ENGLISH LANGUAGE TEACHING DEPARTMENT STUDENTS IDENTITY CHANGES ASSOCIATED WITH ENGLISH LANGUAGE LEARNING

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1 ENGLISH LANGUAGE TEACHING DEPARTMENT STUDENTS IDENTITY CHANGES ASSOCIATED WITH ENGLISH LANGUAGE LEARNING THESIS Submitted in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan Lourentius Feby Haryanto ENGLISH LANGUAGE TEACHING DEPARTMENT FACULTY OF LANGUAGE AND LITERATURE SATYA WACANA CHRISTIAN UNIVERSITY SALATIGA 2013

2 ENGLISH LANGUAGE TEACHING DEPARTMENT STUDENTS IDENTITY CHANGES ASSOCIATED WITH ENGLISH LANGUAGE LEARNING THESIS Submitted in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan Lourentius Feby Haryanto ENGLISH LANGUAGE TEACHING DEPARTMENT FACULTY OF LANGUAGE AND LITERATURE SATYA WACANA CHRISTIAN UNIVERSITY SALATIGA 2013 i

3 ffi PERPUSTAKAAN UNryERsrTAs UNIVERSITAS KRISTEN SATYA WACANA Jl- Diponegoro Salatiga Jau a 1'engah, hdonesia 'Ie{p. f.}) , Fax i.ll3 Iibruy@,adm. ulrw.edu ; http: / /libm.uksrv,edu PERNYATAAN TIDAK PLAGIAT DAN PERSETUJUAN AKSES Selragai sivitas akademik Universitas Kristen Satya lvacana, saya yang bertanda tangan di bawah ini: Nama NIM Faku ltas judul tugas akhir : : LoURENTIUS PEBY HAR,,yAdTO : fi lo grnatl.com FAI<ULTA$ bahasa Er SASIRA Program Studi : PanOrpttcAtt E,aHlSA tn6on tg EN LISH LAI{6UF,6E TEAeHING bepaaty\e\f STUDE},.TTS. \DEHTiTY CHAI.T6ES ASSOC,IATED \^ItTTt EF.\GL!gt{ _LAH6UA6E LEARNiN6 Dengan ini nrenyerahkan karya tersebut diatas untuk disimpan dalam Koleksi Digital Perpustakaan Universitas dengan ketentuan akses tugas akhir elektronik sebagai berikut (beri tanda pada kotak yang sesuai):,j a.saya mengijinkan karya tersebut diunggah ke dalam aplikasi Koleksi Digital Perpustakaan Universitas, dan/atau portal GARU DA. n b.5aya tidak mengijinkan karya tersebut diunggah ke dalam aplikasi Koleksi Digital Perpustakaan Universitas, dan/atau portal GARUDA. * ;* ooinbharusdilampindengansutrotdaridekan/kopraoiatdtlpembnlbingtadngondiketahuio,lehpimpinonfakultasyongmenleloskonolasonpihhon. : Y!."g.?F?: d!:-?'lsi!fl1 P,!?h hqto-my rydut y?bstrak. : Dengan ini saya juga menyatakan bahwa: r. i-lasil karya yang saya s rahkan ini adalah asli dan belum per*ah diajukan untuk mendapatkan gelar kesarjanaan baik di Universitas Kristen Satya Wacana maupun di institusi pendidikan lainnya. z. Hasil karya saya ini bukan saduran/terjemahan melainkan merupakan gagasan, rumusan, dan hasil pelaksanaan peneliiiant' implernentasi saya sendiri, tanpa bantuan pihak lain, kecuali arahan pembimbing akademik dan narasumber penelitian..r. Hasil ka rya saya in i rneru pa kan hasii revisi terakh ir setela h diujika n yang teiah diketa h u i dan d isetuju i oleh pembimbing" *. Dalam karya saya ini tidak terdapat karya atau pendapat yang telah ditulis atau dipublikasikan orang iain, kecuali yang digunakan sebagai acuan dalam naskah dengan menyebutkan nama pengarang dan dicanturnkan dalam daftar pustaka. 5. Saya menyerahkan hak non-eksklusif kepada Perpustakaan Universitas * Universitas Kristen Satya Wacana untuk menyirnpan, meftgatur akses serta melakukan pengelolaan terhadap karya saya ini dengan mengacu pada ketentuan akses tugas akhir elektronik di atas dan norrna hukum yang beriaku. Pernyataan ini saya buat dengan sesungguhnya. Apabila di kemudian hari terbukti ada peni/impangan dan ketidakbenaran dalam pernyataan ini maka saya bersedia menerima sanksi akademik berupa pencabutan gelar yang teiah diperoleh karena karya saya ini, serta sanksi lain yang sesuaidengan ketentuan yang berlaku di Universitas Kristen Satya Wacana" l-oure.nt-ius Febg Horganto fulengetah ui,

