English as a Medium of Instruction

, , M. Zaenal Abidin, Fadhilanisa Salsabila, I Gede Perdana Putra Narayana, Amira Della, Naftalia Fany Payung, Warni Dominggus Sulu, Muhammad Fardiansyah Irwan, Benri Purba, Safhira Fauzia Ramadhanti, Fitri Okladis Dwi Saputri, Siti Husna Maab, Nurul Febrianty.B

English as a Medium of Instruction Perspectives, Theories, and Practice Copyright© PT Penamudamedia, 2023 Penulis: M. Zaenal Abidin, Fadhilanisa Salsabila, I Gede Perdana Putra Narayana, Amira Della, Naftalia Fany Payung, Warni Dominggus Sulu, Muhammad Fardiansyah Irwan, Benri Purba, Safhira Fauzia Ramadhanti, Fitri Okladis Dwi Saputri, Siti Husna Maab, Nurul Febrianty.B Editor: Abd. Majid, M.Ed ISBN: 978-623-09-6341-4 Desain Sampul: Tim PT Penamuda Media Tata Letak: Enbookdesign Diterbitkan Oleh PT Penamuda Media Casa Sidoarium RT 03 Ngentak, Sidoarium Dodeam Sleman Yogyakarta HP/Whatsapp : +6285700592256 Email : [email protected] Web : www.penamuda.com Instagram : @penamudamedia Cetakan Pertama, November 2023 x + 166, 15x23 cm Hak cipta dilindungi oleh undang-undang Dilarang memperbanyak sebagian atau seluruh isi buku tanpa izin Penerbit

v PREFACE irst, I would like to thanks to the only One God who has given me chance and health to finalize this book. The existing of this book will enrich the literature of English knowledge. Generally, this book explains about the specific topic that focuses on the use of English as a medium of instuctions. This book is devided into several chapters. Every chapter discusses specifically about a single issue that exists today. Every contributors try to bring all the discussion into a real life situation in order to make the readers easy to understand the message. Furthermore, I would like to say “thank you very much” to everyone who has involved in this project. Whithout your hard efforts, it would be so hard to finalize this book. Hopefully, God will grant us blessings and mercies due to this effort. Finally, it is undeniable that this book also has lack. So, every conributive suggestions are always be expected to make it better. Do not hesitate to make critics and suggestions. Abd. Majid., M.Ed. Editor F

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1 In the last few months, specifically on March, the author has continued to reflect and tried to find some inspirations that can be turned into a mini work such as a book. I thought that this was mind-blowing thought after completing his study so that there would be some contributions as a proof that highlights the field. As a result, the author tried to invite many people or friends who would like to be involved in this academic field to start writing. It took the author quite long time to look for some compiled references so that can be a book that currently you read. However, what comes then to your mind, maybe, why is this so important to be written as you still sit and learn on chair (students)? long before this question arises, the author has attempted to anticipate the upcoming possible questions. In rationale, English as a language of instruction (EMI), as that will be discussed in this book has an important role in the current learning context. What does make it so important? for

2 example, in the era of ever-growing globalization, with advances in technology and human resources, it is understandable that English has incorporated as a ]iggohc][ncih ‚\lc^a_‛ nb[n ]ihh_]nm j_ijf_ `lig p[lciom parts of the world, including writers with fellow writers in Australia. Therefore, it is not an exaggeration to think that English, which the author and number of friends are currently studying, needs to be paid attention to. English as a language of instruction (EMI) has tremendous appeal because it can open the door to access to various global resources and opportunities, such as job opportunities and educational careers. In the simple case that the author experienced, as a requirement for entering college, English language skills is one of the mandatory requirements for entering into academic field. This proves that with an increasingly connected world, the ability to communicate in English opens up some opportunities to establish relationships, builds networks and collaborates with people from various countries and cultures. In the academic context, English is the main language of instruction in many higher education. Let us say like at Yogyakarta State University. English is used as the only language of instruction in teaching inside and or outside the classroom. Moreover, English in lectures, research and scientific publications also seems to be currently being encouraged for its use in many publications contexts. Furthermore, English is also, as we all know, a language of instruction in the world of technology. Many new softwares, applications and technologies are introduced in English.

3 Understanding English is key to take advantages of technological advances and participate in global innovation. In rationale, English as a language of instruction is not just a language of instruction, but also functions as a communication tool, and the key to success by being able to connect with each other between individuals and groups both locally and globally. In addition, after knowing several reasons why English is important to learn and understand, the focus of this book that th author describes below will be well pictured. Then, these are further explained by each contributor in this book chapter. English as a Medium of Instruction (EMI) can be interpreted as a practice of using English as the language of instruction in the learning process, both in the context of formal educational institutions such as schools and universities and in training institutions. The use of EMI has become a global trend in many countries, especially in higher education level, because it is considered to increase international accessibility, help in preparing students for the global job market, and improve the quality of education. Even in this country today, it is also used as one of the languages at most universities in Indonesia. Apart from that, however, in the context of language teaching as a language of instruction in elementary or early childhood level, it is still becoming a long-standing debate. Several experts in the field of English education mostly agree related to their opinion that the introduction of English to children at an early age is believed to be important because of

