How Rural Students Use Sundanese in Learning English

How Rural Students Dealing their Sundanese Mother Tongue in
Learning English
Thesis Proposal
Submitted as Partial Fulfillment of the Requirements for the Degree
of Sarjana Pendidikan (S.Pd)
By
Name : Fuzi Fauziyyah
NIM : 2018850114
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF EDUCATIONAL SCIENCES
MUHAMMADIYAH UNIVERSITY OF JAKARTA
2022
ACKNOWLEDGEMENTS
In the name of Allah, the Beneficent, the Merciful. Praise is to Allah, Lord of
the world who has blessed the writer in completing this paper. Sholawat and Salam
are given upon our prophet Muhammad SAW, who has guided us the way of truth
and brought us to the real light of life.
From the sincere of the writer’s deepest heart, she realized that if there were
no support and motivation from people around her, she could not finish this paper.
Therefore, she would like to express her gratitude and give her best appreciation to:
1. Mr. Dr. Iswan, M.Si as the dean of the faculty of Education.
2. Mrs. Mutiarani, M.Pd as the chairman of the Department of English
Education.
3. Mrs. Lidiyatul Izzah, M.Pd. for her time, guidance, and advice as the
supervisor.
4. A very deep thank is presented to all of the lecturers and staff of the
Department of English Education at University Muhammadiyah Jakarta.
5. Mr. Solahudin, S.Ag, M.Pd as the headmaster of MA Miftahussa’adah, Mr.
Hermanto, M.Pd and Mrs. Nida Ismatunnisa, S.Pd.I as the English
Teachers at MA Miftahussa’adah for their help during the research.
6. The writer’s parents, H. Subandi, S.Pd.I and Nia Andriani, S.Pd.I This
paper is dedicated to them who have given her the big opportunity to
experience the study from elementary until university level and support
throughout her life, their moral support and guidance to her daughter.
7. The writer’s family members, her beloved sisters and brother, Nida
Haniefa, Syahla Sakinah, and Muhammad Rizieq Assunni who always
give their support and moral encouragement in finishing her study.

8. All of her friends in B Class 2018 the Department of English Education at
University of Muhammadiyah Jakarta, especially Ananda Fauziah, Dinda
Rachmadanti Nurhaliza, Erlin Nurul Fitriani, Fika Alfariha and Sri Kinanti
Khairunnisa, for their support and assistance.
9. And of course, the writer’s thanked herself for fighting and not giving up
against all the obstacles that existed during the process of making this
thesis.
10. And last for other parties that have given helps, supports, and
suggestions in finishing this paper.
Hopefully, this paper can be useful to the readers, particularly to the writer.
Also, the writer realized that this paper is far from being perfect. It is a pleasure for
her to receive constructive criticism and suggestion from anyone who read this
paper.
TABLE OF CONTENTS
ACKNOWLEDGEMENTS.................................................................................................................2
TABLE OF CONTENTS.....................................................................................................................4
CHAPTER I.........................................................................................................................................5
INTRODUCTION................................................................................................................................5
A. Background of Study...........................................................................................6
B. Focus of the Problem........................................................................................12
C. Limitation of the Problem.................................................................................12
D. The Objective of the Study...............................................................................12
E. Significance of the Study..................................................................................13
CHAPTER II......................................................................................................................................13
LITERATURE REVIEW...................................................................................................................13
A. The Review of the Theories..............................................................................13
1. Sundanese as a Mother Tongue....................................................................................14
2. Rural Students in Secondary School.............................................................................16
3. Learning English Language.............................................................................................18
B. Theoretical Framework.....................................................................................22
CHAPTER III.....................................................................................................................................23
METHODS AND PROCEDURES..................................................................................................23
A. Time and Place....................................................................................................23
B. Method of the Study...........................................................................................23
C. Research Design.................................................................................................24
D. Subject of the Study..........................................................................................24
E. Techniques for Collecting the Data................................................................24
F. Techniques for Analyzing the Data................................................................26
CHAPTER IV.....................................................................................................................................28
FINDING AND DISCUSSION.........................................................................................................28
a. The functions of using Sundanese in learning English....................................28
b. Students' perspective on the use of Sundanese in learning English.............35
CHAPTER V CONCLUSIONS AND SUGGESTIONS.................................................................52
A. Conclusion...........................................................................................................52
B. Suggestions.........................................................................................................53
REFERENCES.................................................................................................................................54
Appendixes........................................................................................................................................58
CHAPTER I
INTRODUCTION
A. Background of Study
Humans are social creatures we cannot live without each other. In our
daily life, we are always in touch with people. We communicate with each
other in this relationship. Without communication we cannot interact with
everyone, learn languages, and even think. Therefore, we need to use a
communication medium when interacting with other people. One of the
communication media used by humans to communicate or interact with other
people is language.
Language is a means of communication that uses symbols of sound
produced by the speech organ to communicate between members of a
community. Language is also a tool of self-expression and served as a tool
to show their identity as well (Rabiah, 2018). It is assumed that language has
many functions. According to Keraf (1970: 3) in Samingan (2016) language is
useful as a medium of expression, communication, integration and social
adaptation or control. The term language is also found in the verse Al-Rym:
22.
‫ت لِّ ْل ٰعلِ ِميْن‬ َ ِ‫اخ ِتاَل فُ اَ ْلسِ َن ِت ُك ْم َواَ ْل َوا ِن ُك ۗ ْم اِنَّ فِيْ ٰذل‬
ٍ ‫ك اَل ٰ ٰي‬ ِ ‫َومِنْ ٰا ٰيتِهٖ َخ ْل ُق الس َّٰم ٰو‬
ِ ْ‫ت َوااْل َر‬
ْ ‫ض َو‬
“And of His signs is the creation of the heavens and the earth, and the
difference of your languages and colours. Lo! herein indeed are portents for
men of knowledge.” (QS. Al-Rym: 22).

This verse shows that Allah created various languages as a sign of
Allah's greatness. Language is one of Allah SWT’s perfection indicators in his
greatness and wisdom. In variety ways of language, individuals can
communicate with each other. Every province has a wide diversity of
languages, tribes, and ethnic groups.
In this modern era, we are required to be able to communicate with
people all over the world. To do so, we need to communicate in a language
that everyone can understand. One of them is English, which is spoken
almost everywhere and has developed into an international language.
According to Samingan (2016), a variety of languages are utilized for local,
national, regional, and international communication, including English.
Learning English as a foreign language is certainly not easy; there are
numerous challenges to overcome, particularly when compared to their
mother tongue. Indonesia is multicultural country in this case, with 1430
spread over its islands. More than 746 regional languages are spoken by
many Indonesians, especially Sundanese (Alawiyyah and Pabriana, 2020).
Sundanese can be found in West Java and other transmigration areas
like as Lampung and Kalimantan. The majority of Sundanese live in West
Java, Indonesia's most populous. Many Sundanese learn English to converse
with people from other countries. The link between the two languages,
particularly English, has an impact on each other. What is definite is that
Sundanese is Indonesia's second most widely spoken language. They study
English because it is also a compulsory subject. Therefore, we will see how
they learn English while also speaking their mother tongue as well as their
second language, namely Indonesian.
Another problem is about pronunciation. Because of the diversity of
ethnic groups, varied dialects, and language systems, Indonesians have a

hard time pronouncing English sound. As Prastari (2012) put it, "ethnicity is
one of the components that can cause language variance”.
For most students who are in the Sundanese area, especially in rural
areas. English is a very scary thing. Sometimes it can make them frustrated,
tense and also lazy in learning it. Therefore there are some teachers who use
their first language or mother tongue in the process of learning English, which
is intended to make them understand more about the material being taught.
Therefore, Gani (2018) states the majority, if not all, Indonesians are
unaware of the significance of English. Learners regard English as simply a
topic that must be studied. Furthermore, speaking English in public or even at
school is seen as narcissistic. This type of situation is common in rural areas.
This is a common stumbling block to learning English, especially for people
from countries where English is not their first language.
Rural students especially Sundanese, are the ones who use their
mother tongue the most in foreign language classes. Apart from their mother
tongue, Sundanese students must use Indonesian when teaching and
learning activities take place. As a result, when learning a foreign language
they use three languages in class, namely Sundanese, Indonesian and
English. This is a quite difficult task because they must indirectly change their
first and second languages to a foreign or target language. In addition, they
also have little opportunity to learn English due to environmental factors that
are accustomed to using their mother tongue in daily activities. As a result,
the use of English should be maximized. It is important to maximize the use
of L2 in the classroom when students have few opportunities to meet and use
L2 outside the classroom.
Apart from being afraid of English, English Foreign Language (EFL)
students will constantly experience difficulties/problems in understanding it

when learning a foreign language. When students first learn it, they frequently
make errors in speaking and writing. Differences between the mother tongue
and foreign languages system, particularly English, are the root of the
problem. According to Samingan (2016), various factors cause difficulty in
learning English, one of which is first language interference.
The use of mother tongue in English class certainly has pro and contra.
Several researchers who have conducted research on this issue state that on
the one side using L1 in English classes is good since it has several positive
effects that can aid language development. The use of L1 in English classes
is discouraged because it may obstruct the acquisition of the target language.
Nonetheless, it is apparent that a student's first language has a significant
impact on their ability to learn second language acquisition (SLA).
There are a variety of reasons why a mother tongue or first language
should be used in an English lesson. First, using L1 with persons who share
the same L1 is more natural. Second, using L1 is easier and more effective
communicatively; third, using L2 can be embarrassing, particularly for timid
learners and those who believe they are not proficient in L2.
Atkison (1987) stated that some of the broad benefits of proper usage
of the mother tongue are easy to imagine. The most important of these is the
prospect that translation procedures will become part of the majority of
learners’ preferred learning strategy in most regions, which should not be
neglected.
In addition to Atkison, Harmer (2007) in Hakim (2020) also believes
that using one's mother tongue in the classroom is unavoidable and common.
In general, the purpose of using the first language in English lessons is to
bridge the gap that exists between students and teachers during interactions.
For example, a teacher might translate into their first language if they do not
comprehend the instructions given.
Despite its strength, the role of mother tongues in foreign language
teaching and learning has been a topic of debate in the education industry for
many years. To achieve educational goals, many educational institutions and
instructors are making efforts to limit and eliminate the role of mother tongue
in foreign language classes. As a result, the use of the mother tongue in the
classroom when teaching and learning a foreign language should be avoided
because it can hinder the achievement of students' goals of success in
understanding the target language. Cook (2001) states that it is possible to
implement English classes in one of three ways: forbidding the use of the
mother tongue or first language (L1) in the classroom, minimizing the use of
L1 in the classroom, or promoting the use of English in the target language in
the classroom. The reluctance to use the mother language in the classroom
was instituted to help students enhance their skills and achieve the goal of a
communicative English class. It's also about fostering an environment in
which students can use the target language as much as possible during the
learning process. In addition, the role of mother tongue is considered to have
a negative or destructive impact on the learning process.
Since students often transfer features of their first language to the
target language, their first language usually influences their thinking when
learning English. As a result, students are more likely to incorporate the
grammatical characteristics of their first language into the target language.
This can cause some principles or ideas in the target language to be
misunderstood.
From some of the pro and contra above, it can be concluded that the
use of a second language in English classes needs to be maximized as much

