Lecturer’s Perception on the Use of L1 in EFL Classroom

Aisyah Amini
Institut Pendidikan Indonesia
(amisharamdhian@gmail.com)

ABSTRACT
This study aims to find out the lecturer’s perception on the use of first language (L1) in EFL
classroom in university by using descriptive qualitative method through semi-structured interview
of one lecturer as a participant. The data were then transcribed, coded, analyzed, categorized,
interpreted, and justified with theories. As the result, the use of the first language (L1) had an
important role in the learning of the L2, the use of L1 also contributed a lot to the teaching process
such as helped in explaining the material course, giving instructions, in mastering and adding of
new vocabulary, and building communication both lecturer and students. The result also found that
the use of L1 had a negative impact if used excessively. Therefore, the real challenged was the
maximum use of L2 and the limitation on the use of L1. L1 used conditionally and focused on a
particular context or situation with the hope that students can be improved the language
proficiency of L2 in line with the increase of students' grade-level education.

Keyword: Lecturer Perception, the Use of L1, English as Foreign Language

ABSTRAK
Penelitian ini bertujuan untuk mengetahui persepsi dosen mengenai penggunaan bahasa pertama
dikelas bahasa inggris di tingkat universitas.Desain penelitian yang digunakan deskriptif kualitatif
melalui metode wawancara semi terstruktur dengan seorang dosen di salah satu unversitas.Data
tersebut kemudian ditranskripsikan, diberi kode, dianalisa, dikelompokkan, kemudian tafsirkan
dan dibenarkan dengan teori. Berdasarkan hasil penelitiaan ditemukan bawa pengunaan bahasa
pertama memiliki peranan penting dalam pembelajaran bahasa target, bahasa pertama juga
memberikan banyak kontribusi dalam pengajaran seperti membantu dalam menjelaskan materi,
diksi dan ujaran dalam bahasa Inggris, pemberian intruksi, penguasaan dan penambahan
vocabulary baru. L1 juga membantu dalam mencairkan suasana dan membangun komunikasi
antara dosen dan siswa. Namun ditemukan juga, penggunaan bahasa pertama berdampak negatif
jika digunakan secara berlebihan. Maka dari itu, tantangan sebenarnya yang ditemukan adalah
penggunaan bahasa target secara maksimal dan pembatasan penggunaan bahasa pertama dimana
penggunaannya terfokus pada konteks atau situasi tertentu, sehingga siswa dapat meningkatkan
kemampuan bahasanya seiring dengan semakin meningkatnya tingkat pendidikan siswa.

Kata kunci: Dosen, Persepsi, Penggunaan L1, Bahasa Inggris sebagai Bahasa Asing

I. INTRODUCTION

English language as a tool of international communication, acts as a second

language (L2) in various countries around the world including Indonesia, because the first
language is the mother tongue. The learning process and the uses of the English language
hold a very important role in advancing various innovations to support better global
development. It helps and provides many benefits in the economy, relations, education,
and another aspect. In the Education world, the role of English has a significant position
for the learner. The learner who master and using English well, it easier in teaching-
learning process, in communicating with people around the world, L1 also provides many
benefits and gives a better way in terms of education or into the work world in the future.
But as a non-native speaker or mother tongue user, the learning of English is not an easy

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process because of the use of the first language affecting the learner in teaching and
learning of the target language.
There are debates in recent research about the use of the first language (L1) in
EFL (English as a Foreign Language) classroom, this is experiences both learners and
educators. There are many positive and negative perceptions on the use of L1 in the EFL
classroom. The researchers who have a positive perception of using L1 states that the use
of L1 has a positive function and various benefits for students (Al Sharaeai, 2012;
Timucin & Baytar, 2014; Kasmini, 2015; Sa’d & Qadermazi, 2015). The use of L1
facilitates the learning process such as helping the students’ actives in class, easier to
translating and understanding the meaning of context without reducing the use of L2
(Bhooth, et al. 2014; Darginaviciene & Navickiene, 2015; Khetaguri et al. 2016;
Suhayati, 2019; Zakaria, 2014). Several other researchers also state that teachers should
use the first language in the classroom instead of L2 for getting a better result
(Almoayidi, 2018; Alshehri, 2017; Jafari & Shokrpur, 2013).

