T1 112011045 Full text

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Students’ Perceptions toward Non-Native English Speaker Teacher

(NNEST) in Teaching Pronunciation

THESIS

Submitted in Partial Fulfillment of the Requirements for the Degree of

Sarjana Pendidikan

Tirza Agata 112011045

ENGLISH TEACHER EDUCATION PROGRAM

FACULTY OF LANGUAGE AND LITERATURE

SATYA WACANA CHRISTIAN UNIVERSITY

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Students’ Perceptions toward Non-Native English Speaker Teacher

(NNEST) in Teaching Pronunciation

THESIS

Submitted in Partial Fulfillment of the Requirements for the Degree of

Sarjana Pendidikan

Tirza Agata 112011045

ENGLISH TEACHER EDUCATION PROGRAM

FACULTY OF LANGUAGE AND LITERATURE

SATYA WACANA CHRISTIAN UNIVERSITY

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COPYRIGHT STATEMENT

his thesis contains no such material as has been submitted for examination in any course or

opyright@ 2015. Tirza Agata and Elisabet Titik Murtisari, M. TransStud.,Ph.D

ll rights reserved. No part of this thesis may be reproduced by any means without the

irza Agata T

accepted for the fulfillment of any degree or diploma in any university. To the best of my knowledge and my belief, this contains no material previously published or written by any other person except where due reference is made in the text.

C

A

permission of at least one of the copyright owners or the English Department, Faculty of Language and Literature, SatyaWacana University, Salatiga.

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In teaching pronunciation, Native English Speaker Teachers (NESTs) have been commonly believed more superior than NNEST, mainly because of their L1 background knowledge as native speakers. Many previous studies about NNEST have compared the traits of NEST and NNEST in teaching speaking. The previous studies, however, have also indicated positive results toward NNEST in teaching speaking in terms of students’ attitudes, perceptions, and achievements. Thus, further explorations focusing on NNEST and pronunciation are still relevant to be done. Related to this, the present study aims to find out students’ perceptions toward NNEST in teaching pronunciation in an EFL context. This study applies a survey research design using a questionnaire. The research participants are 126 first-year-students of the English Language Education Program of Faculty of Language and Literature, Satya Wacana Christian University, Central Java, Indonesia. Considering the teaching and non-teaching aspects, the result of this study reveals that NNEST can be considered as good as NEST in teaching pronunciation. Interestingly, it is also found that the EFL students prefer NNEST to NEST to teach them pronunciation because of the non-teaching aspects that the students experienced in the classroom.

Key words: NNEST, NEST, Pronunciation, Students’ perceptions

INTRODUCTION

In order to communicate well in the target language learned, speaking skill

is one of the “productive skills” that a language learner needs to master (Harmer

2007: 265). In speaking skill, there are many aspects to learn. One of the most

significant ones is pronunciation. This aspect is important because by

pronouncing a word correctly, the speaker can be well understood (Harmer 2007).

Harmer (2007) believed that “pronunciation can improve students’ speaking

immeasurably” (p. 248). In addition, by learning pronunciation, students will be

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aware of different sounds, especially the ones that have grammatical elements,

such as -ed and -s word endings.

The dispute on who is better in teaching English whether it is Native

English speaker teachers (NESTs) or Non Native English speaker teachers

(NNESTs) has been discussed by many researchers. It is commonly believed that

NESTs are better English teacher especially in teaching speaking skills. However,

in a previous study about the effect of Native and Non native English Language

teachers on secondary students’ achievement in speaking skills, Omar

Al-Nawarsy (2012) finds that there is no statically significant difference between the

mean scores of the native (teacher) group and non native (teacher) group in the

speaking test, in which one of the aspects assessed is pronunciation.

