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IMMERSION TEACHERS’ LANGUAGE PROBLEMS IN USING ENGLISH AS MEDIUM OF INSTRUCTION AT THE IMMERSION CLASS X SMA NEGERI 1 KLATEN
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Theresia Eriska Oktaviani
Student Number: 041214089
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
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“For God hath not given us the spirit of f ear; B ut of power, and of love, and of a sound mind.”
( 2 T imothy 1:7)
“B lessed is the man that endureth temptation; For when he is tried, he shall receive the crown of lif e, which the L ord hath promised to them that love H im.”
( James 1:12)
“L et all your things be done with charity.” ( 1 Corinthians 16:14)
I dedicate this thesis to those who love me:
The Almighty God,
My lovely parents and family,
My dearly loved partner,
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ACKNOWLEDGEMENTS
First of all, I would like to express my deepest gratitude to the Lord Jesus
Christ who loves and cares me fully. His guidance strengthens me so that I feel no
fear in facing all problems in my life, especially when I am finishing this work.
I am so grateful to Caecilia Tutyandari, S.Pd., M.Pd., as my sponsor for
her compassion, willingness, guidance, patience, support, and suggestions during
the process of writing this thesis. I also would like to thank Caecilia Tutyandari,
S.Pd., M.Pd,. as the Chairperson of English Language Education Study Program,
Ag. Hardi Prasetyo, S.Pd., M.A., G. Punto Aji, S.Pd., M.Hum., Made Frida Yulia,
S.Pd., M.Pd., and all lecturers for their guidance, patience and knowledge in
educating the students. My gratitude is also dedicated to M. Martarina Pramudani
and Ch. Artilantari as the PBI Secretariat staffs for their service and help.
My deep gratitude goes to my lovely parents, Ignatius Sungkono and
Mikhaella Sri Rejeki, for their endless loving care, prayer, and support, which
always strengthen me in this life. I also thank very much my beloved siblings, V.
Dyah S. and M. Endah Meiliana P., my brothers in law, Ig. Eka W. and R. Irwan
N., my cute nephews and nieces, Aurel, Radhitya, Wijaksara, and Andrea for all
supports, love, and prayer which have given to me. My special gratitude is
dedicated to my dearly loved partner, Iwan Doni S., who always loves, supports,
and accompanies me in all situations, especially in finishing my thesis.
I would like to the managers of the Grass Roots, Tika, Novi, Indri, Silvi,
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also addressed to my best friends who always remind me to finish my thesis
Silmi, Fitri, Nanda, Dina, Efi, Arif and Eko. I also thank Vita, Dienza, and Priyo for their helps. My gratitude goes to Anik, Nana, Pius, Nanda, Rina, Aline, Nina,
Hana, Tutik, Sari, Yanu, Rita, Yuni, Ika, and Bishop, for their partnership during
my study at English Language Education Study Program Sanata Dharma
University.
I would also like to express my sincere gratitude to the Principal of SMA
Negeri 1 Klaten, Drs. Widiyarto, M.Pd. who allowed me to conduct the research
in SMA Negeri 1 Klaten. I thank Drs. Agus C., Suripto, S.Pd., Sukirno, S.Pd., and
Tantri A., S.T. for their willingness to be observed and for giving me a lot of
information. I also thank the students of the Immersion Class X SMA Negeri 1
Klaten for their cooperation during the research.
I also appreciate supports given by the big family of PT. Neutron
Yogyakarta, H. Purnomo, Rochmat, Maryono, H. Hendra C., Bhanu W., Sholeh,
Yunanto, Woro, Ima, Siska, Marno, Yuli and all tutors. Finally, I also thank
everyone who supports me whose names can not be mentioned one by one in this
page. I would like to dedicate my gratitude for their patience, encouragement,
love, and prayer during my struggle finishing this thesis.
The Writer,
Theresia Eriska Oktaviani
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TABLE OF CONTENTS
TITLE PAGE ... i
APPROVAL PAGES ... ii
DEDICATION PAGE ... iv
STATEMENT OF WORK’S ORIGINALITY ... v
ACKNOWLEDGEMENTS ... vii
TABLE OF CONTENTS ... ix
LIST OF TABLES ... xiii
ABSTRACT ... xiv
ABSTRAK ... xv
CHAPTER I: INTRODUCTION ... 1
A. Research Background ... 1
B. Problem Formulation ... 4
C. Problem Limitation ... 4
D. Research Objectives ... 4
E. Research Benefits ... 5
F. Definition of Terms ... 7
CHAPTER II: REVIEW OF RELATED LITERATURE ... 10
A. Theoretical Description ... 10
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a. The Definition of Immersion and Immersion Program ... 11
b. The Objectives of Immersion Program ... 12
c. The Characteristics of Immersion Program ... 12
d. The Types of Immersion Program ... 14
2. Government’s Guideline on the Implementation of Immersion Classes ... 15
a. The Definition of immersion Classes ... 15
b. The Goals of Immersion Classes ... 16
c. The Characteristics of Immersion Classes ... 17
d. Procedures of Implementation ... 19
3. Immersion Teacher ... 21
a. The Definition of Immersion Teacher ... 21
b. The Immersion Teacher’s Language Competence ... 22
4. The Use of English as Medium of Instruction ... 27
B. Theoretical Framework ... 28
CHAPTER III: METHODOLOGY ... 31
A. Research Method ... 31
B. Research Participants ... 32
C. Setting ... 33
D. Research Instruments ... 33
E. Data Gathering Technique ... 35
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G. Research Procedure ... 40
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION ... 42
A. Research Findings ... 42
1. The Immersion Teachers’ Language Problems in Using English
as Medium of Instruction at the Immersion Class X
SMA Negeri 1 Klaten ... 42
2. The Immersion Teachers’ Acts Dealing with the Language
Problems ... 45
B. Discussion ... 50
1. The Immersion Teachers’ Language Problems in Using English
as Medium of Instruction at the Immersion Class X
SMA Negeri 1 Klaten ... 51
2. The Immersion Teachers’ Acts Dealing with the Language
Problems ... 57
CHAPTER V: CONCLUSIONS AND SUGGESTIONS ... 62
A. Conclusions ... 62
1. The Immersion Teachers’ Language Problems in Using English
as Medium of Instruction at the Immersion Class X
SMA Negeri 1 Klaten ... 62
2. The Immersion Teachers’ Acts Dealing with the Language
xii
B. Suggestions ... 64
REFERENCES ... 67
APPENDIXES ... 71
APPENDIX A: Research Instruments ... 71
APPENDIX B: Observation Data ... 76
APPENDIX C: Interview Data ... 86
APPENDIX D: Letters ... 114
1. Permission Letter for SMA Negeri 1 Klaten ... 114
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LIST OF TABLES
Table 4.1 Immersion Teachers’ Pronunciation Errors………...………….. 46
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ABSTRACT
Oktaviani, Theresia Eriska. 2011. Immersion Teachers’ Language Problems in Using English as Medium of Instruction at the Immersion Class X SMA Negeri 1 Klaten. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Nowadays, facing the globalization era and international competition world, Indonesian National Education have implemented English immersion program. The goal is producing graduate students who are not only excellent at academic achievement but also able to communicate in English fluently and accurately. In order to run immersion classes, teachers who possess native-like English proficiency are really needed. In fact, the immersion teachers in Indonesia possess insufficient English competence so that they encounter some language problems in using English as the medium of instruction. Moreover, they do not have any experience in immersion teaching and they do not use English in their daily communication. Actually, the immersion teachers are language models for the students. However, the immersion teachers have to be proficient in English.
