T1 112009088 Full text
STUDENTS’ PERCEPTIONS TOWARD NATIVE AND NON
NATIVE ENGLISH TEACHERS IN ENGLISH DEPARTMENT
OF SATYA WACANA CHRISTIAN UNIVERSITY
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Nurul Utami
112009088
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
2013
i
STUDENTS’ PERCEPTIONS TOWARD NATIVE AND NON
NATIVE ENGLISH TEACHERS IN ENGLISH DEPARTMENT
OF SATYA WACANA CHRISTIAN UNIVERSITY
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Nurul Utami
112009088
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
2013
i
STUDENTS’ PERCEPTIONS TOWARD NATIVE AND NON
NATIVE ENGLISH TEACHERS IN ENGLISH DEPARTMENT
OF SATYA WACANA CHRISTIAN UNIVERSITY
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Nurul Utami
112009088
Approved by
ii
COPYRIGHT STATEMENT
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written by any other persons except where due reference in made in the text.
Copyright@2013. Nurul Utami and Prof. Dr. Gusti Astika, M. A.
All rights reserved. No part of this thesis may be reproduced by any means without the
permission of at least one of the copyright owners or the English Department, Faculty of
Language and Literature, Satya Wacana Christian University, Salatiga.
Nurul Utami:
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STUDENTS’ PERCEPTIONS TOWARD NATIVE AND NON NATIVE
ENGLISH TEACHERS IN ENGLISH DEPARTMENT OF SATYA WACANA
CHRISTIAN UNIVERSITY
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STUDENTS’ PERCEPTIONS TOWARD NATIVE AND NON NATIVE
ENGLISH TEACHERS IN ENGLISH DEPARTMENT
OF SATYA WACANA CHRISTIAN UNIVERSITY
Nurul Utami
ABSTRACT
While the majority of English teachers in ELT are non native English teachers, there is a
controversial issue that the best teacher of English is a native speaker with the belief in
the superiority in language proficiency and competency. More specifically, a total
number of non native English teachers are greater than native English teachers in EFL
context. This study examined students’ perceptions towards native and non native
English teachers in English Department of Satya Wacana University. The findings
revealed favorable perception towards both native and non native English teachers.
Overall the students did not show significant preferences that favored native English
teachers over non native English teachers regarding the five aspects of language teaching:
(1) competence in the target language, (2) competence in teaching language skill, (3)
cultural aspects, (4) personal aspects, and (5) classroom atmosphere. Despite of that, they
realized that both native and non native English teachers had their own strengths even in
equal proportion.
Key words: Native-speaker teachers (NS), Non-native speaker teachers (NNS), Students’
perception.
INTRODUCTION
Background of the study
In language learning, there are two groups of teachers. First, there are native
speaker teachers who use classroom language as their mother tongue. Second, there are
non native English teachers who use classroom language as their second or third
language and thus they need to learn the target language before they teach it to students.
Many people including students think that native English speakers are better teachers
1
than non native speaker teachers. Likewise Canagarajah (1999) believes that “according
to which native speakers of English are automatically the best teachers of the language”.
Whatever the view adopted on the topic, it remains incontrovertible that the nativenonnative issue still arises tremendous interest in the field of ELT. And, although,
numerous studies have been conducted into the matter, few have focused on the
perceptions of teachers and students themselves (Moussu, 2000).
Certainly not all students have common perception that native English speakers
are completely better teachers than non native English teachers. Nevertheless several
studies show the belief of students that native English speakers are better teachers than
non native English teachers is still prevalent. Butler’s study (2007) did find significant
differences in the students’ perceptions toward the teachers (guises) with Americanaccented English and
Korean-accented English regarding their
goodness of
pronunciation, confidence in their use of English, focus on fluency versus accuracy, and
use of Korean in the classroom. In her study, the students expressed a stronger preference
to have the American-accented English speaker as their English teacher than the Koreanaccented English speaker. Another study about students’ perceptions toward native and
non native English teachers held by Sung (2010) presented different results compared
with Butler’s study that students generally show favorable attitudes toward native and
non native English teachers, and that they do not necessarily prefer native over non
native English teachers in every aspect of language teaching. It was also found in
his study that the students recognize the strengths and weaknesses of both native and
non native English teachers. While native English teachers are perceived to be good oral
2
teachers who use interesting and varied teaching methods, they are not preferred as their
grammar teachers. On the other hand, non native English teachers are preferred by
students as their grammar teachers who show care for their students, but are perceived to
use mundane teaching methods. It is noteworthy that the results of the study also
draw attention to the range and diversity of comments made by students about
native and non native English teachers, thereby underscoring the complexities of the
issues surrounding non native English teachers. From those findings, we can see that
issue of native and non native English teachers is still unsteady, indeed can be said
contradictory to support the common perception that native English speakers are better
teachers than non native English teachers.
The issue about perception towards native and non native English teachers also
occurs in Indonesia where EFL learners had occasionally experienced to be taught by
both native and non native English teachers. More specifically, it also happened in
English Department of Satya Wacana Christian University which quite frequently
provides both native and non native English teachers to teach their students. Following
that issue, this study was designed to find out students’ perception towards native and
non native teachers in English Department of Satya Wacana Christian University. It
could extend our understandings of the issue of native and non native teachers in
language classroom and whether the common perception that native English speakers are
better teachers than non native English teachers also prevailed among students in English
Department of Satya Wacana Christian University. As this study conducted, the main
3
question to be answered was: “What are students’ perceptions toward native and non
native English teachers in English Department of Satya Wacana Christian University?”
LITERATURE REVIEW
English as a global language
Nowadays, English is used for communication in any field as the effect of
globalization. As we know that English is recognized as an international language, it
gains a special position and makes many people think that by learning English, it may
offer some chance for their career advancement (Harmer, 1991). Obviously as an
international language, many countries in the world attempted to accept English language
as part of their language communication since they consider that English is demanding
for countries which want to connect with another country even all countries in the world.
Xiaoqiong (2004) asserted that 380 countries speak English as their first language, and
more than half of those numbers use it as a second language. Besides, the third world’s
population is learning it. It was predicted by 2050 half of the world will be more or less
proficient in it. Xiaoqiong also added that more than 350 million people in Asia use
English. It is the same as the numbers of the people of the United States, Canada, and
Britain combined. In brief, English has been given such an important role in almost
societies in the world. Gradually, there are more people who want to learn English in
many countries in the world. This trend also happened in developing countries like
Indonesia to adjust with the emergence of English as an international language. Hence
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English education has become important and popular in Indonesia. It has growing
number of schools range from kindergarten to university level which use English as the
medium of instruction (Dardjowidjojo, 2002, as cited in Zacharias, 2006, p.48). It is not
surprising fact since the government have supported the development of English
education. In 1994, the Ministry of Education embedded ELT from grade four of
elementary level in public schools in the new curriculum. Also, the number of English
courses rapidly increases as a result of high interest of people in learning English. English
is viewed by many people in Indonesia, for instance, as a requirement imposed by
globalization (Zacharias, 2006; Yuwono, 2005). In addition, as proposed by Diah (1982),
English in Indonesia is also used as an international medium of communication, science
and technology and is used as sources for lexical development of Bahasa Indonesia as a
modern language (as cited in Lowenberg, 1991, p.26).
Native and Non Native Teachers
Native speaker teachers use the target language as their mother tongue. In the
second place, non native English teachers learn the target language before they teach it to
students since they use it as second or third language. Meanwhile in term of native
speaker, the researchers have different understandings about its definition. For example,
based on Davies (1991) cited in Cook (1999) claims that the first recorded use of native
speaker was the following: “The first language a human being learns to speak is his
native language; he is a native speaker of this language” (Bloomfield, 1933, p. 43). In
5
other words, people can be said as native speakers depending on the first language they
learnt when they started to learn how to speak - when they were children to be precise.
Another view about the definition of native speaker is explained by Kramsch
(1993) as cited in Sung (2010), the native speaker status is determined by ‘acceptance by
the group that created the distinction between native and non native speakers’. Within
this definition, marking a person as a native speaker is supposed to be changeable
depending on the people agreement around them. At this point, a group of people can be
able to have different agreement to others to decide a person as a native speaker. Lastly,
Mahboob (2005) gives another explanation related to native speaker definition that
native English speakers are seen as “white people” who are born and raised in the Inner
Circle countries, such as United States, United Kingdom, Australia, and Canada. This
definition seems to be generalized to all white people were born and raised in inner
countries must be native speakers without considering about the language use itself.
Since language is dynamic, it is possible for some of them not to use the real English
language. On the whole, those descriptions of native and non native English teachers are
still difficult to be well-defined because they implicitly do not even engage in similar
understanding. For the same reason, Sung noted (2010) that it is problematic to define
who is a native speaker and who is not.
