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All Journal Indonesian Journal of Teaching and Teacher Education
Ismar, Randila Tiayu
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Education Languange, Linguistic, Communication & Media Mathematics Other

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The Effect of Native-English-Speaking Teachers on EFL Learners’ Attitudes and Motivation in Learning English as an International Language Ismar, Randila Tiayu; Refanja Rahmatillah
Indonesian Journal of Teaching and Teacher Education Volume 4, No 2 (2024) July - December
Publisher : Pencerah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58835/ijtte.v4i2.399

Abstract

The increasing demand for Native-English-Speaking Teachers (NESTs) in English as a Foreign Language (EFL) contexts has raised debates on their effectiveness in influencing learners' attitudes and motivation compared to Non-Native English-Speaking Teachers (NNESTs). This study aims to analyze the impact of NESTs on EFL learners’ attitudes and motivation in learning English as an International Language (EIL) by employing a literature review method. Academic articles from 2010 to 2024 were examined to synthesize evidence on the topic. The findings reveal that while NESTs are often regarded as proficient language models, they face challenges related to understanding students’ linguistic problems, teaching methodologies, and cultural contexts. Conversely, NNESTs demonstrate better empathy towards learners' difficulties and familiarity with local educational systems, fostering positive attitudes and higher motivation among students. Furthermore, misconceptions about the superiority of NESTs over NNESTs are debunked, showing that teacher effectiveness is not solely determined by their native status. The study concludes that the presence of NESTs in EFL contexts does not necessarily enhance students’ attitudes and motivation, emphasizing the need for pedagogical training and cultural sensitivity in teaching English as an international language.
Investigating Spoken English Errors: Pronunciation and Grammar among Students of Non-English Majors Rizki, Julia; Ismar, Randila Tiayu
Indonesian Journal of Teaching and Teacher Education Vol. 5 No. 1 (2025): January-June
Publisher : Pencerah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58835/ijtte.v5i1.555

Abstract

Exploring students’ errors can reveal the students’ knowledge about the target language, and the teacher then can focus on the students’ learning problems. Speaking is considered the most like to contain errors among the four language skills. This study aimed at investigate pronunciation and grammatical errors committed by EFL learners in speaking skills. It focuses on classifying pronunciation and grammatical errors using the Target Modification Taxonomy proposed by Carl James. The method used in this study was a case study. In a total, 20 students in an International Tourism College in Aceh were involved as participants. The data were collected by recording the students’ utterances in a speaking test. Findings indicate that there were four types of pronunciation errors and five types of grammatical errors. In pronunciation errors, the learners committed errors in omission, overinclusion, misordering, and misselection. In terms of grammatical errors, the students made mistakes in omission, overinclusion, misordering, misselection, and blends. These findings highlight the influence of students’ first language (Indonesian) and insufficient exposure to English input. Pedagogically, the results suggest that teachers should integrate minimal pair drills to address common pronunciation problems and provide explicit instruction on subject-verb agreement through focused practice activities
Negotiating Native-Speaker Norms, Accent Diversity, and English Ownership: First-Year it Students' Attitudes Toward English Varieties in the EFL Context Ismar, Randila Tiayu; Julia Rizki
Indonesian Journal of Teaching and Teacher Education Vol. 5 No. 2 (2025): Juli-Desember
Publisher : Pencerah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58835/ijtte.v5i2.674

Abstract

This study examines first-year Information Technology (IT) students' perceptions and attitudes toward English varieties in an English as a Foreign Language (EFL) context, with particular attention to preferences for English varieties, perceptions of accent and pronunciation variation, and beliefs about English ownership and legitimacy. Using a quantitative survey design, data were collected via an online questionnaire comprising 22 Likert-scale items and administered to first-year IT students at an Indonesian university. The findings indicate that students do not hold a single, fixed orientation toward English. While American and British English continue to be associated with academic authority, correctness, and institutional standards, students also demonstrate growing openness toward linguistic diversity, including positive attitudes toward local accents, tolerance for pronunciation variation, and recognition of English as a shared communicative resource. Students' views reflect an ongoing negotiation between established educational norms and the practical demands of global communication, particularly in digital and multilingual environments relevant to the IT field. Rather than a clear shift away from native-speaker norms, the results suggest the emergence of hybrid, context-sensitive orientations, in which different expectations for English are applied depending on communicative purposes. These findings highlight the importance of moving beyond rigid notions of linguistic correctness and support the integration of Global Englishes-informed perspectives in EFL pedagogy, especially in English for Specific Purposes contexts, to better align instruction with students' academic, professional, and communicative needs.
Co-Authors Julia Rizki Refanja Rahmatillah Rizki, Julia