LINGUISTIC DISCRIMINATION OF ENGLISH LANGUAGE IN SMAN 2 PINRANG: INFLUENCING OF STUDENTS’ COMPETENCE
DOI:
https://doi.org/10.26618/exposure.v13i1.13962Keywords:
academic, discrimination, linguistic, performance, standard languageAbstract
Linguistic discrimination is critical to student achievement, as it is the intimidating nature of a person's use and style of language that tends to be denigrated or unfairly tolerated in their own environment. The study provide an explanation regarding how discrimination of linguistic can affect student achievement in teaching English at SMA Negeri 2 Pinrang. For the research objective, observations were made in three classes at different times to determine the effect of student achievement. The data were obtained by interviewing two English teachers and six students regarding their views on attitudes and beliefs during the learning process in class. After being analyzed, it appears that there is unconscious discrimination and this can affect the English learning process itself, not respecting the level of the language itself, pressure from the teacher, affecting student competence in some aspects such as fear of communication, homogenization of achievement, fear of evaluation negative, academic, extra visibility of high ability students, mother tongue restriction, difficulty interacting, self-isolation, and discriminatory jokes. The results of this study indicate that all forms of discriminatory behavior both from classmates and teachers can affect student achievement. So that negative behavior also produces negative responses such as fear, anxiety, and separation so that it limits and restrains student participation in the learning process.
References
Andrews, M., Prince, M., Finelli, C., Graham, M., Borrego, M., & Husman, J. (2022). Explanation and Facilitation Strategies Reduce Student Resistance to Active Learning. College Teaching, 70(4), 530–540. https://doi.org/10.1080/87567555.2021.1987183
Bor, A., Jørgensen, F., & Petersen, M. B. (2023). Discriminatory attitudes against unvaccinated people during the pandemic. Nature, 613(7945), 704–711. https://doi.org/10.1038/s41586-022-05607-y
Cervone, C., Augoustinos, M., & Maass, A. (2021). The Language of Derogation and Hate: Functions, Consequences, and Reappropriation. Journal of Language and Social Psychology, 40(1), 80–101. https://doi.org/10.1177/0261927X20967394
Drożdżowicz, A., & Peled, Y. (2024). The complexities of linguistic discrimination. Philosophical Psychology, 00(00), 1–24. https://doi.org/10.1080/09515089.2024.2307993
Fajar, W. N., & Abduh, M. (2017). Development of Democratic Values with Class Discussion Learning Model. Prosiding Konferensi Nasional Kewarganegaraan III, November, 191 198.http://eprints.uad.ac.id/9780/1/191-198 Tukiran%2C Wildan Nurul Fajar%2C Muhammad Abduh.pdf
Ibrahim, T., & Hendriani, A. (2017). A Reflective Study of Teacher Ethics in the Light of Utilitarianism Moral Philosophy. Naturalistic: Jurnal Kajian Penelitian Pendidikan Dan Pembelajaran, 1(2), 135–145.
Kartini, T. (2020). Improvement of Students’ English Speaking Ability Through Role Play Learning Model in Class XII IPA 2 SMAN 1 Sitiung in 2015/2016 Academic Year. Inovasi Pendidikan, 7(2), 124–133. https://doi.org/10.31869/ip.v7i2.2310
Legault, L. (2016). Encyclopedia of Personality and Individual Differences. Encyclopedia of Personality and Individual Differences, November 2016. https://doi.org/10.1007/978-3-319-28099-8
Lester, J. N., Cho, Y., & Lochmiller, C. R. (2020). Learning to Do Qualitative Data Analysis: A Starting Point. Human Resource Development Review, 19(1), 94–106.
