Secondary High School English Teachers’ Perception toward English
as Medium Instruction
Santi Erliana
Institut Agama Islam Negeri (IAIN) Palangka Raya, Jalan G. Obos IX No. 7 Palangka Raya, Kalimantan Tengah,
Indonesia
Keywords: Perception, secondary high school teacher, English as Medium Instruction (EMI).
Abstract: The insufficient previous studies on the use of English as Medium Instruction (EMI) in EFL classrooms in
Indonesia encourage the present study. Ideally, English teachers are obliged to teach English subjects using
English in order to provide authentic learning. The present study aims to explore how English teachers
perceive English as Medium Instruction in EFL classes at two Secondary High Schools in Palangka Raya,
Indonesia. 7 teachers who teach English both partially and entirely in English from the selected schools
were exposed to questionnaires, were interviewed and were observed. The result of the study showed the
insignificant effect of EMI within ELT as the result of the use of English as foreign language (EFL) in
Indonesia. Despite the low frequency use, the teachers have a positive response toward their own English
and are aware the importance of conducting teaching and learning process using English. Finally, it is
recommended for the teachers to utilize various teaching strategies and policy makers to provide trainings
on effective teaching methodology.
1 INTRODUCTION
English as Medium Instruction (hence EMI) is
defined as the use of the English language to teach
academic subjects (other than English itself) in
countries or jurisdictions where the first language
(L1) of the majority of the population is not English”
(Dearden, 2015). Previous studies on EMI in
Indonesia mostly focuses on describing the use of
EMI in the teaching of content subject, such as
science and Math and not in English subject
(Aritonang, 2014; Floris, 2014; Haryanto, 2013,
Rahmadani, 2016; Sultan, 2012; Indriani, 2012;
Ibrahim, 2001; and Muttaqin & Ida, 2015). The
result of the study indicates the teachers’ reluctance
in teaching content subject using English as the
result of lack of knowledge, reference and
experiences.
In conducting the research, the writer assumes
the negative perception toward EMI and reluctance
in teaching using English should not occur in classes
whose teachers with English as their educational
background. In line with this Artini (2013) believes
of the occurrence of learning problems as the result
of the use of language beyond the students’
understanding. Students will not be able to get the
message or information which are tried to transfer
by the teacher.
The study aims to explore how English teachers
perceive EMI in Secondary education in Palangka
Raya. Two research questions are listed for the aims
of this paper: how do English teachers perceive EMI
in English subject at secondary education? What are
their views about using English in their daily
English subject instruction?
2 METHOD
This article is a research conducted with mixed-
approach in two recommended senior high schools
in Palangka Raya. The selected schools present the
public image of the qualified schools; in terms of
teachers’ educational background and schools’
accreditation score; and offer a number of English
programs for their students. The subjects chosen for
this study were English teachers who are teaching
entirely or partially in English. The subjects were
taken purposefully (Patton, 2002). In purposive
sampling, the focus was to select information-rich
cases for study in depth (Patton, 2002: 230), which
104
Erliana, S.
Secondary High School English Teachers’ Perception toward English as Medium Instruction.
In Proceedings of the Annual Conference on Social Sciences and Humanities (ANCOSH 2018) - Revitalization of Local Wisdom in Global and Competitive Era, pages 104-110
ISBN: 978-989-758-343-8
Copyright © 2018 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved

are likely to illuminate the questions under study. At
the end of the questionnaire respondents are asked
whether they willingly took part in interviews.
To meet the ethical criteria of research, since the
beginning the researchers have conveyed the identity
of researchers, as well as declared the intention and
purpose of research to both schools’ managers.
Research proposals were submitted to schools’
leaders and teachers to be an early consideration in
providing answers to the posed research questions.
The research proposal was also presented in a
seminar on research proposals of Institut Agama
Islam Negeri (IAIN) Palangka Raya, April 2017 to
test the feasibility of the research proposal.
Data collection was conducted both for the
quantitative and qualitative data. The research was
conducted in four stages: distributing questionnaire,
observing classroom and conducting interview.