Strength and Weakness of Native and Non Native Teachers
When talking about native and non native speaker teachers in ELT context, it
usually related to the characteristics for each group. A number of studies have discussed
6
on the distinctive characteristics between native and non native English teachers to reveal
their advantages and disadvantages.
There are some advantages and disadvantages of native teachers as their
characteristics. For the advantage of native English teachers, Braine stated (1999) that
native speakers are believed to possess a superior command of fluent, idiomatically
correct language forms. They are considered more knowledgeable about the cultural
connotations
of
their
mother
tongue
which included in language competence
requirement. In addition, the studies by Li (2005) and Meng (2006) also demonstrated
native English teachers’ advantages. First of all, their authentic English attracts students’
attention. Secondly, their lively, flexible and unpredictable teaching methods differ
greatly from those of Chinese teachers as non native teachers. Thirdly, a lively class
environment in which students are encouraged to speak and express themselves has
drawn more and more students into their classes (as cited in Liu and Zhang, 2007, p.
158). It seems that the belief of native English teacher superiority put them in comfort
zone as they perceived that the language teaching is supposed to be native-oriented. As a
result, they enjoy the teaching process which allows classroom atmosphere to be
enjoyable and relax. At the same time, a few problems do exist. Li (2005) strongly argues
that native English teachers’ knowledge of their students’ learning habits and their needs
is very limited in language classroom. It is true that native teachers should adapt with
students’ background learning and culture to realize what values they obey. Somehow by
doing that, students will be appreciated and be motivated to learn the target language.
7
Finally, foreign teachers are flexible in evaluating students’ performance. Sometimes, the
evaluation has no fixed criteria (Li, 2005; Wu, Shao & Wang, 2005).
Regarding the advantages of non native English teachers, it can be said that the
disadvantages of non native English teachers will be placed in the advantages of non
native English teachers. As an illustration, a limited knowledge of students’ background
seeing as native English teachers’ disadvantage can be the advantage for non native
English teachers. McKay (2002) strongly argued that strength of non native teachers as
bilingual teachers need to be recognized in English teaching, particularly their familiarity
with the local culture. Seidlhofer (1999) also supported this argument as he found the
main advantage of being non native English teachers is that they share their
students’ L1, their confidence based on the shared language and culture with their
students even though it is coupled with a lack of confidence they have about
themselves as speakers of English. To this end, non native English teachers also receive
their disadvantages. Another disadvantage of non native English teachers is non native
teachers’ limited knowledge of English caused to favor isolated practice of linguistic
elements or in poor linguistic contexts (Barrios, 2002:48). Apparently, that limitation is
not occurring continuously unless the non native English teachers had stopped learning to
the target language.
The Existence of Native and Non Native Teachers in ELT
Concerning the existence of non native speaker teachers in English language
teaching, students’ preferences towards native English teacher bring a gap in teaching
8
environment. While the majority of English
teachers around the world are non native
speakers, numerous cases of discrimination against non native English teachers have
been reported in the literature (Braine, 1999). In addition, Sung (2010) said that
despite the vast number of non native teachers of English in the world, numerous
cases of discrimination against non native English teachers have been reported,
especially in employment (e.g. Braine, 1999) and native English teachers are
preferred over non native English teachers when employment decisions are to be
made. Since English language is a foreign language in Indonesia, it means non native
English teachers are major group of English language teachers here. Therefore, it can be
worrying if their opportunity to present and apply their competence in teaching English
distracted by discrimination in employment acceptance.
Moreover the discrimination impacts negatively on the confidence of non
native English teachers, their identities as ELT professionals, and their evaluations of
their proficiency and pronunciation of English (Burns, 2005). Implicit in that
statement is the non native speaker teachers are facing pressure to establish their
language competence to be native-like proficiency. For instance, Seidlhofer’s study
(1999) explored that a majority of the teachers felt insecure rather than confident
being non native teachers of English in Austria where English is learned as foreign
language on an empirical study of the self‐perception of a group of Austrian
teachers. Again there is no clear guidance how to be a good native speaker since the
definition of native speaker itself was still vague. On the contrary, generally people think
language competence is demanding native-ness but in actual fact being a native speaker
9
is not the main requirement of achievement in teaching language competence. However
some students in ELT do not aware about there is the same chance for native and non
native English teachers to be ideal language teachers since sometimes they have their
own perceptions toward their language teacher. Sometimes it is only based on the
prejudice to native and non native speaker teachers which formed in students’ perception.
Therefore, a commonly used excuse for the discrimination against non native English
teachers is that students prefer to be taught by native speakers (Braine, 1999). From
that statement, it is clear that students’ perception could influence the existence of non
native speaker teachers in teaching environment especially their existence in language
classroom.
Similar Studies
Students’ perceptions toward their teachers’ language competence affects their
willingness in learning. Halawah (2011) stated that if you want to encourage your
students to become their own teachers and develop independent learning skills, you need
to know about the principles that guide motivated learning. In this case, perception of the
students can be included in those principles which guide motivated learning. Boekaerts
(2002) added that focus on the students’ beliefs, opinions, and values and how these
motivational beliefs must affect learning. Moreover knowledge of your students’
motivational beliefs will help you to create learning environment that are well suited to
their psychological needs. In the same way, according to Cambridge Advanced Learner’s
Dictionary Third Edition (2008), perception is a belief or opinion, often held by many
people and based on how things seem. In this case, it is needed to know about students’
10
perceptions toward their native and non native English teachers since their perceptions do
not only allow the non native speaker teachers with little acceptance in teaching
employment but also contribute to their achievement in language learning. Some studies
have focused on students’ perceptions towards non native and native teachers. Xiaoru
(2008) found that since Chinese learners learn English as a foreign language and lack the
opportunity to be exposed to the target language, the prevailing conviction among
language learners is that the best teacher of English is a native speaker with the belief in
the superiority in language proficiency and competency. However, more and more
research shows that nonnative English speaker teachers have certain advantages by being
able to anticipate their students since they went through the process of acquiring the
foreign language themselves problems and empathize with difficulties, since they went
through the process of acquiring the foreign language them selves. As found by Liu and
Zhang (2007), the students perceive both native English teachers and native English
teachers hardworking and competent. However students believe that their foreign
teachers are more flexible than the Chinese teachers in evaluating the students’
achievement. With regard to the teaching results, the students believe they benefit more
from courses taught by Chinese teachers as non native English teachers.
Actually the findings of Engler, Iwasaki, and Miyahara’s study (2009) held
interesting implications on general perceived understanding for a native English teacherspreference. In particular context of their study, most of the students have no preference
for either native English teachers or non native English teachers at the outset of the term,
and many of them end the term with the same response. Furthermore, the total number of
11
students expressing initial preference for native English teachers decreased by 14% by
the end of the term. Also, they observed slight changes in the percentage of students who
preferred non native English teachers, which increased from 1% to 6%. The other
research concerning students’ perceptions towards non native and native teachers was
done by Kasai, Sungkyunkwan, and Kim (2011) that students' perceptions about native
and non native English teachers are situational, and contextual particularities and
strengths and/or weaknesses of all teachers need to be understood on an individual
basis rather than assumed as characteristic of any group of teachers. In terms of language
competence and cultural aspects, their study corroborated the studies that reported those
aspects as native English teachers’ strengths over non native English teachers.
Meanwhile, though the respondents of the research think that their native English
teachers are more fluent English speakers and better models for their pronunciation, they
also agree that their non native English teachers are fluent as well. Furthermore,
concerning native English teachers’ pronunciation and competence in teaching culture,
they do not think that their native English teachers are well equipped for teaching culture
and pronunciation. However, concerning grammar and reading teaching, which are
recognized as non native English teachers’ strong areas, the respondents in the Japanese
school prefer their native English teachers over the non native English teachers, and those
in the Korean school demonstrate no significant differences in their perceptions of the
respective teachers. This anomaly could possibly be attributed to the fact that the native
English teachers in the Korean school was a Korean-American; her race and ethnicity
might have impacted the student‘s perceptions rather than her actual capabilities (Rubin,
12
1992). Thus, it would be hard to conclude that this result provides counter-evidence
against a common belief that native English teachers are better equipped in terms of
target culture knowledge and the teaching of it.
Based on the discussion above, this study was conducted to answer this following
research question: “What are students’ perceptions toward native and non native English
teachers?” More specifically, the present study was designed to describe students’
perception towards native and non native English teachers in English Department of
Satya Wacana Christian University and how they perceive native and non native English
teachers’ differences in language learning.
This study was designed to find out students’ perception towards native and non
native teachers in English Department of Satya Wacana Christian University regarding
the common belief of native speaker teacher is the best English teachers in language
teaching. Following the issue of native and non native speaker teachers in ELT, this study
could extend our understanding of common perception of native speaker superiority and
whether it also prevailed among students in English Department of Satya Wacana
Christian University. Furthermore it is hoped the study would be beneficial for the
students who learn English to become aware of native and non native teachers’
controversial issue and to know about how they should receive both native and non native
English teachers in regarding their existence in language teaching.
