THE MANAGEMENT OF IMMERSION CLASS OF TEACHING AND LEARNING IN STATE JUNIOR HIGH SCHOOL 4 PURWOREJO The Management Of Immersion Class Of Teaching And Learning In State Junior High School 4 Purworejo.
THE MANAGEMENT OF IMMERSION CLASS OF TEACHING AND
LEARNING IN STATE JUNIOR HIGH SCHOOL 4 PURWOREJO
MANUSCRIPT PUBLICATION
Submitted as a Partial Fulfillment of the Requirements
for Getting Master Degree of Education
in Educational Management Department
By
Winestri Puji Swetika
Q 100 100 239
GRADUATE PROGRAM
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2012
0
ACCEPTANCE
THE MANAGEMENT OF IMMERSION CLASS OF TEACHING AND
LEARNING IN STATE JUNIOR HIGH SCHOOL 4 PURWOREJO
HAS BEEN APPROVED BY:
Consultant I
Consultant II
Prof. Dr. Sutama, M.Pd
Dr.Phil. Dewi Candraningrum, S.Pd, M.Ed.
GRADUATE PROGRAM
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2012
1
THE MANAGEMENT OF IMMERSION CLASS OF TEACHING AND LEARNING
IN “TATE JUNIO‘ HIGH “CHOOL 4 PU‘WO‘EJO .
Winestri Puji Swetika1, Sutama2, Dewi Candraningrum3, 1Teacher of State
Junior High School 5 Purworejo,2,3 Lecturer Staff of Muhammadiyah University
of Surakarta
Abstract
The objectives of the research are: ( 1 )To describe the characteristics of
the immersion class teaching and learning process in State Junior High School 4
Purworejo. ( 2 )To describe the characteristics of the usage of the immersion
class teaching and learning media in State Junior High School 4 Purworejo. ( 3 )to
describe the characteristics of the evaluation of immersion class teaching and
learning outcomes in State Junior High School 4 Purworejo. The research applied
qualitative approach. Sources for the research are : the headmaster, the
headmaster assistant for curricula, and teachers in the Immersion School.
Technique of data collection in the analyses are interviews, observations, and
documentations. Data analyses were made through the successive ways:
analyzing data, setting them, categorizing them into the manageable units,
synthesizing them, finding their patterns, and finding the meaningful parts to be
filtered systematically. The results of this study are ( 1 ) Teaching and Learning
Process in Immersion Class in Junior High School 4 Purworejo suited with process
standard, they are the starting activity, the core activity, and the final activity. ( 2
) The use of immersion class teaching and learning media in State Junior High
School 4 Purworejo is done by using many kinds of media, they are LCD
computer, lap top, tape recorder. ( 3) The evaluation of immersion class teaching
and learning outcomes in State Junior High School 4 Purworejo comprises:
regular review test, mid-term test, and final exam.
Key words: process, media, evaluation, management of immersion class.
A. Introduction
The development of science and technology as well as the globalization
and information heavy flows need the preparedness of competitive and highqualified human resources both inside the country and overseas. This is very
important and urgent to do so that the Indonesian will not be left behind the
other nations. One effort to adapt to the international development is holding
2
immersion class. It is in accordance with Undang-Undang No. 20 tahun 2003
pasal 50 ayat 3 which commands the government and/or local government to
administer at least one educational unit for all education degrees to be expanded
into an international class educational unit. In this case, international school can
start from the immersion class.
To achieve the effective learning, there are
a hie e e t ke s that a e p oposed
Catt, Do ald & Ke
lea i g out o e
7, a essed o
February 14th 2012) as ACTION, which comprises alert, challenge, trust, interest,
open, dan need. Alert is concluding and clarifying the senses between the
teachers and the students. Challenge means motivating the students to study.
Trust means building the mutual belief between the teachers and the students.
Interest means showing that the teacher likes the class that he/she teaches and
the students. Open means receptive on the communication method to attract
the students. Need means that the teachers help the students make assessment
about the importance of learning.
State Junior High School 4 Purworejo is one of the schools in Kabupaten
Purworejo which holds i
e sio
lass. Its isio is alled
CANTIK
Ce das,
Santun, Takwa, ber-Ilmu, dan Kompetitif—intelligent, well mannered, pious,
knowledgeable, and competitive). While the mission of State Junior High School
4 Purworejo is to create education that will produce the intelligent, skilled,
faithful, pious, well-mannered, and having-competitive-strength alumni, realize
the high-quality, efficient, discipline, and relevant education, to realize the fair
and evenly distributed one, and to create the transparent, accountable,
participatory, and effective educational system.
The immersion education will be developed on the basis and principle of
language acquisition and language learning theories. The immersion model of
teaching is defined as curricula delivery in second language in the immersional
second language learning atmosphere to the students who speak the same
3
mother tongue. In this case, the students are forced to enter the second
language atmosphere on the learning time and the second language class in the
learning process. The second language is not only functioned as teaching
materials, but also as the language teaching and languge acquisition tools (Yuqin
Luan & Xiuzhen Guo 2011, accessed on February 17th 2012).
