ELT DEPARTMENT STUDENTS’ STRATEGIES IN NEGOTIATING
THEIR ENGLISH LEARNING OUTSIDE THE CLASSROOM
THESIS
Submitted in Partial Fulfillment of the Requirement for the Degree of
Sarjana Pendidikan
Christian Ricky Berlian 112008099
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
ii
ELT DEPARTMENT STUDENTS’ STRATEGIES IN NEGOTIATING
THEIR ENGLISH LEARNING OUTSIDE THE CLASSROOM
THESIS
Submitted in Partial Fulfillment of the Requirement for the Degree of
Sarjana Pendidikan
Christian Ricky Berlian 112008099
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
iii
ELT DEPARTMENT STUDENTS’ STRATEGIES IN NEGOTIATING
THEIR ENGLISH LEARNING OUTSIDE THE CLASSROOM
THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
Christian Ricky Berlian 112008099
Approved by:
Nugrahenny T. Zacharias, Ph.D Anita Kurniawati H. M. HUM
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PUBLICATION AGREEMENT DECLARATION
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Name : Christian Ricky Berlian Student ID Number : 112008099
Study Program : English Education Faculty : 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:
ELT DEPARTMENT STUDENTS’ STRATEGIES IN NEGOTIATING THEIR ENGLISH LEARNING OUTSIDE THE CLASSROOM
along with any pertinent equipment.
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Made in : Salatiga
Date : ________________ Verified by signee,
Christian Ricky Berlian Approved by
Thesis Supervisor Thesis Examiner
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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. Christian Ricky Berlian 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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ELT DEPARTMENT STUDENTS’ STRATEGIES IN NEGOTIATING THEIR
ENGLISH LEARNING OUTSIDE THE CLASSROOM
Christian Ricky Berlian
Abstract
This study explores how ten undergraduate students ELT Department of Satya Wacana Christian University negotiate their multilingual English identity. This study is needed because only few studies focus on how multilingual English users in Indonesia construct their own identity. The data were collected from interviews which was semi structured and using Gee‟s unit analysis to analyze the content (Elliot, 2005). The finding illustrated the participants‟ strategies in negotiating their identities based on their first language (L1) cultures, such as limiting English use in public spaces, reduced the English use among the society which was incompetent in it, and switched into the language (Bahasa Indonesia) that was understandable for them. All the participants appeared to use English carefully in the public spaces because it was still seen as an elite language (Kramsch, 2009). The participants would be assumed as “showing off” or “boasting” if they used English in the society which was incompetent in it. Implication for participants‟ negotiation on their multilingual English identity is made in the end of the paper.
Key word: English language, its influences, student‟s identity.
Introduction
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and user. Kuncoro understood with those English terms I mentioned. He did not comment or complain anything about my language switch.
However in another day, I experienced negative perception when I talked using English terms to my other friend named Ari. At that time, he invited me to play football together. He invited me by using Bahasa Indonesia and then suddenly I replied using English, “I‟m sorry, I‟m busy”. He laughed at me and said, “ah, mentang- mentang anak Inggris ngomongnya pake bahasa Inggris”. I just smiled and entered my room. I sit alone and talked to myself, “Am I wrong using English?” I just wanted to be fluent in speaking English but in another side my friend judged me as arrogant. I felt enthusiastic to learn and use English because someday I wanted to go abroad. I believed it will be very useful to communicate with foreigner. Another reason was I also wanted to be an English teacher, so being competent and fluent in speaking was needed to convey the material to students. However, I was afraid if my friends misjudged me. So, it was better for me to reduce the quantity of using English and also considered the interlocutors whether they were competent in English or not.
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useful for me someday when I become an English teacher and go abroad. Those are “investments” for me to learn English (Norton, 2000: 10).
