| dc.description.abstract | Research on student satisfaction with NEST and NNEST is continually developing.
This thesis describes EFL learners' satisfaction with NEST (Native English-Speaking
Teachers) and NNEST (Non- Native English-Speaking Teachers) teachers' teaching
competence. This study explores EFL learner satisfaction with NEST and NNEST at one
of the senior high schools in Yogyakarta. The questionnaireadopted from (Zhang and
Zhang, 2020) focusing on the three domains related toteaching competence (NEST and
NNEST), namely communication skills, language ability, and pedagogical skills. The
questionnaire was administered to 123 students in grades 10 to 11 in one of Senior high
school in Yogyakarta. The findings show that the three domains have very different results
for NNEST and NEST. Thehighest result indicates that students are more satisfied with
their language ability in NEST (M = 4.17, SD =.864) compared to NNEST, likely because
English is their first language. The other results for communication skills and pedagogical
skills have outcomes that are not different or the same for both dimensions. Moreover, the
overall finding revealed that students are more satisfied with native English- speaking
teachers because they have higher average results (M = 4.08) compared to non-native
English-speaking teachers who have lower results (M = 3.88). This study has the real
contribution to inform educational policies and practices how satisfied students with
NNEST and NEST. Contributing to the enhancement of English language teaching and
learning experiences both in Indonesia and beyond. | en_US |
