A study on english teacher` perceptions of the use of the english as a medium of interaction in the immersion classes at SMA Negeri 1 Klaten.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
A STUDY ON ENGLISH TEACHERS’ PERCEPTIONS
OF THE USE OF THE ENGLISH
AS A MEDIUM OF INTERACTION IN THE IMMERSION
CLASSES AT SMA NEGERI 1 KLATEN
A THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Fransiska Ninditya Kusumaningrum
Student Number: 051214051
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2009
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Non scholae sed vitae discimus
This thesis is dedicated to:
My parents
My brother and sister
All of my friends
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STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work or
parts of the work of other people, except those cited in the quotations and the
references, as a scientific paper should.
Yogyakarta, 29 July 2008
The writer,
Fransiska Ninditya Kusumaningrum
051214051
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Kusumaningrum, Fransiska Ninditya. 2009. A Study on English Teachers’
Perceptions of the Use of English as a Medium of Interaction in the Immersion Classes
at SMA Negeri 1 Klaten. Yogyakarta: Sanata Dharma University.
SMA Negeri 1 Klaten was pointed by the Central Java Government as a school
which was trusted to implement the immersion class program. Immersion class was a
program made by the Central Java Government to prepare an International Standard School
in Central Java Province. The understanding of immersion classes was to make students
learn English more effectively if they use English as a means to gain meaningful and
contextual information.
This research was a survey study. The samples of this research were the English
teachers who teach immersion classes at SMA Negeri 1 Klaten. To obtain the data from the
respondents, the writer used interview and questionnaire.
Since English is used as a medium of interaction in the teaching and learning
process, this study aimed to find out the English language teachers’ perceptions about the
use of English as a medium of interaction in immersion classes in SMA Negeri 1 Klaten.
There were two problems formulated in this research. The first problem was what
the English teachers’ perceptions about the use of English as a medium of interaction in
immersion classes at SMA Negeri 1 Klaten. The second one was why the English teachers
have such perceptions about the use of English as a medium of interaction in immersion
classes at SMA Negeri 1 Klaten.
After the research had been conducted, it was found that the English teachers’
perceptions about the use of English as a medium of interaction in immersion classes were
positive. The reason causing the English teachers’ perceptions about the use of English as a
medium of interaction in immersion classes were about the habit of using English which
could encourage the students to speak English.
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ABSTRAK
Kusumaningrum, Fransiska Ninditya. 2009. A Study on English Teachers’
Perceptions of the Use of English as a Medium of Interaction in the Immersion Classes
at SMA Negeri 1 Klaten. Yogyakarta: Universitas Sanata Dharma.
SMA Negeri 1 Klaten ditunjuk oleh Pemerintah Provinsi jawa Tengah sebagai
sebuah sekolah yang dipercaya untuk menyelenggarakan kelas imersi. Kelas imersi
merupakan sebuah program yang dinuat oleh Pemerintah Provinsi Jawa Tengah untuk
mempersiapkan rintisan Sekolah Berstandar Internasional di Provinsi Jawa Tengah. Kelas
imersi mengandung pemahaman bahwa siswa dapat belajar Bahasa Inggris lebih efektif bila
mereka menggunakan bahasa tersebut sebagai alat untuk memperoleh informasi yang
bermakna dan kontekstual.
Penelitian ini merupakan sebuah survei. Sampel dari penelitian ini adalah guru –
guru Bahasa Inggris di SMA Negeri 1 Klaten yang mengajar kelas imersi. Untuk
memperoleh data yang diperlukan, penulis menggunakan dua instrumen yaitu wawancara
dan kuesioner.
Penelitian ini membahas dua masalah. Yang pertama mengenai persepsi guru
Bahasa Inggris terhadap penggunaan Bahasa Inggris sebagai bahasa pengantar dalam
proses kegiatan belajar mengajar di kelas imersi SMA Negeri 1 Klaten. Yang kedua
mengenai alasan mengapa guru – guru memiliki persepsi seperti itu.
Setelah penelitian dilaksanakan, penulis menemukan bahwa persepsi guru Bahasa
Inggris terhadap penggunaan Bahasa Inggris sebagai bahasa pengantar dalam kelas imersi
adalah positif. Alasan mengapa guru –guru Bahasa Inggris memiliki persepsi demikian
adalah karena itu merupakan suatu kebiasaan menggunakan Bahasa Inggris sebagai bahasa
pengantar dalam proses kegiatan belajar dan mengajar di kelas imersi yang dapat
mendorong siswa untuk menggunakan Bahasa Inggris sebagai sebuah alat komunikasi
dalam kehidupan mereka sehari – hari.
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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma :
Nama
: Fransiska Ninditya Kusumaningrum
Nomor Mahasiswa
: 05 1214 051
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul :
A STUDY ON ENGLISH TEACHERS’ PERCEPTIONS
OF THE USE OF THE ENGLISH
AS A MEDIUM OF INTERACTION IN THE IMMERSION CLASSES AT
SMA NEGERI 1 KLATEN
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data,
mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media
lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal : 04 September 2009
Yang menyatakan
( Fransiska Ninditya Kusumaningrum )
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ACKNOWLEDGEMENTS
First of all, I would like to thank Jesus Christ for His blessings and guidance,
so I can finish my undergraduate thesis. His plans are always the best for my life.
I am deeply indebted to Mr. Drs. Concilianus Laos Mbato, M.A. for the
advice, support, and criticism in finishing my thesis. My deepest appreciation goes to
Mr. F.X. Ouda Teda Ena, S.Pd., M.Pd. for his big support, so I could finish this
thesis. I also thank Sanata Dharma University and all PBI lecturers for giving
opportunity to develop myself.
My deepest love and gratitude go to my mother, Florentina Kiswandarti, my
brother and sister, Nikolaus Hendy Bimo Hendrawan and Bernadetta Yoshinta
Kusumawardhani, and my best man I have ever had, Daniel Binar Kumoro, for their
support and never ending love. My special gratitude goes to Radix Wikanto and
family for the support and pray.
I also give my special gratitude to SMA Negeri 1 Klaten teachers, Mrs. Dra.
Widi Astuti, Mrs. Etty Suryandarwati P., S.Pd., and Mrs. Dra. Sulistyowati for giving
me help and support while I was conducting my research.
My special thanks go to my best friends, Monica Ella Harendita, Kanina
Pramesi, Ayoe Risna Hanna Kusuma, and Ignatius Indra Kristianto for the times we
have grown up together.
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TABLE OF CONTENTS
TITLE PAGE.........................................................................................................................i
APPROVAL PAGES…........................................................................................................ii
DEDICATION PAGE…………………………………………………………………......iv
STATEMENT OF WORK’S ORIGINALITY...................................................................v
ABSTRACT..........................................................................................................................vi
ABSTRAK.............................................................................................................................vii
ACKNOWLEDGEMENTS..............................................................................................viii
TABLE OF CONTENTS....................................................................................................ix
LIST OF APPENDICES…………………………………………………………………xii
CHAPTER I: INTRODUCTION
A.
Research Background.........................................................................................1
B.
Problem Formulation..........................................................................................5
C.
Problem Formulation..........................................................................................6
D.
Research Objectives............................................................................................6
E.
Research Benefits................................................................................................6
F.
Definition of Terms.............................................................................................8
CHAPTER II: REVIEW OF RELATED LITERATURE
A.
Theoretical Description.......................................................................................11
1. Perception…………………………………………………………..……….….11
2. Factors Influencing Perception…………………………………………...…….12
3. Factors Creating Perceptual Difficulty……………………………………...….13
4. Perceptions of Ideal Teacher………………………………………………..….15
5. Immersion Class Program in School Based Curriculum……………………….17
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B.
Theoretical Framework......................................................................................20
CHAPTER III: METHODOLOGY
A.
Research Method...............................................................................................22
B.
Research Participants.........................................................................................23
C.
Research Instrument...........................................................................................24
D.
Data Gathering Technique..................................................................................27
E.
Data Analysis Technique....................................................................................27
F.
Research Procedure.............................................................................................28
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION
A.
Data Presentation….………………..……………………………………….….30
1. The English Language Teachers’ Perception Based on the Interview…………31
a. English Language as a Medium of Interaction Based on an English
Language Teacher’s Perception of X Class..................................................31
b. English Language as a Medium of Interaction Based on an English
Language Teacher’s Perception of XI Class.................................................33
c. English Language as a Medium of Interaction Based on an English
Language Teacher’s Perception of XII Class................................................34
2. The English Language teachers’ Perception Based on the Questionnaire..........35
3. Discussion……………………………………………………………………...39
a. The use of English Language as a Medium of Interaction Motivated both
Teachers and Students in Improving Their English Language Skills…...…39
b. The use of English Language as a Medium of Interaction Improved the
English Language Skills of the Students………………………………...…40
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B. The Reason Causing the English Language Teachers Have Such Perception about
the Use of English Language as the Medium of Interaction in Immersion
Class.........................................................................................................................41
CHAPTER V: CONCLUSION AND SUGESTION
A.
