The Use of English Medium Instruction on Efl Students at Tertiary Education Level

Paris, Nirma; Samad, Pratiwi; Rauf, Faridah Abdul

doi:10.35905/inspiring.v5i2.3302

Cited by 3 publications

(5 citation statements)

References 11 publications

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“…English as a Medium of Instruction (EMI) means using English in giving instruction for English and non-English subjects (Ernawati et al, 2021;Paris et al, 2022;Qomariah et al, 2022). Using English as the medium of instruction and the target language in the classroom is critical to the language learning process because it greatly increases the students' exposure to the target language.…”

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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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) can be defined as the use of English as the main medium of instruction in learning, including English and non-English language learning (Ernawati et al, 2021;Paris et al, 2022;Qomariah et al, 2022). The use of English as the language of instruction in bilingual schools has increased in the last two decades because the use of English offers the benefits of learning two languages at once, a first language and a second language (Ernawati et al, 2021;Escobar-Alméciga, 2022;Qomariah et al, 2022;Toth, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…Some of these positive impacts include making it possible to study learning material content in two languages at once, this can increase student engagement and performance in learning academically and non-academically (Ernawati et al, 2021;Lei & Hu, 2014;Qomariah et al, 2022). 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: 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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“…Based on that research, combining Spotify Application into the teaching and learning process increased students' Pronunciation. In addition, Nirma Paris, et. Al (2022) also discovered the students' English ability significantly improve regarding students study with application (Nirma Paris, 2022).…”

Section: Introductionmentioning

confidence: 99%

“…In addition, Nirma Paris, et. Al (2022) also discovered the students' English ability significantly improve regarding students study with application (Nirma Paris, 2022).…”

Section: Introductionmentioning

confidence: 99%

Students’ Perception on the Use of Spotify to Improve Students’ Pronunciation

Ilyas,

Kaniadewi

2023

ins

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English is the language that predominates in the world than other language. In order to communicate on a worldwide level, especially for academic and commercial objectives. There is a need for learners to acquire communication skills. Thus, learners should have a good pronunciation. Spotify is one of the media they can choose to learn, especially to improve their Pronunciation. The objective of this research was to explore students' perception toward the use of Spotify application to improve students' pronunciation and find out which features in Spotify are the most essential in improving their pronunciation. This research used descriptive qualitative and data collected through semi-structured interviews with ten respondents. The participants from pronunciation practice class batch 2019 in university Muhammadiyah Prof. Dr. Hamka. The participants were selected using purposive sampling. The results revealed that the students agree Spotify is suitable for improving pronunciation. They explain that the features on Spotify can support their learning, especially the lyric and making playlist features. They said listening to the music and seeing the lyrics can be effective in their pronunciation and creating their own playlists can increase their interest in listening to English songs. This research was expected to give a modern application to improve pronunciation.

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The Use of English Medium Instruction on Efl Students at Tertiary Education Level

Cited by 3 publications

References 11 publications

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

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

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

Students’ Perception on the Use of Spotify to Improve Students’ Pronunciation

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