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

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:

How long do the lecturers teach at the tertiary

education level?

What is their English proficiency level?

How long have they use English in teaching?

What are their weaknesses in delivering the

subject in English?

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:

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.

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.

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.

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.

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

IAIN Palangkaraya English Education Study

Program.

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.

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.

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’.

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

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

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

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:

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.

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.

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

PRONUNCIATION AND INTONATION

Tips and tricks on how to set the task for the

audience

ANSWERING THE QUESTIONS

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:

Lecturers who are interested in teaching with

EMI are mostly young lecturers with less than

10 years of teaching experience.

There are more than half of the respondents

have been in A2 and B1 level of English

proficiency.

There are more than half of the respondents

want to improve their English ability for

teaching and creating teaching videos with EMI.

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.

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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