SUCCESS IN LEARNING ENGLISH AS A FOREIGN LANGUAGE …

SUCCESS IN LEARNING ENGLISH AS A FOREIGN LANGUAGE

NihtaV.F.LiandoFacultyofLanguagesandArts,ManadoStateUniversity

e-mail:[email protected]

AbstrakPenelitian ini bertujuan untuk memaparkan bagaimana berbagai kejadian

dalam proses pembelajaran mendukung para pembelajar meraih keberhasilandalam belajar bahasa Inggris sebagai bahasa asing. Data penelitian diambil daripengalaman-pengalamanpribadidaritigaorangmahasiswadantigaorangdosenpada jurusanPendidikanBahasaInggrisUniversitasNegeriManado.Wawancarasemiterstrukturdannarasipribadidigunakanuntukmengumpulkandatadalampenelitianini.Adatigatemautamayangdapatdisimpulkandaridatawawancarayaitu: keluarga dan masyarakat, pengaruh lembaga (institusi), dan faktor-faktorindividu. Temuan penelitian inimenunjukkan bahwa anggota-anggota keluarga,gurudanindividualmemegangperananpentingdalammendukungparapembelajarsehinggabisaberhasildalampembelajaranbahasaInggris

Kata kunci:bahasa Inggris sebagai bahasa asing, pembelajaran yang berhasil,motivasipribadi.

INTRODUCTIONTheresearchliteratureinthearea

of second language learning suggeststhat motivation is one among severalfactors that play an important role inlearningasecondlanguage(Crookes&Schmidt, 1991; Dornyei, 1994a, 1994b;Ely, 1986; Gardner & Lambert, 1972;Laine,1978,1988;Morris,2001;Oxford&Shearin,1994).However,whatmaybeimportanttoexploreistheotherfactorsbeyond motivation that lead somestudents to work harder and becomemoresuccessful.

Indonesia has adopted Englishasatoolofcommunicationtoestablishrelationships with other countries.English, despite its status as a secondlanguage, has becomemore andmorepopular among scholars, bureaucratsandtheelitesinIndonesiaastheuseofinformation technology is increasing.This has been called the era ofautonomy in Indonesia. The rapid

changeisexpectedparticularlybecauseof Indonesia’s role in theASEAN FreeTrade Association (AFTA). However,the excitement of developing Englishasasecondlanguageofcommunicationin Minahasa is paralleled by the fearof losing the languages of Minahasan,whichformpartofthepeople’sidentity.The languages have been used byancestors, and they characterize theMinahasan people as different fromotherethnicgroupsinIndonesia.Whatis needed, therefore, is an appropriatemethodforteachingEnglish,whichwillbothcontributetomeetingtheneedsofpeopleasapartofaglobalcommunitywithoutdisplacingtheiridentity.

Many teachers and educatorsview English teaching as a neutralpractice. However, teaching Englishcannotbeseenasaneutralpracticegiventhe cultural and political assumptionsembedded in it. Norton (1989), forexample, examined how teachers and

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learnersofEnglishattemptedtoresolvetheambivalentroleofEnglishinSouthAfrica.English inSouthAfricabecamea political tool especially during theperiod when discrimination againstblackSouthAfricanswasdominant.Sheconcludedthatapplyingcommunicativecompetenceas thebaseof the teachingofEnglishcouldgivestudentsfreedomto choose what was more appropriateand useful for them. Canagarajah(1993) distributed questionnaires andinterviewed 22 tertiary-level Tamilstudents attending a mandatory classof English for general purposes (EGP)in Sri Lanka. The findings showedstudents’ motivation for learningEnglishdeclinedgraduallybasedontherecordofattendance,but the resultsoftheinterviewandquestionnaireshowedthat they gave a high priority to thelearningofEnglish.

Canagarajahsuggestedthatthesedual attitudes to English appearedbecauseoftheconflictstudentsfacedinmaintainingtheirownidentityandthedesireforsocioeconomicgain.Therefore,cultural factors and socioeconomicare among themany factors thatmaycontributetostudents’decisiontostudya language (Lin, Wang, Akamatsu, &Riazi,2002; Norton&Toohey,2001).

InIndonesia,Englishasasecondlanguageistaughtinschools.FollowingaclassificationbyKrashen(1981),Clyne(1986), andEllis (1994) on the contextsof learning languages other than themother tongue, English in schools istaught through instructional learning.According to Ellis (1994) this meanslearningvia studywithguidance fromreference books or direct classroominstructionofinteresthasbeenteachersand students’ motivation to study thiskindofinstructionalcontext.Motivationdoesnotalwayscomefromtheindividual.Tremblay and Gardner (1995) whostudied 75 students in a francophone

secondary school who completed arange of motivational measures suchas the variables mentioned above andthe existing measures of attitudes andmotivation. Findings revealed thatthese new motivational measuressuch as roles of parents and teachersinfluenced students’ language learningachievement. FindingsofLaine’s study(1978) indicated the important role ofparents towards students’ success inlearningaforeignlanguage.Inaddition,LeBlanc(1997)describedtheimportanceof positive perceptions of languagelearning in the community, especiallyamong parents as a motivating factorinstudents’learning.Severalstudiesofmotivation have been able to identifyteachers’ roles as significant factorsin learning second languages (Ellis,1994; Macaro, 1997). Gardner, Smythe,Kirby and Bramwell (1974) identifiedteacher,andschoolcourseofthetargetlanguage (TL) among the factors thatpromotedsecond languageacquisition.This project was conducted to gatherinformationdirectly fromthe languagelearners regarding their experienceof learning English and to identifymotivations,socioeconomicandculturalfactors might influence their desire tolearn. Drawing from the participants’life experiences in learning English, Igathered data regarding students’ andteachers’ beliefs about 1) the qualitiescontributetoastudentbecomingagoodstudent and 2) the teaching practicescontributetoalecturerbecomingagoodteacher.

