PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI - core.ac.uk · N., my cute nephews and nieces, Aurel, Radhitya, Wijaksara, and Andrea for all supports, love, and prayer which have given

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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

2011

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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“For God hath not given us the spirit of fear;

But of power, and of love, and of a sound mind.”

(2 Timothy 1:7)

“Blessed is the man that endureth temptation;

For when he is tried, he shall receive the crown of life,

which the Lord hath promised to them that love Him.”

(James 1:12)

“Let all your things be done with charity.”

(1 Corinthians 16:14)

I dedicate this thesis to those who love me:

The Almighty God,

My lovely parents and family,

My dearly loved partner,

and all friends


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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,

Ahmed, and Albert for their support and endless friendship. Special thanks are


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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

041214089


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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

1. Immersion ......................................................................................... 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

F. Data Analysis Technique ...................................................................... 38


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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



SMA Negeri 1 Klaten ........................................................................ 51


Problems ......................................................................................... 57

CHAPTER V: CONCLUSIONS AND SUGGESTIONS ......................... 62

A. Conclusions ........................................................................................... 62



SMA Negeri 1 Klaten ....................................................................... 62


Problems …...................................................................................... 63


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B. Suggestions ........................................................................................... 64

REFERENCES ............................................................................................ 67

APPENDIXES ............................................................................................ 71

APPENDIX A: Research Instruments ........................................................ 71

APPENDIX B: Observation Data ............................................................... 76

APPENDIX C: Interview Data ................................................................... 86

APPENDIX D: Letters ................................................................................ 114

1. Permission Letter for SMA Negeri 1 Klaten .................................... 114

2. Permission Letter from Badan Perencanaan

Daerah (Bapeda) Klaten .................................................................. 115


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LIST OF TABLES

Table 4.1 Immersion Teachers’ Pronunciation Errors……….....………….. 46

Table 4.2 Immersion Teachers’ Grammatical Errors …………………….... 48


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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.

Hopefully, by preparing the more qualified and proficient immersion teachers, the goal of immersion program in Indonesia will be successfully achieved.


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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.

Peneliti berharap, dengan mempersiapkan para guru imersi yang bermutu, tujuan dari pelaksanaan kelas imersi di Indonesia dapat berhasil diwujudkan.


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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

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Indonesia. It was firstly introduced in 2004. As stated on the law of national

education system 2003 no. 20, 50:3 (Dinas Pendidikan, 2008), every school level

which is considered as international pioneering school (Rintisan Sekolah Bertaraf

Internasional/RSBI) has to carry out bilingual classes (Retmono, 2004).

The bilingual method has been popularly known as immersion.

Immersion comes from a verb “to immerse” which means to dip, to absorb, or to

involve something deeply (Encarta Dictionaries, 2009). In education, immersion

is a teaching learning program which is intended to use the second or foreign

language optimally in classrooms (Dinas Pendidikan, 2008). The regular school

curriculum is taught through the medium of the language in which English is used

as the medium of instruction; it is not the subject of instruction (Met, 1993). The

main purpose of immersion program is to develop students’ proficiency in the

foreign language by using the language to get meaningful information.

In the immersion program, immersion teachers play important role in

achieving the goal of immersion program. In fact, in Indonesia, the

implementation of immersion program is obstructed by the immersion teachers’

competence, especially in the language aspect. According to Retmono (2004), the

emeritus of the State University of Semarang, the lack of teachers’ skill in English

language area has been worried as the great obstacle on the implementation of

immersion program in Indonesia. In line with this, Faridi (2005), the coordinator

of immersion teachers training program in Central Java, stated that the

imperfection of immersion teachers’ English performance has made the teaching

learning process took place bilingually in many classrooms. He added that English


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was only 40 percent used while Bahasa Indonesia was 60 percent used. The fact

will absolutely be a constraint in the future implementation of immersion program

in Indonesia. For the sake of a successful immersion program, this problem needs

serious attention from the government, schools, teachers, and the stakeholders.

They need to immediately understand what the immersion teachers’ problems are,

especially in using English to conduct the teaching learning activities at the

immersion classes. By knowing the immersion teachers’ language problems, it is

expected that there will be improvement on the quality of immersion teachers,

especially on their language competence.

Concerning the fact, the researcher is interested to conduct the study on

the immersion teachers’ language problems in using English as medium of

instruction at the immersion class X SMA Negeri 1 Klaten. Having conducted the

study, the researcher will be able to understand the immersion teachers’ language

problems in using English and how the immersion teachers deal with the

problems. By understanding the immersion teachers’ language problems, the

researcher will be able to help the immersion teachers, the shcool, and the

government to find the appropriate solutions to overcome the problems and to

improve the quality of the immersion teachers. Overall, the researcher expects that

result of the study will contribute to present a real picture of the immersion

teachers’ language problems which need to be immediately overcome by the

teachers, the school, and the government. The researcher also expects that this

study is beneficial for the development of the quality of immersion teaching in

Indonesia.


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B. Problem Formulation

The problem of the research is formulated as follows:

1. What are the immersion teachers’ language problems in using English as the

medium of instruction at the immersion class X SMA Negeri 1 Klaten?

2. How do the immersion teachers deal with the language problems?

C. Problem Limitation

The focus of the study is on the immersion teachers’ language problems in

using English as the medium of instruction at the immersion class X SMA Negeri

1 Klaten. The immersion teachers’ language problems observed in this research

are limited to the aspect of pronunciation, grammar, vocabulary, and language

function.

The researcher chooses the immersion class X SMA Negeri 1 Klaten since

the immersion class X has available time and space, while the immersion class XI

and XII are preparing the national examination. The subject of the research is four

immersion teachers who are teaching the immersion class X SMA Negeri 1

Klaten. They are a Mathematics teacher, a Biology teacher, a Physics teacher, and

a Chemistry teacher.

D. Research Objectives

The research aims to achieve these following goals:

1. Understanding the immersion teachers’ language problems in using English

as medium of instruction at the immersion class X SMA Negeri 1 Klaten.


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2. Describing how the immersion teachers deal with the problems.

E. Research Benefits

The research concerns with the implementation of immersion education,

especially in how the immersion teachers use English as the medium of

instruction at the immersion class X SMA Negeri 1 Klaten. Expectedly, the result

of the research is beneficial for:

1. The immersion teachers

The study provides information about various language problems which

possibly occurs in their immersion teaching. The problems which are

experienced by the teachers at the immersion class X SMA Negeri 1 Klaten

may be experienced by other immersion teachers in Indonesia. By

understanding the immersion teachers’ language problems, the researcher

helps the immersion teachers to find the appropriate way to limit their

problems. In this study, the researcher also supports the immersion teachers

with some feedback and suggestion which are useful to reduce their problems

in using English at the immersion classes. Expectedly, this study motivates

the immersion teachers to enhance their language skills for the better quality

of their immersion teaching in the future.

2. SMA Negeri 1 Klaten and the other schools implementing immersion classes

The schools implementing immersion classes, especially SMA Negeri 1

Klaten in this case, are responsible on the success of the immersion program

implemented in the schools. The result of the study is useful to make the


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schools realize the obstacle of the implementation of immersion program.

Based on the result of the study, the schools along with the teachers may do

some efforts to overcome the problems.

3. The government

The study presents a kind of feedback on the implementation of immersion

program. The result of the study shows a real picture of the implementation

of immersion program. The most worrying obstacle in the implementation of

immersion classes is the lack of immersion teachers’ language skills. In order

to improve the quality of immersion program in Indonesia, the government is

expected to take more attention on this matter and do efforts to make the

quality of immersion teachers better than the time.

4. The education field in Indonesia

The findings of the research are dedicated generally for the development of

Indonesian national education, particularly for the improvement in immersion

classes in Indonesia. It contributes on challenging Indonesian schools to

courageously establish immersion classes, prepare competent immersion

teachers, and produce graduate students who are qualified not only in the

academic competence but also in the international communication in the

globalization era.

5. The other researchers

For the other researchers who are going to conduct the similar research at

another time and place, this study contributes as model, as reference, or as

prior information for their research.


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F. Definition of Terms

There are some terms employed in the study. In order to avoid

misunderstanding, the researcher defines the terms as follows:

1. Immersion

Immersion is a teaching learning program which is intended to use the second

or foreign language optimally in classrooms (Dinas Pendidikan, 2008). The

regular school curriculum is taught through the medium of the language in

which English is used as the medium of instruction; it is not the subject of

instruction (Met, 1993). The main purpose of immersion program is to

develop students’ proficiency in the foreign language by using the language

to get meaningful information.

2. Immersion Teacher

Immersion teacher is subject matter teacher who is assigned or selected to

teach the subject matter using English as the medium of instruction at the

immersion classes (Novasari, 2008). Since English is only used as medium of

instruction on Mathematics, Biology, Physics, and Chemistry, the immersion

teachers involved in this study are a Mathematics teacher, a Biology teacher,

a Physics teacher, and a Chemistry teacher, who all are teaching the

immersion class X SMA Negeri 1 Klaten.

3. Language Problem

Problem itself can be synonymous to difficulty, obstacle, hurdle, etc

(Gillmour, L, et al, 2001). Chambers English students’ dictionary (Anderson

and Cullen, 1997) defines difficulty as the quality of being hard to do,


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understand, or deal with. The problems which the immersion teachers

encounter may come from two aspects, the linguistics (related to the

language) and non-linguistics (not related to the language) aspects (Clark &

Clark, 1977). Relating to language aspect, the immersion teachers’ problems

are limited on the language they use. In conclusion, it can be inferred that the

immersion teachers’ problems are the difficult situation which related to

language aspects. In this study, the language problems are limited to the

aspect of grammar, pronunciation, vocabulary, and language function.

4. English as medium of instruction

According to Villegas (2000), the medium of instruction is the language used

by the teacher to teach. Furthermore, teaching the language, or educational

content, through the target language increases the amount of exposure the

learner gets to it, and the opportunities they have to communicate in it, and

therefore to develop their control of it. In this study, the language used as the

medium of instruction is English. English is used in the real class interactions

and it is not learned explicitly. It means that English is used by the teachers to

teach subject matters and it is also used by the students to learn the subject

matters. Furthermore, English is used for means of communication in the

classroom.

5. Immersion Class

An immersion class is a non-regular class which is intended to optimally use

English in the teaching learning process. The teaching learning activity in the

classroom mostly uses a second language or foreign language as the medium


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of instruction. The students of immersion classes learn some of subject

matters in English. The class consists of 25-30 students. The class is designed

and equipped with some facilities, like dictionaries, LCD screen, slide

projector, and Air-Conditioned or AC rooms. In this study, the researcher

chose the immersion class X SMA Negeri 1 Klaten as a representative class of

the whole immersion classes.

The immersion class X is chosen based on a consideration that the immersion

class X, compared to class XI and XII, has more available time to be

observed while class XI and class XII are being intensively prepared to face

the National Final Examination. Therefore, in order to fit the time and space

available, the researcher has limited the study to the immersion class X as the

observed class from which the research data will be obtained.

6. SMA Negeri 1 Klaten

SMA Negeri 1 Klaten is the best and most favorite senior high school in

Klaten, Central Java, Indonesia since the school has high quality of

education. This school is one of the pilot schools which implement the

immersion program. The school implements the immersion program since

2006. The school is considered as an international pioneering school in the

Province of Central Java. SMA Negeri 1 Klaten is the first and the only one

senior high school in Klaten which conducts immersion classes. In addition,

the school was the alma mater of the researcher. For those reasons, the

researcher chooses SMA Negeri 1 Klaten to conduct the study.


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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

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program, the characteristics of immersion program, the types of immersion

program, and the teaching principles of immersion program.

a. The Definition of Immersion and Immersion Program

The term immersion may be defined as involvement, engagement,

absorption, dipping, soaking, and wetting but the definition is related to

involvement and dipping (World English Thesaurus, 2009). In terms of the

education method of language teaching, immersion is a teaching learning program

which is intended to use the second or foreign language optimally in classrooms

(Dinas Pendidikan, 2008). The regular school curriculum is taught through the

medium of the language in which English is used as the medium of instruction; it

is not the subject of instruction (Met, 1993). Richards and Schmidt (2002)

mention that an immersion program is a form of bilingual education which uses a

second language or foreign language to teach at least 50% of the curriculum

during the elementary or secondary grades. In this sense, the foreign language is

the vehicle for content instruction but it is not the subject of instruction. Bostwick

(2005), in his article, summarizes that language immersion is an approach to

foreign language instruction in which the usual curricular activities are conducted

in a foreign language.

In conclusion, the definitions above can be generated that an immersion

program is a certain kind of bilingual program that commonly uses a second

language or foreign language as the medium of instruction in schools to teach only


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parts or all content subjects in order that the students’ proficiency in the target

language is high while they are learning the subject matter.

b. The Objectives of Immersion Program

There are some goals which are addressed in the implementation of an

immersion programs. Met (1993) declare these following goals:

1) Developing a high-level of proficiency in the foreign language

2) Developing positive attitudes toward those who speak the foreign language

and toward their culture

3) Developing English language corresponding with expectations for students’

age and abilities

4) Gaining skills and knowledge in the content area of the curriculum in keeping

with the stated objectives in these areas.

The schools, including the immersion teachers, the government and the

stakeholders need to understand the goals of immersion program which will be

achieved. Especially, immersion teachers need to realize and to really understand

their important roles in achieving of the gpals of immersion program.

c. The Characteristics of Immersion Program

Johnson and Swain (1997) sum up the characteristics which have to be

possessed by immersion language program into these following points:

1) It uses the second or foreign language as the medium of instruction


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In an ESL context, the medium of instruction is the second language of the

country. It is different if the context is EFL country, where the medium of

instruction used will be the foreign language. In this study, the immersion

classes at SMA Negeri 1 Klaten use English as foreign language to conduct

the teaching learning of some subject matters.

2) L2 medium curriculum follows the native (L1) medium curriculum

It means that the second or foreign language medium curriculum follows the

local curriculum including the needs, aspirations, goals, and educational

norms. In other words, the program uses the current native curriculum. SMA

Negeri 1 Klaten apply the existing curriculum that is the curriculum of

education unit level (Kurikulum Tingkat Satuan Pendidikan/KTSP).

3) The exposure of the second or foreign language is limited in the classroom

only. It means that the teachers and the students of immersion classes

maximize the use of English only to cover the teaching learning of some

subject matters and to communicate in the classroom.

4) The students’ proficiency in the second or foreign language is low or similar

when entering immersion class.

The immersion student candidates who are going to enter the immersion class

have to pass a kind of English competency test. In SMA Negeri 1 Klaten, the

selection test is designed and provided by a committee along with some

English teachers. The test divided into two stages. The first test is written test,

and the second one is oral test. The tests aim to measure the students’ English

proficiency level.


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5) The teachers are able to speak the first and second or foreign language.

They have to speak bilingually, in students’ first language and the second or

foreign language. Besides the second or foreign language is mostly used as

the medium of instruction in the class, the teachers also make use of first

language occasionally, when they are going to emphasize certain essential

content, for instance.

6) The school culture mirrors that of the local (L1) community.

There is no culture distinction between the regular schools and the immersion

schools. Both are based on the local culture.

7) Actually, an immersion of foreign language should expose the culture of the

language in order to appreciate the foreign country’s culture. The schools

generally still reflect their own culture in carrying out immersion program.

The foreign language culture has not been obviously exposed at the

immersion classrooms in SMA Negeri 1 Klaten.

d. The Types of Immersion Program

Related to the coverage of the subject matters using the medium of

instruction, Richards and Schmidt (2002) promote two types of immersion

program.

1) Partial immersion

It is an immersion program in which the medium of instruction covers only

some parts of the subject matters, like Mathematics, Science and Social. This

type is usually adopted by the schools which have just implemented the


15

immersion program at first. The immersion classes at SMA Negeri 1 Klaten

are also included to this immersion type since English is only used as the

medium of instruction in Mathematics, Biology, Physics, and Chemistry.

2) Total immersion

It is immersion is an immersion program in which the medium of instruction

covers all of the subject matters. It means that all subject matters are taught in

the foreign language as the medium of the instruction.

2. Government’s Guideline on the Implementation of Immersion Classes

The immersion classes in SMA Negeri 1 Klaten are carried out under an

implementation guideline issued by Dinas Pendidikan Propinsi Jawa Tengah

(2008). The guideline is designed based on the law of national education system

2003, No. 20, 50:3. The guideline organizes the schools which implement

immersion classes in order that the goal of the immersion program itself can be

achieved. The guideline contains the definition of immersion classes, the goals of

immersion classes, the characteristics of immersion classes, and the procedure to

implement the immersion classes, which all are described in the following

sections.

a. The Definition of Immersion Classes

Immersion comes from English word “to immerse” which means to dip,

soak, or absorb something deeply. Related to the meaning, the students of

immersion classes will learn more effectively and acquire the language


16

extensively if they use the language as the medium of learning or gaining content

knowledge. Further, it is explained that immersion classes use foreign language to

carry out the teaching learning of one or some subject matters as the medium of

instruction. In this context, English is not merely learnt as a subject matter but as

the medium of instruction on the other subject matters. In the immersion classes,

students learn subject matters by using English. The immersion classes give the

students more opportunity to use the language for interacting in the classroom,

and to gain their proficiency in the language both spoken and written.

Effective implementation of immersion classes needs a careful plan,

including the preparation of teachers’ competence in the language (English),

content materials, students’ worksheets, assessment, teaching technique and

strategies, coordination, budget, and supports from the social community

especially the students’ parents. The plan and preparation is significant in order to

meet the goals of the implementation of immersion classes as well as to create the

high-qualified and competent graduation especially in the province of Central

Java and generally in Indonesia.

b. The Goals of Immersion Classes

The implementation of the immersion classes is intended to achieve these

specific goals:

1) Gaining the English language proficiency of the teachers, academic staffs,

and the students.


17

2) Producing the high-qualified graduations that are ready to involve themselves

in the international world.

3) Producing human resources who are qualified and competent not only in the

academic area but also in the international communication

4) Developing school’s potentials in every aspect to produce the qualified and

competent human resources.

5) Gaining the quality of education in Indonesia generally, in the province of

Central Java, to face the globalization era.

Achieving the goals, it needs qualified immersion teachers who do not

only master the knowledge of subject matters but are proficient also in the

language.

c. The Characteristics of the Immersion Classes

Immersion classes have to fulfill these following criteria:

1) Using foreign language (English) as the medium of instruction on some

subject matters like Mathematics, Biology, Physics, and Chemistry. While the

other subject are taught and learnt fully using Bahasa Indonesia.

2) Applying the current curriculum. The curriculum used is similar to which is

used in the regular classes, with the difference on the medium language only.

The curriculum which is applied in the regular classes is the curriculum of

education unit level (Kurikulum Tingkat Satuan Pendidikan/KTSP). Some

parts of the curriculum may be improved or modified.


18

3) Each class consists of 23-25 students. The small number of students is

designed to create so conditional environment that the students acquire

English effectively.

4) The students are selected from special tests and requirements. The tests are

conducted in English and divided into the written and oral tests. Therefore,

the students of immersion classes possess the higher English competence than

that the regular classes.

5) The teachers are those who can meet the following criteria: being able to use

English actively as the medium of instruction, being able to design lesson

plan and syllabus using English, being able to design teaching materials using

English, being able to design assessment using English, having a bachelor

degree, having a certificate on English training, and being able to provide

services and educational information using English.

6) The classrooms are sufficiently equipped with some facilitation like AC-

rooms, laptop, viewer, overhead projector, dictionaries, and bilingual

reference books. Unlike the regular classes, the immersion classes have some

facilitation which supports the teaching learning activity.

