elt research proposal sample--mt in efl classes
DESCRIPTION
This file is used a sample for research proposal critique at the English Teaching Program of UKI JakartaTRANSCRIPT
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Use of MT in EFL Classes ofSecondary Schools in Jadetabek:
Students and Teachers’ Perception
Group Research Proposal
Researchers:
Parlindungan PardedeSelvy Aveline (NIM 0912150024)Olga Regina (NIM 0912150031)
Tio Masa E.S. (NIM 0912150042)
English Teaching Study ProgramFaculty of Education and Teachers Training
Christian University of IndonesiaJakarta2013
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TABLE OF CONTENTS
Table of Contents i
Chapter I: Introduction
A. Background
B. Research Problems
C. Research Objectives
D. Significance of the study
E. Scope of the study
F. Operational Definitions
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Chapter II: Literature Review and Conceptual Framework
A. Literary Review
1. History of language teaching methods focusing on MT use in
FL teaching
2. The Use of MT in the EFL classroom
3. Teachers’ Attitudes towards MT Use in the EFL Classroom
4. Reasons for Using MT in the EFL Classroom
5. The Amount of L1 Use in the EFL Classroom
B. Conceptual Framework
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Chapter III: Research Methodology
A. Specific Research Purposes
B. Research Method
C. Participants
D. Time and Place
E. Data Collection Techniques and Instruments
F. Data Analysis Techniques
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References22
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Chapter 1
INTRODUCTION
A. Background
In the field of second language (SL) and foreign language (FL) teaching in
general and English as a second language (ESL) or English as a foreign language
(EFL) teaching in particular, the role of the students’ mother tongue (MT) and its
influence on the target language (TL) has long been a controversy. Based on his
review of the literature related to language teaching methods, Stern (1992, p. 279)
stated that the role of MT in SL teaching is “one of the most long-standing
controversies in the history of language pedagogy”. One the one hand, those
supporting the prohibition of MT use in SL/FL classrooms, later becomes popular
as the monolingual approach, suggest that the target language should be the only
medium of communication, because SL/FL is best learned and taught through the
language itself (Richards and Rodgers 2001). For them, the avoidance of the MT
would maximize the effectiveness of learning the TL, because maximum exposure
to TL and least exposure to MT are of crucial importance, and the use of MT may
obstruct TL learning process (Cook, 2001 and Krashen, 1981).
On the other hand, the advocates of MT use believe MT can be helpful in
most classroom activities, such as learning new vocabulary items, explaining
complex ideas, studying grammatical rules, or studying cultural elements. They
assert that the monolingual approach seems to be only partially implemented in
SL/FL teaching practice, and, as a matter of fact, most ESL/EFL teachers and
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students often resort to MT during the learning and teaching process. Nation
(2003) and Larsen-Freeman (2012), for instances, argued that students’ MT
should not completely eliminated from a SL or FL classes and reiterated that a
judicious and well–planned use of the students’ MT can give positive results.
Despite the continuous debates over the role of MT, empirical studies
during the last three decades have suggested that it is likely to be unavoidable in
SL/FL classrooms, especially when students speak the same MT and when
teachers know the MT of their students. Auerbach (1993) for example, lists
several different positive uses of L1 in L2 classrooms, i.e. classroom
management, language analysis, presenting grammar rules, discussing cross-
cultural issues, giving instructions or prompts, explaining errors, and checking for
comprehension. Macaro’s (2001) study on six student teachers in England
revealed that the participants use their MT up to 15.2% in their teaching. Based on
their study on 13 Korean teachers of English in high schools, Liu et al (2004)
reported their use of Korean ranged from 10% to 90% of class time. Kim and
Elder’s (2005) study on seven teachers who taught foreign languages in New
Zealand revealed that the proportion of target language use among these teachers
varied from 23% to 88%.
Kim Anh (2010) study on the attitudes of Vietnamese university teachers
towards using Vietnamese in teaching English indicated that judicious use of MT
is found to be necessary in some situations in teaching English. In addition, Al-
Nofaie’s (2010) study showed that the students and teachers’ attitudes towards
using the Arabic in EFL classroom were positive and the students preferred MT to
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be used in certain situations. However, the teacher participants claimed that the
untimely and excessive use of MT should be avoided because it may obstruct
learning English. In the Chinese context, Tang’s (2002). study revealed that
students supported the use of Chinese in English classes because it makes English
learning more effective and less time-consuming.