Concerning the fact, the researcher was interested to conduct this study which attempted to answer these research questions, (1) what are the immersion teachers’ language problems in using English as the medium of instruction at the immersion class X SMA Negeri 1 Klaten, and (2) how do the immersion teachers deal with the language problems.
This is a qualitative research using survey method. The instruments used for collecting the data were observation and interview. The research participants were four immersion teachers at the immersion class X SMA Negeri 1 Klaten. This study obtained results which answered the two research problems. First, the immersion teachers’ language problems in using English as the medium of instruction were the problems in pronouncing words, constructing grammatical sentences, inferring meaning of some words, and speaking or communicating to the students in English all time at the classroom. However, they paid attention much on the subject delivery so that they were not able to monitor the accuracy of their language. While teaching at the classroom, they made few efforts in dealing with the problems. They looked up the dictionary when they found difficult words, they used bilingual book to make them understand some special terms, and they also made use of Power Point to present the lesson materials by which they could directly read without producing spontaneous utterances.
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ABSTRAK
Oktaviani, Theresia Eriska. 2011. Immersion Teachers’ Language Problems in Using English as Medium of Instruction at the Immersion Class X SMA Negeri1 Klaten. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Dalam menghadapi era globalisasi dan persaingan dunia internasional dewasa ini, pendidikan nasional Indonesia mulai menerapkan program imersi Bahasa Inggris. Program ini bertujuan mengoptimalkan penggunaan Bahasa Inggris, yang merupakan bahasa internasional, pada kegiatan belajar mengajar di setiap jenjang pendidikan demi terciptanya lulusan yang tidak hanya unggul dalam prestasi akademis tetapi juga mampu berkomunikasi Bahasa Inggris secara lancar dan benar. Pelaksanaan kelas imersi ini membutuhkan pengajar yang memiliki kemampuan Bahasa Inggris seperti para pentutur asli. Namun pada kenyataannya di Indonesia, kemampuan Bahasa Inggris para guru imersi masih kurang sehingga mereka mengalami kesulitan dalam menggunakan Bahasa Inggis sebagai bahasa pengantar. Kurangnya keahlian berbahasa Inggris serta pengalaman mengajar menggunakan bahasa Inggris sangat menghambat peran penting para guru imersi sebagai contoh bahasa bagi para siswa.
Melihat kenyataan tersebut, peneliti tertarik untuk melakukan penelitian ini yang bertujuan untuk menjawab pertanyaan, (1) apa saja permasalahan bahasa yang dihadapi oleh para guru imersi dalam menggunakan Bahasa Inggris sebagai bahasa pengantar pada kelas imersi X SMA Negeri 1 Klaten, serta (2) bagaimana mereka menghadapi permasalahan tersut.
Penelitian ini merupakan penelitian kualitatif dengan metode survey. Data penelitian diperoleh melalui observasi dan wawancara. Subyek dari penelitian ini adalah empat orang guru imersi pada kelas imersi X SMA Negeri 1 Klaten. Dari penelitian ini diperoleh hasil bahwa permasalahan yang dihadapi oleh para guru imersi dalam menggunakan Bahasa Inggris meliputi kesulitan dalam melafalkan kata, menyusun kalimat, mengartikan kata dan istilah khusus, menjabarkan konsep, serta berkomunikasi dengan siswa dalam Bahasa Inggris. Ketika mengajar, para guru imersi lebih memperhatikan penyampaian materi daripada ketepatan Bahasa Inggris yang mereka ucapkan. Mereka melakukan beberapa upaya untuk mengurangi permasalahan bahasa yang muncul ketika di dalam kelas. Mereka mencari makna kosakata pada kamus, menggunakan buku dua bahasa untuk mempermudah mereka dalam mengartikan beberapa istilah, mempersiapkan materi pengajaran dalam bentuk Power Point yang dapat langsung mereka baca tanpa menyusun kalimat secara spontan.
CHAPTER I INTRODUCTION
The chapter contains six major underlying issues, namely the research
background, problem formulation, problem limitation, research objectives,
research benefits, and definition of terms. Therefore, the introduction is intended
to build the main rationale for conducting the research.
A. Research Background
Due to the fast development of science, technology, and communication
in the world, acquiring English as means of international communication is
essential. In fact, English is not so easy to acquire in EFL countries, like
Indonesia, since English is only learnt as a subject matter in schools, without
being used as means of daily communication. In addition, English is solely learnt
in the classrooms and takes only few couple hours per week. However, it does not
guarantee that the students will acquire English proficiently. Considering the fact,
the national education system of Indonesia has initiated some efforts to extend the
use of English in the classrooms.
Recently, many EFL countries have started to apply the method of
bilingual education and it has successfully done. It has inspired the government of
Indonesia to adopt the method in which English is not only learnt as a subject
matter itself but also used as the medium language for learning all or some subject
matters in the current curriculum. It is a novel teaching learning method in
Indonesia. It was firstly introduced in 2004. As stated on the law of national
education system 2003 no. 20, 50:3 (Dinas Pendidikan, 2008), every school level
which is considered as international pioneering school (Rintisan Sekolah Bertaraf
Internasional/RSBI)has to carry out bilingual classes (Retmono, 2004).
The bilingual method has been popularly known as immersion.
