Secondary School Students’ Anxiety in Read-Answer-Discuss-Explain-Create Model with English as Medium Instruction in Science Class

Sukardi, Rendi Restiana; Thien, Lei Mee; Sopandi, Wahyu; Ismail, Ismail

doi:10.15294/jpii.v14i2.21235

Jurnal SINTA 1

Secondary School Students’ Anxiety in Read-Answer-Discuss-Explain-Create Model with English as Medium Instruction in Science Class

Jurnal Pendidikan IPA Indonesia · Vol. 14 No. 2 (2025)

DOI: 10.15294/jpii.v14i2.21235
ISSN: 2089-4392, 2339-1286
Published: 2025-06-30
Publisher: Universitas Negeri Semarang
Language: eng

Abstract

This study examines the effectiveness of the Read–Answer–Discuss–Explain–Create (RADEC) model, integrated with English as a Medium of Instruction (EMI), in reducing science learning anxiety among secondary school students. The research addresses a common challenge faced by non-native English speakers in science classrooms—language-induced anxiety that hinders conceptual understanding and communication. Employing a convergent mixed-methods design, the study involved 30 secondary students purposively selected from Bandung, Indonesia. Quantitative data were collected through a time-series experiment, while qualitative insights were obtained via in-depth interviews. After five months of implementing the RADEC model with EMI, students exhibited marked reductions in communication apprehension, fear of negative evaluation, and test anxiety. At the same time, they demonstrated enhanced conceptual mastery and confidence in English-mediated scientific communication. The findings suggest that the RADEC model with EMI provides a structured yet flexible pedagogical framework, enabling pupils to access, discuss, and present scientific content in English without fear of linguistic penalties. The novelty of this study lies in its integration of a culturally responsive pedagogical model (RADEC) with EMI to address both cognitive and affective barriers in science education. This approach offers scalable potential for EMI-based instruction in multilingual, cross-national educational contexts.

Keywords

Collaboration network of the authors

12 authors · 29 co-authorship links · 3 across different organisations

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Indonesia University of Education
Universiti Sains Malaysia

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Same organisation
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Co-author	Organisation	Joint articles
Hana Lestari	Indonesia University of Education	2
Udin Syaefudin Sa’ud	Indonesia University of Education	2
Bachrudin Musthafa	Indonesia University of Education	2
Dasim Budimansyah	Indonesia University of Education	2
Anna Permanasari	Indonesia University of Education	2
Wawan Setiawan	Indonesia University of Education	1
Ahmad Mudzakir	Indonesia University of Education	1
Atep Sujana	Indonesia University of Education	1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/jpii/oai, first harvested 29 Okt 2026, last seen 29 Okt 2026.

Original metadata (oai_dc)

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	<dc:title xml:lang="en">Secondary School Students’ Anxiety in Read-Answer-Discuss-Explain-Create Model with English as Medium Instruction in Science Class</dc:title>
	<dc:creator xml:lang="en">Sukardi, Rendi Restiana</dc:creator>
	<dc:creator xml:lang="en">Thien, Lei Mee</dc:creator>
	<dc:creator xml:lang="en">Sopandi, Wahyu</dc:creator>
	<dc:creator xml:lang="en">Ismail, Ismail</dc:creator>
	<dc:subject xml:lang="en">anxiety, English as Medium Instruction (EMI), Read-Answer-Discuss-Explain-Create (RADEC), science class</dc:subject>
	<dc:description xml:lang="en">This study examines the effectiveness of the Read–Answer–Discuss–Explain–Create (RADEC) model, integrated with English as a Medium of Instruction (EMI), in reducing science learning anxiety among secondary school students. The research addresses a common challenge faced by non-native English speakers in science classrooms—language-induced anxiety that hinders conceptual understanding and communication. Employing a convergent mixed-methods design, the study involved 30 secondary students purposively selected from Bandung, Indonesia. Quantitative data were collected through a time-series experiment, while qualitative insights were obtained via in-depth interviews. After five months of implementing the RADEC model with EMI, students exhibited marked reductions in communication apprehension, fear of negative evaluation, and test anxiety. At the same time, they demonstrated enhanced conceptual mastery and confidence in English-mediated scientific communication. The findings suggest that the RADEC model with EMI provides a structured yet flexible pedagogical framework, enabling pupils to access, discuss, and present scientific content in English without fear of linguistic penalties. The novelty of this study lies in its integration of a culturally responsive pedagogical model (RADEC) with EMI to address both cognitive and affective barriers in science education. This approach offers scalable potential for EMI-based instruction in multilingual, cross-national educational contexts.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2025-06-30</dc:date>
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	<dc:identifier>https://journal.unnes.ac.id/journals/jpii/article/view/21235</dc:identifier>
	<dc:identifier>10.15294/jpii.v14i2.21235</dc:identifier>
	<dc:source xml:lang="en">Jurnal Pendidikan IPA Indonesia; Vol. 14 No. 2 (2025): June 2025</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
	<dc:source>10.15294/jpii.v14i2</dc:source>
	<dc:language>eng</dc:language>
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	<dc:rights xml:lang="en">Copyright (c) 2025 Jurnal Pendidikan IPA Indonesia</dc:rights>
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