|
References
Airey, J., Lauridsen, K. M., & Rasanen, A. (2017). The expansion of English-medium instruction in the Nordic countries: Can top-down university language policies encourage bottom-up disciplinary literacy goals? Higher Education, 73, 561–576. https://doi.org/10.1080/13670050.2020.1732290
Aizawa, I., & Rose, H. (2019). An analysis of Japan''s English as medium of instruction initiatives within higher education: The gap between meso-level and micro-level practice. Higher Education, 77, 1125–1142. https://doi.org/10.1007/s10734-018-0323-5
Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme. Language Teaching Research, https://doi.org/10.1177/1362168820965510
Altbach, P. (2002). Perspectives on internationalizing higher education. International Higher Education, (27). https://doi.org/10.6017/ihe.2002.27.6975
Altbach, P. G., & Knight, J. (2007). The internationalization of higher education: Motivations and realities. Journal of Studies in International Education, 11, 290 - 305.
Altschul, I. (2012). Linking socioeconomic status to the academic achievement of Mexican American youth through parent involvement in education. Journal of the Society for Social Work and Research, 3, 13–30. https://doi.org/10.5243/jsswr.2012.2
Ammon, U. and McConnel, G. (2002). English as an academic language in Europe: A survey of its use in teaching. Peter Lang.
Astin, A.W. (1984). Student involvement: A developmental theory for higher education. Journal of College Student Personnel, 25, 297–308.
Attewell, P., Heil, S., & Reisel, L. (2012). What is academic momentum? And does it matter? Educational Evaluation and Policy Analysis, 34(1), 27–44. https://doi.org/10.3102/01623 73711 42195 8
Baker, C. (2001). Foundations of bilingual education and bilingualism. (3rd ed.). Multilingual Matters.
Baker, W., & Tsou, W. (2021). EMI and translanguaging in Asia through the ROAD-MAPPING lens. In W. Tsou, & W. Baker, English-medium instruction translanguaging pracices in Asia (pp. 183-195). Springer. doi:https://doi.org/10.1007/978-981-16-3001-9_10
Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173–1182. https://doi.org/10.1037/0022-3514.51.6.1173
Baso, R. S. (2014). Exploring Indonesian graduates’ English language skills and companies’ English language skills requirements in East Kalimantan, Indonesia. Journal of Humanities and Social Science, 19(6), 44-56.
Beelen, J., & Jones, E. (2015). Redefining internationalisation at home. In A. Curaj, J. Salmi, L. Matei, P. Scott, & R. Pricopie (Eds.), The European higher education area: Between critical reflections and future policies (1st ed., pp. 59–72). Springer.
Bhattacharya, U. (2013). Mediating inequalities: Exploring English-medium instruction in a suburban Indian village school. Current Issues in Language Planning, 14(1), 164–184.
Bobbitt-Zeher, D. (2007). The gender income gap and the role of education. Sociology of Education, 80, 1–22.
Bourdieu, P. (1986). The forms of capital. In J. G. Richardson (Ed.). Handbook of theory and research for the sociology of education (pp. 241–258). Greenwood Press.
Breidbach, S. (2003). Plurilingualism, democratic citizenship in Europe and the role of English. 24. Retrieved from https://citeseerx.ist.psu.edu/viewdoc/download?doi= 10.1.1.434.2057&rep=rep1&type=pdf
Brugiavini, A., Carraro, C., & Kovacic, M. (2020). Academic achievements: The effects of excess time to degree on GPA. Education Economics, 28(1), 46–66.
Bruinsma, M. (2004). Motivation, cognitive processing and achievement in higher education. Learning and Instruction, 14(6), 549–568. https://doi.org/10.1016/j.learninstruc.2004.09.001
Bukve, T. (2020). Students’ perspectives on English medium instruction within higher education: Exploring gender differences in Norway and Finland. Apples: Journal of Applied Language Studies, 14 (1), 7-24. https://doi.org/10.17011/apples/urn.202002272211
Byun, K., Chu, H., Kim, M., Park, I., Kim, S., & Jung, J. (2011). English-medium teaching in Korean higher education: Policy debates and reality. Higher Education, 62, 431–449. http://dx.doi.org/10.1007/s10734-010-9397-4
Cabrera, J. C., Karl, S. R., Rodriguez, M. C., & Chavez, C. (2018). Investigating socioeconomic status proxies: Is one proxy enough? Annual Meeting of the American Educational Research Association. American Educational Research Association.
