EFL: The Effects of Being English Users On Bahasa Indonesia And Identity

Marcelinus Pascalis Nue


Since most Indonesians have familiarized themselves with English, their views of this language become a discussable issue. This study aimed to investigate Indonesians’ perspectives as English users. This study also examined the effects of English on their first language and identity. There were four participants with different social backgrounds selected in this study. They were intensively interviewed by using open-ended questions. By using a qualitative method, the data were classified into types of investment as the themes, such as identity, capitals and maneuvering ideology. This study found that the participants’ awareness of their investment has sent them to become contextualized English users. Then it would seem to indicate that English would not be the threat, even it could generate some benefits. Eventually, although this study was not within academic contexts, it revealed some pedagogical implications for the development of the language learning process in EFL classrooms.


investmet;language loyalty; identity construction

Full Text:



Bolton, K. (2008). English in asia, asian englishes, and the issue of proficiency. English Today, 24(2), 3-12.

Chang, Y. (2014). Learning english today: What can world englishes teach college students in taiwan? English Today, 30(1), 21-27.

Darvin, R. & B. Norton (2015). Identity and a model of investment in applied linguistics. Annual Review of Applied Linguistics, 35, 35?56.

Fishman, J A. (1972). Language n Sociocultural Change. California: Stanford University Press.

Gunantar, D. A. (2016). The impact of english as an international language on english language teaching in indonesia. Journal lof Language and Literature, 10(1), 141-151

Harni Kartika-Ningsih, & Rose, D. (2018). Language shift: Analysing language use in multilingual classroom interactions. Functional Linguistics, 5(1), 1-22.

Huang, I. (2016). 'Everybody learns english, and so do I': The dominance of english and its effects on individuals. English Today, 32(1), 28-34.

Jenkins, J., Cogo, A., & Dewey, M. (2011). Review of developments in research into english as a lingua franca. Language Teaching, 44(3), 281-315.

Johnson, A. (2009). The rise of English: The language of globalization in China and the European Union. Macalester International, 22(1), 12.

Kankaanranta, A., Louhiala-Salminen, L., & Karhunen, P. (2015). English in multinational companies: Implications for teaching "english" at an international business school. Journal of English as a Lingua Franca, 4(1), 125-148.

Kuteeva, M., & Airey, J. (2014). Disciplinary differences in the use of english in higher education: Reflections on recent language policy developments. Higher Education, 67(5), 533-549.

Kim, S.L., Siong, K. L., Fei, F. W.,& Ya’Acob, A. 2010. The english language and its impact on identities of multilingual malaysian undergraduates. Journal of Language Studies, 10(1), 87-101.

Motha, S., Jain, R.,& Tecle, T. 2011. Translinguistic identity-as-pedagogy: Implications for language teacher education. International Journal of Innovation in English Language Teaching and Research, 1(1), 13-28.

Norton, B. (2000). Identity and Language Learning: Gender, Ethnicity and Educational Change. Essex: Pearson.

Norton, B. (2013). Identity and Language Learning: Extending The Conversation (2nd edn.). Bristol: Multilingual Matters.

Roux, P. W. (2014). English as an International Language: The debate continues. Polyglossia, 26, 45-56.

Schaller-Schwaner, I. (2015). The habitat factor in ELF(A) - english as a lingua franca (in academic settings) - and english for plurilingual academic purposes. Language Learning in Higher Education, 5(2), 329-351.

Le Page, R., & Tabouret-Keller, A. (1985). Acts of Identity: Creole-Based Approaches to Language and Ethnicity. Cambridge: CUP.

Torres-Rocha, J. (2017). High school EFL teachers’ identity and their emotions towards language requirements. Profile, 19(2), 41-55.

Yeh, L. (2013). World englishes and identity construction: A qualitative analysis of two taiwanese EFL undergraduates' viewpoints. The Asia - Pacific Education Researcher, 22(3), 327-340.

DOI: https://doi.org/10.29100/bright.v4i2.1878

DOI (PDF): https://doi.org/10.29100/bright.v4i2.1878.g981


  • There are currently no refbacks.

Copyright (c) 2021 Marcelinus Pascalis Nue, Marcelinus Pascalis Nue

Website : https://jurnal.stkippgritulungagung.ac.id/index.php/bright/index
Email : bright.journal@stkippgritulungagung.ac.id

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.