PSYCHOLOGICAL ASPECTS OF SECOND LANGUAGE ACQUISITION: A CASE STUDY INDONESIAN EDUCATIONAL SYSTEM

Abstract

One of the most controversial issues in applied linguistics concerns the role of conscious and unconscious processes in second language acquisition. Some scholars believe learners must consciously understand the language system to develop and apply the proper forms. Behaviourists, who want to exclude consciousness from psychological explanation, argue against consciousness' significance in behaviour and learning. The debates between both adherents of conscious and unconscious processes in second language learning still linger. The English language is one of the most commonly used language all over the world. Learning English gives students access to more information and research. English is interlinked with most third-world countries' social, economic, and educational development. However, the English language is a second language in Indonesia. A substantial amount of research has examined the influence of characteristics including age, gender, and cognitive aptitude on second language learning. However, psychological factors should also be given equal importance. Thus, this research exposes the psychological factors involved in learning as a second language in the Indonesian educational system. This research shows the influence of sociocultural variables on second language acquisition. This work will review the Neuro-Linguistic Programming skills, strategies, and techniques to overcome mental difficulties with learning English as a second language in Indonesia.

Headnote

Abstract: One of the most controversial issues in applied linguistics concerns the role of conscious and unconscious processes in second language acquisition. Some scholars believe learners must consciously understand the language system to develop and apply the proper forms. Behaviourists, who want to exclude consciousness from psychological explanation, argue against consciousness' significance in behaviour and learning. The debates between both adherents of conscious and unconscious processes in second language learning still linger. The English language is one of the most commonly used language all over the world. Learning English gives students access to more information and research. English is interlinked with most third-world countries' social, economic, and educational development. However, the English language is a second language in Indonesia. A substantial amount of research has examined the influence of characteristics including age, gender, and cognitive aptitude on second language learning. However, psychological factors should also be given equal importance. Thus, this research exposes the psychological factors involved in learning as a second language in the Indonesian educational system. This research shows the influence of sociocultural variables on second language acquisition. This work will review the Neuro-Linguistic Programming skills, strategies, and techniques to overcome mental difficulties with learning English as a second language in Indonesia.

Keyword: English Language, Indonesia, Second Language Acquisition; Language learning.

Introduction

Humans communicate with one another through the means of language. Humans and animals are used to exchanging messages with one another. Humans use words to communicate, but animals mostly communicate through gestures and noises. Syntax, phonology, morphology, and other principles govern the connection of words to form sentences and questions. Language continues to evolve by introducing new words to describe new concepts. Man cannot effectively operate in societies without language1. All humans are required to communicate their feelings, ideas, and emotions to one another. Language is a vital component of life that reveals identity and is also the emblem of a community. The manner in which a person uses language might reflect his educational level and other aspects of his way of life. Good language skills and fluency pave the path for a successful job. Language consists mainly of speech, which takes the form of conversation or dialogue.

The earliest language spoken by humans has been the subject of academic debate for millennia2. No evidence or proof exists regarding the origin or antiquity of the human language. Due to the absence of concrete evidence, it is difficult to examine this issue. Therefore, scholars who wish to investigate the origin of language must draw upon various types of evidence, including fossils, archaeological evidence, contemporary language diversity, studies of language acquisition, and comparisons between human language and animal communication systems. Numerous designs on rocks and forms on wooden bark have been discovered, and scholars believe that they may have been the language or interpretation used by early man to communicate. There are several hypotheses about the origin of language. However, modern experts assert that the origins of language are likely related to the origins of contemporary human behaviour and lifestyle. Humans creatively utilise language and may have acquired it through animal signals3. The precise shape of language may emerge through the speech community's development. Thus, words are not always innate but may be creatively learned from the outside world. Today, a lot of people learn multiple language. Some persons have learned their "native language" and have to learn a second language.

Second language acquisition refers to acquiring a second language alongside one's native tongue. Successful language acquisition occurs when the second language is learned utilising the instruments of phonology, morphology, syntax, semantics, and vocabulary. There are several distinctions between the native and second languages. First language acquisition is a natural process. On the other hand, the second language cannot be learned spontaneously and must be taught. Today, English is one of the most widely spoken languages in the world. In the past, the British were the only people who spoke the English language. It is a fact that English has become an international language therefore it does not belong only to native speakers in English-speaking countries. It has truly belonged to the world as the global lingua franca of this century, it has been adopted as a second language by many countries of the world. Second language English speakers communicate in English not just with native English speakers but also with other second language or foreign language English users. There are difficulties related with language English Thus, this study reveals the psychological aspects of English as a second language acquisition in the Indonesian educational system.

Second Language Acquisition

Second language is the language which students learn in addition to their native language. It can be learned in formal or in informal way. The learner may strain to learn a new language, because they may not get enough chance to speak. Kotsyuk (2015) recognised the wide range of learning a language by the non-native speakers. Learning one or more languages is a huge encounter that has the ability to impact the course and proficiency of learner's advancement4. According to Kotsyuk (2015), the potential effect of learning more than one language may improve learner's cognition.