as possible, by encouraging its use and by using it for classroom
management. However, the use of the first language also has a small but
important role to play in communicating meaning and content.
Many researchers have investigated the use of mother tongue in
learning English from different perspective. Hakim in his investigation of the
use of Sundanese in learning English found that the Sundanese language
functions in the process of teaching and learning English, namely for giving
instructions, giving motivation, explaining vocabulary and teaching materials,
showing expressions of anger, disappointment, and happiness. Furthermore,
the reason for using Sundanese in learning English is because they want to
provide a sense of comfort and convenience when communicating and
interacting with both teachers and colleagues, as well as to avoid
misunderstandings of meaning both in ordinary communication and in giving
teaching materials. Students show positive perceptions of the use Sundanese
language in learning English in the classroom.
Furthermore, Hawa (2001) with the title of her research, namely
Student Perceptions of the Use of Mother Language in EFL Classes. This
study seeks to explore the function of mother tongue in the context of higher
education. It also investigated students' perceptions of its use in EFL
classrooms. Based on the results of this study, the following conclusions were
obtained. First, students use their mother tongue in EFL class on several
occasions, and it carries a positive function to support their English
proficiency. Students use it mostly in clarifying and understanding material or
topic instructions, explaining unfamiliar idiomatic vocabulary and phrases, and
explaining differences and similarities in English pronunciation. Also, it is
beneficial to use during group discussions. Second, the findings show
variation in perspective among students based on different proficiency levels.

Students with low and intermediate levels of English proficiency show high
positive acceptance of the use of their mother tongue in English classes
because it helps them learn English. On the other hand, students at the
advanced level showed negative perceptions of its use. They chose to avoid it
because they wanted to improve their skills with maximum exposure to the
target language (i.e., English) in the EFL classroom .
Alshehri (2017) in his study about the use learner’s first language in
EFL classroom reveal that in the study the teacher believed that English
should be used in the classroom as the primary language. The results also
show that teachers use L1 for several functions in EFL classrooms, such as
explaining vocabulary and developing relationships with students. But most of
the students still use their first language when in certain circumstances such
as translating new vocabulary and preparing assignments.
Based on the background, the researcher is interested in conducting a
study to find out the reasons for using Sundanese in English classes, the
function of using Sundanese in learning English, and the effect of using
Sundanese on students' English learning. With this study, it is hoped that we
will find out how rural students overcome Sundanese as their mother tongue
in learning English.
B. Focus of the Problem
Based on the background of the research above, the problems found in
this study are:
a. What are the functions of the use Sundanese in learning English?
b. What are the students' perceptions on the use of Sundanese in
English classroom?
C. Limitation of the Problem

In this study it is focus on observe how rural students with their
Sundanese mother tongue learn English. The decision was taken because
the author is interested in students who are in rural areas who mostly use
their mother tongue in their daily lives, whether it affects learning English and
how they deal with it.
D. The Objective of the Study
Based on the focus of the problems above, objective of the research is
to find out how rural students dealing with their mother tongue, namely
Sundanese, in learning English.
a. To find out the function for using Sundanese in English classroom.
b. To find out the student’s perceptions on the use of Sundanese in
English learning.
E. Significance of the Study
The results of this study are expected to be beneficial both theoretically
and practically elaborated in the following section.
1. Theoretically
The results of this study are expected to support theories related to the
use of mother tongue in learning English, as discussed in chapter 2.
2. Practically
 The results of this study are expected to provide information to
English teachers, especially in guiding students in dealing the use
of their mother tongue in learning English.
 It is also hoped that it can encourage students' awareness to
maximize the use of English and minimize the use of their mother
tongue.
CHAPTER II
LITERATURE REVIEW
A. The Review of the Theories
1. Sundanese as a Mother Tongue
It is undeniable that the number of people who speak Sundanese is
quite large in Indonesia. According to Sudaryat (2013: 1-2), Sundanese is
the mother tongue of Sundanese people both in and outside of West Java.
After Javanese, it becomes the second largest regional language that is
still maintained and used by the community.
In reality, defining mother tongue is a difficult task. Buck (2001) in Khati
(2011) argued that mother tongue is always difficult and contentious. The
terms "first language," "mother tongue," "native language," and "primary
language" are all considered to be synonymous. People learn their first
language, or mother tongue, before they learn their other languages as
youngsters. As children, they learn their first language, or mother tongue,
before learning other languages (Pokharel in Khati, 2011).The terms refer
to the language that a person learns as a child because it is spoken in the
family and/or it is the language of the country in which he lives. It means
that a child's first language (L1) is the language that they acquire
spontaneously from their surroundings before learning other languages.
Hakim (2020) stated that the first language is the one that a person
picks up spontaneously from the environment in which he lives from time to
time. In other words, a person's first language is their mother tongue or the
first language they learn. Furthermore, according to Khati (2012), a

person's first language is a language that they have produced since
childhood and can use readily in a variety of situations.
Ali (1995) in Susanti stated that mother tongue is the first language that
humans master since the beginning of their life through interaction with
fellow community members, such as family and the surrounding
community. This shows that the first language is the initial process that
children get in recognizing the sounds and symbols of language.
Haerudin (2018) stated that since the day he or she is born, a child has
the potential to learn languages. The language you hear in everyday life
has a big impact on your ability to learn it. As a result, a child's first
language capabilities are determined by his or her family. Sundanese,
which is taught to children from an early age in the household, becomes
the child's mother tongue.
Haerudin (2018) says that Sundanese language, like other local
languages, is under the protection of the state. The Constitution of 1945,
Chapter IV, Explanation of Article 36, states, “In regions that have their-
own languages which are well-maintained by their people (i.e., Javanese,
Sundanese, Madurese, and so on), the languages will be respected and
well-maintained by the state also. The languages are the part of the live
Indonesian culture“.
Sundanese is known for its variety of languages. The language used in
speaking varies depending on who the person is speaking to. In addition,
when speaking, Sundanese people also see in advance who the other
person is talking to, whether the same age, or this older person with the
aim of respect. This is what causes the Sundanese language to be dubbed
a language that upholds politeness. According to Fauzi (2020) the honorific

system in which the level of politeness of speech is distinguished from that
of the interlocutor is used in Sundanese, one of the world's languages.
Kulsum (2020) stated that in the Sundanese language there is a variety
of languages called Undak Usuk Bahasa or language etiquette used or
chosen based on the circumstances of the speaker, who is invited to speak
and what he is talking about. Undak Usuk Bahasa means the stages or
stages of the Sundanese language. Undak Usuk Bahasa have three levels,
namely lemes/smooth/polite, loma/medium, and garihal/rude. At each
stage, of course, there are rules for its use, namely; first, for the use of
subtle language is to show respect from the person speaking to the person
being spoken to. Use of polite language is used on people who are
considered worthy of respect. There are two kinds of polite language,
namely for yourself and to others. Second, loma/medium language is a
variety of language used by peers or people who are already familiar, in a
relaxed atmosphere. This variety of language is also used when speaking
in front of many people, in scientific writings, news, and articles. And third,
garihal/rude language is the language used by anger, fighting, scolding,
insulting, and also used on animals.
In addition to the level in language use, Sundanese also has various
kinds of dialects such as the Priangan dialect, the Cirebon dialect, the
Banten dialect and many more.
Based on the opinions above, can be concluded that Sundanese is a
regional language originating from West Java which is the mother tongue
of the Sundanese. Sundanese has a variety of languages called undak
usuk bahasa which makes Sundanese a language that upholds politeness.
2. Rural Students in Secondary School

Gomathi (2014) states children raised in cities are exposed to a variety
of modules and have the opportunity to learn English in a variety of ways.
In city schools, children can receive specialized instruction to improve their
listening, speaking, reading, and writing abilities, which are essential for
learning any language, whereas rural pupils have little exposure to English.
In schools, education is solely theoretical and nerdy, and English is only
taught for exam purposes. As a result, even after studying English as a
subject for twelve years, students are hesitant to interact in English. This
also applies to city-raised youngsters; while many of them are fluent in
English, students have more reservations when it comes to communicating
in the language. It's time to start motivating pupils at a young age, right in
their schools, by raising awareness of the value of English. Teachers of
English in remote places must be dedicated and truthful in their approach
to equipping pupils with skills. To establish a favorable environment for
learning and practicing the language, all available resources must be fully
utilized.
Gani (2018) stated that there are considerable disparities in language
learning outcomes between pupils in rural and urban areas, particularly in
Indonesia. Apart from the teaching method, the learner's factors also play a
role in developing themselves as good or bad language learners, such as
the employment of language learning strategies.
The Indonesian language skills of students in rural areas are still low,
let alone learning to use English as the language of instruction, reading
English textbooks, or communicating in English (Heryadi, Sulfemi, &
Retnowati, 2020) in Susanti. Generally, students at these schools still use
their mother tongue as the language of instruction. Even though the

teacher has designed lessons in Indonesian, in practice, students often use
it in their delivery.
In this study the researchers took samples from tenth grade MA.
Miftahussa'adah with 52 students. For tenth grade of science are 22
students and tenth grade of social are 30 students. The majority of
students in both classes use Sundanese as their mother tongue to
communicate, both inside and outside the classroom. Most of them come
from rural areas, there is only 1 student from urban areas.
Based on the opinions, it can be concluded that rural students are
those who live in rural areas. Generally, there are differences between rural
students and students who live in cities, both in terms of learning methods,
learning strategies, learning facilities and also the social environment.
3. Learning English Language
Keraf (1997:1) in Rabiah (2018) argue that language is a symbol of
sound created by the speech organ that is used to communicate between
members of a community.
Rabiah (2018) defines language is a set of symbols that individuals use
to communicate or express their thoughts and ideas to others. The culture
is impacted or affected by the language used, and vice versa. As a result,
it's safe to say that language and culture are inextricably linked. The
interlocutor can typically deduce the speaker's background from his or her
language. There is a tale that states language reflects the nation.
According to Wikipedia a language is a structured system of
communication used by humans. Languages can be based on speech and
gesture (spoken language), sign, or writing. The structure of language is its
grammar and the free components are its vocabulary.