RESEARCH DESIGNParticipants were purposively

selected. Lecturers in the EnglishDepartmentatManadoStateUniversitywere selected based on their teachingexperience.Thedifferentlengthoftheirworking experience meant that it waspossible to gather a range of stories

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LITERA,Volume8,Nomor2,Oktober2009

about their experience with Englishindifferent erasof teaching, aswell astheir opinions about the issues beingaddressedinthisstudy.Onefemaleandtwo male lecturers were selected andcodedasDan,Mista, andMien forL1,L2andL3 respectively.Dan isa seniorlecturerandhasbeeninserviceformorethan30years.Hewillretireinthreeorfouryears.MistatookupapositionasajuniorlecturerintheEnglishdepartmentin2001.Mienhasbeeninthedepartmentforapproximately20years.

Thestudentswhoparticipatedinthis studywere in their final year andwere writing-up their skripsi, a reportwhich is similar to an honours thesis.When the interviews were held, theywereintheir8thsemester.Theyallstartedtheir study in the English departmentUNIMA in 2005. These studentparticipantswerecodedasHelly,Deysa,andYentaforS1,S2,andS3respectively.Helly attended a general high schoolandtooktheLanguageprogram.Deysaattendedageneral high school toobuttook the Natural Sciences program.YentaattendedavocationalhighschoolandtookaSecretarialprogram.

The aim of this pilot study wasto gather baseline information fromlecturers and students regardingtheir perceptions of the qualities thatcontribute to a student becoming agoodstudentandtheteachingpracticesthat contribute to a lecturer becomingagood teacher.Thedatawas collectedthrough interviews designed to gatherinformation about past actions andhow individuals understood theactions(White,1973).Inadditiontothe

interviews, student participants wereasked towrite their own stories aboutlearning English. Stories, according toLabov (1972), serve to tell specificpastevents and have common properties.“How events have been constructedby active subjects” canbe identified inthe narratives (Riessman, 1993, p.70).Thustheirstorieshelptogiveadetailedpicture of their experience in learningEnglish in addition to the informationgatheredintheinterviews.Thesestorieswere used as supporting information.Onlystudentswereaskedforstoriesandduetohealthproblems,onlytwostudentparticipantssubmittednarratives.

The interview tapes weretranscribed using punctuation tosupport themeaning of the utterancesrather than the structure of the talk(Mills,2001).The transcriptswere thenexamined and categorized into keythemes(Mills,2001).

RESULTS AND DISCUSIONResult

Threekeythemeswereidentifiedin both the student and lecturerinterviews. These were family andcommunity,institutionalinfluences,andindividual factors. In this section thestudent data and the lecturer data arediscussedthroughthesekeythemes.

The first theme, family andcommunityencompassedthecommentsofparticipantsregardingthesupportoffamilymembersandthemediaintheirinitial experience with English priorto junior high school. It also includedcomments about the influence of themediaontheirlearning.

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“HeWantsMeToBeAnEnglishTeacher”:HowToBeASuccessfulLanguageLearner

Student DataAll student participants were

introduced to Englishwhen theywereapproximately12yearsold.Atthisage,theywerestillattheelementaryschoollevel. In the Indonesian school system,English was officially introduced injuniorhighschool.Thewayeachoftheseparticipantswas introduced to Englishvaried.HellyknewEnglishthroughhercousin,asshesaid:Helly: hhm, he just told me about

greetings, like, good morning,good afternoon, and then hello…Sheadmittedthatatfirstshedid

notlikeEnglishbuthercousingaveherencouragementsoshethenbegantolikeEnglish:Helly: I mean, I know English but

before that time I don’t like it,but after my cousin give thesupportthatEnglishisgood,soIlearnEnglish.Deysa’s mother was an English

teacher and she was introduced toEnglish by her mother through songs.Sheindicated:Deysa: I knew English from the book,

esp. from the song like: “Areyou sleeping?”, “There is thewindow”…Mymother taughtme, because you know my

mother is an English teacherso she has some books aboutEnglish especially for juniorhighschoolsoIlearntit.Unlike Helly and Deysa, Yenta

learnedaboutEnglishfromherbrother:Yenta: my brother taught me several

English songs. At that time IstartedtolikeEnglish.As well as family support,

growing up with access to technologygave participants more opportunityto be in touch with English throughmedia telecommunication, in this casetelevision.TheparticipantsallmentionedwatchingfilmsonTV,astypifiedinthefollowingextracts.Yenta: When I was in elementary

school, when watching Englishfilms.

AndalsoHellyasfollows:Nihta: or, probably, did you like

watchingfilmsHelly: yesIlikeNihta: yes? Oh that’s why you know

aboutEnglish?Helly: yes

Atthat time,mostTVprograms,especially cartoons and films were inEnglish. They were not dubbed intoIndonesian. Deysa mentioned thatbecause her mother, as an Englishteacher, had a collection of English

Figure1.Thethreekeythemesgeneratedfromtheinterview

KeyTheme:FamilyandCommunity

* Family and community * Institutional influences * Individual factors

LecturerData

StudentData

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books, she could access those booksandlearnedthewordsandpicturesandthe way to pronounce the words. Shenoted:Deysa:… when I was in elementary

school, in studying English, Imemorizethevocabulary.Inthebook,therewerethewords,thepictureandhowtopronouncethewordssoIlearntitmyself,onlysimplewords. But sometimes Iaskedmymotherandshetaughtme.Helly also mentioned learning

English through a book given by hercousin.Sheremarked:Helly: He gave me one book … [an]

English book for junior highschool. I don’t remember theauthor. I just remember thenameofthebook.Heaskedmetomakeonesentencebut justasimple sentence and askme tomemorizeaboutfivesentence[s]orfivewordsthatIhavelearned,for example, the first sentencethatImadethatis,Ihaveabelt.The students’ comments showed

thatfamilyandthemediahelpedthemtobecomefamiliarwithEnglish.