4 memory factors, job opportunities, and future career needs. On the other hand, there are also a number of scholars believes that English does not need to be introduced at an early level considering the effects which are believed to be the disappearance of the first language (L1), children are not ready, and so on. In contrast, in this paper, EMI is considered important to introduce. Therefore, this book discusses a lot about it. English was recognized as an international language that has a significant role in various aspects of life, including international communication, business, science and technology. As a result, the implementation of English as a language of instruction in schools is useful strategy for preparing students to participate effectively in this adaptive and holistic environment. Several further issues are discussed, such as the role of English in pedagogy, particularly EMI, which is honed very significant and varied. In terms of the introduction of English, this is believed not only functioned as a communication tool, but also more about how the language is one of the important requirements in entering the academic field, and as a new approach and learning method which then influences the way students understand and access knowledge. For example, (Iliovits et al., 2022) describes English medium at many universities in non-native English contexts use internationally available English tests (e.g., TOEFL) and/or locally developed tests to assess applicants' academic English-language proficiency prior to admission. Therefore, it is very rational to find out more depth the use of EMI itself.

5 This book also touches on a number of advantages and disadvantages that need to be considered when using it. For example, the availability to access into global resources allows students and educators access to a variety of international educational resources available in English, including scientific journals, textbooks and learning materials. Furthermore, the advantage of EMI provides students with the opportunity to learn and develop their English language skills in a significant way. Similar research discusses about this also explained by (Galloway & Rees, 2020). Ih l_]_hn s_[lm, ‚g[hs ohcp_lmcnc_m qcnb Ehafcmbmedium instruction (EMI) have raised debates about the practice of new student admissions tests on the grounds that currently the international English language tests that are taking place are designed specifically to prepare students to study, English language tests in current international standards do not adequately capture the communicative demands of the EMI domain, which is characterized by multilingual practices and English as a Lingua Franca (ELF) communication. Therefore, with the development of EMI, education is a fundamental challenge for English language testing practice, as large-scale international tests can be implemented in many different geographical and sociolinguistic contexts before additional validation evidence cm jlipc^_^ ni mojjiln nb_cl om_.‛ However, having access and knowledge about the use of English also provides opportunities for students to be able to prepare for their further studies at a higher level. EMI is one of many ways to help students preparing themselves to continue their education, where English is the most language of instruction commonly used worldwide and in all

6 universities. The ability of students to study further provides great opportunities to build and improve the quality of their education and can contribute to the quality of education in Indonesia. In some cases, the use of English as the language of instruction is considered to improve the quality of teaching and understanding of concepts, especially in subjects that require better vocabulary and technical concepts as in the example of research that has been conducted (N, Simbolon et.al., 2020). Despite the benefits, EMI has disadvantages such as students whose mother tongue is not English may experience difficulties in understanding learning material and communicating well, interfering with deep understanding. This includes Indonesian students, which is known as foreign language (FL) that live in the expanding circle, where English is known as the third language after regional languages, and the second language (L2) of Indonesia. On the other hand, teachers or instructors may also have varied levels of English language skills, which then affects the quality of teaching and effective communication with students. Lastly, learning English also provides an opportunity to lose local cultural aspects. Furthermore, teaching English which can be used with various approaches and strategies both inside and/or outside the classroom are also discussed in this chapter. For instance, like direct method approach, Grammar-Translation, TextBased Approach, communicative approach, and Role-Playing. As for outside the classroom, self-learning methods, educational Apps, websites, and outing approaches used in general. Along with the methods found in teaching-learning, there is encouragement to be able to publish research in English especially for academicians, students, researchers,

7 and many others. In academic context, many research and scientific publications have started to adopt English as the main language contained in an article. This encourages researchers and academicians, even students in Indonesia who want to improve their English language skills in order to contribute to the global scientific community. It is also important for teachers to teach EMI as a means to form multicultural awareness among students. As a result, teachers should be aware to be able to introduce other cultures who speak English and teach tolerance and respect for cultural diversity through English as the language of instruction. In the next chapter, several approaches to English language teaching methods are shared, such as improving English language skills which can be done through various models and approaches that have been proposed by experts. Competency-Based Approach, Student-Centered Approach, Project-Based Approach, and others are mentioned. Of course, all the reasons and rationales that the author explains can lead the reader to understand that learning English as an instruction is important. However, apart from focus discussion contained in this book, the author rarely did not mentioned much related to the limitations. Then, the author encourages you to find and give additional critics containing in this book that most of them will be reviewed by other contributors below. It is expected that this book chapter can be catalyst and or some references in future academic writing and or etc. Finally, the author says, there are many issues that still need to be raised, but with authors limitations, this book chapter significantly reviews English as a language

8 of instruction in a positive way and emphasizes how it is linked to teaching processes. The book also talks related to some challenges in understanding English. Several challenges are also reviewed by contributor which is then explained in below. For example, how teachers and students must be able to understand the language itself. Then it is important to prepare and train educators' competencies, especially to support the readiness to teach English to students. This aims to optimize the results that can be achieved by students. Further, since this book was written in Indonesia, mostly by master students, it touches on how their perspectives of the new curriculum changes and their implications for students in the different cultures of students-teachers are reflected. In addition, this might be affect the use of English and its implications for certain subjects due to differences in culture, languages, race, ethnicity, geography and the problems that make EMI, more complex. Finally, how teachers as educators must be able to use EMI in bilingual and or multilingual model to language and teaching, according to the characteristics and needs of students also become our attention. So that the chapters reviewed in this book hopefully can be useful reference as well as a place to start the academic journey of writers and or young professionals in general.