Some researchers say that a number of individuals trusted that learning more language does not trigger perplexity5. It has no inalienable negative effect on learners' improvement and has some socio-cognitive advantages. Specifically, the children who learn more language demonstrate a few favorable circumstances in understanding the convictions of others and the communication needs of their conversational accomplices. They also accomplish higher scores than monolingual learners on various psychological capacity tests, including mental adaptability, non-verbal critical thinking assignments, understanding the regular inception of names, recognizing semantic comparability and phonetic similitude and the ability to pass judgment on the grammaticality of sentences. The situation in which the bilingualism or second-language learning happens is vital. Factors that can influence the results of learning additional language improve incorporate parental frames of mind towards acquiring new language. The status of the language in the network and the socio-cultural context may develop the language learners.

According to Leung, Constant (2007), a great deal can be found out about a second-language student's perusing capacity by utilizing a similar evaluation measures as one would use for a monolingual learner6. Gaps between listening cognizance and perusing understanding and information about the learner's performance in the home language are additionally critical data that ought to be surveyed. Different wellsprings of data can add to the legitimacy of the finding, for example, report cards from the nation of origin, talk with information on the accomplishment of formative achievements, past appraisals, and the language and scholarly accomplishment of learners. It is basic to consider the family social and phonetic foundation, cultural assimilation and parental attributions about their learners' scholastic troubles. Since there is no proof that bilingualism negatively affects children's scholarly and socio enthusiastic advancement, guardians can be urged to talk their local language at home and enable their pupils to gain proficiency with the dominant part language in school. The proof for the staggering positive advantage of bilingualism, together with proof that bilingual learners are not intellectually disabled, demonstrates a critical job for schools7. They can give a way to the learner to develop their language aptitudes in the school language and empowering them to turn out to be full members in the study hall and receive the rewards of their instructive experience.

English as Second Language in Indonesia

There are numerous valid justifications to acquire English as a second language. There are in excess of 6,000 unique language spoken throughout the world8. As indicated by the latest insights, English is the first language of more than 375 million individuals9. English is the official language in fifty four nations that spread Europe, the Americas, Africa, Asia, and Australasia, and which incorporate nations as various as New Zealand, South Africa, Belize, India, Malta, and Singapore10. This implies English is a really all inclusive language that makes correspondence over the globe simple and helpful. English is the world's most well-known second language. The British Council evaluates that more than one billion individuals are learning English as a second language at some random time. English is educated at school as a second language in several nations throughout the world, from France to Thailand, Israel to Malaysia, in Sweden, China, and in numerous different nations.

After 350 years of occupation, Indonesia gained independence from the Dutch on August 17, 1945. However, the nation could not legally create its Republican government until August 17, 1950, since the conflict with the Dutch lasted for many years after independence day, and the Indonesians did not get Dutch acknowledgement of their independence until December 27, 194911. Throughout 1950, the government began to address the nation's social and cultural concerns, especially education. Indonesians were reluctant to acquire Dutch for two reasons: first, it was the language of their former rulers; and second, Dutch did not have the same international significance as English. In contrast to nations like Singapore, the Philippines, and Malaysia, English is officially acknowledged as a second and foreign language in Indonesia12.

Since English is a global language used for a variety of purposes, it has been mandated that all students in Indonesia must study it by the time they reach the secondary level. However, some institutions provide English instruction from the primary through the tertiary or higher education levels. In addition, some private schools now require children to study English at the primary level, while others utilise English as the primary language of teaching in all classrooms. It is fascinating that people are becoming more conscious of the significance of English in their lives, not just in terms of its roles in knowledge, science, and technology, but also in economic activity and professional advancement in Indonesia. This rise in awareness is bolstered by the increasing prevalence of schools utilising English as a medium for transmitting information to students, employment adverts that are aired and written in English, and news and television programmes that are done in English.

Additionally, English is necessary for specific occupations as a soft skill. These factors increase the necessity for Indonesians to use and learn English. In Indonesia, English as a foreign language is seldom used outside of the classroom, unlike Bahasa Indonesian language13. Outside the classroom, Indonesian students speak either Bahasa Indonesian or their native language. This problem impacts the English proficiency of Indonesian students. Thus, English language instruction in Indonesia has been widely seen as a failure14. This is because most Indonesian students cannot communicate effectively in English after their studies15. To develop their English skills, students in Indonesia must enroll in an English course outside their school's English instruction, or they may also participate in specific English training such as English for particular reasons, English conversation, TOEFL, IELTS, etc.

According to Regulation No. 22 of 2006 issued by the Minister of National Education of the Republic of Indonesia on Content Standards for Primary and Secondary Education Units. English is taught two hours per week in elementary school (as a Local Subject for classes IV, V, and VI) and four hours per week in junior and senior high school, as of October 20, 200916. Moreover, the standard competency of an English graduate for each level is communicative competence in the form of spoken language accompanying action for elementary school, in the form of spoken and written language for achieving functional literacy level for junior high school, and in the form of spoken and written language for achieving informational literacy level for senior high school. In this curriculum, the syllabus is viewed as the plan of the learning process with a lesson plan - RPP, which includes the standard of competence, the primary standard, the material, the learning activities, the learning indicators, the assessment, the time allocation, and the resources.

