IMMERSION TEACHERS’ LANGUAGE PROBLEMS IN USING ENGLISH AS MEDIUM OF INSTRUCTION AT THE IMMERSION CLASS X SMA NEGERI 1 KLATEN A THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Educatio
IMMERSION TEACHERS’ LANGUAGE PROBLEMS
IN USING ENGLISH AS MEDIUM OF INSTRUCTION AT THE IMMERSION CLASS X SMA NEGERI 1 KLATEN A THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
By Theresia Eriska Oktaviani
Student Number: 041214089
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2011
“For God hath not given us the spirit of f ear; B ut of power, and of love, and of a sound mind.” ( 2 T imothy 1:7) “B lessed is the man that endureth temptation; For when he is tried, he shall receive the crown of lif e, which the L ord hath promised to them that love H im.” ( James 1:12) “L et all your things be done with charity.” ( 1 Corinthians 16:14)
I dedicate this thesis to those who love me: The Almighty God,
My lovely parents and family, My dearly loved partner, and all friends
ACKNOWLEDGEMENTS
First of all, I would like to express my deepest gratitude to the Lord Jesus Christ who loves and cares me fully. His guidance strengthens me so that I feel no fear in facing all problems in my life, especially when I am finishing this work.
I am so grateful to Caecilia Tutyandari, S.Pd., M.Pd., as my sponsor for her compassion, willingness, guidance, patience, support, and suggestions during the process of writing this thesis. I also would like to thank Caecilia Tutyandari, S.Pd., M.Pd,. as the Chairperson of English Language Education Study Program, Ag. Hardi Prasetyo, S.Pd., M.A., G. Punto Aji, S.Pd., M.Hum., Made Frida Yulia, S.Pd., M.Pd., and all lecturers for their guidance, patience and knowledge in educating the students. My gratitude is also dedicated to M. Martarina Pramudani and Ch. Artilantari as the PBI Secretariat staffs for their service and help.
My deep gratitude goes to my lovely parents, Ignatius Sungkono and Mikhaella Sri Rejeki, for their endless loving care, prayer, and support, which always strengthen me in this life. I also thank very much my beloved siblings, V.
Dyah S. and M. Endah Meiliana P., my brothers in law, Ig. Eka W. and R. Irwan N., my cute nephews and nieces, Aurel, Radhitya, Wijaksara, and Andrea for all supports, love, and prayer which have given to me. My special gratitude is dedicated to my dearly loved partner, Iwan Doni S., who always loves, supports, and accompanies me in all situations, especially in finishing my thesis.
I would like to the managers of the Grass Roots, Tika, Novi, Indri, Silvi, Ahmed, and Albert for their support and endless friendship. Special thanks are also addressed to my best friends who always remind me to finish my thesis Silmi, Fitri, Nanda, Dina, Efi, Arif and Eko. I also thank Vita, Dienza, and Priyo for their helps. My gratitude goes to Anik, Nana, Pius, Nanda, Rina, Aline, Nina, Hana, Tutik, Sari, Yanu, Rita, Yuni, Ika, and Bishop, for their partnership during my study at English Language Education Study Program Sanata Dharma University.
I would also like to express my sincere gratitude to the Principal of SMA
Negeri 1 Klaten, Drs. Widiyarto, M.Pd. who allowed me to conduct the research
in SMA Negeri 1 Klaten. I thank Drs. Agus C., Suripto, S.Pd., Sukirno, S.Pd., and Tantri A., S.T. for their willingness to be observed and for giving me a lot of information. I also thank the students of the Immersion Class X SMA Negeri 1 Klaten for their cooperation during the research.
I also appreciate supports given by the big family of PT. Neutron Yogyakarta, H. Purnomo, Rochmat, Maryono, H. Hendra C., Bhanu W., Sholeh, Yunanto, Woro, Ima, Siska, Marno, Yuli and all tutors. Finally, I also thank everyone who supports me whose names can not be mentioned one by one in this page. I would like to dedicate my gratitude for their patience, encouragement, love, and prayer during my struggle finishing this thesis.
