The Construction of Pre-service English Teachers’ Identity: Attitudes toward Indonesian English

Sri Imelwaty, Riang Abrit, Edwar Kemal

Abstract


Drawing from World Englishes (WE) perspective, English language learners need to agree with the varieties of English. This study investigates the attitudes of pre-service English teachers or students majoring in English Education study programs in Indonesia and its relation to their identity construction in English Language Teaching (ELT). Survey research was conducted, and the data were quantitatively collected with an online questionnaire completed by 198 respondents. The findings showed the positive attitudes of pre-service English teachers toward Indonesian English and their interest in incorporating Indonesian norms and culture into ELT. However, most pre-service English teachers wanted to sound like Native Speakers of English (NSE) even though having positive attitudes toward Indonesian English, and they wanted to be taught by teachers from both Indonesia and native speakers. The findings suggest the importance of raising the agreement of WE by reforming ELT pedagogically in contexts where local varieties of English are emerging

Keywords


Attitude; English Language Teaching; Identity Construction; Indonesian English; World Englishes

Full Text:

PDF

References


Albarracín, D., Johnson, B. T., & Zanna, M. P. (2005). The Handbook of attitudes the matrix of attitude-relevant influences. New York: Psychology Press.

Aziz, E. A. (2003). Indonesian English : what’s det tuh? TEFLIN Journal, XIV, 140–148.

Baratta, A. (2019). World Englishes in English language teaching. London: Palgrave Macmillan Cham. https://doi.org/10.1007/978-3-030-13286-6

Bartram, B. (2010). Attitudes to modern foreign language learning. London: Bloomsbury Publishing.

Coulmas, F. (1998). The Handbook of sociolinguistics. New Jersey: Blackwell Publishing.

Crystal, D. (2003). English as a global language. Second edition. Cambridge: Cambridge University Press.

Crystal, D. (2010). The future of Englishes: going local. In From international to local English and back again, 17–25.

Fang, F. (2020). Re-positioning accent attitude in the global Englishes Paradigm. Milton Park: Routledge.

Garrett, P. (2010). Attitudes to language. Cambridge: Cambridge University Press.

Garrett, P., Coupland, N., & Angie Williams. (2003). Investigating language lttitudes. Cardiff: University of Wales Press.

He, D., & Li, D. C. S. (2009). Language attitudes and linguistic features in the “China English” debate. World Englishes, 28(1), 70–89. https://doi.org/10.1111/j.1467-971X.2008.01570.x

Imelwaty, S. (2014). An investigation of teacher-trainers’ perceptions of Indonesian English, proficiency in English, and training practices in West Sumatra, Indonesia. (Doctoral dissertation, Curtin University).

Kachru, B. B. (1990). World Englishes and Aapplied Linguistics. ERIC, 178–205.

Kachru, B. B. (1982). Models for non-native Englishes. In B. B. Kachru (Ed.), The other tongue: English across cultures (pp. 31–57). Oxford: Pergamon Press.

Kachru, Y., & Smith, L. E. (2008). Cultures, context, and World Englishes. Milton Park: Routledge.

Liang, S. (2015). Language attitudes and identities in multilingual China. London: Springer.

Majchrzak, O. (2018). Learner identity and learner eliefs in EFL writing. New York:: Springer.

McKenzie, R. M. (2010). The Social psychology of English as a global language. New York: Springer.

Pan. (2019). Struggling between national pride and personal empowerment: The language ideologies held by Chinese university students towards China English. Lingua, 227, 102-702.

Pan, H., Liu, C., Fang, F., & Elyas, T. (2021). “How Is My English?”: Chinese university students’ attitudes toward China english and their identity construction. Sage Open 11(3), 1-15.

Peterson, E. (2020). Making sense of “Bad English”: An introduction to language attitudes and ideologies. Milton Park: Routledge.

Pit-Ten Cate, I. M., Markova, M., Krischler, M., & Krolak-Schwerdt, S. (2018). Promoting inclusive education: The role of teachers’ competence and attitudes. ERIC 15(1), 49–63.

Rose, H., & Galloway, N. (2019). Global Englishes for language teaching. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781316678343

Saddhono, K., & Sulaksono, D. (2018). Indoglish as adaptation of English to Indonesian: change of society in big cities of Indonesia. In IOP Conference Series: Earth and Environmental Science 126(1), 012-092. https://doi.org/10.1088/1755-1315/

Schneider, E. (2003). The dynamics of new Englishes : From identity construction to dialect birth. JSTOR 79(2), 233–281.

Taber, K. S. (2018). The use of cronbach’s alpha when developing and reporting research instruments in science education. Research in Science Education, 48(6), 1273–1296. https://doi.org/10.1007/s11165-016-9602-2

Varales, M. (2012). Identity Construction and Science Education Research. Rotterdam: Sense Publisher.

Waloyo, A. A., & Jarum, J. (2019). The Indonesian EFL students' attitudes toward their L1-accented English, Erudio (Journal of Educational Innovation) 6, 181–191.

Wang, Y. (2013). Non-conformity to ENL norms: A perspective from Chinese English users. Jelf, 2(2), 255–282. https://doi.org/10.1515/jelf-2013-0015

Yetty, Y., & Lestari, S. A. B. (2022). Features of Indonesian English (Indolish): A sociolinguistic analysis., Jurnal Cakrawala Ilmiah, 1(6), 1469–1476.




DOI: http://dx.doi.org/10.31332/lkw.v0i0.5294

Copyright (c) 2022 Sri Imelwaty, Riang Abrit, Edwar Kemal

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Langkawi: Journal of The Association for Arabic and English indexed by:


      PKP-Index   crossref sinta dimensions Sertifikat-Akreditasi-Jurnal-Langkawi-2020-1


live draw sgp

Web Analytics
Langkawi Journal Stats

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.