i
THE INFLUENCES OF CONTENT-BASED INSTRUCTION IMPLEMENTATION
IN INTERNATIONAL CLASS OF SMAN 3 YOGYAKARTA
ON THE 11TH GRADE STUDENTS’ SPEAKING PARTICIPATION
A Thesis
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree in English Language Education
By
Ratna Paramita
Student Number: 041214024
ENGLISH LANGUAGE EDUCATION STUDY PROGRAMME
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
2009
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
iii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
iv
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
v
ACKNOWLEDGEMENTS
I would like to express my gratitude to God Almighty, the one who always give His
grace and blessing to me even in the hardest moments of my life. Without Him, this thesis
would have never been finished.
My great gratitude goes to my major sponsor, Paulus Kuswandono, S.Pd., M.Ed.,
who is always patient and helpful in guiding and waiting for me to complete my thesis. I
would like to show my deep appreciation to Markus Budiraharjo, S.Pd., M.Ed., he is the
first person who opened the possibilities and gave encouragement to research the international
class. I would also like to show my thankfulness to all the PBI lecturers for their lectures,
their guidance, their criticism, and their feedback from my very beginning days in PBI.
My sincere gratitude goes to all the teachers and students in SMAN 3 Yogyakarta, Bu
Teri, Bu Susilowati, Pak Kusworo, Pak Ichwan Aryono, Bu Ninik Sutarsini, Pak Budi
Setiawan, Bu Cherry, Bu Iik, and all the students of XIA1 SMAN 3 Yogyakarta, who helped
me in completing my research and data collection with their participation, cooperation and
attention.
I would like to address my deepest and greatest gratefulness to my wonderful parents,
Drs. Murni Rahwinarto, and Wikaningsih, S.Pd, and my sisters, Handitya Saraswati and
Tria Arumni, who always show their sincere love, attention, appreciation, and give their
motivation for me. Their supports are enormous for me during my hardest time. To Simbah
Nyutran, my grandmother Utari Nayono, I would like to thank also for her endless support
and attention.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
vi
To all of my best friends and research collaborators, Chrysogonus Siddha Malilang,
S.Pd., Elizabeth Bara Christina, Brigitta Andriani Lestari, and Theresia Vina Indriani,
S.Pd., I would like to express my deep gratitude for all the help, suggestions, and supports,
even in my most depressed times. Hopefully I can always share my moments with them. I
would also thank all friends in PBI year 2004, for sharing the precious moments with me.
My big gratitude goes to Patricia Angelina Lasut, S.Pd., as my heartfelt and helpful proof-
reader, for her enourmous help and guidance. At last, I would like to show my deep gratitude
to Daniel Yosika Munte, S.H. for his love and for sharing our moments together although we
are in separate ways now.
Ratna Paramita
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
vii
If I can reach the stars
Pull one down for you
Shine it on my heart
So you could see the truth
That this love I have inside
Is everything it seems
But for now I find
It’s only in my dreams
And I can change the world
I will be the sunlight I your universe
You would think my love was really something good
If I could change the world
(Eric Clapton – Change the World)
I dedicate this work for my family, my best friends, my future life, and Daniel. I know I can
not change the world, but I know I can do my very best for all of you.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
viii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ix
TABLE OF CONTENTS Page
TITLE PAGE …………………………………………………………… i
APPROVAL PAGES …………………………………………………… ii
STATEMENT OF WORK’S ORIGINALITY ………………………… iv
ACKNOWLEDGEMENTS ……………………………………………. v
DEDICATION PAGE …………………………………………………. vii
TABLE OF CONTENTS ………………………………………………. ix
ABSTRACT ……………………………………………………………. xii
ABSTRAK ………………………………………………………………. xiii
CHAPTER I. INTRODUCTION …………………………………… 1
A. Research Background ………………………………………………. 1
B. Problem Identification ………………………………………………. 5
C. Problem Formulation ………………………………………………… 6
D. Problem Limitation …………………………………………………. 6
E. Research Objectives ………………………………………………… 7
F. Research Benefits …………………………………………………… 7
G. Definition of Terms …………………………………………………. 8
CHAPTER II. REVIEW OF RELATED LITERATURE …………. 10
A. Theoretical Description ……………………………………………… 10
1. Content-Based Instruction ………………………………………. 10
2. International Class ………………………………………………. 20
3. Speaking …….…………………………………………………… 22
B. Theoretical Framework ……………………………………………… 25
CHAPTER III. METHODOLOGY …………………………………. 27
A. Method …… ………………………………………………………… 27
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
x
B. Research Participants ……………………………………………….. 28
C. Research Instruments ……………………………………………….. 29
D. Data Gathering Technique ………………………………………….. 31
E. Data Analysis Technique ……………………………………………. 32
F. Research Procedure …………………………………………………. 33
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION ……. 36
A. Learners’ Background: Learners’ Characteristic
and Their Attitude towards Speaking ……………………………… 36
B. The Significance of the Influences of Content-Based
Instruction Implementation in the International Class ……………. 38
1. Brief Overview of International Class in SMAN 3 Yogyakarta ……. 38
2. The Implemented Principles of Content-Based Instruction in the International
Class of SMAN 3 Yogyakarta ………………………… 43
3. The Role of Teacher and Learners ………………………………. 45
4. Comprehensible Input and Material Design …………………….. 47
5. Types of Content-Based Instruction Implemented ……………… 50
C. The Influences of Content-Based Implementation on Students’
Speaking Participation ……………………………………………… 52
1. Speaking Skill in the International Class of SMAN 3 …………… 52
2. The Influences of CBI Implementation in the International
Class on Students’ Speaking Participation ………………………… 55
CHAPTER V. CONCLUSIONS AND SUGGESTIONS …………… 60
A. Conclusions …………………………………………………………. 60
B. Suggestions …………………………………………………………. 62
REFERENCES ………………………………………………………… 64
APPENDICES ………………………………………………………… 65
APPENDIX A Permission Letter ……………………………………… 66
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
xi
APPENDIX B Interview Checklists …………………………………… 68
APPENDIX C Interview Transcripts ………………………………….. 70
APPENDIX D Field Notes ……………………………………………. 75
APPENDIX E Physics Handout ………………………………………. 84
APPENDIX F Biology Handout ………………………………………. 88
APPENDIX G Chemistry Handout …………………………………… 92
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
xii
ABSTRACT Paramita, Ratna. 2009. The Influences of Content-Based Instruction Implementation in International Class of SMAN 3 Yogyakarta on the 11th Grade Students’ Speaking Participation. Yogyakarta: English Language Education Study Programme, Department of Language and Art Education, Faculty of Teachers Training and Education, Sanata Dharma University This thesis is about the relation between Content-Based Instruction implementation and students’ participation in speaking English. It is quite interesting and new to talk about the international class phenomenon. The reason is because international class has become a new trend these recent days since it uses English as the main instructional language in the teaching-learning process. But, there are also doubts in the process of international class implementation since it is not clear yet whether international class really brings something different in answering the increasing challenges in global needs or not. To answer the premise, the researcher chose speaking as an object, since speaking is one of the productive skills, along with writing, that is hard to learn and master. Regarding the background above, the research was done to answer two research problems, namely 1) how significant is the influence of Content-Based Instruction implementation in the international class of SMAN 3 Yogyakarta? and 2) what are the influences of the implementation of Content-Based Instruction in the international class to the students’ speaking participation? The research is a descriptive study with qualitative method. The population of the research is the eleventh grade students of international class in SMAN 3 Yogyakarta with random sampling. To answer the first and second question, the researcher used both field notes and interview. The findings of this research stated that the international class of SMAN 3 Yogyakarta did not fully implement the principles of Content-Based Instruction and there were no significant influences of CBI implementation. Hence, this situation did not give significant improvement towards students’ speaking participation. The researcher then suggests the schools to comprehend the basic principles of CBI, prepare the human resources who are ready to implement CBI and to review the regulation and practice in implementing CBI for schools that have already opened international class. In relation to the improvement of the students’ speaking participation, the researcher provides the principles to teach speaking in order to help teachers in enhancing students’ participation in speaking English. Keywords : Content-Based Instruction, international class, immersion programme, students’ participation, speaking.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
xiii
ABSTRAK Paramita, Ratna. 2009. The Influences of Content-Based Instruction Implementation in International Class of SMAN 3 Yogyakarta on the 11th Grade Students’ Speaking Participation. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Jurusan Pendidikan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma Skripsi ini membahas tentang hubungan antara penerapan Content-Based Instruction and partisipasi siswa dalam berbahasa Inggris. Cukup menarik dan merupakan hal baru untuk membicarakan fenomena kelas internasional ini. Ini karena kelas internasional telah menjadi trend baru belakangan ini karena penggunaan bahasa Inggris sebagai bahasa pengantar utama dalam proses belajar mengajarnya. Namun, muncul juga keragu-raguan dalam proses penerapan kelas internasional karena belum jelasnya kemampuan kelas internasional dalam memberikan perbedaan dalam menjawab tantangan yang semakin besar di kebutuhan global. Untuk menjawab tantangan tersebut, peneliti memilih kemampuan berbicara dalam bahasa Inggris sebagai obyek penelitian karena kemampuan berbahasa Inggris, bersama dengan kemampuan menulis, merupakan salah satu dari kemampuan produktif yang sulit untuk dipelajari dan dikuasai. Berkaitan dengan latar belakang di atas, penelitian dilakukan untuk menjawab dua permasalahan, yaitu 1) seberapa signifikankah pengaruh dari implementasi Content-Based Instruction di kelas internasional SMAN 3 Yogyakarta? dan 2) apakah pengaruh-pengaruh dari implementasi Content-Based Instruction di kelas internasional terhadap partisipasi siswa dalam berbicara dalam bahasa Inggris? Penelitian ini merupakan kajian deskriptif yang menggunakan metode kualitatif. Populasi penelitian adalah siswa-siswa kelas sebelas dari kelas internasional di SMAN 3 Yogyakarta yang dipilih secara acak. Untuk menjawab pertanyaan pertama dan kedua, peneliti memakai field notes dan interview. Hasil dari penelitian ini memperlihatkan bahwa kelas internasional SMAN 3 Yogyakarta belum secara penuh mengimplementasikan prinsip-prinsip Content-Based Instruction dan tidak ada pengaruh signifikan dari penerapan Content-Based Instruction. Dengan demikian, situasi ini mengakibatkan tidak signifikannya peningkatan partisipasi para siswa dalam berbicara dalam bahasa Inggris. Dengan demikian, peneliti menyarankan sekolah-sekolah untuk memahami benar prinsip-prinsip dasar dari Content-Based Instruction, mempersipakan sumber daya manusia yang siap untuk mengimplementasikan Content-Based Instruction dan meninjau kembali peraturan dan praktek dalam mengimplemetasikan Content-Based Instruction untuk sekolah-sekolah yang sudah membuka kelas internasionalnya. Dalam hubungannya dengan peningkatan partisipasi para siswa dalam berbicara bahasa Inggris, peneliti memberikan prinsip-prinsip dalam pengajaran kemampuan berbicara untuk membantu para guru dalam meningkatkan partisipasi siswa dalam berbicara bahasa Inggris. Kata kunci : Content-Based Instruction, kelas internasional, program imersi, partisipasi siswa, kemampuan berbahasa Inggris.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
1
CHAPTER I
INTRODUCTION
In this chapter, the researcher discusses the background of the research, the
problem identification, problem formulations, problem limitation, research
objectives, research benefits and definitions of terms.