Harmer (2001) in Rachmawati (2018) states that everyone
understands that language is a tool for individuals to communicate with one
another. Language is a crucial tool for communication. It's impossible to
imagine a culture that doesn't use language. English has become the
lingua franca, despite the fact that it does not have the highest proportion
of native or 'first' language speakers. A lingua franca is a language that is
commonly used for communication between two speakers whose original
languages are different and where one or both speakers are using it as a
'second' language.
Language learning is regarded as the cornerstone of human existence.
Knowing the language can help us to express our opinions, hopes, and
even our dreams (Tavil, 2009) in Jafre (2012).
As the most well-known language in the world, English is used by lots
of people from different countries which have divergent language as well.
Bashiruddin (2018) states English has become the lingua franca for
communication, Business, Education and Opportunity in general. This
language is learnt by pupils, even non pupils all over the world including
Indonesia since it can be both spoken and written form.
According to Wikipedia learning English is when people desire to use
the English language, they learn the language. Language skills and
language systems are frequently discussed in language learning.
Speaking, listening, reading, and writing are examples of language abilities.
Vocabulary, grammar, and pronunciation are all part of language systems.
Many people learn English in school, where it is one of the most frequent
courses. Many people also desire to devote some of their free time to
learning English. Some of these folks may not speak English at all, while
others may have studied it in school and desire to improve their skills.
Learning a foreign language is a general expression used to refer to
the appropriation of a language apart from the mother language, and this
learning can be generated in different contexts, including two in particular:
the first one, in which the language is socially dominant, and the second
one, in which the foreign language is not widely used in the students'
immediate social surrounding (Lin, 2008; Saville-Troike, 2006) in Escobar
(2018).
One of the languages studied in Indonesia is English. In learning
language, the students have to master in English through learning. It is one
of the most important things for human beings since they were born and for
the rest of their life. Moreover, learning has to begin since they were child,
so they will think that learning is an interesting factor for their life. Ironically,
there are still very limited of students who were able to communicate in
English, although they have been studying English for about six years. This
phenomenon is not only just felt right now, but it has happened in the days
preceding the time of some of the people were very enthusiastic to learn
their mother tongue and reject foreign language.
English has demonstrated its value in the world, particularly for
pedagogical pupils. Reading foreign language literature in English allows
pupils to get exposure to international information. In English, there are
over a billion webpages. The majority of that knowledge base can be
accessed simply by learning a foreign language. The most widely used
program on the planet. The most widely used social media platforms. The
gateway with the most resources: “Everything is written in English!” The
same may be said of television and newspapers, as well as international
outlets such as CNN and the BBC. It also provides opportunity to learn and
exchange with people from other countries. Scholarships for study abroad
and student exchange programs are available. Another crucial advantage
is that English can assist you in obtaining high-paying jobs. Employers
would be ecstatic to have candidates who are fluent in English in front of
them, and they will have ideas to bring out your best in relevant
international activities and events (Abbas, 2016 in Susanti (2021).
Learning English, on the other hand, is fraught with challenges. The
majority of people have a limited vocabulary. People who are learning
English vocabulary have a challenge in that they acquire new words but
forget them quickly. Another issue that arises with learning a new language
is the inability to communicate effectively. Many people deal with bad
speaking abilities, whether it's a difficulty with low tension or a lack of
vocabulary or grammar needed to have a meaningful discussion. Being
unable to engage with native English speakers might be a significant
barrier to learning English. The majority of people forget basic grammar
rules, resulting in poor writing abilities. They mispronounce words, misspell
them, and even use improper phrases (Abubakar, 2015).
In addition, there are some problems for foreign language learners; this
may be due to the translation that is needed in general, such as
understanding some things that are not found in the first language. Swan
(2008) in Fitri (2010) states that there are several reasons why the first
language can interfere with the second language: 1) the introduction of new
vocabulary is very crucial, 2) novice learners hesitate to consider and apply
the last vocabulary acquired, and 3) when students Foreign languages
seek to organize speech in an orderly manner or search for unlearned
vocabulary as a whole. Therefore, errors may occur when expressing a
second language because there is not enough time or time to consider the
appropriate structure or word.

Celaya in Romero (2017) states when the learner's first language (L1)
and the foreign language are comparable, the learner's first language (L1)
can influence foreign language learning either by acting as a resource for
the learner to understand how language works (transfer), or by functioning
as an interference. When the first language and the foreign language are
comparable (transfer), it can operate as a source for learners to grasp how
the language works, or it can act as an interference factor when the two
languages are significantly dissimilar (negative transfer).
From some of the arguments above, it can be concluded that learning
English is when people want to master English, they learn the language. To
improve English language skills, it can be done by practicing through a
course or studying at school. And in the learning process, especially for
foreign language students, it is quite difficult due to several factors, one of
which is the use of the first language.
B. Theoretical Framework
As we know that learning English is certainly not easy, especially for
those whose mother tongue or first language is not English. Therefore, in this
study, it will be explained how students overcome their Sundanese mother
tongue in learning English. Then to collect data by observing English learning
activities of 11th-grade students, and also conducting interviews with English
teachers and some students in the school. Furthermore, in analyzing the
research data using an interactive model; the analysis activity consists of
three flows of activities that occur simultaneously, namely data reduction, data
presentation, and drawing conclusions or verification.

CHAPTER III
METHODS AND PROCEDURES
A. Time and Place
This research will be conducted in tenth grade of MA. Miftahussa'adah.
The school is going to choose by the researcher because most of the
students speak Sundanese and located in rural areas. This research will
carry out from 31 July 2022 to 3 August 2022.
B. Method of the Study
In this research, the researcher will use qualitative research as the
method of the research. This study aimed at finding out the functions of the
use sundanese in learning English and knowing student’s perception of the
use sundanese in English classroom.
C. Research Design
Compared to quantitative research methods, qualitative methods show
a different approach to academic study. Qualitative approaches include text
and visual data, have specific phases in data analysis, and draw on a variety
of designs despite the processes being identical. Educating readers about
the purpose of qualitative research, mentioning specific designs, thoughtfully
considering the researcher's role in the study, utilizing an ever-expanding
range of sources for data, adhering to specific protocols for data recording,
using the data for multiple steps of analysis, and mentioning approaches for
methodological documentation are all necessary when writing a method
section for a proposal or study for qualitative research (Creswell, 2018).
D. Subject of the Study

The research subjects in this study are tenth-grade students and
English teachers at MA. Miftahussa'adah. Rural students in this study mean
students who are in rural areas, namely students at that school.
E. Techniques for Collecting the Data
This study will use three instruments. There are observations,
interviews, and documentations. Required based on research questions.
1. Observation
According to Creswell (2018, p.262) when a researcher makes
field notes about people's behavior and activities at a research site,
this is referred to as a qualitative observation. The researcher captures
activities at the research location in these field notes in an unstructured
or semi-structured manner (using certain prior questions that the
inquirer wishes to know the answers to). The roles that qualitative
observers can play range from complete participant to nonparticipant.
(Creswell, 2018 p.262)
The observation is going to use by researchers to see how
students learn English by using their mother tongue. Observations will
make four times. Researchers will observe all learning processes from
the beginning to the end of learning. In addition to using observation
checklists, researchers will also use field notes to record things that
occur during the teaching and learning process.
2. Interview
According to Creswell (2018, p.263) face-to-face interviews with
participants are conducted by the researcher. These interviews consist
of unstructured, often open-ended inquiries aimed at eliciting the
participants' ideas and opinions.

The interview is going to conduct with English teachers and
some students, using open-ended questions where the participants
can answer questions freely and without restrictions, thus researchers
can dig deeper into information about teachers regarding the reasons
for using the first language in learning English. The teacher will be
asked questions about the method he uses in learning English so that
students can understand the lesson delivered by the teacher. And
whether during the learning process they still use Sundanese or use
Indonesian as a second language in bridging the English learning
process.
3. Documentation
The investigator may collect qualitative documents during the
research procedure. These may be public records (such as
newspapers, meeting minutes, or official reports) or private documents
(e.g., personal journals and diaries, letters, e-mails) (Creswell, 2018
p.263).
Researchers collect documentation from schools such as
pictures when teaching and learning activities take place or during
observations and during interviews with participants, observation field
notes and also transcripts of interviews between researchers and
participants.
F. Techniques for Analyzing the Data
Data analysis in this study will use an interactive model from Miles and
Huberman (1994) which divides the analysis activity into several parts,
namely: data reduction, data display, and drawing conclusions or data
verification.
Figure 1. Analysis Interactive Model from Miles & Huberman
(1994: 12)
1. Data Reduction
The size of data must first be organized and minimized or
redesigned in a meaningful way. Data reduction, according to Miles and
Huberman, is the process of choosing, concentrating, simplification,
abstraction, and transformation of the data.
In order to make the data more manageable for research
purposes, the author decided which information from the interview
transcripts and field notes should be highlighted, minimized, or entirely
excluded., or set aside completely for the purposes of the research.
2. Data Display
The second stage of Miles and Huberman's qualitative data analysis
approach is data presentation. This stage offers a dense and organized
data set that allows drawing conclusions.
To facilitate understanding of the data, the author displays the data
that has been reduced. This is presented in the form of observation and
interview tables that have been selected according to and answer the
problem formulation of this research.
3. Conclusion Drawing and Verification

In order to draw conclusions, one must take a step back and study
the meaning of the data being studied as well as its implications for the
research topic. In this stage, the writer interprets the information that has
been presented.
The data should then be examined for consistency and reliability.
The triangulation approach is used by the author to verify data validity.
Triangulation is a strategy for verifying or confirming conclusions utilizing
a variety of sources and modalities of evidence, according to Miles and
Huberman. In order to get reliable results from this study, the author
thoroughly reviews a variety of sources, including documentation,
interview responses, and observational data.

CHAPTER IV
FINDING AND DISCUSSION
As previously explained, the purposes of this study is to find out the function
of Sundanese in learning English, and students' perceptions of the use of
Sundanese functions in learning English. By using observation, interviews and
documentation as research instruments, this study produced the following findings:
a. The functions of using Sundanese in learning English
Data were collected through interview with English teachers and
classroom observation. Below is a display of data collected from the results of
observations.
The first function is as a command / instruction. By using Sundanese,
students understand better and immediately do what the teacher tells them to
do. According to Schweers (1999) in the use of mother tongue as part of the
means instruction. And according to Lartec and Belisarios (2014), most pupils
respond actively to the discussion when the mother tongue used as a medium
of instruction.
[1]
Guru : Anyone, please get the InFocus (projector) at the office!
Murid : Kumaha pak?
(what sir?)
Guru : pangnyanakeun InFocus di kantor!
(get InFocus at the office!)
Murid : Oh siap pak!
(Oh okay, Sir!)

