INDONESIAN STUDENTS’ PERCEPTION

ON THE USE OF BAHASA INDONESIA

AS MEDIUM OF INSTRUCTION IN EFL CLASSROOM

Ratna Kartika Puteri

English Education Department
Faculty of Educational Sciences and Teachers’ Training
Siliwangi University

Puteri.naa@gmail.com

Abstrak
Penelitian ini bertujuan untuk mengetahui persepsi siswa terhadap penggunaan
Bahasa Indonesia sebagai Bahasa pengantar pembelajaran Bahasa Inggris.
Penelitian ini merupakan studi kasus. Partisipan penelitian yaitu tiga orarng
siswa kelas XI salah satu sekolah menengah kejuruan di Kota Tasikmalaya. Data
penelitian berupa hasil wawancara mengenai persepsi siswa terhadap
penggunaan Bahasa Indonesia sebagai bahasa pengantar pembelajaran bahasa
Inggris di kelas. Data dianalisis menggunakan analisis tematik (Braun & Clarke,
2006). Hasil penelitian menunjukkan bahwa siswa memiliki pandangan yang
positif terhadap penggunaan Bahasa Indonesia sebagai bahasa pengantar
pembelajaran Bahasa Inggris, terutama pada saat guru menerangkan materi
pembelajaran yang kompleks dan menunjukkan makna kosakata baru dalam
bahasa Inggris.
Kata Kunci : Bahasa Indonesia sebagai bahasa pengantar, English as Foreign
Persepsi Siswa.

Abstract
This research aimed to investigate Indonesian students’ perception on the use of
Bahasa Indonesia as medium of instruction in EFL classroom. This research is
case study. The participants of this are three eleventh grade students of one of
vocational high school in Tasikmalaya. The data collected by using semi-
structured interview related to students’ perception on the use of Bahasa
Indonesia as medium of instruction. Then, the data were analyzed using thematic
analysis (Braun & Clarke, 2006). The result of this study shows that students
have positive perception on it, especially when teacher use it to explain difficult
concept and introducing new vocabulary in English.
Keywords : Bahasa Indonesia as Medium of Instruction, English as Foreign
Language, Students’ perception

INTRODUCTION
English is the most popular international language that is used
communicatively in the whole world. Since 1967, Indonesia has adopted
English as Foreign Language and it has been taught as one of primary subject
in any educational levels. The development of English education in Indonesia

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is indicated by the large numbers of formal and informal institutions that offer
many specific English courses.
In recent years, the teaching and learning of English in Indonesia has
been the center of attention among researchers. The facts that Indonesia adopts
English as Foreign Language and uses its national language as the medium of
instruction in the classroom, even EFL classroom, proves that the use of
Bahasa Indonesia EFL classroom is very hard to be avoided.
The use of L1 in EFL classroom has been a debatable issue. Many
studies has been conducted, which either support or oppose to. Some
researchers argued that L1 actually has no essential role in EFL or ESL
classroom. Furthermore, They believe that the use of L1 might be resulted on
students’ errors in acquiring the target language (Bouangeune, 2009;
Alseweed, 2012; Amara, 2015). In other hand, the rest of studies stressed on
the positive role of using L1 in EFL classroom. (Schweers, 1999; Cook, 2001;
Nazary, 2008; Hidayati, 2012).
According to all the arguments above, a big question on students’
perception then appears. Richards and Schmidt (2002) stated, “Perception is
the recognition and understanding of events, objects and stimuli by senses
(sight, hearing, touch, etc.)”. In addition, no matter what kind of strategies used
by teacher, it is meant nothing when the students have negative perception on
it. Hence, investigating students’ perception will give the teacher a valuable
feedback in teaching learning processes.
The phenomenon related to the use of L1 in EFL context is found in one
of vocational high school in Tasikmalaya, where the English teachers use
Bahasa Indonesia in EFL teaching learning processes.
In line with the background, the research problem is stated as follow,
“What are the students’ perceptions on the use of Bahasa Indonesia by their
teacher in EFL classroom?”

