International Journal of language Education, Vol. 4 No.1, March 2020 pp. 158-170

THE NEED ANALYSIS OF PARTICIPATION IN AN ENGLISH IMMERSION VILLAGE AT KAMPUNG INGGRIS PARE

Widya Rizky Pratiwi Makassar State University, Indonesia Email: [email protected]

Haryanto Atmowardoyo Makassar State University, Indonesia Email: [email protected]

Kisman Salija Makassar State University, Indonesia Email: [email protected]

DOI: 10.26858/ijole.v4i2.12599

Abstract The privilege of English as an international lingua franca forces many countries to open a wider opportunity for society to learn the language. However, the unbalance demand between societal needs and the role of English as a foreign language in Indonesia sometimes finds the obstacles in the process of learning. This paper reveals the learners’ initial perception of English and analyzes the need for participation in an English immersion program. 24 participants from six English institutions contributed to this qualitative study. The data collected through participant observation and semi-structured interviews for three months in Kampung Inggris Pare (KIP), Kediri, East Java, Indonesia. Most of the learners had a negative perception of English before participating in this immersion program that they perceived this language was difficult. This perception is associated with negative experiences during the process of learning English at school. However, their awareness of low self-confidence and poor speaking performance in facing globalization invited them to participate in an English immersion village in KIP. This paper concludes that the necessities, the lacks, and students' desire underlie the need analysis of participating in an English immersion program in KIP.

Keywords: English Immersion village, Kampung Inggris Pare, Foreign Language, Perception, Experience.

INTRODUCTION English is restricted. This situation results in English has fulfilled the requirement of an unbalance between the societal needs in being an international lingua franca that facing globalization and the role of English could be globally intelligible (Crystal, 2006 as a foreign language. Therefore, the as cited in Dewi, 2013), mastering English is acceleration of English language acquisition very essential. The power of English is as expected found many obstacles. demonstrated by the ability of this language Bailey (2003, p.48) states that learning to bridge thousands of different languages in speaking skills are very challenging for the world. Thus, the information across the students in Foreign Language context countries could be delivered. By mastering because they do not have big opportunities to English, people from different countries can use the target language outside the classroom communicate, interact, and work together. and results in the learning process of this skill In Indonesia, English is considered as a is difficult. Moreover, the most felt impact by foreign language. It is studied in an adopting English as a foreign language was environment where it is not commonly the implementation of teaching and learning spoken in daily interaction and the use of in public schools (Yusni, 2013). There were

158 Widya Rizky Pratiwi, Haryanto Atmowardoyo, & Kisman Salija. The Need Analysis of … many problems found even though the where learners can practice English in daily government had obligated that English interaction. The facilities and learning should be taught as a compulsory subject in designs are suitable for experiential English secondary schools to the university levels. learning. As Morris & Lankshear (2015, p.4) Panggabean (2015) reported the way highlight English villages are rich English is learned and taught bears burden. environment of language learning facilities Even though the grammar-based approach for simulated language tasks which integrates since the 1980s has changed into functional aspects of foreign culture with language use approach in the Indonesian English teaching and experiential classes in which curriculum, teachers still teach English with learners are able to interact in English outside the grammar-based approach followed by of the classroom, and likely offer substantial pronunciation and intonation they think it opportunities for transactional authenticity, corrects despite that they do not know exactly for example when shopping, using the hotel the correct ones. Consequently, teachers fail facilities and using the restaurants in English. to create a communicative, comfortable and KIP is a kind of English immersion fascinating atmosphere of learning and program. This program is really different teaching. Because of it, many students find it from the existing conventional method that difficult to learn English. In addition, they more emphasizes to the grammatical rules. It felt English is the most burden subject in drives meaningful and interesting formal schools. Thus, the complaints on how communication according to the needs in the English is learned and taught as well as classroom. When the students try to use the limited time allotted for English subjects language productively, the teachers let them emerged and mounted up. speak as much as possible. Error correction is Behroozizad, Nambiar & Amir (2012, given after the process of conversation if p.36) emphasize that traditional classroom necessary, and it sometimes tends to be culture does not provide an opportunity for indirect (Genesee, 1985). It aimed to keep the students to produce and develop English students' self-confidence and reduce anxiety language learning strategies in the process of when speaking. communication because students have less KIP has been established since 1977. chance to talk about their learning processes Every month, it engaged hundreds or even and experiences and result in them highly thousands of learners across Indonesia. This passive and dependent on the teacher. And reality interests me to investigate whether or consequently, the secondary school not these massive learners have the same graduates leave the low ability in speaking initial perception and experiences of English performance as Rabia (2015, p.2) highlights before coming to KIP. Then, what makes that despite English has been taught and used them participating in this kind of immersion for many years in the Indonesian school, the program necessary even though they have outcome still has not satisfied because very learned it in formal schools. few of graduating students are able to communicate well. Therefore, she identifies LITERATURE REVIEW that many people feel learning English in The literature review presents the issues formal school is not enough. This case and theories that support the concern of the implicitly explain that students may need a research. The discussion of the immersion different method or environment that can program, English village, KIP is going to be stimulate them to use English as the tools for the main point in this review. communication. Indonesia has one famous English Immersion Program village named Kampung Inggris Pare (KIP). Second language Immersion programs The existence of more than a hundred English were first originated in the 1960s in Quebec, institutions supports to create an environment Canada. This approach was implemented to

