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Student-Teachers’ Perception of Being NNEST

THESIS

  Submitted in Partial Fulfilment Of the Requirements for the Degree of Sarjana Pendidikan

  FIONNA NIM: 112012090

ENGLISH LANGUAGE EDUCATION PROGRAM FACULTY OF LANGUAGES AND ARTS UNIVERSITAS KRISTEN SATYA WACANA SALATIGA 2016

ACKNOWLEDGEMENT

  First of all, I would like to give my biggest gratitude to the Almighty God and savior, Jesus Christ. I am nothing without Him and I would never be able to finish this thesis without His blessing, guidance and provision. I would also like to thank my supervisor, Ms. Anne Indrayanti Timotius, whom I think highly as an educator. Her patience and willingness to give her time to read and give inputs to my thesis was one of the most essential factors for me in order to complete this thesis. As for my examiner, Ms. Anita Kurniawati Hadianto, a great gratitude comes from my heart for her inputs and also willingness to examine my thesis in the midst of her busy schedule.

  I would also like to thank the Student-Teachers whom I have interviewed for the time

  they gave me and for the answers which gave great contribution to this thesis. Last but not least, I thank my beloved family even though we are only separate from different island but my family always support and gave me the motivation to complete this thesis and to you, my dear friends for supporting me and be with me for this couple of months, we climb this mountain together with many obstacles in our way until we reach the peak. I might not be able to express how grateful I am in an eloquent way but there is one quote from my favorite author, C. Joybell C. who stated that “Ends are not bad things, they just mean that something else is about to begin.” Finishing this thesis is not the last touch for the ending of my university life but also a new start for me to become a person who is ready to face the world after I finished my study from Universitas Kristen Satya Wacana.

Student-Teachers’ Perception of Being NNEST Fionna

Abstract

  Teaching an English as a second language to the students when the teachers themselves as a native English might be one of the challenges that every Student-Teachers had to face during their Teaching Practicum. This study is conducted in order to know the Student-Teachers’ perceptions of being NNEST which includes 10 participants with the criteria that they already had a Teaching Practicum in Semester I Year of 20152016. The 10 participants were interviewed about their perceptions regarding the advantages and disadvantages of being NNEST. The participants’ answers will be compiled and compared with Medgyes’ (2001) theory. The result shows that most of the participants answered that the advantages and disadvantages of being NNEST were able to switch into mother tongue, good at explaining grammar, confident in teaching and managed to form a good relationship and the disadvantages of being NNEST were not fluent, not have the same accent and do not have the same level of speaking as NEST.

  Keyword: Student-Teachers, NNEST, Teaching Practicum

INTRODUCTION

  Every students in university are been giving a chance of getting opportunity on having many kinds of experiences in Teaching Practicum, especially in the Faculty of Languages and Arts (FLA) in Universitas Kristen Satya Wacana (UKSW). Teaching as students a second language despite the culture background of being a native was a challenge that every Student- Teacher had to face when entering Teaching Practicum and during this process, Student- Teachers that were in charge to teach English must at least have their own perceptions about the advantages being a Non-Native English Speaker Teacher (NNEST) because they are studying English as their second language and felt what it is like to be NNEST.

  As the future of the English teacher, a certain event or phenomena would occur when the Student-Teacher were in the middle of their Teaching Practicum and the fact that the Researcher starts to do the Teaching Practicum in Semester I Year of 20162017 in the first time, believed that it was a challenge to teach students an English language when the teachers themselves are not natives and probably there are many problems occur when teaching their As the future of the English teacher, a certain event or phenomena would occur when the Student-Teacher were in the middle of their Teaching Practicum and the fact that the Researcher starts to do the Teaching Practicum in Semester I Year of 20162017 in the first time, believed that it was a challenge to teach students an English language when the teachers themselves are not natives and probably there are many problems occur when teaching their

  This paper aim to see the point of view from the Student-Teachers’ own perceptions of being NNEST and how did they perceive themselves as a NNESTs.

  The study was conducted on FLA department in Universitas Kristen Satya Wacana,

  located in Salatiga and the participants were the Student-Teachers that already had practicum

  teaching in the Semester IYear of 20152016. The study employed a qualitative research method, by interviewing the Student-Teachers about their own perceptions of being NNEST, the participant was the Student-Teacher that had been in charge of teaching in the senior high school and junior high school and also used both Indonesian and English as their tool for communication in the classroom.