Conclusion..........................................................................................................44
B.
Suggestion...........................................................................................................46
REFERENCES…………………………………………………………………………....47
APPENDICES…………………………………………………………………………….50
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CHAPTER I
INTRODUCTION
This chapter discusses the research background, problem formulation, and
problem limitation of the research. In addition, this chapter also discusses the
objectives, benefits, and definition of terms of this research.
A. Research Background
Language is a means of communication in many fields, such as: trade,
economic, politic, and education. According to Shannon and Weaver (2008,
http://iperpin.wordpress.com/tag/shannon-weaver/), as part of social behavior,
communication is any means by which one person or creature brings about a change
in the knowledge or behavior of another person or creature. The word
“communication” comes from a Latin word, “commonness”. Communication is
definable as a mutual exchange between two or more individuals which enhances
cooperation and establishes commonality. Besides, communication is also seen as
dynamic, not static, and as depending on the negotiation of meaning between two or
more persons who share some knowledge of the language being used.
In educational field, language which is a means of communication is used to
share and transfer knowledge from teachers to pupils. In the teaching and learning
process, language is used as a tool to convey the meaning of words or sentences of
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the materials which are taught to the students. As stated by Boinger that language is
not only necessary for the formulation of thought, but is part of the thinking process
itself (Boinger, 1975: 236), the teaching and learning process which happens in the
schools will not going on well if neither the teachers nor the students do not have
capability in using language to communicate.
Language is more than just a means of communication in the teaching and
learning process. The use of language affects the purpose of the teaching and learning
process. The language used by the teacher in teaching class could affect how well the
students understand the materials. Students would get better understanding if the
teacher uses good language delivering materials. Good language in this case means a
language used by the teacher which can be understood well by the students.
Therefore, language can be one of the measurements in the success of the teaching
and learning process.
English has become a language which is mostly used in the world. English is
recognized as a world language which is used by people to communicate in order to
get information on what is happening in the world. For that reason, people are trying
to be able to acquire English skills in order to fulfill the demands of the global world.
In Indonesia, English is taught as a foreign language because the mother tongue of
Indonesian people is Bahasa Indonesia. Therefore, English plays an important role
for the development of educational field in Indonesia. As stated by Harmer that:
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It offers a chance that for advancement in their professional lives. They
will get a better job with two languages than if they only know their
mother tongue. English has a special position here since it has become
the international language of communication (Harmer, 1991:1).
In some Indonesian senior high schools, English is taught as a subject lesson
based on the relevant curriculum. Nevertheless, English is not merely a subject lesson
anymore nowadays. English has become a need for the students in gaining
knowledge. One of the evidence that English plays an important role in educational
field is the emerging of classrooms which use English as the medium of interaction in
some Indonesian senior high schools. This kind of classrooms is usually known as
international classes or immersion classes.
SMA Negeri 1 Klaten was one of the schools in Central Java Province which
was appointed by the local government to be an International standard school in
Central Java. In achieving the status of international standard school, there was a
program that the school should implement, which was called immersion class. In
Central Java Province, immersion class is a first step program to achieve an
International Standard School. Immersion class is a class which the medium of
interaction is using English. The implementation of immersion class in Central Java
province was a result of a comparison study between Culture and Education
Department of Central Java Province (Dinas Pendidikan dan Kebudayaan Provinsi
Jawa Tengah) and Australia government in Queensland, Australia on July – August
2002. Therefore, in some senior high schools in Central Java, immersion class is
applied in order to get the international standard of school quality (Pedoman
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Penyelenggaraan Kelas Imersi di Provinsi Jawa Tengah, 2008). Immersion class
program in SMA Negeri 1 Klaten has been started in the academic year of
2006/2007. This year becomes the first graduation of immersion class in SMA Negeri
1 Klaten.
In immersion class of SMA Negeri 1 Klaten, English is not just merely a
subject lesson, but also a medium of interaction in the teaching and learning process.
By using English as the medium of interaction in the teaching and learning process,
the students are expected to increase their ability English skills, written and orally. In
the case of learning English as a foreign language, immersion program contains an
understanding that the students can learn English effectively when they use the
language as a means to communicate in the contextual and meaningful information.
From the use of medium of interaction, immersion class is different from
regular classes which have already existed before; however the materials given to the
students are similar because both immersion classes and regular classes are in the
same curriculum. Nevertheless, the practice of immersion class in some Indonesian
senior high schools does not fit to its main purpose. One thing that covers the major
problems in immersion program is the use of English as the medium of interaction in
the teaching and learning process.
On one side, the immersion class students experience that their non-English
teachers do not use English as the medium of interaction in the teaching and learning
process totally. This condition makes the students of immersion program are less
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motivated in the teaching and learning process. Thus, the use of English as a medium
of interaction is not functioned yet to be applied in immersion program. As stated in
the book of “English in the World Today” that:
In foreign language situations of this kind, therefore, the hundreds of
thousands of learners of English tend to have an instrumental motivation
for learning the foreign language. The teaching of modern languages in
schools has an educational function, and the older learner who deliberately
sets out to learn English has a clear instrumental intention: he wants to visit
England, to be able to communicate with English-speaking tourists or
friends, to be able to read English in books and newspaper (Unknown,
1998).
On the other side, the English teachers are suspicious of the students’ ability
in receiving knowledge that they teach. Therefore, the ability of teaching that the
teachers have is really needed in this case. Moreover, the English skills of the
teachers are also important for the persistence of immersion program. Hence, this
research is conducted to find the perceptions of the English teachers in using English
language as a medium of interaction in immersion program.
B. Problem Formulation
This research develops the problems that emerge in the practice of immersion
students in SMA Negeri 1 Klaten, especially from the English teachers’ point of
view. Thus, the problems are formulated into two questions:
1. What are the English language teachers’ perceptions of the use of English
as a medium of interaction in immersion class?
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2. Why do the English teachers have such perceptions of the use of English
language as a medium of interaction in immersion class?
C. Problem Limitation
This research concerns on the English teachers’ perception in using English as
a medium of interaction in the teaching and learning process in immersion classes of
SMA Negeri 1 Klaten.
D. Research Objectives
This research is aimed to find the solutions on the problem of using English as
a medium of interaction in immersion class. Besides, this research is also aimed to
provide a reality in the practice of immersion classes in senior high school.
Furthermore, the objectives of this research will be pointed as below:
1. To find the perceptions of English teachers of the use of English as a
medium of interaction in immersion class.
2. To find the reasons why the English teachers have such perceptions of the
use of English as a medium of interaction in immersion class.
E. Research Benefits
The benefits of this research can be useful for all the roles of educational
institution, such as: teachers, students, senior high schools, and also the government.
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a. English Teachers of Immersion Program:
The result of this research can provide the perceptions of English
teachers in using English as a medium of interaction in teaching immersion
class. Afterwards, the English teachers can also reflect their practice teaching
and are expected to improve their teaching skills, especially in using English
as a medium of interaction in teaching speaking to immersion class’ students.
b. Immersion Program Students:
It is expected for the students to know their English teachers’
perceptions in using English as a medium of interaction in teaching speaking
to immersion class students. The students are expected to reflect their English
skills covering listening, reading, speaking, and writing, in the case of outside
the immersion class. Besides, the result of this research could improve the
English skills of the students of immersion program.
c. Senior high schools
For some senior high schools either which is implementing or is going
to apply immersion class, this research can give a broaden view on the use of
English as a medium of interaction. Besides, this can be used as a reference to
evaluate the implementation of immersion class in Indonesia senior high
schools commonly, and for Central Java especially. Moreover, the schools can
improve the development of immersion program in their schools.
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d. Culture and Education Department of Central Java Province:
This research also gives benefits for the government in educational
field which proposes such program for the development of educational field in
Indonesia. Through this research, the government can provide solution in the
problems faced in immersion class. Therefore, immersion class hopefully can
be well improved in Indonesia.
F. Definition of Terms
a. Perception
According to Robbins, perception is a process by which individuals
organize and interpret their sensory impressions in order to give meaning to
their environment (Robbins, 2005: 134). Besides, Altman (1985: 85) also
defines perception as the way stimuli are selected and grouped by a person so
that they can be meaningfully interpreted. In other word, perception is a kind
of person’s point of view of reality through mental process.
Perception is used to give response to the event which happens in the
surroundings. As stated by Borger and Seaborn (1966: 55) that perception is
an awareness of the environment, through which a person processes incoming
sensory data in some way in order to arrive at a useful impression of his
surroundings. Besides, Kreitner and Kinicki (1992: 126) also state that
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perception is a mental and cognitive process that enables us to interpret and
understand our surroundings.