Though researches on the use of MT in FL classrooms have increased
dramatically in many places in the world, in Indonesian public schools, very little
attention has given specifically to this issue and only few studies have been
carried out to investigate the role of Indonesia in English classes. To the present
writers’ knowledge, there are only two accessible studies carried out concerning
this issue in Indonesian context so far. Zacharias’ (2003) study revealed tertiary
education English teachers’ account about what Indonesian is used for in their
English classes: explaining the meaning of new words and grammatical points,
giving instructions, checking learners’ understanding and giving feedback to
individual learners. The second work, Usadiati’s (2009) action research, revealed
that the use of Indonesian interchangeably with English in the explanations of
concepts and rules for teaching students to write English sentences in Present
Perfect Tense improved the students’ achievement.
Since English has recently been taught in all levels of education, such lack
of attention to the use of Indonesian in English classrooms a great disadvantage.
Since both teachers and students have the same MT (most English teachers in the
public school are Indonesians) they must be apt to resort to Indonesian as a
support to survive or to make sense of whatever is going on in the English class. If
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only we have appropriate empirical data on this issue, we will be able to raise our
awareness of where we are at present in our use of Indonesian in English classes
and to prepare the ground for a more reasoned use of Indonesian in the English
classroom. And this study is a trial to provide such necessitated data.
B. Research Problems
Based on the discussion in the background section above, the use of
Indonesian appears, in some ways, to be beneficial for learning and teaching
English. It has also been learned that little attention has been given to the use of
Indonesian in English classes. There is, therefore, a great urgency to study this
issue. By having appropriate empirical data concerning this issue, we will have
more solid basis to decide what methodology is best for our students. The
problem to be addressed in this study is students and English teachers’ perception
towards the use of Indonesian in English classrooms at senior high schools around
Jadetabek. More specifically, the study tries to seek answers to the following
questions.
1. What is the perception of teachers and students towards using Indonesian in
their English classroom?
2. To what extent do English teachers and students believe in the role of the
Indonesian?
3. How much Indonesian do teachers use in their English classroom?
4. How much Indonesian do students expect their teachers use in their English
class?
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5. How much Indonesian do students want to use themselves?
6. What for do students and teachers employ Indonesian?
7. What is the relationship between years of English teaching experience and
teachers' use of Indonesian?
8. What is the relationship between years of English learning and students'
expectation in the use of Indonesian?
C. Research Objectives
Based on the discussions on the previous sections, this study will be
carried out to get empirical data about:
1. English teachers and students’ perception on the use of Indonesian in English
classroom.
2. the extent of English teachers and students’ belief in the role of the Indonesian
in English classroom.
3. the frequency of teachers use of Indonesian in English classroom.
4. Students’ expectation of the frequency of teachers’ use of Indonesian in their
English classes.
5. Students’ expectation of the frequency of their use of Indonesian in their
English classes.
6. The students and teachers objectives for employing Indonesian.
7. The relationship between years of English teaching experience and teachers'
use of Indonesian.
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8. The relationship between years of English learning and students' expectation
in the use of Indonesian.
D. Significances of the study
The findings of this study are hopefully useful to the following four
groups:
1. English teachers can make use of the findings and become aware of the role
Indonesian plays in teaching and learning English.
2. Teacher educators-could make use of the findings to reexamine their foreign
language teaching methodology at the teacher training and development
centers.
3. Material writers and syllabus designers-may make them to consider
Indonesian while preparing teaching materials or designing the syllabus.
4. Researchers might be stimulated to conduct further research in the area which
may open the way to the development of a new ELT method and techniques
that work to incorporate the use of Indonesian in the EFL classroom.
E. Scope of the study
Due to budget and time constraint, the present study confined itself to
investigate the perception of students and English teachers towards the use of
Indonesian in English classes at senior high schools around Jadetabek (Jakarta,
Depok, Tangerang, and Bekasi).