  The agenda of the discussion and interview was based on the Student-Teacher’s own opinions about the advantages and disadvantages of being NNEST.

  LITERATURE REVIEW Native English Speaker Teacher (NEST) and Non-native speaker English Speaker

Teacher (NNEST)

  The definition of NEST according to Bloomfield (1993) “the first language human being learns to speak his native language; he is a native speaker of this language.” In other words, a person is a native speaker who speaks the first language that he or she grew up with.

  Stern (1983) suggests the following features that constitute a native speaker: (1) they’re subconsciously knowledge the rule, (2) have an intuitive grasp the meanings, and (3) have the ability to communicate within social settings a range of language skills and creatively of language use. Davies (2003, 2004) offers a more appropriate stance that he cited from Stern (1983) and argued that ‘nativeness’ is characterized by certain elements acquiring the language during childhood which are, (1) have the ability to understand and accurately produce idiomatic forms of the language, (2) understanding how standard forms of the language differ from the variant that they themselves speak, and (3) have a competent production and comprehension of fluent, and spontaneous discourse.

  Native English Speaker Teacher (NEST) is a term of natives who speaks English since birth or their childhood and applies the language in the education way by teaching the

  pupils to learn and speaking English while Boecher (2005) stated that “non-native speaker are

  generally conceived as speakers of a language that is not their L1.”that means the characteristic of NNESTs is that they speaks and use other than their mother language or L1 depending on the situation, when speaking with other natives they will use the same language the native use, while NNEST is an acronym that refers to English language teacher that use English as their second language or as foreign language. Medgyes (1994) characterized that “NEST as informal, flexible, and confident, while the characterized of NNEST are: (1) good generally conceived as speakers of a language that is not their L1.”that means the characteristic of NNESTs is that they speaks and use other than their mother language or L1 depending on the situation, when speaking with other natives they will use the same language the native use, while NNEST is an acronym that refers to English language teacher that use English as their second language or as foreign language. Medgyes (1994) characterized that “NEST as informal, flexible, and confident, while the characterized of NNEST are: (1) good

  tongue.”

NESTs and NNESTs’ Characteristics

  Medgyes (1992) also attempts to differentiate between native speakers and non-native speakers, arguing that “non-native speakers can never achieve a native speaker’s competence because they can never be as creative and original as those whom they have learnt to copy”

  (pp. 342-343). Although the statement is not wrong but , NEST and NNEST have a distinct

  characteristic, which have either positive or negative effect when they engage in language teaching.

  First, as mentioned earlier, the difference between NEST and NNESTs was in linguistic abilities, which means the major argument in favor of NESTs. Medgyes (2001) also discusses the unique and insecure position of NNESTs, in which they play dual roles of teaching and learning English at the same time, because no matter what NNEST is still in a learning process when it comes to the second language and it will go on and on.

  Second, differences in language skills lead to different teaching behaviors. Medgyes (2001) mentioned that “NNESTs have a tendency to stress their accuracy, forms, grammar rules, and formal registers. NESTs, in contrast are likely to emphasize fluency, meaning, language in use, oral skills, and colloquial registers.”

  Medgyes (2001) attempts to rationalize these difference by emphasis and concludes that NNESTs may focus on the areas where they feel more secure and comfortable in teaching but, it does not become a hindrance for the NNESTS to loosen their grip on teaching

  English, they tend to focus on group work and pair work that full of linguistic trap, NNESTs have the advantage of providing a better learner model and assistance to the students, as opposed to the language model presented by NESTs.

  Third, is based on NEST’s and NNEST’s construct, Cook (1999) comments that “NNESTs can alleviate, if not eliminate, the learners’ language learning anxiety by

  presenting an attainable model, while NESTs may intimidate the learners with their linguistic perfection and unfamiliar cultural expressions.” NESTs has a confident characteristic, they believe that they will have a good expectation from the learners, regardless their cultural background and with their fluency since the teachers are natives, will add the anxiety for the learners in order to surpass NEST’s expectation.

  Fourth, NNESTs may be good at providing assistance to their students by sharing specific strategy, which they already experimented by themselves and succeeded or what we called as an experience however, different learners can employ different strategies. Therefore, although the strategy provided by NNEST are not always worked, but by discussing any possible strategy can increase the learners’ awareness about the strategy that fits with their

  personality, language background and levels of motivation. The learners are feeling helpful with the NNEST’s practical advice and caring encouragement based on he or she’s experienced in learning the second language.

