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All Journal Acuity : Journal of English Language Pedagogy, Literature and Culture Guruku: Jurnal Pendidikan dan Sosial Humaniora
Putri Adinda Pratiwi
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Humanities Education Languange, Linguistic, Communication & Media

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Comparing The Clear Pronunciation: Which Accents Teacher Should Teach More? Nur Ain Nun; Putri Adinda Pratiwi; Yani Lubis
Guruku: Jurnal Pendidikan dan Sosial Humaniora Vol. 1 No. 3 (2023): GURUKU : Jurnal Pendidikan dan Sosial Humaniora
Publisher : Politeknik Kampar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1072.173 KB) | DOI: 10.59061/guruku.v1i3.201

Abstract

Pronunciation is a part of speaking skills which can be directly and clearly observed and known. When someone speaks in English, the person who’s listening will immediately identify the pronunciation of that person as well as the mistakes they made. The main problem is understanding the pronunciation of different accents because students don't fully understand accents and pronunciations from different regions. The aims of this study are: to identify the abilities of English Education students at the State Islamic University of Sumatra Utata in terms of pronunciation from different regions and to identify the difficulties faced by English Education students at the State Islamic University of North Sumatra in learning pronunciation. The research data used descriptive qualitative data. The instruments are notes and a device such as a handphone for the audio. The subject is English Education Study Program students at the Faculty of Teaching and Education, State Islamic University of North Sumatra. While the implementation time is April 21-27 2023. The result is the American accent has the clearest pronunciation with the main reason being taught more since elementary school than the British English accent which is rarely even never taught by the teachers. Teachers should teach the British English accent more due to a lot of students don’t understand the British accent pronunciation to decrease students' difficulties when they face listening tests with a British English accent.
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 Nur Ain Nun Rahmah Fithriani Yani Lubis