Parentsplayedanimportantrolein determining the participants’ choiceofstudy.Forexample,HellymentionedthathermothersupportedhertostudyintheEnglishdepartmentandtobecomeanEnglishteacher:Helly: …mymothersupport[ed]meto

beateacherDeysa also mentioned the

discussionshehadhadwithherparentswhen she decided to move from theCivilEngineeringfacultytotheEnglishdepartment:Deysa:…On the 3rd semester in Civil

Engineering faculty Imoved totheEnglishdepartment.Afteralong consideration, I talked tomyfather…

Yentacommentedontheinfluenceofherparentswhenshefinishedjuniorhighschoolandwantedtocontinuetoaseniorhighschool:Yenta: Actually I would like to study

in Manado (capital city of theprovince)butmyfatherandmymotherdidn’tallowmetostudyinManado.After she finished a senior high

school,itwashermother’ssuggestiontostudyintheEnglishdepartment.Yentawrote in her narrative: “I took [the]English program as suggested by mymotherthatEnglishisimportantforthefuture”.Intermsofbecomingasuccessfullanguage learner, Yentamentioned theroleofparentsinmotivation:Yenta: The students’ parents, maybe.

Theyshouldgivemotivation totheirchildren.Thestoriestoldbythesestudents

showed parental influences in thedecisionmakingoftheirchildren.

Lecturer DataAll lecturer participants

mentioned the involvement of familyandcommunityintheirlearningEnglishexperience indifferentways.AlthoughDanhadnoEnglishexperiencepriortohisjuniorhighschool,hementionedhisfamily’sinfluence:Dan: I think they were a bit helpful

inadvisingme to learnEnglishbut as long as my father as ateacher. So I live in a familywhereeducationinfamilyworkquiteokay…Probablybecauseduring that time my parents,they speak Dutch, they spokeDutchathome.So,whenbeingintroduced by another secondlanguage it was really not adifferentthing,that’sonething.Mien mentioned the role her

father played in introducing her toEnglishasfollows:

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Mien: Well,what Iremember iswhenIwas at home,my father triedto make me remember againwhathadbeentaughtinschool,sohe tried tomakeme, Idon’tknow whether in his mind tomakemebetterthantheothers,I don’t know, but it was outof my thinking, because justseeingfromtheexperienceafterteachingatschool,hetriedalsotobringthematerialshomeandhetriedtoteachthatagaintome,again and again, maybe that’sthepoint that all thewords, allthe songs were memorized atthattime.Mien’sparentsalsotookchargein

determiningherfuture,forexampleshedescribed how she entered a SekolahPendidikan Guru (a kind of teachertrainingschool)aftershefinishedjuniorhigh school. This decision was verymuch influenced by her parents whowantedhertobeateacher, tocontinuethe family tradition, to follow herfatherprofessionasateacher.Beingan“obedientchild”,andtheoldestoffour,she felt, she carried this responsibilityto be a good example for her youngersiblings.So,shewassenttothisschooland lived in a school dormitorywhileshewasstudying:Mien: Actually, I can say that I’mone

oftheobedientchildrenbecauseI was once told that I need tobea teacher,my father toldmethattheyneedmetobeteacher,I don’t know,maybemy fatherwants me to be a teacher. Youknow, my father wants me tocontinue his profession, I don’tknow,butfinally,offtherecord,just kiddingmaybe, but it waskeptwellinmymindandfinallyI considered to continue mystudy in SPG and when I toldmy parents, they were very,

very happy. Both my parents,father and mother took me toTomohontohaveatestandthenafterthatIlivedforthreeyearsindormitory,sojustgoingbacktomyvillagewhenIhadholiday.The encouragement she received

fromherfamilygaveheralotofsupportandhelpedhertoconcentrateandstudyhard when she faced hard times inuniversityduetolackofEnglishlearninginhighschool:Mien: AndIoncecametomydecision,

I had tomove fromhere and IwrotealettertomyparentsthatIplannedtomovetothefacultyof Theology because of, youknow,myexperience,itwasveryhard forme to adjust withmyfriends, especially the friends Imentioned before, because ofMaxi, Ronny, and Hamid fromTernate. But my father repliedmy letter and said if otherpeoplecandothatwhynotyou,so,hetriedtomotivatemeandIfinallyconcentrateagainandatthesecondorthethirdsemester,becauseofmyhardwork,Ievenwenttosleepintwoorthreeo’clockinthemorning.Mien also mentioned about the

importanceoffamilysupport:Mien: Yes,thefamilyalso.Eventhough

thelearnershavethemotivationbut if there’s no support fromhisorherenvironment, say thefamily it’s also hard for him toincrease his or her knowledgein English, the mastery ofEnglish. And also the facilityfrom the family, so the supportfrom the family is importantalsoinhelpingthelearnmasterEnglish.Unlike the other participants,

Mistawho attended elementary schoolinthe80s,hadtheopportunitytolearn

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Englishfromhisolderfriends:Mista: …, I just heard it from some

seniorsbutIdidn’tstudyityet.Yeah,IjustknowfirstbutIdidn’tlearnit.He was also motivated by his

femalefriendintheseniorhighschool:Mista: I got one friendwhen Iwas in

seniorhighschool.AtthattimeIwassoimpressedbyherfluency.AndIthinkifshecoulddothat,ofcourseIcandothesame.Thesecommentsshowtheroleof

family and community in the learningEnglish experience of these lecturerparticipants.

Key Theme: Institutional InfluencesStudent Data

Thenextkeytheme,institutionalinfluences, focuseson commentsaboutboth students and lecturer experiencesin learning Englishwhen theywere atschoolaswellastheiropinionsabouttherole of institutions in English teachingin terms of the teacher’s performance,materials, methods and teachingpractices. All participants mentionedand clearly remembered their Englishteacherwhentheywereaskedhowtheylearned English in junior high school.They were also asked to recall thegood things about those teachers. Forexample:Yenta:My teacher, at that time is Mr

Widodo andMrsMamengko. Ilikethem,thewaytheytaught...IlikeEnglishbecausetheteacherisverygood.Itiseasytofollowfor example when they teachsimplepresenttense.Whentheyteach reading, they read it andtranslateit.Deysa also indicated similar

opinionsaboutherteacher:Deysa:Heintroducedthelessonwhich

is very interesting forus.He isa nice person and is very kind

andtheimportantthingis ifheknewsomeoneisveryinterestedin learningEnglishhewillgivemotivationtolearn…IcansaythatmyEnglish teacher isverygood in junior high school andsenior high school. He’s verygoodinteaching.According to these participants,

the teacherwas an influential factor indeveloping interest and enthusiasmfor English, especially when learningEnglishinjuniorhighschoolforthefirsttime.

