Chapter II Eka Nofiyanti Pbi'17

CHAPTER II
THEORETICAL FRAMEWORK
A. English as a Medium of Instruction (EMI)
Indonesian learners assume that study English is an important thing,
because now days English becomes one of the languages which is included as
a demand language. Some of learners both of Junior and senior High School
learn English to have a good communication among foreign people. Learners
often study EFL in their own country, sometimes on short courses in Britain,
USA, Australia, Canada, Ireland, New Zealand, etc. (Harmer, 2007: 19).
English as a Foreign Language learners is also described as situations where
learners are learning English I order to use it with any other English speakers
in the world; when learners may be a tourists or business people (Harmer,
2007: 19).
In studying EFL, teachers can use some strategies to make the learners
understand better about English. Some Indonesian learners say that English is
very boring subject and difficult, therefore teachers can modify the teaching
and learning process by using some techniques or approaches or strategies. A
lot of research shows that in foreign language learning, a number of factors
can contribute to differences in various learners‟ academic performance and
attainment, such as age, gender attitudes, aptitude, motivation, learning
approach, language learning strategies and learning style (Dornyei, 1994:
274).
An Analysis Of Instructional Strategies…, Eka Noviyanti, FKIP UMP, 2017

Learning EFL is still has a connection with language learning aspects.
When the learners have known about what language aspects are, they can
learn about foreign language, especially English. Some researchers have done
them researches in the use of various strategies in teaching and learning
process to improve the language competition. One of the ways to measure the
succeeded by considering the four aspects of language, they are listening,
speaking, reading and writing. (Brown, 2007: 147).
English as a Medium of Instruction now becomes popular in teaching
foreign language especially in higher education. The definitions of English as
a Medium of Instruction are defined by some experts. To teach the course
contents in non-English country, teacher needs English as a language of
instruction. English as a medium of instruction is not used to deliver the
material but also to give instruction, confirm the students‟ understanding, and
give feedback. English as a Medium of Instruction is the use of English to
teach academic subjects in countries where the first language (L1) is not
English (Dearden, 2015).
In line with Thirunavukkarsu (2012: 7) said that English as a Medium
of Instruction can be defined as the language that is used by both teacher and
students in tecahing and learning process. It focuses on activities by both
students and teacher through English in the classroom. It means that EMI
principally focuses on subject learning and develops the language of
instruction as a simple impartial tool to perform a foreign language learning
goal.

English as a Medium of Instruction (EMI) for non-English speakers is
known as a bilingual teaching method. It means that, the use of English will
be combined with other languages or mother tongues of the students and the
teacher (Thamtan, 2013: 27). It also means that in teaching and learning
process the use of mixed language is possible in order to help the students to
understand the materials.
Based on some experts‟ views, it can be concluded that the definition of
English as a Medium of Instruction is the use of English by both students and
teacher in teaching and learning L2 process. The students use EMI in
presentations, discussions, asking and answering the questions. The teacher
uses EMI to deliver the content, giving feedback, and confirm the students‟
understanding. EMI is implemented in the country where English is not their
first language.
Classroom interaction and communication are the center of any
teaching and learning experience and suggest a fundamental experiment for
successful the use of a foreign language as a medium of instruction.
Students and teacher will learn through English as a medium in order to
acquire the target language. According to Ibrahim (2001: 128), as a medium,
English is used to perform academic tasks involving various classroom-
related communicative activities like gaining information and conveying
information. It means that EMI is used in classroom activities such as
listening, reading, speaking, and writing. He also said that the use of EMI in

speaking can be forms of lectures, comments, discussions, presentations,
interactions, tests and other activities. The use of English in teaching process
can be presented through questioning, delivering the materials, language
textbooks, and others.
Based on the explanation above, it can be concluded that English as a
medium of instruction is used by the teacher and the students in the
classroom. The teacher uses English to deliver the materials, to give questions
to the students, to give some feedbacks and to do other teaching activities.
The duration of using English as a Medium of Instruction will influence the
students‟ English proficiency.
It can be concluded that the use of EMI in learning English provides
some benefits for the teacher and especially for the students. EMI becomes
the effective language of instruction that provides comprehensible input and
opportunity to learn English. EMI also helps the students to develop their
English skill. It will be better if the lectures can use English as the effective
language of instruction in the classroom in order to help the students feel
familiar with the target language and they will have wider language exposure.
The students actually like to use their daily language to communicate
with other. It is supported by Thirunavukkarsu (2012: 5) says that children
learn better when the language used for instruction in the teaching and
learning process is a familiar language which people speak in their daily

activity. It means that the students actually have a stronger preference to use
their daily language than English in the classroom activities.
Sometimes the students had difficulties to understand the subject
contents and express their opinions when teaching and learning are required
to use English in the classroom (Manh, 2012: 265). When the students have
low of English proficiency, it is difficult for the students to understand the
materials that are explained by the teacher. This situation will make the
teaching and learning process run ineffectively.
B. Classroom Instruction
Instruction is vital for education, as it is the transfer of learning from
one person to another. Anytime you are given directions or told how to do
something you are receiving instruction. The way that teachers talk to the
students, the manner which they interact is very important things or crucial to
have the successful in teaching and learning process.
The most important point that can determines the extend of students‟
successful is the clear instructions which are given by the teachers.
Sometimes this point can distinguish a good teacher or not. It can influence
the students‟ understanding if the students do not know about the teachers‟
instruction in the class. It also causes the students‟ failure and
disappointment.

Classroom instruction and classroom management are two of many
points to consider in implementing teaching and learning processes. Both are
interconnected but they are different in the form of their purposes.
Actually, classroom instruction is some activities in which dirrectly
meant to catch the instructional goal, included: decide entry-behaviour of the
students, arrange the instructional planning, give the effective information in
teaching, ask to the students, do the formative and summative evaluation and
others.
Ylvisaker, 1994: 546 said that classroom management is some activities
which create something, and return the condition optimally during teaching
and learning process. The activities includes, finding the solidarity relation,
stopping the bad attitude in the classroom, giving the rewards to the students
who finish their taks on time, creating some ways in learning, desiging the
class or the tools in the class and other.
The effective classroom instructison needs the profesional commitment.
Besides that, during the time we will face the inappropriate thing that we
never suppose before (Jacobsen, 2009). To cope with this problem, the
teachers should develop their knowledge and do some corrective
instructionals. When the teachers have been experienced in facing the
problem, the classroom instruction will be effective.
In the other hand, classroom life consists mainly of individually
motivated students and teachers responding to each other in a social setting. It

