Just like students in universities in other parts of the world, in Indonesia students are always required to express their ideas concerning with certain social phenomena or issues, which are done through the use of language either in written or spoken medium. Of the two media of language, writing is mostly used in academic situation. In academic contexts there are two common types of text that the students are asked to write on, they are argument and discussion. The purpose of writing this paper is to show that, with reference to systemic functional linguistic (SFL) theories, the two types of text are different each other in terms of their structures and grammatical realizations. This paper addresses two stages. Firstly, a brief description of SFL is presented. Then the theoretical model is applied to the two kinds of text (argument and discussion) to indicate their natures and to see how the two texts mean what they do. Finally the description of the two genres are applied to teaching.
This research was aim to uncover what extent of students‟ expectation of Englishas a Medium of Instruction used by the English teacher in teachingEnglish at Senior High Schools in Palangka Raya. It is descriptive research of which the approach is a survey in totally 4 senior high schools namely, MAN Model (Islamic senior high school), MAS Muslimat – N.U (Islamic senior high school), SMA Negeri 4 and SMK Negeri 2 which the samples consist of 134 second grade students taken from one class each of those schools. It was using the cluster random sampling technique to establish the samples. And questionnaire as the main instrument used to collect the data which consist of 10 items of factual, behavioral and attitudinal of Englishas a medium of instruction.
This study aims to uncover what extent of the students’ expectation of Englishas a medium of instruction (EMI) used by the English teacher in teachingEnglish at senior high schools in Palangka Raya, Indonesia. A survey research method was applied. The survey was conducted at the four schools: MAN Model, MA Muslimat NU, SMAN 4, and SMKN 2 in Palangka Raya. To collect the data, the study employs the questionnaire with 10 items given to 134 students of the second grade taken from one class of each of the schools. It was used the cluster random sampling technique to take the samples. The items were designed for evaluating the factual, behavioral, and attitudinal condition of EMI in the English classroom. As a result of the study, it is shown that most of the students agree of EMI dominantly applied by the English teacher in the teaching of English subject. By implementing EMI in this classroom, it can increase students’ English ability with appropriate English standard, motivate them to learn English, improve their confidence to speak English, help them to comprehend English textbook or article, and assist them to understand the international culture.
comprehensible one. The researcher can write all activities in a classroom, including verbal and nonverbal ones. By doing this, he or she can take tacit behavior of respondent. Second, teachers and students’ behavior in the classroom can be analyzed and used as a vital feedback for them. Third, using this classroom- interaction observation form is quite simple. The researcher may record teachingand learning activities by using recording tools, and then he or she can analyze them after the activities run. Fourth, the researcher can give the teachers or students questions related to the activities done in the classroom. These four advantages became the basic reasons why classroom interaction observation form develop by Allwright was chosen as the tool to analyze students perception on the use of Englishas a medium of instructionand its influences to the classroom interaction. The detail about this classroom-interaction observation form is provided in appendix D.
Denhas, Kiki Nuriska. 2012. Physics Teachers’ Problems in Teaching the Subject Using Englishas a Medium of Instruction in Bilingual Classes of Piloting International Level School (RSBI) Program: (a Case of the Physics Teachers of SMA RSBI Negeri 1 Rembang in the Academic Year 2011/2012). Final Project. English Department, Faculty of Languages and Arts, Semarang State University. Advisor: I. Drs. Hartoyo, M.A., Ph.D., II. Drs. Suprapto, M. Hum.
Another finding concerning the problem the teachers found during their first month of teaching was interesting. Some of the teachers said that they did not have enough confidence to teach science/mathematics using Englishas they thought that their students had better mastery of the English language than they did. In fact, students taking this program had passed an English test to meet one of the compulsory qualifications to enter the program. The standard of English competence in this program was different from those of other programs, as the international program required the students to have good conduct of English. This might be the cause why the teachers were not confident enough with their English. The second question asked about the teachers’ current problem in implementing EMI. Some still said that finding suitable material to be used in class was a problem. Some of the teachers also found it hard to explain the material thoroughly in English. There was also an argument among the teachers that because the students in the program would take Ujian Nasional (National Examination) at the end of the program, the concepts in science and mathematics had to be taught in both languages: Englishand Indonesian. However, some other teachers thought that as this program was an international program, it should be made different from the bilingual program. Thus, the use of English had to be prioritized, and to make the students become proficient in English, the use of English in class could not be interrupted with the use of (a) non-English language(s). The result of the questionnaire also showed that at this moment, the main concern of the teachers was on their English proficiency. Those who said that they had low self-confidence in their first month of teaching said that they still had that feeling at the moment of answering the questionnaire. They still did not find it easy to express themselves fluently in English, and they found it hard to conduct and be engaged in class discussions.
