LEARNERS’ CULTURAL BACKGROUND AND ENGLISH AS A FOREIGN LANGUAGE LEARNING IN A PESANTREN-BASED UNIVERSITY: A PRELIMINARY STUDY
Keywords:
EFL, cultural background, students, santri
EFL, cultural background, students, santri
Abstract
Learners' cultural background is a significant thing in learning English where they are expected to be able to adapt to the new language. The community of teachers and learners with pesantren backgrounds has unique characteristics different from the world of native English speakers. This research studies EFL learners' background of pesantren-based students in Universitas Sains Al Qur’an Wonosobo. It covers three issues, i.e. the way learners adapt their cultural background and experiences to English language learning, the way learners’ cultural background is involved in the English language acquisition process, and the way learners’ cultural conceptualization in their first language acquisition contributes to English language learning. Twenty English learners agreed to participate in the research. Adopting a qualitative design, the results highlighted that these learners have been able to make cultural adjustments from initially being Islamic boarding school students to becoming English language course students, students with their santri identity can make adjustments and sort out cultures that do not match their self-identity, they also felt that they preferred to gain knowledge about cultural concepts different from those they experienced in the pesantren. This research is important to support the consideration of curriculum and material development in Teaching English to students of Islamic schools, especially in intercultural language instruction.
Downloads
Download data is not yet available.
References
Alali, O., Rashid, R., & Smadi, O. (2020). Learner Identity and Interactional Competence in English as a Foreign Language Classroom. International Journal of English Language and Literature Studies, 9, 143-150.
https://doi.org/10.18488/journal.23.2020.93.143.150.
Anwaruddin, S. (2012). Learner Identity in Second Language Education. , 18.
Barnett, J. and Antenucci, R. (2006) Learner identity and professional standards for ESL. In TESOL in Context-special edition. Melbourne: Australian Council of TESOL Association.
Aronson, J. (1994) A Pragmatic View of Thematic Analysis. The Qualitative Report. Volume 2, Number 1, Spring
Benson, Phil (2001) Teaching and Researching Autonomy in Language Learning. England: Longman.
Campbell, A. (2000) Cultural identity as a social construct. In Intercultural Education, Vol. 11, No. 1.
Cook, V. (1996) Learners as individuals. Second language learning and language teaching (2nd Ed). London, UK: Arnold.
Crawford, B. A., Krajcik J. S., Marx R. W. (1999). Elements of a community of learners in a middle school science classroom. Science Education, 83, 701-723. https://doi.org/10.1002/(SICI)1098-237X(199911)83:6<701::AID-SCE4>3.0.CO;2-2.
Christou, P. A. (2023) How to use thematic analysis in qualitative research. Journal of Qualitative Research in Tourism. doi: 10.4337/jqrt.2023.0006
Rahman, D. S. & Sahayu, W. (2020) How do foreign language teachers motivate students in language learning? Studies in English Language and Education. Vol 7, No 1 doi.org/10.24815/siele.v7i1.15586
Dornyei, Z. (2001) Motivation to learn a foreign/second language. Teaching and researching motivation. Harlow: Longman.
Freeman, D. (1998) Collecting and analysing data. Doing teacher-research: from inquiry to understanding. Pacific Grove: Heinle and Heinle.
Garini, S., & Pratolo, B. (2024). An Analysis of the Motivation in Learning English as a Foreign Language of Senior High School Students. Jurnal Pendidikan Bahasa dan Sastra. https://doi.org/10.17509/bs_jpbsp.v24i1.72250.
Lankshear, C. and Knoble, M. (2004) Teacher research: from design to implementation. Berkshire, England: Open University Press
Lantolf, James P. (2000) Sociocultural theory and second language learning. Oxford: Oxford University Press.
Little, D. (1994) Autonomy, in language learning: some theoretical and practical considerations. Teaching modern languages. London: Routledge.
Loan, T.T.T. (2022) An Investigation into the Causes of Students' Anxiety in Learning English Speaking Skills. International Journal of TESOL & Education. Vol. 2; No. 3 https://doi.org/10.54855/ijte.222312
Lukmani, Y. (1972). Motivation to learn and language proficiency. Language Learning, 22, 261-273. https://doi.org/10.1111/J.1467-1770.1972.TB00087.X.
Piasecka, L. (2019). Foreign language students’ perceptions of their identity. In Theory and Practice of Second Language Acquisition.
https://doi.org/10.31261/TAPSLA.2019.05.06.
Radfar, Z., & Lengkanawati, N. (2020). Exploring the Motivation of English Language Learning Students in Indonesia. The 4th Asian Education Symposium (AES 2019) pp. 116-118. https://doi.org/10.2991/assehr.k.200513.026.