means that the good classroom interaction consist of the active students and
the good teachers who respond the students activities.
There are eight principles for classroom instruction (Ylvisaker, 1994:
565). First, give appropriate expectations and planned supports to students
prior to failure. Teachers should know the students‟ ability to make their
expectations not so high. For example, the students are in a middle level of
their prior knowledge, then the teachers cannot force them to have the best
score in their national examination. Teachers can give them some structured
plannings or motivations to improve their prior knowledge.
Next, classroom instruction should use a sequential gradation of
activities to assure students are progressing at their level. In classroom
instruction, teachers should give some appropriate activities to make the
students easy to catch the material in the classroom. The activities should be
equivalent with their level.
The other principles, classroom instruction should plan for
generalization of skills into the curriculum. It means that the instruction
planning which is given to the students should be same with the curriculum of
the school.
Moreover, classroom instruction should engange students to help
motivation and initiation. This statement means that classroom instruction
should not be boring because it will influence the students motivation,
creativity and initiation.
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Next, the classroom instruction should integrate interventions across all
staff members and in as many settings as possible. It means that classroom
instruction will need some cooperation between the teachers and the students.
Another point to consider, classroom instruction should teach skills
according to the student‟s chronological age, developmental stage, and
academic levels. It means that the skills which the teachers teachs should be
equal with the students age, stage and their academic level.
In addition, classroom instruction should include both individual and
group interventions so the student practices performing the skill in multiple
settings and contexts. This statement means that the interventions should
come from both of teachers and the students performance. Multiple setting
and context cannot become a realisation without both of students and teachers
intervensions.
The last, classroom instruction should measure improvements within
the context the student is working, along with formalized measurements. It
means that in the classroom instruction, the teacher can measure the students
works and the students improvements.
When some students have known what they should do in doing the
tasks, maybe other students are confused and cannot do their tasks. That is
why unclear and ineffective teachers‟ instructions will influence the students‟
understanding much.
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Rhalmi, (2010) pointes out that many aspects will affect the students‟
need if the teachers do not provide effective instructions. Most of students
will fail to do the task. This will make the teachers use reminders or
sanctions. The worst, teachers will repeat all the time as far as the learners
understand about the instructions. Consequently, both of teachers and
students will feel frustration in teaching and learning process, students get
angry because they feel helpless and teachers will get angry because learners
fail to comply as well.
From the explanation above, we can draw a conclusion that giving the
unclear instruction will disturb the students and the teaching and learning
process will run ineffectively. There are two rules of telling what the students
need to do: instruction must be kept as simple as possible and instructions
must be logical (Rhalmi, 2010).
Rhalmi (2010) also argues that to solve the students‟ problem in
understanding the teachers‟ instruction, it should be better if the teachers
know some particular aspects in giving the clear instruction. Teachers have to
ask themselves about: what is the important information I am trying to
convey, what should the students know in order to complete the task
successfully, which information do they need first, which comes first, what
materials do students need to do the task, are they going to work individually,
in pairs or in groups.
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There are some common problems in EFL class especially in using
native language. The teachers who are afraid of using English in the class,
most of them use their native language and the students will follow what the
teachers do. In this occasion there is a code-switching between teacher and
students. This way can make the students naturally learn about their target
language. Brown (2007: 248) says that the most challenging context in EFL
classes is in pair and group work: students will by nature revert to their native
language occasionally if they can “get away with it”.
Gebhard (2000: 49) points out that EFL classes are taught in a fairly
teacher-centered fashion. Interaction in this style is dominated by the teacher
who, for example, gives lengthy explanations and lectures, drills repetitively,
asks the majority of questions, and makes judgments about the students‟
answers. It means that the students can not improve their ability ineffectively
bacause, the teachers only explain the materila and teh students only write
down what the teacher said. The students need to express their idea and the
teacher should appreciate it. In this modern era, it is very rare finding this
kind of teacher-centered style because, students become the center of learning
students-centered classroom.
C. Strategies of Teaching
Teaching is a process where the expert delivers the learners some
knowledge both in formal and formal ways. It is not only conveying the
information from the teacher to the students but also demonstrating the
information which the learners have not known better about the materials.
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Teaching is guiding and facilitating learning, enabling the learner to learn,
setting the condition for learning (Brown, 2000: 86).
From the definition above, we can conclude that the teacher has to be
able to facilitate the teaching and learning process and the learners as well as
setting the condition for learning. Therefore, a good learning result can be
gained.
Teachers‟ attitude will influence the students character, then being a
teacher should have a good attitude to build the good students‟ character.
Harmer (2007: 107) argues that in some situations both teachers and students
(and society in general) may feel more comfortable with a more autocratic
leadership style. It is worth pointing out that being a „democratic‟ teacher is
simply one style of teaching, informed by strong beliefs, of course, but
nevertheless only one way of doing things. Whether or not we are more
autocratic or democratic as tecaher, we are called upon to play many different
roles in a language learning classroom.
Ahmed (2013: 32) says that teaching is a profession, and one of the
most important aspects of professional training is that knowledge needs to be
integrated with practice. As we have acknowledged earlier, teacher support
and training involves a wide range of activities, not just that of providing
feedback and discussion about teaching. He also says that the challenge for
those concerned with teacher education is how to integrate the theoretical
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knowledge about language and learning with the actual process of utilising
such knowledge in the classroom to encourage effective learning.
There are many activities which can be done while teaching and
learning process in the classroom. Teaching is not an easy job, but it is a
necessary one, and can be very rewarding when the teacher see our students
progress and know that we have helped to make it happen. It is true that some
and students can be difficult and stressful as times, but it also worth
remembering that it is best teaching can also be extremely enjoyable (Harmer,
2007: 123). It means that teaching is the activities and manage the
environment in the class as good as possible and give the opportunity for the
students in teaching and learning process to get the purpose.
Some teachers use some strategies while teaching and learning process.
The strategies have been designed to accommodate differences in learning
styles and reflect contemporary learning theory including the revised Bloom‟s
Taxonomy. Strategy is a tool used to accomplish a task. Strategy is all these-
it is perspective, position, plan, and pattern. Strategy is the bridge between
policy or high-order goals on the one hand and tactics or concrete actions on
the other (Gebhard: 2000).
Brown (2000: 113) points out that strategies are specific methods of
approaching a problem or task, modes of operation for achieving a particular
end, planned design for controlling and manipulating certain information.
Brown (2000) also says that very intraindividually, each of us has a number
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of possible ways to solve a particular problem, and we choose one or several
in sequence for a given problem. It means that strategy is a tool to solve the
problems which we had and we can choose one of that way which is
appropriate with the level.
In teaching and learning process there are two subjects they are teachers
and students. They have their own roles in the claassroom. There are 5 roles
of a teacher, they are teachers as a: controller, prompter, participant, resource
and tutor (Harmer, 2007). He also said that one of the most important task
that teachers have to perform is that of organising students to do various
activities. In means that teachers should be responsible of their students. Not
only teachers teach or deliver the material but also take care them.
D. Instructional Strategies
Instructional strategies are becoming increasingly diverse as teachers‟
style into students‟ interests and abilities to help them absorb academic and
career/technical subjects that will improve their chances of success in college
and careers. Teachers are increasing the number of challenging assignments
that engage all students in displaying creativity, problem solving and research
skills as they learn the content essential to succeed in life. Technology has
been a boon to teachers and students in making learning “come alive” and
hold the interest of all students (Bongolan, 2005).
In the other hand Merril (1996: 5) said that “instructional strategy
consists of knowledge structure consistent with, and appropriate for, the
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knowledge and skill being taught, a presentation consistent with, and
appropriate for the kind of knowledge or skill being taught, an opportunity for
exploration of the ideas being taught, practice with feedback consistent with,
and appropriate for, the knowledge or skill being taught, and learner guidance
consistent with, and appropriate for, the knowledge and skill being taught”.
According to Richardson (2001) cognitive psychology and
constructivist approaches placed instructional strategies in the center of the
curriculum such as exploration and research-based teaching activities.
Instructional strategies point the ways and approaches followed by the
teachers, to achieve the fundamental aims of instruction. Strategies are
defined in various ways in the related literature. Sources called them as
“teaching strategies” or “instruction strategies.” In fact, it‟s hard to say flatly,
that there is the existence of a concept of unity about the strategies.
Nevertheless, because of our view about the concept of instruction, as
mentioned previous section (Nature of Instruction), we named them as
“instructional strategies”.
Instructional Strategies also can be used by the teacher in teaching and
learning process. According to Community Training and Assistance Center
(2015) there are 9 strategies that adapted with the working group of the
Washoe County School District. For further explanation, the researcher will
give the explanation below:
1. Academic vocabulary and language
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Academic vocabulary and language is used in academic dialogue
and text and may not necessarily be encountered in conversation, though
it relates to more familiar words that students use; such as observe rather
than watch. Understanding academic vocabulary and language helps
students to understand oral directions and classroom instructional
dialogue and to comprehend texts across different content areas,
including math, science, and social studies/ history. Important for all
learners, academic vocabulary and language must be taught explicitly,
particulary to second language learners.
Generally, vocabulary is categorized into three tiers. They are:
basic vocabulary or words most children will know, including high-
frequency words that usually are not multiple meaning words. Second,
less familiar, yet useful vocabulary found in written text and shared
between the teacher and student in conversation and reffered to in the
Common Core as “general academic words”. Also called “rich
vocabulary”, these words are more precise or subtle forms of familiar
words and include descriptive and multiple menaing words. Instead of
walk, for example, saunter might be more descriptive. The last tiers of
words is called “domain specific” in the Common Core and refers to
words that carry specific concepts of the subject matter or processes
taught in schools. Generally, they have low frequency use and are limited
to specific knowledge domains which are best learned with content
lessons and are common in informational texts.
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Moreover, academic vocabulary and language has some benefits.
First, engage beginning-level students in using basic social & school
vocabulary, phrases, & sentence structures. Second, students progress,
continue to contextualize instruction of more complex language forms &
uses: subject-specific academic vocabulary, grammatical forms, &
sentence structures used in listening, speaking, reading & writing. The
last, respectfully distinguish differences between primary language use &
standard academic English (Bongolan, 2005: 4).
There are 4 sub strategies which are related with academic
vocabulary and language strategy. They are: SIOP (Sheltered Instruction
Observation Protocol) strategies, word wall, read-aloud and reading and
writing across the curriculum. Here is the further information about it.
The first is SIOP strategy, it is a researched based lesson delivery model
that links Content Objectives to Language Objectives (Berry, 2012: 6) .
There are 8 components to SIOP. The components are as follows:
a. Lesson preparation
Lesson Preparation is basically gathering the necessary parts of
the lesson before implementing the lesson. Therefore, we need to do
the following: Identify and display content and language objectives
which are reviewed with the learners. Identify Content Concepts that
