BECOMING ENGLISH TEACHERS IN ENGLISH AS AN
INTERNATIONAL LANGUAGE (EIL) CONTEXT IN
INDONESIA
A Research Paper
Submitted in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan
By
Supartini
(0807337)
ENGLISH EDUCATION DEPARTMENT
FACULTY OF LANGUAGE AND ARTS EDUCATION
INDONESIA UNIVERSITY OF EDUCATION
BECOMING ENGLISH TEACHERS IN ENGLISH AS AN
INTERNATIONAL LANGUAGE (EIL) CONTEXT IN
INDONESIA
Oleh Supartini (0807337)
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana Pendidikan pada Fakultas Pendidikan Bahasa dan Seni
© Supartini 2013
Universitas Pendidikan Indonesia Februari 2013
Hak Cipta dilindungi undang-undang.
PAGE OF APPROVAL
BECOMING ENGLISH TEACHERS IN ENGLISH AS AN
INTERNATIONAL LANGUAGE (EIL) CONTEXT IN INDONESIA
A RESEARCH PAPER
By Supartini
0807337
Approved by
Main Supervisor, Co- Supervisor,
Prof. Fuad A. Hamied M.A,. Ph.D. R. Della N. Kartika Sari A. M.Ed.
NIP. 195008211974121001 NIP. 197704142001122003
Head of English Education Department
ABSTRACT
The paper entitled ‘Becoming English Teachers in English as an International Language (EIL) Context in Indonesia’, discusses the construction of English
teachers’ identity in English as an International Language (EIL) context in
Indonesia. Utilizing narrative inquiry and case study as research method, personal teaching and learning experiences of two English teachers of a private university in Purwokerto, Central Java are gathered through semi-structured interviews presented through retelling technique. From the research findings, it is revealed
TABLE OF CONTENTS
STATEMENT OF AUTHORIZATION ……….….………. i
PREFACE ……….……….. ii
ACKNOWLEDGEMENTS ……….……….…………. iii
ABSTRACT ……….……….………….. v
TABLE OF CONTENTS ……….…………. vi
LIST OF FIGURES ….…...…...……….... ix
LIST OF APPENDICES ……….……….………….. x
CHAPTER I: INTRODUCTION 1.1 Background of the Study ……….………1
1.2 Reasons for Choosing the Topic ……….……… 4
1.3 Statement of the Problem... ……….……… 4
1.4 Scope of Study ……… 5
1.5 Aim of the Study ….……… 5
1.6 Significance of the Study ……… 5
1.7 Organization of the Paper ………... 6
CHAPTER II: THEORETICAL FOUNDATIONS 2.1 Conceptualizing Identity ………..……… 8
2.2 (Re)Contextualizing ELT in Indonesia: English as an International Language (EIL)………..……. 15
English Teachers (NNETs) and Western Trained and Non-Western Trained
3.3 Data Collection and Data Analysis ……….….………... 36
CHAPTER IV: FINDINGS AND DISCUSSION 4.1 Findings 4.1.1 Learning and Teaching Experiences ………...………. 39
Rania, the ‘Babe in the Woods’ ………...…...………... 39
Sharah, the Outstanding Student ……….. 42
4.1.2 Overseas Training Experiences ……….…... 43
Influence of the ‘West’ …………..………...…………... 44
(Re)Adjustment of the Knowledge ………...…….…..…… 47
Outstanding Language and Teaching Ability, not Native Speakerism ...……….…..…….. 50
Working with the ‘at Home Teachers’……….. 55
4.2 Discussion: Teacher Identity Construction in EIL Context in Indonesia 4.2.1 Self-Positioning in Two Cultures ..…………...………...………. 57
4.2.2 Being Positioned in Two Cultures ………...………...…... 61
CHAPTER V CONCLUSION AND SUGGESTIONS
5.1 Conclusion ………. 66
5.2 Suggestions ………...………. 70
CHAPTER I
INTRODUCTION
This chapter describes a brief explanation of the introduction to the area of this study. It contains background of the study, reasons for choosing the topic, statement of the problem, scope of the study, aim of the study, significance of the study, and organization of the paper.
