Abstract

Indonesian students who learn English as a Foreign Language (EFL) often find it difficult to produce ideal texts. It might be caused by their limited vocabulary and the lack of grammar insight. One of the research findings shows that the different structure between L1 (first language) and TL (target language) might also contribute to this matter. Regarding these issues, this study aims to find out the significant difference of the use of L1 and TL toward students’ writing skill. Furthermore, this study also tries to seek the challenges that the teacher faced in employing L1 and TL as language instructions in the classroom. This study employed Mixed-Method research in which the data obtained would be analyzed quantitatively and qualitatively. Tests and interview were employed as instruments in which both of them would be analyzed quantitatively and qualitatively. The sample of this research was 44 students at grade ten of a Senior High School in West Nusa Tenggara. The sampling technique employed was purposive sampling. The results showed that there was the significant difference of the use of L1 and TL toward students’ writing skill. It was indicated after testing the null hypothesis by employing t-test (2.413) which is higher than t-table (2.018) at a confident level.05 (95%) with a degree of freedom (df) 42. Furthermore, from the interview with the teacher, it was shown that the English teacher’s main challenge in employing L1 and TL was on the limited time allocation to explain materials in a bilingual way.

Authors and Affiliations