The other negative perception of researchers states that the use of L1 causes
interference in L2 because the structure of L1 and L2 are different (Forteza, 2015).
Therefore, the use of L1 should be limited and regulated; it is used depends on the
context, situation, and conditions (Galali & Cinkara, 2017). Even if the theories from
Afzal (2013) and Karimian & Mohamadi (2015) also states that L1 should be banned
because becomes an obstacle for target language learning. In second language acquisition
(SLA) theory from Krashen (1981) beliefs that L1 should be applied equally with the L2
learning process, or the target language must be treated the same L1. This suggests that
there is no disruption from L1 to the acquisition of new languages. It seems the separation
between L1 and L2 as needed is a necessity.

Inspired by other researchers and the condition mentioned above, the researcher
has chosen this study to know more and prove, and also get findings on lecturer’s
perception of using L1 in EFL classroom in one university in Garut. However, many
researchers found out on the positive and negative perceptions, but the gap in this study
focused on perception reveals; the importance of using L1 and L2, the contribution and
impact, the challenges and the use of L1 and L2 based on student’s level education. For
this reason, hopefully, the findings it's expected that this research can bridge the gap in
the use of L1 and L2, also for English language learning literature, the role of the first
language is expected to give more contribution.

II. METHODOLOGY

Research Design

To answer the research question, the researcher used a qualitative descriptive

study as a method. Creswell (2009) defines qualitative research on the live experience,
language and interaction of human beings focus. According to Fraenkel et al. (2011)
states that qualitative researchers use three main techniques in collect and analyze the
data which are observing and recording what people do; conduct depth interviews about
the ideas, the opinions, and the experiences; and analyze documents or the other form of
communication.

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 According to Wood (2006), that the main features of qualitative research are
focus on the natural setting, experiences in real situations, an interest in meaning, and
emphasize on the process, and inductive analysis and grounded theory. Gilham (2000)
suggest that the qualitative method are essentially descriptive and inferential in character.
Qualitative research involves a rich collection of data from various sources to gain a
deeper understanding of individual participants, include the opinions perspectives and
attitudes, while descriptive describe a phenomenon, characteristics and more concern
with what rather than how or why something has happened (Nassaji, 2015). Qualitative
descriptive study in collecting data also is typically directed on discovering of what, who,
where of events or experiences, or the basic nature and shape (Sandelowski, 2000)

Therefore, in this researcher the interview tools as instruments chosen to gather

the data (Gall, Gall& Borg, 2007). This method was relevant to the objectives of this
study that is to find out the lecturer’s perception on the use of L1 in the EFL classroom
and the descriptive method used to describe the lecturer’s perception.

Research Site and Participants

In this research, the setting place took at one university in Indonesia located in
Garut, West Java. The university was located nearby the central and it is the only
university that has an English department. Additionally, the university very well
developed and there were a lot of infrastructures that can be supported in teaching-
learning such as language laboratory. The participant involved in this research was a male
English lecturer. The lecturer became the main participant of this study. He is one lecturer
who held in translation, interpreting, English for business and economics courses in the
last two years in the 3 and 4 grades in university and the lecturer who actively uses
English in the teaching-learning process of EFL classroom context. The participant
involved was selected by using a convenience sampling technique based on willingness to
be interviewed.

Data Collection

The data collection which used for this study was an interview. It was used to
source in depth the data about the lecturer’s perception of an EFL lecturer in EFL
classroom. Kvale (1996) states that interview as interaction both interviewer and
participant and influencing each other. Gill et al. (2008) define Interview aims to explore
experiences or perspective and the views to provide a profound understanding of more
social phenomena. This study used a semi-structured interview in which aims to find out
specific information on lecturer perception. The semi-structured interview is a verbal
questionnaire it contains a several of questions design for eliciting a detailed answer from
the respondent which is rather formal than the other types of an interview (Frankael &
Wallen, 2012).
The researcher used a virtual interview by telephone conversation. The interview
consists of 12 questions. Similarly, the questions in the interview were delivered in the
Indonesian language to make the respondents easy to answer the questions and also to
avoid misunderstanding of respondents to understand each aim of the questions. The
conversation between the researcher and lecturer was recorded by using a voice recorder.

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Furthermore, the data from the interview were transcribed and analyzed to describe the
finding of the study and to answer the questions.

