22 research outputs found
The Implementation of English-medium Instruction at an Indonesian University: From Policy to Practice
No full textAbstract
The increasing trend in English-medium instruction (EMI) practices has been widely observed among higher education institutions worldwide in response to higher education internationalization and the position of English as a lingua franca (ELF). However, EMI implementation is complex, dynamic, and contextual, with some variables contributing to its degree of implementation. In addition, EMI is much related to the macro-, meso-, and micro-level policies, with all classroom practices directed toward instructional and institutional objectives. This dissertation explores the implementation of EMI at a higher institution in Indonesia by focusing on the interplays among possible contributing variables, namely socioeconomic status (SES), English proficiency, gender, and academic factors related to students\ue2 prior language and learning experiences, course load, and duration of study in association with the EMI students\ue2 academic achievement and learning experiences. A main conceptual framework proposed by Dafouz and Smit (2020) called ROAD-MAPPING (Role of English, Academic Discipline, (Language) Management, Agents, Practices and Processes, and Internationalization and Glocalization) was used to provide the basis for analysis and to justify the findings. This dissertation is composed of three studies to (1) examine the relationships between socioeconomic status (SES), English proficiency, and academic achievement of EMI students in an EMI program at a state university in Indonesia, specifically looking at the mediating effect of English proficiency and moderating role of parents\ue2 education on the relationship between parents\ue2 income and EMI students\ue2 academic achievement, (2) to explain the effects of gender, prior education, socioeconomic status (SES), English proficiency, study load, and study duration on EMI students\ue2 academic achievement, and (3) to explore EMI students\ue2 expectations, challenges, and coping strategies by looking at their prior English and learning backgrounds in an EMI program at a state university in Indonesia and reveal EMI policy implementation through students\ue2 learning experiences. Studies 1 and 2 employed institutional data from the office of academic affairs of the university comprising EMI students based on nine-year enrollment periods from 2007 to 2015, while study 3 used qualitative data obtained from an open-ended questionnaire, a group interview, and policy documents. The findings of the studies under this dissertation highlight the complex, multi-layered, and dynamic implementation of EMI at a tertiary education institution in Indonesia. Study 1 shows that English proficiency remains a pivotal pre-requisite for students\ue2 academic achievement despite the contributing role of parents\ue2 income. In addition, parents\ue2 education level determines the degree of students\ue2 academic achievement as their parents\ue2 income increases for those with at least a college degree or higher education level. Study 2 further provides a multi-layered explanation for the significant relationships between secondary school background, English proficiency, study load, and study duration and students\ue2 academic achievement, while SES factors comprising parents\ue2 income, education, and occupation are not significant factors for the EMI students\ue2 academic achievement. Finally, study 3 reveals how prior English language and learning experiences are determinants to follow an EMI program to achieve various academic, job-related, and intercultural expectations, to deal with learning challenges, and to apply learning strategies despite some mismatches between meso-level policy and classroom practices. Some practical recommendations are suggested to develop EMI students\ue2 English proficiency and learning skills to help the students achieve the demanding expectations and to address some gaps between policy and practice in EMI implementations. Further studies looking at more variables, using more classroom-based inquiries, and comparing different higher education learning contexts should be conducted to improve the generalizability of the findings
Investigating the application of language learning strategies of EFL students at an indonesian university: looking at programmes of study, years of study, and English progiciency
No full textEnglish for Specific Purposes, English Proficiency, and Academic Achievement in English-Medium Instruction: A Mediation Analysis
No full textThe implementation of English-Medium Instruction (EMI) at higher education institutions pose challenges for the students in achieving content mastery and improving English proficiency as the two most expected outcomes. English for Specific Purposes (ESP) is designed to provide English and learning support for EMI students in achieving the EMI “dual benefits.” This study aimed to examine the relationship between ESP, English proficiency, and academic achievement of EMI students at a university in Indonesia and the mediating effect of English proficiency on the relationship between ESP and academic achievement. This quantitative study employed empirical institutional data about ESP course grades, English proficiency scores, and the overall grade point average of 246 EMI students at a faculty of social science at a state university in Indonesia. A regression analysis using a process by Hayes was performed as the analytical tool. It was found that ESP positively predicted both EMI students’ academic achievement and English proficiency. English proficiency was shown to partially mediate the relationship between ESP and the academic achievement of the EMI students. Both ESP and English proficiency is crucial in enhancing the EMI students’ disciplinary knowledge understanding. Recommendations for more collaborations and language and learningsupports and further studies are provided.
