From English to Self-Empowerment Akhyar Rido English Department School of Foreign Language (STBA) Teknokrat Lampung, Indonesia akhyar3782@gmail.com Abstract This study examines rural students experiences with English in term of how English is able to self-empower their life. This study firstly focuses on the notion that English mastery provides access to learning opportunity and knowledge. Secondly, it discusses the notion that English mastery provides access to various levels of society. Thirdly, it explicates the notion that English mastery contributes to development of self-esteem. This study is done qualitatively. There are 20 rural students registered in undergraduate English literature program, School of Foreign Language (STBA) Teknokrat Lampung interviewed. The results show that firstly, by mastering English, students are able to learn and study in English medium school and get scholarships. Students also admit that they have more access to richer references written and spoken in English so then their knowledge is improved. Secondly, by mastering English, they are able to communicate with international communities and influential figure. This makes them get more attention, value, and respect from people around since there are limited human resources who can achieve that far in their community. Finally, by mastering English the students get more self-esteem in voicing their thoughts. They have more confidence to face their future career. Key words: English, self-empowerment INTRODUCTION As English aggressively expands to the outer circle (borrowing Kachru s term) of its native countries for years, it now becomes the theme language of international communication fame as lingua franca. It develops a special role that is recognized in every country. In early 2000 s, it was estimated 1.5 billion world population are competent in English (Crystal, 2003: 6). According to Lauder (2008) English has an extent function as the language of economics and business (the expansion of US industry), international relations (one of the official languages of United Nations), media (57% English newspapers and 80% English films in cinema), and education (majority scientific publication in English and the existence of English medium schools and universities). This study is objected to look at students experience with English in term of how English is able to self-empower their life. It mainly concerns on the notion that English mastery provides access to learning opportunity, knowledge, various levels of society, and development of self-esteem. The expansion of English to the non English speaking countries is believed and able to empower individuals. The concept of empowerment itself is basically related to power (Page & Czuba, 1999). Individual empowerment develops when people attempt to develop the capabilities to overcome their psychological and intellectual obstacles and attain self- This paper is presented at the 16 th English in South East Asia Conference, Jogjakarta, 8 10 December 2011 1
determination and mastery (Boehm & Staples in Hur, 2006). Self-determination refers to characteristics that can maintain a firm stand and give expression to one s inner voice to achieve personal rights (Boehm & Staples in Hur 2006). It is related to the aspects that enable individuals to meet challenges of different situations. Meanwhile mastery is defined as full control over someone or something, and through in depth understanding or greater skills. It is associated with the power within. The notion of mastery includes increased level of the ability to understand reality and the capacity to make decisions that impact the condition and quality of life (Prepart, Rai, Staudt, 2003). Empowerment through English, especially in non English speaking countries is found interesting. For years, researchers and scholars have written about English and empowerment (Sen, 1998; Robeyns, 2006 in Esch 2009; Rahman, 1996; Zubair, 2001, 2006; Lauder, 2008; Alkire, 2002; Mansoor, 1993; Rido, 2008). In relations to learning and knowledge, Sen in Esch (2009) mentions that empowerment through English is as a means of making people aware of their capacity for personal development and potential for learning further and to assess new forms of knowledge which open the mind and benefit society. Along the same vein, Robeyns in Esch (2009) finds that the benefit of learning foreign language refers to opening mind which can access to information which makes us knowledgeable in new domains. Knowing foreign language also allows us to communicate worldwide. In Indonesian context, English is as a tool which is made use of by Indonesians to bring in selectively specific information, knowledge, technology that would accelerate development and economic growth. Dardjowodjojo, Huda, Renandya, Simatupang in Lauder (2008) even highlight the importance of English as a medium through which scientific knowledge and new technologies can be accessed and as a means of expanding one s intellectual horizons. In Pakistan, Zubair (2006) finds that the wider exposure to English at an institution of higher education opens up windows to the world, to Western ideologies and world-view, coupled with access to the Internet, cable channels, literary texts, books, and magazines. In some studies which deal with English and social markers, Esch (2009) indicates that competence in English constitutes the sociolinguistic marker of the speakers position in society rather than a tool for empowerment. In Pakistan, English has been associated with elite society and, therefore, it comes to be seen as the means to power, prestige and access to lucrative and upward socioeconomic mobility (Rahman, 1996). Still in Pakistan, Zubair (2001) finds that in some areas in Pakistan, women who had access to English literacy were moving out from private domains to take up jobs in public domains which were considered male spaces.in Indonesia, Gunarwan in Lauder (2008) argues that English has s prestige among Indonesians that may even surpass that of Indonesia. Knowledge of English is perceived as either important or essential by large numbers of people, and knowledge of the language is a requirement for many types of employment, as well as being seen as a symbol of education, modernity or even sophistication. Meanwhile Rido (2008) in his research indentifies that Indonesian rural students who are eligible in English get more respect and attention from people in their community. They are also able to socialize and communicate across border. There are also studies on English and self-confidence. Alkire (2002) conducts a research about women empowerment in relations to English in Lahore Pakistan. It is done through a project called Oxfam which train women of Lahore about English. The results show that English is able to influence the participants self-confidence. Meanwhile, Mansoor (1993) in his research This paper is presented at the 16 th English in South East Asia Conference, Jogjakarta, 8 10 December 2011 2