Cedeño, L. F., Martínez-Arias, R., & Bueno, J. A. (2016). Implications of socioeconomic status on academic competence: A perspective for teachers. International Education Studies, 9(4), 257–267. http://dx.doi.org/10.5539/ies.v9n4p257
Chang, Y. Y. (2010). English-medium instruction for subject courses in tertiary education: Reactions from Taiwanese undergraduate students. Taiwan International ESP Journal, 2(1), 53–82. http://dx.doi.org/10.6706%2fTIESPJ.2010.2.1.3
Chen, H., Han, J., & Wright, D. (2020). An investigation of lecturers’ teaching through English medium of instruction – A case of higher education in China. Sustainability. 12(10), 4046. https://doi.org/10.3390/su12104046
Cheung, S. Y., & Andersen, R. (2003). Time to read: Family resources and educational outcomes in Britain. Journal of Comparative Family Studies, 34(3), 413–434. https://doi.org/10.3138/jcfs.34.3.413
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning. Cambridge University Press.
Crede, J., Wirthwein, L., McElvany, N., & Steinmayr, R. (2015). Adolescents’ academic achievement and life satisfaction: the role of parents’ education. Frontiers in Psychology, 6, Article 52. https://doi.org/10.3389/fpsyg.2015.00052
Crystal, D. (2003). English as a global language (2nd Edition). Cambridge University Press.
Curle, S., Yuksel, D., Soruç, A., & Altay, M. (2020). Predictors of English medium instruction academic success: English proficiency versus first language medium. System, 95, Article 102378. https://doi.org/10.1016/j.system.2020.102378
Dafouz, E., Haines, K., & Pagèze, J., (2020). Supporting educational developers in the era of internationalised higher education: Insights from a European project. International Journal of Bilingual Education and Bilingualism, 23(3), 326-339, https://doi.org/10.1080/13670050.2019.1651818
Dafouz, E., & Smit, U. (2020). ROAD-MAPPING English medium instruction in the internationalised university. Palgrave Macmillan. https://doi.org/10.1007/978-3-030-23463-8
Dalton-Puffer, C. (2007). Discouse in CLIL Classrooms (Vol. 20). John Benjamins.
Dearden, J. (2014). English as a medium of instruction-a growing global phenomena. British Council. Retrieved from: https://www.teachingenglish.org.uk/article/english-a-medium-instruction-–-a-growing-global-phenomenon
Denzin, N. K., & Lincoln, Y. S. (2000). The discipline and practice of qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 1-32), Sage.
Dewi, A. (2017). English as a medium of instruction in Indonesian higher education: A study of lecturers'' perspectives. In B. Fenton-Smith, P. Humphreys, & I. Walkinshaw (Eds.), English medium instruction in higher education in Asia Pacific: From policy to pedagogy (pp. 241–258). Springer. https://doi.org/10.1007/978-3-319-51976-0_13
de Wit, H., Hunter, F., Howard, L., & Egron-Polak, E. (2015). Internationalisation of higher education. Brussels, Belgium: European Parliament. https://www.europarl.europa.eu/RegData/etudes/STUD/2015/540370/IPOL_STU(2015)540370_EN.pdf
Doiz, A., Lasagabaster, D., & Sierra, J. M. (2011). Internationalisation, multilingualism and English-medium instruction. World English, 30(3), 345–359. https://doi.org/10.1111/j.1467-971X.2011.01718.x
Dooey, P., & Oliver, R. (2002). An investigation into the predictive validity of the IELTS Test as an indicator of future academic success. Prospect, 17(1), 36–54. http://hdl.handle.net/1959.14/322527
Edwards. J. R., & Lambert, L. S. (2007). Methods for integrating moderation and mediation: A general analytical framework using moderated path analysis. Psychological Methods, 12(1), 1–22. https://doi.org/10.1037/1082-989X.12.1.1
Engle, J., Bermeo, A., & O’Brien, C. (2006). Straight from the source: What works for first-generation college students. The Pell Institute for the Study of Opportunity in Higher Education. Retrieved March 24, 2021, from https://files.eric.ed.gov/fulltext/ED501693.pdf
Erling, E. J., Adinolfi, L., Hultgren, A. K., Buckler, A., & Mukorera, M. (2016). Medium of instruction policies in Ghanaian and Indian primary schools: An overview of key issues and recommendations. Comparative Education, 52(3), 294–310.