Furthermore, two-month extension of research was
conducted in May and June 2017 to check again on
two matters, they are, the condition of schools in
Palangka Raya City area that has the same criteria,
and checks on the same research subjects in the
same school. So it can be ascertained that the
obtained data were valid data. The last part of the
research carried out triangulation to check the
validity of data through presentation. Once again, to
ensure the data validity, it was carried out by focus
group discussions through peer meetings in the same
research conducted at Institut Agama Islam Negeri
(IAIN) Palangka Raya in October 2017. All of them
were conducted in order to ensure that research has
explained the phenomenon of the research problem
3 FINDING AND DISCUSSION
3.1 Result of questionnaire
The response to questionnaires leads to the
importance of providing English teaching using its
authentic target language, which is native English
like. When the school does not provide native
speaker for the students, then teachers are obliged
to provide English-like environment by teaching
English using the target language.
a. The use of English in respondents’ school
This section provides information about the
frequency of English uses in the schools. From the
10 (ten) items there are 4 (four) items (1, 2, 3 and
10) asking about the external factors contribute to
his/her frequency of English use, namely the
institution, their colleagues support and overseas
experience. Then there are 6 (six) items requiring
the teacher’s own use of English both inside and
outside class. The average score of the ten items
regarding the frequency was 2.40 or at the fairly
low category. It means that most teachers utilize
English mostly in classes and is in combination
with Bahasa Indonesia. It is quite surprising due to
the qualified school, sufficient quantity and quality
of facilities, teachers’ teaching experience and
teachers’ educational background.
b. EMI teachers’ self-evaluation toward their own
English
The average score of the nine items regarding
the teachers’ response toward the use of English in
delivering the knowledge to their students was 3.19
or at the high category. It means that most teachers
are confident in using English as Medium
Instruction.
c. Respondents’ perceptions to the types of
academic use in EMI.
There are four items assessing the benefit of
EMI for the students, and two items measuring the
benefit of EMI for the teacher. Specifically, the
average score of the six items regarding the benefit
of English as Medium Instruction was 3.63 or at the
high category.
The finding is summarized in the following
table
Table 1: Result of Teachers’ Perception toward EMI.
No
Questions
Categories
Score
Interpretation
1
The use of
English in
respondents’
school
2.80
Fairly low
2
EMI teachers’
self-evaluation
toward their
own English
3.20
Fairly high
3
Respondents’
perceptions to
the types of
academic use in
EMI.
3.63
Fairly high
Average Score
3.21
Positive
From the table above, it can be seen that the
teachers’ response are at the positive category with
3.21. Then, it can be concluded that most teachers
are in line with the importance of using English in
teaching and learning process. However, the
reasons of responding to the items remain
unknown. The following section will present date
elicited from the interview.
Secondary High School English Teachers’ Perception toward English as Medium Instruction
105

3.2 Result of Interview
From the eleven teachers, seven teachers agreed to
be interviewed. The focus of the questions is based
on their response toward the questionnaire and their
reasons of giving such response. Therefore, the
presentations of result of interview are themes
emerged from the questionnaire, namely:
perceptions of English use in EMI and concern
about teaching in EMI
a. Perceptions of English use in EMI
First of all, there are four English teachers from
MAN Kota Palangka Raya who have been teaching
English for over 20 years, and have been teaching
English partially from various classes with various
percentage of English usage. Meanwhile, there are
three English teachers from SMAN 2 Kota
Palangka Raya—who agreed to be interviewed—
have been teaching English for more than 15 years.
These three teachers actively use English in
teaching, but still partially not fully. The result of
interview revealed that the majority of the
participants express a positive reaction to use
English in teaching English subject. They
considered English is important as they said that
EMI is beneficial in both for themselves and for the
students. One teacher T2 stated by teaching using
English, teachers provide models of pronunciation,
introducing new vocabulary and model of
intonation. She also believed that teachers will be
able to practice their English and evaluate their
pronunciation and grammar quality when teaching.
Completely, she stated
”Manfaat mengajar menggunakan bahasa
inggris: jelas untuk pembiasaan, untuk
memperlancar, kita bisa koreksi pengucapan
kita sendiri, atau ketika kita mengajar bisa
jadi kita melakukan kesalahan dalam
grammar. Jadi saat mengunakan bahasa
inggris kita melakukan evaluasi”
The more clearly positive response toward
the use of EMI in teaching is shown by one
participant from SMAN 2, T5 stated that she only
use 30% for Bahasa Indonesia and 70% for English.