9 Over the years as a student, I have experienced first-hand the vital role of English in pedagogics. English is not just a language but also a universal communication tool that connects students from different cultural and ethnic backgrounds. In my personal experience, I have seen how people use English as a language of instruction in learning wich facilitates them to a better and broader understanding of various subjects. When I studied in an international environment, English became a bridge that allowed students from different countries to talk to each other, share ideas, and understand different perspectives. It is vital in promoting multiculturalism and cross-cultural understanding in my classes. In addition, English also gives students access to global educational resources, including the latest literature, research, and technology. Furthermore, in the current era of globalization, English language skills are becoming increasingly important in preparing students for

10 international careers. It opens doors to employment opportunities worldwide and allows students to engage in global dialogue on important issues. Thus, in my personal experience as a student, I have seen that English has a crucial role in pedagogics, not only as a communication tool but also as a tool to promote understanding, cross-cultural cooperation, and broader career opportunities for students. This introduction will outline why learning English is essential in an increasingly globally-connected modern world. English is not just a language. It is also the key to many opportunities in personal life, education, and career. In the business and professional world, English is the global language of communication. Many multinational companies use English as their official languages. So, proficiency in English can open doors to job opportunities in various sectors and help communicate with international business partners. Most of the best scientific resources and literature in education are available in English. Therefore, learning English can provide greater access to knowledge and academic opportunities. In addition, English also allows us to connect with people from different cultures worldwide. It helps us understand cultural differences and diverse worldviews, and enrich our interaction experience. The importance of learning English relates to the practical aspects of daily life and helps us become more open global citizens who are ready to face challenges in this era of globalization. Therefore, let us explore and learn English with

11 passion and determination, as knowledge of this language can open the door to a bigger and more connected world. 1. What Is Pedagogic? Pedagogics is the study of the theory and practice of education. It involves understanding how humans learn and develop and how education can be directed to be effective. Through this approach, pedagogics focuses on teaching strategies, evaluating methods, and establishing a learning _hpclihg_hn nb[n mojjilnm mno^_hnm’ ijncg[f ^_p_fijg_hn. The main goal of pedagogics is to create engaging, interactive, and relevant learning experiences for students to develop skills, knowledge, and understanding sustainably. Pedagogics also integrates theories of psychology and sociology to understand the dynamics of learning groups and social interactions in educational contexts. Thus, an excellent pedagogical approach can help teachers become effective `[]cfcn[nilm ch mno^_hnm’ f_[lhcha jli]_mm. English plays a crucial role in pedagogics, or in the process of teaching and learning. It has become a global language that dominates many fields, including education. In this essay, we will explain the vital role of English in pedagogics. 2. What is the difference between pedagogics and teachers? The origins of pedagogy can be traced to the Greek word "paedagogeo," which consists of "Pais" (child) and "agogo" (to lead). So, literally, pedagogy can be defined as the act of leading children. In ancient Greek society, there existed a

12 clear differentiation between the roles of pedagogues (paidagögus) and subject teachers (didáskalos). The pedagogue (paidagogos) played a significant role in providing moral guidance and held a respected status. Their importance often surpassed that of the schoolmaster because the schoolmaster primarily focused on teaching a boy the fundamentals of reading and writing, while the paidagogos concentrated on instilling proper behavior, which parents regarded as a matter of greater importance. Even if the paidagogos happened to be enslaved, they held a unique position within the household, closely connected to its ]omnigm [h^ ch`fo_h]_^ \s nb_ `[nb_l’m [onbilcns [h^ perspective. In contrast, the schoolmasters had less intimate interaction with their pupils (Castle 1961:63). However, both pedagogues and teachers were considered of relatively lower social status. They could sometimes face disrespect from the boys they were responsible for. There was a significant caveat in this distinction. Since the authority and position of pedagogues were derived from the head of the household, and their emphasis was more on life skills than academic knowledge, they possessed certain advantages over teachers (didáskalos). This distinction between teachers and pedagogues, instruction and guidance, and education for formal schooling and education for life persisted in educational discussions for many centuries. It remained relevant even when Kant explored the topic of education in his work "On Pedagogy" (Über Pädagogik), first published in 1803, as he articulated the following ideas:

