Monday , May 20 2019


It have been really long time without updates for few weeks. In those Weeks, I had a research that must be done before the end of this month. The research is about “Finding and Discussion that related to the purpose of the study”. This research done by giving some presentation in local schools and The presentation talks about the attitude of both students and English teacher toward the use of LI in Indonesian context. It is about How often and on what occasion it was used in EFL classroom.  Below is the results of the research from UNIROW.

4.1 Finding

4.1.1 Data Obtained from Classroom Observation

The observation is aimed to know how often and on what occasion Bahasa Indonesia was used by the teacher in English classroom. To get a more valid data, the researcher observed the English teaching learning process.

Table I

Classroom Observation



Occasion on which Bahasa Indonesia was usedTotal
Giving instruction and ordersExplaining complex grammar pointsExplaining difficult conceptsTranslating difficult wordsAnswering questions
Observation 1

Observation 2










I tried to use the table in this blog and let’s hope it shows correctly. The table above shows the number of time and occasions that Indonesian was used in English class. For the first observation, it was used for about 45 minutes reading class. According to the first observation, the teacher used Bahasa Indonesia to give instructions and orders, explain complex grammar points, explain difficult concepts and translate difficult words.

When the reading test happens, the teacher gave instruction in English. The teacher used Bahasa Indonesia (twice) only after giving instruction in English, it is apparently used to ensure that every student was clear about the teacher said.

The teacher also used Bahasa Indonesia to explain difficult concepts (once) and to explain complex grammar points (4 times). The teacher attempted to explain difficult concept and grammatical rules in English. When she thought the students did not understand her English explanations, she changed it in to Indonesian.

The most frequent use of Bahasa Indonesia in the first observation was to translate difficult words (5 times). For example, teacher used Bahasa Indonesia to explain the words accepted, exists, piece, convey and attention for the first time, the teacher explained in English when the students do not understand the meaning of these words, the teacher came up with an appropriate specific Indonesian translation. As the result, the students understood quickly.

In the second observation, the frequency of the use of Bahasa Indonesia was more less time-consuming than in the first observation. At that time, the teacher taught listening test. Based on the table analyzed above, the teacher used bahasa Indonesia to give instructions and orders (3 times) and translating difficult words (5 times). The process was similarly the first observation. Firstly the teacher gave instructions in English, when the students still did not understand the instructions, the teacher used some Indonesian. Likewise, she translated difficult words such; conquer, rewarded, retelling, fully and heroes in Indonesian. Bahasa Indonesia also was used to answer students’ questions (twice). When the student asked in Bahasa Indonesia, the teacher directly answered in Bahasa Indonesia.

This research would not be available if Mochammad Rifai didn’t help me. Thanks for the hard works. I also appreciate the times to accompany me in every schools just to help me doing research in classes. In next week, there could be another researches. I praise god to let me doing my researches.
Happy reading

Check Also

Sampul Skripsi

Study on Creating Literature review in short stories and novel

Literature review has been an important part in reviewing topic. Literature is collected from various ...