Keywords: English for Specific Purposes, English proficiency, academic achievement, English-Medium Instruction, higher educatio
Using English as a Means of Instruction (EMI) in Teaching Content Subjects
No full textA foreign language will be more effectively learned when integrated with content rather than isolated as a learned subject; thus the language should be more used in contexts than just formally learned. Recent language teaching methods have been geared toward involving both content and language teaching simultaneously, referred as CLIL, CBI, EMI or L2 use. This article is aimed at describing the use of L2 in teaching content subjects by looking at the attitudes of the students and the interaction between students and teachers at a university in Indonesia. Using mixed research method by conducting survey and non-participant observation to obtain the data about the classroom interaction and attitudes of the students in EMI classes, this study reveals that students’ attitude towards EMI classes is at a moderate to high level. The classroom interaction has been mostly done in English. Both the students and the lecturers use English in the classroom when they are involved in activities up to a certain level for content understanding. In addition, it is common to find code mixing or code switching during interaction. This can be due to their awareness of the benefits and advantages of having more English interaction in this program
Towards Communicative Call: Ideas and Strategies for Its Practical Implementation
No full textThis article presents some practical applications of computer in English language teaching and learning. As computer now is getting more accessible, it should be well utilized for enhancing students' English skills. In addition, a lot of computer language laboratories have been set up in some schools. However, some of the facilities are useless because less preparation, low usability of the facility, and lack of maintenance so that the sustainability of the computer program at schools is very weak. This article explores what computer can do to help students learn English better and what teachers, students, and administrator have to do in order to achieve the English teaching and learning objectives
Learning expectations, challenges, and strategies of university students on English-medium instruction
No full textDespite its wide application at tertiary education, English-medium instruction (EMI) poses complexities in practices. This study investigated EMI student
Exploring the Implementation of Wordwall in English Learning for PKPBI Students in UIN Malang
No full textThis study investigates the implementation of Wordwall as a multimodal digital learning tool to enhance English vocabulary acquisition among third-semester PKPBI students from Tadris Mathematics and Qur’anic Interpretation majors at UIN Malang. Employing a descriptive qualitative design, data were collected through classroom observations, student interviews, documentation of student tasks, and pre- and post-tests. The findings reveal that Wordwall significantly improved students' vocabulary mastery, as demonstrated by the notable increase in post-test scores across both classes. Three main strategies, Meaning-Matching Strategy (MMS), Contextual Understanding (CU), and Pronunciation and Spelling Accuracy (PSA), were effectively applied through various Wordwall features such as Matching Game, Type the Answer, Wordsearch, and Open the Box. Students reported positive perceptions regarding Wordwall’s effectiveness, motivational appeal, engagement, learning experience, and visual design. The game-based format created an enjoyable and interactive learning environment that supported retention and contextual vocabulary use. However, a few students expressed challenges related to visual complexity and internet dependency, reflecting the need to align digital tools with students’ cognitive load and accessibility. This research contributes uniquely by integrating real-time classroom observations with student reflections from two distinct academic backgrounds and emphasizing Wordwall's role in personalized, multimodal vocabulary learning. The study highlights that while Wordwall is effective, its design and implementation must be adaptable to diverse learner profiles and technological readiness.Keywordsvocabulary acquisition, multimodal learning, Wordwall, student perception, digital learning tools
How Online Writing Tools Enhance Students’ Undergraduate Thesis Writing
No full textAlat bantu tulis online telah menerima banyak persepsi positif dari penggunanya
karena efektivitasnya dalam membantu menulis; Namun, penelitian yang
menyelidiki bagaimana alat tersebut dapat meningkatkan kompetensi menulis
mahasiswa sarjana dalam menulis skripsi mereka masih kurang diteliti. Skripsi ini
menyelidiki bagaimana alat bantu tulis online membantu siswa meningkatkan
peforma mahasiswa dalam; penulisan skripsi. Pendekatan kualitatif diterapkan pada
penelitian ini dengan menggunakan data triangulasi, yaitu kuisioner dengan