The implementation of the immersion classes in Jawa Tengah
constitutes the results of the comparative study of Dinas Pendidikan dan
Kebudayaan Jawa Tengah Queensland state, Australia during July to August
2002. In the study, the Jawa Tengah delegations visited Park Ridge State High
School and
ee e
i p essed o its stude ts I do esia la guage a ilities
who take Indonesian immersion class who are enrolling the learning process in
Indonesian (Anonim, 2008:7).
Based on the backgrounds above, the focus of the research is immersion
class teaching and learning management in State Junior High School 4 Purworejo.
The focus will be outlined into three subfocuses: (1) The characteristics of the
immersion class teaching and learning process in State Junior High School 4
Purworejo, (2)The characteristics of the use of immersion class taeching and
learning media in State Junior High School 4 Purworejo, (3) The characteristics of
the evaluation of immersion class teaching and learning outcomes in State Junior
High School 4 Purworejo.
The objectives of the research are: (1)To describe the characteristics of
the immersion class teaching and learning process in State Junior High School 4
Purworejo, (2)To describe the characteristics of the usage of the immersion class
teaching and learning media in State Junior High School 4 Purworejo, and (3)To
describe the characteristics of the evaluation of immersion class teaching and
learning outcomes in State Junior High School 4 Purworejo.
4
B. Research Method
The research applied the qualitative approach. I applied the qualitative
approach as it can reveal the data deeply and find the intention behind an
incident. In qualitative approach, immersion class management can be obseved
in normal situation through interviews, observations, and self-integration to the
research objects. The research will describe and analyze the occurrences in the
field carefully, particularly the things concerned with immersion class
management in State Junior High School 4 Purworejo.
The research was carried out in State Junior High School 4 Purworejo
from March 2012 to July 2012. The reseacher visited the location for the
research as intruments and data collector at once. The researcher played a part
as participants observer. The main data resources in the qualitative research are
the words said and the actions taken, the rests are the additional ones such as
documents. Sources for the research are : The headmaster of State Junior High
School 4 Purworejo, the headmaster Assistant for Curricula who provided
information about the currricula of the school and the immersion class, and
teachers in the Immersion School.
Technics applied for data collection in the analyses are interviews,
observations, and documentations. Interviews were applied to find the accurate
data and information on the management of immersion class implementation in
State Junior High School 4 Purworejo. Observations were applied to find the
accurate facts concerning the management of immersion class operations, such
as the activities in teaching-learning process, the conditions of the school
facilities, the condition of the student services, etcetera. Documentations were
undertaken to get the documents about the management of immersion class
operations in State Junior High School 4 Purworejo. Data Analyses were made
through the successive ways: analyzing data, setting them, categorizing them
into the manageable units, synthesizing them, finding their patterns, and finding
the meaningful parts to be filtered systematically.
5
C. Discussion
1. Characteristics of Learning Process in Immersion Class
In the study on the learning management in Immersion class in State
Junior High School 4 Purworejo there are findings that Immersion class learning
management in the teaching-learning process has worked well. The teachinglearning process consists of preparation, implementation, and finishing. The
preparation or planning comprises composing teaching programs, implementing
them by delivering the materials in English, and ending the lessons. In addition,
the teacher prepare the ways to teach in English so the high-quality teachers in
Immersion class are needed.
There are similarities between the results of this study and the research
ade
the I
Lua , Yu i
i a jou al e titled A stud o the Appli ation of
e sio Tea hi g Model to EFL Lea e s i I stutio s of Highe Lea i g ,
which show that the teaching-learning in Immersion class requires preparations
such as the curricula arrangement, the learning model, and the quality of the
teachers. The Immersion class learning makes the students have higher selfconfidence, the students become more optimistic in the learning process.
Dissimilar to what was stated by Merril Swain dan Sharon Lapkin in their
jou al e titled The e ol i g so iopoliti al context of immersion education in
Ca ada: “o e i pli atio s fo de elop e t , that the tea he s still ha e less
responsibilities as the involvement of the headmaster is still dominant. It was
also found that the students who just entered the immersion class had the equal
ability in Mathematics to the regular class students after they had taken
Mathe ati s test. It has also ee fou d that i I
e sio
lass the stude ts
English skill has not appeared yet in the learning process. The teacher also does
not proactively prepare the lesson materials.
6
2. Characteristics of teaching media usage in immersion class
The study on the teaching media usage in Immersion class in State Junior
High School 4 Purworejo shows that the teachers who teach the Immersion class
students use the teaching media such as LCD projector, laptop, and those that
they create. The Natural Science teacher uses the learning media available in
laboratory. The learning media are expected to help the students understand the
lesson materials well. The learning media are not only used by the teachers but
also by the student. So, the students do not only watch them, but also use them.
