TEACHERS’ BELIEF ON THE IMPLEMENTATION OF ENGLISH AS A MEDIUM ISNTRUCTION (EMI) IN STEM EDUCATION (A CASE STUDY IN AN INDONESIAN CAMBRIDGE STANDARD SCHOOL)

Hindun Astiani, Rudha Widagsa

Abstract

This research aims to map out teachers‟ beliefs about, perceptions of, and classroom
practices emphasizing English as the medium instruction towards STEM education. This
study addresses the following research questions: (1) what are teachers‟ beliefs on applying
English as the medium instruction through STEM subjects in elementary school? (2) How
does English as medium instruction impacts STEM subjects for elementary school? (3)
What do teachers identify as challenges and barriers to use English as medium instruction
in teaching STEM subjects? Moreover, this research determined as the first step to design
pre-service teacher to teach STEM disciplines subjects emphasizing English as the medium
instruction. A multi-case case study was conducted with two elementary school teachers.
These two teachers were purposefully selected from a Cambridge Standard School to
represent science, mathematics, and as English teachers as well. Data collection consists of
document analysis, classroom observations, and interviews. Triangulation was used to
validate the data. Data were analyzed using the constant comparative method. Findings
from the case studies are (1) teachers‟ beliefs influence their professional coursework,
classroom practices, and how they perceived future education, (2) as the medium of
instruction changes the classroom gets more interactive and students have fun in learning,
(3) new vocabularies that students have not known and matched approach were two big
barriers for teachers.

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