BELIEF, PERCEPTION, AND CHALLENGES OF NON ENGLISH DEPARTMENT STUDENTS TO LEARN ENGLISH IN GLOBALIZATION ERA
Abstract
This study was carried out in response to the demand that in this 4.0 era, Indonesian students should be proficient in English. Hence, in Indonesia, English has been taught and learnt since elementary school level up to tertiary level of education. This long period of learning should lead the students to be proficient in English which is proved by passing the minimum score of 450 TOEFL test. Yet, many of them did not meet the minimum score. Thus, this study investigates their perception and belief in learning English and the challenge of being able to be proficient in English. The study was done qualitatively through interviewing 80 students of non-English Department who were taking TOEFL course. It reveals that English is perceived like a two-side coin which in one hand, it is misperceived as a difficult subject because of its complicated rules to be memorized. In the other hand, it is thought to be joyful and meaningful that they believe as a means of bringing educational, social, and economical success. Therefore, they are challenged to be proficient in English. This study is then pedagogically implemented through building positive belief and perception that learning English is fun and helpful.
Keywords: Belief; perception; challenge; and globalization era
Full Text:
PDFReferences
Abdullah, M. Y., Ghafri, A., Harib, H. M., Yahyai, A., & Hamdan, K. S. (2019). A Qualitative Study on the Best Motivational Teaching Strategies in the Context of Oman: Perspectives of EFL Teachers. English Language Teaching,12(3), 57-64.
Abrar, M., Mukminin, A., Habibi, A., Asyrafi, F., Makmur, M., & Marzulina, L. (2018). “If our English isn’ta language, what is it?” Indonesian EFL Student Teachers’ Challenges Speaking English. The Qualitative Report, 23(1), 129-145
Abubakar, B., Atmowardoyo, H., & Korompot, C. A. (2017). The Challenges in Undertaking English Speech Training Program at an Islamic Boarding School: A Study of Students’ Perspectives. ELT WORLDWIDE, 4(2), 125-137
Alghanmi, B., & Shukri, N. (2016). The Relationship between Teachers' Beliefs of Grammar Instruction and Classroom Practices in the Saudi Context. English Language Teaching,9(7), 70-86.
Alharbi, H. A. (2015). Improving Students' English Speaking Proficiency in Saudi Public Schools. International Journal of Instruction, 8(1), 105-116.
Alharthi, A.N. (2020). Investigating the Challenges Faced by ESP Learners in Saudi EFL Context. International Journal of English Language Education, 8(2), 29-37. doi:10.5296/ijele.v8i2.16925
Al-Mahrooqi, R., Abrar-Ul-Hassan, S., & Cofie, C. (2016). Analyzing the use of motivational strategies by EFL teachers in Oman. Malaysian Journal of ELT Research, 8(1), 41.
Al-Malki, E. A., & Zahid Javid, C. (2018). Identification of Language Learning Beliefs among Saudi EFL Learners. Arab World English Journal (AWEJ) Volume, 9 (4), 186-199. doi: https://dx.doi.org/10.24093/awej/vol9no4.13
Alsowat, H. H. (2016). Foreign language anxiety in higher education: A practical framework for reducing FLA. European Scientific Journal, 12(7).
Amrullah, A., Vianty, M., & Fiftinova, F. (2018). Language Learning Beliefs of Indonesian English Education Study Program Students. The Journal of English Literacy Education (The Teaching and Learning of English as A Foreign Language, 5(1), 62-70.
Aslan, E., & Thompson, A. S. (2018). The interplay between learner beliefs and foreign language anxiety: insights from the Turkish EFL context. The Language Learning Journal, 1-14. https://doi.org/10.1080/09571736.2018.1540649
Aydin, G. (2017). Personal factors predicting college student success. Eurasian Journal of Educational Research, 17(69), 93-112.
Broadbent, J. (2017). Comparing Online And Blended Learner's Self-Regulated Learning Strategies And Academic Performance. The Internet and Higher Education, 33, 24-32.
Dislen Daggöl, G. (2019). Learning Climate and Self-Efficacy Beliefs of High School Students in an EFL Setting. Novitas-ROYAL (Research on Youth and Language), 13(1), 19-35.