Evans, S., & Morrison, B. (2011). Meeting the challenges of English-medium higher education: The first-year experience in Hong Kong. English for Specific Purposes, 30(3), 198–208. https://doi.org/10.1016/j.esp.2011.01.001
Evans, S., & Morrison, B. (2011). The student experience of English-medium higher education in Hong Kong. Language and Education, 25(2): 147–162.
Fan, X., & Chen, M. (1999). Parental involvement and students’ achievement: A meta-analysis [Paper presentation]. 1999 Annual Conference of the American Association of Educational Research Association, Montreal, Quebec, Canada. Retrieved June 12, 2021, from https://files.eric.ed.gov/fulltext/ED430048.pdf
Fang, F., & Liu, Y. (2020). ‘Using all English is not always meaningful’: Stakeholders’ perspectives on the use of and attitudes towards translanguaging at a Chinese university. Lingua, 247, 1–18. https://doi.org/10.1016/j.lingua.2020.102959
FEB RU. (2017). Academic Guidance 2017/2018 International Undergraduate Programs. Malang.FEB RU.
Fenton-Smith, B., Humphreys, P., & Walkinshaw, I. (2017). English medium instruction in higher education in Asia Pacific: From policy to pedagogy. Springer International Publishing AG.
Fernandez-Malpartida, W. M. (2021). Language learning strategies, English proficiency and online English instruction perception during covid-19 in Peru. International Journal of Instruction, 14(4), 155-172. https://doi.org/10.29333/iji.2021.14410a
Finnie, R., Lascelles, E., & Sweetman, A. (2005). Who goes? The direct and indirect effects of family background on access to post-secondary education. Statistics Canada. Retrieved March 24, 2021, from https://www150.statcan.gc.ca/n1/en/pub/11f0019m/11f0019m2005237-eng.pdf
Floris, F. D. (2014). Learning subject matter through English as the medium of instruction: students'' and teachers'' perspectives. Asian English, 16(1), 1–13. http://dx.doi.org/10.1080/13488678.2014.884879
Galloway, N., Kriukow, J., & Numajiri, T. (2017). Internationalisation, higher education and the growing demands for English: An investigation into the English medium of instruction (EMI) movement in Japan and China. British Council. Retrieved January 3, 2020, from https://www.teachingenglish.org.uk/article/internationalisation-higher-education-growing-demand-english-investigation-emi-movement
Galloway, N., & Rose, H. (2018 ). Incorporating global Englishes into the ELT classroom. ELT Journal, 72(1), 3–14.
García, O., & Lin, A. M. Y. (2016). Translanguaging in bilingual education. In O. García, A. M. Y. Lin, & S. May (Eds.), Bilingual and multilingual education (Encyclopedia of Language and Education) (pp. 117-130). Springer.
García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. Palgrave Macmillan
Genesee, F. (1994). Integrating language and content: Lessons from immersion. NCRCDSLL Educational Practice Reports. Berkeley: Center for Research on Education, Diversity and Excellence, UC Berkeley.
Gibb, S. J., Fergusson, D. M., & Horwood, L. J. (2008). Gender differences in educational achievement to age 25. Australian Journal of Education, 52(1), 63–80. http://dx.doi.org/10.1177/000494410805200105
Gobena, G. A. (2018). Family socio-economic status effect on students’ academic achievement at College of Education and Behavioral Sciences, Haramaya University, Eastern Ethiopia. Journal of Teacher Education and Educators, 7(3), 207–222.
