English as a Lingua Franca in the Eyes of Indonesian In-service Teachers: Attitudes and Beliefs (original) (raw)
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2021
Failasofah, F. Foreign language teachers' attitudes towards multilingual pedagogy in Indonesia: an explanatory sequential study. Supervisor: Dr. Habil Fábián Gyöngyi In a multilingual classroom, teachers play an essential role in encouraging and fostering multilingual behavior as their actions can considerably influence their students. Teachers' attitudes to educational policy and teaching are such a strong predictor that will undoubtedly affect their performance in the classrooms. This study is intended to explore the teachers' attitudes towards multilingual pedagogy in Indonesia regarding the context of multilingualism, language policy, and multilingual pedagogy practices. Therefore, theories on multilingualism, language education policy, and multilingual pedagogy are discussed as guidance. This study employs a mixed-method with sequential explanatory research design by collecting and analyzing data from the quantitative and qualitative research approaches. For the quantitative approach, the questionnaires were distributed online to gather the numerical data. The statements were developed on a five-point Likert scale from level 1 (strongly disagree) to level 5 (strongly agree). The participants were 100 foreign language teachers who teach at high schools in one Indonesian province. The data findings were analyzed descriptively to find the average mean of teachers' attitudes and inferentially using T-test and MANOVA to investigate the difference between variables. For the qualitative approach, interviews were carried out with ten foreign language teachers to explore their perception of multilingual pedagogy in Indonesia more in-depth. The descriptive and inferential analyses revealed that the attitudes towards multilingual pedagogy implemented in Indonesia were almost uniform across different foreign language teachers, positive attitude. The qualitative analysis also showed their positive attitude. However, two emerged themes from the interview transcriptions indicated that the foreign language teachers experience some problems implementing multilingual pedagogy at schools.
Integration of Education, 2022
Introduction. Recently, multilingualism and translanguaging have received considerable attention and are always a topic of interest and public debate in language education. However, to our knowledge, studies on preservice EFL teachers' beliefs about multilingualism with respect to translanguaging in the Indonesian context have not appeared in the literature. Therefore, to address this gap, this research investigated beliefs about multilingualism with respect to translanguaging, including language separation, language use/mixing, and language support, among pre-service EFL teachers in the Indonesian context. Materials and Methods. This study is quantitative in nature, adopting a survey research design. We collected data from 270 pre-service EFL teachers using an online Likert scale questionnaire that lacked any potentially sensitive questions. They were between the ages of 17 and 26, and were English teacher candidates majoring in English education at higher education institutions on the Indonesian islands of Sumatra, Java, Sulawesi, and Kalimantan. The collected data were analyzed using descriptive statistics, which included the percentages and frequency distributions of the participants' Likert scale responses. Results. The current study's findings corroborate previous research indicating that teachers believe multilingualism and collaborative use of languages are potential assets that can benefit their students' language learning. Discussion and Conclusion. Language separation in EFL classrooms appears to be a point of contention for the majority of pre-service EFL teachers surveyed, with a preference for and support for multilingualism and translanguaging over language separation in EFL classrooms. They agree on the importance of using or mixing other languages in their classes. On the one hand, they believe that it is critical to avoid other language support in classrooms; on the other hand, they believe that other language support can benefit students, offering a wave of optimism about future language education. Therefore, there is a need to gradually introduce and include pedagogical translanguaging to the existing curricula. The integration of new multilingual facts and the implementation of translanguaging pedagogies are part of a larger educational renewal. There is a need to intentionally create a multilingual space (translanguaging space) in EFL classrooms to fully utilise studentsʼ multilingual capabilities creatively and critically because today many teachers struggle to reconcile the disparities between monolingual educational policies and the realities of multilingual classrooms.
Jurnal Penelitian Pendidikan
AbstrakBahasa Inggris sebagai Lingua Franca (English as a lingua franca-ELF) telah mendapatkan perhatian yang tinggi dalam pengajaran bahasa Inggris tetapi masih kurang diteliti dalam konteks Bahasa Inggris sebagai Bahasa Asing (English as a foreign language-EFL) seperti di Indonesia. Penelitian ini bertujuan untuk meneliti sikap guru terhadap ELF dan beberapa kemungkinan tantangan dalam memasukkan pengajaran ELF ke dalam praktik pengajaran mereka. Menggunakan metode deskriptif kuantitatif dengan memberikan survei cross-sectional kepada 50 guru EFL di Jakarta, penelitian ini telah menemukan bahwa para guru memiliki sikap positif terhadap penggunaan ELF dalam proses belajar mengajara di konteks EFL Indonesia. Namun, ditemukan juga tidak familiernya guru dengan aksen lain, kesiapan guru, siswa, dan institusi dalam memasukkan pengajaran ELF, menyediakan materi pembelajaran yang sesuai, dan penutur asli sebagai tantangan yang dihadapi dalam memasukkan ELF ke dalam pengajaran mereka. Stu...
