Reviewing the thesis entitled The Role of Bahasa Indonesia in The English As A Foreign Language Classrooms (A Descriptive Study at LB LIA Buah Batu Bandung) presents an insightful opportunity to comprehend the interaction between Bahasa Indonesia (L1) and English (L2) in teaching and learning processes. The review is focused on two chapters, mainly chapter 1 (the introduction) and chapter 3 (research methodology), as the two chapters encapsulate the crucial blueprint of the research. By means of the two chapters’ analysis, the rigor of the study is sought through the agreement of both chapters. As far as this study concerns, despite several inconsistencies and lack of justifications, this study serves well in describing the role of L1 in L2 classroom.
To begin with, let us get a glance at the title of this thesis. The title is terse and covers the important and relevant keywords as far as the topic is concerned. It is neither too broad nor too specific, it provides the readers the opportunity to figure out what the roles of L1 are yet it narrows down the context of such roles in EFL setting. The subtitle further specifies the site of the research. The title also contains a contradiction of L1 and L2, whether L1 is appropriate to use in EFL classrooms; the continuous debate that has been around for decades yet has not been deeply scrutinized, especially in the context of Indonesian EFL classes. Therefore the title definitely contains a burning issue, a hot one.
The title leads us to the first chapter, i.e. the introduction. The introduction consists of six parts, namely the background of the study, the research statements, the aims of the study, the general approach to the study, the significance of the study and lastly, an ...
... middle of paper ...
... speaking competence, writing competence, reading competence, or listening competence. In short, it is better for the researcher not to pose the second research question as the data to answer such question is not collected.
In conclusion, the first chapter and the third chapter agrees that this study provides a well grounded background to find out the use of L1 in the classroom yet it is limited to the use of L1 by the teachers, specifically in teacher-student interaction, it does not provide the insight of the use of L1 by the students, specifically between or among students. The study caters to an extensive description of the reasons why the teachers use L1 in the classroom, yet it does not cater to the significance of such use to the students learning outcome. Thus, teachers are not informed on which function of the use of L1 that can be objectively effective.
The second chapter is titled, “Setting and Methods” and sets out to make clear to the reader the specific methods and research conducted during the study. This study is the primary purpose of the book, and as with all research studies, how one conducts their research is incredibly important, especially if the study plans to be replicated at any point in time. The topics included in this cha...
This article hasn’t provided an introduction; however a lengthy summary of the study which identifies the problem, purpose and rationale for the research study has been provided in the background. The introduction should give the reader a general sense of what the document is about, and preferably persuade the reader to continue reading. This prepares the reader for reading the rest of the document (Burns & Grove, 2001 p.636; Nieswiadomy, 2008 p.380; Stockhausen and Conrick, 2002).
It is absolutely important for language teachers all over the world to know how the language that they are teaching works. They need to have a conscious awareness of how it is used by language users. No matter if they are native or non-native speakers of that language. As Kumaravadivelu (2003) has mentioned, native speaking teachers have generally acquired their L1 in their childhood unconsciously. Although, they might know the underlying system of their language intuitively, they do not have the explicit knowledge which is required in order to give an adequate explanation to the learners. Non-native teachers, on the other hand, might have learned their L2 consciously. Nevertheless, they still lack an adequate language competence and confidence
In learning language, there are five important components in learning include a teacher, students, materials, teaching methods and evaluation. A teacher plays role as the sender of knowledge or information, learners play role as a receiver of knowledge from the sender, material is the knowledge will be transferred to the learners, teaching method is teacher’s management strategy in delivering the idea, the general principles or pedagogy teacher applies in teaching while the evaluation is the activity to collect the data then make it getting
The ultimate goal in many classrooms is to communicate in meaningful and appropriate ways (Slavit 1998). In the United States, American students get the opportunity to learn a second language in high school, yet it has been proven that children learn better when they are young. Some schools are taking this opportunity to teach a foreign language to elementary students.
In conclusion, in the classroom that I observed during my practicum, there was little amount of teacher-student interaction happening, which was partly due to the large size of classroom and the lecture style that the teacher adopted in his teaching practice, and partly due to the anxiety that ESL students felt when talking aloud in the classroom. However, the group work project created some space for student-student interaction which facilitated the communication and collaborative learning between two ESL students and their classmates. Although there was no correction of errors provided to ESL students, the meaningful interaction led to their better comprehension of the topic and greater exposure and use of English. I believe that these two ESL students would benefit from more frequent interaction with the teacher and their peers.
The aim of this essay is to examine the reasoning behind selecting the language objectives and materials for one upper intermediate adult class of English as a foreign language. Firstly, it will be discussed why and how the materials were chosen. Secondly, the language aims will be analysed and some potential problems will be examined. Finally, this essay will identify some theoretical approaches considered when planning the lesson.