4 ENGLISH LANGUAGE TEACHING DEPARTMENT STUDENTS IDENTITY CHANGES ASSOCIATED WITH ENGLISH LANGUAGE LEARNING THESIS Submitted in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan Lourentius Feby Haryanto ii

5 PUBLICATION AGREEMENT DECLARATION As a number of the (SWCU) Satya Wacana Christian University academic community, I verify that: Name : Lourentius Feby Haryanto Student ID Number : Study Program : English Department Faculty : Faculty of Language and Literature Kind of Work : Undergraduate Thesis In developing my knowledge, I agree to provide SWCU with a non-exclusive royalty free right for my intellectual property and the contents there in entitled: English Language Teaching Department student s identity changes associated with English Language Learning along with any pertinent equipment. With this non-exclusive royalty free right, SWCU maintains the right to copy, reproduce, print, publish, post, display, incorporate, store in or scan into a retrieval system or database, transmit, broadcast, barter or sell my intellectual property, in whole or in part without express written permission, as long as my name is still included as the writer. This declaration is made according to the best of my knowledge. Made in : Salatiga Date : June 21, 2013 iii

6 COPYRIGHT STATEMENT This thesis contains no such material as has been submitted for examination in any course or accepted for the fulfillment of any degree or diploma in any university. To the best of my knowledge and my belief, this contains no material previously published or written by any other person accept where due reference is made in the text Lourentius Feby Haryanto and Anne I. Timotius, M.Ed All right reserved. No part of this thesis may be reproduced by any means without the permission of at least one of the copyright owners or the English Department, Faculty of Language and Literature, Satya Wacana Christian University, Salatiga. Lourentius Feby Haryanto: iv

7 ENGLISH LANGUAGE TEACHING DEPARTMENT STUDENTS IDENTITY CHANGES ASSOCIATED WITH ENGLISH LANGUAGE LEARNING Lourentius Feby Haryanto Abstract English is regarded as an international language and because of that, most Indonesian students must learn English as foreign language (EFL). Considerably, learning any languages, including English is not only a matter of the language itself. It is also related to its culture s behavioral norms, and culture values that commonly determine self-identity of its users. This quantitative study investigated English Language Teaching Department students identity changes associated with English language learning. The subjects were 85 English Language Teaching Department students of Satya Wacana Christian University, obtained from a purposive sampling. The instrument of the research was a closed-ended questionnaire about six categories of self-identity changes based on a study conducted by Gao Yihong, Cheng Ying, ZhaoYuan, and Zhou Yan (2005). According to literature of bilinguals identities, those six categories of identity changes are: self-confidence, subtractive bilingualism change, additive bilingualism change, productive bilingualism change, identity split change, and the last one is zero change. The results showed that in the English Language Teaching Department of Satya Wacana Christian University EFL context, the most prominent identity changes type occurred on the learners was self-confidence. Keywords: Identity changes, English language learning. Introduction Language is not only considered as an instrument for communication. It is also related to a set of behavioral norms and cultural value of its users which construct someone s identity (Gao et al., 2005). Identity is rather a catch-all term used to represent almost anything pertaining to the self (Brubaker & Cooper, 2000 as cited in Schwartz et al., 2006). According to Dai ( ), self-identity is perceived by learners in terms of language 1

8 learning and cultural groups that they belong to, as well as their values. This is in line like what Gao, Cheng, Zhao, and Zhou (2005) statement which say that learning a new language may bring identity changes toward its users including competence, language style, or their value system. Indonesian people have Indonesian as their native language. Besides, they also learn English as a target language in addition. Such condition raises a question. What will happen when their native language with its native culture meets up with a condition when they have to learn target language and its culture? More or less, such condition brings some particular impacts toward their identity related to the goals, values, and beliefs that an individual adopts and holds (Schwartz et al., 2006). On their classical social psychological model of language learning as cited in Dai ( ), Gardner and MacIntyre (1993) proposed a theory that there are two sets of learning outcomes which can be formed by language learning. The first one is linguistic outcome which is associated to changes in an individual's competence, knowledge, and skill in some aspect of the language (vocabulary, grammar, reading, writing, speaking, pronunciation, or listening comprehension). The second one is non-linguistic outcomes, which refer to various affective characteristics such as attitudes towards the other language group, attitudes towards TL learning, intentions to use the language in the future, and anxiety about learning or using the language (Gardner et al., 2005, as cited in Viskari, 2005). So, nonlinguistic outcomes refer to attitudes and values that develop from the TL learning experience (Gardner, 1985, as cited in Viskari, 2005). Those outcomes are related to Gao et al. s (2007) acknowledgement about how learners perceive themselves in terms of linguistic and cultural groups they belong to, their values, communication styles, abilities, and worthiness. The changes experienced by one language learner will not be similar to another. It will be various for each learner. While the previous researches concerned on the identity changes focused mainly on the cultural identities, Gao et al. (2005) assured that identity 2

