Language Identities of Multilingual College English Learners in Indonesia

In every learning situation or environment, human psychology plays a significant role. English speaking is a language skill that is highly affected by human psychology. This research aimed at describing the psychological factor that affects negatively the English speaking performance for the English learners in Indonesia. A descriptive qualitative design was used to conduct this research. The research was consisted of theoretical review, field notes, observations, and unstructured interviews. The participants were 20 students. The data were analyzed using the interactive analysis technique developed by Miles and Huberman (1994). The results of the research reveal that the psychological factor truly affects negatively the students' English speaking performance. Although most of the students think that they have good level of English vocabulary and grammar, they are insecure while speaking English. Most of the problems were (1) Fear of making mistakes (2) Feeling shy (3) Feeling hesitated (4) lack of confidence while speaking English. Finally, some suggestions expected to be significant remedies to overcome the problem were proposed by the researcher.

One important aspect of English language learning is vocabulary. However, the availability of vocabulary proficiency tests, both manual and computer-based, is still limited. Almost all currently existing vocabulary tests are monolingual and have not accommodated the needs of EFL learners. The objective of this study was to develop a web-based vocabulary size test for English learners in Indonesia. It consisted of 6 stages, namely: (1) needs analysis; (2) corpus selection and corpus data analysis; (3) sampling to select words from corpus data; (4) generating test items; (5) developing a web-based version of the test and pilot study; and (6) reflection and evaluation. Pilot study involved having a sample group of English learners in Indonesia try out the designed vocabulary size test. A paired-samples t-test was then used to determine whether there was a significant difference between the learners’ scores on the designed test and those on a free online vocabulary size test not specifically designed for Indonesian test takers. The t-test indicated that there was a significant difference between the designed test scores (M=6433, SD=1169) and free online test scores (M=5700, SD=1616); t(35)=-3.597, p = 0.001. The identifiable factors which seemed to contribute to this difference were different corpus data (COCA vs. BNC), different varieties of English (American vs. British), and different formats (bilingual vs. monolingual). Despite the difference, there was a positive correlation between the two tests (Correlation = 0.657) meaning that higher scores on one of the tests equals higher scores on the other.

Language learning is the manifestation of language policy. As English has been decided to be a foreign language not the second that potentially provide more opportunity for the language to occupy Indonesian socio-political, economic, and cultural aspect but has been regarded endanger their “preservation”, some considerations in English language planning in Indonesia especially in higher education need to be reviewed when English is also regarded as the most important language used in academic atmosphere. The claim of the existance of paradox between the language policy and the academic community’s demand toward English does not probably exist. There might be a missing link between the policy in the level of macro, meso, and micro. This article is intended to analize the status of English in Indonesia and investigate the fact of EFL in higher education in Indonesia to provide implication for future language education planning

The purpose of this study was to find phonological errors that students make when they pronounce vowel diphthongs. Researchers also asked what type of vocal diphthong sound students most often said in tenth grade. Grade X students of the 2021/2022 school year are the subjects of this study. This study used a quantitative descriptive approach. Researchers randomly selected 60 samples from 395 individuals. The tool used is the English Vowel Diphthong word pronunciation test, which includes eight types of English vowel diphthongs with two focus words for each type. Furthermore, a voice recorder is employed to capture the students' pronunciation. Findings showed that students made 339 word mistakes. The pronunciation of X graders shows the most frequent types of vowel diphthong errors: Diphhongs [ɔʊ] with the focus word "although" experience 72% of total errors, Diphhongs [ʊə] with the focus word "during" experience 65% of total errors, and Diphhongs [aɪ] with the focus word "sacrifice" experience 61% of total errors.

This research is being conducted to examine and explain the results of using nursery rhymes in improving vocabulary skills among young English learners in Indonesia. This study focuses on whether the use of nursery rhymes in English teaching will significantly improve vocabulary mastery among Indonesian elementary learners. Two English teachers and eighty students from two elementary schools in Depok-Sleman, Yogyakarta, Indonesia who are in third grade and aged between eight and nine years participated in this report. The theoretical basis of this current study is based on the concrete theory of learning by Ausubel, the theory of social constructivism by Vygotsky and the theory of second-language acquisition by Krashen. This research employs the quasi-experimental approach, the experimental group was taught English using nursery rhymes and the control group was taught over a span of eight weeks using traditional method. Pre-test and post-test instruments were used to collect data for the analysis. The results suggest that the use of nursery rhymes substantially improved average vocabulary scores for the students. Students from the experimental group also performed significantly better in matching the vocabulary with the correct image, matching the English vocabulary with its synonyms in Bahasa Indonesia and filling in the blanks with the right choice of English vocabulary compared to their counterparts in the control group. This study asserts that the use of nursery rhymes can significantly enhance the awareness of vocabulary among students. This research also has significant pedagogical implications and developments on the use of nursery rhymes to teach English vocabulary. Hopefully the Indonesian Ministry of Education and Teacher Education Division will train teachers to use nursery rhymes to develop English vocabulary for young learners.