1.1 Background of the Study
The concept of identity has various meanings in the literature. Deng (1995, in Fearon, 1999) argues that conventionally, identity is used to describe the way individuals and groups define themselves and are defined by others on the basis of race, ethnicity, religion, language, and culture. However, the concept of identity in today‟s recent poststructural perspective is viewed as vibrant, multiple, and
constructed concept moving from essentialism to a non-essentialist concept (Amirulloh, 2008). Beijaard, Meijer & Verloop (2004) argues that what the various concepts of identity have in common is the idea that identity is not a fixed attribute of a person, but a relational phenomenon. Identity development itself takes place in an „intersubjective‟ field and can be best characterized as an
formed and constructed through continuous negotiation, discussion, and justification meaning that the identities are both given and achieved.
As a concluding point of the conceptualization of identity, Amirulloh (2008) argues that through some reviews of the concept of identity from various perspectives, the notion of „identity‟ itself clearly rotates on three major points. First, identity is not fixed; second, identity is relational, and third, identity is context-related.
The issue of identity, as said by Coll & Falsafi (2010), has now been placed in an important position on different disciplines research agendas and it is studied as a concept, phenomenon, and human feature. Particularly in English education discipline, teacher identity is one of important issues to be studies because as Cross (2006) admits, a focus on teacher identity deepens and extends the understanding of who teachers are, what teaching is, and how they interacts with the world since „identity is contingent on experiences and sociocultural encounters‟ (Grow, 2011). This means, a study of teacher identity sees teachers as subjects, how they see themselves and are perceived by others in the world of teaching.
negotiate their identities and reconceptualize their pedagogies still remain under-discussed. In other words, while attention has been given to the development of EIL and EIL methodologies, the question of EIL teacher identity formation has hardly been addressed (Phan, 2008). Although some studies related to teacher identity formation are available, as those conducted by Graham & Phelps (2003), Alsup (2005), and Phan (2008) but in fact, those studies of teacher identity formation were not conducted in Indonesian EIL context. Graham & Phelps (2003) described the identity formation of teachers in Australian context while Alsup (2005) and Phan (2008) focused on teacher identity formation in American and Vietnamese EIL context. Hence, this study is essential in order to investigate how teacher identity is constructed in English as an International Language (EIL) context in Indonesia.
Hence, as this study tries to investigate how teacher identity is constructed in English as an International Language (EIL) context in Indonesia, case study and narrative inquiry are chosen as methods used in this study. Choosing case study as one of the methods in investigating the issue of teacher identity formation in Indonesia EIL context does fit since Hancock (1998) says that case study involves the study of an issue explored through one or more cases within a bounded system (i.e., a setting, a context). In addition, narrative inquiry is chosen because this study involves „the gathering of written, oral, and or visual narratives focusing on
1.2 Reasons for Choosing the Topic
As what has been elaborated above, Phan (2008) argues that the study of teacher identity remains under-discussed, infrequent, and being put aside. She also adds that even though there are some studies discussing the role of English as an International language, identity is not put as a fundamental concern on some studies of teacher identity in bilingual and second language education. Neither is teacher identity in these works explored in close relationship with local teaching contexts and English as an international language (Phan, 2008). She also proposes her comment on the lack number of studies related to teacher identity in the present time.
“Various aspects of teacher identity are assumed and imagined rather than proved in current literature on the ownership of EIL, such as whether teachers of English see themselves as ambassadors/international mediators or „servants‟ of English, whether they negotiate their identities according to the romanticising prospects of EIL and how being teachers of English is seen by their societies”.
