An Indonesian Secondary Teacher’s Perspectives Of Native Speakerism in English Language Teaching Setting

Abstract

Monolingual ideology has still been influencing many English teachers in Indonesia by the teaching of English as foreign language whose ultimate goal is to speak like native English speakers. Even though the monolingual ideology still influences many English teachers in Indonesia, general public secondary school teachers’ perspectives of native speakerism in Indonesia remains under explored, especially in Central Java. This study aims to investigate an Indonesian English teacher's perspectives of native-speakerism in English language teaching (ELT) settings. This study employs a qualitative method, in which basic qualitative study is the research design. The data are collected through semi-structured interviews and an English teacher in a State Senior High School in Central Java is recruited as the participant. The data are analyzed using Parameters from Holliday (2005) which contain 3 indicators. The findings indicate that the participant have a strong preference toward NESTs in teaching English, introducing western culture better, and increasing students' curiosity in learning English. The emerging findings in this study show that the participant is still influenced by native speakerism and acknowledges the existence of Global Englishes at the same time. It can be concluded that the participant who is an English teacher in one of the small towns in Central Java is still influenced by native speakerism paradigm in various aspects. It is likely that many English teachers in other parts of Indonesia still have the same perspectives on native speakerism. It is important for teachers to change their way of viewing NESTs that are considered superior in the findings.