Mencari identitas Indonesia: perspektif guru bahasa Inggris anak
DOI:
https://doi.org/10.17509/jpp.v19i3.22335Keywords:
guru bahasa inggris anak, identitas indonesia, perspektif guruAbstract
Proses konstruksi identitas bergantung pada hubungan antara individu dan lingkungan sosial terkait. Mengenai hal ini, lingkungan kelas dapat menjadi sumber utama dalam mengidentifikasi identitas Indonesia, khususnya pada konteks pembelajaran bahasa Inggris untuk anak. Pada prinsipnya, identitas di dalam kelas bahasa Inggris dikonstruksi ketika guru dan siswa secara kognitif, emosional dan fisik sedang terlibat dalam proses pembelajaran. Meski demikian, konstruksi identitas sering diabaikan oleh guru bahasa Inggris yang merupakan salah satu kunci utama dalam proses pembentukan identitas yang dibangun dari kesadaran tentang identitas dan pengetahuan sosiolinguistik. Kedua hal ini dapat membantu guru dan pembelajar mengatasi masalah komunikasi. Oleh karena itu, studi kasus kualitatif ini dilakukan untuk menganalisis bagaimana guru bahasa Inggris anak mengkonstruksi identitas ke-Indonesiaan di dalam kelas bahasa Inggris. Dari hasil penelitian tersebut ditemukan bahwa identitas Indonesia diidentifikasi melalui beberapa faktor, di antaranya melalui norma, aturan kelas, kelas inventaris, serta dikonstruksi melalui strategi linguistik yang digunakan dalam berinteraksi di dalam kelas. Selain itu, penelitian ini juga menemukan bahwa guru tersebut memisahkan pembelajaran bahasa Inggris dengan pemahaman mengenai identitas Indonesia. Persepsi ini mungkin menguatkan pandangan mengenai diabaikannya konstruksi identitas Indonesia di dalam kelas. Lebih jauh lagi, guru tersebut juga meyakini bahwa identitas Indonesia seharusnya dikonstruksi di dalam lingkungan keluarga dan di luar kelas. Oleh karena itu, guru seharusnya dilatih untuk memahami strategi-strategi linguistik dalam pengajaran bahasa Inggris.
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