Graddol, D. (2006). English next: Why global English may mean the end of ‘English as a foreign language’. British Council.
Graham, J. G. (1987). English language proficiency and the prediction of academic success. TESOL Quarterly, 21(3), 505–521. https://doi.org/10.5294/laclil.2018.11.1.2
Grbich, C. (2007). Qualitative data analysis: An introduction. Sage Publications Ltd.
Hamid, M. O., Nguyen, H. T. M., & Baldauf, R. B., Jr. (2013). Medium of instruction in Asia: Context, processes and outcomes. Current Issues in Language Planning, 14(1), 1–15. https://doi.org/10.1080/14664208.2013.792130
Harrop, A., Tattersall, A., & Goody, A. (2007). Gender matters in higher education. Educational Studies, 33(4), 385–396.
Harvey, L., Drew, S., & Smith, M. (2006). The first-year experience: A review of literature for the higher education academy. The Higher Education Academy.
Hativa, N., & Marincovich, M. (1995). Disciplinary differences in teaching and learning in higher education. Jossey-Bass.
Hayes, A. F. (2017). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. Guilford Press.
Hengsadeekul, C., Koul, R., & Kaewkuekool, S. (2014). Motivational orientation and preference for English-medium programs in Thailand. International Journal of Educational Research, 66, 35-44. https://doi.org/10.1016/j.ijer.2014.02.001
Hoxby, C. M., & Turner, T. (2015). What high-achieving low-income students know about college. American Economic Review, 105(5): 514-17. https://doi.org/10.1257/aer.p20151027
Hu, G., & McKay, L. (2012). English language education in East Asia: Some recent developments. Journal of Multilingual and Multicultural Development, 33(4), 345-362.
Hu, G., Li, L., & Lei, J. (2014). English-medium instruction at a Chinese university: Rhetoric and reality. Language Policy, 13, 21–40. https://doi.org/10.1007/s10993-013-9298-3
Hudzik, J. K. (2011). Comprehensive internationalization: From concept to action. NAFSA.
Huntington-Klein, N., & Gill, A. (2020). Semester course load and student performance. Research in higher education, 1–28. https://doi.org/10.1007/s11162-020-09614-8
Hughes, R. (2008). Internationalisation of higher education and language policy: Questions of quality and equity. Higher Education Management and Policy, 20(1), 111–128. https://doi.org/10.1787/hemp-v20-art6-en
Hult, F. M. (2017). Discursive approaches to policy. In S. Wortham, D. Kim, & S. May (Eds.), Discourse and education (pp. 111–121). Springer. http://link.springer.com/10.1007/978-3-319-02243-7_22
Hultgren, A. K. (2014). English language use at the internationalised universities of Northern Europe: Is there a correlation between Englishisation and world rank? Multilingua 33.3–4, 89–411.
Hultgren, A. K., Jensen, C., & Dimova, S. (2015). English-medium instruction in European higher education: From the North to the South. In S. Dimova, A. K. Hultgren, & C. Jensen (Eds.), English-medium instruction in European higher education: English in Europe (pp. 1–15). De Gruyter.
Hyde, J. S., & Kling, K. C. (2001). Women, motivation, and achievement. Psychology of Women Quarterly, 25(4), 364–378. https://doi.org/10.1111/1471-6402.00035.
Ibrahim, J. (2001). The Implementation of EMI (English medium instruction) in Indonesian universities: Its opportunities, its threats, its problems, and its possible solutions. Kata, 3(2), 121-137.
James, R. (2002). Students’ changing expectations of higher education and the consequences of mismatches with reality. In P. Coaldrake & L. Stedman. (Ed.), Responding to student expectations (pp. 71-83). Organisation for Economic Co-operation and Development.
Jenkins, J. (2007). English as a lingua franca: attitude and identity. Oxford University Press.