A. Research Background
Indonesia’s education field today is facing a new era in perceiving English
language. Nowadays, English has become a subject that is very important in
Indonesia’s education. It is not only considered as an elective and secondary
subject, but also one of the most important subjects that the students need to
master. This is related to the fact that English plays an important role and is really
needed in Indonesia’s education since English is used as the “lingua franca” of the
international communication, scientific and modern technology, trade, and
political change (Kartono, 1984:3). English is an international language that needs
to be mastered by those who want to succeed in the world’s globalization.
How can we say that today, English plays important role in Indonesia’s
education? The proof of that premise lays on today’s education hot issue, a new
phenomenon in Indonesia’s education, namely the immersion class or widely
known as international class. Indonesian government through its Ministry of
Education tries to answer the needs of a generation who are ready to compete in
the globalization era by employing the international class in Indonesia.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2
International class here refers to a class in which every subject is taught in
English.
In reality, the implementation of international class does not run smoothly
because there are a lot of questions and doubts whether the international class is
really different from the regular class and whether it would bring advantages to
the students. Currently, the implementation of the international class is seen as the
way to promote the school and to gain prestige from the society. Some schools
also take advantages from the international class by labelling it as a “prestigious
and special class”, a class that really needs special preparations because it has so
many differences compared to the usual traditional class. Thus, they also give
“special price” or very expensive school fee to enter the international class.
Because of that, not all of the schools in Yogyakarta, in particular, have the
opportunity to open the international class. Only a few of them have international
classes, such as SMA Negeri 1 Yogyakarta, SMA Negeri 3 Yogyakarta, and SMA
Muhammadiyah 1 Yogyakarta. It is also doubted whether the teachers who teach
in the international class have proficient English to teach in such class.
The method used in the international class lies under the approach of
Content-Based Instruction, which will be stated as CBI for the rest of the
discussion. It is a method in which students are learning subjects through the
foreign language, which is English. The main principles of CBI are giving the
students the authentic materials from the language and making them accustomed
to use the foreign language instead of only giving the formal principles or the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3
structure of the language. The practice of CBI must expose all of the English
language skills, namely listening, speaking, reading and writing.
Since the teaching-learning activities in the international class are done in
English as the students’ minority language, it means that the acquisition of
English to the international class students plays an important role for them in
absorbing the subjects and material successfully. English is also needed for stating
their opinions and thoughts or getting involved in the class discussion. This is
where speaking for the international class students takes significant part. Speaking
is one of the productive skills, along with writing; it indicates the language skills
that are generated from the students for communication. The speaker’s proficiency
in English will be known directly from their speaking. Speaker’s competence to
speak up his mind and give response to others’ comment in daily conversation, the
speaker’s ability to convey the words and sentences meaning in conversation, and
also his fluency in English, will be known firstly from the words and sentences he
speaks. So the students’ speaking proficiency later on will affect their ability in
engaging with the international communication in global era. They will be able to
follow, to absorb and to share information or opinion worldwide when they have
sufficient English speaking skill.
From the background above, the researcher then realizes the importance of
speaking as the basic means of communication. In relation to the international
class as a means of developing students’ ability and preparation to face the
globalization era, English speaking competence is really important to master.
Therefore, this research will study the influence of CBI implementation in
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4
Indonesia’s international class, especially related to the students’ English speaking
competence.
Related to speaking, there are so many researchers who have discussed
this field, even though no one has related speaking skill to CBI in the immersion
programme. Some of the works are intended to design a set of speaking
instructional materials for the discussion method of intermediate students (Dewi,
2001). The researcher designed the material after observing the difficulties that
the students faced in learning speaking, since the effective oral communication
requires the ability to use the language appropriately in social interactions such as
for arguing, persuading, or promising (2001:2). She then saw the discussion
method as one way to stimulate students to express ideas and opinions and to
interact in meaningful and realistic context.
Other writer, Maharani (2006), made the materials and evaluation
instruments for speaking skill related to the Competency-Based Curriculum for
SMA students in a programme called Program Pengembangan Wawasan Khusus.
The researcher focused on developing the students’ speaking skill to prepare them
in their later professional lives, as stated by Harmer (1991:1) that English offers a
chance for advancement in their professional lives. They will get a better job with
two languages than if they only know their mother tongue. English has a special
position here since it has become the international language for communication.
Maharani perceived speaking as the most important skill, since in the second or
foreign language it has often been viewed as the most demanding from the other
three skills.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5
The last author, Ismarini (2006) examined the difficulties that the students
found when they were learning English. Ismarini was seeking the problems occur
from all the English skills, but now the researcher wants to limit the example only
from the speaking skill field. Difficulties in speaking occur when the students
produce their own sentences without a model or format guidance; these will lead
into poor grammar and vocabulary mastery, lack of fluency and accuracy in
pronunciation, including stress and intonation (2006:26).
B. Problem Identification
The awareness of the needs to master English as the international
language, the international classes’ phenomenon in Indonesia, and the speaking
competence are the reasons for the researcher to conduct a research based on these
topics. International class is based on the specific approach named Content-Based
Instruction or CBI. All of the teaching-learning activities in the international class
ideally should be based on this approach. This approach requires the teacher to
teach all the content areas in the target language.
The implementation of CBI in the international class exposes the students
to English in learning the content. Therefore, they are expected to improve their
English skill mastery after getting the exposure in the international class. Hence,
the researcher would like to know how significant is the influence of CBI
implementation in international class to improve the student’s speaking
participation.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6
The researcher limits the research only in the students’ speaking
participation in order to obtain deeper and better understanding. Moreover,
speaking as the productive skill becomes the basic needs of communication. The
students’ English ability and mastery will be known first from how they speak,
choose the vocabulary, and their fluency. The researcher chooses the eleventh
grade students for two specific reasons; first, because they are seen to have had
enough exposure in English, and second, they have not been given the burden to
prepare for the final examination.
C. Problem Formulation
After having known the problems in conducting international class, the
researcher formulates two questions that need to be answered by this research.
They are:
1. How significant is the influence of the CBI implementation in the
international class of SMAN 3 Yogyakarta?
2. What are the influences of the implementation of CBI in the international
class on the students’ speaking participation?
D. Problem Limitation
The researcher would like to limit the discussion on the significance of the
influence in CBI implementation in the international class and the students’
participation in speaking English. The sample for this research, which later will be
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
7
discussed more in Chapter III, is the students in 11th Grade of SMA Negeri 3
Yogyakarta who join the international class.
E. Research Objectives
According to the problem formulation, the research’s objectives are:
1. To find out how significant is the influence of the CBI implementation in
the international class of SMAN 3 Yogyakarta.
2. To know the influences of CBI implementation in international class
towards students’ speaking participation.
F. Research Benefits
The researcher expects that the research would bring benefits for the sake
of better education in Indonesia. The thorough discussion of the research benefits
will be:
1. For the English teachers, this research is expected to help the teachers in
understanding more about CBI implementation in the international class,
knowing its pluses and minuses, so that the teachers are able to develop better
approach and method related to the situation that the teachers have in their
classes.
2. The researcher also considers this research will bring benefit to the Indonesian
Government, especially those in the Education Department. The reason is
because this research is going to see whether the Indonesian education field is
ready to have and conduct international class in the schools or not, so that the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
8
policy of the international class in schools later on will really be prepared for
the sake of national education development.
3. The schools which have already opened international class in Indonesia are
also expected to get benefits from this research. This research’s goal is to see
whether they have done what are needed to make qualified and successful
international class. Furthermore, through this research, the schools will also
know the best ways to raise the students’ English comprehension and
proficiency and their motivation to join international class.