My experience illustrates the strategy in negotiating English learning and use outside the classroom. It also shows the „investment” or my effort on learning English for my future. In Indonesia, the “investment” leads many Indonesians to be enthusiastic to learn and speak English. However, they have expressed concerns more than just an enthusiasm to learn and speak it might contribute negatively to national identities. According to Pramono (2009), code mixing Indonesian and English is the deterioration of nationalism. He believed that good Indonesian is the one who speaks Indonesian in good manner, without influence from English accent and Indonesian- English mixed words. He views that the concept of national identity as static and unified. His view might be justified in the context where English is not a global language. However, in this world, identities, including national identities, are continuously constructed, reconstructed, negotiated and transformed on on-going basis through and by languages (Hall, 1996; Norton, 1997, cited in Zacharias, 2012). English is the world language now, it certainly become major force in the construction of multilingual Indonesian identities. The view that good Indonesian is the one who speak Indonesian in good manner does not accommodate the very nature of Indonesians who are multilingual and multicultural (Zacharias, 2012). Pramono‟s concerns are also shared by Onishi (2010). Onishi observes that upper-middle class parents will be proud if their children can speak English well, even though their competence in Indonesian is questionable.
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negotiate their identity as English learning outside the class in EFL context. Moreover studies about multilingual English users in EFL context especially in Indonesia are very rare.
More studies are needed to focus on the multilingual English users in EFL context where English is acquired in institutional settings and it is not the language of the community (Block, 2007). This study aims to address the following research question: how did ELT Department students negotiate their English learning outside the classroom? The participants in the present study are multilingual who function in more than one language for purposes of communication and not necessary as someone with high level of proficiency in those language (Kramsch, 2009; Pavlenko, 2006).
Factors Affecting Identity Construction in EFL Context
As I have mentioned earlier that most research is conducted in monolingual setting where English is predominant language and the research participant is from language minority group. More studies are needed to investigate the influence of English on the identities of language learners from a multicultural setting where English is being learnt as foreign language (EFL). The studies on foreign language learning in EFL context illustrated that learners gain more competence in the target language; their identities are contested and becomes an issue (Block, 2007).
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Language mixing happens when people use more than one language to communicate to other people. For example, students use English and also Indonesian when they talk with their friends, whether he or she realizes it or not, is an example of code mixing. People use code mixing because they think that with code mixing they can get more appropriate words when explaining a topic because the language use tends to mean different thing to different people in a different place. People also use code mixing to show off. Young people like to mix language, in this case Indonesian and English, because they consider it as something impressive and they also tend to use code mixing because they want to show off to their friend. Another reason is when the mix or use English in the conversation they show that they are capable to speak English and they will consider as a well educated people. Hammer and Blanc (2000, p 271) state that using more than one language in conversation or using code mixing is a marker or high social status and membership of educated elite people, and it also express power and prestige. In the multilingualism, there also occurs language switch. It occurs when bilingual substitutes a word or phrase from one language with a phrase or word from another language. For example in conversation, a speaker wishes that he could stick to the same type of code without changing it to another. The speaker presents various codes within his/her speeches. When individual of society are able to speak more than one language, switch from one language to another in the same conversation a common communicative behavior. This notion of switching is broadly known a code switching. The term code switching may simply be defined as the use of at least two languages within the same discourse which is any instance of language use for communicative purpose. The switch in code switching is the switching between sentence boundaries and not just word.
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traditional concepts of motivation dominant in the field of SLA do not take into account the complex relations of power, identity, and language learning. If learners invest their time and effort in learning a second language, they do so with the expectation that their efforts will be rewarded with a “wider ranges of symbolic and material resources, which will in turn,
increase the value of their cultural capital” (Peirce, 1995, p. 17). Learners expect or hope to
have good return on their investment, a return that will give them access to “hitherto unattainable resources” (p. 10). Norton emphasizes that her term of investment conceives of
the language learner as having a complex social history and multiple desires. It might suggest that investment in learning the target language is not static but constantly shifts across time and space. The current study helps to display perspectives of the learners as multilingual English users, why they learn English and how they negotiate learning it. Those perspectives have relationship with Norton‟s concept of investment and contribute to an extension of the
concept of investment in a target language. The investment in the target language becomes the reason why they have enthusiast to learn it. However, it may contribute negatively to national identities if they express concerns more than just an enthusiasm to learn and speak it. The Study
Context of the Study
The setting of the study is English Language Teaching (ELT) Department of Satya Wacana Christian University. It is located in the small city of Salatiga, Central Java, Indonesia. English is not actively used in oral communication in this place. The subject of this small- scale study is the undergraduate students of ELT Department. They rarely have opportunities to communicate orally and directly with foreigners.