pertanyaan terbuka, diskusi kelompok, dan analisis dokumen skripsi. Penelitian ini
melibatkan 21 mahasiswa sarjana dari Sastra Inggris dan Pendidikan Bahasa Inggris
di sebuah universitas negeri di Jawa Timur, Indonesia. Ditemukan bahwa alat bantu
tulis online yang paling banyak digunakan adalah Grammarly, Google Docs, dan
Online Dictionary. Para mahasiswa setuju bahwa alat bantu tulis online dapat
diakses dengan mudah, efisien, membantu dalam menghemat waktu dalam menulis,
dan membantu mereka dalam pemeriksaan tata bahasa, kejelasan struktural,
parafrase, dan kosakata yang lebih luas. Dengan demikian, temuan ini menunjukkan
bahwa penggunaan alat bantu tulis online harus didorong untuk meningkatkan
skripsi mahasiswa, serta memperbaiki proses dan kompetensi menulis mahasiswa
EXPLORING TEACHER–STUDENT TALK IN ENGLISH FOR YOUNG LEARNERS (EYL) LED BY A GEN Z TEACHER: A FIACS-BASED CASE STUDY IN INDONESIA
No full textEffective classroom interaction significantly contributes to successful English language learning among young learners. Despite extensive research on classroom interactions, the impact of Generation Z (Gen Z) teachers’ distinct communication traits remains underexplored, particularly within the Indonesian context. Drawing from social constructivism and digital pedagogy frameworks, this study addresses this gap by focusing on verbal interactions in an EYL setting in Indonesia. The research aims to explore how a Gen Z teacher’s communication style influences classroom interaction patterns and what pedagogical implications arise for student engagement, autonomy, and emotional development. A qualitative case study design was employed, involving one Gen Z teacher and 28 third-grade students at a private primary school in Indonesia. Data were collected over three 55-minute sessions using video recordings and coded through Flanders’ Interaction Analysis Categories System (FIACS). Reliability procedures and ethical consent were ensured prior to data collection. Findings show that direct talk such as asking questions (56.8%) and giving directions (41.5%), is more prevalent in Gen Z teacher interactions than indirect talk, like using student ideas (14%) and offering praise (15.11%). The emphasis on directive and questioning approaches limited the potential for fostering student autonomy and collaborative dialogue. Student responses were frequent (66.3%), indicating active engagement, yet minimal student-initiated talk suggests limited learner autonomy. The study suggests a need for professional development that encourages Gen Z teachers to balance directive communication with emotional support and digital integration. Enhancing these communicative strategies could improve student engagement, autonomy, and collaborative learning in EYL settings
Murshid Contestation: Betwen Iktisābī and Minhāh Ilāhiyyah
No full textA murshid has a great duty and responsibility to conduct suluk formation (spiritual journey) to his students. So that the murshid are also required to have adequate competence and qualifications, in order to carry out their duties and functions. The functions and duties of the murshid in the tarekat (the path of Islamic Mysticsm) are very important, because only a murshid has the qualifications, abilities and expertise that can carry out their functions correctly, correctly and run accordingly. So that this aspect of ability and expertise will later be discussed as a discussion of the qualifications of a murshid in the tarekat. What is the actual qualification of murshid in the tarekat and what is its function in that proximity. This research is a type of field research. That is with the object of the study of the murshid of the Naqsabandiyyah Khalidiyyah in the sub-district of wedung precisely in the village of Jetak (KH. Abdul Haq), Buko village (KH. Ali Hafidz and KH. Ahmad Dalhar) and Mutih village (KH. Mansur Sanusi). The author collects data using the method of field observation, interviews and documentation. Next, the writer analyzes the data using descriptive analysis and understands the meaning. The results of the study stated that the murshid of the Naqsabandiyyah Khalidiyah tarekat in Wedung District argued that between the murshid tarekat function is hifdz sanad, talqin, tawassul, rabitah, tawajjuh and irsyad. While the qualifications to become murshid, among others; First, a murshid must be someone who is pious and amil bi ilmihi. The second has a clean heart, Third, has completed or khatam dzikir and khalwat tarekat (riyadhah), Fourth, has a murshid sanad, even though the inqitha'us sanad is from its predecessor murshid but continued with other murshid teachers in the same type of tarekat. Fifth, get permission from the murshid teacher. Sixth, knowing the wisdom behind all acts of worship (if possible). Through this research, the author recommends the need to study more about the wider range of murshid tarekat qualifications and not just the Naqsabandiyyah Khalidiyyah tarekat Indonesia. Thus, the form of the murshid qualifications will be found in several comprehensive tareka
