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“They are English education graduates, but they teach science by using English”: A Mismatch between Policy and Practice?

Indonesian Research Journal in Education |IRJE| · Vol. 5 No. 2 (2021) · pp. 525–543

DOI
10.22437/irje.v5i2.16721
ISSN
2580-5711
Published
2021-12-01
Publisher
Universitas Jambi, Indonesia
Language
en
License
creativecommons.org/licenses/by-nc-sa/4.0

Abstract

In response to the issue of mismatched teachers teaching in international-based curriculum schools, this exploratory case study investigated the implementation of English teachers’ background teaching science by using English as a medium of instruction (EMI). Data were collected from six teachers who taught science through multiple interviews in one international-based curriculum school in Jambi city, Indonesia. The data presentations were done by making the data tabulation and grouping it into themes and sub-themes. The data tabulation is narrated in paragraph form to draw the content of the data tabulations. The findings revealed that mismatched teachers had problems to implement EMI in teaching science, such as lack of competencies in content knowledge, hard times to use English, and no training for curriculum changes. Despite the weakness, EMI creates international-minded and excels in English. Portraying these findings, recommendations are also discussed in this study.

Collaboration network of the authors

26 authors · 44 co-authorship links

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Hasanuddin University
  • Diponegoro University
  • Universitas Jambi
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Urip SulistiyoAffiliation unknown3
Nazurty NazurtyAffiliation unknown2
Ahmad HabibiAffiliation unknown1
LidiawatiAffiliation unknown1
Edi SuryadiAffiliation unknown1
Firman FirmanHasanuddin University1
Habibullah HabibullahAffiliation unknown1
Masbirorotni MasbirorotniAffiliation unknown1
Hadiyanto HadiyantoDiponegoro University1
Mukhlash AbrarAffiliation unknown1
Duti VolyaAffiliation unknown1
Eli SusantiAffiliation unknown1
Rina DiningsihAffiliation unknown1
Lailatul IstiqomahAffiliation unknown1
Diah Octavia Kusuma WardaniAffiliation unknown1
Sulathi RahayuAffiliation unknown1
Muhammad Raden AliAffiliation unknown1
Muhammad SofwanAffiliation unknown1
Mayang IsmayaAffiliation unknown1
POVI FRANSISKAAffiliation unknown1
IMELDA YOSEAffiliation unknown1
Puti MasuraiAffiliation unknown1
SofyanUniversitas Jambi1
Winda TrisnawatiAffiliation unknown1
Dwi OktaliaAffiliation unknown1

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://online-journal.unja.ac.id/index.php/irje/oai, first harvested 6 Nov 2026, last seen 8 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">“They are English education graduates, but they teach science by using English”: A Mismatch between Policy and Practice?</dc:title>
	<dc:creator xml:lang="en">Haryanto, Eddy</dc:creator>
	<dc:description xml:lang="en">In response to the issue of mismatched teachers teaching in international-based curriculum schools, this exploratory case study investigated the implementation of English teachers’ background teaching science by using English as a medium of instruction (EMI). Data were collected from six teachers who taught science through multiple interviews in one international-based curriculum school in Jambi city, Indonesia. The data presentations were done by making the data tabulation and grouping it into themes and sub-themes. The data tabulation is narrated in paragraph form to draw the content of the data tabulations. The findings revealed that mismatched teachers had problems to implement EMI in teaching science, such as lack of competencies in content knowledge, hard times to use English, and no training for curriculum changes. Despite the weakness, EMI creates international-minded and excels in English. Portraying these findings, recommendations are also discussed in this study.</dc:description>
	<dc:publisher xml:lang="en">Universitas Jambi, Indonesia</dc:publisher>
	<dc:date>2021-12-01</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://online-journal.unja.ac.id/irje/article/view/16721</dc:identifier>
	<dc:identifier>10.22437/irje.v5i2.16721</dc:identifier>
	<dc:source xml:lang="en">Indonesian Research Journal in Education |IRJE|; Vol. 5 No. 2 (2021): IRJE |Indonesian Research Journal in Education| ; 525-543</dc:source>
	<dc:source>2580-5711</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://online-journal.unja.ac.id/irje/article/view/16721/12664</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2022 | IRJE |Indonesian Research Journal in Education|</dc:rights>
	<dc:rights xml:lang="en">http://creativecommons.org/licenses/by-nc-sa/4.0</dc:rights>
</oai_dc:dc>