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IMPLEMENTING PROJECT-BASED LEARNING (PBL) IN ESP COURSES: REVIEW ON SYLLABUS DRAFT Simbolon, Nurmala Elmin; Fitia, Tiara Nur
Language Circle: Journal of Language and Literature Vol 18, No 1 (2023): October 2023
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v18i1.44026

Adopting project-based learning (PBL) in English for Purposes (ESP) is believed to equip university graduates with English skills effectively. The current Indonesian Education Ministry's Merdeka Belajar policy also highlights the importance of PBL in vocatipnal higher education. One challenge in implementing PBL in ESP courses is English teachers’ limited content knowledge. The research reported in this paper aims to draft and review PBL-based ESP syllabi drafts at a government Polytechnic in Indonesia. The data set includes questionnaires from nine English lecturers and notes from focus group discussions (FGD) with three content lecturers and five English teachers. This study uses a descriptive approach using mixed data collection and analysis methods. Excel program analyzes questionnaire data and content thematic analysis to process qualitative data, namely the FGD transcript and drafts. The survey and FGD are used as the basis for the draft framework for the ESP syllabus design. The article ends with a critical review of the drafts.

Utilizing Canva for Designing Effective Flashcards in Vocabulary Instruction for Young Learners: A Descriptive Qualitative Study Fitria, Tira Nur; Afdaleni, Afdaleni; Simbolon, Nurmala Elmin
ANGLO-SAXON: Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris Vol 15, No 1 (2024): Anglo-Saxon : Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris, Juli 2024
Publisher : English Department, University of Riau Kepulauan, Batam,Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33373/as.v15i1.6823

This research describes the creation of flashcard media in teaching vocabulary to young learners. This research is descriptive qualitative. This research involved collecting data from the Canva website, primarily through direct observation of the various features, tools, and processes involved in creating flashcards. Data analysis was carried out by comparing the various features and tools available in Canva ofmaking flashcards, as well as identifying the ease of use and advantages of the application in the process of making flashcards. The analysis shows that English for Young Learners (EYL) is a program designed to teach basic vocabulary and simple language structures to children. Flashcards are highlighted as an effective tool in this process, as they help children associate words with real objects, improve understanding, and enhance vocabulary retention. Selecting the right vocabulary is crucial for building confidence, improving communication skills, and supporting reading and listening development. Flashcards are adaptable, providing engaging activities that reinforce word meanings and language concepts. Canva is recommended for creating customizable and engaging flashcards. Effective flashcards should include relevant words or phrases, clear definitions or translations, example sentences, and appropriate images or illustrations. The design should be clear, with large, easy-to-read letters, and a consistent format for each word. Regular review and a focus on design, visualization, and interactive activities can further enhance the learning experience. Engaging students in collaborative and evaluative activities also strengthens their understanding. Overall, by following these strategies, flashcards can be a powerful tool in introducing and reinforcing English vocabulary for young learners, with Canva serving as a valuable resource for creating effective learning materials.

English Medium Instruction (EMI) practice: Higher education internationalization in Indonesia Simbolon, Nurmala Elmin
Englisia: Journal of Language, Education, and Humanities Vol 8, No 2 (2021)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v8i2.8961

Indonesian universities are striving to obtain international recognition in this global competition of higher education. In doing so, many offer English Medium Instruction (EMI) courses. However, there is no documentation of the arrangement of EMI practice in Indonesian universities. This article presents a picture of the current implementation of EMI in some universities as one strategy to obtain international recognition. Survey research is selected to gather some key issues surrounding the implementation of EMI. A questionnaire is administered to 30 universities, and half of them returned the responses. Data analysis uses a descriptive approach. Findings show that the main reason for EMI practice in most Indonesian universities is to address current competition among global universities. Higher education internationalization is indicated in using the English language in two main types of EMI classes: 'Bilingual Class' and 'International Class'. This study also highlights the limited understanding of EMI practice implications in Indonesian universities, especially regarding relevant support given to both EMI students and lecturers. Some key suggestions from the research include incorporating English for Specific Purposes (ESP) in EMI programs and the importance of stimulating collaboration between both content and English lecturers.