159 International Journal of language Education, Vol. 4 No.1, March 2020 pp. 158-170 respond to the concern of English speaking institutes, international schools, private parents. They campaigned their children tutoring or studying abroad that commonly should be taught French through the fails to produce the desired linguistic experimental technique of language proficiency as well as quite costly in terms of immersion. Because the running traditional time and money. Some of the previous methods were not providing their children researchers (Deveau & Bang, 2004; Park, with communicative competence in the 2006; Jeon, 2012, Barimani, 2013) have French-speaking community (Genese, 1985). found that Immersion program has a positive Language immersion is a communicative influence on the students’ English approach to second language instruction competence. where the daily curricular activities are Johnson and Swain (1997) summarize conducted in a second language. This process eight core features of immersion programs, reflects the essential situations of first they are: a) the L2 is a medium of instruction; language learning and at the same time b) the immersion curriculum parallels the responds to the special needs of second local L1 curriculum; c)) overt support exists language learners (Curtain, 1986 & Ganese, for the L1; d) the program aims for additive 1985). Unlike more traditional language bilingualism; e). exposure to the L2 is largely teaching programs in which the language is confined to the classroom; f) students enter taught as a subject to be learned, language with similar (and limited) levels of L2 immersion focuses more on the medium and proficiency; g) The teachers are bilinguals tool of instruction. In other words, language and h) he classroom culture is that of the local acquisition is merged with cognitive L1 community. instruction. The design of immersion programs English Village which are able to integrate the second Two types of immersion programs stated language study into the pattern of the normal by Park (2006), namely a bilingual and school curriculum easily (Curtain, 1986), intensive EFL program. English immersion is drives this approach grown rapidly in every classified as a bilingual education program province across Canada to offer French because it uses both first and second programs (Roy & Galiev, 2011). Then, they languages as media of instruction. This kind spread to some of the places in the United of immersion program is found only in a few States. However, the immersion programs prestigious private elementary schools and provided in this country are not only French special-purpose middle and high schools. A but also Spanish and Germany (Kim, few are also providing in public elementary Hutchison & Winsler, 2015). The first schools, but they only offer a limited version immersion program was in Curer City, of program length, student population, and a California, in the fall of 1971, followed by number of subjects. While English other places such as Milwaukee and immersion is classified as an intensive EFL Cincinnati (Curtain, 1986). After growing in program because only English is taught. This the Western Countries, these immersion kind of immersion program is generally programs also disseminate in some ESL and provided in private language education EFL countries such as South Korea, Japan as institutes and English villages. well as Indonesia as the alternative According to the problem revealed approaches to successful functional English before, the English village provides an language acquisition for learners. immersion style of language learning Many countries have felt the positive program for students to learn English impact of the immersion program. This (Trottier, 2008; Chang, 2010) in an authentic approach supports the acceleration of second and more real-life experience. It is a rich language acquisition, especially in EFL environment of language learning facilities countries rather than attending language for simulated language tasks that integrates

