The English Language Teaching students’ beliefs toward English Language
Teaching in the era of World Englishes
THESIS
Submitted in Partial Fulfillment Of the Requirements for the Degree of
Sarjana Pendidikan
Aulia Febriana Suryaningtyas
112008131
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE SATYA WACANA CHRISTIAN UNIVERSITY
ii
The English Language Teaching students’ beliefs toward English Language
Teaching in the era of World Englishes
THESIS
Submitted in Partial Fulfillment Of the Requirements for the Degree of
Sarjana Pendidikan
Aulia Febriana Suryaningtyas
112008131
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE SATYA WACANA CHRISTIAN UNIVERSITY
iii
The English Language Teaching students’ beliefs toward English Language
Teaching in the era of World Englishes
THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
Aulia Febriana Suryaningtyas
112008131
Approved by:
Nugrahenny T. Zacharias, Ph. D. Prof. Dr. Gusti. Astika, M. A.
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COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in any course or accepted for the fulfillment of any degree or diploma in any university. To the best of my knowledge and my belief, this contains no material previously published or written by any other person except where due reference is made in the text.
Copyright@ 2013. Aulia Febriana Suryaningtyas and Nugrahenny T. Zacharias, Ph. D.
All rights reserved. No part of this thesis may be reproduced by any means without the permission of at least one of the copyright owners or the English Department, Faculty of Language and Literature, Satya Wacana University, Salatiga.
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Name : Aulia Febriana Suryaningtyas Student ID Number : 112008131
Study Program : English Department
Faculty : Faculty of Language and Literature Kind of Work : Undergraduate Thesis
In developing my knowledge, I agree to provide SWCU with a non-exclusive royalty free right for my intellectual property and the contents therein entitled:
The English Language Teaching students’ beliefs toward English Language
Teaching in the era of World Englishes
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Made in : Salatiga
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The English Language Teaching students’ beliefs toward English Language Teaching in the era of World Englishes
Aulia Febriana Suryaningtyas
ABSTRACT
This study was conducted to analyze the English Language Teaching students’ beliefs toward English language teaching in the era of World Englishes. The participants of the study were one hundred participants of English Language Teaching, Satya Wacana Christian University from all existing batches. This study used quantitative research, but it was elaborated qualitatively. The findings of the research were organized by breaking the research question down into three sub-research questions. The first finding showed that western-published materials were more preferable since it could serve as a language model. The second finding showed that the use of students’ mother tongue in the classroom was considered necessary by the participants to help them catch the teachers’ explanation easily. However, the teachers merely occasionally used it in the classroom practice to make their students master English well. The last finding showed that ELT students agreed that the students should learn the cultures from English-speaking countries to avoid misunderstanding and also to enhance students’ awareness of cultural diversities about the language they learnt. However, the teacher sometimes related the topic of the materials with the students’ cultures in classroom practice. It meant that learning English-speaking countries’ cultures made the students become more aware of other cultures and therefore, they could enrich their knowledge. The study suggests that according to the participants, both English and local cultures are important considerations in English language teaching in the era of World Englishes.
Keywords: beliefs, World Englishes, materials, mother tongue, culture
Introduction
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class (ED605). The experience began when my friends had a presentation about “The Global Spread of English”, which was one of materials in CCU handbook. In the presentation, my friends had an opinion that ESL/EFL teachers had to help students in gaining access to a standardize English, which later might empower them to achieve an effective international communication. This student believed that English-speaking countries were the providers of Standard English. So, the teachers must follow English-speaking countries’ standard of English so that effective international communication could be achieved.
However, I had a different opinion toward the Standard English in the era of World Englishes. I believed that ESL/EFL teachers had to relate their teaching not only based on English-speaking countries’ standards but also based on the students’ own culture because the students had to know about the interconnections and also differences between local cultures and English speaking countries. This argument was supported by Hiep (2006) that says “ESL/EFL teachers must be working to help students to communicate effectively with the world while maintaining their national and cultural values.” Therefore, it was very important for the teacher to know this principle, because they must know the different communication needs of the students. It is also used to help the teacher shows the difference between global and local communication to their students. In other words, teachers should help their students to master their English language better on one hand and preserve their cultural identities on the other hand.
