English Varieties: Students’ Perceptions through Their Multiculturalism Perspectives

: This research aimed at finding out the students’ perceptions toward their awareness in multiculturalism and to reveal the correlation of their perceptions on the use of their English varieties. To obtain the data, it was employed mix-method design by going through some steps. Seen through qualitative side, it was utilized descriptive qualitative method in which the researcher figured out the description of students’ awareness of multiculturalism and its position to the use of their English varieties. Meanwhile, in quantitative side, the researcher employed the calculation of the questionnaire by passing the SPSS program to measure out correlation of them both . It was intended to figure out the calculation of the questionnaire results between both perceptions, if there was any relationship. Findings showed that their perceptions were vary. It can be seen by the reflection of their activities of the external and internal activities of their own. Those activities were linked to explain that, by having multicultural awareness, students could define the methodology in enhancing their expression of English varieties. Additionally, within these activities, students could try to socialize and expand their ability in expressing English language variety by confidently as well as pleasantly.

Tunggal Ikha, attitudes toward multiculturalism can be controlled. Consequently, multiculturalism is not something society can choose to have or avoid (Nye, 2007).
Besides, multiculturalism can be declared to enhance solidarity, ethics, and cultures.
Also, it can cause the importance of human values in communities to emerge. Most importantly, multiculturalism can anticipate conflicts (Zarbaliyev, 2017).
Concerning this research topic, multiculturalism clearly discusses the users' cultural identity transformation. In the meantime, the notion of learning a language in multicultural places is not accessible. Several previous studies can be mentioned in this research, such as research from (Ohazuruike et al., 2019). They synthesize that people, in general, are naturally interested in the related topics of their culture due to their ownership of the relevant one. However, people also like to learn a new language due to its significant source of communication (Nishanthi, 2018). In relation to research conducted by (Riani, 2016), children basically wonder why people make speech sounds they do and are trying to look to make sense of this phenomenon. In other words, language learners are not only specific to children but also to the different ages that they want to learn.
Meanwhile, (Mykhailyuk & Pohlod, 2015) believe that it is never easy to learn a new language (especially one not closely related to those you know), and it looks to require more attention to a new set of distinctions. For this reason, there are many opportunities for Indonesians to consider using English to communicate, although it is now stated as a foreign language. Therefore, incorporating English language culture is needed in the EFL classroom. From this point, (Lauder, 2008) ensured that potentially a lot of people for Indonesians could use English to communicate.
Having discussed the awareness of multiculturalism, the researcher intended to find out the relationship with the English language, particularly in sociolinguistics study in the form of English variety. Consequently, the awareness of using English as a multicultural language is often unnecessary. In this case, a number of the students, according to (Resmini, 2019), feel uncomfortable using English since the teacher primarily used the Indonesian language. This was observed that the problems occurred not only before the pandemic but also during this current pandemic.
The variation of using standard English in IAIN Manado was unstable. Sometimes, students prefer to use the American. Otherwise, students like to act by using British English variety (Ladegaard & Sachdev, 2006). Being an English education study program gave the students extra time to learn and adjust to the culture and environment.
It is due to the problem that English is only taught in schools, but it is not in social life (Agus & Narty, 2020). Mostly, the students revealed difficulty producing English just because of their specific background, like having different ethnic backgrounds, being born in different family cultures, living in a full-local language, not adapting to international understanding and feeling insecure about getting better at using appropriate English language. Those variations influence the students to be good English language users since they aim to be English teachers or something related to English-speaking occupations. Within this case, the novelty of this research can be declared about students' perceptions concerning using their English varieties. Then, this research aims to find out the students' perceptions toward their awareness of multiculturalism and the position of the following perceptions toward the use of their English varieties.

B. RESEARCH METHOD
This research utilized a mixed-method design. Having seen through the qualitative side, the researcher investigated students' perceptions of multiculturalism awareness in studying at IAIN Manado. The researcher used observation, interview, and documentation to collect the data. To support the data, instruments were; filed notes, interview guidelines, and a voice recorder. The data that the researcher used in the qualitative method was going through 10 students in the English Education Study Program of the Faculty of Tarbiyah and Teacher Training, Manado State Institute of Islamic Studies. Those respondents were chosen purposively. The reason to pick these respondents was due to particular things such as capable students and being talk active among their friends. This technique of sampling was mainly used in qualitative data (Teddlie & yu, 2007). In analyzing the data, the researcher followed some steps from Miles and Huberman (cited by (Shinta & Darmawati, 2021), namely data reduction, data display and conclusion. The data were gathered from the respondents' responses after seeing the stages. It was then classified based on the needed dominant, undominant, and core answers. The answers which are not classified were not essential to be displayed. Yet, to show the necessary current ones, the researcher figured out 116 some answers that related to their phenomenon of studying and experiencing. In the last stage, the researcher concluded by narrating the sentences in the form of paragraphs.
On the other hand, to see the results by quantitative method, the researcher showed some analysis techniques using SPPS application to test the descriptive statistics like mean score and standard deviation and its' correlation. In this part, data were collected through a questionnaire as an instrument of 15 questions delivered to the respondents.
The questionnaire indicator covers multicultural awareness and the position of the following multiculturalism awareness on learning English varieties. To see the classification of the data, the researcher formulated numbers 5 (as strongly agree), 4 (agree), 3 (neutral), 2 (disagree) and 1 (strongly disagree). Consequently, validity testing accomplished by the researcher can be concluded can be seen in the following The respondents who filled out the form were 55 students. They were chosen by going through purposive sampling. Additionally, they were selected because they had already passed the sociolinguistics subject. This kind of method used simple variables in relation to (Shi & Conrad, 2009), saying that research of correlation between two variables is called simple, while more than two variables may be partial or multiple. Accordingly, the researcher used two variables: multiculturalism awareness and English variety. This statistical method used to analyze shows the data in the form of normality and correlation tests.