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THE STUDY
Context of the study
The setting of the study was in Satya Wacana Christian University. It is located in
the small town of Salatiga, Central Java, Indonesia. Moreover English Department
students in that university were the subject of this study. English Department employs
both native and non native speakers as teachers, so the students in this faculty have the
experience being taught by both native and non native teachers and would be able to
provide some insights about their ideas related to native and non native teacher.
Participants of the study
The participants in this study were 40 students in English Department of Satya
Wacana Christian University. The participants were selected on purposive sampling
because this study needed participants who had experienced to be taught by both native
and non native English teachers. Therefore the English Department students were suitable
with that criterion since they have studied in a faculty that provides both native and non
native English teachers. Surely they had experienced to be taught by both native and non
native English teachers. Furthermore I selected them based on stratified random sampling
as I picked 10 students from each angkatan randomly. I assumed those were 4 angkatans
in the English Department. Hence the total of participants in the study was 40 male and
female students who picked randomly.
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Research Instrument
This study used a descriptive quantitative research through questionnaire to find
out the students’ perceptions toward native and non native English teachers in English
Department of Satya Wacana University. Additionally, the study was based on the results
of the students’ responses to the items in the questionnaire which had a Likert scale. And
then the data were analyzed quantitatively since the students’ responses were analyzed in
numerical data before putting them in the figures. In detail, the instrument of data
collection for the study was a questionnaire which consisted of 15 items for each part.
The first component of the questionnaire provided a space to fill in order to obtain the
demographic data of the participants. The next component of the questionnaire consisted
of 30 statements where the students needed to respond the questions related to the topic
of the study which aimed to describe the students’ perceptions toward native and non
native English teachers. Specifically, the questionnaire had two parts of statements; the
first part consisted of 15 questions regarding non native English teachers and the second
one consisted of 15 statements regarding native English teachers. The questionnaire items
were divided into five major themes. They were competence in the target language,
competence in teaching language skill, cultural aspects, personal aspects, and classroom
atmosphere. The questionnaire was adapted from Kasai, Sungkyunkwan, and Kim’s
study (2011).
15
Data Collection
The questionnaire underwent piloting to explore the potential problems that might
exist such as questions that might be confusing or difficult to understand. The piloting
was done before distributing the questionnaire to the participants of the study. The
piloting involved approximately ¼ of the total participant; 10 students. After that, the
result of the piloting was used to revise some questions of the questionnaire. For example
I changed the questions that tended to be omitted or left unanswered by the participants.
This piloting was done to make sure that all of the questions in the questionnaire were
understandable.
To collect the data, I met the participants one by one in English Department
building since they spent most their time to study here. Before I gave the questionnaire, I
asked them whether they had ever been taught by a native teacher or not. If they
answered they had not, I left them and found other participants. If they said they had, I
asked for their willingness to fill in the questionnaire. After I knew that they were willing
to fill in the questionnaire, I distributed the questionnaire then asked them to fill out it. I
would wait for them to fill the questionnaire then collected it soon as they had finished.
Data Analysis
Before processing the data, I classified the questionnaire into five categories: competence
in the target language, competence in teaching language skill, cultural aspects, personal
aspects, and classroom atmosphere. After I got all of the data, I counted the answers for
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each item. And then I changed them into percentage to see how many participants
selected each option, and then put the results in a table based on the categories. The last
step was to put them in figures.
FINDING AND DISCUSSION
This research used a descriptive method. Therefore, the data used for this research were
from the result of a questionnaire. The following results were based on the questionnaire.
There were five categorizations of the findings on students’ perceptions; (1) competence
in the target language, (2) competence in teaching language skill, (3) cultural aspects, (4)
personal aspects, and (5) classroom atmosphere.
Competence in the target language
Students were asked to respond to two items regarding their perceptions about
their native and non native English teacher’s competence in the target language. More
specifically, they were asked to what degree they thought their teacher was a fluent
English speaker (Item 1) and their teacher was their ideal model for English
pronunciation (Item 2).
Figure 1 shows that 82% (69%+13%) students agreed that non native English
teacher was a fluent English teacher and an ideal model for English pronunciation.
Furthermore 95% (36.5%+59%) agreed that native English teacher was a fluent English
teacher and an ideal model for English pronunciation. From the result, we could compare
17
that more students who agreed that native English teachers had competence in the target
language regarding those two items; a fluent English teacher and an ideal model for
English pronunciation.
Figure 1. Competence in the target language
Even though there was not a big difference of results, it was clear that the native
English teachers had greater strength in fluency and pronunciation compared with the non
native English teachers. This result echoes Stern’s statement (1983): “The native
speaker’s ‘competence’ or ‘proficiency’ or ‘knowledge of the language’ is a necessary
point of reference for the second language proficiency concept used in language
teaching”. Furthermore, a research held by Xiaoru in 2008 found there is a clear
preference for a native speaker teacher in the areas of pronunciation (81.5%) and
18
speaking (64.5%) indicates a high proficiency in English and ability to use English
functionally are the strengths observed in native speaker teachers.
I think it was not surprising results that the native English teachers had greater
strength in fluency and pronunciation compared with the non native English teachers.
The reason is native English teachers do not only use English language as the target
language in language classroom, but also use English language as their mother tongue.
From this point, they have more and more opportunity to use English to communicate
more frequently compared with non native English teachers. As we know that the more
we use a language orally, the more fluent we will be. To illustrate, if we master a
language but we seldom use it orally, it will reduce our fluency in that language.
Sometimes it makes us difficult to speak appropriately what are in our mind even though
we have already known what they are. In sum, this is a challenge for non native English
teachers since they have less opportunity to use the target language orally compared to
native English teachers. Hence they need to create that opportunity by themselves to use
the target language orally through practice it continuously to maximize frequency of the
target language usage.
Competence in teaching language skill
Students were asked to respond to five items regarding their perceptions about
their native and non English native teacher’s competence in teaching language skill.
More specifically, they were asked to what degree they thought their native and non
native teacher could confidently answer grammar questions (Item3), teach oral skills
19
(e.g., speaking listening well (Item4), teach reading well (Item 5), explain vocabulary
effectively and without difficulty (Item 6), and are able to answer their questions (Item
7).
As shown in Figure 2 that 85% (64%+21%) students agreed that non native
English teachers had competence in teaching language skill. Furthermore 88.6%
(57%+31.6%) agreed that native English teachers had competence in teaching language
skill. From the results, there were no significant differences of perceptions toward native
and non native English teachers related to their competence in teaching language skill
regarding those five items.
Figure 2. Competence in teaching language skill
20
The result was consistent with Medgyes’s statement (1992) that natives and nonnatives have an equal chance to become successful teachers, but the routes used by the
two groups are not the same. This statement means that each teacher has his or her way to
develop the teaching competence in order to achieve teaching aim. In this case, it is about
how English language teachers in EFL context can be able to have English teaching
competence in the same level. Obviously both native and non native teachers experienced
English language learning through different path. Since English language is a mother
tongue for the native English teachers, English language learning apparently involves in
their daily life. For the non native speaker teachers, they experienced English language
learning mostly in classroom of language learning, not in real life learning like the native
English teachers. However both of them could obtain the similar output since the
language components they learnt are settled in the same components. I think the different
process to master a language competence doesn’t influence the language ability itself.
Then it can be concluded that both native and non native speaker teachers could achieve
the same level of language competence in order to teach English in classroom. From
those statements, it’s clear that English teacher should be given opportunity to show their
professionalism in classroom without judging about the teacher is a native English
speaker or not. Evidently Sung’s study (2010) investigated Hong Kong secondary
school students who do not necessarily prefer native English teachers over non native
English teachers in every aspect of language teaching.
21
Cultural aspects
Students were asked to respond to two items regarding their perceptions about
their native and non native non native English teacher’s cultural aspects. More
specifically, they were asked to what degree they thought their native and non native
teacher was knowledgeable about the culture of English speaking countries (Item8) and
often provided cultural information of English speaking countries in class (Item 9).
It can be seen in Figure 3 that 65% (58%+7%) students agreed that non native
English teachers had knowledge of the target culture and competence in teaching it.
Moreover 89% (42.5%+46.5%) students agreed that native English teachers provided
cultural aspects in language teaching. Based on those results, there is a significant
difference related to cultural aspects taught in language classroom by native and non
native teachers. It can be concluded that non native English teachers provide less cultural
information in language teaching rather than native teachers.