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sociocultural view of learning is that language learning is not a neutral process but is “conflictual and transformative”. However in fact, studies on foreign language learning in EFL context illustrates that learners gain more competence in the target language, their identities are contested and become an issue (Block, 2007, cited in Zacharias, 2012).
Participants
For this study, 10 participants ELT Department students were selected. The participants were in the third or fourth year in the English Department. They consisted of 5 female and 5 males. They were trilingual with Bahasa Indonesia, local language and English. Four of them claimed that they were quadrilingual. Two of the participants completed school in other language communities and then moved to Java where the present study is located and acquire Javanese. As expected, the participants had not lived or studied outside Indonesia. Many of them learned and acquired English at school as a school subject.
Table 1 below presents the profile of the participants. Table 1 Wanto Java Javanese Javanese Indonesian English Germany Wina Java Javanese Javanese Indonesian English -
Gino Java Javanese Javanese Indonesian English - Jojo Kalimantan Dayak Dayak
Ngaju
Indonesian Javanese English -
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Bobby Java Javanese Javanese Indonesian English -
Yayas Java Javanese Javanese Indonesian English Mandarin
Instrument of Data Collection
This research used semi-structure interviews in answering the research questions. Patton (1990 cited in Zacharias 2011) stated that semi-structure interview provides a greater flexibility because the order of questions can be changed. Semi-structure interview also provided a bigger chance to follow-up the questions and got richer data.
Table 2 below shows the information of the interviews. Table 2
Subject Date (DD-MM-YYYY) Duration
Wanto 01-06-2012 00:11:18
Wina 12-06-2012 00:11:27
Gino 29-07-2012 00:10:52
Jojo 25-07-2012 00:24:59
Lulu 23-07-2012 00:25:47
Nini 07-06-2012 00:21:51
Patty 27-07-2012 00:20:53
Rena 13-05-2012 00:12:34
Bobby 11-05-2012 00:09:03
Yayas 29-07-2012 00:13:36
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students‟ recount their experiences, opinions and so on. Second, to control the open questions that may arise during the interview. The general idea of interview questions in this study was going to ask about opinion or value questions, but there were interview steps in order to organize a good order of asking and answering. As mentioned by Patton (1987) who offers a set of question types that can help organize an interview, there are behavior, opinion, feeling, knowledge, sensory questions.
This study arranged the questions based the first three set of questions (see the appendix, for the complete interview questions). The first step was behavior questions. The behavior question functions as an opening to begin the interview. One example of this question used in this study was “What languages are you mastered?” and “What language is inside and outside the class?” After the behavior questions, the questions like “How do you
think of the people‟s reaction when you use English for conversation?” revealed students‟ opinion. The last step was the feeling questions were asked to students. The questions like “What changes do you feel after learning English?” asked the students‟ feeling.
Procedure of Data Collection
To conduct the research, I had to do some steps as following:
1. I gathered information of language and identity by reading books which available in the library also by retrieving data from the internet.
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3. I recorded the interviews. The interview took 15- 20 minutes on average and were recorded and transcribed. I prepared a list of questions in English. To anticipate the students do not understand the questions, the interview will be conducted in Indonesian. 4. I analyzed the data. After conducting the interview, I transcribed the recorded interviews
to make it easier for analyzing the data. Data Analysis
The interview data in the study were analyzed using Gee‟s unit of analysis (Elliot, 2005). In transcribing interview data, it was important to maintain the basic unit or the line of discourse that organization speech. Each line was made up of a short sequence of words comprising one “idea unit”. The ends of the lines were marked by the speaker with a short pause and a fall in the pitch of the voice (Elliot, 2005). The analysis focused on the following emerging themes:
1. Negotiating English in public spaces. 2. Negotiating English with native speakers.
3. Investment of learning English and personal gain. 4. Negotiating English with first language and culture.
Elliot (2005 cited in Zacharias 2011) stated that transcribing interview data using Gee‟s unit breaks the context into relatively small units. It focused attention on the practice
detail of what was said. The drawback of this type of transcription was taking long time to listen to the tape and identify the beginning and the end of the line. She advised not to use it for the whole interview transcript. Rather, used it with short sections that you had already identified as being specific interest and needing particular analytic attention.
Finding and Discussion
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in EFL context. Therefore, there are four emerging themes such as (1) negotiating English use in public spaces, (2) negotiating English with native speakers, (3) investment of learning English and personal gain, (4) negotiate English with first language and culture.