Whentheparticipantswereaskedabout factors contributing to someonebeingasuccessfullanguagelearnerandthe practice of English teaching, thefactorsmentionedweretheteacherandthe teaching methods, and techniquesandtheteachingaids,theteacherused.Forexample:Deysa:Therearesomanyfactors.Like,

a good teacher, he or shemustbe able to intrigue or stimulatethe students to be interestedin learning English. Maybethefirstone,heor shemustbeable to apply various methodsor techniques…Aids, it can bevisualoraudiovisual.

Helly: Well, I think, first it dependson the teacher what kind oftechniques or methods invariation in teaching … that’sfromtheteacher’sside.

Yenta: I think, the first is the teacher.The teacher should master thematerialandgivemotivationtostudents... theyhavetopreparethe materials, using methodsand approaches… the teachershould use methods which issuitablewiththematerials.Yentamentionedthenecessityof

ateacherandstudentsworkingtogetheractively,asshementioned:

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Yenta: The students should also helpthe teacher, so both of themshouldbeactive.School was also mentioned in

regards to successful English teachingpractices. Deysa gave one example oftheschoolasgivingmoreopportunitiesto English to be developed in itsenvironment:Deysa:I found in some junior high

schools in Manado, they gavemore for English subject. Forexample,theyputitinMULOK(local-content subject), or theotherone,maybetheschoolcanmakeaclubinEnglish(Englishclub), something like that, sothestudentswhoare interestedin learning English, they putit in one and they are givenmotivation.The government was also

consideredtobeaninfluentialfactorinmakingtheteachingEnglishpracticesasuccess,asfollows:Helly: For the government, I think

they make library especiallyEnglish book, lots of Englishbook, not from Indonesia butthe government should importfromanothercountriesinordertoaddourknowledge.

Deysa:Maybetheyshouldgiveenoughattention to curriculum andsyllabus. The books includeinteresting topics to bediscussed.

Lecturer DataMien who had learned English

in elementary school mentioned thatitwas the initiativeof the teacherwhomotivatedher:Mien: You know when I was in

elementary school, it was 1972or73,Iwasatthe6grade.Oneof my teachers introduced me(class) English by showing

pictures and vocabulary andfor me it was very interesting.AndIfeltitwasveryinterestingbecauseitwasverynewformeanditwasthefirstexperienceinmy life knowing English. Andthen itwasveryeasy forme tomemorizethewordsand,Idon’tknowwhetherIamclassifiedasahh,IcansayIhavetheinterestinEnglish,Idon’tknow,butthatwasthefirstexperienceknowingEnglish.

Nihta: So, was English taught in theelementaryschoolatthattime?

Mien: No, it’s justthecreativityoftheteacher, actually, just to, I don’tknow why we have that kindof material and beside that wehavealso, it started fromsongsactually.He taught some songsin English and after that theteachertaughtsomevocabulariesand refer us to memorize thewordswell.AndIdid itwell. Imemorizeallthewords.

Nihta: It’sveryinterestingright…Mien: Because it’s not in the

curriculum.Atthattime,intheearly70sand

attending an elementary school in asmallvillage,theexperienceofactuallylearningEnglishintheschoolclassroomwassomethingrare.

When Mien was in junior highschool, the teacher who taught herEnglish had a background in physicsbuthisteachingimpressedher:Mien: Ok, as we know that in our

condition in Indonesia, Englishistaughtfromsecondaryschool,inthiscaseinjuniorhighschool.Andmyschoolwasintheheadof district, ibukota kecamatan,itwasin1975,maybeifI’mnotMistaken, I was first taught bytheteacherfrom,whatImeantosaythat,theteacherdidn’thave

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the knowledge of English also.Butyouknowwhathiswayofteaching me English was very,very understandable.And thenfrom that point I tried to saythat, I don’t know whether itwasalreadyformedbeforethat,whenIwasinelementaryschoolbutwhen Icame to juniorhighschool, I was inmy conclusionthatEnglishwasveryinteresting,onceagain,thatteacherhadthebackgroundofphysics,ifI’mnotMistaken, yes science, but hiswayofteachingmeEnglishwasvery,very interesting, it’s reallyunderstandable, so everythingcan be covered and then theteacher, so everything can beunderstood.Dan also described how his

English teachers influencedhimto likeEnglishwhenhelearneditinschool:Dan: TheotherthingwastheEnglish

teacher at that time. WhenEnglish was firstly introduced,it was quite nice and friendlyteacher,that’swhy.

Mistaalsomentionedthattheteachershouldmotivatethestudents:

Mista: Inourcountrywehavetorealizethatsomeormostofourpeople,they cannot speak English sosometimesthisbecomesobstaclesfor those who are studyingEnglish because after studyingit in school, they go home andthey face the community whocannotspeakorunderstandthelanguage they study in school.So, I think again, teachers playanimportantrolebymotivatingthe students to practice aloneeven though amidst of societydon’t speak. So again, teachersneedtomotivatethestudentstopracticethemselveseventhough

the society cannot speak andunderstandthelanguage.Mien argued that the students

shouldliketheteacherfirst,beforetheylikethesubjecttheteacherwasteaching.Mienindicated:Mien: Outside the learners, the

instructor must be, shouldbecomea facilitator. In general,mostofthestudents,thelearners,they said that they don’t likeEnglish because, you knowwhat, and they said that myEnglish teacher was very poor,boring and mean. They don’tlikethatwaysoactually,Englishteacher should be, because iftheydo that kindofway, I canguaranteethatthestudentsdon’tlike the material, so they mustlove the teacher first, and thenthesubject.That’smyobsession.So whenever I teach, I try tomake, Imean frommyway ofteaching.Itriedtoattractthem.When they are attracted tome,whatevermaterials I give themand,itwillbeacceptedbythem.Teachersandresourcesareagain

mentioned as important to becomesuccessfulinEnglishlanguagelearning.The teacherhad the jobofdeliveringalessonandmakingitinterestingforthestudents,asMistaindicated:Mista: From my point of view as a

teacher,anEnglishteacher,firstis the material, some materialmaybeshouldbereviewed.Theresource should be reviewedto make it more contextual,can be applied to dailylife because we are talkingabout language. It has torelate, of course it should havea relation with daily life, canbe practiced. And of course,teachers play very importantrole because in performing the

