A central part of this study concerns language policy. An ideal language policy is a policy that caters for the needs of society. In teaching English as a foreign language (TEFL), a good language policy considers the situation and condition of the classrooms, the needs of the learners, and the promised advantages after the learning process is complete. A well-planned language policy is very important to direct the process of teaching and learning. In policy implementation, difficulties and problems may be encountered. Therefore, the policy needs to be evaluated to determine the next steps and to deal with any weaknesses.
As regards the learning process, there is no direct influence of language policy on a student’s way of learning and the outcomes. Teachers are the most dominant person in class. Students just rely on the teacher who teaches them. They just follow what the teacher tells them to do. In Indonesia, the dominance of a teacher is very pronounced. It is a bit different in the country like Australia where the role of teachers is not as dominant as in Indonesia because students are also given the opportunity to initiate talk in classrooms. As far as language learning is concerned, the teacher and students should share classroom power. This will give more chance for students to practice the target language if they are given more chance to speak and express their thoughts.