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F. Operational Definitions Terms and Acronyms
1. SL refers to second language
2. FL refers to foreign language
3. MT refers to mother tongue, i.e. Indonesian in the context of this study
4. TL refers to target language, i.e. English in the context of this study
5. EFL refers to English as a foreign language
6. ELT refers to English Language Teaching
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Chapter II
LITERATURE REVIEW AND CONCEPTUAL FRAMEWORK
This chapter presents two sections: In the first section, research findings,
arguments, and ideas relevant to the study are summarized and synthesized as a
mean to provide the study with relevant context. The second section relates the
background to the problems and shows how the present proposed research could
contribute to the literature of the use of MT in ELT classes.
A. Literary Review
1. History of language teaching methods focusing on MT use in FL teaching
A look at the history of MT use in the SL/FL classroom quickly reveals
periodic but regular changes in how it is viewed (Auerbach, 1993, p.12).
Therefore, Stern (1983) stated that “the role of first language in foreign language
teaching is one of the most longstanding controversies in the history of language
pedagogy.” Several hundred years ago bilingual teaching was the ‘norm’, with
students learning through translation, which is later well-known as the Grammar
Translation Method. The use of MT to study a SL/FL under the domination of this
method was almost universal and readily accepted, in part because language
teaching placed an emphasis on the written word above the spoken word. Under
the Grammar Translation Method, MT is freely used as “reference system” in the
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process of foreign language acquisition (Stern, 1983). In other words, MT is used
as the main means of instruction.
In the 19th Century, this trend slowly reversed itself (towards a
monolingual approach), in part due to a shift towards an emphasis on the spoken
word. The shift of the emphasis was partly due to mass migration and colonialism
which caused people need to learn foreign languages in order to communicate
orally. This led to the emergence of the Direct Method, which is based on the
belief that FL learning should be an imitation of MT learning. In this light,
learners should be immersed in the target language through the use of that TL “as
a mean of instruction and communication in the language classroom”, and through
“the avoidance of the use of MT and translation as a technique” (Stern, 1983).
After its highest popularity during the period from the late nineteenth century to
the first quarter of the twentieth century, the Direct Method began to decline.
However, the method has laid foundation upon which many of the later methods
and approaches expanded and developed. Among them are the Audio-lingual
Method and Communicative Approach.
The Audio- lingual Method, whose origin is found in the Army Method
developed in response to the need for Americans to learn the languages of their
allies and enemies alike during World War II, aims at helping learners “to be able
to use the target language communicatively” (Larsen- Freeman, 2012). Like the
Direct Method, this method focuses on the spoken language and forbids
translation and the students’ MT in the classroom (Ellis, 2003). Meanwhile, in the
Communicative Approach, which has attracted most attention from the language
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teaching profession during the past five decades, the restricted use of learners’
mother tongue is allowed where feasible and translation may be used when
learners find it essential and helpful (Ellis, 2003).
Recently, there has been an increasing attention to the advantages of MT
use in the FL classrooms. Numerous studies related to the roles of MT in FL
teaching and learning have been carried out around the world in order to develop
communicative language teaching which considers MT as a classroom resource.
Weschler’s (1997) Functional-Translation Method, which combines “the best of
traditional “grammar translation” with the best of modern “direct,
communicative” methods”, is a good example for this.
2. The Use of MT in the EFL classroom
As indicated in previous sections, two opposing arguments have emerged
regarding MT use in the EFL classes, i.e. those against it and those favoring it.
Both are briefly discusses in the following sections.
a. Arguments against Using MT in the EFL classroom
Various arguments have been put forth for prohibiting the students’ MT in
the ESL/ EFL classroom. The first and most common is interference from the
native language. Dulay, Burt & Krashen, cited in Al-Harbi (2010, p. 145) define
the interference “as the automatic transfer, due to habit, of the surface structure of
the first language onto the surface of the target language". According to Cook,
(2001), interference is a major source of difficulty in the TL learning and to avoid
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that, the separation of MT and TL should be made. Harbord (1992) also supports
MT and TL separation, and he acknowledges that overusing MT makes students
believe that word for word translation is a useful technique, and, consequently,
they will work towards transferring meaning in learning the TL.
