Jurnal Ilmu Manajemen Sosial Humaniora (JIMSH) p-issn: 2654-7287

Volume 5 Nomor 2, Agustus 2023 e-issn: 2774-3845

English Immersion programme and sense of

nationalism: A case study of a senior high school in
Indonesia
Pritz Hutabarat
Naskah diserahkan: 25-07-2023;
Direvisi: 31-07-2023;
English Literature, Maranatha Christian University
Diterima: 02-08-2023;. Email: pritz.hutabarat@lang.maranatha.edu

ABSTRACT: The status of English as an international language (EIL) has shaped the
teaching of English as a second/foreign language (ESL/EFL). In a multicultural and multi
linguistic country such as Indonesia, the learning of English has created tensions amongst
the people. Therefore, this study aims to investigate how learning English in an English
immersion program effect student’s identity as Indonesian learners. The participants of
this study were 59 secondary school and 10 teachers at an EIP school in Indonesia. The
data were collected through questionnaire, semi-structured interview and field
observation. The data from questionnaire was analysed using descriptive statistics and
the data from interviews was analysed using thematic analysis. The findings show that
there is a significant difference between how the students view their learning and their
teacher’s in terms of how it effects their sense of nationalism. The teachers were
concerned about the student’s attitude towards Indonesian arts and history claiming that
they did not show respect to the local culture. Whereas students seem to dot aware of
how their learning experience shape their identity. The study proposes a social and
cultural examination of the EIP to complement the discussion about English learning
process in Indonesia.
Keywords: EIL, EIP, ESL/EFL, nationalism

ABSTRAK: Status Bahasa Inggris sebagai Bahasa Internasional (EIL) telah membentuk
pengajaran bahasa Inggris sebagai bahasa kedua / asing (ESL / EFL) di seluruh dunia. Di
negara multikultural dan multibahasa seperti Indonesia, belajar bahasa Inggris telah
menciptakan ketegangan di antara orang-orang. Oleh karena itu, studi ini bertujuan untuk
menyelidiki bagaimana belajar bahasa Inggris dalam program immersion bahasa Inggris
mempengaruhi identitas siswa sebagai siswa Indonesia. Para peserta studi ini adalah 59
sekolah menengah dan 10 guru di sebuah sekolah EIP di Indonesia. Data dikumpulkan
melalui kuesioner, wawancara semi-struktur dan observasi lapangan. Data dari kuesioner
dianalisa menggunakan statistik deskriptif dan data dari wawancara dianalisis
menggunakan analisis tematik. Temuan menunjukkan bahwa ada perbedaan yang
signifikan antara bagaimana siswa melihat pembelajaran mereka dan guru mereka dalam
hal bagaimana itu mempengaruhi rasa nasionalisme mereka. Guru-guru khawatir tentang
sikap siswa terhadap seni dan sejarah Indonesia, mengklaim bahwa mereka tidak
menunjukkan rasa hormat terhadap budaya lokal. Sementara siswa tampaknya
menyadari bagaimana pengalaman belajar mereka membentuk identitas mereka. Studi
ini mengusulkan pemeriksaan sosial dan budaya dari EIP untuk melengkapi diskusi
tentang proses belajar bahasa Inggris di Indonesia.
Kata kunci: EIL, EIP, ESL/EFL, nationalisme

INTRODUCTION
Numerous attempts have been made to enhance the quality of English
instruction in Indonesia, but none appear to have produced the desired results.

