31 goals. Through the history of Indonesia‟s educational system, there are many kinds of
curriculum implemented in Indonesia. All teachers at all education levels then make syllabi, which are drawn from the curriculum. Moreover, there are standard
competencies, basic competencies, indicators, and other elements which are integrated in the syllabi in order to make it productive. Specifically, it aims to
improve communicative competence, both in written and in spoken skills, to expand students‟ quality to adapt with social problems and to develop students‟
understanding in language and culture. The integrated skills, which are speaking, listening, reading, and writing are also formulated in the syllabi, which is then
conducted by each school in Indonesia Dikti, 2011.
6. Teaching English in non-English Speaking Countries
Recently, globalization has created a dominance of English. English has become the universal language Light, 2007. This situation forges the assumptions
that people need to master English language in order to inhabit a globalized world. Responding to this issue, many countries over the world, especially non-English
speaking countries, have started to learn English and even have put it in their national education system. “Outer Circle English-using societies mean that English is used as
a second language. Expanding circle one means that English has the statute of a foreign or
international language” Bolton, 2012:18. In relation with students‟ achievement in mastering English, it has occurred with various results in Asia.
“While there are Asian students who have difficulty with English and do not satisfy
32 their educational aspirations, there are also Asian students who are academically
highly successful” Marks, Fleming, Long McMillan, 2000; see, for example, in the United States context Huang Waxman, 1996; Siu, 1996; Trueba, Cheng Ima,
1993 as in Mclnerney, 2007:171. Dif ficulties often happen since they „come from a
cultural background that may make learning in Western-oriented schools problematic
‟ ERIC Development Team 1993; Siu, 1996 as in Mclnerney, 2007:171. Besides that, they also have different curriculums.
In Indonesia, the achievement is not really optimal. Seeing the fact, teaching methods in acquiring English in non-English speaking countries also need to become
a concern. Teachers as practitioners need to know well how to find appropriate methods. Pearson stat
es that, “Approaches and methods in teaching English can be seen as a historical sequence of revolutions and evolutions, and also as a growing
range of teaching options” David and Pearse, 2000:187. The success is not just in how students communicate but also how they use it in their learning process. Thus, a
teacher needs to find more effective ways in teaching as well as to adopt new methods. Therefore, it is important for them get initial training and a recognized
teaching qualification David and Pearse, 2000. Development options can be grouped into three broad categories: self development constant reflection, diary
writing, recording lesson, and reading, cooperative development sharing with colleagues and peer observation, and formal development in service training
programs, conferences, seminars and short courses.
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B. Review of Related Research Reports
