NOTICE OF THESIS EXAM JENY FREDERIKA TANDIARANG 202100010004

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NOTICE OF THESIS EXAM

 

JENY FREDERIKA TANDIARANG

202100010004

JANUARY 24, 2025, 1:00 PM

Building C, Room 706

 

Adviser           : Dr. Engliana

 

Examiners     : Dr. Luciana, M.Ed. & Dr. Anna Marietta da Silva

 

Title

THE PERCEPTIONS OF IN-SERVICE SCIENCE TEACHERS AT ELEMENTARY SCHOOL TOWARDS THEIR SELFEFFICACY IN USING ENGLISH AS THE MEDIUM OF INSTRUCTION (EMI)

Abstract

This study investigated the challenges and perceptions of in-service elementary Science teachers regarding teachers’ self-efficacy when using English as the medium of Instruction (EMI). With an increasing number of EMI in countries that do not speak English such as Indonesia, teachers’ role in facilitating content delivery in English is imperative. Despite its benefits in preparing students for global communication and fostering bilingual competencies, EMI implementation presents challenges, particularly in teacher proficiency and self-efficacy. Employing a qualitative approach, this research explores the challenges faced by nine science teachers in an EMI context and their perceived self-efficacy in student engagement, instructional strategies, and classroom management. The data was collected using questionnaires developed by Tschannen-Moran and Hoy (2001), followed by semi-structured interviews. The data from the questionnaire and interview were analyzed using a thematic analysis framework (Braun & Clarke, 2021). The findings of the study reveal significant challenges including the teachers’ limited English proficiency, resources, and classroom interactions. However, findings also highlight the perceived teachers’ self-efficacy, specifically the strategies in which they create student engagement, critical thinking, and collaboration. The result shows the importance of teacher training, institutional support, and self-efficacy development in enhancing EMI practices. In conclusion, this study underscores the significance of pre-assessments in facilitating tailored instructional approaches that align with students' readiness levels. Employing student-centered teaching methods is essential, as these methods address the diverse learning needs of each student. Additionally, providing personalized support fosters student success while cultivating inclusive classroom environments that promote active participation and collaboration among all learners. Together, these strategies are critical for delivering effective Science education in EMI settings, enhancing overall student learning outcomes.

Keywords: English as the medium of instruction (EMI), science teacher, teacher challenges, perceptions, self-efficacy