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material, the good techniquesor suitable technique play veryimportant role to make thelesson interesting. Because thefirst thing, we have to makestudents interested in learningthelanguage.Inrelationtothis,Dansaidthatit

wasimportantfortheteacherstoknowwhattodoandwhattoteach.Hesaid:Dan: More importantly, the teachers

of the staff, meaning that eachofthem,theyshouldknowwhatthey do, what they are goingto teach. Because I think that’svery important. If the teacherstandsinfrontoftheclass,heorshedoesnotknowwhat todo,meaning that the subject he isgoing to teach was not knownfullybytheteacher,Iamafraiditcaninfluencewhatthestudentswill get from this instructor orteacher standing in front of theclass.Therefore the content and

pedagogical knowledge of teacher isimportant inmaking English languageteachingasuccess.

Physical facilities such as anadequatelanguagelaboratoryandlibraryalsosupportedtheteachingpracticesasdidasupportiveadministrativesystem.AccordingtoDan:Dan: You can have a list to make:

physicalfacilitiesfromtheschool– language lab, books from thelibrary, and materials that cansupporttheteachingfacilities….And then, from me, generallyrules and regulations with thesystem,within the department,within the faculty, and withinthe university should supportwhatisgoingtobedoneforthestudents in that case. … Onething,yes,butwealsoitshouldbe also being contemplated

aboutthatthingfromourrectorand all his senior staff… theyknowwhatthisuniversityneeds,to help all the components inthe system, otherwiseweworkin the system but with a veryshortageofresourcesandthingsThe role of the government in

making teaching practices successfulwasalsomentionedbyMista:Mista: I think the government can

contribute something, in thiscase, let’s say by training toteachers new techniques ofteaching English that canimprove thequality of teachersin teaching English. The mostimportantthingishowtomaketheteachersawarethatinteachingthelanguagewe need to be more creativein order to make the studentsinterested in the language,let’s say more professional. ToTraining and research, I thinkthegovernmentcansupport.

Dan: … and it means government’sresponsibility to provide theuniversityneeds.

Key Theme: Individual FactorsThe third key theme, individual

factors,includedpersonalopinionsandattitudes towards English, includingmotivation.

Student DataWhen the student participants

wereaskedabouttheirfirstimpressionsof English, they described Englishsounds as strange. Helly and Deysasaid:Helly: Ithink,thatthestrangesounding

… because it’s not my ownlanguage,soforthefirsttime,Ifeltit’ssostrange…

Deysa:Honestlyspeaking,IlikeEnglishverymuchwhenIwasstillchild

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because English is a secondlanguage,itisverydifferentfrommy native language, Talaud orManadonese so it is somethingnew… especially the sound isverystrangeandinteresting.Deysa continued actively in

English-related activities. In hernarrative, she mentioned about theactivities she was involved when shewasinseniorhighschool.Deysa:WhenIwasIseniorhighschool,

my English teacher appointedme to participate in Englishspeechcompetition.Itwasheldin our capital regency, Tahuna.I could get the first winner forthree times, inmyfirst, secondandthirdgrade.OurschooloncewasinvitedtobeaparticipantintheResurrectionDay’sexhibitioninTahuna.Atthetime,wedidG30SPKIeventbydrama.Itwasaniceexperience.

ShewasselectedtorepresentherschoolintheEnglishspeechcompetitionheld in the capital regency andwasthewinnerthreeyearsinarow.These participants had various

high school backgrounds. Helly wasfrom a language program because shelikedtolearnlanguages:Helly: becauseIlikeEnglishverymuch

soItooklanguageprogramShe also said that shewanted to

master English, that reason broughthertostudyintheEnglishdepartment.WhenshestartedherstudyintheEnglishdepartment, shedidnot intend tobeateacher,lateronwhenshehasinvolvedactivelyinacademicandnonacademicactivities she gradually changed hermind.Atthetimeoftheinterview,whenshewasatthefinalyearofstudy,shewasconfident about choosing the teachingprofessionasherfuturecareer:

Helly: IliketomastertheEnglishwellNihta: justforyourself,orHelly: no,Nihta: sowhat?SorryHelly: becauseIwanttobeateacherNihta: soyouwanttobeateacherHelly: soIwanttoapplymyknowledge

tomystudents…..Helly: well, for the first time, I don’t

want to be a teacher because Ithink that teacher is a difficultjob

Nihta: ahaHelly: it is so difficult to guide the

students to understand thelanguage but I think when Istudy in English departmentUNIMA,Iliketobeateacher

Nihta:doyouliketeachingchildrenoradolescentsoradults?

