The Immersion Teachers’ Language Problems in Using English as

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

This chapter contains two major parts which present 1 research findings, and 2 discussion. The first part focuses only on the findings of the research which answer the two research problems, while the second part presents a discussion on the analysis data.

A. Research Findings

As stated in Chapter I, the research aims to understand the immersion teachers’ language problems in using English as medium of instruction at the immersion class X SMA Negeri 1 Klaten and how the immersion teachers deal with the language problems. After analyzing the research data, the researcher discovered these following matters:

1. The Immersion Teachers’ Language Problems in Using English as

Medium of Instruction at the Immersion Class X SMA Negeri 1 Klaten Based on the data which has been obtained through observation and interview, it is identified that the immersion teachers encountered some problems in using English as the medium of instruction at the immersion class X SMA Negeri 1 Klaten. It can be found that the immersion teachers’ language problems are related to the aspect of pronunciation, grammar, vocabulary, and language function. The immersion teachers’ language problems are as follows: 42 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI a. Pronunciation In the aspect of pronunciation, the immersion teachers encountered problems on: 1 Pronouncing words, phrases, and sentences The immersion teachers frequently pronounced words incorrectly. The problems were identified from the words they produced. 2 Applying word stresses and intonation contours The teachers also used to ignore the intonation contours and stresses pattern when they were speaking English. They frequently produced flat intonation without any clear distinction between the rising or falling intonation. Furthermore, the teachers spoke English as naturally as they spoke Bahasa Indonesia. b. Grammar In the aspect of grammar, the immersion teachers encountered problems on: 1 Producing spontaneous utterances It could be observed that when the teachers directly read the written text on the Power Point slide, notes or book, they did not face any difficulty in constructing sentences. They used to speak English by reading. Had not the teachers prepared the sentences in a written form, they would have experienced difficulty to speak English spontaneously. It could be seen when they explained the lesson materials. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 2 Applying grammar rules From the utterances produced by the immersion teachers, it could be seen that they encountered problem on constructing sentences with the correct grammar. There were some grammar rules which were ignored by the immersion teachers. 3 Monitoring the accuracy of their utterances The most serious problem they faced when teaching at the immersion class was that they could not monitor their language performance. They focused mostly on the knowledge delivery than the language accuracy. c. Vocabulary In the aspect of vocabulary, the immersion teachers encountered problems on: 1 Mastering vocabulary While speaking, the teachers missed some words. They made pauses while speaking since they forgot or did not know any word to say. 2 Translating words, phrases, and sentences In the classroom, the teachers frequently looked up the dictionary while teaching. After finding the meaning, they told the students the meaning of the words. 3 Producing spontaneous utterances The limited vocabulary possessed by the immersion teachers resulted on their speech production. When the teachers elaborated the explanation of PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI the lesson material, they limitedly produced spontaneous utterances. It seemed that they felt difficult to speak spontaneously without reading. d. Language function In using English as medium of instruction at the classroom, the immersion teachers encountered problems on: 1 Communicating with the students The immersion teachers used to speak Bahasa Indonesia instead of English when they were communicating to the students. 2 Using language expressions The immersion teachers produced limited expressions. They used to express greeting at the most, but they did not make use of the other expressions in teaching like asking clarifications, confirming check, asking repetitions, requesting something imperative, suggesting something, asking questions, giving instruction, praising, thanking gratitude, opening the lesson, closing the lesson, warning, persuading, commanding, apologizing, etc.

2. The Immersion Teachers’ Acts Dealing with the Language Problems