Negotiating English Use in Public Spaces.
Similar to Zacharias (2012), the data analysis reveals that the participants navigate English use depending on the context. Some of them adapt to the group they are interacting. In certain contexts, the participants‟ identities are co-constructed through interaction (Ochs, 1993). In Extract 1, Lulu who is fluent in English tends to use English with her friends in public spaces. However, sometimes she encounters rejection when she uses English:
EXTRACT 1
1. Sometime we talked to our friends in café; 2. we know that the context was a public place, 3. when we talked using English, people stare at us 4. they thought that we were boasting something like that. 5. they said they did not understand what we talked about 6. and said to us that we were boasting,
7. they wanted me to be as usual.
8. Until now, they still assume that as elite language.
9. I think that is one of my obstacles for me to be fluent in English.
10.Unconsciously, sometimes I use English word when talking in Bahasa Indonesia or in reverse.
11.When I “code switching”, there are some people who do not like it. 12.I will be assumed as arrogant.
13.For example in café we used English language, we were be assumed as alien or freak.
14.So, sometimes I think to myself, am I wrong using English?
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around her stare at her. They make her feels awkward when using English in public space such as cafe. In line 8, she realizes that English language is still considered as an elite language (Kramsch, 2009). Actually, Lulu does not mean to show off that she can speak English fluently. Lulu says that she just unconsciously uses English in cafe. In the line 12 and 13, Lulu admits that she gets resentment such as be assumed as freak and arrogant when she codes mixing into English unconsciously in café of Satya Wacana during waiting for the next course. Lulu‟s narrative shows that resentment still exists towards using English among particular society that is not proficient in English. She believes that if she speaks using English with interlocutor who is not proficient in English, they interpret her as “boasting”, “showing off” (see line 6) and arrogant (see line 12).
The next participant is a Dayak people from Kalimantan named Jojo. His experience is little different with Lulu‟s experience. Jojo assumes that public places give chance to use English in order to increase his speaking ability. In extract 2 Jojo tells his experience when he uses English outside the class room:
EXTRACT 2
15.Because I have been demanded by the faculty to actively communicate using English,
16.I feel more accustomed with it.
17.I feel English is not a kind of strange language anymore.
18.Learning English so far is very helpful for me, I do not feel any disadvantages yet. 19.I often speak using English outside classroom in order to practice speaking more
fluently,
20.however when I come back to my boarding house,
21.I try to decrease the use of English by speaking slowly and find appropriate term in Dayak or Indonesian language.
22.Because I think if we want to be the part of one group (which is incompetent in English), we have to adapt with the group, right?
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Extract 2 shows Jojo‟s reason why he often uses English in daily life. He wants to be fluent in English, so he uses it as much as possible. As a result, in line 16 and 17, he does not feel English as a strange language anymore. Identity is investment that requires the user/ learner to know when to mask or unmask it (Pierce, 1995). Jojo consciously uses English outside the classroom in order to increase his ability in speaking. However, he knows when he has to mask his identity as English user. When he comes back to his boarding house, he decreases the quantity of using English in order to be accepted by his friends (see line 20-22). It might suggest that he wants to respect his friends who are incompetent in English and talk using Indonesian or Dayak because he knows that too much using English words can distant himself from his friends.
A little different condition experienced by Patty, a Javanese student from Tuntang, Central Java. If in extract 2, Jojo reduces the quantity of using English because he knows that using English too much can distant himself from his friends. Patty‟s experience has different
context from Jojo‟s. Jojo in his boarding house faces his friends who are also educated although they study in different faculty, but at least if Jojo unconsciously using English in conversation, they still understand Jojo as English learner. In the extract 3, the context experienced by Patty is her village environment. She faces people who are less educated. Below is the reaction of the society around Patty when she uses English in conversation: EXTRACT 3
23.As an English student, I have to practice my ability in English, 24.but when I speak English,
25.people (out the class) stare at me and maybe feel jealous because I used English word in my conversation.
(Patty, Interview, July 27th 2012, my translation)
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and feel jealous when she uses English outside the class. Actually, in line 23, she sees public space as good spaces to learn English, but the society give kind of rejection to her because she is considered as a part of elite (Kramsch, 2009).
