6.24 Competence in the target language

18 model for pronunciation item 2 , confidently answer students’ questions item 3,explain the material clearlyitem 4 , deliver the instruction fluentlyitem 5, use conversation in speaking class wellitem 6, explain vocabulary effectively and without difficultyitem 7, able to answer the students’ questions item 8, their abilities to address question is gooditem 9. As shown in the Table 1, a majority of the respondents presented positive perceptions of their NEST and NNEST concerning their competence in the target language. It is clear that from the results of nine questionnaire items about competence in the target language skill, the number of the respondents who agreed to the statements for NNEST was 65.96 and 76.85 for NEST. According to the finding, the students demonstrated significant differences on NEST- NNEST Item 1, NEST-NNEST Item 2, and NEST- NNEST Item 7, while they showed no significant differences on the other items in this category. It was found that the respondents showed significant differences in their perceptions of their NEST„s and NNEST„s English language fluency and pronunciation, demonstrating preferences toward NESTs. It proves that 85 of the respondents agreed that their NEST was a fluent English speaker, but only 69 NNEST did so item 1. Moreover, talking about the student‟s opinion about their ideal model for pronunciation item 2, the students showed more positive perception toward their NEST than NNEST for this statement. More than three quarters of the respondents favored NEST as their ideal model for pronunciation 79 , but when it comes to the NEST, only 50 who did. This result was in accordance with previous studies of student‟s perception of NESTsNNESTs that reported oral skill competence as NESTs „asset Arva Medgyes, 2000; Reves Medgyes, 1994; Moussu, 2006; Tang, 1997; Filho, 2002