are appropriate for the student‟s age, background, and readiness
levels. Provide supplementary materials, for example: hands on
manipulative, real life objects, pictures, visuals, multimedia,
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demonstrations, related literature, varying levels of reading materials
about the same content, and adapted text.
Adapt text so that all levels of English Language Learners have
access to the same information and not a watered down version of
the same thing, for example: graphic organizers, outlines, study
guides, highlighted text, taped text, adapted text, jigsaw, marginal
notes, and native language texts. Meaningful activities that allow for
practice using language in the content areas either through, reading,
writing, listening, and speaking.
b. Building background
Teachers must teach concepts linked to student‟s background.
They must discuss links between previously learned and new
concepts. Teachers must ensure that key vocabulary is clearly
emphasized and repeated throughout the learning of the content.
c. Comprehendsible input
Comprehensible input is the use of teaching techniques that
ensure each student, regardless of English Language Proficiency
Level, will understand each part of the lesson. This means using
speech appropriate for the levels of the students, clear explanations
of tasks, and techniques to make the lessons clear.
d. Strategies
Teachers use learning strategies that are best practice for
English Language Learners and allow ELL to have enough time to
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use them. Teachers use scaffolding techniques to assist the ELL in
their learning and vary questions so that ELL can use higher order
and critical thinking skills.
e. Interaction
Teachers learned through our SIOP training that the best way
for ELL to learn is through constant oral participation. If they can
say something and explain it, they have learned it. Therefore,
students need to be given in class time to talk about their learning.
This can be done through grouping strategies, wait time for thinking,
and time to clarify key concepts.
f. Practice and application
When a baby learns about their world, first they learn the
names of objects they can touch and see. It is important to have
hands on materials for the students to learn the concepts in context.
They also need time to apply what they have learned through the 4
language domains (reading, writing, listening, and speaking).
g. Lesson delivery
As the lesson is delivered, the teacher needs to see that the
content and language objectives are supported, the students are
engaged 90 to 100% of the time, and the pacing of the lesson is
appropriate for their proficiency levels.
h. Review and assesment
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Teachers must review key vocabulary and concepts, provide
feedback, and make sure that the assessments reflect what has been
taught.
Next strategy which is included in academic vocabulary and
language is word wall. It is is a group of words that are displayed on a
wall, bulletin board, chalkboard, or whiteboard in a classroom. The
words are printed in a large font so that they are easily visible from all
student seating areas. These words are referred to continually throughout
a unit or term by the teacher and students during a variety of activities.
There are some benefits in using word wall, they are: provide an
approach to meaningful teaching of vocabulary with an emphasis on
student engagement and higher level thinking skills, build vocabulary,
thereby improving reading comprehension and writing style, reinforce
understanding of subject-specific terminology with a focus on students
internalizing key concepts, help students improve spelling and awareness
of spelling patterns, provide visual cues for students, encourage increased
student independence when reading and writing.
Word wall activities can be used to improve literacy in all
curriculum areas by helping students build vocabulary, improve spelling
in written work, and explain ideas through oral communication. In
English lesson, students can use specialized literary terms in analysis and
explanations of reading materials, comprehend new vocabulary
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encountered in reading materials and increase effectiveness in writing
style through increased awareness of diction and a broader vocabulary.
Word wall can be implied in teaching and learning process through
individual or team work. According to Cronsberry, 2004: 7-8. There are
some activities that can be used in the class are: First, visiting word, it
can be used after students have worked on a word wall for a substantial
period of time, add a “visiting” word. This encourages students to do a
review of the word wall as they hunt for the new word. Present the
visiting word as the new word for the day.
Second, missing word, students take one of the words off the word
wall and rearrange the remaining words. Students scan the word wall and
figure out which word is missing. Give clues to help to determine the
missing word.
Third, quick definitions, teachers provide a definition (orally and/or
written on the board) of one of the word wall words. Students choose and
write the word to match the definition. Repeat the process encouraging
students to review all the words as they select the answer.
Fourth, word pictures, this activity is a team work activity. Students
select one of the words from the word wall and illustrate it on the board
or on chart paper. The opposing team gets a point for a correct guess and
illustrates another word.
Fifth, word relationships, each student shares the word on their
word card with a partner, and together, they decide on a way that their
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two words are related or have something in common. A time limit could
be imposed after which students rotate to a new partner and repeat the
process. After doing this a few times, the pair could join with another
pair, and see if they can find a relationship between the four words.
Discussing similarities and differences helps students to master new
vocabulary meanings.
Sixth, parts of speech, each small group is given a part of speech
and must decide which words on the word wall fall into the category. If
more than one group is looking for the same part of speech, they compare
lists and discuss any discrepancies. Small cards can be affixed to the
words on the word wall to identify the part of speech for each word.
The next strategy which is included in academic vocabulary and
language is read-aloud. Reading aloud is an important motivational
strategy not only for primary school children but also for upper-
elementary, middle, and high school students. Teachers should pursue an
instructional balance that considers both sensitivity to curricular
mandates and a perspective that reading aloud is beneficial to students.
Poems, short stories, or excerpts from a longer selection can be selected
by content area taught, who feel constrained by time limitations. In
addition to fiction, students benefit from exposure to a wide variety of
materials (Sanacore: 1997: 12).
An important aspect of reading aloud is to engage students
interactively during the process. As students become more comfortable
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with the read-aloud experience, educators can 1 use this meaningful
context to extend students vocabulary and concept development. The
reading aloud experience can highlight the function of meaning for
students who speak a nonstandard dialect of English. helping all students
to accept varied forms of responding. and validating the belief that
students who speak in nonstandard dialects are different. not deficient. in
their language use. Students also need opportunities to read aloud to an
audience. Although reading aloud is not a panacea, teachers and
administrators must realize its enormous potential for nurturing the
literacy development of. all students. including a growing number of at-
risk learners.
One way, according to a small-scale research study (Amer, 1997:
54), that teachers can help students‟ L2 reading comprehension is for the
teacher to read texts aloud. The students follow the text as the teacher
reads it. This helps the students to focus on larger units of meaning in the
text rather than depending on word by word decoding. This in turn can
help the reader to build on larger meaningful segments rather than
depending on graphic cues. The correct pronunciation, stress and
intonation by the teacher also aid this process.
Moreover, read-aloud every day to the students is a research-based,
proven way to motivate the students to read on their own, model good
reading, promote critical thinking, and create a sense of community in the
classroom (Oczkus: 2012: 21). Perhaps teachers recall being read to as a
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child. Teachers can hold precious memories of a special adult at home
sharing books with every night for a bedtime story. When teachers read
aloud to the class, perhaps for some of the students it will be the only
time in their childhoods that someone reads aloud to them. Teachers are
helping all of the students develop a lifelong love of reading and
providing them with memorable experiences with wonderful books.
The next strategy which is included in academic vocabulary and
language is reading and writing across the curriculum. As social needs
for literacy increased, so did schooling. Further, the reading and writing
activities in school were often closely tied to the specific social functions
that created the need for advanced literacy.
Scriptural religions created the need for high degrees of literacy in
the priestly castes and in some cases placed a literacy obligation on all
believers. In schools associated with all the major religions, the primary
reading matter and writing practices were associated with the scriptures
and other religious obligations (Bazerman, 2005: 6).
In so far as literacy was driven by the needs of commerce, these
also then provided the matter and motive for literacy education. Even
whether handwriting was taught and which style of script was practiced
depended on the role students.
2. Cooperative and Collaborative Learning
Cooperative or collaborative learning is a team process where
members support and rely on each other to achieve an agreed-upon goal.
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The classroom is an excellent place to develop team-building skills
students will need later in life.
According to Johnson, 1998: 35, he writes that one of the most
important reason that cooperative learning method was developed is that
education and social scientist have long known about the detrimental
effect of competition as it usually use in the classroom. This is not to say
that competition between good methods will make competition can be
effective and harmless; it means that motivate students to do their best.
Teaching learning process needs different activities where can
build a good atmosphere in the classroom. That is why collaborative and
cooperative is needed in increasing students‟ interest when teaching
learning process. There are five benefits in using collaborative and
cooperative, they are: students can develop and share a common goal,
students can contribute their understanding of problems, questions,
insights and solutions, students can respond to and work to understand
others' questions, insights and solutions. Each student empowers the
other to speak and contribute and to consider their contributions, students
are accountable to others, and they are dependent on others not to the
teacher.
According to Panitz (2000: 4) Collaboration is a philosophy of
interaction and personal lifestyle whereas cooperation is a structure of
interaction designed to facilitate the accomplishment of an end product or
goal. Collaborative learning is a personal philosophy, not just a
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classroom technique. In all situations where people come together in
groups, it suggests a way of dealing with people which respects and
highlights individual group members' abilities and contributions. There is
a sharing of authority and acceptance of responsibility among group
members for the groups‟ actions. The underlying premise of
collaborative learning is based upon consensus building through
cooperation by group members, in contrast to competition in which
individuals best other group members. Collaborative learning
practitioners apply this philosophy in the classroom, at committee
meetings, with community groups, within their families and generally as
a way of living with and dealing with other people.
In the other hand, cooperative learning is defined by a set of
processes which help people interact together in order to accomplish a
specific goal or develop an end product which is usually content specific.
It is more directive than a collaborative system of governance and closely
controlled by the teacher. While there are many mechanisms for group
analysis and introspection the fundamental approach is teacher centered
whereas collaborative learning is more student centered. Cooperative is
when students in small heterogeneous groups take roles and learn to
share knowledge and tasks with one another through a variety of
structures with this strategy. While different experts categorize these
differently, common features of effective cooperative learning include
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team building, positive interdependence, group interaction, structured
activity, and individual accountability.
There are five strategies which are included in cooperative and
collaborative learning (Washoe County School District, 2015:10). First,
Jigsaw, it is a cooperative learning strategy that enables each student of a
group to specialize in one aspect of a topic or one part of a reading or
other task. Students meet with members from other groups who are
assigned the same aspect, and after mastering the material, return to the
"home" group and teach the material to their group members. With this
strategy, each student in the "home" group holds a piece of the topic's
puzzle and work together to create the whole jigsaw. The strategy is often
used in other instructional situations for the purpose of team building or
quickly managing a large task in a short time.
The second strategy is flexible/ strategic grouping, it is informally
grouping and regrouping students for a variety of purposes throughout
the school day or during an instructional unit supports the learning of all
students. Flexible grouping strategies are used to meet curricular goals,
engage students, and respond to individual needs. Flexible grouping
helps teachers overcome the disadvantages of ability grouping while still
attending to individual performance issues. Both teacher-led and student-
led groups will contribute to learning, but grouping decisions should
respond to the dynamics inherent in each type of group. Teacher-led
groups are the most common configuration whole-class, small group, and
29