In this study, perception refers to a process or a way by which the
English language teachers organize and interpret the use of English language
as the medium of interaction in international class program at SMA Negeri 1
Klaten. Furthermore, perception is used to understand the English language
teachers’ point of view of the phenomenal educational condition in
international class program for senior high school students. In this study, the
researcher wants to identify the English language teachers’ view, observation,
response, and understanding towards the use of English language as the
medium of interaction in international class program.
b. Medium of Interaction
According to Oxford Advanced Learner’s Dictionary, medium of
interaction is media used to deliver something to other person. In this case,
English as the medium of interaction means that English language is a
language used to teach certain subject lesson.
c. Immersion Class
According to the book of Pedoman Penyelenggaraan Kelas Imersi di
Provinsi Jawa Tengah (2008: 6), immersion class has a concept that the
students can learn English more effectively if they use the language as a
means to gain meaningful and contextual information. In this case, English is
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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not just merely a subject lesson, but also as a medium of interaction in
teaching and learning process of other subject lessons. Immersion class gives
more opportunities for the students to use English in class interaction which is
expected to improve the students’ ability in English, both written and oral.
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter discusses the theories used as the references for the study of this
research. This chapter consists of theoretical description and theoretical framework of
related literature. Moreover, the theoretical description consists of the perception,
factors influencing perceptions, factors creating perceptual difficulty, perceptions of
ideal teacher in Indonesia, perceptions of the teachers-in-practice, and also the
international class program in School Based Curriculum.
A. Theoretical Description
1. Perception
Perception is an awareness of the environment, through which a person
processes incoming sensory data in some ways in order to arrive at a useful
impression of his surroundings. In this case, Borger and Seaborn (1966: 105) would
like to explain that perception is a process of someone’s mentality. The process itself
means the information caught by someone is interpreted according to the situation
which happens in his surroundings. Kreitner and Kinicki (1992: 126) state that
perception is a mental and cognitive process that enables us to interpret and
understand our surroundings.
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12
According to Robbins, perception is a process by which individuals organize
and interpret their sensory impressions in order to give meaning to their environment
(Robbins, 2005: 134). Besides, Altman (1985: 85) also defines perception as the way
stimuli are selected and grouped by a person so that they can be meaningfully
interpreted.
2. Factors Influencing Perceptions
Perceptions make someone need to interpret the situation and condition
happen in his surrounding based on his point of view. Everyone has different sight in
commenting something each other. Therefore, people have different perceptions in
identifying an event. According to Altman (1985; 86-91), there are four factors which
influence someone’s perception. Those are:
a. Selection of Stimuli
People have so many stimuli in their brain; however people cannot absorb all
of those stimuli into opinion. People need to go for the appropriate stimuli to
be what is called view. Selection is the process of focusing only on a small
number of stimuli. The reason why people perceive things differently is
because each person selects specific cues and filters or screens, out of others.
For example, a student may be so intently doing a task that he or she is
obvious to the noises caused by the environment around. The distractions are
screened out of his/her awareness and do not interfere with the students’
focusing.
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b. Organization of Stimuli
After information has undergone the screening process, it must be arranged to
become meaningful. The mind tries to be order out of the disorganized
onslaught of sensory data by selecting particular items and putting them
together in a meaningful way that is based on experience.
c. The Situation
A situation affects what one person perceives. Perceiving a situation
accurately is also related to how well a person organizes behavior to
situations.
d. Self-concept
Self-concept is the way we feel about and perceive ourselves. The way we see
ourselves affects our perceptions to the world around us. Students might see
themselves as well-liked, honest, patient, or intelligent, or as all of the
foregoing. This self-concept is important because students’ mental pictures of
themselves determine most of what we perceive and do.
3. Factors Creating Perceptual Difficulty
Besides the factors influencing perceptions, Altman (1985: 86-91) also
proposed the factors creating perceptual difficulty. They are as follows:
a. Stereotyping
Stereotyping is the process of categorizing people or things based on a limited
amount of information. The bases for such stereotyping may be derived from
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14
schoolbooks or mass media or from past experience. Stereotyping makes the
decision maker simplify. Moreover, stereotyping is usually used because most
people lack of either ability or desire to deal with complex facts and
alternatives.
b. Hallo Effect
Hallo effect refers to the use of a known particular characteristic as the basis
for an overall evaluation. For example, a student who attends speaking class
and finds some interesting activity may decide that speaking class is
interesting.
c. Perceptual Defense
Perceptual defense refers to the screening out or distorting of information that
is personally disturbing or that we do not care to acknowledge. People have
tendency to choose or attend to information that supports their perspective,
and alongside to fail or ignore to perceive information that is opposite to their
opinions.
d. Projection
Projection is the attribution of our own undesirable traits or characteristics to
others. Our perceptions may be distorted by emotions we are experiencing or
by the personality traits we may possess.
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According to Mager (1968: 5), someone’s perception is reflected in his
behaviors. On one side, if someone has a positive perception toward a stimulus, he
then would possess a favorable attitude which drives him to show “moving toward”
behavior. On the other side, if someone is facing negative perception toward
stimulus, he would have a negative attitude which drives him to show “moving away
from” behaviors.
4. Perceptions of Ideal Teacher
According to the book of Perceptions of the Ideal Teacher and Teacher-InPractice in the ASEAN (1998: 108), the perceptions of ideal teacher are explained
from many aspects. This book provides the result of qualitative research done by
some teams of teachers among countries in ASEAN. Thus, the perceptions of
ideal teacher are divided into four parts, as namely below:
a. Ideal teacher
According to the book of Perceptions of The Ideal Teacher and The TeacherIn-Practice in The ASEAN (1998: 108), the concept of ideal teacher is described
in terms of the aspects of socio-demographic characteristics, attributes/qualities of
the ideal teacher, most desired skills, teacher utilization and conditions of work,
most desired activities outside of teaching, and professional status of the ideal
teacher in society.
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1) Profile of Ideal Teacher
Among ASEAN countries, the profile of ideal teachers can be identified from
the aspects of age, sex, marital status, income level, and prestige level.
Generally, the “ideal teacher” at primary and secondary levels is expected to
be younger than those who are teaching tertiary level. Besides, the sex status
that the teachers have is equal. Both male and female are accepted to be the
“ideal teacher”; however Indonesia prefers female to male teachers to teach
primary level. Similar to the sex status of ideal teacher, the marital status that
the teachers have is not too influent in being ideal teacher. Nevertheless, in
Indonesia married teachers are mostly found at the secondary level. Those are
the profiles of ideal teachers seen from the life status of the teachers, another
aspects are related each to another; income level and prestige level. Teachers
in all level expect higher income in appreciating their effort and higher
prestige level should be given to teachers in Indonesia. However, there is no
authentic data in describing these conditions and the practice of these aspects
have not yet done successfully.
2) Characteristics of Ideal Teacher
Characteristics of ideal teachers in ASEAN countries are identified from the
psychological aspects of teachers; such as: being fair, being friendly, having
good behavior, possessing leadership qualities, and being open-minded or
flexible. Those characteristics have been a measurement in identifying the
ideal teachers.
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3) Skills
There are some skills that ASEAN teachers have in practicing teaching,
especially in Indonesia. The skills elaborated in this study appeared mostly in
Indonesian teachers. The skills are maintaining order and discipline in class,
using teaching methods appropriate to the activities of the day, and fluency
and proficiency in the language of instruction or communication skills.
4) Utilization Practices and Conditions of Works
According to the result of research done in ASEAN countries, there are
thirteen characteristics of teachers-in-practice. Those are Rejects Other
Professions, Strong Sense of Responsibility, Intellectual Ability, Mastery of
Areas of Specialization, Moral Conduct and Social Values, Appreciation by
the Community of Teachers’ Work, Better Teachers for Better Equipped
Schools, Work Other than Teaching, Upward Mobility in the Teaching
Profession, Inadequate Supervision of Teacher, Evaluation of Teachers,
Promotion of Female Teachers, and Representation of Teachers’ Interest in
Teachers’ Organization.
5. Immersion Class Program in School Based Curriculum
According to the guideline book of Immersion Class Application in Central
Java Province, the implementation of immersion class in Central Java Province was a
result of comparison study between Dinas Pendidikan dan Kebudayaan of Central
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
18
java Province and the territorial of Queensland, Australia in July – August 2002
(Pedoman Penyelenggaraan Kelas Imersi di Provinsi Jawa Tengah, 2008).
In this context, immersion class has an understanding that students can learn
English language more effective if they use the language as a means to gain
information which is meaningful and contextual. In this case, English language is not
just as a subject lesson anymore, but as a medium of interaction in the other teaching
and learning process. Immersion class could give more opportunities for the students
to use English language in the class.
Immersion class was expected to give more opportunities for the students to
use English language in the class interaction. It was also expected that immersion
class could increase the students’ capability in using English language actively, in
both written and spoken. The implementation of effective immersion class in Central
Java Province is needed to combine the micro and macro components in its
development. On one hand, the micro elements that should be provided were the
English language competence teachers, teaching materials, students’ working sheet,
strategy evaluation, and teaching technique. On the other hand, the macro elements
that should be provided were related about the government’s policies for the sake of
the succeed immersion class program in Central Java Province.
Central Java Province Government develops immersion class program in
order to prepare the human resource capacity on an educational level to acquire
foreign language, especially English language.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
19
According to the guideline book of the implementation of immersion class in
Central Java Province, there are four aims of the implementation of immersion class,
as mentioned as follows (Pedoman Penyelenggaraan Kelas Imersi di Provinsi Jawa
Tengah, 2008):
1. To increase the quality of education in Indonesia commonly and in
Central Java especially in order to increase the human resource to face
globalization.