13 E^o][ncih _h]igj[mm_m nb_ ]bcf^’m ][l_ [h^ ^_p_fijg_hn and cultural knowledge as it matures. Cultural development has two aspects: Initially, it involves correction, essentially rectifying errors, or faults. Secondly, culture involves positive elements such as teaching and mentoring, which are integral to the educational process. Mentoring refers to guiding the student in applying the knowledge they have acquired. Consequently, there exists a distinction between a conventional teacher who imparts knowledge and a mentor or supervisor who offers guidance and direction to their student. The former prepares the student for school alone, whereas the latter prepares them for life. (Kant 1900: 23-4) Learning in pedagogics is divided into four categories: Behavioristic, Cognitive, Constructivistic, and Humanistic. 1. Behaviouristic Learning Theory Behavioristic learning theory is also known as behavioral learning theory. This is because this theory focuses on observable, measurable, explainable, and predictable behavior. Experience and recognition of these experiences will shape individual behavior through the learning process. From this, the concept of "machine man" or Homo mechanicus emerges (Ertmer & Newby, 1993). This theory focuses on the relationship between stimuli and responses, also known as the S-R (StimulusResponse) aspect in psychology. The stimulus can be the teaching provided by the teachers, and any result that arises from that is the

14 response. Applications of this concept can include learning activities that focus on "mimetic," where students are asked to re-express the knowledge they have learned, such as creating reports, taking quizzes, and taking tests. 2. Cognitive Learning Theory Cognitive learning theory focuses more on the crucial learning process than the outcome. Some proponents of this theory argue that learning involves more than just the relationship between stimuli and responses but is also influenced by perceptions and _rj_lc_h]_m ila[hct_^ ch [h ch^cpc^o[f’m ]iahcncp_ mnlo]nol_. B[m_^ ih ]iahcncp_ nb_ils, [ j_lmih’m knowledge is developed through continuous interaction with the environment, where this process is continuous and unified, not fragmented (Siregar & Hartini, 2010). 3. Constructivistic Learning Theory Constructivism theory in learning suggests that ehiqf_^a_ `ilg[ncih ]ig_m `lig nb_ mno^_hn’m chcnc[ncp_. Therefore, students must become active during learning, engage in critical thinking, and practice expressing their views on the material being studied. Meanwhile, the n_[]b_l’m lif_ cm ni mojjiln [h^ `[]cfcn[ncha nbcm knowledge formation process effectively. The teacher is not merely a transmitter of information but a guide who assists students in forming their understanding. In this context, teachers must deeply understand how students think and learn.

15 This theory grew from the work of Piaget, Vygotsky, information processing theory, and other cognitive jms]bifias nb_ilc_m, mo]b [m Bloh_l’m (Sf[pch, 2002). Constructivism, which has its roots in cognitive psychology, explains that student learning occurs due to ]ihmnlo]ncha g_[hcha `lig _rj_lc_h]_. Tb_ n_[]b_l’m primary role is to help students connect what they are learning with the knowledge that the students already have. 4. Humanistic Learning Theory Humanistic learning theory believes in developing knowledge from the side of human personality. In other words, it humanizes human beings. This theory aims to b_fj mno^_hnm’ j_lmih[fcnc_m \s ^icha p[lciom jimcncp_ activities, where the learning process is considered successful if students understand the environment and themselves. In practice, this theory is often criticized for being difficult to implement. It tends to be closer to the field of philosophy or personality theory rather than speaking within the scope of education. However, the contribution of this theory still has a considerable impact. Teachers and students can establish a solid relationship to help the learning process of students. English for Academic Purposes (EAP) is a specialized segment of English language education crafted to provide students with the linguistic abilities and competence required to succeed in academic environments. English for Academic Purposes (EAP) is a subset of English for Specific Purposes

16 (ESP). Another branch of ESP is English for Occupational Purposes (EOP). The term ESP emerged in the 1960s as a response to the dissatisfaction with general English language instruction, which could not adequately address specific needs. Nunan (2004:7) declair that The fundamental understanding that language might be viewed as a tool for communication rather than a collection of phonological, grammatical, and lexical components to be memorized gave rise to the idea of designing learning programs to meet the diverse communicative demands of different learners. It was no longer required to teach anything simply because it was 'there' in the language. A potential visitor to England should not be required to complete the same course as a Singaporean air traffic controller or a Columbian engineer preparing for graduate school in the United States. This realization resulted in the formation of English for Specific Purposes (ESP) as a significant subcomponent of language teaching, complete with its methods for curriculum development, materials design, pedagogy, and testing. Nunan argues that English language teaching should not only focus on phonology, grammar, and vocabulary but also should be more oriented towards the ability to communicate, especially in contexts that suit the unique needs of each learner. This makes English for Specific Purposes (ESP) increasingly crucial in learning English. In the context of higher education, the term ESP is often ]ih`om_^ qcnb nb_ n_lg EAP. Hiq_p_l, ch Gcff_n’m (2011) pc_q, the term EAP is more appropriate as it refers to language

17 learning and related practices that prepare students to study or work using English to communicate. About ESP or EAP teachers, Hyland (2006) stated that the reality now is that most EAP teachers are not native English speakers. He states. The global expansion of English within academic contexts has resulted in a significant shift where most EAP instructors worldwide are not native English speakers. This transformation has triggered adjustments in EAP teaching materials and teacher training programs. For instance, many MATESOL and other advanced teaching programs now incorporate EAP modules, and there is a rising availability of mj_]c[fct_^ g[mn_l’m ^_al__ jlial[gm ch nbcm `c_f^ internationally. Furthermore, there is an increasing awareness that EAP encompasses formal education at all levels, with a newfound emphasis on EAP during early educational years and guidance on postgraduate thesis qlcncha [h^ ^cmm_ln[ncih moj_lpcmcih (Bl[ch_, 2002). In’m important to note that EAP courses are not exclusively aimed at non-native English speakers, as a growing number of native English speakers entering higher education without a background in academic communication skills have made EAP an essential component of their educational journey. (Page 5) This has led to increasing complexity within the world of EAP due to the varity of abilities of non-native speaker EAP instructors. Consequently, Hyland proposes a solution to address the evolution of EAP. It is expected that EAP can provide systematic approaches tailored to specific needs in particular contexts and problem-solving orientation based on

