1. THE STUDENTS’ PERSPECTIVE ON TEACHER’S IDENTITY REPRESENTATION IN EFL CLASSROOM INTERACTIONS MEINARNI SUSILOWATI UIN Malang meinarni_susilowati@yahoo.com

2. OUTLINE BACKGROUND RESEARCH METHOD FINDINGS CONCLUDING REMARKS

3. BACKGROUND A more more globalized and borderless melting world Classrooms as effective in preserving values and identity as it reflects the complexity and heterogeneity of the real world (Norton, 2000) Power relation in class interaction shapes social structure which may determine learners’ identity (Ellis, 1997)

4. Teachers’ language reflects their identity and their linguistic features shape their pupil’s identity (Llamas, Mullany, and Stockwell, 2007) Teachers’ problems in exposing their identity in material selections and classroom interactions (Connely and Clandinin, 1999)

5. Materials are value laden and indicate identity representation of the language. A further study to explore the representation of teachers’ identity (Susilowati, 2008) Teachers made efforts for identity representation in the class. A study is highly recommended for investigating the students’ perspective (Susilowati, 2010)

6. RESEARCH METHOD Survey 164 English Department students of UIN Malang; voluntary based involvement Questionnaire Interview

7. NO STATEMENTS STRONGLY AGREE total % AGREE total % DISAGREE total % STRONGLY DISAGREE total % 1. Introducing values, beliefs and characteristics of NS 23 14% 127 77.4% 11 0.67%3 0.18% 2. Materials with cultural aspects, values and beliefs of NS 29 17.6% 116 70.7% 17 10.3%2 0.12% 3. T switch to BI to represent their personal identity 15 0.91% 101 61.5% 45 27.4%3 0.18% 4. T switch to LL to represent their personal identity 14 0.85%58 35%75 45.7%17 10% 5. T switch to BI to represent national identity 22 13.4%97 59.1%40 24.3%4 0.24% Table 1. The students ’ opinion toward teachers ’ identity representation

8. NO STATEMENTS STRONGLY AGREE total % AGREE total % DISAGREE total % STRONGLY DISAGREE total % 6. English for T personal identity representation 44 26.8% 108 65.8% 9 0.54%3 0.18% 7. T help shape SS identity36 21.9%99 60.3%24 14.6%5 0.3% 8. T influence SS identity19 11.5% 84 51.2% 54 32.9 %7 0.4% 9. SS comfort of T use BI for T identity representation 26 15.8% 75 45.7% 60 36.5%3 0.1% 10 SS comfort of T use English for introducing NS identity 30 18.2%115 70%15 9.1%4 0.24 %

9. RECOMMENDATION Further study on reflection of teachers’ identity in classroom interactions An investigation on identity representation as language learning input A longitudinal study on identity shaping in classroom interaction