Lecturers' Attitudes towards English Varieties Exposure in Indonesia

Abstract

This study was established from the lack of research of English varieties concept in Indonesia. In this study, the lecturers’ attitude toward the English varieties is explored as well as their view about using the English varieties in the classroom. The study used a qualitative research design to seek the participants’ attitude toward the varieties. The subjects of the study are ten lecturers of three universities in Surabaya; they are two private and one state university with ten lecturers in total. The researcher used prompt-production to explore in-depth lecturers’ attitude. One of the most significant findings to emerge from this study is the differences between the international graduated lecturers and national graduated lecturers in terms of their attitude toward the English varieties. Furthermore, this attitude also influences their perception about teaching the varieties in English language teaching (ELT) classroom.

Native-Centeredness in the English Language Teaching Materials: A Multimodal Critical Discourse Analysis on Indonesian Elt Textbooks’ Cover

“…The reluctance to include the other varieties as they are considered broken English will also become a possible practice in English teaching in Indonesia. This is in line with (Hariri et al, 2019) who discovered the tendency in classifying English varieties other than UK or US as broken English. The study also reflects the reluctance of Indonesian English practitioners to include them in the pedagogy.…”

“…The way they clothed also represented the gap between non-standard and standard. The more colorful the standard that means attraction and the more "plain" or "innocent" the non-standard was also considered as a "broken-variety" (Hariri et al, 2019;Young & Walsh, 2010). The above image was about a white boy putting his pen on a colored boy's book.…”

“…Following the fact aforementioned, the recent curriculum in Indonesia has been designed to assist the student in the English proficiency process by also considering the global need (Renandya & Widodo, 2016b;Widodo, 2016). Meanwhile, Indonesian education, based on the study by (Hariri et al, 2019), has a negative perception of English as an International Language and the development of World Englishes as the result of the spread of the language throughout the world. The need to encourage the student to be more aware of the kind of varieties developed in different nations has been initiated by some scholar (Franssisca & Subekti, 2022;Galloway & Rose, 2018;Isbell & Crowther, 2022;Matsuda, 2003;Olatoye, 2022;Sadeghpour & Sharifian, 2019;Shin et al, 2011) s in the accordance to the need to face global competition where the people have diverse backgrounds as well as the many varieties of language in the contact.…”