https://doi.org/10.1177/1534484320903890
MacSwan, J. (2020). Academic English as standard language ideology: A renewed research agenda for asset-based language education. Language Teaching Research, 24(1), 28–36. https://doi.org/10.1177/1362168818777540
McLelland, N. (2021). Language standards, standardisation and standard ideologies in multilingual contexts. Journal of Multilingual and Multicultural Development, 42(2), 109–124. https://doi.org/10.1080/01434632.2019.1708918
Mirabile, M., Gnatt, I., Sharp, J. L., & Mackelprang, J. L. (2024). Shame and Emotion Dysregulation as Pathways to Posttraumatic Stress Symptoms Among Women With a History of Interpersonal Trauma. Journal of Interpersonal Violence, 39(7–8), 1853–1876. https://doi.org/10.1177/08862605231211924
Muhamadjonovna, S. D. (2020). The key concepts of forming sociolinguistic competence of future english language specialists. Asian Journal of Multidimensional Research (AJMR), 9(5), 118. https://doi.org/10.5958/2278-4853.2020.00157.3
Olivé, G., Slušná, D., Vaquero, L., Muchart-López, J., Rodríguez-Fornells, A., & Hinzen, W. (2022). Structural connectivity in ventral language pathways characterizes non-verbal autism. Brain Structure and Function, 227(5), 1817–1829. https://doi.org/10.1007/s00429-022-02474-1
Roessel, J., Schoel, C., & Stahlberg, D. (2020). Modern Notions of Accent-ism: Findings, Conceptualizations, and Implications for Interventions and Research on Nonnative Accents. Journal of Language and Social Psychology, 39(1), 87–111. https://doi.org/10.1177/0261927X19884619
Rufaida, B. S. (2023). The Influence of Generation Z’s Language Style in Speaking Indonesian in the Era of Globalization on the Integrity of Indonesian Language. Translation and Linguistics (Transling), 4(1), 88–100.
Syafii, A. (2018). Educational Ideology in Higher Education Curriculum Referring to KKNI and SNPT with Integration-Interconnection Paradigm. Pendidikan Agama Islam, 15, 146.
Tunisa, R. L., Asbari, M., Ahsyan, D., & Utami, U. R. (2024). Education: Key to Social Justice. JISMA: Journal of Information Systems and Management, 03(02), 76–79.
UNESCO. (1996). World conference on linguistic rights: Barcelona declaration. June, 1–20. https://unesdoc.unesco.org/ark:/48223/pf0000104267
Wahyuningsi, E. (2019). Communicative Approach to Learning. Lingua Franca: Jurnal Bahasa, Sastra, Dan Pengajarannya, 03(02), 1–13.
Yadav, D. (2022). Criteria for Good Qualitative Research: A Comprehensive Review. Asia-Pacific Education Researcher, 31(6), 679–689. https://doi.org/10.1007/s40299-021-00619-0
Yusriyah, H. R., Eryansyah, E., & Kurniawan, D. (2021). Interest and Enthusiasm in Learning English as a foreign Language in a Senior High School in Bangka Belitung Islands, Indonesia and How Both Relate to English Achievement. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 9(2), 22–36. https://doi.org/10.24256/ideas.v9i2.1919
Downloads
Additional Files
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
In order to assure the highest standards for published articles, a peer review policy is applied. In pursue of the compliance with academic standards, all parties involved in the publishing process (the authors, the editors and the editorial board and the reviewers) agree to meet the responsibilities stated below in accordance to the Journal publication ethics and malpractice statement.
Duties of Authors:
- The author(s) warrant that the submitted article is an original work, which has not been previously published, and that they have obtained an agreement from any co-author(s) prior to the manuscript’s submission;
- The author(s) should not submit articles describing essentially the same research to more than one journal;
- The authors(s) make certain that the manuscript meets the terms of the Manuscript Submission Guideline regarding appropriate academic citation and that no copyright infringement occurs;
- The authors(s) should inform the editors about any conflict of interests and report any errors they subsequently, discover in their manuscript.
Duties of Editors and the Editorial Board:
- The editors, together with the editorial board, are responsible for deciding upon the publication or rejection of the submitted manuscripts based only on their originality, significance, and relevance to the domains of the journal;
- The editors evaluate the manuscripts compliance with academic criteria, the domains of the journal and the guidelines;
- The editors must at all times respect the confidentiality of any information pertaining to the submitted manuscripts;
- The editors assign the review of each manuscript to two reviewers chosen according to their domains of expertise. The editors must take into account any conflict of interest reported by the authors and the reviewers.
- The editors must ensure that the comments and recommendations of the reviewers are sent to the author(s) in due time and that the manuscripts are returned to the editors, who take the final decision to publish them or not.
Authors are permitted and encouraged to post online a pre-publication manuscript (but not the Publisher’s final formatted PDF version of the Work) in institutional repositories or on their Websites prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (see The Effect of Open Access). Any such posting made before acceptance and publication of the Work shall be updated upon publication to include a reference to the Publisher-assigned DOI (Digital Object Identifier) and a link to the online abstract for the final published Work in the Journal.
