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A Review of The Thesis Entitled The Role of Bahasa Indonesia in The English As A Foreign Language Classrooms (A Descriptive Study at LB LIA Buah Batu

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Reviewing the thesis entitled The Role of Bahasa Indonesia in The English As A Foreign Language Classrooms (A Descriptive Study at LB LIA Buah Batu Bandung) presents an insightful opportunity to comprehend the interaction between Bahasa Indonesia (L1) and English (L2) in teaching and learning processes. The review is focused on two chapters, mainly chapter 1 (the introduction) and chapter 3 (research methodology), as the two chapters encapsulate the crucial blueprint of the research. By means of the two chapters’ analysis, the rigor of the study is sought through the agreement of both chapters. As far as this study concerns, despite several inconsistencies and lack of justifications, this study serves well in describing the role of L1 in L2 classroom.
To begin with, let us get a glance at the title of this thesis. The title is terse and covers the important and relevant keywords as far as the topic is concerned. It is neither too broad nor too specific, it provides the readers the opportunity to figure out what the roles of L1 are yet it narrows down the context of such roles in EFL setting. The subtitle further specifies the site of the research. The title also contains a contradiction of L1 and L2, whether L1 is appropriate to use in EFL classrooms; the continuous debate that has been around for decades yet has not been deeply scrutinized, especially in the context of Indonesian EFL classes. Therefore the title definitely contains a burning issue, a hot one.
The title leads us to the first chapter, i.e. the introduction. The introduction consists of six parts, namely the background of the study, the research statements, the aims of the study, the general approach to the study, the significance of the study and lastly, an ...


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... speaking competence, writing competence, reading competence, or listening competence. In short, it is better for the researcher not to pose the second research question as the data to answer such question is not collected.
In conclusion, the first chapter and the third chapter agrees that this study provides a well grounded background to find out the use of L1 in the classroom yet it is limited to the use of L1 by the teachers, specifically in teacher-student interaction, it does not provide the insight of the use of L1 by the students, specifically between or among students. The study caters to an extensive description of the reasons why the teachers use L1 in the classroom, yet it does not cater to the significance of such use to the students learning outcome. Thus, teachers are not informed on which function of the use of L1 that can be objectively effective.



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