claims that students in Pakistan have a positive toward English and they believe that English will secure them a place in the labour market. He adds, particularly Punjabi girls low self-image and weak ethnolinguistic identity motivate them to seek social mobility and prestige through learning English. Further, Rido (2008), in one of his findings, claims that the rural students in Lampung, Indonesia, who master English, have high motivation and confidence in facing their future life. METHODOLOGY This study is done qualitatively while the data are gathered through semi-structured and casual interviews with 20 volunteer students. The interviews were conducted in September-October 2011. The interview aimed at documenting students experiences with English and its relation to self-empowerment. Each interview lasted between 30 to 40 minutes. The students who are in their 3 rd and 4 th year and pursuing their studies at English literature department School of Foreign Language (STBA) Teknokrat Bandar Lampung become the subjects. This is done because those students are regarded having enough experience with English. The students are from towns around Bandar Lampung and their parents work as farmer, merchant, and employee. The background of education of their parents is primary and secondary levels and their family income ranges from Rp. 400.000 until Rp. 5.000.000 per month. DISCUSSION In this part, the discussion will be in three sections: How English is able to self empower the students and provide access to 1) learning opportunity and knowledge, 2) various levels of society, and 3) development of self-esteem. English Provides Access to Learning Opportunity and Knowledge Based on the result of interview, the first finding shows that English is able to empower the students in term of having opportunity to access learning and knowledge. The first claim is that the students can access a lot of information available in English supported by the Internet. One student says: The English skill has opened many learning opportunity in my life. In this cyber era, a specific knowledge/study is mostly available in English. To understand English helps me absorbing the specific knowledge-i interested on-from the Internet faster and better. This is supported by another student who has pretty similar experience. I always find the important information as needed to improve my knowledge as well as to increase my English references. All of them I have got via the internet. The second is that English also specifically becomes a benefactor which empowers the students to get scholarship and attend English medium school so then learning opportunity is broader. Then, because of English they are able to represent their campus and attend This paper is presented at the 16 th English in South East Asia Conference, Jogjakarta, 8 10 December 2011 3
international forum as well as a number of national competitions and student exchange program which can enrich their knowledge. Not to mention, scholarship, student exchanges, and some national student awards that I applied to and which in the future give many opportunities for the winner to attend various international seminar ad training- require English skill for the applicant as well. Thus, English has opened a wider chance of learning for them who master English. Another student comments: English provides access to learning opportunity/education. I do really agree to that because I ve got the benefits of it. By using English I can join in a national plus school, which use international curriculum and examination. Joining there opens my opportunity to study more. it will open chance for me to get scholarship. This result is along the same vein with Sen, 1998; Robeyns, 2006 in Esch 2009; Dardjowodjojo, Huda, Renandya, Simatupang in Lauder, 2008; Zubair, 2006. Based on their findings, English is able to empower individual and society in terms of providing access of learning opportunity and access to knowledge and information through various media with access through technology. English Provides Access to Various Level of Society As the second finding, it is revealed that generally the students experience the benefit of English in term of access various levels of society. Most of the students admit that because of English they are able to communicate with international citizens. This happened when they participate in both national and international scale competitions. The following is two of the students insights related to their experiences with English which make them able to communicate with those from overseas. Considering English as the international languages, English language will make us able to mingle around with all of people in the world. Because when we met foreign people for istance, we can directly make a good relation by using English as our media to create a conversation. Related to my experience that I got when I join in national and international debate competition, the English language is the most crucial things we have to have. Because it wil really help us to communicate with other participant who come from outside Indonesia. Meanwhile another student shares her experience as follows: As what I experience, I actively join English competition. There were national and international competition that involving many English as Second Language speaker or even native. In this environment, we are required to speak English in order to build friendship and networking. Further, a story comes from a student who has great moment meeting influential figure. She shares her experience attending a seminar where she can mingle and discuss with other This paper is presented at the 16 th English in South East Asia Conference, Jogjakarta, 8 10 December 2011 4