18 the analysis of student needs and their communication abilities within their respective fields. E^o][ncih cm [ ]lo]c[f ]ilh_lmnih_ ch [ h[ncih’m development and progress. Today, we live in an era of globalization where communication, trade, and cooperation across borders are increasingly important. In this context, English plays a vital role in pedagogics or the science of teaching and learning. This paper will elaborate on the role of English in pedagogics and why mastery of English is crucial ch ni^[s’m _^o][ncih. English is not just a foreign language, but an international language used in various aspects of modern life. English is the language of instruction in many higher education institutions worldwide. This allows students from different countries to attend lectures, seminars, and study programs in one common language. Therefore, English creates opportunities for diverse cultures and viewpoints in the educational environment. In addition, much of the scientific literature, textbooks, journals, and other educational resources are available in English. Proficiency in English provides easier access to everexpanding global knowledge. Students who master English can seamlessly access the latest information in various disciplines, from science to humanities. English also plays a crucial role in global communication. In an ever-connected world, students who can communicate in English have a competitive advantage in work. They can more easily collaborate with international

19 peers, participate in international projects, and experience greater career mobility. Online education is one area that English heavily influences. Many online learning platforms and MOOC (Massive Open Online Course) courses use English as the language of instruction. This opens the door to global access to education and broader learning opportunities. For students who wish to pursue studies abroad, proficiency in English is essential. Many countries offer study programs in English, and the ability to communicate in this language is often one of the entry requirements. This provides an opportunity for a valuable international educational experience, deepens academic knowledge and broadens cross-cultural horizons. The multilingual education approach also benefits from English. In this context, students learn two or more languages, including English. This helps them develop bilingual or multilingual abilities that has cognitive and crosscultural benefits. Communication in more than one language is increasingly valued in a changing world. In technological developments, English is often used in software development, websites, and technological documentation. Understanding English becomes essential for students who want to understand and participate in the rapidly growing technology industry. Finally, learning English helps students develop critical thinking, analytical, and synthesis skills. They must analyze texts, understand the context, and express their ideas in different languages. This helps them become more independent and creative learners.

20 Overall, English is central to modern learning which enables access to global knowledge, international communication, and greater career mobility. Therefore, an understanding of English should be an integral part of education in this era of globalization, preparation for students to become more skilled and knowledgeablly global citizens. English is the window to the world for students. Students can access global information, literature, and resources through English language teaching. They can develop a broader understanding of cultures, science, and technology worldwide. English plays an essential role in various levels of education and learning contexts. Some of the critical roles of English in learning include: 1. Language of Instruction: English is often the language of instruction in many higher education institutions worldwide, allowing students from different countries to attend lectures, seminars, and study programs in the same language. 2. Access to Learning Resources: Many textbooks, scientific literature, journals, and other educational resources are available in English, which makes understanding these texts essential for students who want to access global knowledge. 3. Global Communication Skills: English is a common language in business, technology, and science communication at the international level. It also helps

21 students to prepare for careers in a global environment and to communicate effectively with individuals from different cultural backgrounds. 4. Online Education: English is often used as a language of instruction in popular online learning platforms and MOOC courses which opens global access to broader education and learning opportunities. 5. Study Abroad: For students who wish to study abroad, English proficiency is essential, as many countries offer study programs in this language, even as an entry requirement. 6. Multilingual Education: English is also used in multilingual education approaches, where students learn two or more languages which helps them develop bilingual or multilingual abilities that has cognitive and cross-cultural benefits. 7. Technological Advancement: English is often used in software development, websites, and technological documentation, which is critical for students who want to understand and participate in the rapidly growing technology industry. 8. Critical Thinking Skills: Learning English also helps students develop critical thinking, analytical, and synthesis skills, as they need to analyze texts, understand context, and convey ideas clearly in different languages. 9. As such, English plays a central role in modern learning, enables access to global educational resources, international communication, and prepares for career success in an increasingly globally connected era.

22 Pedagogical objectives are efforts to achieve expected learning achievements during the educational process. It chpifp_m ^_p_fijcha ^cp_lm_ [mj_]nm mo]b [m mno^_hnm’ knowledge, skills, attitudes, and values. In education, j_^[aiac][f i\d_]ncp_m ch]fo^_ cgjlipcha mno^_hnm’ understanding of concepts, developing critical thinking skills, stimulating curiosity, and shaping positive character. These form the basis for designing curriculum, teaching strategies, and educational evaluation.

