EFL secondary Students’ perceptions toward native and nonnative English-speaking Teachers.

Tjokrokanoko, Angelia (2013) EFL secondary Students’ perceptions toward native and nonnative English-speaking Teachers. Masters thesis, Widya Mandala Catholic University Surabaya.

[img]
Preview
Text (ABSTRAK)
Abstrak.pdf

Download (1MB) | Preview
[img]
Preview
Text (BAB 1)
Bab 1.pdf

Download (447kB) | Preview
[img] Text (BAB 2)
Bab 2.pdf
Restricted to Registered users only

Download (470kB)
[img] Text (BAB 3)
Bab 3.pdf
Restricted to Registered users only

Download (723kB)
[img] Text (BAB 4)
Bab 4.pdf
Restricted to Registered users only

Download (733kB)
[img]
Preview
Text (BAB 5)
Bab 5.pdf

Download (379kB) | Preview
[img]
Preview
Text (LAMPIRAN)
Lampiran.pdf

Download (1MB) | Preview

Abstract

It is no longer a secret that nonnative speakers of English far exceed the number of native speakers of English since English has become the uncontested lingua franca of the world. This phenomenon affects the increasing number of NNESTs (Nonnative English-speaking Teachers) around the world. In spite of the bigger numbers, the credibility of NNESTs as ESL (English as a Second Language) or EFL (English as Foreign Language) teachers have been constantly questioned and compared with NESTs (Native English-speaking Teachers). Since it is essential to glean the real phenomenon, this present study examined the secondary students’ perceptions towards NESTs and NNESTs in “X” English course in Surabaya. Secondary students were chosen, because they are the biggest population in “X” English course. Besides, the students are the ones who directly receive the lesson. There were 96 secondary students of “X” English course who participated in this study. They were asked to fill in the questionnaires by choosing the representative numbers of their opinion (1 for totally disagree, 2 for disagree, 3 for agree, and 4 for strongly agree). Then, out of 96 students, 38 students took part in doing a focus group interview, so that deeper perceptions could be gained. The results of the questionnaires, then, were analyzed by using descriptive analysis (mean, mode, and standard deviation) and inferential analysis (independent sample t-test). Meanwhile, the results of focus group interview were summarized and used to support the questionnaire results. This present study found that most secondary students perceived both teacher groups equally, except for cultural knowledge of English-speaking countries. Actually, it can be understood since all of those items naturally belong to native speakers of English or nonnative speakers of English who have lived in one of English-speaking countries for quite a long time. Meanwhile, most NNESTs in “X” English course were not born or do not have the experience in living in an English-speaking country. Regarding NESTs, this research finding proved that students perceived NESTs to be as good as NNESTs in the areas, such as teaching grammar, listening, reading, and writing. Furthermore, both NESTs and NNESTs were perceived to be not able to understand the students’ special needs since teachers “X” English course handle one level for about twelve meetings only.

Item Type: Thesis (Masters)
Uncontrolled Keywords: EFL Secondary Students, Native English-speaking Teachers, Nonnative English- speaking Teachers, Teaching Competence, Cultural Knowledge, Teaching Style, Classroom Management
Subjects: English Education
Divisions: Graduate School > Master Program in Teaching English as a Foreign Language
Depositing User: Users 12 not found.
Date Deposited: 16 Mar 2015 02:48
Last Modified: 16 Mar 2015 02:49
URI: http://repository.wima.ac.id/id/eprint/1836

Actions (login required)

View Item View Item