of the L1 for a variety of purposes. This study explored the patterns and purposes of L1 used by the teachers in their English classes.

Methodology: This study was a naturalistic observation which took place in the natural, every day setting of the participants. The subjects were four local English teachers and two classes of junior high school students learning English as a foreign language. The data were collected through classroom observation and the classroom discourse was audio recorded. The collected data were analyzed using content analysis technique which was organized into four stages: transcription, coding, establishing categories, writing up the results, and interpreting the results.

Main Findings: The results revealed that L1 use was materialized in three patterns of code switching: tag, inter-sentential, and intra-sentential switching. L1 was used for multiple purposes, including translating the unknown word or phrase, explaining grammar, giving instructruction, encouragement, and classroom management.

Applications of this study: Basically, the use of L1 is materialized in code-switching. The implication is that code-switching is still a strategy that EFL teachers can use to help learners in their teaching learning process.

Novelty/Originality of this study: It can be concluded that L1 use is likely for pedagogical as well managerial purposes since the students' English competence is low, hence, L1 fucntions as a scaffolding tool for them.