  Fifth, NNESTs are skillful when it’s articulating the aspects of the English language, since they deliberately learned, not acquired the language itself. Cook (1999) stated that “native speakers tend to lacked metalinguistic skills or language awareness.” so, language proficiency normally associated with NESTs while the language awareness ability tends to be one of the strengths of NNESTs. Therefore, NNESTs can use their conscious learning of the target language to explain specific linguistic rules, for example, in a way that the learners are Fifth, NNESTs are skillful when it’s articulating the aspects of the English language, since they deliberately learned, not acquired the language itself. Cook (1999) stated that “native speakers tend to lacked metalinguistic skills or language awareness.” so, language proficiency normally associated with NESTs while the language awareness ability tends to be one of the strengths of NNESTs. Therefore, NNESTs can use their conscious learning of the target language to explain specific linguistic rules, for example, in a way that the learners are

  Sixth, because they good on metalinguistic skills, NNESTs can predict better the level of difficulty for the learners, which allow them to create effective syllabi and lesson plans to anticipate the learner’s linguistic need. This of course based on their experience. Medgyes (2001) states, “Whereas NESTs have better intuitions about what is right and wrong in language use, NNESTs have deeper insights into what is easy and difficult in the learning process”(p. 437). If the NNESTs have the experience of learning a foreign language, it is even more beneficial since it indicates that they have an analytical view of language in general. NNESTs have the advantage of a comprehensive and critical view of the language, which benefits them in recognizing and relating to the students’ learning difficulties.

  Seventh, although Medgyes (2001) raises the assumption that NNESTs are more sensitive to their students than NESTs, it is rather an overgeneralization based on partial evidence, and thus debatable. He claims that NESTs has an ambiguous idea of their students’ desires and objectives, as well as their linguistic and cultural upbringings but Liu (2001) argues that NNESTs may have a better chance of developing greater sensitivity toward the students’ learning challenges. Nonetheless, there are many empathetic NESTs as well, regardless of their lack of experience in learning the target language as their L2. Therefore, the sensitivity criterion should be attributed to neither NESTs nor NNESTs as their general tendency.

  Last, NNESTs can make the most of their ability to communicate in the students’ mother tongue, which, however, generally applies to the EFL context, NNEST can help the learner by communicating with their mother tongue. Historically, Medgyes (2001) believes that “the use of the students’ mother tongue in ESL instruction constituted one of the critical Last, NNESTs can make the most of their ability to communicate in the students’ mother tongue, which, however, generally applies to the EFL context, NNEST can help the learner by communicating with their mother tongue. Historically, Medgyes (2001) believes that “the use of the students’ mother tongue in ESL instruction constituted one of the critical

  Previous Study or Research

  Benke and Medgyes’ (2005) c onducted a s tudy of native speaker teacher and non-

  native speaker teacher’s competence with 422 Hungarian learners of English, the participants revealed that native speaker teachers were viewed as good models for imitation however, their speech could be difficult for L2 learners to comprehend. This means that the students in Hungary preferred NEST as good model but they are not very good on delivering the knowledge because the level of language they use when giving a speech or teaching in the classroom was difficult for the students.

  While in Lasagabaster and Sierra’s (2005) conducted a study at the university in the Basque Autonomous Community in Spain and the result most of 76 learners preferred Native speaker teachers for learning pronunciation, speaking and listening, but not for studying lexical-grammatical aspects of the language. The students in Spain are preferring natives in learning pronunciation, speaking and listening but, in grammar and lexical the students are more comfortable when been taught by non-native teachers.

  Pacek’s (2005) conducted a study at a British university with 89 learners revealed the concern for teachers’ engagement, preparation, qualifications, and professional background than for their linguistic background. This means that in British, not only natives teachers but also non-natives teacher are need to do a better in engaging their students in learning, their preparation before the teaching-learning session began, their qualification in teaching and their professional background compare to their linguistic background, both natives and non- Pacek’s (2005) conducted a study at a British university with 89 learners revealed the concern for teachers’ engagement, preparation, qualifications, and professional background than for their linguistic background. This means that in British, not only natives teachers but also non-natives teacher are need to do a better in engaging their students in learning, their preparation before the teaching-learning session began, their qualification in teaching and their professional background compare to their linguistic background, both natives and non-

  From the three previous study, it can be concluded that most of the students are choosing NEST compare NNEST because their proficiency in speaking and good pronunciation but, when the students need to learn grammar and lexical, the students are more comfortable if they being teach by non-natives, because the level of language that the non-natives teachers used are more understandable rather than natives teachers themselves.

