A Comparative Study of Student Perceptions of Native and Non-Native English-Speaking Educators in Indonesian University
Keywords:
Native English-speaking teachers, Non-native English-speaking teachers, Student perceptions, Indonesian higher education, student engagementAbstract
The comparative analysis of native English-speaking teachers (NESTs) and non-native English- speaking teachers (NNESTs) in Indonesian English medium higher education (EMHE) is underexplored. This study aims to bridge this gap by examining a university student's perceptions of NESTs and NNESTs within this context. An undergraduate from a state university provided insights through a semi-structured interview, shedding light on the nuanced views held toward these teacher categories. The study unearthed variations in perceptions across three critical dimensions: pedagogical, linguistic, and socio-cultural. Pedagogically, NESTs were commended for offering authentic language exposure and modeling, showcasing their prowess in delivering native linguistic nuances. Conversely, NNESTs were recognized for their deep understanding of students' linguistic and cultural nuances, reflecting their alignment with the local educational milieu. Linguistically, NESTs stood out for their superior pronunciation and fluency, embodying the quintessence of native English speech. NNESTs, however, were appreciated for their comprehensive grasp of grammar and language structures, providing a solid foundation in English language mechanics. Socio-culturally, a divergence was evident: NESTs were associated with a profound comprehension of Western culture, offering students a global perspective. NNESTs, on the other hand, were valued for their intimate knowledge of Indonesian culture, fostering a relatable and culturally resonant learning environment. The findings advocate for moving beyond the simplistic NEST-NNEST dichotomy, emphasizing the complementary strengths of both. The student's narrative underscored the value of diversity in teaching, advocating for a balanced pedagogical approach that harnesses the unique attributes of both teacher types. This study enriches the discourse on EMHE in Indonesia, advocating for nuanced educational policies that capitalize on the diverse strengths of NESTs and NNESTs, thereby optimizing English language teaching and enhancing student learning experiences.