9 changes do not only deal with cultural identities, but also the language proficiency of the learner itself. Figure 1. The correlation among language learning, bilingualism, and identity changes Figure 1 shows us the correlation among language learning, bilingualism, and identity changes. It is in line with a theory proposed by Gardner (1985), as cited in Gao et al. (2007). On his statement, the learners become bilingual because they have their native language (Indonesian), but they also acquire a new language in addition as their target language (English). By having two languages, they acquire bilingualism and become bilinguals. From this point, language learning within bilingualism brings two types of outcomes (Gardner, 1985, as cited in Gao et al., 2007). The first one is called linguistic outcomes where language proficiency including out competence, perception, and linguistic skill is increased through language learning. The second one is called non-linguistic outcomes where self-identity changes belonged. According to Gardner and MacIntyre s (1993) theory that was cited in Dai 3

10 ( ), classical social psychological model of language learning, when the learners learn about language, they may undergo non-linguistic outcomes where their cultural identity may experience changes. During the learning process, the learners do not only learn about the linguistic things about the target language. They also learn about its ideas, behavioral norm, and cultural value which will construct their identity. According to Gottardo & Grant (2008), multilingualism is an ability to speak more than two languages with approximately equal facility, while the definition of bilingualism is more complex and is influenced by multiple factors such as the age of acquisition of the second language, continued exposure to the first language (L1), relative skill in each language, and the circumstances under which each language is learned. Popular definitions of bilingualism conceptualize language knowledge as being a binary category whether one is classified as having acquired two languages or not (Brutt-Griffler & Varghese, 2004, as cited in Gottardo & Grant, 2008). In its simplest form, bilingualism is defined as knowing two languages. According to Valdez and Figueora (1994) as cited in May, Hill & Tiakiwai (2004), classifications of bilinguals in the research usually acknowledge the complexity of defining bilingualism. As if often believed, bilingualism is defined as psychological and social states of individuals or groups of people that result from interactions via language in which two or more linguistic codes (including dialects) are used for communication (Hutler and Hakuta, 2004). In his paper, Roberts (1995) acknowledged a statement proposed by Lambert (1975), that there are two types of bilingualism that affect a learner s identity. The first one is subtractive bilingualism. This type of bilingualism occurs when the native language and native cultural identity are replaced by the target language and target cultural identity. Whereas, the second one is additive bilingualism which the learner s native language and native cultural identity is maintained while the target language and target cultural identity are 4

11 acquired in addition. In light of humanistic psychology, Fromm s (1948) productive orientation, Maslow s (1957) theory of basic human needs and its expansion (Xu, 1988, 1999), Gao (2001, 2002) proposed a concept of productive bilingualism as alternative from those subtractive and additive bilingualism. With productive bilingualism, the command of the target language and the native language positively reinforce each other; deeper understanding and appreciation of the target culture goes hand in hand with deeper understanding and appreciation of the native culture. Besides, Fromm (1948) as cited in Gao, Cheng, Zhao, and Zhou (2005) also proposed that those kinds of language learners have a productive orientation in language learning; they are motivated by self-actualization needs (Maslow, 1957, as cited in Francis, 1992). As an ideal type of bilingualism, productive bilingualism is commonly symbolized as 1 + 1> 2 which means the two linguistic and community identities reinforce each other. Deeper understanding, appreciation, and empathy with one community go hand in hand with that of the other (Gao et al., 2005). On the other hand, subtractive bilingualism and additive bilingualism are symbolized as 1 1 = 1 and 1 +1 =1 respectively. 1 1 = 1 illustrates that one identity associated with a certain linguistic variety is replaced by another identity associated with a different linguistic variety whereas 1+1=1 means Two (or more) identities associated with different linguistic varieties co-exist in one s linguistic and identity repertoire, and have respective roles to play in different communicative situations or for different purposes (Gao et al., 2005). The empirical basis of productive bilingualism consisted of interviews with some recognized best target language learners, mostly professors, researchers and translators and up until now, there are still few researches that talk about such bilingualism or self-identity changes that have been conducted among college learners. It is very interesting to see that learning a language brings many effects and may even change the identity of its learner. That made me curious and eager to do a research on 5