7) The culture in the classroom is the local culture. There is no exposure of the

medium language’ culture.

8) The daily and semester tests are held in English. Whereas the national

examination is held in Bahasa Indonesia since the government has not

designed the special examination for bilingual program.


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d. Procedures of Implementation

Implementing immersion classes, the schools have to pass the following

stages:

1) Planning

The schools which implement immersion classes have to make a teaching

learning plan. It includes standard competence, basic competence, syllabus,

and lesson plan. The teachers and the students of the immersion classes have

to be selected based on the criteria which have been stated above, whereas the

selection process is based on the schools’ consideration.

2) Organizing

The teaching learning activity in the immersion classes is similar to the

teaching learning activity in the regular classes. The difference is only on the

medium of instruction used. The immersion classes use English as the

medium of instruction in some subjects while the regular ones use Bahasa

Indonesia. At the immersion classes, the subjects which have to be learned

using English include Mathematics, Biology, Physics, and Chemistry. In

order to improve the teachers’ language skills, the schools have to carry out

English training intensively by cooperating with certain university or English

course.

3) Supervising

A quality control is needed in the implementation of immersion classes.

There are two kinds of supervision; they are internal supervision (done by the

principle of the school, the school committee, the official team of immersion


20

program, and the local educational government like Dinas Pendidikan

Kabupaten and Dinas Pendidikan Propinsi), and external supervision (done

by the society and the education stakeholders). The supervisions aim to

checking whether the implementation of immersion classes is in accordance

with the plan, to measure the success of the immersion program, and to give

some recommendations for the next implementation. The subject of

supervision is the academic activities and the non-academic activities which

have been done during one semester.

4) Assisting

The implementation of immersion classes in schools needs assistance which

can support the improvement of teachers’ language skills, help the

management of the immersion classes, and motivate the implementation of

immersion classes. The assistance is done by the official team of immersion

program. The classroom assistance for the teachers is done by the English

teachers or certain people who are appointed by the coordinator of the official

team.

5) Monitoring

Monitoring is intended to obtain a description of the improvement on the

quality of immersion classes and to identify the problems which occur during

the implementation of immersion classes. The monitoring is done by the local

educational government at least once three months. The subject of monitoring

includes the graduation competence, the program management, the school

tuition, and the assessment.


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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

selected to conduct teaching learning in the immersion classes (Novasari, 2008).


22

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

relationship with the linguistic aspect. It can be related to the teaching learning


23

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

linguistic competence in terms of listening and speaking. Sheppard, as cited by


24

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,

and diphthongs.


25

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.

Specifically, teachers should have the criteria like:


26

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.

d) Teachers know how to use the language appropriately.


27

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

language in the non-English speaking countries’ immersion classes, like in


28

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

Negeri 1 Klaten. Specifically, the researcher will be able to identify whether the


29

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

classroom. Al-Sultan (2009) states that making English the medium of instruction,


30

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,

and to draw conclusion which answers the two research questions.


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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

31


32

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

Chemistry teacher. They were selected by considering that English was only used


33

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

activities at the immersion class X SMA Negeri 1 Klaten. It was done to


34

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

results were significant to answer the first and the second research questions.


35

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

holistic pictures of the teachers’ behaviors in teaching subject matters using


36

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

observation data was obtained.


37

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



the Physics teacher at the immersion class X SMA Negeri 1 Klaten. The

observation was the second observation of the Physics teacher. The fourth


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



the Biology teacher at the immersion class X SMA Negeri 1 Klaten. The

observation was the second observation of the Biology teacher. The sixth


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



38

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


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


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

order to answer the first and second research questions.


39

The researcher analyzed the data by conducting these following steps.

First, the researcher grouped the observation data into some categories. According

to Nusyirwan (2008), the data taken from the observations and interviews should

be classified with a special classification to make the data manageable. The

researcher had taken all of the data collected into categories and labeled them with

list of coding. The categories were based on the language competence stated by

Burkart (1998) which were employed to identify at which language aspect the

immersion teachers’ problems were. By grouping the immersion teachers’

teaching acts which had been observed at the classroom, the researcher was able

to identify of which the teachers’ acts showed the language problems.

Summarizing the observation data into groups helped the researcher to understand

how the teacher dealt with their language problems at the classroom.

Second, the researcher worked on the interview data. The researcher

transcribed the interview data into sentences. After transcribing, the researcher

labeled the participants’ statements with some codes in order to group the

teachers’ statement into some categories. By coding the immersion teachers’

statements, the researcher was able to identify to which categories the immersion

teachers’ language problems belonged. Summarizing the interview data into

groups helped the researcher to understand in which language aspects the

immersion teachers’ language problems were and how the immersion teachers

dealt with the problems.

Third, the researcher read through all the data. This process aimed to

obtain the general sense of the information and to reflect on its overall meaning.


40

The researcher read through all the data that had been written in the form of tables

to get the overall meaning of the data written on the tables.

Fourth, the researcher interpreted the data. According to Creswell (2003),

this step could involve the researcher’s personal interpretation based on the

individual understanding that the researcher brings to the study from the

researcher’s own culture, history, and experience. The researcher interpreted the

data of this research using mindful and careful interpretation and also analyzed all

data based on the underlying theories described in Chapter II.

Fifth, the researcher described the immersion teacher’ problems in order

to answer the first research question. Then, the researcher described the teachers’

acts which showed how the immersion teachers dealt with the problems. The

description was presented to answer the second research question.

G. Research Procedure

This study was conducted through these following stages:

1. Getting permission to conduct the research in SMA Negeri 1 Klaten.

2. Conducting an interview with the Director of Immersion Program SMA

Negeri 1 Klaten to get the data or the general description of the

implementation of immersion classes in SMA Negeri 1 Klaten.

3. Planning the schedule of observation and interview. The schedule adapted the

immersion teachers’ teaching schedule.

4. Conducting eight observations based on the schedule which had been

planned.


41

5. Conducting four interviews based on the schedule which had been planned.

6. Gathering the data of the observation and the interview.

7. Summarizing the data of the observation and the interview.

8. Analyzing the data.

9. Presenting the discussion of the analysis.

10. Drawing conclusion.

11. Stating some suggestions.


42

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter contains two major parts which present (1) research

findings, and (2) discussion. The first part focuses only on the findings of the

research which answer the two research problems, while the second part presents

a discussion on the analysis data.

A. Research Findings

As stated in Chapter I, the research aims to understand the immersion

teachers’ language problems in using English as medium of instruction at the

immersion class X SMA Negeri 1 Klaten and how the immersion teachers deal

with the language problems. After analyzing the research data, the researcher

discovered these following matters:

1. The Immersion Teachers’ Language Problems in Using English as

Medium of Instruction at the Immersion Class X SMA Negeri 1 Klaten

Based on the data which has been obtained through observation and

interview, it is identified that the immersion teachers encountered some problems

in using English as the medium of instruction at the immersion class X SMA

Negeri 1 Klaten. It can be found that the immersion teachers’ language problems

are related to the aspect of pronunciation, grammar, vocabulary, and language

function. The immersion teachers’ language problems are as follows:

42


43

a. Pronunciation

In the aspect of pronunciation, the immersion teachers encountered

problems on:

1) Pronouncing words, phrases, and sentences

The immersion teachers frequently pronounced words incorrectly. The

problems were identified from the words they produced.

2) Applying word stresses and intonation contours

The teachers also used to ignore the intonation contours and stresses

pattern when they were speaking English. They frequently produced flat

intonation without any clear distinction between the rising or falling

intonation. Furthermore, the teachers spoke English as naturally as they

spoke Bahasa Indonesia.

b. Grammar

In the aspect of grammar, the immersion teachers encountered problems

on:

1) Producing spontaneous utterances

It could be observed that when the teachers directly read the written text

on the Power Point slide, notes or book, they did not face any difficulty

in constructing sentences. They used to speak English by reading. Had

not the teachers prepared the sentences in a written form, they would

have experienced difficulty to speak English spontaneously. It could be

seen when they explained the lesson materials.


44

2) Applying grammar rules

From the utterances produced by the immersion teachers, it could be seen

that they encountered problem on constructing sentences with the correct

grammar. There were some grammar rules which were ignored by the

immersion teachers.

3) Monitoring the accuracy of their utterances

The most serious problem they faced when teaching at the immersion

class was that they could not monitor their language performance. They

focused mostly on the knowledge delivery than the language accuracy.

c. Vocabulary

In the aspect of vocabulary, the immersion teachers encountered

problems on:

1) Mastering vocabulary

While speaking, the teachers missed some words. They made pauses

while speaking since they forgot or did not know any word to say.

2) Translating words, phrases, and sentences

In the classroom, the teachers frequently looked up the dictionary while

teaching. After finding the meaning, they told the students the meaning

of the words.

3) Producing spontaneous utterances

The limited vocabulary possessed by the immersion teachers resulted on

their speech production. When the teachers elaborated the explanation of


45

the lesson material, they limitedly produced spontaneous utterances. It

seemed that they felt difficult to speak spontaneously without reading.

d. Language function

In using English as medium of instruction at the classroom, the

immersion teachers encountered problems on:

1) Communicating with the students

The immersion teachers used to speak Bahasa Indonesia instead of

English when they were communicating to the students.

2) Using language expressions

The immersion teachers produced limited expressions. They used to

express greeting at the most, but they did not make use of the other

expressions in teaching like asking clarifications, confirming check,

asking repetitions, requesting something (imperative), suggesting

something, asking questions, giving instruction, praising, thanking

(gratitude), opening the lesson, closing the lesson, warning, persuading,

commanding, apologizing, etc.

2. The Immersion Teachers’ Acts Dealing with the Language Problems

Conducting observations at the classroom, the researcher understand the

immersion teachers’ acts which showed how they dealt with the language

problems at the classroom. By identifying their actions at the classroom, it could


46

be seen whether the immersion teachers attempted to conquer their language

problems at the time and whether they successfully coped with the problems.

a. Dealing with problems on Pronunciation

As mentioned above, the immersion teachers encountered some problems

on pronunciation. They did not pay attention on their pronunciation while

speaking. As a result, so they made errors in pronouncing words. The examples of

pronunciation errors they produced are listed in Table 4.1.

Table 4.1 Immersion teachers’ pronunciation errors

No. Words Incorrect pronunciation

Correct pronunciation

1. equal [ikuwǝl] [΄i:kwǝl] 2. example [eksʌmpǝl] [ɪg΄zɑ:mpl] 3. three [tri:] [θri:] 4. question [kuɪʃǝn] [΄kwestʃn] 5. right [rɑɪg] [rɑɪt] 6. symbol [sɪmbɔl] [΄sɪmbl] 7. adult [ɑdʊl] [΄ədʌlt] 8. write [wrɑɪt] [rɑɪt] 9. difficult [dɪfɪkʊlt] [΄dɪfɪkəlt]

10. complete [kɔmplɪt] [kəm΄pi:t] 11. answer [ænsʊər] [΄ɑnsə(r)] 12. finish [fɪnɪs] [΄fɪnɪʃ] 13. mouth [mɔʊθ] [mɑʊθ]

Source: Observation 3 & 5

From the examples, it could be seen that the teachers made some errors

in pronouncing the words. They seemed to be serious delivering the subject matter

without paying attention on their language. Even when they were reading through


47

a discourse, they incorrectly pronounced some words. Ironically, the students

realized that the teachers’ pronunciation was incorrect. Some of the students were

talking among themselves about the teachers’ incorrect pronunciation but they did

not tell it to the teacher. The teachers did not realize that they pronounced the

words incorrectly. Hence, the teachers did not make any correction to their

pronunciation.

The immersion teachers spoke English with unclear intonation. They

spoke English without any distinction between the rising intonation and the falling

intonation. Based on Table 4.1, it could be seen that the teachers also did not pay

attention on the word stress. The teachers did not realize the problem.

Furthermore, they admitted that they actually did not really know about word

stress. They did not know at which syllable the stress should be placed. It was

clearly seen at the classroom that the teachers could not cope with the problem

successfully.

b. Dealing with Problems on Grammar

In fact, the immersion teachers used to produce incomplete utterances.

For example, they omitted parts of the sentences like subject and verb, they used

double subjects, and they used present tense to express past event, and so on.

Those problems occurred mostly when they were speaking English spontaneously

rather than when they directly read the text on the Power Point slides. It seemed

that they faced difficulty in constructing sentences so that they either missed some


48

parts or made some mistakes. Table 4.2 presents some examples of the immersion

teachers’ errors in grammar.

Table 4.2 Immersion teachers’ grammatical errors

No. Description Incorrect Correct

1. The use of double subject

“OK, let’s we continue our lesson.”

“OK, let’s continue our lesson”

2. The absence of subject and verb at the same time

“Because only one leg.”

“Because it has only one leg.”

3. The omission of ‘s’ sound of the plural form

“Two variable are different.” “There are five part of the body.”

“Two variables are different.” “There are five parts of the body.”

4. The omission of ‘s’ sound on the verb of singular subject

“It live in water and land.”

“It lives in water and land.”

5. The use of present tense instead of past tense to express past event

“This morning Mr. Didik ask me to replace him…” “The Ohm Law is formed…”

“This morning Mr. Didik asked me to replace him…” “The Ohm Law was formed…”

6. The use of declarative sentence to express interrogative one

“It is true equation?” “Its body tripoblastic?” “You finish the exercise?”

“Is this equation true?” “Is its body tripoblastic?” “Have you finished the exercise?”

Source: Observation 1,6&8

In the classroom, it could be seen that the problems on grammar occurred

when the teachers spoke English spontaneously, for example when they answered

the students’ questions or when they explained the lesson. On the other hand, they

limitedly produced grammar errors when they read the text or discourse. If they


49

had prepared the lesson material using Power Point, they could have directly read

it; hence, they did not make any grammar mistake.

c. Dealing with problems on Vocabulary

In the classroom, it could be seen that all of the teachers did not master

vocabulary well. The teachers made some pauses while they were speaking. They

missed the words which were going to say. They forgot or did not know any word

to say. At the time, they did not attempt to look for another word which had close

meaning to the word missing. They used to replace the missing words with the

words of Bahasa Indonesia. They mixed the language between English and

Bahasa Indonesia.

In the classroom, the immersion teachers also encountered problem on

translating several contexts either from English into Bahasa Indonesia or from

Bahasa Indonesia into English. It could be seen that the teachers used to look up

their dictionary frequently. After looking up the dictionary, they told the students

the words’ meaning.

d. Dealing with problems on Language Function

From the observation, it could be seen that the teachers frequently spoke

Bahasa Indonesia instead of English. In the classroom, the teachers limitedly

produced English conversation. They only spoke when they were explaining or

when they giving instruction to the students. They did not make any conversation

in English, except when they asked the students some questions which were


50

related to the lesson. They spoke Bahasa Indonesia to communicate with the

students. They did not try to keep speaking English all the time. As they did, the

students were less motivated to speak English all the time in the classroom.

In teaching, the teachers also limitedly used English language

expressions. The expressions which were appeared in the classroom were only the

expression of greeting and asking for question. Even they did not make use

expression of opening and closing the lesson. After greeting the students and

leading a prayer, the teachers directly presented the lesson material without

opening the lesson with an introduction. They did not attempt to make various

expressions to keep the communication with the students.

B. Discussion

This section discusses the research findings which are described in the

previous section by reviewing the theoretical framework presented in chapter II

and employing the careful and mindful interpretation. However, this section

discusses the immersion teachers’ language problems in using English as the

medium of instruction at the immersion class X SMA Negeri 1 Klaten and how the

immersion teachers deal the language problems in the classroom.

It has been stated above that the teachers’ language problems in using

English as the medium of instruction are mostly related to the immersion teachers’

language competence. According to Burkart (1998), the teachers should possess

knowledge about the language and skills on speaking English, unless they cope

with the difficulties in the use of language in a real communications. As the study


51

is limited on the immersion teachers’ language problems in using English to

deliver the subject matters, it is restricted to the teachers’ language performance.

Besides, it is also essential to discuss how they deal with their language problems

in the classroom.

Based on the research findings, the researcher discusses the immersion

teachers’ language problems in using English as the medium of instruction at the

immersion class X SMA Negeri 1 Klaten and how the immersion teachers deal

with the problems in the classroom in the following parts.


Medium of Instruction at the Immersion class X SMA Negeri 1 Klaten

The first immersion teachers’ language problem is related to

pronunciation term. Teachers’ pronunciation in the class is very important. It is

because the teachers are the language model for the students in the class. It is

emphasized by Wilkins (1974) that if teachers do not know the articulatory

phonetics (pronunciation) of the target language, they are limited in what they can

do in teaching of pronunciation. If the immersion teachers can pronounce the

target language correctly, they can give the students the most accurate imitation of

their own pronunciation. However, if they give the students the most accurate

pronunciation, they can save the students from the persistent pronunciation errors.

In terms of pronunciation, the immersion teachers have difficulty in

pronouncing some words. In addition, this is also related to the stress pattern

production which affected on the intonation of their speech. From the observation,


52

it can be seen that the immersion teachers frequently pronounced and stressed

some particular words incorrectly. In the interview, the immersion teachers

admitted that they actually understand the stress patterns in English words,

phrases, or sentences, but they do not really know how they should place the

stress even more they do not realize it when they are speaking English.

In consequence, the incorrect stress position influence at the intonation

pattern of the immersion teachers’ speech. Their intonation seems to be flat,

without any clear distinction between the rising and falling. They speak English as

naturally as they speak Bahasa Indonesia. Several things cause this condition

including the teachers’ English proficiency, the students’ English proficiency,

content difficulty, and the teachers’ focus of attention.

In grammar, the immersion teachers should know the structure of the

language in order that the utterances they produce are meaningful to the listener.

They also should know how the rules are applied in a real language use and

monitor their speech. Immersion teachers, as the language model in the class, need

to give a correct model of speech. Their utterances should be as accurate as

possible. If they are not, they possibly transfer some errors to the students

(Wilkins, 1974). The correct grammatical utterances contribute to the correct

meaning. Different grammatical forms of a sentence reflect different meanings of

the sentence. Wilkins (1974) states that the forms of sentence are related each to

other. It is related by a grammatical system. If one item of the grammatical system

is changed, it would result in the whole grammatical system. The change would

systematically influence the meaning of the sentence. From this point of view, it is


53

known that teachers’ grammatical utterances are very important since grammatical

utterances produced by the teachers would transfer meaningful utterances to the

students. On the other hand, some linguists state that the grammar of a language is

not important for communication. They suggest that as long as the communication

goal is achieved, grammar is not important.

In fact, the immersion teachers’ grammatical utterances are essential

since their utterances are the language model for the students. The immersion

teachers’ linguistic problems on grammar transfer errors to the students. If it

happens repeatedly, it contributes to fossilization of the students’ grammar on the

target language. The accurate language produced by the immersion teachers is

important as the language model for the students.

Actually, the immersion teachers have difficulty in monitoring their

speech. Several aspects cause the conditions. The immersion teachers’ low

awareness on the grammatical aspects is one of the causes. Another aspect is the

teachers’ focus on the communication achievement and on the intelligible

contents they deliver. When what they have taught has been understood by the

students, the grammar of their language is not important for them. As long as what

they have said is understood by the students, grammar is not really essential.

Nevertheless it does not mean that they do not notice the grammar of their

language at all. They monitor their language if only they have time to do it. When

they cannot monitor their language in presenting or explaining the materials, it

does not mean that they ignore the rules. However, they sometimes ignore the

rules and sometimes they do not realize that they make some mistakes and in


54

consequences, they cannot monitor their language because of the unawareness of

some grammatical rules. However, most of their planned utterances are accurate.