Data Analysis

The obtained data from the interview were analyzed using several steps adopting
by Dornyei (2007). First, in analyzing the lecturer’s interview result, the researcher
transcribed the recording data into a file. The transcription also checked for twice with
the aim of not miss any important messages in the transcript. Secondly, the transcription
is condensed into shorter statements to find the true meaning by using table divided into
four columns; the first and second column used to provide the code, the third column
used the transcription, and the last column used for analysis result of the transcription.
Thirdly, the data were coded. The coded used in the table consist of two codes; first code
in the first column is the line code of the participant's answer, and the next code in the
second column is the code given in the form of description of research, that is an
interview (I), the participant (P), the numbering of questions asked (Q). According to
Rosman & Rallis (2012) states that coding is a process of highlighting, dividing sentences
and labelling certain terms. After the data being coded, the final step is interpreted and
justified based on the theory underlying this research by using a table containing sub-
themes and the analysis result. Finally, to sum the data it is transcribed, interpreted and
concluded descriptively to get the objective of this research.

III. RESULTS

This part presents the results of the lecturer's perception on the use of L1 in EFL
classroom used the virtual interview as an instrument containing twelve questions given
to the lecturer to collect the data to be analyzed in this study. In this section, there are two
main themes, as follows; the lecturer's belief and knowledge on the use of L1 in the EFL
classroom.

The importance of using L1 and L2

First, referring to the lecturer's belief, that the use of L1 had an important role in
the learning process of L2, even if as a learning reference in translation course. This can
be seen from the statement in the first question (Q1):

"L1 is important for learning English because there are courses that use L1 as a
reference in the course material, for example in 'Translation Indonesia to
English'." (I1P1Q1, 1-3, English Translation)

Moreover, in using L1, the participant used two languages, namely Sundanese
language, and Indonesian language, while the L2 used is English. The use of L1 with two
languages here is not a problem, as long as it does not impair the learning process of L2.
This is based on the interview result:

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 "… Then the L1 used is Indonesian and the L2 is English. In certain universities such as
campus A, usually, L1 is used mixed with the mother tongue that is Sundanese. So it
depends, as long as it does not interfere with the teaching-learning of the target
language, both the mother tongue/Sundanese language and Indonesian as the national
language. That won't be a problem." (I1P1Q1, 1-9, English Translation).

Moreover, the proportion of using L1 in translation course is more often used than L2,
that is from 60%-70% which aims the students be able to choose the right of diction and
understanding of utterance in L1. It is based on the statement of the participant:

"... L1 is used in translation course so often too. For example, learning about translation
is usually more dominant, even 70% Indonesian 30% English or 60% Indonesian 40%
English, because the students have to choose the right diction in understanding speech or
text in Indonesian." (I1P1Q2, 10-14, English Translation)

However, it is different from other subjects such as in teaching methodology course,

where the use of L2 more often and maximized of L1, especially in the first meeting. Then, the
proportion was 70% L2 and 30% L1. The proportion of both is conditional depending on the
course being taught by the participant. The participant said:

"For the other subjects, I tried to at least at the first meeting were all use the English
language. For example, for a teaching methodology course, it means teaching
methodology how to learn English. So there I use 30% Indonesian, and 70% use English.
So it is conditionally depending on the course." (I1P1Q2, 15-19, English Translation)

Then, the use of L1 is not something to worry about, when used disciplined and the time
is measured. Lecturer mentioned:

"... So in my opinion, as long as L1 is used in a disciplined and timed manner, it's ok not
to worry too much.” (I1P1Q3, 21-23, English Translation)

Both L1 and L2 have respective roles that are equally important, such as in understanding
good grammatical structures in L1 is needed to produce good diction and writing in L2. If the
grammatical structure in L1 is not properly mastered before, and then the mastery of translation is
in L2 will fall apart. Then, the proficiency of the language, grammatical structure, and context
should be mastered well, because they have an impact on language skills and diction in L2. The
use of effective and clear sentences in the L1 context, made the meaning of the context can be
understood more easily. Participant said:

"People who recognize a good grammar in L1, then compiling diction or words in
paragraphs in L2 writing, especially in translation, will be much better than those with
less L1. An understanding of the grammatical structure must be good. Without that, it
would be chaotic to master the translation in English if Indonesian grammar was not
mastered firstly. Apart from the structure, there are many more such contexts as possible
yes. It's kind of explaining what 'comro' in English is. For example, „burayot' in English,
so for example, the students can explain it with effective and clear sentences. Then the
respondent/interlocutor will easily recognize it. Then the language mastery, context, and