Helly: IliketeachingchildrenUnlikeHellywho has been in a

languagetracksincehighschool,DeysachosetheNaturalsciencesprogramforexpediency reasons, although she alsolikedEnglish:Deysa:Honestly, I was interested in

studying Biology and Englishand then I chose Naturalprogram. Because I think, if Ichose Natural sciences I canchoose either Natural sciencesor social sciences or languageswhen I took a test formuniversity.Shespentayearstudyingdifferent

subjectsbeforeshemovedtotheEnglishdepartment. She elaborated her reasonto move to the English department inthefollowingextract:Deysa:Honestly, I would like to be

a doctor. I followed the testof UMPTN twice but I wasfailed. Because English is veryinteresting then I chose to takeEnglish. When I failed for thefirsttime,IacceptedtheofferofT2program(aprogramoffered

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bySamRatulangiUniversity toselect outstanding high schoolstudentsbasedontheiracademicrecordstostudyinthisuniversitywithout taking the entrancetest) and entered the CivilEngineering faculty. On the 3rdsemester inCEfaculty ImovedtotheEnglishdepartment.Aftera long consideration, I talkedtomy father, and you know inthe CE faculty it usually takeslongtimetofinishthestudyandmyIP(GPA)isnotsogood,it’sjust average2point something.Maybe that’s the reason. AndI think I can domore if I takeEnglishinIP(GPA).She then moved to the English

department and became one of theoutstandingstudentsinherclass.Whenasked about her plans after university,shesaid:Deysa:Getagoodjobandgoodsalary.Nihta:Anyideaofwhatjob?Deysa:I haven’t made up my mind.

Probably being a teacher or achallenging job, the job whichoffer good salary such as inprivatecompany.Yenta decided to study in the

English department because she likedEnglishandwantedtobeateacher:Yenta: Because I’m interested in

studyingEnglish.ForthefutureI’dliketobeanEnglishteacher.Another reason to studyEnglish

further was regarding the status ofEnglish.Helly: English is an international

language, so it’s good to learnthe language most people usewhen communicating eachother. People use English tocommunicate something …I think it is a modern time,globalization era, so English isneededintrade,freetrade.

Yenta: because English is aninternational language. Iwouldlike to communicate with theseconders

Whenexaminingthestudentdatafurther inorder to identify factors thatcontribute someone to become a goodEnglishlanguagelearnerandfactorsthatconstitute successful English teachingpractices, factors related to attitudeandselfmotivationwereidentified,forexample:Helly: Ithinkitdependsontheperson,

whetherthepersonlikestolearnEnglishornot.

Deysa:I think self motivation. I meanitshouldcomefromthepersonhimorherself.Above, Deysa mentioned about

self-motivation. Motivation fromparentsandteacherswasalsoindicatedasanotherimportantfactorasdescribedunder the previous key themes.Attitudes and motivation were alsodiscussed by the lecturers under thistheme,individualfactors.

Lecturer DataMien found English very

interesting,asshesaid“itwasverynewformeanditwasthefirstexperienceinmylifeknowingEnglish”,andshefoundit very easy to memorize the words.Having a positive attitude towardsEnglishalsohelpedherlearningasshedescribedherexperienceinavocationalhighschool:Mien: … after finishing my study in

junior high school, I came tothe Teacher’s Training School(SPG),andyoucanimaginetheportion of English in school isverysmallcomparingtogeneralhighschool.Theystillhavemorehours in English subject. I stillremember inourclass,weonlylearn English once a week. It’s

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verypoorEnglishbecauseonlyonceaweekcomparingtohighschool, they have 4 to 6 hoursinaweek.AndthenmyEnglishteachers were,… I don’t knowwhy but maybe this is alreadyformed in the years before, soyouknow,I’minsistonlearningand learning, knowing andknowingEnglisheventhoughIwastaughtbytheteacherswhoarenotvery capableofmakingthe students able to speakEnglish…Sheindicatedthatherexperience

with English in elementary and juniorhigh schools left a very goodmemoryinhermindandshapedaspecialbondwithEnglish,whichlaterinfluencedherlife-directiondecision.Shearguedthatitwasprobablytheverybasicmotivationinherlife:Mien: (laugh). I don’t know why,

maybe it’s also the motivation,yet the very basic motivationinmy life in, ahhh, what is it?anxious toknowEnglish.Yeah,I was very anxious to knowEnglishbecause,yeah,forme,Itold you that, itwas very, veryinteresting. I do likeEnglish asthattime…After she finished the teacher

trainingschool,shedecidedtocontinueintheEnglishdepartment.Becauseshehadsuchastrongcommitment,shewasabletofinishherstudyandthenbecameone of the teaching staff in the samedepartment.

Drawingfromherownexperience,Mien mentioned that motivation fromthelearnerisimportantincontributingtobeingsuccessful in learningEnglish,asshesaid:Mien: I think, the first thing must

be from himself or herself,a motivation. Because if thelearner doesn’t have his or her

motivation it’s quite, it can bebutitwillbe,say,it’lltaketime.Ifthereisalreadymotivationinthelearner,everything,whateverwaycanbecreatedbyhimselforherself.It’sselfmotivation.Mista also mentioned “curiosity

and then motivation, self motivation”as important factors tobesuccessful inlearning English. Although at first hehad the impression that English “wasa difficult language, very confusingand everything sounds strange”,Mistasaid that he decided to study EnglishfurtherafterherealizedtheimportanceofEnglish:Mista: Yeah. When we were asked

to determine which programstudents had to join, myheadmaster was suggestingme to take Science programbut Idecided to takeLanguageprogram. Because I am gettinginterested and I started torealizethatthelanguageismoreimportant in the coming times,inthefuture.Mistaalsomentionedthathewas

motivated by his neighbour, who toldhimaboutopportunitiestogoabroad:Mista: AlsoIheardpeopletalkingthat

if you know English you willeasily get a job and also mostof my neighbours are sailors,even though they’re not goodat writing they are good atspeaking.Theyalsotellus,ifyouknowEnglishyoucangoabroadeasilymeansyouwillfacealittledifficultinthesecondcountries.Dan believed that attitudes

towards English played an importantroleifsomeonewantedtobesuccessful:Dan: I think we should, we try to

change the attitude of thestudents. They need to spendmore time in the library,meaningthat-theyhavetoread

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moreaboutwhat isgoingtobecoveredinclassbecausethey’recoming from their senior highschoolwhere some of ormuchofthematerialwetaughtintheclass is not taught during theirEnglish classes at their highschool.Theyneedto,theyhavetobythehelpoftheirteacherstoworkorreadathomeorspendsometimeinthelibrary.Dan focused on the differences

in learning style in high school anduniversityandtheabilityofthestudentsto organize themselves and to changetheirlearningstyles.Dansaid:Dan: The way people or students

learn in university is differentfrom what they were doing inhighschool.That’sonething. Ifthey cannot put themselves inthe position of university leveland I’mafraid theycannotfindgood opportunity to fill thegap betweenwhat they foreseeinthefutureandwhattheyhavewhentheyareatthemoment,inclass...becausefranklyspeaking,in high school concentrate onvocabulary,structurebutforthecontent subject like literature,language skills, linguistics,they don’t have previousexperience on that subjects. Sothey have to change their wayofstudying,theyhavetospendmore time in the library. It’sverydifficulttochangethatkindofhabit.In the university situation in

Indonesia,studentswereexpectedtodomoreindependentstudythanwhentheywere in high school. If they could notadjustwellwiththeuniversitysituation,itwouldbedevastatingforthem,iftheycould cope well, it would lead themto success. Dan also emphasized themotives or reasonbehind the learning.