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The implementation of a full English immersion program (FIP) is an ambitious
strategy selected by some elite institutions in Indonesia in an effort to maximize
exposure to the language in meaningful contexts. One of the founders of the
institution where this study was conducted asserts that through a full immersion
program, Indonesian students will be able to speak and write English nearly as well
as native speakers. This is comparable to Lanneberg's critical period hypothesis
(1967), cited by Bot, Lowie, and Verspoor (2005) , which states that it is impossible
to attain a native-like level of proficiency when learning a second language begins
after a critical period, which is typically associated with puberty.
Plethora of studies around EMI indeed confirm the assumption that EMI
improve student’s English proficiency level (Baldwin, 2021; Gaffney, 2007;
Genesee, 2007; Lenker & Rhodes, 2007; Liu et al., 2017; Savage & Hughes, 2014;
Tarhan, 2003; Tong et al., 2008; Wei, 2007). The claims include that it is suitable
for teaching English to younger students (Lenker & Rhodes, 2007), improve
student’s confidence, intercultural understanding, and interpersonal
communication skills (Liu et al., 2017), and encouraging bilingualism (Tedick &
Fortune, 2012).
On the other hand, the social and cultural growth of the children is often
overlooked in the effort to develop student’s English skills. This is an irony since
student’s social and cultural development is an integral component of the
implementation of an EIP. There has been a tension between the need to establish
a global and unified standardization in the sphere of education is what motivates
the use of English as a language of instruction (Ballantine & Spade, 2008) and the
need to nurture student’s sense of nationality. One clear example can be seen in
the Indonesian Constitution Court asserts that the implementation of EMI
manifests a clear harm to students' sense of nationalism in the instance of the
closing of international standard schools in Indonesia (RSBI). In order to equip its
students to compete worldwide, Indonesia's educational system should help them
develop their sense of self as Indonesians who uphold the country's ideals and are
proud of its culture.
Nationalism is an ideology that Handler (1988) defines as an ideology about
individuated being. According to him, it is concerned with boundedness,
continuity, and homogeneity that includes diversity. In addition, he describes
nationalism as an ideology in which social reality, conceived in terms of
nationhood, is endowed with the reality of natural objects. Another definition
about nationalism is a sense of belonging to a larger group than one's immediate
family and acquaintances (Casas, 2008). Citizens esteem each other's well-being
as well as their own when they believe that they are all engaged in a national
endeavor.
From the above definitions, it can be deduced that nationalism
encompasses not only the political aspect of a nation, but also the cultural and
value system that leads a community to form an agreed-upon national entity.
According to Koentjaraningrat (1974), nationalism moulds the identity of a nation,
and each member is expected to exhibit certain characteristics to represent their
nationality. It is evident from this definition that a language plays a crucial role as

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a means of national identification. He identifies three cultural forms: ideas,
complex activities, and artefacts. Ideas are intangible and can be documented
through letters, books, recordings, databases, etc. This study restricts the
discussion of nationalism to four categories: the ability to speak and appreciation
of Indonesian language, the knowledge and appreciation of Indonesian national
days, the appreciation and knowledge of Indonesian dances and music, and the
awareness and appreciation of the concept of collaborative community service,
also known as gotong royong.
There haven't been many studies done to find out how EIP effects students'
sense of nationalism. This study fills a vacuum by carefully examining how
stakeholders perceive the English immersion program (EIP) implementation at an
Indonesian senior high school and by examining how the program affects the kids'
feeling of identity and nationalism. Therefore, the research question guiding this
study is: To what extent does learning in an English environment influence the
sense of nationalism and shape the identity of the students as Indonesian citizens?

RESEARCH METHODOLOGY
This research was conducted as a case study research in which it employed
naturalistic qualitative research design where the researcher did not manipulate
or interfere with the classroom activities, but worked with the case specifically as
the design point of qualitative research (Silverman, 2020). In addition, this
research fits with the guidelines given by Yin (2003) as quoted by Baxter and Susan
(2015) where it covers contextual conditions because it is believed to be relevant
to the phenomenon under study.
This study's research design is a combined one, in large part due to the use
of two distinct data collection methodologies. As detailed in the subsequent
sections of this chapter, two data collection methods—questionnaire survey and
interview—were employed for data collection. These strategies are associated
with quantitative and qualitative paradigms, respectively. In order to find answers
to the present study's research queries, a combination of two strategies was
employed. The research literature in the social sciences is replete with examples
of combining data collection strategies across a vast array of studies. Furthermore,
this study triangulated the data from the questionnaire, interview and
observation. Triangulation is defined as using different research methods to
explore the same phenomenon (Denzin & Lincoln, 2018).
Figure 1 shows the data collection instruments used in the study namely,
questionnaires, interviews, and observations. The goal of using multiple data
collection instruments is to improve the trustworthiness of the results of the data
analysis process. When it came to the sources of the material, both students and
teachers were involved. Each group made their own tools to collect both kinds of
information. There was a survey questionnaire, a set of rules for interviews, and
unstructured notes. The first one had Likert scales and both category and numeric
questions, which gave us data that we could measure. The pilot study also had
both qualitative and quantitative steps that were used to check for validity and
dependability. When looking at the data, descriptive statistics and scores were

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used, which are all quantitative methods. A qualitative method called "content
analysis" was used to look at the conversations and field notes from observations.