individual instruction and provide an efficient way of introducing
material, summing-up conclusions from individual groups, meeting the
common learning needs of a large or small group, and providing
individual attention or instruction. Student-led groups take many forms,
but share a common feature that students control the group dynamics and
have a voice in setting the agenda. Student-led groups provide
opportunities for divergent thinking and encourage students to take
responsibility for their own learning.
The third strategy is Think Pair Share. It is the learning activity
involves explaining answers/ideas to another student. The instructor
poses a question to the class. Students write a response and then share it
with a student nearby. Students clarify their positions and discuss points
of agreement and disagreement. The instructor can use several answers to
illustrate important points or facilitate a whole class discussion. These are
the steps: first, instructor poses question to class. Next, students write a
response (1‐ 2 minutes). After that, students pair up with another student
nearby. Fourth, each student explains his/her response to the other. The
last, if they disagree, each clarifies his/her position and determine
how/why they disagree.
Moreover, there are some benefits in using this strategy, such as:
keep students engaged in large classes, prime students for whole class
discussion, target key concepts for review, enhance students‟
metacognition and they become more aware of gaps in their thinking,
30

student responses are feedback to the instructor about how they are
making sense of the material (Panitz, 2000: 7).
The fourth strategy is STAD (Student Teams Achievement
Division) is one of instructional strategies that developed by Robert
Slavin and his friends in John Hopkins University. This strategy
emphasizes the activities and interaction between students to motivate
and help one and other in comprehending material to reach the best
achievement (Cerbin, 2010: 10).
Therefore, Slavin argues (1995 :74) that the students earn points for
their teams based on the degree to which their quiz scores (precentage
correct) exceed their base score. In STAD, students are designed to four
or five member learning teams that are mixed in performance level,
gender and ethnicity. Slavin (1995: 83) says that the students should be
assigned in group of four that are totally heterogeneous.
The last is Reciprocal Teaching. This learning is a collaborative
teaching strategy. This strategy also involves students teaching to one
another groups. Students jointly read a text or work on a task. Students
take turns being the teacher for a segment of the text or task. In their
teaching role students lead the discussion, summarize material, ask
questions and clarify material (Cerbin, 2010: 8). He said that this strategy
has some benefits, they are: improve the students‟ ability to do specific
intellectual activities such as reading primary sources, analyzing artwork
and others, role of teaching puts student in position of monitoring their
31