Figure 3. Cultural aspects
22
The result echoed Medgye’s statement (1992) as cited in Merino’s study (1997)
that another field where non native English teachers have deficiencies is in the cultural
context. The choice of language has to match the social situation of the interaction and
depends on the context. Medgyes (1992) pointed out that different cultures view the
world in different ways. It is very complicated for non native English teachers to teach a
topic that he or she may be ignorant about. Medgyes defines this phenomenon, the
relation between the linguistic form and objects or events in the outside world, as
referential appropriateness. It is very common for nonnative speakers to use structures
that native speakers would not use in the same situations. This is a cultural aspect that
cannot be separated from language and oft en leads to pragmatic failures. At the same
time, as Canagarajah (1999) has claimed, native English teachers will be better teachers
in an EFL context because of their unique cultural knowledge. Another study attempted
to examine learners’ perception of native and non native teachers was hold by Engler,
Iwasaki, and Miyahara (2009) that teaching culture would be advantageous to have a
native English speaker teacher. That is true if cultural information is needed in language
learning since it is related to language context of the target language. The language
context itself can be influenced by many things such as culture, social environment,
nation history, sociolects, standard variety, etc. as cultural information of the target
language. Unfortunately, the non native English did not learn and experience in them
when they underwent their language learning in classroom. In spite of that, the native
English teachers use English language within its language context. That is why they
understand the context of the target language better than the non native English teachers.
23
For that reason, it is easier for the native English teachers to reveal and explain cultural
information related to context of the language. It is important for students to know about
it since language context can affect language meaning.
Personal aspects
Students were asked to respond to four items regarding their perceptions about
their native and non native English teacher’s personal aspects. More specifically, they
were asked to what degree they thought their native and non native English teacher they
feel comfortable talking with the respective teachers (Item10), the respective teachers
often used Indonesian language in class (Item 11), the respective teachers’ English
learning experience was helpful for their English learning (Item 12), and they want to be
as good as their respective teachers in English (Item 13).
From the result of Figure 4 there are 82.5% (55.25%+27.25%) students agreed
regarding
those
five
items
on
non
English
native
teachers.
Meanwhile
72.25%(49.5%+22.75%) students agreed concerning those five items on native English
teachers. The finding above indicates that non native English teachers had strength in
personal aspects compared with native English teachers since it shows significant
difference results.
24
Figure 4. Personal aspects
The result was consistent with McKay’s argument (2002): “If one of the central
educational goals of an international language is to enable learners to communicate their
culture to others, then EIL materials should provide students with the vocabulary and
information
to
do
this
by
including
local
cultural
content”.
Kelch
and
Santatn‐Williamson’s study (2002) also found that non native English teachers have
experienced
same
difficulties
in
learning
a
second language as the students
themselves, and they were viewed as a source of motivation, showing students the
possibility of reaching a higher level of proficiency. However Kasai, Sungkyunkwan, and
Kim’s study (2011) presented different finding that results in this category do not support
non native teachers’s strengths as emphasized in previous study. Rather, their
respondents seem to indicate that both native and non native teachers can be equally
equipped in terms of the personal factors.
25
I agree that non native English teachers had higher preference in personal aspects
compared to native English teachers. That is because the non native English teachers
have experienced language learning through the same way like the students; that is in the
classroom not in the real world. They know which part worked and which one did not
work in that language learning since they have experienced a process of trial and error in
the same way. Hence they could share and give suitable advice for students. They also
realize and understand students’ difficulties in learning the target language since they
experienced the same difficulties in the past. Likewise they know how to guide students
to construct the new understanding of the context of the target language since it is
definitily different from their current understanding of their L1. From this situation, it is
easier for the non native English teachers to guide the students put the new understanding
after the current one by using their L1 and illustrate it in their L1 context.
Classroom atmosphere
Students were asked to respond to two items regarding their perceptions about
classroom atmosphere in their native and non native teachers. More specifically, they
were asked to what degree they thought they were expected to be attentive (Item14), and
the class atmosphere tended to be quite flexible (Item 15).
According to the figure below, 86.5% (70.5%+16%) of the students agreed that
students were expected to be attentive and the class atmosphere tended to be quite
flexible in non native English teachers’ classroom. Meanwhile 85.5% (64%+21.5%) of
26
the students agreed that students were expected to be attentive and the class atmosphere
tended to be quite flexible on native teachers. From those results, we can see that there
were no significant different results concerning classroom atmosphere in native and non
native English teachers’ classroom.
Figure 5. Classroom atmosphere
The results were not supported by Reves and Medgyes’ statement (1994) that
flexibility as the ability to get attention from students has been recognized as one of the
native strengths. The results also contrast with Sung’s study (2010) that found a majority
of students express their preference for native English teachers because they think
that there is a greater variety of activities in the lessons of native English teachers
such as games can help them learn better. Somehow classroom atmosphere supports
students to encourage their motivation to learn in language classroom. As far as I am
concerned, the classroom atmosphere can be related to the way the teachers transfer the
27
knowledge of the target language to the students in language learning. In my opinion,
teachers’ competence in teaching language skill and their consciousness to make
effective learning could be set to what degree classroom atmosphere are supportive in
language learning. As stated by Dalton (1951), a good classroom atmosphere is attained
when the teacher has a stimulating personality; when there is good teacher-pupil
relationship; when there are democratic ways of planning and doing; and when the
students feel secure. In this case, the teacher should recognize about students’ weakness
in language learning to accommodate with the way they teach the target language to the
students. In that way, the teachers should be able to raise students’ motivation in
language learning as they enjoy it as their learning journey without assessing their
weakness. In sum, language teaching is not only about how many knowledge that
teachers transfer to the students, but also how many knowledge comprehended by the
students. Dalton (1951) added that a good classroom atmosphere can raise quality of
learning. Because of that, class atmosphere needs to be enjoyable but still focuses on the
teaching achievement. As has been mentioned, making a good classroom atmosphere
needs a teacher who has stimulating personality that means being native or non native
teachers would not take into consideration in making a good classroom atmosphere.
28
CONCLUSION
The present study examined perceptions of English Department students of Satya
Wacana Christian University toward native and non native English teachers with respect
to five aspects of language teaching: (1) competence in the target language, (2)
competence in teaching language skill, (3) cultural aspects, (4) personal aspects, and (5)
classroom atmosphere. On the whole, the results of the study revealed that students did
not necessarily prefer native English teachers over non native English teachers based on
the previous aspects of language teaching. It was equal value of the results about
students’ perceptions toward their native and non native English teachers’ strengths
related to competence in teaching language skill and classroom atmosphere. It was also
found that students thought their native English teachers were more competence in
cultural aspects of the target language with very high percentage compared to non native
English teachers. Moreover they had competence the target language close to non native
English teachers. Lastly, the study showed that students recognized their native English
teachers as having strengths in personal aspects with high preference. In general, the
students did not necessarily prefer native over non native English teachers.
The findings of this study extended the current understanding concerning the
issue of native and non native English teachers in language teaching. They also suggested
that the strengths and weaknesses of native and non native English teachers could not be
strict with the issue which believed native English speakers are better English teachers
than non native speakers. It is hoped that non native English teachers should not
29
be considered inferior to native English teachers. Indeed, Davies (1991) suggested “The
native speaker is a fine myth: we need it as a model, a goal, almost an inspiration. But it
is useless as a measure”. As stated by Zacharias (2006), due to the fact that there is no
satisfactory definitions and characterization of the term ‘native speaker’, the goal of
English language teaching to achieve native-like competence is no longer relevant. In
short, there is no urgent need to compare their differences in ELT. Nonetheless, the
common belief of native speaker teachers superiority still exists even in the literature that
discusses their differences with the non native English teachers. Zacharias (2006) added
that despite all the arguments against the concept “native speaker”, it is still widely
believed that nativeness is an important, if not the most important, quality of teachers of
English. This is what is referred to as ‘native speaker fallacy’: “according to which
native speakers of English are automatically the best teachers of the language”
(Canagarajah, 1999). Absolutely there is no more reason for using students’ preference to
support native speaker superiority as ‘native speaker fallacy’ while there are some
researches showing favorable perceptions toward both native and non native English
teachers – even they do not necessarily prefer native over non native English teachers.
Despite the findings, it should be taken into consideration that the present study
was only a small-scale study with limited range of students’ perceptions responses to a
small number of native and non native English teachers. Therefore it would not be
appropriate to have a broad generalization based on findings. Honestly this study was not
enough as strong evidence against the common belief of native speaker superiority.
30
Further research on students’ perceptions toward native and non native English teachers
is necessary to find further evidence against common belief of native English teachers.
More specifically, it is suggested that quantitative and qualitative case studies that
employ interviews in a larger study would be both valuable and desirable to explore
students’ view and perceptions in greater depths.