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Teaching students from all existing batches. The study was aimed to know and to explore to what extent English Language Teaching students’ beliefs toward the way English is taught in EFL country.
Another reason that motivated me to conduct this study was English Language Teaching students’ future jobs as a teacher. As future English teachers, they are expected to have awareness on various different varieties of English. It makes me curious to know what kind(s) of English should be taught in English language teaching? Does the teaching must be based on students’ culture or must follow western speaking countries’ cultures? This situation leads me to a question; and I arranged the research question for this paper, “What are the English Language Teaching students’ beliefs toward English language teaching in the era of World Englishes”?
The finding of a study by Zacharias (2003) about materials, the use of the students’ mother tongue, and the issues of culture in English language teaching supported that ESL/EFL teacher feel curious toward Standard English in the era of World Englishes. In a similar view, Hiep (2006) emphasized on the dilemmas faced by those “ESL/EFL teachers, as they need to resolve conflicts between internationalism and national culture identity- that is, working to help students to communicate effectively with the world while maintaining their national and cultural values.”
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As future English teachers, it is important to know the role of English as an international language. It would help them to choose the suitable English according to the students needs. Since they were going to be an English teacher in the future, choosing the suitable English according to the students needs would help them to find the best English to be used and followed when they start to teach English. Besides that, our awareness on the way English is taught in the Word Englishes is also needed to help us in learning English.
From some reasons above, as an English Language Teaching student, finally I interest to conduct these issues as my study. My curiosity to know the students’ beliefs about the way English in the era of World Englishes is taught have driven me to conduct the study.
Literature Review
It is a widely accepted fact that English is the world language (Graddol, 1997). English has become the “global language” or “world language” or “international language” and the lingua franca of the modern era. The definition of a global language is “a language which has been given a specific place within countries and communities around the world, even in places where there are very few native speakers of this language” (Rimando, 2010).
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From the point of views above, a problem arise. The problem is whose culture we should use when we learn about the Word Englishes. Does it based on students’ culture or not? Does the teaching must be based on our culture or must we follow the role of international language? The answer is “as varied as the numerous English speakers around the world” (Alptekin 1996:60).
Everyone has different views, perspectives and opinions about English language based on how they see, think and examine the object (Arnold, 1999), as well as the culture we should use in English language teaching. All of them are related to our beliefs. To get better insights about this study, we should firstly know and understand about what belief is and how it is connected to language teaching.
Theoretical Framework a. What are beliefs?
As has been stated above, Sigel as cited by Griffiths (2008) says that beliefs can be defined as “mental constructions of experiences”, which not only cognitive constructs but also social constructs are arising from experience. Beliefs are central construct in every discipline that deals with human behavior and learning (Fishbein & Ajzen as cited in Bernat & Gvozdenko, 2005). Beliefs are important because learners hold their beliefs to be true and these beliefs then guide how they interpret their experiences and how they behave (Rubin’s as cited by Griffiths, 2008).
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b. The purpose of beliefs
The characteristic of belies are: beliefs are socially constructed and culturally transmitted (McAlpine, Eriks-Brophy, and Crago, 1996) and have to be inferred from statements, intentions, and actions (Pajares, 1992). It means that, beliefs and actions are necessary in order to gain a better understanding of the practices happen in language classrooms. The study of teachers’ beliefs, as Richards, Gallo, and Renandya (2001, p. 42) have pointed out, "forms part of the process of understanding how teachers conceptualize their work". Some of research had been already measured and identified beliefs held by school teachers respectively. Little research has been done to explore the nexus between language course teachers’ beliefs and the pedagogical decisions manifested in their teaching and learning contexts.
c. Beliefs in relation to English in the era of World Englishes
Zacharias (2003) argues that “One of the fundamental consequences of the global spread of English has been the rapid increase of English speakers around the world.” It means that English has become a global language that is most frequently spoken by people all over the world..
