Abstract
This study focused on investigating attitudes had by English teachers in Indonesia towards preparing more qualified English instructions for further teaching processes through doing interlanguage analysis on the basis of students’ current competence of using English. The term competence in this study referred to students’ communicative competence. This study was conducted qualitatively to probe into the participants’ attitudes on doing interlanguage analysis, in that they were ten English teachers having been teaching English in Indonesian schools with varied experiences. They were selected purposively under considerations that they were experienced and taking graduate program, so that they were sufficiently familiar with this study issues, and it could be guaranteed that they managed to furnish the clarity of this study data. The data of this study were obtained through disseminating semi-structured questionnaire to the participants, and then pursuing the data was also undertaken to reach the clarity. The results indicated that despite some particular and situational constraints, all participants shared their positive attitude towards conducting interlanguage analysis on students’ English competence from the viewpoints of affection, behavior, and cognition. This study was essential since it could contribute on being one of references for English teachers to improve the quality of further instructions. This study was only delimited on the area of attitude. More researches were also expected to be conducted especially on the area of interlanguage analysis application to reveal more valuable and contributive knowledge in this issue.
Highlights
In teaching and learning context of English as a foreign language, interlanguage analysis plays a role as one of means of formative assessment in that its function is to give feedback to the learners as the reflection of their development and to the teacher as the reflection for preparing more effective teaching (Brown, 2004)
The focus of this study is on investigating Indonesian English teachers’ attitudes towards doing interlanguage analysis on students’ language where the analysis itself plays a role as one of strategies in doing formative assessment so that the teacher can prepare a better, more effective, and more qualified further instructions. Considering this condition, it is clear that carrying out interlanguage analysis is really crucial as one of strategies for gaining teaching reflection that is recommended in the 21st century teaching
This study encountered several findings which extended on the orientation relevant to the study focus regarding English teachers’ attitudes towards doing interlanguage analysis for preparing more qualified English instructions
Summary
In teaching and learning context of English as a foreign language, interlanguage analysis plays a role as one of means of formative assessment in that its function is to give feedback to the learners as the reflection of their development and to the teacher as the reflection for preparing more effective teaching (Brown, 2004). The focus of this study is on investigating Indonesian English teachers’ attitudes towards doing interlanguage analysis on students’ language where the analysis itself plays a role as one of strategies in doing formative assessment so that the teacher can prepare a better, more effective, and more qualified further instructions. Considering this condition, it is clear that carrying out interlanguage analysis is really crucial as one of strategies for gaining teaching reflection that is recommended in the 21st century teaching. This study focuses on investigating English teachers’ attitude towards doing interlanguge analysis for preparing better further instructions
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