Many universities in Indonesia are striving towards becoming internationally renowned universities. Partly, they do so by making English as Medium of Instruction (EMI). The university where the study was conducted commenced EMI through its voluntary EMI programs, which lasted for four years. The discontinuation of the EMI programs was the trigger of this study. This article seeks to understand the stakeholders’ perspectives of EMI. Data were gathered from two focus group interviews involving six content-based lecturers and three policy makers in one state university which utilises EMI approach in their course delivery, and then analysed using thematic and content analysis methods. The findings demonstrate that while the stakeholders agree that mastery of English is important for their university graduates, there was a gap between policy makers’ perspectives and the articulation of the institutional policy concerning the significance of English proficiency in the department’s curriculum. Yet, the stakeholders admit that there is possibility that EMI can be implemented in several relevant departments in the university. The interviews also reveal that stakeholders consider content-based language teaching (CBLT), practised by language specialists, as the most suitable approach should EMI be implemented throughout their university. Finally, this article concludes with further EMI implications for university planning of its English language teaching.

Indonesian universities are striving to obtain international recognition in this global competition of higher education. In doing so, many offer English Medium Instruction (EMI) courses. However, there is no documentation of the arrangement of EMI practice in Indonesian universities. This article presents a picture of the current implementation of EMI in some universities as one strategy to obtain international recognition. Survey research is selected to gather some key issues surrounding the implementation of EMI. A questionnaire is administered to 30 universities, and half of them returned the responses. Data analysis uses a descriptive approach. Findings show that the main reason for EMI practice in most Indonesian universities is to address current competition among global universities. Higher education internationalization is indicated in using the English language in two main types of EMI classes: 'Bilingual Class' and 'International Class'. This study also highlights the limited understanding of EMI practice implications in Indonesian universities, especially regarding relevant support given to both EMI students and lecturers. Some key suggestions from the research include incorporating English for Specific Purposes (ESP) in EMI programs and the importance of stimulating collaboration between both content and English lecturers.

The importance of blended learning has been emphasised during the current restriction caused by the coronavirus diseases 2019 (COVID-19). But there is a scarcity of studies on students’ learning experience in blended learning, particularly using WhatsApp as one of the learning tools. A combination of classroom meetings and online learning is implemented in a vocational university in Indonesia. The research reported in this article aims to examine students’ perceptions of their learning experience in a blended method of learning incorporating social media WhatsApp and Google Classroom application as learning instruments. The dataset includes a questionnaire consisting of a four-point Likert scale and open-ended questions, a recording of WhatsApp chat history, and students' work in Google Classroom. Data analysis uses a multi-methods approach. Descriptive analysis is used for the closed-ended questions using the Excel program and content analysis for the open-ended questions. Results show that students positively perceive their learning experience in blended learning. Students also articulate their concerns of the internet connection and instruction clarity on the online learning materials. This paper highlights some implications of the research findings including the lecturer's need for professional development that may enable them to help students succeed in blended learning.

Reported studies show that some common reasons for offering courses in English medium instruction (EMI) seem to be pragmatic. The rationales for the internationalization of higher education are to improve the English proficiency of both lecturers and students and to facilitate global mobility. However, this responsive practice has some challenges, including limited understanding among university stakeholders of the implications of implementing EMI. This quantitative study examined lecturers' perceptions of EMI in a selected vocational university in Indonesia. A set of four-point Likert scale questionnaires was distributed to 41 lecturers in eight departments, who were selected through simple random sampling to ensure their status as the department's content lecturers. The survey responses were statistically analyzed using SPSS software version 22. The findings showed that the lecturers agreed with all three main issues: terms used as a reference to EMI, EMI practice in the classrooms, and necessary support for EMI implementation, with average means of 2.10, 1.96, and 1.73, respectively (1 = strongly agree, 2 = agree, 3 = disagree, 4 = strongly disagree). These key findings highlight the existence of higher education internationalization and the tension among lecturers in understanding the pedagogical implications of EMI on language use and the assessment of student learning. The main findings also support the need for clear and specific arrangements for EMI implementation in many contexts globally. In response to the increasing trend of EMI in the future education system, we suggest vocational higher education institutions nurture code-switching in EMI classes, adopt content-based English courses, and collaborate between English and EMI content lecturers.

The use of YouTube resources as learning materials becomes increased in English language teaching (ELT), especially when implementing the content-based instruction (CBI) approach. In addition to its importance during the recent global restriction caused by the Corona Virus Disease (COVID-19), one of the benefits of using YouTube is perceived to provide authentic learning, which can improve the student learning experience, hence prepare graduates in the future career. While several studies have shown the benefits of using videos in ELT classrooms, this study argues that consideration for suitability and relevance of the visual materials should include the contained meaning potentials; experiential, interpersonal, and textual aspects. The study analyzed three videos used as teaching and learning materials in a Maritime English course at a vocational university where the research was conducted. Foregrounded by SFL theories, the analysis of the videos utilized Multimodal Video Analysis (MMA) Software to present a selection process of teaching and learning materials in the form of YouTube videos. Findings show the specifics of the meaning potentials in the videos used for the teaching and learning materials of the Maritime English course. The results also highlight the positive qualities and drawbacks identified in the videos. Additionally, the findings of the study provide guidelines for selecting video materials suitable and relevant to the Maritime English course in vocational higher education in Indonesia.