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CHAPTER I
INTRODUCTION

A. Background

The use of Bahasa Indonesia in second or foreign language becomes the

actual issue in language learning. One side, the teachers should force the

students to use target language to achieve their success in learning. But the

other side, the students use their mother tongue to help them learn the target

language. This reasons are based on pre-observation in PLP program, the

students used their mother tongue when they did not understand the material

given by the teachers and when they wanted to ask the questions. They

changed their language to say what they really wanted to say.

In this case, some theories believe that the use of mother tongue or first

language in the classroom will give advantage and disadvantage. Bolitho as

(Mart, Cagri Tugrul, 2003:9) argues, “The use of the native language permits

the students to say what the students really want to say in the target language.”

So, the students will be able to explore their knowledge and they will be easier

to convey what they want to say clearly. In contrast, the different view from

negative aspects is also given. According to Harmer (Mart, Cagri Tugrul,

2013:12), “The overuse of L1 restricts the students’ exposure to the target

language.” It means, the use of first language should be judicious and wise.

When it is used too much, it will block students’ interest in learning target

language and it will lose their motivation. Therefore, both teachers and

students should fight hard for reaching success in learning.

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The previous research is conducted by Kenenisa, Beressa (2003) which

investigated classroom use of first language in Ethiopia. This research showed

that both teachers and students have positive attitude towards the use of Oromo

language at a college level. Different from the previous study, this research

purposes to analyze the functions of Bahasa Indonesia and students’ reasons of

using Bahasa Indonesia in EFL classroom. After knowing that, it could give

the point of view for the teachers to teach, to use and also to facilitate the first

language in the appropriate time and condition.

B. Formulation of the Problems

This research focuses on finding the answer of the formulation of the

problems, as follows:

1. What are the functions of Bahasa Indonesia used by students in EFL

classroom?

2. What are the students’ reasons of using Bahasa Indonesia as L1 in EFL

classroom?

C. Operational Definitions

The writer should explain the operational definitions that relate to this

research to avoid misunderstanding, as follows:

1. The use of Bahasa Indonesia : Students use Bahasa Indonesia in the

(as L1) by students classroom.

2. EFL classroom : The classroom where English is

learnt as a foreign language.

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D. Aims of the Research

The aims of the research are to know the function of Bahasa Indonesia

itself in EFL classroom and students’ reasons of using it.

E. Uses of the Research

This research has some uses and they are divided into three kinds of uses

namely theoretical use, practical use and empirical use.

1. Theoretical Use

This research can increase knowledge for the writer about using

Bahasa Indonesia as first language in EFL classroom by the students.

2. Practical Use

This research can be used as the guidance or resource for the teachers

to know some theories about L1 in EFL classroom.

3. Empirical Use

This research is the experience for the writer expected to be useful for

the present time and the future to increase the educational system and to

make the conducted research by the writer as a useful experience for the

others.