RESEARCH METHOD
This research was aimed to investigate the students’ perceptions on the
use of Bahasa Indonesia as medium of instruction by their teacher in EFL
classroom. The researcher applied descriptive case study using semi-structured
interview as a data collection method. The Participants of this study were 3
Indonesian students at one of vocational high school in Tasikmalaya, who have
learned English at least four years or more and have the experiences with the
teacher who uses Bahasa Indonesia as a medium of instruction in their EFL
classroom. They were chosen purposively based on their achievements in
English classroom.
In this study, the researcher analysed the data by using thematic analysis
(Braun & Clarke, 2006). The explanations of each phase are presented below:
1. Familiarizing yourself with your data
In this phase, the researcher listened and transcribed the interview data that
has been conducted in a previous research procedure. After that, she read
and re-read the data to make herself more understand about the data.
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2. Generating initial codes
In this phase, the data that had been collected were coded as follows:
Data Term Initial Codes
00:00:28 R : Then, what is your opinion about
- Student
the use of Bahasa Indonesia in
prefers her
EFL classroom?
teacher uses
00:00:33 S1 : I think it’s fine, whether using
English in
Bahasa Indonesia or English, the
giving
main purpose is made us more
direction and
understand (about the course), but
a test
in case giving instruction and a
test, I prefer using English.
00:00:52 R : Alright, which one do you like - Liking the
the most, learning English using teacher uses
Bahasa Indonesia or English? both English
00:01:02 S1 : Mix it, Bahasa Indonesia and and Indonesia
English, because when teacher in EFL
use English only, I got confused. Classroom
00:01:18 R : What about using Bahasa - Disagreeing
Indonesia-only? about the use
00:01:11 S1 : So, it isn’t English class. of Bahasa
Indonesia only
in EFL
Classroom
00:01:16 R : So, what do you feel when - Student feel
learning English using Bahasa more
Indonesia? expressive
00:01:22 S1 : Just fine. I feel more expressive, when Bahasa
since I didn’t get confused while Indonesia is
speaking. used in EFL
Classroom
00:01:29 R : Did you get confused when - Student
learning using English? believe that
00:01:30 S1 : I did. the use of
00:01:32 R : Why? English only
00:01:34 S1 : I didn’t understand. in EFL
classroom will
be a barrier to
her
00:01.37 R : On your point of view, what is - The student
the benefit of learning English feel more
using Bahasa Indonesia? comfortable
00:01:43 S1 : It’s more enjoyable, and makes and
me understand the course faster comprehend
and better. the course

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 Data Term Initial Codes
when learning
English using
Indonesia

3. Searching for themes

In this phase, the researcher constructed themes for the coded data as a
shown in following table:
Codes Themes
Liking the teacher uses both English and Indonesia in
EFL Classroom Students'
Disagreeing about the use of Bahasa Indonesia only in attitude toward
EFL Classroom language used in
Agreeing on the use of Bahasa Indonesia in EFL EFL Classroom
Classroom
Student prefers her teacher uses English in giving
direction and a test Students'
Student likes to study English using More English language
preferences in
Student likes to study English using more Bahasa EFL classroom
Indonesia when teacher explains a difficult concept
Student believes that learning English using Bahasa Students' feeling
Indonesia is easier but less challenging in EFL
Student feels very excited in learning English classroom while
student feel more expressive when Bahasa Indonesia teaching
is used in EFL Classroom learning
the student feel more comfortable processes
the student feel more comprehend the course when
learning English using Bahasa Indonesia
Student believes that using Bahasa Indonesia enhance The advantages
her comprehension of language used
Student believes that using Bahasa Indonesia helps her in EFL
in learning classroom
Student believe that the use of English only in EFL
classroom will be a barrier to her
4. Reviewing themes
In this phase, the researcher reviewed the themes that had been constructed,
in which she combined two themes into a single theme, split one theme into
two themes, or delete themes.
5. Defining and naming themes
In this phase, the researcher identified the essence of each theme and
constructed a concise and clear name for each theme, as follows:

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 Theme 2 Theme 3
Theme 1
Students’ Language Students’
Students’ Feeling
Preferences comprehension
Related to students’ Related to students’ Related to students’
reaction toward the language choices used opinion about the
use of Bahasa in EFL classroom advantages and
Indonesia as medium disadvantages toward
of instruction in EFL the use of Bahasa
classroom Indonesia as medium of
instruction in EFL
classroom

6. Producing the report

In this phase, the researcher wrote the report for her thesis about the results
of the research supported by the relevant theories.