160 Widya Rizky Pratiwi, Haryanto Atmowardoyo, & Kisman Salija. The Need Analysis of … aspects of a foreign culture with language Unlike South Korea, Japan's English teaching and experiential classes in which village’s architectural design is a unique learners are able to interact in English outside building that consists of three floors which of the classroom, and likely offer substantial have different functions. The entrance is opportunities for transactional authenticity designed seems like an airport terminal (Morris & Lankshear (2015). Hengki (2017, building to make students feel that they will p.4) also states that the English village is an start their overseas journeys. The second English zone designed particularly for floor is divided into attraction and active accelerating the teaching and learning of immersion areas that consist of three speaking skills. All learners and tutors have different zones; 1) a travel zone contains a to speak English, join the program from pharmacy, a travel agency, and a fast food morning to the middle of the night and stay at shop, 2). a hotel zone includes a hotel, a the zone for certain days or a week. English grocery store, and a clinic, while 3). an village also offers a similar environment that airport zone includes a mock-up of the inside learners might experience in a foreign of a passenger aircraft, a restaurant, and a country (Park & Oxford, 1998; Chang, 2010; souvenir store. There is also an active Lee, 2011; Morris & Lankshear, 2015). From immersion area which is divided into four these researchers’ viewpoints, it is concluded conventional classrooms and a Kids’ zone. that English village is an English learning On the highest floor, students can find a environment where ESL/ EFL learners and science and research lab, a craft lab, two tech/ teachers come from different cultural media labs, a gymnasium, a cooking studio, backgrounds that prepares facilities, design and a Japanese culture space (Bourke, 2018). circumstances and experiential English Indonesia has also one famous English learning in their communication at the villages. However, this immersion program classroom or out of classroom interaction. is extremely different than English Village in In ESL/ EFL countries, the South Korea and Japan. The buildings seem implementation of English immersion like other buildings in Indonesia, nothing villages is slightly different from western special with the construction of buildings. countries, even though they have a similar The tutors are not English native speakers but goal to immerse students in an environment more than a hundred institutions in Pare of second language use. The curriculum provide various kinds of teaching methods heavily concentrates on learning English, not which makes students more comfortable other content areas, such as mathematics and learning English than in other places. Every science, through the medium of English month, hundreds or even thousands of (Ahn, 2015). In Korea, the situation and students who are from across Indonesia come buildings design of most English villages to Pare. These conditions support the seem like in English countries. They provide environment of the English zone where Life Experience Center which consists of students are able to practice the language out topic-based residential corners and simulated of the classroom interaction. tour-related corners such as immigration, According to Trottier (2008), most hotel information, stores, and restaurant; English Village learning involves a variety of Cultural Experience Center including Art semi-structured, project-based activities, a Performance Center and English library; number of other, more entertaining activities Virtual Experience Center; Administration are designed to enhance participation in the and Education Center which hosts Self- L2 as a result of a more relaxed, non- access learning center and English Camp; threatening learning environment. In English Park including thematic miniature addition, EV activities are designed around park, free conversation zone, and networking five specific objectives that find their support walk; and Dormitory & Foreign faculty in the SLA or FLA literature: thy must bee housing (Park, 2006). entertaining, interactive, age-appropriate,