Hesaid that if the studentsconsideredEnglishasagatewaytogetagoodjob,itwouldmake themstudyhard.Mistamentionedthesamething:Mista: As we see in our country, it is

important. We can easily get ajob, being a secretary, Englishinstructor. In our country itis rare to have someone whoknowsEnglishwell.Mien suggested that the learner

needed to be pro active in order tosucceed. She mentioned that sinceEnglishisconsideredasecondlanguage,which means no daily conversation isperformedusingEnglish,itisthelearners’responsibilitytocreateasituationwhereEnglishisalwayspresent.Thelearners,shesaid,shouldmakeuseofwhateversituation theyare in and increase theirlanguageskills.

DiscussionWithin the student data, the

stories about their initial experienceswithEnglishweresimilar.Eachofthesestudent participants had support fromthefamily.Themediaalso,inthiscase,television,haditsinfluenceinintroducingEnglish throughcartoonfilms to them.Thesesimilaritiesweredependentuponthe time inwhich theygrewup.ThesestudentparticipantswereintroducedtoEnglishforthefirsttimewhentheywereattheelementaryschoollevel.Growingupwithaccesstotechnologygavetheselanguage learnersmore opportunity tobe in touchwithEnglishthroughmassmedia such as television and printedpapers.Theywereall surprisedby theEnglish sounds they heard when theywatchedfilmsonTV.Thesounds,whichweredifferentfromtheirmothertongue.This finding supports the research ofFinocchiaro (1964) who stated thatchildhoodistheidealperiodtoacquirealanguage.Thisisbasedonreasonssuchas,a lackof inhibitionwhich is typical

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for older learners and awillingness tocommunicate with their interlocutorswithoutfeelingunderpressure.

When these student participantsstarted learning English in junior highschool they were taught by teacherswho had English subject backgrounds.DeysaandYentamentionedthatatthisleveltheystartedtolikeEnglishbecauseoftheirteacher.Theystartedtobecomemotivatedbecauseofthewaytheteachertaught them..UnlikeDeysa andYenta,Helly did notmention anything abouther English teacher either in junior orseniorhighschoolbutshedidmentionabouthertakingpartintheextracoursesofferedbyherEnglishteacherwhenshewasinyearoneandyearthreeofjuniorhigh school. Their first impression ofteacherswhentheywerefirstintroducedto English as a second language in aformal school influenced their attitudetowards English at more advancedlevelsofeducation.Thefirstexperiencein learning English thus marked theirlearning English experience and hasinfluenced their decision later in theirlife.

Despite taking different subjecttracks at the senior high school level,all of theparticipants endedup takingEnglishastheirmajor intheuniversitylevel. Although their performancesdifferedduringtheiryearsofstudy,theywerenowfinishingtheirstudies.Hellyfelt confident in choosing a languageprogram because she liked languagesvery well, particularly English. HerearlierexperiencewithEnglishtriggeredher interest to study English further.Shementioned thatatfirst shedidnotwanttobeateacherbecauseshethoughtbeingateacherwasadifficult job.Shegradually changed her mind afterspending time studying in the Englishdepartment. She said that she wouldlike to be in the teaching profession,in particular teaching the children.All

of the students who took English astheirmajorexpressedconfidenceaboutboth their career choices and aboutcontinuingtheirstudiesinEnglisheventhoughtheywereundecidedabouttheirfuturecareers.

Deysa who chose a Naturalsciences program during high schooland spent ayear in a civil engineeringfacultyconfidentlychangedherdecisionandmovedtoEnglishdepartment.Shewasactiveintheschoolextracurricularactivities as described in her narrative.Although she has not decided yetwhat kind of job shewants to do, shelooked comfortable with her choice.Yenta took a Secretarial program ina vocational high school. Her choicewas very much dependent on herparents.Aftershefinishedhighschool,she entered university and chose theEnglish department because she likedEnglishand,again,becausehermothersuggested she do so. Just like Deysa,Yenta is still not surewhether shewillenter the teaching profession or workin a second company after she hasfinished.

There isone last thingtonote inthe student data. Although the storiesthe student participants told were, tosomeextent, similar, theway inwhichthey responded to the questions wasalso of interest. It was evident thatthese students still could not expressthemselves fully when using English(see the evidence in the transcriptspresented). Although before theinterview, they were given the optiontochooseeither IndonesianorEnglish,whichever they felt more comfortablewith,theyalloptedforEnglish.Maybebecause they wanted to practice theirEnglish or perhaps they simply couldnotsay“noEnglish”tome,astheyweremyEnglishstudents.

Unlike the student participants’experiences, the lecturer participants

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shared some similarities in theirexperienceswithEnglish:(a)allofthemformallystartedlearningEnglishinthefirstyearofjuniorhighschool,(b)allofthemhad shown good performance inEnglishas faras theiracademic recordwasconcerned,and(c)allofthemwereEnglishteachers.

The differences, however, exist,notonlybecausetheywereofdifferentagesbutalsobecausetheyhaddifferentcommunity identities which led themholdingdifferentopinions.

