ABSTRACT
The aim of this paper is to explore the practice of English-medium-of-instruction (EMI) education in Indonesia implemented within the backdrop of a governmental macro-language planning policy known as International Standards Schools (ISSs) between 2007 and 2013. Twelve teachers teaching at two candidates of ISSs were interviewed to examine their agentive behaviors in responding to the EMI policy. The findings showed that all teachers attempted to use English as much as possible despite their lack of agreement with the policy. In the present study, teachers' agentive behaviors appear to be affected by the social setting in which the policy takes place. These societal factors are influenced by the complex interplay between teachers' English competence, students' perceived English competence, and the lack of socialization of the EMI policy. At the end of this paper, pedagogical implications for pre-service teacher education are discussed.