The Writer, Theresia Eriska Oktaviani 041214089
TABLE OF CONTENTS
TITLE PAGE ............................................................................................... i APPROVAL PAGES .................................................................................. ii DEDICATION PAGE ................................................................................. iv STATEMENT OF WORK’S ORIGINALITY ........................................... v ACKNOWLEDGEMENTS ........................................................................ vii TABLE OF CONTENTS ............................................................................ ix LIST OF TABLES ..................................................................................... xiii ABSTRACT .............................................................................................. xiv
ABSTRAK .................................................................................................... xv
CHAPTER I: INTRODUCTION ................................................................ 1 A. Research Background ........................................................................... 1 B. Problem Formulation ............................................................................ 4 C. Problem Limitation .............................................................................. 4 D. Research Objectives ............................................................................ 4 E. Research Benefits ................................................................................. 5 F. Definition of Terms .............................................................................. 7 CHAPTER II: REVIEW OF RELATED LITERATURE ........................... 10 A. Theoretical Description ......................................................................... 10 1. Immersion .........................................................................................
10
a. The Definition of Immersion and Immersion Program ...............
11 b. The Objectives of Immersion Program .......................................
12 c. The Characteristics of Immersion Program .................................
12 d. The Types of Immersion Program ...............................................
14
2. Government’s Guideline on the Implementation of Immersion Classes .......................................................................
15 a. The Definition of immersion Classes .........................................
15 b. The Goals of Immersion Classes ...............................................
16 c. The Characteristics of Immersion Classes .................................
17 d. Procedures of Implementation ...................................................
19 3. Immersion Teacher ..........................................................................
21 a. The Definition of Immersion Teacher .......................................
21 b. The Immersion Teacher’s Language Competence ....................
22 4. The Use of English as Medium of Instruction ................................
27 B. Theoretical Framework .........................................................................
28 CHAPTER III: METHODOLOGY ............................................................
31 A. Research Method ..................................................................................
31 B. Research Participants ............................................................................
32 C. Setting ...................................................................................................
33 D. Research Instruments ............................................................................
33 E. Data Gathering Technique ....................................................................
35 F. Data Analysis Technique ......................................................................
38
G. Research Procedure ...............................................................................
SMA Negeri 1 Klaten ........................................................................
62
SMA Negeri 1 Klaten .......................................................................
1. The Immersion Teachers’ Language Problems in Using English as Medium of Instruction at the Immersion Class X
62
62 A. Conclusions ...........................................................................................
57 CHAPTER V: CONCLUSIONS AND SUGGESTIONS .........................
2. The Immersion Teachers’ Acts Dealing with the Language Problems .........................................................................................
51
1. The Immersion Teachers’ Language Problems in Using English as Medium of Instruction at the Immersion Class X
40 CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION ..............
50
45 B. Discussion .............................................................................................
2. The Immersion Teachers’ Acts Dealing with the Language Problems ..........................................................................................
42
SMA Negeri 1 Klaten .......................................................................
1. The Immersion Teachers’ Language Problems in Using English as Medium of Instruction at the Immersion Class X
42
42 A. Research Findings .................................................................................
2. The Immersion Teachers’ Acts Dealing with the Language Problems …...................................................................................... 63
B. Suggestions ........................................................................................... 64 REFERENCES ............................................................................................
67 APPENDIXES ............................................................................................
71 APPENDIX A: Research Instruments ........................................................ 71 APPENDIX B: Observation Data ...............................................................
76 APPENDIX C: Interview Data ................................................................... 86 APPENDIX D: Letters ................................................................................ 114
1. Permission Letter for SMA Negeri 1 Klaten .................................... 114
2. Permission Letter from Badan Perencanaan
Daerah (Bapeda) Klaten .................................................................. 115
LIST OF TABLES
Table 4.1 Immersion Teachers’ Pronunciation Errors……….....…………..46 Table 4.2 Immersion Teachers’ Grammatical Errors ……………………....