2. To product the qualified and global competitive human resource through
English language acquisition.
3. Due to the Government and/or Regional Government to implement at least
one educational unity for all international standard educational level.
According to the guideline book of the implementation of immersion class in
Central Java Province, there are four aims of the implementation of immersion class,
as mentioned as follows (Pedoman Penyelenggaraan Kelas Imersi di Provinsi Jawa
Tengah, 2008):
1. To increase the capability of using English language for both teachers
and students.
2. To increase the graduated students’ competency in acquiring
technology.
3. To develop the school’ potency and human resource to create the
competitive superiority.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
20
According to the guideline book of the implementation of immersion class,
the teaching and learning process of immersion class was similar to regular class. One
major thing that was different was on the use of English language as a medium of
interaction in the teaching and learning process (Pedoman Penyelenggaraan Kelas
Imersi di Provinsi Jawa Tengah, 2008).
B. Theoretical Framework
This is a study on the teachers’ perception about the use of English as a
medium of interaction in immersion class. The main goal of the implementation of
immersion class based on the guideline book given from the government was to make
students could learn English if they used English language as a medium of interaction
in daily life.
In this research, the writer would like to find the English teachers’ perceptions
of the use of English itself as a medium of interaction in the teaching and learning
process of immersion classes. In finding the perceptions of the English teachers, the
researcher used the theory of perception as stated by Altman, who stated that
perception is about someone’s awareness which through the process of incoming
sensory data (Altman, 1985: 85). Perception is also a mental and cognitive process
that enables people to interpret and understand the surroundings (Kreitner and
Kinicki: 1992: 126). Furthermore, the researcher also applied the factors which
influencing perception as stated by Altman (1985: 85-91) that there were four factors
which influenced someone’s perception, namely: selection of stimuli, organization of
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
21
stimuli, the situation, and self-concept. There were also some factors which creating
perceptual difficulty of people, such as: stereotyping, hallo effect, perceptual defense,
and projection.
In finding the solution of the research problems about the English teachers’
perception of the use of English as a medium of interaction in immersion class, the
researcher used the guideline book of implementing immersion class program in
Central Java Province. From the guideline book, immersion class has a concept that
the students can learn English more effectively if they use the language as a means to
gain meaningful and contextual information. In this case, English is not just merely a
subject lesson, but also as a medium of interaction in teaching and learning process of
other subject lessons. Immersion class gives more opportunities for the students to
use English in class interaction which is expected to improve the students’ ability in
English, both written and oral.
Based on the guideline book published by the Central Java government, the
researcher tried to find out the English teachers’ perceptions about the use of English
as a medium of interaction in immersion class (Pedoman Penyelenggaraan Kelas
Imersi di Provinsi Jawa Tengah, 2008).
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CHAPTER III
METHODOLOGY
This chapter discusses the methodology that is used to find the answers of the
problems written in the first chapter. It consists of research method, research
participants, research instruments, data gathering techniques, data analysis technique,
and research procedure.
A. Research Method
As stated in the first chapter of this research, the problem that the researcher
formulated was the perception of English language teachers in using English
language as the medium of interaction in the teaching and learning process of
immersion program. Therefore, a qualitative approach was applied in this study.
Qualitative method is described as an approach used to gather data systematically, but
the data were purely descriptive and therefore not numerical (Sprinthall, 1991: 110).
This research aimed to gather information about the use of English in
immersion class. Therefore, descriptive research was applied in this study. According
to Best, descriptive research describes and interprets what is which concerns on the
conditions and relationships that exist; practices that prevail; beliefs, points of view,
or attitudes that are held; processes that are going on; effects that are being felt; or
trends that are developing (Best, 1970: 116). Descriptive research studies are
22
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
23
designed to obtain information concerning the current status of phenomena as well as
measuring a single variable (Ary, 1979).
In order to solve those two problems in the first chapter, a survey research was
applied where the perceptions of a group were needed to find the result of this
research. As stated by Wiersma that a survey research often took the form of a
questionnaire that was sent out to a group of people of particular topic. It was used to
measure group’s attitudes, opinions, and perceptions (2005: 165). Hence, this
research used both of instruments to gather the information about the research object.
By applying a survey research, the substantial amounts of information can be
collected in a relatively short time however the number of people who response to
questionnaires, especially when it is mailed, is often low (Ary, 1990: 28).
This research involved a case study on the use of English as a medium of
interaction in immersion class program. The case study was intensive and
longitudinal study which analyzed carefully a single case or a limited number of
typical cases. A case study may use the case of an individual, a type, a group, or an
institution where the analysis is detailed and complete (Best, 1970: 120). Besides,
according to Gomm, Hammersley, and Foster (2000), a case study is an investigation
of a relatively small number of cases, sometimes just one.
B. Research Participants
Since it was included in a descriptive research, sampling was needed to get
the information related to the information which was expected to get by the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
24
researcher. As stated by Walter R. Borg that sampling means selecting a given
number of subjects from a defined population as representative of that population
(1983: 240). In this case, purposive sampling, homogenous sampling variation one,
was applied in gathering the data. Homogenous sampling selects a subgroup that
considered homogeneous in attitudes, experiences, and so on (Ary, 2002).
The participants of this research were all of the English teachers at SMA
Negeri 1 Klaten who teach English lesson either in immersion classes program or
regular classrooms. There were seven English teachers who teach English in SMA
Negeri 1 Klaten. However, there were only 5 teachers who teach immersion program
of SMA Negeri 1 Klaten and the respondent of this research were only three because
of one and another things to consider.
C. Research Instruments
In carrying out a research, instruments are needed to gather the data in
reaching the final result of the research. Therefore, the researcher uses two
instruments to gather the data, namely interview and questionnaire. The use of
questionnaire and questionnaire will be elaborated in this paragraph below:
1. Interview
In this study, the researcher used interview as the primary instrument in
gathering the data. Interview is an instrument which allows flexibility since the
interviewer is able to observe the subject as well as the situation and paraphrase the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
25
questions when needed (Ary et al, 1990). According to John W. Best in his book
“Research in Education” (1970: 186), interview is, in a sense, an oral questionnaire.
Interview is used in order to get the more complete data than only using questionnaire
as the instrument. Respondents prefer to talk face to face to write on a piece of paper
in giving information. In this research, the researcher used a tape recorder as a tool in
interviewing the respondents. The reason why the researcher used a tape recorder was
because the interviews recorded in tape might be replayed as often as necessary and
the data recorded in the tape recorder could be saved more appropriately than the data
was saved in the notes taking way.
According to Walter R. Borg, the advantages of using interview as the
instrument of a research is that it permits the researcher to follow-up leads and thus
obtain more data and greater clarity. The interview situation usually permits much
greater depth than the other methods of collecting research data. Nevertheless, the
flexibility, adaptability, and human interaction that are unique strengths of the
interview also allow subjectivity and possible bias that in some research situations are
its greatest weakness (1983: 436 – 437).
There were two stages of interview used in this study by the researcher. The
first stage was about the English language teachers’ perception on immersion class
program in senior high school, in this case is in SMA Negeri 1 Klaten. The second
one, the researcher interviewed the English language teachers of their perceptions in
using English language as the medium of interaction in immersion class program in
SMA Negeri 1 Klaten.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
26
2. Questionnaire
The secondary instrument in this research was questionnaire. According to
Ary, Jacobs, and Razavieh (1990: 424) there are two types of questionnaire, namely
structured and unstructured questionnaire. On one hand, structured questionnaire or
closed form questionnaire is a form of questionnaire which has been provided the
questions and answers of the items. The respondents only have to choose the best
options based on their opinion of the questions provided. On the other hand,
unstructured questionnaire or open form questionnaire is a form of questionnaire
which there is no questions and answers provided in the questionnaire form. In this
type of questionnaire, the respondents are free to give response on the topic given.
In this study, the researcher used both of structured and unstructured
questionnaires. The first form of questionnaire provided some questions and answers
that the respondents, in this case the Immersion class English language teachers of
SMA Negeri 1 Klaten, had to choose the best options based on their opinions about
the use of English language as the medium of interaction in international class
program. There were twelve (12) questions provided by the researcher related to the
use of English language as the medium of interaction in Immersion class. The second
form of questionnaire was unstructured questionnaire in which there were three (3)
open form questionnaires that the respondents were free to answer the questions. The
language used in the questionnaire form is Bahasa Indonesia in order to avoid
misunderstanding of the questions.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
27
D. Data Gathering Technique
The first technique used in gathering the data was holding interview with the
English teachers who taught immersion class at SMA Negeri 1 Klaten. The interview
held more than once in order to get more complete data from the respondents.
Besides, the interview was conducted by the system of one by one interviewee to
make good approaches to the interviewees. The use of recorder helped the researcher
in recording the data from the interview section. It was also possible for the
researcher to replay the recording as many as needed.