The study has similarity with the study made by Akcan, Umru in a journal
e titled Tea hi g Methodolog i a First-G ade I
e sio Class , that sho s
that to help the students understand the lesson materials well, the teachers
should use the learning media such as poster, images, calendar, and carta. The
carta is in form of numbers pasted on the wall and it has function to help the
students make calculation. The teachers also use cubes, that is sticked on the
wall in order to help students to count. The teachers also use carton, the animal
statue, or the plants.
It is diffe e t f o
De o ah Pal e s stud i a jou al e titled a Dual
Immersion Strand Programme in California : Carrying Out The Promise of Dual
Languange Education in an English-do i a t Co te t ,
hi h sho s that the
main goal of the Immersion class realization is the ability to communicate in L2
and that it is not focused on the Mathematics and Science like concept of the
immersion class implemented in Indonesia, so in her study she did not tell
anything on the media used.
It is also different from the study undertaken by Luan, Yuqin, Xiuzhen in a
jou al e titled A “tud o the Appli atio of the I
EFL Lea e s i I stitutio s of Highe Lea i g ,
e sio Tea hi g Model to
hi h e eals that the lea i g
process in Immersion is focused on the way to make the students able to
communicate in L2, i.e. using the real media, such as the instruments and the
7
goods, and the students speak English through the goods bought. In addition, the
learning process use the laboratory and audio visual media.
3. Characteristics of the immersion class learning output evaluation in State
Junior High School 4 Purworejo.
The study on evaluation of learning output in Immersion class in State
Junior High School 4 Purworejo shows that the evaluation is consistent with the
evaluation carried out in the regular class, they are regular review test, mid-term
test, and final exam. The assessment covers the cognitive, affective, and
psychomotoric aspects. The evaluation is done twice, i.e. in English and in
Indonesian. The type of the questions composed are multiple-choice questions
and essay. The achievement of learning process and output of the students in
Immersion class is higher than that the achievement of the regular class
students.
It has similarity with the study carried out by Cummins in a journal
e titled
Bili gual Child e s Mothe
To gue: Wh
is it i po ta t fo
edu atio ? , hi h sho s that the output of the lea i g i I
e sio
lass has
positi e i pa t o the stude ts lea i g p og ess. The stud also sho s that the
immersion class makes the students think more flexibly to proceed information
using English. He also revealed that the students of the immersion class have
higher achievement than the students of regular class. The evaluation
undertaken tends to emphasize on the psychomotoric aspect, i.e. how the
students apply English.
Similarly, the research undertaken by Deborah Palmer in a journal
e titled A dual I
e sio “t a d P og a
e i Califo ia : Ca
i g Out the
Promise of Dual Languange Education in an English-do i a t Co te t , e plai s
that the learning output of Immersion class can be seen when they have English
discussion, they really get drown into the learning undertaken in English. Thus,
the learning process in Immersion class works well. During the discussion the
8
teacher does not try hard to encourage the students to speak, as the discussion
has run well and he/she assesses them during the discussion.
“i ila l , the esea h
ade
Lua , Yu i , i a jou al e titled A stud
on the Application of the Immersion Teaching Model to EFL Learners in
I stitutio s of Highe Lea i g , des i es that the i
a hie e e t is highe tha the egula
e sio
lass stude ts
lass o es . Afte lea i g fo a ea i
immersion class, their achievement rises sharply. Through immersion class
learning model, their language skill, mainly in practice, shows an extraordinary
achievement. Luan, Yuqin also said that the evaluation was not only targeted on
the students but also on the teachers who teach in immersion class, in order to
improve their abilities to teach in immersion class. The teachers are expected to
make the students interested in the learning process in the immersion class, so
their achievement will get higher and higher.
D. Model of Immersion Class Teaching and Learning in State Junior High
School 4 Purworejo
Model of the learning process in Immersion Class applied in State Junior
High School 4 Purworejo is the good preparation for teaching, from the annual
programs, semester program, and lesson plan. The learning process includes the
beginning activity started with apperception, the teacher asks the students some
questions in English and the students answer those questions. During the
learning process, the teachers of specific classes in Immersion Class speak English
although unwell. In the learning processs, the learning process is focused on the
students. In the end of the learning process, the teacher finishes it by giving
feedbacks to the students, and then he gives them assignment or homework.
In the apperception, the give pre test to the students by asking some
question. The teachers also use the media in order to bring the students to the
coming materials. So, in this case, the teachers combine between process, media
and evaluations.
9
Model of Immersion Class learning media usage in State Junior High
School 4 Purworejo is avaliable in any form of visual media, that is, the media
which can be seen by the students such as charts, diagrams, charts, charts,
posters, cartoons, comics, and audio media,that is the media that can be heard
by the students, for example radios, tape recorders, language laboratories. The
other media is audio visual media that can be seen and heard, such as film,
television, video (VCD, DVD, VTR), computers, and the like. Other learning media
is silent projector, such as slides; over head projector (OHP). Some of those
media, are used together and called multi media.