The National curriculum is prepared by a teacher or group of teachers under the supervision of the department of education based on the standard of content, the standard of graduate competency, and the guideline of the organisation of a school-based curriculum. In addition, the principles of curriculum development are scientific, pertinent, methodical, consistent, adequate, real, contextual, adaptable, and exhaustive. Moreover, the following are the stages of development: (1) investigating and determining the standard of competence, (2) investigating and deciding basic competence, (3) identifying primary topic/material, (4) constructing learning activity, and (5) formulating indicators, (6) deciding kind of assessment, (7) allocating time, and (8) allocating resources.

Advantages of Learning English as a Second Language

Learning English as a second language could be a standout amongst the best choices that the learner ever makes. Being conversant in English can help the learner from numerous points of view, regardless of whether they want to travel, think about in an English-talking nation, emigrate, or improve their vocation prospects. Consider the accompanying:

1. English is the most prevalent language on the Internet. In 2010, the internet had in excess of 536 million English-talking clients. Almost 5.5 billion sites are accessible in English17.

2. Approximately 66 percent of the world's researchers and scientists utilize English as a second language18.

3. Twenty-five percent of the total population communicate in English at essential middle of the road level19.

4. The learner basically cannot get into certain callings except if they are equipped in English. A portion of these callings incorporate air traffic controller, the discretionary part, and a few employments in the registering or data innovation industry. In every part of the field English language is given prior role.

5. If one needs to live and work in an English-talking nation, migration experts may ask about the endorsement that demonstrates English language abilities of the workers.

To sum up, the students live in a globalized reality where just capable English speakers have the best chances to advance and excel in their own and expert lives.

Difficulties of English Learners

There are many problems that Indonesians face when learning English as a second language. Below are the following:

Pronunciation Problems

The students are baffled inevitably, while they attempt to convey expressions in English language. For instance, English vowel sounds are famously hard to ace for speakers of dialects like Spanish or Italian20. This is also the case with Indonesian Language. There are just five vowel sounds in Spanish, yet there can be up to twenty vowel sounds in English. Chinese speakers may have issues articulating the distinctive "r" sounds in English, and Arabic speakers think that it's hard to articulate the "p" sound, as it does not exist in their primary language. The teacher can have more concentration on pronunciation of the learners. They can use the techniques of language teaching to improve the language skills.

Syntax and Grammar

Numerous students move the linguistic examples of their first language into English. For instance, numerous Asian dialects do not utilize articles 'a, an, the', which results in off base sentences like "My mom is a specialist". Indonesian speakers may make an interpretation straightforwardly from Bahasa Indonesia into English and make statements like "I have 20 years of age". French speakers may have issues with word request and develop inaccurate sentences like "I play at times football" or "he is your sibling?" This may make an issue in understanding the English language. The student can invest more energy in getting the best possible utilization of syntax in sentence.

Problems with vocabulary

The wrong utilization of jargon is another basic test. English has many "false companions' which means words that are comparative in one's primary language and in English yet which mean various things. For instance, "heaps" signifies batteries in French and the word additionally exists in English, however it does not mean batteries yet it really implies hemorrhoids. Spanish speakers may abuse the word 'thoughtful' which means caring in English, believing that it implies equivalent to the Spanish word 'simpatico' signifies well disposed.

Psychological Aspects of Second Language Acquisition

Second language acquisition entails learning the second language in the same manner as the first. According to Ellis, acquisition occurs not just in the learner's mind but also through the interplay of mind and social situation. Additionally, he asserts that the realm of language and mind has been formed within linguistics and psychology21. There are numerous mental issues in learning a second language. For instance, in Indonesia, large portion of the learner do not learn English as an apparatus of communication. They learn it just for examination reason. This lack of engagement causes them to flop in learning the language. They neglect to build up the language aptitudes in objective language. Those learner need certainty while conveying in English. At the point when the youngster fails to talk in an open spot or in a class, the exceptional consideration ought to be given to the kids. Generally the youngster faces issues in future. These learners ought to be given training separately to conquer the dread to talk in open spots.

One of the fundamental problem in learning strategy in Indonesia is that the learner and the instructor can consider English as a "subject" as opposed to language. The educator focuses just on writing, verse, article, and so on. At the point when verse is instructed, the educators should be expressive. For instance, if the lyric communicates distress, the understudy should cry. This kind of experience is not really found in class instructing. Most times, teachers in rush to finish the bit. They believe that it is an exercise in futility to stir feelings and cooperation with the learners. Learners from rural and urban zones face a great deal of issues in language learning. The guardians of the learners are uneducated thus they are confronting the issue in learning language. One who hails from an accomplished family will confront fewer issues than those of an urban region. An educated family child can have enough motivation to improve their English speaking skills through learning.