4. This research is also expected to give a basic foundation about the
implementation of CBI in the international class, so that this research will be
helpful for those who want to conduct a deeper research on the same topic.
The researcher expects that this research will bring benefits to the
researcher and the readers especially English teachers, the government especially
the decision-makers in Indonesian Education Department and the schools which
have already opened and run international classes in Indonesia, and also will bring
clearer and more understandable explanation on the implementation of CBI in the
international class.
G. Definition of Terms
The terms that are used in this research, namely international class,
speaking, Content-Based Instruction or CBI, and SMA Negeri 3 Yogyakarta, are
described as follows
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
9
1. International class or known as immersion program is described by
Lightbown and Spada as they referred to Krashen (1984) as
‘communicative programs par excellence’ since the focus is almost
exclusively on meaning through subject-matter instruction rather than on
the form of the language itself (2000:431). In this study, international class
refers to a specific class that is conducted by several schools decided
by the government which has a speciality in conducting the teaching-
learning activity by using English as the main language.
2. In this study, according to Bailey (as stated in Nunan, 2003: 48),
speaking is the productive oral skill that deals with ability and the fluency
of speaking English language in the real time situation.
3. In this study, Content-Based Instruction or CBI according to Brinton (in
Nunan, 2003: 200) is learning the second language in the subject matter
classroom through the content. It refers to an approach to second
language teaching that teach around the content or the information that
will be acquired by the students instead of teaching the linguistic.
4. SMA Negeri 3 Yogyakarta, in this study, is one of several state schools in
Yogyakarta which have implemented International Class for several years
in their teaching-learning activity.
The definitions that have been described above are expected to help the
researcher to determine and understand the meaning of the terms that will be
useful for the research.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
10
CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the researcher explains all the theories that the researcher
uses in conducting the research. This Review of Related Literature Chapter is
divided into two sections, Theoretical Description and Theoretical Framework.
Theoretical Description describes all relevant theories that are used in the
research, namely Content-Based Instruction or CBI, International Class, and
Speaking Skill. The Theoretical Framework synthesizes all the major relevant
theories to solve the research problems and relate all the theories to the research.
A. Theoretical Description
In this section, the theoretical description includes the fundamental theory
of CBI, which becomes one of the main considerations in this research. Besides
talking about CBI, this theoretical description discusses the nature of the
international class itself, to give a clear insight about the object of the research.
The researcher also provides a theoretical description of the nature of English
speaking skill and its teaching.
1. Content-Based Instruction
a. Background
According to Richard and Rodgers, Content-Based Instruction refers to
“an approach to second language teaching in which teaching is organized around
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
11
the content or information that students will acquire, rather than around a
linguistic or other type of syllabus.” (2001:204). Here, Content-Based Instruction
does not teach the pattern or the strict rules of the language, but pays most
attention to the context of where the language is used. Besides that, CBI also
emphasizes on how this approach can help learners to understand the second or
the foreign language from their daily-life situations.
CBI lies under the principles of Communicative Language Teaching that is
well-known around 1980s. It believes that the ideal situation of learning second or
foreign language is as a classroom that focuses on the real communication and
enables learners to exchange the information; the subjects taught are more on
contents, the subject matter from outside the domain. Hence, learners will learn
broader life context and learn language as a by-product of learning about real-
world content (Richard and Rodgers, 2001).
b. Principles
According to Richard and Rodgers (2001:207), CBI is formed into two
central principles, namely:
1) People learn a second language more successfully when they use the
language as a means of acquiring information rather than as an end in
itself. This first principle accommodates one motivation for CBI, to lead to
more effective language learning.
2) CBI better reflects learners’ needs from learning a second language. This
is due to the fact that the need of learning second or foreign language by
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
12
ESL/EFL students is mainly for academic studies or mainstreaming.
Hence, the main priority is to make the content of academic teaching-
learning can be accessed as quickly as possible and also the processes
through which such learning and teaching are realized.
These two principles will be used as the basic consideration in conducting
the CBI class in deciding the materials, making a syllabus, and conducting the
teaching-learning activities.
c. Theory of Language
According to Richard and Rodgers (2001: 207), there are numbers of
theory about the nature of language that underlies CBI
1) Language is text- and discourse based.
CBI addresses the role of language as a vehicle for learning the content. It
has implication on the centrality of linguistic entities longer than single sentences,
because the focus of teaching is on how meaning and information are
communicated and constructed through texts and discourse. CBI involves study of
the textual and discourse structure of written texts such as letters, reports, essays,
descriptions, book chapters, or of speech events like meetings, lectures, and
discussions.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
13
2) Language use draws on integrated skills.
CBI views language use as involving several skills together. In CBI class,
learners are often involved in activities that link the skills, because this is how the
skills are generally involved in the real world.
3) Language is purposeful.
In this theory, language is used for specific purposes which may be
academic, vocational, social, or recreational. But the purpose gives direction,
shape, and ultimately meaning to discourse and texts. For learners, in order to
receive maximum benefit from CBI, they must get along clearly with its purposes
and the language codes that signal and link the expressions of purpose. Language
is potential to communicate meaning. In order to make the learners comprehend
the content, teachers have to make some adjustments, modifications and
simplifications that native speakers make in communicating with second language
learners. The discourse that results from these simplifications is often referred to
as “foreigner talk.” The modifications include simplification, well-formedness,
explicitness, regularization, and redundancy (Stryker and Leaver, 1993 in Richard
and Rodgers, 2001: 209).
In short, there are three items of theories about the nature of language
which underlies CBI proposed by Richard and Rodgers (2001). All of the theories
play the same strong influence in the implementation of CBI. The three theories
are: language is text and discourse-based; language use draws on integrated skills;
and that language is purposeful.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14
d. Theory of Learning
Brinton, Snow & Wesche (1989: 17) stated that any kinds of CBI model
that are being used
Share the fact that content is the point of departure or organizing principle of the course-a feature that grows out of the common underlying assumption that successful language learning occurs when students are presented with target language material in meaningful, contextualized form with the primary focus on acquiring information.
Second language is best learned when the focus is on mastery of content
rather than on mastery of language. CBI thus stands in contrast to traditional
approaches to language teaching in which language form is the primary focus of
the syllabus and of classroom teaching.
One important effect from the core principles of CBI is that people learn a
second language most successfully when the information they are acquiring is
perceived as interesting, useful, and leading to a desired goal. If content with a
high level of interest is chosen, learners may acquire the language more willingly.
Some content areas in CBI are becoming more useful as a basis for language
learning that others and the students will learn in their best performance when the
instruction addresses the students’ needs.
CBI stated as standing in contrast to traditional approaches since the
second language in CBI is best learned when the principal focus in on the content
mastery rather than language mastery. The theory also stated that the language
acquisition in CBI will be successful when: some content areas are more useful as
a basis for language learning than the others; students learn best when instruction
addresses students’ needs; and that teaching builds on the previous experience of
the learners.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
15
e. Objectives and Types of Learning and Teaching Activities
An example of the objectives in CBI comes from the theme-based
Intensive Language Course (ILC) at the Free University of Berlin. There are four
objectives, linguistic, strategic, and cultural, identified for multi-themes
programme (Brinton et al., 1989:32)
1) To activate and develop existing English language skills.
2) To acquire learning skills and strategies that could be applied in future
language development opportunities.
3) To develop general academic skills applicable to university studies in all
subject areas.
4) To broaden students’ understanding of English-speaking people.
For types of learning and teaching activities, Stoller (1997 in Richard and
Rodgers, 2001: 212) provides a list of activities classified according to their
instructional focus
1) Language skills improvement
2) Vocabulary building
3) Discourse organization
4) Communicative interaction
5) Study skills
6) Synthesis of content materials and grammar
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
16
In designing the class which uses CBI, there are two principles that need to
be acquired, the objectives and the types of teaching and learning activities. The
example of making objectives in CBI can be seen from Free University of Berlin
with four objectives in linguistics, strategic, and cultural. Stoller (1997) provides a
list of activities to decide the types of learning and teaching activities, which are:
language skills improvement; vocabulary building; discourse organization,
communicative interaction, study skills, and synthesis of content materials and
grammar.
f. The Role of Teacher and Learners
Stryker and Leaver (1993: 286, in Richard and Rodgers, 2001: 213) stated
that the main objective of CBI is to create autonomous learners in order to
“understand their own learning process and … take charge of their own learning
from the very start. Richard and Rodgers then added that in CBI the learners are
expected to support each other in their collaborative modes of learning (Richard
and Rodgers, 2001: 213). Hence, it is clear that CBI encourages students to be
autonomous and be able to cooperate with other students in order to gain a better
understanding in the teaching-learning activities. In CBI, the learners learn
something by really doing the thing. This assumption of learners role then is
enhanced by Richard and Rodgers who stated that “learners are expected to be
active interpreters of input, willing to tolerate uncertainty along the path of
learning, willing to explore alternative learning strategies, and willing to seek
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
17
multiple interpretations of oral and written texts” (Richard and Rodgers, 2001:
213).
