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Journal of Learning on History and Social SciencesJournal of Learning on History and Social Sciences

This study explores how university students in Indonesia and Kazakhstan perceive English using a qualitative method. It focuses on why they learn it, how it affects their social lives, and its impact on their local culture. Based on interview data, the research shows that students in both countries share a strong instrumental motivation. This means they view English as a necessary tool for getting good jobs, becoming freelancers, and accessing information on the internet. However, the study finds a clear conflict between the economic benefits of English and the social pressure it creates. Most students admitted that they learn English best through digital media (like movies and songs) rather than just in the classroom. A key difference was found between the two nations: the Kazakh participant viewed English simply as a bridge to the outside world. In contrast, Indonesian students expressed anxiety about social judgment (being seen as pretentious or sok Inggris) and worried that local languages are being forgotten. The study concludes that for these students, learning English is not just about mastering a skill; it is a difficult balance between wanting to be global and wanting to protect their local roots.

The study reveals that students in both Indonesia and Kazakhstan primarily view English as a pragmatic necessity for economic advancement and global opportunities.While digital media plays a significant role in their language acquisition, Indonesian students experience a unique social pressure related to using English in local contexts, fearing judgment and contributing to the potential erosion of local languages.Ultimately, learning English represents a complex negotiation between embracing globalization and preserving local cultural identity.

Further research should investigate the effectiveness of pedagogical approaches that explicitly address the socio-cultural tensions inherent in English language acquisition, particularly in Indonesia, where concerns about linguistic prestige and local language preservation are prominent. Additionally, studies could explore how to leverage digital media more effectively to foster both English proficiency and cultural awareness, mitigating the risk of linguistic homogenization. Finally, it is crucial to examine the long-term impact of English language education on students identities and their commitment to preserving local languages and cultural heritage, potentially through the development of translanguaging pedagogies that value and integrate students full linguistic repertoire.

  1. Voices of Non-English Students and Teachers in English as a Medium of Instruction | Pramerta | International... ijlter.org/index.php/ijlter/article/view/7116/pdfVoices of Non English Students and Teachers in English as a Medium of Instruction Pramerta International ijlter index php ijlter article view 7116 pdf
  2. Embracing a New Pedagogical Paradigm: Exploring the Effective Integration of ICT Approaches in English... doi.org/10.21203/rs.3.rs-4884386/v1Embracing a New Pedagogical Paradigm Exploring the Effective Integration of ICT Approaches in English doi 10 21203 rs 3 rs 4884386 v1
  3. TRILINGUAL EDUCATION IN KAZAKHSTAN AND GRADUATES EMPLOYABILITY PERSPECTIVES | SOCIETY. INTEGRATION. EDUCATION.... archive-journals.rtu.lv/sie/article/view/3351TRILINGUAL EDUCATION IN KAZAKHSTAN AND GRADUATES EMPLOYABILITY PERSPECTIVES SOCIETY INTEGRATION EDUCATION archive journals rtu lv sie article view 3351
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