48
ABSTRACT
Oktaviani, Theresia Eriska. 2011. Immersion Teachers’ Language Problems in
Using English as Medium of Instruction at the Immersion Class X SMA Negeri 1
Klaten . Yogyakarta: English Language Education Study Program, Sanata Dharma
University.
Nowadays, facing the globalization era and international competition world, Indonesian National Education have implemented English immersion program. The goal is producing graduate students who are not only excellent at academic achievement but also able to communicate in English fluently and accurately. In order to run immersion classes, teachers who possess native-like English proficiency are really needed. In fact, the immersion teachers in Indonesia possess insufficient English competence so that they encounter some language problems in using English as the medium of instruction. Moreover, they do not have any experience in immersion teaching and they do not use English in their daily communication. Actually, the immersion teachers are language models for the students. However, the immersion teachers have to be proficient in English.
Concerning the fact, the researcher was interested to conduct this study which attempted to answer these research questions, (1) what are the immersion teachers’ language problems in using English as the medium of instruction at the immersion class X SMA Negeri 1 Klaten, and (2) how do the immersion teachers deal with the language problems.
This is a qualitative research using survey method. The instruments used for collecting the data were observation and interview. The research participants were four immersion teachers at the immersion class X SMA Negeri 1 Klaten. This study obtained results which answered the two research problems. First, the immersion teachers’ language problems in using English as the medium of instruction were the problems in pronouncing words, constructing grammatical sentences, inferring meaning of some words, and speaking or communicating to the students in English all time at the classroom. However, they paid attention much on the subject delivery so that they were not able to monitor the accuracy of their language. While teaching at the classroom, they made few efforts in dealing with the problems. They looked up the dictionary when they found difficult words, they used bilingual book to make them understand some special terms, and they also made use of Power Point to present the lesson materials by which they could directly read without producing spontaneous utterances.
Hopefully, by preparing the more qualified and proficient immersion teachers, the goal of immersion program in Indonesia will be successfully achieved.
ABSTRAK
Oktaviani, Theresia Eriska. 2011. Immersion Teachers’ Language Problems in
Using English as Medium of Instruction at the Immersion Class X SMA Negeri1
Klaten . Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas
Sanata Dharma.
Dalam menghadapi era globalisasi dan persaingan dunia internasional dewasa ini, pendidikan nasional Indonesia mulai menerapkan program imersi Bahasa Inggris. Program ini bertujuan mengoptimalkan penggunaan Bahasa Inggris, yang merupakan bahasa internasional, pada kegiatan belajar mengajar di setiap jenjang pendidikan demi terciptanya lulusan yang tidak hanya unggul dalam prestasi akademis tetapi juga mampu berkomunikasi Bahasa Inggris secara lancar dan benar. Pelaksanaan kelas imersi ini membutuhkan pengajar yang memiliki kemampuan Bahasa Inggris seperti para pentutur asli. Namun pada kenyataannya di Indonesia, kemampuan Bahasa Inggris para guru imersi masih kurang sehingga mereka mengalami kesulitan dalam menggunakan Bahasa Inggis sebagai bahasa pengantar. Kurangnya keahlian berbahasa Inggris serta pengalaman mengajar menggunakan bahasa Inggris sangat menghambat peran penting para guru imersi sebagai contoh bahasa bagi para siswa.
Melihat kenyataan tersebut, peneliti tertarik untuk melakukan penelitian ini yang bertujuan untuk menjawab pertanyaan, (1) apa saja permasalahan bahasa yang dihadapi oleh para guru imersi dalam menggunakan Bahasa Inggris sebagai bahasa pengantar pada kelas imersi X SMA Negeri 1 Klaten, serta (2) bagaimana mereka menghadapi permasalahan tersut.
