Should English Teachers Employ English Exclusively in EFL Teaching and Learning at Vocational Schools?  

Oleh:

Margana

Jenis: Article from Proceeding
Dalam koleksi: Teflin International conference 2005
Topik: EFL (ENGLISH AS A FOREIGN LANGUAGE0; TEACHING AND LEARNING; English Foreign Language; First Language; Perception
Fulltext: Article_Margana_UAD.pdf (61.98KB)

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Perpustakaan Pusat (Semanggi) Nomor Panggil: 420.7 TEF Non-tandon: 1 (dapat dipinjam: 0) Tandon: 1

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This paper deals with student perceptions of the employment of English in English foreign language (EFL) teaching and learning. It is aimed at describing student perceptions of the use of English as the only medium of instruction in classroom communication at vocational schools. To obtain the objective, 270 students from three vocational schools in Yogyakarta were randomly selected to participate in this study. A questionnaire was utilised to gather data from participants. It was designed to elicit participant responses on the utilisation of English in EFL teaching and learning. As the instrument was not a standardised test, a post hoc item analysis was carried out. The obtained data through a questionnaire was quantitatively analysed with the employment of the statistical software SPSS. A qualitative analysis was also applied to support the quantitative analysis. Based on the quantitative analysis, the results reveal that English should not be exclusively used by English teachers as the only medium of instruction in EFL teaching and learning. This statement is based on the quantitative analysis, revealing that the mean value of student responses achieves 64.37. This figure is much higher than the medium score (46.00). With the employment of ANOVA, the results show that there is no significant difference among student perceptions according to the grades. This can be seen from the value of the significant degree (0.865), which is higher than 0.05. This finding suggests that English teachers should not be worried about the application of Bahasa Indonesia (BI) since students of grade I, II, and III hold the same positive perceptions of the use of BI in EFL teaching and learning. According to participant beliefs with the employment of the qualitative analysis, the results show that the exclusive use of English only makes students confused of understanding the English materials. Also, it only creates tension, boredom, stress, and unhappiness on the part of students. In terms of the percentage of language use, students of grade II and III claim that the ideal percentage of the use of English and BI in classroom communication should be 70% (English) and 30% (BI). For students of grade I the percentage should be 50% (English) and 50% (BI) or 60% (English) and 40% (BI). In summary, the employment of BI in classroom communication is still encouraged in EFL teaching and learning at vocational schools in Yogyakarta since its utilisation is not randomly conducted. With the progress of student English proficiency, the employment of BI should be gradually minimised.

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