She believed that teacher is the native speaker,
therefore it is teachers’ obligation to provide model
of vocabulary, pronunciation and intonation by
teaching using English in classes. Completely, she
said
“Actually we should use English all the
time, but you can measure how we use
English in the class. So actually, we
should…what’s that…use English at the
class—along the class…but the teacher can
measure the students’ ability so sometimes
they translate using bahasa Indonesia. And
then it depends on the teachers also. Keep
them the experience how to…because you
are the model for your students. We don’t
have the native speaker and it is you the
native speaker. Or just bring the song, it is
from the native speaker. Keep make them
easy to learn English by using the song
because we are the only source. It is
different from those use English as a Second
Language”
From this it can be concluded that these teachers
have positive perception toward the use of English
in teaching. This result supports the questionnaire
result in where the teachers are aware of the
importance of providing models of pronunciation,
introducing new vocabularies, and providing
supportive environment for their English language
skills—particularly speaking—to grow both for the
teachers and for the students. However, despite
their positive response, the teachers said that they
use English partially in teaching. The following
subsection portrays the teachers’ concern about
teaching using EMI.
b. Concern about teaching in EMI
From the answers given to the open-ended
questions, some statements as regards teachers’
perception of influence of EMI on their teaching
performance showed similar pattern. Despite their
positive response toward EMI and motivation in
teaching English subject using English most teachers
believes there are some hindrances contribute to the
use of code-switching into Bahasa Indonesia and
partial use of English in teaching.
First of all, mostly they use English in opening
the class, giving instruction, and making conclusion.
The percentage of the use of Bahasa Indonesia is
considered to be bigger than the use of English.
Three from four participants in MAN Kota Palangka
Raya admit the use of Bahasa Indonesia in their
classes is bigger than 50%. The worries of the
students’ inability in understanding the concept, the
material difficulties, the students’ interest and
motivation in learning English, and students’
readiness are conditions contribute to the
consideration in using Bahasa Indonesia in teaching.
One participant, T2 stated the use of Bahasa
Indonesia is bigger in quantity that English.
Although she does not directly use Bahasa Indonesia
in teaching. She is motivated to use English in
teaching in where she starts the class in English,
then switch to Bahasa Indonesia in translating her
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106

previous sentence and in giving further explanation.
In specific, she said
“Ya, lebih banyak menggunakan bahasa
Indonesia. Terutama didalam menjelaskan
konsep karena mereka kan harus faham. Saya
biasanya mengawali dengan bahasa Inggris
dulu, ketika siswa menunjukan wajah
bingung atau tidak faham, maka
diterjemahkan kedalam bahasa Indonesia”.
This consideration is also stated by T1, “We are
motivated, but we do not want to be said as crazy”.
She further added that it is going to be useless to
continue teaching in English but have to deal with
the confused expression and speechless class.
Therefore, they prefer to use Bahasa Indonesia. In
line with this, T3 stated he usually translate text into
bahasa Indonesia since most students will ask
teachers the meaning of difficult words to him
instead of looking them up in the dictionary. This
circumstance occurs in teaching reading.
Furthermore, teachers need to deal with other
challenges in implementing EMI within classes.
Students’ low motivation, large classes, and
inappropriate teaching periods are three among some
challenges to answer by the teachers. First of all,
teachers need to teach students who do not have the
will to learn English internally. They had to be in
Language class because they do not have other
choices. Actually, the students prefer to be in
Science or Social class. Obviously teaching less
motivated students will be more difficult than the
lack ability ones. In relation to the teachers’ use of
EMI, all the four teachers believe the students’ better
motivation and great interest in learning English
affect their EMI. Teachers will be able to apply EMI
with highly motivated students in where the students
will pay more attention to the teachers, responding
to the teachers’ instruction and actively involve
within the teaching and learning concept. In relation
to this, one participant, T1 stated “if learning
English is an option, these demotivated students
would have preferred not to learn English”.
Then, teachers also have to deal with large
classes. Most English classes consist of 38 to 40
students with different English language ability. It is
not easy to make a lot of students pay attention to
the teachers’ utterance at the same place and time.
One participant, T4 believes it is one of the
hindrances contribute to problems in providing EMI
classes due to the wideness of the class and the
spread of the students. Ideally, the teaching of
Language should be not more than 30 students. He
further adds “teachers need to speak louder, use
more effort in pronouncing words so the students
will equally understand and to use appropriate
teaching strategies”.