Penelitian ini merupakan penelitian kualitatif dengan metode survey. Data penelitian diperoleh melalui observasi dan wawancara. Subyek dari penelitian ini adalah empat orang guru imersi pada kelas imersi X SMA Negeri 1 Klaten. Dari penelitian ini diperoleh hasil bahwa permasalahan yang dihadapi oleh para guru imersi dalam menggunakan Bahasa Inggris meliputi kesulitan dalam melafalkan kata, menyusun kalimat, mengartikan kata dan istilah khusus, menjabarkan konsep, serta berkomunikasi dengan siswa dalam Bahasa Inggris. Ketika mengajar, para guru imersi lebih memperhatikan penyampaian materi daripada ketepatan Bahasa Inggris yang mereka ucapkan. Mereka melakukan beberapa upaya untuk mengurangi permasalahan bahasa yang muncul ketika di dalam kelas. Mereka mencari makna kosakata pada kamus, menggunakan buku dua bahasa untuk mempermudah mereka dalam mengartikan beberapa istilah, mempersiapkan materi pengajaran dalam bentuk Power Point yang dapat langsung mereka baca tanpa menyusun kalimat secara spontan.
Peneliti berharap, dengan mempersiapkan para guru imersi yang bermutu,
CHAPTER I INTRODUCTION The chapter contains six major underlying issues, namely the research
background, problem formulation, problem limitation, research objectives, research benefits, and definition of terms. Therefore, the introduction is intended to build the main rationale for conducting the research.
A. Research Background
Due to the fast development of science, technology, and communication in the world, acquiring English as means of international communication is essential. In fact, English is not so easy to acquire in EFL countries, like Indonesia, since English is only learnt as a subject matter in schools, without being used as means of daily communication. In addition, English is solely learnt in the classrooms and takes only few couple hours per week. However, it does not guarantee that the students will acquire English proficiently. Considering the fact, the national education system of Indonesia has initiated some efforts to extend the use of English in the classrooms.
Recently, many EFL countries have started to apply the method of bilingual education and it has successfully done. It has inspired the government of Indonesia to adopt the method in which English is not only learnt as a subject matter itself but also used as the medium language for learning all or some subject matters in the current curriculum. It is a novel teaching learning method in Indonesia. It was firstly introduced in 2004. As stated on the law of national education system 2003 no. 20, 50:3 (Dinas Pendidikan, 2008), every school level which is considered as international pioneering school (Rintisan Sekolah Bertaraf Internasional/RSBI ) has to carry out bilingual classes (Retmono, 2004).
The bilingual method has been popularly known as immersion. Immersion comes from a verb “to immerse” which means to dip, to absorb, or to involve something deeply (Encarta Dictionaries, 2009). In education, immersion is a teaching learning program which is intended to use the second or foreign language optimally in classrooms (Dinas Pendidikan, 2008). The regular school curriculum is taught through the medium of the language in which English is used as the medium of instruction; it is not the subject of instruction (Met, 1993). The main purpose of immersion program is to develop students’ proficiency in the foreign language by using the language to get meaningful information.
In the immersion program, immersion teachers play important role in achieving the goal of immersion program. In fact, in Indonesia, the implementation of immersion program is obstructed by the immersion teachers’ competence, especially in the language aspect. According to Retmono (2004), the emeritus of the State University of Semarang, the lack of teachers’ skill in English language area has been worried as the great obstacle on the implementation of immersion program in Indonesia. In line with this, Faridi (2005), the coordinator of immersion teachers training program in Central Java, stated that the imperfection of immersion teachers’ English performance has made the teaching learning process took place bilingually in many classrooms. He added that English was only 40 percent used while Bahasa Indonesia was 60 percent used. The fact will absolutely be a constraint in the future implementation of immersion program in Indonesia. For the sake of a successful immersion program, this problem needs serious attention from the government, schools, teachers, and the stakeholders.
They need to immediately understand what the immersion teachers’ problems are, especially in using English to conduct the teaching learning activities at the immersion classes. By knowing the immersion teachers’ language problems, it is expected that there will be improvement on the quality of immersion teachers, especially on their language competence.