Many people assume that NESTs are better English teachers than NNESTs

in teaching pronunciation. The scholars believed that for English pronunciation

they prefer Native English Speaker as their model (Duong & Walkinshaw 2012;

Mahboob 2004, cited in Medgyes, 2013: 37). However, in a previous study about

NNEST self perceptions’ toward their pronunciation, Sarikaya (2013)

demonstrates that considering their degree and experiences, NNESTs feel

comfortable with their own pronunciation. Another study was conducted by Kang

(2010) who examined which ESL learners’ perspectives of pronunciation studies

in the inner circle countries. This study focused on students’ expectations of their

pronunciation lessons and their attitudes toward instructors’ accent varieties in the

environment of speaking English in New Zealand (NZ) and North America (US).

The study finds out that the students have positive attitude toward their

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pronunciation instructor and the students do not expect their pronunciation to be

native-like.

To fill the research gap of NNEST in teaching pronunciation, I conduct a

study about students’ perceptions toward NNEST in teaching pronunciation in an

EFL context. For this purpose, 126 first-year students of English Language

Education Program at Faculty of Language and Literature (FLL) were selected as

the participants because they had the experience taking Pronunciation Practice

course in their first semester, of which the pronunciation teachers were all

NNETs. This study mainly concerns on answering the research question: what are

students’ perceptions toward NNEST in teaching pronunciation? For further

implication, the study may help educational institutions consider employing

NNEST as pronunciation teachers and NNESTs to be more confident in teaching

pronunciation.

THEORETICAL FRAMEWORK

This section will discuss about perception, the definitions of NESTs and

NNESTs, including their strengths and weaknesses in relation to teaching

pronunciation and the definition of pronunciation as well as its aspects.

Definition of Perception

The Longman Dictionary of Contemporary English defines “perception”

as “the way you think about something and your idea of what it is like” (n.p). This

relates to the personal opinion about something. Blake and Sekuler (2006) add

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that “perception puts in contact with the world we live in; it shapes our knowledge

of that world,...” (p.1). Relating this idea to the students’ perception, the “world”

can refer to the environment of the pronunciation class; in that, by joining the

class, students can shape their knowledge about pronunciation with the help from

their teacher. In other word, perception is about how we see or our opinion on

things.

Definition of NESTs and NNESTs

The notion of native English speakers can be defined differently. One

definition is from Medgyes (2001) said that a native English speaker “is

traditionally defined as someone who speaks English as his or her native

language, also called mother tongue, first language, or L1”(p.430). Based on this

definition, we can say that a non-native English speaker is an individual whose

first language is not English. Hence, the research participants in this study are

non-native English speakers because English is not their first language; moreover,

it is used as their foreign language.

Based on the definition of the native English speaker, we can see what a

non-native English Teacher is. A non-native speaker teacher is a teacher who uses

English not as his/her main language, and it could be their second language

(Al-Nawrasy 2013). Another view comes from Medgyes (2001), who defines NNEST

as “a teacher who speaks the same native language as his or her students” (p.433).

In this study, the Indonesian English teachers are said to be NNEST because their

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students are also Indonesian, having the same native language (Indonesian), and

English is not their first language but it is their foreign language.

Strengths and weaknesses of NNEST and NEST

According to some scholars, there are several strengths of NNESTs, such

as they can communicate more effectively with the students because they have the

same socio-cultural background and they also understand more of the needs and

difficulties of their students in learning English because the teachers share the

same mother tongue and learning experiences with the students (Medyes 1994,

Moussu 2006, Ma 2012, Kiczkowiak 2014). Hence, understanding the students’

difficulties and needs through NNEST’s own experience is surely an essential

strength since it can help the teachers to predict and solve problems that may

occur during the teaching and learning process. This idea is supported by Yoshida

(2015) who stated “typically NNESTs understand students and predict problems”

(n.p). Moreover, by understanding the students’ difficulties and needs, it can be

said that the NNESTs have a good empathy. As Low (2014) advocated “NNESTs

were ranked highly on their empathy factor” (p.139). Thus, their empathy

probably can make the students feel comfortable and motivate them to be better in

learning the target language.

