TEACHING CHALLENGES IN INDONESIA: MOTIVATING STUDENTS AND TEACHERS’ CLASSROOM LANGUAGE

This paper critically describes the main challenges English language teachers face in teaching in Indonesia. The subjects of the research were students and English teachers in twelve randomly selected junior high schools in government and private schools in five districts in Yogyakarta Province. A survey schedule, interviews with English language teachers, focus group discussions with students and class observation were used to gather the data. The results show that students’ motivation is more of an instrumental motivation, due to the requirements of the mandated national examination though English now is a global language and the 2006 curriculum targets communicative competence. On the other hand, the data indicated that teachers found English difficult to use in class. The classroom instruction was conducted mostly in the low variety of Bahasa Indonesia and in Javanese. The teachers claimed that it was due to students’ low motivation; in fact, the students’ eagerness to listen to the teachers as the models of English language expressions was good. Teachers need to motivate students to learn English by improving their teaching techniques as well as their speaking competence in class to achieve student integrative motivation as English is valuable for them.

Kata Kunci: motivasi instrumental dan integratif, kompetensi komunikatif, bahasa kelas English as the most important global language has become a compulsory subject in developing countries such as Indonesia.It was formally introduced into primary schools in the 1994 curriculum starting from Year Four though many schools in the cities have in fact been teaching English from Year One up to Year Six.At the upper level such as in secondary schools, English is one of the subjects to be examined in the national examinations at Year Nine (junior high) and Year Twelve (senior high) together with Bahasa Indonesia, mathematics and natural science, with social science added for senior high school.As well, at the university level, English is a requirement for all faculties and all undergraduate majors.The government stipulates that religion, Bahasa Indonesia, English and civics education are required subjects for all university students (Government Regulation No. 19/2005).
The teaching of English language currently is very marketable to students at all levels of education.In response to this, the government has been trying to develop the English language curriculum in order to cater for the needs of Indonesian society.Teachers, for example, have been trained through pre-service and in-service programs to achieve good quality teaching as well as developing learning materials in the form of textbooks or online access.In brief, much effort has been devoted to improve English language teachers' capacity and students' knowledge.
In 1999, a new administrative led to a restructuring of the centralized system to a decentralized one.This implied that authority and responsibility to govern or manage schools rest with local government whether at the level of the province, and, particularly since 2004, of the districts or schools themselves.This change impacts on the school management as well as the curriculum.In terms of language teaching, for example, due to the many vernacular languages such as Javanese, Balinese and Sundanese with over 400 languages spoken in Indonesia and 88 percent using them as their first language (Nababan, 1991), the teaching of the local languages becomes the target of each district.In addition, Bahasa Indonesia as the state language mandated in the 1945 constitution is commonly used in formal situations such as in schools and government organizations with its diglossic nature adding another layer of complexity.At school level, regional vernaculars are learnt in each region as the local content in the curriculum.In Yogyakarta Province for example, students become multilingual, learning Bahasa Indonesia and a vernacular language (Javanese with its status varieties of Kromohinggil, Kromo and Ngoko) as well as foreign languages such as Arabic in Islamic primary and secondary schools, English and perhaps Mandarin or German for senior high school students.
To respond to this complexity as well as to achieve a better quality of education, the central government has stipulated for the educational system in terms of government regulations (No. 19/2005), that each school at each level should attain eight national education standards.They are (1) graduate, (2) content, (3) process, (4) personnel, (5) infrastructure, (6) management, (7) funding and (8) assessment standards.These standards are indicators for the government to appraise schools according to the three categories of (i) the fledgling international standard school (Rintisan Sekolah Bertaraf Internasional -RSBI), (ii) national standard school (Sekolah Standar Nasional -SSN), and (iii) potential schools (sekolah potensial -SP).
School staff have tried to reach these standards.Teachers in this case are stakeholders playing key roles to increase the educational quality of schools through process standard to achieve what has been stipulated in graduate and content standards.In fact, they face various challenges, particularly in English language teaching.This paper discusses several challenges faced by teachers in teaching English in a foreign language context in the province of Yogyakarta which is recognized as the 'education city' of Indonesia.

