s ing 080733 table of content
TABLE OF CONTENTS
STATEMENT OF AUTHORIZATION …………….….……………………. i
PREFACE ……………………………………………….…………………….. ii
ACKNOWLEDGEMENTS ……………………………….……….…………. iii
ABSTRACT ……………………………….……………………….………….. v
TABLE OF CONTENTS ………………………………………….…………. vi
LIST OF FIGURES ….…...…...…………………………………………….... ix
LIST OF APPENDICES ………………………………….……….………….. x
CHAPTER I: INTRODUCTION
1.1 Background of the Study ………………………………….……………1
1.2 Reasons for Choosing the Topic ………………………….…………… 4
1.3 Statement of the Problem... ……………………………….…………… 4
1.4 Scope of Study ………………………………………………………… 5
1.5 Aim of the Study ….…………………………………………………… 5
1.6 Significance of the Study ……………………………………………… 5
1.7 Organization of the Paper ……………………………………………... 6
CHAPTER II: THEORETICAL FOUNDATIONS
2.1 Conceptualizing Identity ………………………………..……………… 8
2.2 (Re)Contextualizing ELT in Indonesia: English as an International
Language (EIL)…………………………………………………..……. 15
2.3 The Dichotomy of Native English Teachers (NETs) and Non-Native
Supartini, 2013
Becoming English Teachers in English As An International Language Context In Indonesia
Universitas Pendidikan Indonesia | repository.upi.edu
English Teachers (NNETs) and Western Trained and Non-Western Trained
English Teachers. …..……………………..…...………………………… 23
2.4 Concluding Remarks ………………………………………..………… 26
CHAPTER III: RESEARCH METHODOLOGY
3.1 Research Design ……………………………….………….…………... 28
3.2 Research Setting and Participants …………………….……….………. 35
3.3 Data Collection and Data Analysis ……………………….….………... 36
CHAPTER IV: FINDINGS AND DISCUSSION
4.1 Findings
4.1.1 Learning and Teaching Experiences …………………...………. 39
Rania, the ‘Babe in the Woods’ ……………….....…...………... 39
Sharah, the Outstanding Student ……………………………….. 42
4.1.2 Overseas Training Experiences …………………………….…... 43
Influence of the ‘West’ …………..………………...…………... 44
(Re)Adjustment of the Knowledge ……………...…….…..…… 47
Outstanding Language and Teaching Ability, not Native
Speakerism ...………………………………………….…..…….. 50
Working with the ‘at Home Teachers’………………………….. 55
4.2 Discussion: Teacher Identity Construction in EIL Context in Indonesia
4.2.1 Self-Positioning in Two Cultures ..…………...………...………. 57
4.2.2 Being Positioned in Two Cultures ………...………...….............. 61
4.2.3 Negotiating with the Two Cultures …..….……………………… 63
Supartini, 2013
Becoming English Teachers in English As An International Language Context In Indonesia
Universitas Pendidikan Indonesia | repository.upi.edu
CHAPTER V CONCLUSION AND SUGGESTIONS
5.1 Conclusion …………………………………………………………. 66
5.2 Suggestions …………………………………………...……………. 70
REFERENCES
Supartini, 2013
Becoming English Teachers in English As An International Language Context In Indonesia
Universitas Pendidikan Indonesia | repository.upi.edu
STATEMENT OF AUTHORIZATION …………….….……………………. i
PREFACE ……………………………………………….…………………….. ii
ACKNOWLEDGEMENTS ……………………………….……….…………. iii
ABSTRACT ……………………………….……………………….………….. v
TABLE OF CONTENTS ………………………………………….…………. vi
LIST OF FIGURES ….…...…...…………………………………………….... ix
LIST OF APPENDICES ………………………………….……….………….. x
CHAPTER I: INTRODUCTION
1.1 Background of the Study ………………………………….……………1
1.2 Reasons for Choosing the Topic ………………………….…………… 4
1.3 Statement of the Problem... ……………………………….…………… 4
1.4 Scope of Study ………………………………………………………… 5
1.5 Aim of the Study ….…………………………………………………… 5
1.6 Significance of the Study ……………………………………………… 5
1.7 Organization of the Paper ……………………………………………... 6
CHAPTER II: THEORETICAL FOUNDATIONS
2.1 Conceptualizing Identity ………………………………..……………… 8
2.2 (Re)Contextualizing ELT in Indonesia: English as an International
Language (EIL)…………………………………………………..……. 15
2.3 The Dichotomy of Native English Teachers (NETs) and Non-Native
Supartini, 2013
Becoming English Teachers in English As An International Language Context In Indonesia
Universitas Pendidikan Indonesia | repository.upi.edu
English Teachers (NNETs) and Western Trained and Non-Western Trained
English Teachers. …..……………………..…...………………………… 23
2.4 Concluding Remarks ………………………………………..………… 26
CHAPTER III: RESEARCH METHODOLOGY
3.1 Research Design ……………………………….………….…………... 28
3.2 Research Setting and Participants …………………….……….………. 35
3.3 Data Collection and Data Analysis ……………………….….………... 36
CHAPTER IV: FINDINGS AND DISCUSSION
4.1 Findings
4.1.1 Learning and Teaching Experiences …………………...………. 39
Rania, the ‘Babe in the Woods’ ……………….....…...………... 39
Sharah, the Outstanding Student ……………………………….. 42
4.1.2 Overseas Training Experiences …………………………….…... 43
Influence of the ‘West’ …………..………………...…………... 44
(Re)Adjustment of the Knowledge ……………...…….…..…… 47
Outstanding Language and Teaching Ability, not Native
Speakerism ...………………………………………….…..…….. 50
Working with the ‘at Home Teachers’………………………….. 55
4.2 Discussion: Teacher Identity Construction in EIL Context in Indonesia
4.2.1 Self-Positioning in Two Cultures ..…………...………...………. 57
4.2.2 Being Positioned in Two Cultures ………...………...….............. 61
4.2.3 Negotiating with the Two Cultures …..….……………………… 63
Supartini, 2013
Becoming English Teachers in English As An International Language Context In Indonesia
Universitas Pendidikan Indonesia | repository.upi.edu
CHAPTER V CONCLUSION AND SUGGESTIONS
5.1 Conclusion …………………………………………………………. 66
5.2 Suggestions …………………………………………...……………. 70
REFERENCES
Supartini, 2013
Becoming English Teachers in English As An International Language Context In Indonesia
Universitas Pendidikan Indonesia | repository.upi.edu