Afterward, the second ins
A STUDY ON ENGLISH TEACHERS’ PERCEPTIONS
OF THE USE OF THE ENGLISH
AS A MEDIUM OF INTERACTION IN THE IMMERSION
CLASSES AT SMA NEGERI 1 KLATEN
A THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Fransiska Ninditya Kusumaningrum
Student Number: 051214051
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2009
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
iii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Non scholae sed vitae discimus
This thesis is dedicated to:
My parents
My brother and sister
All of my friends
iv
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work or
parts of the work of other people, except those cited in the quotations and the
references, as a scientific paper should.
Yogyakarta, 29 July 2008
The writer,
Fransiska Ninditya Kusumaningrum
051214051
v
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Kusumaningrum, Fransiska Ninditya. 2009. A Study on English Teachers’
Perceptions of the Use of English as a Medium of Interaction in the Immersion Classes
at SMA Negeri 1 Klaten. Yogyakarta: Sanata Dharma University.
SMA Negeri 1 Klaten was pointed by the Central Java Government as a school
which was trusted to implement the immersion class program. Immersion class was a
program made by the Central Java Government to prepare an International Standard School
in Central Java Province. The understanding of immersion classes was to make students
learn English more effectively if they use English as a means to gain meaningful and
contextual information.
This research was a survey study. The samples of this research were the English
teachers who teach immersion classes at SMA Negeri 1 Klaten. To obtain the data from the
respondents, the writer used interview and questionnaire.
Since English is used as a medium of interaction in the teaching and learning
process, this study aimed to find out the English language teachers’ perceptions about the
use of English as a medium of interaction in immersion classes in SMA Negeri 1 Klaten.
There were two problems formulated in this research. The first problem was what
the English teachers’ perceptions about the use of English as a medium of interaction in
immersion classes at SMA Negeri 1 Klaten. The second one was why the English teachers
have such perceptions about the use of English as a medium of interaction in immersion
classes at SMA Negeri 1 Klaten.
After the research had been conducted, it was found that the English teachers’
perceptions about the use of English as a medium of interaction in immersion classes were
positive. The reason causing the English teachers’ perceptions about the use of English as a
medium of interaction in immersion classes were about the habit of using English which
could encourage the students to speak English.
vi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
Kusumaningrum, Fransiska Ninditya. 2009. A Study on English Teachers’
Perceptions of the Use of English as a Medium of Interaction in the Immersion Classes
at SMA Negeri 1 Klaten. Yogyakarta: Universitas Sanata Dharma.
SMA Negeri 1 Klaten ditunjuk oleh Pemerintah Provinsi jawa Tengah sebagai
sebuah sekolah yang dipercaya untuk menyelenggarakan kelas imersi. Kelas imersi
merupakan sebuah program yang dinuat oleh Pemerintah Provinsi Jawa Tengah untuk
mempersiapkan rintisan Sekolah Berstandar Internasional di Provinsi Jawa Tengah. Kelas
imersi mengandung pemahaman bahwa siswa dapat belajar Bahasa Inggris lebih efektif bila
mereka menggunakan bahasa tersebut sebagai alat untuk memperoleh informasi yang
bermakna dan kontekstual.
Penelitian ini merupakan sebuah survei. Sampel dari penelitian ini adalah guru –
guru Bahasa Inggris di SMA Negeri 1 Klaten yang mengajar kelas imersi. Untuk
memperoleh data yang diperlukan, penulis menggunakan dua instrumen yaitu wawancara
dan kuesioner.
Penelitian ini membahas dua masalah. Yang pertama mengenai persepsi guru
Bahasa Inggris terhadap penggunaan Bahasa Inggris sebagai bahasa pengantar dalam
proses kegiatan belajar mengajar di kelas imersi SMA Negeri 1 Klaten. Yang kedua
mengenai alasan mengapa guru – guru memiliki persepsi seperti itu.
Setelah penelitian dilaksanakan, penulis menemukan bahwa persepsi guru Bahasa
Inggris terhadap penggunaan Bahasa Inggris sebagai bahasa pengantar dalam kelas imersi
adalah positif. Alasan mengapa guru –guru Bahasa Inggris memiliki persepsi demikian
adalah karena itu merupakan suatu kebiasaan menggunakan Bahasa Inggris sebagai bahasa
pengantar dalam proses kegiatan belajar dan mengajar di kelas imersi yang dapat
mendorong siswa untuk menggunakan Bahasa Inggris sebagai sebuah alat komunikasi
dalam kehidupan mereka sehari – hari.
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma :
Nama
: Fransiska Ninditya Kusumaningrum
Nomor Mahasiswa
: 05 1214 051
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul :
A STUDY ON ENGLISH TEACHERS’ PERCEPTIONS
OF THE USE OF THE ENGLISH
AS A MEDIUM OF INTERACTION IN THE IMMERSION CLASSES AT
SMA NEGERI 1 KLATEN
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data,
mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media
lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal : 04 September 2009
Yang menyatakan
( Fransiska Ninditya Kusumaningrum )
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ACKNOWLEDGEMENTS
First of all, I would like to thank Jesus Christ for His blessings and guidance,
so I can finish my undergraduate thesis. His plans are always the best for my life.
I am deeply indebted to Mr. Drs. Concilianus Laos Mbato, M.A. for the
advice, support, and criticism in finishing my thesis. My deepest appreciation goes to
Mr. F.X. Ouda Teda Ena, S.Pd., M.Pd. for his big support, so I could finish this
thesis. I also thank Sanata Dharma University and all PBI lecturers for giving
opportunity to develop myself.
My deepest love and gratitude go to my mother, Florentina Kiswandarti, my
brother and sister, Nikolaus Hendy Bimo Hendrawan and Bernadetta Yoshinta
Kusumawardhani, and my best man I have ever had, Daniel Binar Kumoro, for their
support and never ending love. My special gratitude goes to Radix Wikanto and
family for the support and pray.
I also give my special gratitude to SMA Negeri 1 Klaten teachers, Mrs. Dra.
Widi Astuti, Mrs. Etty Suryandarwati P., S.Pd., and Mrs. Dra. Sulistyowati for giving
me help and support while I was conducting my research.
My special thanks go to my best friends, Monica Ella Harendita, Kanina
Pramesi, Ayoe Risna Hanna Kusuma, and Ignatius Indra Kristianto for the times we
have grown up together.
viii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
TABLE OF CONTENTS
TITLE PAGE.........................................................................................................................i
APPROVAL PAGES…........................................................................................................ii
DEDICATION PAGE…………………………………………………………………......iv
STATEMENT OF WORK’S ORIGINALITY...................................................................v
ABSTRACT..........................................................................................................................vi
ABSTRAK.............................................................................................................................vii
ACKNOWLEDGEMENTS..............................................................................................viii
TABLE OF CONTENTS....................................................................................................ix
LIST OF APPENDICES…………………………………………………………………xii
CHAPTER I: INTRODUCTION
A.
Research Background.........................................................................................1
B.
Problem Formulation..........................................................................................5
C.
Problem Formulation..........................................................................................6
D.
Research Objectives............................................................................................6
E.
Research Benefits................................................................................................6
F.
Definition of Terms.............................................................................................8
CHAPTER II: REVIEW OF RELATED LITERATURE
A.
Theoretical Description.......................................................................................11
1. Perception…………………………………………………………..……….….11
2. Factors Influencing Perception…………………………………………...…….12
3. Factors Creating Perceptual Difficulty……………………………………...….13
4. Perceptions of Ideal Teacher………………………………………………..….15
5. Immersion Class Program in School Based Curriculum……………………….17
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B.
Theoretical Framework......................................................................................20
CHAPTER III: METHODOLOGY
A.
Research Method...............................................................................................22
B.
Research Participants.........................................................................................23
C.
Research Instrument...........................................................................................24
D.
Data Gathering Technique..................................................................................27
E.
Data Analysis Technique....................................................................................27
F.
Research Procedure.............................................................................................28
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION
A.
Data Presentation….………………..……………………………………….….30
1. The English Language Teachers’ Perception Based on the Interview…………31
a. English Language as a Medium of Interaction Based on an English
Language Teacher’s Perception of X Class..................................................31
b. English Language as a Medium of Interaction Based on an English
Language Teacher’s Perception of XI Class.................................................33
c. English Language as a Medium of Interaction Based on an English
Language Teacher’s Perception of XII Class................................................34
2. The English Language teachers’ Perception Based on the Questionnaire..........35
3. Discussion……………………………………………………………………...39
a. The use of English Language as a Medium of Interaction Motivated both
Teachers and Students in Improving Their English Language Skills…...…39
b. The use of English Language as a Medium of Interaction Improved the
English Language Skills of the Students………………………………...…40
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
B. The Reason Causing the English Language Teachers Have Such Perception about
the Use of English Language as the Medium of Interaction in Immersion
Class.........................................................................................................................41
CHAPTER V: CONCLUSION AND SUGESTION
A.
Conclusion..........................................................................................................44
B.