161 International Journal of language Education, Vol. 4 No.1, March 2020 pp. 158-170 comprehensible and educational (Sohn, 2006 give their best service in order to maintain the cited in Trottier, 2008 ). existence of KIP. They also offer relatively affordable fees compared to institutions KIP outside of KIP. In addition, the learners are Indonesian English Village named flexible to choose their course’s schedule, Kampung Inggris Pare (KIP). The name of frequency and choice according to their KIP is from the Indonesian language which needs, interests, and goals in a suitable time. literally translated as the English village of KIP is a community of English language Pare. The name is not based on the native institution based on a nonformal education English speakers who live in this village or model which combine school and the buildings’ architecture which were experiential learning method. When designed as models found in the English enrolling one period of the program, the countries. However, this place is a fully learners join the class for two weeks running community as just like other villages according to the curriculum of the institution. in Indonesia which are regulated by the local In the process of learning, the learners are government. Unlike most English villages in taught English indoor or outdoor. So the other countries that are organized by one learners can enjoy the learning process and institution, KIP consists of more than 150 will not bored. After leaving the class, the English institutions (Rasyad & Riyanto, learners can practice English with friends in 2018). These institutions have their own their dormitory (English camp) or with the characteristics and ways to organize their local society around them. It makes why KIP management. indirectly provides experiential learning. KIP is located in a suburb of Pare, To study English in KIP, students from Kediri, East Java, Indonesia. It was first across Indonesia have to stay at least one pioneered by Mr. Kalend Osen in 1977 by period (two weeks). They are able to choose establishing the first English language to stay in the English camps provided by the institution name Basic English Course institutions or in boarding houses rented from (BEC). Students who were graduated from local communities. Most English camps are BEC also established other institutions supervised by one tutor who lives together. around BEC with different names. Some They have a routine schedule of learning owners of institutions were not the students usually in the early morning and in the of BEC, but they were local societies or out evening. Most English camps have strict of Pare who graduated from English major in rules and all the students have to speak some Universities across Indonesia. They English 100% in the area. As Ahsanau, were interested to establish English Febriansya & Handoyo (2014) finds that the institutions around BEC after acknowledging English camp is effective and can be used as the success of this institution. The massive an alternative method in English learning number of these English Institutions particularly speaking. naturally creates an English-speaking The other effects of participating in environment (Ilhamulloh, 2019). Thus, the intensive English learning in KIP are number of English language institutions that revealed by Saadillah (2015). She mentions increase rapidly from year to year finally some interesting aspects that make KIP forms an English immersion village. The different from others, they are motivating massive number of these English Institutions activities, class atmospheres and intensive create a natural English-speaking hours of learning. It is an alternative solution environment (Ilhamulloh, 2019). to solve the weakness of English teaching to Even though the reality shows the learn English and it can also develop different institutions compete to provide a students’ pronunciation, vocabulary, high quality of teaching method and learning grammatical understanding, and language environment, indirectly they collaborate to experience and give a good contribution to

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English learners (Karmala, Kristina and participants. To protect the identities of the Supriadi, 2018). In addition, the students learners’ initial perception as the participants were being more active and critical in whose names were not allowed to be thinking, confident in delivering their mentioned, the researcher used the term opinion, compactness, and cared to their ‘participant’ and abbreviated of each surrounding environment (Fitriyah, 2017). participant by code ‘P’ from P1 – P24. In addition to these 24 participants, the study RESEARCH METHOD involved the pioneer of KIP, head of Forum This research will be represented in Kampung Bahasa (FKB) and tutors of qualitative research design through English courses as the key informants to participant observation. It is explained that support the data. Qualitative research has the purpose to understand the nature of phenomena, and is Data Collection and analyzed not necessarily interested in assessing and In collecting the data of this study, the quantify the dimension and distribution of interview that was accompanied by phenomena. Connected to this, participant participant observation was conducted to observation is one of the methods in describe qualitatively the need analysis of collecting the data to achieve this kind of participation in an English imersion program understanding in natural settings by of KIP. In conducting the interview, the ethnographers who observe the common and researcher applied face-to-face semi- uncommon activities of the people being structured interview. While, in holding the studied (DeWalt & DeWalt, 2011, p.2). observation, the researcher directly immerse to the participants’ daily life to capture their Research site and Participants physical environment, participation, The study was conducted in Kampung activities, interactions, conversations, and Inggris, Tulungrejo and Pelem Village which behavior. located in a suburb of Pare, 27 km from To avoid communication errors, the data Kediri City. It was held for three months. The were collected and gained through researcher used purposive sampling to participants' first language. However, the choose the participants or sites that can best results were translated and reported in help her to understand the phenomenon. The English. Actually, all the respondents participants consisted of 24 learners of six answered all the questions asked in the English course institutes in KIP, which are interview, nevertheless because of limited famous for its’ speaking program (Mr. Bob, space, only salient and insightful responses the daffodils, Kresna, Ella, Global English, were reported or they were reported in the and Peace). The courses were chosen as the form of the conclusions of all responses. The result of the researcher’s preliminary study, techniques of data analysis through data casual talk and interview from pioneer’s reduction, data display and conclusion or consideration, the head of Forum Kampung verification. Bahasa (FKB)’s information, learners’ experiences and internet source. Thus, FINDING AND DISCUSSION according to these sources of information, the The result of the present study consist of researcher decided to choose those six some parts, demographic data of participants, English courses. the need analysis of participating in an From 24 learners, 2 learners were around English immersion program and future 16-18 years old, 7 learners were 19 – 22 years recommendations. The core findings of the old and 15 learners were more than 23 years research are followed by a discussion with old. This type of age classification was made some related references to build up the ideas by the researcher to more easily determine as found during the study. While future and guess the level of formal education of recommendation describes the recommended