(Phan, 2008, p.2)
1.3 Statement of the Problem
1.4 Scope of the Study
In this research, the theories of teacher identity construction in social and postcolonial perspective are mostly used as the main logical frames in investigating English teachers‟ identity formation in Indonesian EIL context addressing the current issue of language internationalization and nativespeakerism. Other traditions in theorizing various notions are also used
order to enrich this study.
1.5 Aim of the study
The main concern of this study is to find out how teacher identity is constructed in English as an International Language (EIL) context in Indonesia
1.6 Significance of the Study
As this present study tries to analyze the issue of teacher identity formation based on the theory of identity in social post-colonial perspective, this study is hoped to give new insights and fill the gaps in theories giving reasonable arguments that becoming English teachers is a process of „being and becoming‟. This study is
to be carried out and for any educational practice related to English Language Teaching in general and especially for the teaching of English as an International Language.
1.7 Organization of the paper
This paper consists of five chapters. Each chapter is subdivided into subtopics that will give further elaboration of the investigated issues.
Chapter 1 is the introduction of the paper. It contains the background of the study, reasons for choosing the topic, the research question, aim of the study, the significance of the study, and the organization of the paper.
Chapter 2 is the theoretical foundation covering theorizing language, culture, and society, conceptualizing identity, (re)contextualizing ELT in Indonesia: English as an International Language (EIL), and the dichotomy of Native and Non-Native English Teachers and Western and Non Western-Trained English Teachers.
Chapter 4 will talk about the findings and the discussion of the study. Here, the findings and the discussion of data obtained from the research will be comprehensively investigated and elaborated.
Chapter 5 is the conclusion and suggestions of the research where the research conclusion is delivered along with the appropriate suggestions needed for future studies.
CHAPTER III
RESEARCH METHODOLOGY
In the previous chapter, the theoretical foundations related to the study have been previously explained. In the following chapter, the research methodology related to the study will be explained further. This chapter will also consist of the research method including research design, place of research, population and sample, data collection and data analysis.
3.1 Research Design
As this current study deals with human experiences in explaining how teacher identity is constructed in English as an International Language (EIL) context in Indonesia, choosing a qualitative approach is in fact appropriate. As suggested by
Hancock (1998) that qualitative research concerns on human‟s opinions,
experiences and feelings. Alsup (2008) strengthen this argument by saying that not only identity construction that clearly affects experience, but identity also
depends on experience or individual‟s physical performance.
Along with him, Creswell (1998) argues that qualitative research is a means for exploring and understanding the meaning individuals or groups that is assigned to a social or human problem. According to him, data obtained in this study is
inductively from particulars to general themes. Then, the researcher makes interpretations of the meaning of the data while the final written report has a flexible structure. Those who engage in this form of inquiry support a way of looking at research that honors an inductive style, a focus on individual meaning, and the importance of rendering the complexity of a situation (Creswell, 1998)
Shank (2002) proposes that qualitative research is a form of systematic empirical inquiry into meaning. By systematic, he means that the research is planned, ordered and public following rules agreed by members of the qualitative research
community. By empirical, he means that this type of inquiry comes from human‟s
experience. Inquiry means that the researchers try to understand how others make sense of their experience (Shank, 2002).
Denzin & Lincoln (2000, in Ospina, 2003) claim that qualitative research involves an interpretive and naturalistic approach meaning that
qualitative researchers study things in their natural settings, attempting to make sense of, or to interpret, phenomena in terms of the meanings people bring to them.
(Denzin & Lincoln, 2000 in Ospina, 2003)
In detail, this present study needs to be provided by comprehensive discussion and
analysis of the participants‟ experience as English teachers in a particular context
Since this study sought to find out how teacher identity is constructed in a context, which is Indonesia EIL context, case study is appropriate to employ. It does fit since Hancock (2008) says that case study involves the study of an issue explored through one or more cases within a bounded system (i.e., a setting, a context). This is also strengthened by Cresswell (1998) by contending that case study research is a qualitative approach in which the researcher explores a case or various cases over time through detailed and in-depth data collection involving various sources of information. According to him, the source of information of case study may come from observations, interviews, audiovisual material, and documents and reports.
