Indonesia, may raise difficulties among the teachers and the learners. English is used in schools, in the non-English speaking countries, in order to immerse the
language so that the learners do not only master the contents but also the foreign language used as the medium of instruction.
B. Theoretical Framework
The theories described in the previous section underly the research process. The principles of immersion program, including the definition by Met
1993, Richards and Schmidt 2002, Bostwick 2005, and Dinas Pendidikan 2008, the objectives by Met 1993, the characteristics by Johnson and Swain
1997, and the types of an immersion program by Richards and Schmidt 2002 need to be reviewed to give the researcher a picture of what an immersion
program looks like and how it should be implemented. By reviewing the principles, the researcher also understands how important an immersion teacher’s
roles in carrying out the immersion classes to is. Since the study is conducted in SMA Negeri 1 Klaten, a state school
which is carried out under a governmental system, it is also really important to understand the guideline on the implementation of immersion classes issued by
Dinas Pendidikan Propinsi Jawa Tengah 2008 in order to identify whether the implementation of immersion classes in SMA Negeri 1 Klaten is in accordance to
the standard required by the government. By reviewing the principles, the researcher understands how the immersion program is implemented in SMA
Negeri 1 Klaten. Specifically, the researcher will be able to identify whether the
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immersion teachers fulfil the requirement that they have to use English actively as the medium of instruction and they have to possess a certificate on English
training. Furthermore, the researcher understands how the immersion teachers should carry out the immersion classes in order to meet the goals of immersion
program in SMA Negeri 1 Klaten, especially related to their English language competence.
As stated by Met 1993, an immersion program requires teachers who have near native proficiency in the oral and written forms of the language.
Furthermore, teaching at immersion classes, the teachers have to posses the native-like proficiency, as it is said above, they must have the knowledge and
skills that enable them to speak the language – English. According to Burkart 1998, the knowledge of language elements which influence immersion teachers’
speaking skill are related to the aspect of pronunciation, grammar, vocabulary, and language expressions. By understanding the language aspects suggested by
Burkart 1998 which have to be possessed by the immersion teachers, the researcher will be able to analyze in which aspects the immersion teachers
encounter difficulties in using English as medium of instruction at the immersion class X SMA Negeri 1 Klaten. The researcher will also be able to interpret what
language problems faced by the immersion teachers specifically at the cllassroom are and how the immersion teachers deal with those language problems.
Furthermore, the two research problems will be answered. The researcher reviews the use of English as medium of instruction at the
classroom. Al-Sultan 2009 states that making English the medium of instruction,
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it would be difficult for anyone who does not know English to cope with new developments. In line with this, Met 1993 states that the use of English as
foreign language in the non-English speaking countries’ immersion classes, like in Indonesia, may raise difficulties among the teachers and the learners. By
reviewing those principles, the researcher understands that is why the immersion teachers possibly encounter language problems at the immersion class X SMA
Negeri 1 Klaten. The theoretical framework significantly underlies the study. It is useful to
make the study focus only on answering the two questions stated in the problem formulation. By reviewing the theoretical framework, the researcher will be able
to analyze the data obtained in the research, to interpret the result of the research, and to draw conclusion which answers the two research questions.
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CHAPTER III METHODOLOGY
This chapter deals with the methodology used by the researcher for obtaining data needed in order to answer the research questions. The discussion of
this chapter involves the research method, research participants, setting, research instruments, data gathering techniques, data analysis techniques, and research
procedures.
A. Research Method
The study is a qualitative research using a survey method. According to Ary, Jacobs Razavieh 2002, this method provides descriptive accounts which
is targeted to understand a phenomenon using data that might be collected in variety of ways, such as interviews, observations, and document review.
Furthermore, the purpose of using this method is to understand the world or experience of the participants.
The survey method was suitably chosen since the researcher sought to understand a social phenomena from the perspective of the participants of the
study by focusing on the total picture rather than breaking it down into variables. Furthermore, the study aimed to obtain a holistic picture and a depth
understanding on the immersion teachers’ language problems in using English as the medium of instruction at the immersion class X SMA Negeri 1 Klaten. The
researcher naturally described how the immersion teachers dealt with the
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