English Language Teaching in Indonesia
English language teaching has shown significant shifts from the 1994 curriculum to the 2004 and 2006 versions.In the 1994 curriculum, the common approach was the communicative approach adopted from the earlier 1984 curriculum (Kasihani, 2000).The term of communicative competence had been used; but, it was hardly implemented at all, according to her.This might have happened because English is a foreign language not commonly used in daily Indonesian life.Students at school seem to use the vernaculars more or local languages together with the low variety of Bahasa Indonesia.
The term communicative approach or communicative language teaching (Richards and Rogers, 2001) had first been proposed with the word 'communicative' identified as developing a communicative syllabus aimed at understanding and expressing the language rather than focusing on grammar and vocabulary.They further outlined the Notional Syllabus or the Notional-Functional Approach or Functional Approach.This was a significant shift from the previous approach which emphasized grammar (form), whereas communicative language teaching emphasizes meaning.
Communicative language teaching becomes problematic in the context of teaching English as a foreign language.Jarvis & Atsilarat (2004) contend that the problems generated by implementing the communicative approach have varied, including the students' level of proficiency, the class size and the time allocated.In addition, problems such as a lack of quality materials, no need to speak English outside the classroom, and parents not being involved in the students' learning create more complexity (Tipka, 2004).Lai (1994) mentions in particular problems happening in the classroom such as limited time to use the language and lack of student confidence to speak in English (self esteem, language anxiety and lack of opportunities).Added to this, Lai (1994) noted that students' perceptions of their poor competence in English as well as teachers' attitude towards learners' performance become critically important.
My assessment based on my research is that the approach of communicative language teaching which was created and first implemented in western contexts with English as the first or the second language is difficult to realize in Indonesia.It might be due to the language context itself, the insufficient knowledge of teachers themselves, big classes, limited time allocations and inadequate learning materials.When the teachers do not comprehend the philosophy of communicative language teaching, the inappropriate sociolinguistic context (English as a foreign language) as well as the students' need for the language might be problematic complications in the implementation.In brief, despite various attempts to improve communicative competence.
Regarding English language teaching, the Government Regulation No. 19 Year 2005 stipulates that language education should develop language competence with special emphasis on reading and writing according to the literacy level set for every level of education.In the content standard, it is mentioned that the ultimate goal of learning English is to participate in discourse or to communicate ideas, feelings, etc. in spoken and written English accurately, fluently and in an acceptable manner (Agustien, 2006).Thus, the curriculum aimed at providing school graduates with skills in the sense that they are expected to achieve the competence required to obtain communication skills.Agustien further remarks that the 1994 curriculum is claimed to aim for communicative competence; but it listed a lot of topics but never listed the targets of communicative events, that is, the genres such as description, recount and narrative."The curriculum content only covers the topics and the grammatical items, not the communicative events.The textbooks developed based on the 1994 curriculum listed more on themes with limited text types (description, recount and some narratives)" (Helena R. Agustien, 2011, personal interview).Despite various attempts to improve communicative competence levels, little changed at schools or in the results.