163 International Journal of language Education, Vol. 4 No.1, March 2020 pp. 158-170 ideas by highlighting the result of the analysis he used to study at a language laboratory to between study findings and previous studies listen to native speakers’ conversation. as related references. From 24 participants, most of them have taken English courses in private institutions Demographic Data of Participants in their city. From 18 students, three of them From the total number of participants, experienced more than a year and 15 learned participants came from different parts of less than a year. But, there were still six Indonesia, 11 were from Java, the island of participants who have never enrolled in an KIP. Three participants were from Sumatra in English course before. the west part of Indonesia, five were from Sulawesi and three were from Kalimantan The Need Analysis of Participating in an where located in the middle of Indonesia. English Immersion Program And two students came from a small island in The discussion on the needs analysis of the eastern part of Indonesia. These participation in an English immersion participants represented different cultures in program at KIP was preceded by Indonesia. investigating the essential information about There were 15 males and 9 females who participants' perception of English before participated in this study. This gender data participating in this immersion village. Based seems to reveal the condition that there are on interviews supported by observations, the more men than women. The selection of researcher found 17 participants have a participants is not based on a total negative perception of English before going comparison of men and women as a whole. to Pare. It is reported that all of the However, the researchers selected the participants have a formal educational participant process to occur naturally. They background and this negative perception is are anyone who is a researcher's classmate strongly influenced by their English learning and is willing to be a participant. Two experience in school. participants were 16-18 years old, seven were 6 participants confirmed that they around 19-22 years old while 15 students learned English since Junior High School were around 23-28 years old. Three (P2, P3, P5, P9, P13, P22), and the others participants were students at University, reported that they have studied since they seven were employees and 14 participants were in elementary school. However, it was were not tied to one institution which some found one participant just got to know of them were graduated from high school and English subjects in Senior High School. some were graduated from universities. Below is a conversation transcript with P19. Based on the students’ initial R: How long have you been studying experiences in learning English, 17 were English at school? taught since studying at elementary school, P19: The first time I faced an English six were first introduced in Junior High teacher in the classroom was School and one student started his initial when I sat in the first grade of learning in Senior High School. Even though Senior High School. most of the students have learned English Nevertheless, it does not mean early, however, no one concerned to practice that we did not have an English their speaking ability in schooling. The data lesson schedule at school. Our presented that 16 students were taught village where is in remote areas grammar and five were given reading text in has prevented all access and one every meeting. The students reported that of them is the procurement of their teachers really depended on the English teachers in schools. So, textbook. In addition, two participants an English subject should be focused on writing skill and one student said replaced with other subjects according to the available

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teachers’ capacity. At the English teachers in Indonesian schools, advanced level, Senior High directly or indirectly, will have a significant School, I saw the assistance influence on the success and failure of their teacher was brought from the students. One example is the experience felt city's school and I learned by P18. This learner expressed his point of English for the first time at that view that the material given by the teacher is time. However, the meeting was the thing that most significantly affects not routine according to the students' success rates. schedule. Panggabean (2015) reported the way Participant P19 is from Ambon, the English is learned and taught bears burden. small island in the eastern part of Indonesia. Even though the grammar-based approach His above response explains to us that the since the 1980s has changed into functional education facilities and infrastructures in use approach in the Indonesian English Indonesia are still not distributed well curriculum, teachers still teach English with between cities and remote areas, which the grammar-based approach followed by automatically have an impact on the uneven pronunciation and intonation they think it quality of education. corrects despite that they do not know exactly Although this study found there are still the correct ones. Consequently, teachers fail students who are tardy to be taught English in to create a communicative, comfortable, and this globalization era, nevertheless it is only fascinating atmosphere of learning and in a small percentage. Most of the teaching. Because of it, many students find it participants, 17 learners have learned English difficult to learn English. in a long time, which was started from their Based on the result of interviews, the elementary school. However, the next problem is also found from teaching based on question that needs to be explored is whether reading text. In this type of teaching method, or not learning English informal schools have the English teachers emphasized students to been able to make learners successful in read the texts and answer questions according communicating using this foreign language. to the content of the reading text. P1 stated Responding to this question, 17 his opinion that participants answered “no” and the others Reading text-based learning is said “yes”. These 17 participants had a very useful for training students' negative perception of English based on the critical thinking skills because we experience when learning this language as must focus on reading to be able one of compulsory curriculum in school. P18 to interpret and look for answers who was graduated from business that match the questions. administration revealed. Nevertheless, this activity is At high school, the teachers monotonous. The time was only taught grammar every meeting wasted on translating the whole and we memorized the reading text by the teacher and it grammatical structure of was followed by answering sentences given. After that, we questions in writing form practice to write a sentence. This according to the contents of the may be one of the factors causing reading. The teachers only help to my cramped paradigm regarding interpret the text and ask the the main nature of learning students to answer the questions English for communication and then discuss them together. purposes. My failure in a job The emphasis on the above learning interview test a few months ago perspective is teachers teach material by made me realize that English is referring only to the book's instruction. needed for oral comprehension. Consequently, it fails to create a more varied,

