| The rapid development of technology and the internet enhances global interconnectedness and transculturation. Since then, English has many important roles in the globalized world, particularly for the urbanites in the capital city of Indonesia, Jakarta. One remarkable English role is as a lingua franca, which facilitates intercultural communication between people who do not share the same language. English in intercultural communication cannot be separated from speakers' linguacultural and identity dimensions. Previous studies have investigated language and cultural ideologies and identities separately. However, few studies conduct in-depth exploration of Indonesian urbanites' language and cultural ideologies and how the ideologies affect their identities as English users. Therefore, this study aims to investigate the Jakartan urbanites' language and cultural ideologies on English and how the ideologies influence their perception as Indonesian English users.This study employed qualitative research. The research participants were nine Jakartan urbanites with various cultural backgrounds. The research instruments were participant biographical questionnaires and interview. This research reveals some major findings. Although most participants perceive English as an international language to communicate, the dominant language and culture ideology held by the participants is monolingualism and monocultural perspective in which language and culture are viewed as inseparable, which falls to the generic sense of Risagers' language and culture-bound (2005). They believe they must understand the English language's cultural dimensions, such as Anglo-English west expressions, to achieve a communication goal. The demand for understanding cultural dimensions of Anglo-English west makes most participants have non-native speaker identities. Some wish to have authentic native-speaker competence, such as mastering phrasal verbs, idioms, natural, casual English expressions, and jokes. Feeling not fluent in those areas, some participants feel inferior and not confident in speaking English. However, after experiencing intercultural communications, some participants start to shift their paradigm from skeptical to transformationalist view, in which they prioritize delivering the message than sounding like native speakers. Further, having NNS status makes some participants feel marginalized and do not have NS privileges at work. This makes her fight back and negotiates their identity. Other major findings of identities in this study are that after getting exposed to English and globalization, the participants use the knowledge and opportunity to expand their new identity, for example, as English users exclusively on the internet, open-minded person, and well-mannered professional worker. In addition, many participants have imagined identities as international professional employees to be their reason for investing in English. Lastly, some participants who interact with more than one language and culture find their third space as Indonesian frequent-English speakers, Jaksel language speakers, and outspoken but careful and selective English speakers. The pedagogical implication of this study is that the writer suggests that English teachers add NS-NNS online interaction activity, curriculum developers add ICC material to English subject at school, and human resource or training departments of companies whose employees are often in contact with the foreigners conduct ICC training. |