Student-teachers’ perception towards the target language and culture in their EFL classrooms: a case study  

Oleh:

Roostini, Kasih Elisabet

Jenis: Article from Proceeding
Dalam koleksi: KOLITA 17: Konferensi Linguistik Tahunan Atma Jaya Ketujuh Belas Tingkat Internasional, page 272-276.
Topik: target language; target culture; EFL classrooms; teaching practicum; teacher perception
Fulltext: 272-276.Kasih Elisabet Roostini.pdf (492.25KB)

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Perpustakaan PKBB Nomor Panggil: 406 KLA 17 Non-tandon: tidak ada Tandon: 1

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There have been some studies on teachers’ attitudes towards language use in classrooms in relation with their cultural identity (Kahraman, 2016; Griva & Chostelidou, 2012; and Schwartz, Mor-Sommerfeld, & Leikin, 2010) and learners’ attitudes on similar issues (Norton & De Costa, 2018; Amirian, & Bazrafshan, 2016; Lobatón, 2012; and Mokhtarnia, 2011). Some studies have shown that EFL classrooms have affected learners in the way they perceive western cultures (Choi, 2018; Ou, and Gu, 2018; Liu, & Zhao, 2011; and Zou, 2012). Ou & Gu's (2018) study shows students’ reluctance of using and excessive use of English in the bilingualism context in a multicultural setting in which English is used as a lingua franca, while Choi's (2018) study shows Chinese students' strong resistance towards other cultures brought by their international peers. However, the issue whether EFL classrooms may affect EFL teachers’ perceptions towards the target language and culture has not been much explored. This preliminary study aims to investigate how student-teachers who had just completed their Teaching Practicum program at some primary and secondary schools located in Jakarta perceive the target language and culture in their EFL classrooms. A questionnaire consisting of 40 statements with a four-scale Likert Scale (Strongly Agree, Agree, Disagree, and Strongly Disagree) was distributed through the Google-form to thirty student-teachers. The findings, interestingly, indicate that in general, the student-teachers perceive themselves to be more confident and comfortable when they talk about Western cultures (rather than Indonesian cultures) in the classrooms. They disagree, however, that Western culture is more important for the primary and secondary school students in comparison to the local culture. In relation to their L1 (Indonesian), they think that L1 should only be used outside the classroom. Inside classroom, on the other hand, the target language (English) should be used in the process of teaching-learning activities.

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