BECOMING ENGLISH TEACHERS IN ENGLISH AS AN INTERNATIONAL LANGUAGE (EIL) CONTEXT IN INDONESIA.

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CHAPTER V CONCLUSION AND SUGGESTIONS

5.1 Conclusion ………. 66 5.2 Suggestions ………...………. 70

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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

ongoing process interpreting oneself as a certain kind of person and being

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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.

Despite of the various definitions and kinds of studies related to teacher identity

formation, Phan (2008) argues that research related to how to teach English in

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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

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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

On the basis of the previously mentioned background, this study tries to answer

this question: “How is teacher identity constructed in English as an International

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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

important because Phan (2008) contends that in the past, this issue was only seen

from the developmental process. In addition, the result of this study is also hoped

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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 3 is the research methodology. In this chapter, research design, research

setting, research participants, data collection, and data analysis will be clearly

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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.

Reference ends the paper. In this part, the list of the references used in the study is

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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

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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

that is English as an International Language (EIL) context. Hence, case study and

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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 forming the unit‟s (or people) life cycle in order to set up generalization about the

wider population to which that unit belongs. However, according to Hodkinson &

Hodkinson (2001), there are some weaknesses of case study. First, there is too

much data to be analyzed. Second, a case study can be very costly if it is done on

a large scale. Third, the complexity examined is difficult to represent in a simple

way. Forth, the data mostly cannot be presented in numerical presentation. Fifth,

they cannot be generalized in the conservative sense. Sixth, the objectivity is

questionable. Seventh, they are easy to dismiss by people who do not like the

presented messages. Finally, they cannot answer a large number of relevant

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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).

Another method namely narrative inquiry is also chosen as the second method in

this study as it involves the gathering of written, oral, and or visual narratives

focusing on the meanings that people assign to their personal experiences, seeking

to provide insight that befits the human lives complexity (Josselson, 2006, in

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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 place”. In conclusion, narrative inquiry can then be concluded as a kind of

qualitative research studying human experiences gathered through human stories

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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).

According to Castell (2008), there are some weaknesses of narrative inquiry;

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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

validity, some experts‟ arguments will then be provided. To state matters

succinctly, reliability in narrative research usually refers to the dependability of

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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

This research was conducted in a private university in Purwokerto, Central Java.

To obtain the data of teacher identity formation in Indonesian EIL context, two

western-trained English teachers were involved as participants of this study. The

participants were asked to answer questions and tell their experiences forming

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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.

After the data from the teachers‟ narratives were all gathered, the interview

recording was transcribed and the phenomena occurred was thoroughly analyzed,

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postcolonial theory of identity formation. The results of the study coming from the participants‟ narratives found in the interviews were presented through

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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

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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

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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

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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.

In conclusion, there is no other way in seeing identity since it is a product of

hybridity where there are no more differences or similarity and between both

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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

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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.

This study, however, may contain some mistakes in the process of research or in

the report paper. For this reason, any suggestion related to this study that is

intended to its improvement is truly welcomed. Finally yet importantly, the

findings of the study, hopefully, can provide insight and information for more

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