Teachers‟ use of Indonesian in EFL classroom

she used this „ untrophy ‟ method to limit students‟ use of Indonesian. During the interview, she also stated other purposes of „ untrophy ‟. She said, The purpose of ‘untrophy’ is to help teacher to reduce the students‟ noise. Students will not talk too much if we use ‘untrophy’ because they are afraid of wearing it. It is also to encourage students to be actively using English in class. Teacher A, October, 9 2012 However there was still a time when she didn‟t give ‘untrophy’ to her students who used Indonesian. It happened to her class in XII BAHASA language class. During the interview she stated that she forgot to bring „ untrophy ’ in that class. However, I found out the real reasons why she didn‟t give untrophy to that class through her statement, I also differentiate the students because XII BAHASA students are slower learners compared to IPA 1 or IPA 2 students. IPA is the term for science class Teacher A, October, 9 2012 A different situation happened during my observation in Teacher B‟s class in XI BAHASA language class and XI IPA 1 science class. The students were allowed to use Indonesian freely during the class. Only a few of them were willing to use English. Teacher B could not bring her believe, „English should be used constantly in class to make students become accustomed to it ‟. During the interview, she stated that she would give warning, “Hey, speak in English” to the students who used too much Indonesian. However, this method didn‟t seem to give any effect to change students‟ use of language in the reality. She also stated the reason why she allowed students use of Indonesian in her class. She said, The students come from very different educational background. Some of them have high intelligence and the others don‟t. Sometimes they wanted to speak in English, but they didn‟t know how to express it. They had a good listening skill. They understood what people say in English. However they got difficulties in speaking it out themselves. That was why I let them to speak in Indonesian to make it easier for them to deliver their ideas. Teacher B, September, 26 2012 In Teacher C classes, a different respond also happened. During my observation in XII IPA1 science class and XII IPS 1 social class, She always gave a warning to students who spoke Indonesian by saying, “Hey, what class are you in?”. This warning was done in order to encourage students to actively speak English in class. During the interview, she also stated the reason why she preferred giving warning than using untrophy. She said, I had ever used ‘untrophy’ method. However, I thought the students would feel more pressured because they were afraid to speak actively. That was why I decided to just give them warning. Teacher C, October, 10 2012 However, there was still a time when she didn‟t warn the students who used Indonesian. During my observation in XII IPS 1 social class, She let her students used Indonesian during group work in class. She also gave the reason why she let it happened. She said, For Social class, students‟ English skills are not really good. The time was limited to do the assignment. Therefore, I needed the students to finish it within the allocated time. That was why I tolerated the students to use Indonesian because it was very difficult for them to make a sentence in English. Teacher C, October, 9 2012 There were 3 possible dangers from the overuse of L1 according to Atkinson 1987 as cited in Kenenisa, 2003. In this case, there were two dangers that happened in Teacher B class: 1. Students in her classes spoke to her in the mother tongue as a matter of course, even when they were quite capable of expressing what they meant in English. 2. Students in her class failed to realize that during many activities in the classroom it was crucial that they use only English. The students Language classes could actually use English well, because they spoke English actively during my observation in Teacher A‟s class. However, they weren‟t motivated to use it in Teacher B‟s class. These dangers happened because Teacher B didn‟t give strict rules toward students‟ use of Indonesian in her English class. A different situation occurred in Teacher A and Teacher C classes because they tried very hard to limit students‟ use of Indonesian, in order to make them actively speak English in class. Although Indonesian can still be used, its usage must be limited and controlled in order to prevent the overuse of Indonesian L1 in English class. CONCLUSION This research analyzed teachers‟ beliefs and opinions about the proper use of Indonesian and English in EFL classroom. It also found out about how they the teachers practiced their beliefs and opinions in the real context of EFL classroom. From the discussion results above, it can be seen clearly that all teachers believed about the use of English as a habit which must be made accustomed to the students in their English classes. Therefore, the teachers always encouraged their students to use English class actively in class in order to develop students‟ English skills well. The teachers also had many ways to encourage students to use English actively, such as; having morning service in English, giving explanation and activities using English as the main language of instructions, and giving „ untrophy ‟ or warning to students who