First Language Interferences on Minangkabau-Indonesian EFL Students' Linguistic Repertoire in the Process of Advancing Their Multilingual Awareness (original) (raw)
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Mostly learners and even teachers of English as a Foreign Language (EFL) are still not able to speak grammatically and fluently just because they lack of the Indonesian language proficiency and comprehension. This research was done to investigate how the Indonesian (Bahasa Indonesia) can assist the teachers and learners of EFL in improving their English proficiency and comprehension. The data were analyzed by applying Miles’ and Huberman’s framework; data reduction, data display, and drawing then verifying conclusion. The findings showed some positive and negative representative perceptions of the teachers dealing with the roles of the Indonesian in the teaching and learning EFL. The second findings showed and explored the roles of the Indonesian in the teaching and learning EFL. There were five roles by which the Indonesian contribute to such as Functional Equation, Competence Indicator, Linguistic Mediator, Communicative Language Paradigm, and Situational Language Use. The third findings explored the aspects in which the Indonesian had the roles to play in assisting the teaching and learning the EFL such as aspect of the Linguistic Item, aspect of Semantics, and aspect of Pragmatics. There were three other findings in this research that were explored and labeled as Linguistic Competence vs Linguistic Cognition, Cultural Behavior-Based Language, and First Language Interest. Keywords: first language, role of Bahasa Indonesia, SLA, teaching EFL, teachers’ perception
The Use of Bahasa Indonesia (L1) in the Intensive English (L2) Classroom
2015
This study was designed to explore, describe, and explain the use of students’ native language ( Bahasa Indonesia ) in the intensive English classroomorganized by the Center for Language Development (PBB) of IAIN SyekhNurjati Cirebonas well as the lecturers’ and students’ attitudes towards it. It also sought to establish the role that Bahasa Indonesia actually played in the class. This study employed a mix-methods design. For confirmations and clarificationsit observed 7 classes, surveyed 7 lecturers and 167 students, and interviewed 5 lecturers.Findings revealed that some amount of Bahasa Indonesia was used by both the lecturers and the students. Use of the mother tongue was mainly influenced by students’ level of English proficiency and the skill of language being taught. Both the lecturers and the studentsfound the L1 useful for teaching and learning culture-related issues and difficult concepts like grammar. However, they also realized that use of the L1, at a certain extent, ...
"That's what worries me": Tensions in English Language Education in today's Indonesia
This article explores the views of English teachers and teacher educators about English education as well as the position of Bahasa Indonesia (and local vernaculars) in today"s globalized Indonesia. Eighteen participants were involved in in-depth interviews with the researcher. The participants share common understanding that English provides access to a globalization process, so more and more Indonesians are learning the language. Engaging in this globalization process is a route to equal opportunities to compete internationally. Yet, the participants" narratives also depict (socio-economic, socio-cultural, and pedagogic) tensions with which they continuously have to struggle in their immediate teaching contexts. The participant"s accounts display the complexities of the interconnectedness between the local and the global perspectives on the teaching of English. Their narratives illuminate the urgency of critical evaluation on the current trend towards bilingual pedagogy in their teaching contexts and re-imagination of the roles of English for their learners and English language pedagogy in today"s globalized Indonesia.
ENGLISH LANGUAGE TEACHING IN INDONESIA: A CONTINUOUS CHALLENGE IN EDUCATION AND CULTURAL DIVERSITY
The linguistic situations and conditions in Indonesia are quite complex by their own natures as more than seven hundred vernaculars with their various dialects from a great number of ethnic groups have been used as media of communication in the country. Accordingly, the success of English teaching in Indonesia cannot be freed from the students cultural backgrounds, values, customs, and beliefs as well as the political standpoint of the government regarding this foreign language. English language teaching has then undergone more than four changes in its curriculum since the country s independence and brought no significant impact upon the learning outcomes. This study reveals the substantial unconstructive influence of the students cultures and the non-conducive language environment affecting their language acquisition. Other aspects related to the teachers performance and class preparations equally contribute to the ineffective classroom interactions. This study offers some practical suggestions to cope with those problems.