The third challenge deals with the period when
English is taught. English subject is given at noon
where the students are tired, sleepy and boring. The
school arranges the earlier schedule for more
preferable subjects such as science and social
science. Furthermore, T4 adds it takes greater effort
of the teachers to provide motivating atmosphere
using various strategies, to select interesting topics
and to create natural, conducive, and comfortable
language environment for the English language to
develop. Another sad reality also encountered from
the interview. The society—the school and the
parents—believe IPA or science and IPS or social
science subjects are preferable than language ones.
Fortunately this situation can be solved when teacher
teaches using appropriate strategies in teaching. One
participant, T6 state “despite the less conducive
situation and condition, the teacher’s dedication,
motivation and spirit that supported with the
availability of facilities like LCD and speakers will
encourage students to learn English”.
Furthermore, the teachers’ response during
interview also revealed the inability to use English
outside class despite the habitual nature of language
learning. Teachers only speak in English when
teaching and not outside class due to unsupportive
environment. The colleagues do not support the use
of English surround the school as the result of lack
of confidence, afraid to make mistake, lack of
speaking ability and because of misunderstanding.
One participant T1 stated “we cannot use English
here (teachers’ room) because other teachers will
think we are gossiping or discussing about the other
teachers just like what we are doing now. The other
teachers stare at us, give confused expression and
showed displeased expression. This hindrance
demotivates us to use English here (teachers’
room)”. In fact, this condition is worsened since the
school does not provide programs to improve the
teachers’ speaking ability and particular setting for
improving speaking ability among English and non-
English teachers. Obviously, this is an interesting
fact.
Finally, the teachers do not believe that in the
future the teaching of English in Indonesia will be
conducted in full English. One of the participants,
T1 state “as long as we still use English as a Foreign
Language, the teaching of English will be conducted
partially and not fully English”. Furthermore, she
added “the use of English in classes will depend on
the students’ readiness and interest in learning
English”.
Secondary High School English Teachers’ Perception toward English as Medium Instruction
107

In summary, teachers believe the positive
influence of EMI toward their teaching and students’
language skills. Nevertheless, the obstacles
contribute to the teachers’ preference of teaching
partially in English. Does this really happen? The
following section discusses the how EMI is applied.
3.3. Result of Observation
This section describes the occurrence of EMI
within the teaching and learning process. The
observation was conducted in T1, T2, T3, and T4
class from MAN Kota Palangka Raya and T5, T6
and T7 class from SMAN 2 Palangka raya. From
the seven subjects, four teachers hold master degree
in English language teaching and most of them
have been teaching English for more than fifteen
years. The detail of observation is presented below.
Table 2: Description of English Use.
Su
b
%
Activities
O
P
IN
S
EX
P
DI
S
C
O
N
C
C
L
O
T1
70
Y
CS
CS
CS
CS
Y
T2
60
Y
CS
CS
CS
CS
Y
T3
30
Y
CS
CS
CS
CS
Y
T4
30
Y
CS
CS
CS
CS
Y
T5
70
Y
CS
CS
CS
CS
Y
T6
70
Y
CS
CS
CS
CS
Y
T7
60
Y
CS
CS
CS
CS
Y
From the table above it can be concluded that
the teaching and learning conducted partially in
English. The average percentage of English use in
the class was 55.7% for English and 44.2% for
bahasa Indonesia. This condition is confirmed by
the result of questionnaire with fairly low and
interview.
4 CONCLUSION
The result of the study shows the insignificant effect
of EMI within ELT as the result of the use of
English as foreign language (EFL) in Indonesia.
The English teachers’ positive response toward EMI
and their awareness toward the importance of
providing English instruction do not contribute to
the full use of English in teaching English subject.
First of all, the existence of bilingual teaching in
both schools is inevitable. The teaching and learning
process of English was conducted partially in
English. The utilization of code-switching as one of
the teachers’ strategy is common. Moreover, English
is mostly used in class rather than outside class in
the selected schools. The average score of the first
category (the use of English in respondents’ school)
in questionnaire was 2.80 or at the fairly low
category. This result was verified during interview
where teachers admitted the low frequency use of
English both inside and outside class. In relation to
this, the observation result showed various
frequency use of English. T1 and T5 used mostly
English in teaching, while T2 and T3 used mostly
Bahasa Indonesia in teaching. This finding is similar
to Muhlisin (2015) who also concluded that different
teachers held different beliefs of the proper bilingual
use in the classroom. Similarly, despite the use of
English medium textbooks, teachers taught the
students using Bahasa Indonesia. This is in line to
EMI in EFL class in Thailand, where the teachers
taught using Thai language (Hengsadeekul, et al., p.
