Teachers’ perspectives toward the implementation of bilingual immersion program in Indonesian private schools
DOI:
https://doi.org/10.30659/e.5.1.118-125Kata Kunci:
Teachers’ perspective, bilingual school, Immersion ProgramAbstrak
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.Referensi
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.
Unduhan
Diterbitkan
Terbitan
Bagian
Lisensi
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