FINDINGS AND DISCUSSIONS

Student’s Feeling
The data of interview showed that almost all students have a positive
feeling toward the use of Bahasa Indonesia in EFL classroom, as shown in the
following transcript:
Excerpt 1
00:01:16 R : trus apa yang neng rasakan ketika belajar bahasa
inggris pakai Indo
00:01:22 S1 : biasa aja. Kalau pake Bahasa Indonesia bebas
ekspresi soalnya ga bingung tiap ngomongnya
kayak gitu bu

Excerpt 2
00:00:26 R : Perasaannya gimana belajar bahasa Inggris
selama ini?
00:00:29 S3 : Duh seneng banget !
00:00:32 R : Pengalaman di kelasnya gurunya pake bahasa
apa mengajarnya?
00:00:34 S3 : Dicampur bu sama Bahasa Indonesia

Excerpt 3
00:01:38 R : Terus ya neng apa yang neng rasakan ketika
belajar bahasa inggris pakai indonesia?
00:01:34 S2 : Lebih mudah bu, lebih cepat dimengertinya tapi
tidak ada tantangannya bu
00:01:48 R : Jadi neng suka yang menantang ya
00:02:04 S2 : Iya bu suka tantangan

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 The result data (excerpts 1-3) indicate that students feel more
comfortable and confidence in expressing their ideas and getting involved
actively in teaching learning process while the teacher uses Bahasa Indonesia.
This finding was supported by Thongwichit and Buripakdi (2014), “L1 is
proved to be an assisting tool in creating a more welcoming and relaxing
atmosphere in a language classroom” (p. 104). Futhermore, they stated, “This is
significant, as students tend to learn better in a relaxing environment” (p. 104).
” However, the beginner and intermediate students show the most positive
feeling onto it compared to the advance student, as shown in excerpt 3, who
argued that the use of Bahasa Indonesia actually can ease her in learning but
make the lesson less challenging.

Students’ Language Preferences

The interview data showed that students in beginner and intermediate
level are preferred to use partly English and Bahasa Indonesia in learning, as
shown in the following transcript:

Excerpt 4
00:00:33 S1 : Menurut saya sih ya gapapa lah, mau indo mau
inggris kan tujuannya tetep biar lebih paham gitu
bu, tapi kalau untuk ngasih perintah atau latihan
lebih bagus ya pake inggris aja
00:00:50 R : Jadi kalau ulangan kayak gitu mending pake
bahasa Inggris ya neng?
00:00:51 S1 : Iya
00:00:52 R : Oke. Trus mana yang lebih neng suka, belajar
bahasa inggris pake Bahasa Indonesia atau pake
full inggris?
00:01:02 S1 : Ya campur aja sih bu, indo ada inggris ada, klo
pake inggris full suka malah bingung
00:01:18 R : Kalo pakai indo full gimana?
00:01:11 S1 : Ya jadi bukan belajar bahasa inggris dong bu

Excerpt 5
Pendapat Ella tentang pengajaran Bahasa
00:00:36 R :
Inggris pake Indonesia itu gimana?
mungkin, gimana ya, bingung, jadi boleh boleh
saja, karena kan ada beberapa hal dalam
00:00:42 S3 : Pembelajaran bahasa Inggris itu belum
semuanya paham, jadi boleh dijelaskan dalam
Bahasa Indonesia supaya lebih paham
Ella lebih pilih yang mana? Guru yang pake
00:00:55 R :
Bahasa Indonesia atau Inggris aja?
00:01:01 S3 : Lebih ke Indonesia tapi dicampur
00:01:02 R : Kenapa?
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 Karena kalo misal nya full Inggris itu takut nya
guru nerangin kemana mana pake Bahasa
00:01:03 S3 :
Inggris, tapi siswanya nggak paham, malah
nggak ngerti maksud guru tersebut.

The excerpts 4-5 shows that the beginner level of students prefer to learn
English by using partly Bahasa Indonesia since they often suffer the confusion
in English-only classroom. They also mentioned that the use of Bahasa
Indonesia will be very beneficial to explain some difficult concepts in the
course. Furthermore, they wish the teacher use English while giving simple
instruction and a test. It is in line with Hidayati (2012), “While the benefits of
Bahasa Indonesia in EFL classroom as perceived by the teachers and the
students were: (1) to explain grammar, (2) to explain difficult vocabulary items,
(3) to check students’ comprehension, (4) to make jokes, (5) to give suggestions
to the students to learn more effectively, (6) to give complex classroom
instruction. Yet, the teachers still overused Bahasa Indonesia, especially in
giving classroom instructions which had been familiar to the students” (p. 30).

