This study examines students’ expectations regarding teachers’ English proficiency level at Muhammadiyah Malang University (UMM), Indonesia. The concepts of proficiency are various among scholars and educators. Scholars vary in their concepts of proficiency; they also have multiple dimensions and methods when assessing teachers’ proficiency. However, students are rarely asked about their expectations of teachers’ English Proficiency level due to their supposed incapability and irrelevance in assessing the tutors. This study utilized an interpretive approach that explained the subjective reasons and meanings underlying social actions and viewed the world from specific individuals’ standpoints and experiences. Focus group discussion (FGD), and an open-ended questionnaire to gather the data, was employed. The FGD led to rich data because participants interacted at the same time about the topic being raised. The second-year students of the English Department at the University of Muhammadiyah Malang (UMM) were invited to participate. Regarding the teachers’ proficiency, students’ expectations fell into three parts. Firstly, teachers were expected to use mixed languages as the classroom language of instruction. Secondly, students expected teachers to possess sufficient level of English proficiency since this will potentially help students to have a better level of communication. Third, students are expected to have both native-speaking teachers and local teachers as a model of their communication. This study implicates teachers with high English proficiency are supposed to be vigilant to apply it across different settings and situations. This behavior hopefully leads to the felicitous decision of the classroom communication types

中文翻译：

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教师的英语水平：学生将其视为威胁还是机会？

本研究调查了印度尼西亚穆罕默德迪亚玛琅大学 (UMM) 学生对教师英语水平的期望。熟练程度的概念在学者和教育工作者中是不同的。学者们对熟练程度的概念各不相同。在评估教师的能力时，它们也有多个维度和方法。然而，学生很少被问及他们对教师英语水平的期望，因为他们在评估导师时被认为无能力和无关紧要。本研究采用解释性方法，解释社会行为背后的主观原因和意义，并从特定个人的立场和经验来看待世界。采用焦点小组讨论（FGD）和开放式问卷来收集数据。FGD 产生了丰富的数据，因为参与者同时就提出的主题进行了交互。穆罕默迪亚玛琅大学（UMM）英语系二年级学生受邀参加。关于教师的能力，学生的期望分为三个部分。首先，期望教师使用混合语言作为课堂教学语言。其次，学生希望教师具备足够的英语水平，因为这可能有助于学生提高沟通水平。第三，学生应该有母语教师和当地教师作为他们交流的模式。这项研究表明，英语水平高的教师应该警惕地将其应用于不同的环境和情况。