WORLD ENGLISHES IN ENGLISH LANGUAGE TEACHING (ELT): STUDENTS’ PERCEPTIONS
Abstract
As an international language, English has various accents from various regions due to cultural and social aspects. This research aims to find out students' views on World Englishes in English Language Teaching, to investigate the benefits and difficulties in learning World Englishes in the classroom and to describe students’ suggestion for class on World Englishes. This research uses a qualitative approach. The methods used to collect data were observation, an open-ended questionnaire, and a semi-structured interview. NVivo 12 program was used to organize the data. Meanwhile, the transcribed data were analyzed using the thematic analysis method. A total of 32 second-year students majoring in English at one of the public universities in Indonesia participated in this study. The results of this study showed that most of the students had the same perceptions of World Englishes. Students stated that World Englishes is the concept of the diversity or variety of English used in each region. In addition, they said that by studying World Englishes they get some benefits. However, they also faced problems while learning the concept of World Englishes. Therefore, they gave some suggestions for learning World Englishes to help them understand World Englishes more deeply.References
Almegren, A. (2018). Saudi students’ attitude towards World Englishes. International Journal of Applied Linguistics and English Literature, 7(4), 238. https://doi.org/10.7575/aiac.ijalel.v.7n.4p.238
Al-Mutairi, M. (2019). Kachru’s three concentric circles model of English language: An overview of criticism & the place of Kuwait in it. English Language Teaching, 13(1), 85. https://doi.org/10.5539/elt.v13n1p85
Aoyama, R., & Denton, L. (2022). Creating space for World Englishes perspectives in the
ELT classroom: voices of high school students in Japan. The Electronic Journal for English as a Second Language, 26(1), 1–21. https://doi.org/10.55593/EJ.26101A5
Aoyama, R., Kajigaya, T., Takeda, Y., Kubota, R., & Deschambault, R. (2023). On pedagogical applications of World Englishes: Stumbling blocks, stepping stones, and usefulness of boundaries in ELT. International Encyclopedia of Education, 10. https://doi.org/10.1016/B978-0-12-818630-5.07020-2
Audette, L. M., Hammond, M. S., & Rochester, N. K. (2020). Methodological issues with coding participants in anonymous psychological longitudinal studies. Educational and Psychological Measurement, 80(1), 163–185. https://doi.org/10.1177/0013164419843576
Aykut-Kolay, C. (2022). English Language Teaching (ELT) students’ attitudes towards World Englishes (WE): Insights from Turkey. Journal of Language and Education Review, 2022(2), 12–25.
Balasubramanian, C., & AbuRadwan, A. (2017). New Englishes Norms: A Reality or an Intellectual Ideal?. Journal of Arts and Social Sciences [JASS], 8(3), 27-39.
Birkner, V. (2014). The challenges of teaching World Englishes in different contexts: Its interface with ideology and identity. The Teacher, 8(9), 1-19.
Braun, V., Clarke, V., Hayfield, N., & Terry, G. (2017). Qualitative Research in Psychology (C. Willig & W. S. Rogers, Eds.; Second). SAGE Publication.
Eslami, Z., Moody, S., & Pashmforoosh, R. (2019). Educating pre-service teachers about World Englishes: Instructional activities and teachers’ perceptions. Journal for English as a Second Language, 22(4), 1–17.
Fan, J., & Yan, X. (2020). Assessing Speaking Proficiency: A Narrative Review of Speaking Assessment Research Within the Argument-Based Validation Framework. Frontiers in Psychology, 11, 330. https://doi.org/10.3389/fpsyg.2020.00330
Franssisca, R. E., & Subekti, A. S. (2022). Indonesian senior high school English teachers’ views on World Englishes in L2 instruction. IJIET (International Journal of Indonesian Education and Teaching), 6(1), 121–132. https://doi.org/10.24071/ijiet.v6i1.4006
Galloway, N., & Rose, H. (2015). Introducing World Englishes (1st ed.). Routledge, Taylor & Francis.
Gunawan, A. P., Gustine, G. G., & Gunawan, M. H. (2023). Critical listening in higher education: Insights from Indonesian EFL learners. English Review: Journal of English Education, 11(3), 675–686. https://doi.org/10.25134/erjee.v11i3.8236
Hamied, F. A. (2000, April). Language policy within the multicultural context of Indonesia.