Jenkins, J. (2019). English medium instruction in hgher education: The role of English as lingua franca. In X. Gao (Ed.), Second handbook of English language teaching (pp. 2-16). Springer.
Jiang, L. Zhang, L. J. & May, S. (2019). Implementing English-medium instruction (EMI) in China: Teachers’ practices and perceptions, and students’ learning motivation and needs. International Journal of Bilingual Education and Bilingualism, 22(2), 107–119. https://doi.org/10.1080/13670050.2016.1231166
Joe, Y., & Lee, H.-K. (2013). Does English-medium instruction benefit students in EFL contexts? A case study of medical students in Korea. The Asia-Pacific Education Researcher, 22(2), 201–207. https://doi.org/10.1007/s40299-012-0003-7
Johnson, D. C. (2013). Language policy. Palgrave Macmillan.
Johnson, P. (1988). English language proficiency and academic performance of undergraduate international students. TESOL Quarterly, 22(1), 164–168. https://doi.org/10.2307/3587070
Kachru, B. B. (1992). The other tongue: English accross cultures (2nd ed.). University of Illinois Press.
Kemristekdikti, D. K. (2019). Laporan kinerja 2018. Kemristekdikti. Retrieved March 21, 2020, from Retrieved March 21, 2020, from https://www.brin.go.id/epustaka/laporan-kinerja-kemenristekdikti-tahun-2018/
Kim, E. G. (2017). English medium instruction in Korean higher education: Challenges and future directions. In B. Fenton-Smith, P. Humphreys, & I. Walkinshaw (Eds.), English medium instruction in higher education in Asia-Pacific: From policy to pedagogy (pp. 53–69). Springer. https://doi.org/10.1007/978-3-319-51976-0_4
Kırkgöz, Y. (2014). Students’ perceptions of English language versus Turkish language used as the medium of instruction in higher education in Turkey. Turkish Studies – International Periodical for The Languages, Literature and History of Turkish or Turkic, 9(12), 443-459, http://dx.doi.org/10.7827/TurkishStudies.7596
Kirkpatrick, A. (2010). The routledge handbook of World Englishes. Routledge
Knagg, J. (2013). EMI within a global context– towards a British Council perspective. The Role of English in Higher Education: Issues, Policy and Practice. Savigno, Spain.
Knight, J. (2012). Concepts, rationales, and interpretive frameworks in the internationalization of higher education. In D. K. Deardorff, H. De Wit, J. D. Heyl, & T. Adams (Eds.), The Sage handbook of international higher education (pp. 27–42). Sage.
Knight, J. (2013). The changing landscape of higher education Internationalization – for better or worse? Perspectives: Policy and Practice in Higher Education, 17(3), 84–90. https://doi.org/10.1080/13603108.2012.753957
Krashen, S. D. (1988). Second language acquisition and second language learning. Prentice-Hall International.
Lamb, M., & Coleman, H. (2008). Literacy in English and the transformation of self and society in post-Soeharto Indonesia. International Journal of Bilingual Education and Bilingualism, 11(2), 189–205. https://doi.org/10.2167/beb493.0
Lamb, M., Kuchah, H., Coleman, H, Hadisantosa, N., Waskita, D., & Ahmad, N. F. (2021). The state of English as medium of instruction (EMI) in higher education institutions in Indonesia. British Council. Retrieved July 13, 2021, from https://www.britishcouncil.id/sites/default/files/the_state_of_english_as_medium_of_instruction_in_heis_in_indonesia_full_report_final.pdf
Lasagabaster, D. (2016). The relationship between motivation, gender, L1 and possible selves in English-medium instruction. International Journal of Multilingualism, 13(3), 315–332.
Leask, B. (2015). Internationalizing the curriculum. Routledge.
Lei, J., & Hu, G. (2014). Is English-medium instruction effective in improving Chinese undergraduate students’ English competence? International Review of Applied Linguistics in Language Teaching, 52(2), 99–126.