Besides, the advance student prefers to use English as a medium of

instruction in EFL classroom. This finding was supported by the results of
interview with the student, as follows:
Excerpt 6
00:01:01 R : Menurut pendapat neng ya penggunaan Bahasa
Indonesia di kelas bahasa inggris itu gimana sih
00:01:07 S2 : Kalau pendapat saya mah lebih bagusnya pakai
bahasa inggris bu biar serasa atmosfirnya teh lagi
ada dimana gitu tah, belajar bahasa inggrisnya
lebih enak gitu, tapi kalau misalnya untuk
sebagian siswa yang emang belum paham, emang
lebih bagus pakai Bahasa Indonesia dulu, kalau
misalnya saya mah lebih cenderung ke pakai
bahasa inggris di kelas
00:01:31 R : Kan tadi katanya tengah-tengah, jadi gimana
00:01:34 S2 : Kalau saya mah lebih baik bahasa inggris aja

The interview results (excerpt 6) show that the students perceived that
the use of English-only in EFL classroom will build up a great atmosphere of
learning English and make it more challenging (see excerpt 3). This finding was
supported by the study of Nazary which showed that the students in a higher
proficiency level had a lower tendencies on the use of L1 and wish for more
exposure in English while teaching learning processes (Nazary, 2008, p. 147).

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Students’ Comprehension
The data of interview showed that all students in any proficiency level
agreed that Bahasa Indonesia can be beneficially used as medium of instruction
in EFL classroom, as shown in the following transcript:
Excerpt 7
00:01.37 R : Menurut neng nih manfaatnya buat neng, belajar
bahasa Inggris pake Bahasa Indonesia itu apa sih?
00:01:43 S1 : Lebih nyaman belajarnya, lebih cepet ngertinya,
ya gitu lah pokoknya bu

Excerpt 8
00:02:24 R : Menurut neng nih ya, apa manfaatnya belajar
bahasa inggris menggunakan Bahasa
Indonesia?
00:02:58 S2 : Manfaatnya ke kitanya bisa jadi lebih paham,
jadi menambah kosakata baru gitu bu, jadi ya
gitu lah pokoknya mah.

Excerpt 9
00:01:17 R : Ada manfaatnya nggak sih belajar Inggris pake
Bahasa Indonesia menurut Ella?
00:01:20 S3 : Ada bu, ya itu tadi, sebagai pemahaman
kembali kepada siswa apalagi yang belum
memahami kosakata itu.
00:01:26 R : Udah? Ada lagi?
00:01:27 S3 : Ya biar bisa lebih gampang masuk nerima
pembahasannya gitu bu. Sangat membantu.

The data (excerpt 7-9) indicate that all students stated that the use of
Bahasa Indonesia ease them, especially in mastering a new vocabulary and
understanding difficult concept of the lesson. In other word, they positively
believed that the use of Bahasa Indonesia will help them enhance their
comprehension in English. This finding is supported by Napapat and Buripakdi
(2014) who stated, “Besides emotions, L1 is considered helpful in clarifying
difficult lessons and leading to better comprehension in learning. Teachers may
use L1 in classrooms when introducing new words or discussing abstract ideas
to students” (p. 106). This fact revealed that the use of Bahasa Indonesia in
certain activities of EFL teaching learning processes can be a facilitating tool as
long as the teacher avoiding to overuse it.

CONCLUSION
Based on the findings of this research, it can be concluded that all of the
students show the positive perceptions on the use of Bahasa Indonesia as
medium of instruction in EFL classroom. They believe that the use of Bahasa
Indonesia actually can improve their confidence in expressing their ideas and
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ease them in learning English, especially when it is used in order to explain
difficult concepts, and introduce a new vocabulary. However, the overuse of
Bahasa Indonesia in EFL classroom must be avoided, since they believe that it
will make the teaching learning process less challenging

SUGGESTIONS
After making the conclusion of this research, the researcher has some
suggestions for the next researchers. They are suggested to explore other
domains that have not been touched by this study, such as the advantages and
disadvantages of using Bahasa Indonesia in EFL classroom. In addition,
considering the student’s target language, which is English, it is suggested that
the teacher should make better decision while applying L1 in the English
classroom. The teacher should focus on developing the student’s skill in English,
so they will be able to think in English. It is important to make the strict rules
regarding L1 use in the English classroom.

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