12 English language learning of English Languag Teachng Department (ELTD) students of Satya Wacana Christian University Salatiga. As we know that all ELTD students are bilingual which means they obtain the knowledge and use of more than one language (Hutler and Hakuta, 2004) and in this context, they are able to speak Indonesian and English. I was interested whether they undergo identity changes after acquiring English or not. Hence, if bilingualism surely affects their self identity, I was wondering what kind of identity changes they have undergone after learning English. The present study aimed at exploring the learners identity changes associated with English learning. Besides, through this research we are able to know whether the identity changes they experienced included to positive outcome or the negative one toward their identity. It is a phenomenon of learning English that almost happens in every country. On the other hand, it is quite distinctive since this topic also can be linked to many things such as culture value, behavior norms, and also about the psychology of the learners. Theoretical Framework This study aimed to analyze: What types of identity changes are caused by English Language Learning experienced by English Language Teaching Department students of Satya Wacana Christian University? As stated previously at the very beginning, the study used the six categories of selfidentity changes based on Gao Yihong, Cheng Ying, Zhao Yuan, and Zhou Yan (2005). The first one is self-confidence change. Based on Gardner (1985) as cited in Gao et al. (2005), self-confidence is categorized as non-linguistic learning outcome because it is related to the perception of one s own competence. It is about how learner s confidence 6

13 changes after learning a new language. For example, after learning English, a learner feels that he/she becomes more confident or maybe they feel their own growth after they can successfully overcome difficulties in English learning. The second category is additive bilingualism change where the learner s native language and native cultural identity is maintained while the target language and target cultural identity is acquired in addition (Lambert, 1975, as cited in Chunyan, 2005). The study designed by Cummins (1981) stated in Roberts (1995) shows that additive type is related to positive effects whereas the subtractive approaches to negative effects on the learners. Such bilingualism occurs usually when two languages complement one other (or the speaker is a balanced / competent user both). The co-existence of two sets of languages, behavioral patterns, and values, each specified for particular contexts (Boonchum, 2009). The third category of self-identity changes is subtractive bilingualism change. This category is the inverse of the previous one. If additive change can maintain between native and culture language and target native and culture so that there is no one side is falling ; in subtractive change, the native language and native cultural identity are replaced by the target language and target cultural identity. According to Lambert (1975) as cited in Roberts (1995), subtractive bilingualism characterizes the situation in which students lose their first language in the process of acquiring their second language. Having such bilingualism refers to the negative affective and cognitive effects of bilingualism. So, the falling of the learner s native language and culture are caused by the target language and its culture. Subtractive bilingualism is a common phenomenon in learning a target language or it is like the side-effect of learning a new language. The next category is productive bilingualism change. It is a condition where the command of the target language and that of the native language positively reinforce each other. Based on Gao s (2001,2002), as cited in Gao et al (2005), concept of productive 7

14 bilingualism, the command of the target language and that of the native language positively reinforce each other; deeper understanding and appreciation of the native culture; learners cognitive affective, and behavioral competence are enhanced as a whole. This category can be assumed as the positive change because both languages are supporting each other. No one side really raises and no one side falls. Compared to additive change, productive change seems to be better because in additive change, the target language and culture are just addition but there is no absolute impact toward the learners native culture and language. On the other hand, in productive bilingualism change, the target language and culture have a positive influence toward the learners native language and culture. The fifth category is identity split change. This category is related to the struggle between the languages and cultures gives rise to identity conflict (Gao et al., 2005). Such conflict commonly happen since the target language and culture are different compared to the native language and culture (Gao et al., 2005). This kind of change can be clearly illustrated through participants statements of Gao et al. (2005) study about self identity changes and English learning among Chinese undergraduates. For example, when parting with foreign friends, I m frequently confused as two whether I should shake hand or hug and kiss or I feel a painful split when I switch between English and Chinese behavioral patterns (Gao et al., 2005). The last change is a condition where there is no self-identity changes at all called zero change. Sometimes such change also acquired by some learners when they think no matter what language is used for expression; they remain to be their own selves (Gao et al., 2005). According to Gao et al. (2005) above-mentioned categories, zero change was a category used for comparison. On the other hand, self-confidence change was the independent one of identity changes. While the other four categories were cultural identity changes, split change might be viewed as an intermediate phase. In order to avoid 8

15 cognitive dissonance, learners experiencing split change might develop other types of identity changes afterward. The Study Context of the study The setting of the study was the English Language Teaching Department of the Faculty of Language and Literature in Satya Wacana Christian University. It is located in a small town of Salatiga, Central Java, Indonesia. The reason why I chose this faculty was because first, I was studying there so it would be easier for me to conduct a research in my own faculty. The second, the focus of my study was on the bilingualism among English Language Teaching Department students of Satya Wacana Christian University who are prepared to be English teacher in the future. Since they have to be English teacher, they are forced to be bilingual (in English). The reason for selecting that focus was because I was wondering about what happen to them after acquiring English as their target language. Participant The participants were 85 ELTD students of Satya Wacana Christian University who are in the middle year of study or above. The study used purposive sampling strategies and the student participants had been selected because of the following reasons: The English Language Teaching Department students of Satya Wacana Christian University are the ones who acquire bilingualism through English language learning longer and more intense as their routine rather than another students from different major and faculty. The participants were taken from third year students or above because they must have more experience about having two languages (Indonesian and English) through English language learning in English Language Teaching Department. 9