In contrast, most of their unplanned or spontaneous utterances are not accurate.

From the observations, it can be seen that the immersion teachers have

problem in producing spontaneous sentences in class interaction and in the

unexpected situations. Consequently, they produce sentences with grammatical

error. The immersion teachers admitted that they actually know the English

grammar rules but they face difficulty in using them appropriately in the real

spoken discourse. According to them, they focus mostly on the content delivery so

that they do not pay attention on the grammar or their speech.

The immersion teachers encounter some problems on vocabulary

mastery. In the aspect of vocabulary, they concern words that they should master.

Vocabulary is also very important for the teachers. As emphasized by Wilkins

(1974), that without grammar little can be conveyed but without vocabulary

nothing can be conveyed. According to this opinion, it can be conclude that the

immersion teachers’ language depends also on their vocabulary mastery.

Since the immersion teachers are the language model for the students,

they need to master the words that they should use in the class. In addition, the

immersion teachers need to master special terms existing in the contents in

English as well as in Bahasa Indonesia. They also need to know the synonym or

antonym of the word in English. The teachers need to know the use of a word in

the right context, and need to know the meaning of a word in a context. Therefore,

the immersion teachers’ problem in the vocabulary mastery can influence the


55

students’ achievement on the target language. Inappropriateness of words they use

to present or explain the materials in the class might result in serious problems

where the students might also use inappropriate words that the teachers use.

Based on the research results, some immersion teachers’ problems in

vocabulary are identified. Those problems are related to the limited vocabulary

mastered by the teachers, the confusion possessed by the teacher in translating

special terms from Bahasa Indonesia into English and vice versa, the tendency in

translating a phrase word by word, and the limited knowledge in inferring

meaning of English words. In fact, the main cause of the teachers’ problem is the

lack of their mastery on vocabulary. It happens because the teachers possess a

little even no one experience in using English as the medium of instruction in

class or in their daily life. Therefore, it is hard for the teachers to speak English all

the time and in all class activities while they should also focus on several aspects

like pronunciation, grammar, and the contents of materials. In fact, they also face

some problems in translating the words or phrases because of the different

structure between Bahasa Indonesia and English. In this case, teachers tend to

translate the English words order into Bahasa Indonesia like the structure of

Bahasa Indonesia words order. In conclusion, there are many aspects determining

the teachers’ problems on vocabulary. Those aspects come from the teachers

themselves and the language used, in this case is the structure of the language.

They do not possess sufficient vocabulary so that they feel difficult to

produce spontaneous speech in the class. It can be found in the observations that


56

they frequently missed some words and replaced them with the synonym in

Bahasa Indonesia.

The immersion teachers actually have communication problem. They did

not speak English all the time and every situations. They rather used Bahasa

Indonesia instead of English. It is difficult for them to speak English

spontaneously. They also have some problems in using certain expressions in

teaching like answering the spontaneous question asked by the students, and

explaining the concept on the subject matters using English.

It is claimed by Hughes (1990) that all immersion teachers, whatever the

subjects taught, need to acquire specialized classroom competence that is

language function. In this case, they need to master all the instructions in the class

such as grouping the students, greeting, asking clarification, confirmation check,

asking questions, commanding the students, requesting something, etc. the

language functions are also important for interaction. The teachers’ success in

presenting the materials and interacting to the students is determined much by the

teachers’ language function mastery. The appropriateness of language functions

used by the teachers determines what the student can understand the lesson.

Inappropriate and incorrect language functions produced by teachers can transfer

errors to the students. It can also transfer errors to the students since inappropriate

language functions used by the teachers might be imitated by the students.

The immersion teachers’ language problems occur due to their

insufficient language mastery and their focus on the subject delivery. As a result,


57

they do not pay attention on the accurance of their language performance. In fact,

they should be a good language model for the students.


Based on the research findings, the immersion teachers encounter some

problems related to the use of language as medium of instruction. The language

problems which are described above occur because of the immersion teachers’

limitation on the language competence and because of their responsibility on

delivering the knowledge to the students. From the observation, it can be seen that

sometimes the teachers are able to deal with problem, but another time the

teachers are not able to cope with the problems successfully.

The teachers deal with some problems on pronunciation. They frequently

produce incorrect pronunciation. The immersion teachers do not realize that they

make some mistakes so they do not correct the mistakes either. The teachers also

speak English with unclear intonation. They speak English as like as they speak

Bahasa Indonesia. They do not know which part should be stressed and which

part should not be stressed. As a result, the intonation which they produce is flat.

Furthermore, they do not ask question with interrogative intonation but

declarative one. In the interview, the teachers admitted that they do not pay

attention on their intonation while they are speaking. They just read or speak

naturally, although the intonation was wrong. Even, they do not check the

pronunciation, either. In the classroom, it can be obviously seen that they do not

pay attention on the accuracy of the language but they pay attention more on the


58

delivery of the subject. As they do not realize the language mistakes, they do not

make effort to correct the mistakes.

The other problems are in the aspect of grammar. The immersion

teachers make many grammatical errors. It occurs when they are explaining the

materials to the students. Sometimes, they are confused how to construct words by

words into a phrase or a sentence. In the classroom, it can be seen that they prefer

reading text directly to speaking spontaneously. They prepare a set of materials

which have been typed in Power Point. They admitted that this is their effort to

avoid speaking spontaneously too much in the classroom. It can be observed that

the immersion teachers make use of Bahasa Indonesia to explain the materials,

instead of English. They are not sure with the utterances they produce so they

switch the language into Bahasa Indonesia. They worry if their utterances are

grammatically wrong and can not be understood by the students. Therefore,

several times they use Bahasa Indonesia.

From the observation, it can be seen that the teachers frequently look up

the dictionary. When the teachers find difficult or unfamiliar words, they search

for the meaning in the dictionary, then they tell the students the meaning. They

also prefer using bilingual textbook in order to make them easily understand the

discourse. They read the textbook sometimes in presenting the materials. They

also use bilingual textbook to limit their problems on vocabulary. The immersion

teachers also mix their speech in English and Bahasa Indonesia at a particular

time when they want to deliver concept to the students.


59

Further, the immersion teachers have problem in monitoring their

grammar. The inaccurate utterances are the consequences of such unexpected

conditions when they have to answer an unexpected question from the students. It

also happens when they face such a situation when they are interacting with the

students. It is also emphasized that the teachers find it hard to notice all the things

at the same time while they are delivering the contents. They should monitor the

grammar and the pronunciation of their language. In addition, they ought to pay

attention to the comprehensibility of their material presentation. It is also claimed

that teachers must also pay attention to the syllabus attainment and the students’

achievement of the contents. Therefore, it is not easy to teach the contents using

English in which they face many shortcomings that come from themselves and the

other teaching learning components.

Based on the research results, it is clear that the immersion teachers’

problems on the communication aspect are mainly caused by the teachers’ little

experience in using English. What they have obtained from the teacher training

held before the implementation of the program does not vary the teachers’

language used in class. They only learn some simple expressions for presenting

the materials and interacting to the students. The teachers limitedly use language

function when teaching. Actually, in immersion teaching, the teachers should use

some expressions according to its functions, like greeting, asking clarifications,

confirming check, asking repetitions, requesting something (imperative),

suggesting something, asking questions, giving instruction, praising, thanking,

opening the lesson, closing the lesson, warning, persuading, commanding, etc.


60

(Burkart, 1998). It seems that the teachers are lack of knowledge about which

expression should be used for which function.

Using Bahasa Indonesia is also done sometimes to speak to the students

and to explain the concept of the materials discussed. The immersion teachers

sometimes mix the languages in class for the unexpected situations in presenting

the materials and in interacting with the students. This action helps the teachers

much, but it might give negative effects to the students. Here, students might

conduct the same way when they are stuck with their language. They tend to

speak Bahasa Indonesia than practicing more to speak English in class. The

teachers’ language performance really influences both the students’ understanding

of the lesson and their acquisition of the language. 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).

There are only a few attempts done by the immersion teachers when they

encounter some problems at the classroom. In fact, the immersion teachers should

realize and really understand the goal of immersion so that they understand that

they play important roles in the success of immersion (Snow, 1990). It seems that

the teachers do not really understand their important roles in the immersion

classrooms. They are not motivated to limit the difficulties which are possible

occur in their teaching process.

Actually, it is not easy to handle an immersion classroom. As stated by

Met (1993), an immersion program requires teachers who have near native

proficiency in the oral and the written forms of language. Based on the research


61

results, the immersion teachers do not have near native proficiency especially in

oral language. They have to become the good language models for the students.

According to Met (1993), the use of English as foreign language in the non-

English speaking countries’ immersion classes may raise difficulties among the

teachers and the learners. Nevertheless, the immersion teachers should not stop

attempting to improve their language skills so that they will not encounter any

problem in using English as the medium of instruction at their classrooms.


62

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

The last chapter presents two sections. They are (1) conclusion and (2)

suggestions. The first part is the conclusion of the research is the conclusion of

this study. The second part is the suggestions and recommendations which are

worth for people who concern to this study to make improvement in the future.

A. Conclusions

Based on the research results, the researcher concludes the immersion

teachers’ language problems in using English and how the immersion teachers

deal with the language problems at the immersion class X SMA Negeri 1 Klaten.


Medium of Instruction at the Immersion Class X SMA Negeri 1 Klaten

Teaching subject matters using a foreign language is not an easy task.

The fact is also appeared in the immersion teachers’ classroom. Actually, they

master the subject knowledge well but they do not master English well. In

consequence, they encounter some problems which are related to language

aspects.

In conclusion, the immersion teachers encounter problems on

pronunciation, like pronouncing words, applying intonation contours and stress

pattern. They also have problem in producing spontaneous utterances and

62


63

applying grammar rules. They do not able to monitor the accuracy of their speech

since they mostly focus on the lesson delivery. They possess limited vocabulary

so that they miss some words while speaking and they do not know the meaning

of some vocabularies. They have problems in monitoring the accuracy of their

speech, and in communicating with the students using English all time at the

classroom.

Overall, the immersion teachers at the immersion class X SMA Negeri 1

Klaten encounter many problems in using English as the medium of instruction

due to some factors. They possess insufficient language skill, they do not have

any experience in immersion teaching, and they focus on the lesson delivery more

than on the language accuracy.


Actually, when the immersion teachers experience the problems in using

English as the medium of instruction at the classroom, they only do several

attempts to conquer the problems immediately. When the immersion teachers

encounter problems on pronunciation, they do not have effort to correct their

mistakes. It is because they do not know how the words should be pronounced,

which syllable should be stressed, and where the intonation should be raising or

falling.

The immersion teachers really understand that it will be difficult for them

to produce spontaneous utterances. They avoid speaking spontaneously by

preparing the lesson materials which they are going to explain in the form of


64

Power Point presentation. By doing that, they just need to read the text directly

instead of speaking spontaneously.

The immersion teachers make some pauses and miss some words while

speaking spontaneously. They tend to mix English and Bahasa Indonesia while

speaking. They look up the dictionary and read the bilingual textbook when they

find difficult or unfamiliar words or terms.

In communicating with the students, the immersion teachers tend to use

Bahasa Indonesia at the most. They use English only for presenting and

explaining the lesson materials, but they do not force themselves to communicate

with the students in English either.

The researcher concludes that the immersion teachers have not ready yet

to handle the immersion classes. If they do not attempt to improve their language

skills, they and the immersion program will fail.

B. Suggestions

Having conducted the study, the researcher understands the immersion

teachers’ language problems and how the immersion teachers deal with the

language problems at the immersion class X SMA Negeri 1 Klaten. Personally,

the researcher concerns the fact that actually the immersion teachers, who are

responsible to brings their students to both high academic achievement and high

English proficiency, have not been thoroughly prepared especially in the terms of

language.


65

In the researcher’s opinion, teaching immersion is not merely using

English to teach, but it is rather making the students comprehend English while

they are learning. It demands the teachers’ native-like proficiency in order to give

correct models to the students. Therefore, the researcher expects that by bringing

this issue up, there will be more serious attention from Indonesian government,

the school, and the stakeholders. The government should not only assign schools

to implement immersion program and facilitate the schools physically and

financially, but they also need to prepare the teachers very well. The government

along with the school may cooperate with some lecturers from reputable

university to train the teachers intensively.

It is not easy to produce the qualified immersion teachers, but it is not

impossible. The researcher suggests the education study programs in every faculty

of teachers training and education which majors at subject matters like

Mathematics Education and Science Education to contain bilingual teaching as a

compulsory course for the purpose of producing immersion teachers who are

qualified, well-prepared, and experienced in teaching immersion. However, it can

be done by bringing up some experts of immersion education or English native

speakers. In this case, the role of English department is also necessary in training

the teacher candidates. It is possible to initiate cooperation between English

Education Study Program and other Education Study Program like Mathematics

and Science.

The researcher also suggests the immersion teachers to improve their

language skills by drilling themselves individually. They should prepare the


66

lesson material as well as the utterances which they are going to say. By having

well preparation, the teachers limit the occurrence of the problems which are

especially related to the using of English as medium of instruction.

Hopefully, by preparing the more qualified and proficient immersion

teachers, the goal of immersion program can be achieved. Hence, Indonesia can

produce qualified people who are also proficient in the international

communication.


67

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from 30 Years of Research on Second Language Immersion. Canada: Ontario Institute for Studies in Education of the University of Toronto. (http://iteachilearn.com/Cummins/immersion2002.html, accessed on 2 November 2008).

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Dinas Pendidikan Propinsi Jawa Tengah. 2008. Pedoman Penyelenggaraan Kelas

Imersi di Provinsi Jawa Tengah. Semarang: Dindiknas Jateng. Faridi, A. 2005. Kelas Imersi Terkendala Kemampuan Guru. Newsletter, ed.

Tuesday, 28 June 2005. Semarang: Harian Suara Merdeka. Fraenkel, J. R. & Wallen, N. E. 1993. How to Design and Evaluate Research in

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SLTP Negeri 1 Bantul. A Thesis. Yogyakarta: UNY. Nusyirwan. 2008. Learning English with Visual Media as Vocational Schools as

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Education: Issues and Strategies. Newbury Park, CA: Sage. Retmono. 2004. Pengajar, Kendala Terbesar Kelas Imersi. Newsletter, ed.

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APPENDIXES

APPENDIX A: Research Instrument

Observation Checklist (Adopted from Language Competence suggested by

Burkart, 1998)

No Controlling Terms Yes No Description 1 Pronouncing the words, words in

prhares and sentences correctly

2 Using words, phrases, and sentences in real spoken

3 Having correct intonations in producing words, phrases, and sentences

4 Applying correct stress in pitch production

5 Producing grammatical sentences by applying correct structure (tenses, concord or word agreement)

6 Mastering terms and vocabulary on the subject

7 Using and putting words in the right context

8 Translating words (Bahasa Indonesia-English and English-Bahasa Indonesia)

9 Having English communication all time

10 Using language expressions in real communication

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Interview Guide General difficulties

1. Bagaimana perasaan Anda saat ditunjuk atau terpilih sebagai guru di kelas immerse?

2. Apa saja kesulitan yang Anda alami pada saat mengajar di kelas dengan menggunakan Bahasa Inggris?

3. Dalam hal apa saja kesulitan yang Anda alami ketika mengajar dengan Bahasa Inggris?

4. Apa jalan keluar atau solusi anda untuk mengatasi kesulitan-kesulitan tersebut?

Pronunciation

1. Bagaimana dengan pronunciation Anda? Apakah Anda mengalami kesulitan dalam mengucapkan kata, frase, atau kalimat dalam Bahasa Inggris dengan benar?

2. Dalam Bahasa Inggris itu kan pada hamper setiap kata mendapatkan penekanan (stess) suku kata, baik itu dalam sebuah kata, frase, ataupun kalimat. Apakah Anda mengetahui akan hal itu?

3. Apakah Anda mengalami kesulitan dalam meletakkan dimana suku kata yang seharusnya mendapatkan stress?Jika iya, apa solusi Anda?

4. Apakah Anda yakin bahwa pronunciation setiap kata yang Anda hasilkan itu sudah benar?

5. Setiap huruf dan kata tentunya mempunyai perbedaan dalam pengucapan, apakah Anda memperhatikan hal itu? Adakah kesulitan yang Anda alami dalam membedakan pengucapannya? Jika iya, apa solusi Anda? Apakah dengan memebaca kamus untuk memperbaiki kesalahan pengucapan tersebut?

6. Apakah Anda selalu memperhatikan dan menyadari kesalahan pengucapan ketika Anda sedang mengajar? Ketika pengucapan Anda salah apakah Anda akan langsung memperbaiki atau meralatnya pada saat itu juga atau tidak? Anda sendiri yang memperbaiki atau orang lain yang memperbaiki (misal siswa atau guru Bahasa Inggris yang mendampingi di kelas?

7. Apakah Andaa sering membuka kamus untuk memperbaiki pronunciation Anda? Atau mungkin dengan hal lain?

8. Bagaimana dengan intonasi Anda, apakah Anda mempertikan intonasi Anda pada saat menerangkan pelajaran?

9. Apakah Anda mengalami kesulitan dalam hal intonasi ini? Apa solusi Anda?

10. Apakah Anda melakukan pengecekan pengucapan beberapa kata atau frase dari kamus atau anda menanyakannya ke guru Bahasa Inggris? Juga dalam masalah intonasi, apakah Anda minta bantuan guru Bahasa Inggris untuk mengecekkannya apakah sudah tepat atau belum begitu?


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Grammar 1. Apakah anda mengalami kesulitan dalam menyusun kata menjadi kalimat

saat menyampaikan materi? Apa solusi Anda? 2. Apa anda kesulitan dalam hal grammar, misalnya apa? Dan apa solusinya? 3. Apa anda selalu membenarkan struktur bahasa siswa pada saat mereka

berbicara dalam Bahasa Inggris? 4. Apa anda tahu bahwa stuktur bahasa siswa salah? Atau Anda memilih

membiarkannya saja asalkan dia mengerti maksud ucapannya itu? 5. Apa anda menyadari bahwa kadang grammar anda salah? Apakah anda

berusaha langsung memperbaikinya pada saat itu juga atau baru nati pada pertemuan yang akan dating atau bagaimana?

6. Apa anda mengatur atau memonitor bahasa yang anda gunakan? Apa usaha anda saat anda sadar bahwa bahasa yang anda hasilkan itu grammarnya salah?

7. Apakah siswa paham perkataan atau penjelasan anda saat menerangkan tanpa translate?

8. Apa anda mengalami kesulitan mengartikan frase atau kalimat yang struktur penulisannya berbeda dengan bahasa Indonesia? Apa solusi anda?

9. Apa anda kesulitan dalam menggunakan kata penghubung? Apa solusi anda?

10. Bagaimana dengan penggunaan reduced form seperti isn’t, haven’t dan sebagainya?

Vocabulary

1. Apa anda kesulitan mengartikan istilah-istilah atau kata-kata dalam Bahasa Inggris? Apa solusi anda?

2. Apa anda mengalami kesulitan mengartikan istilah-istilah yang ada dalam materi? Apa solusi anda?

3. Apakah anda berusaha mencarinya dalam kamus atau bertanya kepada guru lain atau teman atau mungkin dari internet? Lalu bagaimana jika kata atau istilah tersebut tidak ada dalam kamus? Apa solusi anda?

4. Apakah anda kesulitan dalam mengartikan istilah tertentu dari Bahasa Indonesia ke Bahasa inggris atau sebaliknya? Apa solusi anda?