Suggestion...........................................................................................................46
REFERENCES…………………………………………………………………………....47
APPENDICES…………………………………………………………………………….50
xi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER I
INTRODUCTION
This chapter discusses the research background, problem formulation, and
problem limitation of the research. In addition, this chapter also discusses the
objectives, benefits, and definition of terms of this research.
A. Research Background
Language is a means of communication in many fields, such as: trade,
economic, politic, and education. According to Shannon and Weaver (2008,
http://iperpin.wordpress.com/tag/shannon-weaver/), as part of social behavior,
communication is any means by which one person or creature brings about a change
in the knowledge or behavior of another person or creature. The word
“communication” comes from a Latin word, “commonness”. Communication is
definable as a mutual exchange between two or more individuals which enhances
cooperation and establishes commonality. Besides, communication is also seen as
dynamic, not static, and as depending on the negotiation of meaning between two or
more persons who share some knowledge of the language being used.
In educational field, language which is a means of communication is used to
share and transfer knowledge from teachers to pupils. In the teaching and learning
process, language is used as a tool to convey the meaning of words or sentences of
1
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2
the materials which are taught to the students. As stated by Boinger that language is
not only necessary for the formulation of thought, but is part of the thinking process
itself (Boinger, 1975: 236), the teaching and learning process which happens in the
schools will not going on well if neither the teachers nor the students do not have
capability in using language to communicate.
Language is more than just a means of communication in the teaching and
learning process. The use of language affects the purpose of the teaching and learning
process. The language used by the teacher in teaching class could affect how well the
students understand the materials. Students would get better understanding if the
teacher uses good language delivering materials. Good language in this case means a
language used by the teacher which can be understood well by the students.
Therefore, language can be one of the measurements in the success of the teaching
and learning process.
English has become a language which is mostly used in the world. English is
recognized as a world language which is used by people to communicate in order to
get information on what is happening in the world. For that reason, people are trying
to be able to acquire English skills in order to fulfill the demands of the global world.
In Indonesia, English is taught as a foreign language because the mother tongue of
Indonesian people is Bahasa Indonesia. Therefore, English plays an important role
for the development of educational field in Indonesia. As stated by Harmer that:
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3
It offers a chance that for advancement in their professional lives. They
will get a better job with two languages than if they only know their
mother tongue. English has a special position here since it has become
the international language of communication (Harmer, 1991:1).
In some Indonesian senior high schools, English is taught as a subject lesson
based on the relevant curriculum. Nevertheless, English is not merely a subject lesson
anymore nowadays. English has become a need for the students in gaining
knowledge. One of the evidence that English plays an important role in educational
field is the emerging of classrooms which use English as the medium of interaction in
some Indonesian senior high schools. This kind of classrooms is usually known as
international classes or immersion classes.
SMA Negeri 1 Klaten was one of the schools in Central Java Province which
was appointed by the local government to be an International standard school in
Central Java. In achieving the status of international standard school, there was a
program that the school should implement, which was called immersion class. In
Central Java Province, immersion class is a first step program to achieve an
International Standard School. Immersion class is a class which the medium of
interaction is using English. The implementation of immersion class in Central Java
province was a result of a comparison study between Culture and Education
Department of Central Java Province (Dinas Pendidikan dan Kebudayaan Provinsi
Jawa Tengah) and Australia government in Queensland, Australia on July – August
2002. Therefore, in some senior high schools in Central Java, immersion class is
applied in order to get the international standard of school quality (Pedoman
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4
Penyelenggaraan Kelas Imersi di Provinsi Jawa Tengah, 2008). Immersion class
program in SMA Negeri 1 Klaten has been started in the academic year of
2006/2007. This year becomes the first graduation of immersion class in SMA Negeri
1 Klaten.
In immersion class of SMA Negeri 1 Klaten, English is not just merely a
subject lesson, but also a medium of interaction in the teaching and learning process.
By using English as the medium of interaction in the teaching and learning process,
the students are expected to increase their ability English skills, written and orally. In
the case of learning English as a foreign language, immersion program contains an
understanding that the students can learn English effectively when they use the
language as a means to communicate in the contextual and meaningful information.
From the use of medium of interaction, immersion class is different from
regular classes which have already existed before; however the materials given to the
students are similar because both immersion classes and regular classes are in the
same curriculum. Nevertheless, the practice of immersion class in some Indonesian
senior high schools does not fit to its main purpose. One thing that covers the major
problems in immersion program is the use of English as the medium of interaction in
the teaching and learning process.
On one side, the immersion class students experience that their non-English
teachers do not use English as the medium of interaction in the teaching and learning
process totally. This condition makes the students of immersion program are less
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5
motivated in the teaching and learning process. Thus, the use of English as a medium
of interaction is not functioned yet to be applied in immersion program. As stated in
the book of “English in the World Today” that:
In foreign language situations of this kind, therefore, the hundreds of
thousands of learners of English tend to have an instrumental motivation
for learning the foreign language. The teaching of modern languages in
schools has an educational function, and the older learner who deliberately
sets out to learn English has a clear instrumental intention: he wants to visit
England, to be able to communicate with English-speaking tourists or
friends, to be able to read English in books and newspaper (Unknown,
1998).
On the other side, the English teachers are suspicious of the students’ ability
in receiving knowledge that they teach. Therefore, the ability of teaching that the
teachers have is really needed in this case. Moreover, the English skills of the
teachers are also important for the persistence of immersion program. Hence, this
research is conducted to find the perceptions of the English teachers in using English
language as a medium of interaction in immersion program.
B. Problem Formulation
This research develops the problems that emerge in the practice of immersion
students in SMA Negeri 1 Klaten, especially from the English teachers’ point of
view. Thus, the problems are formulated into two questions:
1. What are the English language teachers’ perceptions of the use of English
as a medium of interaction in immersion class?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6
2. Why do the English teachers have such perceptions of the use of English
language as a medium of interaction in immersion class?
C. Problem Limitation
This research concerns on the English teachers’ perception in using English as
a medium of interaction in the teaching and learning process in immersion classes of
SMA Negeri 1 Klaten.
D. Research Objectives
This research is aimed to find the solutions on the problem of using English as
a medium of interaction in immersion class. Besides, this research is also aimed to
provide a reality in the practice of immersion classes in senior high school.
Furthermore, the objectives of this research will be pointed as below:
1. To find the perceptions of English teachers of the use of English as a
medium of interaction in immersion class.
2. To find the reasons why the English teachers have such perceptions of the
use of English as a medium of interaction in immersion class.
E. Research Benefits
The benefits of this research can be useful for all the roles of educational
institution, such as: teachers, students, senior high schools, and also the government.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
7
a. English Teachers of Immersion Program:
The result of this research can provide the perceptions of English
teachers in using English as a medium of interaction in teaching immersion
class. Afterwards, the English teachers can also reflect their practice teaching
and are expected to improve their teaching skills, especially in using English
as a medium of interaction in teaching speaking to immersion class’ students.
b. Immersion Program Students:
It is expected for the students to know their English teachers’
perceptions in using English as a medium of interaction in teaching speaking
to immersion class students. The students are expected to reflect their English
skills covering listening, reading, speaking, and writing, in the case of outside
the immersion class. Besides, the result of this research could improve the
English skills of the students of immersion program.
c. Senior high schools
For some senior high schools either which is implementing or is going
to apply immersion class, this research can give a broaden view on the use of
English as a medium of interaction. Besides, this can be used as a reference to
evaluate the implementation of immersion class in Indonesia senior high
schools commonly, and for Central Java especially. Moreover, the schools can
improve the development of immersion program in their schools.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
8
d. Culture and Education Department of Central Java Province:
This research also gives benefits for the government in educational
field which proposes such program for the development of educational field in
Indonesia. Through this research, the government can provide solution in the
problems faced in immersion class. Therefore, immersion class hopefully can
be well improved in Indonesia.
F. Definition of Terms
a. Perception
According to Robbins, perception is a process by which individuals
organize and interpret their sensory impressions in order to give meaning to
their environment (Robbins, 2005: 134). Besides, Altman (1985: 85) also
defines perception as the way stimuli are selected and grouped by a person so
that they can be meaningfully interpreted. In other word, perception is a kind
of person’s point of view of reality through mental process.
Perception is used to give response to the event which happens in the
surroundings. As stated by Borger and Seaborn (1966: 55) that perception is
an awareness of the environment, through which a person processes incoming
sensory data in some way in order to arrive at a useful impression of his
surroundings. Besides, Kreitner and Kinicki (1992: 126) also state that
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
9
perception is a mental and cognitive process that enables us to interpret and
understand our surroundings.