Concerning the fact, the researcher is interested to conduct the study on the immersion teachers’ language problems in using English as medium of instruction at the immersion class X SMA Negeri 1 Klaten. Having conducted the study, the researcher will be able to understand the immersion teachers’ language problems in using English and how the immersion teachers deal with the problems. By understanding the immersion teachers’ language problems, the researcher will be able to help the immersion teachers, the shcool, and the government to find the appropriate solutions to overcome the problems and to improve the quality of the immersion teachers. Overall, the researcher expects that result of the study will contribute to present a real picture of the immersion teachers’ language problems which need to be immediately overcome by the teachers, the school, and the government. The researcher also expects that this study is beneficial for the development of the quality of immersion teaching in Indonesia.
B. Problem Formulation
The problem of the research is formulated as follows:
1. What are the immersion teachers’ language problems in using English as the medium of instruction at the immersion class X SMA Negeri 1 Klaten?
2. How do the immersion teachers deal with the language problems?
C. Problem Limitation
The focus of the study is on the immersion teachers’ language problems in using English as the medium of instruction at the immersion class X SMA Negeri
1 Klaten. The immersion teachers’ language problems observed in this research
are limited to the aspect of pronunciation, grammar, vocabulary, and language function.
The researcher chooses the immersion class X SMA Negeri 1 Klaten since the immersion class X has available time and space, while the immersion class XI and XII are preparing the national examination. The subject of the research is four immersion teachers who are teaching the immersion class X SMA Negeri 1 Klaten. They are a Mathematics teacher, a Biology teacher, a Physics teacher, and a Chemistry teacher.
D. Research Objectives
The research aims to achieve these following goals:
1. Understanding the immersion teachers’ language problems in using English as medium of instruction at the immersion class X SMA Negeri 1 Klaten.
2. Describing how the immersion teachers deal with the problems.
E. Research Benefits
The research concerns with the implementation of immersion education, especially in how the immersion teachers use English as the medium of instruction at the immersion class X SMA Negeri 1 Klaten. Expectedly, the result of the research is beneficial for:
1. The immersion teachers The study provides information about various language problems which possibly occurs in their immersion teaching. The problems which are experienced by the teachers at the immersion class X SMA Negeri 1 Klaten may be experienced by other immersion teachers in Indonesia. By understanding the immersion teachers’ language problems, the researcher helps the immersion teachers to find the appropriate way to limit their problems. In this study, the researcher also supports the immersion teachers with some feedback and suggestion which are useful to reduce their problems in using English at the immersion classes. Expectedly, this study motivates the immersion teachers to enhance their language skills for the better quality of their immersion teaching in the future.
2. SMA Negeri 1 Klaten and the other schools implementing immersion classes The schools implementing immersion classes, especially SMA Negeri 1 Klaten in this case, are responsible on the success of the immersion program implemented in the schools. The result of the study is useful to make the schools realize the obstacle of the implementation of immersion program. Based on the result of the study, the schools along with the teachers may do some efforts to overcome the problems.
3. The government The study presents a kind of feedback on the implementation of immersion program. The result of the study shows a real picture of the implementation of immersion program. The most worrying obstacle in the implementation of immersion classes is the lack of immersion teachers’ language skills. In order to improve the quality of immersion program in Indonesia, the government is expected to take more attention on this matter and do efforts to make the quality of immersion teachers better than the time.
4. The education field in Indonesia The findings of the research are dedicated generally for the development of Indonesian national education, particularly for the improvement in immersion classes in Indonesia. It contributes on challenging Indonesian schools to courageously establish immersion classes, prepare competent immersion teachers, and produce graduate students who are qualified not only in the academic competence but also in the international communication in the globalization era.
5. The other researchers For the other researchers who are going to conduct the similar research at another time and place, this study contributes as model, as reference, or as prior information for their research.