Questionnaire Interview Observation

• 59 students • 6 students • Unstructured

• 10 teachers • 4 teachers
Figure 1. Data collection instruments

FINDINGS AND DISCUSSION

Findings
The study adapted Koentjoroningrat’s (1974) formulation of what
Indonesian identity and attitude would look like. Therefore, students' sense of
belonging to their country and their sense of nationalism were looked at in four
key areas: their love of and ability to communicate in Bahasa Indonesia, their
appreciation of and knowledge of traditional arts from Indonesia, their knowledge
of Indonesian history, and their understanding of "gotong royong" (community
work) in Indonesia. The student's appreciation is taken into account because it is
thought that if students can speak and value their mother tongue, they are more
likely to feel like they belong in the community. Students should remember
important historical dates to show how much they care about their country's past
and how hard they worked to get rid of the Dutch. The arts of their country,
whether they are traditional or new, should also be recognized and valued. Lastly,
a clear idea of gotong royong is asked about as one of the many ways that
Indonesians connect with each other.

Attitude towards Indonesian language

Indonesian became the country's official language after a youth conference on
October 28, 1978. At this conference, young people from different ethnic groups
came together and said that they needed a common language to help them fight
for Indonesia's freedom. Table 1.1 provides a summary of how pupils perceive the
role of and their attitude towards Indonesian language. As can be seen, there are
two categories with mean values that indicate the uncertainty of student
perceptions, namely the preference for Indonesian over English in communication
and the significance of Indonesian in academic matters.

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 Table 1. Student's attitude towards Indonesian language
N Mean Std. Deviation
I am happy that I can speak 59 3,8814 ,87266
Indonesian properly
I prefer using English than 59 3,1864 ,75372
Indonesian in my
communication
Indonesian language is not 59 2,7458 1,01018
compatible in academic field
Indonesian language should 59 4,3390 ,60487
keep its status as the official
language
Using Indonesian language 59 3,4407 ,93350
properly shows our respect to
our country
Valid N (listwise) 59

The data shows that most of the students say they will be happy if they can
speak Indonesian well. This shows that, even though they hear English all the time,
they still think it's good to be able to speak Indonesian properly. The second part
of this segment is to find out if the kids prefer to speak in English or in their native
language. The data also shows that most of the students couldn't decide between
the two options between English or Indonesian as the dominant language for
communication. This shows that Indonesian is not the main language they use to
talk to each other. During a conversation with one student, a further observation
was made. The student chose English over Indonesian for the interview. He
claimed he was not really able to communicate in Indonesian.
The third aspect investigated is how students perceive their native
language in relation to the use of Indonesian in academic settings. The data
reveals that more than half of students do not believe the Indonesian language
plays a substantial role in academic matters. The interview affirmed that some
students believe that studying in English is preferable to studying in Indonesian
because the origin of the subjects and the textbooks are written in English.
The fourth topic under consideration is the status of the Indonesian
language as the country's official language. According to Table 1.1 the majority of
students believe that the Indonesian language should remain the country's official
language. The final issue in this segment looked into students' reactions to
comments claiming that utilizing Indonesian language shows respect for our
country. The data shows that more than half of the students believe that speaking
the Indonesian language does not imply respect for the Indonesian country. This
suggests that more over half of the students believe there is no correlation
between utilizing the Indonesian language and respect for their country.

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The celebration of national holidays
The second segment of the discussion regarding the students' sense of
nationalism concerns their understanding of Indonesian history. Five Likert-scaled
statements were presented to the students who were asked to respond. Table 2.1
provides a summary of the students' perspectives on the significance of
recognizing Indonesian history. The data presented in the table reflects students'
negative perceptions of their country's history, with mean values ranging from 1.9
to 3.9 (with the exception of the highest mean, which does not reflect the
students' sense of nationality but rather is motivated by personal gain).