The student's economic position is one of the mental factors focused on by the student. Students from low-income families need more money to attend the finest schools that provide great education. In contrast to disadvantaged learners, pupils from affluent homes get a superior education and speak many languages. This results in a sense of inadequacy among the pupils from low-income families. Students' mental problems result from their lack of awareness.

The sound system of the new dialect may be difficult to learn. Imitation assumes a principle role in language learning as the learner are gained the parent language. In olden days Grammar Translation Method is utilized to show the subsequent language. Through this technique, the learners are knowledgeable in punctuation controls yet they cannot communicate easily in objective language. In this technique, the instructor uses to decipher every single word in native language, so the learner needs familiarity with second language. Therefore, the utilization of the first language in the study hall can be restricted. A few challenges looked by a second language student are in the region of segmental phonology of English22. There are real contrasts in the utilization of stress and sound among English and Indian dialects. Another issue looked by the language students are thinking in first language. Numerous students have this issue. Thinking in primary language additionally causes native language impact. The student needs to think in the objective language, so a large portion of the issues can be amended.

Issues emerge just when the subsequent language contains words which are not utilized much in the primary language. Non-local speakers use case-endings to express the implications which are imparted by relational words in most of the European dialects. Non-local English language students find it hard in the utilization of relational word. Non-local speaker gets inconvenience in learning a language. While instructing or learning a language primary language has a role. First language can likewise include in building up the subsequent languages. It has both positive and negative consequences for second language learning. Talking in native language is identifies with student's character. The impact of the primary language brings to regular actualities. They are negative exchange and positive exchange. Positive exchange may move the abilities of parent language into objective language. In the negative exchange, it might migrate the phonetic contrasts. The territorial language commands the student of English language. They lean toward native language at home and with the environment.

They disregard to utilize English language for communication. The exercises which are associated with home may not give space for English. In classrooms, the learners may rely upon first language. It gets hindrance with classroom. They neglect to understand the significance of English language. They have to rehearse in objective language to accomplish a language. The example of first language and second language has little distinction. The structure of the sentence, articles, relational words cannot be contrasted and those of different dialects in every one of the occasions. They cannot attempt to dazzle their primary language with objective language. This acquire hindrances language learning.

Cognitive Influences in Language Acquisition

The impacts of condition, situation, and strengthening are the principle suspicion after the learning psychology. Human conduct is comprehended through these suppositions. Learning hypotheses comprehend the way toward learning and how it functions. Real research customs are behaviorism, cognitivism and self-controlled learning23. Psychological brain science is viewed as another pattern in contemporary psychology. It learns about the capacities and abilities of people. This psychology adjusts the earth and battles to get flawlessness.

Cognitive Psychology

Cognitive Psychology manages metal procedures like reasoning, retaining, language procurement, symbolism, and so on. This brain science additionally works in innovativeness and critical thinking aptitudes. Intellectual analysts accept that the human personality does not acknowledge the definite structures and styles of the data from nature. The passed on data is contrasted and the data put away from the get-go in the psyche. The data is examined and put away in new structures. Those messages are deciphered and put away and are taken to the need of the circumstance. Shuell expresses psychological ways to deal with learning. It is a procedure of dynamic, valuable, total and self-coordinated24. Subjective methodology relies upon the students mental exercises. It prompts the accomplishment of the students. Dynamic inclusion of the student is given an unmistakable job.

Language and Human Brain

There are two divisions in the human cerebrum. They are left half of the globe and right side of the equator. The left side of the equator is known as 'consistent mind'. It is involved in language learning and examination. The correct half of the globe is known as 'innovative cerebrum'25. It is involved in creative activity and staring off into space. The correct side of the body is constrained by left half of the globe and the left half of the body is constrained by right side of the equator. Doctor noticed that, if any wounds occur in left half of the globe, the patient may lose their capacity of discourse and language capacities. They do not lose their capacities, if the correct side of the equator gets harmed.

Cognitive Factors

Cognitive factor involves the psychological procedures in language procurement. It clarifies the language information of the students. This factor examines the learning system of the cerebrum. The computational model in cognitive methodology incorporates three phases. During the main stage, the students gather certain highlights in language and it is called input. This info is put away in transient memory. In the second stage, the student revamps the contribution to information and store in long haul memory. In the last stage, the put away information is utilized as yield26. The students utilize the information for communicating in the language with familiarity, exactness and lucidness. In the second language procurement, the psychological procedure partitions into smaller scale procedures and full scale forms. Consideration, rebuilding, working memory are incorporated into small scale forms. Rebuilding is the procedures of changing the entomb language and checking the students' cognizant consideration during the yield of the language. Full scale procedures are included in differentiation between deliberate learning and coincidental learning.