Data 1 shows the teacher instructs his students to take the projector in
the office. However, they did not understand what the teacher was saying.
Then, the teacher repeated the command using Sundanese language and
the students immediately understood and rushed to take the InFokus
(projector).
[2]
Guru : Now, E please read the text, Coba ayeuna E baca!
(now E read!)
Murid : nu mana pak?
(which one sir?)
Guru : Tah eta nu kadua!
(that's the second one!)
Murid : Oh oke, pak!
(Oh okay, Sir!)
In data 2 of the conversation between the teacher and students above,
it can be seen that the teacher gave an order to one of the students to read
the text. Initially the teacher used English and then immediately translated
it into Sundanese.
[3]
Murid 1 : anter urang ka cai!
(accompany me to the toilet!)
Murid 2 : hayu!
(let's go!)
The third data shows that a student asked his friend to accompany him
to the toilet. Therefore, the use of Sundanese language as an instruction is
also used by students with students.
From data 1, 2, 3 we can see that students of MA. Miftahussa'adah
tend to understand better if the teacher uses Sundanese language in giving
instructions. Not only instructions between teachers and students but also
between students and students they use Sundanese as a command.
Second, the use of Sundanese language serves as an explanation.
Like giving an example. By using Sundanese, students understand the
material presented by the teacher better than using English alone. The use
of Sundanese is also because the teacher must explain an example related
to their daily lives and know that Sundanese is also their everyday
language. So, they will understand better. As the result of Manara (2007)
findings, learning a foreign language improves pupils' comprehension of
English. According to the results of his study, it might be ineffective for their
teachers to speak just English because students might misunderstand what
they are saying.
[4]
Guru : Jadi ini ceritanya kamu lagi ngajakin jajan temenmu di
kantin, contohnya how about we eat meatballs during
recess? Kumaha lamun ke istirahat urang ngabaso?”
(So, here's the story, you gave a suggestion to your friend
to have a snack in the canteen, for example, how about we
eat meatballs during recess?)
Murid : Oh kitu. Paham pak.
(oh I see. Understood sir)
[5]
Guru : hayu urang maen bola sore ieu yuk! berarti bahasa
inggrisna let's play ball this afternoon! contona kos kitu
(let's play ball this afternoon! it means let's play ball in this
afternoon! such an example)
The fourth and fifth data teachers provide explanations of the material
taught in Sundanese so that students better understand the material
presented by the teacher and provide an example that relates to their daily
lives in Sundanese.
The third function is to express emotions or feelings. Like angry,
annoyed, embarrassed, and happy. Students and teachers tend to use
Sundanese language in expressing their feeling or emotion both between
students and students or between teachers and students.
This is in line with the affective domain described by Krathwohl, Bloom, and
Masia in 1973, which includes "how to deal only with emotional objects,
such as feelings, values, rewards, excitement, motivation, and attitudes."
The learners' performance in terms of their affective domain is impacted by
the use of the mother tongue.
[6]
Murid 1 : teu bisa ah urang mah teu ngalarti.
(I can't, I don't understand)
Murid 2 : sarua urang ge.
(me too)
[7]
Murid 1 : ah pak kesel teu bisa wae.
(ah sir I'm annoyed, can't)
Guru : Teu nanaon nama nage diajar. It’s okay!

(it's okay, the name is also learning)
Data for 6 and 7 students expressed their annoyance with the
Sundanese language because they could not and did not understand the
material being taught, either by fellow students or to the teacher.
[8]
Murid : Pak si ieu mau ceunah
(sir, he said he wanted to read)
Guru : sok coba kamu B baca! ulah nyuyuruh batur, kamu
sorangan teu daek maju!
(Try to read it, Budi! Don't tell other people, if you don't
want to read it by yourself)
Murid : Enya pak punteun.
(yes, sir. Sorry)
Data 8 shows students accusing their friends that they want to read the
text on the screen then the teacher instructs B to read it in an annoyed tone
and the teacher asks not to tell anyone else.
[9]
Murid 1 : ih da isin bapak
(sir, i'm shy)
Murid 2 : moal sok coba heula!
(no, let's try it first)
The seventh data shows that students express feelings of shame to
their teachers in Sundanese.
[10]
Murid 1 : hade euy bisaan maneh

(cool, you can do it)
Murid 2 : euh atuh urang tea
(yes, i am)
Data 9 and 10 students expressed their happy feelings by using
Sundanese language to their friends who praised them and were happy
because they could practice the instructions ordered by the teacher.
Fourth, the use of Sundanese language serves to provide motivation for
teaching and learning activities. By using Sundanese, the motivational
process from teacher to student and from student to student is more
successful, coupled with using Sundanese, the motivational process is
easier to understand and more natural. Benson (2005) asserts that the
usage of the first language enhanced students' affective domain, including
identity, self-confidence, and self-esteem. He emphasized that when
students use their native language in the classroom, their motivation,
initiative, and creativity rise. Children communicate effectively and
naturally.
[11]
Murid 1 : Give applause, emprok barudak!
(give applause!)
Data 11 teachers give rewards by instructing students to give applause to
their friends who have appeared in front of the class using Sundanese
language and adding gestures.
[12]
Murid 1 : bapak sieun ah teu tiasa
(sir I'm scared, can't)
Murid 2 : teu nanaon namana ge belajar atuh, anggap we

barudak mah patungnya dak. Nanaon ge nu
ngaranna diajar mah pasti aya salahna heula. Tah nu
ulah mah nu teu daek diajar.
(its okay, this is learning. Let's just say that your friends
are statues. Whatever it is called learning, there must be
something wrong with it first. It can't be those who don't
want to learn)
[11]
Murid : Bapak teu tiasaa ih
(Sir, I can't)
Guru : Bisa teu bisa kudu nyoba
(can or can't have to try)
The 10 and 11 data teachers provide motivation in Sundanese
language to their students who do not dare to perform because they
cannot. Finally the student dared to appear.
From the results of the research above, it can be concluded that the
use of Sundanese in learning English serves as an instruction/command,
explanation, expressing emotions and giving motivation. And this is
reinforced by the results of teacher interviews as follows:
1) 1st English teacher: “Surely. Because when using Sundanese
language, it is easier for children to understand, so the material
conveyed is easier for them to handle. In addition, the use of
Sundanese is useful as a command word, providing motivation,
then when the child is upset sometimes they use Sundanese.”
2) 2nd English teacher: “For certain situations, it can be like a word to
give an example of an incident that relates to their daily life. Then,

as a translator of the two languages, namely Indonesian and
English, and to make the atmosphere less tense.”
b. Students' perspective on the use of Sundanese in learning English
According to C. Schweers (1999:7) in it's crucial to understand how
students feel about using their native tongue in foreign language
classrooms. As a result, the author will describe in this section how students
feel about teaching English to students whose first language is Sundanese.
To answer this question, the researcher used interviews as an instrument to
six students were selected because their mother tongue is Sundanese and
also uses Sundanese in their daily life to communicate. This interview is based
on experts who conducted research on this matter beforehand by Haryanto,
Sulistiyo, Khairani, & Wulan in 2016
a) First Student
The use of Sundanese language can make students able to
master English well. Because when the teacher inserts
Sundanese in English learning, it makes students understand
the material presented by the teacher better.
Researcher Apakah penggunaan bahasa sunda di
: dalam kelas bahasa inggris membuat kamu
menguasai bahasa inggris dengan baik?
(Does the use of Sundanese in English
class make you master English well?)
1st student: Kalau untuk saya iya. Karena pas guru
menyisipkan bahasa sunda jadi lebih
paham apa yang disampaikan oleh guru.

(For me, yes. Because when the teacher
inserted Sundanese, I more understood
what the teacher was saying)
Students feel happy when the teacher uses Sundanese as the
language of instruction. He admitted that he did not understand
much English vocabulary so that when the teacher gave him
instructions using English and Indonesian he did not understand
either, when he used Sundanese he immediately understood
what the teacher ordered.
Researcher Apakah kamu suka jika gurumu
: menggunakan bahasa Sunda sebagai
bahasa pengantar?
(Do you like it if your teacher uses
Sundanese as the language of instruction?)
1st student: Saya suka. Karena banyak kata-kata
bahasa Inggris yang saya tidak mengerti.
Jadi kalau gurunya memberi perintah,
kalau pakai bahasa Inggris kurang paham,
kalau diterjemahkan ke bahasa Indo
kurang paham, biasanya kalau pakai
bahasa Sunda langsung paham.
(I like it. Because a lot of English words
that I don't understand. So, if the teacher
gives orders, if you use English, you don't
understand, if you translate it into Indo,
you don't understand, usually if you use
Sundanese, you will immediately

understand)
Students do not like it if the teacher only uses English when the
learning and teaching process takes place. Because he did not
understand what the teacher was talking about.
Researcher Kamu senang tidak ketika gurumu
: menggunakan bahasa inggris saja ketika
belajar?
(Are you happy when your teacher only
uses English when studying?)
1st student: Kurang sih soalnya kalau pakai bahasa
inggris aja gak paham sama apa yang
diomongin. Lebih baik dicampur gitu.
(It's less. Because if use English, I don't
understand what is being said. Better to
mix it up)
However, according to him, the use of Sundanese mother
tongue in learning English should be minimized. Because if use
Sundanese too often in English class, he will master a little
English vocabulary.
Penulis: Menurutmu, apakah penggunaan bahasa
sunda di dalam kelas harus diminimalisir?
(In your opinion, should the use of
Sundanese language in the classroom be
minimized?)
1st student: Iya harus. Karena kalau keseringan pakai
bahasa sunda jadinya kita ga terlalu

banyak menguasai kosa kata bahasa
inggris.
(Yes, must. Because if we use Sundanese
often, we will not master English
vocabulary much)
b) Second student
The use of Sundanese in English lessons might make students
master English well. He argues that the Sundanese language
becomes a translator. Like when the teacher explained in
English and the students did not understand what was conveyed
by him the teacher explained again in Sundanese and the
students immediately understood it.
Researcher: Apakah penggunaan bahasa sunda di
dalam kelas bahasa inggris membuat
kamu menguasai bahasa inggris dengan
baik?
(Does the use of Sundanese in English
class make you master English well?)
2nd student: Bisa jadi sih. Karena ketika gak ngerti
sama apa yang disampaikan oleh guru
kita langsung bertanya kaya apa bu
gimana? Nah gurunya langsung
menjelaskan dengan bahasa Sunda.
Jadi sebagai apa ya kaya penerjemah
gitu lah.
(It could be. Because when we don't
understand what the teacher is saying,
we immediately ask questions like "what
is it, ma'am?" Well, the teacher
immediately explained in Sundanese. So
what is it like to be like a translator?)
Then, the student likes when the teacher uses Sundanese as
the language of instruction. According to him, he will
immediately understand when the teacher explains in
Sundanese rather than in Indonesian. Due to the habit of using
language, it is more comfortable if the teacher uses Sundanese
as an introduction.
Researcher: Apakah kamu suka jika gurumu
menggunakan bahasa Sunda sebagai
bahasa pengantar?
Sundanese as the language of
instruction?)
2nd student: Suka sih karena jadi langsung ngerti
waktu dijelasin pakai bahasa sunda.
Terus misalnya guru jelasin pakai
bahasa inggris terus diterjemahin ke
Indo masih kurang paham juga terus
pakai bahasa Sunda biasanya lebih
paham. Karena kan keseharian kita
ngomongnya pakai bahasa Sunda jadi

lebih klop.
(I'm like it because I immediately
understand when explained in
Sundanese. For example, the teacher
explains using English, then translates it
into Indonesian, still doesn't understand,
and continues to use Sundanese, usually
I understands better. Because every day
we talk in Sundanese, so it fits better.
And students do not like it if the teacher only uses English when
studying, he will not understand what the teacher is talking
about so it will be difficult to learn English.
Researcher: Lalu, kamu senang tidak jika gurumu
menggunakan bahasa inggris saja ketika
belajar?
(Then, are you happy if your teacher only
2nd student: Kurang sih. Karena bakalan gak paham
sama apa yang diomongin terus jadi
susah buat belajar bahasa inggrisnya.
(It's less. Because I will not understand
what is being said, it will be difficult to
learn English)
The use of Sundanese in the English class is balanced.
According to him, teachers must balance the use of Sundanese,
English and Indonesian when teaching and learning activities
take place in order to understand well the lessons delivered.