5. Apa anda mengetahui arti istilah yang sama dalam context yang berbeda? 6. Apakah and amengalami kesulitan dalam memilih kata untuk context

tertentu dalam menyampaikan materi? Apa solusi anda? 7. Apa anda mengetahui arti tertentu dalam konteks yang kadang artinya

berbeda dari apa yang anda temukan di kamus? Apa yang anda lakukan untuk mengatasi hal tersebut?

8. Apakah anda mengalami kesulitan saat harus menerka arti kata dalam konteks tertentu tanpa menggunakan kamus? Apa solusi anda?

Language Function

1. Apakah Anda tahu ekspresi tertentu yang ditunakan untuk fungsi atau konteks tertentu, misalnya “How are you?” untuk greeting, dan sebagainya?


74

2. Apa anda tahu bahwa expresi atau ungkapan tertenu bermakna lebih halus atau formal tertentu itu lebih halus atau formal dari pada ekspresi lainnya?

3. Apakah Anda membantu murid Anda untuk memahami kata atau istilah tertentu dengan memberikan konteks atau clue tertentu dalam Bahasa Inggris atau anda memilih untuk menterjemahkannya ke Bahasa Indonesia?

4. Apakah pendengar mengerti apa yang Anda katakan dalam Bahasa Inggris? Apa solusi anda jika siswa tidak mengerti Bahasa Inggris yang anda hasilkan?

Teacher’s efforts for improvement

1. Apa anda takut salah saat berbicara menggunakan Bahasa Inggris? Takutnya kenapa? Apakah takut kalau siswa tidak paham atau takut siswa menyadari kalau anda salah dengan bahasa Inggris yang anda hasilkan?

2. Apa usaha anda untuk memperbaiki keterbatasan-keterbatasan anda dalam Bahasa Inggris?

3. Mengapa harus ada guru assistance atau guru bahasa Inggris? 4. Sejauh apa anda belajar Bahasa Inggris untuk menyampaikan materi? Apa

saja yang anda pelajari? 5. Apakah buku yang dipakai oleh guru ada terjemahannya? (dalam 2

bahasa) Kalau ada kan juga tidak semua sumber materi berasal dari 1 buku. Apa yang anda lakukan jika Anda mengutip materi dari sumber yang tidak ada terjemahannya?

6. Apakah buku yang ada terjemahan (2 bahasa) itu sangat membantu anda? 7. Apakah sebelum menyampaikan materi kepada siswa, anda

mengkonsultasikannya dulu? Kepada siapa dan apa saja hal yang anda konsultasikan?

8. Mengapa anda mengkonsultasikannya dulu? Apakah anda kurang yakin dengan bahasa untuk menyampaikan materi?

9. Apakah anda membuat persiapan terlebih dahulu sebelum menyampaikan materi? Di samping lesson plan, apakah anda juga membuat skrip kalimat apa saja yang nantinya akan anda sampaikan kepada siswa (di luar materi)? Mengapa?

10. Apakah anda juga menggunakan alat bantu seperti proyektor atau slide? Mengapa? Apakah biar anda tidak terlalu banyak berbicara dalam Bahasa Inggris?

11. Ketika sedang mengajar mengapa anda lebih sering membaca text atau buku? Apakah karena anda kurang yakin dengan bahasa anda?

12. Kalau mengajar di kelas regular (selain di immerse) apakah anda juga melakukan hal yang sama? Malam arti menggunakan bantuan proyektor atau slide untuk membantu anda dalam menerangkan materi dan juga banyak membaca buku ketika menerangkan?

13. Fasilitas apa saja yang anda gunakan pada saat menyampaikan materi yang fungsinya untuk menutupi kekurangan anda menerangkan menggunakan Bahasa Inggris?


75

14. Apakah anda belajar sendiri untuk meningkatkan kemampuan bahasa Inggris anda? Dengan cara apa? Apakah anda juga mengikuti kursus atau bimbingan tertentu, atau mungkin hanya belajar dengan teman?

15. Apakah usaha anda untuk mengatasi kesulitan-kesulitan anda dalam menyampaikan materi dan menerangkan? Dengan bantuan kamus misalnya atau yang lain? Pada saat menerangkan.

16. Questions which are related to the observation:


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Appendix B: Observation Data

Observation 1 Subject : Physics Teacher : Mr. AG Day, date : Wednesday, 8 April 2009 Place : Immersion Class X SMA Negeri 1 Klaten Time : 10.05 a.m. – 11.35 a.m. No Controlling Terms Yes No Description 1 Pronouncing the words, words in

prhares and sentences correctly √


√ The teacher spoke fluently enough but he produced flat intonations. He ended every sentence with falling intonations mostly


√

4 Producing grammatical sentences by applying correct structure (tenses, concord or word agreement, etc.)

√ Using wrong tenses. When he was talking about past event, he use present tense “This morning Mr. Didik ask me to replace him…”

5 Applying rules of grammar (plural form, preposition, gerund, participle, etc.)

√


√

7 Using and putting words, phrases, and sentences correctly in real spoken

√ Sometimes the teacher made pauses while speaking in order to put the words properly into the real spoken


√


√ Sometimes he spoke Bahasa Indonesia; but he

76


77

spoke English at the most 10 Using language expressions in real

communication √ The teacher made use of

some expressions like gretting, opening lesson, asking repetition, inquiring, praising (compliment), thanking (gratitude), and closing lesson

Observation 2 Subject : Chemistry Teacher : Mrs. TT Day, date : Saturday, 11 April 2009 Place : Immersion Class X SMA Negeri 1 Klaten Time : 06.50 a.m. – 08.20 a.m. No Controlling Terms Yes No Description 1 Pronouncing the words, words in



√ The intonation she made was not clear


√ Sometimes she spoke in low pitch and another times she spoke in high pitch


√


√


√


√

8 Translating words (Bahasa √


78

Indonesia-English and English-Bahasa Indonesia)


√ Sometimes she spoke Bahasa Indonesia; but he spoke English at the most


√ The teacher made use of some expressions like gretting, opening lesson, asking repetition, inquiring, praising (compliment), thanking (gratitude), and closing lesson

Observation 3 Subject : Biology Teacher : Mr. SR Day, date : Monday, 13 April 2009 Place : Immersion Class X SMA Negeri 1 Klaten Time : 06.50 a.m. – 07.35 a.m. No Controlling Terms Yes No Description 1 Pronouncing the words, words in

prhares and sentences correctly √ The teacher had incorrect

pronunciation of some words Right [rɑɪg] Adult [ɑdʊl] Mouth [mɔʊθ]


√ The intonation he made was flat


√ There was not any clear stress pattern


√ He missed some parts of sentence “Because only one leg.” (there was no subject) “It live in water and land.” (the verb should


79

have been singular) 5 Applying rules of grammar (plural

form, preposition, gerund, participle, etc.)

√


√


√ He read the text at the most, ang he rarely spoke spontanously


√ He looked up dictionary when he found difficult word in the excercise


√ He spoke Bahasa Indonesia frequently


√ The teacher using limited expression (greeting only)

Observation 4 Subject : Physics Teacher : Mr. AG Day, date : Wednesday, 13 April 2009 Place : Immersion Class X SMA Negeri 1 Klaten Time : 10.50 a.m. – 11.35 a.m. No Controlling Terms Yes No Description 1 Pronouncing the words, words in



√ The teacher spoke fluently enough but he produced flat intonations. He ended every sentence with falling intonations mostly


√


√ Using wrong tenses. When he was talking about past event, he use present tense


80

“The Ohm Law is formed…”


√


√


√ Sometimes the teacher made pauses while speaking in order to put the words properly into the real spoken


√


√ Sometimes he spoke Bahasa Indonesia; but he spoke English at the most


√ The teacher made use of some expressions like gretting, opening lesson, asking repetition, inquiring, praising (compliment), thanking (gratitude), and closing lesson

Observation 5 Subject : Mathematics Teacher : Mr. SK Day, date : Monday, 20 April 2009 Place : Immersion Class X SMA Negeri 1 Klaten Time : 08.20 a.m. – 09.50 a.m. No Controlling Terms Yes No Description 1 Pronouncing the words, words in


pronunciation of some words Equal [ikuwǝl]


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Example [eksʌmpǝl] Question [kuɪʃǝn] Write [wrɑɪt]


√ The teacher’s intonation was the intonation of Bahasa Indonesia




√ He used the structure of declarative to ask question “It is true equation?”


√ He omitted the plural form “Two variable are different.”


√


√ The teacher segmented the sentences he spoke; he used to repeat each segment twice in a sentence “This form..this form..is right..is right..”


√


√ He spoke Bahasa Indonesia frequently, even when he answered a student’s question (In fact, the student asked for question in English)


√ The teacher using limited expression (greeting, asking question)


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Observation 6 Subject : Biology Teacher : Mr. SR Day, date : Wednesday, 22 April 2009 Place : Immersion Class X SMA Negeri 1 Klaten Time : 06.50 a.m. – 08.20 a.m. No Controlling Terms Yes No Description 1 Pronouncing the words, words in


pronunciation of some words Complete [kɔmplɪt] Write [wrɑɪt]


√ The intonation he made was flat




√ He used the structure of declarative to ask for question “Its body tripoblastic?”


√ He omitted the plural form. “There are five part of the body.”


√


√ He read the text at the most, ang he rarely spoke spontaneously He used Power Point to present the materials


√


√ He spoke Bahasa Indonesia frequently


√ The teacher using limited expression (greeting and asking for question)


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Observation 7 Subject : Chemistry Teacher : Mrs.TT Day, date : Saturday, 2 May 2009 Place : Immersion Class X SMA Negeri 1 Klaten Time : 06.50 a.m. – 08.20 a.m. No Controlling Terms Yes No Description 1 Pronouncing the words, words in



√ The intonation she made was not clear


√ Sometimes she spoke in low pitch and another times she spoke in high pitch


√


√


√


√


√


√ Sometimes she spoke Bahasa Indonesia; but he spoke English at the most


√ The teacher made use of some expressions like gretting, opening lesson, asking repetition, inquiring, praising (compliment), thanking (gratitude), and closing


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lesson Observation 8 Subject : Mathematics Teacher : Mr. SK Day, date : Monday, 4 May 2009 Place : Immersion Class X SMA Negeri 1 Klaten Time : 08.20 a.m. – 09.50 a.m. No Controlling Terms Yes No Description 1 Pronouncing the words, words in


pronunciation of some words Finish [fɪnɪs] Symbol [sɪmbɔl] Difficult [dɪfɪkʊlt] Answer [ænsʊər]


√ The teacher’s intonation was the intonation of Bahasa Indonesia




√ He used the structure of declarative to ask question “You finish the exercise?”


√ He used double subjects “OK, let’s we continue our lesson.”


√


√ The teacher segmented the sentences he spoke; he used to repeat each segment twice in a sentence “So….it equals…it is equals…”


85


√


√ He spoke Bahasa Indonesia frequently, even when he answered a student’s question (In fact, the student asked for question in English)


√ The teacher using limited expression (greeting, asking question)


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APPENDIX C: Interview Data

Interview 1 Interviewee : Mr. Val. Bambang Setyawan Day/Date : Monday, 6 April 2009 Time : 09.50 a.m. Place : at Teachers’ Room SMA Negeri 1 Klaten R : Researcher V : Mr. Val R : Saya ingin bertanya mengenai penyelenggaraan kelas imersi di SMA Negeri

1 Klaten, Pak. V : Iya, silahkan. Apa yang mau kamu tanyakan? R : Pertama saya ingin tahu, mulai sejak kapan kelas imersi diselenggarakan di

sekolah ini Pak? V : kalau resmi menerima SK dari Dinas Pendidikan Propinsi itu tahun 2006,

tetapi sebelum membuka kelas imersi itu, kami sudah terlebih dahulu melakukan persiapan pelaksanaan, yaitu selama 1 tahun

R : Jadi mulai membuka kelas imersi itu tahun 2006 ya Pak? V : Iya R : Lalu sebelum membuka itu persiapannya meliputi apa saja Pak? V : Persiapannya ya pertama-tama membentuk Tim Pelaksana Kelas Imersi

SMA Negeri 1 Klaten. Koordinatornya saya, wakilnya Bu Listyowati, anggotanya seluruh guru bidang studi Bahasa Inggris, seperti Bu Ety, Bu Widi, Bu Mulyani, Bu Ekosari, dan Pak Tri.

R : itu ditunjuk atau bagaimana Pak? V : Iya, kami ditunjuk dan diberi amanat oleh bapak Kepala Sekolah untuk

menjadi Tim Pelaksana Kelas Imersi di sekolah ini, karena memang itu sesuai dengan Pedoman Pelaksanaan yang diberi oleh Dinas Pendidikan Propinsi Jawa Tengah kepada sekolah

R : Oh, begitu ya Pak. Lalu setelah itu? V : Setelah Tim Pelaksana terbentuk, kami membuat Rencana Pelaksanaan

terlebih dahulu. Lalu Rencana Pelaksanaan itu kami kirim ke propinsi untuk diperiksa dan disetujui.

R : Bagaimana dengan pemilihan guru-guru yang nantinya akan mengajar di kelas imersi Pak? Apakah melalui semacam tes begitu atau bagaimana?

V : Pada awalnya Tim kami tidak mengadakan suatu tes ya bangi para guru. Tetapi kami mewajibkan dan memberi kesempatan yang sama kepada seluruh guru bidang studi untuk mengikuti training Bahasa Inggris yang diadakan oleh pihak sekolah dengan bekerja sama dengan salah satu English Course di Klaten dan juga dengan beberapa dosen dari UNS (Universitas Sebelas Maret). Pelatihan Bahasa Inggris tersebut berlangsung kurang lebih selama 6 bulan. Baru setelah itu, kami tawarkan kepada para guru, siapa yang berminat dan merasa mampu untuk mengajar kelas imersi. Berhubung

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tidak ada yang mengajukan diri, ya mungkin merasa kurang percaya diri atau apa, akhirnya Tim kami memutuskan untuk menunjuk beberapa guru yang kami pandang memenuhi kriteria menjadi seorang guru imersi.

R : Mengapa tidak melalui tes saja Pak? V : Begini, dari propinsi tidak diwajibkan untuk mengadakan tes bagi calon

guru imersi. Lagipula, kami berpikir bahwa, kemungkinan seorang guru lolos tes, namun dia tidak memenuhi standar kriteria yang lain. Jadi, kami memutuskan untuk menunjuk beberapa guru yang kami pandang berkemampuan dan memenuhi kriteria sebagai pengajar di kelas imersi.

R : Apa saja kualifikasi yang menjadi dasar penunjukkan guru-guru tersebut Pak?

V : pertama-tama, dia berpengalaman mengajar bidang studi sekurang-kurangnya 5 tahun, dia lulusan sarjana S1 minimal, kemudian dia juga harus memiliki sertifikat pelatihan Bahasa Inggris, atau kalau punya sertifikat TOEFL itu lebih bagus. Lalu yang terpenting di sini adalah dia adalah guru yang dinamis, yang mau terus belajar dan mengembangkan diri, yang mampu melakukan inovasi-inovasi dalam mengembangkan kegiatan belajar mengajar, dan satu lagi dia juga sudah terbiasa untuk menggunakan alat multimedia sebagai penunjang pengajarannya di kelas.

R : Ada berapa guru yang ditunjuk Pak? V : Di tahun pertama, guru yang kami tunjuk ada 8 orang, karena baru dibuka 1

kelas imersi pada waktu itu. Guru Matematika itu Pak Eko dan Pak Nardi, Kimia itu Bu Tantri dan Bu Indarwati, Fisika Pak Agus dan Bu Ndaru, Biologi Pak Harjo dan Bu Listyorini. Baru kemudian di tahun berikutnya kami tingkatkan lagi. Bahkan ada beberapa guru yang akhirnya merasa tertantang dan mengajukan diri. Saat ini jumlah guru imersi ada sekitar 20an, untuk mengajar kelas X, XI, dan XII.

R : Lalu bagaimana dengan siswanya Pak? Dipilih melalui tes seleksi atau berdasarkan nilai raport atau apa?

V : Iya, calon siswa yang telah mendaftar dengan syarat nilai rapornya SMP itu rata-rata di atas 7, kami tes melalui 2 tahap, pertama tes tertulis, yang kedua tes wawancara.

R : Berapa siswa yang diterima Pak untuk satu kelas? V : 23-25 siswa, supaya kelas lebih kondusif R : kalau di kelas imersi tu semua mata pelajaran pakai Bahasa Inggris ya Pak? V : Untuk saat ini hanya beberapa saja yg pelajarannya bilingual. Matematika,

Biologi, Fisika, dan Kimia R : Berarti pelajaran lainnya tetap menggunakan Bahasa Indonesia ya Pak? V : Iya R : Lalu bagaimana perkembangan kelas imersi di SMA 1 Pak? V : Kalau dilihat dari prestasi belajar siswa, ya kelas imersi lebih unggul dari

kelas regular, tapi ya lebih unggul kelas akselerasi. R : Kalau dalam penguasaan Bahasa Inggrisnya bagaimana Pak? Bukankah

penekanan pada kelas imersi itu adalah pada segi bahasa Inggrisnya? V : Menurut evaluasi kami bagus ya, anak-anak berani mengikuti berbagai

kompetisi Bahasa Inggris, speech, debate, story telling, drama.


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R : Bagaimana dengan guru yang mengajar di SMA Negeri 1 Klaten Pak? Perkembangannya bagaimana dalam mengajar kelas imersi?

V : Kalau dari segi guru, sampai saat ini mereka masih terus berusaha belajar. Ada beberapa juga yang mengikuti kursus Bahasa Inggris di luar, dan ada juga yang les privat di rumah.

R : Apakah selama ini dari mereka sendiri mengeluhkan tentang pengalamannya mengajar di kelas imersi atau menurut pemantauan Bapak sendiri bagaimana?

V : Di dalam kelas, kami memberikan bantuan bagi para guru mata pelajaran, berupa pendampingan kelas. Pendampingan kelas ini melibatkan para guru bidang studi Inggris, yang tergabung di dalam Tim Pelaksana Imersi tadi. Sehingga, ketika di dalam kelas guru mengalami kesulitan, bisa bertanya kepada guru Bahasa Inggris yang mendampingi

R : Jadi ada guru lain yang mengevaluasi guru di kelas imersi ya Pak? V : Bukan mengevaluasi, guru pendamping Bahasa Inggris itu tugasnya ya

hanya membantu guru imersi di dalam kelas. Tetapi diperbolehkan juga memberi masukan bagi guru imersi. Kalau pengevaluasian nanti sudah berbeda lagi, ada evaluasi terssendiri yang dilakukan setiap satu semester. Untuk mengevaluai pelaksanaan imersi, dari segi siswa, guru, maupun proses belajar mengajar di kelas imersi. Yang mengevaluasi adalah pihak dari Dinas Pendidikan Propinsi.

R : Oh jadi begitu. Saya dengar kalau untuk masalah biaya sekolah untuk kelas imersi berbeda ya Pak dengan kelas regular?

V : Memang iya, sebenarnya kalau dilihat dari fasilitas fisik hampir sama antara kelas imersi dengan kelas regular. Materi dan kurikulum yang dipakai sebagai acuan pun juga sama.

R : Lalu bedanya apa Pak kok kelas imersi lebih tinggi biaya sekolahnya? V : Yang membedakan adalah dari segi bahasa pengantarnya, dan juga bedanya

kalau kelas imersi ruang kelasnya dilengkapi dengan AC sedangkan yang regular tidak, lalu pengelolaan kelas imersi itu juga lebih sulit dibandingkan dengan kelas regular, untuk membuat soal mid semester dan akhir semester bagi kelas imersi juga tidak sedikit biayanya. Namun besar kecilnya biaya juga tidak boleh ditentukan secara asal-asalan, karena diperiksa juga oleh Dinas. Harus menyesuaikan aturan yang ada juga, sekolah tidak boleh semena mena menentukan biaya pendidikan tersebut.