165 International Journal of language Education, Vol. 4 No.1, March 2020 pp. 158-170 creative and communicative atmosphere that communication because students have less produces the monotonous and boring chance to talk about their learning processes learning process. The teachers’ method of and experiences and result in them highly using reading texts can actually be a passive and dependent on the teacher. mediation of students to increase English Furthermore, an equally essential vocabulary, but this will be effective if the investigation is asking what participants’ teachers can use the situation to more often perceptions about their speaking train students to use it orally by arranging performance that is accompanied by direct sentences or conversations related to the classroom observation at the beginning of the context of daily life. Thus, even though the meeting. This closed-ended question has only grammar used by students may still not be three answer choices; 1) still low, 2) medium neatly arranged, but at least they are and 3) already high. From 24 participants, no accustomed to speak. Yusni (2013) one answered "high", 6 learners (P4, P13, highlights as English developed to be a P14, P21, P22, P24) responded "medium" foreign language in Indonesia, English has and others felt their speaking performance never been widely spoken in Indonesian was still low. Nearly all participants who felt society. Thus, teachers must be able to create dissatisfied on learning English in formal a communicative atmosphere in the schools stated their perceptions of English classroom so students can maximize their performance were still low, except P21 and opportunities to practice using this foreign P24. Both reported that they had previously language because in out of the classroom, attended an English course for more than 6 students will find a difficult situation to months. Therefore, they have an extra time to practice. learn English aside from the school. After investigating the implementation However, they need more intensive English of English teaching and learning in schools, learning where can only be found in KIP. On the researcher wanted to see the results of the contrary, P17 who felt her speaking previous learning experiences by asking performance was poor said whether or not they had known and applied I appreciate the sincerity and high the right learning strategies. All of the enthusiasm of my teachers in participants confessed they did not have a teaching English to us. However, special learning strategy to improve their the large number of students English, especially for speaking skills. The conjured up the classroom previous experiences that have been situation to be very crowded that discussed about the traditional teaching made me unable to fully method applied most of the participants' concentrate. English teachers are indicated as having a Teachers are not the only one who plays relationship and impact on the students' a role in the success of teaching and learning ability to choose the best way to learn activities. To support the establishment of English. this success, the surrounding conditions are Participants' perceived that most of their also important. As stated by P17, the schools did not facilitate them to practice exceeding classroom capacity is not English in which the teachers, friends, and conducive to learn because it is very noisy. people around these participants never talk This problem is not only complained by English to them so English has no function in students, but also by teachers. As reported by their daily life. This reality is supported by Abrar (2016), one of the challenges faced by Behroozizad, Nambiar & Amir (2012, p.36) EFL primary school teachers in Kuala who emphasize that traditional classroom Tungkal, Jambi, Indonesia was over-crowded culture does not provide an opportunity for English classes consist of approximately 35- students to produce and develop English 38 students in a classroom. language learning strategies in the process of