The teachers or the instructors in CBI are expected to be more than just
good language teacher. They have to be knowledgeable in the subject matter and
also able to draw out that particular knowledge from their learners (Stryker and
Leaver 1993:292, in Richard and Rodgers, 2001: 214). Therefore, the instructors
in CBI are expected to make context and comprehensibility as the main concern in
their teaching planning and execution, to become the need analysts for their
students, to be responsible in selecting and adapting the authentic materials for
teaching, and to create a real learner-centred class.
g. Comprehensible Input: Material and Delivery
Brinton defines CBI’s characteristic feature as “…the teaching of language
through exposure to content that is interesting and relevant to the learners”
(Brinton in Nunan, 2003: 201). The content itself has several purposes. One of
them, it supplies a rich context for the language classroom, and allows the teacher
to present and explain specific language features. The rich context that is stated by
Brinton gets along with what Krashen (1985, in Nunan, 2003) stated as
comprehensible input, the challenging language that is slightly above the current
linguistic level of the students which provides the foundation for successful
language acquisition, or usually referred as (i + 1). Making the materials higher
than the students’ linguistic level will force the students to comprehend the
materials by using more linguistic context they have, all of their previous
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
18
linguistic competence and their knowledge of the world. In the international class,
this comprehensible input will give reputable results for students in acquiring
language that results in students’ achievement in obtaining the language.
The comprehensible input in the immersion class can be seen in all the
speeches that happen around the students. Hence, giving them sustainable
opportunities to use the second language in the classroom will allow the students
to improve their language proficiency without concerning more on their errors or
grammar.
h. Content-Based Instruction Teaching Models
According to Brinton et al. (1989: 14), there are three CBI teaching
models which are now implemented in immersion classes. They are:
1) Theme-Based Language Instruction
In this teaching model, the class is conducted in particular topics or
themes. These topics or themes play role as the primary pillar of the curriculum.
This kind of model gives input both in language and skill-based for the classroom
activities.
2) Sheltered Content Instruction
In this model, the subject matter teacher has had special training in dealing
with teaching second or foreign language. The teacher can help the students who
are still acquiring the second or foreign language by modifying the delivery style
in order to make students comprehend the material better. The goal of this CBI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
19
teaching model is helping students to acquire the subject matter, and in the same
time, the teacher can help the students with the language problem.
3) Adjunct Language Instruction
This model of implementation requires more than one instructor or teacher
in the class. This is because the teachers have to deal with different things to
emphasis although they are dealing with the same materials. One teacher utilizes
the material to teach the language skill, whereas the other teacher with the same
material teaches the content matter.
i. Advantages and Disadvantages of Content-Based Instruction
There are several advantages that Richard and Rodgers (2001) stated in
CBI implementation, particularly those that related to the content learning,
namely:
a. Learners are relatively more motivated in learning due to the variation of
the subject matters and contents.
b. The content of the study is selected according to students’ need.
c. The target language mastery happens subconsciously.
d. The approach seeks to build on students’ knowledge and basic experience.
From the points above, it is clear that this approach will be more effective
than the other approaches in helping the students to master the second or foreign
language because the materials for the classroom activities are taken and adapted
based on the learners’ needs. Using this approach, along with the materials that
are specially chosen based on the students’ needs, students will be able to build
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
20
their own comprehension on the second or foreign language based on their own
knowledge and experience.
Nevertheless, CBI also still has several disadvantages. One of the
problems is the difficulty for the adults to learn the second or foreign language,
which is rarely seen in young learners. This problem is related to the critical
period and the adults’ needs of formal and analytical instruction.
As a method, CBI is then used as the basic consideration in conducting
immersion programme or international class. Hence, after discussing CBI, the
researcher then discusses the international class programme, which becomes one
of the major terms used in this research. This is because there is a strong and
inseparable relation between CBI and international class programme.
2. International Class
The immersion class or international class has several interpretations.
Richard and Rodgers (2001: 206) define international class as “… a type of
foreign language instruction in which the regular school curriculum is taught
through the medium of the foreign language.” Meanwhile, the others defined
international class as a class with international curriculum.
Regardless the various interpretations of international class, it is clear that
international class is based on the implementation of Content-Based Instruction.
Hence, the school conducts teaching-learning process based on the regular
curriculum with foreign language as the means of communication. It is related to
what Richard and Rodgers has said, “the foreign language is the vehicle for
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
21
content instruction; it is not the subject of the instruction.” (2001: 206). One of the
most visible characters of the international class is the assumption that those who
join the international class must be smart students. This is because the students
will be able to join the international class only after they pass the test provided for
international class. In immersion programme, the students’ goals are:
a. Developing a high level of proficiency in the foreign language
b. Developing positive attitude toward those who speak the foreign language and
toward their culture
c. Developing English skills commensurate with expectations for a student’s age
and abilities
d. Gaining designated skills and knowledge in the content areas of the curriculum
(Richards & Rodgers, 2001)
In international class, the teaching and learning context is not focusing on
the structure or the linguistics of the language. Students in international class are
considered to use their second language, which is English, as the mean of
communication inside their classroom.
International class which is being conducted in class has several
exceptional differences from standard classes that are conducted in schools. It
needs particular materials, improved language skills, teaching-learning activities,
and learners. Related to the topic of the research, the researcher will also explain
about the English speaking skill. The reason of the explanation is that speaking
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
22
skill is becoming the particular skill which differentiates this research with
another. Beside that, by explaining the speaking skill, the researcher will be able
to explain its importance as the principle skill needed to be acquired by learners in
international class.
3. Speaking
Speaking, when it comes to the new language, is considered harder than
listening, reading and writing. This is because in speaking the new foreign
language, the speakers deal with the different sentence structure system and the
grammar, pronunciation and also vocabulary. Speaking happens in real time: it
means that the speaker has to respond directly to what the other speakers have
said, and it also cannot be revised, unlike writing (Bailey, in Nunan, 2003: 48).
The nature of speaking skill is one defined by Bailey (in Nunan, 2003) as
productive language because it is generated by the learner. Speaking also has
another important point, a channel, which refers to the medium of the message
(aural or written). In conclusion, speaking is a productive oral skill that consists of
producing systematic verbal utterance to convey meaning (Bailey, in Nunan,
2003: 48). Harmer (2001: 269) defined speaking as the ability to speak fluently
presupposes not only knowledge of language features, but also the ability to
process information and language “on the spot”. Bailey also provides the
principles that are needed in teaching speaking (in Nunan, 2003: 54):
a. Teacher should be aware of the differences between second language and
foreign language learning context.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
23
A second language context is one where the target language is the language of
communication in the society. Meanwhile, a foreign language context is one
where the target language is not the language of communication in the society.
The challenges for the teachers are decided partly by the target language context.
b. Teacher should give students practice with both fluency and accuracy.
Fluency is the extent to which speakers use the language quickly and
confidently, with few hesitations or unnatural pauses, false starts, word searches,
etc. Accuracy is the extent to which students’ speech matches what people
actually say when they use the target language.
c. Teacher should provide opportunities for students to talk by using group work
or pair work, and limiting teacher talk.
Since the students of the international class are expected to be active,
autonomous students and the class is expected to be students-centred class, the
teachers should be aware of how much they talk in the class so that they do not
take the students’ opportunity to speak in class. Pair and group work activities can
be done to increase the students’ time to speak.
d. Teacher should plan speaking tasks that involve negotiation for meaning.
Negotiation for meaning, covers trying to understand and be understood,
asking the students to see whether they have understood what someone said,
clarifying their understandings, and confirming that someone has understood their
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
24
meaning. Clarification, repetition, or explanations during conversations make the
students get the people they are speaking with to address the language at a level
they can learn from and understand.
e. Teacher should design classroom activities that involve guidance and practice
in both transactional and interactional speaking.
Transactional speech involves communicating to get something done,
including the exchange of goods and/or services. Interactional speech is
communicating with someone for social purpose included both establishing and
maintaining social relationship.
In conclusion, speaking is considered as the hardest skill to be acquired
since it happens in the real time and the speaker cannot revise what he has said
(Bailey, 2003). Bailey also considers the nature of speaking as a productive
language for the learner has to generate the skill.
As one of the productive skill, speaking happens in the real time situation
and cannot be reversed. Speaking is also one skill which needs more than one
speaker to convey the information and explain the situation. To be able to build a
communicative skill, learners need to be able to build conversations with the other
speakers.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
25
B. Theoretical Framework
The major theories that have been stated above are used by the researcher
to conduct the research. They are the basic theory of Content-Based Instruction,
the theory of International Class, and the nature of Speaking.
CBI is an approach to Second Language Teaching in which teaching is
organized around the content or information that the students will acquire, rather
than around a linguistic or other types of syllabus. The theory of CBI also
becomes the major basis and the main influence in conducting the international
class. From the theory above, the researcher assumes that SMAN 3 Yogyakarta has
already conducted the international class with its deep deliberation in applying the
theory of CBI in its international class. The theory of CBI afterward is used to
identify whether the teaching-learning activities done in the international class
have really been conducted inside CBI framework and objectives. The theory of
CBI is used later in data gathering analysis to answer the first research problem,
namely, how significant is the influence of CBI implementation in the
international classes.
The basic understanding and meaning of international class is that this is
becoming a particular kind of class which lies under the theory of CBI. This class
focuses on the meaning and the context of the daily life, so it does not focus on
the structure or linguistic matter of the language. International class is a very
specific class which is different from any standard classes in school. It focuses on
the learners’ Second Language Acquisition. In Indonesia, international class
would refer to a class that uses English as the major means of communication in
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
26
the classroom activities. The theory of International Class above then helped the
researcher to see and decide whether SMAN 3’s international class has already
obtained the main characteristic of the real international class, using English as the
means of communication, or whether the label of international class is not
appropriate to be used in SMAN 3’s international class.
