THE BEST ENGLISH TEACHER ACCORDING TO ENGLISH
DEPARTMENT STUDENTS
THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
Citra Puspita Dewi 112009155
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
i
THE BEST ENGLISH TEACHER ACCORDING TO ENGLISH
DEPARTMENT STUDENTS
THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
Citra Puspita Dewi 112009155
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
ii
THE BEST ENGLISH TEACHER ACCORDING TO ENGLISH DEPARTMENT
STUDENTS
THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
Citra Puspita Dewi 112009155
iii
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Copyright@ 2013. Citra Puspita Dewi and Nugrahenny T. Zacharias, Ph. D.
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 of the English Department, Faculty of Language and Literature, SatyaWacana Christian University, Salatiga.
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THE BEST ENGLISH TEACHER ACCORDING TO ENGLISH DEPARTMENT
STUDENTS
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Citra Puspita Dewi
1
The Best English Teacher according to English Department Students
Citra Puspita Dewi
Abstract
The study was conducted to analyze who the best English teacher according to English Department student. The participants of the study were a hundred English Department students of any semester or year. This study used quantitative research using a questionnaire, but it was elaborated qualitatively. It focused on the students‟ preference of the best English teacher whether it is NESTs or non-NESTs. However this study firstly explored the students‟ understanding of NESTs and non-NESTs in order to make sure that they understand those two terms so that they could choose which one they considered as the best English teacher. The first finding showed that the majority of the participants defined NESTs as those from English speaking country that is countries which use English as the mother tongue or L1 and/or as the main language. The second finding, related to the counterpart of NESTs, was almost all participants defined non-NESTs as those from non-English speaking country which also referred to bilingual users of English. The last finding showed that most participants preferred NESTs as the best English teacher. The study suggests that NESTs got more preference for the matter of their speaking skill especially the pronunciation.
Keywords: native English speaker teachers (NESTs), non-native English speaker teachers
(non-NESTs).
Introduction
As an English learner in English Department (ED) of Satya Wacana Christian
University, I had a lot of lecturers in both native speaker teachers and non-native speaker teachers. In doing courses registration each semester, I had a chance to choose the class and lecturer that I wanted. I was often confused in choosing the lecturer whether it was the native
speaker teacher or non-native speaker teacher. My consideration was when I was taught by native speaker lecturer, it forced me to speak English more often because the lecturer only
understand English. So, I could practice my speaking more with the native speaker teacher. However, I often did not understand the materials or instructions given because they spoke quite fast and the pronunciation was sometimes not clear enough. When I was taught by
2 grows, the number of teachers is also growing. There are a lot of English teachers which both native speaker teachers and non-native speaker teachers. This study was aimed to know who
the best English teacher according to ED students is.
Since a lot of people and countries in the last few decades consider native speaker
as the better language teacher, there are a lot of assumption in answering why native speakers are so desirable. Cook (2008) stated that one justification often put forward is that the
students themselves demand native speakers. Cook conducted a survey in England which is an Inner Circle country. More than 50 per cent learners for both children and adults preferred natives. By conducting the study about who the best English teacher according to ED
students is, it was worth conducting to give ideas whether it is really true that the students themselves demand native speaker teacher or not. To be more explicit, it gives ideas about
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Today, 80% of English language teaching professionals are non-native speakers (Canagarajah, 1999). Since the numbers of non-native speakers is vast and growing, the SLA theory‟s assumption that the learner‟s target of acquisition of English is nativelike
competence may be questionable. Therefore, there are many beliefs and study about the
future of English. In the past, English has been dominated by native speakers in the Inner Circle countries. There are also beliefs that consider native speaker teacher as the best English teacher. Chomskyan also think that the native speaker is the ideal model on language
use. However, Languages in contact always undergo change. Graddol (1997) said that there is a growing belief amongst language professionals that the future will be a bilingual one. So, it
is possible that the non-native speaker teacher is considered as the best English teacher.
So, considering that there are many thoughts and studies about native speaker and non-native speaker and based on my experience being taught by native speaker teachers and
non-native speaker teachers, one question arose: who is the best English teacher according to ED students?