R : Fasilitas lain seperti perpustakaan. Laboratorium, ruang multimedia begitu juga ada Pak?

V : Ada. Ada. Kalau perpustakannya ya umum, tidak hanya anak imersi saja yg diperbolehkan masuk ke sana, siswa regular pun juga boleh. Hanya saja buku-buku yang disediakan di sana adalah buku-buku terbitan dari luar negeri dan buku-bukuterbitan dalam negeri tetapi yang berbasis bilingual. Lalu ada bermacam-macam kamus Bahasa Inggris, buku-buku pelajaran bilingual, seperti itu. Ruang multimedia juga umum, di sekolah ini memiliki 2 ruang multimedia, baik kelas regular, imersi, maupun akselerasi boleh menggunakannya. Laboratorium juga umum. Lalu fasilitas lain yang diperuntukan bagi siswa imersi adalah English Club, dimana anak-anak


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imersi mengasah kemampuan Bahasa Inggris mereka, dan mengikuti berbagai kompetisi Bahasa Inggris baik tingkat kabupaten maupun propinsi.

R : kalau dilihat dari penguasaan Bahasa Inggris mereka pasti unggul ya Pak? tetapi bagaimana tentang prestasi mereka dalam bidang studi? Apakah rata-rata sama dengan kelas yang lainnya, maksud saya yang regular, atau kah juga lebih unggul?

V : mereka lebih unggul. Mereka waktu masuk menjadi siswa imersi juga melalui tes khusus kan jadi mereka memang bibit-bibit pilihan. Sedangkan siswa regular kan hanya berdasarkan nilai. Jadi kemampuan mereka ya rata-rata sama

R : Berhubung thesis saya nanti berkaitan dengan kemampuan berbahasa Inggris para guru kelas imersi, saya ingin tahu dari Bapak selaku koordinator Tim Pelaksana yang selalu memantau pelaksanaan kelas imersi, menurut pengamatan Bapak, Bagaimanakah kemampuan para guru imersi dalam mengajar menggunakan bahasa pengantar Bahasa Inggris Pak?

V : Sesuai dengan apa yang kami amati sejauh ini, memang kemampuan mereka untuk mengajar bidang studi menggunakan Bahasa Inggris itu belum begitu lancar ya, dan masih ada beberapa kekurangan. Namun saya yakin sekali, mereka akan terus belajar untuk memperbaiki kekurangan-kekurangan tersebut. Karena dilihat dari upaya mereka beragam, ada yang kursus sendiri di suatu lembaga, ada juga yang memanggil pengajar privat di rumah mereka, ada juga yang mengambil pendidikan pasca sarjana. Semua itu saya yakin adalah upaya yang mereka lakukan demi bisa mengembangkan kemampuan mereka dalam mengajar di kelas imersi.

R : Baik terima kasih Pak, atas waktu yang diluangkan untuk bercakap-cakap dengan saya, saya berterimakasih sekali karena mendapatkan informasi yang lengkap dari Bapak.

V : Iya sama-sama, saya ucapkan juga selamat mengadakan penelitian di sini, ini sekolah kamu dulu, anggaplah seperti keluarga sendiri, dan kalau kamu butuh bantuan atau keterangan-keterangan, bisa menghubungi saya.

R : Baik Pak, sekali lagi terima kasih.


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Interview 2 Interviewee : Mr. AG (Physics teacher) Day/Date : Wednesday, 15 April 2009 Time : 12.20 -12.40 p.m. Place : Teachers’ Room SMA Negeri 1 Klaten R : Researcher AG : Mr. AG R1: Selamat siang, Pak AG1: Ya selamat siang, mbak. Gimana, ada yang bisa saya bantu? R2: Ya kalau boleh saya ingin menanyakan beberapa hal kepada Bapak berkaitan dengan observasi saya di kelas Bapak tadi. AG2: O ya, silahkan. Apa yang mau ditanyakan? R3: Terima kasih Pak sebelumnya. AG3: Iya, sama-sama mbak R4: Bapak sudah 3 tahun mengajar kelas imersi di SMA Negeri 1 Klaten ya Pak? AG4: Iya betul, dari tahun pertama ada kelas imersi di sini, pertengahan tahun 2006. R5: Berarti sebelumnya Bapak belum pernah mengajar Fisika dengan metode bilingual ya Pak? AG5: Belum pernah mbak. Pertama kali ya di SMA 1 ini R6: Pertama kali rasanya gimana Pak? Ada rasa deg-deg an atau takut salah gitu mungkin? AG6: Awalnya iya. Saya merasa grogi dan kurang percaya diri dulu. R7: Lha kenapa Pak? AG7: Ya karena menurut saya skil Bahasa Inggris saya itu pas-pasan, nggak begitu bagus. Sedangkan para siswa imersi itu kemampuan Bahasa Inggrisnya lebih bagus dari saya, karena mereka memang bisa masuk program imersi dengan melalui beberapa tes termasuk tes kemampuan Bahasa Inggris. Kalau saya kan hanya karena ditunjuk, tanpa melalui tes dulu, jadi ya nggak bisa diukur kemampuannya. R8: Brarti sekarang setelah melalui proses selama kurang lebih 3 tahun Bapak sudah nggak grogi lagi dan sudah lancar dong Pak? Bagaimana menurut Bapak? AG8: Ya Alhamdulillah mbak sekarang udah berkurang groginya tapi kalau kesalahan atau kekurangan sih saya yakin masih banyak, belum bisa sempurna. R9: Kalau menurut saya setelah tadi melakukan observasi di kelas Bapak, Bapak berbicara bahasa Inggris dengan lancar ketika menyampaikan pelajaran kepada siswa. AG9: Ah, ya nggak lah mbak, wong masih belepotan kayak gitu R10: Loh bener kok Pak. Maksud saya itu Bapak mengucapkan kalimat demi kalimat dengan lumayan lancar, tidak terputus-putus, seperti natural aja gitu, dan para siswa pun sepertinya menyimak sekali. Hanya saja tadi kok beberapa kali Bapak berhen AG10: Iya memang betul.


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R11: Nah, itu kenapa Pak? Apa karena Bapak lupa kata yang akan Bapak ucapkan atau apa? AG11: Ehm... bukan lupa sih sebenarnya karna saya memang tidak menghafalkan semua kalimat-kalimat yang saya ucapkan itu. Ya berhubung penjabaran-penjabaran itu sifatnya spontan, untuk nambahi dari materi yang sudah saya jabarkan dalam Power Point jadi saya ngomongnya juga sambil mikirin kata-katanya mbak. Nah, waktu berhenti-berhenti itu pas saya bingung kata apa yang harus saya ucapkan dan harus tepat. R12: O gitu… Tapi nggak ada praktek microteaching atau simulasi mengajar bidang studi dalam Bahasa Inggris gitu Pak? AG12: O nggak ada mbak kalau yang waktu itu. Tapi waktu ditraining di Semarang itu ada. Jadi kita sudah dikelompokkan berdasarkan bidang studinya masing-masing dan ada microteachingnya gitu mbak… R13: Prakteknya berapa kali itu Pak? AG13: Cuma 2x mbak kalau nggak salah… R14: Loh, kok sedikit sekali ya? Apa cukup itu Pak? AG14: Kalau saya pribadi ya merasa masih sangat kurang itu mbak. Jadi memang disarankan setelah adanya training itu tu di sekolah masing-masing masih dilanjutkan sendiri gitu… R15: O… Lalu gimana dengan SMA 1? Dilanjutkan juga nggak itu Pak? AG15: Iya, dilanjutkan dengan mengundang beberapa dosen dari UNS… R16: Lalu setelah 3 tahun ini berjalan, gimana perasaan Bapak? AG16: Ya lebih agak rileks mbak, udah mulai terbiasa ngomong pakai bahasa Inggris, tapi ya kadang masih grogi jadi belepotan ngomongnya, haha… Iya kan mbak tadi waktu di kelas? R17: O iya, la kenapa itu Pak? Apakah karena Bapak sambil mengingat-ingat kata-kata apa yang mau Bapak ucapin gitu, atau gimana Pak? AG17: Iya bener itu mbak… Tadi itu saya sambil mikir kata-kata, soalnya kadang tu tiba-tiba lupa kata yang mau diucapkan, jadi nggak sinkron dengan apa yang ada di pikiran… R18: Ow, lalu kalau misalnya Bapak bener-bener lupa atau nggak tahu kata apa yang seharusnya Bapak ucapkan, gimana itu Pak? Pernah nggak Bapak mengalami seperti itu? AG18: Iya, pernah mbak… Saya lupa kata apa gitu, trus saya ya sebutin aja katanya dalam Bahasa Indonesia R19: O jadi Bapak nyebutin Bahasa Indonesianya langsung gitu ya Pak? AG19: Iya… saya juga terus terang sama anak-anak, I’m sorry I forget, gitu… R20: O gitu… Bapak nggak coba lihat di kamus dulu misalnya atau pakai alat semacam transtool? AG20: Enggak mbak, karena kan kalau pada saat menerangkan, speaking gitu kan ya harus pada saat itu juga diucapkan. Jadi ya kalau memang lupa atau ragu-ragu, saya ngucapin aja Bahasa Indonesianya biar bisa dipahami juga sama anak-anak… R21: Biar nggak misunderstanding juga ya Pak pastinya? AG21: Na iya itu mbak…


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R22: Kalau boleh saya tahu, dalam hal pronunciation, Bapak ada kesulitan nggak? Misalnya mengucapkan kata-kata, frase, atau kalimat Bahasa Inggris gitu? AG22: Ya, kadang iya mbak… kadang bingung pengucapannya gimana. Biasanya waktu baca soal cerita itu saya menjumpai kata-kata yang belum tau pengucapannya bagaimana. Tapi ya untungnya cuma kadang-kadang aja kok mbak, kalau misalnya saya kurang persiapan gitu… R23: Bapak selalu memperhatikan benar-salahnya pengucapan Bapak gitu atau tidak? AG23: Kalau waktu berbicara lancar gitu ya pokoknya mengalir aja kok mbak, saya nggak begitu memperhatikan, ini pengucapannya bener apa salah ya, R24: Dicampur-campur dengan Bahasa Indonesia gitu ya Pak? AG24: Iya, tapi kan nggak selalu, cuma kalau pas urgent aja… R25: O gitu ya Pak… Lalu kan kalau dalam Bahasa Inggris sebenarnya juga ada pola penekanan atau stress pattern pada beberapa suku kata yang itu juga mempengaruhi intonasi kalimat, Bapak mengetahui hal itu nggak selama ini? AG25: Ya iya, saya tahu sih kalau ada stress seperti itu, tapi terus terang aja, kalau saya pakai kata, mengucapkan kata gitu bingung yang bagian mana yang harus ditekan… R26: Jadi pada dasarnya Bapak tahu kalau secara teori ada stress dan unstress tapi pada prakteknya Bapak nggak tahu yang diberi penekanan itu pada bagian mana gitu Pak? AG26: Iya mbak… Masalahnya kalau sudah mulai ngomong, speaking gitu ya susah buat memperhatikan satu demi satu kan mbak? Jadi ya saya yang penting lancar dan bisa dimengerti sama anak-anak, hehe… R27: Ehm, tapi Bapak berupaya atau punya keinginan nggak biar bisa bicara bahasa Inggris dengan lancar tanpa mengabaikan pola penekanan dan intonasi yang tepat gitu? AG27: Ya tentu ada mbak keinginan saya buat berbicara bahasa Inggris dengan lancar dan benar. Cuma kan selama ini memang kami belajar sendiri, istilahnya nggak ada yang mengamati, nggak ada yang memberikan evaluasi gitu, jadi kalau bagi saya, agak sulit juga untuk mengevaluasi sendiri benar atau salahnya trus udah pas apa belum gitu… R28: Jadi kalau Bapak sendiri merasa kesulitan ya untuk memonitor ucapan Bapak baik itu pengucapan katanya, penekanannya maupun intonasinya gitu? AG28: Bener, mbak… kecuali kalau ada yang membantu mengevaluasi gitu, misalnya guru Bahasa Inggris gitu. Kan nanti bisa diberi tahu mana yang harus dibenahi gitu… R29: Jadi Bapak sebenarnya mengharapkan adanya asistensi di dalam kelas gitu ya Pak? AG29: Iya… ya paling nggak tu satu semester pertama lah… Lha dulu tu sebenernya juga pernah diawasi seperti itu, tapi nggak bisa optimal, cuma dievaluasi selama beberapa pertemuan gitu tok. R30: Dan itu menurut Bapak masih diperlukan ya sekarang?


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AG30: Ya kalau memang ingin meningkatkan kualitas sumber daya pengajarnya ya sebaiknya perlu ada pengamatan dan evaluasi seperti itu… R31: Oleh guru-guru Bahasa Inggris SMA 1 gitu ya Pak? AG31: Iya, guru-guru Bahasa Inggris, atau mbak Icha kalau mau bersedia bantu malah bagus itu, haha… R32: Saya Pak? Boleh juga, haha… Ngomong-ngomong, kalau misalnya Bapak sedang berbicara, menerangkan seperti itu, lalu sadar Bapak salah mengucapkan suatu kata, apakah Bapak langsung membenarkan pada saat itu juga atau bagaimana? AG32: Ya kalau pas sadar salah langsung takbetulin mbak biar nggak ada salah paham dan nggak ditiru oleh anak-anak… R33: Kalau Bapak ragu-ragu dengan pengucapannya, Bapak melakukan pengecekan dulu nggak Pak misalnya dari kamus atau bertanya kepada guru Bahasa Inggris gitu? AG33: Ehm, kalau saya biasanya pada waktu di luar kelas, waktu menyiapkan materi, kalau memang saya ragu-ragu, saya tanya ke Bu Ety atau Bu Lis. Atau kalau nggak saya mengecek sendiri pakai itu mbak, ehm, kamus yang digital itu mbak yang ada di laptop… R34: Oh, seperti Longman atau Oxford itu ya Pak? AG34: Iya, di dalam laptop sekolah ada programnya, jadi saya kadang kalau nggak tahu ya lihat itu, saya klik di suaranya kan nanti sudah muncul contoh pengucapannya yang tepat seperti apa gitu… R35: Iya, jadi seperti itu ya upaya Bapak dalam mengatasi masalah pengucapan ketika mempersiapkan materi yang akan disampaikan di kelas imersi? AG35: Iya… R36: Kalau misalnya waktu di dalam kelas misalnya pas ragu-ragu dengan pengucapan katanya, apakah Bapak juga melakukan hal yang serupa dengan mengecek pada kamus digital seperti itu? AG36: Iya, kadang iya juga… R37: Pernah terjadi nggak Pak waktu Bapak berbicara sewaktu menerangkan gitu misalnya, terus kebetulan ada pengucapan Bapak yang salah, anak-anak bereaksi membetulkan gitu pernah nggak Pak? AG37: Ehm, kalau sampai saat ini sih belum pernah ya mbak, cuma, kalau anak-anak minta saya mengulangi lagi apa yang baru aja saya ucapkan itu sering… R38: Oh, maksudnya mereka belum jelas terus minta Bapak mengulangi lagi? AG38: Iya, kan kadang kalau pengucapan saya kurang jelas gitu trus mereka minta diulangi. R39: O gitu… Lha kalau ada siswa yang salah pengucapannya, Bapak juga membenarkan pengucapannya gitu atau nggak Pak? AG39: Ehm, malah nggak pernah mbak, soalnya kalau menurut pengamatan saya mereka tu malah Bahasa Inggrisnya tu justru lebih fasih cas cis cus daripada gurunya lho mbak,…iya bener itu… R40: Jadi mereka jarang salah pengucapannya gitu ya maksud Bapak?hehe… AG40: Iya, justru gurunya, ya termasuk saya juga, yang masih sering salah…hehe…


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R41: Ehm, kalau masalah menyusun kata-kata jadi frase atau kalimat, Bapak ada kesulitan nggak? AG41: Kadang iya juga sih mbak, masalahnya kan antara Bahasa Indonesia dan Bahasa Inggris tu struktur kalimatnya berbeda. Apalagi Bahasa Inggris banyak sekali aturannya. R40: Maksud Bapak? AG40: Ya itu tadi, pertama kan dari strukturnya aja kalau dalam Bahasa Indonesia itu DM (Diterangkan-Menerangkan), sedangkan kalau dalam Bahasa Inggris kan MD (Menerangkan-Diterangkan), jadinya kadang bingung itu mbak nyusun katanya, hehe… R41: Oh, dari kata jadi frase gitu ya maksud Bapak? AG41: Iya… nyusun kalimatnya aja juga harus pakai aturan-aturan, seperti tenses kayak gitu, kadang masih bingung juga… R42: Lalu bagaimana upaya Bapak untuk mengatasi kesulitan itu? AG42: Biasanya saya tanya ke Bu Ety atau ke Bu Lis, kalau saya kurang yakin dengan susunan kalimat yang saya buat. R43: O gitu, itu kalau di luar kelas sebelum mengajar ya Pak? AG43: Iya, jadi waktu saya nyiapin materi gitu… R44: Kalau menyiapkan materi biasanya sekalian Bapak beri penjabarannya lalu Bapak tinggal baca slide-nya gitu atau Bapak menjabarkan sendiri secara spontan? AG44: Ya tergantung mbak, kalau misalnya ada konsep atau rumus, biasanya penjabarannya saya tulis sekalian, tapi juga nanti saya tambahkan sendiri secara lisan gitu… R45: Iya, kalau nggak salah tadi waktu ada rumus lalu Bapak menjabarkannya secara lisan tapi kok dengan Bahasa Indonesia, apakah itu juga berkaitan dengan kesulitan Bapak untuk menyusun kalimat ketika berbicara Bahasa Inggris secara spontan? AG45: Sebenarnya kan tadi juga sudah saya jabarkan dengan Bahasa Inggris, cuma saya memang menekankan lagi konsepnya dengan Bahasa Indonesia. Masalahnya itu kan konsep, jadi sebisa mungkin harus dipahami siswa. Lha untuk mempermudah itu kan ya pakai Bahasa Indonesia aja. Saya bisa lancar dan siswa juga bisa paham… R46: Jadi Bapak menggunakan slide itu bukan karena biar mengurangi berbicara menggunakan Bahasa inggris secara spontan gitu ya Pak? AG46: Enggak mbak, kalau mempermudah dan memperjelas sih iya…biar praktis aja… R47: Berarti Bapak nggak ada masalah ya kalau mengutarakan kalimat-kalimat spontan seperti itu? AG47: ya paling itu tadi mbak, masalah aturan kayak tenses. Kalau bingung tu ya semua takbikin present tense aja biar gampang, haha… R48: Iya Pak, saya juga tahu tadi waktu Bapak cerita ke anak-anak tentang tugas di dinas tadi kan Bapak juga pakai present tense padahal kan seharusnya pakai past tense, hehe… AG48: Nah, itu dia mbak… Nggak sempet yang namanya mikir gitu-gitu, ya spontan aja pakai present tense, haha… R49: Tapi tadi memang sebetulnya Bapak sadar ya kalau tensesnya salah?