In this study, perception refers to a process or a way by which the
English language teachers organize and interpret the use of English language
as the medium of interaction in international class program at SMA Negeri 1
Klaten. Furthermore, perception is used to understand the English language
teachers’ point of view of the phenomenal educational condition in
international class program for senior high school students. In this study, the
researcher wants to identify the English language teachers’ view, observation,
response, and understanding towards the use of English language as the
medium of interaction in international class program.
b. Medium of Interaction
According to Oxford Advanced Learner’s Dictionary, medium of
interaction is media used to deliver something to other person. In this case,
English as the medium of interaction means that English language is a
language used to teach certain subject lesson.
c. Immersion Class
According to the book of Pedoman Penyelenggaraan Kelas Imersi di
Provinsi Jawa Tengah (2008: 6), immersion class has a concept that the
students can learn English more effectively if they use the language as a
means to gain meaningful and contextual information. In this case, English is
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
10
not just merely a subject lesson, but also as a medium of interaction in
teaching and learning process of other subject lessons. Immersion class gives
more opportunities for the students to use English in class interaction which is
expected to improve the students’ ability in English, both written and oral.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter discusses the theories used as the references for the study of this
research. This chapter consists of theoretical description and theoretical framework of
related literature. Moreover, the theoretical description consists of the perception,
factors influencing perceptions, factors creating perceptual difficulty, perceptions of
ideal teacher in Indonesia, perceptions of the teachers-in-practice, and also the
international class program in School Based Curriculum.
A. Theoretical Description
1. Perception
Perception is an awareness of the environment, through which a person
processes incoming sensory data in some ways in order to arrive at a useful
impression of his surroundings. In this case, Borger and Seaborn (1966: 105) would
like to explain that perception is a process of someone’s mentality. The process itself
means the information caught by someone is interpreted according to the situation
which happens in his surroundings. Kreitner and Kinicki (1992: 126) state that
perception is a mental and cognitive process that enables us to interpret and
understand our surroundings.
11
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
12
According to Robbins, perception is a process by which individuals organize
and interpret their sensory impressions in order to give meaning to their environment
(Robbins, 2005: 134). Besides, Altman (1985: 85) also defines perception as the way
stimuli are selected and grouped by a person so that they can be meaningfully
interpreted.
2. Factors Influencing Perceptions
Perceptions make someone need to interpret the situation and condition
happen in his surrounding based on his point of view. Everyone has different sight in
commenting something each other. Therefore, people have different perceptions in
identifying an event. According to Altman (1985; 86-91), there are four factors which
influence someone’s perception. Those are:
a. Selection of Stimuli
People have so many stimuli in their brain; however people cannot absorb all
of those stimuli into opinion. People need to go for the appropriate stimuli to
be what is called view. Selection is the process of focusing only on a small
number of stimuli. The reason why people perceive things differently is
because each person selects specific cues and filters or screens, out of others.
For example, a student may be so intently doing a task that he or she is
obvious to the noises caused by the environment around. The distractions are
screened out of his/her awareness and do not interfere with the students’
focusing.
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13
b. Organization of Stimuli
After information has undergone the screening process, it must be arranged to
become meaningful. The mind tries to be order out of the disorganized
onslaught of sensory data by selecting particular items and putting them
together in a meaningful way that is based on experience.
c. The Situation
A situation affects what one person perceives. Perceiving a situation
accurately is also related to how well a person organizes behavior to
situations.
d. Self-concept
Self-concept is the way we feel about and perceive ourselves. The way we see
ourselves affects our perceptions to the world around us. Students might see
themselves as well-liked, honest, patient, or intelligent, or as all of the
foregoing. This self-concept is important because students’ mental pictures of
themselves determine most of what we perceive and do.
3. Factors Creating Perceptual Difficulty
Besides the factors influencing perceptions, Altman (1985: 86-91) also
proposed the factors creating perceptual difficulty. They are as follows:
a. Stereotyping
Stereotyping is the process of categorizing people or things based on a limited
amount of information. The bases for such stereotyping may be derived from
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14
schoolbooks or mass media or from past experience. Stereotyping makes the
decision maker simplify. Moreover, stereotyping is usually used because most
people lack of either ability or desire to deal with complex facts and
alternatives.
b. Hallo Effect
Hallo effect refers to the use of a known particular characteristic as the basis
for an overall evaluation. For example, a student who attends speaking class
and finds some interesting activity may decide that speaking class is
interesting.
c. Perceptual Defense
Perceptual defense refers to the screening out or distorting of information that
is personally disturbing or that we do not care to acknowledge. People have
tendency to choose or attend to information that supports their perspective,
and alongside to fail or ignore to perceive information that is opposite to their
opinions.
d. Projection
Projection is the attribution of our own undesirable traits or characteristics to
others. Our perceptions may be distorted by emotions we are experiencing or
by the personality traits we may possess.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
15
According to Mager (1968: 5), someone’s perception is reflected in his
behaviors. On one side, if someone has a positive perception toward a stimulus, he
then would possess a favorable attitude which drives him to show “moving toward”
behavior. On the other side, if someone is facing negative perception toward
stimulus, he would have a negative attitude which drives him to show “moving away
from” behaviors.
4. Perceptions of Ideal Teacher
According to the book of Perceptions of the Ideal Teacher and Teacher-InPractice in the ASEAN (1998: 108), the perceptions of ideal teacher are explained
from many aspects. This book provides the result of qualitative research done by
some teams of teachers among countries in ASEAN. Thus, the perceptions of
ideal teacher are divided into four parts, as namely below:
a. Ideal teacher
According to the book of Perceptions of The Ideal Teacher and The TeacherIn-Practice in The ASEAN (1998: 108), the concept of ideal teacher is described
in terms of the aspects of socio-demographic characteristics, attributes/qualities of
the ideal teacher, most desired skills, teacher utilization and conditions of work,
most desired activities outside of teaching, and professional status of the ideal
teacher in society.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
16
1) Profile of Ideal Teacher
Among ASEAN countries, the profile of ideal teachers can be identified from
the aspects of age, sex, marital status, income level, and prestige level.
Generally, the “ideal teacher” at primary and secondary levels is expected to
be younger than those who are teaching tertiary level. Besides, the sex status
that the teachers have is equal. Both male and female are accepted to be the
“ideal teacher”; however Indonesia prefers female to male teachers to teach
primary level. Similar to the sex status of ideal teacher, the marital status that
the teachers have is not too influent in being ideal teacher. Nevertheless, in
Indonesia married teachers are mostly found at the secondary level. Those are
the profiles of ideal teachers seen from the life status of the teachers, another
aspects are related each to another; income level and prestige level. Teachers
in all level expect higher income in appreciating their effort and higher
prestige level should be given to teachers in Indonesia. However, there is no
authentic data in describing these conditions and the practice of these aspects
have not yet done successfully.
2) Characteristics of Ideal Teacher
Characteristics of ideal teachers in ASEAN countries are identified from the
psychological aspects of teachers; such as: being fair, being friendly, having
good behavior, possessing leadership qualities, and being open-minded or
flexible. Those characteristics have been a measurement in identifying the
ideal teachers.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
17
3) Skills
There are some skills that ASEAN teachers have in practicing teaching,
especially in Indonesia. The skills elaborated in this study appeared mostly in
Indonesian teachers. The skills are maintaining order and discipline in class,
using teaching methods appropriate to the activities of the day, and fluency
and proficiency in the language of instruction or communication skills.
4) Utilization Practices and Conditions of Works
According to the result of research done in ASEAN countries, there are
thirteen characteristics of teachers-in-practice. Those are Rejects Other
Professions, Strong Sense of Responsibility, Intellectual Ability, Mastery of
Areas of Specialization, Moral Conduct and Social Values, Appreciation by
the Community of Teachers’ Work, Better Teachers for Better Equipped
Schools, Work Other than Teaching, Upward Mobility in the Teaching
Profession, Inadequate Supervision of Teacher, Evaluation of Teachers,
Promotion of Female Teachers, and Representation of Teachers’ Interest in
Teachers’ Organization.
5. Immersion Class Program in School Based Curriculum
According to the guideline book of Immersion Class Application in Central
Java Province, the implementation of immersion class in Central Java Province was a
result of comparison study between Dinas Pendidikan dan Kebudayaan of Central
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
18
java Province and the territorial of Queensland, Australia in July – August 2002
(Pedoman Penyelenggaraan Kelas Imersi di Provinsi Jawa Tengah, 2008).
In this context, immersion class has an understanding that students can learn
English language more effective if they use the language as a means to gain
information which is meaningful and contextual. In this case, English language is not
just as a subject lesson anymore, but as a medium of interaction in the other teaching
and learning process. Immersion class could give more opportunities for the students
to use English language in the class.
Immersion class was expected to give more opportunities for the students to
use English language in the class interaction. It was also expected that immersion
class could increase the students’ capability in using English language actively, in
both written and spoken. The implementation of effective immersion class in Central
Java Province is needed to combine the micro and macro components in its
development. On one hand, the micro elements that should be provided were the
English language competence teachers, teaching materials, students’ working sheet,
strategy evaluation, and teaching technique. On the other hand, the macro elements
that should be provided were related about the government’s policies for the sake of
the succeed immersion class program in Central Java Province.
Central Java Province Government develops immersion class program in
order to prepare the human resource capacity on an educational level to acquire
foreign language, especially English language.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
19
According to the guideline book of the implementation of immersion class in
Central Java Province, there are four aims of the implementation of immersion class,
as mentioned as follows (Pedoman Penyelenggaraan Kelas Imersi di Provinsi Jawa
Tengah, 2008):
1. To increase the quality of education in Indonesia commonly and in
Central Java especially in order to increase the human resource to face
globalization.