Overall, the extracts in this section displays the participants‟ awareness of resentment
to language mix and switch into English. The resentment could be form of humiliation (see Extract 1) or just a stare from people who feel annoyed when the participants use English (see Extract 3). Same as Zacharias (2012), code-switching between Indonesian-English and the use of English in public places are viewed negatively as “showing off” or “boasting” (see Extract 1). In certain situation (see Extract 3), those resentment might caused by English is still as an elite language (Kramsch, 2009). Thus, people who are not proficient in it, feel inferior and jealous. However, when Jojo mixes in a certain social group, he has to adapt with the group and sometimes he has to sacrifice his identity as English learner and be more grounded into the language that is usually used by the group in order to be accepted in it (see Extract 2). Everyone is demanded to be wise using the right language in the right way according to the expectation of the member of the society in order to be accepted in it.
Negotiating English with Native Speakers
The participants named Bobby shares his experiences and first assumptions that native speakers are those who speak perfect and accurate English (Zacharias, 2003, 2006). Good NNSs are those who speak English like the idealized NSs. It leads him into a pressure to be like a native speaker. In Extract 4 shows how he negotiates his identity as Javanese and English user in EFL context:
EXTRACT 4
26.At the first time, I wanted to be like native speakers. 27.I tried to speak like them,
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30.humiliated by my friends because my accent. I felt unconfident at the time.
(Bobby, Interview, May 11th 2012, my translation) In the first time entering Satya Wacana, Bobby assumes that the native speaker is the best model for learning English (Zacharias, 2003, 2006). So, he tries to be like native speaker, especially the way he speaks until he gets stressful condition when he cannot imitate native speaker one hundred percent. The pride and pleasure of someone who is language learner in EFL context resulted from praise from the interlocutor. But, a different condition experienced by Bobby who gets humiliations from his friends in campus because he speaks English with Javanese accent (see line 30). In line 29, he feels embarrassed when speaking English in conversation because of his accent. However, in the next extract shows Bobby‟s reasons why he keeps speaking English with his Javanese accent.
Humiliations never make Bobby to stop speaking English in campus. Below is the reason why he keeps speaking English with his accent. The reasons resulted from his ability in searching information in internet and following CCU (Cross Culture Understanding) class in ELT Department of Satya Wacana. His mind becomes more open and realizes that in this world are many different accents. It leads him not to imitate the native speaker as the best model anymore:
EXTRACT 5
31.I: So you keep speaking like that way? Why? 32.Booby: Why am I shame with my accent?
33.I just want to be myself, I proud of my own culture, Javanese”.
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that Bobby does not want “mask” or withdraw his original accent anymore. In line 33, he keeps using English in his own accent because he is proud of his Javanese culture, and ignores the opinion of the society when he speaks like that. It means that language use has highly contextual dependence.
Bobby does not imitate the native speakers and keeps speaking English using his Javanese accent although he gets humiliations from his friends in campus. One of his reason is that he is proud of his Javanese culture. His statements in extract 6 show that he has “investment” in the target language (Norton: 1997). Bobby confesses that now he often uses
English language. He does not care anymore to friends who disapprove of his accent in speaking English because he really believes that the native speaker is not the best model anymore for him. He does not want to reduce the quantity of using English because he wants to be fluent in it. If he feels irritated, more often he uses English to annoy them:
EXTRACT 6
34.More I feel annoyed by people around me; more often I uses English to them. 35.I do that because I think that I am right.
36.Here, I want to be fluent speaking English, so I have to use English as much as possible.
37.Now, I know that I do not have to be like native speaker. 38.I just want to be myself, I am Javanese,
39.and then I will use Javanese accent.
(Bobby, Interview, May 11th 2012, my translation) Peirce‟s (1995) theory of language identity investment for positive gains, these examples demonstrable the switch identity for strategic purposes to annoy, to irritate, to gain “negative”
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understandable for his interlocutor. In line 34, he gets humiliation by the society because they think his Javanese accent is annoying. So, he deliberately speaks English with Javanese accent when he feels irritated to annoy and intimidate them.
In sum, Bobby‟s experience shows his assumptions about native speakers. His investment or his effort on learning English leads him not to imitate the native speakers as the best model anymore. His experience also shows that language use has highly contextual dependency. In the different social situations and context, it has expectations of behavior as well as language use. The participants as the human are social and cultural being, they are affected by the social-cultural contexts and interaction with others. The findings of this theme is that identity is not static but dynamic, expressed by a choice language, and it depends on the social interactive context.