F. Definition of Terms
There are some terms employed in the study. In order to avoid misunderstanding, the researcher defines the terms as follows:
1. Immersion Immersion is a teaching learning program which is intended to use the second or foreign language optimally in classrooms (Dinas Pendidikan, 2008). The regular school curriculum is taught through the medium of the language in which English is used as the medium of instruction; it is not the subject of instruction (Met, 1993). The main purpose of immersion program is to develop students’ proficiency in the foreign language by using the language to get meaningful information.
2. Immersion Teacher Immersion teacher is subject matter teacher who is assigned or selected to teach the subject matter using English as the medium of instruction at the immersion classes (Novasari, 2008). Since English is only used as medium of instruction on Mathematics, Biology, Physics, and Chemistry, the immersion teachers involved in this study are a Mathematics teacher, a Biology teacher, a Physics teacher, and a Chemistry teacher, who all are teaching the immersion class X SMA Negeri 1 Klaten.
3. Language Problem Problem itself can be synonymous to difficulty, obstacle, hurdle, etc (Gillmour, L, et al, 2001). Chambers English students’ dictionary (Anderson and Cullen, 1997) defines difficulty as the quality of being hard to do, understand, or deal with. The problems which the immersion teachers encounter may come from two aspects, the linguistics (related to the language) and non-linguistics (not related to the language) aspects (Clark & Clark, 1977). Relating to language aspect, the immersion teachers’ problems are limited on the language they use. In conclusion, it can be inferred that the immersion teachers’ problems are the difficult situation which related to language aspects. In this study, the language problems are limited to the aspect of grammar, pronunciation, vocabulary, and language function.
4. English as medium of instruction According to Villegas (2000), the medium of instruction is the language used by the teacher to teach. Furthermore, teaching the language, or educational content, through the target language increases the amount of exposure the learner gets to it, and the opportunities they have to communicate in it, and therefore to develop their control of it. In this study, the language used as the medium of instruction is English. English is used in the real class interactions and it is not learned explicitly. It means that English is used by the teachers to teach subject matters and it is also used by the students to learn the subject matters. Furthermore, English is used for means of communication in the classroom.
5. Immersion Class An immersion class is a non-regular class which is intended to optimally use English in the teaching learning process. The teaching learning activity in the classroom mostly uses a second language or foreign language as the medium of instruction. The students of immersion classes learn some of subject matters in English. The class consists of 25-30 students. The class is designed and equipped with some facilities, like dictionaries, LCD screen, slide projector, and Air-Conditioned or AC rooms. In this study, the researcher chose the immersion class X SMA Negeri 1 Klaten as a representative class of the whole immersion classes.
The immersion class X is chosen based on a consideration that the immersion class X, compared to class XI and XII, has more available time to be observed while class XI and class XII are being intensively prepared to face the National Final Examination. Therefore, in order to fit the time and space available, the researcher has limited the study to the immersion class X as the observed class from which the research data will be obtained.
6. SMA Negeri 1 Klaten
SMA Negeri 1 Klaten is the best and most favorite senior high school in
Klaten, Central Java, Indonesia since the school has high quality of education. This school is one of the pilot schools which implement the immersion program. The school implements the immersion program since 2006. The school is considered as an international pioneering school in the Province of Central Java. SMA Negeri 1 Klaten is the first and the only one senior high school in Klaten which conducts immersion classes. In addition, the school was the alma mater of the researcher. For those reasons, the researcher chooses SMA Negeri 1 Klaten to conduct the study.
CHAPTER II REVIEW OF RELATED LITERATURE This chapter discusses the theoretical description and the theoretical
framework. The theoretical description discusses some theories related to the study, while the theoretical framework discusses major relevant theories which help the researcher to answer the research problems.
A. Theoretical Description
The theoretical description consists of three parts: (1) Immersion, (2) Government’s Guideline on the Implementation of Immersion Classes, (3) Immersion Teachers, and (4) The Use of English as Medium of Instruction.
