BRIDGING CULTURES: ENGLISH LANGUAGE LEARNING FROM PESANTREN TO AMERICA
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This article is a narrative inquiry research which focus on a young female santri named Aisya (pseudo name), who got the MORA Overseas Student Mobility Award (MOSMA) for six months in Buffalo University New York, USA. the research focus on analyzing Aisya’s life story in relation to her English learning strategy and lensed from three perspective; English as linguistic capital (Bourdieu, 2018), English as social investment (Peirce, 1995) and creative discursive agency (Collins, 2000). the data collected through in depth and unstructured interview for three time through zoom meeting, the supporting data is also in the form of Aisya personal essay related to her goal of life. The research revealed that mastering English instead of coming from internal motivation, it also much influenced by social agent such as family, Kyai and Pesantren. having ability of English is also could activate the social investment which then transform it into many opportunities for creative discursive agency such as getting high score of TOEFL and acquiring scholarship to America as like Aisya had. Pedagogically, it resulted some implications such as the importance of providing more student-centered approach in classroom in signifying the diversity of each student's background can be accommodated by the teacher, thereby creating motivation to learn English. For pesantren, it suggested to have strong commitment instead of teaching religious knowledge but also on developing foreign language namely English.
Keywords [English Language, Pesantren, Narrative Inqury, social investment]
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Referensi
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Barkhuizen, G., Benson, P., & Chik, A. (2013). Narrative inquiry in language teaching and learning research. Routledge. https://doi.org/10.4324/9780203124994
Bourdieu, P. (2018). Cultural reproduction and social reproduction. Knowledge, education, and cultural change (pp. 71–112). Routledge.
Canagarajah, A. S. (1999). Resisting linguistic imperialism in English teaching. Oxford University Press.
Clandinin, D. J., & Connelly, F. M. (2004). Narrative inquiry: Experience and story in qualitative research. John Wiley & Sons.
Collins, J. (2000). Bernstein, Bourdieu and the new literacy studies. Linguistics and Education, 11(1), 65–78. https://doi.org/10.1016/S0898-5898(99)00018-2
Crystal, D. (2003). English as a global language. Cambridge university press.
Dörnyei, Z. (2003). Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications. Language Learning, 53(S1), 3–32.
Downey, C. A., & Clandinin, D. J. (2019). Narrative inquiry as reflective practice: Tensions and possibilities. In Journeys in Narrative Inquiry (pp. 130–146). Routledge.
El‐Dib, M. A. B. (2004). Language learning strategies in Kuwait: Links to gender, language level, and culture in a hybrid context. Foreign Language Annals, 37(1), 85–95. https://doi.org/10.1111/j.1944-9720.2004.tb02176.x
Farid, A., Adara, R. A., & Ashar, S. (2023). The impacts of school on English learners’ motivation in Indonesian Islamic schools. Englisia: Journal of Language, Education, and Humanities, 10(2), 1–19.
Farid, A., & Lamb, M. (2020). English for Da’wah? L2 motivation in Indonesian pesantren schools. System, 94, 102310. https://doi.org/10.1016/j.system.2020.102310
Flowerdew, J., & Miller, L. (2008). Social structure and individual agency in second language learning: Evidence from three life histories. Critical Inquiry in Language Studies, 5(4), 201–224. https://doi.org/10.1080/15427580802286173
Hajar, A. (2018). Motivated by visions: A tale of a rural learner of English. The Language Learning Journal, 46(4), 415–429. https://doi.org/10.1080/09571736.2016.1146914
Hamid, M. O. (2022). World Englishes, secularisation, and de-secularisation: Examining English language textbooks in a Muslim society from the perspective of language as situated practice. Journal of Multilingual and Multicultural Development, 1–19. https://doi.org/10.1080/01434632.2022.2159419
Irham, I. (2023). English Language Teaching in Bilingual Pesantren in Indonesia. Understanding Rural Education, 203. https://doi.org/10.1163/9789004549647_012
Isbah, M. F. (2020). Pesantren in the Changing Indonesian Context: History and Current Developments. QIJIS (Qudus International Journal of Islamic Studies), 8(1), 65. https://doi.org/10.21043/qijis.v8i1.5629
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Nguyen, X. N. C. M., & Dao, P. (2019). Identity exploration and development in TESOL teacher education: A three‐dimensional space narrative inquiry perspective. Tesol Journal, 10(4), e492. https://doi.org/10.1002/tesj.492
Nilan, P. (2009). The ‘spirit of education’in Indonesian Pesantren. British Journal of Sociology of Education, 30(2), 219–232.