Model of evaluation in immersion class in State Junior High School 4
Purworejo is an evaluation in the form of daily tests with different types of
problems, midterm test, and a final semester test. Daily tests include one or
more of the basic competencies. In designing the test questions daily, immersion
grade teacher at State Junior High School 4 Purworejo using a variety of question
types, including multiple choice questions, and a complete description. Another
Model evaluation of learning in State Junior High school 4 Purworejo is giving
homework or assignments to students. Homework is given with the intention of
students to enrich their competence about the material provided by the teacher,
so it will be more in-depth competency achievement. The method applied is
learning by doing. Method of learning by doing is a method that is given to
individuals or students and groups that encourage students to learn and do what
is learned (practice that has been studied) both inside and outside the classroom
and outside of school hours.
The aspects of the tests are cognitive, affective, and psychomotoric ones.
To evaluate the cognitive aspect in written test, the questions are multiple
choice and essay. For certain subjects, the Immersion Class students take each
form of evaluation twice, in Indonesian and in English. After the results of the
test or review tests a e a al zed, the I
e sio Class stude ts a e age s o es
a e ette tha the ‘egula Class stude ts . The assess e ts a e also
10
ade i
the affective and psychomotoric aspects. The assessment of the affective aspect
is made through observation. While the assessment on the psychomotoric
aspects is made when the students practice the lesson materials delivered by
their teacher.
E. Closing
Characteristics of Immersion Class Learning Process in State Junior High
School 4 Purworejo are in respect of the learning process included in the process
standards. Among the learning processes are composing learning arrangements
including the annual program, syllabus, Learning-Teaching Implementation Plan.
Based on those programs, the teacher undertakes the learning-teaching activity
consisting of the introductional activity, core activity, and final activity. During
the introductional activity, the teacher applies apperception by asking the
students questions in English about the lesson material which will be delivered.
Then in the core activity there are exploration, elaboration, and confirmation. In
final activity, the teacher makes conclusions about the lesson materials, gives
feedback, and gives homework.
Characteristics of teaching media usage in State Junior High School 4
Purworejo are that the teacher uses th-e teaching media such as LCD projector,
laptop, tape recorder, and the instruments in language laboratory. The teacher
also uses the teaching media he composed himself. In the usage of the media, he
also involves the students, which means that the students do not only watch
those media but also use them. For instance, the teacher asks one of the
students to make a presentation using the LCD Projector. The teaching media are
used by the teacher in expectation of i p o i g the stude ts u de sta di g o
the lesson materials.
Immersio n class learning output evaluation in State Junior High School
4 Purworejo includes regular review test, mid-term test, and final examination.
Immersion class learning output evaluation in State Junior High School 4
Purworejo for specific subjects, is made twice, in Indonesian and in English. The
11
a ade i a hie e e t of the i
egula
e sio
lass stude ts is
ette tha
the
lass o es. O e of its auses is the a ade i sele tion to enter the
immersion class.
Another model evaluation of learning in State Junior High School 4
Purworejo is giving homework or assignments to students. Homework is given
with the intention of students to enrich their competence about the material
provided by the teacher, so it will be more in-depth competency achievement.
The method applied is learning by doing. Method of learning by doing is a
method that is given to individuals or students and groups that encourage
students to learn and do what is learned (practice that has been studied) both
inside and outside the classroom and outside of school hours.
12
BIBLIOGRAPHY
Anonim. 2003. Undang-undang RI Nomor 20 Tahun 2003 tentang Sistem
Pendidikan Nasional. Jakarta : Depdikbud.
Anonim.2004. Panduan Penyelenggaraan Kelas Imersi. Jakarta : Departemen
Pendidikan Nasional.
Catt,
Donald, & Ken. 2007.
Effective Learning.
umi.com/pqweb. accessed on March 10th 2012.
http://proquest.
Cummins. 2000. Bilingualism as a future investment: The case of Japanese high
school students at an international school in Japan. http: //www
iteachilearn.com/ cummins/ immersion, 2000.html, accessed on
February 12th 2012).
Luan, Yuqin dan Xiuzhen Guo. 2011. A Study on the Application of Immersion
Teaching Model to EFL Learners in Institutions of Higher Leraning.
http://proquest. umi.com/pqdweb). Accesssed on February 12th 2012
Mulyasa. 2011. Menjadi Kepala Sekolah Profesional. Bandung: PT Remaja
Rosdakarya.
Palmerc, Deborah. 2007. A Dual Immersion Strand Programme in California:
Carrying Out the Promise of Dual Language Education in an Englishdominant Context. http://www. proquest.umi.com./pqweb, Accesssed
on March 27th 2012.
Sutama. 2010. Metode Penelitian Pendidikan. Surakarta: Fairuz Media Duta
Permata Ilmu.
Swain, Merrill & Sharon Lapkin. 1997. The evolving sociopolitical context of
immersion education in Canada: some implications for program
development. http://www.proquest.umi.com./pqweb, Accesssed on
March 28th 2012.
