MPJ is an experienced student in academic year of 2012/ 2013. According to him, EMI was the exact strategy for the learning English and it was helpful for him. He stated strongly agree if it is implemented at PBI, because it was appropriate with the English Students whose the Study Program is English. Besides that, there were many old semester English students whom their English was still lack; hence EMI should be implemented, so that the new next generation of English Students can be more able to acquire English well. Therefore, he stated strongly agree ifEnglish lecturer must use English to teach the students during the lecture took place.
Additionally, Dearden (2013) stated that there appears to be a fast- moving worldwide shift, in non-anglophone countries, from English being taught as a foreign language (EFL) to English being the medium of instruction (EMI) for academic subjects. EMI is also increasingly being used in universities, secondary schools and even primary schools. The EMI phenomenon it is highly unlikely that the majority of countries, certainly in the tertiary phase, will seek to reverse the decision to push forward with even more courses taught in English which. If the phenomenon cannot be slowed down to a speed that will allow reflection, then at the very least it is incumbent on researchers and teachers alike to strive to make the experience for their learners as enabling and as rewarding as possible.
(EFL) to English being the medium of instruction (EMI) for academic subjects. EMI is also increasingly being used in universities, secondary schools and even primary schools. The EMI phenomenon it is highly unlikely that the majority of countries, certainly in the tertiary phase, will seek to reverse the decision to push forward with even more courses taught in English which. If the phenomenon cannot be slowed down to a speed that will allow reflection, then at the very least it is encumbent on researchers and teachers alike to strive to make the experience for their learners as enabling and as rewarding as possible. 14
language in classrooms a lot, it means nothing if the students have negative perception on it. As Brown (1984: 9) mentions that a strategy used by a teacher in teaching will build students’ perception on the subject, strategy and the teacher. Related to Brown argument, Harmer (2002: 128) writes that students generally respect teachers who show their knowledge of the subject. A teacher who uses Englishas a medium of instruction while teaching English shows that he or she is professional and has a good knowledge in the subject being taught. Meanwhile, Richards et al. (1992: 268-269) describe that perception is the recognition and understanding of events, objects, and stimuli by sense (sight, hearing, tough, etc.). Moreover, Baron (1995: 90) mentions that perception is the process through selecting, organizing, and interpreting input from our sensory receptors.
I myself make declaration that this thesis entitled “STUDENTS’ PERCEPTION OF ENGLISHAS A MEDIUM OF INSTRUCTION IN TEACHING ENGLISH AT SENIOR HIGH SCHOOLS IN PALANGKA RAYA ” is truly my own writing. If it is not my own writing so, it is given a citation and shown in the list references.
RT is teacher of Language Class 1. According to RT, she agreed for the general reason ifEnglish used in a class as it should be. But, when that system is implemented to the class that she taught, it could not be the priority of the teacher because the ability of the students was not allowed to this type. She also realized to the condition in her class. She could not speak English and communicate to the students from the beginning to the last minute. As a result, she had to use Indonesian when the time of confusion came to the students. The students are not totally confused and lack of understand about English, some students are in that
the class. If the English teacher is able to show proper use of the English daily, students can use that teacher as an example or model for production. In any other hand the English teacher is the main provider of the target language in the class of English subject. Although, in this research found that the students still low capability to understand English well, nevertheless it is very important to do cause the process of learning English.
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you would not have a valid measure of the topic you are interested in. 22 In questionnaire, to measure the validity is whether respondent who complete the questionnaire do so accurately, honestly and correctly and second whether those who fail to return their questionnaire would have given the same distribution of answer as did the returnes. 23 An interview in other hand, one way of validating interview measures is to compare the interview measure with another measure that has already been shown to be valid. If the two measures agree, it can be assumed that the validity of the interview is comparable with the proven validity of the other measure. 24
Interviews are a primary source of data in qualitative research, and so are observations (Merriam, 1998; Silverman, 2005). Nunan (1989: 76) states that if we want to find out about classroom it is very important for us to do direct observation. He also says that if a researcher want to enrich his or her understanding about teaching and learning language, he or she needs to spend time looking in classroom. Since this research is trying to investigate the phenomenon of the use of Englishas a medium of instruction in the classroom, then doing classroom observation is appropriate.
