Lecturers English-medium Instruction Skill at Tertiary Vocational
Education
Yosi Handayani, Condra Antoni and Nurul Fadilah
Politeknik Negeri Batam, Jalan Ahmad Yani, Batam, Indonesia
Keywords: English-Medium Instruction, Teaching Skills, English Language Usage, Vocational Education, Teaching
Materials
Abstract: English-medium Instruction (EMI) is a teaching activity for core subjects in English. In this case, the lecturers
of Core subjects in a study program will deliver the subject using English. EMI focuses on transferring
knowledge related to core competencies of study programs in English. In contrast, English Language
Teaching (ELT) is teaching English as a subject to enable the students to communicate using English. This
study investigates how need the lecturers at the Politeknik Negeri Batam have English training to build their
EMI ability. This is qualitative descriptive research. The data is taken using a questionnaire to lecturers from
different study programs at Politeknik Negeri Batam. The result shows that EMI training is needed to improve
the fluency of the lecturers in teaching using English as well as develop their skills in creating and preparing
teaching materials in English.
1 INTRODUCTION
English has become a lingua franca of the
Association of South-East Asian Nations
(ASEAN), a strategic regional organization for the
economy and social stability (Walkinshaw, Fenton-
Smith, & Humphreys, 2017), where Indonesia is
one of the members. On the other side, the English
skill of Indonesian Higher Education (HE)
graduates are relatively uncompetitive (Dewi,
2017; Simbolon, 2018). Hence, there is an urgent
need for contribution to addressing English support
for Indonesian HE graduates during their university
years.
Teaching a subject in English becomes more
popular nowadays as more and more university
open their scope to have a dual degree or
international program. Thus, the lecturers of core
subjects for this program have to be able to deliver
their subjects in English.
Teaching subjects with EMI is challenging for
some lecturers because most of them are not
familiar with this situation. In addition, most of
them are passive speakers of English itself. They
have a good understanding to read, writing, and
listening to English materials but they are not
fluent to speak in English.
Carrió-Pastor (2020a) questioned the use of
certain forms of discourse that can give expected
impacts to the listener in EMI research. In her study
on the prepared speech of EMI teachers’ recorded-
videos, it was found that pragmatic strategies like
using mitigation markers and boosters were less
dominant in comparison to terminologies of the
learning topics. She suggested that EMI teachers
should pay attention to pragmatic competence and
strategies which enable the teachers to go beyond
explaining knowledge and subjects, for instance,
finding ways for softening their discourses for
avoiding the impression of a direct command from
the students. Moving to some earlier studies, Dyer
& Keller-Cohen (2000) investigated the use of a
narrative of personal experience to construct
professional identities through recurring
institutional roles in the lecture spoken discourse.
Meanwhile, engineering lectures in Malaysia
seem to give more emphasis on informing students
on things related to the course material. Besides,
lecturers in the UK worked in industries before
having to the university positions, whilst in
Malaysia people come to academia from their early
career.
The above-mentioned studies confirm that EMI
lectures are an important channel to understand
English discourse strategies and how the EMI
256
Handayani, Y., Antoni, C. and Fadilah, N.
Lecturers English-medium Instruction Skill at Tertiary Vocational Education.
DOI: 10.5220/0010862300003255
In Proceedings of the 3rd International Conference on Applied Economics and Social Science (ICAESS 2021), pages 256-263
ISBN: 978-989-758-605-7
Copyright
c
2022 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
lecturers position themselves and construct their
identities through language use. However, none of
these studies benefits from the Indonesian HE
setting.
Current studies on EMI in Indonesian HE tends
to ignore the EMI lecturers’ English use when
teaching. For example, Dewi (2017)and
Simbolon's (2018) studies are undoubtedly
important in providing insight into EMI
implementation in
Indonesia. By using a qualitative- quantitative-
method, the former study unpacks that English
lecturers at Indonesian tertiary education believe
that EMI implementation faces several challenges
ranging from the lack of students' English
proficiency to a broader social attitude and
sentiment to the English language. The latter study
identified several issues surrounding EMI
implementation at a vocational-based university in
Indonesia by doing interviews and a Focus Group
with the university lecturers and stakeholders.
Simbolon (2018) highlights the lack of English
skills of the students and limited guidance for EMI
implementation as the key finding of the study. Yet,
to what extent the aforementioned beliefs,
attitudes, sentiments, and perceptions are
exemplified by the EMI lecturers through their
English use in classrooms are still absent. Hence,
our project will go through analyzing the actual
discourse strategies of English in EMI lectures.