Student challenges in English Medium Instruction (EMI) courses: Insights from an International Student Mobility Program Simbolon, Nurmala Elmin; Sadiq, Nizamuddin; Curle, Samantha
Studies in English Language and Education Vol 12, No 1 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i1.39950

This study examines the language-related challenges faced by Indonesian students enrolled in short-term English Medium Instruction (EMI) courses abroad, facilitated by the Indonesian International Student Mobility Awards (IISMA). Using a mixed-methods approach, we analyzed survey responses from fifty-four students and conducted three focus group interviews to gain a comprehensive understanding of their experiences. The research instrument, based on Evans and Morrison (2011) and modified by Kamasak et al. (2021), was employed to quantify these challenges. Our analysis revealed significant challenges in writing and speaking. These difficulties were prevalent regardless of the students backgrounds, suggesting that current preparatory measures may be insufficient. Specifically, writing emerged as the most formidable challenge, with many students struggling to express their ideas clearly and coherently in English. These findings underscore the critical need for comprehensive preparatory frameworks that go beyond basic linguistic competence. We advocate for the integration of robust academic preparation programs within mobility initiatives to better equip students for the linguistic demands of EMI courses. Such enhancements are essential for improving the overall academic experience and success of students in international educational contexts. The implications of this study extend to policymakers and educators involved in designing and implementing EMI programs, emphasizing the importance of targeted support to address language-related challenges.

English Medium Instruction (EMI) in Higher Education: Insights from Indonesian Vocational Lecturers Simbolon, Nurmala Elmin
Utamax : Journal of Ultimate Research and Trends in Education Vol. 5 No. 1 (2023): Utamax : Journal of Ultimate Research and Trends in Education
Publisher : LPPM Universitas Lancang Kuning. Pekanbaru. Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/utamax.v5i1.9973

Reported studies show that some common reasons for offering courses in English medium instruction (EMI) seem to be pragmatic. The rationales for the internationalization of higher education are to improve the English proficiency of both lecturers and students and to facilitate global mobility. However, this responsive practice has some challenges, including limited understanding among university stakeholders of the implications of implementing EMI. This quantitative study examined lecturers' perceptions of EMI in a selected vocational university in Indonesia. A set of four-point Likert scale questionnaires was distributed to 41 lecturers in eight departments, who were selected through simple random sampling to ensure their status as the department's content lecturers. The survey responses were statistically analyzed using SPSS software version 22. The findings showed that the lecturers agreed with all three main issues: terms used as a reference to EMI, EMI practice in the classrooms, and necessary support for EMI implementation, with average means of 2.10, 1.96, and 1.73, respectively (1 = strongly agree, 2 = agree, 3 = disagree, 4 = strongly disagree). These key findings highlight the existence of higher education internationalization and the tension among lecturers in understanding the pedagogical implications of EMI on language use and the assessment of student learning. The main findings also support the need for clear and specific arrangements for EMI implementation in many contexts globally. In response to the increasing trend of EMI in the future education system, we suggest vocational higher education institutions nurture code-switching in EMI classes, adopt content-based English courses, and collaborate between English and EMI content lecturers.

English Medium Instruction (EMI) practice: Higher education internationalization in Indonesia Simbolon, Nurmala Elmin
Englisia Journal Vol 8 No 2 (2021)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v8i2.8961

Indonesian universities are striving to obtain international recognition in this global competition of higher education. In doing so, many offer English Medium Instruction (EMI) courses. However, there is no documentation of the arrangement of EMI practice in Indonesian universities. This article presents a picture of the current implementation of EMI in some universities as one strategy to obtain international recognition. Survey research is selected to gather some key issues surrounding the implementation of EMI. A questionnaire is administered to 30 universities, and half of them returned the responses. Data analysis uses a descriptive approach. Findings show that the main reason for EMI practice in most Indonesian universities is to address current competition among global universities. Higher education internationalization is indicated in using the English language in two main types of EMI classes: 'Bilingual Class' and 'International Class'. This study also highlights the limited understanding of EMI practice implications in Indonesian universities, especially regarding relevant support given to both EMI students and lecturers. Some key suggestions from the research include incorporating English for Specific Purposes (ESP) in EMI programs and the importance of stimulating collaboration between both content and English lecturers.

Multimodality in English-medium nursing classroom interactions: A critical discourse analysis Situmorang, Komilie; Simbolon, Nurmala Elmin; Pramusita, Santa Maya; Hutabarat, Pritz
Studies in English Language and Education Vol 12, No 3 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i3.44484

