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Jurnal Pendidikan Humaniora

Abstract

The beginning of the twentieth century was the time when the ELT theoreticians and academics prohibited the use of mother tongue with the assumption that teaching and learning a new language in the exclusive and monolingual approach must be better-off. After obtaining its dominance in language teaching methodology, this monolingual approach began to be questioned. Moreover, what is up-to-date in works of literature and theories is not essentially indicating what actually arrives on the scene in the EFL classroom practices. The students’ own-language (OL) has survived over the years. This research explored the lecturers’ beliefs about the use of own-language by focusing on certain variables in the context of EFL. The findings clearly provide shreds of evidence that their beliefs about own-language, particularly in their classroom practices, are more complicated than generally presented in the ELT literature. Subsequently, the results could offer a description of how the lecturers use the own-language based on their own beliefs. The report also confirms that own-language is unavoidable and becomes a part of new language learning. Lastly, some considerations for ELT teachers, lecturers, and further researchers are provided at the end of the discussions

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