Immersion comes from a verb “to immerse” which means to dip, to absorb, or to
involve something deeply (Encarta Dictionaries, 2009). In education, immersion
is a teaching learning program which is intended to use the second or foreign
language optimally in classrooms (Dinas Pendidikan, 2008). The regular school
curriculum is taught through the medium of the language in which English is used
as the medium of instruction; it is not the subject of instruction (Met, 1993). The
main purpose of immersion program is to develop students’ proficiency in the
foreign language by using the language to get meaningful information.
In the immersion program, immersion teachers play important role in
achieving the goal of immersion program. In fact, in Indonesia, the
implementation of immersion program is obstructed by the immersion teachers’
competence, especially in the language aspect. According to Retmono (2004), the
emeritus of the State University of Semarang, the lack of teachers’ skill in English
language area has been worried as the great obstacle on the implementation of
immersion program in Indonesia. In line with this, Faridi (2005), the coordinator
of immersion teachers training program in Central Java, stated that the
imperfection of immersion teachers’ English performance has made the teaching
was only 40 percent used while Bahasa Indonesia was 60 percent used. The fact
will absolutely be a constraint in the future implementation of immersion program
in Indonesia. For the sake of a successful immersion program, this problem needs
serious attention from the government, schools, teachers, and the stakeholders.
They need to immediately understand what the immersion teachers’ problems are,
especially in using English to conduct the teaching learning activities at the
immersion classes. By knowing the immersion teachers’ language problems, it is
expected that there will be improvement on the quality of immersion teachers,
especially on their language competence.
Concerning the fact, the researcher is interested to conduct the study on
the immersion teachers’ language problems in using English as medium of
instruction at the immersion class X SMA Negeri 1 Klaten. Having conducted the
study, the researcher will be able to understand the immersion teachers’ language
problems in using English and how the immersion teachers deal with the
problems. By understanding the immersion teachers’ language problems, the
researcher will be able to help the immersion teachers, the shcool, and the
government to find the appropriate solutions to overcome the problems and to
improve the quality of the immersion teachers. Overall, the researcher expects that
result of the study will contribute to present a real picture of the immersion
teachers’ language problems which need to be immediately overcome by the
teachers, the school, and the government. The researcher also expects that this
study is beneficial for the development of the quality of immersion teaching in
B. Problem Formulation
The problem of the research is formulated as follows:
1. What are the immersion teachers’ language problems in using English as the
medium of instruction at the immersion class X SMA Negeri 1 Klaten?
2. How do the immersion teachers deal with the language problems?
C. Problem Limitation
The focus of the study is on the immersion teachers’ language problems in
using English as the medium of instruction at the immersion class X SMA Negeri
1 Klaten. The immersion teachers’ language problems observed in this research
are limited to the aspect of pronunciation, grammar, vocabulary, and language
function.
The researcher chooses the immersion class X SMA Negeri 1 Klaten since
the immersion class X has available time and space, while the immersion class XI
and XII are preparing the national examination. The subject of the research is four
immersion teachers who are teaching the immersion class X SMA Negeri 1
Klaten. They are a Mathematics teacher, a Biology teacher, a Physics teacher, and
a Chemistry teacher.
D. Research Objectives
The research aims to achieve these following goals:
1. Understanding the immersion teachers’ language problems in using English
2. Describing how the immersion teachers deal with the problems.
E. Research Benefits
The research concerns with the implementation of immersion education,
especially in how the immersion teachers use English as the medium of
instruction at the immersion class X SMA Negeri 1 Klaten. Expectedly, the result
of the research is beneficial for:
1. The immersion teachers
The study provides information about various language problems which
possibly occurs in their immersion teaching. The problems which are
experienced by the teachers at the immersion class X SMA Negeri 1 Klaten
may be experienced by other immersion teachers in Indonesia. By
understanding the immersion teachers’ language problems, the researcher
helps the immersion teachers to find the appropriate way to limit their
problems. In this study, the researcher also supports the immersion teachers
with some feedback and suggestion which are useful to reduce their problems
in using English at the immersion classes. Expectedly, this study motivates
the immersion teachers to enhance their language skills for the better quality
of their immersion teaching in the future.
2. SMA Negeri 1 Klaten and the other schools implementing immersion classes
The schools implementing immersion classes, especially SMA Negeri 1
Klaten in this case, are responsible on the success of the immersion program
schools realize the obstacle of the implementation of immersion program.
Based on the result of the study, the schools along with the teachers may do
some efforts to overcome the problems.
3. The government
The study presents a kind of feedback on the implementation of immersion
program. The result of the study shows a real picture of the implementation
of immersion program. The most worrying obstacle in the implementation of
immersion classes is the lack of immersion teachers’ language skills. In order
to improve the quality of immersion program in Indonesia, the government is
expected to take more attention on this matter and do efforts to make the
quality of immersion teachers better than the time.
4. The education field in Indonesia
The findings of the research are dedicated generally for the development of
Indonesian national education, particularly for the improvement in immersion
classes in Indonesia. It contributes on challenging Indonesian schools to
courageously establish immersion classes, prepare competent immersion
teachers, and produce graduate students who are qualified not only in the
academic competence but also in the international communication in the
globalization era.
5. The other researchers
For the other researchers who are going to conduct the similar research at
another time and place, this study contributes as model, as reference, or as
F. Definition of Terms
There are some terms employed in the study. In order to avoid
misunderstanding, the researcher defines the terms as follows:
1. Immersion
Immersion is a teaching learning program which is intended to use the second
or foreign language optimally in classrooms (Dinas Pendidikan, 2008). The
regular school curriculum is taught through the medium of the language in
which English is used as the medium of instruction; it is not the subject of
instruction (Met, 1993). The main purpose of immersion program is to
develop students’ proficiency in the foreign language by using the language
to get meaningful information.
2. Immersion Teacher
Immersion teacher is subject matter teacher who is assigned or selected to
teach the subject matter using English as the medium of instruction at the
immersion classes (Novasari, 2008). Since English is only used as medium of
instruction on Mathematics, Biology, Physics, and Chemistry, the immersion
teachers involved in this study are a Mathematics teacher, a Biology teacher,
a Physics teacher, and a Chemistry teacher, who all are teaching the
immersion class X SMA Negeri 1 Klaten.
3. Language Problem
Problem itself can be synonymous to difficulty, obstacle, hurdle, etc
(Gillmour, L, et al, 2001). Chambers English students’ dictionary (Anderson
understand, or deal with. The problems which the immersion teachers
encounter may come from two aspects, the linguistics (related to the
language) and non-linguistics (not related to the language) aspects (Clark &
Clark, 1977). Relating to language aspect, the immersion teachers’ problems
are limited on the language they use. In conclusion, it can be inferred that the
immersion teachers’ problems are the difficult situation which related to
language aspects. In this study, the language problems are limited to the
aspect of grammar, pronunciation, vocabulary, and language function.