Lin, A. M. Y. (2015). Conceptualising the potential role of L1 in CLIL. Language, Culture and Curriculum, 28(1), 74-89, https://doi.org/10.1080/07908318.2014.1000926
Lin, A. M. Y., & Man, E. Y. F. (2009). Bilingual education: Southeast Asian perspectives. Hong Kong University Press.
Lin, L. H. F., & Morrison, B. (2010). The impact of the medium of instruction in Hong Kong secondary schools on tertiary students’ vocabulary. Journal of English for Academic Purposes, 9(4), 255-266.
Lozano, V. M., & Strotmann, B. (2015). Internationalizing higher education : Language matters. Tesol Quarterly, 49(4), 847-857.
Lueg, K. & Lueg, R. (2015). Why do students choose English as a medium of instruction? A Bourdieusian perspective on the study strategies of non-native English speakers. Academy of Management Learning & Education, 14(1), 5-30. http://dx.doi.org/10.5465/amle.2013.0009
Macaro, E., & Akincioglu, M. (2018). Turkish university students’ perceptions about English medium instruction: Exploring year group, gender and university type as variables, Journal of Multilingual and Multicultural Development, 39(3), 256-270, https://doi.org/10.1080/01434632.2017.1367398
Macaro, E., Curle, S., Pun, J., An, J., & Dearden, J. (2018). A systematic review of English medium instruction in higher education. Language Teaching, 51(1), 36–76. https://doi.org/10.1017/S0261444817000350
Macaro, E., Tian, L., & Chu, L. (2020). First and second language use in English medium instruction contexts. Language Teaching Research, 24(3), 382-402.
Mahboob, A., & Szenes, E. (2010). Construing meaning in World Englishes. In A. Kirkpatrick (Ed.), The Routledge Handbook of World Englishes (pp. 580-598). Routledge.
Matthews, J.S., Morrison, F.J., & Ponitz, C.C. (2009). Early gender differences in self-regulation and academic achievement. Journal of Educational Psychology, 101(3), 689–704. http://dx.doi.org/10.1037/a0014240.
Mayer, S. E. (1997). What money can’t buy: Family income and children’s life chances. Harvard University Press.
McMillan, J., & Western, J. (2000). Measurement of the socio-economic status of Australian higher education students. Higher Education, 39, 223–248.
Merriam, S. B. (2002). Qualitative research in practice: Examples for discussion and analysis. Jossey-Bass.
Merritt, D. L., & Buboltz, W. (2015). Academic success in college: Socioeconomic status and parental influence as predictors of outcome. Open Journal of Social Sciences, 3(5), 127–135. https://doi.org/10.4236/jss.2015.35018
Micholas, A. C. (1985). Multiple discrepancies theory (MDT). Social Indicators Research, 16, 347–413. https://doi.org/10.1007/BF00333288
Morizumi, F. (2002) Does gender matter in language learning? International Christian University Educational Studies, 44, 223–235.
MWAUI. (2015). Peraturan Majelis Wali Amanat UI Nomor 004/Peraturan/MWA-UI/2015 tentang Anggaran Rumah Tangga Universitas Indonesia. Universitas Indonesia.
Nguyen, C., Le, D., & Ngo, H. (2022). EFL teachers’ perceptions of the individualized learning model: A case at an English language center. International Journal of Instruction, 15(1), 437- 456. https://doi.org/10.29333/iji.2022.15125a
Nguyen, H. T., Walkinshaw, I., & Pham, H. H. (2017). EMI programs in a Vietnamese university: Language, pedagogy and policy Issues. In B. Fenton-Smith, P. Humphreys, & I. Walkinshaw (Eds.), English medium instruction in higher education in Asia-Pacific: From policy to pedagogy (pp. 37-52). Springer International Publishing.
Nicholson, N. (1990). The transition cycle: Causes, outcomes, processes and forms. In S. Fisher, & C. Cooper, On the move: The psychology of change and transition (pp. 83- 108). John Wiley & Sons Ltd.
