UNSIKAUNSIKA

English Ideas: Journal of English Language EducationEnglish Ideas: Journal of English Language Education

This research was aimed to find out teachers beliefs about language awareness in EFL context in Indonesia. This study used qualitative cased study as a method to gaining a data and describe the data. This research was taken by interview by teachers in secondary-school in Karawang. Collecting data used an interview to answers two questions which presented. Conflicts were established in the context of learning for students, cooperation with teachers, the curriculum, and the relationship with other languages. The outcome shows a variety of issues that need to be tackled when foreign language education requires language knowledge. Such difficulties may serve as a starting point for a conversation with and between educators. In addition, they could help teaching.

This study demonstrates that linguistic knowledge is a multi-faceted dynamic concept.Nevertheless, the discussion of the subject leads many teachers to new perspectives, which tends to be a first step towards raising teacher awareness of the language consciousness possibilities within the EFL classroom.Moreover, this study shows that language awareness is not a one-size-fit solution.The researchers argue that the method needs closer inspection by and with teachers, in order to make language knowledge feasible in EFL training.It is important to note that teachers can hold a wide range of language awareness beliefs based on their own experiences and practices.

Penelitian lebih lanjut perlu dilakukan untuk menggali lebih dalam bagaimana keyakinan guru tentang *language awareness* dapat diintegrasikan secara efektif ke dalam praktik pengajaran Bahasa Inggris di Indonesia. Salah satu arah penelitian yang menarik adalah mengeksplorasi bagaimana pelatihan guru yang berfokus pada peningkatan kesadaran linguistik dapat memengaruhi pendekatan pengajaran mereka dan hasil belajar siswa. Selain itu, penelitian dapat difokuskan pada pengembangan materi ajar yang secara eksplisit mempromosikan *language awareness* di kalangan siswa, dengan mempertimbangkan konteks budaya dan linguistik lokal. Terakhir, studi komparatif antara keyakinan dan praktik guru di berbagai tingkatan pendidikan (sekolah dasar, menengah, dan perguruan tinggi) dapat memberikan wawasan berharga tentang bagaimana *language awareness* dapat diadaptasi dan diterapkan secara optimal di berbagai lingkungan pembelajaran. Penelitian-penelitian ini diharapkan dapat memberikan kontribusi signifikan terhadap peningkatan kualitas pengajaran Bahasa Inggris di Indonesia dan membantu siswa mengembangkan pemahaman yang lebih mendalam tentang bahasa sebagai sistem yang kompleks dan dinamis.

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