ABSTRACT
Anisa Seta Warti. 2025. The Impact Of English Medium Instruction (EMI)
On Speaking Competence Development: Case Study An International High School In
Surakarta. Consultant : Prof. Diah Kristina. MA., Ph.D. Co – Consultant
: Prof. Dr. Joko Nurkamto, M.Pd. Thesis. Surakarta. The Department of English
Education, Faculty of Teacher Training and Education, Sebelas Maret University
of Surakarta.
Speaking
competence is a critical skill for students in international schools,
especially in the context of English Medium Instruction (EMI). Despite the increasing
use of EMI in Indonesian secondary education, limited research explores how EMI
influences the development of speaking skills across specific linguistic
dimensions. This study aims to investigate the impact of EMI on five aspects of
students’ speaking competence grammar, vocabulary, pronunciation, fluency, and
organization while also identifying the challenges they face and the
instructional strategies used to support them. Employing a qualitative case
study design, the research was conducted in an international high school in
Surakarta with Grade X students and one subject teacher using EMI in
non-English classes. Data were collected through classroom observation,
structured interviews, and speaking tests, and analyzed through the lens of
second language acquisition theory and classroom interaction principles.
Findings reveal that EMI fosters incremental improvement in speaking
competence, particularly in vocabulary enrichment and fluency through
continuous exposure to English in real academic interactions. However,
persistent challenges remain in grammatical accuracy and pronunciation, which
are affected by students’ self-confidence, limited academic vocabulary, and
psychological barriers. In response, teachers adopt interactive strategies such
as games, role play, and performance tasks to promote active engagement. This
study contributes to the understanding of EMI in the Indonesian context by
highlighting its dual role as both a language development tool and a
pedagogical approach. It suggests the integration of structured speaking
support within EMI content teaching and calls for enhanced teacher training to
ensure effective implementation. Theoretically, the study offers insight into
how EMI shapes speaking development in secondary school learners, expanding the
literature on EMI’s role in communicative competence beyond higher education.
Keywords:
EMI, speaking competence, English
language teaching, learning strategies, student challenges.