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 grammatical structure must be mastered. It is good in L1 for its impact on the ability of
diction and language in L2."(I1P1Q7, 77-91, English Translation)

Therefore, the participant revealed that a good and equal understanding of L1 and L2
vocabulary is closely related to the standard of vocabulary mastery in L2. The effect is seen in the
self-expression of students. The less-ability of students in L2 vocabulary will be more difficult in
expressing themselves, conversely. Participant mentioned:

"… The vocabulary mastery is a success, it is achieved when the understanding of

vocabulary in English (L2) is as good as understanding vocabulary in
Sundanese/Indonesian (L1), both L1 and L2 are equivalent. Now, for example, are too
few vocabularies in L2, students will not be able to express themselves. Therefore there is
a standard. The vocabulary is very influential." (I1P1Q9, 111-118, English Translation)

The contribution and impact of using L1

The use of L1 gives more contribution as well as an impact. The first contribution is in
using L1 in a learning context. For example, both L1 and L2 are used in the learning context of
the Translation course, such as in translating poetry and song from L1 into L2. Second, L1 is used
compulsively to fill communication till misinterpretation of the meaning such as in explaining
two learning contexts that have a different meaning or goal. The participant stated:

"In learning context such as in translation courses, for example, it must use L1 and L2.
So for example, if I translate Chairil Anwar's poetry into English, the poetry is written in
Indonesian then into English. In translating a song from 'bimbo', for example, „Sajadah
Panjang", the L1 uses in the Indonesian language, it must be written in L1. But, besides
being a feel in language, it is to fill communication, usually, L1 is used as well, it is
forced used in class, for example in 'what is the difference between equipment and
supply?'. In Indonesia's context, there is equipment and supply, this should be explained
because in English sometimes it is related to the context of learning. When it comes to
equipment and supply, it usually relates to the economic world like office equipment and
supplies. The lecturers must be able to explain the meaning first before the students guess
the interpretation too far." (I1P1Q4, 24-38, English Translation)

The third contribution is in giving instructions, reading material, and learning by doing to
increase the insight and knowledge of students. Participant said:

"...Yes, in instructions as well as reading material, for example, to increase insight and
knowledge by putting context into it." (I1P1Q4, 39-40, English Translation)

Fourth, L1 helped in icebreaking of the classroom, as a tool communication for the

benefit of learning, and clarified a learning context that would be easily understood by students or
in delivering clearer diction. Participant said:

"He contributed a lot, especially to ice-break. The second is to help in communication,

for example, we use L1 for learning purposes, I think that's fine and it's good. But if it for
example to joke, it seems not. So, I personally always use L1 to clarify the problem to

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 easily understand, it is clearer then I connect it to L2." (I1P1Q5, 47-55, English
Translation)

Fifth, the strength or the benefits of L1 is limited in helping faster understanding and
building a relationship between lecturer and student. Participant said:

"Ok, using L1 make faster in understanding, although not entirely allowed 100% in
English class. If it is to help in understanding, that's ok. It is strength to better
communicate, to get closer to students, clearer in giving instruction, that's ok." (I1P1Q6,
56-60, English Translation)

Therefore, the use of L1 made a good contribution in the L2 classroom, its use still had
an impact on the teaching process. Then, the use of L1 cannot be used optimally, and one of the
weaknesses in using L1 has resulted in the lecturer's forgetting that the teacher is teaching in an
L2 classroom. This is not allowed, including in giving assignments, except in giving instructions
that used bilingual language. Therefore, the proportion of L1 and L2 should be balanced.
Participant said:

"... The weakness is when the lecturer or teacher forgets that the class when teaching is
an English class, then dominantly using L1 in that class is not recommended. It should be
at least 50:50 balanced, but if it uses in 100%, I cannot be. It is including in giving
assignment use L1 unless the instructions are from Indonesian into English by students."
(I1P1Q6, 61-66, English Translation)

Another negative impact of using L1 is in made presentations, the students that used L2
more often and reducing L1 will get high and good scores. Otherwise, the more often using L1
made the lower scores given by the lecturer. Participant said:

"In my opinion, I usually give students the choice. If students wanna be presented using
L2 all the time, the minimum score is 80 and above. If a mix between L1 and L2 I give a
70 score, but if all the time the presentation uses LI, I give a value of 60. The more
students use L1, the more value it is will be the lower of the score, because we are in
English class." (I1P1Q4, 41-46, English Translation)