By the time, people can feel some lacks of Pioneering International Standardized School (RSBI) program. One of the examples is that RSBI makes discrimination because of the most students who join in RSBI are from rich family. The next is that one of the RSBI rules is students have to use English almost in all subjects, it is deliberately ignores the rules of the Indonesian language and contrary to Article 36 UUD 1945 that mentions the language of education is Indonesia. In addition, it is also supported by the chairman of Supreme Court of the constitution, Mahfud MD, who said that Education Act, Article 50, Chapter 3 is contrary to the 1945 constitution. So that, on Sunday, 13 th January 2013, according to the Article 50, point 3 about the role of Pioneering International Standardized School (RSBI) status, the Chairman of Supreme Court of the Constitution, Mahfud MD, and the Minister of Education and Culture, Muhammad Nuh, agreed to abolish Pioneering International School (RSBI) in Indonesia starting from 2013–2014 academic years.
Alhamdulillahirobbilalamin, big thanks to Alloh SWT, the Most Gracacious God, and Muhammad SAW who gives us shine from the darkness to the lightess that have been given to the writer, so she can finish her research paper, as a partial fulfillment of the requirements for getting Bachelor Degree of Education in English, entitled “ A DESCRIPTIVE STUDY ONTEACHING
The writer did the research on the problem of the study as stated previously. The data were found that Englishas a Medium of Instruction used by the English teachers in the classroom based on the students point of view. Hence, to uncover the students‟ perspective in it, t he writer gave the questionnaire as the main instrument for measure the information. The questionnaire that the writer used was adopted by the Implementation of Englishas a Medium of Instruction in Indonesia University. Therefore, the questions in the questionnairefocused on the students‟ expectation, behavior, and attitude of the Englishas a Medium of Instruction in teachingEnglish.
by the teachers to reach the maximal output competence and knowledge. They have to prepare and delivery well, in order to get the maximum result. In this case, teaching method is very important to teach the material by using Englishasmedium of instruction that more emphasize in content than language. Teaching Physics uses English in RSBI class is one of model of Content-Based Instruction (CBI).
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 teachingEnglish 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.
. 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 of the study: First, Most of the 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 Englishand 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 of the applying englishasmediuminstructionand make comparation with the students who do not use english in classroom.
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 of English Language Teaching (ELT) Department of SWCU to cope with EnglishasMedium of Instruction (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 of the 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 of English to communicate inside and outside the classroom. The third was applying cognitive strategy through note taking, summarizing and highlighting. The pedagogical implication of the 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.
This research aims to find out the type of theme, thematic progression and the similarities and the differences of thematic progression in the male and female students’ essay in Academic Writing 1 of the English Education Department of Teacher Trainingand Education Faculty of Muria Kudus University.
The role of language is not only as a means in communication, but also as a vehicle to help learners to broaden and deepen their understanding of important ideas because language is the primary vehicle for learning, giving instruction, and increasing intelectual development (Kersaint, et al., 2009 pg.46). Since we know the role of language, it is necessary for students to have proficiency in English since the language becomes the medium of instruction because language plays an important role in communication and thinking, it is also a tool to exchange ideas among people (Aziz, 2003; Sawari, et al., 2013). That is why the students need to have English proficiency, they will use the language to communicate and understand the subject concept from the teacher that use EMI.
The class activities consisted of four steps based on the lesson plan that was made before. They are warming up, explanation, the exercises and ending the lesson. In the exercises activities, there are four basics languange skills such as: listening, writing, speaking and reading. The writer found some problems during the job training such as: class management, students’ motivations, and language problems. The teacher should have an effective technique to handle the classes, motivate the students to learn Englishand teach using repetitive drills are needed to solve these problems. To improve the quality of Englishteachingand learning in SDN Sanggrahan, Jebres, Surakarta, it is suggested that the English teacher be responsible with her role effectively in teachingand learning process. She should build students’ motivation to learn English by giving new alternatives in teachingand learning. Besides, the school should provide more time for the English lesson. Therefore, the Englishteachingand learning process will be more attractive to the students
T. T. Vu and Anne Burns,” Englishas a Medium of Instruction: Challenges for Vietnamese Tertiary Lecturers” The Journal of Asia Tefl, University of New South Wales, Australia. Vol.11, No. 3, Fall 2014 Tarhan Şahika, “ Perceptions Of Students, Teachers And Parents Regarding English- MediumInstruction At Secondary Education ” Middle East Technical University, September 2003.
I hereby certify that all the statements made on this application and in the attached documents are true and correct. I have read the general terms and conditions laid down by the Government of Brunei Darussalam Scholarship for Foreign Students Scholarship Award for which I now apply. If awarded, I agree to abide by the terms and conditions of the award and shall return to my home country as soon as I complete my scheduled programme and will not extend my stay without valid reasons.