Peirce, B. N. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29(1), 9–31.
Pennycook, A. (1998). English and the discourses of colonialism. Psychology Press.
Podboj, M., & Lujić, R. (2020). Living in the ‘in-between’: Narrative inquiry into investment of foreign language teachers teaching abroad. Komunikacija i Kultura Online, 11(11), 189–225. https://doi.org/10.18485/kkonline.2020.11.11.11
Polkinghorne, D. E. (1995). Narrative configuration in qualitative analysis. International Journal of Qualitative Studies in Education, 8(1), 5–23.
Rohmah, G. N., Hanifiyah, L., Fitriyah, U., & Ningsih, A. A. (2019). Islamic values integration in English lesson at madrasah tsanawiyah: Teachers’ beliefs and practices. Jurnal Bahasa Lingua Scientia, 11(1). DOI: dx.doi.org/10.21274/ls.2019.11.1.93-106
Sari, D. M. (2023). English language teaching in pesantren: Challenges and strategies. At Turots: Jurnal Pendidikan Islam, 109–122. https://doi.org/10.51468/jpi.v5i2.174
Sinan, Z. F., & Yusuf, F. N. (2019). English Curriculum of a Modern Pesantren in Indonesia: Alumni’s voices. 529–533. https://doi.org/10.2991/conaplin-18.2019.314
Tubagus, M., Haerudin, H., Fathurohman, A., Adiyono, A., & Aslan, A. (2023). The impact of technology on islamic pesantren education and the learning outcomes of santri: New trends and possibilities. Indonesian Journal of Education (INJOE), 3(3), 443–450.
Umar, U. (2022). ENGLISH LANGUAGE TEACHING IN PESANTREN IN INDONESIA: DEVELOPMENT AND CHALLENGES. Journal of English Language and Literature (JELL), 7(1), 55–64. https://doi.org/10.37110/jell.v7i1.143
Vandrick, S. (2018). Growing up with god and empire: A postcolonial analysis of ‘Missionary Kid’memoirs (Vol. 25). Multilingual Matters.
Zhang, W. (2019). Narrative inquiry in TESOL and language teacher education. US-China Education Review, 9(4), 182–191. doi: 10.17265/2161-623X/2019.04.
Aguilar Martínez, J. (2020). NATIVE LANGUAGE ATTRITION: A NARRATIVE INQUIRY OF THE PERCEPTIONS OF BILINGUAL EDUCATION STUDENTS.
Andriani, Z. Z. D. (2024). Adjustment and adaptation: English curriculum development in pesantren. Englisia: Journal of Language, Education, and Humanities, 11(2), 249–266. https://doi.org/10.22373/ej.v11i2.19862
Barkhuizen, G., Benson, P., & Chik, A. (2013). Narrative inquiry in language teaching and learning research. Routledge. https://doi.org/10.4324/9780203124994
Bourdieu, P. (2018). Cultural reproduction and social reproduction. Knowledge, education, and cultural change (pp. 71–112). Routledge.
Canagarajah, A. S. (1999). Resisting linguistic imperialism in English teaching. Oxford University Press.
Clandinin, D. J., & Connelly, F. M. (2004). Narrative inquiry: Experience and story in qualitative research. John Wiley & Sons.
Collins, J. (2000). Bernstein, Bourdieu and the new literacy studies. Linguistics and Education, 11(1), 65–78. https://doi.org/10.1016/S0898-5898(99)00018-2
Crystal, D. (2003). English as a global language. Cambridge university press.
Dörnyei, Z. (2003). Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications. Language Learning, 53(S1), 3–32.
Downey, C. A., & Clandinin, D. J. (2019). Narrative inquiry as reflective practice: Tensions and possibilities. In Journeys in Narrative Inquiry (pp. 130–146). Routledge.
El‐Dib, M. A. B. (2004). Language learning strategies in Kuwait: Links to gender, language level, and culture in a hybrid context. Foreign Language Annals, 37(1), 85–95. https://doi.org/10.1111/j.1944-9720.2004.tb02176.x
Farid, A., Adara, R. A., & Ashar, S. (2023). The impacts of school on English learners’ motivation in Indonesian Islamic schools. Englisia: Journal of Language, Education, and Humanities, 10(2), 1–19.