On the other hand, English-Medium of
Instruction (EMI) has undergone a rapid growth
globally in all levels of education, from primary
school to university level (tertiary education), and
teaching English to academic subjects like
mathematics, geography and others have been
more common in private education than in
government-funded or public education (Dearden,
2015). Among
the common motivations behind EMI
implementation
are the internationalization of
universities by making English the language in the
classroom instead of the local language (Moncada-
Comas & Block, 2019) and responding to
government policy like the Bologna Process in the
European context (Carrió-Pastor, 2020b).
For the Indonesian context, this condition is
ironic
given that thorough research on what is
happening in
EMI classrooms have not yet touched
tertiary education in Indonesia. It has been true that
English has been taught from primary level to
tertiary education in the Indonesian context. Still,
the level of English of Indonesian higher education
graduates is relatively low (Kirkpatrick, 2012). Our
project is one of the important efforts for
understanding what is happening in EMI lectures
and supporting a successful transition to EMI for
both students and lecturers of Indonesian
government-owned tertiary education which has a
specific focus on generating ready-to-work
diploma graduates.
Although English has been taught at a higher
education level in Indonesia, it seems that English
Language Teaching (ELT) classroom alone seems
to be far from enough because it merely focuses on
the students’ proficiency and communicative
competence in English. Meanwhile, EMI provides
an opportunity for the students to use English more
authentically (Galloway, Kriukow, & Numajiri,
2017). EMI can function as giving the polytechnic
students more access and exposure to the English
language, besides ELT, while getting knowledge to
their specific educational fields. Moreover, from
the lecturer’s competence perspective, an English
Language lecturer can potentially inform and
assess the students’ English competence based on
language teaching knowledge, whilst EMI teacher
focuses on assessing knowledge of content-
specific subjects delivered in English. In other
words, EMI is not to substitute ELT but ELT to
some extent inspires the development of EMI
(Galloway et al., 2017). Hence,
EMI implementation
is important since both EMI and
ELT can be
mutually valuable for polytechnic students in
Indonesia to increase the competitiveness of
Indonesian higher education graduates in the
global marketplace.
Apart from having academic impacts, this
project will also be a valuable input for HE policy
in Indonesia. On the one hand, the Indonesian
government has struggled for encouraging the
academic community to employ EMI as an
important aspect for preparing the students to be
employed at multinational workplaces. The
Ministry of HE and Research of the Republic of
Indonesia has stated that the use of English for
students and academic staff is
very important to
enhance the global competitiveness
of Indonesian
tertiary education (Dewi, 2017). Furthermore,
Dewi (2017) argues that the Indonesian government
has announced the implementation of English and
Indonesian curriculum to all universities in
Indonesia in 2016, and it should be supported
accordingly.
Moreover, from the lecturer’s competence
perspective, an English Language lecturer can
potentially inform and assess the students’ English
competence based on language teaching
knowledge, whilst EMI teacher focuses on
Lecturers English-medium Instruction Skill at Tertiary Vocational Education
257
assessing knowledge of content-specific subjects
delivered in English. In other words, EMI is not to
substitute ELT but ELT to some extent inspires the
development of EMI (Galloway et al., 2017).
Hence, EMI implementation
is important since both
EMI and ELT can be mutually
valuable for
polytechnic students in Indonesia to increase the
competitiveness of Indonesian higher education
graduates in the global marketplace.
2 FORMULATION OF THE
PROBLEM
This research is aimed to investigate the current
condition of lecturers’ English knowledge and
competency. The discussion will include:
1.
How long do the lecturers teach at the tertiary
education level?
2.
What is their English proficiency level?
3.
How long have they use English in teaching?
4.
What are their weaknesses in delivering the
subject in English?
5.
What teaching with EMI skills do they need to
improve?
3 RESEARCH PURPOSES
This project will be a worthy contribution to The
professional development of lecturers as this
research is going to provide professional
development program design in EMI. Our findings
are oriented to be the main input of English-
Medium Instruction (EMI) policy or program
design for Indonesian polytechnics, specifically
Politeknik Negeri Batam.
4 LITERATURE REVIEW
Many current studies have been devoted to
analyzing EMI discourse strategies in the HE context.