THE STUDY

  The study used a qualitative research method by interviewed the participant to gain an

  understanding of their opinion about being NNEST. The participants were the Student- Teachers that already had a practicum teaching in the Semester IYear of 20152016, the reason why the Researcher choose this method was to be able to gather the information and the needed data by engaging a conversation and asking some question regarding the topic.

Context of the Study

  The study was done in the Faculty of Languages and Arts (FLA) at Universitas Kristen Satya Wacana, Salatiga (UKSW). The reasons why the place was chosen for the study were as follows: (1) most of the participants are the students in Satya Wacana, (2) the participant were already finished doing the Teaching Practicum from semester I Year of 20152016, it will be a good opportunity to gather the data, (3) FLA has a Teaching Practicum program in which all the Student-Teachers are bilinguals, and (4) the location was convenient and easy for the Researcher to access.

ParticipantMaterials

  The participants were the Student-Teachers of FLA that taught English at high school on the semester I year of 20152016, the participants were using Indonesian and also English as their tool for communication with the students when teaching, there is no accurate percentage for the Student-Teachers were allowed to use Indonesian and English. The reason why this criteria was chosen as the participants for the interview was because it will be very helpful for another addition of gathering data, when interviewing the Student-Teacher that managed to balance using two language to teach their students and the reason why the study choose teacher that teaching high school was because in this level, there was a possibility the Student-Teachers face a challenging or unexpected event when teaching in high school.

  The numbers of the participants were 10 participants, the Researcher also anticipated the number of Student-Teachers that had been assigned to teach and were allowed to use Indonesian and English when teaching. Some of the Student-Teachers are not allowed to speak using Indonesian in the classroom and another case they are allowed only to use English in the classroom.

Data Collection Instrument

  The Researcher conducted a qualitative research, an interview was employed to obtain data. The reason why the Researcher choose interview as the data collection instrument because by interviewing each of the Student-Teachers’ perception, there is a possibility that there will be different answers from every individual and the Researcher hoping by interviewing the participants will be helpful in order know the advantages and disadvantages of being a NNEST.

  The question was an open-ended type, for not only the conversation has only based the participant answering the question from the Researcher, they can explore more the conversation into a deep conversation. The participants were allowed to speak English or Indonesia, in order to make them more comfortable to express their answers and it might encourage them in engage of deeper discussion when they using their L1 or mother tongue in the middle of interview. A cellphone with a recording application was be used to collect the data and transcribed verbatim, which means the Researcher transcribed the data exactly like the original conversation as a solid proof.

Data Collection Procedures

  The Researcher gathered the data about the lists of Student-Teachers that already had a Teaching Practicum in the Semester I year of 2015 2016.

  Second, the Researcher selects the participants that fits the criteria for gathering the data and try to contact the Student-Teacher for agreement on having interviewing and make an appointment of how will the interview be conduct. Before the interview session start, the Researcher needs to ask permission to record the entire conversation for transcribe the data.

  The last, the place to conduct the interview was flexible, the Researcher and participants can choose any place that they considered is comfortable enough to do the interview, the good suggestion is in Satya Wacana especially in F building where FLA students are studying and also the place where the Researcher and the participants were studying.

Data Analysis Procedures

  After the Researcher gather enough data, the Researcher transcribed the recordings and based on the answer of the participants, the Researcher then found the Student-Teachers’ answers of their own perception of being bilingual when teaching in high school and the After the Researcher gather enough data, the Researcher transcribed the recordings and based on the answer of the participants, the Researcher then found the Student-Teachers’ answers of their own perception of being bilingual when teaching in high school and the

FINDINGS AND DISCUSSION

  This paper aims to see the point of view towards the Student-Teachers’ own perceptions of being NNEST, that are their opinions about the advantages and disadvantages being NNEST.

A. Advantages of Being NNEST

  The advantage of being NNEST was the main essence of this study because it is closely knit with the student teacher’s own perceptions as NNEST when they taught the English language to their students. This section will discuss the result from ten participants who had been interviewed about their perceptions of the advantages of being NNEST.

