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

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

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  Non scholae sed vitae discimus This thesis is dedicated to: My parents

  My brother and sister

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

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.

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.

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 Uni- versitas 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, me- ngalihkan 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 mem- berikan 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.

  

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

  

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  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

  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

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  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

  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

  ) and Australia government in Queensland, Australia on July – August Jawa Tengah 2002. Therefore, in some senior high schools in Central Java, immersion class is

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  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

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  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

  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

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  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

  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

  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

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  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.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  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

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  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

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  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

  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-In- Practice 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 Teacher-

  In-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

  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

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  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

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  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

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  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

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  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

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  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

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  designed to obtain information concerning the current status of phenomena as well as measuring a single variable (Ary, 1979).