The Teachers Lived Experience in Teaching Content Subject at an Immersion School

Exnasia Retno Palupi Handayani, Dwi Rukmini


This study aimed to describe and explain the mathematics teachers lived experience in delivering materials using English as the medium of instruction. This study covered five aspects of lived experience, which are understanding, belief, feeling, intention and action. 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 an immersion school. To collect the data, the writer used observation and interview as the instrument as well as some related documents as the secondary data. The teachers 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 teachers understanding, belief, feeling, and intention, it could influence the teachers action in the classroom. Based on the findings, it can be concluded that the teachers preparation is important for teaching. It brings big influence to the students, especially the students comprehension of the materials. Therefore, the teacher should be well prepared before she teaches in the real class.


lived experience; content subject; immersion

Full Text:



Borg, Walter R., Gall, Meredith D, and Gall Joice P. 2003. Education Research an Introduction 7thEdition. Boston: Pearson Education, Inc.

Brown, H. Douglas. 2000. Principles of Language Learning and Teaching. New York: Longman.

Bradley, B. 2002. Psychology and Experience. Cambridge: Cambridge University Press.

Dalton-Puffer, C. 2007. Discourse in Content and Language Integrated Learning (CLIL) Classroom. Philadelphia: John Benjamins Publishing Company.

Genc, Bilal and Bada Erdoga. 2010. English is a world in Academic Writing. The Reading matrix Volume 10/2 p. 142-151. Retrieved on November, 22nd 2014.

Graddol, D. 2000. The Future of English?: A Guide to Forecasting the popularity of the English Language in the 21st Century. London: The British Council.

Lenker, A and Rhodes Nancy. 2007. Foreign Language and Immersion programs: Features and Trens over Thirty Five Years. The ACIE Newsletter 10. P. 1-8. Retrieved on September 9th 2014.

Marshall, C and Gretchen B. Rossman. 2006. Designing Qualitative Research. Thousand Oaks: Sage Publication.

Murcia, Marriane C.2001. Teaching English as a Second or Foreign Language. Boston: Thomson Learning Inc.

Van Manen, M. 1990. Researching Lived Experience: Human Science for An Action Sensitivity Pedagogy. New York: State University of New York Press.

Vazques, Victor Pavon and Maria Ellison. 2013. Examining the teacher roles and competences in Content and Language in Integrated Learning (CLIL). Lingvar vr arema journal- vol 4. P. 67-80. Porto: University of Porto. Retrieved on October 28th 2014.

Willis, Peter. 2001. The Things Themselves in Phenomenology. Indo-Pacific Journal of Phenomenology, 1:1, 1-14. Retrieved from on May 19th 2015.


  • There are currently no refbacks.