The purpose of a case study, as said by Cohen and Manion (1994) is to make a deep investigation and to make an intensive analysis of various phenomena
Besides the drawbacks of using a case study research, Hodkinson & Hodkinson (2001) also contends that there are also some strengths of case study. First, case studies emphasize specific context and separate people and groups of individuals
and their “thick description”, which imparts to the research a more human face
and eliminates the gap between real life practice and conceptual data. The majority of theories and assumptions were obtained by means of case study researches. Another strength of case study, according to Hodkinson & Hodkinson (2001), is the flexibility that case study provides to researches. They give more explanation of this strength by saying:
“Starting from just an exploration, they can have no specific objectives and
results to obtain at the end, and, thus, are free to discover and further explore the issues that are raised in the course of study. Case study tool allows to start with objectives of broad scope and gradually narrow the focus as the research
progresses”.
(Hodkinson&Hodkinson, 2001)
Thus, unlike traditional statistical research methods, which are applied for finding solutions where routine and homogeneous behavior is observed, case study methods serves as an excellent platform for creativity and innovativeness (Hodkinson & Hodkinson, 2001).
of stories since according to Trahar (2009), narrative inquirers make every effort to attend to the ways in which a story is constructed, for whom and why, as well as the cultural discourses that it draws upon:
"The term narrative carries many meanings and is used in a variety of ways by different disciplines, often synonymously with story (...) the narrative scholar (pays) analytic attention to how the facts got assembled that way. For whom was this story constructed, how was it made and for what purpose? What cultural discourses does it draw on—take for granted? What does it accomplish?"
(Riessman & Speedy, 2007, in Trahar, 2009)
Three commonplaces of narrative inquiry, temporality, sociality, and place, specify dimensions of an inquiry and serve as a conceptual framework (Clandini & Connelly, 2000). According to them, in applying a narrative inquiry, commonplaces are dimensions that need to be simultaneously explored. The first commonplace is temporality, which is related with temporally points inquirers toward the past, present and future of people, places, things and events under study temporally points inquirers toward the past, present and future of people, places, things and events under study (Clandini & Connelly, 2000). The second commonplace that is sociality, according to Clandini & Connely (2000), is related with both personal and social conditions. In relation to the third commonplace that
is place, place is defined as “the specific concrete, physical and topological
boundaries of place or sequences of places where the inquiry and events take
According to Clandinin & Huber (2000), most narrative inquiries starts with asking participants to tell their stories and this can be done through one-to-one situations or in-groups situations. They explains that in one-to-one situations, participants are asked to tell their stories in a variety of ways by responding to more or less structured interview questions, by engaging in conversation or dialogue, and by telling stories triggered by various artifacts such as photographs or memory box items (Clandinin & Huber, 2000). Contrastly, in the in-group situations, two or more participants meet with the inquirer to tell their stories of their experience when they have lived through similar situations (Clandinin & Huber, 2000).
If the participants‟ narrative or story is gathered through semi-structured interviews, retelling is the most possible technique that is used in presenting the study results. Syrj & Estola (1999) explains that retelling is a technique that is
used to tell other people‟s narrative or story where the „reteller‟ does not tell her
own story but she makes her interpretation based on other people‟s story.
According to them, the interpretation can be considered as acceptable and
accurate if it can represent the key ideas of the people‟s stories comprehensively
where „the ideas of the actual words and the meaning behind them are fully
reflected‟ (Gibson, Gold, & Sgouros, 2003).
or does not constitute a „narrative‟. Secondly, the bias of this kind of study related
to its reliability. Thirdly, he questions the validity of narrative inquiry‟s results.
Lastly, he contends that narrative inquiry often very reliant on the researcher‟s
sole interpretation.