Investment of Learning English and Personal Gain
Another theme that emerged from the data is about investment from my participants in learning English. As I said before that investment is a factor that affects identity construction in EFL context. It suggests that investment is the reason why the participants want to negotiate their English use outside the classroom. For example, one of my participants named Bobby wants to be fluent in English because he has a dream to go abroad and be an English teacher, so he sees negotiating English use outside the classroom or in public spaces as a good chance to increase his ability in English to achieve his purpose: EXTRACT 7
40.Someday I want to go aboard
41.I believe my English will help me to communicate and gather some important information there.
42.Another advantage is I not only know how to learn English
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Bobby has a dream to go abroad someday (see extract 7 line 40). He needs to be competent in English so he “invests” the learning and use of English, and then someday he becomes proper to go abroad and communicate with foreigner (see line 41). Moreover he can gather all the information he need there. Then in line 42, he also tells another advantage in learning English. He wants to be an English teacher (see line 43). Those dreams are the “investment” why Bobby wants to learn English.
The participant named Rena in extract 8 below also shares her experiences in negotiating English use outside the classroom. Learning English more than 3 years makes her more competent in it. She admits that it gives advantages for herself, so it leads her to keep using her ability in English outside the classroom to access a lot of information from the internet for her assignments:
EXTRACT 8
44.I understand using technology after for about 4 years learning English deeper. 45.For example, when I operate computer and access internet because as we know
that every program in computer is in English. So, my ability in English is very useful.
46.Then, I capable to chat in social media with foreigner so I can practice to be more fluent in English.
(Rena, Interview, May 13th 2012, my translation)
Almost all the computer language translated in English. It demands people to be competent in English. So, they can operate it well and access all the information in the internet. It happens in Rena‟s experience in extract 8 line 44 that by learning English for about 4 years, she can
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The next participant is Wina. In extract 9 shows that learning English gives opportunity to her as student of ELT Department in Satya Wacana to have conversation outside the classroom with native speakers that possibly enhances her status as English user. She feels happy if she can communicate well with the native speaker because it means that her English learning is not useless at all:
EXTRACT 9
47.The advantage that I have got after I learn English here is I can speak it fluently. 48.It also gives me opportunity to communicate with native speakers if I meet with
them.
(Wina, Interview, June 12th 2012, my translation)
Similar to Rena in extract 8, Wina also confesses that learning English in English Department gives advantages so she can speak it more fluently (see extract 9 line 47). She “invests” the
learning of English to be good in communicating with native speaker. English as international language gives opportunity to people to communicate with other people although they have different language or social background. In line 48, Wina is now ready to communicate with native speakers if she has opportunity to talk with them because she is fluent and competent in English.
Another experience showed by Wanto in extract 10. He uses his ability in English outside the classroom to gather important information in doing the college‟s assignments. He uses internet and some books written in English to get certain information for his assignment: EXTRACT 10
49.I feel developed after I learn English
50.we know that almost the information is written in English. 51.So, I can get information that I need easily.
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Almost similar as Rena in extract 8, Wanto tells his feeling in extract 10 above. He is still studying English in ELT Department. In line 49 he has felt the development from learning English. As I state before, English as the international language gives opportunity to people to master the technology because almost all the information in the internet written in English. Wanto uses his competence in English to find the information he needs to help him finishing some assignments from lecturer.
In extract 11 below, a participant named Nini shares her personal gain since learning English for about four years in ELT Department. She is criticized by people around her when she uses English. However she keeps using English and admits that it is useful for her to open and access the worldwide because English is an international language:
EXTRACT 11
52.Yes, from my point a view, I get changed. 53.I feel more open.
54.People usually ask why I learn English; in other side I do not really master my national language, Bahasa Indonesia.
55.I think it was for skeptic people.
56.If we learn English, our mind will be open.
57.It is easier to get information, such as in searching the material for my assignment.
(Nini, Interview, June 7th 2012, my translation)
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and society. Although, she often gets kind of resentment from people around her, she keep learning English because she know English is useful for her.
