EFL CONTEXT
THESIS
BY
ANAS FAWAID NPM: 22002073027
UNIVERSITAS ISLAM MALANG POSTGRADUATE PROGRAM
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM JULY 2022
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TEACHERS’ ATTITUDE TOWARD TEACHING AND LEARNING ELF IN EFL CONTEXT
THESIS Presented to
Universitas Islam Malang
In partial fulfillment of the requirements for the degree of Magister in English Language Program
BY
ANAS FAWAID NPM: 22002073027
UNIVERSITAS ISLAM MALANG POSTGRADUATE PROGRAM
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM JULY 2022
Fawaid, Anas. 2022. Teaching English as Lingua Franca: EFL Teacher’s Perception. Thesis, English Language Education Study Program, Postgraduate Program, Universitas Islam Malang. Advisors: (I) Dr. Dzul Fikri, S.S., M. Pd., (II) Dr. Dra. Mutamainnah Mustofa, M.Pd.
Keywords: english lingua franca, teacher’s perception.
In recent years, the notion of 'English as a lingua franca has emerged to characterize communicative exchanges between and among speakers of diverse first languages. ELF is a growing area that focuses on and reflects the reality that many non-English-speaking users use English to interact with one other rather than native English speakers under global English, which includes all English(s) used across the world. The term ELF extends beyond conventional native and nation-bound varieties, and ELF users are free to accept, modify codes, and create new types of Englishes that differ from standard Native English requiring no native speaker sanctions by "skillfully co-constructing English for their own purposes" by "skillfully co- constructing English for their own purposes".
The researcher focuses on the teacher’s perception about the application of English lingua franca. The aim of this study is to investigate the teacher’s perception about the application of english lingua franca in SMA Unggulan Haf-sa Zainul Hasan Genggong Probolinggo.
The descriptive qualitative method was chosen to be used in this study. The researcher obtains the data by using interview guideline. After conducting the interviews, the interview data will be transcribed, analyzed, and interpreted qualitatively to document and refine the research findings.
The results of this study reveal three themes: learning objectives, learning materials, and learning strategies. The results of this study also indicate teacher responses or perceptions are positively related to the application of ELF in English teaching and learning activities, according to Mrs. Aini, by applying the ELF approach in learning can make students more active,
communicative and not feel burdened by school rules that require the use of full English when learning.
CHAPTER I INTRODUCTION
In this chapter, the writer discusses the general background of the research.
There are several points explained in this chapter including: context of the research, focus of the research, objective of the research, research assumption, scope and limitation of the research, significance of the research, and definition of key terms.
1.1 Background of the study
The notion of English as a lingua franca (ELF) and worldwide ownership of English offers a significant challenge to the English language teaching (ELT) community. As there are various Englishes that are currently being used as a
communication tool among multilingual speakers from various cultures (Akkakoson, 2019; Boonsuk & Ambele, 2019; D'Angelo, 2012; Jenkins, 2009; Prabjandee, 2020;
Seidlhofer, 2001), educational stakeholders must reconsider whether it is still necessary to adhere their teaching and use of English to standardized English (e.g.
British and American English).
In response to this challenge, the ELT industry and practitioners have
acknowledged that ELT learning objectives must be reviewed and integrated in order to build teaching approaches that relate to the reality of English usage in the current global linguistics scene (Galloway & Rose, 2015; Jenkins, 2015). On the other hand, it has been stated that utilizing a standard EFL framework to achieve native-like
English competency is no longer acceptable or feasible because it creates no awareness and does not prepare learners for today's many English varieties. Canagarajah (2005), Jindapitak (2019), and Tantiniranat (2019) all suggested it (2019), While English is used for communication between people from various backgrounds all over the world, stressing a single English variety generated from cultures or groups of people from the Inner Circle nations in a classroom is considered as impractical and unachievable.
According to Seidlhofer (2001), "the idea of ELF should go beyond the conventional native norm and nation-based variants". ELF users "skillfully co-construct English for their objectives by seeing the language as a shared communication instrument in which they have the flexibility to adapt, code-switch, and establish new methods that differ from native English standards" (Jenkins, 2011). Seidlhofer (2011) agrees, that ELF "is indeed the process of language dynamics through which the language is modified and evolved to meet the different conditions of its usage". Appropriation of the language as a lingua franca inevitably concentrates attention not on what is proper English as a reference to standard or native-speaking standards, but on what is proper English as a reference to standard or native-speaking standards. also on what is
appropriate for new and varied communication and interactive goals.