31
ACKNOWLEDGEMENTS
Alhamdulillahirobbil’alamin. Firstly I would like to thank to Allah S. W. T. who
always strengthens me with His blessings, mercy, and grace so that I could finish
my thesis. I wish to express my gratitude to my supervisor, Prof. Dr. Gusti Astika,
M. A. who was patient to give me helpful guidan
NATIVE ENGLISH TEACHERS IN ENGLISH DEPARTMENT
OF SATYA WACANA CHRISTIAN UNIVERSITY
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Nurul Utami
112009088
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
2013
i
STUDENTS’ PERCEPTIONS TOWARD NATIVE AND NON
NATIVE ENGLISH TEACHERS IN ENGLISH DEPARTMENT
OF SATYA WACANA CHRISTIAN UNIVERSITY
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Nurul Utami
112009088
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
2013
i
STUDENTS’ PERCEPTIONS TOWARD NATIVE AND NON
NATIVE ENGLISH TEACHERS IN ENGLISH DEPARTMENT
OF SATYA WACANA CHRISTIAN UNIVERSITY
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Nurul Utami
112009088
Approved by
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COPYRIGHT STATEMENT
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course or accepted for the fulfillment of any degree or diploma in any university. To the
best of my knowledge and my belief, this contains no materials previously published or
written by any other persons except where due reference in made in the text.
Copyright@2013. Nurul Utami and Prof. Dr. Gusti Astika, M. A.
All rights reserved. No part of this thesis may be reproduced by any means without the
permission of at least one of the copyright owners or the English Department, Faculty of
Language and Literature, Satya Wacana Christian University, Salatiga.
Nurul Utami:
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: Faculty of Language and Literature
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: Undergraduate Thesis
In developing my knowledge, I agree to provide Satya Wacana Christian University with a
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iv
STUDENTS’ PERCEPTIONS TOWARD NATIVE AND NON NATIVE
ENGLISH TEACHERS IN ENGLISH DEPARTMENT
OF SATYA WACANA CHRISTIAN UNIVERSITY
Nurul Utami
ABSTRACT
While the majority of English teachers in ELT are non native English teachers, there is a
controversial issue that the best teacher of English is a native speaker with the belief in
the superiority in language proficiency and competency. More specifically, a total
number of non native English teachers are greater than native English teachers in EFL
context. This study examined students’ perceptions towards native and non native
English teachers in English Department of Satya Wacana University. The findings
revealed favorable perception towards both native and non native English teachers.
Overall the students did not show significant preferences that favored native English
teachers over non native English teachers regarding the five aspects of language teaching:
(1) competence in the target language, (2) competence in teaching language skill, (3)
cultural aspects, (4) personal aspects, and (5) classroom atmosphere. Despite of that, they
realized that both native and non native English teachers had their own strengths even in
equal proportion.
Key words: Native-speaker teachers (NS), Non-native speaker teachers (NNS), Students’
perception.
INTRODUCTION
Background of the study
In language learning, there are two groups of teachers. First, there are native
speaker teachers who use classroom language as their mother tongue. Second, there are
non native English teachers who use classroom language as their second or third
language and thus they need to learn the target language before they teach it to students.
Many people including students think that native English speakers are better teachers
1
than non native speaker teachers. Likewise Canagarajah (1999) believes that “according
to which native speakers of English are automatically the best teachers of the language”.
Whatever the view adopted on the topic, it remains incontrovertible that the nativenonnative issue still arises tremendous interest in the field of ELT. And, although,
numerous studies have been conducted into the matter, few have focused on the
perceptions of teachers and students themselves (Moussu, 2000).
Certainly not all students have common perception that native English speakers
are completely better teachers than non native English teachers. Nevertheless several
studies show the belief of students that native English speakers are better teachers than
non native English teachers is still prevalent. Butler’s study (2007) did find significant
differences in the students’ perceptions toward the teachers (guises) with Americanaccented English and
Korean-accented English regarding their
goodness of
pronunciation, confidence in their use of English, focus on fluency versus accuracy, and
use of Korean in the classroom. In her study, the students expressed a stronger preference
to have the American-accented English speaker as their English teacher than the Koreanaccented English speaker. Another study about students’ perceptions toward native and
non native English teachers held by Sung (2010) presented different results compared
with Butler’s study that students generally show favorable attitudes toward native and
non native English teachers, and that they do not necessarily prefer native over non
native English teachers in every aspect of language teaching. It was also found in
his study that the students recognize the strengths and weaknesses of both native and
non native English teachers. While native English teachers are perceived to be good oral
2
teachers who use interesting and varied teaching methods, they are not preferred as their
grammar teachers. On the other hand, non native English teachers are preferred by
students as their grammar teachers who show care for their students, but are perceived to
use mundane teaching methods. It is noteworthy that the results of the study also
draw attention to the range and diversity of comments made by students about
native and non native English teachers, thereby underscoring the complexities of the
issues surrounding non native English teachers. From those findings, we can see that
issue of native and non native English teachers is still unsteady, indeed can be said
contradictory to support the common perception that native English speakers are better
teachers than non native English teachers.
The issue about perception towards native and non native English teachers also
occurs in Indonesia where EFL learners had occasionally experienced to be taught by
both native and non native English teachers. More specifically, it also happened in
English Department of Satya Wacana Christian University which quite frequently
provides both native and non native English teachers to teach their students. Following
that issue, this study was designed to find out students’ perception towards native and
non native teachers in English Department of Satya Wacana Christian University. It
could extend our understandings of the issue of native and non native teachers in
language classroom and whether the common perception that native English speakers are
better teachers than non native English teachers also prevailed among students in English
Department of Satya Wacana Christian University. As this study conducted, the main
3
question to be answered was: “What are students’ perceptions toward native and non
native English teachers in English Department of Satya Wacana Christian University?”
LITERATURE REVIEW
English as a global language
Nowadays, English is used for communication in any field as the effect of
globalization. As we know that English is recognized as an international language, it
gains a special position and makes many people think that by learning English, it may
offer some chance for their career advancement (Harmer, 1991). Obviously as an
international language, many countries in the world attempted to accept English language
as part of their language communication since they consider that English is demanding
for countries which want to connect with another country even all countries in the world.
Xiaoqiong (2004) asserted that 380 countries speak English as their first language, and
more than half of those numbers use it as a second language. Besides, the third world’s
population is learning it. It was predicted by 2050 half of the world will be more or less
proficient in it. Xiaoqiong also added that more than 350 million people in Asia use
English. It is the same as the numbers of the people of the United States, Canada, and
Britain combined. In brief, English has been given such an important role in almost
societies in the world. Gradually, there are more people who want to learn English in
many countries in the world. This trend also happened in developing countries like
Indonesia to adjust with the emergence of English as an international language. Hence
4
English education has become important and popular in Indonesia. It has growing
number of schools range from kindergarten to university level which use English as the
medium of instruction (Dardjowidjojo, 2002, as cited in Zacharias, 2006, p.48). It is not
surprising fact since the government have supported the development of English
education. In 1994, the Ministry of Education embedded ELT from grade four of
elementary level in public schools in the new curriculum. Also, the number of English
courses rapidly increases as a result of high interest of people in learning English. English
is viewed by many people in Indonesia, for instance, as a requirement imposed by
globalization (Zacharias, 2006; Yuwono, 2005). In addition, as proposed by Diah (1982),
English in Indonesia is also used as an international medium of communication, science
and technology and is used as sources for lexical development of Bahasa Indonesia as a
modern language (as cited in Lowenberg, 1991, p.26).
Native and Non Native Teachers
Native speaker teachers use the target language as their mother tongue. In the
second place, non native English teachers learn the target language before they teach it to
students since they use it as second or third language. Meanwhile in term of native
speaker, the researchers have different understandings about its definition. For example,
based on Davies (1991) cited in Cook (1999) claims that the first recorded use of native
speaker was the following: “The first language a human being learns to speak is his
native language; he is a native speaker of this language” (Bloomfield, 1933, p. 43). In
5
other words, people can be said as native speakers depending on the first language they
learnt when they started to learn how to speak - when they were children to be precise.
Another view about the definition of native speaker is explained by Kramsch
(1993) as cited in Sung (2010), the native speaker status is determined by ‘acceptance by
the group that created the distinction between native and non native speakers’. Within
this definition, marking a person as a native speaker is supposed to be changeable
depending on the people agreement around them. At this point, a group of people can be
able to have different agreement to others to decide a person as a native speaker. Lastly,
Mahboob (2005) gives another explanation related to native speaker definition that
native English speakers are seen as “white people” who are born and raised in the Inner
Circle countries, such as United States, United Kingdom, Australia, and Canada. This
definition seems to be generalized to all white people were born and raised in inner
countries must be native speakers without considering about the language use itself.
Since language is dynamic, it is possible for some of them not to use the real English
language. On the whole, those descriptions of native and non native English teachers are
still difficult to be well-defined because they implicitly do not even engage in similar
understanding. For the same reason, Sung noted (2010) that it is problematic to define
who is a native speaker and who is not.