Fadilah, E. (2018). Perception, Motivation And Communicative Self-Confidence Of Indonesian Students On Willingness To Communicate In L2 By Using Facebook. JEELS (Journal of English Education and Linguistics Studies), 5(1), 23-48.
Florida, N. A., & Mbato, C. L. (2020). The Influence Of Attributional Beliefs On Indonesian Efl Learners’reading Comprehension. JEELS (Journal of English Education and Linguistics Studies), 7(2), 297-320.
Geide-Stevenson, D. (2018). Does English proficiency affect academic performance?. International Review of Economics Education, 28, 41-48. https://doi.org/10.1016/j.iree.2018.04.002
Gilakjani, A. P., & Sabouri, N. B. (2017). Teachers' Beliefs in English Language Teaching and Learning: A Review of the Literature. English Language Teaching, 10(4), 78-86. doi: 10.5539/elt.v10n4p78
Gudu, B. O. (2015). Teaching Speaking Skills in English Language Using Classroom Activities in Secondary School Level in Eldoret Municipality, Kenya. Journal of Education and Practice, 6(35), 55-63.
Habibi, A., Mukinin, A., Riyanto, Y., Prasohjo, L. D., Sulistiyo, U., Sofwan, M., & Saudagar, F. (2018). Building an Online Community: Student Teachers' Perceptions on the Advantages of Using Social Networking Services in a Teacher Education Program. Turkish Online Journal of Distance Education, 19(1), 46-61.
Halimah, H., Lustyantie, N., & Ibrahim, G. A. (2018). Students’perception On The Implementation Of Orai Application In Cll Method In Teaching Speaking. JEELS (Journal of English Education and Linguistics Studies), 5(1), 1-22.
Hamiddin, H., & Saukah, A. (2020). Investigating metacognitive knowledge in reading comprehension: The case of Indonesian undergraduate students. Indonesian Journal of Applied Linguistics, 9(3), 608-615. DOI: https://doi.org/10.17509/ijal.v9i3.23211
Hayes, D. (2016). The value of learning English in Thailand and its impact on Thai: perspectives from university students. Asia Pacific Journal of Education, 36(1), 73-91
https://dictionary.cambridge.org/dictionary/english/perception
https://dictionary.cambridge.org/dictionary/english/belief
Kamran, S., & Mansoor, S. (2017). Globalization and language use on social media in Pakistan. European Journal of Language and Literature, 3(2), 79-84.
Katawazai, R., & Saidalvi, A. (2020). The attitudes of tertiary level students towards cooperative learning strategies in Afghan EFL Context. International Journal of Learning, Teaching and Educational Research, 19(9), 301-319. DOI: https://doi.org/10.26803/ijlter.19.9.16
Khatoon, S., Umer, M., & Roofi, Y. (2018). English as An Obstacle To Gaining Knowledge: A Case of Sindh Pakistan.Grassroots, 52(1), 200-208.
Knapp, K. (2015). English as an international lingua franca and the teaching of intercultural communication. Journal of English as a Lingua Franca, 4(1), 173
Kumaravadivelu, B. (2012). Language teacher education for a Global Society. New York: Routlege
Li, J., Zhao, Y., & Han, X. (2020). Would you work abroad? The effect of English proficiency on Chinese employees’ willingness to accept international assignments. International Business Review, 29(2), 101669. https://doi.org/10.1016/j.ibusrev.2020.101669
Loh, C. Y. R., & Teo, T. C. (2017). Understanding Asian students learning styles, cultural influence and learning strategies. Journal of Education & Social Policy, 7(1), 194-210.
Manurung, G. N., Manurung, K., Mertosono, S. R., & Kamaruddin, A. (2020). Perceptions of EFL Learners in the Implementation of Blended Learning Post-natural Disaster at a University in Indonesia. Theory and Practice in Language Studies, 10(8), 959-968. DOI: http://dx.doi.org/10.17507/tpls.1008.15
Martirosyan, N. M., Hwang, E., & Wanjohi, R. (2015). Impact of English proficiency on academic performance of international students. Journal of International Students, 5(1), 60-71.