A.1. Switching into Mother Tongue

  Based on the interview, four from the ten participants believes that the advantage of being NNEST is they can explain materials to their students using different language. For example, one of the participants stated:

  Since NNEST can speak more than one language, if the students that usually being taught by the teacher using Indonesian, we can explain the students using the same language and also the same background and culture can build a relationship without making the gap is too far between the teacher and the student. (Participant 01, 2016, My Translation)

  The Participant 02 also had the similar thought about it. The participant stated that:

  I can explain them an English lesson by using the same mother tongue more easily, I think that is one of the advantages as NNEST. We can be the mediator for the students who had the same background knowledge as us. (Participant 02, 2016, My Translation)

  Seeing from the two statements, Participant 01 stated that when the students did not understand the explanation because NNEST kept using English to communicate, to handle this kind of problem, the NNEST can switch the language into their mother tongue so, their student can understand what the Student-Teacher said, not only that, it also can close the gap between the teacher and the students. Participant 02 also mentioned that by using the same language, the NNEST can be as a mediator in order to connect with student who had the same background language and culture.

  The two participants’ statement about switch language from English to their mother tongue can help the student to learn English better had the same similarity with Medgyes’ (2001) that “NNESTs can make the most of their ability to communicate in the students’ mother tongue, which, however, generally applies to the EFL context, NNEST can help the learner by communicating with their mother tongue.” Which means by using the same language with the students can understand or using mother tongue can help the student to absorb the English lesson better. The use of mother tongue in foreign language teaching has a positive role. There was always a communication gap possibility between students and NESTs but using the first language is a great advantage of NNESTs because they can facilitate the hindrance. Students stand a better chance of comprehension if mother tongue was used.

A.2. NNESTs are good at Explaining Grammar

  The second advantage of being NNEST is that NNESTs are good at explaining grammar, such as the pattern, structure and rules. Based on the interview, two out of the ten participants believed that one of the advantages of being NNEST is that they were good at explaining English grammar to their students. One of the participant stated that “As a NNEST, we’re a good in explain grammar, we knew the pattern and why we had to use these The second advantage of being NNEST is that NNESTs are good at explaining grammar, such as the pattern, structure and rules. Based on the interview, two out of the ten participants believed that one of the advantages of being NNEST is that they were good at explaining English grammar to their students. One of the participant stated that “As a NNEST, we’re a good in explain grammar, we knew the pattern and why we had to use these

  Participant 08 believed that as a NNEST it is easy for explaining the grammar, because NNESTs learns it by themself, thus this explained how they were good at giving an explanation about the grammar rules to their students because they keeps learning, it’s not something that can be achieve without any effort. Participant 09 believed that NNESTs are good explaining the structure, because NNESTs learned it, not acquired the language itself and as the result, NNESTs are good at articulating the aspect of English language, such as

  grammar to their students. Medgyes’ (2001) stated “Whereas NESTs have better intuitions

  about what is right and wrong in language use, NNESTs have deeper insights into what is

  easy and difficult in the learning process (p. 437). ” The same theory from Medgyes’ (2001)

  about the unique and insecure position of NNESTs, he stated that “ In which they play dual roles of teaching and learning English at the same time, because no matter what NNEST is still in a learning process when it comes to second language and it will goes on and on. (Pg. 429-442)”

  If the NNESTs have the experience of learning a foreign language, it is even more beneficial since it indicates that they have an analytical view of language in general. NNESTs have the advantage of a comprehensive and critical view of the language, which benefits them in recognizing and relating to the students’ learning difficulties. NNEST can use their conscious learning of the target language to explain specific linguistic rules, for example, in a way that the learners are easily to understand the instruction given from the NNESTs because perhaps they were understood easily with an easy grammar or clear pronunciation.

A.3. Confident in Teaching

  Based on the interview, two of the ten participants had the same opinion that they do not feel the same level as NEST but they were confident at teaching skills, for the example one of the participants stated that “…I don’t think I have the same level when it comes to speaking like NESTs because I don’t think we have the same fluency and pronunciation but when I teach the students from Tuntang, but I have at the same level when it comes to teaching (Participant 02, 2016, My Translation)”. This statement was from Participant 02 and it represents the other participant’s statement. Based on the data, Participant 02 was teaching in Tuntang, she was placed in a school where English lesson was not very well-known. Participant 02 mentioned that her speaking ability was not at the same level as NEST because the differences were on the fluency and pronunciation yet she was confident that her level on teaching was the same as NEST.