4. English as medium of instruction
According to Villegas (2000), the medium of instruction is the language used
by the teacher to teach. Furthermore, teaching the language, or educational
content, through the target language increases the amount of exposure the
learner gets to it, and the opportunities they have to communicate in it, and
therefore to develop their control of it. In this study, the language used as the
medium of instruction is English. English is used in the real class interactions
and it is not learned explicitly. It means that English is used by the teachers to
teach subject matters and it is also used by the students to learn the subject
matters. Furthermore, English is used for means of communication in the
classroom.
5. Immersion Class
An immersion class is a non-regular class which is intended to optimally use
English in the teaching learning process. The teaching learning activity in the
of instruction. The students of immersion classes learn some of subject
matters in English. The class consists of 25-30 students. The class is designed
and equipped with some facilities, like dictionaries, LCD screen, slide
projector, and Air-Conditioned or AC rooms. In this study, the researcher
chose the immersion class X SMA Negeri 1 Klaten as a representative class of
the whole immersion classes.
The immersion class X is chosen based on a consideration that the immersion
class X, compared to class XI and XII, has more available time to be
observed while class XI and class XII are being intensively prepared to face
the National Final Examination. Therefore, in order to fit the time and space
available, the researcher has limited the study to the immersion class X as the
observed class from which the research data will be obtained.
6. SMA Negeri 1 Klaten
SMA Negeri 1 Klaten is the best and most favorite senior high school in
Klaten, Central Java, Indonesia since the school has high quality of
education. This school is one of the pilot schools which implement the
immersion program. The school implements the immersion program since
2006. The school is considered as an international pioneering school in the
Province of Central Java. SMA Negeri 1 Klaten is the first and the only one
senior high school in Klaten which conducts immersion classes. In addition,
the school was the alma mater of the researcher. For those reasons, the
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter discusses the theoretical description and the theoretical
framework. The theoretical description discusses some theories related to the
study, while the theoretical framework discusses major relevant theories which
help the researcher to answer the research problems.
A. Theoretical Description
The theoretical description consists of three parts: (1) Immersion, (2)
Government’s Guideline on the Implementation of Immersion Classes, (3)
Immersion Teachers, and (4) The Use of English as Medium of Instruction.
Considering that this study is related to immersion program, the general principle
of immersion needs to be reviewed. It is necessary to discuss Government’s
guideline on the implementation of immersion classes since SMA Negeri 1 Klaten
is a state institution which lies under governmental department. It is important to
review the description of immersion teacher as the subject of the study is the
immersion teachers. The last, the use of English as medium of instruction at
immersion classes needs to be understood.
1. Immersion
This section has five parts of discussion. The discussion includes the
definition of immersion and immersion program, the objectives of immersion
program, the characteristics of immersion program, the types of immersion
program, and the teaching principles of immersion program.
a. The Definition of Immersion and Immersion Program
The term immersion may be defined as involvement, engagement,
absorption, dipping, soaking, and wetting but the definition is related to
involvement and dipping (World English Thesaurus, 2009). In terms of the
education method of language teaching, immersion is a teaching learning program
which is intended to use the second or foreign language optimally in classrooms
(Dinas Pendidikan, 2008). The regular school curriculum is taught through the
medium of the language in which English is used as the medium of instruction; it
is not the subject of instruction (Met, 1993). Richards and Schmidt (2002)
mention that an immersion program is a form of bilingual education which uses a
second language or foreign language to teach at least 50% of the curriculum
during the elementary or secondary grades. In this sense, the foreign language is
the vehicle for content instruction but it is not the subject of instruction. Bostwick
(2005), in his article, summarizes that language immersion is an approach to
foreign language instruction in which the usual curricular activities are conducted
in a foreign language.
In conclusion, the definitions above can be generated that an immersion
program is a certain kind of bilingual program that commonly uses a second
parts or all content subjects in order that the students’ proficiency in the target
language is high while they are learning the subject matter.
b. The Objectives of Immersion Program
There are some goals which are addressed in the implementation of an
immersion programs. Met (1993) declare these following goals:
1) Developing a high-level of proficiency in the foreign language
2) Developing positive attitudes toward those who speak the foreign language
and toward their culture
3) Developing English language corresponding with expectations for students’
age and abilities
4) Gaining skills and knowledge in the content area of the curriculum in keeping
with the stated objectives in these areas.
The schools, including the immersion teachers, the government and the
stakeholders need to understand the goals of immersion program which will be
achieved. Especially, immersion teachers need to realize and to really understand
their important roles in achieving of the gpals of immersion program.
c. The Characteristics of Immersion Program
Johnson and Swain (1997) sum up the characteristics which have to be
possessed by immersion language program into these following points:
In an ESL context, the medium of instruction is the second language of the
country. It is different if the context is EFL country, where the medium of
instruction used will be the foreign language. In this study, the immersion
classes at SMA Negeri 1 Klaten use English as foreign language to conduct
the teaching learning of some subject matters.
2) L2 medium curriculum follows the native (L1) medium curriculum
It means that the second or foreign language medium curriculum follows the
local curriculum including the needs, aspirations, goals, and educational
norms. In other words, the program uses the current native curriculum. SMA
Negeri 1 Klaten apply the existing curriculum that is the curriculum of
education unit level (Kurikulum Tingkat Satuan Pendidikan/KTSP).
3) The exposure of the second or foreign language is limited in the classroom
only. It means that the teachers and the students of immersion classes
maximize the use of English only to cover the teaching learning of some
subject matters and to communicate in the classroom.
4) The students’ proficiency in the second or foreign language is low or similar
when entering immersion class.
The immersion student candidates who are going to enter the immersion class
have to pass a kind of English competency test. In SMA Negeri 1 Klaten, the
selection test is designed and provided by a committee along with some
English teachers. The test divided into two stages. The first test is written test,
and the second one is oral test. The tests aim to measure the students’ English
5) The teachers are able to speak the first and second or foreign language.
They have to speak bilingually, in students’ first language and the second or
foreign language. Besides the second or foreign language is mostly used as
the medium of instruction in the class, the teachers also make use of first
language occasionally, when they are going to emphasize certain essential
content, for instance.
6) The school culture mirrors that of the local (L1) community.