23 ENGLISH as a medium of instruction (EMI) refers to the use of English as the language of instruction in educational settings where it is not the primary language used by students (Hultgren et al., 2022). This approach is becoming increasingly popular among higher education institutions around the world, especially in nonEnglish speaking countries, as a way to internationalize their programs and attract students who come from diverse backgrounds (Hultgren et al., 2022). Despite its popularity, EMI poses challenges, especially in terms of assessment (Hultgren et al., 2022). There is a lack of research on evaluation in the EMI context and questions remain about what and who to evaluate, as well as how and why evaluation should take place (Hultgren et al., 2022). However, some researchers suggest that assessment for learning could play a larger role in the EMI context, building on established knowledge in applied linguistics of its integral role of language in learning (Hultgren et al., 2022).

24 In sub-Saharan Africa, there is a debate about the role of language in education, with some advocating the widespread use of African languages as a medium of instruction, while others maintain monolingualism in European languages such as English (Clegg & Simpson, 2016). However, many students in elementary school and beyond do not have sufficient English proficiency to acquire subject knowledge appropriate for their grade level, limiting their ability to access effective hands-on activities on classroom and within the program (Clegg & Simpson, 2016). There are pedagogical and organizational approaches that can be applied in sub-Saharan Africa to enhance the effectiveness of English as a language of instruction, such as multilingual classroom practices, teaching of subject language-friendly, accessible textbook design and curriculum suitable for learners working in a national environment. (Clegg & Simpson, 2016). This chapter is going to discuss EMI in Indonesian context. Since the English language is a foreign language in Indonesia, it is used only as a language of formal ceremony in both public and private area. In schools, the English language is one of mandatory subjects that needs to be understood and mastered by students. The use of English as medium of Instruction in ELT in Indonesia has been a crucial topic to be discussed. English as the medium of instruction (EMI) in Indonesia is a topic of discussion among English teachers at different grade levels. While some teachers have a positive perception of English as EMI because they believe it can improve students' skills. Other teachers are hesitant and want lessons

25 to be taught using a combination between mother tongue and English (Nur et al., 2023). However, some English teachers recognize the benefits of integrating local English into children's classrooms and the majority of teachers tend to positively consider local English as a model of ELT in the local context (Adityarini, 2018). Current research on secondary school English teachers' perceptions of English as a medium of instruction shows that despite the low frequency of use, teachers have positive reactions to their English and perceptions understand the importance of implementing the teaching and learning process of employing English (Raya & Obos, 2018). The use of ICT in English teaching practice in primary schools has proven to be useful for both students and teachers in providing practical and authentic teaching materials, including cultural materials for students (Sutiyono et al., 2023). In Indonesia, English is still considered a foreign language and a monolingual approach is ideal in the EFL classroom (Azir, 2019). Finally, a study of international students in Malaysia found that English learning orientation are not differed by nationality and gender, and provided recommendations for local higher education institutions to improve ELT practice for newly admitted international students (Badib & Guru, 2011). Along with EMI in the Indonesian context, the general situation of English proficiency of teachers and students in Indonesia will also be explained in the following sections.

26 English as the language of instruction (EMI) can be a potential barrier to the academic success of some students, especially if they are not proficient in English (Gupta et al., 2017; Clegg and Simpson, 2016). However, many students and teachers view English as an unproblematic medium of instruction and believe that it should be retained because of its global importance (Gupta et al., 2017). In sub-Saharan Africa, many students in primary and higher education do not have sufficient English proficiency to acquire subject knowledge appropriate to their grade level, which limits their access to practice effectively in the classroom and therefore in their classroom (Clegg & Simpson, 2016). Adequate pedagogical and institutional expertise for educating second language learners is available in Africa and other parts of the world, but is rarely widely adopted in subSaharan Africa (Clegg & Simpson, 2016). Research on evaluation in the EMI context is scarce, and implementation of evaluation in the EMI context can be complex (Hultgren et al., 2022). However, giving a greater role to assessment for learning in higher education could improve learning in EMI contexts and beyond (Hultgren et al., 2022). Learning a language can lead to significant improvements in learner outcomes and more effective engagement with subjects across the curriculum (Milligan et al., 2016).

27 Advantages of using English as a medium of instruction: English is a global language. So, it can facilitate communi-cation and understanding between people from different countries and cultures (Gupta et al., 2017). It can provide access to more educational resources, including books, magazines, and online materials (Gupta et al., 2017). It can prepare students for international study and career opportunities (Gupta et al., 2017). Disadvantages of using English as a medium of instruction: Students who are not proficient in English may have difficulty in understanding materials, which can harm their academic success (Gupta et al., 2017; Clegg and Simpson, 2016). The use of English as the language of instruction can perpetuate linguistic imperialism and marginalize local languages (Clegg and Simpson, 2016). This can create a cultural gap between native English-speaking students and non-English speaking students (Gupta et al., 2017). Conducting assessments in the context of EMI can be complex (Hultgren et al., 2022). Learning a language can lead to significant improvements in learner outcomes and more effective engagement in curriculum subjects (Miligan et al., 2016).

