them prepare the material to deliver to the students. They said that they had limited access to material in English. One teacher even said that most ofthe good books were in Indonesian. This might somehow be a quite controversial statement; yet, it is quite understandable asthe students in the program were still going to have national examinations at the end of their studies. Thus, the books that could help them prepare for their national examinations were of course books which were based on national curriculum, and such books were written in Indonesian. From those answers, it can be deduced that the teachers were eager to implement EMI starting from the first time they began teaching in the program. However, their unfamiliarity with the terms made the implementation of EMI not easy. They also wanted to have ready-to-use books to help them teach. It is assumed that the limited time they had in preparing their lessons was the reason why they needed such ready-to-use books. This need is understandable as teaching a content subject using English may need longer time to prepare than that using MT. The teachers had to prepare not only the material concerning the subject matter but also the language they should use to deliver the subject matter.
Based on the research results, some immersion teachers’ problems in vocabulary are identified. Those problems are related to the limited vocabulary mastered by the teachers, the confusion possessed by the teacher in translating special terms from Bahasa Indonesia into English and vice versa, the tendency in translating a phrase word by word, and the limited knowledge in inferring meaning ofEnglish words. In fact, the main cause ofthe teachers’ problem is the lack of their mastery on vocabulary. It happens because the teachers possess a little even no one experience in using Englishasthemediumofinstruction in class or in their daily life. Therefore, it is hard for the teachers to speak English all the time and in all class activities while they should also focus on several aspects like pronunciation, grammar, and the contents of materials. In fact, they also face some problems in translating the words or phrases because ofthe different structure between Bahasa Indonesia and English. In this case, teachers tend to translate theEnglish words order into Bahasa Indonesia like the structure of Bahasa Indonesia words order. In conclusion, there are many aspects determining the teachers’ problems on vocabulary. Those aspects come from the teachers themselves and the language used, in this case is the structure ofthe language.
Based on the interview with Physics ’ teacher and observation in SMP N 1 Purwodadi it is known that the realization of RSBI has been taken place for 3 years. In 2011/2012, it is entering the fourth year. There are several teachers of Science and Math, who are sent to join in workshop in RESCAM in Penang, Malaysia. Even thought it runs almost for four years, teaching physics uses Englishasthemediumofinstruction and also as one of standard of RSBI is still difficult to make students understand and master the material well. Thus, teaching Physics by using English which is implemented in the first years of Junior High School needs to be improved.
As an English Language Teaching Department, English become an obligatory language which used by lecturers and students in all of academic purposes in this department. This study was conducted to find strategies used by 2011 students ofEnglish Language Teaching (ELT) Department of SWCU to cope with EnglishasMediumofInstruction (EMI) during their Integrated Course (IC) class. It focused on students strategies which discussed based on classification of strategies according to Oxford (1990). The data was gathered through semi- structured interview to 20 students of ELT Department of SWCU year 2011 and then analyzed qualitatively. The finding showed that there were three strategies used by more than a half ofthe 20 interviewees. The first strategy was social strategy, which is done by building relationship with classmates. Second was metacognitive, which is done by optimizing speaking English to overcome the use ofEnglish to communicate inside and outside the classroom. The third was applying cognitive strategy through note taking, summarizing and highlighting. The pedagogical implication ofthe finding is for the first year English learners in ELT department in overcoming the use of EMI. The finding is beneficial to help them find the kinds of strategy which are proven to be useful by their senior.
National Research Council. 2005. How Students Learn: Science in the Classroom. Committee on How People Learn, A Targete Report for Teachers, M.S. Donovan and J.D. Bransford. Editors. Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academmies Press.
This study was supposed to find out the students’ perception on the use ofEnglishas a mediumofinstruction by their teacher in the classroom, and the influences of using Englishas a mediumofinstruction to classroom interactions. From the results and findings in previous chapter, several conclusions can be drawn.
Validity is defined asthe extent to which scores on a test enable one to make meaningful and appropriate interpretations. 14 Validity is the most important consideration in developing and evaluating measuring instruments. 15 Face Validity is taken to ensure that the questionnaire is valid. Face validity is a term sometimes used in connection with a test’s content. Face validity r efers to the extent to which examinees believe the instrument is measuring what it is supposed to measure. 16 Doing pilot study was not only to know the students’ difficulties in answering the
The used of EMI (EnglishasMediumInstruction) is no longer a new phenomenon in Indonesia. Nonetheless, the used of EMI in teaching might bring difficulty for the students in their learning, in particular for teaching young learners. Hence, teacher has to apply their teaching with instructional models that can help young learners understand the material. In this study, one class of a bilingual kindergarten, Satya Wacana Children Center, was observed. Two teachers ofthe class were interviewed. This study found that three types out of five instructional models suggested by Petrina (2007) were used in the teaching activities. The instructional models are Direct Instruction, Interactive Instruction, and Experimental Instruction. Teachers’ reasons of using the instructional models were also included. This study will hopefully be useful for any teacher in bilingual schools to make their instruction understandable for the students.