Motivation
Language learning cannot be separated from the socioeconomic milieu of which students are a part.It influences students' motivation towards their learning in second or foreign language contexts.In terms of English language, the motivation issue has been discussed by scholars in second/foreign language contexts.In second language contexts, for example, Gardner (1985) defined motivation as the combination of (1) effort, (2) desire to achieve the goal of language learning, and (3) favourable attitude towards language learning.Furthermore, it is also distinguished between integrative and instrumental orientations in motivation.Orientation here is not similar to motivation but it represents reasons for learning the language.The former orientation aims at interacting with the language group or meeting different people; while the latter is due to external goals such as passing an examination, financial rewards and a better career.Moving beyond these earlier formulations, Dörnyei (2005) and Csizér and Dörnyei (2005) proposed a new model of second language (L2) motivational self-system consisting of three components.They are Ideal L2 Self (a competent L2 speaker), Ought-to L2 (one ought to possess the language, such as for various duties, obligations or responsibilities), and L2 learning experience (one's ideal self and one's actual self).
In the foreign language context, Dörnyei (1998) contended that learners have little or no contact with members of the L2 group, so they could not involve their own attitudes though it could not be denied that Indonesian students, for example, currently learn at least one second language.After the 1945 independence, it was not Dutch but English that was mandated as the first foreign language to be learnt.Since then, teaching English has gradually evolved across various teaching approach and method.Williams & Burden (1997) contend that learning a foreign language is not simply learning the skills, rules or grammar; it involves self image, cultural behaviour and ways of being that impact on the social nature of the learner.
Furthermore, Dörnyei (1998) says that motivation determines human behaviour and gives direction to achieve it.He lists motivational components that are categorized into three main dimensions.They are the language level, the learner level and the learning situation level.Keller (1983) and Crookes and Schmidt (1991) operationalized motivation into four dimensions, (1) intrinsic interest covering the learner's personal needs, values or goals, (2) expectancy of success and satisfaction in the outcome of an activity and the associated intrinsic and extrinsic rewards, (3) teacher specific motivational components in relation to the teacher's behaviour, and personality and teaching style, and including the affiliative motive to please the teacher, authority type (authoritarian or democratic teaching style) and direct socialisation of student motivation (modelling, task presentation, and feedback), and finally (4) group-specific motivational components related to the group dynamics of the learner group including goal-orientedness, the norm and rewards system and classroom goal structure (competitive, cooperative or individualistic).
Basically, the two major distinctions regarding motivation are intrinsically or extrinsically motivated behaviour (Deci, 1975).Vallerand (1997) comments, "intrinsically motivated behaviours are aimed at bringing about certain internally rewarding consequences, namely feelings of competence and self determination.So people seem to engage in the activities for their own sake and not because they lead to an extrinsic reward such as money, prizes, grades and even certain types of positive feedback" (page 164).
In brief, when student motivation is good, the learning achievement can be good as well.Both intrinsic and extrinsic motivation have been used to explain the success or failure to fulfill any task.In the junior high school context in Indonesia, students' motivation could vary depending on students' perceptions and intention of learning a foreign language.English for example is one of the compulsory subjects to be taught at all levels of education.In junior high school, if the students are not good at English for the national examination, then it is difficult for them to continue their studies to senior high school, though the students' grades are based on both the national examination (60 %) and the school examination (40 %).

Teacher Classroom Language
English language instruction is needed by students to maximize the language exposure.Teachers' proficiency in spoken language as the model for students in class has become a critical issue in language learning.Nations (2003) stated that learning English in a well balanced foreign and second language contexts is through the four strands of (1) meaning focused input (listening and reading), (2) meaning focused output (speaking and writing), (3) language focused learning (attention to language features) and (4) fluency development (working with known material).He further argued that when learners speak in the same language in class, the use of the first language can be natural easier and more communicatively effective.Nevertheless, for teachers, second language should be maximized due to students' limited exposure to spoken language.Sullivan (2011) concluded that teachers' oral proficiency in the target language is a significant factor in both teaching effectiveness and student learning.At least the teachers' classroom language involves telling the class what to do, controlling behaviour and explaining activities (Nation, 2003).