The Pedagogy of English as an International Language: Indonesian Pre-Service Teachers' Beliefs
Journal of AsiaTEFL, 2018
This study was designed to examine how pre-service teachers’ beliefs on the teaching of English as an international language in Indonesia were constructed. Fifty participants were recruited by means of convenience sampling. They were asked to fill out a questionnaire and five of them were invited to participate in semi-structured interviews. Many of the participants viewed English instrumentally for securing job positions imposed by globalization. This reflected on their passive tenets of studying English. In terms of NESTs, they preferred native speakers to teach speaking and pronunciation. Another finding was that L1 use was perceived as a tool for checking students’ understanding, explaining new words, and giving instructions. When asked about teaching materials, respondents preferred using materials from the inner circle countries. Most of them also agreed to including Western cultures in teaching English. These findings call for the attention of both curriculum designers and future researchers.
Exploring Teachers’ Beliefs on the Teaching of English in English Language Courses in Indonesia
Floris, F.D. (2013). Exploring teachers’ beliefs on the teaching of English in English language courses in Indonesia. Philippine ESL Journal, Vol. 11 (July 2013), 4-24.
This article examines how teachers of language courses in Sidoarjo, Indonesia perceive the notion of English as an International Language in terms of (1) the native speaker/non native speaker dichotomy, (2) teaching materials used, and (3) the use of the students‟ mother tongue (Indonesian). The data were collected using questionnaires, in-depth interviews and classroom observations. In general, though the participants still preferred native speakers to teach speaking classes, they all agreed that educational background and teaching skills should be the determining factor of what constitutes a good teacher. Another finding was that the participants preferred to use materials published in the inner circle countries. Concerning the language used in the classrooms, it was found that all participants use Indonesian and English in their speaking and grammar classes. Based on the findings of the study, some recommendations were formulated and provided at the end of the article.
Multilingual Teaching and Learning at Pesantren Schools in Indonesia_Saidna Zulfiqar Bin Tahir
Pesantren or Islamic boarding schools are the foundation of the indigenous education system of Indonesia. They have roots in a long-standing Hindu-Islamic tradition prioritizing the use of two foreign languages, Arabic and English, besides Indonesian and local languages, both as the medium of instruction in teaching/learning and in daily communication. Thus, this study aims to determine; 1) the approach of multilingual teaching and learning used by language teachers at pesantren; and 2) the implementation of a multilingual teaching approach at pesantren. From a larger study applying multi-method design, this article uses a qualitative descriptive approach. The subjects were a group of 15 language teachers, including 6 English teachers and 9 Arabic teachers at Pesantren IMMIM, Pondok Madinah, and Pesantren Darul Arqam Muhammadiyah Gombara in Makassar who were purposively selected to participate in this study. The instruments used to collect data for the study included observation, interview, and documentation of the language teaching process inside or outside the classroom at the pesantrens. The data were analyzed descriptively through a three-stage model, namely data display, data reduction and data verification/presentation. The researcher showed that; 1) the teachers were not conscious of the approach that they used in multilingual teaching at pesantrens, but the findings of observation show a combination of approaches were used including immersion, transitional approach, dual language, and pullout; 2) The implementation of multilingual teaching at pesantrens consisted of four main specific teaching strategies, namely teacher-student communication, student-student relationships, daily routines, and language-group time activities.
Journal of language teaching, linguistics and literature, 2022
The inseparability between language and culture makes the provision of target language cultures (TLC) compulsory in a foreign language (FL) education. However, due to the global use of English dominated by non-native speakers (NNS) and the need to protect local cultures, conformity to English native speaker (NS) cultures in Indonesian English as a foreign language (EFL) context may be viewed as inappropriate. Influenced by their beliefs, determining whose cultures to present in multilingual and multicultural Indonesian EFL classrooms thus could become a source of tension among Indonesian EFL practitioners. To avoid potential conflicts, a study revealing the practitioners' beliefs about delivering cultural aspects in the country's EFL context was deemed necessary. This descriptive study utilised an online questionnaire and semi-structured interviews to portray sixty-eight Indonesian EFL teachers' thoughts about incorporating cultural aspects in their multilingual and multicultural EFL classrooms. The findings reported the participants' view of culture as an essential element in FL education. TLC was perceived as a source of language learning motivation, and the provision of TLC enhanced learners' skills, knowledge, and understanding to interact successfully in an FL. In other words, conformity to NS cultures was observed in FL education in general. However, in English classes, the participants prioritised the inclusion of Indonesian cultures to protect the country's multilingualism and multiculturalism. Additionally, international cultures were desirable to prepare learners for broader cross-national communications. Besides enriching literature on the related field, the findings could be used to develop a model for culture-based instruction, particularly in Indonesian EFL.
2018
This study was reasoned to find out the Pre-Service of English teachers’ perception towards the position of culture in English Language Teaching (ELT) in Indonesia. The subject of this study was 100 students of English Education Study Program of State Islamic University Raden Fatah Palembang that were chosen randomly. This study employed the adapted Questionnaire from Al-Tamimi and Shuib (2009) which developed by Mahboudi and Javdani (2012) to obtain the data. The results data were presented in the form of percentages and inferences. It revealed from this study that the Pre-Service of English teacher in Indonesia realized the important position of culture in ELT in Indonesia. Lastly, this research was concluded with some important points and also the significant recommendation.