Another strength is NNEST are well trained. As cited by Kirkpatrick

(2006) from Korean advertisement for his article, one of the criteria that NNEST

should have when they want to teach English is by having TESOL certificate.

Other support is from Lee (2004) who said that “the higher proficiency is, the

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more understandable the speaker is” (cited in Al-Nawrasy, 2013, p.252). From

here, it can also be said that the non-native English teachers hired as NNEST are

not just ordinary language teachers. They must have the necessary certificate and

training to teach English pronunciation. Thus, it has become one of the apparent

strengths that NNEST must have; in that, they considerably have the sufficient

knowledge and skills to teach English pronunciation well.

Apart from the strengths, Ma (2012) also discussed about the weakness of

NNEST, she believes that NNESTs have a linguistic weakness; in that, their

English proficiency is limited and it causes a low self-confidence. Because of all

the weakness of NNEST, they tend to focus more on the course book (Ma 2012,

Koksal 2006). Therefore, NNEST be able to really explore their materials and

choose to stick on their handbook.

On the other hand, Native English Speaker Teachers (NESTs) have their

own strengths. One of the advantages that NESTs have is they are better language

models because English is their mother tongue (Yoshida 2015; Ma 2012;

Lasagabaster & Sierras 2002). In terms of speaking, the participants of In terms of

speaking, the participants of the two previous studies also think that native

English teachers are the resources of ‘authentic’ English. From here, having

English as their first language enables NEST to be a good model of pronunciation.

Further, there is also another strength suggested by Liu and Zhang (2007)

who believe that Native Speaker Teachers’ (NSTs) have various methods in

teaching English. It means that NESTs try to explore the materials and get out

from the text books. They can give other materials and add some materials from

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their knowledge. In other words, with the L1 knowledge that NESTs have, it

becomes easier for them to explore and even “play” with English in developing

materials and teaching.

Despite the evident strengths, NESTs also have a weakness in teaching

pronunciation. Kirkpatrick (2010) and Modiano (1999) suggest that NEST’s

phonology proficiency may not be intelligible considering their local variety of

English with a strong regional accent. With different English accents that NESTs

have, there can be differences in pronunciation. Thus, it can make the students

confused how to pronounce a word. Related to this aspect, NNESTs, on the other

hand, can choose the standard English they want, either American or British

English, as their accent (Karakas, 2012). Here, NNESTs considerably have a more

flexibility in terms of English accents. Therefore, it can be said that it becomes

easier for the students to understand NNEST speaking.

From the discussions above, it can be concluded that NNEST and NEST

have their own strengths and weaknesses in teaching pronunciation. The strong

points of NNEST are they can communicate more effectively with the students

and understand students’ needs and difficulties, while the weakness is that

NNEST tend to be more focused on the course book. On the other side, the

strengths of NEST are English is their first language that enables them to be the

model of English pronunciation, and they can explore the materials and get out

from the text book; whereas the weak point of NEST is their regional accents

sometimes make the students hard to understand their pronunciation.

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Teaching pronunciation and its aspects

According to AMEP (Adult Migrant English Program) research centre

(2002), pronunciation is “the production of sounds that we use to make meaning”

(p.1). Teaching pronunciation is important since the learners usually make

pronunciation errors and can cause misunderstandings in communication with

other (Kelly 2000).

Some aspects of pronunciation which are important for the intelligibility

in communication, are such as; intonation, stress, and rhythm. The first one is

intonation, which The Longman Dictionary of Contemporary English (Longman

2011) defines as “the way in which the level of your voice changes in order to add

meaning to what you are saying”. Thus, when we ask question we add our level of

our voice at the end of the sentence, for example: do I look confuse? From that we

can understand that the speaker asks a question. That is why intonation is very

important. As Oladipupo & Akinjobi (2010) says, “intonation is an important

phenomenon in language to have strong effect on communication” (p.1). This is

also supported by AMEP (Adult Migrant English Program) research centre

(2002), saying that intonation is important to know speaker’s meaning (p.2). It

means that from intonation we can distinguish whether the speaker asks question,

or the speaker is angry, sarcastic, sad, etc.

