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it isn't reduces, it is not reducing the exposures of learning English, it is not that, because on the teachers part, we are most focus on the students achievement and students understanding in a particular lesson in the classroom, therefore, it is not a matter of criticism of others regarding the usage of Malay in the classroom, as long as we can have them to facilitate and to enhance a better learning environment in the classroom, that's my answer”.

Based on the second questions, the three teachers had agreed that the criticism of using the L1 will reduces the interest of learning the English language was not true. This is because, they asked the researcher to look at the positive aspect that Malay language brings a benefit to the teacher and as well for the students. Thus, it should not be place as a problem that will reduce the learning anxiety of the students. These had been proved by the observation that had been done by the researcher. Truly, by using the Malay language, it helped the students in their learning and it motivated the students to speak the language although using the broken English. It is better than nothing. It is a task for the teacher itself to polish the student's English language and guide them to speak proper English. Teacher 3 had mentioned about it is not a matter of criticism of others regarding the usage of Malay language in the classroom, as long as the teacher can facilitate to enhance a better learning environment in the classroom.

Furthermore, in this school setting, students can adapt the meaning better with a teacher who speaks to them in their own language, thereby let them know that you respect and value their native language. This is especially important in the English class because of the politico-socio-cultural implications of teaching a language that is basically imposed on them. In addition, teacher's beliefs, language proficiency and target language confidence figure as some of the internal factors that motivate language choices for teachers. The joint impact of these influences may generate a distinctive use of the Malay language for each teacher, and each teaching setting. Internal factors here bring the meaning of social needs of the teacher to give their fullest in the teaching. The teacher need to consider the situation of their students, for those students who can't understand the English language without the help of their L1, teacher need to comprehend this situation by using the Malay language as a medium of the teaching in the classroom.

Question 3- Can prohibition of using L1 (Malay language) maximize the interest of using English in the classroom?

Answer from teacher 1

-“I think no, you know why, because when you simply thought in English sometimes they don't really understand what you are trying to say, definitely, they will stop and their interest in learning English will reduce because they don't know anything. When you explain using Malay, they will get the idea and they will get what are the idea that you are try to say, although they are using broken English, never mind as long as they know what are you trying to convey to them and then, I think when you keep on teaching in English while looking to them with their blin本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。