Strength and Weakness of Native and Non Native Teachers
When talking about native and non native speaker teachers in ELT context, it
usually related to the characteristics for each group. A number of studies have discussed
6
on the distinctive characteristics between native and non native English teachers to reveal
their advantages and disadvantages.
There are some advantages and disadvantages of native teachers as their
characteristics. For the advantage of native English teachers, Braine stated (1999) that
native speakers are believed to possess a superior command of fluent, idiomatically
correct language forms. They are considered more knowledgeable about the cultural
connotations
of
their
mother
tongue
which included in language competence
requirement. In addition, the studies by Li (2005) and Meng (2006) also demonstrated
native English teachers’ advantages. First of all, their authentic English attracts students’
attention. Secondly, their lively, flexible and unpredictable teaching methods differ
greatly from those of Chinese teachers as non native teachers. Thirdly, a lively class
environment in which students are encouraged to speak and express themselves has
drawn more and more students into their classes (as cited in Liu and Zhang, 2007, p.
158). It seems that the belief of native English teacher superiority put them in comfort
zone as they perceived that the language teaching is supposed to be native-oriented. As a
result, they enjoy the teaching process which allows classroom atmosphere to be
enjoyable and relax. At the same time, a few problems do exist. Li (2005) strongly argues
that native English teachers’ knowledge of their students’ learning habits and their needs
is very limited in language classroom. It is true that native teachers should adapt with
students’ background learning and culture to realize what values they obey. Somehow by
doing that, students will be appreciated and be motivated to learn the target language.
7
Finally, foreign teachers are flexible in evaluating students’ performance. Sometimes, the
evaluation has no fixed criteria (Li, 2005; Wu, Shao & Wang, 2005).
Regarding the advantages of non native English teachers, it can be said that the
disadvantages of non native English teachers will be placed in the advantages of non
native English teachers. As an illustration, a limited knowledge of students’ background
seeing as native English teachers’ disadvantage can be the advantage for non native
English teachers. McKay (2002) strongly argued that strength of non native teachers as
bilingual teachers need to be recognized in English teaching, particularly their familiarity
with the local culture. Seidlhofer (1999) also supported this argument as he found the
main advantage of being non native English teachers is that they share their
students’ L1, their confidence based on the shared language and culture with their
students even though it is coupled with a lack of confidence they have about
themselves as speakers of English. To this end, non native English teachers also receive
their disadvantages. Another disadvantage of non native English teachers is non native
teachers’ limited knowledge of English caused to favor isolated practice of linguistic
elements or in poor linguistic contexts (Barrios, 2002:48). Apparently, that limitation is
not occurring continuously unless the non native English teachers had stopped learning to
the target language.
The Existence of Native and Non Native Teachers in ELT
Concerning the existence of non native speaker teachers in English language
teaching, students’ preferences towards native English teacher bring a gap in teaching
8
environment. While the majority of English
teachers around the world are non native
speakers, numerous cases of discrimination against non native English teachers have
been reported in the literature (Braine, 1999). In addition, Sung (2010) said that
despite the vast number of non native teachers of English in the world, numerous
cases of discrimination against non native English teachers have been reported,
especially in employment (e.g. Braine, 1999) and native English teachers are
preferred over non native English teachers when employment decisions are to be
made. Since English language is a foreign language in Indonesia, it means non native
English teachers are major group of English language teachers here. Therefore, it can be
worrying if their opportunity to present and apply their competence in teaching English
distracted by discrimination in employment acceptance.
Moreover the discrimination impacts negatively on the confidence of non
native English teachers, their identities as ELT professionals, and their evaluations of
their proficiency and pronunciation of English (Burns, 2005). Implicit in that
statement is the non native speaker teachers are facing pressure to establish their
language competence to be native-like proficiency. For instance, Seidlhofer’s study
(1999) explored that a majority of the teachers felt insecure rather than confident
being non native teachers of English in Austria where English is learned as foreign
language on an empirical study of the self‐perception of a group of Austrian
teachers. Again there is no clear guidance how to be a good native speaker since the
definition of native speaker itself was still vague. On the contrary, generally people think
language competence is demanding native-ness but in actual fact being a native speaker
9
is not the main requirement of achievement in teaching language competence. However
some students in ELT do not aware about there is the same chance for native and non
native English teachers to be ideal language teachers since sometimes they have their
own perceptions toward their language teacher. Sometimes it is only based on the
prejudice to native and non native speaker teachers which formed in students’ perception.
Therefore, a commonly used excuse for the discrimination against non native English
teachers is that students prefer to be taught by native speakers (Braine, 1999). From
that statement, it is clear that students’ perception could influence the existence of non
native speaker teachers in teaching environment especially their existence in language
classroom.
Similar Studies
Students’ perceptions toward their teachers’ language competence affects their
willingness in learning. Halawah (2011) stated that if you want to encourage your
students to become their own teachers and develop independent learning skills, you need
to know about the principles that guide motivated learning. In this case, perception of the
students can be included in those principles which guide motivated learning. Boekaerts
(2002) added that focus on the students’ beliefs, opinions, and values and how these
motivational beliefs must affect learning. Moreover knowledge of your students’
motivational beliefs will help you to create learning environment that are well suited to
their psychological needs. In the same way, according to Cambridge Advanced Learner’s
Dictionary Third Edition (2008), perception is a belief or opinion, often held by many
people and based on how things seem. In this case, it is needed to know about students’
10
perceptions toward their native and non native English teachers since their perceptions do
not only allow the non native speaker teachers with little acceptance in teaching
employment but also contribute to their achievement in language learning. Some studies
have focused on students’ perceptions towards non native and native teachers. Xiaoru
(2008) found that since Chinese learners learn English as a foreign language and lack the
opportunity to be exposed to the target language, the prevailing conviction among
language learners is that the best teacher of English is a native speaker with the belief in
the superiority in language proficiency and competency. However, more and more
research shows that nonnative English speaker teachers have certain advantages by being
able to anticipate their students since they went through the process of acquiring the
foreign language themselves problems and empathize with difficulties, since they went
through the process of acquiring the foreign language them selves. As found by Liu and
Zhang (2007), the students perceive both native English teachers and native English
teachers hardworking and competent. However students believe that their foreign
teachers are more flexible than the Chinese teachers in evaluating the students’
achievement. With regard to the teaching results, the students believe they benefit more
from courses taught by Chinese teachers as non native English teachers.
Actually the findings of Engler, Iwasaki, and Miyahara’s study (2009) held
interesting implications on general perceived understanding for a native English teacherspreference. In particular context of their study, most of the students have no preference
for either native English teachers or non native English teachers at the outset of the term,
and many of them end the term with the same response. Furthermore, the total number of
11
students expressing initial preference for native English teachers decreased by 14% by
the end of the term. Also, they observed slight changes in the percentage of students who
preferred non native English teachers, which increased from 1% to 6%. The other
research concerning students’ perceptions towards non native and native teachers was
done by Kasai, Sungkyunkwan, and Kim (2011) that students' perceptions about native
and non native English teachers are situational, and contextual particularities and
strengths and/or weaknesses of all teachers need to be understood on an individual
basis rather than assumed as characteristic of any group of teachers. In terms of language
competence and cultural aspects, their study corroborated the studies that reported those
aspects as native English teachers’ strengths over non native English teachers.
Meanwhile, though the respondents of the research think that their native English
teachers are more fluent English speakers and better models for their pronunciation, they
also agree that their non native English teachers are fluent as well. Furthermore,
concerning native English teachers’ pronunciation and competence in teaching culture,
they do not think that their native English teachers are well equipped for teaching culture
and pronunciation. However, concerning grammar and reading teaching, which are
recognized as non native English teachers’ strong areas, the respondents in the Japanese
school prefer their native English teachers over the non native English teachers, and those
in the Korean school demonstrate no significant differences in their perceptions of the
respective teachers. This anomaly could possibly be attributed to the fact that the native
English teachers in the Korean school was a Korean-American; her race and ethnicity
might have impacted the student‘s perceptions rather than her actual capabilities (Rubin,
12
1992). Thus, it would be hard to conclude that this result provides counter-evidence
against a common belief that native English teachers are better equipped in terms of
target culture knowledge and the teaching of it.
Based on the discussion above, this study was conducted to answer this following
research question: “What are students’ perceptions toward native and non native English
teachers?” More specifically, the present study was designed to describe students’
perception towards native and non native English teachers in English Department of
Satya Wacana Christian University and how they perceive native and non native English
teachers’ differences in language learning.
This study was designed to find out students’ perception towards native and non
native teachers in English Department of Satya Wacana Christian University regarding
the common belief of native speaker teacher is the best English teachers in language
teaching. Following the issue of native and non native speaker teachers in ELT, this study
could extend our understanding of common perception of native speaker superiority and
whether it also prevailed among students in English Department of Satya Wacana
Christian University. Furthermore it is hoped the study would be beneficial for the
students who learn English to become aware of native and non native teachers’
controversial issue and to know about how they should receive both native and non native
English teachers in regarding their existence in language teaching.