The theory of CBI and its implementation in the international class is then
used to see the real implementation of CBI in the international class of SMAN 3
Yogyakarta related with the students’ speaking participation. Speaking is chosen
because it is still considered as the hardest language skill to learn. Moreover,
speaking happens in real time that makes the speaker has to respond directly to
what the other speakers have said and there is no chance for revising. Speaking
skill is also defined as the ability to speak fluently presupposes not only
knowledge of language features, but also the ability to process information and
language “on the spot”. Related with CBI, it is considered that the second
language class value (immersion class) lies not in the grammar instruction but in
the simpler “teacher talk” and the students will be able to speak fluently not by
practicing talking but by understanding input through listening and reading. The
researcher then used the Principles of Teaching Speaking as the main guidance to
see whether the teachers of international class of SMAN 3 Yogyakarta have helped
the students to practice talking and also to see the students’ speaking participation.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
27
CHAPTER III
METHODOLOGY
In this chapter, the researcher discusses all the methodologies which were
being used in conducting the research. There are several sub-titles in this
discussion: method, research participants, research instruments, data gathering
technique, data analysis technique, and research procedures.
A. Method
This research was classified into qualitative research. It focuses on
understanding social phenomena from the perspective of the human participants in
the study (Ary, Jacobs, Razavieh, 2002:22). The researcher decided to use the
qualitative research method for it was appropriate to a research which faced
several different variables in the cases being researched. According to Holliday,
qualitative research presents a statement about reality and social life (2002:1). By
considering all the variables that the cases had, the researcher hoped that the result
of the research would be dependable, would have minimum research bias, and
also would be reliable and valid. The other reason would be that qualitative
research was considered to be a method which gives better, thorough, and
trustworthy result to the research. The methodology that the researcher used to
find the answer of the research was descriptive study. The descriptive study
served as the primary study of the research. In the descriptive study, the researcher
used the multiple data collection to obtain more than one point of view from the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
28
data collected. The data collection methods that were used by the writer
are: the observation, field notes, and interview, all of the data collection methods
will be explained in data gathering techniques.
B. Research Participants
The subject of this research was students in the 11th grade of SMA Negeri 3
Yogyakarta who were included in XI IA1 class as the international class students.
The main consideration to choose the students in the 11th grade was because
students in this year was considered to have more sufficient English exposure
compared to the 10th grade students. They were also considered to have enough
adjustment to the school and the class situation. The next consideration for
choosing the 11th grade students would be because the 12th grade students were on
their way in facing National Examination, which needs all their energy and time.
It would be unwise to ask them to get involved in this research.
The background of the subject, related to the nature of the international
class, was considered to be good and sufficient in their English proficiency. The
reason was because to be able to join international class, all of the students had to
face the entrance test and they also should have a good pre-test result to be able to
join international class. Therefore, the researcher was confident enough to say that
all the students in 11th grade international class had enough English proficiency.
The researcher used the sample which was based on the random sampling
according to the students’ attendance list to make sure that the sampling was
reliable and valid. The researcher chose 50% + 1 students (N/2 + 1) from the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
29
presence list with the random choice. The number of the students in the class was
38 (N) students. The formula would be
n = (38 / 2) + 1
= 20
From the result of the calculation, the researcher would take 20 (twenty) students
in the class from the attendance list.
C. Research Instruments
To carry out this research, the researcher used several research
instruments. To answer the first and second problem in this research, namely how
significant is the influence of the CBI implementation in the international class
and the influences of the implementation of CBI in the international class to the
students’ speaking participation, the researcher used field notes and interview
checklist.
1. Field notes
The field notes were used when the researcher observed the situation of
the class. The field notes consist of two components, namely the descriptive part
and the reflective part (Ary et al., 2002: 431). The descriptive part includes a
complete description of the setting, the people and their reactions and
interpersonal relationships, and account of events (who, when, what was done).
The reflective part or commonly said as the observer comments (OC) includes the
observer’s personal feeling or impressions about the events, comments on the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
30
research method, decision and problems, record of ethical issues, and speculations
about data analysis.
The researcher used field notes as one of the instruments in this research
because field notes may provide detailed and accurate data of the situation inside
the class. Moreover, the usage of the observer comments in the field notes may
prevent the observer bias that happens when the observer’s personal attitudes and
values affect the observation and/or the interpretation of the observation (Ary et
al., 2002:431). The use of the field notes in the research was to answer the
question related to the first and second question of this research. In particular, the
researcher would like to see the students’ speaking participation during the
teaching-learning process in relation to their condition as international class
students. The results of the field notes were presented in Appendix D pages 76-84.
2. Interview checklist
The researcher used the interview checklist to answer the first and second
question. The interview checklist was used when the researcher interviewed the
participants. Interview checklist makes the data gathering focused directly on the
topic of the research (Yin, 2003: 89). The interview was more in open-ended
questions and less in question structure. Since the structure followed the
development of the questioning and answering process in the interview, the
researcher only listed several opening questions in the interview. The questions
(Appendix B pages 69-70) were related to students’ characteristics section,
international class section, productive skill section, and speaking section.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
31
By using field notes and interview checklist, the results of this research
was expected to be clear and comprehensive. It was because field notes may
provide detailed and accurate data of the situation inside the class and the use of
observer’s comments in the field notes may prevent the observer bias, and the
interview checklist makes the data gathering focused directly on the research
topic.
D. Data Gathering Technique
The techniques that were used in gathering the data for this research are:
1. Observation
Observation was used to obtain a complete description of participants’
behaviour in a specific natural setting. In this research, the writer took position as
a non-participant observer who did not participate or to take any active part in the
situation. The observation in this research served as the basic and the primary way
to collect the data.
2. Field notes
This method was used to record data that was collected during the research.
The field notes was divided into two components: descriptive part that included
complete description of people, setting and reactions and interpersonal
relationship, and accounts of event and reflective part that included observers’
personal feelings or impressions, comments, decisions, and speculation. The field
notes presented the data that was analyzed to provide an understanding of the
research setting and behaviour of people within the setting.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
32
3. Interview
Interview was used by the researcher to gain deeper information from the
participants in order to discover more findings related to the research questions. In
this research, the researcher interviewed 20 students from class XIA1 of SMAN 3
Yogyakarta. The interview was used to acquire data on subjects’ opinions, beliefs,
feelings, or problems about situation with their own words. In this qualitative
research, the interview was more in open-ended questions and less in question
structure. The structure followed the development of the questioning and
answering process in the interview. The results of the interview were presented in
Appendix C pages 71-75.
E. Data Analysis Technique
To analyze the data obtained in the interview and observation, the
researcher used the existing theories as the background. The theories of CBI and
international class were compared and then contrasted with the results of the
observation and interview to gather the final results that answer the research
questions. For example, to find out how significant is the influence of CBI
implementation in the international class of SMAN 3 Yogyakarta, the researcher
contrasted the result of the observation in the classroom activity in SMAN 3
Yogyakarta with the ideal principles of CBI implementation in the international
class.
In analyzing the students’ speaking participation, the researcher used the
data from the observation and interview. The data then compared to the principles
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
33
in speaking to find out the students’ speaking participation through CBI in the
international class of SMAN 3 Yogyakarta.
F. Research Procedure
In conducting the research, the researcher used the steps from Ary et al.
(2002:29-30). The steps are
1. The researcher selected the problem and the topic of the research. The reason of
choosing this was discussed in Chapter One.
2. The researcher identified the information that was needed to solve the
problem. In this step, the researcher listed what information to be collected,
as well as classified the information. The review of the literature that was
needed to serve as the basic of the research was also conducted here. From the
wide range of the theories available, the researcher chose some that were
appropriate for this research. Those theories were put into the theoretical
framework of the research. This also included designing the rough draft of
the research.
3. The researcher selected or developed instruments for gathering the data. In this
step, the researcher began selecting and developing appropriate instrument
used in gathering the data. The choice of the instrument was based on the
formulated problems, so that the collected data were really the data needed to
answer the problem. Considering the problem formulation in Chapter One,
the researcher developed the interview checklist to be the guidelines of the
interview.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
34
4. The researcher identified the target population and determined any necessary
sampling procedures. In this step, the researcher looked for the information
needed to identify the characteristic of the sample. After the researcher
acquired the information that all the XI students in SMAN 3 Yogyakarta were
in the international class, the researcher then had the discussion with the
teacher responsible to the classes. From the discussion, the researcher decided
to use XI IPA 1 as the sample. However, since the class consisted of 38
students, it was difficult to conduct in-depth research, thus the method of
random sampling with the amount of 50 % + 1 was chosen.
5. The researcher designed the procedure for data collection. In this step, the
researcher made the practical schedule for obtaining the sample and using the
instruments (Appendix A page 70).
6. The researcher collected the data. The research started with the observation on
the immersion class. In the observation itself, the researcher made field
notes. During this process, the researcher collected new data and
information about international class through the discussion with the
headmaster and the teacher. The information was about the adaptation of
Cambridge international curriculum to the international class in SMA N 3
Yogyakarta, the technical problem, and the additional test, A Level. To assess
the students’ speaking participation from the subconscious personal level,
the researcher also analyzed students’ performance on the subjects other
than English for the spontaneous speaking result. The data gathering was
continued into the deeper level by employing the interview technique, which
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
35
became the last steps of the data gathering, so that the personal data may be
collected. In the interview, the concept of data saturation was also
employed to avoid the redundancy of the information.
7. The researcher analyzed the data. The analysis of the data was conducted
through the analysis of field notes and interview checklists. The students’
participation were analyzed by employing the theory of teaching English
speaking skill to find about the students’ speaking participation. The result of
the document analysis was taken into account. Then, the efficiency of having
the content-based instruction in the international class was seen,
whether it was really significant or not.
8. The researcher prepared the report. Within this step, the researcher started to
arrange the collected data, and then processed all the data into a report.
