Evaluation of the implementation of English medium instruction

Avdhikka Rayni Qomariah; Elin Driana; Hari Setiadi

doi:10.21831/pep.v26i1.45008

Evaluation of the implementation of English medium instruction

Avdhikka Rayni Qomariah, Universitas Muhammadiyah Prof. Dr. HAMKA, Indonesia
Elin Driana, Universitas Muhammadiyah Prof. Dr. HAMKA, Indonesia
Hari Setiadi, Universitas Muhammadiyah Prof. Dr. HAMKA, Indonesia

10.21831/pep.v26i1.45008

Abstract

This study aimed to evaluate the implementation of the English medium instruction (EMI) program at Harapan Ibu Islamic Elementary School in the academic year of 2020/2021 by applying the CIPP model with a descriptive qualitative method. Data were gathered through interviews with stakeholders, observation of the teaching-learning process using EMI, and documentation. The results of the evaluation are as follows: the suitability of the program context to the expectations of stakeholders is considered very good. As seen from the information on the use of English as the medium of instruction, stakeholders know and agree with the program's implementation; the program's input is considered good. The program is regarded as good because it has adequate and good facilities, infrastructure, and standardized quality. The program's process is regarded as good, as indicated by the interaction between teachers and students using English as well as learning evaluations using English as the medium of instruction. The products of the program (output and outcome) are considered very good as shown by students' academic achievements above the minimum mastery criteria, students' non-academic achievements in the form of achievements in English language competitions, alumni's academic achievements in the form of their junior high school learning outcomes above the minimum mastery criteria, and the non-academic performance of the alumni in the form of ease of learning adjustment and their confidence in junior high school.

Keywords

evaluation; English as Medium Instruction (EMI); elementary school; CIPP evaluation model

Full Text:

PDF

References

AlBakri, S. (2017). Effects of English medium instruction on students’ learning experiences and quality of education in content courses in a public college in Oman [Doctoral dissertation, University of Exeter, Devon]. https://ore.exeter.ac.uk/repository/handle/10871/27743?show=full

Anggraini, D. R. (2018). Challenges in teaching English to young learners. LINGUA: Jurnal Bahasa dan Sastra, 18(2), 141–146. https://ejournal.unsri.ac.id/index.php/lingua/article/view/11017

Cahyati, P., & Madya, S. (2019). Teaching English in primary schools: Benefits and challenges. Proceedings of the 3rd International Conference on Current Issues in Education (ICCIE 2018), 395–400. https://doi.org/10.2991/iccie-18.2019.68

Dearden, J. (2014). English as a medium of instruction – A growing global phenomenon. University of Oxford. https://www.teachingenglish.org.uk/article/english-medium-instruction-growing-global-phenomenon

Evans, S., & Morrison, B. (2017). English-medium instruction in Hong Kong: Illuminating a grey area in school policies and classroom practices. Current Issues in Language Planning, 18(3), 303–322. https://doi.org/10.1080/14664208.2016.1270106

Farrell, T. S. C. (2020). Professional development through reflective practice for English-medium instruction (EMI) teachers. International Journal of Bilingual Education and Bilingualism, 23(3), 277–286. https://doi.org/10.1080/13670050.2019.1612840

Floris, F. D. (2014). Learning subject matter through English as the medium of instruction: Students’ and teachers’ perspectives. Asian Englishes, 16(1), 47–59. https://doi.org/10.1080/13488678.2014.884879

Macaro, E. (2018). English medium instruction: A research agenda for a worldwide phenomenon. In La didattica delle lingue nel nuovo millennio (pp. 15–20). University of Oxford. https://doi.org/10.30687/978-88-6969-227-7/001

Memory, N. D., Nkengbeza, D., & Liswaniso, C. M. (2018). The effects of code switching on English language teaching and learning at two schools in Sibbinda Circuit. International Journal of English Language Teaching, 6(5), 56–68. https://www.eajournals.org/journals/international-journal-of-english-language-teaching-ijelt/vol-6-issue-5-june-2018/the-effects-of-code-switching-on-english-language-teaching-and-learning-at-two-schools-in-sibbinda-circuit/

Mertens, D. M. (2019). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods (5th ed.). SAGE Publication. https://us.sagepub.com/en-us/nam/research-and-evaluation-in-education-and-psychology/book259357

Miles, M. B., Huberman, A. M., & Saldana, J. (2019). Qualitative data analysis: A methods sourcebook (4th ed.). SAGE Publication. https://us.sagepub.com/en-us/nam/qualitative-data-analysis/book246128

Sanders, J. R. (1994). The program evaluation standards: How to assess evaluations of educational programs (2nd ed.). SAGE Publications.

Sepyanda, M. (2017). The importance of English subject in elementary school curriculum. English Language Teaching and Research, 1(1), 206–216. http://ejournal.unp.ac.id/index.php/eltar/article/view/8722

Sugiyono, S. (2017). Metode penelitian kuantitatif, kualitatif, dan R & D. Alfabeta.

Tayibnapis, F. Y. (2008). Evaluasi program dan instrumen evaluasi untuk program pendidikan dan penelitian. Rineka Cipta. http://r2kn.litbang.kemkes.go.id:8080/handle/123456789/61997

Tsou, W., & Kao, S.-M. (Eds.). (2017). English as a medium of instruction in higher education: Implementations and classroom practices in Taiwan. Springer. https://link.springer.com/book/10.1007/978-981-10-4645-2

Uematsu, S. (2012). The effect of English learning in elementary school on students’ English language development in junior high school. The Journal of AsiaTEFL, 9(4), 113–133. http://journal.asiatefl.org/main/main.php?inx_journals=34&inx_contents=83&main=1⊂=2&submode=3&PageMode=JournalView&s_title=The_Effect_of_English_Learning_in_Elementary_School_on_Students_English_Language_Development_in_Junior_High_School

Zacharias, N. T. (2013). Navigating through the English-medium-of-instruction policy: Voices from the field. Current Issues in Language Planning, 14(1), 93–108. https://doi.org/10.1080/14664208.2013.782797

DOI: https://doi.org/10.21831/pep.v26i1.45008