The purpose of this study is how to enhance cultural awareness for English learners in Indonesia. Culturally, the learners have got accustomed to using Indonesian mind set or Indonesian expression style rather than native English style. The aim of teaching learning language is that learners should have communicative competence. The communicative competence model (Celce-Murcia et al) introduces that the main competence of communicative competence is discourse competence. The discourse competence can be achieved if the learners have socio-cultural competence, linguistic competence and actional competence. It means that teaching English involves not only knowledge of linguistic aspects and speech act or rhetoric aspects but also socio-cultural aspects, certain features and characteristics of the culture. In the teaching learning process, language and culture are considered interconnected. It can be stated that a language is a part of culture and a culture is a part of a language. Language cannot be taught without reference to cultural context. By understanding socio-cultural contexts, learners can encounter the factors of cultural differences. English teachers should acknowledge English expressions to the learners in English cultural contexts. In order to help teacher in assisting learners to overcome cultural problems, some activities recommended are role plays, simulation, games, readings, watching English films, inviting native speaker to attend a classroom, giving assignment to the learners to meet native speaker, and cross cultural gathering with expatriates. Thus, the English learners are expected to be able to use English as a means of communication in various spoken and written English contexts. Moreover, the development of the learners?óÔé¼Ôäó cultural awareness leads them to more critical thinking. The learners are more creative and have a sensitivity of culture in producing English utterances. In other words, the learners should have made efforts how to use English communicatively. Pedagogical implication for teaching English as a foreign language should consider English cultural elements integrated in English teaching-learning activities in order to gain communicative competence. Regardless of different point of views, the aim of this study provides necessary information of cultural awareness for the English teachers and learners and that of teaching learning activities incorporating the target language and its culture. Keywords: ?é?ácultural awareness, communicative competence, socio-cultural competence

In a Foreign Language setting, the target language is not used widely in the society. It is mostly learnt and used in the classroom contexts. Consequently, learners do not have sufficient language input. As a result, learners are mostly reluctant in using their foreign language which leads to their language acquisition. One of possible strategies lays on the learners themselves in their target language learning strategies. The similar condition fits perfectly to English learners in Indonesia. This research aims to identify the language learning strategies the secondary schools’ students in Yogyakarta. The survey inventory of language learning (SILL) version 7.0 covering six categories’ strategies namely Memory, Cognitive, Compensation, Metacognitive, Affective, and Social is used to investigate the English language learning of the current research participants. The data taken from the secondary schools in Yogyakarta. This study focused on the most frequently used strategy by the secondary school students and describe their difference of strategy in learning the language. From six categories of language learning strategy, there were no strategy used in the high level. As the analysis resulted on the Medium used (M between 2.5 to 3.4). This score indicated that all six of learning strategies are normally used by the students. In addition, the most frequent strategy used by the secondary students is the metacognitive strategy

Conversational implicature comprehension strategies used by English learners in Indonesia

To enhance students’ ability in listening skill, the lecturer needs to understand what problems faced by their students. Since listening is still a big issue for English learners in Indonesia, so the processing of Top Down and Bottom Up need to be figured out. Top-Down processing refers to the use of schemata or knowledge of learners to understand the information received, while the Bottom-Up processing refers to the process of understanding the information through the analysis of sound, sense of the word, and grammar. This study wanted to investigate what problems do students have in learning listening since the observation result showed that students’ listening grade is low. A case study research design was applied in this study. Thirty students of first semester of Universitas PGRI Semarang in the academic year 2015/2016 became the sample of this study. The data were collected through observation, questionnaire, and interview. The result showed that 90% of the students found that Bottom Up processing is more problematic than Top Down processing (10%). The interview result showed that 44% students have difficulty in vocabulary and 56% in pronunciation. Those problems make them difficult to catch what the speaker says. It leads to another problems that is Top Down processing which needs Bottom Up as the basic competence. Therefore, it suggests to lecturer that Bottom Up, which involved vocabulary and pronunciation, is matters for students to achieve the listening competence well.

The emerging interest in using literature to teach English has not yet highlighted the significance of Islamic literature within Indonesian educational context. This article presents the portrayal of Islamic literature in English language teaching (ELT) study area and offers a possible conceptual model of integrating Islamic literature into ELT. Following a library research method, with the corpus consisting of fourteen stories and one poem derived from fifteen books, the findings of this study show that: most works of Islamic literature are designed for fluent readers; the presentation of Islamic literature is dominated by Middle East and Western writers; and the Western writers are not always sensitive to the symbols glorified by Muslim English learners in Indonesia. As to deal with the above findings, this study proposes a conceptual model consisting of input, process, and output elements. Not only does the proposed model strengthen the position of Islamic literature, but it also integrates the Islamic literature into English language teaching so that it could reach both fluent readers and beginning readers. The output of the proposed model, abridged and unabridged texts of the Islamic literature, can be utilized to teach vocabulary, grammar, the four basic skills of language, and Islamic values.Â

