The debate over the use of L1 in foreign language teaching hasn’t been settled yet (Erton, 2009; Miles, 2004; Tang, 2002; Medgyes, 1999; ). A number of studies have been conducted, which either support (Atkinson, 1993; Auerbach, 1993; Macaro, 2001; Cook, 2001; Deller and Rinvolucri, 2002; Widdowson, 2003; Harbond, 1992; Bolitho, 1983; and Rivera, 1990) or oppose (see Duff & Polio, 1990; Ellis, 2005; Hendricson, 1991; Krashen & Terell, 1983) the use of L1 in EFL classroom. Some authors have strongly rejected any use of L1in L2 learning classes, while others have advocated the use of L1 as an efficient tool to facilitate communication. In the middle of various positions and argumentations regarding the use of mother tongue in the EFL classroom, this study aims to investigate the actual picture of the use of L1 in the EFL classroom and the teachers and students perspectives of the use of L1 in English classroom. The study used a case study research design conducted in two schools in Cimahi-Bandung, West Java, involving 2 teachers and 80 students as participants. The data, then, were collected through classroom observation, interview and questionnaire. The result of this study revealed that both of the teachers judiciously used L1 in English classroom. The study confirms previous research done by Atkinson (1987), Auerbach (1993), Cook (2001), Tang (2002), Zacharias (2003), Miles (2004), Sharma (2006), Meyer (2008), Al-Nofaie (2010), Anh (2010), Mahmoudi (2010). In that the teacher uses L1 in EFL classroom for particular reasons, e.g. explaining difficult words, giving classroom management, explaining difficult concepts or grammar, making jokes, giving instruction and checking students’ understanding. The data showed the use of L1 was not uniformly welcome by all participants in this study, although most students support the use of L1.
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