Researcher: Menurutmu, apakah penggunaan bahasa
minimized?)
2nd student: Seimbang aja deh jangan diilangin juga
maksudnya. Jadi kaya sunda ada bahasa
inggris juga ada. Biar kita paham betul
apa yang disampaikan sama guru.
(Just balance it, don't lose it too. So like
Sundanese, there is also English. Let us
understand exactly what the teacher said)
c) Third student
The use of Sundanese in learning English can make students
master English well. According to him, the use of Indonesian
used by the teacher to clarify the material is still not enough for
him to understand the lesson from the teacher.
Researcher: Menurutmu apakah penggunaan bahasa
sunda di dalam kelas bahasa inggris
membuat kamu menguasai bahasa
inggris dengan baik?
(Do you think that the use of Sundanese
in English class makes you master
English well?)
3rd student: Iya sih soalnya kalau bahasa inggris sama
bahasa indo aja kadang masih kurang

cukup buat mahamin pelajaran dari guru.
(Yes, the problem is that sometimes
English and Indonesian are still not
enough to understand the lessons from
the teacher)
Second, student like if the teacher uses Sundanese as the
language of instruction. Because he will immediately understand
what the teacher is talking about if the teacher uses Sundanese
language.
Researcher: Apakah kamu suka jika gurumu
menggunakan bahasa Sunda sebagai
bahasa pengantar?
instruction?)
3rd student: Suka teh. Soalnya langsung paham sama
apa yang diomongin kalau pakai bahasa
sunda.
(I like. Because I immediately understand
what is being said when the teacher use
Sundanese.
Third, students do not like it if the teacher only uses English in
full in teaching and learning activities. In fact, he felt dizzy and
did not understand.
Researcher: Lalu kamu senang tidak jika gurumu

belajar?
3rd student: Ngga, pusing malah hahaha gak ngerti
teh.
(No, I'm dizzy, I don't even know)
Fourth, the use of Sundanese in learning English according to
students may be minimized as long as it is not eliminated in
learning. Because the class atmosphere is more relaxed and
less stressful.
minimized?)
3rd student: Diminimalisir boleh asal jangan dihilangin
aja. Soalnya kan biar ada santai-
santainya gitu pas belajar kalau pakai
bahasa sunda teh gak tegang-tegang
amat.
(It can be minimized as long as it doesn't
just disappear. because so that there is a
relaxed atmosphere, when you study
using Sundanese, you don't get too
tense.)
d) Fourth student:
First, the use of Sundanese in learning English does not really
make him master English well. Because the use of the
Sundanese language is only used to give instructions and
examples. According to him, he is more comfortable when the
teacher explains in Indonesian.
English well?)
4th student: Ngga terlalu sih. Karena bahasa sunda
kan biasanya dipakai pas ngasih instruksi
aja atau contoh. Karena kalau saya
nyamannya guru nerangin pakai bahasa
Indonesia.
(Not too much, really. Because
Sundanese is usually used when giving
instructions or examples. Because if I'm
comfortable the teacher explains using
Indonesian)
Second, students do not like it when the teacher uses
Sundanese as the language of instruction in learning because
there are many languages used in the classroom, making it
more difficult for him to learn English even it’s just command.
Researcher: Apakah kamu suka ketika gurumu
menggunakan bahasa sunda sebagai
bahasa pengantar?
(Do you like it when your teacher uses
instruction?
4th student: Saya mah kurang senang karena jadi
banyak bahasa yang dipakai di kelas.
Jadi buat belajar bahasa inggris tuh lebih
rumit. Kalau mau Indonesia sama inggris
aja meskipun itu hanya sebagai perintah.
(I am not happy because so many
languages are used in class. So learning
English is more complicated. English and
Indonesian only evet it’s just a command
Students feel happy and tend to be more enthusiastic if the
teacher only uses English when studying because it becomes a
challenge for him and to get used to using English when
answering questions from the teacher.
Researcher: Lalu, kamu senang tidak jika gurumu
belajar?
(Then are you happy if your teacher only
4th student: Senang lebih ke bersemangat aja karena
jadi tantangan terus biar keterbiasaan

pakai bahasa inggris kalau mau jawab.
(I'm happy, and I'm more excited because
it's a challenge to get used to using
English if I want to answer)
The use of Sundanese in English classes should be minimized
because in order to become a habit of using English as well as
practicing it.
minimized?)
4th student: Harus sih. Buat jadi keterbiasaan kita
ngomong pakai bahasa inggris sekalian
praktek gitu kan.
(Surely. To make it a habit, we speak in
English as well as practice)
e) Fifth student:
The use of Sundanese in English class is able to make students
master English well because they do not understand if the
teacher only uses English. In addition, if the teacher explains in
Indonesian and then he does not understand what is being
explained, then he can use Sundanese. So that he can
understand the lesson.

English well?)
5th student: Iya. Karena banyak yang gak paham
kalau pakai bahasa inggris aja. Terus
misalnya kalau nerangin pakai Indonesia
terus gak ngerti juga kan bisa pakai
bahasa sunda. Jadi paham deh
maksudnya guru apa.
(Yes. Because I don't understand how to
use English. For example, if teacher
explain using Indonesian and don't
understand, he can also use Sundanese.
So, I know what teacher means)
Students like teachers using Sundanese as the language of
instruction. Instructions from the teacher can be easily
understood even though the teacher does not use gestures.
Then, learning becomes not boring and not rigid.
Researcher: Apakah kamu suka ketika gurumu
bahasa pengantar?
(Do you like it when your teacher uses

instruction?)
5th student: Suka sih. Karena lebih paham perintah
dari guru tuh seperti apa. Dan bikin
belajarnya gak bosen gak kaku gitu.
(I like it. Because I understand what the
teacher's instruction. And it makes
learning not boring and not stiff.)
Students are not happy and even dizzy and do not understand if
the teacher only uses English when studying.
Researcher: Lalu, kamu senang juga tidak jika gurumu
belajar?
5th student: Ngga yang ada malah puyeng teu ngarti.
(No, even I can't understand.)
The use of Sundanese in learning English must be balanced. In
order to better understand the lessons delivered by the teacher.
minimized?)
5th student: Seimbang aja. Indo ada sunda ada
inggris ada biar paham hahahaha.
(Just balance. Indonesia, Sundanese,

English are there so can understand
hahahaha)
f) Sixth student:
The use of Sundanese in learning English is able to make
students master English well. Because when the teacher only
uses English and Indonesian when explaining sometimes he still
doesn't understand the material presented by the teacher. Then
according to him, it depends on the method from the teacher
because it has an effect on understanding the English material
from the teacher.
Researcher: Apakah penggunaan bahasa Sunda
menjadikan kamu menguasai bahasa
(Does the use of Sundanese make you
master English well?)
6th student: Hmmmm iya bisa. Karena kalau pakai
indo sama inggris aja kadang masih
belum ngerti. Terus kalau buat menguasai
tergantung dari metode gurunya juga sih,
soalnya berpengaruh terus dari media
sosial soalnya kan kaya kita liat status
orang di facebook gitu kan suka ada yang
pakai bahasa inggris terus ada pilihan
terjemahnya nah dari situ jadi tahu
artinya.
(Hmmm, yes can. Because if the teacher
use Indonesian and English, sometimes I

still don't understand. Then if I want to
master it, it depends on the teacher's
method, because it has an effect. Then,
from social media, because it's like we
see people's status on Facebook, it's like
someone using English and then there is
a translation option, so you know what it
means.
Student likes when the teacher uses Sundanese as the
language of instruction. Because in order to better understand
the instructions from the teacher and can immediately practice
it.
Researcher: Bagaimana perasaanmu ketika gurumu
bahasa pengantar?
(How do you feel when your teacher uses
instruction?)
6th student: Senang-senang aja sih. Karena kalau
pakai bahasa Sunda jadi lebih ngerti
maksud dari guru the apa the. Jadi kita
bisa langsung mraktekin.
(Happy. Because if teacher use
Sundanese, I will understand more what
the teacher means. So, we can
immediately practice)
Students are not happy if the teacher only uses English when
learning English takes place. because he did not understand
what the teacher explained.
Researcher: Apakah kamu senang jika gurumu
menggunakan bahasa inggris saja?
(Are you happy if your teacher only uses
English?)
6th student: Ngga soalnya gak ngerti sama apa yang
dijelasin.
(No. because I don't know what's being
said)
The use of Sundanese in learning English must be minimized
because in order to get used to using English.
minimized?)
6th student: Harus, biar terbiasa.
(Got to get used to it)
From the students' perceptions about the use of Sundanese language
learning English above, the researchers produced four student perceptions.
The first is that the use of Sundanese is able to make students master English
well. Only one student has the view that the use of Sundanese does not make
him able to master English well. Second, students like it when the teacher
uses Sundanese as an introductory language. Only one student was disliked
because he was more comfortable when the teacher used Indonesian as an
introductory language. Third, students do not like it if the teacher only uses
English in learning. One student likes and is excited when the teacher uses
English in learning because leadership can make him more challenged and
get used to learning and using English. The four students stated that the use
of Sundanese language should be minimized in English class. Two students
explained that the use of Sundanese and English must be balanced so that
students better understand the lessons delivered by the teacher.
It can be seen from the results of the data above that it can be
ascertained that the students have a positive perception of the use of
Sundanese mother tongue in the English classroom. The use of Sundanese
as the language of teaching and the combination of Sundanese and English
by the teacher are popular with the students. However, the students agreed
that in order to achieve the learning objectives the use of English should be
minimized.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusion
This study focuses on the function of using Sundanese in learning
English as well as students' perceptions of the use of Sundanese mother
tongue in English classes. This research was conducted in high school and
shows clear evidence that the use of Sundanese can work as an instruction or
command, an explanation, expressing feelings/emotions and a motivator.
Students show a positive perception of the use of Sundanese in English class.
This study provides us with information about the use of mother tongue in the
classroom. From the students we can see that the use of the mother tongue
should not be completely eliminated but can only be minimized, this is to
maintain the comfort of students in learning English. And so that students
better understand well and easily the material taught by the teacher.
B. Suggestions
Based on the results of this study, there are several suggestions that
can be made in the use of mother tongue in foreign language classes. The use
of Sundanese language can be minimized as best as possible in learning
English. However, it should not be omitted because the mother tongue is the
language that students learn from childhood and is their identity. In addition, by
considering the functions and perceptions of students about the use of their
mother tongue in foreign language classes, it can be used as a benchmark to
be wiser in using this mother tongue in English classes.
Finally, due to the limitations of this study, further investigation is needed
to explore the use of Sundanese mother tongue in English learning. Future
similar studies with larger populations or different groups of students will be
useful to provide a better understanding of the use of mother tongues in
English classes. In addition, this study shows that classroom activities are also
an important component in English language acquisition. This issue, however,
was not discussed specifically in this study. Therefore, further research is
needed on certain approaches or methods that can help in the problem of
using the mother tongue in learning English.