Rashid, M. H., Shamem, A. S. M., & Hui, W. (2021). The position of culture in English language teaching. Linguistics and Culture Review, 6(S2), 43-51. https://doi.org/10.21744/lingcure.v6nS2.1908
Rozmatovna, A. (2020). The influence of integrative motivation and instrumental motivation on learning English as a foreign language. Journal of Critical Reviews. https://doi.org/10.31838/jcr.07.12.164.
Shahri, M. (2018). Constructing a Voice in English as a Foreign Language: Identity and Engagement. TESOL Quarterly, 52, 85-109. https://doi.org/10.1002/TESQ.373.
Shea, P. (2006). A study of students’ sense of learning community in online environments. Online Learning. Vol. 10 No. 1. https://doi.org/10.24059/OLJ.V10I1.1774.
Shea, P. & Pickett, A. M. (2005). Developing learning community in online asynchronous college courses: the role of teaching presence. Online Learning. 9 (4) https://doi.org/10.24059/OLJ.V9I4.1779.
Shuell, T. (1988). The role of the student in learning from instruction. Contemporary Educational Psychology, 13, 276-295. https://doi.org/10.1016/0361-476X(88)90027-6.
Siahaan, A., et.al. (2022). The Importance of Instrumental Motivation among Students in Teaching English as Foreign Language (TEFL) Process. Education of English as a Foreign Language Journal. https://doi.org/10.21776/ub.educafl.2022.005.01.01.
Silverman, D. (1993) Observation. Interpreting qualitative data: methods for analysing talk, text and interaction. London: Sage.
Strevens, P. (1980) Causes of failure and conditions for success. Teaching English as an international language. Oxford: Pergamon Institute of English
Swann, J. (1991) Observing, recording and analysing classroom talk. Talk and learning 5-16: an in-service pack on oracy for teachers. Milton Keynes: Open University.
Tabouret-Keller, A (1997) Language and identity. In Coulmas, F. (Ed) The handbook of sociolinguistics. Oxford, UK: Blackwell.
Teng, F. (2018). Autonomy, Agency, and Identity in Teaching and Learning English as a Foreign Language. . https://doi.org/10.1007/978-981-13-0728-7.
Watson-Gegeo, K.A. and Nielsen, S. (2005) Language socialization. In Doughty, C.J. and Long, M.H. (Eds). The handbook of second language acquisition. Malden, MA: Blackwell.
Weiss, R.S. (1994) Introduction. Learning from strangers: the art and method of qualitative interview studies. New York: Free Press/Maxwell Macmillan International.
Wisnuwardhani, S. (2022). Influence of Instrumental Motivation and Integrative Motivation on English Learning Outcomes. International Journal of Ethno-Sciences and Education Research. https://doi.org/10.46336/ijeer.v2i1.235.
Xiao, Y., & Zhao, A. (2022). A Case Study on the Impacts of Social Contexts on a Chinese English as a Foreign Language Learner’s L1 and L2 Identities Development. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.772777.
https://doi.org/10.18488/journal.23.2020.93.143.150.
Anwaruddin, S. (2012). Learner Identity in Second Language Education. , 18.
Barnett, J. and Antenucci, R. (2006) Learner identity and professional standards for ESL. In TESOL in Context-special edition. Melbourne: Australian Council of TESOL Association.
Aronson, J. (1994) A Pragmatic View of Thematic Analysis. The Qualitative Report. Volume 2, Number 1, Spring
Benson, Phil (2001) Teaching and Researching Autonomy in Language Learning. England: Longman.
Campbell, A. (2000) Cultural identity as a social construct. In Intercultural Education, Vol. 11, No. 1.
Cook, V. (1996) Learners as individuals. Second language learning and language teaching (2nd Ed). London, UK: Arnold.
Crawford, B. A., Krajcik J. S., Marx R. W. (1999). Elements of a community of learners in a middle school science classroom. Science Education, 83, 701-723. https://doi.org/10.1002/(SICI)1098-237X(199911)83:6<701::AID-SCE4>3.0.CO;2-2.
Christou, P. A. (2023) How to use thematic analysis in qualitative research. Journal of Qualitative Research in Tourism. doi: 10.4337/jqrt.2023.0006
Rahman, D. S. & Sahayu, W. (2020) How do foreign language teachers motivate students in language learning? Studies in English Language and Education. Vol 7, No 1 doi.org/10.24815/siele.v7i1.15586
Dornyei, Z. (2001) Motivation to learn a foreign/second language. Teaching and researching motivation. Harlow: Longman.
Freeman, D. (1998) Collecting and analysing data. Doing teacher-research: from inquiry to understanding. Pacific Grove: Heinle and Heinle.
Garini, S., & Pratolo, B. (2024). An Analysis of the Motivation in Learning English as a Foreign Language of Senior High School Students. Jurnal Pendidikan Bahasa dan Sastra. https://doi.org/10.17509/bs_jpbsp.v24i1.72250.
