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Based on the result above, the teachers are interested to teach immersion class by being well-prepared and asking the English teacher. In addition, they also
learn English module or material. They learn four skills reading, writing, listening and speaking in the modules. The score from the highest up to the lowest is writing
80 , reading 70 , listening 60 and speaking 60 . It means that most teachers learn writing skill in their modules and only some of them learn speaking.
Teachers are able to mention numbers and to greet in English in both written and oral. However, some topics are offered to them. Those topics are giving
instructions, asking questions, giving warnings, asking for helps and giving compliments. It is shown when they need to repeat their sentences in English. The
last statement shows that they need English speaking material in which 50 of the teachers strongly agree and 50 of the teachers agree.
b. The Students’ Questionnaire
The students’ questionnaire was aimed to gain data based on students’ perspective. Considering that students were affected directly by the teaching learning
process, the questionnaire was distributed to thirty two immersion students of Grade X at SMA N 2 Klaten. The questionnaire analyzed on non-language teachers.
The students’ questionnaire was also divided into three parts. The first part was to examine teachers’ ability. The next part analyzed the teachers’ needs. It was
measured by asking students of what their teachers had not done in the teaching learning process. The immersion class was lasted for two years and the teachers had
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learned many things. Therefore, students were also asked about their teachers’ progress.
Table 4.2 Result of The Student’s Questionnaire No.
Statements SA
A D
SD Notes
Teachers’ ability
1 Your teachers non-
language master English well in written
form. 3,1
25 68,8
3,1 Disagree
2 Your teachers non-
language master English well in verbal
form. 3,1
25 65,6
6,3 Disagree
3 Your teachers non-
language speak in English clearly.
3,1 21,9
71,9 3,1
Disagree 4
Your teachers non- language speak
understandably. 6,3
43,7 50
- Disagree
5 Your teachers non-
language often repeat their English sentence.
- 62,5
37,5 -
Agree Teachers’
needs 6
Your teachers non- language always
greet you in English. 6,3
84,3 6,3
3,1 Agree
7 Your teachers non-
language always repeat the same
greetings. -
50 50
- Agree
Disagree 8
Your teachers non- language always
warn you in English. -
9,3 68,8
21,9 Disagree
9 Your teachers non-
language always repeat the same
warning. 6,3
43,7 50
- Disagree
10 Your teachers non- -
18,7 81,3
- Disagree
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No. Statements
SA A
D SD
Notes language always give
instruction in English. 11 Your teachers non-
language always repeat the same
instruction. -
12,5 87,5
- Disagree
12 Your teachers non- language always ask
question in English. 3,1
31,3 62,5
3,1 Disagree
13 Your teachers non- language always
repeat the same question.
- 18,7
81,3 -
Disagree 14 Your teachers non-
language always ask for your help in
English. -
37,5 56,2
6,3 Disagree
15 Your teachers non- language always
repeat the same sentence to ask for
help. -
12,5 87,5
- Disagree
16 Your teachers non- language always give
compliment in English 3,1
31,3 62,5
3,1 Disagree
17 Your teachers non- language always
repeat the same sentence in giving
compliment. -
25 71,9
3,1 Disagree
Teachers’ progress
18 Your teachers non- language have
increased their ability in English in written
form. 3,1
78,1 18,8
- Agree
19 Your teachers non- language have
increased their ability in English in verbal
3,1 78,1
18,8 -
Agree
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No. Statements
SA A
D SD
Notes form.
20 Your teachers non- language speak in
English more fluently than before.
6,3 65,6
28,1 -
Agree
Based on the student’s questionnaire, immersion teachers’ ability non- language teachers in English is limited. The students disagree that their teachers can
speak English clearly and understandably. Moreover, the teachers do not apply the topics being offered in the teaching learning process.
The teachers’ and students’ questionnaire resulted topics used in designing the material. There are five topics out of seven topics which were offered in both
teachers’ and students’ questionnaires. The five topics were listed in the table below.
Table 4. 3 Topics and Titles for the Materials Unit
Topics 1
Giving Instruction Open your book on page 37 2
Giving Warning Don’t make any noise 3
Giving Compliment Well done, class 4
Asking for Help Can you clean the board, please? 5
Asking Question What is your opinion about this problem?
3. Defining Learning Objectives