The second aspect is stress, which AMEP defines as “the prominence

given to certain syllables within words, and to certain syllables or words within

utterances and signaled by volume, force, pitches change, and syllable length”

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(p.1). Therefore, stress is used when we pronounce a syllable with more emphasis

than the other syllables. For example, in the word banana and Canada, the stress is in the ‘a’ syllable.

The last aspect is rhythm. According to Elemental English (2014), rhythm is

“the musicality of English-the ups and downs and the connected speech and

the linking of words, which together change how we say sentences” (n.p.).

Rhythm also helps the speaker to be understood while they are speaking. For

example, while someone link the words say it, the interlocutor will understand

that the speaker asks to ‘say it’.

The above aspects are what a teacher generally needs to teach to the

students in a pronunciation class. Moreover, while teaching pronunciation,

teachers need to pay attention on several things related to teaching. As Yoshida

(2015) advocated that a good pronunciation model is a teacher who can show and

produce the sound, even they can teach all of the aspects in pronunciation, such as

intonation, stress, etc (n.p.).

From the explanations above about NEST and NNEST, the strengths and

the weaknesses of them, pronunciation aspects, and what the teacher need while

teaching pronunciation are all related to teaching pronunciation. If we combine

them, it will help the students who are majoring English to decide their preference

upon pronunciation English teachers.

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THE STUDY

Context of the study

This study attempts to find out students’ perception toward NNEST in

teaching pronunciation in an EFL context. This study was conducted in the

Faculty of Language and Literature, Satya Wacana Christian University. In this

faculty, there were six parallel classes of Pronunciation Practice course. The

course is a pre-requisite course that focusses on English pronunciation theories

and practices. The classes were taught by four NNESTs and one of them became

the coordinator of the course. The course used American English pronunciation

materials, which were mainly taken from “Clear Speech”, an American English

pronunciation handbook written by Judy Gilbert (2005). To support the teaching,

the teachers sometimes used native speaker audio recordings. Nevertheless, they

also needed to use their own pronunciation especially when emphasizing

pronunciation examples and evaluating the students through quizzes. Two of the

teachers had their masters in the English inner circle countries (US and UK), but

they still have a distinctive non-native accent, like the rest of the teacher.

Participants

The participants of this study are 126 first-year-students of the English

Language Education Program of the Faculty and Language and Literature, Satya

Wacana Christian University, Central Java, Indonesia. The first year students

were chosen because they were the only student batch having the experience of

taking the Pronunciation Practice course, a newly-offered course focussing on

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English pronunctiation in the study program. In this course, the students were

taught about pronunciation aspects, such as rhythm, intonation, sound, and stress.

They also learned how to produce some English words correctly. Based on the

schedule that they chose, they were grouped into six classes. Each group consisted

of about 16 students.

Data Collection Instrument

A set of questions of close ended questionnaire was used for this study.

The questionnaires were distributed to all of first year students of English

Language Program, Satya Wacana Christian University which consisted of 126

students. The questionnaires were expected to return 80% from all the total

participants, which were 100 questionnaires. The student participants took a

pronunciation class in the first semester. The 126 participants were requested to

give their perceptions by responding to 13 questions. The first part of the

questionnaire asked for demographical information of the students. The second

part contained 13 question items which consisted of four answer options:

“strongly agree”, “agree”, “disagree”, and “strongly disagree”. This questionnaire

asked about the perceptions of participants toward Non Native English speaker

teachers for English teacher education. The questionnaire was adapted from

Alseweed’s (2012) questionnaire about “University Students’ Perceptions of the

Influence of Native and Non-native Teachers“. The questionnaires were used to

gather information from the participants to get their opinions and ideas about

NNEST in teaching pronunciation. Since the participants were all first year

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students with different English proficiency levels, the questionnaire used

Indonesian.