13
THE STUDY
Context of the study
The setting of the study was in Satya Wacana Christian University. It is located in
the small town of Salatiga, Central Java, Indonesia. Moreover English Department
students in that university were the subject of this study. English Department employs
both native and non native speakers as teachers, so the students in this faculty have the
experience being taught by both native and non native teachers and would be able to
provide some insights about their ideas related to native and non native teacher.
Participants of the study
The participants in this study were 40 students in English Department of Satya
Wacana Christian University. The participants were selected on purposive sampling
because this study needed participants who had experienced to be taught by both native
and non native English teachers. Therefore the English Department students were suitable
with that criterion since they have studied in a faculty that provides both native and non
native English teachers. Surely they had experienced to be taught by both native and non
native English teachers. Furthermore I selected them based on stratified random sampling
as I picked 10 students from each angkatan randomly. I assumed those were 4 angkatans
in the English Department. Hence the total of participants in the study was 40 male and
female students who picked randomly.
14
Research Instrument
This study used a descriptive quantitative research through questionnaire to find
out the students’ perceptions toward native and non native English teachers in English
Department of Satya Wacana University. Additionally, the study was based on the results
of the students’ responses to the items in the questionnaire which had a Likert scale. And
then the data were analyzed quantitatively since the students’ responses were analyzed in
numerical data before putting them in the figures. In detail, the instrument of data
collection for the study was a questionnaire which consisted of 15 items for each part.
The first component of the questionnaire provided a space to fill in order to obtain the
demographic data of the participants. The next component of the questionnaire consisted
of 30 statements where the students needed to respond the questions related to the topic
of the study which aimed to describe the students’ perceptions toward native and non
native English teachers. Specifically, the questionnaire had two parts of statements; the
first part consisted of 15 questions regarding non native English teachers and the second
one consisted of 15 statements regarding native English teachers. The questionnaire items
were divided into five major themes. They were competence in the target language,
competence in teaching language skill, cultural aspects, personal aspects, and classroom
atmosphere. The questionnaire was adapted from Kasai, Sungkyunkwan, and Kim’s
study (2011).
15
Data Collection
The questionnaire underwent piloting to explore the potential problems that might
exist such as questions that might be confusing or difficult to understand. The piloting
was done before distributing the questionnaire to the participants of the study. The
piloting involved approximately ¼ of the total participant; 10 students. After that, the
result of the piloting was used to revise some questions of the questionnaire. For example
I changed the questions that tended to be omitted or left unanswered by the participants.
This piloting was done to make sure that all of the questions in the questionnaire were
understandable.
To collect the data, I met the participants one by one in English Department
building since they spent most their time to study here. Before I gave the questionnaire, I
asked them whether they had ever been taught by a native teacher or not. If they
answered they had not, I left them and found other participants. If they said they had, I
asked for their willingness to fill in the questionnaire. After I knew that they were willing
to fill in the questionnaire, I distributed the questionnaire then asked them to fill out it. I
would wait for them to fill the questionnaire then collected it soon as they had finished.
Data Analysis
Before processing the data, I classified the questionnaire into five categories: competence
in the target language, competence in teaching language skill, cultural aspects, personal
aspects, and classroom atmosphere. After I got all of the data, I counted the answers for
16
each item. And then I changed them into percentage to see how many participants
selected each option, and then put the results in a table based on the categories. The last
step was to put them in figures.
FINDING AND DISCUSSION
This research used a descriptive method. Therefore, the data used for this research were
from the result of a questionnaire. The following results were based on the questionnaire.
There were five categorizations of the findings on students’ perceptions; (1) competence
in the target language, (2) competence in teaching language skill, (3) cultural aspects, (4)
personal aspects, and (5) classroom atmosphere.
Competence in the target language
Students were asked to respond to two items regarding their perceptions about
their native and non native English teacher’s competence in the target language. More
specifically, they were asked to what degree they thought their teacher was a fluent
English speaker (Item 1) and their teacher was their ideal model for English
pronunciation (Item 2).
Figure 1 shows that 82% (69%+13%) students agreed that non native English
teacher was a fluent English teacher and an ideal model for English pronunciation.
Furthermore 95% (36.5%+59%) agreed that native English teacher was a fluent English
teacher and an ideal model for English pronunciation. From the result, we could compare
17
that more students who agreed that native English teachers had competence in the target
language regarding those two items; a fluent English teacher and an ideal model for
English pronunciation.
Figure 1. Competence in the target language
Even though there was not a big difference of results, it was clear that the native
English teachers had greater strength in fluency and pronunciation compared with the non
native English teachers. This result echoes Stern’s statement (1983): “The native
speaker’s ‘competence’ or ‘proficiency’ or ‘knowledge of the language’ is a necessary
point of reference for the second language proficiency concept used in language
teaching”. Furthermore, a research held by Xiaoru in 2008 found there is a clear
preference for a native speaker teacher in the areas of pronunciation (81.5%) and
18
speaking (64.5%) indicates a high proficiency in English and ability to use English
functionally are the strengths observed in native speaker teachers.
I think it was not surprising results that the native English teachers had greater
strength in fluency and pronunciation compared with the non native English teachers.
The reason is native English teachers do not only use English language as the target
language in language classroom, but also use English language as their mother tongue.
From this point, they have more and more opportunity to use English to communicate
more frequently compared with non native English teachers. As we know that the more
we use a language orally, the more fluent we will be. To illustrate, if we master a
language but we seldom use it orally, it will reduce our fluency in that language.
Sometimes it makes us difficult to speak appropriately what are in our mind even though
we have already known what they are. In sum, this is a challenge for non native English
teachers since they have less opportunity to use the target language orally compared to
native English teachers. Hence they need to create that opportunity by themselves to use
the target language orally through practice it continuously to maximize frequency of the
target language usage.
Competence in teaching language skill
Students were asked to respond to five items regarding their perceptions about
their native and non English native teacher’s competence in teaching language skill.
More specifically, they were asked to what degree they thought their native and non
native teacher could confidently answer grammar questions (Item3), teach oral skills
19
(e.g., speaking listening well (Item4), teach reading well (Item 5), explain vocabulary
effectively and without difficulty (Item 6), and are able to answer their questions (Item
7).
As shown in Figure 2 that 85% (64%+21%) students agreed that non native
English teachers had competence in teaching language skill. Furthermore 88.6%
(57%+31.6%) agreed that native English teachers had competence in teaching language
skill. From the results, there were no significant differences of perceptions toward native
and non native English teachers related to their competence in teaching language skill
regarding those five items.
Figure 2. Competence in teaching language skill
20
The result was consistent with Medgyes’s statement (1992) that natives and nonnatives have an equal chance to become successful teachers, but the routes used by the
two groups are not the same. This statement means that each teacher has his or her way to
develop the teaching competence in order to achieve teaching aim. In this case, it is about
how English language teachers in EFL context can be able to have English teaching
competence in the same level. Obviously both native and non native teachers experienced
English language learning through different path. Since English language is a mother
tongue for the native English teachers, English language learning apparently involves in
their daily life. For the non native speaker teachers, they experienced English language
learning mostly in classroom of language learning, not in real life learning like the native
English teachers. However both of them could obtain the similar output since the
language components they learnt are settled in the same components. I think the different
process to master a language competence doesn’t influence the language ability itself.
Then it can be concluded that both native and non native speaker teachers could achieve
the same level of language competence in order to teach English in classroom. From
those statements, it’s clear that English teacher should be given opportunity to show their
professionalism in classroom without judging about the teacher is a native English
speaker or not. Evidently Sung’s study (2010) investigated Hong Kong secondary
school students who do not necessarily prefer native English teachers over non native
English teachers in every aspect of language teaching.
21
Cultural aspects
Students were asked to respond to two items regarding their perceptions about
their native and non native non native English teacher’s cultural aspects. More
specifically, they were asked to what degree they thought their native and non native
teacher was knowledgeable about the culture of English speaking countries (Item8) and
often provided cultural information of English speaking countries in class (Item 9).
It can be seen in Figure 3 that 65% (58%+7%) students agreed that non native
English teachers had knowledge of the target culture and competence in teaching it.
Moreover 89% (42.5%+46.5%) students agreed that native English teachers provided
cultural aspects in language teaching. Based on those results, there is a significant
difference related to cultural aspects taught in language classroom by native and non
native teachers. It can be concluded that non native English teachers provide less cultural
information in language teaching rather than native teachers.