Literature Review
A. Kachru‟s categorization of countries in which English is used
According to Kachru‟s categorization of countries in which English used as stated
in Mckay (2002), there are three categorizations which are inner circle, outer circle, and expanding circle. Inner circle is for countries where English is the primary language,
such as Australia, Canada, and United States. Outer circle is for countries where English serves as a second language, such as India, Philippine, and Singapore. Expanding circle
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Circle since English is primarily used there. Non-native speakers of English are usually defined as speakers who are in Expanding Circle since English is learned as a foreign
language. Moreover, considering the spread of English, Kachru said that the greatest potential for the continued spread of English is in Expanding Circle countries.
B. Native English Speaker Teachers (NESTs) and Non-Native English Speaker Teachers ( Non-NESTs)
When we want to define native English speaker teachers, we have to take a look on the words „native speaker‟. This term has various interpretations. “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). According to Bloomfield‟s definition, we can say
that a native English speaker is he/she who learns English as his/her first language. Another definition of native speaker from The Longman Dictionary of Applied
Linguistics (Richards, Platt, and Weber, 1985, p.188) is “a person considered as a speaker of his or her native language”. A native language is then defined as “the
language that a person acquires early in childhood because it is spoken in the family and/or it is the language of the country where he or she living” (Richards, Platt, and
Weber 1985: 188 cited in Mckay 2002). So, we can say that Native English Speaker Teachers (NESTs) is teachers who teach using English as their native language. In contrast, Non-Native English Teachers (Non-NESTs) is teachers who teach using
English as their second language.
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A researched was conducted by Benke and Medgyes (Benke and Medgyes, 2005 cited in Cook 2008) showed some top-rated features of teachers by Hungarian students.
The top-features of the Native English Speaker Teachers (NESTs) are:
a. Focuses primarily on speaking skills;
b. Cannot talk about L2 learning strategies from their own experience;
c. Are often not explicitly aware of the features of the language as much as non-native speakers are;
d. Cannot anticipate learning problems;
e. Cannot empathize with their students‟ learning experience;
f. Are not able to exploit the learners‟ first language in the classroom.
D. Strength and Weaknesses of Non-Native English Speaker Teachers (Non-NESTs)
According to Medgyes (1992), there are some advantages of Non-Native
English Speaker Teachers (Non-NESTs), which are:
a. Only non-NESTs can serve as imitable models of the successful learner of English.
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language models they cannot be learner models since they are not learners of English in the sense that non-NESTs are.
b. Non-NESTs can teach learning strategies more effectively.
Non-NESTs have adopted language learning strategies during their own learning
process. In spite of the considerable differences between them in degrees of consciousness, in theory they all know more about the employment of these strategies than native colleagues who have simply acquired the English language.
c. Non-NESTs can provide learners with more information about the English language. During their own learning process, non-NESTs have gained abundant knowledge
about and insight into how the English language works, which might be presumed to make them better informants than their native colleagues.
d. Non-NESTs are more able to anticipate language difficulties.
This anticipatory skill, which becomes more and more sophisticated with experience, enables non-NESTs to help learners overcome language difficulties and to avoid
pitfalls.
e. Non-NESTs can be more empathetic to the needs and problems of their learners.
Since they never cease to be learners of English, they encounter difficulties similar to those of their students, albeit at an obviously higher level. As a rule, this constant struggle makes non-natives more sensitive and understanding.
f. Only non-NESTs can benefit from sharing the learners' mother tongue.
In a monolingual setting, the mother tongue is an effective vehicle of communication
in the language classroom, which can facilitate the teaching/learning process in countless ways.
7 a. A model of a proficient L2 user in action.
b. A model of a person who has successfully learnt a second language.
c. More appropriate training and background.
d. Possible lesser fluency, and so on, in the second language.
E. A Study of The Best English Teacher
A case study was conducted in 2007 by English Department student, Ardi Haslim, about ED students‟ attitude toward native and non-native teachers. It involved
40 students of ED from the 2nd and 3rd year. The study tried to know how ED students react toward the issue of NESTs and non-NESTs that would affect their preference in
choosing the teacher and class they wanted to attend. The data was gathered from questionnaires consisted of 27 questions and interview that focused to get more specific and deeper data. The result of the study showed that 52.5% of the students agreed that
NESTs are better than non-NESTs in general. When being asked about their preference, at least 55% of the students agreed that they would prefer to be taught by NESTs. The
reason according to them was because NESTs have the ability to create a fun and interactive activity and could build a good learning atmosphere in the class.
The Study
Research Question
The study was guided by the following research question:
Who is the best English teacher according to ED students?