A.4. Other Advantages

  Other than the four advantages mentioned above, four of the ten participants had different perceptions of being NNEST which are (1) NNESTs knew their limitation in learning English, (2) NNESTs can interpret what their student meant and easily get along with their students, (3) NNESTs can easily explain the term that was not in English to their students because the same background culture, and (4) NNESTs had the same experience as their students in learning English and understand the challenge that the students had to face.

  First advantage was found from Participant 03’s answer, Participant 03 stated that:

  As a NNEST, we already learn English in the early age, we knew what we lack of and what part we‘re good at, because we had what we called an experience, since we learn English we already know which one is wrong and correct, we can be more focus in one part that we were good at it, we can study in intensified way and we aware of our own limit as NNEST. (Participant 03, 2016, My Translation)

  Participant 03 believed that as NNEST, by learning English at the early age, NNEST knew their limitations from the experience that they earned from learning, NNEST can focus on the good part, it can be a skill and NNEST can increase their skills even better but they were also aware in what part or skills that needs to be intensified. The Participant 03’s perception has the same similarity with Medgyes’ (2001) theory, which he stated that:

  NNESTs may focus on the areas where they feel more secure and comfortable in teaching but, it does not become a hindrance for the NNESTS to loosen their grip on teaching English, they tend to focus on work group and pair work that full of linguistic trap, NNESTs have the advantage of providing a better learner model and assistance to the students, as opposed to the language model presented by NESTs. (P.429-442)

  This theory proves that Student-Teacher perceive themselves being NNEST is that they knew their own limitation because they aware in what area that they were able to expand their skills and strengthen it, so instead thinking the side that the Student-Teachers thought that they cannot accomplished they tend to focus the area that they were already comfortable and good at it and as NNEST, focus only the part where they can be secure and probably confident at, it will not decrease any quality of NNEST when teaching English, they can compensate it with a work that involves with many people such as group work and in this part where Student-Teacher view themselves as NNEST is that they never thought other area that out of reach was a hindrance instead they will strengthen the area they knew and to use it for teaching English, the statements were also connected with Brown’s theory (2007) stated that “ If you are a Non-NEST and are now teaching English, and you feel you have not quite yet reached a point of “satisfaction” in your own oral production ability, you can quite easily compensate for any slight disadvantage you might have.”

  The second advantage was found from Participant 04’s answer, Participant 04 stated that

  “…we know how to confront or respond the children in Indonesia for example we know how to catch their joke, we know the students’ problem in studying and how we “…we know how to confront or respond the children in Indonesia for example we know how to catch their joke, we know the students’ problem in studying and how we

  

  Participant 04 believed that being NNESTs is that they can understand their students’ feeling thus deepening their bond as the teacher and the students, being NNEST is they can understand the student’s joke and they can understand the student’s problem in learning English, Participant 04 had mentioned that how Student-Teachers as NNEST handle their students might not be similar with the NEST because, it might be from the background culture, since it is the most reasonable for the NNESTs and the students can deepen their relationship, NNESTs can understand the students’ problem and what they’re feel when learning English.

  The third advantage was from Participant 05’s answer, she stated that “In my opinion the advantages on being NNEST is that we can understand what our students mean when they we’re talking in English because we had the same background culture and a second language user, so we can understand them (Participant 05, 2016, My Translation)”. The participant 05 gave an example about what kind of culture terms that she mentioned in the interview, Participant 05 said that:

  For example when they asked something related with Indonesian culture “Miss, what is Tempe in English?” if the students asking this kind of question to the NEST, they couldn’t possible knew the meaning because it’s not from their culture but if they asked us we’re just going to said “Tempe is Tempe” but also can be called as “Soybean.” (Participant 05, 2016, My Translation)

  In this statement, Participant 05 believed that the advantage of being NNEST is that they can understood what their students were trying to tell them, it can be a random jokes at school or some culture terms that only the same natives can understand about it and because they had the same background culture, the NNEST can easily understood and got the idea about the topic. Participant 05 used the example of Indonesian’s traditional food, Tempe is a food that was well-known to everyone in Indonesia and since both of the students and

  Participant 05 are in the same background culture, it is easy for her to answer the question. Participant 05 assumed that not every NEST know what is Tempe and it is translation, so she believed that the advantage of being NNEST is that they can understood when their student tried to ask something related to their culture. This statement related with what Medgyes (1994) had stated that “To be sure, the non-NEST teaching in a monolingual class has far more background information as well-informed NEST can.” This theory proves that as NNEST, Student-Teachers were well-informed with the subjects that relates with their culture and can answer it easily, they even provided a good explanation about the subject more accurately than NESTs, because the Student-Teacher familiar with the subject and the students felt learns something about the subject. Student-Teacher can view themselves as a source of information for their students, as long the topic or the subjects were something that they knew well.