RELC Seminar on Language Curriculum and Instruction in Multicultural Societies.
Hamied, F. A. (2011, May). English as a lingua franca: An Indonesian perspective. In Keynote address at the 4th international conference on English as a lingua franca, Hong Kong Institute of Education (pp. 26-28).
Hamied, F. A. (2012). English in multicultural and multilingual Indonesian education. In A.
Kirkpatrick & R. Sussex (Eds.), English as an International Language in Asia: Implications for Language Education (1st ed., pp. 63–78). Springer Dordrecht Heidelberg.
Hamied, F. A., Bigalke, T. W., & Sharbawi, S. (2013). ELT intricacies within the Indonesian language policy. English for ASEAN Integration: Policies and practices in the region, 32-40.
Heale, R., & Twycross, A. (2018). What is a case study? Evidence-Based Nursing, 21(1), 7–8. https://doi.org/10.1136/eb-2017-102845
Javadi, M., & Zarea, K. (2016). Understanding thematic analysis and its pitfall. Journal of Client Care, 1(1). https://doi.org/10.15412/j.jcc.02010107
Jenkins, J. (2015). Repositioning English and multilingualism in English as a Lingua Franca. Englishes in Practice, 2(3), 49–85. https://doi.org/10.1515/eip-2015-0003
Juwariyah, S. (2021). World Englishes and the teaching of English as an international language: Indonesian teachers’ perspectives and professional development experiences [Electronic Dissertation, University of Arizona]. In The University of Arizona. http://hdl.handle.net/10150/660783
Kanazawa, M. (2022). The importance of “World Englishes” education how it affects Japanese learners’ attitudes towards English. Kibi International University, 115–126.
Karakaya, N., & Çiler Hatipoğlu, A. (2017). Attitudes of EFL teachers in Turkey context towards teaching English varieties in their lessons. Journal of Educational and Instructional Studies in The World, 2146–7463.
Khatib, M., & Monfared, A. (2017). Exploring teachers’ attitudes towards pronunciation issues and varieties of English in three circles of World Englishes. Applied Research on English Language, 6(2), 213–236. http://are.ui.ac.ir/
Laitsch, D., Nguyen, H., & Younghusband, C. H. (2021). Class Size and Teacher Work:
Research Provided to the BCTF in their Struggle to Negotiate Teacher Working Conditions. Canadian Journal of Educational Administration and Policy, 83–101.
Lestiono, R., Setyaningrum, R. W., Gusdian, R. I., & Rifah, L. (2024). Indonesian and Korean teachers’ awareness of interculturality and World Englishes. Journal of Education and Learning (EduLearn), 18(3), 656–667. https://doi.org/10.11591/edulearn.v18i3.20938
Leyi, W. (2020). World englishes (WE) and English as Lingua Franca (ELF): Implications for English teaching and learning. International Journal of Information and Education Technology, 10(5), 389–393. https://doi.org/10.18178/ijiet.2020.10.5.1395
Maduwu, B. (2016). Pentingnya pembelajaran Bahasa Inggris di sekolah. Jurnal Warta, Universitas Dharmawangsa.
Mahboob, A. (2018). Beyond Global Englishes: Teaching English as a dynamic language. Regional Language Centre (RELC) Journal, 49(1), 36–57. https://doi.org/10.1177/0033688218754944
Matriano, E. A. (2020). Ensuring student-centered, constructivist and project-based experiential learning applying the Exploration, Research, Interaction and Creation
(ERIC) learning Model. International Online Journal of Education and Teaching (IOJET), 7(1), 214–227. http://iojet.org/index.php/IOJET/article/view/727
Muhalim. (2016). Basic knowledge and attitudes of ESP students to World Englishes. Exposure Jurnal, 5(1), 22–33.
Napratilora, M., & Devianti, R. (2018). Understanding of World Englishes. Mitra Ash-Shibyan, Jurnal Pendidikan & Konseling, 118–125.