Context of the study
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community in this place. The subject of this study was English Department students who learn English not as their first language. They learned about everything related to English
and English was used as the medium of instruction in all courses. Moreover, English Department had a lot of lecturers who are native speaker teachers (NESTs) and non-native
speaker teachers (non-NESTs). In English Department, students were also prepared to be an English teacher. So students did not only learn English for communication, but also for teaching.
Participants
The participants of this study were a hundred English Department students of Satya
Wacana Christian University. They could be from any semester as long as they were still students in English Department. Since I was conducting a study on native English speaker teachers (NESTs) and non-native English speaker teachers (non-NESTs), I selected my
participants who have been taught by native speaker teacher and non-native speaker teacher. So, this study used purposive sampling of strategies because the participants were selected
purposefully based on the criteria:
Students who learned English in English Department of Satya Wacana Christian
University.
Have ever been taught by NESTs and Non-NESTs.
Instruments of data collection
In order to answer the research question, the instruments of data collection used was
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one close-ended question that participants filled by putting a thick for the choice that represents their answer. There were also three open-ended questions. Two of them were
questioned to make sure that the participants understood the term native English speaker teachers (NESTs) and non-native English speaker teachers (non-NESTs). One of them asked
the reason for preferring the best English teacher.
Procedures of data collection
The study was analyzed quantitatively. I made the questionnaire and did piloting
first to make sure that the participants could understand the questions and to see whether my questions are effective or not. Zacharias (2011) stated that in doing piloting, you should give
it to approximately ¼ of your total sample size. So, since my total sample size was a hundred participants, I piloted my questionnaire to approximately 20 to 25 participants. However, I found that many participants were confused with my questions and terms so that they did not
really answer my questions. So, I had to revise my questionnaire especially with the language and the term used. After I was sure that my questionnaire was understandable and effective in
answering my research question, I distributed it to a hundred participants. I gave number for all questionnaires that were distributed so that I did not lose any questionnaire and made sure
that all questionnaires were collected.
Procedures of data analysis
After the data was collected, I started to analyze the data by making three themes from
the questionnaire items that supported and answered my research question. The three themes were the English department students understanding of NESTs, the understanding of
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questions and those had sub-themes based on the participants‟ answers to the questions. Then I analyzed each participant‟s answers and categorized it into the sub-themes until finally I
counted and got the percentage for each sub-theme. The third theme was answered from a close-ended question. I just needed to count the participants‟ preference answers and finally
got the percentage as the result of preference of the best English teacher.
Data Analysis and Discussion
This chapter provides an analysis of the data that is aimed to know who the best
English teacher according to English department students is. The data will be analyzed according the following themes:
1. The understanding of Native English Speaker Teachers (NESTs).
2. The understanding of Non-Native English Speaker Teachers (Non-NESTs). 3. The best English teacher according to English Department students.
The first and second theme will be important because the assumptions given by the participants about NESTs and Non-NESTs will affect their preference for choosing which
one is better. By understanding about NESTs and non-NESTs, the participants are able to decide who the best English teacher is.
1. The understanding of Native English Speaker Teachers (NESTs)
Since English is learned as a foreign language in Indonesia, there are two kinds of language teachers which are Native English Speaker Teachers (NESTs) and Non-Native
English Speaker Teachers (Non-NESTs). This study was attempted to know the English department students preference of those two kinds of English teachers. Therefore, it was
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that they can answer the question about their understanding of NESTs and Non-NESTs. The first theme explored students‟ understanding about NESTs. Below I categorized the
understanding given from a questionnaire into four themes.
Figure 1. English Department students' understanding of NESTs
The highest percentage of the English department students‟ understanding of NESTs
was those from English speaking country (67%). The following were the mostly assumptions
given by the participants about NESTs:
a. Use English as their mother tongue/ L1.
b. Born in English country.
c. Come from a country which the L1 is English and use English as their main language.
Fourty eight out of a hundred participants gave assumption from the use of language
as they mentioned that NESTs speak English as their mother tongue or L1. Their assumption was NESTs acquire English as the first language spoken since they were born. Besides, 3%
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participants also clearly mentioned particular country which English is used as the primary language and serves as the L1, such as U.S, Australia, England and other inner circle
countries.