It happens that English is an LWC. Being as an LWC makes English used in almost all aspects of life and culture and so doing, the medium of modernization thus becomes its inherently-possessed role. Many (if not most) technological and scientific journals available in Indonesia are written in English. Similarly, printed materials such asinstruction and catalogues accompanying modern machinery are written in English. It goes without saying that textbooks and literature for most study subjects are in English among which a very small number have been translated into Bahasa Indonesia.
occurred, because the language used as a medium of instruction in both groups was greatly different. The teacher in group1 used English dominantly. Meanwhile the English teacher in-group 2 used Indonesian dominantly as a medium of instruction in the classroom. This difference reflected to the classroom interactions.
Besides potentially causing academic problems, a lack of proficiency in English may inflict a social impact. Language is not simply a matter of form but also of function, whose meaning depends largely on factors like participants (addressor and addressee), setting, purpose, and topic (Holmes, 1998 as cited in Ibrahim, 2001). Thus, language serves social functions too. Since a classroom is also a community, various language functions can be expected to occur there. Lecturers are likely to perform not only giving information (transactional) but also soliciting answers, checking comprehension, encouraging, suggesting, stirring, persuading, etc. (interactional), those are essential to create a lively class.
In row with the statement above, the fact must be in attendance in investigating the problem. The writer curiously wants to explore the position of Englishasmedium of instruction in Palangka Raya, particularly for teachers in senior high schools who teach English. By way of the first step, the writer starts asking friends who has finished their Teaching Practice II in schools throughout Palangka Raya. They have their opinion by witnessing the teachers during the classroom activity and some directly ask to the teacher what language that used by the teachers is. According to the writer investigation, some friends said that his/her teacher uses English inside the class mostly. Conversely, a few of friend told him that there are teachers who do not use Englishas long as the learning
However, this finding shows a mismatch between the teachers’s belief with teacher’s practice in the classroom. From the interview result, it can be seen that the teacher of second level disagreed about the use of student’s mother tongue in English classroom because she believes that she has to make an environment where the students can practice English all the time, an environment which cannot be created at home, except in English course. So, the teacher of second level believes that the amount of Bahasa Indonesia used in English classroom should only be 20% of the class time and English should be 80% because, as she stated in the interview, if the students keep using Bahasa Indonesia, their English will not be improved. Yet, what the teachers do in the classroom is sometimes not in accordance with the teacher’s beliefs. It might be because the students faced some difficulties in understanding what the teacher explained when the teacher used English all the time. Besides, there are some external factors which can lead the teachers to use Bahasa Indonesia in English classroom: the composition of the class and each individual student, the amount of material which have to be delivered in one meeting, and the limited time for each meeting.
schools in Indonesia reached 1110 RSBI schools consisting of 997 schools and 113 private schools. From that amount, SD RSBI recorded 195 schools, 299 SMP RSBI . SMA RSBI 321 schools, and vocational schools RSBI is 295. As consequence of the RSBI , the school should be able to increase the mastery of Mathematics and Science, Physics, Biology, and Chemistry. In addition, the Quality Education Study Community states that the key success of global society is based on the knowledge to create dynamic generator for economical improvement which is started by strengthening education in science (Hidayat et.al.: 2009). Hence, science education plays an important role in creating the students to be able to perform critical and creative thinking skill as well as innovative ability. Physics is one of the subjects in which the material is delivered in English. Hence, the teacher has to master the material which is presented in English.
A theory supports the usage of English (target language) in class asmediuminstruction that is Direct Method. The basis of this method was developed in Europe by Francois Gouin in the 1880s. His premise was that it was best to learn another language by listening to it and speaking it just as children do instead of learning a set of gram mar rules and vocabulary lists. The goal of this method is to teach students, usually adults, how to converse in everyday situations in another language. From this idea developed the direct method as an antithesis to the grammar-translation approach. A couple of decades later, the direct method was popularized in the United States by Charles Berlitz (who called it the Berlitz Method) and used it in his commercial Berlitz language schools. Other aspects of the direct method include class room instruction exclusively in the target language, only everyday language is taught, and grammar being learned inductively. Although this method‘s initial insistence on using only the second language in the class room as well as