Norton (1997) stated that she has used the term investment to “signal the socially and historically constructed relationship of learners to the target language and their sometimes ambivalent desire to learn and practice it” (p.411). She concerns on what the learner‟s
investment in the target language is and how the learner‟s relation to the target language is historically and socially constructed. The learner has a complex history and multiple desires and that investing in the target language is an investment in the learner‟s social identity which changes across time and space. If learners invest their time and effort in learning the target language, they do so with the expectation that they will be rewarded with a “wide
range of symbolic resources, which will in turn increase the value of their cultural capital” (Pierce, 1995, p.17)
Negotiating English with First Language and Culture
Knowing a language gives a chance for one to cross to another cultural border and access the idea of another culture. It brings along with it an exposure to alternative views and ideas. It also can facilitate a more reflective and critical attitude toward one‟s own culture. In extract 12 below shows Lulu‟s experience related to negotiate her culture with other culture in a public space. In ELT Department, Lulu learns how to speak, listen, write, and reading in English. She uses her competency in reading English text to find some important information. She reads novel of English writer to understand their opinions and ideas. By reading some cultural book, thus she can cross the cultural border and understand that every place and society have different cultural value. She also capable to make comparison with other cultural (US culture) to reflect on her own culture (South Sumatera):
EXTRACT 12
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59.I say “see you then”, they are like ignore it. 60.They say thank you, then yes that‟s it.
61.So, if I meet with foreigner again, talking about “goodbye” or “see you then” maybe would be too privacy.
62.Actually, I want be like friendly to them but they respond so flat.
63.I was told by my teacher, if we met a foreign people, then we asked “where are you going?” it was included into impolite question.
(Lulu, Interview, July 23rd 2012, my translation) Being proficient in English enables Lulu to transcend their cultural boundaries and access the world views and ways of thinking or others (see extract 12 line 58). Furthermore, many writings from all over the world have been translated into English. Actually, in extract 12, Lulu shares that she can read about differing views that helps to broaden her mind, even if she doesn‟t necessary agree with some of the ideas.
Multilingual English are also associated with the behavior inside the class. The participant in the extract 13 below is Javanese girl named Patty. Javanese sees silent is gold. It leads her to be silent in the class:
EXTRACT 13
64.The one of my obstacles is I am a person who assumes that teacher is the source of knowledge,
65.so in the class I just sit down and listen to my teacher. 66.But now the condition is no longer like that.
67.I am demanded to be more active in the classroom.
68.It may because I am the Javanese person who is known as silent person. 69.I am demanded to express my own opinion and ask question if it is
needed.
(Patty, Interview, July 27th 2012, my translation)
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student like Patty tends to silent inside the class. It is considered as her obstacle in the learning process. In the ED, she is demanded to be more active in the learning process. Palincsar and Brown (1984) stated that actually active learning can be more attractive for the learner than more passive forms of learning because the learner can become more motivated and interested when the learner has a say in his/her own learning and when his/her mental activity is challenged. It might suggest that being involved in the decisions about learning the learner can connect to the prior knowledge, needs and interest. For example, Patty is demanded to be active in discussion in order to be more understand the topic.
Tension between Patty‟s Javanese culture and English culture is not only related to
behavior inside the class but also manner in calling someone. Different language means different culture. Patty learns English and gets different culture from her Javanese culture. In extract 14, Patty reveals her experience in manner of calling someone‟s name in this kind of
situation below: EXTRACT 14
70.As you know that I am a Javanese.
71.Usually if I call someone who is older than me with “Pak or Bu” (Mr or Mrs), 72.but one of my lecturer asked me to call her with the name only.
73. I think that is very impolite for my culture. 74.It means that you do not respect her.
(Patty, Interview, July 27th 2012, my translation)
In extract 14, Patty also tells her experience related to a manner in calling someone. As Javanese girl, she should call someone who is older than her with “Mr or Mrs” (line 70 and
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shows that English offers another cultural prism which to view life. It also allows her to slip in of one‟s cultural boundaries.
In sum, all languages carry within them a particular worldview and a particular culture. The language we acquire determines the way we construct our vision of the world (Kim, 2003). Thus, if the learners have only learnt and exposes to writings and texts written in Indonesian, they would have acquired literacy through one worldview and one cultural lens. So, by learning other language, in this case is English, they know its culture within the language.