Socio Cultural Factors

Social perspectives assume a significant role in second language securing. As indicated by Ellis, there are three kinds of social structure which influence the second language securing. The primary kind is sociolinguistic setting which includes the breaking down of the second language in the general public. Additionally, investigations of the subsequent language is impacted among the general public. The subsequent kind is explicit of social elements influencing the second language securing. The variables incorporate age, social class and ethnic character. The third kind is situational factors which examine the social connection. The student may communicate in a standard language with higher societal position, on the opposite side, they talk a casual route with their companions.

Psychological Factors

One can improve oneself in the second language with ordinary routine with regards to utilizing the language. While rehearsing the subsequent language, there may be some mental hindrances as well. Tensions, Shyness, Lack of certainty, Nervousness, Inferiority complex, and so forth are a portion of the regular variables influencing the students in rehearsing the subsequent language. The student gets these basic factors in learning another dialect, since they do not obtain the language. They attempt to learn with the assistance of language rules. The student can focus on obtaining the language by rehearsing before the crowd and friendly gathering. They can defeat these basic factors by concentrating on securing.

Neurological Disorder Affecting the Second Language

Cortical area gets widened due to bilingualism. In the brain, cerebral circuits are stored as linguistic system. According to Lebrun, the left hemisphere of the brain controls the language functions and it controls speech perception and speech production, writing and audition. Cerebral organization of language is not identical in monolingual or bilingual situation. The role of right hemisphere also plays a main role in second language learning. Galloway and Krashen made a study on cerebral organization in bilingualism and second language learning. The study states that the right hemisphere is involved in the early stage of second language learning. They together made a distinction between unconscious language acquisition and conscious language learning. Left hemispheres is involved in conscious language learning. Second language acquisition is an unconscious process. Neurological issue is the fundamental factor in language obtaining. Some significant components are examined beneath.

Dyslexia

Dyslexia is a language learning disability. The individual having dyslexia disorder would find it difficult to acquire language learning skills especially, reading skills. Mercer and Dakin define Dyslexia as Dyslexia is a particular learning handicap that is neurological in inception. It is described by troubles with precise and additionally familiar word acknowledgment and by poor spelling and deciphering capacities27. These challenges ordinarily result from a shortfall in the phonological segment of language that is frequently surprising in connection to other psychological capacities and the arrangement of viable study hall guidance. Auxiliary results may incorporate issues in perusing understanding and decreased perusing knowledge that can hinder the development of jargon and foundation learning. Students who have dyslexia disorder would find difficulty in spelling, writing and pronunciation of words. It is found to be difficult for them to attain excellence in academics. Those students feel difficulty in identifying separate speech sounds.

Dyslexia differs from one person to another. It is based on the remedies and efforts taken by the individual. These people find difficulty in the recognition of words, reading, spelling, fluency and writing. Through special instruction, some individuals with dyslexia tend to learn reading and spelling. Later, they experience the difficulty in learning grammar, understanding textbook and writing essays. An individual having dyslexia faces problems in spoken language and is sent to school with high quality language instruction and they develop excellent language though they have difficulty in exposing themselves clearly.

Neuro-Linguistic Programming in Language Teaching and Learning

English language is taught by various methods from the 19th century till now in Indonesia. Grammar Translation Method is the pioneer method in which English is taught with the help of mother tongue28. In Direct Method, English is taught directly without the influence of native language. Bilingual Method includes two languages in which two languages are taught with differentiation. In Inductive method, all the grammatical rules are taught first followed by examples. Deductive Method includes the explanation of examples which are taught first followed by the grammatical rules and principles. Communicative approach deals with communicative skills in which an individual is trained with dialogues regarding their daily lives. Situational approach is a method which uses the principle of child learning its mother tongue. A situation is framed by the trainer and the individual faces those situations to master in the language. It works on the principle of survivability of an individual in a foreign land.

The latest method followed in second language acquisition is Neuro-Linguistic Programming. This method deals with how the language is received by the brain and how it is assimilated which makes an individual to master in the language. Neuro-Linguistic Programming has some special effects which reduce all the limitations of learning a foreign language as the second language. Neuro-Linguistic Programming offers skills, strategies and techniques to overcome the mental difficulties and to develop the self-learning and self-motivation29. It studies about the connection between language and human brain. It is a new form which evolves due to the development of linguistics. Language area is mainly related to brain and sensory organs and this is the basic concept of Neuro-Linguistic Programming. Several techniques and approaches are implemented to effectiveness of Neuro-Linguistic Programming. Neuro-Linguistic Programming basically assists one to understand themselves along with the ability of learning a language. It also helps to understand a word or a speech in a better way. It makes an individual to be fluent in a language especially in a foreign language.

Neuro-Linguistic Programming is a method which can be used for language training. It is a natural method by which an individual learns a language naturally. The philosophers and researchers state learning in a natural way without any force is the best way of learning. In Neuro-Linguistic Programming, the words of those people come to reality because this method is a natural method. Neuro-Linguistic Programming, works on three phases, the first phase is Neuro which is related to brain and its function30. The second phase is Linguistic which is related to language and language training and the third phase is Programming which focuses on the methods and other training for language. This three phases are interconnected to form a new method which is more effective in teaching a language. This method is like the way how a child learns its mother tongue through its sensory organs. In this method, there are certain techniques which are applied in language class to make an individual thorough in language.

