Teachers’ perspectives toward the implementation of bilingual immersion program in Indonesian private schools

Haris Ma'ruf, Huyi Intan Sari


This research was to find out teachers’ perspectives of the immersion program. For the mathematics, science and social subject teachers, it could ascertain how teachers cope with new challenges because using English to teach was a professional development experience and also could establish baseline approaches for implementing the immersion program. This study provided a picture of non-English teachers’ perception on implementing an immersion program at SMA Islam Sultan Agung 1 Semarang. The data was obtained from questionnaires and observation. The main challenge facing non-English language teachers was teaching and learning Mathematics, Sciences (Physics, Chemist, and Biology) and Social Subjects (Sociology, Economics, and Geography) in English. The study also showed that there were specific situations when teachers felt frustrated teaching an immersion class. This frustration always relates to lack of English language proficiency. In conclusion, this study shows the lack of English language proficiency is the main challenge faced by non-English language teachers and students in immersion classes at SMA Islam Sultan Agung 1 Semarang.


Teachers’ perspective; bilingual school, Immersion Program

Full Text:



Ary, D., Razavieh, A., Jacobs, C.L. & Sorensen C. 1979. Introduction to research in education. Wringley: Thomson Wadsworth.

Baradja, M.F. 1990. Kapita selekta pengajaran bahasa. Malang: Penerbit IKIP Malang.

Bogdan, R.C & Biklen, S.K. 2003. Qualitative research for education: An introduction to theories and. methods (4th ed.). New York: Pearson Education group.Botswick, M (2001) English immersion in a Japanese school, in Christian, D, & Genesee, F (2001) (Eds) Bilingual Education, USA, Teachers of English to Speakers of Other Languages, Inc.

Brondum, J. & Stenson, S. 1998. Types of immersion education: An Introduction (on line). accessed on 11 May 2017.

Caldas, S. & S. Caron-Caldas. 2000. The influence of family, school, and community on bilingual preference: Results from a Louisiana/Quebec case study. Journal of Applied Psycholinguistics 21(3). 365–381.

Genesee, F. (1987). Learning through two languages. (First ed.). Cambridge, Mass.: Newbury House Publishers. (Harper & Row).

http://www.carla.umn.edu/immersion/main/topic3.html. accessed on 11 May 2017

http://tuj.academia.edu/MikeBostwick/Papers/644161/What_is_immersion, accessed on 11 May 2017

Johnson, R. K. & Swain, M. (Eds) (1997). Immersion education: International perspectives, Cambridge: Cambridge University Press.

Marsakawati, N.P.E. (2017) Language choice in multilingual context: the use pf l1 in the hospitality english courses. Edulite, Journal of English Education, Literature, and Culture, 2(1), 263-272. DOI: http://dx.doi.org/10.30659/e.2.1.263-272

Oladejo, J. 2006. Parents’ attitudes towards bilingual education policy in Taiwan. Bilingual Research Journal, 30 (1), 147-170.

Snow, M. A. (1986). Innovative Second Language Education: Bilingual Immersion Programs (Report- Evaluative/Feasibility 142): UCLA. Center for Language Education and Research.

DOI: http://dx.doi.org/10.30659/e.5.1.118-125

Article Metrics

Metrics Loading ...

Metrics powered by PLOS ALM


  • There are currently no refbacks.

Copyright (c) 2020

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

EduLite Journal of English Education, Literature and Culture is published by Language and Communication Science Faculty (former Language Faculty), Universitas Islam Sultan Agung (UNISSULA), Indonesia, in collaboration with Persaudaraan Dosen Republik Indonesia (PDRI).

Contact us: EduLite Journal of English Education, Literature and CultureJl. Raya Kaligawe Km.4, PO BOX 1054/SM Semarang 50112, Central Java, Indonesia. Email: reviews_edulite@unissula.ac.id.