In opposing the first weakness of narrative inquiry proposed by Castell (2008)
related to the ambiguity of the term „narrative‟ in narrative inquiry, some
appropriate definitions of this term supporting the distinctness of the term
„narrative‟ in this study. Alsup (2005, in Amirulloh, 2008) defines narrative as a method that is used to recall and to (re) structure individuals experiences that is set in the original order. Clandini & Connely (1990; Holmes, 2006, p.169; Zembylas, 2003, in Amirulloh, 2008) also adds that a narrative is a like a story focusing on the categorization of the phenomena in individuals‟ natural experience. According to them, narrative consists of elements like those of literary work: themes, plots, and characters. In conclusion, it is clear that the term narrative in narrative inquiry can be defined as a method of recalling and
(re)structuring individual‟s experience that is set in its original order focusing on
individual‟s natural experience.
In addition, to argue Castell‟s hesitancy on narrative inquiry‟s reliability and
trustworthiness of the data and ease of access to that data (Polkinghorne, 1988, in Webster & Mertova, 2007). Polkinghorne (1988, in Webster & Mertova, 2007) argues that the validity of narrative is more closely associated with meaningful analysis than with consequences. He also maintains that reliability is not
measurement stability, but rather the notes or transcripts‟ trustworthiness.
Craig (2010) also argues Castell‟s statement saying that narrative inquiry often
relies on the researcher‟s sole interpretation by contends that narrative inquiry involves relational knowing and it follows where the story leads. Thus, narrative
inquiry is not only based on the researcher‟s interpretation since it requires
relational knowing and it is designed and set based on the flow of the story.
3.2 Research Setting and Participants
3.3 Data Collection and Data Analysis
The data of this study were from the participants‟ personal stories or narratives based on some themes as written below.
Personal learning and teaching experiences Studying abroad and its influence
Working with colleagues in Indonesia
(Re)selecting teaching materials, teaching techniques, classroom language, and classroom culture
From the above five themes, semi structured interview consisting of ten questions are designed (see Appendix 3). Borrowing the term from Clandinin & Huber (2000), one-to-one situation was conducted where each participant was interviewed separately. In addition, semi structured interview means that the interview is not highly structured, as is the case of an interview that consists of all closed-ended questions, nor is it unstructured, such that the interviewee is simply given a license to talk freely about whatever comes up (Zorn, 2009). Simply, semi structured interview is able to enrich the information gathered from the participants since it gives bigger opportunity to various data to occur.
postcolonial theory of identity formation. The results of the study coming from
the participants‟ narratives found in the interviews were presented through
CHAPTER V
CONCLUSION AND SUGGESTIONS
In the previous chapter, the discussion of the data has been elaborated. In this section, the conclusion of the research will be briefly drawn. In the next part, suggestions are also offered from the results of the research.
5.1 Conclusion
The aim of this study is to find out how teacher identity is constructed in English as an International Language (EIL) context in Indonesia. Two English teachers of a private university in Purwokerto, Central Java, were involved as participants of this research. Case study and narrative inquiry were methods used in this study and the data required was gathered through semi-structured interviews that included ten questions (see appendix 3). The data gathered from the research was presented through retelling technique.
From the research findings, it was found that the teachers‟ identity in English as
an International Language (EIL) was constructed in three ways, namely self-positioning in two cultures, being positioned in two cultures and negotiating with
By self-positioning themselves in the cultures, they look at and select the most appropriate values and attitudes from both western and Indoneisan cultures. In the western culture, they placed themselves as non-native students or learners who learned English and who had valuable experiences to study abroad and were taught by great native lecturers as they experienced that their lecturers worked hard for them and able to gave them new essential knowledge, freedom, and comfort. The experiences that they have got in their overseas study time were brought and applied in Indonesia as they went back home. This condition reflected the relationship between language and culture and this relationship is visible as the teachers also learn about western culture when they learn English as Brock-Utne (2005) suggests that the identity of individuals and groups or society comes from the knowledge of language and culture.
