The focus of this study is to explore the pragmatic considerations in the study of English as a foreign language in Indonesia. In Indonesia, English is taught in a traditional way; i.e. the emphasis is placed on linguistic competence (Saunders, 1991:84). After years of study, many Indonesian learners still find it difficult to communicate in English. Those who can use the language to communicate with native speakers of English find difficulty in adjusting themselves with the cultures of the English speaking communities, which are not officially learned. Language planners and learners of English in Indonesia do not seem to realise that “human communication is strongly related to cultural backgrounds of the communicator and his audience” (Sitaram and Cogdell, 1976:1), and that “language is inextricably linked with its culture” (de Young, 1986:21). Brown (1980:129) puts the relationship between culture and second language learning more strongly by saying that "second language learning is often second culture learning". Cultural understanding of the target language should be included in the learning of English in Indonesia. Similarly the culture of Indonesian learners should also be adequately addressed to see how it differs from that of the English speaking communities. There are various definitions of culture. Brown (1980:122) defines culture as “a way of life, the context within which we exist, think, feel and relate to others”. It is the "glue" that binds a group of people together. Other writers, Harding and Riley (1986:42) argue that “culture, the way of life of the society in which we grow up influences our habits, our customs, the way we dress and eat, our beliefs and values, our ideas and feelings, our notions of politeness and beauty”.