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In the curriculum of the International Standard School in Indonesia, it is stated that English is used as the medium of instruction in teaching English, mathematics, science and technology, and it is used to communicate outside the class (Depdiknas, 2007). From the statement, it can be concluded that the International Standard Schools in Indonesia apply immersion as the method of using English as the medium of instruction. Burton (2001:125) described the same condition that happened in a private school in Japan. The school used an early partial immersion program-an intensive form of content based foreign language education, with some modifications that aims to develop proficiency in Japanese and English among native Japanese-speaking students. The chief characteristic of immersion education is the integration of academic curriculum content and foreign language instruction.

Yet, it is possible that the implementation of the method of using English as the medium of instruction in International Standard Schools differ from one school to another. The implementation of the method can be modified by the school since not all International Standard Schools have not acquired the International Standard School’s qualifications. Besides that, many students still have lack of English proficiency.

Classroom Language
Classroom language is the language used in a classroom situation. It certainly is a language for special purposes which have to be learned especially. The classroom language itself can be categorized into two major categories (1) teacher talk and (2) student talk. Teacher talk refers to the language produced by the teacher addressed to learners in the course of classroom interaction. While student talk can be defined as the language produced by the student in the course of classroom interaction.
If we talk about Indonesian EFL classes, it seems that the teacher is the most dominant person in language learning activities. In other words, the teacher talk is considered as the main source of input in EFL classes. Here, the teachers commonly use a typical set of classroom language. In contrary, student talk has less significant role as the input of language acquisition. Usually, the student talk appears as the response of the teacher talk.
According to Baradja (1990:63), teacher talk is the manner used by the teacher in the interaction with the students. It has special characteristics, either informal or interactional. One of the formal characteristics is speech modification made by the teacher. Speech modification means the modification of the word choice and structure. In term of interactional characteristics, it includes repetition, using display questions, intonation, and pausing, etc. For the non-native speaker, teacher usually makes linguistics adjustment and interactional modification. Linguistic adjustment includes the use of accurate and standard pronunciation, and short sentences; while interactional modification involves activities such as repetition, prompting, and repairs (clarification request, comprehension check, and confirmation check). These characteristics allow the teacher talk become comprehensible to the students. Another communication strategy which is commonly used by the teacher is code-switching strategy. This strategy is used whenever the teacher gets no response from the students or when the input is not comprehensible to the students.
To a great extent, the language used by teachers and students in a classroom determines what is learned and how learning takes place. According to Flanders (in Huda, 1999:90) there are two functions of teacher talk, namely pedagogical and communicative function. In pedagogical function, the teachers’ utterance will become a model for the students. Moreover, it can also help students to understand the learning material and the instruction. It also has been claimed that instruction in the target language makes a rapid development of language acquisition in second or foreign language learning in communication function (Seliger and Long, 1983:67).