METHOD
This study is part of a larger study evaluating the teaching of EFL English in Indonesian junior high schools.The study is to analyze two main challenges teachers face in structuring teaching and learning in class in the Indonesian context, namely, student motivation and teacher's classroom language.The subjects of this study were students and English teaching staff in twelve randomly selected government and private junior high schools in five districts in Yogyakarta Province under the Ministry of National Education (420 schools) and the Ministry of Religious Affairs (85 schools).A total of 4849 students attended these twelve schools with 427 teachers, including 47 English language teachers.A questionnaire survey of both teachers and students as well as focus group discussions of students together with interviews of 24 English language teachers combined with class observation were used to gather the data.The questionnaire and focus group data describe students' motivation while classroom observation describes the real situation of English language teaching.The questionnaire administered to the students examined two issues, their motivation in learning English and the media and materials used by the teachers.The first part regarding student motivation was measured on a three-point Likert-type scale.Table 1 shows the population and the number of schools in each district (kotamadya or kabupaten).Based on the population density, the twelve (see Table 2) schools in the study were categorized into three: (1) city with a population density above 5,000 per km2 and the schools are two large sized government and Catholic fledgling schools of international standard with a combined school population of 1643, (2) urban, whose person/km2 density ranges between 1000 -4,999 with five schools: two government national standard school, a medium sized Islamic school, a government madrasah and a small female boarding pesantren with a total student population of 1942 and (3) rural or regional, ranging between 100-900 person/km2 density with two government schools, a small private school, a small sized Islamic school and a small sized private school with a total school population of 1264.The low population density in the rural areas is due to water availability, infertile land and being far from the developed urban areas.

FINDINGS AND DISCUSSION
The result shows that the teachers face two main challenges, (i) student motivation to learn English, and (ii) teachers' classroom language.