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Appendixes
Appendix 1
Catatan Lapangan Observasi
Seting : Kelas 11 IPA
Observer : Fuzi Fauziyyah
Peran :Mengamati subjek penelitian (siswa kelas 11 IPA MA

Miftahussa’adah)
Tanggal : 2 Agustus 2022
Durasi : 120 menit
10.30-10.35 : Guru masuk membuka kelas kemudian menyapa siswa dengan bahasa
Indonesia. Lalu, guru memerintahkan siswa dengan bahasa inggris
untuk mengambil proyektor di kantor “anyone please get the
InFocus at the office!”. Salah seorang siswa menjawab “kumaha
pak?” ia tidak paham dengan apa yang dibacarakan oleh guru. Lalu
guru tersebut mengulang kembali instruksinya dengan bahasa sunda
“pangnyandakeun InFokus di kantor!”. Siswa tersebut paham dan
bergegas pergi ke kantor “oh, siap pak!”.
10.35-10.40 : Guru mengabsen siswa satu persatu dan salah satu siswa menjawab
ketika ditanya yang tidak masuk siswa menjawab “teu aya pak
sakit”. Siswa yang hadir hanya 17 orang dari 25 siswa.
10.40 – 10.45 Guru menyiapkan alat pembelajaran yaitu infokus dan laptop
10.45 – 10.50 Guru memulai kegiatan belajar dengan menampilkan slide
powerpoint materi “suggestion and offer” kemudian menjelaskan
bahwa hari ini siswa akan belajar bagaimana memberikan dan
menawarkan saran. Guru memberi contoh “tah contona mun kamu
misalna mere saran ka si eta misalna kumaha mun ges istirahat
urang ka kantin? Terus ku temen kamu di jawab hayu ah ek
meuli naon emang? Nah contona kos kitu” Guru bertanya pada
murid “ngarti teu dak?” murid menjawab “ngarti pak”
10.50 – 10.58 Guru menjelaskan pengertian dari suggestion dan offer. Lalu
meminta siswa untuk mengikuti setelah dibacakan oleh guru tentang
ungkapan-ungkapan suggestion. Terlihat beberapa siswa mengikuti
dengan suara lantang namun ada siswa yang hanya diam saja tidak
mengikuti. Kebanyakan siswa belum mengetahui cara membacanya
lalu dibenarkan oleh guru.
10.58 – 11.10 Guru meminta satu persatu siswa untuk membaca dengan keras
ungkapan-ungkapan suggestion. “now, E please read the teks, coba
ayeuna E baca!” “nu mana pak?” ucap siswa itu. Gurupun
menjawab “Tah eta nu ka dua”. Pronunciation beberapa siswa
masih kurang bagus seperti pengucapan “first” menjadi “pes” namun
kemudian dikoreksi oleh guru.
11.10-11.20 Guru menjelaskan materi selanjutnya yaitu tentang ungkapan offer.
Guru menjelaskan tentang pengertian dari offer dan contohnya. Lalu
meminta siswa untuk mengikuti setelah dibacakan oleh guru. Disini
hampir semua siswa mengikuti ucapan guru dengan suara lantang.
Kebanyakan siswa belum mengetahui cara membacanya lalu
dibenarkan oleh guru. Lalu ada 2 orang siswa yang meminta ijin
untuk pergi ke toilet dan mengajak temannya “hayu anter urang ka
cai” “hayu!” “pak, ijin bade ka jaman dulu”, “sok, mangga” ucap
guru.
11.20-11.25 Guru meminta siswa untuk bermain peran. 3 orang siswa diminta
untuk maju kedepan. Mereka maju ke depan awalnya malu-malu dan
takut “era ih” (malu ih) ucap salah satu siswa pada temannya. “ih
da isin bapak” (bapak malu) namun setelah di beri support oleh guru
mereka berani “teu nanaon namana ge belajar atuh, anggap we
barudak mah patungnya dak. Nanaon ge nu ngaranna diajar
mah pasti aya salahna heula tah nu ulah mah nu teu daek diajar”
(Gapapa namanya juga belajar, anggap aja temen-temen kamu
patung. Yang namanya belajar pasti ada kesalahan wajar. Yang gak
boleh tuh gak mau belajar)
11.25-11.50 Guru menjelaskan situasi untuk bermain peran. “jadi ini ceritanya
kamu lagi ngajakin jajan temenmu di kantin, contohnya how about
we eat meatballs during recess? Kumaha ke lamun istirahat urang
ngabaso!” 3 orang siswa bermain peran dan guru memberikan
reward setelah selesai seperti “Give applause, emprok barudak”
“hade euy bisaan maneh” “eh atuh urang tea”. Dan role play
tersebut berlanjut hingga 3 kelompok.
11.50 – 11.55 Guru menanyakan kembali materi yang sudah dipelajari. Dan siswa
menjawab dengan kompak. Guru menanyakan apakah ada pertanyaan
atau tidak. Beberapa siswa menjawab dengan bahasa Indonesia “ngga
ada pak” ada juga 1 orang siswa yang menggunakan bahasa sunda
“henteu pak” (tidak pak).
11.55-11.58 Guru memberitahukan materi untuk pertemuan selanjutnya dan
mengumumkan bahwa minggu depan akan bermain kuis dan
meminta siswa mempelajari lagi materi yang telah diajarkan.
11.58-12.01 Guru menutup pembelajaran dan siswa memberikan salam kepada

guru. Setelah selesai pelajaran mereka terlihat bertanya kepada guru
“bapak ih kumaha atuh aku mah gak punya hp lagi ruksak”
(bapak gimana dong aku gak punya hp lagi rusak) , guru menjawab
“minjem we atuh ke temennya sakali ewang” (minjem aja ke
temennya gantian aja satu orang satu orang)
Catatan Lapangan Observasi
Seting : Kelas 11 IPA
Observer : Fuzi Fauziyyah
Peran :Mengamati subjek penelitian (siswa kelas 11 IPS MA

Miftahussa’adah)
Tanggal : 3 Agustus 2022
Durasi : 120 menit
07.30 – 07.35 : Guru masuk membuka kelas kemudian menyapa siswa dengan bahasa
Indonesia.
07.35 – 07.40 : Guru mengabsen siswa satu persatu. Hanya 21 siswa yang hadir dari
27 siswa,
07.40 – 07.45 : Guru menyiapkan alat pembelajaran yaitu infokus dan laptop.
07.45 – 07.50 Guru memulai kegiatan belajar dengan menampilkan slide
powerpoint materi “suggestion and offer” kemudian menjelaskan
bahwa hari ini siswa akan belajar bagaimana memberikan dan
menawarkan saran.
07.50 – 07.58 Guru menjelaskan pengertian dari suggestion dan offer. Lalu
meminta siswa untuk mengikuti setelah dibacakan oleh guru tentang
ungkapan-ungkapan suggestion. Terlihat beberapa siswa mengikuti
dengan suara lantang namun ada siswa yang hanya diam saja tidak
mengikuti. “Teu bisa ah urang mah teu ngalarti” ucapnya, “sarua
urang ge” ucap temannya. Kebanyakan siswa belum mengetahui
cara membacanya lalu dibenarkan oleh guru.
07.58 – 08.10 Guru meminta satu persatu siswa untuk membaca dengan keras
ungkapan-ungkapan suggestion. Lalu ada seorang siswa yang berkata
“pak si ieu mau ceunah” (bapak ini dia mau katanya) lalu gurupun
menjawab “sok coba kahareup kamu B baca
, ulah nyuyuruh batur, kamu sorangan teu daek maju” (jangan
nyuruh orang lain, kalau kamu sendiri gak mau maju). Ada beberapa
siswa yang pronunciationnya masih kurang bagus seperti pengucapan
“could” menjadi “kod” lalu dibenarkan oleh guru. Namun
pengucapannya terus salah dan dia berkata “ah pak kesel teu bisa
wae”. Lalu memberi motivasi “teu nanaon nama nage diajar, it’s
okay”.
08.10 – 08.20 Guru menjelaskan materi selanjutnya yaitu tentang ungkapan offer.
Guru menjelaskan tentang pengertian dari offer dan contohnya. Lalu
meminta siswa untuk mengikuti setelah dibacakan oleh guru. Disini
hampir semua siswa mengikuti ucapan guru dengan suara lantang.
Kebanyakan siswa belum mengetahui cara membacanya lalu
dibenarka oleh guru.
08.20 – 08.25 Guru meminta siswa untuk bermain peran. 3 orang siswa diminta
untuk maju kedepan. Mereka maju ke depan awalnya malu-malu dan
takut “bapak teu tiasa ih”, ucap salah satu siswa kepada guru. Lalu
guru memberi dorongan seperti “Bisa teu bisa kudu nyoba”.
08.25 – 08.50 Guru menjelaskan situasi untuk bermain peran. 3 orang siswa
bermain peran dan guru memberikan reward setelah selesai seperti
“Give applause!, emprok barudak” sambil menepukan tangan. Lalu
mereka bertepuk tangan. Ada seorang siswa berkata pada temannya
yang sudah tampil “bisaan euy maneh gagah keren lah!” temannya
menjawab “atuh urang tea”. Dan role play tersebut berlanjut hingga
3 kelompok.
08.50 – 08.55 Guru menanyakan kembali materi yang sudah dipelajari. Dan siswa
menjawab dengan kompak. Guru menanyakan apakah ada pertanyaan
atau tidak. Beberapa siswa menjawab dengan bahasa Indonesia “ngga
ada pak” ada juga 1 orang siswa yang menggunakan bahasa sunda
“henteu pak” (tidak pak).
08.55 – 08.58 Guru memberitahukan materi untuk pertemuan selanjutnya dan
mengumumkan bahwa minggu depan akan bermain kuis dan
meminta siswa mempelajari lagi materi yang telah diajarkan.
08.58 – 09.01 Guru menutup pembelajaran dan siswa memberikan salam kepada
guru.
Appendix 2
Transkrip interview siswa

Penulis : Apakah bahasa pertama yang kamu pelajari sejak kecil?
Partisipan 1 : Bahasa Sunda.
Penulis : Apakah kamu menggunakan bahasa sunda untuk
berkomunikasi dengan orang lain di kehidupan kamu
sehari-hari?
Partisipan 1 : Iya, kalau di rumah mah biasanya pakai bahasa sunda.
Ngobrol sama tetangga juga pakai bahasa sunda.
Penulis : Ketika di sekolah kamu menggunakan bahasa apa untuk
berkomunikasi dengan gurumu dan teman-temanmu?

