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Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran
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Published by Universitas PGRI Semarang
ISSN : 1978936X     EISSN : 25280562     DOI : -
Core Subject : Education,
Education
Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran, dengan nomor ISSN 1978-936X (cetak) dan ISSN 2528-0562 (online) adalah jurnal yang diterbitkan oleh Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas PGRI Semarang. Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran merupakan Jurnal Nasional Terakreditasi Peringkat 5 sesuai SK Menteri Riset dan Teknologi/Kepala Badan Riset dan Inovasi Nasional Republik Indonesia No.: 85/M/KPT/2020, memiliki fokus utama pada pengembangan ilmu-ilmu di bidang pendidikan. Lingkup bidang pendidikan antara lain meliputi pendidikan di jenjang PAUD, TK, SD, SMP, SMA, sampai Perguruan Tinggi. Tujuan dari publikasi jurnal ini adalah untuk menyebarluaskan pemikiran konseptual atau ide-ide yang telah dicapai di bidang pendidikan. Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran menerbitkan jurnal dua kali dalam satu tahun yaitu pada bulan Juni dan Desember.
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Search results for , issue "Vol 17, No 2 (2023)" : 21 Documents clear
Students’ perspectives on bilingualism in Indonesian EFL classroom: A case study on teachers' L1 use as one of EMI Noviyati, Dewi; Suwandi, Suwandi; Senowarsito, Senowarsito
Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran Vol 17, No 2 (2023)
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/mpp.v17i2.21153

Abstract

In today’s interconnected world, where global communication is more accessible than ever, English has emerged as the dominant lingua franca. As a result, bilingual and multilingual speakers of English are increasingly common. Within the Indonesian EFL (English as a Foreign Language) context, bilingualism—often extending to multilingualism—has become a prevalent phenomenon, particularly due to the predominance of non-native English-speaking teachers who share the same first language (L1) as their students. This situation has led to the proposal of a "multilingual model" for English teaching, advocating for the strategic use of L1 and its associated culture to support second language (L2) acquisition. In contrast, the traditional "native speaker model" has been widely critiqued. Despite these proposals, the role of L1 in the EFL classroom remains contentious, particularly in Indonesia, where critics argue that its use reflects teachers' inadequacies in English proficiency. This study explores the use of L1 in the EFL classroom from the perspective of students, as they are directly affected by the linguistic practices employed. By focusing on students' perceptions, this paper provides valuable insights for educators, scholars, and policymakers regarding the implications of L1 use in facilitating or hindering English language learning in the classroom.

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