Figure 3. Cultural aspects
22
The result echoed Medgye’s statement (1992) as cited in Merino’s study (1997)
that another field where non native English teachers have deficiencies is in the cultural
context. The choice of language has to match the social situation of the interaction and
depends on the context. Medgyes (1992) pointed out that different cultures view the
world in different ways. It is very complicated for non native English teachers to teach a
topic that he or she may be ignorant about. Medgyes defines this phenomenon, the
relation between the linguistic form and objects or events in the outside world, as
referential appropriateness. It is very common for nonnative speakers to use structures
that native speakers would not use in the same situations. This is a cultural aspect that
cannot be separated from language and oft en leads to pragmatic failures. At the same
time, as Canagarajah (1999) has claimed, native English teachers will be better teachers
in an EFL context because of their unique cultural knowledge. Another study attempted
to examine learners’ perception of native and non native teachers was hold by Engler,
Iwasaki, and Miyahara (2009) that teaching culture would be advantageous to have a
native English speaker teacher. That is true if cultural information is needed in language
learning since it is related to language context of the target language. The language
context itself can be influenced by many things such as culture, social environment,
nation history, sociolects, standard variety, etc. as cultural information of the target
language. Unfortunately, the non native English did not learn and experience in them
when they underwent their language learning in classroom. In spite of that, the native
English teachers use English language within its language context. That is why they
understand the context of the target language better than the non native English teachers.
23
For that reason, it is easier for the native English teachers to reveal and explain cultural
information related to context of the language. It is important for students to know about
it since language context can affect language meaning.
Personal aspects
Students were asked to respond to four items regarding their perceptions about
their native and non native English teacher’s personal aspects. More specifically, they
were asked to what degree they thought their native and non native English teacher they
feel comfortable talking with the respective teachers (Item10), the respective teachers
often used Indonesian language in class (Item 11), the respective teachers’ English
learning experience was helpful for their English learning (Item 12), and they want to be
as good as their respective teachers in English (Item 13).
From the result of Figure 4 there are 82.5% (55.25%+27.25%) students agreed
regarding
those
five
items
on
non
English
native
teachers.
Meanwhile
72.25%(49.5%+22.75%) students agreed concerning those five items on native English
teachers. The finding above indicates that non native English teachers had strength in
personal aspects compared with native English teachers since it shows significant
difference results.
24
Figure 4. Personal aspects
The result was consistent with McKay’s argument (2002): “If one of the central
educational goals of an international language is to enable learners to communicate their
culture to others, then EIL materials should provide students with the vocabulary and
information
to
do
this
by
including
local
cultural
content”.
Kelch
and
Santatn‐Williamson’s study (2002) also found that non native English teachers have
experienced
same
difficulties
in
learning
a
second language as the students
themselves, and they were viewed as a source of motivation, showing students the
possibility of reaching a higher level of proficiency. However Kasai, Sungkyunkwan, and
Kim’s study (2011) presented different finding that results in this category do not support
non native teachers’s strengths as emphasized in previous study. Rather, their
respondents seem to indicate that both native and non native teachers can be equally
equipped in terms of the personal factors.
25
I agree that non native English teachers had higher preference in personal aspects
compared to native English teachers. That is because the non native English teachers
have experienced language learning through the same way like the students; that is in the
classroom not in the real world. They know which part worked and which one did not
work in that language learning since they have experienced a process of trial and error in
the same way. Hence they could share and give suitable advice for students. They also
realize and understand students’ difficulties in learning the target language since they
experienced the same difficulties in the past. Likewise they know how to guide students
to construct the new understanding of the context of the target language since it is
definitily different from their current understanding of their L1. From this situation, it is
easier for the non native English teachers to guide the students put the new understanding
after the current one by using their L1 and illustrate it in their L1 context.
Classroom atmosphere
Students were asked to respond to two items regarding their perceptions about
classroom atmosphere in their native and non native teachers. More specifically, they
were asked to what degree they thought they were expected to be attentive (Item14), and
the class atmosphere tended to be quite flexible (Item 15).
According to the figure below, 86.5% (70.5%+16%) of the students agreed that
students were expected to be attentive and the class atmosphere tended to be quite
flexible in non native English teachers’ classroom. Meanwhile 85.5% (64%+21.5%) of
26
the students agreed that students were expected to be attentive and the class atmosphere
tended to be quite flexible on native teachers. From those results, we can see that there
were no significant different results concerning classroom atmosphere in native and non
native English teachers’ classroom.
Figure 5. Classroom atmosphere
The results were not supported by Reves and Medgyes’ statement (1994) that
flexibility as the ability to get attention from students has been recognized as one of the
native strengths. The results also contrast with Sung’s study (2010) that found a majority
of students express their preference for native English teachers because they think
that there is a greater variety of activities in the lessons of native English teachers
such as games can help them learn better. Somehow classroom atmosphere supports
students to encourage their motivation to learn in language classroom. As far as I am
concerned, the classroom atmosphere can be related to the way the teachers transfer the
27
knowledge of the target language to the students in language learning. In my opinion,
teachers’ competence in teaching language skill and their consciousness to make
effective learning could be set to what degree classroom atmosphere are supportive in
language learning. As stated by Dalton (1951), a good classroom atmosphere is attained
when the teacher has a stimulating personality; when there is good teacher-pupil
relationship; when there are democratic ways of planning and doing; and when the
students feel secure. In this case, the teacher should recognize about students’ weakness
in language learning to accommodate with the way they teach the target language to the
students. In that way, the teachers should be able to raise students’ motivation in
language learning as they enjoy it as their learning journey without assessing their
weakness. In sum, language teaching is not only about how many knowledge that
teachers transfer to the students, but also how many knowledge comprehended by the
students. Dalton (1951) added that a good classroom atmosphere can raise quality of
learning. Because of that, class atmosphere needs to be enjoyable but still focuses on the
teaching achievement. As has been mentioned, making a good classroom atmosphere
needs a teacher who has stimulating personality that means being native or non native
teachers would not take into consideration in making a good classroom atmosphere.
28
CONCLUSION
The present study examined perceptions of English Department students of Satya
Wacana Christian University toward native and non native English teachers with respect
to five aspects of language teaching: (1) competence in the target language, (2)
competence in teaching language skill, (3) cultural aspects, (4) personal aspects, and (5)
classroom atmosphere. On the whole, the results of the study revealed that students did
not necessarily prefer native English teachers over non native English teachers based on
the previous aspects of language teaching. It was equal value of the results about
students’ perceptions toward their native and non native English teachers’ strengths
related to competence in teaching language skill and classroom atmosphere. It was also
found that students thought their native English teachers were more competence in
cultural aspects of the target language with very high percentage compared to non native
English teachers. Moreover they had competence the target language close to non native
English teachers. Lastly, the study showed that students recognized their native English
teachers as having strengths in personal aspects with high preference. In general, the
students did not necessarily prefer native over non native English teachers.
The findings of this study extended the current understanding concerning the
issue of native and non native English teachers in language teaching. They also suggested
that the strengths and weaknesses of native and non native English teachers could not be
strict with the issue which believed native English speakers are better English teachers
than non native speakers. It is hoped that non native English teachers should not
29
be considered inferior to native English teachers. Indeed, Davies (1991) suggested “The
native speaker is a fine myth: we need it as a model, a goal, almost an inspiration. But it
is useless as a measure”. As stated by Zacharias (2006), due to the fact that there is no
satisfactory definitions and characterization of the term ‘native speaker’, the goal of
English language teaching to achieve native-like competence is no longer relevant. In
short, there is no urgent need to compare their differences in ELT. Nonetheless, the
common belief of native speaker teachers superiority still exists even in the literature that
discusses their differences with the non native English teachers. Zacharias (2006) added
that despite all the arguments against the concept “native speaker”, it is still widely
believed that nativeness is an important, if not the most important, quality of teachers of
English. This is what is referred to as ‘native speaker fallacy’: “according to which
native speakers of English are automatically the best teachers of the language”
(Canagarajah, 1999). Absolutely there is no more reason for using students’ preference to
support native speaker superiority as ‘native speaker fallacy’ while there are some
researches showing favorable perceptions toward both native and non native English
teachers – even they do not necessarily prefer native over non native English teachers.
Despite the findings, it should be taken into consideration that the present study
was only a small-scale study with limited range of students’ perceptions responses to a
small number of native and non native English teachers. Therefore it would not be
appropriate to have a broad generalization based on findings. Honestly this study was not
enough as strong evidence against the common belief of native speaker superiority.
30
Further research on students’ perceptions toward native and non native English teachers
is necessary to find further evidence against common belief of native English teachers.
More specifically, it is suggested that quantitative and qualitative case studies that
employ interviews in a larger study would be both valuable and desirable to explore
students’ view and perceptions in greater depths.
31
ACKNOWLEDGEMENTS
Alhamdulillahirobbil’alamin. Firstly I would like to thank to Allah S. W. T. who
always strengthens me with His blessings, mercy, and grace so that I could finish
my thesis. I wish to express my gratitude to my supervisor, Prof. Dr. Gusti Astika,
M. A. who was patient to give me helpful guidan