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into practice (Richards & Crookes, 1988 as cited in Farrell, 2007). And other finding stated that previous experiences could lead more influence on how information on teaching was conveyed into classroom practice in period of their practicum than other influence, but pre-services teachers might not know of this influence as students on their teaching for their practicum, thus, they would be encouraged to use their own experience into practicum (Bailey, et al., 1996; Johnson, 1994 as cited in Farrell, 2007).

An article by O’Neal, et al. (2008) finding also stated that teachers unlikely considered themselves well-prepared to teach the large number of students in their classroom. Teachers also faced classrooms where the majority of students were high and confident on their English capacity and who attended regular English language private tutoring with qualified tutors within their community. Teacher preparation programs did not well-prepared for student population after graduated from institutions to formally practice their skills and methods. Contrary, teachers’ capacity and knowledge were at exceptional factors – effectively teaching including those who were outstanding students.

However, relation between teachers and students were another factor to affect to instruction and students learning as well. A finding demonstrated that knowledge and subject matter competence was largest category to improve if there was regular contact and good relation between teachers and their students than other categories (Inozu, 2011). The same finding found that “the majority of learning outcomes attributed to student-faculty contact concerned the knowledge and subject-matter competence: developing my linguistic competence (32.78%), following innovations in the field of study (32.78%), theoretical about field of study (22.95%), and knowledge of language teaching (21.31%)” (Inozu, 2011, p. 296).

2.4. Motivation

Finding on the relationship between motivation types and identify changes demonstrated that (1) teachers needed attention beyond teaching of language skills; (2) productive bilingualism also served as an educational objective, teachers could push positive attitudes and beliefs associated with the target language and culture on the one hand, and the native language and culture on the other; (3) individual development motivation influenced self-confidence for learners, teachers could build up students’ self-confidence in learning by helping students set up their goals in English study and incorporate them into their long-term career development; and (4) learners’ immediate, short-term interests such as getting high test scores should carefully monitored and channelled to their long-term goals so as to avoid possible negative effect on learners’ identify change” (Gao, et al., 2007).

Also, motivation to learn a second language (L2) was very different from the motivation learn any other school subject, this was because an L2 was not only a communication code, but also a representative of the L2 culture where it was spoken. Learning L2 thus usually entailed learning a L2 culture to some degree (Schmitt, 2002). The most important motivation to learn L2 were value and attitude (Schmitt, 2002).

Gardner’s (1985 as cited in Schmitt, 2002, p. 173) stated that there were three concep