The second argument asserts that using MT might negatively affect
students' learning process because it reduces the exposure learners get to the TL
and reduces their opportunities for using the TL (Turnbull, 2001, and Deller &
Rinvolucri, 2002). In other words, MT use will prevent the maximum provision of
the TL. This argument is usually strengthened with the idea that EFL learners
often have little or no exposure to the target language outside the classroom.
Teachers, therefore, should not spend this valuable classroom time using MT. In
agreement with this view, Auerbach (1993) indicates that "the more students are
exposed to English, the more quickly they will learn; as they hear and use English,
they will internalize it and begin to think in English" (p. 14).
The other argument, chiefly advanced by Krashen (1981), is MT
acquisition argument. The philosophical basis Krashen used to support this claim
is that adults learn the TL similar to the way children pick up their MT. The
justification put forward for the claim is that to acquire their MT, children do not
rely on another language. However, Cook (2001a) argues that the analogy to MT
acquisition is simply beside the point, According to him, the nature of MT
acquisition is fundamentally different from SL/FL learning, especially in terms of
age and situations. Therefore, the fact that by definition children do not fall back
on another language while acquiring their MT has no implication for whether or
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not SL/FL learners should make use of their MT while learning SL/FL. In line
with this, Weschler (1997) asserts that, “Children take years following the natural
order of acquisition to master the concrete before the abstract. By contrast, already
having mastered the latter, adults can take shortcut” (p. 4). In the same vein, Cook
(2002) notes that the misguided vision of the MT acquisition is one of those
factors that have outlawed the role of translation in SL/FL teaching. He further
comments that the idea of relating SL/FL learning to MT acquisition is based on
assertions without evidence or weak evidence.
Based on these arguments, we can conclude that the advocates of the
monolingual approach believe the best way to teach EFL is by using English as
the medium of teaching.
b. Arguments Supporting MT Use in the EFL Classroom
The monolingual approach has been criticized by researchers and
practicioners who believe that limited use of MT is a very natural and useful tool
in the SL/FL classroom. Thus, many researchers have thought of ways to use MT
into the EFL teaching effectively (Schweers, 1999; Cook, 2001, Deller &
Rinvolucri, 2002; and Al-Nofaie, 2010). Atkinson (1987) strongly supports that
students' MT shouldn’t be completely ignored in the English classes since "the use
of L1 can be very effective in terms of the amount of time spent explaining" (p.
242). According to Auerbach (1993), "when the native language is used,
practitioners, researchers, and learners consistently report positive results" (p. 18).
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As shown by Harbord (1992), Auerbach (1993) and Deller and Rinvolucri
(2002), MT represents a powerful source that can be used to enhance the SL/FL
learning. In this situation, there is a extensive amount of literature which strongly
suggests that MT can play a supportive and facilitating role in the EFL classroom
as a valuable linguistic resource, and consequently, it should not be totally
avoided (Schweers, 1999 and Nation, 2003). ELT teachers must have ever
experienced or felt that the students’ MT can be used as a teaching technique
especially in the areas where there is marked difference between MT and EFL
system. Harmer (2001) also notes that MT use is a quick and helpful technique in
teaching the TL. To conclude, the most realistic principle in ESL/EFL teaching
should be to use English where possible and MT where necessary" (Atkinson,
1993).
3. Teachers’ Attitudes towards MT Use in the EFL Classroom
According to AL-Nofaie (2010), teachers’ attitudes towards MT use have
been examined in different countries with varied results. The results of Al-
Buraiki’s (2008) study aimed to investigate the Omani English teachers' attitudes
in basic education school showed that the teachers believed that MT has a positive
role to play in teaching the young learners. Crawford's study (2004) concerning
the primary level as cited in Al-Nofaie (2010) revealed that 54 % had
"reservations" in using MT as the main medium of teaching. The study of Sharma
(2006) on the attitudes of Nepali teachers and students towards the use of the
native language in the EFL classroom revealed that all respondents preferred the
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occasional use of MT in the English classes. They also asserted that judicious use
of mother tongue is justified because it helps students learn English better.
Similarly, Kim and Petraki (2009) reported that for Korean students and teachers'
MT plays a helpful role in the language classroom, especially in the early stages.