The steps that were derived from Ary et al (2002) are the procedure used
for conducting the research. The steps are selection of the problem and the topic
of the research; identification of the information needed to solve the problem;
selection or development of instruments for gathering the data; identification of
the target population and determination of any necessary sampling procedure;
design of the procedure for data collection; and collection of the data. After the
researcher finished the research procedure above, the last steps would be the
analysis of the data and preparation of the report.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
36
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
In this chapter, the researcher explains all the findings that are collected
from the observations and interviews of the international class students of SMA
Negeri 3 Yogyakarta to find out how significant is the influence of CBI
implementation in the international class are implemented and what the influences
of the implementation of CBI in the international class to the students’ speaking
participation are. This chapter includes the data analysis and data interpretation
and contrasted with the theories in Chapter Two. The results are arranged
according to the problem formulation explained in Chapter One and preceded by
the explanation in students’ characteristic.
A. Learners’ Background: Learners’ Characteristic and Their Attitude
towards Speaking
The learners’ background part is used to give the readers enough
background knowledge related to the students from the international class. The
objective of this section is to provide sufficient description of the teaching-
learning process inside the class. This part discusses the learners’ background
knowledge in learning English in general and learning speaking skill in particular
and their perceptions about speaking, which is quite important in determining
their improvement and development in this skill.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
37
From the interviews and discussions that the researcher had with the
teaching team prior to the observation, the researcher collected the fact that all of
the Science Classes in SMAN 3 Yogyakarta were considered as international
classes. It means that the school did not conduct a pre-test or placement test to
determine the students’ capability and quality to join the international class. All of
the Science Class students’ were directly placed into the international class
without considering their capability. However, from the interview (Appendix C
pages 72-75) the researcher found that some students had difficulties to express
their ideas with the language used inside the classroom. Some of the students in
XI grade were still having many difficulties in conveying and understanding
information in English, both in written and spoken form.
In relation to speaking, most of the students were having problems in
generating speech because they lacked of grammar, vocabulary mastery and
diction. They were afraid of making mistakes and reluctant to speak English in
daily conversation or in the teaching-learning process. Moreover, the students did
not get enough encouragements from the teacher, lecturer and the school
environment to use English for the communication and instructional language.
Speaking skill was put aside and the school was paying more attention in
students’ writing skill development. These circumstances gave influences to the
students to consider speaking skill as a difficult skill, it is difficult to master and
does not play an important role for them although some of them have expectation
to continue their studies abroad.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
38
B. The Significance of the Influences of Content-Based Instruction
Implementation in the International Class
This section particularly discusses the holistic Content-based Instruction
that is implemented in the international class in SMAN 3 Yogyakarta and its
significant influences. The discussion includes brief overview of this international
class to give brief and clear explanation of the real condition in the research
setting. The implementation of this method is also discussed in some sections of
the role of teacher and learners within the class, the analysis of the authentic
material used in the teaching learning process based on the consideration of the
principle of comprehensible input, as well as the type of the content-based
instruction implemented.
1. Brief Overview of International Class in SMAN 3 Yogyakarta
This section provides the lecture activities that happened in the
international class of SMAN 3 Yogyakarta during the researcher’s observation.
This brief overview contains the implementation of CBI, the system of the classes,
and the emphasis of the language use.
a. The Implementation of Content-Based Instruction
Before the researcher conducted the research in the international class in
SMAN 3 Yogyakarta, the researcher had brief interview with the international
class teaching team to gather basic background about this international class.
From the discussion with the teaching team, the researcher found out that SMAN 3
Yogyakarta did not fully implement the CBI in its international classes. In reality,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
39
Content-Based Instruction was only implemented in Science Class for Biology,
Physics, and Chemistry subject. It was because the terms and register that are used
in these subjects had little differences with those of Science in Indonesian. For
example, from what the researcher had found in the modules and handouts, the
terms Thermodynamics in Physics (Appendix E page 88) is usually translated into
Termodinamika in Indonesian, the terms Hydrostatic is translated as Hidrostatis,
Chemistry terms Titration is translated as Titrasi, Biologic terms Plasma
Membrane and Prokaryotic is translated as Membran Plasma and Prokariotik,
and many more (Appendix F page 91). Hence, the learners were expected to have
better understanding in these fields for they do not have to memorize or learn
about the different terms and registers in English and Indonesian. The teaching
team also expected the students to be able to acquire new vocabulary easier, since
the students experience the deduction process automatically.
b. The System of the Classes
The system of the international classes in SMA Negeri 3 was somehow
different from the common system that is usually assumed and implemented in the
international class. Besides that these international classes did not conduct a pre-
test and placement test, there were two sections or two types of teaching-learning
process in this particular international class in SMA Negeri 3. The first one is a
class carried out by regular teacher and the second one is by substitute teachers.
The first section is when the regular teacher from SMA 3 taught the regular
class. When the regular teacher walked into the class, the teaching-learning
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
40
process was fully in Indonesian. The teacher discussed and explained the material
in Indonesian. However, the modules and the exercises were given in English. The
teacher, though, did not give exercises in English directly when the teaching-
learning process is in progress. The teacher somehow had prepared for the
exercises in the form of modules or handouts before the class. According to the
teaching team of this school, this situation was done since not all of the regular
teachers were prepared and skilled to teach their subjects in English for the whole
class.
The second section is when the regular teacher is replaced by the high-
rank lecturers from some highly-reputed universities in Yogyakarta. It was
expected that the class experienced full CBI class from the lecturers because they
were expected to give and to explain the material in English all the time.
However, this expectation was rarely happened. A lecturer who has responsibility
to teach each subject only came to the class once a month. In that rare occasion
itself, most of the lecturers did not fully employ English as the instructional
language in the teaching-learning process. The extreme case in the international
class is when the Physics lecturer of XI grade students used Indonesian all the
time or 0% of English was used, whereas the English exposure was only given in
the presented short-Power Point-material.
From the observation (Appendix D page 81), only the Chemistry lecturer
used English most of the time within the class, approximately 98%, both in the
given material, notes, explanation, and in the class discussion. The Chemistry
lecturer only used Indonesian to explain the topic when the students could not
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
41
comprehend topic. The Biology lecturer stated to the class at first that she would
use mixed language between English and Indonesian as the instructional mean in
the class. But, eventually, she continued using Indonesian most of the time and
leaving only less than 40% in English. However, she still tried to use English in
asking students to present their own interpretation towards the material and also to
answer the questions, and in providing the videos projected.
c. The Emphasis of the Language Use
Based on the interview conducted with the teaching team, the international
class in SMAN 3 Yogyakarta put greater prominence on the written language
rather than the spoken language. Hence, writing had bigger portion than speaking.
The students in the international class were expected and considered to be able to
compose their practice reports, to do the exercises and tests or quizzes in English
without having too many quandaries. To support the expectation, all of the
modules that are given to the students were written in English. Therefore, even
though almost all of the explanation in class was delivered in Indonesian by the
regular teachers and most of the visiting lecturers, it was expected that the
students did not have any difficulties in the register of the subject employed
within the course with the modules’ contribution.
The international classes of SMAN 3 Yogyakarta emphasized on students’
written English skill because the school was considering the situation that most of
the teachers in international class did not have enough competence in English
Skills. Most of the teachers were not ready to speak in correct and acceptable
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
42
English and in conducting the teaching-learning process in English for the whole
time in the class. The situation, however, happened since the policy makers in that
school put into consideration the fact that the majority of students encountered
difficulty in having English as the main communicative and instructional language
in class and school environment all the time. But, the main reason of this
particular system was still because of the situation where the teachers were unable
to employ full English class. However, based on the interview, it was stated that
there will be an improvement and adjustment in the system every year. The policy
makers are improving the system by adding the English exposure for the students,
including the English exposure by the regular teachers and lecturers. They hoped
that in the following years, the international classes will improve their quality and
they are able to employ full English in the teaching-learning process. Therefore,
students of the international class who obtain full English exposure will have
sufficient comprehension in written English along with the improvement in their
spoken English.
There is another reason of putting aside students’ development and
comprehension in spoken language and paying more attention in students’ written
language. In the teaching team’s opinion, the higher and further the students’
education, the bigger portion of writing and reading skill capability and
comprehension are needed. Spoken language mastery only plays minor role in
their higher education. The background of their premise came up from the fact
and consideration that students, especially who study abroad, will need to read
scientific literature written in English and write their own report or thesis in
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
43
scientific English more often than they need to communicate orally in English.
Therefore, the teachers have to familiarize the students with the English scientific
literature.
Thus, from what the researcher found during the observations and
interviews with the teaching team and the students in the international class, the
researcher concluded that the definition of language used within this international
class program is in text and discourse based. According to the definition of
language in Content-based Instruction discussed in the previous Review of
Related Literature, the third definition is also applied here. This definition of
language as something purposeful and may be used for specific purpose. In this
situation, the purpose is to achieve the capability to reach the understanding in
higher education. Hence, the view of language as the combination of several skills
was not demonstrated and applied within the implementation of international class
in SMAN 3 Yogyakarta.