comprehension and re-organizing the material, and exposes student to
other ways to explore and interpret the material.
3. Direct Instruction
General usage of the term “direct instruction” refers to instructional
approaches that are structured, sequenced, and led by teachers and/or
present academic content through teacher lecture or demonstration. Many
components of direct instruction are basic to effective teaching, including
identifying learning goals, organizing and sequencing lessons to
strengthen understanding, modeling a process, providing descriptions and
illustrations, checking for understanding, and providing feedback.
To make the explanation above clear, here is the example of it.
Students should identify what kind of topic they will learn this day. If
they feel difficult to catch the point, the teacher explain the opening of
the topic. The students should discuss with the other to have a good
understanding about the material. The teacher give a model and illustrate
the real story. The last, the teacher ask the students about the material to
make sure that they understand better about the material and the teacher
give some feedback to the students to clarify the material which they still
do not understand about it.
There are four strategies which are included in direct instruction
(Washoe County School District: 2015). First, lecturing, it may be the
oldest method of teaching. Research on the impact of lectures on
achievement is discouraging when compared to other methods of
32

instruction, but they can have positive applications: presenting new
content not available in textbooks, summarizing disparate points of view,
focusing students on critical information. Lectures should bridge from
what is known to the new content, so the organization of a lecture is
important: present a reasonable amount of information, use examples and
visuals strategically, summarize and connect points, check for
understanding, and take advantage of technologies that allow students to
learn from lecture material outside the classroom, for example: the
students listen up to the teacher who explains the material then they take
a note about what the teacher explained. This kinds of strategy is an old
style, but most of teachers still use this kind of strategy.
The second strategy is modeling, it is an instructional strategy
wherein the teacher or another student demonstrates a new concept or
skill and students learn by observing and emulating. Modeling is an
effective instructional strategy when it allows students to observe thought
processes and imitate particular behaviors or steps in a process. Types
and purposes of modeling can include approaches such as task and
performance modeling (demonstrating a task), metacognitive modeling
(thinking aloud), and disposition modeling (conveying one‟s own
enthusiasm, interest, or commitment). Modeling can be used across
disciplines and in all grades and ability levels.
The third strategy is homework and practice, this two staples of
education, homework and practice are ways of extending learning time
33

