English has been known as official lannguage in higher education and workplace situation. For that reason, many higher educational institutions in Indonesia have required English as main instructional language to be applied in every level of education in the university. In Bina Nusantara University, English has been taught to regular and global program since the first semester. Hence, in Global class program, all subjects taught are required to use English as the language of instruction. In accordance to the English requirement for Global class, lecturers who teach in Global Class program must have sufficient English proficiency, which is determined by the lecturers TOEFL scores, that is minimum 550. Unfortunately, the implementation of English as Medium Instruction (EMI) is not always satisfying for the lecturers especially for non-native English lecturers. Most of them confronts with barriers or negative impacts and pitfalls of utilizing EMI in delivering their subjects. Some of negative impacts of using EMI experienced by non-native lecturers are forcing to use bilingual language (English and Indonesia) in class, preparing translated course explanations in English, exercising English pronunciation, and practising presentation in English and facilitating Question and Answer session in English. In addition, sometimes non-native lecturers need to overcome their anxiety or embarased feeling while communicate with students using English. Moreover, the use of EMI also creates challenges for the non-native lecturers in terms of improvement English proficiency for teaching delivery, encouragement students active participation in classroom, and eliminate anxiety and dismotivation for delivering course contents in English.

English as Medium Instruction, impact, lecturers, non-native, pitfall

• Chandra Kurniawan Wiharja, S.S., M.Hum.

• Joice Yulinda Luke, S.Pd., M.Hum