||Self Identity and Language Learning: A Case Study
of a Taiwanese School in Indonesia
||Department of English
Indonesian Taipei School
||Indonesia, a country with multiple cultures and ethnics, and also with the largest population of overseas Chinese, used to ban Chinese learning for thirty-two years due to the assimilation policy. Therefore, the present study aims at discovering Chinese Indonesians’ self identities and whether the identities will generate their motivation toward multiple language learning. In addition, the current study also explores Chinese Indonesians’ perceptions toward multiple language learning and studying in a Taiwanese school in Indonesia. To implement the study, eight participants were investigated: the students, faculty members and parents of a Taiwanese school in Indonesia. The researcher analyzed the data collected from field notes, observations, open-ended questionnaires and in-depth individual interviews.
The findings indicated that Chinese-Indonesian participants regarded themselves as Chinese descendants and thus they would retain their Chinese heritage, e.g. Chinese language and culture. This resulted in Chinese Indonesians’ high motivation of Chinese learning. Furthermore, under the unique historical and cultural background of Indonesia, Chinese Indonesians have high instrumental motivation to multiple-language learning and studying in a Taiwanese school in Indonesia. Despite the fact that all of the participants agreed with the curriculum of a Taiwanese school, they were expecting some particular subjects with more contents related to Indonesia.
Thus, the researcher suggests teachers from Taiwan teaching in Taiwanese schools in Indonesia could incorporate some elements related to Indonesia in their teaching materials or have a comparison between Taiwan and Indonesia, especially in particular subjects like history, geography and citizenship. Along with the implementation of the directions of the twelve-year Basic Education Curricula, the researcher suggests that Taiwanese schools in Indonesia could introduce the directions of the twelve-year Basic Education Curricula to Chinese-Indonesian students and parents, for it can reach better understanding for those who are studying now and will be studying in Taiwanese schools in the future.
||TABLE OF CONTENTS
CHINESE ABSTRACT II
TABLE OF CONTENTS VI
LIST OF TABLES IX
CHAPTER ONE:INTRODUCTION 1
1.1 Background of the Study 1
1.2 Statement of the Problem 4
1.3 Purpose of the Study 5
1.4 Research Questions 6
1.5 Significance of the Study 7
CHAPTER TWO: LITERATURE REVIEW 8
2.1 The Definition of Self Identity 8
2.2 An Overview of Identity of Overseas Chinese 13
2.3 A Historical Overview of Overseas Chinese in Indonesia 14
2.4 The Relationship between Identity and Language Choices and Learning 19
2.5 An Overview of Ethnic Chinese Education in Indonesia 20
2.6 An Overview of Overseas Taiwanese School 21
2.7 An Overview of Surabaya Taipei International School 22
2.8 The Identity Issues in Different Nations 24
CHAPTER THREE: METHODOLOGY 26
3.1 Participants 26
3.1.1 Student Profiles 27
3.1.2 School Faculty Profiles 29
3.1.3 Parents Profiles 30
3.2 Instruments 31
3.3 Procedures 32
3.4 Data Collection and Analysis 33
CHAPTER FOUR: RESULTS 34
4.1 Introduction 34
4.2 Results of Research Question 1 34
4.2.1 Environmental Factor 35
4.2.2 Family Background 37
4.2.3 Socioeconomic Status and Historical Factors 39
4.3 Results of Research Question 2 41
4.3.1 Parents’Expectations 41
4.3.2 Traditions and Cultural Heritages Preservation 43
4.3.3 Be More Competitive and Have More Opportunities 44
4.4 Results of Research Question 3 45
4.5 Results of Research Question 4 51
CHAPTER FIVE: DISCUSSION 54
5.1 Overview 54
5.2 Discussion of Research Question 1 55
5.3 Discussion of Research Question 2 57
5.4 Discussion of Research Question 3 59
5.5 Discussion of Research Question 4 62
CHAPTER SIX: CONCLUSION 66
6.1 Summary of the Findings 66
6.2 Pedagogical Implication 67
6.3 Limitation and Suggestions for Future Studies 69
Appendix A Open-ended Questionnaire (students) 78
Appendix B Interview Questions(students) 80
Appendix C Open-ended Questionnaire (parents) 81
Appendix D Open-ended Questionnaire (school faculty) 83
Appendix E Interview Questions (school faculty) 85
LIST OF TABLES
Table 3.1 Students’ background information 27
Table 3.2 School Faculty’s background information 29
Table 3.3 Participants’ background information 30
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