Implementation of English Language as Medium of Instruction (EMI) Policy: Adoption, Language, and Behavior Responses of Junior High School Students

Aim: This study aimed to examine the level of acceptance, perceived language response, and behavioral response mechanisms of junior high school students, specifically the Grade 7 students, toward the English as Medium of Instruction (EMI) Policy in Tantangan District I for the school year 2024-2025.It sought to identify how the policy influenced students' attitudes, language development, and classroom engagement, and to assess the effectiveness of EMI as a tool for enhancing English proficiency in a multilingual educational context. Methodology:The study employed a descriptive-correlational research design with a quantitative approach.A total of 113 Grade 7 students from Tantangan District 1 participated.A researcher-made survey questionnaire assessed the students' acceptance of the English Language as a Medium of Instruction (EMI) Policy in language skills training, rewards, punishment, and academic development; gauging the language adoption in language use, engagement, participation and language proficiency; assessing the perceived language response in terms of confidence to speak, grammar, vocabulary, pronunciation, and fluency; and evaluating behavior response mechanisms in aggression, regression, and compromise-all measured on a 5-Point Likert scale.Pearson's correlation coefficient (Pearson-r) was employed to identify significant relationships between the level of acceptance and students' language and behavioral responses, assessing the strength and direction of these associations.Results: The correlational analysis indicated significant relationships between language skills training, rewards and punishment, academic development, and the level of acceptance, with language response showing the strongest correlations with educational development and level of acceptance, reflecting that improvements in language proficiency and positive behavioral responses are closely linked to students' overall academic outcomes and acceptance of the policy. Conclusion:Based on the study's findings, it can be concluded that junior high school students moderately accept the EMI policy, showing positive engagement and behavioral adjustment, with language skills training emerging as a key factor in enhancing both academic development and policy acceptance.