  The fourth advantage was from Participant 10, Participant 10 stated that “As a NNEST we can understand what our students has going through when learning English, how they had to adjust their background culture with foreign language. (Participant 10, 2016, My Translation)” To give an illustration, Participant 10 stated that:

  When I was still school, I also learned and being taught English by my teacher, when

  I become the Student-Teacher, I realized that because my background knowledge and my students’ background knowledge are the same, we learn English from the square

  one, so being NNEST, the difficulty on learning grammar, how to read the vocabulary, etc. These kinds of difficulty are the same with my students had to face. I also notice when my students having the difficulties when learning English. (Participant 10, 2016, My Translation)

  Participant 10 believed that being NNEST is that they can understand what their students had gone through on learning English, she mentioned that when she was doing a PPL in school, she saw the struggle that the students had gone through and she felt nostalgic when seeing her student learning English from square one. Participant 10 knew how it felt when learning the grammar, how to read the vocabulary, writing and reading, all of these were her Participant 10 believed that being NNEST is that they can understand what their students had gone through on learning English, she mentioned that when she was doing a PPL in school, she saw the struggle that the students had gone through and she felt nostalgic when seeing her student learning English from square one. Participant 10 knew how it felt when learning the grammar, how to read the vocabulary, writing and reading, all of these were her

  Disadvantages of Being NNEST

  This section discusses the result from ten participants who had been interviewed about their own perceptions of the disadvantages of being NNEST.

B.1. Not Fluent as NEST

  Based on the interview, four from the ten participants believed that the disadvantage of being NNEST is they’re not fluent enough like NEST. For example, one of the participants stated “The disadvantage of being NNEST is that not everyone is fluent in speaking, as NNEST our fluency maybe are not fluent as the NEST, for example when we accidentally mispronounced some words without realizing it. (Participant 02, 2016, My Translation)” Participant 07 also had the same answer. Participant 07 stated that “We are not fluent enough like NEST. I said some word but not really clear and it’ll take a few minutes after class that I realized that I made a mistake when teaching. I had to apologize to my students in the next meeting. (Participant 07, 2016, My Translation)” Participant 02 believed that the disadvantage of being of NNEST is that they’re not fluent enough when speaking English and sometimes they were slipped out of the tongue when mispronounced some words without they realizing it, Participant 02’s statement has the same similarity with Participant 07, that the disadvantages of being NNEST is that they tend to make a small mistake like slipped of the tongue on a wrong word, but they had to fixed the mistake immediately by telling them Based on the interview, four from the ten participants believed that the disadvantage of being NNEST is they’re not fluent enough like NEST. For example, one of the participants stated “The disadvantage of being NNEST is that not everyone is fluent in speaking, as NNEST our fluency maybe are not fluent as the NEST, for example when we accidentally mispronounced some words without realizing it. (Participant 02, 2016, My Translation)” Participant 07 also had the same answer. Participant 07 stated that “We are not fluent enough like NEST. I said some word but not really clear and it’ll take a few minutes after class that I realized that I made a mistake when teaching. I had to apologize to my students in the next meeting. (Participant 07, 2016, My Translation)” Participant 02 believed that the disadvantage of being of NNEST is that they’re not fluent enough when speaking English and sometimes they were slipped out of the tongue when mispronounced some words without they realizing it, Participant 02’s statement has the same similarity with Participant 07, that the disadvantages of being NNEST is that they tend to make a small mistake like slipped of the tongue on a wrong word, but they had to fixed the mistake immediately by telling them

B.2 Do not have the same Accent as NEST

  The second disadvantage of being NNEST is that NNEST don’t have the same accent

  a NEST. Four of the ten participants had the same perception, for example Participant 03 stated that “We cannot be considered as same as the NEST when it comes to accent, because as a NNEST we had our own accent or our pronunciations are not the same as NEST’s, we’re also had different cultures with the NEST. (Participant 03, 2016, My Translation)” The same perception had been stated by Participant 10, for example “We do not have the same accent as NEST because English is a foreign language. English is not our mother tongue, we are not born from Europe, and we still had an accent based on our culture and the influenced of our mother tongue. (Participant 10, 2016, My Translation)” Based on this statement, Participant