(i) Student Motivation to Learn English
In terms of motivation, 363 selected students from the twelve schools filled out the questionnaire.When they were asked to rank their favourite subject of the four under examination, 40 percent agreed that English was their most popular subject, 52 percent were in doubt and 8 percent disagreed.Furthermore, their answers particularly were categorized into two.The first was to check students' intrinsic and extrinsic motivation, while the second was focused on the ways to learn English.Basically, most students (72 %) gave a positive response to learning English, 25 percent were in doubt and 3 percent negative.Regarding their motivation to learn English for the future, 78 percent responded in the positive, 17 percent were not sure and 5 percent negative; regarding the need for English for further study, 75 percent responded with a positive answer, 20 percent in doubt and 5 percent disagreed (see Table 3).In terms of learning methods and resources used to learn English, most students (73%) learn English from a textbook while some students (26%) indicated that they learn English via computers (35%) and 44 percent by mobile phones.The lack of use of online learning methods is due to computer unavailability at home or even at school.Most students, particularly in rural areas, had no computer at home or at school while students living in the city were provided with various electronic tools to learn English, including internet access.Some schools had a computer laboratory, however, it was used only for the information technology subject of two hours per week whereas English takes more hours with an average of at least five teaching hours.This happens due to teachers' incompetence with computers or their lack of commitment to improve English language teaching.It was clearly seen that students learn English mostly from textbooks (see Table 4).This survey confirmed that most students responded positively to learning English for their own reasons as was clearly seen in the focus group discussions.Though some answers mentioned that English was the most difficult subject to learn, they were very aware that they needed to learn English to gain a good score to pass their national examination and continue to the further level of senior high school.In terms of school location, the students in the city schools (77.9%) responded positively to learning English followed by urban (57.1%), and rural schools (58.3%).Table 5 compares students' motivation in learning English between the three different areas.The table shows that students living in the city or cosmopolitan communities seemed to be better motivated in English due to seemingly being a member of international second language speaking communities (Kormos and Csizer, 2008).It can be clearly seen in the average results in the English national examination in 2012 which was over eight (out of ten) for the two city schools, whereas it was 5.66 for students in urban schools and 5.13 for regional/rural schools.Comparing the levels of students' motivation in government and private schools, we can see that there was little difference in terms of students' motivation though the school facilities were quite different (see Table 6).
In most government schools, whilst they had computer laboratories, they were used mostly for the information technology subject rather than being appropriately utilized for learning English or for internet access for learning purposes.In terms of the 2012 national examination results, the average score for the six government schools was 6.16 and 5.65 for the six private schools.The picture that emerged seemed to indicate that junior high students had good instrumental motivation in learning English because of another factor, that is, the national examination.The finding is similar to that of Kruidenier and Clement (1986) and Belmechri and Hummel (1998) saying that in EFL context, instrumental motivation is more prominent than integrative one.Nevertheless, learning English for students living in cities seemed additionally to be motivated for integrative purposes or L2 self in Dörnyei's term, that is, trying to be 'competent' English language speakers as English is the international language.Motivation was augmented in the two city schools because they are fledgling international standard schools (Rintisan Sekolah Bertaraf Internasional-RSBI) in which the students are well equipped in terms of learning resources, particularly access to computers and the Internet, both at home and at school.
To summarize, the significant prove of better motivation in learning English might be due to their understanding that English is valuable for them to learn.With the improvement of electronic tools, it was not difficult for students to get access from internet to find sources to learn or to have fun such as games.A senior teacher in School Number Three acknowledged that when she asked students to do tasks at home, they would be creatively designing the picture as well as the texts in good English language.
In addition, data regarding motivation was gained from the focus group discussions.The students usually stressed the importance of the national examination as a driving force though many said they need English to go onto further education and to gain a better life chance and pursue a future career.A small number expressed their eagerness to improve their English communicative competence.
Others acknowledged their negative attitude to English with some students describing English as a 'monster' together with the mathematics subject.It might happen because the teachers sometimes are 'strict' in terms of English formulae or rules that students need to memorize rather than creating activities for students to have fun in learning English.Students said in Javanese to the researcher, "Ma'm, English teachers here explaining the material are difficult to understand and some of them are not very friendly and like to punish us when we make jokes in class".
For the lowly motivated students, they felt that they do not need to learn English for their future lives.English is something to learn for the national examination rather than something to be used to communicate or something necessary for their higher education.They indeed were hampered by a lack of motivation due to the school's conditions and facilities, the parents' attitudes and the surrounding farming environment whose hidden message seemed to be that they do not need higher levels of education for their lives.
Added to this, some teachers in rural areas remarked, "We need to persuade the students to go to school.Most parents here are primary school graduates and students live with grandparents.When they do live with their parents, they never even consult with us about the students' academic improvement".It indicated that the parents gave virtually no attention to their children's education; thus, schooling was not a major issue for parents, according to the principal and the English teacher in School Number 10.
Additionally, due to living in a quiet village far from the bustle of the town or city, education was something lacking in importance except as a compulsory government requirement.They just thought they would become farmers or housemaids like their parents, according to the principal and the teachers in School Number 6. Aspirations were low.Learning English was for the sake of the national examination and for communication with native English speakers if necessary."They come to school, but they just talk among their friends and pay no attention in class and sometimes they prefer to stay at a small shop located in front of the school", said the principal and the teachers (School Number 12).
In brief, the low motivation of some students was due to various factors: inadequate family support, the local environment and the school context.In terms of family, most parents were busy fulfilling their daily needs and English language was treated merely as one of the subjects to be examined in the national examination.In contrast, the global notion spurred students on having much better motivation in learning English due to their further study or having a better salary for the future alive.
Regarding the local environment, based on the researcher's observation, students, both at home and school, basically did not use English to communicate in their daily lives.Students in all areascity, urban and regionalspoke Javanese to school staff, particularly on Saturdays as mandated by the Governor's Policy for Yogyakarta (No. 423.5/0912, year 2005) as the local content for the curriculum.
The school context and its facilities, in addition, sometimes worsened the English learning atmosphere.Most schools in rural areas did not have computers or language laboratories.When they did, for example, it was for another subject.The vice principal in School Number Five and the senior teacher School Number Two remarked that the schools previously provided computers to be cheaply rented by students and they seemed to enjoy social networking such as facebook as well as games, though the school then stopped providing them because maintenance problems.Another factor was English teachers' incompetence in utilizing the computers for teaching purposes.Some teachers who had sufficient computer skills claimed that computer-assisted teaching took too much time by way of preparation and both teachers and students would be 'late or left behind' to achieiving the target of teaching (basic competence) as stipulated by the government.To make matters worse, printed materials such as textbooks, magazines and newspapers in English were generally lacking-two private rural schools, for example, lent students the textbooks only during class time with one book for two students.
To conclude, motivation could be emanating from within (internal) or from without (external), and teachers play an important role in responding to students' motivational drivers.In fact, class observation in the twelve schools showed that students' classroom participation in learning seemed to be passive though teachers in some schools had prepared their lesson plans in such a way as to motivate students to learn actively.They used, for example, an LCD and their own laptop to present their powerpoint presentation or a downloaded video.
In School Number One with an average of 32 students per class, for example, the teachers had prepared well and they conducted their class in the science laboratory because they had a permanent LCD.But, the students kept talking to each other in Javanese while the teachers were preparing and reading the explanation written on the slides.The teachers failed to create an interesting class.The two teachers always read the materials on the powerpoint slides and continued to read the comprehension questions, sometimes translating the word(s) or sentence(s) that contained difficult vocabulary items.Some students kept themselves busy copying the explanation into their books.
In School Number Two with 35 students, the senior teacher conducted the teaching in the language laboratory and used a CD for listening.However, the students remained passive.The teacher eventually shouted in English, "why are you stressed?If you want to smile, please; if you make mistakes, let's correct it; OK, if you feel bad, let's sing our previous song".The students remained silent, not responding.The teacher dominated the teaching time explaining the structure of the text followed by a vocabulary task.The two other English teachers taught in class, standing in the middle of the classroom and explaining the simple present tense followed by a dictation task.The students again became noisy, talking to each other in Javanese, though the teacher explained loudly over the noise.This teacher said, "It's hard for us to motivate students to learn English.They are completely different from those in the city who learn through their English classes after school and are supported by good facilities".
Regarding the educational background of the teachers, most had an undergraduate degree in English language education except in the case of the teachers in School Number 8, who were senior high school graduates.Some teachers had a Master of Humanities (Magister Humaniora) from either government or private universities.Though the great majority were graduates of English language education programs, in fact, it seemed they experienced problems in English language teaching methodology, particularly in engaging students to participate in class activities.Some teachers blamed students' low motivation; however, as mentioned previously, 70 percent students said they liked to learn English.When in class, students paid little attention, kept themselves busy with some talking in Javanese.So, most of the classes were noisy but not noisy with English sounds.

