The purposes of this research were to investigate learners’ perception in teaching English using Bahasa and English, learners’ preference for language use as the medium of instruction, and the subjects that can be taught by using Bahasa. The participants were 57 EFL learners in the fourth semester at a university in Jambi Province, Indonesia. This research was designed in mix method by distributing a questionnaire and conducting a Focus Group Discussion (FGD) as the data collection techniques. The findings showed that the students were excited to have English as the medium of instruction in their classroom. However, they also welcome the L1 (Bahasa Indonesia). In addition, the learners preferred to have English as the medium of instruction in their English classroom. In view of this, the use of both their L1 and L2 should be balanced. Moreover, concerning the subjects taught, the learners need the use of English especially in the Listening and Speaking classrooms. ABSTRAK Penelitian in bertujuan untuk mengetahui persepsi mahasiswa mengenai pengajaran Bahasa Inggris dengan menggunakan Bahasa Indonesia dan Bahasa Inggris, pilihan mahasiswa dalam penggunaan bahasa tersebut sebagai media pengajaran di dalam kelas, dan jenis – jenis pelajaran yang bisa diajarkan dengan menggunakan Bahasa Indonesia. Peserta dalam penelitian ini adalah 57 mahasiswa semester empat pada salah satu universitas di Provinsi Jambi, Sumatra, Indonesia yang diambil melalui purposive sampling. Penelitian ini didesain dalam metode campuran melalui angket dan Diskusi Kelompok Terarah (FGD).  Hasil yang didapat menunjukkan bahwa siswa sangat senang menggunakan Bahasa Inggris dalam pengajaran di kelas. Namun, siswa juga tidak keberatan dengan penggunaan Bahasa Indonesia. Sebagai tambahan, siswa lebih memilih penggunaan Bahasa Inggris sebagai media pengajaran di dalam kelas. Oleh karena itu, penggunaan kedua Bahasa tersebut haruslah seimbang. Terkait dengan mata pelajaran, mahasiswa lebih memilih penggunaan Bahasa Inggris hanya dalam pengajaran “menyimak (listening)” dan “berbicara (speaking)” How to Cite: Haryanto, E. Sulistiyo, U. Wulan, R. (2016). Indonesian or English?  EFL Student Teachers’ Preference and Perception on the Language Use in the Classroom. IJEE (Indonesian Journal of English Education), 3(1), 46-59. doi:10.15408/ijee.v3i1.3941 Permalink/DOI: http://dx.doi.org/10.15408/ijee.v3i1.3941

Driven by sparse investigations on cultural content in a textbook in English as a foreign language context, this study aims to analyze the cultural information embedded in an English textbook for senior high school students in Indonesia. A critical content analysis was employed to analyze the textbook entitled “Pathway to English for SMA/MA Grade XI” in compliance with the cultural information cores from Adaskou et al. (1990). The findings showed that the textbook contains four main topics of cultural information infused in 14 reading texts, 20 pictures, 30 recordings, and seven cultural awareness texts. The reading texts provide equal information related to target culture (i.e., the culture belongs to English speaking countries) and local culture, but the pictures, recordings, and cultural awareness topics tend to inform the target culture information. Furthermore, the researchers found several weaknesses in the reading texts and pictures where the information provided was too general that they neither contain cultural information nor relevant to other information in the textbook. Meanwhile, all pictures were in white and black with less detail provided. The results suggested that teachers should adapt and balance the cultural information in the textbook with their local cultures or norms by finding other materials from various sources.

This study aims to examine the English as A Foreign Language Teacher Education Program (EFLTEP)'s curriculum of one state university in Jambi Province, Indonesia. This research employed a qualitative research design with case study involving 8 participants comprising of 4 beginner teachers and 4 teacher educators. This study used document analysis and interview as its instruments of data collection. The data revealed that beginner teachers perceived they need more practical aspects of pedagogicalrelated courses than theoretical aspects of teaching. Furthermore, a number of courses were overlapped and need to be redesigned, teaching and learning in large classes seems to be a crucial barrier to the effective implementation of the curriculum in the classroom, and the duration of the EFLTEP to completion is considerably longer than other pre-service teacher education programs. Based on the research findings, several recommendations have been provided. A curriculum should be able to balance the theory and pedagogical skill practice. Teachers, administrative, and other relevant stakeholders should deliberate and design the curriculum together considering other courses or credits to avoid overlapping subjects, eliciting the subjects, and integrated the similar subjects into one would be best choice to optimize the teacher education program, teachers and other stakeholders should allocate much time on Teaching English as Foreign Language (TEFL) practice and classroom management courses. At last, the curriculum should be in line with pre-service teachers' needs to better prepare them with knowledge and skills for their teaching career in the future.

Many English teachers assumed that culture cannot be separated from English learning. This paper aimed to investigate the cultural values of the narrative texts in English textbook for grade tenth of senior high school. The data of the research were collected from narrative reading passage in English textbook for senior high school entitled “Bahasa Inggris”, English textbook Curriculum 2013 (henceforth, K13) published by The Ministry of Education of Republic of Indonesia. To reveal what culture values represented in the narrative reading passage in the textbook, the cultural values were categorized into several source cultures such as visual representation of the cultures, and the objectives of the lesson related to cultural values in narrative texts. Moreover, the findings of this research discovered that there were three cultural values identified in the narrative reading passages in the textbook such as respect for the right indigenous people, finding peace and nature and with all forms of life, and appreciation of cultural products.

This research is aimed to develop supplementary speaking materials for fifth grade students. Belonging to educational research and development (R&D), this research employed a simplified six steps of Borg and Gall’s model (1983). The six steps are as follow (1) conducting needs analysis, (2) constructing course grid, (3) developing course grid based on the combination of the 2006 Curriculum (KTSP) and the result of the needs analysis for young learners. The English speaking material was designed based on the principles of Language Curriculum Design proposed by Nation & Macalister (2010) and task-based language teaching proposed by Willis (2003) (4) the tryout of the course grid to the fifth grade students at SD Kanisius Ganjuran Bantul, (5) evaluation and revision of course grid by the experts, and (6) final product. The finding shows that the product relies much on pertaining KD of the 2006 Curriculum and the teacher expected that the students need to improve speaking skill since they have opportunity to speak English. English speaking materials are in line with student’s wants who are young learners. The strengths of this product help students to improve their speaking skill especially the vocabularies, the language function used in spoken language. The tasks can fascinate the students on teaching and learning process of English lesson.