2. The Implemented Principles of Content-Based Instruction in the
International Class of SMAN 3 Yogyakarta
After the observations and interviews, the researcher infers that the
teaching-learning process in the international class of SMAN 3 Yogyakarta had
implemented two central principles of CBI by Richards and Rodgers (2001). The
first principle is that “people learn a second language more successfully when
they use the language as a means of acquiring information, rather than as an end
in itself” (Richards and Rodgers, 2001: 207). It was clearly seen that international
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
44
class of SMAN 3 had executed this main principle in its lecturing process. The
class had successfully implemented the methodology of learning a second
language as a mean of accessing and acquiring information. The evidence was on
the usage of English in its teaching-learning process, especially the teaching by
visiting lecturers. The other evidence was on the subjects’ modules, handouts or
exercises for the students, although sometimes they were still using a bit of
Indonesian. There was no formal aspect of the language or the linguistic fields
being emphasized. During the observation, however, the researcher did not see
that regular teachers or visiting lecturers gave the students corrective feedback for
students’ language use. This was because they never gave attention to the
students’ language. Moreover, the regular teachers did not have sufficient
capability to use English as the instructional language in daily classroom
activities. The international class of SMAN 3 also had implemented the second
main principle of CBI, namely “Content-Based Instruction better reflects learners’
needs for learning a second language” (Richard and Rodgers, 2001: 207). From
the interview with the teaching-team, it was stated that the purpose of its
international class was providing the students’ need for the preparation of
achieving the higher level of study, particularly for the students who wanted to
continue their study abroad. That is why the international class of SMAN 3
emphasized on the speed of learning and mastering the content, and also the
effectiveness in study.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
45
3. The Role of Teacher and Learners
Richards and Rodgers in their Approaches and Methods in Language
Teaching (2001) have discussed the role of teacher and learners in relation with
CBI. In their book, it was clearly stated that the ideal roles of learners in CBI are
as active interpreters of input, who are seen as autonomous beings responsible for
their own learning process. The students in international class of SMAN 3
Yogyakarta had realized and implemented their roles as autonomous learners and
their learning process was their own responsibility. This is because the teacher
never gave the explanation on the language use although they had provided
enough exposure on the target language. For their consequences as autonomous
learners, the students subconsciously learned and acquired the target language by
using English as a mean to gather information they had from the modules or
handouts or to write their reports in Science class. But the students’ role as active
interpreters of input had not been fulfilled yet. This was because the lecturing
activities in the international class of SMAN 3 had the teacher-centred
characteristic. This teaching characteristic put the students as passive learners in
the teaching-learning activities. In this teaching characteristic, the students’ role
was only aimed to provide the most acceptable and satisfying answer for the
teacher’s questions. Brinton et. al. (1989) suggested that in the implementation of
CBI, the most ideal part for the teacher is as the facilitator of the content learning.
Unfortunately, this particular role was hardly ever found in the international class
of SMAN 3 Yogyakarta. In their ideal role, teachers as facilitator of content
learning had to take responsibility in keeping content and comprehensibility,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
46
creating a learner-centred class, and also analyzing students’ needs. But, on the
observation, the researcher did not see the implementation of these ideal roles.
The researcher found out the fact that the teachers and the visiting
lecturers in international class of SMAN 3 focused on the material delivery.
Hence, they were obliged only to deliver the material to the students. They never
helped and provide chances for students to utilize the target language during the
teaching-learning activities although supporting students’ acquisition of target
language was one of their roles. Almost 100% of classroom activities in the
international class of SMAN 3 were executed in Indonesian, and teachers or
lecturers rarely supported students to use English to ask or answer questions.
Considering the teachers’ role to provide a learner-centred class
characteristic, the researcher has not found the fulfilment of this role by the
teachers and the visiting lecturers in international class of SMAN 3 Yogyakarta.
The common teaching-learning activities in that class were lecturing, where the
teachers or visiting lecturers deliver the materials in front of the class, literally.
Teachers considered the class finished when they could deliver all the materials
targeted for that day. The role of the students was occurred only on asking or
answering questions but they did not have encouragement to use English in class.
Teachers also have to be good example to employ the target language,
along with their position as the classroom facilitators. In reality, both teachers and
lecturers did not serve as ideal role models for the students in their English
grammar and pronunciation. This was because the visiting lecturers who were
supposed to be able to teach in the target language failed to do their job because of
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
47
their lack of English pronunciation proficiency. Subconsciously, the problems
experienced by the teachers in their pronunciation, might be dangerous for the
students. The students would tend to imitate the wrong examples given by the
teachers and bring them to the incorrect English pronunciation. Moreover, the use
of incorrect grammar and careless code switching to Indonesian by the teachers
was seen as evidence that the teachers did not have enough competence in the
target language. This insufficient competence made the teachers unable to play as
good role models.
4. Comprehensible Input and Material Design
Several types of input were utilized in the teaching-learning activities in
the international class of SMAN 3 Yogyakarta. In this section, the researcher
explains them one after another by considering the nature of comprehensible input
or Content-Based Instruction and international class. The section contains the
lecture within the teacher’s class, the modules, the lecture within the lecturer’s
class, and the handouts given within the lecturer’s class. This explanation is hoped
to provide a clear description of the input within the material designed by the
international class of SMAN 3 Yogyakarta.
a. The Lecture within the Teacher’s Class
In this international class, most of the classroom activities took place in
the form of lecture in the teacher’s class. In Krashen’s theory of comprehensible
input (1985, in Nunan, 2003: 201), it is said that the speech takes place around the
students is considered as the comprehensible input for the students. The students
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
48
in the teacher’s class were fully involved and understood the material since it was
fully conducted in Indonesian. But, in relevance with Krashen’s comprehensible
input theory, the material delivery was not considered as comprehensible. It is
because not only the material delivery that used fully Indonesian, the notes were
also delivered in Indonesian.
The lecture within the teacher’s class in SMAN 3 Yogyakarta had not
executed the theory of comprehensible input as a challenging language that is
slightly above the current linguistic level of the students or (i + 1), which supplies
the foundation for successful language acquisition (Brinton, in Nunan 2003: 201).
This is because the lecture or material delivery within the teacher’s class was done
fully in Indonesian and had not facilitate students with the subconscious challenge
which is needed to achieve higher level of English proficiency.
b. The Modules in the Teacher’s Class
The modules that were used for lecturing in the international class of
SMAN 3 Yogyakarta were compiled by the teaching team and used in the
classroom. The teaching team compiled the modules according to the materials
needed from different sources, mostly written in English. The students did not
find difficulties in comprehending the materials because the modules used the
vocabulary which were not too different from the Indonesian vocabulary.
The researcher still found that some sentences in the modules were
difficult to understand because of their grammar and sentence structure. There
were many incorrect and unacceptable sentence structures which were very
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
49
dangerous for the students because they might have misunderstood the sentence
meaning. The problems were found in the modules which were compiled by the
individual subject teacher and not by the teaching team. The researcher found one
example of the incorrect sentence structure which was “Note that the axis about
which the torques must equal zero was not specified. This is because the sum of
the torques must be zero about any axis” (Physics, Appendix E page 87).
Apparently, the teacher’s first language interfered with the translation process and
there were incorrectness in the conjunction and the sentence structure.
Hence, the researcher saw the evidence that the modules made and
compiled for the international class in SMAN 3 Yogyakarta could not be
considered as a good and reliable comprehensible input because the students did
not get advantageous challenges that they needed to get into the higher linguistic
level they had to acquire. Furthermore, the modules did not apply the (i + 1)
principle because the linguistic level applied in the modules were not higher than
the students’ linguistic level.
c. The Lecture within the Lecturer’s Class
In the teaching-learning process, both the lecture within the lecture’s class
and within the teacher’s class were dominating. But, the results of the lecture
within the lecturer’s class were not the same in each lecture and lead into the
different results of output. The visiting lecturers in Biology and Chemistry classes
utilized the spoken and written English in which their level of linguistic had been
adapted to make students understand the materials. From the adapted linguistic
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
50
level, it was expected that the students can reach higher linguistic level which
might lead to easier target language acquisition and mastery. On the contrary, the
Physics lecturer barely employed the adapted English linguistic level. The lecturer
took the presented materials given in the PowerPoint from the university
textbooks which could not give contribution to students to understand the
materials in easier target language.
d. The Handouts in Lecturer’s Class
The researcher did not find any misspelling or incorrectness in the words
or the sentence structure from the handouts given by the visiting lecturers within
their classes. This was because the lecturers compiled the materials for the
handouts from more than one university level authentic materials or textbooks.
The perfect word choice and sentence structure in the handouts helped the
students to understand the materials better and they would not find any
misconception in relation to the language use. But, the choice of taking the
materials from university level textbook made the linguistic level in the materials
was far higher than the students’ linguistic level.
5. Types of Content-Based Instruction Implemented
From the classroom observations done in the international class of SMAN
3 Yogyakarta, the researcher gathered the fact that the teaching-learning activities
in the international class of SMAN 3 Yogyakarta did not fully implement the three
CBI teaching models (Brinton et.al., 1989: 14): the Theme-Based Language
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
51
Instruction, the Sheltered Content Instruction, and the Adjunct Language
Instruction. They just seized little characteristics from each of the three CBI
teaching model and then applied them in the international class in combination.
The researcher found that the first CBI teaching model, Theme-Based
Language Instruction, was hardly employed in this international class of SMAN 3
Yogyakarta. The researcher did not see particular topics or scheme that were
employed as the basic teaching-learning activities and supplied rich input for the
lesson. Furthermore, despite the missing of the topic for teaching-learning
activities’ basis, the researcher did not see the willingness from the regular
teachers to provide the students’ language skills needs because they were barely
set up to accustom to use English as a means of communication and conveying
information in the class.
The international class of SMAN 3 Yogyakarta only implemented small
portion of Sheltered Content Instruction, as well as the second teaching model.