166 Widya Rizky Pratiwi, Haryanto Atmowardoyo, & Kisman Salija. The Need Analysis of …

The other reason argued by P9 who electronically stored information is in was graduated as a Master of management. English. He echoed: In the early stages of observation in KIP, researchers investigated classroom activities At school, I had never in these six English courses. The first realized that English is meeting began with self-introduction. The necessary. I thought that it introductory method applied most of the needs only to master the English courses here is the voluntary method. national language, I can The tutors expect the learners to have the survive in my own country. confidence to speak, and those who want to All the teachers who had introduce themselves are welcome to stand taught in my class were very and speak according to their style. However, diligent. However, this new learners rarely use this opportunity. primitive principle made me They looked worried and did not show the indifferent to English lessons. courage to speak. As a result, the tutor must Sometimes I just copy my appoint them one by one. Moreover, of friends' assignments. As a course, this second strategy successfully result, even though I have makes them speak without exception. In studied English for a long addition to getting to know each other, the time, nothing has been purpose of this introductory session is to see recorded in my memory and the learners' initial abilities that will be used of course, my English score as a basis for measuring the learners' was bad. I just realized the development at the end of the meeting. importance of English when I That reality revealed that the problem was graduated from a found by tutors in the English village was not bachelor’s degree. When I only a lack of speaking performance but wanted to continue my study, confidence. One of tutor revealed that there the destination campus turned are two types of reasons that explain the out to require the value of condition of students being reluctant to English language skills like speak, namely they have low speaking TOEFL or IELTS. I have also performance or they have no self-confidence taken a job test in which the to express their ideas. These two conditions interview was English. are a result of their negative perceptions of As English has been recognized as a English before participating in KIP. lingua franca, it functions as a medium of All of the learners in KIP have a high intercultural and international motivation to learn English. Even though communication across lingual borders in they sometimes find themselves in the low modern everyday life. Todorova & self-confidence, whether they meet new Todoorova (2018) share the illustration of the friends or they are in the first meeting of one importance of English in the world provided program, the researcher saw learners are very by the British Council 1) English has official enthusiastic. Besides being in class, they also or special status in at least 75 countries, with naturally communicate using English outside a total population of more than two billion; 2) the classroom. Therefore, there is no time one out of four of the world’s population limit for them to learn and practice what they speak English to some level of competence; get in class. demand from the other three quarters is increasing; 3) more than two-thirds of the CONCLUSION world’s scientists read in English; 4) three- English has fulfilled the requirement of quarters of the world’s mail is written in being an international lingua franca, thus English; 5) 80 percent of the world’s mastering English is very essential to be able

167 International Journal of language Education, Vol. 4 No.1, March 2020 pp. 158-170 to take a part in the world’s interaction. These schools attracting students to participate in an features of English force the Indonesian English immersion village. government to find some solutions to introduce this foreign language in the wider Future Recommendation society. One of the efforts conducted is by Regarding the findings and discussion of setting English as compulsory subjects at this study, some recommendations were formal schools. However, the expected proposed. Firstly, in the implementation of results are not in line with reality. This study English language teaching in schools, finds that most participants were not satisfied evaluations are expected to involve students, with the English learning they got at school. teachers, and policymakers to find common There were several factors become ground that is targeted by the government, obstacles in its implementation. According to the students' expectations and needs, and the investigation, teachers in schools still problems found in the implementation. adopted traditional teaching models. Secondly, the existence of KIP is expected to Teachers taught grammar material or reading continue to be preserved and receive more texts in every meeting. They only relied on attention from the government, e.g road book instructions and the teachers had a very access, security, facilities, etc. Thirdly, all important role. This situation was considered education actors can work together to create failing to create communicative language other English villages or similar English learning as expected. Besides, crowded learning community throughout the classroom environment, inadequate and Indonesian territory so they can uneven English teaching facilities and accommodate learners who want to gain infrastructure and lack of opportunity to additional English learning. This practice outside of the classroom also became recommendation was proposed as an attempt the problem. to accelerate the process of accepting The above case resulted in the negative English, which might change the position of initial perception of English. The students English as a second language in Indonesia perceived that English was difficult. Some students ignored this compulsory subject. As Limitation a result, students had poor speaking performance and low self-confidence. This This study has some weaknesses in terms traditional teaching approach also seemed to of the length of the investigation, dynamic influence the narrowness of the student's time and condition, and participants. For the point of view. They have just realized the length of the investigation, it needs more time importance of English after graduating from to stay in the research site to be able to report high school and failed some examination. All the whole exploration about the process of participants need English to reach their English language acquisition there. Besides, ambition and goals. Because English is a skill a longer time is also necessary to observe the that is required in all aspects of life. As state learning process that takes place in formal by Todorova & Todoorova (2018, p. 335) schools so the researcher can make “without language (as a means of comparisons in accordance with the results of communication), globalization would have direct observation at school and KIP. The been impossible”. second weakness is related to dynamic time From the above series of investigations, and condition. The participants shared their the necessities of English, the lack of English learning experience some years ago speaking performance, and the desire to get in which the condition may have changed the ambition underly the need analysis of when this study is reported. And the last participating in an English immersion village limitation is related to the participant. After in KIP. The learning environment in KIP learning the results of interviews with which differs from the teaching system in learners in KIP regarding the conditions of