Considering that this study is related to immersion program, the general principle of immersion needs to be reviewed. It is necessary to discuss Government’s guideline on the implementation of immersion classes since SMA Negeri 1 Klaten is a state institution which lies under governmental department. It is important to review the description of immersion teacher as the subject of the study is the immersion teachers. The last, the use of English as medium of instruction at immersion classes needs to be understood.
1. Immersion
This section has five parts of discussion. The discussion includes the definition of immersion and immersion program, the objectives of immersion program, the characteristics of immersion program, the types of immersion program, and the teaching principles of immersion program.
a. The Definition of Immersion and Immersion Program
The term immersion may be defined as involvement, engagement, absorption, dipping, soaking, and wetting but the definition is related to involvement and dipping (World English Thesaurus, 2009). In terms of the education method of language teaching, immersion is a teaching learning program which is intended to use the second or foreign language optimally in classrooms (Dinas Pendidikan, 2008). The regular school curriculum is taught through the medium of the language in which English is used as the medium of instruction; it is not the subject of instruction (Met, 1993). Richards and Schmidt (2002) mention that an immersion program is a form of bilingual education which uses a second language or foreign language to teach at least 50% of the curriculum during the elementary or secondary grades. In this sense, the foreign language is the vehicle for content instruction but it is not the subject of instruction. Bostwick (2005), in his article, summarizes that language immersion is an approach to foreign language instruction in which the usual curricular activities are conducted in a foreign language.
In conclusion, the definitions above can be generated that an immersion program is a certain kind of bilingual program that commonly uses a second language or foreign language as the medium of instruction in schools to teach only 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 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 Pendidikan/KTSP).
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.
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
Related to the coverage of the subject matters using the medium of instruction, Richards and Schmidt (2002) promote two types of immersion program. 1) Partial immersion
It is an immersion program in which the medium of instruction covers only some parts of the subject matters, like Mathematics, Science and Social. This type is usually adopted by the schools which have just implemented the immersion program at first. The immersion classes at SMA Negeri 1 Klaten are also included to this immersion type since English is only used as the medium of instruction in Mathematics, Biology, Physics, and Chemistry. 2) Total immersion
It is immersion is an immersion program in which the medium of instruction covers all of the subject matters. It means that all subject matters are taught in the foreign language as the medium of the instruction.
2. Government’s Guideline on the Implementation of Immersion Classes
The immersion classes in SMA Negeri 1 Klaten are carried out under an implementation guideline issued by Dinas Pendidikan Propinsi Jawa Tengah (2008). The guideline is designed based on the law of national education system 2003, No. 20, 50:3. The guideline organizes the schools which implement immersion classes in order that the goal of the immersion program itself can be achieved. The guideline contains the definition of immersion classes, the goals of immersion classes, the characteristics of immersion classes, and the procedure to implement the immersion classes, which all are described in the following sections.
a. The Definition of Immersion Classes
Immersion comes from English word “to immerse” which means to dip, soak, or absorb something deeply. Related to the meaning, the students of immersion classes will learn more effectively and acquire the language extensively if they use the language as the medium of learning or gaining content knowledge. Further, it is explained that immersion classes use foreign language to carry out the teaching learning of one or some subject matters as the medium of instruction. In this context, English is not merely learnt as a subject matter but as the medium of instruction on the other subject matters. In the immersion classes, students learn subject matters by using English. The immersion classes give the students more opportunity to use the language for interacting in the classroom, and to gain their proficiency in the language both spoken and written.
Effective implementation of immersion classes needs a careful plan, including the preparation of teachers’ competence in the language (English), content materials, students’ worksheets, assessment, teaching technique and strategies, coordination, budget, and supports from the social community especially the students’ parents. The plan and preparation is significant in order to meet the goals of the implementation of immersion classes as well as to create the high-qualified and competent graduation especially in the province of Central Java and generally in Indonesia.
b. The Goals of Immersion Classes
The implementation of the immersion classes is intended to achieve these specific goals: 1) Gaining the English language proficiency of the teachers, academic staffs, and the students.
