Ira Yuliasih, 2201414043 (2019) MATHEMATICS AND SCIENCE TEACHERS’ PERCEPTIONS ON THE USE OF ENGLISH AS A MEDIUM OF INSTRUCTION. Under Graduates thesis, UNNES.

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Abstract

This research was conducted to investigate the perceptions of mathematics and science teachers towards the use of English as a Medium of Instruction (EMI). The objectives of this study were to describe the implementation of EMI by the mathematics and science teachers in classrooms and to explain their perceptions in using EMI. The study was hold in three schools consisting of an elementary school and two junior high schools. There were six teachers participating who were chosen based on purposive sampling technique. The data were collected through classroom observations, questionnaires and interviews. In analyzing the data, this study used qualitative approach. The implementation of EMI was analyzed based on four main principles of the implementation of CLIL by Coyle, at al. (2010) referring to content, communication, cognition, and culture. It was found that most of the teachers involved in the study implemented EMI in the classroom well. The analysis of teachers‟ perceptions towards EMI is based on the three dimensions of perceptions according to Calhoun and Acocella (1995) including knowledge, expectation and evaluation. It was found that the teachers have positive perceptions towards EMI. They assumed that EMI will help their students to improve their English proficiency which is beneficial for their future lives. However, some of them admitted that they are not proficient enough in English so that they need more effort to develop themselves in terms of communication skills in the language.

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