There is no culture distinction between the regular schools and the immersion
schools. Both are based on the local culture.
7) Actually, an immersion of foreign language should expose the culture of the
language in order to appreciate the foreign country’s culture. The schools
generally still reflect their own culture in carrying out immersion program.
The foreign language culture has not been obviously exposed at the
immersion classrooms in SMA Negeri 1 Klaten.
d. The Types of Immersion Program
Related to the coverage of the subject matters using the medium of
instruction, Richards and Schmidt (2002) promote two types of immersion
program.
1) Partial immersion
It is an immersion program in which the medium of instruction covers only
some parts of the subject matters, like Mathematics, Science and Social. This
immersion program at first. The immersion classes at SMA Negeri 1 Klaten
are also included to this immersion type since English is only used as the
medium of instruction in Mathematics, Biology, Physics, and Chemistry.
2) Total immersion
It is immersion is an immersion program in which the medium of instruction
covers all of the subject matters. It means that all subject matters are taught in
the foreign language as the medium of the instruction.
2. Government’s Guideline on the Implementation of Immersion Classes
The immersion classes in SMA Negeri 1 Klaten are carried out under an
implementation guideline issued by Dinas Pendidikan Propinsi Jawa Tengah
(2008). The guideline is designed based on the law of national education system
2003, No. 20, 50:3. The guideline organizes the schools which implement
immersion classes in order that the goal of the immersion program itself can be
achieved.The guideline contains the definition of immersion classes, the goals of
immersion classes, the characteristics of immersion classes, and the procedure to
implement the immersion classes, which all are described in the following
sections.
a. The Definition of Immersion Classes
Immersion comes from English word “to immerse” which means to dip,
soak, or absorb something deeply. Related to the meaning, the students of
extensively if they use the language as the medium of learning or gaining content
knowledge. Further, it is explained that immersion classes use foreign language to
carry out the teaching learning of one or some subject matters as the medium of
instruction. In this context, English is not merely learnt as a subject matter but as
the medium of instruction on the other subject matters. In the immersion classes,
students learn subject matters by using English. The immersion classes give the
students more opportunity to use the language for interacting in the classroom,
and to gain their proficiency in the language both spoken and written.
Effective implementation of immersion classes needs a careful plan,
including the preparation of teachers’ competence in the language (English),
content materials, students’ worksheets, assessment, teaching technique and
strategies, coordination, budget, and supports from the social community
especially the students’ parents. The plan and preparation is significant in order to
meet the goals of the implementation of immersion classes as well as to create the
high-qualified and competent graduation especially in the province of Central
Java and generally in Indonesia.
b. The Goals of Immersion Classes
The implementation of the immersion classes is intended to achieve these
specific goals:
1) Gaining the English language proficiency of the teachers, academic staffs,
2) Producing the high-qualified graduations that are ready to involve themselves
in the international world.
3) Producing human resources who are qualified and competent not only in the
academic area but also in the international communication
4) Developing school’s potentials in every aspect to produce the qualified and
competent human resources.
5) Gaining the quality of education in Indonesia generally, in the province of
Central Java, to face the globalization era.
Achieving the goals, it needs qualified immersion teachers who do not
only master the knowledge of subject matters but are proficient also in the
language.
c. The Characteristics of the Immersion Classes
Immersion classes have to fulfill these following criteria:
1) Using foreign language (English) as the medium of instruction on some
subject matters like Mathematics, Biology, Physics, and Chemistry. While the
other subject are taught and learnt fully using Bahasa Indonesia.
2) Applying the current curriculum. The curriculum used is similar to which is
used in the regular classes, with the difference on the medium language only.
The curriculum which is applied in the regular classes is the curriculum of
education unit level (Kurikulum Tingkat Satuan Pendidikan/KTSP). Some
3) Each class consists of 23-25 students. The small number of students is
designed to create so conditional environment that the students acquire
English effectively.
4) The students are selected from special tests and requirements. The tests are
conducted in English and divided into the written and oral tests. Therefore,
the students of immersion classes possess the higher English competence than
that the regular classes.
5) The teachers are those who can meet the following criteria: being able to use
English actively as the medium of instruction, being able to design lesson
plan and syllabus using English, being able to design teaching materials using
English, being able to design assessment using English, having a bachelor
degree, having a certificate on English training, and being able to provide
services and educational information using English.
6) The classrooms are sufficiently equipped with some facilitation like
AC-rooms, laptop, viewer, overhead projector, dictionaries, and bilingual
reference books. Unlike the regular classes, the immersion classes have some
facilitation which supports the teaching learning activity.
7) The culture in the classroom is the local culture. There is no exposure of the
medium language’ culture.
8) The daily and semester tests are held in English. Whereas the national
examination is held in Bahasa Indonesia since the government has not
d. Procedures of Implementation
Implementing immersion classes, the schools have to pass the following
stages:
1) Planning
The schools which implement immersion classes have to make a teaching
learning plan. It includes standard competence, basic competence, syllabus,
and lesson plan. The teachers and the students of the immersion classes have
to be selected based on the criteria which have been stated above, whereas the
selection process is based on the schools’ consideration.
2) Organizing
The teaching learning activity in the immersion classes is similar to the
teaching learning activity in the regular classes. The difference is only on the
medium of instruction used. The immersion classes use English as the
medium of instruction in some subjects while the regular ones use Bahasa
Indonesia. At the immersion classes, the subjects which have to be learned
using English include Mathematics, Biology, Physics, and Chemistry. In
order to improve the teachers’ language skills, the schools have to carry out
English training intensively by cooperating with certain university or English
course.
3) Supervising
A quality control is needed in the implementation of immersion classes.
There are two kinds of supervision; they are internal supervision (done by the
program, and the local educational government like Dinas Pendidikan
Kabupaten and Dinas Pendidikan Propinsi), and external supervision (done
by the society and the education stakeholders). The supervisions aim to
checking whether the implementation of immersion classes is in accordance
with the plan, to measure the success of the immersion program, and to give
some recommendations for the next implementation. The subject of
supervision is the academic activities and the non-academic activities which
have been done during one semester.
4) Assisting
The implementation of immersion classes in schools needs assistance which
can support the improvement of teachers’ language skills, help the
management of the immersion classes, and motivate the implementation of
immersion classes. The assistance is done by the official team of immersion
program. The classroom assistance for the teachers is done by the English
teachers or certain people who are appointed by the coordinator of the official
team.