In this sense, educational stakeholders might be encouraged to have a say in such
directions so that ELT can be altered more realistically to meet new landscapes of English inside the ASEAN area (ASEAN). English is currently used as a method of communication among multilinguals who learn English as an extra language in ASEAN (Boonsuk & Ambele, 2019;
Kirkpatrick, 2012, 2014). This phenomenon gives fresh insight on whether to teach and use English based on native norms (British or American English) or the learners' context and
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surroundings (for example, where they live, how they use English in their cultures, and with whom they mostly communicate).
The ultimate learning aims for ELF users, according to Kirkpatrick (2012), is a shift from a local focus to a multilingual one. Many researchers have argued that ELT should not be
structured to exactly follow the mainstream English (example, American and British) and native speakers of English (NSE) models since learners are already bilingual or multilingual (Baker, 2012; Dewey, 2013; Jenkins, 2009; Jindapitak & Boonsuk, 2018; Kirkpatrick, 2014; Prabjandee, 2020). ELT designs for ELF environments such as ASEAN, which includes Thailand, should consider practicality and contextual usage. As a result, the notion of English nativeness should not be prioritized in ASEAN ELT.
As a result, the teaching philosophies of Inner Circle influences (such as those from the United Kingdom and the United States) that favor native speaker teaching paradigms must be reviewed (Blair, 2015, p. 99). Some scholars appear to be in favor of this new approach of incorporating ELF into ELT. McKay (2009), for example, recommended that "dependence on a native speaker model as the educational aim must be laid aside". Rather than pushing students to mimic native English speakers, educators should investigate, respect, and teach the authentic language techniques and styles used in the students' social circumstances.
There are some previous studies related to this research. The first previous study was conducted by Boonmoh, Jumpakate, and Karpklon on teacher perceptions and experiences in using technology in the classroom (2021). This study discusses about how high school teachers utilize technology in the classroom and what they think about technology in general. According to the findings of this study, most instructors are familiar with electronic tools and have
implemented them in their classes. Certain technologies are already utilized by all instructors, whereas networked educational technology tools are only used in a few classes.
Second previous study was conducted by Ambele and Boonsuk (2020). This research investigates the EFL learners’ perception toward the application of ELF in ELT classroom. The results show that students have a positive perception where most of university students as respondents in this study agreed that ELT activities in Thailand would be more practical and applicable if using the ELF approach in the context of EFL. The third previous study was conducted by Al-Sharah, Awwad, Hamid, Shukri, and Ariffin (2021). This study examines EFL teachers' perspectives on teaching English during the pandemic, which was done in Jordan.
According to the findings of this study, instructors must prioritize subject matter knowledge as well as socio-affective skills as a result of the pandemic. the findings reveal that instructors see pedagogical expertise as the least significant aspect of teaching EFL.
And the fourth previous research here is about the use of the first language in foreign language teaching. This previous research was conducted by Perdani (2021). This study
investigates about what extent and in what way L1 is used by teachers in their English teaching classes in terms of teaching stages, including pre-teaching, while teaching, and post-teaching in the classroom. The results of this study indicate that most teachers use Indonesian as L1 in the teaching stage when they deliver the material. They use L1 to clarify students' understanding of the given material and explain English concepts, grammatical concepts, and difficult words.
besides that, they also think that using L1 helps teachers and students in teaching and learning English as a foreign language.
From the previous studies. There are gaps in these studies. The first previous research focused on teacher perceptions and experiences in using technology in the classroom. While the
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second previous research focuses on the student perceptions regarding the application of ELF in the ELT context, where the research was carried out in Thailand. The third previous study focuses EFL teachers' perspectives on teaching English during the pandemic. And the last previous research focuses on the use of the first language in foreign language teaching.
This research is different from the previous research that researcher explained before.
Other researches explained about teacher perceptions and experiences in using technology in the classroom, EFL learners’ perception toward the application of ELF in ELT classroom, teachers' perspectives on teaching English during the pandemic, the use of the first language in foreign language teaching, while this research try to analyze about the application of English lingua franca particularly to investigate the teacher’s perception about the application of English lingua franca. Therefore, this research needs to be observed in further discussion about teacher’s perception when applying English lingua franca in ELT classroom.