2) Producing the high-qualified graduations that are ready to involve themselves in the international world.
3) Producing human resources who are qualified and competent not only in the academic area but also in the international communication 4) Developing school’s potentials in every aspect to produce the qualified and competent human resources.
5) Gaining the quality of education in Indonesia generally, in the province of Central Java, to face the globalization era.
Achieving the goals, it needs qualified immersion teachers who do not only master the knowledge of subject matters but are proficient also in the language.
c. The Characteristics of the Immersion Classes
Immersion classes have to fulfill these following criteria: 1) Using foreign language (English) as the medium of instruction on some subject matters like Mathematics, Biology, Physics, and Chemistry. While the other subject are taught and learnt fully using Bahasa Indonesia. 2) Applying the current curriculum. The curriculum used is similar to which is used in the regular classes, with the difference on the medium language only.
The curriculum which is applied in the regular classes is the curriculum of education unit level (Kurikulum Tingkat Satuan Pendidikan/KTSP). Some parts of the curriculum may be improved or modified.
3) Each class consists of 23-25 students. The small number of students is designed to create so conditional environment that the students acquire English effectively. 4) The students are selected from special tests and requirements. The tests are conducted in English and divided into the written and oral tests. Therefore, the students of immersion classes possess the higher English competence than that the regular classes.
5) The teachers are those who can meet the following criteria: being able to use English actively as the medium of instruction, being able to design lesson plan and syllabus using English, being able to design teaching materials using English, being able to design assessment using English, having a bachelor degree, having a certificate on English training, and being able to provide services and educational information using English. 6) The classrooms are sufficiently equipped with some facilitation like AC- rooms, laptop, viewer, overhead projector, dictionaries, and bilingual reference books. Unlike the regular classes, the immersion classes have some facilitation which supports the teaching learning activity.
7) The culture in the classroom is the local culture. There is no exposure of the medium language’ culture.
8) The daily and semester tests are held in English. Whereas the national examination is held in Bahasa Indonesia since the government has not designed the special examination for bilingual program.
d. Procedures of Implementation
Implementing immersion classes, the schools have to pass the following stages: 1) Planning
The schools which implement immersion classes have to make a teaching learning plan. It includes standard competence, basic competence, syllabus, and lesson plan. The teachers and the students of the immersion classes have to be selected based on the criteria which have been stated above, whereas the selection process is based on the schools’ consideration. 2) Organizing
The teaching learning activity in the immersion classes is similar to the teaching learning activity in the regular classes. The difference is only on the medium of instruction used. The immersion classes use English as the medium of instruction in some subjects while the regular ones use Bahasa Indonesia. At the immersion classes, the subjects which have to be learned using English include Mathematics, Biology, Physics, and Chemistry. In order to improve the teachers’ language skills, the schools have to carry out English training intensively by cooperating with certain university or English course.
3) Supervising A quality control is needed in the implementation of immersion classes.
There are two kinds of supervision; they are internal supervision (done by the principle of the school, the school committee, the official team of immersion program, and the local educational government like Dinas Pendidikan
Kabupaten and Dinas Pendidikan Propinsi), and external supervision (done
by the society and the education stakeholders). The supervisions aim to checking whether the implementation of immersion classes is in accordance with the plan, to measure the success of the immersion program, and to give some recommendations for the next implementation. The subject of supervision is the academic activities and the non-academic activities which have been done during one semester.
4) Assisting The implementation of immersion classes in schools needs assistance which can support the improvement of teachers’ language skills, help the management of the immersion classes, and motivate the implementation of immersion classes. The assistance is done by the official team of immersion program. The classroom assistance for the teachers is done by the English teachers or certain people who are appointed by the coordinator of the official team. 5) Monitoring
Monitoring is intended to obtain a description of the improvement on the quality of immersion classes and to identify the problems which occur during the implementation of immersion classes. The monitoring is done by the local educational government at least once three months. The subject of monitoring includes the graduation competence, the program management, the school tuition, and the assessment.