28 In the Indonesian context, English as a medium of instruction (EMI) in English Language Teaching (ELT) has both advantages and challenges. Here is a breakdown: Advantages: 1. Global Importance: Many Indonesian students and teachers believe that English should be retained as the medium of instruction in ELT due to its global importance (Gupta et al., 2017). 2. Better Patient Care: Some teachers and students in the medical field believe that using regional or national languages along with English can help address patients and provide better care to them (Gupta et al., 2017). Challenges: 1. Potential Barrier: For some students, sudden changes in instructional media and application of terminology can become potential obstacles to academic success (Gupta et al., 2017). 2. Insufficient English Proficiency: In Indonesia, where English is the language of instruction, many students at the elementary level and beyond do not have enough English skills to acquire subject knowledge appropriate to their grade level. This limits their access to effective classroom practices and curriculum (Clegg & Simpson, 2016).

29 3. Assessment Complexity: Research on evaluation in the EMI context is scarce, and implementation of evaluation in the EMI context can be complex. Key questions include what and who to evaluate, as well as how and why evaluation should take place (Hultgren et al., 2022). Although English as the language of ELT instruction in the Indonesian context has its advantages, there are still challenges related to language proficiency and assessment that need to be addressed to ensure successful learning outcomes for all of students. There is a lack of information about policies and regulations related to English as the language of instruction (EMI) in Indonesia. However, it should be noted that the Indonesian government encourages the use of English in education, especially higher education, as part of its efforts to improve the country's competitiveness in the global market (Gupta et al., 2017). In 2016, the Indonesian government launched a program calle^ ‚R_pcn[fctcha Ehafcmb T_[]bcha [h^ L_[lhcha‛ ni improve the quality of English teaching in the country (Gupta et al., 2017). The program aims to improve the English proficiency of teachers and students, as well as increase the use of English as the language of instruction in schools and universities (Gupta et al., 2017). However, it remains unclear how this program is implemented and what specific policies

30 and regulations are in place to support the use of English as the language of instruction in ELT in Indonesia. English teachers in Indonesia must have a certain level of English proficiency to carry out teaching activities (Rachmawati & Purwati, 2021). However, there is a gap between teachers' perceptions of English communication skills and their actual English proficiency (Lie et al., 2019). Here are some findings from various studies on the topic: A high level of English proficiency alone cannot be the sole indicator to guide effective English teaching and learning. Teachers must achieve high levels of language proficiency and their own teaching skills to provide an optimal teaching and learning environment (Rachmawati & Purwati, 2021). Most English teachers themselves are still not ready to use English as a means of communication. Therefore, improving their ability to use English has become a topic of interest (Lie et al., 2019). Educational attainment (EL) affects English proficiency and also becomes the best measure of a teacher's cultural knowledge and experience, such as personal development, leadership, curriculum delivery curriculum, general sensitivity and cultural awareness. Furthermore, teachers who teach at higher levels seem to have better English proficiency than those who teach at lower levels, and

31 practicing teachers are also better than former teachers in their teaching responsibilities (Diem and Abdullah, 2020). Behavior management skills were significantly but negatively correlated with English proficiency as well as instructional management skills. Age is negatively correlated with instructional management skills, and no correlation was found between gender and years of experience (Yasin & Mustafa, 2022). An English skills enhancement program is proposed to maintain English teachers' language skills as an integral part of their professionalism. To this day, EFL teachers' language skills are still considered low and many professional development programs only account for a small percentage of EFL teachers' language skills (Nugroho, 2018). An online English training program was implemented to improve teachers' English skills, and these improvements were demonstrated through pre- and post-testing of a standardized test, including TOEFL. The training provided to the participants had an impact on enhancing the skills of the participants as post-test scores improved significantly (Resdiana et al., 2022). English proficiency is an important factor for English teachers in Indonesia, but it is not the only indicator of teaching effectiveness. Teachers must also have pedagogical skills, knowledge and cultural experience to provide an optimal learning and teaching environment. There are various efforts to improve the skills of English teachers, such as language skills development programs and online English training programs.

32 Tb_ ^_jc]ncihm i` mno^_hnm’ Ehafcmb jloficiency in Indonesia vary based on several factors. Here are some key findings: 1. Reading Instruction Lack of motivation and low levels of intelligence are considered to be the reasons why students cannot read (Besral, 2008). Clear vision and educational programs are important for successful teaching (Besral, 2008). 2. Ehafcmb T_[]b_lm’ Pli`c]c_h]s English teachers in Indonesia must pass a specific TOEFL score to perform teaching activities (Rachmawati & Purwati, 2021). However, there is a gap between teachers' perceptions of English communication skills and their actual English proficiency (Lie et al., 2019). 3. S_]ih^[ls S]biif T_[]b_lm’ Pli`c]c_h]s: Many English teachers in Indonesia are not ready to use English as a mean of communication (Lie et al., 2019). It is necessary to improve English proficiency to promote English communication skills (Lie et al., 2019). 4. Multiculturalism and English Proficiency Differences in English proficiency can affect the English as a foreign language (EFL) education process of teachers from different cultures (Diem and Abdullah, 2020). Teachers with higher education and in-service tend to have better English skills (Diem and Abdullah, 2020).