The interesting part of this study is that it does not only try to find out the
understanding of NESTs from English learners but also especially from the student-teachers of English. The finding from the data that grab my attention is that 55% assumptions of NESTs given by the participants were mostly related to the linguistic perspective. It referred
to the use of the language relates to the mother tongue or L1 (49%) and the frequency of the language use (6%).
The understanding of NESTs given by the most participants that related to mother tongue or L1 (49%) is similar to Medgyes‟ study (2001) that “when defined about who native speaker is, it is traditionally defined as someone who speaks English as his or her native
language, also called mother tongue, first language, or L1” (p.430). Besides the similarity with Medgyes, there is also a similarity with Davies that is when the next question came up
about what qualifies someone as a native speaker. Three participants stated that NESTs are those who were born in an English speaking country which is similar with Davies (1991) who
claimed that one of the criteria of native speakerhood is birth which means NESTs is an individual who was born in an English speaking country (Davies 1991 cited in Medyes 2001).
Another interesting part of this study is that 6% of the participants defined NESTs in the broader context which is not only defined traditionally from mother tongue and birth, but
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The assumptions emphasized that someone is called as a native speaker not only if he or she speaks English as the mother tongue or was born in an English-country, but also if he or she
keeps using it actively in a daily life as the primary language. This study is supported by Medgyes‟ (2001) study about complicated problems of some English speakers from mixed
marriages or those moved to non-English country. Medgyes‟ study showed that mother tongue and birth do not always become the only things that determine someone as a native speaker.
Thus, to summarize the result of this theme, the majority (67%) of the participants saw NESTs as those from English speaking country that is countries which use English as the
mother tongue or L1 and/or as the main language.
2. The understanding of Non-Native English Speaker Teachers (Non-NESTs)
This theme deals with English department students‟ understanding of Non-NESTs.
Besides their understanding of NESTs in theme 1, it is necessary to know if the participants also understand about Non-NESTs. The understanding of both terms is important so that the
participants can surely choose their preference for the best English teacher which will be discussed in theme 3. Figure 2 below presents four themes that I have categorized from the
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Figure 2. English Department students' understanding of Non-NESTs
The data shows that the most participants (85%) defined Non-NESTs as those from
non-English speaking country. It was the opposite assumptions from the definition given by the participants about NESTs in theme 1. Most of the participants stated that Non-NESTs:
a. Are from Indonesia / Indonesian teacher. b. Learn English not as their mother tongue or L1.
c. Able to speak and/or teach English, but do not use it as the main language.
The three assumptions above are related and belong to the characteristics of “non
-English speaking country”. The first assumption from the questionnaire was that Non-NESTs
are those from Indonesia. Ten participants also mentioned the name of their Indonesian teachers and Indonesia is categorized into expanding circle which is a non-English speaking
country. The second assumption was those learn English not as their mother tongue or L1. It indicates that non-NESTs learn English as a second language or foreign language. A country in which English is learned at school as the second or foreign language is categorized into a
15
language although they are able to speak and/or teach English. We can say that although someone is able to speak and teach English, that person can not be called as NESTs if he/she
does not speak English as the primary language. One factor why an individual doesn‟t speak English as the main language is because of their environment in where they lived doesn‟t use
it in daily life as the main language. A country where English is not spoken as the main language is categorized into a non-English speaking country.
The interesting finding from this theme is that most participants (85%) defined
NESTs from the same perspective with how they defined NESTs. Both NESTs and non-NESTs were seen from whether they are from English speaking country or not. What makes
this theme different is that it is the opposite of the first theme. Ulate (2011) said that the term non-NESTs is frequently considered negative comparing to NESTs which is usually thought of as positive. In this study, when giving assumptions of non-English speaking country, it is
not clearly showed that the participants see it negatively. For example is when 39% of the participants gave assumption that non-NESTs do not learn English as the mother tongue or
first language also can not be considered negative. The assumption can mean that non-NESTs learn it as second, third, or foreign language, but it can not be considered as a negative
assumption especially just because it has the prefix non- there. The participants just see non-NESTs as the opposite of the counterpart which is non-NESTs.
The second interesting finding is that those three assumptions above referred
non-NESTs as bilingual users of English as McKay (2002) stated that “bilingual users of English are individuals who use English as a second language alongside one or more other languages they speak” (p.27). The first assumption which was „from Indonesia‟ shows that non-NESTs
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tongue or L1‟ clearly means that non-NESTs use English as a second or foreign language.
