Bilingual education is one of the steps that can be used to overcome the English language crisis in Indonesia. Some schools still implement this program as a special program,
especially one of the junior high schools in Cirebon City. Since a few centuries ago its application has created pros and cons. In this study the researcher aims to find out how to implement bilingual (Indonesian-English) in English learning in the classroom especially in the pedagogical approach of the two languages through teacher instruction. As well as the teacher challenges in implementing bilingual (Indonesian-English) in English learning in the classroom using a qualitative method, case study. The research was conducted via observation in one of the first-grade classroom and in-depth interview with the English teacher. The results of the study were described in depth by the researcher. The data showed that the teacher used language separation as pedagogy and flexible bilingualism as pedagogy in various activities. Each of them has an important role in improving students' understanding of the material and their language skills. In addition, teachers find challenges when applying bilingualism in the agent aspect, especially student reaction. To overcome this, teachers need to analyze students' needs. Hopefully this research can be useful for readers and English learning education in the future.

Keywords : Bilingual, English learning, teacher challenges, junior high school