Teachers cannot completely avoid using Indonesian. It i s because Indonesian is students‟
daily language. However, we must limit it. It is better if we use 75 of English and 25 of Indonesian. English must get more portions. Therefore, the students can be encouraged
to improve their skills. Teacher C, October, 10 2012
Teacher B who didn‟t state about the percentage gave a statement which was strongly disagreeing about the use of Indonesian in English class. She said,
Teachers and students should constantly use full English in the English class without Indonesian. Teacher B, September, 26 2012
From all of the teachers‟ statement above, it can be concluded that teachers preferred giving more priorities to the use of English than Indonesian in EFL classroom in order to make
students accustomed to the use of English in communication contexts. Therefore, they can speak and listen to English well.
c. The relationship between teachers‟ experience and beliefs about the use of Indonesian
and English in EFL classroom
There is a relationship between teachers‟ experience and their belief about the use of language in EFL classroom. It is because past experience is the basic which created their belief
and what they wanted to achieve from their students through their teaching. This statement is supported by the research from Lubinski 1993, Varella 1997, Farrow 1999, and King 2002
which stated that prominent variables which influenced students‟ achievement were teachers‟ knowledge, professional development, teaching experience, and teaching practices as cited in
Iheanachor, 2007 study. In the discussion above, it has been stated about participants‟ disappointment because their teachers didn‟t provide enough English practice for them in class.
This experience made them think that they must not let their past experience to be repeated again to the students in their English class. Therefore, using one of their role as
language model for their students Harmer, 2001, they created a belief that „English is a habit
which has to be practiced until their students become accustomed to it‟. In relation with experts‟ opinions, Krashen 1981 stated, “Teachers talk is now generally
recognized as a potentially valuable source of comprehensible input for learner, since this is essential for language acquisition” as cited in Cullen, 1998. “Teachers Talk” itself, according to
Wajnryb 1992 meant the language a teacher uses to allow the various classroom processes to happen, that is, the language of organizing the classroom as cited Anggorowati, 2004.
“Teachers Talk” in this study is English. The participants teachers prioritize the use of English and limit the use of Indonesian in their EFL classroom in order to give their students
more chance to practice their English skills and be accustomed to it. The teachers‟ goal from implementing this belief is to make students become better in English not only in written context
but also in oral context for communication purpose, which is through using English as the language to organize the classroom Wajnryb, 1992 as cited in Anggorowati, 2004.
2. The use of English in EFL classroom
In this part, I discussed about the use of English in the EFL classroom by teachers and the student. The discussion focused on how the teachers used English in their class and how they
managed their students‟ use of English in their classroom. There were two subtopics discussed.
They were: Teachers‟ use of English in EFL classroom and students‟ use of English in EFL classroom.
a. Teachers‟ use of English in EFL classroom.
English is the main language of instruction in EFL classroom. This is the teachers‟
principle when they were teaching their students in classroom. The participants teachers really applied their belief „language is a habit‟ in the real teaching learning process. During my
observation in the teachers‟ classes, they rarely used Indonesian in their class. Almost all of the explanation and activities in class were done in English. They tried their best to always
communicate with their students using English, although some students asked questions in Indonesian. They still also used English even though the students had difficulties to comprehend
their explanation. Teacher A shared some methods when she met situation like that. She said, In this case I will use contextual approach in teaching students. Therefore, when they find
difficult words, I will not describe the words in textual definitions. I will explain it using the daily language which they could understand of course in English. If I want to
explain about the usage of difficult words, I will slow down my explanation. Teacher A, October, 9 2012
These methods were also similar to Teacher B and Teacher C in the way they taught English in their classes. In addition, they also implemented CLL Community Language
Learning method by building a relationship of trust, support, and cooperation between teacher, students and among students which is in line with Freeman 2000. Their similar statements
which showed this circumstance were,