2010).
The result of interview highlighted the high
motivation of the teachers in using English in
teaching. However, the outcome of the teaching and
learning process is unpredictable. The teaching and
learning process was taken place one way where the
students tend to be passive and confused. This
contradiction is similar to result of a case study by
Hu (2014) who pointed out that the teachers’ desire
learning outcome and students’ actual learning
activities were mismatched.
Then, teachers have positive response toward the
benefit of EMI teaching. In the interview teachers
believe that EMI was very beneficial that the
students could get benefit from listening to the
teachers' speaking and imitating how to speak
English well. They also said that it would push the
students to learn English faster since they get the
model of pronunciation, intonation, grammar and
new vocabulary. The findings about the benefits of
EMI teaching are in line with the findings of
research conducted by Chang (2010), Wong (2010)
and Wu (2006) which also revealed that EMI was
considered beneficial in improving students’
English proficiency.
On the contrary, according to the result of the
interview, the EMI teaching had also provided
challenges to the students. Most respondents
believe the most contributing factor to difficulty in
implementing this program was because English
was not the teachers and the students’ mother
tongue. This response is in line with one of the
factors which caused difficulty in speaking as
ANCOSH 2018 - Annual Conference on Social Sciences and Humanities
108

mentioned by Ur (1996). Then, the respondents of
the present study also assumed that the students
with low motivation, had limited vocabulary and
low confidence would get difficulty to understand
the learning material if the lecturer explained
using English without mixing the language with
Bahasa Indonesia. The large class and teaching
period are the next contributing factors. Obviously,
these two latest factors deal with the policy maker
and the teachers do not have any authority in
dealing with these factors.
Nevertheless, teachers believe despite the
bilingual teaching, the possibility of successful
teaching and learning lies not merely at the
outcome—the students’ understanding toward a
particular concept—but depend on the teachers’
effort themselves in encouraging the students to
utilize English both inside and outside class. The
problem is not EMI itself, but how to make students
realize the importance of using the English medium
in their daily life. In line with this, Hengsadeekul et.
al (2010) argued that EMI should not be used only
in classroom or textbook, but also in other contexts
such as social and cultural activities outside the
class.
On the basis of the results of the present study,
the use of English as foreign language in Indonesia
still one contributing factor toward the teaching of
EFL using EMI and the presence of bilingual
teaching. The EMI is not implemented purely.
Instead it tends to be bilingual class.
First of all, the frequency English use in
respondents’ school is low. Despite the habitual
nature of English language acquisition and the need
of English language environment both for teachers
and students’ practice their English, the two schools
do not set any rules regarding the percentage of
English use inside and outside class.
Then, teachers are aware of the importance of
English. Not only for their own learning but also for
the students’ future. In fact, they have positive
evaluation toward their own English skill. Most of
them can teach confidently using English, able to
express themselves clearly in teaching, able to
explain the concept well and are comfortable in
teaching using English.
Next, teachers are aware of the importance of
using English Medium Instruction and its impact on
academic life. They believe of the positive effect of
EMI toward their teaching, despite the implemented
bilingual teaching. In fact, teachers evaluate their
grammar, vocabulary and pronunciation at the post
teaching activity.
Finally, there are some obstacles in the
implementation of EMI teaching. These obstacles
hinder teachers in teaching using full English.
Among the obstacles, the teachers’ confidence and
awareness toward the importance of providing
model of good English to the students is the
dominant one. Without the teachers’ will to teach
using various strategies and techniques in providing
explanation of concepts, the great percentage use of
Bahasa Indonesia will be inevitable.
In short, it is recommended that further studies
be undertaken on larger scales to develop more
understanding of EFL teachers’ and learners’
attitudes towards EMI. Moreover, this study will
encourage for School needs to set targets of English
use both inside and outside class, to provide
programs to enhance the teachers’ confidence,
motivation and productive skills, and to provide
programs to enhance the teachers’ techniques and
strategies in order to be able to provide English
instruction. To conclude, the researcher found that
despite of the teachers’ positive perception of
using different techniques for promoting EMI,
without the interference of policy maker then it is
impossible to conduct pure EMI in secondary high
schools in Palangka Raya.
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