33 5. Professional Development English training programs have been conducted to improve teachers' English skills in Indonesia (Resdiana et al., 2022). These programs have displayed positive results in improving teachers' skills (Resdiana et al., 2022). It is important to note that these representations are based on studies and research conducted in specific contexts and may not be representative of the entire Indonesian student population. Additionally, English proficiency may vary between individuals and organizations. English is widely used as a medium of instruction in English Language Teaching (ELT) in Indonesia. There are advantages and disadvantages in using English as a medium of instruction in ELT. Advantages: 1. Exposure to authentic language: Students are exposed to real language use, which can aid in their language development. Using English as a medium of education can assist students enhance their English ability by exposing them to the language on a more frequent and authentic basis. 2. Access to global information: English is the international language, and employing it as a medium of education can provide students with

34 access to global knowledge such as academic publications, research papers, and online learning tools. 3. Improve job prospects: Many jobs demand English fluency, and employing English as a medium of education might assist students enhance their job prospects. Because English is widely used in the global labor market, adopting it as a medium of teaching might help students better prepare for future work chances. Disadvantages: 1. Limited access to resources: Many students and teachers in Indonesia who are not fluent in English may lack access to English resources such as textbooks and other materials. They may have difficulty in understanding the content and keeping up with original English resources. 2. Difficulty in understanding: If students' English skill is insufficient, they may struggle to understand the lesson's content. The success of using English as a medium of instruction is also dependent on the teachers' abilities. If teachers are not fluent in English, it might have a negative impact on educational quality. 3. Cultural barriers: Since pupils may be unfamiliar with the cultural background of the language, using English as a medium of instruction may result in cultural hurdles. Furthermore, employing English as a medium of education might result in a loss of cultural and linguistic

35 identity since students may favor English above their home language and culture. For many years, the use of English as a medium of instruction in English Language Teaching (ELT) in Indonesia has been a source of contention. While some claim that it is vital to improve students' English ability. Others believe that it may harm students' learning. Here are some ways to support the use of English as a medium of instruction in ELT in Indonesia: 1. Provide adequate teacher training: Teachers must be trained in order to teach effectively in English. They must be fluent in English and possess the essential skills to teach in English. Teacher education programs should concentrate on increasing instructors' English language skills, teaching approaches, and classroom management abilities. 2. Develop appropriate teaching materials: To support the use of English as a medium of education, appropriate instructional materials must be prepared. These materials should be culturally relevant, interesting, and relevant. They must also be consistent with the national curriculum and learning standards. 3. Encourage the use of English outside the classroom: Outside of the classroom, students should be encouraged to utilize English. This can be accomplished by allowing students to participate in English language clubs, competitions, and other extracurricular activities.

36 Parents might be encouraged to help their children learn English by providing them with English language books, movies, and other materials. 4. Collaborate with other stakeholders: Collaboration with other stakeholders, including as the government, universities, and the commercial sector, is critical to promoting English as a medium of instruction in ELT. The government can subsidize teacher training programs and the creation of teaching materials. Universities and schools can work together to create English language support programs for students. The private sector can offer resources and assistance with English language acquisition. 5. Monitor and evaluate the implementation: The use of English as a medium of teaching in ELT must be examined and reviewed on a regular basis. This can be accomplished through observations in the classroom, student assessments, and feedback from instructors, students, and parents. The evaluation results can be utilized to improve the implementation and make necessary changes. In order to support the use of English as a medium of instruction in ELT in Indonesia, a comprehensive approach is required, which includes teacher training, proper teaching materials, increasing the use of English beyond the classroom, collaboration with other stakeholders, and monitoring and evaluation. Students can improve their English language skills and be better prepared for a globalized environment by applying these tactics.

37 English as a Medium of Instruction (EMI) in the context of English Language Teaching (ELT) in Indonesia presents a complicated environment with both benefits and drawbacks. While some teachers and students recognize English's global importance and its potential to improve pupils' language skills, others express worries about language proficiency, cultural consequences, and resource availability. The Indonesian government's endeavors to improve English competence through programs such as "Revitalizing English Teaching and Learning" indicate the country's dedication to increasing English education quality. However, closing the gap between teachers' and students' perceived English ability and real language skills remains a serious difficulty. Efforts to encourage EMI in ELT should focus on comprehensive teacher training, the provision of culturally relevant teaching materials, boosting English language use outside of the classroom, and developing stakeholder engagement. Furthermore, the representations of English proficiency between Indonesian teachers and students highlight the necessity for a diversified approach to language instruction. While English teachers must have a particular degree of English ability, this does not ensure good teaching. Successful language instruction requires pedagogical skills, cultural sensitivity, and continual professional growth. Furthermore, pupils' English competence varies which depends on factors such as motivation and resource availability. To support EMI effectively, efforts should be made to bridge these gaps by providing chances for ongoing teacher development and encouraging a larger usage of English in a variety of contexts.

38 To ensure the success of EMI in Indonesian ELT, it is critical to thoroughly weigh the benefits and drawbacks of this strategy. While EMI might expose students to actual language use, provide access to global information, and increase employment opportunities, it can also create issues such as limited access to resources, comprehensive difficulties, and potential cultural hurdles. As a result, a comprehensive plan including excellent teacher training, culturally relevant instructional materials, extracurricular language activities, stakeholder participation, and continuing evaluation is critical. By tackling these difficulties, Indonesia English tearchers may better prepare their students for success in an increasingly linked world while retaining the richness of their cultural and linguistic variety.