Zehr, 2004. NEW MEXICO: Legislature Focuses On Pre-K, Charters. Education
Week. http://www.proquest.umi.com./pqweb, accessed on February
12th 2012.
13
LEARNING IN STATE JUNIOR HIGH SCHOOL 4 PURWOREJO
MANUSCRIPT PUBLICATION
Submitted as a Partial Fulfillment of the Requirements
for Getting Master Degree of Education
in Educational Management Department
By
Winestri Puji Swetika
Q 100 100 239
GRADUATE PROGRAM
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2012
0
ACCEPTANCE
THE MANAGEMENT OF IMMERSION CLASS OF TEACHING AND
LEARNING IN STATE JUNIOR HIGH SCHOOL 4 PURWOREJO
HAS BEEN APPROVED BY:
Consultant I
Consultant II
Prof. Dr. Sutama, M.Pd
Dr.Phil. Dewi Candraningrum, S.Pd, M.Ed.
GRADUATE PROGRAM
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2012
1
THE MANAGEMENT OF IMMERSION CLASS OF TEACHING AND LEARNING
IN “TATE JUNIO‘ HIGH “CHOOL 4 PU‘WO‘EJO .
Winestri Puji Swetika1, Sutama2, Dewi Candraningrum3, 1Teacher of State
Junior High School 5 Purworejo,2,3 Lecturer Staff of Muhammadiyah University
of Surakarta
Abstract
The objectives of the research are: ( 1 )To describe the characteristics of
the immersion class teaching and learning process in State Junior High School 4
Purworejo. ( 2 )To describe the characteristics of the usage of the immersion
class teaching and learning media in State Junior High School 4 Purworejo. ( 3 )to
describe the characteristics of the evaluation of immersion class teaching and
learning outcomes in State Junior High School 4 Purworejo. The research applied
qualitative approach. Sources for the research are : the headmaster, the
headmaster assistant for curricula, and teachers in the Immersion School.
Technique of data collection in the analyses are interviews, observations, and
documentations. Data analyses were made through the successive ways:
analyzing data, setting them, categorizing them into the manageable units,
synthesizing them, finding their patterns, and finding the meaningful parts to be
filtered systematically. The results of this study are ( 1 ) Teaching and Learning
Process in Immersion Class in Junior High School 4 Purworejo suited with process
standard, they are the starting activity, the core activity, and the final activity. ( 2
) The use of immersion class teaching and learning media in State Junior High
School 4 Purworejo is done by using many kinds of media, they are LCD
computer, lap top, tape recorder. ( 3) The evaluation of immersion class teaching
and learning outcomes in State Junior High School 4 Purworejo comprises:
regular review test, mid-term test, and final exam.
Key words: process, media, evaluation, management of immersion class.
A. Introduction
The development of science and technology as well as the globalization
and information heavy flows need the preparedness of competitive and highqualified human resources both inside the country and overseas. This is very
important and urgent to do so that the Indonesian will not be left behind the
other nations. One effort to adapt to the international development is holding
2
immersion class. It is in accordance with Undang-Undang No. 20 tahun 2003
pasal 50 ayat 3 which commands the government and/or local government to
administer at least one educational unit for all education degrees to be expanded
into an international class educational unit. In this case, international school can
start from the immersion class.
To achieve the effective learning, there are
a hie e e t ke s that a e p oposed
Catt, Do ald & Ke
lea i g out o e
7, a essed o
February 14th 2012) as ACTION, which comprises alert, challenge, trust, interest,
open, dan need. Alert is concluding and clarifying the senses between the
teachers and the students. Challenge means motivating the students to study.
Trust means building the mutual belief between the teachers and the students.
Interest means showing that the teacher likes the class that he/she teaches and
the students. Open means receptive on the communication method to attract
the students. Need means that the teachers help the students make assessment
about the importance of learning.
State Junior High School 4 Purworejo is one of the schools in Kabupaten
Purworejo which holds i
e sio
lass. Its isio is alled
CANTIK
Ce das,
Santun, Takwa, ber-Ilmu, dan Kompetitif—intelligent, well mannered, pious,
knowledgeable, and competitive). While the mission of State Junior High School
4 Purworejo is to create education that will produce the intelligent, skilled,
faithful, pious, well-mannered, and having-competitive-strength alumni, realize
the high-quality, efficient, discipline, and relevant education, to realize the fair
and evenly distributed one, and to create the transparent, accountable,
participatory, and effective educational system.
The immersion education will be developed on the basis and principle of
language acquisition and language learning theories. The immersion model of
teaching is defined as curricula delivery in second language in the immersional
second language learning atmosphere to the students who speak the same
3
mother tongue. In this case, the students are forced to enter the second
language atmosphere on the learning time and the second language class in the
learning process. The second language is not only functioned as teaching
materials, but also as the language teaching and languge acquisition tools (Yuqin
Luan & Xiuzhen Guo 2011, accessed on February 17th 2012).
