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CONCLUSION
Overall, the accommodation of World Englishes in the current listening
materials in an English language teacher education program in Salatiga is
regarded as fairly insufficient. Because of the diverse contexts of the materials, I
consider that the whole course materials are a good start to expose students
towards the different contexts of English use. However, the exposure of Englishes
diversity is not quite promoted in the materials because they mainly use SE. The
use of WEs in some recordings might promote some aspects of languages and
increase the learners multilingualism, unfortunately the deficiency of WEs
recordings in the materials lessen the encouragement of the learners to use WEs
and also the mutual intelligibility and understanding of WEs. The small number of
WEs materials also reduces the saliency and significance of the recordings. Those
aspects are the reason why I consider that the exposure of WEs in the materials is
fairly insufficient.
However, it is important to note that the review is only focused on the
match between the 10 criteria theory. The review is not meant to dictate or
criticize any of the listening materials. The analysts are merely presenting the
review of materials in terms of WEs accommodation. Thus subjectivity is
inevitable; I will only base the research on the 10 criteria theory. The 10 criteria
are based on Kachru and Smith’s (2008) theory of World Englishes, Kachru and
Nelson’s (2009) Concentric Circles, Tomlinson’s (2008) review of materials,
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The findings of this research will give a contribution to the topic of World
Englishes by helping the future researchers to analyze the accommodation of WEs
in the materials and increase the students’ metalinguistic awareness. The students
would know more about the English varieties and even able to identify the
accents, region, and the meaning of the Englishes spoken. This research can also
be used to help the development of the materials, so that it will accommodate
more WEs. I hope that by reading this research, it may catch the interest of the
future researchers to do research on the implication of WEs in TEFL, especially in
teaching listening. I expect that later, the materials of listening course expose
more WEs. For the future research, I suggest to continue the research on teaching
WEs using listening skill. A topic that interests me is the teacher’s perception
toward the WEs in the listening materials. Another interesting topic would be
about how students view the WEs in their listening materials. Furthermore the
students’ perceptions on how the WEs should be used in the material can be
researched too. In the end, after completing those researches, a research about the
student’s need analysis on the WEs materials could also be conducted in the favor