for mastering a skill. Designing activity for classroom practice and
homework should aim to help students refine and extend their learning.
The purpose of the work should be clear and when completed should be
commented on. The amount of homework should be different from
elementary to high school and it should be independent practice so parent
involvement should be minimal. The concept of the “flipped classroom”
is changing the landscape of homework and practice activity.
The fourth strategy is summarizing and note taking. Effective
summarizing leads to an increase in student learning. Students who can
effectively summarize learn to synthesize information, a higher-order
thinking skill, which includes analyzing information, identifying key
concepts, and defining extraneous information. Helping students
recognize how information is structured will help them summarize what
they read or hear, for example: summarizing a reading assignment is
more effective when done within summary frames that include questions
to direct student attention to specific content).
Note taking is a related strategy that supports student learning.
Without explicit instruction in note taking, students may write down
words or phrases word for word, without analysis. Successful note-takers
summarize to arrive at a nugget of meaning, which they are much more
likely to retain and benefit from using notes as a document of their
learning. Teachers can prompt students to review and refine their notes,
particularly when it is time to prepare for an exam, write a research
34

paper, or other summative assessment of learning. These are college-
ready skills that increase opportunity for all students to succeed in higher
education.
4. Cues, questions, activating prior knowledge
English language learners‟ or ELL prior knowledge reflect who the
students are and how they perceive the world based on their culture and
surrounding environment. Every student brings knowledge to school on a
variety of areas acquired through past experiences in academic and real
life. Sometimes, however, the experiences ELLs bring with them are
different from the knowledge needed to succeed in the education system
(Garcia, 2012: 34).
There is a strategy which is included in cues, questions, activating
prior knowledge; it is an effective questioning strategy (Washoe County
School District, 2015). Cues, questions, and advance organizers help
students use what they already know about a topic to enhance further
learning. Research shows that these tools should be highly analytical,
should focus on what is important, and are most effective when presented
before a learning experience.
Effective questioning is a strategy where teacher questioning and
student response are common classroom learning activities. Research
finds that teacher questions (and cues) are effective when they focus on
what is important, require students to respond at higher levels, provide
adequate wait time after a question is asked and establish an engaging
35

introduction for the lesson. Effective questioning can also play a role in
focusing students on unit learning goals or overacting themes throughout
a longer period of study. Teacher can give some questions to increase
students‟ understanding, for example: the teacher give a questions in the
begining or in the middle or in the last of the lesson. Then give a little
spare time and let the students think about the answers. This strategies
can be used in measuring the students‟ understanding.
The applications of this strategy are pause briefly after asking a
question. Doing so will increase the depth of your students' answers.
Then, vary the style of advance organizer used: Tell a story, skim a text,
or create a graphic image. There are many ways to expose students to
information before they "learn" it.
5. Class Discussion
All students need a chance to practice using a new language or
method. A large group discussion can limit participation, giving only a
few students full opportunity to practice. The typical solution to this
problem is to have students pair up to discuss a question or problem for
five minutes and then bring them back for a full-group discussion.
Variations on this theme can maximize each student‟s participation and
exposure to other students‟ ideas.
Sometimes problem solving requires both divergent and convergent
thinking. Teachers can encourage students to find creative solutions to
complex problems, and you can also teach individuals how to come to a
36

collective decision. It also can help students reflect on the discussion
process, ask students to write about how the discussion changed their
thinking or understanding (Davis, 2001: 72).
Teachers can give guiding discussion then teachers can ask
questions that orient students to important parameters, considerations,
and issues. To begin the discussion, ask students for what (Davis, 2001:
67).
There is also a way that can be used by the teacher in class
discussion strategy. It is creating a problem that requires making a
decision or choosing a specific course of action (Parker, 2001). When
teachers introduce the problem, explain that the goal of discussion is to
come to a consensus. This is an important problem-solving skill for all
fields that require group decision making, such as business, politics and
policy, engineering, or healthcare.
There are four strategies which are included in class discussion
strategy (Washoe County School District, 2015: 8). The first strategy is
an analysis of students work, it can be a feature of a lesson conducted by
a teacher or individual feedback provided to students from a teacher, a
discussion among a small group of students who are providing feedback
to one another, a discussion among teachers of the aspects of student
work; and/or a mode of formally assessing a skill, such as writing. For
any of the foregoing purposes, some protocol describing the attributes
and levels of quality for the particular learning task is required as the
37

basis of an analysis. When used in formal assessment situations,
anonymous student exemplars that illustrate various responses and levels
of quality plus an analysis of inter-rater reliability promote consistency
and validity.
The second strategy is student self-assessment, it may refer to
inventories/surveys that students respond to, such as interests, learning
preferences, or college and career diagnostics. It may also refer to
academic assessment tools, often a rubric, that describes a learning task
or skill by its attributes and level of quality, which students use to assess
their own progress and performance. These tools may also be used
individually or in teacher or peer conferences and tutorials.
The third strategy is reinforcing effort and providing recognition. In
this strategy, students may attribute success at a task to ability, effort,
other people, or luck, but three of these four attributions may be self-
defeating. Teachers can influence student beliefs about the relationship
between their efforts and accomplishment by helping them track and
evaluate their efforts and accomplishments. Providing recognition in the
form of praise and reward is fundamental to behavioral learning theory
and may be undervalued in relation to intrinsic rewards, but research
indicates praise is effective when it is expressly connected to a
performance standard and that it is more motivating than tangible
rewards. It also can enhance students‟ understanding of the relationship
between effort and achievement by addressing students‟ attitudes and
38

beliefs about learning. Provide students with abstract tokens of
recognition or praise for their accomplishments related to the attainment
of a goal.
The last strategy is targetted feedback. It is an effective practice
points to the following keys to using targeted feedback to improve
student achievement and avoid negative effects. Such as: first, link
feedback to objectives. Second, use a formative evaluation approach over
a summative approach. Third, make guidance specific, for example:
proofing remarks or codes may not communicate well. Fourth, provide
feedback in a timely manner, for example: not long after assignment is
forgotten. The last, identify how students should use feedback to make
improvements.
According to John and Hellen, 2013: 8, feedback is one of the most
powerful influences on learning and achievement, but this impact can be
either positive or negative. Its power is frequently mentioned in articles
about learning and teaching, but surprisingly few recent studies have
systematically investigated its meaning. Feedback is conceptualized as
information provided by an agent teacher, peer, book, parent, self,
experience) regarding aspects of one's performance or understanding. A
teacher or parent can provide corrective information, a peer can provide
an alternative strategy, a book can provide information to clarify ideas, a
parent can provide encouragement, and a learner can look up the answer
39