Neuro-Linguistic Programming is a training through sensory organs. This programming is completely related to sub-conscious mind of an individual which will be active even when an individual is at sleep. For example in lower classes, the teacher used to play rhymes during lunch period and the children will be busy at their lunch. Few days, the children start to sing those rhymes correctly without any training or effort by the teachers and this is the best example for Neuro-Linguistic Programming. This principle can be applied in language to get a positive result from a student. This method reduces the effort of teacher and an individual learns without any force. Language teaching with Neuro-Linguistic Programming is the apt task for the modern world. The grammatical principles and other rules can be recorded in audio format and those can be played to the students. The students are not forced and they are allowed to do some other work which is not related to their training. Even in some Neuro-Linguistic Programming students are asked to sleep and the recordings are played. When the students are in rest, their sub-conscious mind will be very active and it records whatever happens around through which an individual gains knowledge. A drama, short story or a novel is displayed in the screen as like a movie instead of teaching and this technique is related to visual sense. Some speeches are played again and again to make the students thorough in pronunciation and intonation. Writing skills are inherited by showing the letters and the students write what they see and a sound explains what it is. The teacher reads a word and the students write it correctly without any mistake.

The children will be fluent in their mother tongue but they face some problems in writing because they do not know what about the word and letter but in Neuro-Linguistic Programming the words and letters are shown to the students from the beginning. So, the drawbacks in natural learning method are rectified and an individual is trained in a language. Neuro-Linguistic Programming gives a clear way in which the overall sensory organs are used while a language is learned. Since it is completely based on natural way of learning, it is used by many institutions for language learning and other trainings.

Neuro-Linguistic Programming in Language Teaching

Neuro-Linguistic Programming is used to teach English language. In general fact, one's disappointment and achievement is controlled by the conduct and thought. If those pattern and thought are modified in right way language can be taught to an individual in successful way. Neuro-Linguistic Programming basically works on representational system of sensory organs31. The visual sense includes pictures, graph, videos, use of blackboards and charts. The teacher uses flash cards and charts to make the learners a reasonable comprehension about a word and its significance.

The auditory involves listening in to the expressions of the educators and learning those words. This includes story-telling, listening to audios, reading, explanations and listening to speech. This enhances listening skill along with the style of speech, intonation and pitch is understood by the students. The kinesthetic includes drama, mime, writing own stories. The learners bring out their own potential and express themselves to others. The activities mentioned are performed by the individuals by their own interest. When an individual acts in an English drama, that person should understand the behavior and style of an Englishman to make the program success. In order to accomplish that he voluntarily motivates himself by which he gains English language training by his own interest. This is the basic idea in Neuro-Linguistic Programming to enhance self- motivation among the learners.

Eye movement is a clue given by the student to the teacher about their mind set. Sue Swift an educator states if the student eye movement is at right they are imagining or inventing something new. The body and mind are inter connected and so while teaching, the teacher can give some practical exercise related to the study which can improve the learning. For lower class children the teacher can make the students to walk and after that the word walk is explained which is easy to understand. The words which are spoken should be motivating if a teacher says it is a difficult task to do it will affect the performance of the students. The brain assimilates the word difficult and the overall efficiency of the student is spoiled. So usage of good and motivating words is all the more important.

The special concept is that learning could be promoted with the help of unconscious mind stimulation. The unconscious mind has the capacity of gathering more information than the conscious mind. There are some materials which are available for learning English with the help of unconscious mind through Neuro-Linguistic Programming. The students are offered to listen to some principles of English language when they are relaxing themselves or some movies are played which are related to their subject. These activities make the learners improve in their language without their own effort because their unconscious mind collects all the information and makes them as expert in English language. It should be taught with Neuro-Linguistic Programming by these principles. The teacher should frame the activity for the students and make them engage in learning. Since each and everything is assimilated by brain, the teacher should be more careful while framing a plan.

Proposed Strategies of Modern Teaching Methods for Second Language learning

As seen from the above, learning English as second language is a significant obstacle for many students in Indonesia. With the expansion of information and technology, the significance of the language has increased, and yet a significant proportion of Indonesian students have not yet acquired the bare minimum of language proficiency. At the university level, however, there is no clear language policy, resulting in significant discrimination in university curricula. Some colleges place a high priority on the subject, while others place a lower priority or none at all. Essentially, language acquisition is the learning of linguistic abilities. In this investigation, the researchers discovered learning issues. Together with the review Neuro-Linguistic Programming discussed earlier, the following paragraphs propose some remedies.