The implementation of the immersion classes in Jawa Tengah
constitutes the results of the comparative study of Dinas Pendidikan dan
Kebudayaan Jawa Tengah Queensland state, Australia during July to August
2002. In the study, the Jawa Tengah delegations visited Park Ridge State High
School and
ee e
i p essed o its stude ts I do esia la guage a ilities
who take Indonesian immersion class who are enrolling the learning process in
Indonesian (Anonim, 2008:7).
Based on the backgrounds above, the focus of the research is immersion
class teaching and learning management in State Junior High School 4 Purworejo.
The focus will be outlined into three subfocuses: (1) The characteristics of the
immersion class teaching and learning process in State Junior High School 4
Purworejo, (2)The characteristics of the use of immersion class taeching and
learning media in State Junior High School 4 Purworejo, (3) The characteristics of
the evaluation of immersion class teaching and learning outcomes in State Junior
High School 4 Purworejo.
The objectives of the research are: (1)To describe the characteristics of
the immersion class teaching and learning process in State Junior High School 4
Purworejo, (2)To describe the characteristics of the usage of the immersion class
teaching and learning media in State Junior High School 4 Purworejo, and (3)To
describe the characteristics of the evaluation of immersion class teaching and
learning outcomes in State Junior High School 4 Purworejo.
4
B. Research Method
The research applied the qualitative approach. I applied the qualitative
approach as it can reveal the data deeply and find the intention behind an
incident. In qualitative approach, immersion class management can be obseved
in normal situation through interviews, observations, and self-integration to the
research objects. The research will describe and analyze the occurrences in the
field carefully, particularly the things concerned with immersion class
management in State Junior High School 4 Purworejo.
The research was carried out in State Junior High School 4 Purworejo
from March 2012 to July 2012. The reseacher visited the location for the
research as intruments and data collector at once. The researcher played a part
as participants observer. The main data resources in the qualitative research are
the words said and the actions taken, the rests are the additional ones such as
documents. Sources for the research are : The headmaster of State Junior High
School 4 Purworejo, the headmaster Assistant for Curricula who provided
information about the currricula of the school and the immersion class, and
teachers in the Immersion School.
Technics applied for data collection in the analyses are interviews,
observations, and documentations. Interviews were applied to find the accurate
data and information on the management of immersion class implementation in
State Junior High School 4 Purworejo. Observations were applied to find the
accurate facts concerning the management of immersion class operations, such
as the activities in teaching-learning process, the conditions of the school
facilities, the condition of the student services, etcetera. Documentations were
undertaken to get the documents about the management of immersion class
operations in State Junior High School 4 Purworejo. Data Analyses were made
through the successive ways: analyzing data, setting them, categorizing them
into the manageable units, synthesizing them, finding their patterns, and finding
the meaningful parts to be filtered systematically.
5
C. Discussion
1. Characteristics of Learning Process in Immersion Class
In the study on the learning management in Immersion class in State
Junior High School 4 Purworejo there are findings that Immersion class learning
management in the teaching-learning process has worked well. The teachinglearning process consists of preparation, implementation, and finishing. The
preparation or planning comprises composing teaching programs, implementing
them by delivering the materials in English, and ending the lessons. In addition,
the teacher prepare the ways to teach in English so the high-quality teachers in
Immersion class are needed.
There are similarities between the results of this study and the research
ade
the I
Lua , Yu i
i a jou al e titled A stud o the Appli ation of
e sio Tea hi g Model to EFL Lea e s i I stutio s of Highe Lea i g ,
which show that the teaching-learning in Immersion class requires preparations
such as the curricula arrangement, the learning model, and the quality of the
teachers. The Immersion class learning makes the students have higher selfconfidence, the students become more optimistic in the learning process.
Dissimilar to what was stated by Merril Swain dan Sharon Lapkin in their
jou al e titled The e ol i g so iopoliti al context of immersion education in
Ca ada: “o e i pli atio s fo de elop e t , that the tea he s still ha e less
responsibilities as the involvement of the headmaster is still dominant. It was
also found that the students who just entered the immersion class had the equal
ability in Mathematics to the regular class students after they had taken
Mathe ati s test. It has also ee fou d that i I
e sio
lass the stude ts
English skill has not appeared yet in the learning process. The teacher also does
not proactively prepare the lesson materials.
6
2. Characteristics of teaching media usage in immersion class
The study on the teaching media usage in Immersion class in State Junior
High School 4 Purworejo shows that the teachers who teach the Immersion class
students use the teaching media such as LCD projector, laptop, and those that
they create. The Natural Science teacher uses the learning media available in
laboratory. The learning media are expected to help the students understand the
lesson materials well. The learning media are not only used by the teachers but
also by the student. So, the students do not only watch them, but also use them.
The study has similarity with the study made by Akcan, Umru in a journal
e titled Tea hi g Methodolog i a First-G ade I
e sio Class , that sho s
that to help the students understand the lesson materials well, the teachers
should use the learning media such as poster, images, calendar, and carta. The
carta is in form of numbers pasted on the wall and it has function to help the
students make calculation. The teachers also use cubes, that is sticked on the
wall in order to help students to count. The teachers also use carton, the animal
statue, or the plants.