Table 2. Student's attitude towards national days

N Mean Std. Deviation
I am happy to have flag 59 3,1017 ,80290
ceremony at school.
I know most of the national days 59 2,5763 ,74749
of Indonesia
I often watch Indonesian 59 2,1695 ,69858
independence’s day celebration
on TV
We should commemorate our 59 3,9661 ,78710
national days
Commemoration of our national 59 1,9492 ,59953
days is out of date
Valid N (listwise) 59

The first statement inquires as to whether students enjoy flag ceremonies

at their school. This aspect is relevant for this study because the Indonesian
Minister of Education asserts that the importance of flag ceremonies in fostering
a sense of nationalism among Indonesian pupils will be regulated by a Ministry of
Education decree (Permendikbud Nomor 22 Tahun 2018 Tentang Pedoman
Upacara Bendera Di Sekolah, 2018).
Furthermore, the data indicates that the majority of them do not really
have such a strong need for it nor did they reject it. However, when asked about
the Independence day flag ceremony, the data reveals that the majority of the
students do not observe the Independence Day Ceremony on television, despite
the fact that the program is broadcast on every channel in the country. During
Indonesian independence flag ceremony, the students appeared particularly
displeased with having to remain still for more than an hour on the field. Some of
them even chuckled while singing the national anthem since they weren't singing
it seriously. Despite the professors' cautions, they kept moving and talked to their
buddies quite a bit.
The third statement relates to the student's appreciation for Indonesian
historical events. The data shows that there is an ignorance with regard to

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acknowledging historical events in Indonesia. Half of the participants did not think
that such thing is important.
On contrary to the previous statement which reveals student’s apathy of
Indonesia historical events, the majority of the participants think that holidays
must be observed. According to the data nearly 70% of respondents concur or
strongly agree with the statement. This high percentage is not a reflection of their
desire to commemorate the struggles their country has endured in the past, but
rather their own personal interest, as they believe that if all national holidays are
celebrated, they will have more school holidays. It is evident from the interviews
that their motivation for celebrating national holidays is solely to receive
additional days off. When asked if commemorating Indonesian national days is
outdated, the majority of students concurred with the findings of the previous
response. One of the teachers said:

“The lack of appreciation for the Indonesian language among our students
has weakened their feeling of national pride. People prefer using English
than Indonesian because they perceive it to be distinguished.” (T2,
Interview)

The appreciation for Indonesian art

The third segment examining the students' sense of nationalism concerns
their appreciation for Indonesian arts. Table 3 summarizes the students’
perceptions of Indonesian traditional arts and it can be seen that the mean values
are low except for statement number three. This indicates that the students have
negative perceptions of the traditional arts of their county.
Table 3. Student's perceptions of Indonesian traditional arts
N Mean Std. Deviation
I enjoy watching traditional dance 59 2,7288 ,94377
I know more of English songs than 59 3,8305 ,89351
Indonesian
Indonesian music is not appealing to me 59 3,1186 1,13083
I know traditional arts 59 2,2542 ,80072
My school should teach traditional arts 59 2,6441 1,07900
Valid N (listwise) 59

The initial statement inquires as to whether or not students appreciate

watching traditional dances. Table 3 reveals that more students were not
enthusiastic about traditional dance. According to the interviews, they did not
have the opportunity to routinely observe traditional dances, but they also
claimed they would not have done so anyway. The second and third claims pertain
to the genres of music that students listen to. Table shows that the majority of the
students claim to listen to more English songs than Indonesian songs, because they
think that Indonesian music is unappealing. This is in line with the data gathered
from the observations, the pupils preferred singing English songs and worshipped

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western musicians instead of Indonesian ones. A similar observation was seen
during students' talent event where they had the chance to demonstrate their
singing or dancing skills. Eight groups performed throughout the concert, six of
which sung and two of which danced. When offered the option to select the songs
or dances they would perform, all of the pupils selected English songs,
contemporary hip-hop, and Korean dances. The show's MC primarily used English
while making occasional jokes in Indonesian. The audience appeared to be
enjoying the show a lot.
The fourth and fifth statements deal with the students’ knowledge of the
general traditional arts and their opinions about the teaching of the arts at their
school. The data shows that more than half of the participants admitted that they
did not have sufficient knowledge of the traditional arts where their responses to
the fifth statement confirm their lack of interest in the art as nearly half of them
do not want to study traditional arts at school.