It could be concluded from the chart above that most students agreed with all items that asked about English-MediumInstruction to be implemented in the teaching learning ofEnglish Subject in the class ofEnglish Education Study Program at IAIN Palangka Raya, it could be seen from the score of Mode showed 3 frequently appeared or in the chart was red color, and also the Median stated the same as Mode, namely 3. Thus, Englishas a Mediumof
. The writers used multiple case study research design in their study. For sample, the writers used 3 SBI junior secondary schools in South Sulawesi Province. The results ofthe study: First, Most ofthe students of EMI improved their English because they have extra time to develop their skills outside the schools. Second, the data indicated that EMI students use English more often than their counterpart in no-EMI programs both at home and at schools. Together with that, students in urban areas speak more in mix between English and Indonesia than students in rural areas. Third, most of students responded that they learn English based on instrumental orientation. It is clear to make dissidence. Sultan et al, did the investigation toward the result ofthe applying englishasmediuminstruction and make comparation with the students who do not use english in classroom.
In any other problem which is happening at several Senior High Schools in Palangka Raya. Based on the observation on some students and teachers , and self’ experiences teaching in one of Senior High School in Palangka Raya, it found that Bahasa Indonesia still used in the reality ofmediuminstruction in theEnglish class. The usage of Bahasa Indonesia is used to compensate English. However, although mixed-mode teaching or code-switching in the classroom sometimes helps to make
As with the Internet, you can use mobile phones as a source of content or subject matter, but the most common use would be as a mediumofinstruction. You could have your students use mobile phones to access apps such as Word Soup, a vocabulary game developed as a supplement to the Trace Effects video game available on American English. Apps must be downloaded and therefore minimally require limited Internet access. Mobile phones’ use might revolve around the completion of pedagogical tasks (e.g., Short Message Service [SMS] note-taking) or simu- lated real-world tasks (e.g., scavenger hunts using a global positioning system [GPS]), taking advantage of their built-in features, such as video or still cameras, voice record- ers, calculators, or digital music players (see Hockly 2013).
The teachers actually are the key of classroom activity in order to make theEnglish circumstance. Nevertheless, the situation ofthe students has to be a priority. This is as attention to understand not only the material and syllabus, but also the students itself and their ability and comprehension. 3. For the other researchers
In relation to the use ofEnglish in the classroom, Nunan (1999: 87) says that students in foreign language classrooms are rarely encouraged to make use of their language skills in the real world. The only practice they have is in class. This, of course, is not surprising in foreign language contexts in which opportunities to use the language is limited. His statement indicates that teacher, as a language model, should expose Englishas much as possible. Therefore, the students have a great opportunity to imitate and mime (see Broughton, et al.: 1980) and finally they can produce Englishasthe target language being taught in a classroom.
pidgin, argot, and jargon. In this study, the writer intends to discuss one of those language variations, that is jargon. Jendra (2010:28) classifies the language variety into eleven points they are : individual and societal language varieties, regional and temporal language varieties, native and non-native language varieties, spoken and written language varieties, formal and informal language varieties, standard and non- standard language varieties, upper and lower-class language varieties, women and men‟s language varieties, restricted and elaborated language varieties, ethnic
These findings also informed that English has been taught to the students are the foreign language. So, it will have difficulties in implementing Englishasmediumofinstruction. Although the students ofthe writer selected in this research are the students of language class. It related to the theory of Gilsby and Mansfield on chapter II page 17 that Englishas Foreign Language is teaching English in a place where English is not the native language like the writer researched.
In system education of Indonesia, English is in the list of many courses that students have to take. In this case, government policy has been made in the curriculum to place Englishas a lesson since junior high school. Considering the position ofEnglish in academic and one ofthe courses that props up students’ proficiency, role of teachers in the class decides on the having good production ofEnglish. To teach English in a satisfactory manner good teacher is required 1 . The existence of teachers is being succession with learning objective and goals of education. Therefore, teachers are expected to be standard teacher in capability and proficiency in English.