For example, Carrió-Pastor (2020a) questioned the
use of certain forms of discourse which can give
expected impacts to the listener in EMI research. In
her study on the prepared speech of EMI
teachers’ recorded videos, it was found that
pragmatic strategies like using mitigation markers
and boosters
were less dominant in comparison to
terminologies of
the learning topics. She suggested
that EMI teachers should pay attention to pragmatic
competence and strategies which enable the
teachers to go beyond explaining knowledge and
subjects, for instance, finding ways for softening
their discourses for avoiding the impression of a
direct command from the students.
The above-mentioned studies confirm that EMI
lectures are an important channel to understand
English discourse strategies and how the EMI
lecturers position themselves and construct their
identities through language use.
Dewi (2017) and Simbolon (2018) studies are
undoubtedly important in providing insight into
EMI implementation in Indonesia. By using a
qualitative- quantitative-method, the former study
unpacks that English lecturers at Indonesian
tertiary education believe that EMI implementation
faces several challenges ranging from the lack of
students' English proficiency to a broader social
attitude and sentiment to the English language. The
latter study identified several issues surrounding
EMI implementation at a vocational-based
university in Indonesia by doing interviews and a
Focus Group with the university lecturers and
stakeholders. Simbolon (2018) highlights the lack
of English skills of the students and limited
guidance for EMI implementation as the key
finding of the study. Yet, to what extent the
aforementioned beliefs, attitudes, sentiments, and
perceptions are exemplified by the EMI lecturers
through their English use in classrooms are still
absent. Hence, our project will go through
analyzing the actual discourse strategies of English
in EMI lectures.
On the other hand, English-Medium of
Instruction (EMI) has undergone a rapid growth
globally in all levels of education, from primary
school to university level (tertiary education), and
teaching English to academic subjects like
mathematics, geography and others have been
more common in private education than in
government-funded or public education (Dearden,
2015). Among
the common motivations behind EMI
implementation
are the internationalization of
universities by making English the language in the
classroom instead of the local language (Moncada-
Comas & Block, 2019) and responding to
government policy like the Bologna Process in the
European context (Carrió-Pastor, 2020b).
For the Indonesian context, this condition is ironic
given that thorough research on what is happening
in EMI classrooms has not yet touched tertiary
education in Indonesia. It has been true that
ICAESS 2021 - The International Conference on Applied Economics and Social Science
258
English has been taught from primary level to
tertiary education in the Indonesian context. Still,
the level of English of Indonesian higher education
graduates is relatively low (Kirkpatrick, 2012).
Although English has been taught at higher
education levels in Indonesia, it seems that English
Language Teaching (ELT) classroom alone seems
to be far from enough
because it merely focuses on
the students’ proficiency
and communicative
competence in English. Meanwhile, EMI provides
an opportunity for the
students to use English more
authentically (Galloway,
Kriukow, & Numajiri,
2017). EMI can function as giving the polytechnic
students more access and
exposure to the English
language, besides ELT, while getting knowledge to
their specific educational fields.
Some other previous studies about EMI at the
tertiary
education level are:
1.
Ibrahim (2001). His study is about The
Implementation of EMI (English Medium
Instruction) in Indonesian Universities: Its
Opportunities, its Threats, its Problems, and its
Possible Solutions. The result is that total/full
immersion is not the right method for language-
incompetent students, the writer believes that
both a bridging program and a partial EMI
program are necessary at least at the initial stage
of EMI implementation.
2.
Arkin (2013) studies about English-medium
Instruction in Higher Education: A Case Study
in a Turkish University Context. The results are
the efforts of the content instructor such as
reduced speech rate and higher use of content
redundancy end to students’ problems in
following the lecture and comprehending the
content. In addition, a significant disadvantage
is gathered when the students answered a
parallel set of questions in English.
3.
Emrije (2015). He investigates English as a
Medium of Instruction in University Education.
Procedia - Social and Behavioral Sciences. He
finds that the use of EMI in higher education
provides some crucial
differences in English
language proficiency.
4.
Corrigan (2015) researches English For the
Medium of Instruction (EFMI) at a University
in Hong Kong. He claims that institutions need
to develop their language and teaching
pedagogy for new lecturers who use ESL. In
addition, a pre-service teacher education is also
important for the fulfillment of aspiration at
university in Hong Kong.
5.
Kuncoro (2015) studies Students’ perceptions
of English as a medium of instruction in the
English class of English education study
program at IAIN Palangka Raya. He figure out
that most students agree with all question items
that ask about English as a teaching language
that is
applied in learning activities in English
class
classes at IAIN Palangka Raya English
Education Study Program. Thus, English as a
teaching language needs to be applied by
English lecturers in teaching English courses
at
IAIN Palangkaraya English Education Study
Program.
