Indonesia has long used English as a language with high power as a language of modern communication, while the national language is considered a unifying force of the nation and the local languages ​​as bearers of “tradition” or “historical” identity (Lie, 2017). Indonesia has chosen English as a foreign language to be taught throughout Indonesia and included as part of the curriculum. In practice, English has been taught as a foreign language in the curriculum from grades 7 to 12, as well as at the university level. Although in the new curriculum (K-2013), English as a subject has been reduced to its implementation in school, the importance of English is still a burning issue for the application of teaching curriculum. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get Original Essay On the other hand, Indonesia is rich in ethno-linguistic population. The population is mostly tolerant of linguistic diversity. The story of the youth commitment in 1928 affirming Bahasa Indonesia as a national language demonstrated that Bahasa Indonesia has managed to maintain its function as a national identity while at the same time allowing and even encouraging the continued maintenance of other regional languages alongside the national one. language, while promoting its usefulness and prestige at a national level. It was found that the use of Bahasa Indonesia allowed the inhabitants to maintain national identity and at the same time keep their indigenous languages ​​spread throughout the country. This condition emerges from tolerance and understanding among language users. The growing dominance of English has also brought implications in the transformation of cultural identity among its users. The habit of mixing English and Indonesian vocabulary by members of the elite group, from politicians to celebrities, is developed to "foreground a modern identity" (Lowenberg, 1991, p.136) and this habit of mixing codes is increasingly imitated by others ( Renandya, 2000, p 116). Indonesia faces the dilemma between maintaining its national language and cultural identity and participating in international development. It is necessary to address issues related to the inevitable spread of English and its implications in the reshaping of cultural identity. L2 motivation is currently undergoing radical reconceptualization and retheorization in the context of contemporary notions of self and identity. Objectives To reconceptualize high school students' cultural identity as Indonesian in relation to English implication. Retheorizing high school students' notions of self and identity as Indonesian in relation to English. Discover ways on how to maintain national identity and at the same time maintain their indigenous languages ​​which are spread across the country through English as a medium. Methodology This study will use qualitative method, where the data that will be collected and analyzed will mainly come from surveys, interviews and focus group discussions. The surveys will reveal data on high school students' cultural identity with Bahasa Indonesia, and with/without English at school, and with/without regional language at school. Interviews will be conducted to uncover in-depth data in retheorizing high school students' notions of self and identity as Indonesian in relation to English implication. The group discussion in the forum will be used to find out ways on how to maintain national identity and at the same time preserve their indigenous languages ​​which are spread across the country throughEnglish as a medium. Research Questions and Hypotheses: How do high school students like Indonesians reconceptualize cultural identity related to English implications? What aspects are used to retheorise notions of self and identity of high school students as Indonesians related to the implication of English? What are the ways on how to maintain national identity and at the same time maintain their indigenous languages ​​which are spread across the country through English as a medium? Hypothesis The most important question in this research proposal is how high school students as Indonesians reconceptualize cultural identity related to English implication. It is important to identify how high school students reconceptualize their identity as it becomes part of identity construction. As stated by Norton (2001), who argues that in many language classes, the target community can be, to a certain extent, a reconstruction of past communities and historically constituted relationships, but also a community of the imagination, a community desired which offers possibilities for a wider range of identity options in the future. The researcher argues that high school students in Indonesia are expected to maintain their identity as two sides of a coin. On the one hand, they need to maintain their national identity which is to master Bahasa Indonesia skills. On the other hand, they need to pursue their English language skills as part of the desired community that offers the chance to be part of the global world and enhance their global identity. Importance This project is important because it provides the new concept of cultural identity related to English implication in Indonesia. As a developing country, Indonesia must find ways to maintain its national identity and at the same time be part of the global community. As Brown (2001) has argued, we can at least begin to guard against falling prey to the myth that native speaker models must be emulated at all costs. In terms of degrees of acculturation, on the surface one might conclude that second language learning in a culture foreign to one's own potentially involves the most profound form of cultural acquisition. students must survive in a foreign culture and at the same time learn a language on which they are totally dependent for communication. On the other hand, learning a second language in the native culture (e.g., Nigerians learning English in Nigeria) should not be too quickly dismissed as having a potential acculturation factor. In such contexts, the student may experience considerable cultural stress, depending on the country, the cultural and socio-political status of both the native and target language, the purposes for which he or she is learning the language (career, academic, social) , and the intensity of the student's motivation. What is called linguistic imperialism and linguistic rights is one of the most controversial issues emerging in the global spread of English language learning. It is the extent to which the spread of English as a medium of education, commerce, and government has prevented literacy in native languages, has hindered social and economic progress for those who do not learn it, and has not generally been relevant to the world. they need ordinary people in their daily or future lives (Ricento, 1994, p. 422). Bahasa Indonesia, in this case, must find ways to integrate its national identity function and not overlap with the use of English. Linguistic imperialism, or linguicism, as this problem is called (Scollon, 2004; Canagarajah, 1999;.( 1994)