4. Reasons for Using MT in the EFL Classroom
Several studies have been carried out in different countries to investigate
areas in which teachers can take advantage of their students’ first language (Al-
Nofaie, 2010).
The notion of MT serving as "a time–saving device" is the most frequent
justification given by teachers for LI use (Atkinson, 1987. p, 422) Similarly,
Shimizu (2006, p. 77) indicated that "time-saving" is one of the principle
arguments why researchers are in favor of using MT. As Turnbull (2001) stated,
"I know from my personal experience that it is tempting to use the MT to save
time"(p.536). Auerbach (1993) and Schweers (1999 also agree that saving time is
a justified reason for using MT especially at lower levels. According to Harbord
(1992), teachers' use of MT to save time provides opportunities for "real teacher-
student communication in TL classroom" (p.352).
Another significant reason for teachers' use of the students' MT in the TL
classroom is to achieve natural communication between them and their students.
Harbord (1992, p. 352) argues that "facilitating teacher-student communication",
and "facilitating teacher-student rapport" are two basic objectives for the teachers'
use of students' MT in the EFL classroom. In accordance with the previous view,
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Auerbach (1993) indicates that achieving a good relationship between students
and teachers is a desirable aim that can be fulfilled through MT use. Nation
(2003) indicates that it is easier and more communicative to use MT in the EFL
classrooms to facilitate communication between students and teachers.
Additionally, Miles (2004) considers that MT should be used in the EFL
classroom in order not to create a barrier between the students and the teachers.
It is also acceptable to use MT in the EFL classroom by teachers to convey
the meaning of an unfamiliar word, to clarify abstract word, and to explain
difficult concepts (Meyer, 2008). Turnbull (2001) concurs with the opinion that
“it is efficient to make a quick switch to the L1 to ensure that students understand
an unknown word” (p. 535). As shown by Meyer (2008), the absence of MT when
explaining the unfamiliar concepts can raise the level of anxiety among students.
Motivating students by using MT has received much interest in literature.
Hamdallah (1999, p. 290), for example, emphasizes that in order to keep the
learner's motivation in an " ideal circle", appropriate use of MT in EFL classroom
could be used. He adds that using MT to motivate students encourages them to
express their ideas since it has a direct influence on the "psychological pressure".
However, he concludes that when learners' ability of TL increases, it is necessary
to minimize the use of MT. Critchely (2002) indicates that with lower level
learners, teachers should use MT when appropriate to build positive and mutually
supportive relationships that will promote student motivation (p. 3). It is also
commonly agreed in the literature that MT could be used by EFL teachers to give
complex instructions to early levels (Harbord, 1992 and Auerbach, 1993). In
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Cook's (2001b) and AL-Nofaie's (2010) studies, the findings revealed that a large
number of teachers' favorite choice for giving complex instructions was by using
the students' mother tongue. Harbord (1992) emphasized that giving class
instructions by using MT is an important point to achieve and facilitate
communication between teachers and students.
5. The Amount of L1 Use in the EFL Classroom
A body of research about how much MT is used in the EFL classroom by
both teachers and students with different kinds of data, including questionnaire,
interviews and observation of lessons, has been carried out in different contexts
and indicated a great degree of variability in the amounts of the MT and the TL
use by teachers.
Guthries (1984), who investigated the MT and the TL use of 6 university
French instructors, found that there was a great degree of variability in the
amounts of the MT and the TL use by teachers. Overall, most of them used the
MT in a relatively low percentage of the total time. Five out of the six instructors
apparently used the MT 2% to 17% of the time (with one exception above 40%).
Duff and Polio’s (1990) study in FL classes at the University of California
showed a wide range of percentages across languages: from 0% to 90% the first
language with a 32.1% “cross-class average” (p.156). Their interviews with
teachers dealing with the variability in MT/TL ratio showed that the variables that
might have played a role included language type, departmental policy and
guidelines, lesson content, materials and formal teacher training.
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Macaro (1997), intended to investigate how much MT was used by
instructors, why they claimed to use it, and what factors appeared to influence
their decision to use it, found that very little MT was used in the classes recorded
by the instructors. When instructors initiated a switch to MT, it appeared that they
did so for the sake of efficiency and convenience, or to impose discipline or keep
control of the class. According to Macaro (1997), teachers switched from TL to
MT mainly to give and clarify instructions for classroom activities, to give
feedback to students, to translate, and to check comprehension.