The use of technology in education acts as a method for changing colleges in ways to sustain the acquisition of superior learning skills by each and every student32. This aspect has a very important impact, particularly on the instruction of underprivileged students, whose educational experiences frequently stress rote drill on lower-order skills. Technology in language instruction is not an innovative concept. This proficiency has been found in language teaching for decades, and this may be disputed for centuries, as learners recognise the blackboard as the first attempt at technology. Online learning education is becoming more and more popular, both in the field of language teaching and in traditional education. Most teachers are embracing the new form of consecutive learning as an opportunity. Modern tools like tape recorders, verbal communication classrooms, and video-based learning have been in use since the 1960s and 1970s33. Nowadays, these techniques are used in modern classrooms in every constituency in the world. In one of the most excellent-standards and early-call tricks in text modernization, these fundamental texts are blanked out, and the learners recreate them by typing vocabulary on their own. All these tricks can offer learners feedback on whether the answer is acceptable or unacceptable. This is the most stylish feedback, like screening, and the learner is flawed, adjusting through remedial actions.

Student-teacher relationships is also essential. Traditional and contemporary processes of student-teacher relationships are the same, but techniques are changing. In a typical classroom, the instructor teaches, but they endeavour to ensure students' success. All the students would often go to school if they had a favourite teacher. Positive student-teacher relations are hard to establish but can be developed. Setting a knowledge skill approachable and inviting students to be taught can differ in character for a positive connection. An instructor and student with strong communication skills, a high opinion in the classroom, and attention to teaching and learning will form a positive relationship in the classroom. Students have distinct learning and goal-setting processes. Some children in a classroom absorb and learn quickly, whereas others must be taught regularly using various tactics. Without a good message, teaching becomes difficult.

Jones and Jones's [1981] book Accountable Classroom Discipline emphasises creating an accessible learning environment for primary school pupils. Jones says student disruptions are expected in poorly organised and managed courses without engaging educational assignments. Once a teacher knows the genuine concern of the student, it will be easier to help such a student. Student-tutor communication improves classroom impressions. Several research has shown that teacher-student relationships affect academic achievement and student behaviour. The more the teacher communicates with students, the more likely they are to help them learn quickly and effectively. Furthermore, if a teacher knows and understands the students' cultures and economic background, there would be better communication and improve the relationship. Students will absolutely learn when they get an interest, but teachers have to guide them in the proper way. Authoritarian control is often destructive to students who are in the primary grades, and eventually upper-grade teachers have difficulty dealing with children who were taught by an authoritarian teacher. The teacher can encourage the students to come forward in the classroom and ask the students to deliver something about a topic of their choice. It will contribute to the positive growth of the children. The teacher can give the students the opportunity to interact with each other.

A good relationship between teacher and student is important for the language classroom. On the contrary, it is limited in traditional classroom where teachers do not communicate much with the students, they usually deal only the subject matter. The good and limited connection between student and teacher can be helpful for the students who are hesitating to interact with each other. In traditional classroom, teachers assign the list of books to read by the students. Usually, students are not interested in reading. They could not understand the background of the materials. Students, in modern trend also are not interested in reading books. If they begin to read, they just go through the keywords and they got bored. Students are always interested to learn something innovative from the help of videos from internet. In reading, they have to go through line by line but in watching video, they can easily understand what the matter is. If teachers follow the usual method, it will not bring out the positive result. For example, if a teacher asks students to read a novel, they will not be much interested in reading as they do not want to spend their time in reading. So they are watching the movies of that novel and they prefer it. Today, the classroom has totally turned to virtual classroom. Students can learn anything without facing the teacher.

Conclusion

English is considered to be a universal language because of its position throughout the world. In this modern world, it plays a significant role in various fields. The importance of English language cannot be neglected at any cost. English is not only used for the purpose of communication, the language is used by international bodies as a common language. English language is accepted by the people all over the world. In commonwealth countries, English serves the role of second language. People believe that English is he language of communication throughout the world.

English Language Teaching in Indonesia consists of a long tradition of imparting and learning foreign languages. It is a mono-phonic area where many approaches and methods are unified. Methods and approaches are the set of procedures or a collection of techniques used in a systematic manner to reach the goal of efficient learning. Learning is a continuous process. A teacher can try innovative ideas to overcome the challenges involved in teaching English. The result of the present study clearly portrays the impact of socio-cultural factors in the second language learning process. Moreover, the influence of parents, family, peer group and locality of the students play a prominent role in the student's second language acquisition. The study brings out an outcome which provides a wider scope for learners to use the effectiveness of the second language in every circumstance. The researchers have found the obstacles faced by the learners and, through the suggestions, they can be overcome.

Footnote

1 A. Tripp, Alayo, and M. Benjamin, "Perceiving gender while perceiving language: Integrating psycholinguistics and gender theory." Wiley Interdisciplinary Reviews: Cognitive Science 13.2 (2022): e1583.

2 Moore, Roger K., "Is spoken language all-or-nothing? Implications for future speech-based human-machine interaction." Dialogues with Social Robots. Springer, Singapore, 2017, 281-291.