  03 believed that the reason of why NNEST didn’t have the same accent as NEST because they had a different culture and NNESTs had their own accent when speaking but the intonation would not be the same as the NEST,

  Based on the statements from the two participants, both of them agreed that the cause of why NNEST do not had the same accent as NEST was because English was not their first language and they had different culture, similar when Javanese people speaks English they had a different accent, when they try to pronounce a word but it still had the Javanese Based on the statements from the two participants, both of them agreed that the cause of why NNEST do not had the same accent as NEST was because English was not their first language and they had different culture, similar when Javanese people speaks English they had a different accent, when they try to pronounce a word but it still had the Javanese

B.3 Do not have the same Level as NEST in Speaking

  Based on the interview, four of the ten participants had the same opinion that they do not feel have the same level as NEST with various reasons, which are, (1) The participants current position as a college student, (2) The Participants were nervous and not used to speak in a formal way when doing Teaching Practicum, and (3) The Participants had a difficulty when speaking and need to consult with dictionary.

  The first reason was based on Participant 03’s answer, Participant 03 stated that “Since my current status as a college student aiming the bachelor degree, I considered myself not having the same level as NEST, in order to be at the same level as NEST, I still need to learn more to be able equal with NEST (Participant 03, 2016, My Translation)” based on Participant 03’s statement, the reason why she thought that her speaking ability was not the same level as NEST because due to her status as a college student, she had a perception that her level was not enough and still had to learn more in order to be in the same level as NEST.

  The second reason was based from Participant 04 and Participant 05’s answer, Participant 04 stated that:

  This is my first time doing a Teaching Practicum, I need to teach my student in a formal way, using a simple language not the one I used in college where I used to speak in academic way and some of the vocabulary that I hadn’t familiar with it, the fluency and my pronunciation is not that very good when speaking (Participant 04, 2016, My Translation)

  And Participant 05 stated that:

  If it’s the same level with the NEST, I don’t think so, because in my first time doing a Teaching Practicum, I’m so nervous and always forgotten to speak in English and If it’s the same level with the NEST, I don’t think so, because in my first time doing a Teaching Practicum, I’m so nervous and always forgotten to speak in English and

  Both of these two statements had the similarity, the Researcher found out that both of the participants were in their first time doing Teaching Practicum although the two participants were not in the same school when doing the Teaching Practicum yet they had the same reasons that it was their first time to teach English. Participant 04 had the difficulty when had to speak in formal way and had not familiar with some vocabulary, on the other hand Participant 05 was nervous and always forgotten to speak in English and mispronounced some words.

  And the last reason was based on Participant 06’s answer, Participant 06 stated that “I still confuse with some vocabularies and still look up in dictionary, and when my students asked how to pronounce the word, I still having a trouble to pronounce it correctly, it’s like we went to college for 4 years and I still need to learn a lot about the fluency and the accuracy (Participant 06, 2016, My Translation)”

  In Participant 06’s case, she believed that her English speaking ability was not the same as NEST was because she had a trouble with some vocabularies and need to consult with the dictionary, she also stated that she still had a difficulty in pronunciation and need to learn a lot about fluency and the accuracy.

B.4 Other Disadvantages

  Other than the two disadvantages mentioned above, two of the ten participants had different perceptions of being NNEST, the participant stated that:

  As a non-native, we are used to speaking in both Indonesian and English but we are not using the full English which makes the students are not used to speaking English to the fullest, it’s like the teacher as the role model concept, if the teachers never using full English to encourage their students in class, they will never have the potential of using English. (Participant 01, 2016, My Translation)

  Participant 01 stated that the disadvantage of being NNEST is not using the English language to its fullest, which means that NNESTs are not often speaking English in the classroom for the example, so the student will see there is no reason or a specific advantage for them to learn the English if the teacher never use the language to encourage them, thus the students probably lost the interest in learning English.

  Participant 06 was also had a different perception about the disadvantage of being NNEST, for example Participant 06 stated that:

  I think in reading, some of the words that we aren’t familiar, so we need to list any words that probably will come out and the student will ask the words to us, so here’s the disadvantage being NNEST, even though we know those words but didn’t know how to spelled or pronounce it to our student, it will be a shameful experience and we’re not 100 correct when it comes to vocabulary and pronunciation, we always depends on and consult the dictionary.(Participant 06, 2016, My Translation)