More recent studies on this issue also revealed a great degree of variability
in the amounts of the MT and the TL use by teachers. Macaro’s (2001) study on
six student teachers in England revealed that the participants use their MT up to
15.2% in their teaching. Based on their study on 13 Korean teachers of English in
high schools, Liu et al (2004) reported their use of Korean ranged from 10% to
90% of class time. Kim and Elder’s (2005) study on seven teachers who taught
foreign languages in New Zealand revealed that the proportion of target language
use among these teachers varied from 23% to 88%.
Based on the results of these studies, it can be concluded that the amounts
of the MT and the TL use by teachers are varied, and thus, more empirical support
is needed before sound pedagogical and policy decision are made.
B. Conceptual Framework
The inclusion of the students’ MT in SL/FL classes has long been a
controversy. On the one hand, proponents of the monolingual approach believe
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that to maximize the effectiveness of learning the TL, MT should be prohibited,
because maximum exposure to TL and least exposure to MT are of crucial
importance, and the use of MT may obstruct TL learning process. Thus a
second/foreign language is best learned and taught through the language itself. On
the other hand, the proponents of the MT use argue that MT can be helpful in
most classroom activities. As a consequence, MT should not completely
eliminated from a SL or FL classes for a well-judged and well–planned use of the
students’ MT can give positive results.
Since most current research results tend to support the judicious and well–
planned inclusion of MT, this issue deserves more studies to get more empirical
data. The more data concerning this issue available to use, the easier it is for us to
find more suitable teaching methodology for our students. This study is one of the
trials to meet this challenge. Its findings will at least enrich empirical data
concerning with secondary school students and English teachers’ perception
towards the use of Indonesian in English classrooms.
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Chapter III
RESEARCH METHODOLOGY
This chapter provides the basic plan of the proposed study. It covers the
specific research purposes and questions, research design, participants, time and
place, data collection instruments and techniques, data analysis technique, and
research procedure. At the end of this chapter, information about the budget is
also presented.
A. Specific Research Purposes
The findings of this study are hopefully able to get empirical data about:
1. English teachers and students’ perception on the use of Indonesian in English
classroom.
2. The extent of English teachers and students’ belief in the role of the
Indonesian in English classroom.
3. The frequency of teacher’s use of Indonesian in English classroom.
4. Students’ expectation of the frequency of teachers’ use of Indonesian in their
English classes.
5. Students’ expectation of the frequency of their use of Indonesian in their
English classes.
6. The students and teachers objectives for employing Indonesian.
7. The relationship between years of English teaching experience and teachers'
use of Indonesian.
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8. The relationship between years of English learning and students' expectation
in the use of Indonesian.
B. Research Method
This study will employ an explanatory mixed method design, which,
according to Creswell et al. (2003) enables the researcher to gather qualitative
input to explain and extend quantitative results, in order to gain a comprehensive
insight of the research.
C. Participants
The target participants of this study are 20 English teachers and 750
students from 20 secondary schools around Jabodetabek (Jakarta Depok,
Tangerang, and Bekasi)
D. Time and Place
This study will be conducted in May—August 2013 in Jadetabek.
E. Data Collection Instrument and Technique
Data will be collected employing survey and interview techniques. The
survey will be conducted using two questionnaires: (1) teachers’ questionnaire
and (2) students’ questionnaire. Both of them will be constructed to gauge the
perceptions of both teachers and students toward the use of MT in their English
classes. Focused semi structured open-ended interviews will be conducted to all
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teachers and 40 students (2 students from each school), who were respondents to
the questionnaire administered, to gather qualitative input. The themes that
emerged during the interview sessions were coded in accordance to the
quantitative dimensions from the questionnaire. The rationale for using focused
semi structured open-ended interviews is to understand the respondents’ point of
view rather than make generalizations.
F. Data Analysis Technique
Data will be analyzed descriptively. To run frequency analysis and to cross
tabulation of the data, SPSS version17.0 will be employed.
22
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