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Alptekin 2002: 2 claimed that given the Lingua Franca status of English, it is clear that much of the world needs and uses English for instrumental
reasoning such as professional contacts, academics studies and commercial pursuits. The English language is an important medium of interaction used among
people in various fields, such as in career, academic, and business through the world. Therefore, the language was declared as the international language for
various purposes with connected people whole over the world. Hence, the prophecy in English language is important, especially among the second language
learner in order to survive in the environment where the language is used. Prophecy in the English language is determined by the learners’
motivation and attitude in learning the language, Brown 1994:1 stated the learning of a second language is a complex process, involving a seemingly infinite
number of variables. Garden and Lambert as cited in Brown, 1994:168 claimed that motivation is a construct made up of certain attitudes and the most important
of these is group specific, the attitude learner have toward the members of the cultural group whose language are learning.
1.2 Problem Identification
The success learning deals with the context of the students and teachers. A good learning is impossible to have without having good context. The learning
process in Papua especially in Kaimana describes a thoughtfulness of the Indonesia educational portrait. As the ministry of education contests to develop
the curriculum as an effort to have good learning, Papua still contest to earn money their life. What we have in the big cities are different from what we have
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in Papua especially in Kaimana. The student who live and study in this give have different feet back then that the other students in the big city in Indonesia.
A number of writers in recent years Valdes 1986; Byron 1989; Phillipson 1990 have reviewed the complex relationships that exist between
language learning, language teaching, and culture and some have focused specifically on the implications of using the target language culture as the vehicle
for presenting the language in textbook materials Adaskou, Britten, and phase 1990; Alptekin 1993. The complexity of that caseencourages me to conduct
learning a foreing langage always entails learning a second culture to some degree, even if you never actually set foot in the foreing country where the
language is spoken. In short, every person is a part of a culture. So if you are planning to carry on some sort of communication with people who speak or write
a given language, you need to understand the culture out of which the language emerges Brown, 1989 : 65. The complexity of that case encourages me to
conduct Learning a foreing langage always entails learning a second culture to some degree, even if you never actually set foot in the foreing country where the
language is spoken. In short, every person is a part of a culture. So if you are planning to carry on some sort of communication with people who speak or write
a given language, you need to understand the culture out of which the language emerges Brown, 1989 : 65. Means that learning a second language or a foreing
and can not be saparated from human being and their cultures and social life. There is no question that learning a foreing language is different to learning other
subjects. This is mainly because of the social nature of such a venture. The learning of a foreing language involves far more than simply learning skills, or a
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system of rules, or grammar; it involves an alteration in sel-image, the adoption of new social and cultural behaviors and ways of being, and there fore has a
significan impact on the social nature of the learner. Williams 1994:77.This research entitle student’s perception of learning Englishin Kaimana heigh schools.
1.3 Problem Limitation
This study is about the students’ perception of learning English senior high schools of Kaimana. As specified previously, this study is conducted in three
schools of Kaimana namely SMA YPPK Santo Thomas Aquino, SMA Negeri 1 Kaimana and SMA YAPIS Yayasan Pendidikan Islam. There are 124
respondents and six interviewees of this study. All respondents are the second- year students of each school because the second year-students are regarded as
well-grounded students learning in these three schools. They have at least studied in the intended schools and they have at least a year to study with the result that
the student perception of learning English in Kaimana’s senior high schools not only can be perceived and described but also can be re-considered and rediscussed
for the betterment of English learning process.
1.4 Problem Formulation
As elaborated in background of this research, the goal of this research is formulated with the following research question namely What is students’
perception of learning Englishin Kaimana’s senior high schools? This research
question, based on the goal of the theory of perception constitutes does not only perceive or describe the student perception but also re-discussed and reconsidered