16 The longer the participants studying English as their target language, the clearer the effect of bilingualism on their self identity can be seen. There are also statistics data of the participants which is related to the study below, including the distribution of subjects age, sex, college year and subjects family background and starting age of English learning. Table 1. Distribution of subjects age, sex, college year Age Sex College Year (Angkatan) M F % 12% 39% 61% 38% 55% 7% Table 2. Distribution of subjects family background and starting age of English learning Family Background Starting Age Country Town % 57.65% 27.06% 63.53% 8.24% 1.18% Instrument of Data Collection In attempting to answer the research question, the data was collected through questionnaire. The reason why I used questionnaire was because my research was a survey and questionnaire is one of the effective tools in generating survey research which commonly contain information such as the percentage of respondents opinion / attitude (Borg and Gall, 1979). Besides, the amount of my subjects was in quite great in number. According to 10

17 Adams, Anne and Cox, Anna L. (2008), questionnaires can be an invaluable tool when usability data is needed from large numbers. It can be both cost-effective and easier to analyze than other methods. The questionnaires were spread randomly to 100 English Language Teaching Department students. At the end, the questionnaires which returned were only 85. The questionnaire consisted of 23 statements on self-identity changes types adopted from the questionnaire made by Gao Yihong, Cheng Ying, Zhao Yuan, and Zhou Yan (2005) toward self-identity changes (See Appendix A for the detail information of the questionnaire). It took no more than 5 minutes to fill in. It was measured by a Likert scale (1=strongly disagree; 2=disagree; 3=agree; and 4=strongly agree). Procedures of data collection Before distributing the questionnaire, 5 participants were randomly chosen in order to check the clarity of the questionnaire. After that, the researcher spread the questionnaires randomly to English Language Teaching Department students who have already taken Cross Culture Understanding course. The participants were asked to answer the questionnaire and return it as soon as they complete it. After all the questionnaires had been collected, the finding of the questionnaire was ready to be analyzed Data Analysis The collected data were processed using Microsoft Excel program. Descriptive statistics were used in order to answer the research question. Each response of the questionnaire had certain point and put into tables and charts and then was calculated to find the amount and percentage. The result of the data analysis showed what identity change types were being occurred among the English Language Teaching Department student. 11

18 Discussion The data was statistically analyzed to answer the research question. To establish the type of identity changes that occur among ELTD students, the discussion was divided into two parts: general result of identity changes and analysis of each type of identity changes. The number and percentage of overall prominent identity changes and each type of identity changes were calculated. General result of identity changes Figure 1 presents descriptive statistics of all the six types of identity changes among ELTD students. Self-confidence has the highest average (average = 3.11), followed by additive bilingualism change (average = 2.95), productive bilingualism change (average = 2.88), zero change (average=2.84), split change (average = 2.43), and subtractive bilingualism change (average = 2.26) From the summary of average cross above, the study revealed that the most prominent change occurred was self-confidence and subtractive bilingualism change was the least type of identity changes occurred among ELTD students. Also as the data showed, the range of average score was not significantly different. 12

19 In the following section, the result of each identity changes type will be discussed more specifically 1. Self-Confidence Table 3. Percentage of choices on Self-Confidence Change Statement Valid no. of Ss Agree & Agree Disagree &Disagree I feel great when I find my command of English is better than of others. English learning has a great impact on my selfconfidence When I have difficulties in English Learning, I begin to doubt my own ability Whenever I have overcome a difficulty in learning English, I can feel my own growth 85 91% 9% 85 95% 5% 85 59% 41% 85 96% 4% Table 3 presents subjects attitudes toward specific statements under self-confidence change. From the four statements showed above, up to more than 91% of the students agreed that they feel terrific when they found their command in English is better than anyone else, they experience that English learning causes a great impact toward their self-confidence, and they can feel their own growth whenever they can overcome any difficulties in learning English. The rest, the students who disagreed toward those three statements are no more than 9%. Besides, the table 3 also shows that up to 59% of students had doubts about their own competence due to difficulties in English learning. Gao et al. (2005) stated that: The prominence of self-confidence change as a learning outcome might reflect characteristics of Chinese EFL context, as distinguished from ESL context: limited exposure to the target culture, yet very high value attached to the target language. In such a context, the impact of language learning on learners perception of their competence was greater than on their cultural identities. (p.44) 13

