EMANUELA HENDRI ASTARI, 2201416173 (2020) NON - ENGLISH STUDENTS AND LECTURERS’ PERCEPTION TOWARD EMI USED IN INTERNATIONAL CLASSES IN UNIVERSITAS NEGERI SEMARANG. Under Graduates thesis, UNNES.

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Abstract

Universitas Negeri Semarang has International Program, one of them is at Physics Department Faculty of Math and Science. The lecturers assigned to teach at the program have to meet some qualifications, one of which is the TOEFL score of minimum 500. It is not enough, the lecturers and students also used active language as instruction. This study aimed to describe what the lecturers and students’ perception of the use of EMI in spoken and written instruction in Physics Department Universitas Negeri Semarang. The study focuses on the positive and negative perception and the use of EMI in the classroom. This study is qualitative approach and used questionnaires to gather the data. The questionnaires were created by using Google form and I gave the link of the questionnaire to the participants. Forty-three students of sixth and eighth semester in academic year 2019/2020 in Physics Department and four lecturers who were practitioners in Physics Department were the participants of this study. Based on findings, the lecturers’ perception about the implementation of the use of EMI are; 1) optimistic that students understood the concept and the lecturers' language style, 2) the use of English became a habit in the classroom that made it easy to the lecturers for teaching-learning process, 3) using English as an instruction in the teaching-learning process was very important to develop lecturers’ skill. On the other hand, the students’ perception of the use of English as instruction was the students did not agree to the lecturers using English as instructions in the classroom of the Physics Department at Universitas Negeri Semarang. It caused: 1) student could not get enough the point of material using English, 2) student did not have enough vocabulary in scientific language, that is different with English for daily communication, 3) incorrect pronunciations caused misunderstanding between the students and lecturers. The solutions to the use of EMI implementation are the lecturers should improve their pronunciation, should be interactive in the teaching-learning process, and enhancing their English skills by the use of English. Besides that, lecturers should find a solution to make the students understand about the lesson when they are using English as medium of instruction and how to make the students more confident in using English as a medium in the classroom. Suggestion for the future researcher is they could focus analyzing or observing the effectiveness of the use of EMI in international classes

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