3 J. Tore, Speak: A short history of languages. OUP Oxford, 2002.

4 M. Kotsyuk, "English language error analysis of the written texts produced by Ukrainian learners: Data collection." Cognitive Studies, 15, 2015, p. 389.

5 C. Tillmann, and N. Hermann, "Selection criteria for word trigger pairs in language modeling." International Colloquium on Grammatical Inference. Springer, Berlin, Heidelberg, 1996.

6 C. Leung, "Dynamic assessment: Assessment for and as teaching?." Language Assessment Quarterly, 4, 3, 2007, pp. 258.

7 A, Sene, "The Intellectual in Gorgui Dieng's A Leap Out of the Dark (2002)." Alkebulan: A Journal of West and East African Studies, 2, 1, 2022, p. 41.

8 L. McKay and D. Bokhorst-Heng. International English in its sociolinguistic contexts: Towards a socially sensitive EIL pedagogy, Routledge, 2017.

9 S. Rao, "The role of English as a global language." Research Journal of English, 4, 1, 2019, pp. 65-79.

10 Y. Kachru and S. Larry, "The Karmic cycle of world Englishes: Some futuristic constructs." The Handbook of World Englishes, 2019, pp. 761-762.

11 P. Bijl, "Colonial memory and forgetting in the Netherlands and Indonesia," Journal of Genocide Research, 14, 3-4, 2012, pp. 441-461.

12 R. Rahmi, "The development of language policy in Indonesia," Englisia: Journal of Language, Education, and Humanities, 3, 1, 2015, p. 22.

13 H. Sundari, "Classroom interaction in teaching English as foreign language at lower secondary schools in Indonesia." Advances in language and Literary Studies, 8, 6, 2017, p. 154.

14 N. Hidayat, Y. Lee, J. Mason and T. Khaerudin, Digital technology supporting English learning among Indonesian university students. Research and Practice in Technology Enhanced Learning, 17, 1, 2022, p. 15.

15 M. Mashudi, et al. "The Impact of English Cultural Awareness on Indonesian Advanced EFL Learners' Grammar Knowledge." International Journal of Society, Culture & Language, 10, 1, 2022, p. 99.

16 W. Wachidi, A. Rodgers, and Dmitriy Yu Tumanov. "Professional competence understanding level of elementary school in implementing curriculum 2013," International Journal of Educational Review, 2, 1, 2020, p. 105.

17 J. Hemsley-Brown, "'The best education in the world': reality, repetition or cliché? International students' reasons for choosing an English university." Studies in Higher Education, 378, 2012, p. 1005.

18 Z. Dörnyei, and T. Tatsuya, Questionnaires in second language research: Construction, administration, and processing. Routledge, 2009.

19 J. Himmelstein, et al. "Health Care Spending and Use among Hispanic Adults with and without Limited English Proficiency, 1999-2018: Study examines health care spending and use among Hispanic individuals with and without limited English proficiency," Health Affairs, 40, 7, 2021, p. 1126.

20 A. Pereltsvaig, Languages of the World. Cambridge University Press, 2020.

21 C. Ellis, "Essentials of a theory of language cognition." The Modern Language Journal, 103, 2019, p. 39.

22 P. Trudgill, "Native speaker segmental phonological models." English pronunciation models: A changing scene, 2005, pp. 77-78.

23 J. Carter and T. Patterson, "Self-controlled knowledge of results: Age-related differences in motor learning, strategies, and error detection." Human Movement Science, 31, 6, 2012, p. 1459.

24 J. Shuell, "Cognitive conceptions of learning," Review of educational research, 56, 4, 1986, p. 436.

25 W. Glannon, Brain, body, and mind: Neuroethics with a human face, Oxford University Press, 2013.

26 P. Onuoha, "Defragmentation of memories of child abuse by Nigerian pastors," Alkebulan: a journal of West and East African studies, 2, 1, 2022, p. 27.

27 M. Laasonen, et al. "Phonological and sensory short-term memory are correlates and both affected in developmental dyslexia." Reading and writing, 25, 9, 2012, p. 2249.

28 A. Kaharuddin, "The communicative grammar translation method: a practical method to teach communication skills of English." ETERNAL (English, Teaching, Learning, and Research Journal), 4, 2, 2018, p. 232.

29 J. Inozu, et al. "Overcoming affective barriers for continuous language learning." Asian EFL Journal, 9, 4, 2007, p. 178.

30 Y. Kotera, and G. William, "Japanese managers' experiences of neuro-linguistic programming: a qualitative investigation," The Journal of Mental Health Training, Education and Practice, 1, 5, 2019, p. 75.

31 C. Zastrow, Virginia Dotson, and Michael Koch, "The neuro-linguistic programming treatment approach," Journal of Independent Social Work, 1, 1 1987, p. 38.

32 P. Sahlberg, Finnish Lessons 3. 0: What Can the World Learn from Educational Change in Finland?. Teachers College Press, 2021.

33 K. Otto, "From past to present: A hundred years of technology for L2 learning." The handbook of technology and second language teaching and learning, 5, 6, 2017, p. 15.

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