The Perceptions of NNESTs on Teaching English through English (TETE) at Junior High Schools in Ambarawa

Abstract

English proficiency in Indonesia remains relatively low compared to other countries. According to the 2023 English Proficiency Index (EPI) by English First, Indonesia is ranked 79th out of 113 countries worldwide and 13th out of 23 countries in Asia. Junior high school in Indonesia is a critical stage for English learning, as some students are introduced to the language for the first time. Teachers need to provide ample exposure to English in the classroom, as consistent use of the language can help students build vocabulary and implicitly learn its structure. This study explores non-native English-speaking teachers' (NNESTs) perceptions of Teaching English Through English (TETE). Five English teachers from private junior high schools in Ambarawa participated in qualitative interviews for this research. None of the participants expressed negative views on TETE. They agreed that regular use of English in the classroom could enhance their skills and bring several benefits. These benefits include improved vocabulary, confidence, and fluency for both students and teachers, as well as increased student motivation to use English. However, the implementation of TETE in Indonesia requires careful consideration of several factors. These factors include the diverse levels of English proficiency among students, from those who are already proficient to those just beginning to learn, as well as the differing contexts of schools, whether located in urban or rural areas.