(ii) Teacher Classroom Instruction
The data regarding the medium of instruction in class were gained from both the teacher questionnaire and class observation.Based on the 25 responses to the question regarding classroom language, 45 percent of the English teachers said that the language of instruction must be English, while 50 percent said a mixture of English and Bahasa Indonesia, and five percent said it must be totally in Bahasa Indonesia.Most English teachers agreed that English should be used as the medium of instruction in class though one teacher in School Number 2 mentioned that Bahasa Indonesia should be used in class due to students' low competence in English.
Based on the question given to the students, 69.7 percent of students liked teachers speaking in English in class, 24 percent were in doubt and 6.3 percent responded negatively; whereas 52.1 percent students agreed that English teachers spoke in English in the school environment, while 37.5 percent were not sure and 10.5 percent stated they did not like teachers speaking in English in school.The data clearly showed that students liked the English teachers to speak in English both inside and outside the classroom.
Regarding teachers' standards, the Interstate New Teacher Assessment and Support Consortium (INTASC) (2002) states that teachers should have: "sufficient command of the target language to communicate on a variety of topics in both formal and informal contexts.They can effectively conduct classes in the target language at all levels of instruction" (p.13).
Furthermore, Chambless (2012) contends that teachers' oral proficiency in the target language is a critical issue that impacts on classroom practices, teacher effectiveness and student learning.
However, the reality was very different.Most teachers preferred to speak in Bahasa Indonesia.They claimed it was to help students easily understand the taught material.One of the teachers for example remarked, "Teachers should make the students understand, but the input is low competence students added by unsupportive facilities.That is why I tend to speak mostly in Bahasa Indonesia" (School Number 2).It implied that most teachers felt that when they spoke in English, the students were not able to understand them.The teachers in practice spoke in English but they directly translated into the low variety of Bahasa Indonesia.The survey data showed that nearly 70 percent of students wanted their teachers to speak English in class.Mitsuo (2010) found out that few opportunities of students in class to speak in Japanese or English as well as student teacher spoke more than necessary.In line with such idea, Musthafa (2001) remarked that teachers tend to use Bahasa Indonesia in class, except, to begin and to end the lesson.
Based on the class observation, at the beginning of the English class, most teachers greeted students in English, such as: Generally, most teachers in class spoke totally in the low variety of Bahasa Indonesia, except for a senior female teacher in School Number 4 and the junior teacher in School Number 8; some used a mixture of Bahasa Indonesia and English when reading aloud, then translating word for word, particularly the difficult words.A few teachers spoke in Javanese (School Number 11 and 12).
In summary, most teachers believe that teachers are more confident speaking in Bahasa Indonesia than in English.The senior teacher in School Number 9 remarked, "I cannot speak English in class because the students do not understand me and if they don't understand, their motivation becomes worse.They often say, ...ma'm...ma'm...what do you want to say? Please speak in Javanese or Bahasa Indonesia, not English".This episode signified that teachers felt confident speaking in Bahasa Indonesia rather than in English.It was assumed it helped students' understanding of the English teaching material as well.
In contrast, Nation (2003) argued that where learners have little opportunity of hearing English language expression in and outside the classroom, the use of second language needs to be maximised in the classroom.In addition, it seemed that teachers had insufficient understanding about "language learning and acquisition" as proposed by Krashen and Terrell (1983).These two scholars distinguish 'language learning' from 'language acquisition'.The former refers to concious or knowing about the language; while the latter is subconcious or picking up the language.It implied that students gain both learning and acquisition hypothesis in class and teachers are creators of such situation.