Data Collection Procedure

First, the data was piloted and revised. After that the data were collected

by distributing the questionnaires to the first year students of English Language

Education Program students which took place during the second semester of the

academic year 2014/2015. The last, the results of the questionnaire were analyzed

to answer the research question.

Data Analysis Procedure

For the data analysis, the quantitative data from the questionnaire were

analyzed using non-parametric-descriptive statistics. The students responses were

converted into scores with the criteria: one for “strongly disagree”, two for

“disagree”, three for “agree” and four for “strongly disagree” and examined in

terms of their frequencies. After that, the total score will be presented in some

charts. Then, the result will be discussed related to the theoretical framework of

the study. Finally, conclusions will be drawn based on the findings and

discussions.

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DISCUSSION

I divide these findings into two categories. The first one is students’

perceptions toward NNESTs related to the non-teaching aspects, and the second

part is about their perceptions toward NNESTs related to the teaching aspects.

Students’ perceptions toward NNEST: Non-teaching aspects

This section discusses students’ perceptions toward non-teaching aspects

in the classroom.

a. Students’ comfortable feeling in their pronunciation class

Figure 1 below shows the percentage of the data collected from the

questionnaire about their comfortable feeling when the pronunciation teacher was

a NNEST.

FIGURE 1

Students’ comfortable feeling in the classroom

0% 1%

75%

24%

Strongly disagree

Q1

Agree Strongly agree Disagree

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The finding shows that 99% or almost all of the participants responded

positively, in which 75% students agreed and 24 % strongly agreed toward Q1

that they felt comfortable and safe when being taught pronunciation by a NNEST.

However, there was one student who disagreed with the Q1. However, there was

one student who disagreed with the Q1. It indicates that almost all of the students

It has been discussed in the previous section that NNEST is a teacher who uses

English not as his/her first language (Al-nawrasy 2013), in this context English is

NNEST’s foreign language, or a teacher who has the same first language with the

students (Medyes 2001). Related to this, having the same first language

background would make the students comfortable and less anxious to interact

with the teacher. For example, if they have difficulties, the participants may not

hesitate to ask questions because they know the teacher would understand them,

especially when they need to ask questions or tell about their problems in learning

pronunciation using their first language.

b. NNEST’s knowledge of students’ needs and difficulties in the pronunciation

class.

In figure 2, the diagram shows the data collected from the questionnaire

question number 2 and 3 about students’ perceptions toward NNEST’s empathy.

The second question specifically asks about NNEST’s awareness toward students’

needs and the third question is about NNEST’s understanding toward students

difficulties in learning pronunciation.

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FIGURRE 2

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studies found that for English pronunciation the students prefer Native English

Speaker as their model (Duong & Walkinshaw 2012; Mahboob 2004, cited in

Medgyes, 2013: 37). Although, 5% of the students also thought that NEST is a

good model of English pronunciation, but in this context, NNEST as a good

model is more preferable. The reason is probably as Yoshida (2015) advocated

that a good pronunciation model is a teacher who can show and produce the

sound, even they can teach all of the aspects in pronunciation, such as intonation,

stress, etc (n.p.). In the FLL context, the NNESTs are the teachers who have the

sufficient knowledge of English pronunciation and hold a Master’s degree in

English. Related to this, most of the student participants thus perceived their

NNESTs qualified as a good pronunciation model because the teachers were able

to produce and show how to make the sounds and also teach the aspects of the

pronunciation.

f. NNESTs influence students’ English pronunciation ability

Figure 6 shows the data collected from the questionnaire about students’

perception toward the improvement of students’ ability in English pronunciation

after taking NNEST pronunciation class.