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Philippines, and Singapore. The Expanding Circle involves countries where English is introduced as a foreign language as China, Japan, Korea, Vietnam, and Saudi Arabia. d. Beliefs in relation to materials
Teaching materials is believed to be an important part of most English teaching programs. Teaching materials are used to support the teaching and learning activities. It refers to a spectrum of educational materials that teachers use in the classroom to support specific learning objectives. “Materials can be categorized broadly into unpublished materials (e.g. teacher-made materials, visual aids, and teachers’ voice) and published materials (e.g. resource books and course books)” (Zacharias, 2003).
e. Beliefs in relation to the use of students’ mother tongue
“Mother tongue is a window into students’ understanding of the concepts being taught” (Zacharias, 2003). Mother tongue is used to make sure whether the students properly understand particular concept of English or not. There are some suggestion for the function of mother tongue in the classroom, such as; checking students’ understanding, giving feedback to individual students, giving instruction, explaining the meaning of new words, explaining the content of reading texts, explaining grammar concepts, and also the student’s mother tongue should never be used in class.
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f. Beliefs in relation to the place of English-speaking culture
Seelye (1984:26) believe that “the study of language cannot be divorced from the study of culture”. It means that in the era of World Englishes, culture is very important for learning English, beside we learn about language, we also must learn about the culture itself because both of them have a relationship each other. Richards (2002) asserts that “the teaching of English should still include culture but not the culture of English-speaking countries.” English is no longer viewed as the property of the English-English-speaking world but is an international commodity
With different beliefs, it can lead to the emergence of differences in varieties of English language teaching that we use. It often serves a different purpose. The varieties of English will become mutually unintelligible and so undeserving the label 'English' (Kachru and Nelson 2001:20).
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The Study Research Question
The study was guided by the following research question:
What are the English Language Teaching students’ beliefs toward English language teaching in the era of World Englishes?
I will answer the research question by breaking it down to the three following Sub Research Questions.
1. What are the English Language Teaching students’ beliefs toward the materials used in English Language Teaching?
2. What are the English Language Teaching students’ beliefs toward the use of students’ mother tongue in English Language Teaching?
3. What are the English Language Teaching students’ beliefs toward the place of English-speaking culture in English Language Teaching?
Context of the study
This study was conducted in English Language Teaching, Faculty of Language and Literature, Satya Wacana Christian University, Salatiga. The participants of this study were the English Language Teaching students. The participants of the study were one hundred participants from all existing batches. This study was conducted in the odd semester (2012-2013). The reason why I chose the participants was I thought about their future job as future English teachers. I wanted to find out their beliefs in choosing the suitable English according to the students needs would help them to find the best English should be used and would follow when they started to teach English in the era of World Englishes.
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This study used questionnaire (in Appendix) as an instrument of data collection. The questionnaire was adapted from Zacharias (2003) which consisted of nine questions which focused on ELT students’ beliefs and classroom practice. The questionnaire is more focused on the materials used in the lesson, the use of students’ mother tongue (Bahasa Indonesia or Javanese), and the place of English-speaking culture in English language teaching. In the questionnaire, I used close and open-ended questions where students would explain their answers more specifically.
Procedures of Data Collection
First of all, I spread one hundred fifty questionnaires to ELT students from all existing batches to find ELT students’ beliefs about English language teaching in the era of World Englishes. After that, I analyzed this study use quantitative research, but it was elaborated qualitatively. This study focused more on students’ perceptions and beliefs. But when I analyzed the questionnaire, there were a lot of participants who did not answer open-ended question and just answered close-ended question for about fifty participants. Because the open-ended question was needed in my research, I tried to sift the participants become one hundred participants. I used close and open-ended questions where the students would explain their answers more specifically.
Data Analysis
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materials used in the lesson, the use of students’ mother tongue (Bahasa Indonesia or Javanese), and the place of English-speaking culture in English language teaching
Findings and Discussion This study was guided by the research question:
What are the English Language Teaching students’ beliefs toward English language teaching in the era of World Englishes?
The findings were organized by breaking the research question down to the three sub-research questions.