6.
Macaro and Akincioglu and Dearden (2016)
investigate English Medium Instruction in
Universities: A Collaborative Experiment in
Turkey. They find that the whole suggests that
collaboration of “collaborating pairs” of
teachers using a “collaborative planning tool”
can be highly beneficial and we provide case
studies of both successful and less successful
aspects of the intervention.
7.
Syakira (2020) investigates English as Medium
of Instruction at Physics International Class
Program: A Study of Students’ Perception
which focuses on students’ perception of
English language usage as the medium of
instruction (EMI) in the teaching ad learning
process at Physics International Class Program
(ICP), State University of Makassar. The result
shows that EMI in ICP can improve the English
ability of several students especially in writing,
reading, and vocabulary while some other
students are having difficulties learning
activities.
8.
Ozer (2020) examines Lecturers’ experiences
with English-medium instruction in a state
university in Turkey: Practices and challenges.
He identifies that most of the respondents want
to have an EMI
support system set up in the
institution. They
agree to propose to be
facilitated with ‘teaching practices among
content
lecturers’, ‘challenges and constraints
which
content lecturers face’ and ‘training
courses for content lecturers’.
9.
Navas (2020) research about questions in EMI
undergraduate lectures in a Sri Lankan
University: Why are they important?. The result
shows that most of the lecturers ask rhetorical
questions. This can imply meaningful
interactional episodes of dialogic nature. He
enlightens that lecturers should be trained to ask
non-rhetorical questions which can build
interaction to achieve the EMI goals.
10.
Simbolon (2021) investigates English Medium
Instruction (EMI) practice: Higher education
Lecturers English-medium Instruction Skill at Tertiary Vocational Education
259
internationalization in Indonesia. She finds that
the main reason for EMI practice in most
Indonesian universities is to address current
competition among global universities. Higher
education internationalization is indicated in
using the English language in two main types of
EMI classes: 'Bilingual Class' and 'International
Class'.
11.
Yuan (2021) explores Promoting English-as-a-
medium-of-instruction (EMI) Teacher
Development in Higher Education: What Can
Language Specialists Do and Become? He
discovers that language specialists can take on
a new role as EMI teacher educators. They can
also teach with EMI. The language specialist
can have professional development in the
following ways: (1) initiating classroom change
through awareness-raising; (2) integrating
content and language in specific disciplines
through collaboration; (3) attending to EMI
teachers’ social and affective needs; and (4)
advocating the professional status of EMI
teachers.
5 RESEARCH METHOD
5.1
Research Object
This research is committed at Politeknik Negeri
Batam. The object of this research is the lecturers who
are interested in Teaching with EMI. Initially, we
offered an EMI training program for all lecturers,
respectively more than 300 targeted respondents.
However, only 27 lecturers are participating in this
research. They are from different academic
backgrounds and teaching experiences. These 27
participants are then also become our respondents
to give data through questionnaire regarded to their
skill in lecturing using EMI.
5.2
Data Collection
The data for this research is collected using a
questionnaire filling out by the 27 respondents
regarding their experiences and opinions related to
their English competency and needs to use EMI in
their teaching.
5.3
Data Analysis Method
This is qualitative and descriptive research. The
collected data from respondents about their
teaching experiences and opinions is qualitatively
analyzed to map their needs of English training for
teaching with EMI. The analysis brings out the
description of the teaching experiences, the
English usage, the weaknesses and strengths for
teaching with EMI, as well as the improvement
skills for the lecturers.
6 DISCUSSION
6.1
Teaching Experiences
The following pie chart presents information
about
the duration of respondents teaching experiences.
Figure 1: Respondents’ teaching experiences.
It can be seen that more than a half of the
respondents have teaching experiences within 2 -
<5 years (52%). There is almost one-third of the
respondents with 5 years-<10 years teaching
experience (30%). Meanwhile, there are only 18% of
them with teaching experiences of above ten years.
It implies that the motivation to develop
lecturers’ professional skills in EMI is dominated
by them who are young lecturers with teaching
experiences of less than 10 years.
Simbolon (2021) states that EMI can bring for
a better global competition of the university. It
means, the more the lecturers use EMI in their
teaching, the more the chance of the university to
compete internationally.
6.2
English Proficiency
The following pie chart presents information about
the English proficiency of the respondents.
ICAESS 2021 - The International Conference on Applied Economics and Social Science
260
Figure 2: The English Proficiency of the respondents
The above pie chart shows that 41% of the
respondents are never had got an English
proficiency test. There are more than half of the
participants with A2 and B1 proficiency levels.
