English proficiency is essential for global communication, but many Indonesian students face challenges in comprehension due to limited exposure. One key factor affecting student engagement in English as a Foreign Language (EFL) classrooms is the choice between monolingual (English only) and bilingual (English and Indonesian) instruction. While monolingual instruction promotes immersion, it often causes hesitation and confusion, particularly among lower proficiency learners. In contrast, bilingual instruction enhances comprehension and participation but may reduce English exposure. This study investigates students’ responses to these instructional methods in an EFL Classroom at SMA Negeri 2 Batang. Employing a descriptive qualitative approach, data where gathered through classroom observations. The findings reveal that students in monolingual settings frequently exhibit silence, confusion, or reliance on peer assistance, whereas bilingual instruction lowers anxiety and fosters more active engagement. Teachers tend to adjust their strategies, primarily using English before incorporating Indonesian when necessary. The study suggests that a balanced instructional approach, prioritizing English while strategically using Indonesian can optimize student comprehension and participation. These findings contribute to ongoing discussions on effective language teaching strategies in EFL contexts.