Conclusion and Pedagogical Implication
This study aims at investigating students‟ strategies in negotiating their English learning outside the class room in EFL context. Although the study is carried out on a small scale and does not reflect the identity of all multilingual English users (MEUs) in Indonesia. It might give insight into identity construction of MEUs in EFL context.
Similar to Zacharias (2012), a major finding is founded that the participants in this study are fully aware to the effect of using English to their Indonesian‟s identity and it is
contrary to Pramono‟s (2009) assumption. For example, experiences of the participants when
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The second major finding is that the participants “invest‟ their English learning.
Someday one of them wants to go abroad and he believes learning English will be very useful for him to communicate and gather important information there. That investment leads him to be active using English outside the classroom in order to be more fluent and competent in it. Learning English also gives advantages in mastering technology because almost all the information translated in English, then they can get it faster and easier. It support Norton‟s
(2000) statement that if learners invest their time and effort in learning a target language, they do so with the expectation that their efforts will be rewarded with a good return that will useful in the future.
The next major finding is that the participants‟ point a view is changed after for about
4 years learning English. They feel more open minded. They can read the information related to culture furthermore the information written in English. From that information they know the tradition of other culture such as US culture, so if they meet people from US or go there, they could adapt with the current tradition well. According to Kim (2003), being proficient in English enables the participants to transcend their cultural boundaries and access the worldview and ways of thinking of others. So, they acquire literacy through one worldview and one cultural lens.
However, this study still has limitations. The first limitation is the number of participants (n=10). Bigger number of participants will be more beneficial for the reliability of the further studies. The second limitation is on the limited participants‟ understanding on the identity itself. Most of the participants are still confused about the impacts of English to their MEU identity in EFL context. Therefore, having participants who have studied English longer than the participants in this present study will be more valuable.
Finally, the present study reveals the participant‟s struggles and their strategies in
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the search for acceptance and belonging. This kind of study points to the importance of the teachers to introduce and focus on second language identities, nonnativeness, multicompetence, and multilingualism in their programs and existing courses (Zacharias, 2012). The present study also points to the importance of multilingual narrative. It can be helpful for multilingual English users (MEUs) to reflect on issue related to language, culture and identities. By reading the multilingual narrative from other MEUs makes students will not feel lonely in doing their multilingual journeys. Moreover they can relate their struggles and experiences to other MEUs.
Acknowledgement
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References
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Appendix
Question for the interview are:
1. Berapa lama Anda belajar bahasa Inggris? How long do you learn English?
2. Dapatkah Anda menceritakan latar belakang Anda? Can you tell me your identity background?
3. Mengapa Anda belajar bahasa inggris? Why do you learn English?
4. Berapa bahasa yang anda kuasai? Sebutkan apa saja? How many languages do you learn? Please mention it.
5. Kapan anda menggunakan bahasa- bahasa itu? Untuk tujuan apa? When do you use those languages? For what purpose?
6. Keuntungan atau kerugian apa yang Anda dapatkan setelah belajar bahasa Inggris selama 3 tahun ini di PBI ini? Hal-hal apa yang anda dapatkan?
What are the advantages and disadvantages since learning English for about 3 years in ELT Department? What have you got from it?
7. Bahasa apa yang sering Anda gunakan di dalam kelas? Mengapa? What language do you use inside the class? Why?
8. Lantas bahasa apa yang Anda gunakan diluar kelas? Mengapa? Then, what language do you use outside the class? Why?
9. Seberapa sering Anda menggunakan Bahasa Inggris di luar kelas? How often do you use English outside the class?
10.Apa reaksi masyarakat ketika anda berbicara bahasa Inggris? What are the reactions of the society when you use English?
11.Perubahan- perubahan apa saja yang anda rasakan ketika Anda semakin menguasai bahasa Inggris?
What changes do you feel after mastering English?
12.Perbedaan apa saja yang anda rasakan ketika belajar bahasa Inggris dengan ketika Anda belajar bahasa Indonesia?
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13.Apakah Anda merasakan ganjalan/ hambatan ketika mempelajari bahasa Inggris? Apakah ada ganjalan- ganjalan yang bertentangan dengan nilai yang anda pegang?
What are the obstacles when you learn English? Are there any obstacles which are contradictory with your cultural value?
14.Lalu bagaimana Anda menggambarkan identitas diri anda setelah belajar disini selama kurang lebih 3 tahun?