20 In line with that statement, the result of this study showed that self-confidence change type achieved the highest average. It might reflect the characteristics of English Language Teaching Department students of Satya Wacana Christian University. The impact of English language learning on learners perception of competence was greater than their cultural identities. From the data gathered, they agreed that they feel great when their command in English is better than anyone else. They lost their confidence and begin to doubt their own ability when they face difficulties in learning English. Those showed us that their English competence really influences their confidence. It indicates that their growth in term of their own competence also brings greater self-confidence on their own self. Moreover, about 95% of the students agreed that English learning has a great impact on their self confidence. It can be clearly seen that when the learners competence of English was developed, their self confidence was also increased. 2. Additive Bilingualism Change Table 4. Percentage of choices on Additive Bilingualism Change Statement Valid no. of Ss Agree & Agree Disagree &Disagree I can easily switch between Indonesia and English according to situational needs. I am relatively confident when speaking in English, and relatively modest when speaking in Indonesian I prefer to listen to the original English dialogue when watching English Movies, just as I enjoy the original Indonesian dialogue when watching Indonesian movies 85 91% 9% 85 53% 47% 85 81% 19% Table 4 shows the subjects attitude toward additive bilingualism change. We can see that up to more than 91% of students had no difficulties in switching language between Indonesia and English. It seemed that they know how to use both languages properly 14

21 according to the situational needs. About 47% of students did not have good confidence when speaking English and being modest when they use Indonesian. It can also be seen that although the students major is English, 81% of the students still enjoy using Indonesian subtitle when watching Indonesian movies. According to Cummins (1981), as cited in Roberts (1995), additive type is related to positive effects and it occurs usually when the second language does not replace the first language; rather, the first language is also promoted and developed (Otaola, 2008). This theory is relevant with the result of this study. From the each statement, it could be clearly seen from the respondents that the two languages complement each other and there were no difficulties in maintaining both English and Indonesia for the students. Almost more than 50% of the students agreed that they could easily switch between English and Indonesia, they had confidence when speaking in English and could be modest when speaking Indonesia, and they also could enjoy using both English and Indonesian subtitle in the context of watching movies. Additive bilingualism change (average=2.95) comes after self-confidence, this indicated that ELTD students still have positive bilingualism attitude by showing that both their English and Indonesian are well maintained. Although they have been acquiring high proficiency in English, they do not forget their native language. 15

22 3. Productive Bilingualism Change Table 5. Percentage of choices on Productive Bilingualism Change Statement After learning English, I have become more understand and can communicate better with others After learning English, I find myself more sensitive to appreciate the subtitle in Indonesia After learning English, I find myself more sensitive to changes in the outside world As my ability of appreciating English literature and art increases, I have become more interested in Indonesian literature and art Valid no. of Ss Agree & Agree Disagree &Disagree 85 89% 11% 85 71% 29% 85 80% 20% 85 64% 36% Table 5 shows that about 64% to 89% of the students reported to experience productive bilingualism change. This is higher than the percentage of students who did not perceive such change, which were just about less than 40%. Most students agreed that after learning English, they got positive effects on themselves, especially the things which are related toward their bilingual life like: they have better understanding and can communicate better with others, being more sensitive in appreciating Indonesian subtitle, became more aware to outside-world changes, and became more interested in Indonesia literature and art as the increasing of their ability of appreciating English literature and art. The results proposed that about 33% of the subjects (average = 2.88) reported themselves having productive bilingualism change. They agreed that learning English did not negatively affect their native language and culture. Instead, English learning had positively reinforced the students understanding, attitude, and appreciation toward their Indonesia and Indonesian culture. It means that ELTD students had Fromm s (1948) productive orientation in language learning (Gao, 2005). Both target and native language positively reinforce each other and they have deeper understanding and appreciation of the 16

23 native culture (Gao, 2001, as cited in Gao et al., 2005). According to Maslow (1957), as cited in Gao et al. (2005), these 33% of subjects have undergone the ideal type of bilingualism because their two linguistics and community identities can reinforce each other and positively goes hand in hand. 4. Zero Change Table 6. Percentage of choices on Zero Change Statement No matter which language is used for expression, I remain to be myself. I have not felt any changes in myself after learning English It s impossible for me to change into another person after learning a language It s impossible for me to talk about personal changes after learning English. Valid no. of Ss Agree & Agree Disagree &Disagree 85 94% 6% 85 40% 60% 85 65% 35% 85 56% 44% As we can see from Table 6, it presents subjects attitudes toward specific statements under zero change. From the four statements mentioned above, about 94% of the students agreed that they remain to themselves whatever the language used for their expression. Only 40% of the students reported themselves to not feel any changes after learning English and about 56% up to 65% of the students said that it was impossible to change into another person and talk about personal changes after learning English. According to Gao et al. (2005), for those who reported zero change on themselves experienced what is called by absence of identity changes. It is a condition where language learning only has impact toward the users language proficiency, not their cultural identity. In short, they remain to be themselves. Language learning which is in this context is English, only brings change toward their perception of their own competence (linguistic outcomes) 17