Nur Patria, A. (2021). Attitudes of non-native speakers of English studying in Australia towards World Englishes. Arab World English Journal, 12(2), 294–305. https://doi.org/10.24093/awej/vol12no2.20
Özmen, K. S., Çakır, A., & Cephe, P. T. (2018). Conceptualization of English culture and
accent: Idealized English among teachers in the expanding circle. The Asian EFL Journal Quarterly, 20(3), 8–30.
Pachina, E. (2020, June 5). Why is English considered a global language? International
TEFL and TESOL Training.
Pudyastuti, Z. E., & Atma, N. (2014). Englishes: Indonesian EFL teachers’ perception.
PAROLE, 4(1), 76–82.
Rahmatillah, R., Rahma, E. A., Jakfar, A. E., & Oktavinanda, G. (2022). Current challenges
and benefits of teaching World Englishes. EnJourMe (English Journal of Merdeka) :
Culture, Language, and Teaching of English, 7(1), 94–101. https://doi.org/10.26905/enjourme.v7i1.7827
Rajprasit, K., & Marlina, R. (2019). An attempt to raise Thai students’ awareness of World
Englishes in a general English program. Indonesian Journal of English Language Teaching, 14(1), 19–34.
Rao, P. S. (2019). The role of English as a global language. Research Journal Of English (RJOE), 4(1), 65–79. www.rjoe.org.in
Resmini, S. (2019). EFL students’ perception towards the use of Bahasa Indonesia in an
English classroom. ELTIN Journal, 12–22.
Riger, S., & Sigurvinsdottir, R. (2016). Handbook of Methodological Approaches to Community-Based Research (L. A. Jason & D. S. Glenwick, Eds.). OXFORD University Press.
Rose, H., & Galloway, N. (2019). Global Englishes for Language Teaching. Cambridge University Press.
Schoch, K. (2020). CASE STUDY RESEARCH. SAGE Publications, 245–258.
Silalahi, R. M. P. (2021). Nativespeakerism and World Englishes: Techers perception towards non-native English varieties. Journal of English Language and Culture, 11(2), 143–152. http://journal.ubm.ac.id/
Sity, R., Maulidya, N., & Indah, S. (2016). Mengapa siswa menghadapi kesulitan dalam
belajar matematika? Seminar Nasional Matematika Dan Pendidikan Matematika, 475–480.
Solmaz, O. (2020). World Englishes instruction in an ELT department in Turkey: Student teachers’ reflections. International Journal of Curriculum and Instruction, 12(2), 474–493.
Suroso, R. F. (2022). Indonesian English lecturers’ views on World Englishes in English
language teaching: A qualitative inquiry. ETERNAL (English Teaching Journal), 13(1), 130–142. https://doi.org/10.26877/eternal.v13i1.10804
Tamimi Sa’d, S. H. (2018). World English and World Englishes: perspectives from English
language learners in Iran. Journal of World Languages, 5(1), 23–45. https://doi.org/10.1080/21698252.2018.1500151
Üresin1, F., & Karakaş2, A. (2019). Investigation of Turkish EFL teachers’ views about standard languages, dialects and language varieties through the lenses of English and Turkish. The Literacy Trek, 5(2), 1–24.
Vettorel, P. (2015). World Englishes and English as a lingua franca: Implications for teacher
education and ELT. Iperstoria: Journal of American and English Studies, 229–244. https://www.youtube.com/watch?v=ItODnX5geCM.
Wijayanti, N., Bowo, T. A., & Wulansari, D. (2023). Using addressing terms to promote World-Englishes in Indonesia. Lingua Cultura, 17(1), 25–32. https://doi.org/10.21512/lc.v17i1.7782
Yasarah, A. N. (2018). A significant use of English as a Global Language in studying science
and technology. Lembaga Pengembangan Bahasa Universitas Muhamadiyyah Malang
Zahra, F., & Malaki, E. L. (2020). Inferencing Fake Words’ Meaning by Moroccan EFL Learners. In The International Journal of Applied Language Studies and Culture (IJALSC) (Vol. 3, Issue 1). http://www.alscjournal.comwww.alscjournal.com
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The author is responsible for acquiring the permission(s) to reproduce any copyrighted figures, tables, data, or text that are being used in the submitted paper. Authors should note that text quotations of more than 250 words from a published or copyrighted work will require grant of permission from the original publisher to reprint. The written permission letter(s) must be submitted together with the manuscript.