168 Widya Rizky Pratiwi, Haryanto Atmowardoyo, & Kisman Salija. The Need Analysis of …

English teaching in Indonesian schools, toward Learning English in English interviews should also be conducted with Village Program in Kaohsiung English teachers in formal schools. County. (ProQuest LLC, Ed. Therefore, further research is expected to D. Dissertation, Alliant International involve teachers to confirm the problems University, San Diego). Retrieved they face in teaching and to convey students' from expectations about the targets they want to https://eric.ed.gov/?id=ED523748 achieve concerning the function of language Curtain, H. A. (1986). The Immersion as a communication tool so that problem Approach: Principle and Practice. solving can be reported in subsequent papers. Second Language Acquisition. Milwaukee public schools (pp.1-14). REFERENCES Deveau, D., & Bang, Y. J. (2004). Abrar, M. (2016). Teaching English Developing an immersion program in Problems: An Analysis of EFL the Korean EFL context. Modern Primary English Education, 5(1), p.206-235. School Teachers in Kuala Tungkal. DeWalt, K. M., & DeWalt, B. R. (2011). Proceedings of the 16th Indonesian Participant Observation: A Guide for Scholars International Convention, Fieldworkers (2nd ed.). United At Birmingham, UK, 16(1), p.94-101. Kingdom: Altamira Press Ahn, S. Y. (2015). Criticality for Global Dewi, A. (2013). English As An International Citizenship in Korean English Language: An Overview. Journal of Immersion Camps. Language and English and Education, 6(2), p.1-11 Intercultural Communication, 15(4), Fitriyah, A. (2017). A Descriptive Study on p.533-549. Teaching-Learning Process atSpeak Ahsanu, M., Februansyah, R., Handoyo, R. P. Second Speaking Class in the (2014). English Basecamp: An DaffodilsEnglish Course Pare Kediri. Alternative Learning Method for (Masters Thesis, IAIN Surakarta). Enhancing Speaking Skill (A Case Retrieved from http://eprints.iain- Study in Kampung Inggris, Pare, surakarta.ac.id/1232/1/Full%20Text. Kediri, East Java). International pdf Integration for Regional Genesee, F. (1985). Second language Management. p.383-386. learning through immersion: A Bailey, K. M. (2003). Speaking. Practical review of US programs. Review of English language teaching, p.47-66. educational research, 55(4), p.541- Barimani, S. (2013). On the Versatility of the 561. Competence Acquired through Hengki, H. (2017). The Effectiveness of Immersion Program. Theory and Cooperative Learning Strategy Practice in Language Studies, 3(8), through English Village for Teaching p.1360-1368. Speaking Skill (Unpublished doctoral Behroozizad, S., Nambiar, R. M., & Amir, Z. thesis), State University of Makassar, (2012). The Relationship between Indonesia. Language Learning Strategies and Ilmudinulloh, R. (2019). Communicative Teacher’s Mediating Role. 3L: The Language Teaching Implementation Southeast Asian Journal of English in Kampung Inggris Pare. Language Studies, 18(2), p.35-48 (Unpublish thesis), Statue University Bourke, G. (2018). Tokyo global gateway of Yogyakarta, Indonesia. opens. Journal of Foreign Language Jeon, M. (2012). English Immersion and Education, 18, p.47-57. Educational Inequality in South Chang, W. Y. (2010). Taiwanese Elementary Korea. Journal of Multilingual and Students' Motivation and Attitudes

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