5) Monitoring
Monitoring is intended to obtain a description of the improvement on the
quality of immersion classes and to identify the problems which occur during
the implementation of immersion classes. The monitoring is done by the local
educational government at least once three months. The subject of monitoring
includes the graduation competence, the program management, the school
6) Evaluating
The evaluation stage is done for identifying the achievement and the
effectiveness the immersion program in order to develop the quality of the
immersion program. The evaluation is done by the official team of immersion
program at least once a year. The evaluation result is addressed to the schools
so that there will be some efforts to improve the immersion program in the
schools. The evaluation covers some aspects, like graduation competence,
teaching learning process, the teachers and staffs, the means and properties,
the program management, the school tuition, and the assessment.
7) Reporting
Reporting has the purpose of knowing the development of the immersion
classes in schools. Reporting is done by the official team of immersion
program at least once during a semester. The report is sent to the local
educational government which then is sent to the province educational
government.
3. Immersion Teacher
This part discuses the definition of immersion teacher and the language
competence of immersion teacher.
a. The Definition of Immersion Teacher
Immersion teachers are the subject matter teachers who are assigned or
They have two important roles in an immersion class. They have to deliver the
content knowledge of subject matters and they have to be language models for the
students at the immersion class.
As stated by Met (1993), an immersion program requires teachers who
have near native proficiency in the oral and written forms of the language. As
mentioned above, the teachers’ problems which are going to be explored in the
research are limited to the teachers’ problems which are related to the language
competence. Therefore, immersion teachers have to fulfill the following language
competence unless they will face some problems in using the language as the
medium of instruction at the immersion classes.
b. The Immersion Teacher’s Language Competence
Teachers in the immersion class teach the language through contents, in
which the both aspects between contents and the language are important.
However, the problems which the immersion teachers cope with may come from
two aspects, the linguistics (related to the language) and non-linguistics (not
related to the language) aspects (Clark & Clark, 1977). Concerning linguistic
aspect, the immersion teachers’ problems are limited on the language they use. It
can be anything related to their language ability for instance their performance in
transferring the knowledge of the subject matters they teach. Besides, the
immersion teachers also cope with problems that altogether do not have any
components like students, material, classroom management, time, facility, and
space. Those limitations will restrict the success of the teaching learning process.
Teachers’ language in the immersion class is vitally important as they
always use the language for delivering the knowledge of the contents. The more
comprehensible the language that the teachers use, the easier, the language can be
received by the students as it is emphasized by Krashen in Johnson (2001) that
comprehensible input is important for the students’ acquisition. This argument is
relevant to the extent of this immersion class that the teachers’ language must be
comprehensible as the input in learning the language and contents. Therefore, the
teachers’ difficulties on the linguistic aspect in the immersion class could be a
problem. The problems that emerge as the result of those difficulties can lead to
the failure of the program whether in terms of students’ performance in language
or in terms of students’ performance in contents. Even more, teachers are
language models. If the language used by the teachers is bad, the students’
language performance might be influenced.
The immersion teachers’ linguistic problem is the result of teachers’
difficulties in terms of language they have. In other words, teachers lack of the
linguistic competence that they should have as the immersion teachers. In terms of
linguistic aspect, teachers concern two things. The first has to do with linguistic
competence and the second relates to the linguistic performance. Chomsky in
Clark and Clark (1977) relates linguistic competence to one’s capacity to use a
language. They also state that linguistic performance is the actual application of
Burkart (1998), claims that linguistic competence deals with knowing how to use
the grammar, syntax, and vocabulary of a language. In this case, the immersion
teachers deal with what words they must use and how they put the words into
phrases and sentences. Furthermore, teaching at immersion classes, they have to
posses the native-like proficiency, as it is said above, they must have the
knowledge and skills that enable them to speak the language – English (Burkart,
1998). The knowledge of language elements which influence immersion teachers’
speaking skill are related to the aspect of pronunciation, grammar, vocabulary,
and language expressions. Those aspects are summarized as follows:
1) Pronunciation
In the terms of pronunciation, the immersion teachers need to know how
they really pronounce the words, phrases, and sentences correctly in a real spoken
discourse. In other words, the teachers have to possess the following criteria:
a) Teachers know how to pronounce the words in phrases and sentences and the
word itself correctly.
b) Teachers need to know how words, phrases, and sentences are really used in a
real spoken discourse.
c) Teachers need to have the correct intonations in producing the words,
phrases, or sentences.
d) Teachers need to produce the correct pronunciations on vowels, consonants,
e) In terms of pitches production, teachers need to have the correct in
pronouncing words, phrases, and sentences.
2) Grammar
Grammar is related with the structure of the language like tense and
many other rules. Therefore, the immersion teachers have to know the structure of
the language in order that the utterances they produce are meaningful to the
listener. Furthermore, the immersion teachers need to have the following criteria:
a) Teachers know the words they use and how the words are put into phrases
and sentences correctly based on the words agreement or concord and the
appropriate tenses.
b) Teachers know the structure of the language like tenses and words agreement
so that the sentences or utterances they produced will be grammatical and
meaningful to the readers or the listeners, in this case the students.
c) Teachers produce grammatical sentences or utterances so that their utterances
are meaningful.
d) Teachers know how the rules are applied in a real language use and they can
monitor their speech.
3) Vocabulary
Related to vocabulary, teachers need to master words, expressions of
English and also they have to use the words systematically and accurately.
a) Teachers know the terms existing in the content in the target language or vice
versa.
b) Teachers master the special terms existing in the contents in the target
language or vice versa.
c) Teachers know the synonym or antonym of the words in English.
d) Teachers know the use of a word in the right context.
e) Teachers know the meaning of a word in a context.
4) Language Function
Language here has to do with politeness, appropriateness, and the rules of
speaking. Since the language is used for communication, the immersion teachers
should know how English is used in real life, in this case in the immersion class
and how it is used for carrying out language functions in classroom’s
conversations and lecturers. In this aspect, teachers should possess the following
criteria:
a) Teachers know how English is used in real communication
b) Teachers know how the language expressions are used in teaching, like
greeting, asking clarifications, confirming check, asking repetitions,
requesting something (imperative), asking questions, giving instruction,
opening the lesson, closing the lesson, warning, persuading, commanding,
etc.
c) Teachers know how to use the language politely.