In addition, in maintaining their personal and group membership as Indonesians, they tried to defend themselves by making selective choices related to their original culture as Indonesian and western culture as Tajfel & Turner (1979, in
McLeod, 2008) suggest that social identity is a person‟s sense of who they are
based on their group membership(s) affecting their pride and self esteem.
By positioning themselves in the cultures, it was visible that their identity is not fixed (Amirulloh, 2008). Their identity is not fixed, as it is unfastening and
fastening. Their identity is unfastening as the teachers moved to new cultural
context, Australia or the West where „the membership norms and rules are
different‟ (Phan, 2008). In contrast, their identity is fastening as they realized that
besides the „new‟, „better‟ and „more up to date‟ side, there were also some values
of Western culture that for them, improper to be applied in their origin
In addition, their identity was also constructed while they were being positioned in both Western and Indonesian cultures. When they were in western cultural context, they found out that in fact, they were not really parts of the western community. Being positioned as outsider or foreigner was experienced by both of the teachers.
In Indonesia, they were to some extent, positioned as other different „species‟
from outside, practically teachers who studied and trained in the West while
working with some of their „at home‟ colleagues in the workplace. Both of them
experienced that their colleagues‟ attitude changed both positively and negatively
toward them after they got back to Indonesia as they brought many new things together with them.
This condition clarified the fact that identity is relational and marked by difference (Woodward, 1997, in Amirulloh, 2008) as in clarifying their identity
they made comparison and claimed not to be similar or different to others (e.g. to
Western people, „at home teachers‟, English teachers) depends on the context
their identity as Dolby and Cornbleth (2001, in Phan, 2008) observed that identity is a relation or set of relations and interrelations meaning that we see or define our identity in relation to various individuals and groups, specific life situations and particular contexts (Cornbleth, 2001, in Phan, 2008).
Being exposed to two different cultures have led the teachers to face confusion, as their identities were multiple since they were in fact the product of the composite of both Indonesian and Western culture and they did not exactly belong to either Indonesian or Western. Hence, some negotiations were done and expressed through mixing and re-adjusting all the knowledge they got from both Indonesia and Australia.
In addition, as found in Phan‟s (2008) argument saying that since teachers identity
is multiple and still able to reconstruct and reshape actively, hybridity is something undeniable. In addition, Bhabha (1994, in Meredith, 1998) also argues that, “all forms of culture are continually in a process of hybridity”. In the teachers case, as they are exposed to both Indonesian and western culture as they learn and teach English, their hybrid identity comes from both Indonesian and western culture. In other words, their current identity is a mixture of both cultures.
of EIL in general is to give space for the diversity and bring mutual intelligibility.
In addition, Hiep (2001) argues as now the term “international language” is
attributed to English, the use of English itself has now based on neutrality, universality, or culture-freeness.
5.2 Suggestions
Based on the research findings, discussion, and the conclusions of this study results, it is essential to elaborate some related suggestions. Hence, the researcher offers several suggestions based on several factors found in the research.
Firstly, since the issue of identity formation is important as Cross (2006) argues it can be used in order to know who teachers are, what teaching is, and how they interacts with the world, it is suggested that further researches related to this topic should be carried out.
Secondly, as the role of English as an International Language has come into reality, the teaching and learning of English has to be conducted in a sense of unity and universality. As Hiep (2001) suggests that, the use of English in EIL context has to be based on neutrality, universality, or culture-freeness.
Thirdly, English Language Teaching (ELT) in general and particularly EIL should
notion of native speakerism as Norton (1997, in Higgins, 2003) contends that this notion sets up barriers to achievement particularly for people who are not from the inner our outer circle. Moreover, Phillipson (1992, in Phan, 2008) adds that the notion that put native speakers of English as the source of correctness is truly misleading since all of the people who can speak English have equal potential become ideal teachers of English.
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