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ty of student participants (37.5 percent) indicate that it helps them in understanding the new vocabulary items better. Fewer than half of the students (30 percent) answered that Malay language was necessary to understand the difficult concepts better. 22.5 percent agreed that Malay language helps them feel at ease, comfortable and less stressed. Only ten percent of the students responded that they felt less lost. This figure is significantly smaller than the corresponding student responses in Schweer's study, in which 68.3 percent of the students preferred the use of the L1 in order to feel less lost (1999:8). A possible explanation for this difference is that the students' English language proficiency level in my study was higher than in Schweer's.

The few students who chose the open-ended “Other” option for why it is necessary to use the L1 indicated that Malay language could be used to understand terminology and to improve their translation ability. 45 percent of the students answered that the Malay language helps them fairly much in learning the English language. As many as 32.5 percent of the students agreed that Malay language helped them a lot on learning English and only 22.5 percent of students who answered that Malay language helped them a little in learning the English language. This small percentage indicated they are among the best English students in that class and they think that the use of Malay language will be a distracting factor in learning English.

55 percent of the students agreed that Malay language should be fairly frequently used in the classroom because it will help them a lot. 20 percent of the students answered that sometimes Malay language should be used in the classroom and 25 percent of the students want the Malay language to be rarely used in the classroom. Concerning how much time Malay language should be used in the English class, 52.5 percent of the students answered the amount of Malay language used should range about 50 percent of class time, and 17 percent of the students answered it should be about 60 percent of class time. 5 percent of the students answered the Malay language should be used in range of 20 percent, also 5 percent agreed it should be in range of 40 percent of class time and lastly 5 percent also in the range of 70 percent of class time.

There are only 10 percent of the students agreed that Malay language should be used in range of 10 percent of class time. Lastly, 2.5 percent of students answered that Malay language should be used in range of 5 percent of class time and also 2.5 percent of students who like to have the used of Malay language in the range of 30 percent in every class time. The questionnaire results show that in the reading classes of English majors, the use of Malay language is justified. It is especially useful for language tasks such as defining vocabulary items, practicing the use of phrases and expressions, and explaining grammar rules and some important ideas. This is in agreement with the classroom observation results (see Table 1). Students prefer the use of Malay language because it enhances their comprehension of new concepts and new vocabulary items; teachers think using Malay language is more effective and can aid comprehension.

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