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FIGURRE 6

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Related to Q8 which asked students’ opinion about their NNEST who

teach them how to pronounce words using correct rhythm, the result shows that

96% of the students agreed and strongly agreed with the question. However,

there are 4% of the students’ who disagreed. Seeing from the definition of

rhythm which is “the musicality of English- the ups and downs and the

connected speech and the linking words, which together, changes we say

sentence” (Elemental English, 2014) and the result above, I can say that NNEST

in FLL can teach the students how to apply the rhythm which includes connected

speech and linking words clearly.

Referring to Q10 which asked students’ view about their NNEST who

teach them the use of word stress while pronouncing some words, the result shows

that 47% of the students chose ‘strongly agree’ and 52% of the students chose

‘agree’ with the question. Unexpectedly, only 1% of the students chose ‘disagree’.

Therefore, it can be said that their NNEST successfully teach them how to use

word stress correctly. In other words, as AMEP states “stress refers to the

prominence given to certain syllables within words, and to certain syllables or

words within utterances”. It is signaled by volume, force, and pitches change and

syllable length” (p.1) means that the students understand when they put the stress

appropriately in a word.

As we can see from Q11 that asked students’ perceptions toward their

NNEST who teach them how to use correct sounds while pronouncing words, the

data indicates that 98% of the students agreed and strongly agreed with the

question. It clearly seen that most of them are positive to the question. Hence, it

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can be concluded that their NNEST helped the students to understand how to

pronounce some words using correct sound.

Related to 12 which students perceive their NNEST who teach them how

to produce some words using correct intonation, the result indicates that 3% of the

students chose ‘disagree’ and most of them which is 98% chose ‘agree’ and

‘strongly agree’. As Oladipupo & Akinjobi (2010) believe that intonation has a

big role in communication. Thus, I could say the students can understand how to

use intonation correctly.

From the explanation above, I could say that more than 95% of the

participants are somewhat positive to each statement. In other words, almost all of

the participants who have taken NNEST pronunciation class felt their NNEST

could teach rhythm, word stress, sounds and intonation well. Based on Yoshida’s

(2015) idea that one of the criteria for a being good pronunciation teacher is

he/she can teach pronunciation aspects such as rhythm, intonation, sound, and

word stress. Therefore, it can be said that NNESTs in FLL are good pronunciation

teachers. Seeing the result that majority of the students understood each aspect

well, it somehow proves that the NNESTs were well trained especially in this

teaching pronunciation and its aspects. It is also supported by Kirkpatrick (2006)

who advocated that one of the criteria that NNEST should have when they want to

teach English is by having TESOL certificate. Therefore, before NNEST teach

English, they have had TESOL certificate, and have graduated from at least

bachelor degree of TESOL. Hence, NNEST can teach the students the aspects of

pronunciation correctly and clearly.

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(36)

data shows that the students preferred NNEST to NESTs in teaching

pronunciation. The reason seems to have been because of the non-teaching aspects

that the students got in the classroom, such as comfortable feeling and teachers’

understanding. It is also possible if the students may have some intuition that

standard English is more on grammar not in accent (Trudgill, 1999). Hence,

Learners do not to be able to sounds like native speakers to be able to

communicate effectively.

CONCLUSION

The idea of whether NESTs or NNESTs as the better teachers in teaching

English pronunciation is still considerably a hot dispute. In order to shed more

light on this issue, this study aimed at knowing the English major students’

perceptions toward NNEST in teaching pronunciation, as well as further helping

teachers to have a clearer picture of main issues in teaching pronunciation.

Based on the findings, from 100 students of English Teacher Education

Program in Satya Wacana Christian University, NNESTs were also considered

good in teaching pronunciation. It was proved from the students’ average scores

of their perception toward NNEST in pronunciation class. The average score

result of the preference scale was more than 3 out of 4, which indicates they

relatively had positive perceptions to NNESTs in teaching pronunciation.