Nilsson, B. (2003). Internationalisation at home from a Swedish perspective: The case of Malmö. Journal of Studies in International Education, 7(1), 27–40. https://doi.org/10.1177/1028315302250178
Oliver, R., Vaderford, S., & Grote, E. (2012). Evidence of English language proficiency and academic achievement of non-English-speaking background students. Higher Education Research & Development, 31(4), 541–555. https://doi.org/10.1080/07294360.2011.653958
Organisation for Economic Co-Operation and Development. (2004). Learning for tomorrow’s world: First results from PISA 2003. Retrieved February 27, 2021, from https://www.oecd.org/education/school/programmeforinternationalstudentassessmentpisa/34002216.pdf
Osbourne, J. W., & Waters, E. (2002). Four assumptions of multiple regression that researchers should always test. Practical Assessment, Research and Evaluation, 8, 2.
Pascarella, E. T., & Terenzini, P. T. (1991). How college affects students: Findings and insights from twenty years of research. Jossey-Bass.
Pecorari, D., & Malmström, H. (2018). At the crossroads of TESOL and English medium instruction. TESOL Quarterly, 52(3), 497–515. https://doi.org/10.1002/tesq.470
Peng, J-E., Xie, X. (2021). English-medium instruction as a pedagogical strategy for the sustainable development of EFL learners in the Chinese context: A meta-analysis of its effectiveness. Sustainability, 13(10), 5637. https://doi.org/10.3390/su13105637
Pennycook, A. (2007). Global Englishes and Transcultural Flows. Routledge.
Phillipson, R. (2003). English-Only Europe? Challenging language policy. Routledge.
Poole, G. (2017). Administrative impediments: How bureaucratic practices obstruct the implementation of English-taught programs in Japan. In A. Bradford & H. Brown (Eds.), English-medium instruction in Japanese higher education: policy, challenges, and outcomes (pp. 91-107). Multilingual Matters. https://doi.org/10.21832/9781783098958-009
Preacher, K. J., & Hayes, A. F. (2004). SPSS and SAS procedures for estimating indirect effects in simple mediation models. Behavior Research Methods, Instruments, & Computers, 36(4), 717–731. https://doi.org/10.3758/BF03206553
Pu, S., Yan, Y., & Zhang, L. (2020). Peers, study effort, and academic performance in college education: Evidence from randomly assigned roommates in a flipped classroom. Research in Higher Education., 61, 248–269. https ://doi.org/10.1007/s1116 2-019-09571 -x
Pun J, Jin X. (2021). Student challenges and learning strategies at Hong Kong EMI universities. PLOS ONE, 16(5). https://doi.org/10.1371/journal.pone.0251564
Reason, R. D., Terenzini, P. T., & Domingo, R. J. (2006). First things first: Developing academic competence in the first year of college. Research in Higher Education, 47(2), 149–175. http://www.jstor.org/stable/40197405
Romaine, S. (2003). Variation. In C. Doughty & M. Long (Eds.), The handbook of second language acquisition (pp. 409–435). Oxford: Blackwell.
Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2020). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149–2161. https://doi.org/10.1080/03075079.2019.1590690
Seidlhofer, B. (2010). Lingua franca English: The European context. In A. Kirkpatrick (Ed.), The Routledge Handbook of World Englishes (pp. 355-371). Routledge.
SETNEGRI. (2003). Undang Undang. Undang-undang Republik Indonesia No 20 Tahun 2003 tentang Sistem Pendidikan Nasional. Jakarta, Indonesia: Sekretaris Negara Republik Indonesia. https://peraturan.go.id/common/dokumen/ln/2003/uu20-2003.pdf
Simbolon, N. E. (2018). EMI in Indonesian higher education: Stakeholders’ perspectives. TEFLIN, 29(1), 108–128. https://doi.org/10.15639/teflinjournal.v29i1/108-128
Sirin, S. R. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 75(3), 417–453. http://dx.doi.org/10.3102/00346543075003417
Smit, U. (2019). Classroom discourse in EMI: On the dynamics of multilingual practices. In K. Murata (Ed.), English-medium instruction from an English as a lingua franca perspective. Exploring the higher education context (pp. 99-122). Routledge. https://doi.org/10.4324/9781351184335
Steinmayr, R., Dinger, F. C., & Spinath, B. (2012). Motivation as a mediator of social disparities in academic achievement. European Journal of Personality, 26(3), 335–349. https://doi.org/10.1002/per.842
Sukardi, R. R., Sopandi, W., & Riandi. (2021). Can pupils retell concepts in English? An analysis of how to Use EMI in science class. International Journal of Instruction, 14(4), 659-678. https://doi.org/10.29333/iji.2021.14438a
Tinto, V. (1985). Dropping out and other forms of withdrawal from college. In U. Delworth & G. R. Hanson (Eds.), Increasing student retention (pp. 28–43). Jossey-Bass.