Based on the phenomena the researcher will focus this study in SMA Unggulan Haf-sa Zainul Hasan Genggong Probolinggo especially in the eleventh grade. SMA Unggulan Haf-sa Zainul Hasan Genggong Probolinggo is chosen as the research location because of this school is applying ELF in teaching- learning process. Besides that, this school Require the use of full English when teaching English. So this school is appropriate to become a place of research for this study. In addition, in Indonesia, it is still rare to reveal about the implementation of ELF in the ELT classroom.
Therefore, based on the phenomena and previous study the researcher wants to focus to examine the teacher’s perception about the application of ELF at SMA Unggulan Haf-sa Zainul Hasan Genggong Probolinggo. Because ELF has been applied in this school mainly in English subjects. So the researcher will try to examine this based on existing theories. For this reason,
this study is entitled “Teacher’s Perception on Applying ELF in ELT Classroom”. I’m interested in this title because teacher’s perspectives on the educational environment have a significant impact on how students acquire, retain, and use knowledge, attitudes, and abilities to change their perceptions of their environment.
1.2 Research Question
Based on the background above, the research question is formulated as these following question:
1. What is EFL teacher attitude toward teaching and learning as lingua franca in EFL context?
1.3 Research Objectives The objective of the research is,
1. To describe the perception of teacher towards applying an ELF approach in ELT classroom.
1.4 Significance of the Research
In this research, there are two types of importance: theoretical significance and practical significance. Theoretically, the findings and outcomes of this study can be an academic
contribution that the use of ELF in ELT can make it more responsive to contemporary English practice and demands. Responsive here refers to expressing opinions or asking questions int the class when learning english.
Practically, the researcher expects that this research will benefit and contribute to university students, as well as students in general, in understanding that the major objective of ELF in teaching English is fluent performance in communicating, not seeking or comparing with native speakers so that students do not feel burdened in learning English.
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1.5 Scope and Limitation
The scope of this study is only in XI classroom in SMA Unggulan Genggong Probolinggo. As the limitation, this study only discusses about the teachers' perception of
appliying an ELF approach in ELT classroom. Only one participant for this research because the researcher had difficulty to find teacher who applied ELF in teaching.
1.6 Definitions of Key Term
A definition of key terms is required to avoid any ambiguity in meaning. The use of a keyword to explain a topic was required for this thesis research. The researcher will explain the phrase that might be utilized by the researcher in this term: As stated in the description:
1. English Lingua Franca
ELF is perceived as a shared communicative tool in which they have the freedom to adapt, code-switch, and build new ways that differ from native English norms. In this study, the teacher applied the ELF approach in the ELT class where the teacher did not require his students to have an accent like a native speaker when speaking but emphasized more on understanding each other's intentions or messages to be conveyed.
2. EFL Teacher
As we all know, EFL stands for English as a Foreign Language, and an EFL instructor is someone who teaches English at XI class in SMA Unggulan Haf-sa Zainul Hasan Genggong Probolinggo.
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CHAPTER VI
CONCLUSION AND SUGGESTION
At the end of this thesis, the writer will present some conclusions that can be drawn and suggestions based on the research findings.
6.1 Conclusion
The purpose of this study was conducted to investigate about teacher’s perceptions in applying ELF in teaching and learning activities at SMA Unggulan Haf-sa Zainul Hasan Genggong Probolinggo. And to answer the research question of this study, researcher used interview guidline given to teacher to find out her
perceptions about the application of ELF in teaching and learning activities. Based on the findings of this study, it shows 3 themes in general, namely learning objectives, learning materials and learning strategies. Findings in the field also show that teacher responses or perceptions are positively related to the application of ELF in English teaching and learning activities. By using the ELF approach when learning can make students more active, communicative and not feel burdened by school rules that require the use of full English when learning.
In addition, the application of ELF in teaching and learning activities will not make it difficult for students because students are given the freedom to use English and do not have to be the same as native speakers when
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speaking, but rather emphasize on understanding each other's intentions even though the English pronunciation is not the same as that of native speakers.
6.2 Suggestion
In this study the researcher's focus on senior high school teacher’s perceptions about the application of English lingua franca in teaching and learning activities. And if there are other people who will do the same research as these research it would be better if the researcher expanded the topic to a higher level such as university lecturer or about students’ perceptions about the application of English lingua franca in teaching and learning activities.
Beside that this study proposes that future studies may investigate the effects of the application of English lingua franca in teaching learners of English foreign languages, using an experimental approach to evaluate significant learning, because in Indonesia also it is still rare to reveal the implementation of ELF in the ELT classroom.
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