Both A2 and B1 are in the same portion, 26% each.
There are only 7% of the respondents who are in B2
proficiency level.
It implies that there are almost 60% of the
participants who get interested in EMI have tested
their English level. This is good for them as they
know well
their position of English capability and
it will help and ease them to improve.
The 41% of the respondents who have not had
any English proficiency test cannot be
determined
as those who are in the lower level of English
because
there is a possibility that they are better. Therefore,
their improvement scenario cannot be directly
pictured.
Looking at the data presented by the pie chart,
this research has the same result as Emerije (2015)
that EMI at higher education has crucial in English
Language proficiency. The above data shows that
there are only 7% of the participants are at the B2
level.
6.3 English Skills
to
Be Improved
The following pie chart presents information
about
the weaknesses of the respondents in using
English.
Figure 3: The respondents’ English skills that need to
be
improved.
It can be seen that more than half of the
participants have difficulties in using English for
their teaching. It is noticeably 56% of them confirm
that
they need to improve their skill in teaching.
There are 30% want to master English for being
able to create teaching video and 26% to teach in
English. The next
skill that gets a big portion is
mastering general English
(22%). Meanwhile,
creating teaching material in
English gets 11%
proportion. The lowest portion is the
skills of English
speaking (7%) and English Writing (4%).
Most respondents need to improve their
teaching ability using English. This shows
agreement with the result of a previous study done
by Ozer (2020) and Navas (2020) who claims that
the teachers should be trained. Arkin (2013) also
claims that training such as a bridging program is
need.
6.4
Teaching Experience with EMI
All respondents confirmed that none of them have
EMI in their teaching. They teach using Bahasa
Indonesia. However, they have been familiar with
using
reference books written in English for the
subject taught. They are also familiar with using
technical English vocabulary in their teaching.
It implies that all participant has applied
small
portion of EMI in their teaching. They just need
to
develop this practice.
For this case, training or bridging class as
suggested by Ozer (2020), Navas (2020), and
Arkin (2013) is a positive program that will help
the teachers for their teaching with EMI.
6.5
The Needs in EMI
When the respondents are asked about specific
Lecturers English-medium Instruction Skill at Tertiary Vocational Education
261
skills in EMI to be the topic for their training, all
participants agree to have the following topics:
1.
CHARACTERISTICS OF GOOD
PRESENTATION
This topic will include the following sub-topics:
(1)
Like and dislike presentation
(2)
Increasing confidence,
(3)
The dangers of PowerPoint and
presentation slides.
2.
PREPARING A SCRIPT
This topic will train the participant on how to
write
the script for their presentation (teaching). They
will
be taught what to prepare before they teach in
English or create a video of their teaching. This
script will help those who are not familiar and have
less experience in teaching using
English. The script
will help them in making more
grammatical errors.
3.
PREPARING YOUR SLIDES
This topic will include the following sub-topics:
(1)
Ensure each slide has a purpose
(2)
Limit yourself to one idea per slide
(3)
Avoid too much text and complete sentences
(4)
Help audiences with low-level English
(5)
Illustrate part of a process rather than the
entire process
(6)
Ensure that everything your write on your
slides is 100% grammatically correct
(7)
Modify your script based on the slides
(8)
Modify an existing presentation that someone
else has created
4.
PRONUNCIATION AND INTONATION
Tips and tricks on how to set the task for the
audience
5.
ANSWERING THE QUESTIONS
6.
USEFUL PHRASES
(1)
Preliminaries and introductions
(2)
Outlining agenda
(3)
Moving from slide to slide and topic to topic
(4)
Emphasizing, qualifying, and explaining
(5)
Describing slides and diagrams
(6)
Dealing with problems
(7)
Asking and answering questions
(8)
Ending the presentation/demo
7 CONCLUSION
From the description given above, it can be
concluded that:
1.
Lecturers who are interested in teaching with
EMI are mostly young lecturers with less than
10 years of teaching experience.
2.
There are more than half of the respondents
have been in A2 and B1 level of English
proficiency.
3.
There are more than half of the respondents
want to improve their English ability for
teaching and creating teaching videos with EMI.
4.
The participants have applied a small portion of
teaching with EMI, that is by using book
references written in English and certain
technical vocabulary in English even though
they teach in Bahasa Indonesia.
5.
Specific skills which are suggested by the
respondents are about the characteristic of
presentation, preparing a script, preparing
slides, pronunciation, and intonation,
answering questions.
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