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All Journal Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Pamungkas, Damar Jati
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A Case Study of the Implementation of the English Teaching in ABBS Surakarta Pamungkas, Damar Jati; Hikmat1, Mauly Halwat
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2024: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

Purpose: This study evaluates the effectiveness of an English Teaching Program in an immersive learning environment on students' language proficiency in an Indonesian context, focusing on both conversational skills and academic language proficiency. Methodology: A qualitative research design was employed, using semi-structured interviews, classroom observations, and document analysis. The study involved 40 students from two programs the Cambridge Class and the ICT Class. Data triangulation ensured reliability, and the analysis followed an interactive approach to identify key themes. Results: The findings indicate significant improvements in students' conversational proficiency in speaking, writing, listening, and reading. However, challenges were identified in academic language proficiency, especially in technical subjects such as mathematics and physics. While students excelled in Basic Interpersonal Communicative Skills (BICS), many struggled with Cognitive Academic Language Proficiency (CALP). Interactive teaching methods, including group projects and presentations, were well-received, promoting engagement and active language use. The study also highlighted the need for better teacher training to address the challenges of teaching complex academic content in English. Applications/Originality/Value: This study provides insights into the challenges of immersive English teaching programs in Indonesia. It emphasizes the gap between conversational and academic English proficiency, offering recommendations for curriculum improvements and teacher development. The originality of the study lies in its dual focus on student and teacher perspectives, providing a comprehensive understanding of the program's impact and areas for future enhancement.
A Case Study of the Implementation of the English Teaching in ABBS Surakarta Pamungkas, Damar Jati; Hikmat, Mauly Halwat
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2024: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Purpose: This study aims to evaluate the efficacy of an immersive English teaching program, with a special emphasis on Indonesian educational establishments. It also aims to evaluate how the curriculum affects students' conversational fluency and self-assurance in speaking English while highlighting obstacles to their academic language proficiency, particularly in areas with technical terminology. Methodology: Document analysis, semi-structured interviews, and classroom observations were used to gather data using a qualitative research approach. The multifaceted data collection procedure made this full understanding of the program's effectiveness and the learning environment possible. Results: The data show that the program effectively raises students' confidence and conversational fluency in English, mostly through consistent exposure and a nurturing learning environment. However, there are still obstacles to achieving academic language proficiency, especially in fields like science and math, where pupils find it difficult to understand technical terms. Applications/Originality/Value: To help students better support themselves in understanding complicated academic subjects in English, the study finds that teachers need specialized professional development. Enhancing the program's focus on academic language and giving teachers specialized training are two suggestions for improvement. The curriculum can better balance academic and conversational language development by focusing on these areas, ensuring that students achieve in both. The results add to our understanding of immersive language instruction and provide guidance for improving comparable initiatives in order to improve student performance.
Co-Authors Mauly Halwat Hikmat