The challenges of using L1 and L2

Referring to the lecturer's knowledge regarding the challenges on the use of L1 and L2
was found that there were no challenges in using L1 as the student's native language, the real
challenge lies in the use of L2 which should ideally be maximized in class. Participant mentioned:

"I experienced no any challenges when using L1 in the classroom; ideally it should be
100% English."(I1P1Q8, 92-93, English Translation)

Another challenge was found in the teaching process that L2 was used optimally, made
the student's forced on listening to what the lecturer said. In the end, the students became silent,
felt embarrassed to ask if the context of L2 was not used following the question asked, were

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afraid to use inappropriate grammar, which ultimately made students feel doubtful before trying.
Participant mentioned:

"… That is precisely what becomes the challenge becomes when we force students to
listen when the lecturer speaks in full English. Sometimes, some students are
dumbfounded, feel embarrassed to ask the question, cause they are afraid of making
mistakes in the context of their English question, they feel afraid that their grammatically
is wrong, it is yet to try but they have nervous."(I1P1Q8, 93-98, English Translation)

From what had been explained above; it can be concluded that the real challenge is not
L1, but how to increase the use of L2 in the classroom. The participant:

"... So, actually the challenge is how to increase the amount of L2 used in the classroom
rather than L1." (I1P1Q8, 98-100, English Translation)

“Yes, so L1 does not need to be a problem, because everyday the mother tongue used is
Sundanese or Indonesian. The challenge is not using of L1, but using L2 all the time in
the classroom.” (I1P1Q8, 1001-103, English Translation)

The use of L1 and L2 based on students’ grade level education

The result of the further findings based on the nine until twelve-questions (Q9-Q12) on
the use of L1 and L2 based on students' grade-level education, was found that the use of
dictionaries and Google Translate was recommended to be used at the beginning meeting for
students at the first level of lectures as learning aids of L1 and L2, but students at higher levels,
their use should be reduced. If the translation is still irregular, it will be considered that the
learning process had failed so far. Therefore, the task of the lecturer is to provoke students in
added new vocabulary. The participant mentioned:

"I recommended from the beginning of the meeting that brings a dictionary or using
Google Translate is highly recommended, because the lecture is a learning process. In
starter, depending on the dictionary and Google translate, it is ok for students in senior
high school or students in the first grade in university. But for fifth-semester
students/three grade level in university still irregular in translating, I think the learning
process is not successful. You still have to use a dictionary, but only occasionally. So, it is
hoped that how the lecturer can provoke the students to always add their new
vocabulary. (I1P1Q9, 104-112, English Translation)

Moreover, with the increasing grade level of the student in university, vocabulary
mastery had increased. However, this is based on the personal goal that had of each student. The
more students' ability increases, the more they achieve the target. The participant mentioned:

"Yes, it should be. Because the vocabulary should have improved, and each student has a
personal target, how fluent they are or how to want they want to be. How fluent is the
target to speak English." (I1P1Q10, 130-133, English Translation)

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 In L2 learning in an English education program, it is required a lot of money. It would be
very unfortunate if the application was limited to daily communication only, where it can be
found in the general language centre course. Therefore, students were expected to have clear
application goals when taking an English program in university, such as becoming a teacher or
researcher who was able to demonstrate the ability and competence in their field. The participant
said:

"If it's just for daily conversation, you shouldn't enter the English program; it can be
studied at the language centre course because need the high costs of entering an English
study program. But if to become a researcher, the teacher then their abilities must be
pushed, and then the learning process in the class being taught satisfies students in
elementary, junior, or high school. Even the students self-do not expect to be given
learning by lecturers using L1 in L2 class. It should be at least balanced, to show lecturer
abilities." (I1P1Q10, 133-141, English Translation)

The students of the English program should be improved by getting used to L2. The
students who used L1 constantly, that were advised took the other programs. The participant
mentioned:

"Then, why should the student study in the English program, I'm also confused.
Supposedly, he enriched himself by familiarizing himself in a class by using English. If
Indonesian/Sundanese language is used continuously, why do students enter the English
department." (I1P1Q10,143-144, English Translation)

Therefore, both lecturers as educators and students as a learner should be able used L2
both orally and in writing contexts. The participant said:

"The hope is that the teachers and students are truly fluent in speaking and writing in
English." (I1P1Q12, 148-149, English Translation)

In dialed the student’s difficulties in L2 learning, the provision of learning resources such
as native speakers to listen to the correct and original pronunciation based on speakers, and were
not regulated as in general listening courses should be presented. It's a learning exposure that
should be carried out by an English administrator in university, and then the students could get
out of the comfort zone and adjusting their language proficiency. The participant said:

"It's true, even if I suggest that there should be native speakers, or namely the people who
use English in daily life. For example, the foreigners in Garut are invited, and then listen
to the correct pronunciation of them; the speech delivery is original, it is not regulated
like we are in listening to lessons. The kind of exposure must be fulfilled by the English
department, is to bring in learning resources such as the native speakers, who directly
speak every-day in English. It is adjusting of language skills of the student." (I1P1Q6, 67-
76, English Translation)

Furthermore, the provision of learning outcomes in each semester should be used in

measuring the level of vocabulary mastery, grammar, the gradation of difficulty levels, and also

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challenges experienced by students in L2 learning. Additionally, the procurement of consultations
without using L1 as an alternative can be used. The participant said:

"Supposedly, the learning outcomes of students each semester are clear. Then, when the
students in the first level, the vocabulary mastery and grammatically are have measured,
and then see in the next semester whether there is progress or not. It must be clear. From
the one-type of courses, the lecturers must discuss the gradations of difficulty levels and
challenges in language learning. For example, if it is necessary, the consultations should
be carried out for students who find it difficult in English understanding but are entering
the English department. There must be a consultation to resolve the problem. It does not
mean the students can use Indonesian (L1)." (I1P1Q10, 120-129, English Translation)

IV. DISCUSSIONS

This part presents the discussions of the research findings to analyze the following factors
for discussion to reveal a significant amount of detailed importance information.

Based on the result of research findings, the researcher found two themes on lecturer's
perceptions; lecturer's belief and lecturer's knowledge. Based on the lecturer's belief that the
lecturer had a positive perception on the use of L1 in EFL classroom, this can be seen from the
participant's statement in the result of the first question (Q1) stated that L1 had an important
position in the L2 learning process as a learning reference. This is supported by Al Sharaeai
(2012), that the use of L1 has a positive function and various benefits for students. The use of L1
made a lot of good contributions and also benefits for students in teaching, such as in learning
contexts, in giving instructions, in explaining the meaning and clearer diction of contexts. This is
supported by Bhooth et al. (2014) and Suhayati (2019), that the use of L1 as a facilitator of the
learning process includes helping students be actives in class, easier to translate and understand
the meaning of the context without reducing L2 use.

The use of L1 also helped in ice-breaking in the classroom, in communication, and also
buildings relations between lecturer and students. This is based on the participant's statement of
the resulting interview in the four to six questions (Q4-Q6). This is also supported by Hasrina et
al. (2018), that the use of L1 in the EFL classroom helped to make good communication between
both teachers and students.

Moreover, the proportion of using L1 should be balanced. The proportion of L2 should be

used more often as the target language because L1 also had a negative impact and can be
impaired the learning process if used excessively. This is supported by Forteza (2015), that L1
interfered with L2, because the structure of the language both L1 and L2 are different. And then,
L1 should be limited and regulated, and also depends on the context, situation, and conditions
(Galali & Cinkara, 2017). Instead, that L1 should be banned because it was considered an
obstacle, especially for target language (TL) learning (Afzal, 2013; Karimian & Mohammadi,
2015).

The learning process of L2 can be successful if supported by good language proficiency,

grammatical structure, and context of languages or the student understanding of the language

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structure in L1 and L2 was equalled. This is supported by second language acquisition (SLA)
theory from Krashen (1981), that L1 must be treated the same with the target language because
there is no disruption from L1 to the acquisition of new languages.

Moreover, referring to the lecturer's knowledge, the research also found that the real
challenge lies not in L1, but in increasing of L2 teaching in the classroom; how that students can
be active in the classroom, such as the bridge in conveyed or asked a question using L2 without
fear of using the wrong language context or grammatical structure in L2. This is supported by the
result of the lecturer's statement in the eight-question (Q8).