4. The Use of English as Medium of Instruction
According to Villegas (2000), the medium of instruction is the language
used by the teacher to teach. Furthermore, teaching the language, or educational
content, through the target language increases the amount of exposure the learner
gets to it, and the opportunities they have to communicate in it, and therefore to
develop their control of it. In this study, the language used as the medium of
instruction is English. English is used in the real class interactions and it is not
learned explicitly. It means that English is used by the teachers to teach subject
matters and by the students to learn the subject matters. Furthermore, English is
used for means of communication in the classroom.
Mohan (1986) emphasizes that view with his statement which is quoted
as follows:
"Language is not just a medium of communication but a medium of learning across the curriculum. The goal of integration is both language learning and content learning. Content-based classrooms are not merely places where a student learns a second language; they are places where a student gains an education."
Hence, the benefits of studying language through subject content are
evident in students' language and content acquisition. In conclusion, immersion program contributes to the students’ proficiency in the medium language since the
focus is on the exchange of important messages, and language use is purposeful
(Curtain, 1995).
Making English the medium of instruction, it would be difficult for
anyone who does not know English to cope with new developments (Al-Sultan,
2009). In line with this, Met (1993) states that the use of English as foreign
Indonesia, may raise difficulties among the teachers and the learners. English is
used in schools, in the non-English speaking countries, in order to immerse the
language so that the learners do not only master the contents but also the foreign
language used as the medium of instruction.
B. Theoretical Framework
The theories described in the previous section underly the research
process. The principles of immersion program, including the definition by Met
(1993), Richards and Schmidt (2002), Bostwick (2005), and (Dinas Pendidikan
(2008), the objectives by Met (1993), the characteristics by Johnson and Swain
(1997), and the types of an immersion program by Richards and Schmidt (2002)
need to be reviewed to give the researcher a picture of what an immersion
program looks like and how it should be implemented. By reviewing the
principles, the researcher also understands how important an immersion teacher’s
roles in carrying out the immersion classes to is.
Since the study is conducted in SMA Negeri 1 Klaten, a state school
which is carried out under a governmental system, it is also really important to
understand the guideline on the implementation of immersion classes issued by
Dinas Pendidikan Propinsi Jawa Tengah (2008) in order to identify whether the
implementation of immersion classes in SMA Negeri 1 Klaten is in accordance to
the standard required by the government. By reviewing the principles, the
researcher understands how the immersion program is implemented in SMA
immersion teachers fulfil the requirement that they have to use English actively as
the medium of instruction and they have to possess a certificate on English
training. Furthermore, the researcher understands how the immersion teachers
should carry out the immersion classes in order to meet the goals of immersion
program in SMA Negeri 1 Klaten, especially related to their English (language)
competence.
As stated by Met (1993), an immersion program requires teachers who
have near native proficiency in the oral and written forms of the language.
Furthermore, teaching at immersion classes, the teachers have to posses the
native-like proficiency, as it is said above, they must have the knowledge and
skills that enable them to speak the language – English. According to Burkart
(1998), the knowledge of language elements which influence immersion teachers’
speaking skill are related to the aspect of pronunciation, grammar, vocabulary,
and language expressions. By understanding the language aspects suggested by
Burkart (1998) which have to be possessed by the immersion teachers, the
researcher will be able to analyze in which aspects the immersion teachers
encounter difficulties in using English as medium of instruction at the immersion
class X SMA Negeri 1 Klaten. The researcher will also be able to interpret what
language problems faced by the immersion teachers specifically at the cllassroom
are and how the immersion teachers deal with those language problems.
Furthermore, the two research problems will be answered.
The researcher reviews the use of English as medium of instruction at the
it would be difficult for anyone who does not know English to cope with new
developments. In line with this, Met (1993) states that the use of English as
foreign language in the non-English speaking countries’ immersion classes, like in
Indonesia, may raise difficulties among the teachers and the learners. By
reviewing those principles, the researcher understands that is why the immersion
teachers possibly encounter language problems at the immersion class X SMA
Negeri 1 Klaten.
The theoretical framework significantly underlies the study. It is useful to
make the study focus only on answering the two questions stated in the problem
formulation. By reviewing the theoretical framework, the researcher will be able
to analyze the data obtained in the research, to interpret the result of the research,
CHAPTER III METHODOLOGY
This chapter deals with the methodology used by the researcher for
obtaining data needed in order to answer the research questions. The discussion of
this chapter involves the research method, research participants, setting, research
instruments, data gathering techniques, data analysis techniques, and research
procedures.
A. Research Method
The study is a qualitative research using a survey method. According to
Ary, Jacobs & Razavieh (2002), this method provides descriptive accounts which
is targeted to understand a phenomenon using data that might be collected in
variety of ways, such as interviews, observations, and document review.
Furthermore, the purpose of using this method is to understand the world or
experience of the participants.
The survey method was suitably chosen since the researcher sought to
understand a social phenomena from the perspective of the participants of the
study by focusing on the total picture rather than breaking it down into variables.
Furthermore, the study aimed to obtain a holistic picture and a depth
understanding on the immersion teachers’ language problems in using English as
the medium of instruction at the immersion class X SMA Negeri 1 Klaten. The
researcher naturally described how the immersion teachers dealt with the
problems in using English as the medium of instruction at the immersion class X
SMA Negeri 1 Klaten.
The research was done by employing two kinds of data collection
method. They were observation and interview. As stated by Bogdan and Biklen
(1982), the best known representatives of qualitative research are participant
observation and in-depth interview. However, those multiple data collection
methods was attempted to ensure the trustworthiness of the data being gathered.
This reason was suitable with one of qualitative research characteristics suggested
by Creswell (1998) that a qualitative research entails rigorous data collection in
which the researcher collects multiple forms of data, summarizes them adequately
and spends adequate time in the field.
B. Research Participants
The researcher used purposeful sampling to choose the research
participants. Patton (2002) stated that purposeful sampling is based on assumption
that the investigator wants to discover, understand, and gain insight and therefore
must select a sample from which the most can be learned. In determining the
number of research participant, Patton (2002) added that in-depth information
from a small number of people can be valuable, especially if the case is
information-rich. Thus, in order to obtain in-depth information, the researcher
specified the sample into four immersion teachers as the research participants.
They are a Mathematic teacher, a Biology teacher, a Physics teacher, and a
as medium of instruction at the subject of Mathematics, Biology, Physics, and
Chemistry at the immersion class X SMA Negeri 1 Klaten.
The other participant was the coordinator of immersion official team
SMA Negeri 1 Klaten. Since the researcher need complete information and general
description of immersion program which was conducted in SMA Negeri 1 Klaten,
the researcher included the coordinator of immersion official team SMA Negeri 1
Klaten as one of the respondents of the interview.