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AG49: Ya sadarnya waktu udah selesai mbak… R50: Menurut Bapak sulit nggak untuk memonitor akurasi ucapan seperti itu? AG50: Iya, sulit mbak. Masalahnya kan kalau yang namanya sudah menerangkan materi pasti fokus kita terpecah belah ya antara materi, Bahasa Inggrisnya, belum lagi juga nati dengan kondisi kelas dan siswa. Jadi menurut saya, kalau untuk saat ini yang sedang dalam tahap belajar, sulit sekali untuk bisa sempurna Bahasa Inggrisnya ketika mengajar atau menerangkan. R51: Kan pada dasarnya di kelas imersi itu tujuannya adalah supaya siswa bisa menguasai Bahasa Inggris selagi mereka belajar bidang studi, sehingga akurasi bahasa kan sangat penting. Sedangkan guru mengalami kesulitan untuk memonitor baik pengucapan maupun tata bahasanya. Menurut Bapak, apa solusi untuk mengatasi masalah tersebut? AG51: Ya seperti yang telah saya utarakan tadi mbak, dengan dibantu oleh guru Bahasa Inggris untuk mengevaluasi apa yang masih perlu dibenahi. Kalau dulu itu sudah pernah dilakukan seperti itu, tapi kan hanya beberapa kali saja. Kalau bisa ya sekarang juga dilakukan lagi. Dengan harapan guru-guru imersi yang rata-rata baru belajar ini bisa tahu benar mana yang masih salah, mana yang perlu dibenahi, seperti itu. Baru kalau sekiranya sudah lancar, tidak perlu dievaluasi lagi karena guru sudah tahu bagaimana harus menyampaikan materi, menerangkan, dan berkomunikasi dengan siswa menggunakan Bahasa Inggris di kelas secara natural, lancar dan tepat, begitu… R52: Jadi Bapak mempunyai gagasan seperti itu ya? Itu sudah pernah Bapak utarakan kepada tim imersi di sekolah ini? AG52: Sebenarnya ya itu sudah pernah kita diskusikan bersama-sama guru tim imersi. Tapi ya memang ada kendalanya, terutama keterbatasan jumlah guru Bahasa Inggris dan tentunya juga waktu. Masing-masing guru kan juga sudah punya tanggung jawab masing-masing yang harus diselesaikan. R53: Berarti kesimpulannya alternatif ini sulit untuk terealisasi begitu atau bagaimana Pak? Kalau iya, lalu menurut Bapak, solusi apa yang mungkin lebih efektif untuk mengatasi masalah ini? AG53: Ehm, ya sebaiknya ya dari para gurunya sendiri mempersiapkan materi dengan baik, kalau perlu dipersiapkan juga itu kalimat-kalimat yang akan disampaikan nanti di kelas, sehingga kan pada waktu menerangkan bisa agak memperhatikan bahasanya juga… R54: Jadi mempersiapkan naskah yang tinggal dibaca gitu ya Pak? AG54: Iya, kan nggak pa pa kalau memang belum terbiasa spontan… R55: Iya Pak… Ngomong-ngomong kalau dalam Fisika kan banyak istilah sulit ya Pak? Bapak menemui kesulitan untuk mengartikan istilah-istilah tersebut nggak? Baik dari Bahasa Inggris ke Bahasa Indonesia ataupun sebaliknya? AG55: Alhamdulillah enggak mbak. Sampai saat ini saya selalu mempersiapkan materi yang akan dibahas itu dengan sungguh. Dalam hal ini, saya juga mempelajari dulu kosa kata yang ada pada materi tersebut. R56: Mencari artinya dulu seperti itu Pak? AG56: Iya…


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R57: Biasanya dari kamus, internet atau buku Pak? AG57: Kalau dari kamus itu jarang ada mbak istilah-istilah dalam bidang Fisika. Saya lebih sering dengan membaca buku-buku referensi terbitan luar negeri yang memang untuk pengajaran imersi, bukunya seperti ini, ini terbitan Longman dan juga buku bilingual yang ada dua versi bahasa, Bahasa Inggris dan Bahasa Indonesia. Ini dari Diknas. R58: O, jadi Bapak menggunakan buku-buku ini ya? AG58: Iya… R59: Sama nggak Pak dengan yang digunakan siswa? AG59: Beda, mbak. Kalau mereka pakai LKS atau worksheet gitu, sama buku bilingual tapi yang untuk siswa. Kalau ini yang punya saya kan yang untuk guru. R60: Jadi beda ya Pak? Bedanya apa Pak? AG60: Ini kan kalau yang untuk guru ada panduannya, dan ada caranya memberikan instruksi kepada siswa… R61: O… seperti ini… dan ini pasti sangat membantu ya Pak? AG61: O iya mbak… R62: Ehm, kalau Bapak menemukan kata-kata dalam konteks yang berbeda-beda gitu, ada kesulitan untuk mengartikan nggak Pak? AG62: Ya kadang kan sebuah kata artinya bisa beda-beda tergantung konteksnya to mbak? Saya biasanya juga mengartikannya tergantung konteks kalimat kok, nggak ada masalah… Justru masalahnya itu waktu bicara spontan gitu mbak, kadang lupa kata yang seharusnya dipakai atau bahkan nggak tahu Bahasa Inggrisnya, haha… Kosa katanya masih terbatas mbak, masih harus ditambah lagi… R63: Tadi Bapak mengatakan bahwa ketika Bapak lupa atau nggak tahu kata apa yang harus Bapak ucapkan kan tadi terus Bapak campur-campur dengan mengucapkan kata tersebut dalam Bahasa Indonesianya. Nah, selain dengan cara seperti itu, kira-kira Bapak punya solusi yang lainnya nggak? AG63: Ya dengan menghafal mbak tentunya… Tapi kalau saya jujur saja, sudah sangat terbatas waktunya untuk menghafal mbak, hehe… Kalau waktu masih kursus dulu saya rutin untuk menghafalkan kosa kata, tapi kalau sekarang terus terang aja nggak sempat. Jadi cara saya untuk mengatasi keterbatasan kosa kata ya dengan banyak membaca buku referensi seperti ini, trus kalau pas lagi ngomong spontan ya saya campur dengan Bahasa Indonesia. R64: O gitu ya Pak? Jadi Bapak tanpa bantuan kamus atau transtool pada saat menerangkan? AG64: Jarang sekali mbak kalau pada saat di kelas, tapi kalau pas nyiapin materi ya saya juga menggunakan kamus digital yang ada di laptop, kan waktunya lebih longgar waktu nyiapin materi, jadi ya sekalian belajar mbak… R65: O begitu... Selain untuk menyampaikan materi dan menerangkan, Bahasa Inggris kan juga digunakan untuk berkomunikasi di dalam kelas, Bapak mengalami kesulitan nggak untuk berkomunikasi dengan siswa menggunakan Bahasa Inggris? AG65: Kalau dibilang sulit ya nggak begitu, tapi nggak gampang juga mbak menurut saya…haha…


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R66: Maksudnya Pak? AG66: Ya namanya juga kita nggak terbiasa menggunakan bahasa asing dalam hal ini Bahasa Inggris dalam kehidupan kita sehari-hari, jadi ya kesulitan itu pasti ada. Intinya untuk speaking dengan lancar dan tepat itu ya masih sulit mbak… R67: Tapi Bapak tahu kan ekspresi-ekspresi yang digunakan dalam conversation seperti misalnya greeting, thanking, asking, suggesting, dan sebagainya? Dan kalau Bapak tahu itu, apakah Bapak juga sering menggunakannya dalam berkomunikasi di kelas? AG67: Ya tahu itu, tapi ya paling dengan ungkapan yang sederhana dan biasa digunakan… R68: Misalnya Pak? AG68: Seperti Good morning, Good afternoon, How are you, seperti itu… R69: Menurut pengalaman yang Bapak rasakan, para siswa sebagai pendengar sepertinya bisa memahami setiap ucapan Bapak atau nggak? AG69: Bisa, karena memang bahasa yang saya ucapkan kan juga sederhana dan biasa digunakan juga. Kalau anak-anak kurang jelas, biasanya juga meminta untuk diulang kok, dan bagi saya itu nggak masalah, yang penting mereka bisa paham. R70: Kalau misalnya ada siswa yang nggak paham dengan suatu istilah atau kalimat pada soal gitu misalnya, kemudian bertanya kepada Bapak, apakah Bapak akan menjelaskannya dalam Bahasa Inggris ataukah langsung Bapak terjemahkan ke Bahasa Indonesia? AG70: Ya saya jelaskan pakai dua-duanya, coba pakai Bahasa Inggris dulu lalu saya mantapkan lagi dengan Bahasa Indonesia. R71: O gitu..., Ehm, seperti kita ketahui ya Pak, bahwa tidak mudah berbicara atau berkomunikasi menggunakan Bahasa Inggris sepanjang waktu dan dalam situasi apapun. Nah, kesulitan terbesar apakah yang Bapak rasakan? Yang paling sulit gitu lho Pak… AG71: Kalau saya, yang paling sulit itu ketika menjabarkan konsep mbak. Masalahnya dalam Fisika kan banyak konsep atau rumus yang sangat vital jadi kalau cuma dijabarkan dengan Bahasa Inggris takutnya malah jadi salah pengertian… R72: Itu juga termasuk Bapak takut kalau nantinya bahasa Inggriss Bapak salah gitu atau nggak? AG72: Iya, makanya kan biar aman pakai Bahasa Indonesia juga… R73: Jadi gitu ya Pak… Ngomong-ngomong bagaimana cara Bapak mempersiapkan diri untuk mengajar di kelas imersi? Atau punya trik khusus nggak supaya mempermudah nantinya mengajar menggunakan Bahasa Inggris? AG73: Ehm… apa ya? Ya paling saya mempersiapkan materi yang mau diajarkan itu, pakai Power Point, trus ya dipelajari gitu… R74: Biasanya Bapak mengkonsultasikan itu ke guru Bahasa Inggris dulu biar dicek gitu atau nggak Pak? AG74: Iya mbak, tapi kadang-kadang. Soalnya kan guru-gurunya yang mau dimintai tolong juga pada sibuk…hehe…


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R75: Tadi kan Bapak nunjukin buku yang ada dua versi bahasanya, nah selama mengajar apakah Bapak lebih sering membaca buku itu atau impruvisasi juga secara spontan Pak? AG75: Saya baca bukunya itu kalau memang ada poin yang memang harus diambil. Kalau selebihnya ya kata-kata saya sendiri… R76: Baik, ini yang terakhir Pak… Saya ingin tahu, bagaimana upaya Bapak untuk meningkatkan kemampuan berkomunikasi dan mengajar menggunakan Bahasa Inggris dengan lancar dan tepat, mengingat bahwa tanggung jawab sebagai guru imersi kan tidak hanya pada ilmu pengetahuan tetapi juga pada kemampuan berbahasa siswa. AG76: Yang jelas saya sampai sekarang masih tetep terus belajar mbak…hehe… R77: Bapak belajar sendiri atau kursus? AG77: Kalau tahun lalu sempet kursus… saya di ELTI tapi trus nggak ada waktu ya belajar sendiri… R78: Belajarnya belajar apa Pak? Maksud saya vocab, grammar, atau praktek speaking gitu? AG78: Ehm, biasanya saya belajar gimana cara menyampaikan materi gitu. Jadi materi yang sudah saya susun di power point itu saya pelajari betul-betul, jadi waktu menerangkan di kelas biar siap dan nggak belepotan…. R79: Oke, baiklah Pak, terima kasih atas waktu dan bincang-bincangnya. AG79: Iya, sama-sama mbak…

Interview 3 Interviewee : Mr. SR (Biology teacher) Day, date : Wednesday, 22 April 2009 Time : 12.20 – 12.40 p.m. Place : Teachers’ Room SMA Negeri 1 Klaten R : Researcher SR : Mr. SR R1: Selamat siang, Pak… SR1: Ya selamat siang… Silahkan mbak… R2: Terima kasih, Pak… Ehm, saya mau ngobrol sebentar dengan Bapak, boleh Pak? SR2: O ya boleh-boleh aja, silahkan, mau tanya apa ni? R3: Terima kasih ya Pak sebelumnya… Kalau boleh saya tahu, udah berapa lama Bapak mengajar imersi? SR3: Baru dua semester ini kok... R4: O jadi baru kira-kira 1 tahun ya Pak? SR4: Iya, benar… R5: Kalau tidak salah kan guru-guru yang mengajar untuk kelas imersi di SMA 1 ini nggak pakai tes tapi dengan cara ditunjuk kan Pak? SR 5: Iya, betul sekali.


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R6: Nah, bagaimana perasaan Bapak pada waktu ditunjuk pertama kali itu Pak? SR 6: Ya pertama-tama itu saya nolak mbak… R7: Loh la kenapa Pak? Bukannya itu tawaran yang bagus Pak? SR 7: Soalnya waktu itu saya udah terlalu banyak pegang kelas yang reguler dan kelas akselerasi. Saya merasa belum siap kalau mengajar imersi. R8: Kenapa Pak belum siap? SR 8: Ya karna saya merasa kemampuan speaking saya memang masih kurang, mbak… Sudah lama sekali nggak pernah praktek speaking terus tahu-tahu harus mengajar dengan menggunakan Bahasa Inggris, jadi ya belum siap… R9: Tapi ada pelatihan-pelatihan dulu kan Pak sebelum mengajar di imersi? SR9: Iya memang… Tapi kok ya masih kurang kalau menurut saya. R10: Maksud Bapak masih kurang gimana Pak? Apakah prakteknya gitu? SR10: Iya mbak. Terus harusnya kan ada ahli-ahli yang membimbing secara langsung juga, misalnya kalau guru-guru Biologi ya dibimbing langsung oleh dosen Biologi yang ahli gitu, misalnya yang S2 kan pasti sudah berpengalaman… R11: Loh, bukannya SMA 1 sudah mengundang dosen-dosen dari UNS Pak? SR11: Iya, betul… Tapi sangat terbatas mbak prakteknya… R12: O gitu… Kalau sekarang setelah Bapak sudah mengalami dan mempraktekkan langsung mengajar Biologi dalam Bahasa Inggris, rasanya gimana Pak? SR 12: Ya Alhamdulillah bisa juga mbak, tapi masih belum lancar, namanya juga masih belajar…haha… R13: Wajar itu Pak, nggak pa pa kan yang penting belajar terus biar semakin lancar… Lalu kesulitan terbesar apa yang Bapak alami atau rasakan selama mengajar imersi itu Pak? SR 13: Ehm… apa ya… Yang jelas speaking mbak, belum lancar… R14: Untuk conversationnya ya Pak? SR 14: Iya, mbak… R15: Kalau menggunakan Bahasa Inggris untuk menyampaikan materi atau menerangkan, Bapak merasa kesulitan juga? SR 15: Iya… R16: Misalnya dalam hal apa Pak? Mungkin pengucapannya, kosa katanya, atau grammarnya gitu mungkin… SR 16: Ya semuanya, terutama kalau bicaranya itu spontan mbak, wah itu sulit sekali nyusun kata-katanya…haha… R17: Oh, sulitnya itu karena Bapak nggak tahu kata-kata apa yang harus Bapak ucapkan, atau karena Bapak takut salah? SR 17: Dua-duanya mbak…haha… misalnya saya itu cuma waton pede (percaya diri), saya ucapkan sesuai dengan apa yang saya tahu, yang ada di pikiran saya, tapi saya kurang begitu yakin apakah kalau kalimat saya seperti itu tu benar atau salah… R18: Jadi Bapak merasa ragu atau takut salah dengan pronunciation atau pengucapan Bapak begitu? SR 18: Iya… sok kadang kan kalau saya bingung nggak tahu gitu ya saya ucapkan berdasarkan ejaannya saja gitu, haha…


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R19: Kalau nggak salah, tadi juga Bapak pernah mengucapkan kata dengan pronunciation yang kurang tepat, terus ada beberapa anak yang memberikan koreksi gitu kan Pak? Nah kalau terjadi seperti itu apa yang Bapak lakukan? SR 19: Kalau saya sih malah berterima kasih sekali, berarti anak-anak memang memperhatikan. Dan saya pasti mengulangi pengucapan yang salah tadi dengan yang benar… R20: Oke, berarti kalau Bapak sadar bahwa ucapan Bapak salah gitu langsung Bapak betulkan ya? SR 20: Iya, kalau saya tahu langsung saya betulkan… R21: Kalau Bapak nggak tahu atau kurang yakin dengan pronunciation sebuah atau beberapa kata gitu, apa yang Bapak lakukan? Pernah nggak Bapak mengalami kondisi seperti itu? SR 21: Iya, pernah mbak. Saya biasanya lebih sering membaca mbak, jadi kalau ketemu dengan kata yang saya nggak tahu atau ragu-ragu cara melafalkannya ya saya baca seperti ejaannya, paling ya saya kira-kira gitu… R22: Ehm, Bapak nggak berusaha mencari dulu dalam kamus tentang cara pengucapannya? SR 22: Kalau di kelas enggak mbak. Tapi kalau pas nyiapin materi sebelum mengajar itu kebetulan ketemu dengan kata asing atau baru yang saya belum tahu pengucapannya, biasanya saya terus lihat di kamus atau kalau nggak ya tanya sama guru yang lain… R23: O gitu… Bapak juga memperhatikan stress atau penekanan pada suku kata tertentu nggak Pak? SR 23: Ehm, enggak mbak… R24: Tapi Bapak tahu nggak kalau dalam suatu kalimat tu ada beberapa suku kata yang mendapatkan penekanan dan ada yang tidak? SR 24: Kurang tahu saya mbak, bagi saya bisa berkomunikasi Bahasa Inggris dengan lancar saja udah bersyukur banget mbak…haha… R25: O berarti Bapak tidak memperhatikan intonasinya juga? SR 25: Wah, enggak mbak…Belum terbiasa aja mungkin… R26: Ya, tapi kalau Bapak pastinya punya keinginan untuk bisa berkomunikasi dengan Bahasa Inggris dengan lancar dan tepat kan Pak? Nah, apa upaya Bapak untuk mengatasi masalah pengucapan termasuk intonasi tersebut? SR 26: Ehm, mungkin dengan berlatih mbak. R27: Berlatih. Bapak berlatih sendiri atau dengan bantuan guru Bahasa Inggris misalnya, atau dengan kursus? SR 27: Saya nggak kursus. Ya memang saya sering kok tanya ke Bu Ety kalau misalnya saya ada masalah dalam hal bahasa gitu… R28: Pernah tanya tentang bagaimana pengucapan kalimatnya juga? SR 28: Iya, pernah. Diajari juga sama Bu Ety sih sebenarnya, tapi kalau udah di kelas kan yang perlu dijelaskan banyak jadi ya nggak bisa sempurna mbak, nggak seperti kalau latihan… R29: O gitu. Kalau di kelas seperti tadi yang saya lihat, Bapak lebih banyak membaca dari laptop gitu daripada yang menjabarkan atau menjelaskan secara spontan gitu ke anak-anak. Apa betul itu Pak? SR 29: Iya, memang sudah saya tulis semua terus saya tinggal baca gitu…