1. What are the English Language Teaching students’ beliefs toward the materials used in English language teaching?
a. Students’ stated beliefs
This section discusses the students’ beliefs about materials to be used in English language teaching. The focus was to explore the students’ belief between published materials from locally produced and English speaking countries which should be used in English language teaching. Table 1 below presents their beliefs on the materials used in several English skills.
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Table 1. The percentages of students’ beliefs on the materials used in several English skills
SKILLS
Figure 1. The average of students’ beliefs on the materials used in all English skills
Table 1 and Figure 1 clearly showed that when the participants learnt English, more students preferred having materials published in English speaking countries (59%) to materials published locally (16%) in order to learn the language features, such as speaking, pronunciation, reading, grammar, writing, and listening. In particular, they preferred materials from English
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speaking countries for these particular skills, such as Speaking (other than pronunciation) (70%) and Pronunciation (81%).
There were some reasons from the participants based on their answers from the questionnaire. Materials which were published by English speaking countries (59%) were chosen to learn speaking (70%) and pronunciation (81%) skill because twenty one of the students thought that it was better to learn from the natives since the contents of the native-produced materials can be used as models for the correct English pronunciation. Many students (34 students) had the same opinion that learning speaking and pronunciation from the English speakers’ materials were clearer and more valid so that they could speak English like natives. It was important because the main purpose of learning English was to communicate with the native speakers so that they needed to speak like natives. Besides that, fifteen of students also mentioned that when they learned English, they needed to learn about its cultures, so native speakers’ materials were considered better since it presented the real English cultures.
Zacharias (2003) supported the assumption by sharing the following things regarding to the advantages of English-speaking published materials:
- they provide ‘natural’, ‘authentic’, ‘real’, ‘original’, ‘realistic’, ‘accurate’ and ‘correct’ (error-free) exposure to English,
- they provide appropriate cultural background to language teaching, - the quality is better in terms of content and appearance,
- they are more easily available than locally-produced materials and thus provided more alternative and choice.
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the topics presented in the materials came from the environment around them. An interesting fact was found that there were six of students who said that the students should learn language from what they were familiar with. Moreover, there were also some students (4 students) who said that since students were more familiar with local cultures, it would encourage them to speak more.
b. Stated Classroom Practice
Still related to materials to be used in English language teaching, I would like to explore the extent to which English speaking countries materials were used in the classroom for several skills. The data was showed in Table 2 below.
Table 2. The use of materials from English-speaking countries for several skills
Skills Regularly Often Sometimes Rarely Never
Speaking (other than pronunciation) 16% 50% 28% 5% 1%
Pronunciation 26% 45% 22% 6% 1%
Reading 18% 43% 33% 5% 1%
Grammar 21% 26% 41% 9% 3%
Writing 16% 37% 40% 7% 0%
Listening 34% 44% 16% 4% 2%
AVERAGE 22% 41% 30% 6% 1%
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Figure 2. The average of the use of materials from English-speaking countries for all skills
It could be seen that the majority of the participants (71 students) mentioned that the teachers used English-speaking-published materials either ‘often’ (41%) or ‘sometimes’ (30%) for all skills. From the experience of the participants, we could be seen that speaking (50%) and pronunciation (45%) classes used English speaking countries materials more often than other classes, followed by listening (44%) and reading (43%) classes. It proved that in classes which needed language models were more likely to choose western-published materials which contained more English speaking countries language models and cultures.
Besides that, Zacharias (2003) supported that “materials from English-speaking countries are more accessible, especially since many books are donated to universities or institutions from foreign companies, foreign teachers, or even non-native teachers studying abroad.” So, they used the materials from English-speaking countries more often to teach their students.
From the examples mentioned previously, it was concluded that although there were 16% students who chose local materials as tools to enhance students’ abilities and motivation to learn
22%
41% 30%
6% 1%
Regularly
Often
Sometimes
Rarely
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English, 59% students believe in English speaking countries materials, mainly because they wanted to produce English like natives. Besides that, 41% students believe that their teachers also used the material from English-speaking countries more often in the classroom practice which contained more English speaking countries language models and cultures.