The last assumption which was „able to speak and/or teach English, but do not use it as the
main language‟ can also mean that non-NESTs are able to speak English but it can be as the „not first language‟. Therefore, since most assumptions referred non-NESTs as those speak
English as a second or foreign language, non-NESTs can also be considered as bilingual users of English.
Finally, from this theme, it can be summarized that the term non-NESTs is the
opposite of NESTs. Non-NESTs were defined as those from non-English speaking country by the majority of the participants. Besides, Non-NESTs can also be called as bilingual users
of English refer to the assumptions of the participants and the characteristics of bilingual users of English. The assumptions that non-NESTs are „from Indonesia‟ (21%), „learn English non as their mother tongue or first language‟ (39%), and „able to speak English but
do not use it as the main language‟ (7%) refer to the characteristic of bilingual users of
English which is those use English as a second language.
3. The best English teacher according to English Department students
If the first and second theme discuss about the English Department students‟
understanding of NESTs and non-NESTs, in this theme I am going to discuss the students‟ preference of the best English teacher. The participants have ever been taught by both NESTs and non-NEST so that they understood about those two kinds of English teacher and were
able to choose which one they considered as the best English teacher. The number of non-NESTs grows so fast recently and even larger than the number of non-NESTs. According to
Mydans (2007 as cited in Ulate 2011), the largest English-speaking nation in the world, the United States, has only about 20 percent of the world‟s English speakers. In Asia alone, an
English-17
speaking populations of Britain, the United States and Canada. This theme shows whether the students preferred more to the non-NESTs as they are part of it and it grows more these days
or NESTs who are considered as the native speaker of English although the number is limited. In other words, this theme answers the research question of this study about the best
English teacher according to English department students. Figure 3 below presents the percentage of the ED Students preference for NESTs and non-NESTs.
Figure 3. The best English teacher according to English Department students
Figure 3 above shows that 57% of the participants preferred NESTs as the best
English teacher. However, the difference with non-NESTs preference is only 14%. It was the result of the preference from all English department students from the first year students until
the last year students.
The finding that majority of English department students preferred NESTs as the best English teacher is similar to Cook‟s study (2008) as the result of his survey showed that in
England and Taiwan, native speakers got most preference. In England which is the inner circle country, children gave 55% preference and adult gave 60% preference for native
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Indonesia are both categorized as non-English speaking country. In Taiwan, 51% of adults preferred natives as the more desirable English speaker. It is similar with this study which
was conducted in non-English speaking country that 57% students preferred NESTs as the best English teacher.
The finding of this study is also similar with a study conducted in 2007 by Ardi Haslim about ED students‟ attitude towards NESTs and non-NESTs. Haslim‟s (2007) study showed that 55% of the students preferred to be taught by NESTs and 52.5% said that NESTs
are better than non-NESTs. This study shows that 57% of the students preferred NESTs as the best English teacher. What makes it interesting is that the participants of both studies are
similar that are English Department students and the result was also similar although both studies were conducted in different year.
The participants gave reasons for their preference of NESTs. By knowing their
reasons, we could also know in what part they said that NESTs is the best English teacher and what things that they wanted to learn most from NESTs. It is necessary in order to know to
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Figure 4. Reasons for preferring NESTs as the best English teacher
The highest percentage of the data shows that 33% of the participants preferred NESTs because the believed that NESTs are the good model of English pronunciation.
Nineteen out of fifty seven participants believed that NESTs speaks English well in the extent of their pronunciation, accent, intonation, and stress. The reason of pronunciation indicates
that the students wanted to develop more their speaking skills in learning English.
The finding from the reasons for preferring NESTs is that most students wrote „a good
model of pronunciation‟ as the matter of their consideration. It is similar with Cook (2008)
who said that the most obvious reason for preferring native speakers is the model of language that the native can present. From the questionnaire, 33% of the participants who preferred
NESTs considered pronunciation of NESTs as the model of language. It is similar with Zacharias‟ (2006) study as the data showed that native speakers were more preferable to
teach English, especially, in teaching speaking and pronunciation.
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for that preference was that NESTs is a good model of English pronunciation. Therefore, it can also be concluded that most participants who preferred NESTs, wanted to develop more
their speaking ability which they believed could be learned better from NESTs.