The comprehension of the notion of Gotong Royong

The final aspect of nationalism and identity relates to gotong royong, an
Indonesian term for community collaboration. Gotong royong serves two
purposes: first, it is an efficient method for completing a project, and second, it is
an excellent socialization tool. In this research, five distinct aspects of gotong
royong are examined. The first and second factors are associated with a propensity
to participate in community service. The outcomes are detailed in Table 4.1 which
summarizes the findings on this segment where it can be seen that the means
range from 1.69 to 3.94. It can be inferred that the students are not in favor of
gotong royong although they do not think that people’s individual activities should
prevent them from participating to the work.
Table 4. Student's perceptions of gotong royong
N Mean Std. Deviation
I enjoy doing community work 59 2,4237 ,77021
I always take part in community work 59 1,6949 ,59464
It is better to pay people than gotong 59 3,1356 ,89938
royong
Gotong royong is difficcult to do 59 3,9492 ,53896
It takes ages to complete the project 59 3,0678 ,90714
through gotong royong
Valid N (listwise) 59

The third aspect of gotong royong focuses on the students' perceptions of

paying individuals for work as opposed to collaborating with the community. As
can be seen in Table 4.1 the students have differing perspectives on the issue, and
there is no dominant response to this statement. Some students believe that
gotong royong is preferable to paying others to complete their work, while others
prefer to do whatever they want and therefore prefer to pay others. The fourth
factor relates to the difficulty in conducting gotong royong due to the private

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activities or occupations of community members. Moreover, the majority of
students think that working collaboratively in the shape of gotong royong is not
effective thus takes so much time to complete any projects. This indicates that the
individual activities of community members should not impede them from
participating in gotong royong.

Discussion
The interviews reveal that teachers and students are both concerned
about how students are losing their proficiency in Indonesian, which may weaken
their sense of nationalism, limit their ability to communicate with other
Indonesians, make it more difficult for them to pass the national examination, and
separate them from their cultural roots as Indonesian people. These effects can
seriously impair their capacity to function as Indonesian citizens since they will be
unable to successfully communicate with other Indonesians. On the other hand,
everyone here concurs that the Indonesian language should continue to hold its
position as the nation's unifying language. This demonstrates their continued
feeling of nationalism and their understanding of the significance of maintaining
Indonesia's official language as Indonesian. This proves that identity is a complex
phenomenon where acquiring a foreign language and culture does not necessarily
means abandoning or rejecting one’s native language and culture. This is inline
with a study in Thailand investigating the effects of learning English to student’s
identity (Boonchum, 2010). According to the study involving 113 students from
three university, there is very small and insignificant effect of learning English to
student’s identity.
A study in India argues that, English proficiency has come to play a crucial
role in the acquisition and performance of other significant forms of capital
associated with middle-class identity, in addition to being a valuable form of class
cultural capital in its own right. As a result, the ability to demonstrate proficiency
in English has come to be regarded as essential for claiming and sustaining a place
in the middle class, regardless of other forms of class cultural capital a person may
possess (Jayadeva, 2018). This is in line with Smith’s (1991) observation regarding
English learning in Indonesia in which he asserts that learning English as a foreign
in Indonesia is related to the social class. Only those who come from middle and
upper class were able to access informal English classes at private English language
institutions.
In contrast to Indonesian traditional music and dance, the students'
responses to the surveys indicate that they prefer to enjoy western music and art.
The interviews with the students, who claimed that both Indonesian dances and
music are not enticing to them, provide the background information for this
choice. The information acquired from the observations supports these
conclusions. According to the observations, the pupils seem to have a stronger
connection to western music and dance than Indonesian music and dance, not
because they dislike Indonesia.
In this study, the teachers appeared to be more concerned about the
students' lack of nationalism than the students themselves. Similar to what Hatori