The idea to include L1 as part of the language teaching system has been debated upon in recent years. The strong anti-L1 suggest on a complete prohibition of L1 in classrooms, while many others see L1 as a tool to better students’ learning of the TL. This section will highlight the pros and cons arguments for using the L1 in classrooms, along with further evidence supporting the advantages mother tongue bring to the language learning, and teaching process.
This chapter forms a general introduction to the study. The first two sections of the chapter give the background to the study and the problem statement. The other sections of the chapter outline research objectives, research questions, research assumptions, significance of the study as well as the scope and limitations of the study.
At Mrs. McGraw’s class room, the environment was welcoming, this setting motivates students to be engage in the instructions that are being presented to them, and the teacher uses various resources to demonstrate the lesson taught. The classroom is formed of twenty-six students, fourteen boys and eight of twelve of them are Ells, with their primary language being Spanish, Vietnamese, and Asian. Mrs. McGraw (kindergarten teacher) has been instructing ELLs for many years, therefore, it is evident that all students feel comfortable and happy to participate on the lesson being taught by the professor. As well as the students engaging in the lesson that is being presented to them, the teacher uses various resources to demonstrate the lesson taught. The classroom is well organized and has many visual aides to help students with their brain development as well as the teacher’s use of the right tone of voice which is essential to capture the students’ interest. The teacher rewards students with stickers after completing the activity, this motivates them because if the students has all 5
...n is often a welcome relief from guided conversation in the foreign language; and a five-minute session of English only can give students a sense of true accomplishment. Many teachers believe that they only need to make sure the kids are having fun in language class, as though having fun were the one and only criteria for success in ESL. On the other end of the method spectrum, there are language classes whose teachers demean students who do not respond to their textbook approach to language instruction. Neither extreme, fun or misery, is truly effective. The LLS approach takes the best that ESL theorists have to offer and incorporates it with techniques that work in the classroom. In the end, teachers have a huge challenge in teaching their students all the components of English so that they may be formidably competent on all levels in their newly acquired language.
Motivation is a very important factor that distinguishes this group of learners. They are more aware of the need to learn a foreign language as something that will benefit them in the future. Moreover Pinter (2006) claims that children need to express their opinion about English lessons and their own progress because this is a fundamental part of building self-reliance and awareness. Furthermore Scrivener (2009) says: ‘Studying for work itself, setting oneself a personal challenge or just for reward make the strength of learners’ motivation a great factor in determining how seriously higher-primary school learners approach the work.’ Motivation must be kept at the same level during the acquisition of L2. If it is declining, it is the teachers’ responsibility to stimulate learners. Gaining new knowledge can be problematic or even fruitless if the students’ attention span is not maintained at a steady level.
Motivation plays a crucial role in willingness of students to obtain knowledge and capabilities to use L2 for variety of purposes. Moiinvaziri M. (2009) argued that English language learners were motivated instrumentally as well as integrativelly. This claim was in conflict with the researchers who claimed that only instrumental motivation is important in SLA. He concluded that in English Language learning both instrumental & integrative motivation are important. Then, Al-Hazemi H. (2000) argued that desire to learn English language should arise from within the learner. In an ideal situation, learners should have very high desire to learn foreign language. According to him, the strong desire for L2 learning contributes to a high degree of competence and success in language learning. Dornyei (1994) stated that the nature of social and pragmatic dimensions of target language depends on who, what and where i.e. who learns the language, what language and
In their opinion in countries that English is not their native language it has negative impact on culture and mother tongue. However, there are many reasons that demonstrated that use of English as a medium of instruction have positive impact on everyone’s life. As a study clearly says that student has the ability and skills to learn many languages (Begg, 2012). He adds that teaching a language in schools as a first or second language qualitatively vary because if all higher-study materials are in English so students needs to be proficient in that language and that transition is smooth from school to college or college to university. In addition he clearly mentioned that” Junking English as a medium of education will only push us back”. For instance, there are many people he studied in English that now became successful in their life, Indira Gandhi, Jyoti Basu, Ratan Tata, Sunil Gavaskar, Amitabh Bachchan and a million of people who are leaders and successful (Begg, 2012). Therefore, all of these researches widely declare that English as a medium of instruction has benefits to improve educational system of and to develop a country that English is not their native
I view students’ L1 as an asset that often aids them in acquiring their second language and brings diversity to the classroom. More importantly, it is part of students’ identity and thus should be respected and valued. Therefore, I do not dismiss and prohibit the use of L1. Rather, I look for ways to integrate it in the learning process. For example, I can ask students to listen to or read certain materials in their L1 to later produce an essay or an oral report in English. Brainstorming tasks or discussion of new vocabulary in EFL contexts can also happen in L1 if students wish to use it. In other words, L1 provides scaffolding to learners to help them deal with challenging tasks. It also gives them access to more materials and ideas for their work. Therefore, I strive to use it as a resource instead of dismissing