language L2 as English is not their first language. The term of NNESTs is also related to this description.
The NNESTs in this research involve Indonesian English Teachers. Supporters of the term NNESTs believe that it is significant to discover the qualities of NNESTs because their
differences with the NESTs are, in fact, their strengths.
Unique Features of NNESTs in ELT Field
In spite of the beliefs that NNESTs have deficient language competence, there are also unique features of Non-NESTs that NESTs do not necessarily have. These features are what
are believed to be the competitive edge of Non-NESTs to stand an equal chance with NESTs in English Language Teaching field. Medyges 1992 then enumerates the six points of Non-
NESTs‟ unique features:
1. Non-NESTs are perceived to be good learner models of successful English learners
Any English teachers can set two kinds of models, which are language model and learner model. In this case, it is clear that NESTs can provide a better language model than
Non-NESTs as they are the native speakers of the language. Furthermore, they are also seen as imitable models for learning English by students Lagabaster and Sierra, 2005.
However, according to Medyges 1992, a learner model can only be acted out by Non-NESTs as they learned English after they had acquired their first language. If all
English teachers are NESTs, the learners will think that to be able to master the language, they have to be born as native English speakers. That is why the Non-NESTs presence is
significant. This idea is also supported by Kelch and Santatn- Williamson‟s 2002 study
which showed that the students viewed NNESTs as a source of motivation for them to be successful English learners as they have been also been learners of English like them. In
line with Medyges‟s 1992 idea, Alseweed 2012 also mentioned that NNESTs are
believed to contribute effectively to English Language Teaching ELT field for having their own experiences as both English language learners and teachers.
2. Non-NESTs can teach language-learning strategies more effectively
Learning strategies are one of many factors that have a big contribution in picking up a language effectively. According to Wenden and Rubin 1987, learning strategies are
specific actions that can facilitate the learners to be proficient in the particular language. This facilitation does not only ease the process of learning, but also make the process goes
faster and more enjoyable, and more transferrable to any situations Oxford, 1990c. Everyone has their own way of learning; the learning strategies which are effective to be
utilized by one person might not be effective for another. However, Medyges 1992 asserts that Non-NESTs as successful second language
learners should be aware of learning strategies which are effective or not for them to utilize. Therefore, they should know how to share that learning strategies to the students.
Lagabaster and Sierra 2005 also share the same belief as Medyges‟ 1992. They state that NNESTs were seen by students to be very good at sharing effective learning strategies. In
addition to that, some students in Mahboob‟s 2004 study also mentioned about the quality of NNESTs which contributes to their preference
– NNESTs are believed to hold the ability to teach in the most effective and efficient way as they have experienced being a
learner too. In conclusion, they can be a better informant than their NEST colleagues in assisting their learners to effective learning strategies.
3. Non-NESTs can provide more information about the English Language
