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CHAPTER II LITERATURE REVIEW AND
CONCEPTUAL FRAMEWORK
A. Theoretical Description
1. Teaching English as a Foreign Language
English in Indonesia has become a nationwide and making an effort to be pursued at all academic levels, from the kindergarten to the University. There has
been an increase in the development of public school English programs and private English language schools throughout Indonesia. For instance, English is
one of foreign languages that is included in national examination, and some of education institutions use English competence as a requirement. It can be
concluded that English becomes an important language to be learned by the students in Indonesia.
However, in Indonesia, English is still a foreign language. There are significant distinctions between Teaching English as a Second Language TESL
and Teaching English as a Foreign Language TEFL. Firstly, in second language context, one used it probably as a lingua franca in the learner’s home country.
For example, French for people in ex-French colonies while a foreign language is one without that special status Johnson, 2008: 12. Secondly, in a second
language situation, English is the language of the mass media: newspapers, radio and television. English is also the language of official institutions of law courts,
local and central government and education. It is also the language of large commercial and industrial organisations. In summary, a good command of
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English in a second language situation is the passport to social and economic advancement, and the successful user of the appropriate variety of English as
member of that language community. On the other hand, English is a foreign language in the rest of the world.
For example, English is taught in schools, often widely, but it does not play an essential role in national or social life. People do not use English out of classroom
because it is not supported by government, institution, environment, and people awareness. In addition, some of the educational effects of foreign language
learning are achieved subconsciously in the first months of study at school, though obviously a ‘feel’ for the new language, together with the subtle impacts
on the learner’s perceptual, cognitive and affective development, is a function of the growing experience of its written and spoken forms of English Broughton, et
al., 1980: 10. Furthermore, in foreign language situations of this kind, the learners of
English tend to have instrumental motivation and integrative motivation for learning the foreign language Broughton, et al., 1980: 5. When students learn for
instrumental motivation for example, they need it for operational purposes like to be able to read books in the new language; to be able to communicate with other
speakers of that language; to integrate within job culture; to facilitate international communication from other countries, and so on. When students learn a foreign
language for integrative purposes, they are trying to identify much more closely with a speech community which uses that language variety; they want to feel at
home in it, they try to understand the attitudes and the world view of that
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community. Therefore, learners of English as a foreign language have a choice of language variety to a larger extent than second language learners.
2. Speaking