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R30: O gitu… Biar apa itu Pak maksudnya? SR 30: Ya kan kalau bicara spontan masih belepotan mbak, jadi saya persiapkan dulu gitu apa saja yang akan saya utarakan pada waktu mengajar. Nanti di kelas tinggal membaca… R31: Kalau ada pertanyaan dari siswa secara nggak terduga seperti tadi, kira-kira Bapak siap atau nggak untuk menjawabnya juga dengan Bahasa Inggris, kan itu belum dipersiapkan? SR 31: Saya jelaskan dengan Bahasa Indonesia… R32: Seperti tadi juga ya Pak, waktu ada anak yang bertanya dengan Bahasa Inggris lalu Bapak jawab dengan Bahasa Indonesia? SR 32: Iya, campur-campur gitu lah mbak… Ntar daripada saya jawab dengan Bahasa Inggris salah, jadi saya jelaskan dengan Bahasa Indonesia gitu… R33: Bapak itu juga tadi kalau bercanda dalam Bahasa Indonesia ya? SR33: Iya, kalau pakai Bahasa Inggris malah jadi nggak lucu nanti, haha… R34: Bapak nggak takut kalau keseringan pakai Bahasa Indonesia di kelas nanti terus anak-anak ikut-ikutan berkomunikasi pakai Bahasa Indonesia terus di kelas? Sedangkan di imersi kan dituntut berkomunikasi selalu pakai Bahasa Inggris Pak. SR34: Ya seharusnya memang begitu. Tapi kok masih sulit mbak bagi saya berkomunikasi secara terus menerus pakai Bahasa Inggris…terutama untuk speaking yang secara spontan itu mbak. Kalau membaca masih bisa ya mbak, tapi kalau bicara yang secara tiba-tiba di kelas gitu bingung nyusun kalimatnya. Ya bisa sih bisa, tapi masih salah-salah gitu… R35: Maksud Bapak salah menurut aturan grammar gitu Pak? SR35: Iya, grammarnya… R36: Lalu apa yang Bapak lakukan untuk mengatasi hal tersebut? SR36: Untuk menyusun kalimat gitu saya biasanya minta tolong ke Bu Ety atau guru Bahasa Inggris yang lain untuk mengecek apa susunan kalimat saya sudah betul apa belum, gitu… R37: Jadi mempersiapkan yang untuk menyampaikan materi ya Pak? SR37: Iya betul… tapi kadang saya cuma ngopi dari internet, jadi saya nggak perlu menyusun kalimat sendiri, cuma tinggal di-copy paste aja… R38: O gitu. Bapak yakin yang di-copy paste itu sudah tepat grammarnya? SR38: Iya, soalnya artikelnya kan memang menggunakan Bahasa Inggris… R39: Lalu Bapak menuliskan seluruh materi beserta penjelasannya ke dalam Power Point gitu atau gimana? SR39: Enggak, ya seperti yang mbak lihat tadi, saya hanya ngutip beberapa kalimat aja kok… R40: Lengkap dengan gambar-gambar dan video ya Pak? Menarik sekali lho… SR40: O iya, biar jelas dan menarik…haha… R41: Bapak hanya menuliskan poin-poin ya Pak tadi kalau nggak salah? SR41: Iya, cuma poin-poinnya terus penjelasannya atau keterangannya saya tulis secara terpisah. Nanti tinggal baca saja… R42: O gitu. Cara ini untuk mempermudah Bapak ya? SR42: Iya, biar lebih terstruktur dan jelas mbak…


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R43: Biar Bapak nggak terlalu banyak berbicara secara spontan atau mendadak gitu ya Pak? SR43: Ya begitu lah… R44: Berarti Bapak menbuat atau menyiapkan juga seperti script gitu mungkin atau naskah? SR44: Ya pokoknya apa yang akan saya utarakan di kelas itu sudah saya persiapkan. Biar nggak ada yang terlewatkan dan biar bahasanya itu nggak terlalu banyak yang salah… R45: Oke, Pak. Berarti Bapak selalu menggunakan metode dan media bantu Power Point untuk menyampaikan materi? SR45: Seringnya iya, tapi ya menyesuaikan materinya juga mbak. Kalau praktikum atau kerja kelompok biasanya nggak pakai… R46: O nggak pakai power point? Lalu pakai apa Pak? SR46: Ya cuma pakai LKS sama buku yang dari sekolah… R47: Buku bilingual itu ya Pak? SR47: Iya… R48: Lalu selain dalam hal pengucapan dan penyusunan kalimat, Bapak juga mengalami kesulitan nggak dalam mengartikan kata-kata atau istilah-istilah khusus gitu? SR48: Ada mbak, terutama yang istilah-istilah ilmiah. Kan dalam Biologi banyak sekali istilah ilmiah yang menggunakan Bahasa Latin. Nah istilah-istilah itu tu beda antara yang versi Bahasa Indonesia sama yang Bahasa Inggris. R49: O gitu ya Pak? Lalu gimana itu Pak solusinya? SR49: Kalau biasanya saya sudah harus cari dulu arti-artinya atau persamaannya mbak sebelum diajarkan itu R50: O diartikan dulu… Bapak mencari artinya dari kamus atau apa? SR50: Enggak, di kamus biasa nggak ada itu mbak… Saya nyari di internet atau dari buku bilingual itu. R51: O gitu… Itu yang istilah-istilah khusus ya Pak? SR51: Iya… R52: Kalau kata-kata yang ada dalam konteks kalimat, apa Bapak juga mengalami kesulitan untuk mengartikan atau mentranslate dari Bahasa Innggris ke Bahasa Indonesia atau sebaliknya? SR52: Iya kadang. Kalau yang kata-kata umum gitu ya cari di kamus… R53: Ketika sedang mengajar di kelas juga Pak? SR53: Iya, kan di laptop ada kamusnya to mbak, jadi ya kalau waktu menghadapi soal terus ada kata-kata sulit ya saya cari di kamus. Atau kadang ya saya artikannya dari konteks kalimatnya aja, dikira-kira gitu… R54: O begitu. Bapak kan tadi mengatakan bahwa yang menjadi kendala Bapak dalam mengajar di kelas imersi adalah menjalin komunikasi dengan siswa yang secara terus menerus menggunakan Bahasa Inggris. Lalu apa upaya Bapak agar masalah ini bisa teratasi? Karena kan di kelas imersi guru dan siswa dituntut untuk mampu lancar berkomunikasi dalam bahasa asing, dalam hal ini Bahasa Inggris.


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SR54: Ya sejauh ini saya selalu berusaha untuk berbicara pakai Bahasa Inggris di kelas, dan sekarang memang sedang belajar atau berlatih ya… jadi masih sering salah-salah dan belepotan mbak, haha… R55: Iya, itu kan wajar Pak, dan memang harus dipaksakan agar terbiasa… Memangnya selama ini Bapak takut kalau salah dan itu diketahui anak-anak atau takut kalau tidak bisa dipahami oleh anak-anak? SR55: Haha… Karena saya menyadari kemampuan berbahasa Inggris saya yang nggak sempurna jadinya saya kadang merasa khawatir kalau malah nantinya ada salah paham, saya maksudnya begini, anak-anak nangkepnya begitu… R56: Lalu Bapak lebih memilih untuk menggunakan Bahasa Indonesia saja begitu? SR56: Kalau saya bisa, tahu Bahasa Inggrisnya ya pakai Bahasa Inggris, tapi kalau susah dan mendesak ya pakai Bahasa Indonesia dulu… R57: Pada waktu dulu Bapak mengikuti pelatihan itu, diajarkan juga untuk menggunakan ungkapan-ungkapan khusus dalam komunikasi seperti greeting, thanking, asking question, prising, opening dan closing gitu nggak Pak? SR57: Iya, diajarkan itu bagaiman membuka dan menutup pelajaran dan sebagainya. R58: Berarti Bapak nggak ada kesulitan kan menggunakannya di kelas? SR58: Iya, kalau itu bisa mbak… R59: Baik, kalau begitu terima kasih ya Pak atas waktunya yang sudah disempatkan untuk ngobrol-ngobrol dengan saya. SR59: Oke, sama-sama mbak…

Interview 4 Interviewee : Mrs. TT (Chemistry teacher) Day, date : Saturday, 2 May 2009 Time : 12.20 - 12.40 p.m. Place : Teachers’ Room SMA Negeri 1 Klaten R : Researcher TT : Mrs. TT R1: Pagi, Bu… Saya mengganggu nggak ini Bu? TT1: Enggak kok, nyantai aja. Gimana, ada apa? R2: Saya mau tanya-tanya dan ngobrol gitu Bu sama Ibu, boleh kan Bu? TT2: Boleh boleh aja, mau tanya apa? R3: Ehm, Ibu udah selama 3 tahun ini ya mengajar di kelas imersi? TT3: Iya betul R4: Bagaimana perasaan Ibu dulu waktu pertama kali ditunjuk untuk mengajar imersi? TT4: Ehm, ya nggak gimana-gimana, hahaha… Ya seneng aja soalnya emang aku pengen sekali ada inovasi seperti ini ya di SMA 1. Jadi ya nggak masalah sih waktu aku ditunjuk, seneng-seneng aja…


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R5: Wah, saya keren itu Bu. Berarti Ibu bersemangat sekali dan tertantang ya untuk mengajar Kimia menggunakan Bahasa Inggris sebagai bahasa pengantarnya gitu? TT5: Iya… R6: Lalu selama tiga tahun ini Ibu mengalami kesulitan atau kendala tertentu nggak Bu terutama yang berhubungan dengan penggunaan Bahasa Inggris sebagai bahasa pengantar dan komunikasi di kelas imersi? TT6: Ehm, ya adalah pastinya. Paling ya terutama kalau aku vocab. Vocabnya perlu ditambah lagi biar bisa lancar ngomongnya… R7: O vocab… Tapi kalau untuk istilah-istilah khusus dalam Kimia gitu misalnya, ada kesulitan untuk mengartikan atau mentranslate dari Bahasa Inggris ke Bahasa Indonesia atau sebaliknya gitu nggak Bu? TT7: Alhamdulillah sih enggak ya, rata-rata ya sama kok nggak jauh bedanya Bahasa Indonesia sama Bahasa Inggris. Paling cuma pengucapannya yang beda. R8: Berarti nggak masalah ya Bu? TT8: Sejauh ini sih enggak… R9: Tadi kan saya juga sudah lihat sendiri bagaimana Ibu mengajar Kimia di kelas imersi, dan menurut saya Ibu tu udah lancar banget gitu bicaranya TT9: Ah iya pa? haha… Ya lumayan aja gitu lah, nggak lancar-lancar amat kok, kadang ya ada speechless-nya juga… R10: Kalau dalam hal pronunciation, Ibu memperhatikan ketepatan ucapan Ibu nggak? TT10: Enggak begitu sih, tapi kalau aku emang pakai kata-kata yang sederhana-sederhana aja, yang biasa dipakai gitu. Itu kan pengucapannya juga gampang dipahami. Jadi kalau menurut aku, aku mending nggak pakai kata itu kalau memang aku ragu dengan pengucapannya yang bener bagaimana. Pakai kata-kata yang pengucapannya udah yakin pasti bener aja… R11: Untuk pola stress dan intonasinya bagaimana Bu? Ibu memperhatikan itu juga nggak? TT11: Wah kalau itu sulit e untuk bisa konsisten. Nggak begitu memperhatikan, masalahnya kalau udah yang namanya menerangkan materi adanya ya cuma bisa menerangkan fokusnya ada di materi, jadi kalau aku jujur aja kurang memperhatikan itu stress atau intonasinya. R12: Tapi sebenernya Ibu tahu ya Bu tentang stess dan intonasi itu seharusnya gimana? TT12: Iya tahu, aku tahu dari kursus…hehe… R13: Oh Ibu kursus ya sampai sekarang? TT13: Iya, privat di rumah gitu. Ya kan kalau nggak pernah latihan intensif gitu ya nggak bisa cepet lancar. Aku memang manggil guru privat biar aku juga bisa latihan speaking terus, biar nggak kagok lah Bahasa Jawanya… R14: Ya bagus dong Bu kalau gitu… Ehm, Bagaimana cara Ibu untuk belajar pronunciation termasuk pola stress and intonasinya? TT14: Kalau aku suka nonton film-film Barat, trus sama dengerin lagu-lagu Barat juga. Jadi aku memperhatikan logat mereka seperti apa, terus kalau conversation itu ekspresinya gimana, kalau bertanya gimana, seperti itu…


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R15: Oh gitu. Kalau di kelas misalnya, Ibu membaca soal dan ragu-ragu atau nggak tahu gimana pronunciationnya, apa yang Ibu lakukan? Apakah lihat di kamus, atau bagaimana? TT15: Iya, aku selalu bawa pocket dictionary, jadi kalau sewaktu-waktu perlu nengok kamus ya nengok kamus…gitu… R16: Oh gitu. Kalau pada saat berbicara spontan di kelas, Ibu menemui kesulitan dalam masalah grammar nggak? Misalnya untuk menyusun kata-kata jadi frase atau kalimat gitu… TT16: Ehm, kadang iya. Kadang sampai nggak bisa ngomong, speechless gitu… R17: Loh, lha kenapa Bu sampai kayak gitu? TT17: Misalnya kalau ada anak yang bertanya, pasti kan pengennya bisa menjelaskan secara detail gitu. Tapi ya itu kadang sampai kehabisan kata-kata, haha… R18: Lalu gimana Bu? Apa yang Ibu lakukan? TT18: Ya terus ujung-ujungnya pakai Bahasa Indonesia. Tapi yang jelas udah aku coba dulu pakai Bahasa Inggris. Kalau si anak yang tanya masih bengong kan tandanya dia belum paham. Bisa jadi kan karena kalimat yang aku ucapkan itu salah atau kurang jadi mereka bingung gitu. Nanti baru aku pakai Bahasa Indonesia, gitu… R19: Ya, seperti tadi saya juga melihat di kelas Ibu tu sepertinya memang bener-bener atmosphere-nya itu English banget gitu… Apakah memang Ibu yang mewajibkan para siswa untuk selalu berkomunikasi dengan Bahasa Inggris di kelas? Soalnya kalau pada pelajaran lain tu enggak seperi di kelas Ibu tadi lho Bu. Biasanya mereka kebanyakan komunikasi di kelas pakai Bahasa Indonesia gitu… TT19: O iya to? Ya memang, di kelasku anak-anak harus berusaha berkomunikasi pakai Bahasa Inggris. Kalau tiap hari pakai Bahasa Indonesia terus apa bedanya sama yang kelas reguler coba? Ya to? R20: Iya Bu… Padahal tujuan kelas imersi kan siswa biar menguasai Bahasa Inggris, mampu berkomunikasi dengan Bahasa Inggris. Bahasa Inggris nggak cuma buat bahasa pengantar pelajaran aja kan Bu, tapi juga untuk berkomunikasi… TT20: Iya, betul… R21: Ehm, Ibu mengalami kesulitan nggak untuk memonitor ucapan Ibu? TT21: Maksudnya pengucapannya atau apa? R22: Enggak, maksud saya secara gramatikal. Kan kadang kita nggak menyadari kalimat yang kita ucapkan tu lengkap apa nggak, bermakna apa nggak gitu, nah Ibu ada kesulitan untuk memonitor ucapan Bahasa Inggris Ibu nggak? TT22: O gitu… Kalau untuk fokus ke bahasa secara khusus memang sulit, karena fokusnya juga terbagi-bagi kalau sedang mengajar, terutama pada penyampaian materi. Jadi kalau untuk mengamati bahasanya betul apa salah ya gitu itu sulit. R23: Kalau secara sadar Ibu tahu bahwa ucapan Ibu salah, langsung Ibu betulkan pada saat itu juga atau Ibu biarkan saja? TT23: Ya kalau sadar langsung dibetulin. Tar kalau nggak dibetulin anak-anak jadi salah paham.


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R24: Iya… kalau ada siswa yang salah pengucapannya atau struktur kalimatnya gitu Ibu memberikan koreksi secara langsung nggak? TT24: O enggak. Yang lebih penting mereka berani dan mau berlatih ntuk berkomunikasi dengan Bahasa Inggris. Untuk mempelajari Bahasa Inggris secara detail berdasarkan aturan-aturannya kan bisa pada mata pelajaran Bahasa Inggris R25: Jadi lebih ke meaning-oriented ya Bu? TT25: Iya, yang penting ucapannya bermakna, meskipun strukturnya masih kurang tepat atau pengucapannya juga. R26: Ketika mengajar Ibu juga menggunakan ungkapan-ungkapan seperti greeting, thanking, praising, opening dan closing ya Bu? TT26: Iya, iya… R27: Dan nggak ada kesulitan kan Bu? TT27: Ya Alhamdulillah enggak. Kan ungkapannya juga masih yang sederhana-sederhana gitu… R28: O gitu. Secara keseluruhan, kalau berbicara Bahasa Inggris secara spontan baik ketika menyampaikan pelajaran ataupun berkomunikasi dengan siswa, Ibu merasa masih menemui kendala atau masalah apa Bu hingga sekarang? TT28: Ehm, kalau dalam hal speaking ya, kesulitannya ketika aku udah mulai ngomong itu kadang sulit untuk mengontrol cepat lambatnya gitu lo. Jadi kadang anak-anak juga ngeluh kecepeten gitu. R29: O gitu. Lalu Ibu sudah menemukan solusi untuk mengatasi masalah tersebut? TT29: Hehehe… Memang agak sulit untuk mengontrol ucapan kita. Apalagi kalau sudah menerangkan materi itu pasti adanya ya terpacu untuk menjabarkan apa yang udah ada di dalam pikiran. Justru anak-anak yang mengontrol lho… Kalau aku udah mulai kecepeten pasti mereka yang menegur. Jadi nanti aku sesuaikan lagi kecepatannya, lebih pelan lagi, gitu… R30: Jadi begitu ya Bu… Kalau saya boleh tau, sejauh ini apa kiat Ibu untuk bisa menambah kemampuan Bahasa Inggris yang telah Ibu miliki yang berkaitan dengan pengajaran di kelas imersi ini Bu? TT30: Ya kalau aku sih kiat khusus nggak ada ya… Cuma yang ada itu motivasi dari diri aku sendiri buat semakin baik dan juga rasa percaya diri. Soalnya kalau dari diri sendiri nggak ada motivasi, nanti jadi malas belajar atau berlatih dan jadi seenaknya sendiri. Padahal tugas guru itu sangat penting sekali lho… Guru selalu dicontoh oleh siswa. Lha kalau contohnya salah-salah nanti juga yang ditiru itu salahnya… R31: Iya saya setuju sekali itu Bu. Contohnya Ibu melakukan apa untuk meningkatkan kemampuan Ibu untuk mengajar bidang studi dengan menggunakan Bahasa Inggris? TT31: Alhamdulillah sampai sekarang aku masih les privat. Jadi di rumah aku bisa latihan, terutama untuk speaking ya, secara intensif gitu lah biar lancar bicaranya… R32: Jadi les privat ya Bu? TT32: Iya… R33: Lalu selain itu mungkin? TT33: Baca-baca buku referensi Kimia yang terbitan luar gitu