It is diffe e t f o
De o ah Pal e s stud i a jou al e titled a Dual
Immersion Strand Programme in California : Carrying Out The Promise of Dual
Languange Education in an English-do i a t Co te t ,
hi h sho s that the
main goal of the Immersion class realization is the ability to communicate in L2
and that it is not focused on the Mathematics and Science like concept of the
immersion class implemented in Indonesia, so in her study she did not tell
anything on the media used.
It is also different from the study undertaken by Luan, Yuqin, Xiuzhen in a
jou al e titled A “tud o the Appli atio of the I
EFL Lea e s i I stitutio s of Highe Lea i g ,
e sio Tea hi g Model to
hi h e eals that the lea i g
process in Immersion is focused on the way to make the students able to
communicate in L2, i.e. using the real media, such as the instruments and the
7
goods, and the students speak English through the goods bought. In addition, the
learning process use the laboratory and audio visual media.
3. Characteristics of the immersion class learning output evaluation in State
Junior High School 4 Purworejo.
The study on evaluation of learning output in Immersion class in State
Junior High School 4 Purworejo shows that the evaluation is consistent with the
evaluation carried out in the regular class, they are regular review test, mid-term
test, and final exam. The assessment covers the cognitive, affective, and
psychomotoric aspects. The evaluation is done twice, i.e. in English and in
Indonesian. The type of the questions composed are multiple-choice questions
and essay. The achievement of learning process and output of the students in
Immersion class is higher than that the achievement of the regular class
students.
It has similarity with the study carried out by Cummins in a journal
e titled
Bili gual Child e s Mothe
To gue: Wh
is it i po ta t fo
edu atio ? , hi h sho s that the output of the lea i g i I
e sio
lass has
positi e i pa t o the stude ts lea i g p og ess. The stud also sho s that the
immersion class makes the students think more flexibly to proceed information
using English. He also revealed that the students of the immersion class have
higher achievement than the students of regular class. The evaluation
undertaken tends to emphasize on the psychomotoric aspect, i.e. how the
students apply English.
Similarly, the research undertaken by Deborah Palmer in a journal
e titled A dual I
e sio “t a d P og a
e i Califo ia : Ca
i g Out the
Promise of Dual Languange Education in an English-do i a t Co te t , e plai s
that the learning output of Immersion class can be seen when they have English
discussion, they really get drown into the learning undertaken in English. Thus,
the learning process in Immersion class works well. During the discussion the
8
teacher does not try hard to encourage the students to speak, as the discussion
has run well and he/she assesses them during the discussion.
“i ila l , the esea h
ade
Lua , Yu i , i a jou al e titled A stud
on the Application of the Immersion Teaching Model to EFL Learners in
I stitutio s of Highe Lea i g , des i es that the i
a hie e e t is highe tha the egula
e sio
lass stude ts
lass o es . Afte lea i g fo a ea i
immersion class, their achievement rises sharply. Through immersion class
learning model, their language skill, mainly in practice, shows an extraordinary
achievement. Luan, Yuqin also said that the evaluation was not only targeted on
the students but also on the teachers who teach in immersion class, in order to
improve their abilities to teach in immersion class. The teachers are expected to
make the students interested in the learning process in the immersion class, so
their achievement will get higher and higher.
D. Model of Immersion Class Teaching and Learning in State Junior High
School 4 Purworejo
Model of the learning process in Immersion Class applied in State Junior
High School 4 Purworejo is the good preparation for teaching, from the annual
programs, semester program, and lesson plan. The learning process includes the
beginning activity started with apperception, the teacher asks the students some
questions in English and the students answer those questions. During the
learning process, the teachers of specific classes in Immersion Class speak English
although unwell. In the learning processs, the learning process is focused on the
students. In the end of the learning process, the teacher finishes it by giving
feedbacks to the students, and then he gives them assignment or homework.
In the apperception, the give pre test to the students by asking some
question. The teachers also use the media in order to bring the students to the
coming materials. So, in this case, the teachers combine between process, media
and evaluations.
9
Model of Immersion Class learning media usage in State Junior High
School 4 Purworejo is avaliable in any form of visual media, that is, the media
which can be seen by the students such as charts, diagrams, charts, charts,
posters, cartoons, comics, and audio media,that is the media that can be heard
by the students, for example radios, tape recorders, language laboratories. The
other media is audio visual media that can be seen and heard, such as film,
television, video (VCD, DVD, VTR), computers, and the like. Other learning media
is silent projector, such as slides; over head projector (OHP). Some of those
media, are used together and called multi media.