Tollefson, J. W. (1991). Planning language, planning inequality. Longman.
Tomul, E., & Polat, G. (2013). The effects of socioeconomic characteristics of students on their academic achievement in higher education. American Journal of Educational Research, 1(10), 449–455. https://doi.org/10.12691/education-1-10-7
Torenbeek, M., Jansen, E., & Hofman, A. (2010). The effect of the fit between secondary and university education on first‐year student achievement, Studies in Higher Education, 35(6), 659-675, https://doi.org/10.1080/03075070903222625
Truchot, C. (1997). The spread of English: from France to a more general perspective. World Englishes, 16(1), 65-76. https://doi.org/10.1111/1467-971X.00047
Tucker-Drob, E. M., & Harden, K. P. (2012). Intellectual interest mediates gene x socioeconomic status interaction on adolescent academic achievement. Child Development, 83(2), 743–757. https://doi.org/10.1111/j.1467-8624.2011.01721.x
Tsou, W. (2021). Translanguaging as a glocalized strategy for EMI in Asia. In W. Tsou and W. Baker (Eds.), English-Medium Instruction Translanguaging Practices in Asia (pp. 3-17). Springer. https://doi.org/10.1007/978-981-16-3001-9_1
Tsou W. & Kao S. (2017). English as a medium of instruction in higher education: Implementations and classroom practices in Taiwan. Springer Nature.
Valcke, J., & Wilkinson, R. (2017). Introduction - ICLHE, professional practice, disruption, and quality. In J. Valcke, & R. Wilkinson (Eds.), Integrating Content and Language in Higher education: perspectives and Professional Practice (pp. 15-24). Peter Lang.
van Els, T. (2005). Multilingualism in the European Union. International Journal of Applied Linguistics, 15(3), 263–81.
Voyer, D., & Voyer, S. D. (2014). Gender differences in scholastic achievement: A meta-analysis. Psychological Bulletin, 140(4), 1174–1204. https://doi.org/10.1037/a0036620
Vu, N., & Burns, A. (2014). English as a medium of instruction: Challenges for Vietnamese tertiary lecturers. Journal of Asia TEFL, 11(3), 1-33.
Walkinshaw, I., Fenton-Smith, B., & Humphreys, P. (2017). EMI issues and challenges in Asia-Pacific higher education. In B. Fenton-Smith, P. Humphreys, & I. Walkinshaw (Eds.), English medium instruction in higher education in Asia-Pacific: From policy to practice (pp. 195–217). Springer. https://doi.org/10.1007/978-3-319-51976-0_11
Wanphet, P., & Tantawy, N. (2018). Effectiveness of the policy of English as a medium of instruction: perspectives and outcomes from the instructors and students of university science courses at a university in the UAE. Educational Research for Policy and Practice, 17, 145–172. https://doi.org/10.1007/s10671-017-9223-1
Widdowson, H. G. (1997). EIL, ESL, EFL: Global issues and local interests. World Englishes, 16(1), 16.
Widdowson, H. G. (2003). Defining issues in English language teaching. Oxford University Press.
Williams, M. N., Grajales, C.A., & Kurkiewicz, D. (2013). Assumptions of multiple regression: Correcting two misconceptions. Practical Assessment, Research and Evaluation, 18(11).
Wu, S. W. (2006). Students’ attitude toward EMI: Using Chung Hua University as an example. Journal of Education and Foreign Language and Literature, 4, 67–84.
|