Qualitative Findings
To answer the research questions, the researcher synthesized some detailed findings to support this. They are already concluded into the following; Firstly, it was about observation in which the researcher tried to figure out the current phenomenon. It occurred from September to October 2020 for about one month. Based on the problems, the researcher found that the participants (respondents) were unaware of putting the term multiculturalism into function themselves. It was previously detected when the researcher looked at the cultural identities and pictures of situational activities. For instance, the students did not realize using the appropriate languages to be involved in talks, intercommunication, and interaction among their friends or related. Some cases explained that students in IAIN Manado are often insecure in expressing themselves among others due to the different cultures of each. Fortunately, this was supported by their friendship or relationship actions. Some factors appeared when the researcher figured out the phenomenon, such as students' not being aware of speaking bad words in public, students' feeling insecure in delivering the idea, students confronted with miscommunication among their friends, and students facing multi-characteristics and confused to get in.

Program of Faculty of Tarbiyah and Teacher Training, Manado State Institute of Islamic
Studies, to support the data. The researcher purposively selected the respondents to keep the results of the questionnaire. Respondents selected are named based on their initial letters, as RL stated in the process of her interview. She felt that the questions could make me think deeply and clear to understand. That statement was also supported by AD and IL, which described the supportive comments to enhance their understanding of multicultural awareness. They both stated; The questions were about to dig out our understanding and opened our mind. I think those were absolutely true.
In starting to discuss their opinions, the researcher asked about the impact of multiculturalism on their social life; one message from AD, she said that: I received a lot of impacts when I was started coming in. It wasn't easy. It was indeed challenging. The first thing I felt was about to accept the differences and cover them in the form of tolerance. What I mean is, to start understanding others, is the main key. Additionally, the way people uttered in this city, sometime cannot be followed. I usually speak based on my lexical understanding and rarely to speak bravely to another language in this case, manadomalay.
According to the previous statements, it can be said that one of their friends faced a bunch of problematic issues about multicultural. IL supported by giving her view, such as; I personally thought to myself that I couldn't socialize at first. It took time for me to adapt. Many of us (like my friends in my classroom) came from different background which normally from other classes in high school before. Yet, this one was significantly impacted me to socialize to one another. The power of giving and taking, somehow, does not happen when we first met. Factors of ages, and psychological feeling of each may be happened too.
To recognize students' multicultural awareness, the researcher looked for information related to their perception in the form of language acquisition. Yet, Students' awareness of multiculturalism seemed to be the most challenging part to be understood. In line with the observation, people tended to have their own characteristics and found it challenging to accept one another, especially regarding language background. Some students revealed that they did not understand the way their different other region friends talked. For instance, they were only comfortable and understandable if some of their regional friends talked in which the speakers indeed spoke similar accents or languages. However, throughout their journey in the English Based on those positive reactions, students maintained their confidence. It was in line with the data the researcher had identified, which is RL, IL, and AN considered that languages spoken by their friends built their self-confidence in socializing and interacting. Advances during their study were improved just the way they talked every day. On the other hand, English helped them try to elaborate themselves in seeking more information in detail. Like something formed them throughout subjects in the place they were studying. Being socialized informed them to improve their learned language and their interest in other languages such as Korean, Arabic, and some kinds of Asian slang that they would like to express. Not only those cases but also they can respectfully appreciate genders among them.

RL synthesized that English which being spoken while learning with my friends was even invited me to elaborate my interest to learn another language. My association helped me went through. I can learn English among my friends, and other medias that they used to.
Other than that, KB figured out that learning English is not only having socialized by surroundings. It can be based on ourselves. Just like the way that mostly people did through self-learning by using media (movie, song, and papers).

She said that; I studied in depth about my skills in English by using watching movies
In other words, the way of learning English is not only literally socialized among friends and society but also by independent learning. Furthermore, the identification of students who mainly used to focus on language varieties was used only.