Model of evaluation in immersion class in State Junior High School 4
Purworejo is an evaluation in the form of daily tests with different types of
problems, midterm test, and a final semester test. Daily tests include one or
more of the basic competencies. In designing the test questions daily, immersion
grade teacher at State Junior High School 4 Purworejo using a variety of question
types, including multiple choice questions, and a complete description. Another
Model evaluation of learning in State Junior High school 4 Purworejo is giving
homework or assignments to students. Homework is given with the intention of
students to enrich their competence about the material provided by the teacher,
so it will be more in-depth competency achievement. The method applied is
learning by doing. Method of learning by doing is a method that is given to
individuals or students and groups that encourage students to learn and do what
is learned (practice that has been studied) both inside and outside the classroom
and outside of school hours.
The aspects of the tests are cognitive, affective, and psychomotoric ones.
To evaluate the cognitive aspect in written test, the questions are multiple
choice and essay. For certain subjects, the Immersion Class students take each
form of evaluation twice, in Indonesian and in English. After the results of the
test or review tests a e a al zed, the I
e sio Class stude ts a e age s o es
a e ette tha the ‘egula Class stude ts . The assess e ts a e also
10
ade i
the affective and psychomotoric aspects. The assessment of the affective aspect
is made through observation. While the assessment on the psychomotoric
aspects is made when the students practice the lesson materials delivered by
their teacher.
E. Closing
Characteristics of Immersion Class Learning Process in State Junior High
School 4 Purworejo are in respect of the learning process included in the process
standards. Among the learning processes are composing learning arrangements
including the annual program, syllabus, Learning-Teaching Implementation Plan.
Based on those programs, the teacher undertakes the learning-teaching activity
consisting of the introductional activity, core activity, and final activity. During
the introductional activity, the teacher applies apperception by asking the
students questions in English about the lesson material which will be delivered.
Then in the core activity there are exploration, elaboration, and confirmation. In
final activity, the teacher makes conclusions about the lesson materials, gives
feedback, and gives homework.
Characteristics of teaching media usage in State Junior High School 4
Purworejo are that the teacher uses th-e teaching media such as LCD projector,
laptop, tape recorder, and the instruments in language laboratory. The teacher
also uses the teaching media he composed himself. In the usage of the media, he
also involves the students, which means that the students do not only watch
those media but also use them. For instance, the teacher asks one of the
students to make a presentation using the LCD Projector. The teaching media are
used by the teacher in expectation of i p o i g the stude ts u de sta di g o
the lesson materials.
Immersio n class learning output evaluation in State Junior High School
4 Purworejo includes regular review test, mid-term test, and final examination.
Immersion class learning output evaluation in State Junior High School 4
Purworejo for specific subjects, is made twice, in Indonesian and in English. The
11
a ade i a hie e e t of the i
egula
e sio
lass stude ts is
ette tha
the
lass o es. O e of its auses is the a ade i sele tion to enter the
immersion class.
Another model evaluation of learning in State Junior High School 4
Purworejo is giving homework or assignments to students. Homework is given
with the intention of students to enrich their competence about the material
provided by the teacher, so it will be more in-depth competency achievement.
The method applied is learning by doing. Method of learning by doing is a
method that is given to individuals or students and groups that encourage
students to learn and do what is learned (practice that has been studied) both
inside and outside the classroom and outside of school hours.
12
BIBLIOGRAPHY
Anonim. 2003. Undang-undang RI Nomor 20 Tahun 2003 tentang Sistem
Pendidikan Nasional. Jakarta : Depdikbud.
Anonim.2004. Panduan Penyelenggaraan Kelas Imersi. Jakarta : Departemen
Pendidikan Nasional.
Catt,
Donald, & Ken. 2007.
Effective Learning.
umi.com/pqweb. accessed on March 10th 2012.
http://proquest.
Cummins. 2000. Bilingualism as a future investment: The case of Japanese high
school students at an international school in Japan. http: //www
iteachilearn.com/ cummins/ immersion, 2000.html, accessed on
February 12th 2012).
Luan, Yuqin dan Xiuzhen Guo. 2011. A Study on the Application of Immersion
Teaching Model to EFL Learners in Institutions of Higher Leraning.
http://proquest. umi.com/pqdweb). Accesssed on February 12th 2012
Mulyasa. 2011. Menjadi Kepala Sekolah Profesional. Bandung: PT Remaja
Rosdakarya.
Palmerc, Deborah. 2007. A Dual Immersion Strand Programme in California:
Carrying Out the Promise of Dual Language Education in an Englishdominant Context. http://www. proquest.umi.com./pqweb, Accesssed
on March 27th 2012.
Sutama. 2010. Metode Penelitian Pendidikan. Surakarta: Fairuz Media Duta
Permata Ilmu.
Swain, Merrill & Sharon Lapkin. 1997. The evolving sociopolitical context of
immersion education in Canada: some implications for program
development. http://www.proquest.umi.com./pqweb, Accesssed on
March 28th 2012.
Zehr, 2004. NEW MEXICO: Legislature Focuses On Pre-K, Charters. Education
Week. http://www.proquest.umi.com./pqweb, accessed on February
12th 2012.
13