Partisipan 1 : Kalau di sekolah sama guru kebanyakan pakai bahasa
sunda kecuali ketika lagi belajar pakai bahasa sunda
sama indonesia. Kalau sama temen-temen tuh baru
pakai bahasa sunda aja.
Penulis : Apakah saat pelajaran bahasa inggris kamu dan gurumu
menggunakan bahasa sunda juga?
Partisipan 1 : Pakai sih tapi seringnya pakai bahasa Indonesia. Paling
kalau ngomong bahasa sundanya mah waktu lagi ngasih
contoh, terus buat kata perintah kaya “neng punteun
pangnyandakeun spidol!” (Neng tolong ambilin spidol!),
kadang juga kalau apa namanya nanyain pelajaran
misalnya “anak-anak ayeuna pelajaran naon?” (anak-anak
sekarang pelajaran apa?) kaya gitu doang sih.
Penulis : Menurut kamu sendiri, apakah bahasa sunda menjadi
salah satu masalah dalam mempelajari bahasa inggris?
Partisipan 1 : Ngga, kalau menurut aku mah ngga jadi masalah gak ada
pengaruhnya dari bahasa sunda. Karna apa ya beda aja
we gitu bahasa sunda bahasa sunda, bahasa inggris
bahasa inggris. Paling ya susahnya mah karena belajar
bahasa baru kan jadi pasti susah
Penulis : Apa sih kesulitan yang kamu hadapi dalam belajar bahasa
inggris?
Partisipan 1 : Kesulitannya dalam kosa kata sih. Belum terlalu banyak
menguasai kosa katanya. Terus sama pengucapannya.
Penulis : Apakah penggunaan bahasa sunda di dalam kelas

bahasa inggris membuat kamu menguasai bahasa inggris
dengan baik?
Partisipan 1 : Kalau untuk saya iya. Karena pas guru menyisipkan
bahasa sunda jadi lebih paham apa yang disampaikan
oleh guru.
Penulis : Apakah kamu suka ketika gurumu menggunakan bahasa
sunda sebagai kata pengantar?
Partisipan 1 : Saya suka. Karena banyak kata-kata bahasa Inggris
yang saya tidak mengerti. Jadi kalau gurunya memberi
perintah, kalau pakai bahasa Inggris kurang paham,
kalau diterjemahkan ke bahasa Indo kurang paham,
biasanya kalau pakai bahasa Sunda langsung paham.
Penulis : Kamu senang tidak ketika gurumu menggunakan bahasa
inggris saja ketika belajar?
Partisipan 1: Kurang sih soalnya kalau pakai bahasa inggris aja gak
paham sama apa yang diomongin. Lebih baik dicampur
gitu.
Penulis : Menurutmu, apakah penggunaan bahasa sunda di dalam
kelas harus diminimalisir?
Partisipan 1 : Iya harus the. Karena kalau keseringan pakai bahasa
sunda jadinya kita ga terlalu banyak menguasai kosa kata
bahasa inggris.
Penulis : Sejak kecil bahasa apa yang kamu pelajari?
Partisipan 2 : Bahasa sunda.
Penulis : Apakah dalam keseharianmu kamu menggunakan bahasa
sunda untuk berkomunikasi?
Partisipan 2 : Iya. Kalau di rumah pakai bahasa sunda. Sama tetangga
terus temen-temen nongkrong juga pakai sunda.
Penulis : Di sekolah kamu menggunakan bahasa sunda juga tidak
untuk berkomunikasi
Partisipan 2 : Di campur antara bahasa sunda sama indo. Kebanyakan
pake nya sunda kalau sama temen-temen kalau sama
guru bahasa indonesia.
Partisipan 2 : Dicampur antara indo, sunda, inggris. tapi kebanyakan
Indonesia. Paling kalao pake bahasa sunda pas guru
nyuruh aja sama kaya ngasih contoh yang berkaitan sama
kehidupan kita sehari-hari. Terus sama kalau kita nanya
nah dijawabnya pakai bahasa sunda. Kalau pas nerangin
materi pakai bahasa Indonesia.
Partisipan 2 : Ngga terlalu jadi masalah sih. Tapi mungkin karena
keseringan pake sunda gitu jadi kalo ngomong inggris the
suka balelol. (belibet).

Penulis : Lalu apa yang menjadi kesulitan kamu dalam belajar
bahasa inggris?
Partisipan 2 : Pengucapan terus kosa kata. Banyak yang gak tau kosa
kata bahasa inggrisnya jadi susah buat ngerti materi atau
yang disampein sama guru. Sama takut bikin salah takut
diketawain sama temen-temen jadinya diem aja ga berani
ngomong kalo disuruh speaking.
Penulis : Apakah penggunaan bahasa sunda di dalam kelas bahasa
inggris membuat kamu menguasai bahasa inggris dengan
baik?
Partisipan 2 : Bisa jadi sih. Karena ketika gak ngerti sama apa yang
disampaikan oleh guru kita langsung bertanya kaya apa bu
gimana? Nah gurunya langsung menjelaskan dengan
bahasa sunda. Jadi sebagai apa ya kaya penerjemah gitu
lah.
Penulis : Apakah kamu senang ketika gurumu menggunakan
bahasa sunda sebagai kata pengantar?
Partisipan 2 : Suka sih karena jadi langsung ngerti waktu dijelasin pakai
bahasa sunda. Terus misalnya guru jelasin pakai bahasa
inggris terus diterjemahin ke Indo masih kurang paham
juga terus pakai bahasa Sunda biasanya lebih paham.
Karena kan keseharian kita ngomongnya pakai bahasa
Sunda jadi lebih klop.
Penulis : Lalu kamu senang tidak jika gurumu menggunakan

bahasa inggris saja ketika belajar?
Partisipan 2: Kurang sih. Karena bakalan gak paham sama apa yang
diomongin terus jadi susah buat belajar bahasa inggrisnya.
Partisipan 2 : Seimbang aja deh jangan diilangin juga maksudnya. Jadi
kaya sunda ada bahasa inggris juga ada. Biar kita paham
betul apa yang disampaikan sama guru,

Penulis : Apakah dalam keseharianmu kamu menggunakan
bahasa sunda untuk berkomunikasi?
Partisipan 3 : Iya pakai bahasa sunda. Sama mama bapak terus sama
tetangga kalau ngobrol.
untuk berkomunikasi
Partisipan 3 : Ngga sih dicampur sunda sama indo. Kalau ke temen-
temen waktu ngobrol, becanda gitu pake sunda kalau
sama guru mah pakai indo soalnya sunda aku mah kasar
teh jadi takut gak sopan.
Partisipan 3 : Campuran. Pas pelajaran bahasa inggris mah pake indo
guru ngejelasinnya. Paling pake bahasa sunda pas guru
ngasih tahu contoh, nyuruh, atau kaya misalnya buat
becanda.
Partisipan 3 : Ngga kalau menurut aku mah ga berpengaruh. Soalnya
temen-temen yang lain yang pakai bahasa sunda juga
ada aja yang bisa mah yang rajin gitu belajarnya.
bahasa inggris?
Partisipan 3 : Pengucapannya terus kosa kata. Banyak yang gak tau.

Penulis : Menurutmu apakah penggunaan bahasa sunda di dalam
kelas bahasa inggris membuat kamu menguasai bahasa
Partisipan 3 : Iya sih soalnya kalau bahasa inggris sama bahasa indo
aja kadang masih kurang cukup buat mahamin pelajaran
dari guru.
Penulis : Apakah kamu suka jika gurumu menggunakan bahasa
sunda sebagai kata pengantar?
Partisipan 3 : Suka teh. Soalnya langsung paham sama apa yang
diomongin kalau pakai bahasa sunda.
Penulis : Lalu kamu senang tidak jika gurumu menggunakan
Partisipan 3 : Ngga, pusing malah hahaha gak ngerti teh.
Partisipan 3 : Diminimalisir boleh asal jangan dihilangin aja. Soalnya
kan biar ada santai-santainya gitu pas belajar kalau pakai
bahasa sunda the ga tegang-tegang amat.

Partisipan 4 : : Iya. Sehari-hari aku pakai bahasa sunda buat ngobrol
sama orang.
untuk berkomunikasi
Partisipan 4 : Ngga di sekolah mah dicampur Indonesia.
Partisipan 4 : Kadang-kadang paling dipakai buat kata instruksi aja atau
kaya ngasih contoh gitu. Ketika pelajaran bahasa Inggris
guru biasanya sering pakai bahasa Indonesia buat
nerangin.
Partisipan 4 : Ngga ga jadi masalah kalau dari bahasa sunda mah.
Soalnya kan kalau belajar bahasa baru mah awal-awal
pasti rada sulit tapi lama kelamaan jadi biasa.dc
bahasa inggris?
Partisipan 4 : Pengucapan kadang suka susah buat ngucapin kata
yang aneh.

Partisipan 4 : Ngga terlalu sih. Karena bahasa sunda kan biasanya
dipakai pas ngasih instruksi aja atau contoh. Karena
kalau saya nyamannya guru nerangin pakai bahasa
Indonesia.
Penulis : Bagaimana perasaanmu ketika gurumu menggunakan
Partisipan 4 : Saya mah kurang senang karena jadi banyak bahasa
yang dipakai di kelas. Jadi buat belajar bahasa inggris tuh
lebih rumit. Kalau mau Indonesia sama inggris aja
meskipun itu hanya sebagai perintah.
Penulis : Lalu kamu senang jika gurumu menggunakan bahasa
inggris saja ketika belajar?
Partisipan 4 : Senang lebih ke bersemangat aja karena jadi tantangan
terus biar keterbiasaan pakai bahasa inggris kalau mau
negjawab.
Partisipan 4 : Harus sih. Buat jadi keterbiasaan kita ngomong pakai
bahasa inggris sekalian praktek gitu kan.

Partisipan 5 : Iya. Pake bahasa sunda.
untuk berkomunikasi
Partisipan 5 : Pas sekolah campur sama indo terus sunda.
gurumu menggunakan bahasa sunda juga?
Partisipan 5 Ngga the pakai bahasa indonesia. Paling dikit sundanya
mah kaya buat nyuruh siswa gitu.
Partisipan 5 Bisa jadi sih. Karena kaya keseringan pakai sunda terus
belum indo jadi kaya banyak bahasa yang dipakai. Terus
pas belajar bahasa inggris jadi syok.
bahasa inggris?
Partisipan 5 Kosa katanya banyak ga ngerti.
Partisipan 5 Iya. Karena banyak yang ga paham kalau pakai bahasa
inggris aja. Terus misalnya kalau nerangin pakai
Indonesia terus gak ngerti juga kan bisa pakai bahasa
sunda. Jadi paham deh maksudnya guru apa.

