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All Journal Acuity : Journal of English Language Pedagogy, Literature and Culture Mutiara: Jurnal Penelitian dan Karya Ilmiah
Putri Adinda Pratiwi
Universitas Islam Negeri Sumatera Utara
Religion Humanities Computer Science & IT Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Other

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Mengungkap Metode Observasi Yang Efektif Menurut Pra-Pengajar EFL Putri Adinda Pratiwi; Fahima Mashalani; Maulia Hafizhah; Azra Batrisyia Sabrina; Nur Hapsi Harahap; Deasy Yunita Siregar
Mutiara : Jurnal Penelitian dan Karya Ilmiah Vol. 2 No. 1 (2024): Februari : Mutiara : Jurnal Penelitian dan Karya Ilmiah
Publisher : STAI YPIQ BAUBAU, SULAWESI TENGGARA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59059/mutiara.v2i1.877

Abstract

Observation is a process of systematic observation of human activities and physical settings where these activities take place continuously from a natural locus of activity to produce facts. This research uses a qualitative approach to describe and explain the choice of English as a Foreign Language (EFL) pre-teacher observation method. Through interviews with 10 pre-teaching students, the results show a variety of views regarding observation methods. In general, participant observation dominates as the method that is considered the most effective, because it provides an in-depth understanding of social interactions and group dynamics. Although structural and audio-visual observations receive support, direct involvement in classroom activities is considered to provide a more comprehensive understanding. The research results provide valuable insights for English language education practitioners. In conclusion, participant observation is the most relevant method for EFL pre-teaching analysis. Research supports the selection of observation methods that are appropriate to the context and research objectives to ensure the validity and relevance of observation results. Suggestions for further research include considering more specific observation methods, addressing the potential influence of observers in participant observation, and developing more contextual measurement instruments.
Investigating Pre-Service Teachers’ Perceptions of Native and Non-Native English Educators and Speakerism Putri Adinda Pratiwi; Rahmah Fithriani
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 11 No. 1 (2026): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v11i1.3963

Abstract

English as a lingua franca (EFL) and World Englishes (WEs) challenge traditional English language teaching paradigms that centred around native-speaker norms, often rooted in the ideology of native speakerism, a persuasive ideology in English language teaching, often leading to biases against No-native English Speaker Teachers (NNESTs). This study aims to understand pre-service English speaker teachers' overall attitudes toward NESTs and NNESTs and explore the factors influencing pre-service English teachers’ preferences. 15 pre-service English teachers in their fifth semester participated in this descriptive qualitative method, which was collected from the questionnaires and interviews. The results show positive attitudes towards NESTs and NNESTs, with a slightly negative attitude towards NNESTs in teaching pronunciation due to native speakerism. In terms of pedagogy, NESTs are engaging and varied in approach, while NNESTs are monotonous but provide bilingual support. Culturally, NESTs provide first-hand exposure, but NNESTs highlight global English diversity. Linguistically, students prefer NESTs for genuine pronunciation of authentic language elements such as slang. These findings reveal there is a tendency for native-speakerism with evidence from participants’ responses. Further studies can expand this research by looking into ways to reduce biases and improve teamwork between NESTs and NNESTs.
Co-Authors Azra Batrisyia Sabrina Deasy Yunita Siregar Fahima Mashalani Maulia Hafizhah Nur Hapsi Harahap Rahmah Fithriani