English speakers, moreover, United Nations Diplomats. Because of dreaming to become a diplomat in the future, she asks a lot questions related to diplomatic things in that rare moment. She claims that it will never happen if she does not master English. In a time, my skill in English led me to an opportunity to be a committee of an international tourism event when I had English speaker colleagues, and friends and native and ESL speaker acquaintances. In another opportunity, I was attended a United Nation event when I met diplomats and has opportunity to ask them one or two wise words about how to be diplomats. By mastering English one student gets a special label as a knowledgeable and sourceful person. This uplifts his image in front of the society since not so many people around his neighbor proficient in English. In my environment, the user of English is somethings rare. So when people who know I can speak English, that make the people think that I have more knowledge and also smart. This result is in line with Rahman (1996), Zubair (2001, Gunarwan in Lauder (2008) and Rido (1998). English is able to empower its speakers to communicate with people across border and provide opportunity to access influential person. English, in non-english speaking countries, is able to uplift the status certain label to its speaker. English Provides Access to Development of Self-Esteem The third finding shows that English is able to self-empower the students in term of English providing access to development of self-esteem. Stories with English are shared by a number of students who were always nervous in voicing their ideas in public speaking in the past. By practicing English through some public speaking activities they can tackle down their nervous feeling. Now, they find themselves as the students with better self-esteem. I used to be a very nervous guy when I speak in front of many people. Through debate and my English ability I succeed to tackle down all those fear. I become a speaker in seminar, teacher and tutor. That s the development of my self-esteem because of English. One student also confesses that: As the first time when I was in the 2 nd semester, chosen by the lecturer assistant (Mr. ) to be Formal M.C for the Culture Show Program. I felt so nervous at the time, but always trained and advised by him, so, I could accomplish my duty as expected by him on the stage. That is my own sweetest experience in my life. Since that then, I felt like doing public speaking in English as nice action and it really can improve my self-confidence. Students high self-esteem can also be seen from their comments that English is able to give them benefits in the future. They are optimistic about their future career. This paper is presented at the 16 th English in South East Asia Conference, Jogjakarta, 8 10 December 2011 5
English is universal language that can be use in around the world, so by having a good skill in English, it will make me get a better job or position because I have more things compare to other people who don t. This finding is similar to Alkire, 2002; Mansoor, 1993; Rido, 2008. They find that mastery of foreign language is found beneficial to develop one s self-esteem. Women in Pakistan even gain their self-esteem through English language learning. CONCLUSION This study is objected to look at students experience with English in terms of how English is able to self-empower their life. It mainly concerns on the notion that English mastery provides access to learning opportunity, knowledge, various levels of society, and development of selfesteem. Through an in depth interview toward 20 volunteer students the findings show that English is able to self-empower the students. Firstly, by mastering English, students are able to learn and study in English medium school and get scholarship. Moreover, with English they have more access to richer references their knowledge is improved. Secondly, they also are able to interact with international citizens, further, influential person. Being able to interact with those people makes them get more attention, value, and respect from people around since there are limited human resources who master English and achieve until that level in their community. Finally, the findings indicate that the students become more confident while performing in front of public compare to their past time when they had limited English proficiency. Thus, they have more self-esteem and confidence to face their future dreams. REFERENCES Alkire, S. 2002. Valuing freedoms: Sen s capability approach and poverty reduction. Oxford: Oxford University Press. Crystal, David. 2003. English as a global language (second edition). Cambridge: Cambridge University Press. Esch, Edith. 2009. English and empowerment: Potentials, issues, way forward. In Hussain, Nasreen, Ahmed, Nazra, Zafar, Mohammad (Eds.). English and empowerment in the developing world. pp 2-26. Newcastle: Cambridge Scholars Publishing. Hur, Mann Hyung. 2006. Empowerment in terms of theoretical perspectives: exploring a typology of the process and components across disciplines. Journal of Community Psychology, (34) 5, 523-540. Mansoor, Sabiha. 1993. Punjabi, Urdu English in Pakistan: A sociolinguistic study. Lahore: Vanguard. Lauder, Allan. 2008. The status and function of English in Indonesia: A review of key factors. Makara, Sosial Humaniora, 12 (1), 9-20. Page, N., & Czuba, C.E. 1999. Empowerment: What is it? Journal of Extension, 37 (5), 24-32. Parpart, J.L., Rai, S.M., & Staudt, K. 2003. Rethinking empowerment: Gender and development in a global/local world. New York: Routledge. This paper is presented at the 16 th English in South East Asia Conference, Jogjakarta, 8 10 December 2011 6
Rahman, Tariq. 1996. Language and politics in Pakistan. Karachi: Oxford University Press. Rido, Akhyar. 2008. English and the reconstruction of identities of the speakers: Highlighting Indonesian rural students experiences. A paper presented at English and Asia: First International Conference on Language and Linguistics, Kuala Lumpur, 24-27 November. Zubair, Shirin. 2001. Literacies, Gender and Power in Rural Pakistan. In B.V. Street (Ed.). Literacy and development: Ethnographic perspectives, pp. 118 204. London: Routledge. ---------------- 2006. Women, English, literature, and identity. Journal of South Asian Development, 1 (2). BRIEF CV Akhyar Rido is a lecturer at STBA Teknokrat Lampung, Indonesia. He has and published his papers in some proceedings and journals His interests include second language acquisition/learning, classroom discourse, interpreting and translation. Contact person: +6282181181919 akhyar3782@gmail.com This paper is presented at the 16 th English in South East Asia Conference, Jogjakarta, 8 10 December 2011 7