Conclusion
The aim of this study was to analyze who the best English teacher according to English Department students is. The findings of the research study revealed important points related to English Department students‟ understanding of NESTs and non-NESTs, the best
English teacher according to English Department students, and the reason for preferring the best English teacher. Based on the data gathered and analyzed from the questionnaire, the
first finding showed that the majority of the participants (67%) defined NESTs as those from English speaking country that is countries which use English as the mother tongue or L1 and/or as the main language. The second finding is interesting since the understanding of
non-NESTs defined by the participants was the opposite of the first finding. The second finding was almost all participants (85%) defined non-NESTs as those from non-English
speaking country which also referred to bilingual users of English. The third finding showed that most participants (57%) preferred NESTs as the best English teacher. This finding is
similar with the previous study by Haslim (2007) that also showed more preference for NESTs. It showed the consistent result from the previous study and this study. This study also showed that most of participants believed that NESTs serves a good model of English
pronunciation. It means that most participants who preferred NESTs wanted to develop more of their speaking ability which they believed could be learned better from NESTs.
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see it as the consideration in providing the English teacher for students. For speaking classes, NESTs can be more preferable among students to learn English especially the pronunciation.
There were several limitations of conducting the study. First, since I used questionnaire as the instrument of data collection, I had to pilot it first to twenty to twenty
five students in order to make sure that I will get a rich data and the participants understand all my questions well. I found that the participants were often confused with my questions so that I had to revise it twice. Second, my questionnaire items had three open-ended questions
to be filled in which means that the participants could be freer to write their answer. I sometimes got confused in analyzing the data, especially in grouping their answers in themes.
In addition, as suggestions for further research in order to get richer data, firstly the future studies could use a broader sample population from English Department students of other universities in Indonesia. Secondly, having an adequate amount of time available, the
instrument of the data collection could also use interview to get richer and more details data.
Finally, in the end of my writing, I would like to re-state that most English
Department students of Satya Wacana Christian University preferred NESTs as the best English teacher. A good model of pronunciation became the most preference matter for
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Acknowledgements
I am so grateful that I have finally finished my thesis successfully. First of all, I
acknowledge with my biggest gratitude to my greatest God, Jesus Christ, for always blessing me through His kindness, guidance and strength. It is only by His grace that I could finish my study. I also acknowledge with profound gratitude to many great people who had
constant beliefs in me and supports me during my study.
I would like to thank my father, mother, and sister for all the supports, prayers,
beliefs, advices, encouragements, and helps which mean so much for me. I am also immensely grateful to my thesis supervisor, Nugrahenny T. Zacharias, Ph. D., for having
taught me so much, for the guidance, supports, time, helps, and patience especially during the consultation. I am thankful for her comments and suggestions that really help me in my thesis writing. I would also thank my examiner, Christian Rudianto, M.Appling, for his time and
willingness in reading and examining my thesis.
I would also like to express my gratitude to my beloved friends Rowena, Monica, and
Widhy, for the supports, helps, and encouragements. Thank you, Nugroho, for always reminding me everyday to finish my thesis. Thank you, all ED lecturers and friends, especially 2009‟ers, for all great time and unforgettable moments we shared in ED.
Finally I wish to acknowledge my participants for being so cooperative during the process of data collection.
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, 56-79. Costa Rica: Universidad Nacional.
Zacharias, N.T. (2003). A survey of tertiary teachers’ beliefs about English Language Teaching in Indonesia with regard to the role of English as a global language. Thailand: Institute for English Language Education Assumption University of Thailand.
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Appendix
Dear EDers,
I am conducting a research about “who is the best English teacher according to ED Students?” I would be very grateful if you would kindly answer this questionnaire. You can answer it freely because it will not affect any grades.
Please choose the best choices that really represent your answer by putting a thick in the provided small box in front of the choices. You can also explain and give reasons for your answers by writing it in the provided lines under the answer. Thank you.
Have you ever been taught by a native speaker teacher?
Yes No
Have you ever been taught by a non-native speaker teacher?
Yes No
Time: 10 minutes
Angkatan : ____________________
1. Who do you think is a native speaker teacher? (give a definition and/or characteristics)
2. Who do you think is a non-native speaker teacher? (give a definition and/or characteristics)
3. Which one do you like best?
26 Why?
4. Is there anything else you‟d like to add?
5. Are you willing to be interviewed further if needed? Please give your phone number and/or email address.