Dan took his upper levelelementary schooling in the early50s where he had no opportunity toexperience English prior to his juniorhigh school years.Mistawho attendedelementary school in the 80s learnedEnglishforthefirsttimefromhisjuniorhighschoolfriends.Ontheotherhand,Mien,whoattendedelementary schoolintheearly70s,hadtheopportunitytolearn English in school when she wasin grade 6. This does not happen veryoften.

In terms of learning Englishin school, each of them experienceddifferent education systems anddifferent curricula. When Dan was insenior high school, he learned Englishonlyinhisfirstandsecondyearbecausein year three students concentrated onspecial subjects that did not includeEnglish. The subjects were groupedinto Social sciences,Arts, and Sciencesclasses. Therefore, the examination fortheEnglishsubjecttookplaceattheendof year two. When Mien was in highschool,thecurriculumthatappliedwas1975curriculum.BecauseMienwasinateacher training school, the amount oftime allocated for English subject wasvery small based on a considerationthatthisschoolwasassignedtoproducekindergarten and elementary schoolteachers and English was not taughtat this level. Mista, who did his high

school studies in the early 90s learnedEnglish each year. The proportion ofEnglishhestudiedwasevengreater intheLanguageprogramhechose.

Although these three lecturerparticipants chose to studyEnglish in the university, theyhad different reasons. Dan saidthat his high school resultsshowed thathehadaverygoodmark in English subject, so thenhe decided to continue to studyEnglish. Mista indicated that herealized how important Englishwasinordertogetagoodjob,togainagoodlivingandtohavetheopportunitytogoabroad.Mien had a rather different

perspective,asshesaidthatinadditiontoherparentswantingher to continueto study in the university, she herselfhashadastronginterestandmotivationsinceshewasfirstintroducedtoEnglishintheelementaryschool.

When answering the researchquestions, their responses varied. Forexample,regardingfactorsthatcontributeto successful teachingEnglishpractice,allofthemmentionedtheteacherasanimportantfactor.However,eachofthememphasized different points about theteacher.Mistapointedout that it is thejob of the teacher to make the lessoninteresting.Forhim,thiswasconsideredurgent and therefore a priority. Miensaidthatthefirstthingtodoistomakethe students love the teacher and thenthey will love the subject. Mien putthe emphasis on the performance ofthe teacher, in attracting the students’interest.AndDanmentioned that it isimportant that theteachersknowwhatthey are going to teach in class,whichmeansgoodpreparation.Danwhohasbeen inEnglish teachingarea formorethan threedecadeswasable tomakeacomparison and evaluation ofwhat hedidandsawduringhiscareerandback

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those opinions with research. Thus, ateacher is considered important andthose who are “effective teachers canhelplearnerstoprogress…atanylevelofschooling”(Brumfit1995).

Students’ attitudes were also animportant factor. Dan emphasized theimportance of students changing theirattitudesandlearningstyleswhentheyare at university if they wanted to besuccessful. He pointed out that therewere differences between learningstyles in high schools and universitiesin Indonesia.MistaandMiensaid thatthemotivationofthestudentsmattereda lot. The differences found in theseperspectives are generated from theirownexperienceinteachingEnglish.

Student data vs. Lecturer dataMost of the participants’ first

experience with English started whentheywere around the age of 11 or 12,involved a family member such asparents,siblings,relativesorfriends.Butthiswasnot thecase forDanwhowasintroducedtoEnglishforthefirsttimeinwhenhestartedlearningitinjuniorhighschoolandMienwhowas fortunate tohaveacreativeteacherintheelementaryschool,whoinitiatedtoteachthesegrade6childrenEnglishdespiteitsabsenceinthecurriculum.InanumberofGardnerstudies, parental encouragement wasfound to be significantly correlatedwithstudents’motivation in learningasecond language (Gardner, 1983, 1990;Gardner, Masgoret, & Tremblay, 1999;Gardneretal.,1974).

The participants in this studycamefromavarietyofbackgrounds.Inspite of these differences, there is onethingsharedbymostoftheparticipants,theroleofparentsinthedecisionmakingofthechildren.Oneargumentwhythishappened is because of the culturalbackground of the participants. Theculturetheybelongtoisverysupportive

of parents’ rights to determine theirchildren’s future. In many families inmanypartsofIndonesia,butspecificallyin the caseof those inNorthSulawesi,it is still the practice for parents toimpose their own desires and will ontheir children. This also relates verymuch to the socio-economic conditionofthefamily.Parents,whohavehigherincomes, will see themselves havingmore power to direct their children’sfuture.Ifwhattheywantisinlinewithwhatthechildrenwant,thereislittleorno problem. However, concerns arisewhenthewantsofparentsandchildrendonotmatch.

Alloftheparticipantsagreedthatindividual attitudes were important inordertosucceed.Motivation,self-interest,andpositiveattitudewerementionedasimportantfactorsthatshouldexisttobesuccessful. Crystal (1997) argued thatmotivationisacentralfactorinordertosuccessfullylearnanysecondlanguage.Anderson(1961)believedmotivationisalsoafactorthatcorrelatestoacademicperformance. For some researchers,motivation is considered as one of themain determining factors regardingsuccessful in developing second orforeign language learning (Oxford &Shearin,1994).However,itisnotsolelymotivation,becausetherearealsootherimportant factors that matter such asfamilyandcommunity.

CONCLUDING REMARKSThis study explored three key

themesgeneratedfromthedatagatheredin this pilot study. These were (1)familyandcommunity,(2) institutionalinfluences, and (3) individual factors.These themes were interrelated eachother in the context of learning asecond language, in particular Englishin Indonesia.Onekeyquestion arisingfromthisstudyremains.Thisis“WhydosomestudentsintheEnglishdepartment

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dobetterintheirEnglishsubjectsduringtheir first semester at university thanotherstudents,giventhattheybringtothesubjectasimilarnumberofyearsoflearningEnglish.

The data from the pilot studysuggests that various aspects ofmotivation may influence studentslearning.Therefore, thepurpose of thenextstageofthisstudyistofindouttheinfluences on student motivation, [inlearningEnglishasaforeignlanguage]performance and subsequently theirachievement.

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