Metruk, R. (2020). EFL Learners’ Perspectives on the use of Smartphones in Higher Education Settings in Slovakia. Electronic Journal of e-Learning, 18(6), pp537-549. DOI: https://doi.org/10.34190/JEL.18.6.006
Miqawati, A. H. (2020). Pronunciation Learning, Participation, And Attitude Enhancement Through Mobile Assisted Language Learning (Mall). English Review: Journal of English Education, 8(2), 211-218.
Nam, B. H., Bai, Q., & Bae, W. (2020). ‘English proficiency matters’: ESL learning as a vocational behavior among former korean college student-athletes on dropping out of athletic programs. International Studies in Sociology of Education, 1-24. https://doi.org/10.1080/09620214.2020.1762109
Nixon, R. M. (2015). Workplace English Usage in Japan.Journal of the Faculty of Foreign Studies, Aichi Prefectural University (Language and Literature), 47, 21-34.
Poedjiastutie, D., & Oliver, R. (2017). Exploring Students' Learning Needs: Expectation and Challenges. English Language Teaching, 10(10), 124-133.
Rahmiati, I. I., & Emaliana, I. (2020). Efl Students'online Learning: Epistemic Beliefs Determine Learning Strategies. EDUCAFL: Journal of Education of English as Foreign Language, 2(2).
Rose, H., & McKinley, J. (2018). Japan’s English-medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111-129.
Ruzek, E. A., Hafen, C. A., Allen, J. P., Gregory, A., Mikami, A. Y., & Pianta, R. C. (2016). How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence. Learning and instruction, 42, 95-103.
Sener, S., & Erol, I. K. (2017). Motivational Orientations and Self-Efficacy Beliefs of Turkish Students towards EFL Learning. Eurasian Journal of Educational Research, 67, 251-267.
Shahriarpour, N. (2014). On the effect of playing digital games on Iranian intermediate EFL learners’ motivation toward learning English vocabularies. Procedia-Social and Behavioral Sciences, 98, 1738-1743. doi: 10.1016/j.sbspro.2014.03.601
Shobikah, N. (2017). The Importance of English Language in Facing Asean Economic Community (AEC). At-Turats, 11(1), 85-93.
Shrestha, R. N., Awasthi, J. R., & Pahari, B. R. (2018). Impact of English Language Proficiency on the Job Grabbing Process of Engineers in Nepal and the Other Countries: A Bird's Eye View. Journal of the Institute of Engineering, 14(1), 223-234. doi: https://doi.org/10.3126/jie.v14i1.20088
Sukarni, S. (2020). Understanding learners’ need of ESP for accountancy program at vocational school. English Review: Journal of English Education, 8(2), 273-282. doi: 10.25134/erjee.v8i2.2002.
Tang, M., & Tian, J. (2015). Associations between Chinese EFL graduate students' beliefs and language learning strategies. International journal of bilingual education and bilingualism, 18(2), 131-152.
Teng, F. (2020). The role of metacognitive knowledge and regulation in mediating university EFL learners’ writing performance. Innovation in Language Learning and Teaching, 14(5), 436-450.DOI: https://doi.org/10.1080/17501229.2019.1615493
Wei, Q., Siriyothin, P., & Lian, A. P. (2018). Chinese university EFL students’ perceptions of learner autonomy in language learning. Beyond Words, 6(1), 26-40.
Yuliani, I., & Fadhly, F. Z. (2020). Learning Through Learners: Indonesian Efl Learners’writing Strategies Experiences. Learning, 3(2)
Yunus, M. M., & Arshad, N. D. M. (2015). ESL Teachers' Perceptions toward the Practices and Prospects of Autonomous Language Learning. Asian Social Science, 11(2), 41.
Yu Ma. 2019. A Study of College English Teaching from the Perspective of "Entrepreneurship and Innovation. Advances in Social Science, Education and Humanities Research, volume 310. 3rd International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2019). Atlantis Press
Zee, M., & Koomen, H. M. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational research, 86(4), 981-1015.
Zheng, C., Liang, J. C., Yang, Y. F., & Tsai, C. C. (2016). The relationship between Chinese university students' conceptions of language learning and their online self-regulation. System,57, 66-78. https://doi.org/10.1016/j.system.2018.05.003
DOI: https://doi.org/10.25134/ieflj.v7i1.3985
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.