Farid, A., & Lamb, M. (2020). English for Da’wah? L2 motivation in Indonesian pesantren schools. System, 94, 102310. https://doi.org/10.1016/j.system.2020.102310
Flowerdew, J., & Miller, L. (2008). Social structure and individual agency in second language learning: Evidence from three life histories. Critical Inquiry in Language Studies, 5(4), 201–224. https://doi.org/10.1080/15427580802286173
Hajar, A. (2018). Motivated by visions: A tale of a rural learner of English. The Language Learning Journal, 46(4), 415–429. https://doi.org/10.1080/09571736.2016.1146914
Hamid, M. O. (2022). World Englishes, secularisation, and de-secularisation: Examining English language textbooks in a Muslim society from the perspective of language as situated practice. Journal of Multilingual and Multicultural Development, 1–19. https://doi.org/10.1080/01434632.2022.2159419
Irham, I. (2023). English Language Teaching in Bilingual Pesantren in Indonesia. Understanding Rural Education, 203. https://doi.org/10.1163/9789004549647_012
Isbah, M. F. (2020). Pesantren in the Changing Indonesian Context: History and Current Developments. QIJIS (Qudus International Journal of Islamic Studies), 8(1), 65. https://doi.org/10.21043/qijis.v8i1.5629
Jiang, A. L., & Zhang, L. J. (2019). Chinese students’ perceptions of English learning affordances and their agency in an English-medium instruction classroom context. Language and Education, 33(4), 322–339. . https://doi.org/10.1080/09500782.2019.1578789
Madkur, A., Friska, Y., & Lisnawati, L. (2022). Translanguaging Pedagogy in ELT Practices: Experiences of Teachers in Indonesian Pesantren-based Schools. VELES: Voices of English Language Education Society, 6(1), 130–143. https://DOI.org/10.3316/INFORMIT.103630918574426
Ma’rifah, A., Rochsantiningsih, D., & Sulityawati, H. (2020). Exploring students’ learning experiences in a Thai EFL classroom: A narrative inquiry. Leksika: Jurnal Bahasa, Sastra Dan Pengajarannya, 14(1), 14–21. DOI: 10.30595/lks.v14i1.5674
Mertova, P., & Webster, L. (2019). Using narrative inquiry as a research method: An introduction to critical event narrative analysis in research, teaching and professional practice. Routledge.
Nguyen, X. N. C. M., & Dao, P. (2019). Identity exploration and development in TESOL teacher education: A three‐dimensional space narrative inquiry perspective. Tesol Journal, 10(4), e492. https://doi.org/10.1002/tesj.492
Nilan, P. (2009). The ‘spirit of education’in Indonesian Pesantren. British Journal of Sociology of Education, 30(2), 219–232.
Peirce, B. N. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29(1), 9–31.
Pennycook, A. (1998). English and the discourses of colonialism. Psychology Press.
Podboj, M., & Lujić, R. (2020). Living in the ‘in-between’: Narrative inquiry into investment of foreign language teachers teaching abroad. Komunikacija i Kultura Online, 11(11), 189–225. https://doi.org/10.18485/kkonline.2020.11.11.11
Polkinghorne, D. E. (1995). Narrative configuration in qualitative analysis. International Journal of Qualitative Studies in Education, 8(1), 5–23.
Rohmah, G. N., Hanifiyah, L., Fitriyah, U., & Ningsih, A. A. (2019). Islamic values integration in English lesson at madrasah tsanawiyah: Teachers’ beliefs and practices. Jurnal Bahasa Lingua Scientia, 11(1). DOI: dx.doi.org/10.21274/ls.2019.11.1.93-106
Sari, D. M. (2023). English language teaching in pesantren: Challenges and strategies. At Turots: Jurnal Pendidikan Islam, 109–122. https://doi.org/10.51468/jpi.v5i2.174
Sinan, Z. F., & Yusuf, F. N. (2019). English Curriculum of a Modern Pesantren in Indonesia: Alumni’s voices. 529–533. https://doi.org/10.2991/conaplin-18.2019.314
Tubagus, M., Haerudin, H., Fathurohman, A., Adiyono, A., & Aslan, A. (2023). The impact of technology on islamic pesantren education and the learning outcomes of santri: New trends and possibilities. Indonesian Journal of Education (INJOE), 3(3), 443–450.
Umar, U. (2022). ENGLISH LANGUAGE TEACHING IN PESANTREN IN INDONESIA: DEVELOPMENT AND CHALLENGES. Journal of English Language and Literature (JELL), 7(1), 55–64. https://doi.org/10.37110/jell.v7i1.143
Vandrick, S. (2018). Growing up with god and empire: A postcolonial analysis of ‘Missionary Kid’memoirs (Vol. 25). Multilingual Matters.
Zhang, W. (2019). Narrative inquiry in TESOL and language teacher education. US-China Education Review, 9(4), 182–191. doi: 10.17265/2161-623X/2019.04.