To Translanguage or Not to Translanguage? The Multilingual Practice in an Indonesian Efl Classroom
Indonesian Journal of Applied Linguistics, 2018
Translanguaging, the use of learners’ full linguistic repertoire in language learning, has recently been theorized as an effective pedagogical practice because it creates more learning opportunities for multilinguals. Despite the growing number of research on this topic, less attention has been paid on the actual use of translanguaging in the classroom. This study aims to fill this gap by investigating translanguaging practice in an EFL classroom in Indonesia where learners used their full repertoire (English, Indonesian, Javanese) to negotiate meaning in learner-learner interactions. Specifically, this research attempts to find out both the effectiveness and the challenges of applying translanguaging to promote learning. The data were collected from the video-recording of naturally-occuring interactions among junior high school students (14-15 years old) in an EFL classroom in Yogyakarta, Indonesia. The data were analyzed using discourse analysis technique and perceived using ecolo...
Proceedings of the Proceedings of the 2nd International Conference on Local Wisdom, INCOLWIS 2019, August 29-30, 2019, Padang, West Sumatera, Indonesia, 2019
Based on the 'anti-normative paradigms', English is viewed as a pluricentric language that there is no uniform standard norm for it. This sociolinguistics reality has become an issue for English language educators particularly in the context where English has not been used for daily local communications. Confusions arise among them as which models of English should be taught to their English language learners. To this end, the study was conducted to develop a model of 'Proficiency in English' which may suit with the local English language learners and users in the Indonesian local context. An iterative design-based research approach was employed consisting of four main stages. This article only reports the results of the second stage of the study that offers a solution by reconstructing the model of 'Proficiency in English' for the Indonesian local context within English as an International Language (EIL) perspective which embraces all kind of varieties of English equally.
Abstract— What had happened to EFL learners now in our country needs to be reviewed and evaluated far back to the first learning process in their Elementary School or Junior High School. The language skills given in this level are focused more to Reading and Writing with Grammar as the core. EFL learners in Indonesia are not given the Speaking skill the same portion as other skills. Speaking is given later in the next level like in the upper grade of Junior High School or even in Senior High School. This is the major reason why most Indonesian students are not well-trained in speaking and this situation continues to the next level of education, higher education, and it is getting more complicated with the influence of their cultural background. In the EFL learning process, the culture background of a learner may cause a certain effect that can be challenging to fix it. This influence becomes significant in speaking classes like Paper Presentation class which is given in the fourth semester in English Studies of Faculty of Cultural Sciences, Universitas Padjadjaran. The way they speak, how they express themselves in English, what vocabularies they choose are influenced by their culture. They use specific features from their culture in their presentation and they use language components of English as the direct equivalents taken from their Sundanese words that leads to a total misunderstanding and confusing to their audience from other culture background. Keywords— EFL learners, speaking skill, Sundanese cultural background
Indonesian Journal of Applied Linguistics
Teaching English as a foreign language (EFL) in Indonesia has its own complexity due to the multilingual situation and the broadly different levels of English proficiency. To cope with this particular challenge, some Indonesian teachers tend to use a translanguaging method in teaching their students so that their classes are more interactive and engaging. In this case, translanguaging is a form of multilingual practice in the context of multilingual education where students are given equal rights to develop their language potential. Realizing the complexity of the learning process in a multilingual context, we aimed to reveal the types and purposes of Translanguaging in the learning process. This study used a qualitative method and data were collected through observations, interviews, and document analyses. This study shows that there were three types of translanguaging used by teachers during their teaching. The types of translanguaging are intra-sentential translanguaging, inters...
2015
This study was designed to explore, describe, and explain the use of students" native language (Bahasa Indonesia) in the intensive English classroomorganized by the Center for Language Development (PBB) of IAIN SyekhNurjati Cirebonas well as the lecturers" and students" attitudes towards it. It also sought to establish the role that Bahasa Indonesia actually played in the class. This study employed a mix-methods design. For confirmations and clarificationsit observed 7 classes, surveyed 7 lecturers and 167 students, and interviewed 5 lecturers.Findings revealed that some amount of Bahasa Indonesia was used by both the lecturers and the students. Use of the mother tongue was mainly influenced by students" level of English proficiency and the skill of language being taught. Both the lecturers and the studentsfound the L1 useful for teaching and learning culture-related issues and difficult concepts like grammar. However, they also realized that use of the L1, at a certain extent, could be harmful for learning. It can be concluded that the L1 has the potential to be a tool for supporting teaching and learning and it is a lecturer who determines whether use of the L1 helps or hinders English language learning.