Teachers’ Belief on the Implementation of English as a Medium Isntruction (Emi) in Stem Education (A Case Study in an Indonesian Cambridge Standard School)

Abstract

This research aims to map out teachers‟ beliefs about, perceptions of, and classroompractices emphasizing English as the medium instruction towards STEM education. Thisstudy addresses the following research questions: (1) what are teachers‟ beliefs on applyingEnglish as the medium instruction through STEM subjects in elementary school? (2) Howdoes English as medium instruction impacts STEM subjects for elementary school? (3)What do teachers identify as challenges and barriers to use English as medium instructionin teaching STEM subjects? Moreover, this research determined as the first step to designpre-service teacher to teach STEM disciplines subjects emphasizing English as the mediuminstruction. A multi-case case study was conducted with two elementary school teachers.These two teachers were purposefully selected from a Cambridge Standard School torepresent science, mathematics, and as English teachers as well. Data collection consists ofdocument analysis, classroom observations, and interviews. Triangulation was used tovalidate the data. Data were analyzed using the constant comparative method. Findingsfrom the case studies are (1) teachers‟ beliefs influence their professional coursework,classroom practices, and how they perceived future education, (2) as the medium ofinstruction changes the classroom gets more interactive and students have fun in learning,(3) new vocabularies that students have not known and matched approach were two bigbarriers for teachers.

EMI Academics’ Cognitions and Actual Practices of Correct Pronunciation

“…Borg (2006, p. 35) defines foreign language teacher cognition as "an often tacit, personally-held practical system of mental constructs held by teachers and which are dynamic-i.e., defined and refined on the basis of educational and professional experiences throughout teachers' lives". The literature based on the EMI in higher education is replete with studies of EMI academics' cognition and practices concerning their use of English, especially academic vocabulary and grammar (Astiani & Widagsa, 2021;Volchenkova & Ph, 2019;Wanphet and Tantawy, 2018). In comparison, pronunciation issues in EMI have mainly been underrepresented in relevant literature, with some exceptions, the work of Kling (2015), who reported the reflections of 10 Danish lecturers about their perceptions of the impacts of teaching in EMI setting and emphasized the participants' pronunciation weaknesses and their adverse effects on their oral production.…”

Beliefs of English Language Instruction by Indonesian Elementary School Teachers: Exploring the Influence of Environment and Educational Background

“…Although the trend of teaching English in elementary schools shows no signs of dwindling, leaving the school or institution to decide due to optional choice may reduce the value of the subject in the school environment. Several studies state that differences in expectations, environment, and educational background of learning show differences in the level of belief of the teachers (Al-Shukri, 2016;Astiani & Widagsa, 2021;Gilakjani & Sabouri, 2017;Mahmoodi et al, 2022;Sheu, 2019). Some language experts agree that belief is an essential issue in every field germane to the behaviour and learning of teachers and students (Ajzen, 1988;Gilakjani & Sabouri, 2017;Timmermans & Rubie-Davies, 2018).…”

Vocabulary Instruction In Improving Students' Reading Comprehension In SD Negeri 8 Menteng Palangka Raya

“…According to Astiani & Widagsa (2021), English instruction is emphasized in Indonesian classrooms to better prepare students to communicate in the local language. Reading, writing, listening, and especially speaking are all essential components of the English language that schools strive to instill in their students in today's globalized world (Baleghizadeh & Ashoori, 2011).…”