Moreover, the use of L1 and L2 were influenced by the grade level of students in the
university. The use of L1 for early students is not a problem, however, with the higher level of a
student in university; the limitation of L1, language proficiency of L2, and the vocabulary
mastery should be increased than before. This is supported by Rahmawati (2012), that L1 is most
useful at the beginning and low levels. And then, the learning strategies could be made as
possible by English program administrators and universities such as provide qualified learning
resources, the provision of learning outcome and consulting services in measured of proficiency
and difficulty gradation level of students with the hope that the English program produced the
ability and competent graduates. It is in line with the result of the lecturer's statement in the nine
to twelve questions (Q9-Q12). This is supported theory from Selinker in Al-Khresheh (2015), that
learning strategies can be considered if the shape interlanguage system has been formed from the
five psycholinguistic processes; native language transfer, overgeneralization of target language
rules, transfer of training, communication strategies, and learning strategies. Learning strategies
are used as tactics to make the new cognitive demanding linguistic system simpler.

In conducting this research, there were strengths, weaknesses, and uniqueness that
appeared in this research. In line with strengths, the study suggested that the use of L1 had an
important role and gives good contributions in L2 learning. In line with strengths, the study
suggested that the proficiency of L2 can be achieved if the language features and context of both
L1 and L2 were equal. Therefore, those might inspire the other researchers to research more
specific and details. However, this finding even the information cannot be the main references.
The weakness of this research, in this sense, the researcher could not find the strongest negative
impacts on the use of L1 in the L2 classroom. The researcher only could find prominent impacts
on the use of L1. The prominent impacts on the use of L1 were that the lecturer forgets if he is
teaching in an L2 classroom and the lower score when using L1 continuously. This is supported
by the theory which states that the use of L2 should be used in the classroom and L1 should be
avoided to get better results and achievements (Alshehri, 2017). The uniqueness of this research,
researchers found that L1 is used in two languages in the teaching and learning process, which are
both Sundanese language as mother tongue and Indonesian as a national language. In line with it,
Kurniawati (2017) states that the students need to use the L1 as the national language besides
mastering the L2 as the target language.
Regarding the findings and the discussion on the lecturer's perception using L1 in the
EFL classroom, there were found 2 kinds of perceptions. They are major perceptions and minor
perceptions. Major perceptions were following the aim of the study. The use of L2 more
dominantly than L1, adding and mastering vocabularies, and also the equal of grammatical

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structures of L1 and L2 were considered as the major perceptions in this study. While minor
perceptions were by the use of L1 is give more contributions for learners, but using L1 of and
learning aids should minimized and uses conditionally, disciplined and measured on the context,
condition and situation.
V. CONCLUSIONS

In conclusions, based on the data analysis, it can be concluded that the use of L1 in the
EFL classroom had a positive and negative perception. The positive perception that L1 an
important role and gives more contribution in teaching-learning of L2 in EFL classroom. Based
on the results showed that L1 is used in two languages, namely Indonesian and Sundanese
language; the use of both languages is conditionally as long as it does not interfere with the
learning process in L2.
However, in improving L2 language skills, mastered and understood of language
features, the grammatical structure was required which is equivalent between L1 and L2. Even L1
and L2 are considered equivalent, L1 will facilitate the preparation of diction and context in L2
teaching. The benefits of using L1 in the context of learning, helped the lecturer in explaining the
material course, the diction or utterance in L2, in giving instruction and mastering or adding a
new vocabulary. Moreover, L1 also helped in creating of life atmosphere, conducive and relaxed,
and made closer communication and relation between lecturer and students.

Furthermore, the use of L1 and L2 must balance in use, even the use of L1 and other
supporting media such as dictionaries or Google translate. If allowed, it will make students
dependent, therefore the use of L1 must be increasingly limited, because if L1 is used
excessively, it will be a negative impact on L2, especially with the increasing ability and
educational levels of students in the university. Even the use of L1 is overused; it becomes a
problem and caused fatal consequences in teaching the target language in the EFL classroom.

Moreover, it is highly recommended to use L2 which is more often used in class, this is
one of the challenges for students and teachers. Another challenge found is in the provision of
relevant and effective learning resources to improve student language proficiency such as
procurement of native speakers as supporting media in educational institutions. It is a good thing,
especially for the student in English major at university, the student will be able to express
themselves better, and be more proficient in using L2. Besides, the student is expected to be able
to apply the use of L2 in a wider scope, such as in teaching as a teacher, translator, and also a
researcher.

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