to evaluate the correctness of a response. Feedback is a "consequence" of
performance.
In the other hand, targeted feedback can assist in understanding the
purpose, effects, and types of feedback; it is useful to consider a
continuum of instruction and feedback. At one end of the continuum is a
clear distinction between providing instruction and providing feedback.
However, when feedback is combined with more a correctional review,
the feedback and instruction become intertwined until "the process itself
takes on the forms of new instruction, rather than informing the student
solely about correctness" (Kulhavy, 1977: 7). To take on this
instructional purpose, feedback needs to provide information specifically
relating to the task or process of learning that fills a gap between what is
understood and what is aimed to be understood (Sadler, 1989: 125) and it
can do this in a number of different ways. These may be through
affective processes, such as increased effort, motivation, or engagement.
6. PJBL and PBL
Project based learning has evolved as a method of instruction that
addresses core content through rigorous, relevant, hands-on learning.
Projects tend to be more open-ended than problem-based learning, giving
students more choice when it comes to demonstrating what they know.
Different from projects that are the culmination of a learning unit, these
projects are the learning unit, meaning that fundamental concepts and
skills are learned throughout the project. Projects are typically framed
40

with open-ended questions “How do we reduce our school's carbon
footprint?” that drive students to investigate, do research, and/or
construct their own solutions. Students use technology tools much as
professionals do to communicate, collaborate, research, analyze, create,
and publish their own work for authentic audiences. Instead of writing
book reports, for instance, students in a literature project might produce
audio reviews of books, post them on a blog, and invite responses from a
partner class in another city or country (Washoe County School District,
2015: 8).
Moreover, problem based learning (PBL) is an instructional
approach where students learn by solving challenging, open-ended
problems. The problems are authentic tasks and are solved in socially and
contextually based teams of students. The students rely on their current
knowledge of the problem, identify “information they need to know to
solve the problem, and the strategies they use to solve the problem”
(Stanford University Newsletter on Teaching, 2001).
There are some instructor‟s roles in problem based learning. The
instructor identifies a problem that is purposely complex and vague yet
intriguing enough to excite students to inquire about it, do research on it
and draw reasonable multiple solutions or conclusions on the problem.
The problem should be linked to course content; however, although the
problem should not be familiar to students it should be relevant to
potential future use in work environments.
41

During problem-based learning, students collaborate in small teams
to explore the presented problem situation. “Through these exploration
students are expected to examine gaps in their own knowledge and skills
in order to decide what information they need to acquire in order to
resolve or manage” the problem situation (Savin, 2004: 19). What
follows is a method that summarizes the steps students take to solve the
problem situation which is excerpted from and used with permission,
Problem-based Learning by Landsberger (2011).
Through problem-based learning students learn to become partners
in the teaching and learning process where they accept responsibility for
much of their learning, work successfully as a team member, and deal
with new and changing situations and develop lifelong learning skills.
Problem-based learning then, can help students think critically, analyze
and solve real world problems that will better prepare them for careers
outside the classroom.
7. Realia
Realia refers to real life objects used in classroom instruction in
order to improve students' understanding of other cultures and real life
situations (Washoe County School District, 2015: 9). Teachers of English
language learners and foreign languages employ realia to strengthen
associations between words and the objects themselves. Realia are also
used to connect learners with the point of a lesson by providing tactile
and multidimensional connections between learned material and the
42

object of the lesson. Primary objectives of this strategy include increasing
comprehensible input, using language in context, and promoting verbal
interaction and active involvement, for example: the teacher bring some
miniaturs about the seven magic in the world to make the students easy to
understand the material. Because by using this realia, the students will
feel happy and they easy to catch the new material.
However, realia is a term for real thing, concrete objects, which are
used in the classroom to build background knowledge and vocabulary.
Realia is used to provide experiences on which to build and to provide
students with opportunities to use all the senses in learning. While using
realia in the classroom is not always possible, it is usually the best choice
if the students are to learn all they can about a topic.
8. Discovery/ inquiry-based learning
Inquiry learning is based on constructivist theories of learning,
where knowledge is “constructed” from experience and process. It covers
a range of approaches, including: field work, case studies, investigations,
individual and group projects, and research projects. It is the hallmark
strategy of science, and often social science, learning. Specific learning
processes that students engage in during inquiry include: developing
questions, seeking evidence to answer questions, explaining evidence,
and justifying or laying out an argument for the evidence. Progress and
outcomes are assessed through observing students‟ learning develop over
43

time through conversations, notebook entries, student questions,
procedural skills, use of evidence, and other techniques.
There are three strategies which are included in discovery/inquiry-
based learning (Washoe County School District, 2015: 3). First, field
experience, field trip or field study. Often thought of as enrichment or
reward activity, experiences outside the classroom enable students to
extend classroom learning into real world locales, such as when visiting a
natural or historical site, exploring current trades and industries on-site,
or working alongside an expert in a field of study. The experience is
maximized for students when the purpose is clear, including how they
will report on their observations, questions, and conclusions. When
feasible, research shows this type of learning to be quite powerful
compared to simulations or contrived experiences mirroring the real-
world in the classroom.
The second strategy is hands-on learning. Hands-on learning is an
educational strategy that directly involves learners by encouraging them
to do something in order to learn about it. It is learning by doing. Some
subject matter like video, music and art are inherently hands-on.
Nonetheless, all learning can benefit from activity that stimulates
different regions of the brain. For younger learners, those learning
English or another language, or those with learning disabilities,
thoughtful hands-on teaching strategies are their keys to learning.
44