This study investigates the impact of interactive digital storytelling apps on vocabulary acquisition among young English learners in Indonesia. A quasi-experimental design was employed, involving 60 students aged 8-10 years, divided into an experimental group using digital storytelling apps and a control group using traditional storytelling methods. Over a 6-week intervention period, both groups were assessed using pre- and post-tests to measure their vocabulary acquisition. The results demonstrated that the experimental group showed a significant improvement in vocabulary acquisition, with a 30% increase in post-test scores compared to a 15% increase in the control group. T-test analysis confirmed the statistical significance of the differences in vocabulary acquisition between the groups (p < 0.001). The findings suggest that interactive digital storytelling is effective for enhancing vocabulary acquisition and engagement in young English learners. The study underscores the potential benefits of integrating technology into early language education while addressing practical challenges such as teacher training and access to resources. Future research should explore the long-term impacts and broader applications of digital storytelling in language learning.

The purpose of this study was to analyse the media used in ELT textbook for beginners based on local characteristics of students by showing the data from analysed textbook, which is inappropriate for the the young learners in Indonesia, and this media made the teaching learning process ineffective and inefficient. Descriptive research design was applied in this study. The technique for collecting the data was quantitative approach. There were three (3) textbooks commonly used in primary level grade 4 in Indonesia. Those three were analyzed based on the local characteristics of students using demographic analysis. The result shows that only 5.6% of the media was related to local characteristics of students since the rest were to related general and foreign characteristic which reached 49% and 45.4% respectively. Therefore, the reason why the Englishlearners in Indonesia particularly on primary level grade 4 could not reach the standard of English Learning was because the media was 94.4% not related to the local characteristics of students.

Educational contexts are the primary sites for the promulgation of linguistic ideologies and for determining the linguistic market for a language. English language in Pakistan is considered vital for mundane, official, and academic activities hence its learning gains currency in the polity. Conversely, the learning outputs are unsatisfactory which necessitates understanding how English language learners perceive themselves concerning the languages they are taught in the educational context. This study explains the language identity for Urdu (L1) and English (L2) of Pakistani undergraduate English as second language (ESL) learners for institutionally recognized and prescribed languages in the national curriculum to explicate the interplay of language and identity of learners in educational settings. Learners’ demographic profiles (previous education, schooling system, language proficiency, and family’s socio-economic status) were also inquired to understand relationship variation across demographic traits. A validated survey questionnaire was administered to a sample (N=316) comprising male and female students from 28 different programmes at a large public university in Karachi. Descriptive analysis and one-way ANOVA were carried out using the IBM SPSS 22 version. The findings attest to learners’ hybrid identity revealing attachment neither with L1 nor to L2. Learners acknowledged the privileged status of the English language in polity and preferred British English compared to the indigenous variety of Pakistani English [PakE] echoing the language ideologies permeated through the Educational context. They also endorsed English language speaking skills for gaining higher recompenses in society however deluded themselves in code[1]switching instead of practicing speaking skills. Besides, no significant difference was found in the language identity of ESL learners across demographic traits. The study has strong implications for devising language policies for education and adopting pedagogical approaches calling to accentuate language identity as a catalyst in the teaching-learning process and not considering linguistic diversity a barrier in the multilingual context.

<p>This research aims to find syntactic complexity of the abstracts in the undergraduate thesis written down by university learners in Indonesia and the ones written down by native speakers of English. The characteristics of syntactic complexity produced by Indonesian learners and the learners who are the native speakers should also be analyzed. It is possible to extend the type of syntactic complexity found in academic texts. In the end, those extensions should be characterized the English language used by Indonesian learners. The data is gained through downloading the abstracts of the undergraduate thesis in the academic year of 2015-2016 from the UBM English Department alumni database. The data regarding the abstracts written down by the native speakers is downloaded from the reputable universities in The United States of America. After that, the data is analyzed by making used of the syntactic analyzer by Lu & Ai (2015). The results shows that the Indonesian learners tend to write more complex sentences and use subordination in the abstracts. The native speakers, on the other hands, tend to write longer sentences with longer T-Unit and clauses. They also tend to write complex nominal in the abstracts. The number of coordination used is similar between the ones written down by Indonesian learners and native speakers of English. <strong></strong></p><strong>Keywords:</strong> syntactic complexity, syntactic structures, undergraduate thesis, Indonesian learners

Iranian authorities view English language learning as a disturbing influence on national identity. They are concerned about its impact on learners’ identities. Despite the political concern, there is growing interest in learning English in Iranian private schools for personal and social development. This article reports on a study in which six male and two female adult English language learners in Iran were interviewed. The semi-structured interviews provided insights into learners’ identity formation and social practices. The data showed developments in learners’ perceptions of national identity, cultural, and religious practices. The globalization of English has amplified learners’ level of access to the discourse of others, while the level of investment in learning is indispensable in their identity formation. This research argues that English language learning and its associated everyday practices lead to learners’ identity work. This has significant implications for language education in cultures with adverse views toward learning English.