2. What are the English Language Teaching students’ beliefs toward the used of students’ mother tongue in English Language Teaching?
a. Students’ stated beliefs
One important aspect of local cultures was students’ mother tongue. There were the students who agreed (96%) and disagreed (4%) with the use of students’ mother tongue. The use of students’ mother tongue in a foreign or second language teaching could not be avoided for several reasons. Figure 3 presented the finding on the students’ beliefs about the importance of using mother tongue in learning English.
Figure 3. The use of the students’ mother tongue
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Based on the questionnaire, the mother tongue were used to explain the meaning of new words (69%), to teach about grammar concepts (50%), to check the students’ understanding (48%) to or give feedback to individual students (33%). There were even few students who said that the teacher could use students’ mother tongue to give instructions in the classroom (26%), to explain the content of reading texts (16%) and the students’ mother tongue should never be used in class (4%). It proved that most students (96%) were more comfortable if the students’ mother tongue used in the classroom.
Fifty of the participants stated that the main reason why mother tongue was preferable was to make the students easier to catch the teacher’s explanation, especially when it dealt with feedback and difficult meaning of vocabularies in reading. Besides that, it used to check students’ understanding because it was easier for the students to follow the teaching learning process. Thirty one of participants also taught that it used to help students in understanding the materials and get better result in learning English, if the teachers were local, or use local language.
However, there were very few students (4 students) who mentioned that students’ mother tongue should never be used in the classroom. They mentioned that English learners should be encouraged to use English all the time if they wanted to master the language. The use of mother tongue could only be used in the instruction as the last option, for example when there were too complex grammatical rules or new vocabularies, in which delivering the material in English might lead the students into confusion.
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is a foreign language and so exposure to English is rather scarce. Therefore, all opportunities to expose students to the target language should be used to the fullest.”
b. Stated Classroom Practice
The regular use of students’ mother tongue in the instruction showed that mother tongue was still preferable as a medium to teach, mainly to checking the students’ understandings, giving instruction, explaining the content of the reading text, explaining the meaning of new words, explaining the grammar concept respectively, and giving individual feedback. Table 3 below illustrated the data of the students’ experience when their teachers tried to use their mother tongue when teaching for several skills.
Table 3.The actual use of the students’ mother tongue for several skills stated by the respondents
SKILLS Regularly Often Sometimes Rarely Never
Checking their understanding 9% 22% 43% 23% 3%
Give instruction 5% 11% 43% 34% 7%
Explain the content of reading texts 2% 8% 48% 35% 7%
Explain the meaning of words 6% 20% 53% 19% 2%
Explain grammar concepts 7% 28% 44% 19% 2%
Explain feed-back to individual students
7% 12% 49% 24% 8%
AVERAGE 6% 17% 47% 25% 5%
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meaning of words, 35% “rarely” used it to explain the content of reading texts and 8% “never” used it to explain feed-back to individual students.
Figure 4. The average of actual use of the students’ mother tongue for all skills stated by the respondents
It could be seen that the majority of the participants mentioned that the teachers tried to use the students’ mother tongue either ‘sometimes’ (47%) or ‘rarely’ (25%) for all skills. From the data above, the participants thought that the teachers sometimes used their mother tongue to check the students’ understandings (43%), to give instruction (43%), to explain the content of the reading text (48%), to explain the meaning of new words (53%), to explain the grammar concept respectively (44%), and to give individual feedback (49%) in classroom practice. It meant that the teachers tried to minimize the used of the students’ mother tongue in English language teaching. In general, the data showed that “the used of students’ mother tongue in English language teaching was viewed as potentially beneficial for certain purpose” (Zacharias, 2003).
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language, more students (94%) preferred the used of mother tongue to help the students easier to catch the teachers explanation. Although 94% of students preferred the used of mother tongue to help the students easier to catch the teachers explanation, but, their teacher was not always used their mother tongue in classroom practice. Their teacher used it sometimes (47%) in classroom practice to make their students can master the language well.
3. What are the English Language Teaching students’ beliefs toward the place of English-speaking culture in English Language Teaching?
a. Students’ stated beliefs
Like what had been stated previously, some participants answered that learning a new language could not be separated from learning its cultures. This section dealt with the student’s belief toward learning culture of the English-speaking countries. Figure 5 illustrated the data of the students’ beliefs toward the place of English-speaking culture in English language teaching from the questionnaire.