Partisipan 5 Suka sih. Karena lebih paham perintah dari guru tuh
seperti apa. Dan bikin belajarnya gak bosen gak kaku
gitu.
Penulis : Lalu kamu senang juga tidak jika gurumu menggunakan
Partisipan 5 : Ngga yang ada malah puyeng teu ngarti.
Partisipan 5 Seimbang aja. Indo ada sunda ada inggris ada biar
paham hahahaha.
Partisipan 6 : Iya.
untuk berkomunikasi
Partisipan 6 Di campur kadang indo atau sunda.

gurumu menggunakan bahasa sunda juga?
Partisipan 6 : Iya kadang-kadang. Kaya eee ada materi yang gak
dimengerti terus pakai bahasa sunda. Terus kaya
mencontohkan.
Penulis: Menurut kamu sendiri, apakah bahasa sunda menjadi
Partisipan 6 Hmm tidak.
bahasa inggris?
Partisipan 6 Pengucapan terus kosa kata. Terus sama penulisan.
Penulis : Menurutmu apakah penggunaan bahasa sunda
menjadikan kamu menguasa bahasa inggris dengan
baik?
Partisipan 6 Hmmmm iya bisa. Karena kalau pakai indo sama inggris
aja kadang masih belum ngerti. Terus kalau buat
menguasai tergantung dari metode gurunya juga sih
soalnya berpengaruh terus dari media sosial soalnya kan
kaya kita liat status orang di facebook gitu kan suka ada
yang pakai bahasa inggris terus ada pilihan terjemahnya
nah dari situ jadi tahu artinya.
Partisipan 6 Senang-senang aja sih. Karena kalau pakai bahasa
Sunda jadi lebih ngerti maksud dari guru the apa the. Jadi
kita bisa langsung mraktekin.

Penulis : Lalu apakah kamu senang jika gurumu menggunakan
bahasa inggris saja?
Partisipan 6 : Ngga soalnya gak ngerti sama apa yang dijelasin.
Partisipan 6 : Harus biar terbiasa.

Appendix 3
Transkrip Interview Guru
Penulis : Apakah Anda menggunakan bahasa Sunda atau
bahasa Indonesia atau bahkan bahasa Inggris
penuh saat mengajar di kelas?
Partisipan 1 : Combination, kalo misalkan materi nya mudah full
English, kalo misalkan kompleksitas materinya sulit
pasti kombinasi antara indo, sunda dan inggris.
Penulis : Menurut anda, apakah penggunaan bahasa sunda
berpengaruh terhadap prestasi belajar bahasa
inggris siswa?
Partisipan 1 : Yes surely, karenakan pengaruh lingkungan.
Kemudian ketika pakai bahasa sunda otomatis
tingkat berfikir anak menurun.
Penulis : Apakah penggunaan bahasa Sunda mempengaruhi
pengucapan bahasa Inggris mereka?
Partisipan 1 : Yaaa, tapi tidak begitu signifikan. Standart saja
Penulis : Apakah penggunaan bahasa Sunda bermanfaat
dalam pembelajaran di kelas?
Partisipan 1 : Surely. Karena ketika pakai bahasa sunda kan lebih
mudah dipahami oleh anak jadi materil yang
disampaikan lebih mudah ditangkah oleh mereka.

Selain itu juga penggunaan bahasa sunda
bermanfaat sebagai kata perintah, memberikan
motivasi, lalu ketika si anak kesal kadang mereka
menggunakan bahasa sunda.
Penulis : Metode apa yang Anda gunakan saat mengajar
bahasa Inggris di kelas?
Partisipan 1 : Discussion, presentasi sama demontrasion.
Penulis : Menurut Anda, apakah siswa yang menggunakan
bahasa ibunya lebih mengalami kesulitan dalam
belajar bahasa Inggris?
Partisipan 1 : Jadi ada kesusahan ada kemudahan. Karena ketika
pakai bahasa ibunya missal bahasa sunda otomatis
bahasa inggris jadi bahasa asing atau bahasa baru.
Tapi, karena menjadi pembiasan Alhamdulillah tidak
terlalu sulit. Tidak menjadi kesulitan yang sangat
signifikan. Justru menjembatani antara siswa dan
guru.
Penulis : Menurut anda apakah siswa pedesaan dengan
bahasa ibu mereka lebih mengalami kesulitan dalam
belajar bahasa inggris?
Partisipan 1: Iya lebih sulit dikarenakan tadi lingkungannya ya,

terus fasilitas di sekolah kurang, terus kan anak-
anak kaya asing banget gitu sama bahasa inggris.
Dan tidak semua siswa punya handphone, sinyal di
kampung masing-masing juga banyak kok yang gak
ada sinyal. Jadi mereka belajarnya susah. Belum
lagi kaya suka dikatain sama orang-orang sombong
banget ngomongnya pake inggris, jadinya ke siswa
down gitu.
Penulis : Menurut Anda, haruskah penggunaan bahasa ibu
diminimalkan di kelas bahasa Inggris?
Partisipan 1 : Yes, surely.
Penulis : Apakah Anda menggunakan bahasa Sunda atau
bahasa Indonesia atau bahkan bahasa Inggris
penuh saat mengajar di kelas?
Partisipan 2 : Kalau untuk bahasa pengantar dicampur antara
bahasa sunda bahasa Indonesia dan bahasa
inggris. lebih ke melihat siswa paham tidak ya apa
maksud saya kalau misalnya mereka menggunakan
bahasa inggris tidak paham saya pakai Indonesia
kalau tidak paham juga pakai bahasa sunda.
Penulis : Menurut anda, apakah penggunaan bahasa sunda
berpengaruh terhadap prestasi belajar bahasa
inggris siswa?
Partisipan 2 : Kalau untuk sekarang belum keliatan sih ya soalnya
bapak baru ngajar disini tahun ajaran yang
sekarang. Tapi sepertinya tidak ada hubungannya
sama sekali.
Penulis : Apakah penggunaan bahasa Sunda mempengaruhi
pengucapan bahasa Inggris mereka?
Partisipan 2 : Ngga ya karena pronunciation bahasa sunda dan
bahasa inggris berbeda jadi tidak berpengaruh.
Penulis : Apakah penggunaan bahasa Sunda di dalam kelas
membantu penyampaian materi/informasi kepada
siswa?
Partisipan 2 : Untuk situasi tertentu bisa seperti kata buat
mencontohkan suatu kejadian yang relate sama
kehidupan mereka sehari-hari. Terus tadi sebagai
penerjemah dari kedua bahasa yaitu indo dan
inggris terus agar membuat suasana tidak terlalu
tegang.
Penulis : Metode apa yang Anda gunakan saat mengajar
bahasa Inggris di kelas?
Partisipan 2 : Ada dua ya, yang pertama drilling yang kedua role
play.
Penulis : Menurut Anda, apakah siswa yang menggunakan

bahasa ibunya lebih mengalami kesulitan dalam
belajar bahasa Inggris??
Partisipan 2 : Ya sebagian besar dari mereka yang bahasa ibunya
bahasa sunda kesulitan dalam memahami materi
bahasa inggris. Karena mungkin pengaruh
lingkungan.
Penulis : Menurut bapak apakah siswa pedesaan dengan
bahasa ibu mereka lebih mengalami kesulitan dalam
belajar bahasa inggris?
Partisipan 2 : Ya menurut saya sulit. Karena udah bahasa ibunya
bahasa sunda terus di pedesaan kan biasanya ga
semua punya hp terus sekolah juga fasilitasnya
belum memadai. Jadi untuk belajar bahasa inggris
kaya sangat sulit bagi mereka.
Penulis : Menurut Anda, haruskah penggunaan bahasa ibu
diminimalkan di kelas bahasa Inggris?
Partisipan 2 : Untuk bahasa ibu harus diminimalisir ya kalau bisa
bahasa inggris dan Indonesia saja. Atau bahkan full
English.
Appendix 4
11 IPA MA. Miftahussa’adah

11 IPS MA. Miftahussa’adah
Interview with Students
Interview with English Teachers

How Rural Students Use Sundanese in Learning English

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Submitted as Partial Fulfillment of the Requirements for the Degree

of Sarjana Pendidikan (S.Pd)

Name : Fuzi Fauziyyah

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF EDUCATIONAL SCIENCES

MUHAMMADIYAH UNIVERSITY OF JAKARTA

and brought us to the real light of life.

1. Mr. Dr. Iswan, M.Si as the dean of the faculty of Education.

2. Mrs. Mutiarani, M.Pd as the chairman of the Department of English

Department of English Education at University Muhammadiyah Jakarta.

5. Mr. Solahudin, S.Ag, M.Pd as the headmaster of MA Miftahussa’adah, Mr.

Hermanto, M.Pd and Mrs. Nida Ismatunnisa, S.Pd.I as the English

Teachers at MA Miftahussa’adah for their help during the research.

Haniefa, Syahla Sakinah, and Muhammad Rizieq Assunni who always

give their support and moral encouragement in finishing her study.

University of Muhammadiyah Jakarta, especially Ananda Fauziah, Dinda

Khairunnisa, for their support and assistance.

suggestions in finishing this paper.

other in this relationship. Without communication we cannot interact with

everyone, learn languages, and even think. Therefore, we need to use a

communication medium when interacting with other people. One of the

communication media used by humans to communicate or interact with other

Language is a means of communication that uses symbols of sound

produced by the speech organ to communicate between members of a

community. Language is also a tool of self-expression and served as a tool

many functions. According to Keraf (1970: 3) in Samingan (2016) language is

useful as a medium of expression, communication, integration and social

men of knowledge.” (QS. Al-Rym: 22).

Allah's greatness. Language is one of Allah SWT’s perfection indicators in his

greatness and wisdom. In variety ways of language, individuals can

communicate with each other. Every province has a wide diversity of

languages, tribes, and ethnic groups.

In this modern era, we are required to be able to communicate with

people all over the world. To do so, we need to communicate in a language

that everyone can understand. One of them is English, which is spoken

almost everywhere and has developed into an international language.

According to Samingan (2016), a variety of languages are utilized for local,

national, regional, and international communication, including English.

Learning English as a foreign language is certainly not easy; there are

numerous challenges to overcome, particularly when compared to their

mother tongue. Indonesia is multicultural country in this case, with 1430

many Indonesians, especially Sundanese (Alawiyyah and Pabriana, 2020).

Sundanese can be found in West Java and other transmigration areas

like as Lampung and Kalimantan. The majority of Sundanese live in West

Java, Indonesia's most populous. Many Sundanese learn English to converse

particularly English, has an impact on each other. What is definite is that

Sundanese is Indonesia's second most widely spoken language. They study

English because it is also a compulsory subject. Therefore, we will see how

second language, namely Indonesian.

Another problem is about pronunciation. Because of the diversity of

ethnic groups, varied dialects, and language systems, Indonesians have a

one of the components that can cause language variance”.

unaware of the significance of English. Learners regard English as simply a

topic that must be studied. Furthermore, speaking English in public or even at

school is seen as narcissistic. This type of situation is common in rural areas.

This is a common stumbling block to learning English, especially for people

from countries where English is not their first language.

tongue, Sundanese students must use Indonesian when teaching and

learning activities take place. As a result, when learning a foreign language

they use three languages in class, namely Sundanese, Indonesian and

first and second languages to a foreign or target language. In addition, they