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R34: Bukunya Ibu nyari sendiri ya itu atau dari sekolah ada? TT34: O enggak, itu aku nyari sendiri. Pinjam dari perpustakaan UGM, karena aku sekarang kan juga Alhamdulillah sekolah lagi… R35: O lanjutin S2 ya Bu? TT35: Iya betul R36: Ehm… jadi Ibu nyari buku referensi sendiri? TT36: Iya… disamping itu ya aku belajar dari buku yang dari sekolah juga, karena sebagian besar materinya diambil dari buku itu… R37: O gitu… pastinya Ibu juga selalu mempersiapkan materi ya Bu sebelum mengajar? TT37: O iya… R38: Nah, kalau tadi saya lihat Ibu nggak menggunakan media seperti slide projector gitu untuk menyampaikan materi. Apakah memang Ibu punya alasan tersendiri? Karena sepengamatan saya itu rata-rata guru imersi menggunakan power point untuk memudahkan mereka dalam menyamapaikan materi dalam Bahasa Inggris Bu. Untuk mengurangi porsi berbicara spontan dan nantinya tinggal baca gitu. Sedangkan itu tadi nggak ada di kelas Ibu… TT38: Sebenernya saya juga sering kok pakai presentasi gitu. Tapi tergantung dari materinya, dan biar bervariasi aja, masa’ presentasi terus… R39: Iya, betul. Kalau tadi Ibu nggak pakai power point tapi pakai buku saja ya Bu? TT39: Ini tadi kan materinya banyak teorinya. Jadi justru anak-anak yang taksuruh untuk merangkum itu terus nanti mereka presentasikan gitu untuk minggu depan. R40: O gitu… berarti ada seperti class discussion gitu ya Bu? TT40: Iya, ada diskusi, insyaalllah minggu depan. Nanti diundi kelompok mana yang presentasi duluan terus nanti dibuka sesi tanya jawab gitu. Kelompok lain wajib bertanya dan memberikan evaluasi pada kelompok yang tampil, seperti itu… R41: O begitu… Ehm, kalau dalam Kimia itu kan juga ada praktikum di laboratorium kan Bu? TT41: O iya pasti R42: Itu kalau Ibu memberikan instruksi praktikumnya juga menggunakan Bahasa Inggris atau Bahasa Indonesia Bu? TT42: Ya pakai Bahasa Inggris R43: O pakai Bahasa Inggris juga… TT43: Iya. Kadang beberapa kali saya tampilkan juga e model peragaannya itu pakai video tapi kadang di internet nggak ada jadi ya nggak pakai video. Cuma kalau ada aja aku tunjukin ke anak-anak. Biar mereka interested juga dan semakin paham. Kalau Cuma lewat kata-kata aja kan mungkin mereka agak sulit membayangkan langkah-langkah praktikumnya, gitu… R44: Bagus sekali itu Bu. Saya jadi pengen kapan-kapan lihat kalau pas lagi praktikum di laboratorium… TT44: Iya, nggak pa pa, silakan… R45: Makasih Bu sebelumnya. Kalau begitu sampai di sini dulu Bu, terima kasih atas ngobrol-ngobrolnya… TT45: Iya, sama-sama


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Interview 5 Interviewee : Mr. SK (Mathematics teacher) Day, date : Monday, 4 May 2009 Time : 12.20 – 12.40 p.m. Place : Teachers’ Room SMA Negeri 1 Klaten R : Researcher SK : Mr. SK R1: Sebelumnya terima kasih sekali Pak atas waktu yang Bapak luangkan untuk berbincang-bincang dengan saya. SK1: O ya mbak, sama-sama. R2: Saya ingin tahu, Bapak sudah berapa lama mengajar di kelas imersi? SK2: Ya kira-kira udah dua tahun ini mbak. R3: O udah dua tahun. Berarti dua tahun yang lalu Bapak baru ditunjuk menjadi guru imersi ya? SK3: Kalau ditunjuk itu ya udah tiga tahun yang lalu sebenarnya. Cuma saya mulai mengajar baru setahun kemudian. R4: O gitu. Kenapa itu Pak? SK4: Ya karena udah dibagi mbak. Guru Matematikanya waktu itu yang ditunjuk untuk pelatihan itu ada empat orang, termasuk saya. Sedangkan kelas imersi kan baru dibuka satu kelas, jadi guru yang diperlukan untuk mengajar di kelas imersi yang pertama itu ya dua orang dulu. Baru tahun berikutnya yang dua juga bisa mulai mengajar. R5: O jadi seperti itu… Waktu Bapak ditunjuk pada saat itu, bagaimana perasaan Bapak? SK5: Ya yang jelas awalnya kaget, ya kaget saya… Orang saya nggak pandai Bahasa Inggris, hanya bisa-bisaan aja kok ditunjuk, gitu. Trus saya pikir-pikir, akhirnya saya putuskan untuk ambil tawaran itu. R6: Dengan pertimbangan apa Pak? SK6: Ya sebagai tantangan aja buat saya. Ada keinginan untuk mencoba mbak, biarpun kemampuannya nggak maksimal, gitu… R7: Iya yang terpenting kan Bapak termotivasi untuk menjadi kompeten dalam mengajar kelas imersi yang sebenarnya nggak mudah. SK7: Iya, R8: Bapak mengikuti pelatihan untuk guu imersi itu juga kan Pak setelah ditunjuk? SK8: Iya, dulu trainingnya di Semarang sama di sekolah. R9: Lalu setelah Bapak mengajar kelas imersi selama kurang lebih dua tahun ini, Bapak mengalami kesulitan nggak mengajar kelas imersi? Terutama dalam hal menggunakan Bahasa Inggris sebagai bahasa pengantar menyampaikan materi dan menerangkan, dan juga untuk berkomunikasi atau berinteraksi dengan siswa SK9: Wah, iya mbak. Karena kan memang sebelum-sebelumnya belum pernah mengajar Matematika dalam Bahasa Inggris seperti itu. R10: Jadi Bapak menemui kesulitan-kesulitan atau kendala ya dalam menggunakan Bahasa Inggris itu?


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SK10: Iya, betul. R11: Kesulitan apa saja yang Bapak alami? SK11: Ya…banyak… R12: Misalnya dalam hal apa Pak? Apakah dalam hal pengucapan atau pelafalannya, dalam hal menyusun kalimat yang akan diucapkan, kosa katanya, atau mungkin berkomunikasinya, atau apa Pak? SK12: Ya antara lain itu mbak…hahaha… R13: Misalnya kalau dalam hal pengucapan atau pronunciation-nya Pak, kesulitan apa yang Bapak alami? SK13: Kadang saya nggak tahu itu lho mbak, cara mengucapkannya yang betul gimana, gitu… R14: Lalu kalau Bapak nggak tahu seperti itu apa yang Bapak lakukan? SK14: Saya kadang tanya ke Bu Lis atau Bu Ety. Tapi kalau misalnya nggak sempat nanya ya takucapin dengan cara setau saya. Kalau misalnya ada yang salah terus anak-anak tahu tu mereka bilang kok… R15: O, mereka membetulkan ucapan Bapak yang salah gitu? SK15: Iya mbak… Ya terus saya betulkan… R16: O gitu. Sering nggak Bapak mengalami seperti itu? SK16: Kalau sering sih enggak mbak. Sekarang-sekarang ini juga jarang kok. Tapi kalau dulu waktu pertama-tama itu, saya sering salah ngucapinnya. R17: Lalu bagaimana upaya Bapak untuk memperbaiki hal itu? SK 17: Ya…saya berusaha mempersiapkan semua materi dengan sungguh-sungguh mbak sebelum mengajar. Biar siap misalnya kalau ada hal yang saya nggak tahu atau ragu-ragu. Kan bisa tanya-tanya dulu, jadinya di kelas dah nggak salah lagi, gitu… R18: O, gitu… Ehm, ngomong-ngomong selain bertanya dulu ke guru lain atau guru Bahasa Inggris gitu, Bapak juga coba lihat di kamus nggak untuk melihat cara pengucapannya bagaimana gitu? SK18: Enggak mbak…saya nggak lihat di kamus. R19: Lalu kalau nggak lihat di kamus, kalau misalnya sewaktu Bapak sedang menerangkan atau menyampaikan pelajaran gitu terus tahu-tahu ada beberapa kata yang Bapak nggak tahu atau ragu-ragu dengan cara mengucapkannya gitu gimana Pak, apa yang Bapak lakukan pada saat itu? SK19: Iya, kalau di kelas ya saya ngucapinnya sesuai yang saya tahu mbak. R20: Meskipun itu belum tentu benar gitu ya Pak? SK20: Iya, karena kan spontan saja mbak, jadi kalau itu tu di luar dari apa yang telah kita persiapkan gitu R21: Tapi Bapak terus ngecek benar-salahnya gitu nggak Pak? Kan biasanya kalau kita kurang yakin terus pengen tahu atau mencari kepastian benar atau salahnya gitu… SK21: Iya, nanti kalau udah selesai pelajaran terus saya coba cek dari kamus atau saya tanyakan ke guru lain jadinya kalau lain kali saya sudah tahu. R22: Ya… Ehm, Bapak mengetahui nggak kalau dalam mengucapkan kata, frase atau kalimat dalam Bahasa Inggris itu ada penekana pada suku kata tertentu gitu? SK22: Iya, tahu…


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R23: Tapi Bapak memperhatikan hal tersebut nggak sewaktu berbicara Bahasa Inggris? Termasuk juga intonasi kalimatnya Pak? SK23: Jujur saja enggak begitu memperhatikan e saya mbak. Masalahnya yang dipikirkan kan banyak, jadi ya kata-kata keluar begitu saja, nggak begitu saya perhatikan tentang hal-hal seperti itu terus terang… R24: O enggak ya Pak? Berarti Bapak berbicara Bahasa Inggris sama seperti lkalau berbicara Bahasa Indonesia biasa gitu ya Pak? SK24: Iya mbak, ya natural, biasa… R25: O gitu. Terus tadi saya perhatikan Bapak kok selalu mengulang-ulang ucapan Bapak, seperti misalnya attention please, attention please, gitu yang pertama nadanya naik, yang kedua turun. Bapak punya maksud tertentu melakukan itu? SK25: Oh…itu, Ya supaya jelas aja mbak, biar siswa memperhatikan gitu… R26: O begitu ya Pak. Jadi untuk menegaskan begitu maksud Bapak? SK26: Iya, biar lebih jelas aja… R27: Oke. Lalu mengenai masalah menyusun kata menjadi frase atau kalimat, Bapak menemui kesulitan nggak? SK27: Iya, ada… R28: Kesulitannya gimana Pak? SK28: Untuk menyusun kalimat, saya kadang bingung susunannya R29: Maksudnya struktur kalimatnya gitu Pak? SK29: Iya, R30: Apa yang membuat Bapak bingung? SK30: Kan banyak aturan-aturannya to mbak, nah itu yang bikin saya bingung. Kalau misalnya gini, kalimatnya itu ada dua kata kerja, na itu mana yang duluan gitu, kan bingung juga, hahaha….masalahnya dalam Bahasa Inggris tu kan nggak sama dengan Bahasa Indonesia R31: O, kalau Bapak mau bikin kalimat itu bikin Bahasa Indonesia nya dulu baru ditranslate ke Bahasa Inggris gitu ya Pak? SK31: He’em mbak… R32: Maksudnya, itu waktu Bapak mempersiapkan materi sebelum mengajar gitu atau sewaktu mengajar di kelas? SK32: Ehm, ya waktu sebelum mengajar… R33: Lalu kalau ketika udah di kelas sedang mengajar gitu Bapak harus berbicara secara spontan kan sepertinya nggak memungkinkan sekali kalau Bapak bikin kalimat dalam Bahasa Indonesia dulu lalu ditranslate ke Bahasa Inggris gitu Pak? SK33: Iya, ya kalau waktu bicara spontan di kelas ya nggak usah bikin kalimat dulu mbak… Ya apa yang ada di pikiran saya saya keluarkan gitu secara spontan… R34: Tentunya itu lebih sulit ya Pak daripada yang udah disusun dulu di rumah? SK34: Wo la iya… Kalau sudah mulai bicara spontan di kelas itu tiba-tiba blank, hahaha…jadi lupa semua mbak. Kata ini Bahasa Inggrisnya apa ya…kata berikutnya lagi apa ya… R35: Lalu apa pemecahan dari masalah tersebut Pak? Sampai sekarang apakah Bapak masih mengalami kesulitan seperti ini? SK35: Iya, kadang masih mbak… Tapi ya lumayan, daripada dulu, hahaha… R36: Bapak sudah berusaha melakukan apa untuk mengatasi masalah ini?


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SK36: Saya mencoba menyusun kata demi kata meskipun belum lancar dan terputus-putus gitu mbak… R37: Pelan-pelan gitu ya Pak? SK37: Iya, mbak… Ya pokoknya saya biasakan terus lama-lama juga nati bisa lancar R38: Iya, betul sekali itu Pak. Bapak membuat catatan atau semacam script gitu nggak Pak? Jadi isinya itu segala yang akan Bapak ucapkan di kelas ketika mengajar gitu… SK38: Kadang iya kadang enggak mbak. Tergantung dari materi juga. Kalau perlu menjelaskan banyak ya saya tulis dulu semua nanti tinggal baca gitu… R39: O gitu. Ya kalau boleh saya jujur, tadi saya melihat usaha Bapak untuk tetap menjaga konsistensi untuk selalu berkomunikasi dengan bahasa pengantar Bahasa Inggris dari cara Bapak meyusun kata-kata secara spontan meskipun itu hanya berupa potongan-potongan kalimat ya Pak ya? SK39: Iya, mbak R40: Dan sepertinya terkadang juga ada beberapa bagian yang hilang dari kalimat-kalimat tersebut, tapi ya itu sudah bagus lah Pak karena menurut saya Bapak nggak begitu aja menyerah misalnya dengan menggunakan Bahasa Indonesia ketika dalam kondisi tersebut. SK40: Iya mbak, saya juga berusaha untuk itu… R41: Tapi tadi saya sempet memperhatikan Bapak menggunakan Bahasa Indonesia ketika menjawab pertanyaan dari siswa tadi, kenapa Pak? SK41: o, iya, iya tadi itu to? R42: Iya, kok nggak dicoba jawab pakai Bahasa Inggris dulu gitu? Apakah memang Bapak sengaja melakukan itu dengan maksud tertentu ataukah karena Bapak sedang pada posisi terpaksa karena Bapak mengalami kesulitan menjawab dengan Bahasa Inggris? SK42: Saya tadi menjawab pertanyaan anak langsung dengan Bahasa Indonesia itu ya karena biar lebih tersampaikan mbak apa yang saya maksud itu bisa dimengerti oleh siswa yang bertanya. R43: Tapi tidak dengan Bapak coba dulu dengan Bahasa Inggris gitu Pak? SK43: Sebenarnya mungkin bisa ya saya coba jawab dengan Bahasa Inggris, tapi kadang saya merasa kalau hal yang perlu saya sampaikan itu samgat mendasar sekali sepertinya saya harus bikin anak-anak betul-betul paham. Sedangkan untuk saat ini kan Bahasa Inggris saya belum begitu lancar dan masih sering salah, takutnya nanti hal penting yang harus saya sampaikan itu nggak bisa dimengerti oleh siwa oleh karena ketidaksempurnaan bahasa saya, gitu… R44: O jadi seperti itu pertimbangan Bapak, agar isensinya tersampaikan kepada siswa gitu ya Pak? SK44: Iya, iya… kalau pertanyaannya sekedar pertanyaan biasa yang nggak menyangkut poin-poin dasar saja pasti saya jawab dengan Bahasa Inggris kok mbak, meskipun nanti setelah itu saya tegaskan kembali dengan Bahasa Indonesia supaya memperjelas saja. R45: Iya, bagus itu Pak. Ngomong-ngomong, kalau dalam hal penguasaan kosa kata atau vocabulary, Bapak mengalami kesulitan atau masalah nggak Pak?


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SK45: Kalau vocab iya mbak pasti itu. Banyak kata-kata yang baru yang saya belum tahu artinya. Lha satu kata saja artinya banyak, tergantung kalimatnya R46: Iya, tergantung konteks Pak. Bapak kesulitan mengartikan kata-kata yang berkaitan dengan istilah dalam Matematika atau yang umum? SK46: Ya dua-duanya. Kalau Matematika itu kan banyak lambang-lambang dan bentuk operasi, nah kalau udah dalam rumus terus rumusnya digunakan untuk mengerjakan soal gitu kan ya lambang-lambang itu harus diucapkan dengan kata-kata. R47: Sulitnya gimana Pak? SK47: Belibet mbak, dah nyebutin angka-angka ditambah ladi lambang operasinya gitu. Tapi ya sekarang sudah terbiasa jadi ya nggak begitu sulit… R48: O jadi sekarang buat Bapak sudah nggak begitu jadi masalah kalau itu ya Pak? SK48: Iya, ya lumayan lah mbak… R49: Kalau yang kata-kata umum Pak, Bapak mengalami kesulitan untuk mengartikan dari Bahasa Inggris ke Bahasa Indonesia atau sebaliknya nggak? SK49: O iya… R50: Apa yang Bapak lakukan untuk mengatasi masalah ini Pak? SK50: Ya saya lihat kamus mbak, terus sama baca buku yang ada Bahasa Indonesianya itu R51: O buku bilingual itu ya Pak? SK51: Iya mbak R52: Itu sangat membantu Bapak? SK52: Iya, membantu sekali, apalagi untuk guru-guru yang masih pemula seperti saya ini saya rasa buku bilingual itu sangat membantu… R53: Kalau untuk berkomunikasi dengan siswa di kelas, Bapak mengalami kesulitan apa? SK53: Kesulitannya paling ya kadang bingung nyusun kalimatnya ya seperti yang saya bilang tadi. Kalau saya terpaku sama aturan-aturan gitu malah kadang jadi beban buat saya. Mau ngomong gini takut salah… R54: Ya itu memang wajar kok Pak. Lalu solusi Bapak gimana? Apakah kemudian Bapak mengabaikan aturan yang penting komunikasi terjalin antara Bapak dengan para siswa atau bagaimana? SK54: Ya mengabaikan sih enggak mbak, tapi ya nggak terpaku banget lah. Saya ingin natural saja seperti kita ngomong dengan Bahasa Indonesia gitu mbak. Yang penting siswa paham apa yang saya utarakan, dan saya juga paham dengan apa yang mereka utarakan. R55: Iya, memang kalau dalam speaking kan sebenarnya nggak perlu harus grammarnya betul semua gitu tapi juga tetep ada dalam pikiran kita jadi kalimat lisan yang kita utarakan masih gramatikal dan bermakna… SK55: Iya R56: Dulu waktu Bapak ikut training diajarkan juga kan Pak untuk menggunakan ekspresi-ekspresi tertentu dalam mengajar misalnya bagaiman membuka dan menutup pelajaran atau bahasa Inggrisnya opening and closing the lesson, terus


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juga greeting, bangaiman bertanya dan menjawab pertanyaan, dan lain sebagainya? SK56: Iya, iya diajarkan itu… R57: Bapak menerapkannya juga ketika mengajar? SK57: Iya mbak… R58: Berarti Bapak nggak menemui kesulitan kalau dalam hal ini? SK58: Kalau saya ya pakai ungkapan yang lazim dan biasa digunakan kok mbak, jadi memang kalau untuk membuat variasi sendiri saat ini belum bisa… R59: Oh, maksudnya yang sederhana-sederhana gitu ya Pak? SK59: Iya R60: Ngomong-ngomong terakhir yang ingin saya tahu Pak, mengingat tujuan dari pengajaran kelas imersi itu menciptakan lulusan yang tidak hanya unggul prestasi akademiknya tetapi juga mampu berkomunikasi dengan bahasa asing, yaitu Bahasa Inggris dengan lancar dan akurat, maka pengajarnya juga dituntut untuk bisa menguasai kompetensi ini. Menurut Bapak, apa yang Bapak lakukan untuk meningkatkan kemampuan berbahasa Inggris Bapak? SK60: Ya yang jelas sampai saat ini saya terus belajar mbak, berlatih terus… R61: Apakah Bapak juga kursus? SK61: O enggak mbak, saya nggak kursus. Ya kursusnya cuma dulu itu waktu bareng-bareng sama temen-temen itu. Kalau kursus lagi terus terang saja saya sudah terbatas mbak waktunya, nggak ada waktu luang ini… Saya belajar dan latihan sendiri saja sama banyak baca buku-buku Inggris dan dari internet juga R62: O gitu ya Pak… Baik, terima kasih Pak atas bincang-bincangnya. Sukses terus buat Bapak, ya Pak… SK62: Iya mbak, makasih


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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI - core.ac.uk · N., my cute nephews and nieces, Aurel, Radhitya, Wijaksara, and Andrea for all supports, love, and prayer which have given