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(2005)expressed in Japan, the teachers' worry is expressed in a similar way. He
highlighted the writings of numerous other authors who came to the conclusion
that the expansion of English had caused significant issues for those nations.
According to Skutnabb-Kangas and Phillipson (2013), from the standpoint of
English linguistic imperialism, the world is "characterized by inequality" in that the
major English-speaking countries that make up the Center maintain power, while
the affected countries that make up the Periphery now function as subordinate
interstate actors within this power structure. This power system is comparable to
racism and sexism and (re)produces imperialism in the fields of culture, science,
media, and education. Citing Ricento, they argues that colonialism itself was not
the greatest threat to independence, but rather the globalization and control of
culture. In light of these theoretical ideas, Hatori (2005) proposes a different
approach to the teaching of foreign languages in Japan. His view is that Japan's
language policy in education should not be based on nationalistic/expansionistic
or laissez-faire tendencies, but rather should promote minority languages and
terminate required English instruction in order to combat linguistic imperialism.
In resonance with Hatori (2005) study, Kiavar and Yaghoubi-Notasha
(2019) investigated attitudes of bilinguals and monolinguals regarding ten issues,
including: general perceptions of English, the status of English, text and content
matter comprehensibility through English, job prospects, official status, culture
learning, integrating with American or British cultures, religion and foreign
language learning, and English ownership. Compliance with British English,
American English, or English as a global language. The findings of this study
showed that Persian individuals had an extremely tough time learning English.
Participants from Azerbaijan place a high emphasis on learning English.
Participants who were Kurdish were more in agreement than others regarding the
value of Persian and English.
Participants from Azerbaijan and Kurdistan were in complete agreement
that English should be taught to all high school and college students. The
Azerbaijani participants felt that English should be regarded as the dominant
language in Iran. Participants from the Persian culture adopted markedly different
attitudes, exhibiting confusion whenever an English-language text or subject is
presented. Participants who spoke Persian firmly agreed that the use of English in
Iran constitutes linguistic imperialism. Participants from Azerbaijan believed that
learning English helps them get a great deal of knowledge about Western values.
Because British or American English is a western product, Persian participants
preferred not to speak it. Participants from Azerbaijan had a very different attitude
toward English since they were motivated to learn all languages, including English,
by their religious beliefs. Participants in Persian restrict ownership of English to
individuals whose first language is English. Participants from Azerbaijan and
Kurdistan were adamant that "Hiring American or British teachers is the best
method of carrying out English language teaching." While other participants opted
to learn International English, Persian individuals preferred to learn British English
or American English. This study illustrates the tensions amongst the multi ethnic
groups with regard to their perceptions of learning English. Such tension must be

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recognized and managed wisely by the authority to ensure that the learning of
English as a foreign language in Indonesia does not lead to another form of social
segregation based on their social and economic class.

CONCLUSION
According to the research, teachers and students are both concerned
about student attrition in Indonesian language. Both parties concur that the
English immersion program clearly affects the pupils' level of Indonesian language
ability. This occurrence appears to be common when FIP is used in various settings.
Both teachers and pupils don't appear to be concerned about the apparent
cultural mix that exists in the school. The students do not believe that their limited
cultural and historical knowledge and their limited language proficiency in
Indonesia pose a problem or compromise their sense of nationalism. The teachers
have a different perspective than this. Concern was raised by a few teachers on
the children' diminished feeling of nationalism. Moreover, the learning of English
as a foreign language must be seen as a right of every individual as a way to acquire
more cultural capital which could enhance their career or study. However, the
authority must be aware of the potential social segregation that could happen due
to the unequal access to English learning.
The study's findings demonstrate how enthusiastically students and
teachers feel about the installation of a FIP at their school, but it is important to
address the issue of students' attrition in Indonesian and their ignorance of their
own nation. In order to keep students connected to their culture and the rest of
society, a bilingual educational system is advised. Although Indonesian teachers
are advised to instruct in Indonesian, native English speakers are required to teach
in English. To help students with their knowledge of Indonesia and ultimately to
build their sense of nationalism, the school must give them enough exposure to
Indonesian language and culture. It is advised that the school expand its present
Indonesian culture curricula to cover more nationalist and cultural elements.

ACKNOLEDGEMENT
I am grateful to all of those with whom I have had the pleasure to work during
this project especially the teachers who had given their time and thoughts
throughout the study. Your stories helped me to understand my own struggles as
an English teacher in Indonesia. I hope that this study will be beneficial to other
NNESTs in Indonesia. I also would like to extend my appreciation to JIMSH LP3M
Universitas Muhammadiyah Kendari which has given a space for this paper to be
published.

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