2. To product the qualified and global competitive human resource through
English language acquisition.
3. Due to the Government and/or Regional Government to implement at least
one educational unity for all international standard educational level.
According to the guideline book of the implementation of immersion class in
Central Java Province, there are four aims of the implementation of immersion class,
as mentioned as follows (Pedoman Penyelenggaraan Kelas Imersi di Provinsi Jawa
Tengah, 2008):
1. To increase the capability of using English language for both teachers
and students.
2. To increase the graduated students’ competency in acquiring
technology.
3. To develop the school’ potency and human resource to create the
competitive superiority.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
20
According to the guideline book of the implementation of immersion class,
the teaching and learning process of immersion class was similar to regular class. One
major thing that was different was on the use of English language as a medium of
interaction in the teaching and learning process (Pedoman Penyelenggaraan Kelas
Imersi di Provinsi Jawa Tengah, 2008).
B. Theoretical Framework
This is a study on the teachers’ perception about the use of English as a
medium of interaction in immersion class. The main goal of the implementation of
immersion class based on the guideline book given from the government was to make
students could learn English if they used English language as a medium of interaction
in daily life.
In this research, the writer would like to find the English teachers’ perceptions
of the use of English itself as a medium of interaction in the teaching and learning
process of immersion classes. In finding the perceptions of the English teachers, the
researcher used the theory of perception as stated by Altman, who stated that
perception is about someone’s awareness which through the process of incoming
sensory data (Altman, 1985: 85). Perception is also a mental and cognitive process
that enables people to interpret and understand the surroundings (Kreitner and
Kinicki: 1992: 126). Furthermore, the researcher also applied the factors which
influencing perception as stated by Altman (1985: 85-91) that there were four factors
which influenced someone’s perception, namely: selection of stimuli, organization of
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
21
stimuli, the situation, and self-concept. There were also some factors which creating
perceptual difficulty of people, such as: stereotyping, hallo effect, perceptual defense,
and projection.
In finding the solution of the research problems about the English teachers’
perception of the use of English as a medium of interaction in immersion class, the
researcher used the guideline book of implementing immersion class program in
Central Java Province. From the guideline book, immersion class has a concept that
the students can learn English more effectively if they use the language as a means to
gain meaningful and contextual information. In this case, English is not just merely a
subject lesson, but also as a medium of interaction in teaching and learning process of
other subject lessons. Immersion class gives more opportunities for the students to
use English in class interaction which is expected to improve the students’ ability in
English, both written and oral.
Based on the guideline book published by the Central Java government, the
researcher tried to find out the English teachers’ perceptions about the use of English
as a medium of interaction in immersion class (Pedoman Penyelenggaraan Kelas
Imersi di Provinsi Jawa Tengah, 2008).
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER III
METHODOLOGY
This chapter discusses the methodology that is used to find the answers of the
problems written in the first chapter. It consists of research method, research
participants, research instruments, data gathering techniques, data analysis technique,
and research procedure.
A. Research Method
As stated in the first chapter of this research, the problem that the researcher
formulated was the perception of English language teachers in using English
language as the medium of interaction in the teaching and learning process of
immersion program. Therefore, a qualitative approach was applied in this study.
Qualitative method is described as an approach used to gather data systematically, but
the data were purely descriptive and therefore not numerical (Sprinthall, 1991: 110).
This research aimed to gather information about the use of English in
immersion class. Therefore, descriptive research was applied in this study. According
to Best, descriptive research describes and interprets what is which concerns on the
conditions and relationships that exist; practices that prevail; beliefs, points of view,
or attitudes that are held; processes that are going on; effects that are being felt; or
trends that are developing (Best, 1970: 116). Descriptive research studies are
22
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
23
designed to obtain information concerning the current status of phenomena as well as
measuring a single variable (Ary, 1979).
In order to solve those two problems in the first chapter, a survey research was
applied where the perceptions of a group were needed to find the result of this
research. As stated by Wiersma that a survey research often took the form of a
questionnaire that was sent out to a group of people of particular topic. It was used to
measure group’s attitudes, opinions, and perceptions (2005: 165). Hence, this
research used both of instruments to gather the information about the research object.
By applying a survey research, the substantial amounts of information can be
collected in a relatively short time however the number of people who response to
questionnaires, especially when it is mailed, is often low (Ary, 1990: 28).
This research involved a case study on the use of English as a medium of
interaction in immersion class program. The case study was intensive and
longitudinal study which analyzed carefully a single case or a limited number of
typical cases. A case study may use the case of an individual, a type, a group, or an
institution where the analysis is detailed and complete (Best, 1970: 120). Besides,
according to Gomm, Hammersley, and Foster (2000), a case study is an investigation
of a relatively small number of cases, sometimes just one.
B. Research Participants
Since it was included in a descriptive research, sampling was needed to get
the information related to the information which was expected to get by the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
24
researcher. As stated by Walter R. Borg that sampling means selecting a given
number of subjects from a defined population as representative of that population
(1983: 240). In this case, purposive sampling, homogenous sampling variation one,
was applied in gathering the data. Homogenous sampling selects a subgroup that
considered homogeneous in attitudes, experiences, and so on (Ary, 2002).
The participants of this research were all of the English teachers at SMA
Negeri 1 Klaten who teach English lesson either in immersion classes program or
regular classrooms. There were seven English teachers who teach English in SMA
Negeri 1 Klaten. However, there were only 5 teachers who teach immersion program
of SMA Negeri 1 Klaten and the respondent of this research were only three because
of one and another things to consider.
C. Research Instruments
In carrying out a research, instruments are needed to gather the data in
reaching the final result of the research. Therefore, the researcher uses two
instruments to gather the data, namely interview and questionnaire. The use of
questionnaire and questionnaire will be elaborated in this paragraph below:
1. Interview
In this study, the researcher used interview as the primary instrument in
gathering the data. Interview is an instrument which allows flexibility since the
interviewer is able to observe the subject as well as the situation and paraphrase the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
25
questions when needed (Ary et al, 1990). According to John W. Best in his book
“Research in Education” (1970: 186), interview is, in a sense, an oral questionnaire.
Interview is used in order to get the more complete data than only using questionnaire
as the instrument. Respondents prefer to talk face to face to write on a piece of paper
in giving information. In this research, the researcher used a tape recorder as a tool in
interviewing the respondents. The reason why the researcher used a tape recorder was
because the interviews recorded in tape might be replayed as often as necessary and
the data recorded in the tape recorder could be saved more appropriately than the data
was saved in the notes taking way.
According to Walter R. Borg, the advantages of using interview as the
instrument of a research is that it permits the researcher to follow-up leads and thus
obtain more data and greater clarity. The interview situation usually permits much
greater depth than the other methods of collecting research data. Nevertheless, the
flexibility, adaptability, and human interaction that are unique strengths of the
interview also allow subjectivity and possible bias that in some research situations are
its greatest weakness (1983: 436 – 437).
There were two stages of interview used in this study by the researcher. The
first stage was about the English language teachers’ perception on immersion class
program in senior high school, in this case is in SMA Negeri 1 Klaten. The second
one, the researcher interviewed the English language teachers of their perceptions in
using English language as the medium of interaction in immersion class program in
SMA Negeri 1 Klaten.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
26
2. Questionnaire
The secondary instrument in this research was questionnaire. According to
Ary, Jacobs, and Razavieh (1990: 424) there are two types of questionnaire, namely
structured and unstructured questionnaire. On one hand, structured questionnaire or
closed form questionnaire is a form of questionnaire which has been provided the
questions and answers of the items. The respondents only have to choose the best
options based on their opinion of the questions provided. On the other hand,
unstructured questionnaire or open form questionnaire is a form of questionnaire
which there is no questions and answers provided in the questionnaire form. In this
type of questionnaire, the respondents are free to give response on the topic given.
In this study, the researcher used both of structured and unstructured
questionnaires. The first form of questionnaire provided some questions and answers
that the respondents, in this case the Immersion class English language teachers of
SMA Negeri 1 Klaten, had to choose the best options based on their opinions about
the use of English language as the medium of interaction in international class
program. There were twelve (12) questions provided by the researcher related to the
use of English language as the medium of interaction in Immersion class. The second
form of questionnaire was unstructured questionnaire in which there were three (3)
open form questionnaires that the respondents were free to answer the questions. The
language used in the questionnaire form is Bahasa Indonesia in order to avoid
misunderstanding of the questions.
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27
D. Data Gathering Technique
The first technique used in gathering the data was holding interview with the
English teachers who taught immersion class at SMA Negeri 1 Klaten. The interview
held more than once in order to get more complete data from the respondents.
Besides, the interview was conducted by the system of one by one interviewee to
make good approaches to the interviewees. The use of recorder helped the researcher
in recording the data from the interview section. It was also possible for the
researcher to replay the recording as many as needed.
Afterward, the second ins