UNIVERSITAS INDRAPRASTA PGRI Jenis Ujian : UTS

(UNINDRA) Nama : Haryo Pralambang

FAKULTAS PASCASARJANA NPM : 20217470107
SEMESTER GASAL T.A.2021/2022 Program Studi : Pendidikan Bahasa Inggris
Jl. Nangka No.58C Tanjung Barat, Jagakarsa, Jakarta Selatan Mata Kuliah : Academic Writting
Tlp.: (021) 78835283 – 7818718 ex .: 104 Kelas/Semester : 2n / Semester 1
Dosen : Dr. Hanna Sundari

Directions:

1. Read the following passage.

Teaching English in the context of foreign language needs vigorous efforts and strong commitment, especially for
non-native English-speaking teachers to maintain professionalism and to achieve the success of learning language.
Generally, it is believed that a teacher should be a language model for the learners by providing a great deal of input
in the target language and applying the L2 only policy.

In the world of second/foreign language (L2) teaching and learning, the use of first language or home language (L1)
by both teacher and student in the L2 classroom has been a controversial issue among language experts and
practitioner-teachers (Almoayidi, 2018; Balabakgil & Mede, 2016; Bozorgian & Fallahpour, 2015; Campa &
Hossein, 2009; Galali & Cinkara, 2017; Yavuz, 2012). Some of them believe in the policy of L2 only (English, in
this case) underpinned by several arguments (Auerbach, 1993; Cook, 2008). On the other side, some evidence show
that using L1 in L2 classroom is still considered beneficial and needed to facilitate language learning and teaching
(Auerbach, 1993; Cook, 2008; Macaro, 2009).

(Taken from: The Use of First Language (L1) in EFL Classrooms: Teachers’ Practices and Perspectives by
Sundari & Febriyanti, 2021)

2. Stand your position to respond the question:

Do you agree with the L2 Only Policy in EFL classroom particularly in Indonesian context?

3. State your thesis/claim, give solid arguments/reasons, and provide reliable evidence
4. Frame your argumentative essay in scheme.
5. Make the outline of your essay.
6. Write 5-paragraph argumentative essay (at least 1500 words) and put a title on it.
7. Add references (you cite on your essay) below your essay.
8. Check your essay for plagiarism on the following link:
https://plagiarismdetector.net/
https://www.duplichecker.com/

Don’t forget to put the result of your article check (the similarity index) below the essay.
 Task Requirement* YES NO
The framework + the outline of the essay v
5-paragraph argumentative essay v
(at least 1500 words)
References v
The result of plagiarism check v

*Your submission should tick ‘YES’ on all items of task requirement above. If not, your submission will not
be continued for grading/scoring.

Submission:

 Submit your file (word.doc/PDF) on Google Classroom under the classwork of UTS Academic Writing.
 Name your file: [Your Name_NPM_UTSAWC2021],
for example: Bayu Aji_2020125000_UTSAWC2021.
 Use of L1 in Learning English in Class

English as one of the most popular international languages has become the language used communicatively
and massively in almost all parts of the world, both in business, technology, and education. Especially in the
field of education, the proliferation of English language educational institutions is an indicator of the large
amount of public interest in the West Germanic language with the Anglo Frisian dialect which emerged around
1500 years ago.
The presence of English in this country, with all its prestige and advantages, is certainly hoped not to make
Indonesian as the first language (L1) of this nation inferior or even eliminated, drifting away by the flow of the
superiority of English, which incidentally is a foreign language in Indonesia. The many uses of English terms,
wording and "smelling" names used in the names of malls, supermarkets, shops to tailors, have become a
common phenomenon of how strong the influence of the English language is in Indonesia. This inevitably led
to various debates about the need to bring back the Indonesian language in the country of its birth.
In the scope of education, especially formal and non-formal institutions, the emergence of International-
Based School Pioneers (RSBI) and International-Based Schools (SBI), reopening the discourse on the use of
Indonesian (L1) in English-speaking classes, questions that often arise include: are: is L1 still needed in learning
English in the classroom?, or, is it better to use English as the only language of instruction in learning English in
the classroom?
There are always contradictory views regarding the use of L1 in learning English as a foreign language or
commonly known as EFL (English as Foreign Language). The monolingual approach will always emphasize the
importance of using The English Only in order to achieve effective English learning objectives, this means that
the use of L1 in EFL learning should be prohibited wherever possible. Krashen in his book Second language
acquisition and second language learning supports this approach by arguing that everyone who learns a foreign
language will follow the same pattern as he learned his first language, so the use of the first language should
be minimized in learning the foreign language.
EFL teaching authors such as Haycraft, Hubbard, or Harmer did not consider this issue important, for them
the use of the first language had no significant role in teaching EFL. This is understandable because the writers
are English native speakers who have been involved in groups or classes with multilingual students. The fact is
that at this time there has been a big movement that is starting to move away from the dogma of The English
Only which has been part of the approach or method of teaching English, both British English and American
English.
A number of studies have been conducted on the behavior and perceptions of the use of L1 in English
classes. The research is divided into two broad categories, namely: those who examine the behavior of English
language learners, and the other is those who examine both students and teachers of English themselves. In
the first study, Prodromou (2002) divided the 300 Greek students into three groups of levels, namely
elementary, intermediate, and advanced.
He wanted to see the reactions and behavior of students with different ability levels, his findings showed
that students who were at higher levels had a negative response to the use of L1 in their classrooms, but
students who were at lower levels tended to be more accepting of using L1 in their classrooms. . In the second
study, Burden (2001) examined the behavior of 290 students and 73 teachers at five universities, the findings
showed that both teachers and students considered the importance of using L1 in learning English, especially
for explaining new vocabulary, giving instructions, discussing tests, discussing grammar, checking
comprehension, and calming or disciplining students in class.
From the several studies that have been carried out, in general it can be concluded that in fact, when used
properly, the use of L1 in English classes is very beneficial.