Postgraduate Students’ Perceptions of English as a Medium of Instruction (EMI): Comprehension, Participation, and Language Development

Nila Ulfah, Khanandy; Rahmatul Khalik, Fajar; Nasution, Jamaluddin

doi:10.34050/els-jish.v9i2.50710

Akses terbuka Jurnal

Postgraduate Students’ Perceptions of English as a Medium of Instruction (EMI): Comprehension, Participation, and Language Development

ELS Journal on Interdisciplinary Studies in Humanities · Vol. 9 No. 2 (2026) · hlm. 459–465

DOI: 10.34050/els-jish.v9i2.50710
ISSN: 2621-0835, 2621-0843
Terbit: 2026-06-16
Penerbit: Hasanuddin University
Bahasa: en
Lisensi: creativecommons.org/licenses/by-sa/4.0

Abstrak

This study investigates postgraduate students’ perceptions of English as a Medium of Instruction (EMI), focusing on comprehension, participation, and academic English development. Using a mixed-method approach, data were collected from eight postgraduate students through a structured questionnaire consisting of Likert-scale and open-ended items. The findings indicate that students generally prefer an English-dominant instructional approach, ranging from 70% to 95%, while still recognizing the importance of limited Indonesian use for clarification. English-medium instruction was found to enhance students’ confidence and participation, although occasional use of Indonesian helped facilitate the expression of complex ideas. In terms of comprehension, students reported better understanding when English was used, supported by strategic code-switching. Furthermore, EMI significantly contributes to the development of academic English skills, including vocabulary, writing, and communication. Overall, a balanced and flexible approach to EMI is recommended to optimize both language development and learning effectiveness in postgraduate contexts.

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11 penulis · 24 tautan kepenulisan bersama · 4 lintas organisasi

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Universitas Sumatera Utara
Institut Agama Islam Negeri Langsa
Universitas Prima Indonesia
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Tampilkan sebagai tabel

Rekan penulis	Organisasi	Artikel bersama
Khanandya Nila Ulfah	Universitas Sumatera Utara	1
Naza Fanisa	Universitas Sumatera Utara	1
Dedy Suhery	Institut Agama Islam Negeri Langsa	1
Kristiawan Indriyanto	Universitas Prima Indonesia	1
Risa Umami	Afiliasi tidak diketahui	1
Triana Lestari	Afiliasi tidak diketahui	1
Sempa Perangin-angin	Afiliasi tidak diketahui	1
Nurhayani Pandia	Afiliasi tidak diketahui	1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unhas.ac.id/index.php/jish/oai, pertama di-harvest 3 Nov 2026, terakhir terlihat 8 Nov 2026.

Metadata asli (oai_dc)

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	<dc:title xml:lang="en">Postgraduate Students’ Perceptions of English as a Medium of Instruction (EMI): Comprehension, Participation, and Language Development</dc:title>
	<dc:creator xml:lang="en"> Nila Ulfah, Khanandy</dc:creator>
	<dc:creator xml:lang="en">Rahmatul Khalik, Fajar</dc:creator>
	<dc:creator xml:lang="en">Nasution, Jamaluddin</dc:creator>
	<dc:subject xml:lang="en">EMI</dc:subject>
	<dc:subject xml:lang="en">Comprehension</dc:subject>
	<dc:subject xml:lang="en">Participation</dc:subject>
	<dc:description xml:lang="en">This study investigates postgraduate students’ perceptions of English as a Medium of Instruction (EMI), focusing on comprehension, participation, and academic English development. Using a mixed-method approach, data were collected from eight postgraduate students through a structured questionnaire consisting of Likert-scale and open-ended items. The findings indicate that students generally prefer an English-dominant instructional approach, ranging from 70% to 95%, while still recognizing the importance of limited Indonesian use for clarification. English-medium instruction was found to enhance students’ confidence and participation, although occasional use of Indonesian helped facilitate the expression of complex ideas. In terms of comprehension, students reported better understanding when English was used, supported by strategic code-switching. Furthermore, EMI significantly contributes to the development of academic English skills, including vocabulary, writing, and communication. Overall, a balanced and flexible approach to EMI is recommended to optimize both language development and learning effectiveness in postgraduate contexts.</dc:description>
	<dc:publisher xml:lang="en">Hasanuddin University</dc:publisher>
	<dc:date>2026-06-16</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unhas.ac.id/index.php/jish/article/view/50710</dc:identifier>
	<dc:identifier>10.34050/els-jish.v9i2.50710</dc:identifier>
	<dc:source xml:lang="en">ELS Journal on Interdisciplinary Studies in Humanities; Vol. 9 No. 2 (2026): JUNE; 459-465</dc:source>
	<dc:source>2621-0835</dc:source>
	<dc:source>2621-0843</dc:source>
	<dc:source>10.34050/els-jish.v9i2</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://journal.unhas.ac.id/index.php/jish/article/view/50710/14531</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Khanandy  Nila Ulfah, Fajar Rahmatul Khalik, Jamaluddin Nasution</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by-sa/4.0</dc:rights>
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