Lankshear, C. and Knoble, M. (2004) Teacher research: from design to implementation. Berkshire, England: Open University Press
Lantolf, James P. (2000) Sociocultural theory and second language learning. Oxford: Oxford University Press.
Little, D. (1994) Autonomy, in language learning: some theoretical and practical considerations. Teaching modern languages. London: Routledge.
Loan, T.T.T. (2022) An Investigation into the Causes of Students' Anxiety in Learning English Speaking Skills. International Journal of TESOL & Education. Vol. 2; No. 3 https://doi.org/10.54855/ijte.222312
Lukmani, Y. (1972). Motivation to learn and language proficiency. Language Learning, 22, 261-273. https://doi.org/10.1111/J.1467-1770.1972.TB00087.X.
Piasecka, L. (2019). Foreign language students’ perceptions of their identity. In Theory and Practice of Second Language Acquisition.
https://doi.org/10.31261/TAPSLA.2019.05.06.
Radfar, Z., & Lengkanawati, N. (2020). Exploring the Motivation of English Language Learning Students in Indonesia. The 4th Asian Education Symposium (AES 2019) pp. 116-118. https://doi.org/10.2991/assehr.k.200513.026.
Rashid, M. H., Shamem, A. S. M., & Hui, W. (2021). The position of culture in English language teaching. Linguistics and Culture Review, 6(S2), 43-51. https://doi.org/10.21744/lingcure.v6nS2.1908
Rozmatovna, A. (2020). The influence of integrative motivation and instrumental motivation on learning English as a foreign language. Journal of Critical Reviews. https://doi.org/10.31838/jcr.07.12.164.
Shahri, M. (2018). Constructing a Voice in English as a Foreign Language: Identity and Engagement. TESOL Quarterly, 52, 85-109. https://doi.org/10.1002/TESQ.373.
Shea, P. (2006). A study of students’ sense of learning community in online environments. Online Learning. Vol. 10 No. 1. https://doi.org/10.24059/OLJ.V10I1.1774.
Shea, P. & Pickett, A. M. (2005). Developing learning community in online asynchronous college courses: the role of teaching presence. Online Learning. 9 (4) https://doi.org/10.24059/OLJ.V9I4.1779.
Shuell, T. (1988). The role of the student in learning from instruction. Contemporary Educational Psychology, 13, 276-295. https://doi.org/10.1016/0361-476X(88)90027-6.
Siahaan, A., et.al. (2022). The Importance of Instrumental Motivation among Students in Teaching English as Foreign Language (TEFL) Process. Education of English as a Foreign Language Journal. https://doi.org/10.21776/ub.educafl.2022.005.01.01.
Silverman, D. (1993) Observation. Interpreting qualitative data: methods for analysing talk, text and interaction. London: Sage.
Strevens, P. (1980) Causes of failure and conditions for success. Teaching English as an international language. Oxford: Pergamon Institute of English
Swann, J. (1991) Observing, recording and analysing classroom talk. Talk and learning 5-16: an in-service pack on oracy for teachers. Milton Keynes: Open University.
Tabouret-Keller, A (1997) Language and identity. In Coulmas, F. (Ed) The handbook of sociolinguistics. Oxford, UK: Blackwell.
Teng, F. (2018). Autonomy, Agency, and Identity in Teaching and Learning English as a Foreign Language. . https://doi.org/10.1007/978-981-13-0728-7.
Watson-Gegeo, K.A. and Nielsen, S. (2005) Language socialization. In Doughty, C.J. and Long, M.H. (Eds). The handbook of second language acquisition. Malden, MA: Blackwell.
Weiss, R.S. (1994) Introduction. Learning from strangers: the art and method of qualitative interview studies. New York: Free Press/Maxwell Macmillan International.
Wisnuwardhani, S. (2022). Influence of Instrumental Motivation and Integrative Motivation on English Learning Outcomes. International Journal of Ethno-Sciences and Education Research. https://doi.org/10.46336/ijeer.v2i1.235.
Xiao, Y., & Zhao, A. (2022). A Case Study on the Impacts of Social Contexts on a Chinese English as a Foreign Language Learner’s L1 and L2 Identities Development. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.772777.
Published
2024-11-30
How to Cite
AdibM. (2024, November 30). LEARNERS’ CULTURAL BACKGROUND AND ENGLISH AS A FOREIGN LANGUAGE LEARNING IN A PESANTREN-BASED UNIVERSITY: A PRELIMINARY STUDY. CLLiENT (Culture, Literature, Linguistics, and English Teaching), 6(2), 44-57. Retrieved from https://ojs.unsiq.ac.id/index.php/cllient/article/view/8928
Section
Articles
