27
highly motivated to do some efforts to fulfill their needs. It was good for the teachers for they had no obstacle in delivering the material. However, it might be
not good for them because learners would easily ignore whenever they found it did not meet their needs.
The learning for adults would be effective by considering those principles. However, it would be better if it was also supported by suitable
material and class activity without ignoring those principles.
6. Immersion Program
Immersion program, according to Hamers and Blanc 1990, 198, meant “… a group of L1 speaking children receive all or part of their schooling through
a L2 as medium of instruction.” It meant that teaching learning process is conducted in L2 or foreign language. However, in Indonesia, it was also well-
known as bilingual education in which teachers and learners used two languages during the teaching and learning process. The explanation below would give clear
understanding about immersion program.
a. The Concept of Immersion Program
The assumptions of immersion were L2 learning had similar way to L1 learning and language should be learned by emphasizing the language functions as
well as exposing the natural forms of language Hamers Blanc, 1990: 198. Students got their L1 for they speak with it everyday, so it was expected that they
would be able to have L2 ability as well as their L1 when they submerged in the L2 during the immersion program.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
28
Language function was for communication. Therefore, immersion program would enable the students to communicate by using L2 among students
at first, and then among the communities.
b. Types of Immersion Program
There were three types of immersion program according to Krashen 1985, 58. First was early total immersion, which was first developed for
Anglophone children in the St-Lambert. Students of kindergarten until grade two three years were taught entirely in French. It was dropped gradually and almost
reached 50 by the end of elementary level. Students communicated in English at the early level, but later students used French in communicating with other
students. There was bilingual stage, English and French, when teachers mostly taught some subjects in French and others in English.
Second was early partial immersion. This type of immersion was different with early total immersion because only a partial of the curriculum which was
done in the second language. It used both languages in giving instructions during the teaching and learning process.
The last was late immersion. It was done in the beginning of grade seven. The purpose of this type was to enable students in attaining the functional
bilinguality when they had finish high school.
c. The Goal of Immersion Program
The goal of immersion program was to develop the competence of English toward the students who had limited English-speaking ability Alatis
Staczek, 1985: 10. The students might have understanding in English without
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
29
being able to produce it actively. Therefore, immersion program was developed to help such students to have greater competence in English-speaking ability.
It was also to develop creative aspect of language. Alatis and Staczek also explained that immersion program or bilingual education was sociolinguistics
subject for it dealt with ways of speaking which related with social meanings and situations. By the end of this program, students were expected to have creative use
of language. They should be able to adapt themselves in their community by communicating well through the changing circumstances 1985, 11.
B. Theoretical Framework
To design the material, Kemp’s instructional design would be used Kemp, 1977. There were eight steps in designing the materials Kemp, 1977.
First step was setting the goal, topic and general purpose of the design, then it continued with analyzing learners’ characteristics by using research instruments in
order to define learning objectives. The next steps were organizing the subject content by selecting the knowledge based on the objectives. Before the material
was evaluated, it should be checked first. However, two steps were excluded by considering their function. Therefore, the steps were setting the goal, topic and
general purpose of the design, analyzing learners’ characteristic, defining learners’ objectives, organizing subject content, selecting teaching learning activities and
evaluating the material. The first step was setting the goal, topic and general purpose of the
design. The goal was speaking material which was based on the condition of the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
