2021
DOI: 10.22373/ej.v8i2.8961
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English Medium Instruction (EMI) practice: Higher education internationalization in Indonesia

Abstract: 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… Show more

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Cited by 18 publications
(28 citation statements)
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“…To anticipate the EMI situation in which a non-language course is taught using English by a lecturer who is not a native speaker of English to students who are also not native speakers of English, EMI lecturers usually use mixed English (L2) and the mother tongue (L1) to bridge the gap in students' English proficiency (Chou, 2018;Chun et al, 2017;Despitasari, 2021;Dewi, 2017;Hendryanti & Kusmayanti, 2018;Kudo et al 2017;Simbolon, 2021;Suzuki, 2017). One of the reasons given by EMI lecturers in Indonesia for mixing L2 and L1 and implementing the translating and repeating techniques is because they want to ensure that students, especially those with low English skills, comprehend the material presented (Hendryanti & Kusmayanti, 2018;Simbolon, 2021). It resonates with the study by Hung and Lan (2017), where EMI lecturers use Vietnamese more often because they worried that the content delivered in English was not comprehensible to the students.…”
Section: Introductionmentioning
confidence: 99%
“…To anticipate the EMI situation in which a non-language course is taught using English by a lecturer who is not a native speaker of English to students who are also not native speakers of English, EMI lecturers usually use mixed English (L2) and the mother tongue (L1) to bridge the gap in students' English proficiency (Chou, 2018;Chun et al, 2017;Despitasari, 2021;Dewi, 2017;Hendryanti & Kusmayanti, 2018;Kudo et al 2017;Simbolon, 2021;Suzuki, 2017). One of the reasons given by EMI lecturers in Indonesia for mixing L2 and L1 and implementing the translating and repeating techniques is because they want to ensure that students, especially those with low English skills, comprehend the material presented (Hendryanti & Kusmayanti, 2018;Simbolon, 2021). It resonates with the study by Hung and Lan (2017), where EMI lecturers use Vietnamese more often because they worried that the content delivered in English was not comprehensible to the students.…”
Section: Introductionmentioning
confidence: 99%
“…In Indonesia, EMI emerged in schools by teaching non-English courses with the use of English as classroom instruction (Simbolon, 2021). In addition, in this globalisation and internationalisation era, communicating in English is crucial for scientists because most of the references are in English (Alhamami & Almelhi, 2021).…”
Section: Literature Reviewmentioning
confidence: 99%
“…As stated in the Law of National Education No 20/ 2003, universities could adopt a foreign language as a medium of instruction. Even though there is no explicit statement which emphasises English as the language of instruction, the significance of English in various domains of life seems to be the rationale for administering EMI courses (Simbolon, 2018(Simbolon, , 2021. In addition, ASEAN Economic Community (MEA) with the principle of "Free flow of goods, service, investment, capital and skilled labour" being one of the four MEA foundations (ASEAN, 2015, p. 4) has provided a solid foundation for the implementation of EMI in Indonesian universities.…”
Section: Emi In Indonesiamentioning
confidence: 99%
“…However, 'international programmes' are not always attended by international students, whereas 'regular programmes' are attended by domestic students (Dewi, 2017). Both programmes could be attended by any students depending on their preferences and language competence as well as their ability to pay higher tuition fees for the international programme (Cahyani et al, 2018;Dewi, 2017;Simbolon, 2021).…”
Section: Emi In Indonesiamentioning
confidence: 99%
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