English-medium instruction (EMI) continues to expand globally, yet multilingual classrooms remain linguistically complex, as students and lecturers navigate layered communicative challenges. While EMI research has advanced in general education settings, empirical studies grounded in healthcare-specific, discipline-oriented classrooms, particularly in non-English-dominant regions, remain limited. Addressing this gap, this study examines how multimodal resources including gestures, vocalizations, gaze, body movement, and first-language (L1) use are mobilized in EMI nursing classrooms at a university in Indonesia. Drawing on Critical Discourse Analysis (CDA) and ten hours of recorded classroom discourse, the study reveals how meaning is collaboratively constructed through multimodal ensembles that also shape power relations and pedagogical agency. A unique contribution of this research is the culturally embedded concept of Gado-Gado English, a metaphor for the dynamic blend of linguistic and semiotic resources used by teachers and students to cope with EMI challenges. Findings show that multimodal strategies foster inclusive participation, emotional engagement, and active knowledge construction in clinical learning contexts. By capturing naturalistic interaction in an underexplored EMI healthcare setting, this study offers both theoretical and practical insights into discipline-specific EMI pedagogy. Implications are drawn for EMI policy, curriculum design, and professional development, especially regarding the integration of multimodal resources as legitimate and empowering pedagogical tools.

The Impacts of the International Student Mobility Program on the Employability Skills: Indonesian Student Perceptions Simbolon, Nurmala Elmin; Hadipranata, Qurrata Ayunina Ciptantri; Nastiti, Tur; Almahendra, Rangga; Amalia, Oki Almas; Wibowo, Nadia Utami; Anggoro, Kiki Juli; binti Zaaba, Zuraidah
Jurnal Pendidikan Progresif Vol 15, No 4 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i4.pp2190-2205

The Impacts of International Student Mobility Program on the Employability Skills: Indonesian Students’ Perceptions. The Indonesia International Student Mobility Awards (IISMA) is an Indonesian government scholarship program that enables Indonesian students to spend one semester studying in overseas English-medium instruction (EMI) classes. The article discusses students’ perceptions of the impact of the IISMA on employability skills: interpersonal communication, critical thinking, and teamwork skills. This quantitative study employed a questionnaire to measure three skill variables, utilizing a pre- and post-test design involving 1941 students. The online questionnaire distribution was done from November 27 to December 13, 2023. The data of this study were analyzed using Jamovi 2.3.24 software.Key findings demonstrate the significance of the Paired T-Test results (p-value < 0.001), and the difference in the increase in those skills experienced by the IISMA students had a significant effect size increase, specifically d = 0.5 for interpersonal communication skills, d = 0.667 for critical thinking, and d = 0.667 for teamwork skills. The Independent Samples T-Tests for students’ demographic information show that the value of employability skills among academic students outperforms that of vocational participants. ANCOVA analysis results show a significant correlation between students’ perceptions and their home institutions and host institutions. The research highlights the benefits of IISMA for the Indonesia Emas generation. Recommendations on critical considerations in designing programs and selecting host institutions are provided to ensure program sustainability. Keywords: english medium instruction (EMI), experiential learning, indonesia emas.

English Language Teaching (ELT) for Students with Visual-Spatial Learning Style Fitria, Tira Nur; Simbolon, Nurmala Elmin
JELLE Vol. 5 No. 02: JOURNAL OF ENGLISH LITERATURE, LINGUISTICS, AND EDUCATION AUGUST 2024
Publisher : LPPM Universitas Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31941/jele.v5i02.4916

This study describes English Language Teaching (ELT) for students with a visual-spatial learning style. This approach describes the characteristics of the phenomenon being studied in detail, in this case, ELT for students with a visual-spatial learning style. This study uses a qualitative descriptive. The analysis shows that visual-spatial learners process information primarily through visual and spatial methods, excelling in visualizing concepts and demonstrating proficiency in spatial tasks like map reading and object manipulation. They prefer learning through visual media such as diagrams and videos, which aid in their retention of information. Educators can optimize teaching for these learners by leveraging their strengths. In teaching English, strategies like using pictures, diagrams, and graphs to illustrate grammar and vocabulary help students connect English words with concrete visuals, thereby enhancing comprehension. Multimedia tools such as videos and interactive whiteboards engage students actively and facilitate understanding through visual simulations. Physical models and digital applications provide hands-on experiences that deepen their grasp of abstract English concepts. Activities like creating mind maps and storyboards reinforce learning through visual representation, fostering thorough understanding. Project-based tasks encourage creativity and holistic learning through visual presentations and concept maps, while image-based discussions improve language proficiency by linking words with visual contexts. Implementing color coding and visual systems supports systematic organization and recall of information, benefiting grammar and vocabulary learning. Creative endeavors such as creating comics or artworks allow students to express their language skills innovatively, motivating deeper engagement. By integrating these methods, educators create enriching and effective learning experiences tailored to visual-spatial learners, supporting their mastery of the English language while nurturing their strengths.

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