24 not their identity. In conclusion, these 40% up to 94% students was reported to not have identity changes caused by English language learning. Their linguistic competence is increasing, but they remain to be themselves. 5. Split Change Table 7. Percentage of choices on Split Change Statement I feel weird when my speech in Indonesia is subconsciously mixed with English words. I feel a painful split when I switch between English and Indonesian behavioral patterns. When parting with foreign friends, I m frequently confused as to whether I should shake hands or hug and kiss. After learning English, I am often caught between contradicting values and beliefs Valid no. of Ss Agree & Agree Disagree &Disagree 85 49% 51% 85 36% 64% 85 33% 67% 85 51% 49% Table 7 represents the students attitude toward specific statements under Split Change. From the four statements above, about 49% have a weird feeling when their speech in Indonesia subconsciously mixed with some English words. In contrast, up to 64% of the students disagree with statement number two about switching behavioral patterns between English and Indonesia. About 67% of the students also reported themselves that they do not feel any confusion about what they should do when partying with foreign friends. The last, 51% of the students admit that they often caught between contradicting values and beliefs after learning English. In split change, cultural conflict did exist. The struggle between the languages and cultures gives rise to identity conflict (Gao et al., 2005). Those four statements are representatives of common issues occur among students after learning English. As shown in 18

25 Table 7, a small portion of students (average = 2.43) experienced the cultural conflict resulting from English learning. Take split change as an example: 33% to 51% of the students felt conflicts at linguistic, behavioral, and belief levels. Since the gap percentages between those who agree and disagree toward those four statements were not very different, it indicates that this type of change were not common among ELTD students. According to Gao et al. (2005), the experience of cultural conflicts was not necessarily negative. It is just a developmental phase, which took place when linguistic and cultural learning reached a certain depth. The deeper linguistic and cultural experiences, they might move towards additive or productive directions. 6. Subtractive Bilingualism Change Table 8. Percentage of choices on Subtractive Bilingualism Change Statement Valid no. of Ss Agree & Agree Disagree &Disagree With the improvement of my English proficiency, I feel my Indonesian becomes less idiomatic After learning English, I feel my behavior have become somewhat westernized After learning English, I feel odd about some Indonesian conventions After learning English, I begin to reject some Indonesian ideas 85 31% 69% 85 33% 67% 85 36% 64% 85 26% 74% As shown in Table 8, the percentages of students attitude toward specific statements under Subtractive Bilingualism Change mostly go to strongly disagree and disagree. 64% to 74% of the students disagreed with statements which indicate the change on their both language and culture after learning English. On the other hand, about 26% up to 36% of the students reported Subtractive Bilingualism Change on themselves. About 26% of the 19

26 students begin to reject some Indonesian ideas after learning English. About 31% up to 33% of the students feel that their Indonesian becomes less idiomatic and their behavior have become westernized. The last, about 36% of the students feel odd about some Indonesian conventions after learning English for years. Subtractive bilingualism change is the least change occur among ELTD students (average = 2.26). It suggests that this type of identity change were not common among ELTD student. Since subtractive bilingualism typically has a negative effect on the learners (Roberts, 1995) and it is the least type occurs, it becomes a good sign for ELTD students for not having negative attitude and undergoes such negative impact of learning English. Through this result, it is glad to know that English Language Teaching Department students can keep their native language, culture, and value well although they have acquired high proficiency of English. Conclusion The study aimed to discover English Language Teaching Department students identity changes associated with English learning using six types of identity changes from Gao et al. (2005). The most obvious finding to emerge from this study was that there were six type of identity changes occur after acquiring English learning. Those are self-confidence, subtractive bilingualism change, additive bilingualism change, productive bilingualism change, identity split change, and the last one is zero change. Returning to the research question posed at the beginning of the study, it is now clear that this study had discovered that the most prominent identity change type occur among English Language Teaching Department students was self-confidence (average = 3.11). This might becomes the characteristic of English Language Teaching Department students of Satya Wacana Christian University after learning English, where the impact on the 20

27 perception of competence is greater instead of on their cultural identities like what Gao et al. (2005) have discovered in their study entitled self-identity changes and English learning among Chinese undergraduates (2005). The gathered data showed that the learners English competence really influences their confidence like they will feel great when they find their command in English is better than anyone else and they begin to doubt their own ability when they cannot overcome their difficulties in English language learning. Those indicate that their growth in term of their own competence also brings greater self-confidence on themselves. So, it can be clearly seen that when the learners competence of English was developed, their self confidence was also increased. More specific analysis of each type of identity changes was also reported. Through the results, it was also discovered that some English Department students also undergone some changes on their cultural identities. Cultural identity changes have become a part of their self development of learning English because language and culture are two things which are related to each other and it cannot be apart. Regarding to the analysis of the findings, this study suggests two noteworthy implications. First, in order to enhance positive identity changes of the learners, the English Language Teaching Department lecturers should make efforts in fostering English Language Teaching Department students learning motivation. It can be done not only through enhancing the learners linguistic knowledge and skill, but it can also be done by giving good motivation in learning English. Some motivations of immediate nature, such as test scores, learning situation and going abroad seemed to have minus effect on cultural self-identity, i.e., subtractive and split changes (Gao et al., 2007). Second, since productive bilingualism exists among English Language Teaching Department of Satya Wacana Christian University, the lecturers should simultaneously develop learners fundamental interest of the target 21