Figure 5. The students’ beliefs toward the place of English-speaking culture in English language teaching
75% 3%
22%
Agree
Disagree
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In this respect, 75% of the participants agreed that the students should learn foreign cultures. However, only 3% disagreed to learn foreign culture and 22% of the participants were not sure that learning foreign cultures were necessary.
Based on the data above, I analyzed that most the participants (75%) agreed that the students should learn English speaking countries’ culture. From the questionnaire, 39% of the students’ reasons were to avoid misunderstanding and cultural shock when they dealt with the natives. 26% of students were also stated that learning foreign culture would enhance students’ awareness of cultural diversities and enrich students’ knowledge about the language they learnt. Besides that, 10% of students who agreed that the students should learn foreign cultures believed that it used to understand the richness of the culture of English speaking countries, so that it could also motivate the students to learn the language by knowing the culture
On the contrary, those who disagree (22%) that the students should learn English speaking countries’ culture believed that attending foreign culture activities was not desirable since there were some fears that students may forget their own cultures. These participants claimed that as Indonesians, they had responsibilities to preserve Indonesian culture in order to show their identity as Indonesian. Besides that, it was not relevant with our habit and culture in Indonesia because now, the national identity issue is become a really hot topic that government emphasized on.
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violation toward Indonesian culture. They believed that both Indonesia and English speaking countries had their own cultures and they should respect each others’ cultures.
b. Stated Classroom Practice
This section dealt with the student’s experience when their teachers tried to relate the topic of the materials to their culture when teaching. Table 6 illustrates the data of the students’ experience when their teachers tried to relate the topic of the materials to their culture for several skills.
Table 4. The actual use of the students’ experience when the teachers try to relate the topic of the materials to their culture when teaching.
SKILLS Regularly Often Sometimes Rarely Never
Speaking 17% 34% 42% 6% 1%
Pronunciation 6% 21% 38% 30% 5%
Reading 9% 44% 33% 14% 0%
Grammar 2% 17% 27% 48% 6%
Writing 10% 19% 59% 12% 0%
Listening 5% 20% 48% 22% 5%
AVERAGE 8% 26% 41% 23% 2%
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Figure 6. The actual use of the students’ experience when the teachers try to relate the topic of the materials to their culture when teaching.
The table above showed the percentage of the data from the participants experience in English language teaching. It could be seen that the majority of the participants mentioned that the teachers try to relate the topic of the materials with the students’ culture either ‘sometimes’ (41%) or ‘often’ (26%) for all skills. From the data above, we could be known the finding how often the teachers in English Language Teaching try to relate the topic of the materials with the students’ culture in classroom practice. From the experience of the participants, we could seen that the teacher sometimes try to relate the topic of the materials with the students’ culture in speaking (42%), pronunciation (38%), writing (59%), and listening (48%) classroom practice.
From the examples of data above, we could known that 75% of participants agreed that the students should learn culture from English-speaking countries to avoid misunderstanding and also enhance students’ awareness of cultural diversities about the language they learnt. However, 41% of students believe that the teacher sometimes related the topic of materials with students’
8%
26%
41% 23%
2%
Regularly
Often
Sometimes
Rarely
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culture in classroom practice. It meant that learning culture of the English-speaking countries made the students more aware of other culture and they can enrich more knowledge. Besides that, the students also can respect another culture.
Conclusion
The purpose of this study was to analyze what are the English Language Teaching students’ beliefs toward English language teaching in the era of World Englishes. The findings of the research were organized by breaking the research question down to the three sub-research questions.
1. What are the English Language Teaching students’ beliefs toward the materials used in English Language Teaching?
There were 59% English Language Teaching students believe in English speaking countries materials, mainly because they wanted to produce English like natives. Besides that, 41% students believe that their teachers also used the material from English-speaking countries more often in the classroom practice which contained more English speaking countries language models and cultures. It meant that English speaking countries published materials were more preferable.
