parts or all content subjects in order that the students’ proficiency in the target language is high while they are learning the subject matter.
b. The Objectives of Immersion Program
There are some goals which are addressed in the implementation of an immersion programs. Met 1993 declare these following goals:
1 Developing a high-level of proficiency in the foreign language
2 Developing positive attitudes toward those who speak the foreign language
and toward their culture 3
Developing English language corresponding with expectations for students’ age and abilities
4 Gaining skills and knowledge in the content area of the curriculum in keeping
with the stated objectives in these areas. The schools, including the immersion teachers, the government and the
stakeholders need to understand the goals of immersion program which will be achieved. Especially, immersion teachers need to realize and to really understand
their important roles in achieving of the gpals of immersion program.
c. The Characteristics of Immersion Program
Johnson and Swain 1997 sum up the characteristics which have to be possessed by immersion language program into these following points:
1 It uses the second or foreign language as the medium of instruction
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
In an ESL context, the medium of instruction is the second language of the country. It is different if the context is EFL country, where the medium of
instruction used will be the foreign language. In this study, the immersion classes at SMA Negeri 1 Klaten use English as foreign language to conduct
the teaching learning of some subject matters. 2
L2 medium curriculum follows the native L1 medium curriculum It means that the second or foreign language medium curriculum follows the
local curriculum including the needs, aspirations, goals, and educational norms. In other words, the program uses the current native curriculum. SMA
Negeri 1 Klaten apply the existing curriculum that is the curriculum of education unit level Kurikulum Tingkat Satuan PendidikanKTSP.
3 The exposure of the second or foreign language is limited in the classroom
only. It means that the teachers and the students of immersion classes maximize the use of English only to cover the teaching learning of some
subject matters and to communicate in the classroom. 4
The students’ proficiency in the second or foreign language is low or similar when entering immersion class.
The immersion student candidates who are going to enter the immersion class have to pass a kind of English competency test. In SMA Negeri 1 Klaten, the
selection test is designed and provided by a committee along with some English teachers. The test divided into two stages. The first test is written test,
and the second one is oral test. The tests aim to measure the students’ English proficiency level.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5 The teachers are able to speak the first and second or foreign language.
They have to speak bilingually, in students’ first language and the second or foreign language. Besides the second or foreign language is mostly used as
the medium of instruction in the class, the teachers also make use of first language occasionally, when they are going to emphasize certain essential
content, for instance. 6
The school culture mirrors that of the local L1 community. There is no culture distinction between the regular schools and the immersion
schools. Both are based on the local culture. 7
Actually, an immersion of foreign language should expose the culture of the language in order to appreciate the foreign country’s culture. The schools
generally still reflect their own culture in carrying out immersion program. The foreign language culture has not been obviously exposed at the
immersion classrooms in SMA Negeri 1 Klaten.
d. The Types of Immersion Program
