Exnasia Retno Palupi Handayani, 0203513074 (2016) THE TEACHER’S LIVED EXPERIENCE IN TEACHING MATHEMATICS AS CONTENT SUBJECT AT AN IMMERSION SCHOOL (The case of Mathematics Teaching and Learning at Tritunggal Secondary School Immersion Program). Masters thesis, Pascasarjana.

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Abstract

Immersion schools that are available in Indonesia are one of the proofs that the government prepares the Indonesian students to take part in the global competition. The immersion schools are equipped with the better facility to support the students’ achievement. In immersion schools, the lessons are delivered in English. However, the Indonesian government has not provided the teacher candidates who are facilitated with English skill. Therefore, the professional teachers who could deliver the lesson in English are limited. The aims of this study are to describe and explain the mathematics teacher’s lived experience in delivering materials using English as the medium of instruction at SMPK Tritunggal Immersion Program. This study describes the teacher’s preparation and teaching learning process. This study covers five aspects of lived experience, which are understanding, belief, feeling, intention and action. In this case the problems faced by the teacher as well as the solution are described. This study used the qualitative approach and the case study as the design of the study. The subject of the study was a mathematics teacher who taught seven grade students at Tritunggal Secondary School Immersion program. To collect the data, the writer used observation and interview as the instrument as well as some related documents as the secondary data. The teacher’s understanding was interpreted through her mastery of the subject of the study and the language acquisition. The teacher believed that she could teach the students well and do her best, however inconfidence, nervousness, and feeling under-pressure of teaching emerged several times. From the teacher’s understanding, belief, feeling, and intention, it could influence the teacher’s action in the classroom. Based on the findings, it can be concluded that the teacher’s preparation is important for teaching. It brings big influence to the students, especially the students’ comprehension of the materials. The school which use English as the medium of the instruction should facilitate the teacher to improve their English. The school could conduct training to make the teacher familiar with teaching content subject in English. The school also could provide a program which facilitates the teachers to improve their English.

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