Furthermore, the speaking area is normally considered as a strong point of

NESTs. In terms of non-teaching aspects, the study showed that NNESTs can be

considered as good as NESTs. In term of non-teaching aspects, according to the

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students’ perceptions, the NNESTs made most of the students feel comfortable in

the classroom and understood the students’ needs and difficulties. Moreover, they

also believed the NNEST’s English educational background, experiences in

learning English pronunciation, and their first language (Indonesian) background

helped them to explain better. Thus, it was no surprise that the students also saw

their NNEST could be a good learning model for the students to learn English

pronunciation. Eventually, as experienced by the students at the end of the

semester, the NNEST strengths as mentioned before have been perceived to make

the students get better ability in English pronunciation.

In terms of teaching aspects, it was found that the NNEST’s creativity

determined their use of other sources and audio visual aids (PPT, video, pictures,

and recordings) to help them teaching pronunciation. Further, based on the

findings, almost all of the students thought that NNEST know to teach them the

aspects of pronunciation, such as rhythm, word stress, sound and intonation

clearly, as seen from the average score of the students’ response in the

questionnaire were noticeably positive ( more than 3 out of 4). Therefore, the

students felt that they could get good improvement in English pronunciation after

taking the NNESTs’ class. The most interesting finding was students’ statements

that if the students had a chance to get another pronunciation class, most of them

would choose a NNEST as their pronunciation teacher. In brief, it proved that the

EFL students perceived that in teaching English pronunciation, NNESTs were

considered as good as NESTs.

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This study, however, have limitations. First, since the study only used

questionnaire as the instrument of the data collection, the information data cannot

show the whole picture of the students’ perceptions toward NNESTs in teaching

pronunciation. Secondly, the limitation of the study concerns the students’

background knowledge. Since the student participants were all still first-year

students with limited knowledge and experience in learning English

pronunciation, different results and perceptions may have been acquired if the

participants of the study had been from the other older batches who had more

background English knowledge and experience of being taught by both NNESTs

and NESTs.

Further, referring to the limitations above, there are some implications of

this study. For further studies, it is suggested for other researchers interested in

this study area to also apply different types of research instruments to gather the

data, in addition to using a questionnaire, so that a deeper elaboration of students’

perception toward NNESTs in teaching English pronunciation will be obtained.

Next, having more students from different batches as the participants is also

recommended to gain a bigger picture of the matter.

This study also offers several practical implications. The first one is for

educational institutions that concern in teaching English, they should not hesitate

to employ non-native English speaker teachers for teaching pronunciation because

in some teaching and non-teaching aspects, NNEST are considerably as good as

NEST in teaching pronunciation. The second one is for NNEST; the results of the

study can expectantly help NNESTs to understand better about their position in

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teaching pronunciation. In that, being a pronunciation teacher is not necessarily

specialized for native speakers. It is acceptable for NNESTs to teach English

pronunciation as long as they can fulfill the required criteria needed in teaching

pronunciation such as what Yosidha (2015) stated that a good pronunciation

model is a teacher who can show and produce the sound, even they can teach all

of the aspects in pronunciation, such as intonation, stress, etc.

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ACKNOWLEDGEMENT

First of all I would like to thank my saviour Jesus Christ for always

blessing and strengthening me to complete my thesis. My deep gratitude goes to

my thesis supervisor ibu Elisabet Titik Murtisari who expertly guided me with her

patience and kindness to finish my thesis. I also would like to express my sincere

appreciation to my thesis examiner Ibu Victoria Usadya P. for her time to examine

my thesis. I also would like to thank my wali studi, Ibu Maria Eko who always

supports me.

My appreciation also extends to JPK4 who is absolutely very helpful and

always supports and reminds me to do my best in this thesis. I also would like to

thank my super mom and my grandmothers for their prayer, support, and

suggestion. I would also like to extend my gratitude to my boyfriend for his

support and understanding which I mostly spend my time for this thesis.

This thesis would also not have been completed without the help and

supports from many people. I also would like to thank Venda, Thatha, Monic,

Ventha, Amel and Ernest who helped me collecting and counting the data.