2. What are the English Language Teaching students’ beliefs toward the use of students’ mother tongue in English Language Teaching?
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explanation, but, their teacher was not always used their mother tongue in classroom practice. However, their teacher only occasionally used it (47%) in the classroom practice to make their students could master the language well. Therefore, although most students believed that it was very desirable to use students’ mother tongue to enable them grasped the teachers’ explanation, the percentage of local language used was not as high as what the students wanted since the teachers also wanted their students to master English well.
3. What are the English Language Teaching students’ beliefs toward the place of English-speaking culture in English Language Teaching?
There were 75% of ELT students agreed that the students should learn culture from English-speaking countries to avoid misunderstanding and also to enhance students’ awareness of cultural diversities about the language they learnt. However, 41% of students believe that the teacher sometimes related the topics of the materials with students’ cultures in classroom practice. It meant that learning the cultures of the English-speaking countries in combination with learning students’ own culture could make the students more aware of cultural diversities and interconnectedness of the cultures to enrich their knowledge. It can be concluded that that the faculty of Language and Literature put cultures, both English and a local culture, as important consideration toward English language teaching in the era of World Englishes.
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one of the problems that I faced. Since I used questionnaire to collect the data with open and close-ended questionnaire, 30% of the participants didn’t answer the open-ended question and it made me sifting the participants became one hundred participants who answered the open-ended question.
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References
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Richards, J.C. (2002). 30 Years of TEFL/TESL: A Personal Reflection, RELC Journal, 33 (2), 1-35.
Richards, J. C., Gallo, P. B., & Renandya, W. A. (2001).Exploring teachers’ beliefs and the process of change.PAC Journal, 1 (1), 41-58.
Riley, P. (1996). “BATs and BALLs” : Beliefs about talk and beliefs about language learning. Paper presented at the International Conference : Autonomy 2000 : The development of learning Independence in language learning, Bangkok.
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Seelye, H. (1984) Teaching Culture : Strategies for Intercultural Communication (2nd ed). Lincolnwood, IL : National Textbook Company.
Zacharias, N. (2003). A survey of tertiary teachers’ beliefs about English Language Teaching in Indonesia with regard to the role of English as a global language.Unpublished master’s
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APPENDIX Questionnaire
ED Students’ Belief toward English Language Teaching in the era of World Englishes (Adapted from: Zacharias, 2003)
Dear Colleagues,
I am interested in researching English Language Teaching students’ belief toward English language teaching in the era of World Englishes. Your participation will help me to complete my thesis at English Language Teaching, Satya Wacana Christian University. Please kindly spare a few minutes of your time to fill out this questionnaire. Your responses to this Questionnaire will be treated with utmost confidence. Thank you for your cooperation.
Sincerely,
Aulia Febriana Suryaningtyas
English Language Teaching, Satya Wacana Christian University
I. Section A.
Please fill in the following :
Sex :
Male Female
NIM :
Number of years learning English experience :
II. Section B
This deals with students’ beliefs on aspects concerning the role of English as an International Language.
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1. Which is the most preferable materials to learn on the skills below?
Publish Materials
2. Please provide a brief explanation for your choice above. (It is very welcome if you want to answer it in Indonesia)
______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
3. Teachers are advisible to use students’ mother tongue for :
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4. Please provide a brief explanation for your choice above. (It is very welcome if you want to answer it in Indonesia)
______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
Put a tick ( ) in the appropriate box (-es) to indicate your beliefs.
Agree Disagree Not sure
5. Students should learn culture of the English speaking countries.
6. Please provide a brief explanation for your choice above. (It is very welcome if you want to answer it in Indonesia)
______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
III. Section C
Put a tick ( ) accordingly to present approaches the teachers uses when teaching English.
Please put a tick in one column only.
7. The teachers use materials from English-speaking countries to teach :
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8. The teachers use students’ mother tongue to :
Regularly Often Sometimes Rarely Never
9. The teachers try to relate the topic of the materials to the students’ culture when teaching:
Regularly Often Sometimes Rarely Never
Are you willing to participate in oral interview? If so, please write down telephone number below:
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Acknowledgement
