Date: November, 17 2021

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Use of L1 in Learning English in Class English as one of the most popular international languages has become the language used
communicatively and massively in almost all parts of the world, both in business, technology, and education. Especially in the field of
education, the proliferation of English language educational institutions is an indicator of the large amount of public interest in the West
Germanic language with the Anglo Frisian dialect which emerged around 1500 years ago. The presence of English in this country, with all
its prestige and advantages, is certainly hoped not to make Indonesian as the first language (L1) of this nation inferior or even eliminated,
drifting away by the flow of the superiority of English, which incidentally is a foreign language in Indonesia. The many uses of English terms,
wording and "smelling" names used in the names of malls, supermarkets, shops to tailors, have become a common phenomenon of how
strong the influence of the English language is in Indonesia. This inevitably led to various debates about the need to bring back the
Indonesian language in the country of its birth. In the scope of education, especially formal and non-formal institutions, the emergence of
International-Based School Pioneers (RSBI) and International-Based Schools (SBI), reopening the discourse on the use of Indonesian (L1)
in English-speaking classes, questions that often arise include: are: is L1 still needed in learning English in the classroom?, or, is it better to
use English as the only language of instruction in learning English in the classroom? There are always contradictory views regarding the
use of L1 in learning English as a foreign language or commonly known as EFL (English as Foreign Language). The monolingual approach
will always emphasize the importance of using The English Only in order to achieve effective English learning objectives, this means that
the use of L1 in EFL learning should be prohibited wherever possible. Krashen in his book Second language acquisition and second
language learning supports this approach by arguing that everyone who learns a foreign language will follow the same pattern as he
learned his first language, so the use of the first language should be minimized in learning the foreign language. EFL teaching authors such
as Haycraft, Hubbard, or Harmer did not consider this issue important, for them the use of the first language had no significant role in
teaching EFL. This is understandable because the writers are English native speakers who have been involved in groups or classes with
multilingual students. The fact is that at this time there has been a big movement that is starting to move away from the dogma of The
English Only which has been part of the approach or method of teaching English, both British English and American English. A number of
studies have been conducted on the behavior and perceptions of the use of L1 in English classes. The research is divided into two broad
categories, namely: those who examine the behavior of English language learners, and the other is those who examine both students and
teachers of English themselves. In the first study, Prodromou (2002) divided the 300 Greek students into three groups of levels, namely
elementary, intermediate, and advanced. He wanted to see the reactions and behavior of students with different ability levels, his findings
showed that students who were at higher levels had a negative response to the use of L1 in their classrooms, but students who were at
lower levels tended to be more accepting of using L1 in their classrooms. . In the second study, Burden (2001) examined the behavior of
290 students and 73 teachers at five universities, the findings showed that both teachers and students considered the importance of using
L1 in learning English, especially for explaining new vocabulary, giving instructions, discussing tests, discussing grammar, checking
comprehension, and calming or disciplining students in class. From the several studies that have been carried out, in general it can be
concluded that in fact, when used properly, the use of L1 in English classes is very beneficial.