28 language and culture as well as enhancing their understanding and appreciation of the native language and culture. A good integration of the two will guide to productive changes. Naturally, this study still has some limitations. This study uses Likert-scale questionnaire as the data collection instruments. This kind of questionnaire seemed to be vague for the participants. In line with Hatch and Brown (1995), they also agreed that participant responses toward Likert-scale questionnaire can change according to the context. Here, the questionnaire has some unclear intention in certain points which a bit difficult for the participants to understand. In order to bring more clarity for the questionnaire, having bigger number of piloting participants may be needed. Other limitation also occurs in the conceptual understanding of zero change type. It is said that the ones who reported their self having zero change undergo an absence of identity changes and remain to themselves. It is almost impossible if the learners really do not have any changes after all. Even a trivial change is being a part of self development. It is really suggested for the future work to discover deeper understanding about zero change. Acknowledgement First and foremost, I would like to express my special appreciation to my Lord, Jesus Christ who always besides me, strengthens me, inspires me for everything in my life. This thesis would not have been possible without the valuable guidance from my supervisor, Mrs. Anne I. Timotius, M.Ed. Thank you so much for my thesis examiner, Mrs. Nugrahenny T. Zacharias, Ph.D for the feedback for my thesis improvement. My big gratitude also goes to my father, Ignatius Sudaryanto, and my mother, Maria Magdalena Atien Haryani, for their worthy advice, concern and encouragement to keep me on track. To my little (big) sister, Theresia Arien Indriyani, for the spirit she always gives for me. Thank you so much for my companion in arms ED ers 08, especially to Nindha, Dika, Yayas, Yosep who inspire me a 22

29 lot. My big gratitude also comes for ED ers who have sincerely helped me fulfilling the questionnaire. Without them, I surely cannot finish this thesis. Last, but not least, many thanks to Elfira for the care, motivation, big support and always be the reminder to finish this thesis. Thanks for supporting me all the time. 23

30 References Adams, Anne and Cox, Anna L. (2008). Questionnaires, in-depth interviews and focus groups. In: Cairns, Paul and Cox, Anna L. eds. Research Methods for Human Computer Interaction. Cambridge, UK: Cambridge University Press, pp Retrieved January 4 th, 2013 from Boonchum, P. (2009). A Study of Self-identity Changes and Correlation of Influential Factors of Thai students Studying English. Educational Research dan Review. 4(11) Retrieved August 15 th, 2012 from Borg, W. R. & Gall M. D. (1979). Educational Research (3 rd ed). New York : Longman Inc. Butler, Y.G. & Hakuta, K. Y. ( ). Bilingualism and Second Language Acquisition. In Bhatia, T.J. & Ritchie, W.C. (Eds), The Handbook of Bilingualism (pp ). : Oxford : Blackwell Publishing Ltd. Retrieved August 15 th, 2012 from 0biblio/The_Handbook_of_Bilingualism_chapter5.pdf Chunyan, M. (2005). Additive Bilingualism or Straight-for-English? The linguistic and cultural impact of different approaches to the teaching of English on children in two Chinese schools. Unpublished master s thesis, University of the Western Cape, South Africa Retrieved January 4 th, 2013 from Dai, M. ( ). The Relationships of Language Learning Motivation, Language Proficiency and Self Identity Changes in EFL Learning Context. National Taiwan Normal University. Retrieved August 13 th, 2012 from Gao, Y., Zhao,Y., Cheng, Ying & Zhou, Y. (2005). Self-Identity Changes and English Learning among Chinese Undergraduates. World Englishes. 24(1), Retrieved August 7 th, 2012 from com/uploadassignments/53466_3_ying-yang.pdf 24

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33 Appendix A QUESTIONNAIRE Dear friends, I am interested in researching identity changes caused by English Language Learning. Your participation in this survey will help me to complete my thesis. Please kindly spare a few minutes of your time to fill out this questionnaire. Your responses to this questionnaire will be treated with utmost confidence. Thank you for your cooperation. Student Number : Age : Sex : F / M Starting Age of English Learning : Family Background : Country / Town Phone Number : 27