C. Setting
The research was held in SMA Negeri 1 Klaten. Particularly, the
observations were done at the immersion class X, while the interviews were done
at the teachers’ room. The research was conducted on 6 April up to 6 May 2009.
D. Research Instruments
In this study, there were two instruments which were used for collecting
the data.
1. Observation
According to Fraenkel and Wallen (1993), observation was used in order
to know how people act or how things look. In order to identify the immersion
teachers’ problems in using English as the medium of instruction at the immersion
class X SMA Negeri 1 Klaten, the researcher conducted eight-time observations.
The researcher observed how the participants conducted teaching learning
understand how they coped with language problems in using English as the
medium of instruction. The data which was collected was intended to answer the
first and second research questions.
In the observation done, there were some points to be observed, including
the how teachers’ language performance (speaking and writing skills) looked like,
whether they coped with language problems, what language problems they coped
with and how they coped with those problems while they were teaching at the
classroom. The researcher listed the points on an observation checklist and the
researcher adopted the immersion teachers’ language competence which was
suggested by Burkart (1998).
Besides, the researchers also used some instruments in conducting the
observations, like a video recorder and a notebook. A video recorder was used for
record the teaching learning activities in at the immersion classroom, especially
the teachers’ way of teaching. A notebook was useful to note what phenomena
happened in the classroom as well as to express the researcher’s impression,
feeling, or comments, questions, and some other additional information which
occurred during the observations, particularly on how they used English as the
medium of instruction at the classroom.
In the observation stage, the researcher focused only to observe how the
immersion teachers used English as the medium of instruction. From the language
they produced and from their actions, it could be identified what language
problems they coped with and how they deal with the problems. The observations
2. Interview
The other instrument employed in this study was interview. According to
Ary et al (2002), two basic types of questions used in the interviews according to
the nature of the response desired from the respondents. They were open-ended
and closed questions. Open-ended questions permitted a free response from the
respondents to answer rather than restricting the response to a choice from among
stated alternatives. In a closed question interview, the interviewer read the
question and presented the respondents with various alternative response options.
To answer the first and second questions, the researcher applied the
unstructured or interview which used open-ended questions. The participants were
free to give responses. In conducting the interview, the researcher used simple,
polite, but less formal, and sometimes humorous, language because of the close
relationship between the researcher and the research participants. It was also to
make the interview smoothly, relax, but meaningfully done. The interview was
designed in order that the participants felt comfortable without feeling of being
interrogated.
E. Data Gathering Technique
In this study, the researcher employed two data gathering techniques.
They were observation and interview. The observation was done eight times. As
the research participants, the teachers were being the focus of observations done.
Each teacher was observed twice. The observation was intended to obtain the
English so that the first and second research questions could be answered. The
data which was obtained through the observation was gathered with the data
which was obtained through the interview.
The interview was conducted five times. The first interview was for
interviewing the coordinator of the official team of immersion program in SMA
Negeri 1 Klaten. It was done to obtain much information about the
implementation of immersion classes in SMA Negeri 1 Klaten. The second to the
fifth interview was done by interviewing the four immersion teachers. Interview
was conducted after the second-times-observation of each teacher had done. The
interview was intended to obtain further and more detail information as well as to
clarify the observation data which had been collected. The data which was
collected from the interview supported the data which had been collected from the
observation. All data gathered to answer the first and second research questions.
Gathering the data of the research, the researcher conducted observation
and interview based on the time table which was arranged as follows:
1. On Monday, 6 April 2009 at 09.50, the researcher interviewed the coordinator
of the official team of immersion program in SMA Negeri 1 Klaten. The
interview was intended to obtain a lot of information on the implementation
of immersion classes in SMA Negeri 1 Klaten. The first interview data was
obtained.
2. On Wednesday, 8 April 2009 at 10.50 up to 11.35, the researcher observed
the Physics teacher at the immersion class X SMA Negeri 1 Klaten. The first
3. On Saturday, 11 April 2009 at 06.50 up to 08.20, the researcher observed the
Chemistry teacher at the immersion class X SMA Negeri 1 Klaten. The
second observation data was obtained.
4. On Monday, 13 April 2009 at 06.50 up to 07.35, the researcher observed the
Biology teacher at the immersion class X SMA Negeri 1 Klaten. The third
observation data was obtained.
5. On Wednesday, 15 April 2009 at 10.50 up to 11.35, the researcher observed
the Physics teacher at the immersion class X SMA Negeri 1 Klaten. The
observation was the second observation of the Physics teacher. The fourth
observation data was obtained.
6. On Wednesday, 15 April 2009 at 12.20 up to 12.40 (during the school break
time), the researcher interviewed the Physics teacher at his room. The second
interview data was obtained.
7. On Monday, 20 April 2009 at 08.20 up to 09.50, the researcher observed the
Mathematic teacher at the immersion class X SMA Negeri 1 Klaten. The fifth
observation data was obtained.
8. On Wednesday, 22 April 2009 at 06.50 up to 08.20, the researcher observed
the Biology teacher at the immersion class X SMA Negeri 1 Klaten. The
observation was the second observation of the Biology teacher. The sixth
observation data was obtained.
9. On Wednesday, 22 April 2009 at 12.20 up to 12.40 (during the school break
time), the researcher interviewed the Biology teacher at his room. The third
10. On Saturday, 2 May 2009 at 06.50 up to 08.20, the researcher observed the
Chemistry teacher at the immersion class X SMA Negeri 1 Klaten. The
observation was the second observation of the Chemistry teacher. The
seventh observation data was obtained.
11. On Saturday, 2 May 2009 at 12.20 up to 12.40 (during the school break time),
the researcher interviewed the Chemistry teacher at her room. The fourth
interview data was obtained.
12. On Monday, 4 May 2009 at 08.20 up to 09.50, the researcher observed the
Mathematics teacher at the immersion class X SMA Negeri 1 Klaten. The
observation was the second observation of the Mathematics teacher. The
eighth observation data was obtained.
13. On Monday, 4 May 2009 at 12.20 up to 12.40 (during the school break time),
the researcher interviewed the Mathematics teacher at his room. The fifth
interview data was obtained.
The whole data obtained through the observation and interview was
gathered and the data needed to be analyzed in order to answer the first and
second research question.
F. Data Analysis Technique
In this qualitative research, the data was presented in sentences, in a form
of narrative or descriptive, rather than numerical or statistical. The whole data
which had been obtained from the observation and the interview was analyzed in