Chart 1. The Result of Students' Perception
It can be clearly said that variable one was mostly filled by Agree option compared to others. In total, it placed 443 as the real data. Furthermore, the following finding for variable two is presented. They are;

Chart 3. Multiculturalism Perspectives
In brief, it can be said that variable two also has a similar up-and-down situation for the respondents to fill out the form. Eighteen numbers filled by 60 to 69 have the most positions among the others. In this variable section, 29 numbers occupy the 50s position. In this case, the following variable 2 has less than variable one from a side of   Perceptions' on their multicultural awareness and English variety. In addition, the large value of the Pearson Correlation, r, is 0.519, indicating a moderate relationship between Students' Perceptions and English variety.

Discussion
Having learned such as English in Indonesia is not easy. It was taught as a foreign language on many levels. A lot of private schools, even public schools, added English to their curriculum just to put into account that English has been a need to be involved.
Yet, it is not the entire people who show satisfactory agreement. Most English users revealed the same reaction that it can only be used in a particular place or time. Notably, the position of English over the world has become a popular language in today's multicultural activities.
The increasing English needs and wants have already influenced cultural identities among multicultural people, especially at the university level. The teenagers in this research emphasized that English was a need for them and could be their future income too. The reasons they came to IAIN Manado were undoubtedly to learn and achieve a better future through some options of the study programs. According to the data, the researcher found that the multiculturalism situation in IAIN Manado seemed in good shape. It was in line with IAIN Manado's vision as a multicultural campus. The students, in particular, have received the proper understanding and encountered the appropriate treatment. Yet, having it appropriately did not seem like a good run.
Students felt insecure in the way they did, often interacted only with their regional friends, and this affected their abilities to express such English.
In relation to the interview, students' awareness of multiculturalism can be seen in the following distinctions; Internal activities, such as (1) students enlarged their activities and socialization by following some organizations, (2) students socialized with close friends, regional friends even in the same faculty or other faculties, (3) students appreciate their gender especially with peers, (4) students respect their own or other spoken mother tongues among their friends, (5) students accept and provide to understand each other's characteristics, and (6) students keep the values of friendship and harmony. 2) external activities, namely (1) students faced multicultural fusion and differences in their hometown and boarding house, (2) the exchange social group of people sometimes brought some difficulties to adjust, (3) students' ethnicity is not related, so they still try to understand each other, (4) students lack language understand both in verbal or written one, hence they met some conflicts around, (5) students thought that they were introvert and extrovert. They looked like they could not socialize in better conditions, (6) students' keep the values of friendship and harmony.
According to the description, it can be identified that students' cultural awareness is in a good position. They tend to familiarize themselves with the situations being held.
Their awareness is not only applied in internal activities but also to external ones.
Implementing such an activity, acquired obstacles and challenges. Based on the perceptions, their awareness of English variety is considered fine due to some aspects: They could establish good teamwork by socializing and learning together. In this statement, the students organize their time to learn to speak English together. They used the media by following English Learning Area and English corner.
By understanding and receiving other characteristics, students remark their opportunities by sharing knowledge of each other, trying to engage in speaking by telling their needs, wants and vocabularies.
Students establish and maintain harmony and friendship. In this case, the more enjoyable they learn, the more they receive and understand how they communicate.
Students talk by using English variety with free expressions, no hesitation, and confidence in speaking English. By appreciating each other, students reveal that they can freely express American English variety with no afraid. They can talk, share, correct, and build deals to correct each other.
Related to previous studies, such as (Hermini, 2019), this research can enlarge the statement that someone used to speak American English if they are exposed the following language. It showed examples like students willingly conveying American English rather than British and their easy exposure to American English variety. It is linked to another research conducted by (Safa, 2015), who eventually stated that it depends on the influence of variations in their exposure. Likewise, it is seen in IAIN Manado students that they are exposed to understanding language varieties due to studying English varieties in the course of intercultural subjects and tasks that they have been going through (Pavlína Stelzerová, 2014).

D. CONCLUSION
In conclusion, seeing by qualitative side, students' perceptions of their awareness in multiculturalism can be said by going through internal and external activities. These activities explain that their awareness of multiculturalism varies. Accordingly, they need to be more aware of their situations in trying to take and give one another. Meanwhile, seen by the quantitative side, the correlation shows that their awareness of multiculturalism relates to how they learn to speak English with varieties.
Categorization and consideration of this relationship can not only be studied locally but also internationally. In this case, Indonesian students' perspectives could further understand that multiculturalism affects social understanding, including English language improvement as the international language. For further experiments, this research is suggested to link multiculturalism awareness with multicultural education among multicultural people. Besides, in this case, English needs to be realized and accepted to be employed by Indonesians, although it still needs regulations to be applied. Likewise, varieties of English can be widely used.