Finally, I am particularly grateful to my best friends who always cheer me up

Dora, Gaby, and especially Elbi who kindly helped me checking the grammar

errors in my thesis and who usually accompanied me in the library while doing

this thesis.

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teachers on secondary students’ achievement in speaking skills. Jordan

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Pronunciation in Second Language Learning and Teaching Conference, Iowa State University, Sept. 2009. (pp. 105-118), Ames, IA: Iowa State

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Appendix 1

NIM :

Saya adalah mahasiswa angkatan 2011 PBI, FBS, UKSW, yang sedang

mengerjakan tugas akhir tentang pandangan mahasiswa terhadap dosen bukan

penutur asli (NNEST- Non Native English Speaker Teacher) dalam mengajar

kelas pronunciation.Kuesioner ini bertujuan untuk mengetahui persepsi Anda tentang NNEST dalam mengajar kelas pronunciation. Kuesioner ini adalah untuk

kepentingan penelitian, untuk itu mohon diisi dengan objektif dang lengkap.

Kuesioner ini terdiri dari 13 pertanyaan dengan 4 pilihan jawaban :

• Sangat tidak setuju • Tidak setuju

• Setuju • Sangat setuju

Berilah tanda centang (√) pada kolom yang Anda pilih.

No Pernyataan Sangat tidak

setuju

Tidak setuju

Setuju Sangat setuju 1. Saya merasa nyaman diajar

pronunciation oleh NNEST . 2. Saya merasa NNEST mengetahui

kebutuhan saya dalam mempelajari pronunciation.

3. Saya merasa NNEST mengetahui kesulitan saya dalam mempelajari pronunciation.

4. Saya merasa pengalaman belajar pengucapan Bahasa Inggris sebagai bahasa kedua NNEST membantu mereka menjelaskan lebih baik. 5. Saya merasa NNEST menggunakan

audio visual (PPT, video, gambar, rekaman audio) untuk mengajar pronunciation.

6. Saya merasa NNEST mendukung saya untuk dapat lebih baik dalam

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melafalkan sebuah kata dalam bahasa inggris.

7. Menurut saya NNEST dapat menjadi contoh yang baik dalam English Pronunciation.

8. Saya merasa kemampuan English pronunciation saya semakin baik dengan diajar NNEST.

9. Menurut saya NNEST menunjukan cara mengucapkan berbagai bunyi dengan rhythm yang benar.

e.g. say it,cry out.

10. Menurut saya NNEST menunjukan cara mengucapkan berbagai bunyi dengan Word stress yang benar. e.g.

banana, canada.

11. Menurut saya NNEST menunjukan cara mengucapkan kata dengan bunyi yang benar. e.g. snake : /s/ ( voiceless sound), amazing : /z/ ( voiced sound ).

12. Saya merasa NNEST memberikan contoh cara melafalkan kata dalam bahasa inggris dengan Intonasi yang benar. e.g.

You look confused

Do I look confused?

13. Jika ada pilihan kelas pronunciation diajar oleh NNEST dan NEST ( Native English Speaker Teacher) saya akan memilih untuk mengambil kelas NNEST.

Jika Anda bersedia dihubungi lebih lanjut untuk melakukan wawancara berkenaan dengan kuesioner ini, mohon isi data dibawah ini.

Email :

Nomor HP :

Terima Kasih ☺

T1 112011045 Full text

Students’ Perceptions toward Non-Native English Speaker Teacher

(NNEST) in Teaching Pronunciation

ENGLISH TEACHER EDUCATION PROGRAM

FACULTY OF LANGUAGE AND LITERATURE

SATYA WACANA CHRISTIAN UNIVERSITY

Students’ Perceptions toward Non-Native English Speaker Teacher

(NNEST) in Teaching Pronunciation

ENGLISH TEACHER EDUCATION PROGRAM

FACULTY OF LANGUAGE AND LITERATURE

SATYA WACANA CHRISTIAN UNIVERSITY

TABLE OF CONTENTS