Exploring Indonesian Lecturers' Perception about Mother Tongue in English-mediated Classroom

Abstract

English-Mediated Classrooms (EMC) are designed to promote the use of English within academic settings. In Indonesia, as an EFL context, the implementation of EMC presents certain challenges, particularly in fostering deep comprehension and critical engagement. In such cases, the strategic use of the mother tongue can support students’ understanding of complex material and enhance active participation. This study explores the perceptions of two university lecturers regarding the Mother Tongue in their classrooms. Both participants are lecturers teaching in international programs with English as the medium of instruction. Qualitative data were collected through semi-structured interviews lasting between 30 to 60 minutes. Interviews were recorded and transcribed for analysis. Thematic analysis was conducted to gain insights into how the two participants perceive the presence and influence of Mother Tongue in their classrooms. The findings of this study reveal that the lecturers support the use of the mother tongue as a pedagogical tool to assist students in the learning process within English-Mediated Classrooms (EMC). They emphasize the importance of maintaining a balance between the mother tongue and the target language to ensure that students have sufficient opportunities to develop their English language proficiency.