Penggunaan English as a Lingua Franca dalam Pembelajaran Bahasa Inggris di Indonesia: Tantangan dan Peluang
Keywords:
English as a Lingua Franca, Communicative Competence, English Language Learning, SLR, Challenges and OpportunitiesAbstract
Penggunaan English as a Lingua Franca (ELF) dalam pembelajaran bahasa Inggris di Indonesia menghadapi tantangan signifikan, terutama karena pendekatan pengajaran masih berorientasi pada English as a Foreign Language (EFL) tradisional yang menekankan norma penutur asli (native speakerism). Penelitian ini bertujuan untuk mengidentifikasi tantangan dan peluang dalam penerapan ELF di kelas bahasa Inggris di Indonesia. Dengan pendekatan kualitatif deskriptif-eksploratif, data dikumpulkan melalui wawancara dan observasi di dua SMA, melibatkan lima guru dan 20 siswa. Hasil menunjukkan tantangan utama, yaitu: (1) orientasi pada norma penutur asli, (2) keterbatasan paparan aksen non-native, (3) minimnya materi pembelajaran ELF, (4) kesiapan guru dan siswa yang terbatas, dan (5) hambatan dari evaluasi dan ekspektasi eksternal. Namun, terdapat peluang besar dalam memanfaatkan lingkungan multibahasa, motivasi siswa untuk komunikasi global, penggunaan teknologi, dan sikap adaptif guru. Penelitian ini menawarkan perspektif baru tentang penggunaan ELF, menekankan pentingnya pergeseran dari kesempurnaan linguistik menuju efektivitas komunikasi lintas budaya. Implikasinya, diperlukan dukungan kebijakan dan pelatihan guru untuk mengembangkan strategi pengajaran yang lebih komunikatif, guna mempersiapkan siswa menghadapi komunikasi internasional yang sesungguhnya.
The use of English as a Lingua Franca (ELF) in English language learning in Indonesia faces significant challenges, especially since the teaching approach is still oriented towards traditional English as a Foreign Language (EFL) that emphasizes native speakerism. This study aims to identify the challenges and opportunities in implementing ELF in English classes in Indonesia. Using a qualitative descriptive-exploratory approach, data were collected through interviews and observations in two high schools, involving five teachers and 20 students. The results show the main challenges, namely: (1) orientation to native speaker norms, (2) limited exposure to non-native accents, (3) minimal ELF learning materials, (4) limited teacher and student readiness, and (5) barriers from external evaluation and expectations. However, there are great opportunities in utilizing the multilingual environment, student motivation for global communication, use of technology, and teacher adaptive attitudes. This study offers a new perspective on the use of ELF, emphasizing the importance of shifting from linguistic perfection to cross-cultural communication effectiveness. The implication is that policy support and teacher training are needed to develop more communicative teaching strategies, in order to prepare students for real international communication.
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