CONCLUSION
Of the eight national education standards, four could significantly contribute to students' learning-graduate competence, content, assessment and process standards.The last particularly triggers students' motivation though their motivation is more instrumental, due to the national examination.Most students realized that English is as global language that would be valuable for their future life.
Teachers in their key roles must be able to motivate students to learn English in an interesting way.Over two decades, the English language teaching showed significant paradigm with the term of communicative competence.In fact, such cannot easily be found in Indonesian classrooms.The English language that should be targeted as the teachers' classroom instruction needed by students were difficult to realize.The teachers seemed to dominate the class with their 'language mixture' and students tended to keep silent.When they did sometimes respond, it was in Bahasa Indonesia and the Javanese language.The problems faced by teachers on the ground varied and were intertwined; So, professional collegial initiatives supported by the district, provincial and central governments should be conducted to improve teachers' professionalism; and the knowledge they gain from training can be implemented in class to raise students' motivation to learn English.
In summary, teachers need to participate actively to improve their teaching professionalism through pre-service and in-service training though such a situation is not easily realized.It could be due to lack of training from the district, teachers' time availability, the location where training is conducted, and, finally, government funding issues.

Table 1 :
The characteristics of areas, population and Junior High School in districts Source: BPS (Biro Pusat Statistik) & Provincial Education Office Website (retrieved in January 2011)

Table 2 :
The profile of the 12 school x density in sub-district

Table 4 :
Ways to learn English

Table 5 :
Students' motivation x types of school location

Table 6 :
Students' motivation x type of school (government/private) Dea) : I'm sorry, Dik... T : I'm sorry, I need to see my teacher.Dea I forgot asking your study.How is it going?It must be exciting.