The third strategy is identifying similarities and differences. The
ability to break a concept into its similar and dissimilar characteristics
allows students to understand (and often solve) complex problems by
analyzing them in a simpler way. Teachers can either directly present
similarities and differences, accompanied by deep discussion and inquiry,
or simply ask students to identify similarities and differences on their
own. While teacher-directed activities focus on identifying specific
items, student directed activities encourage variation and broaden
understanding, research shows. Research also notes that graphic forms
are a good way to represent similarities and differences. The applications
of this strategy are: first, use Venn diagrams or charts to compare and
classify items. Second, engage students in comparing, classifying, and
creating metaphors and analogies (Washoe County School District, 2015:
2).
9. Current events
Current event is a content material taken from current news and
information can be used as an occasional or regular teaching strategy to
add relevance to a lesson topic or content. Benefits include helping to
develop reading/viewing habits, build skills in analysis/critique, and learn
presentation skills. Common in social studies, connections to current
events help students see relevance in any subject area.
There is a phenomenon strategy which is included into current
issues (Washoe County School District, 2015: 4). Phenomena can be
45

defined as regularities that are unexpected and unexplainable against the
background of existing knowledge, including extant theory and that are
relevant for the scientific discourse. Social phenomena or phenomenon
consist of behavioral processes that are carried out by human beings.
These human processes include both behavioral and experiential aspects
that are accessible through the examination of linguistic and humanistic.
In using this strategy, students are asked to find out the current issues
based on the phenomenon that happen this day or week or month.
Teachers as a fasilitator only serve the point of the topic. These steps that
this strategy can be used in the teaching and learning process.
E. Previous Research Findings
Based on the research finding conducted by Ibrahim (2001) there are
four significance of English as a medium of instruction. The first
significance, is that English as a medium of instruction allows students to
read textbooks in English more extensively that contributes to the success of
acquiring English in reading. The second significance, is that English as a
medium of instruction is a good source for rich language inputs of the
students. It also provides comprehensible input and teacher‟s feedback. The
third significance of English as a medium of instruction is providing
opportunity to engage meaningful oral interaction in the classroom. The last
significance of English as a medium of instruction based on Ibrahim‟s
research finding is that it develops fluency and accuracy in learning English.
46

Based on the research finding conducted by Lowery (2003) there are
four major domains were addressed in this study. Those domains included
instructional conditions, climate and planning, and instructional interventions,
the use of time and teacher adaptations and accommodations. This study
supported the notion that an affective classroom climate coupled with
collaborative planning among team teachers, general educators and special
educators who co-teach in the inclusive classroom, promotes an instructional
environment conducive to learning. The effective use of time along with
teacher adaptations and accommodations appeared to keep students engaged
in the learning process. However, other influences, including insufficient
teacher training, negative student behaviors, and inappropriate student
placement, were found to affect student achievement in the inclusive
classroom.
Based on the research finding conducted by Allen (2008) there is a
significance in this study, it is one instructor taught in a center-based
instructional environment while the other instructor taught in a non center-
based instructional environment. The data show that students in the center-
based environment perceived more opportunities to develop autonomy and
intrinsic motivation compared to students in the non center-based
environment.
Based on the research finding conducted by Pearson (2014) the data
was collected using a purposeful, voluntary survey. Based upon the findings
of this study, no significant differences were found in the instructional
47

practices, assessments, or student learning methods utilized by the teachers at
high poverty successful schools and high poverty, high performing schools.
For this study, findings indicated that the teachers from the identified schools
utilized research based instructional strategies such as practice on a specific
skill, vocabulary, and checking for understanding. In addition, the findings
indicated that the teachers used technology to aid in their instruction. Finally,
the teachers noted the positive results in student achievement that resulted
from being under the supervision of a visible effective principal. As an
effective instructional leader, it is the principal who ultimately determined the
culture for the school, and for a school to be successful that culture must be
focused on teaching and learning.
48

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CHAPTER II

A. English as a Medium of Instruction (EMI)

Indonesian learners assume that study English is an important thing,

learn English to have a good communication among foreign people. Learners

English as a Foreign Language learners is also described as situations where

in the world; when learners may be a tourists or business people (Harmer,

and learning process by using some techniques or approaches or strategies. A

lot of research shows that in foreign language learning, a number of factors

can contribute to differences in various learners‟ academic performance and

attainment, such as age, gender attitudes, aptitude, motivation, learning

approach, language learning strategies and learning style (Dornyei, 1994:

An Analysis Of Instructional Strategies…, Eka Noviyanti, FKIP UMP, 2017

them researches in the use of various strategies in teaching and learning

succeeded by considering the four aspects of language, they are listening,

speaking, reading and writing. (Brown, 2007: 147).

English as a Medium of Instruction now becomes popular in teaching

foreign language especially in higher education. The definitions of English as

a Medium of Instruction are defined by some experts. To teach the course

contents in non-English country, teacher needs English as a language of

instruction. English as a medium of instruction is not used to deliver the

give feedback. English as a Medium of Instruction is the use of English to

English (Dearden, 2015).

In line with Thirunavukkarsu (2012: 7) said that English as a Medium

students in tecahing and learning process. It focuses on activities by both

principally focuses on subject learning and develops the language of

instruction as a simple impartial tool to perform a foreign language learning

An Analysis Of Instructional Strategies…, Eka Noviyanti, FKIP UMP, 2017

understand the materials.

Based on some experts‟ views, it can be concluded that the definition of

English as a Medium of Instruction is the use of English by both students and

teacher in teaching and learning L2 process. The students use EMI in

presentations, discussions, asking and answering the questions. The teacher

understanding. EMI is implemented in the country where English is not their

Classroom interaction and communication are the center of any

teaching and learning experience and suggest a fundamental experiment for

successful the use of a foreign language as a medium of instruction.

Students and teacher will learn through English as a medium in order to

acquire the target language. According to Ibrahim (2001: 128), as a medium,

English is used to perform academic tasks involving various classroom-

related communicative activities like gaining information and conveying

information. It means that EMI is used in classroom activities such as

An Analysis Of Instructional Strategies…, Eka Noviyanti, FKIP UMP, 2017

can be presented through questioning, delivering the materials, language

textbooks, and others.

Based on the explanation above, it can be concluded that English as a

medium of instruction is used by the teacher and the students in the

to the students, to give some feedbacks and to do other teaching activities.

The duration of using English as a Medium of Instruction will influence the

students‟ English proficiency.

It can be concluded that the use of EMI in learning English provides

the effective language of instruction that provides comprehensible input and

language of instruction in the classroom in order to help the students feel

The students actually like to use their daily language to communicate

with other. It is supported by Thirunavukkarsu (2012: 5) says that children

learning process is a familiar language which people speak in their daily

An Analysis Of Instructional Strategies…, Eka Noviyanti, FKIP UMP, 2017

their daily language than English in the classroom activities.

Sometimes the students had difficulties to understand the subject

low of English proficiency, it is difficult for the students to understand the

teaching and learning process run ineffectively.

Instruction is vital for education, as it is the transfer of learning from

have the successful in teaching and learning process.

successful is the clear instructions which are given by the teachers.

Chapter II Eka Nofiyanti Pbi'17

Chapter II Eka Nofiyanti Pbi'17