Potential Benefits of Combination of English Language Teaching and STEM
- 10.2991/assehr.k.220103.021How to use a DOI?
- Benefits; English; STEM
Application of a foreign language for subjects in STEM could benefit both the foreign language and the other discipline competence. Therefore, this study aimed to describe the potential benefits of the combination of English language teaching and STEM. The qualitative research approach was used in this research, and library research was applied as the type of this research. The researchers collected detailed information using a variety of references as the source of the data. The interactive analysis model was used as the technique of data analysis. The combined application of STEM and English is a new solution to obtain multi-skills. Students or users could learn and practice English and other subject materials simultaneously. Two main benefits that are offered by the application are social interaction and cognitive skills. In the social interaction skill term, students could train themselves to interact with other students and practice their skills in social life practice. Meanwhile, students could train their logical thinking skills to be critical thinkers in the pedagogic skill term. The application needs serious preparation, especially from teachers for their background and additional competence. The teachers must be ready with their competence because they have to imply multi-skills and knowledge to students. The third of last benefit is that the application could be applied for bilingual education programs. The main conclusion is that the application requires strenuous or high effort both from teachers and students.
- © 2022 The Authors. Published by Atlantis Press SARL.
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Cite this article
TY - CONF AU - Sumani AU - Agung Budi Kurniawan PY - 2022 DA - 2022/01/06 TI - Potential Benefits of Combination of English Language Teaching and STEM BT - Proceedings of the 2nd International Conference on Education and Technology (ICETECH 2021) PB - Atlantis Press SP - 131 EP - 137 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.220103.021 DO - 10.2991/assehr.k.220103.021 ID - 2022 ER -