English as medium of instruction (MOI) in classroom activities: Teachers’ perceptions from eastern Indonesia

Nur, Sahril; Nurfadhilah, Auliyanti Sahril; Dewi, Eva Meizara Puspita; Jamilah, Jamilah

doi:10.33369/joall.v8i1.22792

Cited by 4 publications

(4 citation statements)

References 19 publications

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“…It is important for the students to have and use English in classroom activities. The students got experience in language learning with the use of English and improved their language skills (Abduh et al, 2022) and the teachers perceived the usefulness of EMI for classroom practice (Nur et al, 2023). Then, the students and teachers are in the same vein regarding the importance of English for non-English classes.…”

Section: Discussionmentioning

confidence: 99%

Voices of Non-English Students and Teachers in English as a Medium of Instruction

Pramerta

Ratminingsih²,

Putra³

et al. 2023

IJLTER

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English as a medium of instruction (EMI) is currently a trend for non-English courses. It is also implemented in various universities in Indonesia. However, Indonesian as the first language (L1) still exists in EMI implementation. It is used to make students understand. On one hand, teachers are ready to use EMI, but, on the other, students ask for the use of L1 because they have limited English competency, which impacts their understanding the English instruction. This research aims to investigate students' and teachers' perceptions and the implementation of EMI in the Biology study programme at a private university in Bali, Indonesia. EMI is used in delivering course content by the content teachers. A case study design was utilised for the current research. Forty students experienced EMI in the plant physiology course and two content teachers were considered as the subjects of the study. Data were collected by document study, observation, employing questionnaires, and interviews. The result showed that teachers and students agreed on the importance of using EMI with the use of L1 even though it impacts feelings of difficulty and anxiety. As such, Biology students have to be provided with intensive English courses, English for Biology terms, and Biology materials are written in English to enhance their English language skills both in written and oral communication.

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Section: Discussionmentioning

confidence: 99%

Voices of Non-English Students and Teachers in English as a Medium of Instruction

Pramerta

Ratminingsih²,

Putra³

et al. 2023

IJLTER

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“…Moreover, EMI implementation can improve learners' English language skills (Paris et al, 2022). In line with this, Nur (Nur et al, 2023) stated that teachers support the implementation of EMI in schools because they also believe that the implementation of EMI brings many benefits to students, one of which is the improvement of English language skills.…”

Section: Introductionmentioning

confidence: 92%

“…Third, many students feel a lack of confidence since they cannot speak English well. This makes the interaction in the classroom passive (Nur et al, 2023;Ryhan, 2014). Fourth, from the institutional side, the lack of institutional readiness in preparing policies and curricula that accommodate national and international standards, the absence of standardized tests for bilingual schools, and the absence of a model that can serve as a reference for the implementation of EMI (Barnard, 2014;Ryhan, 2014).…”

Section: Introductionmentioning

confidence: 99%

The Influence of English as Medium of Instruction (EMI) on the First and Second Language Acquisition of Bilingual School Students: A Case Study

Pujiani,

Sukmawati,

Adzkiyah

2024

EHDJ

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English as a Medium of Instruction (EMI) is a term used for learning activities where English is used as the main language. This approach is widely adopted by bilingual schools as it allows learners to learn both their first and second language at the same time. While EMI has many advantages, the impact of this method on children's first and second language acquisition remains largely unknown. Therefore, through a case study, this research aims to examine the effect of EMI on children's first and second language acquisition in bilingual schools. This research will be conducted in a school that applies EMI in the Purwokerto area, namely Tiga Bahasa Putera Harapan School, with a sample of grade 3 students and teachers as respondents. This sample is randomly selected using a convenience sampling technique. Data for this study will be obtained through observations, speaking tests in Indonesian and English, and interviews. The results of this study show that there is no significant difference between the average English score (85.47) and Indonesian score (84.76) of students taught using EMI. Despite its status as an international standard school, national values and love for the country are still instilled through various curricular and co-curricular activities. This shows that with proper management, EMI does not affect the first and second language acquisition of children attending bilingual schools. To improve children's English proficiency, English needs to be introduced early through environmental conditioning that supports the use of English in daily life.

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“…Because they struggle with English, a lot of pupils lack confidence. As a result, classroom interaction becomes passive (Nur et al, 2023;Ryhan, 2014).…”

Section: Introductionmentioning

confidence: 99%

English as Medium of Instruction (EMI) at Primary Schools in Indonesia: Challenges and Opportunities

Sukmawati,

Pujiani

2024

JEEYAL

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English as a Medium of Instruction (EMI) method bloomed widely in the educational context as the impact of advanced globalization. Pros and cons emerge worldwide toward the implementation of this teaching method. A study of EMI on the primary level becomes interesting since the teachers are faced with double challenges. While teaching young learners with their unique characteristics is a big challenge, they are required to teach the learners using an unfamiliar language which is English. Therefore, a descriptive-qualitative study was conducted to uncover this issue. Literature review, observation, and interviews with some teachers of international standard primary schools in Indonesia were employed to obtain comprehensive data on this issue. The result revealed many challenges and opportunities in the implementation of EMI at the primary level. This study suggests a better policy in the educational system shading the implementation of EMI in Indonesia and many supports are still needed.

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English as medium of instruction (MOI) in classroom activities: Teachers’ perceptions from eastern Indonesia

Cited by 4 publications

References 19 publications

Voices of Non-English Students and Teachers in English as a Medium of Instruction

Voices of Non-English Students and Teachers in English as a Medium of Instruction

The Influence of English as Medium of Instruction (EMI) on the First and Second Language Acquisition of Bilingual School Students: A Case Study

English as Medium of Instruction (EMI) at Primary Schools in Indonesia: Challenges and Opportunities

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