This is because the regular teachers were still having a training process to master
it. On the contrary, the visiting lecturers have been successful enough to deliver
the materials in English as the instructional language. But, they still have not
fulfilled the goal of Sheltered Content Instruction, which is at the same time
helping the students in both the language-related issue and the subject. The
visiting lecturers never supported students to use English as the instructional
language in the classroom and never gave the students supporting feedback in
their language use. The visiting lecturers did not become ideal role models to
enable students to improve their language skills.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
52
Adjunct Language Instruction as the third teaching model was also not
fully employed in the international class of SMAN 3 Yogyakarta. The
implementation of Adjunct Language Instruction ideally needs two teachers or
instructors in the same class with the same materials with different discussion.
The first instructor discusses everything related to the content of the subject
material, whereas the second one discusses everything related to the language
skills. The international class of SMAN 3 Yogyakarta did employ the model of two
instructors in the same class because they had both the regular teachers and the
visiting lecturers. Although they handled the same class, they put an emphasis in
the content of the materials, sometimes with different kinds of material, and never
discussed the language skills in the materials.
C. The Influences of CBI Implementation on Students’ Speaking
Participation
This part is going to answer the second problem in the problem
formulation. The discussion is divided into two sections, namely how speaking
skill is obtained in the international class of SMAN 3 Yogyakarta and the
influences of CBI implementation in the international class on the students’
speaking participation.
1. Speaking in the International Class of SMAN 3 Yogyakarta
This part explains the activity of teaching and learning speaking in the
international class of SMAN 3 Yogyakarta. The explanation consists of two
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
53
sections, namely the activity of speaking in the conversation class and the activity
of speaking in the science class for general. In the international class of SMAN 3
Yogyakarta, the activity of speaking is acquired in two different kinds of classes,
English class and science class. In the English class, students learn four different
skills in separated class with different teachers. They have conversation, writing,
reading, and listening class.
a. Speaking in the Conversation Class
The conversation class in SMAN 3 Yogyakarta had two teachers to handle
the same class in the same time. Both teachers divided the class into two groups
and gave them different materials and different tasks to complete. CBI requires
the teachers to teach the language skills in integrated way. This integrated way of
teaching could be seen in the conversation class, even though not all of the skills
were taught together, where the teachers tried to include at least two English skills
in one material presentation. The teachers divided the class into two groups and
asked one group to discuss and present their interpretation on English songs,
while the other group discussed and presented their interpretation on English
poem.
The researcher had an opportunity to observe one group of students
presented their analysis on the English poem. In this task, the students were not
only required to read the poem and present the analysis in English in front of the
class, but they are also asked to give the teacher the written outline of the
presentation. Here the researcher saw two different skills were exposed together,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
54
speaking and writing skill. In general, the flow of conversation class was
dominated with the students’ presentation. The students were asked to be as
creative and active as possible to deliver their presentations while the teachers
were acting as facilitator for students. At first, teachers gave the background
knowledge of the topic and let the students to develop it. During the assessment,
the teachers played role as the assessors and gave the written feedback for the
students. Unfortunately, the researcher did not have the opportunity to observe the
feedback process by the teachers, if any.
b. Speaking in Science Classes
In the science class, there were two types of teaching; one is the teaching
by regular science teachers, the other is the teaching by visiting science lecturers.
In the class conducted by visiting lecturers, all English skills were expected to be
used by lecturers and students were expected to actively speak English throughout
the classroom activity. The researcher had opportunities to observe the class
conducted by visiting lecturers in Biology, Chemistry and Physics (Appendix D
page 76). Different with the situation in the conversation class and the ideal
expectation, English speaking activity inside the Science class seldom happened.
It is because during the class observation, the researcher only saw one visiting
lecturer, the Chemistry lecturer, who delivered the materials in 98% of English.
However, she did not encourage the students to speak English actively to ask and
answer the questions in English. In Biology class by the visiting lecturer, the
lecturer used only 40% of her presentation in English at the beginning.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
55
Eventually, she used full Indonesian to present her materials. The Biology lecturer
did not encourage the students to use active English during the learning activities
as well. The students seldom asked questions, while the questions by the lecturer
were all in Indonesian, except when she was asking students to re-explain the
explanation by the lecturer in their own interpretation. The most extreme result
was found in Physics class by the visiting lecturer. He did not use English
actively; he presented the materials in Indonesian, except the material given in
PowerPoint. The students were never encouraged to use English during the class.
From the observation, the researcher found out that the lecturing situation
in lecturers’ class did not allow students to participate actively by using English.
They preferred to use Indonesian in discussion, questioning, and answering
questions unless they were asked by the lecturers to use English. CBI class is
supposed to be more as a learner-centred class and the lecturers are only as a
facilitator, but from the observation the researcher knew that the class was still
conducted as a teacher-centred class and the students did not participate actively.
2. The Influences of CBI Implementation in the International Class on
Students’ Speaking Participation
On the first part, it is seen how speaking activity in conversation and
reading class were conducted in the international class of SMAN 3 Yogyakarta. It
is stated by Richards and Rodgers (2001) that students in CBI should be active
learners and participators since the ideal class of CBI is conducted in learner-
centred class and the teachers play role as facilitators. Bailey (in Nunan, 2003:
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
56
54) proposed five principles for teaching speaking that help the students to
participate more in learning English speaking skill. All of the five principles are
discussed below.
a. Be Aware of the Differences between Second Language and Foreign
Language Learning Contexts
In the international class of SMAN 3 Yogyakarta, English was still taught
in foreign language context. This is due to the reason that English is not the
language of communication or second language of communication in Indonesia.
The students had difficulties to practice their English outside the classroomin
order to make English as their second language (Appendix C page 72). Moreover,
the teachers and visiting lecturers did not encourage the students in speaking
English as language of communication inside the class. It is because although they
were labelled as international class, the main spoken language of communication
is still Indonesian (Appendix D page 77).
b. Give Students Practice with Both Fluency and Accuracy
In the ideal portrait of executing this principle, the teachers are asked to
actively encourage the students to actively speak in English without the teachers
continuing to correct the mistakes that occur. Students must realize that making
mistakes are natural. Hence, by actively speaking in English, students have the
opportunity to enhance their speaking accuracy because they have more
experiences in understanding what the other speaker actually say. But the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
57
researcher did not see this principle conducted in the international class of SMAN
3 Yogyakarta except inside the conversation class (as seen in Appendix D pages
77-84). In the conversation class, students were asked to be actively involved in
the speaking activity and the teachers encouraged students to speak English
confidently without spending times in correcting the errors. On the contrary, the
researcher did not see this principle done in regular class. The students were not
encouraged to practice their language accuracy and to build their fluency since
they were not also encouraged to speak English inside the class. This is due to the
fact that the regular teachers and visiting lecturers did not have enough
background to handle CBI class.
c. Provide Opportunities for Students to Talk by Using Group Work or Pair
Work, and Limiting Teacher Talk
Only the conversation class conducted the learning activities in the form of
learner-centred. Both teachers only gave the main background knowledge for the
students and they were given plenty of time to practice their speaking skill. The
regular class still conducted the teaching learning activities in the form of teacher-
centred. The lecturers took most of the class’ time to present their materials and
left little time for the students to have discussions in the target language. In the
science class, according to the observation, the lecturers did not give time for the
students to discuss the materials given in the target language but in full
Indonesian. The lecturers did not give the students free time to ask questions or to
have discussion with their friends. The role of the students in the science class is
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
58
pure passive students since they were just waiting for the instructions from the
lecturers to do the activities, such as discussing or answering the instructor’s
questions.
d. Plan Speaking Tasks that Involved Negotiation for Meaning
The objective of the negotiation for meaning (clarification, repetition, and
explanation) is to make the learners get the person with whom they have the
conversation with to address them with language at level they can learn from and
understand (Bailey in Nunan, 2003). In the science class of the international class
of SMAN 3 Yogyakarta, the researcher did not see this principle implemented by
the lecturers. Since the classroom activity was conducted in teacher-centred way,
the students did not actively engage with the classroom activity. The tasks from
the lecturers were mostly in the form of written tasks that were done individually.
If there were any discussion among the students, the discussion was not done in
the target language but in Indonesian. This made the students did not have time to
interact with the lecturers or the other students in the target language. Hence, the
progress of the students in communicating using the target language was not
observed.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
59
e. Design Classroom Activities that Involve Guidance and Practice in both
Transactional and Interactional Speaking
Since in reality the language learners will have to speak the target
language in transactional and interactional settings, the teacher needs to produce
the speaking activities that cover both interactional and transactional purposes.
But, through the observation, the researcher did not see the lecturers employed
this principle in the classroom activities. The reasons are; first, because the
students did not fully involve in the classroom activities as active learners since
the lecturers conducted the class in teacher-centred. Second, because the students
did not participate in the classroom activity by speaking English as the target
language. Third, since the materials were given only through the lecturing without
opening active discussion with the students.
From the discussion in relation to the theories that the researcher stated in
Chapter two to answer the research questions, the researcher concluded that in
general, CBI were not fully implemented in the international class of SMAN 3
Yogyakarta. Meanwhile, related to the students’ participation, the researcher did
not found the influence of CBI implementation towards the students’ participation
in learning English speaking skill.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
60
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter includes two main parts in the research. The first one
discusses the conclusions that the researcher had based on the research, including
the comparison with the theories of CBI, international class and English speaking
skill, and also the results from the observations and interview. The second part of
this chapter discusses the suggestions from the researcher for the sake of better
CBI implementation in the international class of SMAN 3 Yogyakarta in particular
and in Indonesia for general.
A. Conclusions
The researcher concluded the results of the research after comparing the
theories of CBI, international class, and speaking with the results of the
researcher’s observations and interviews in SMAN 3 Yogyakarta. The conclusions
are related to the two research questions. The first is the significance of the
influences of CBI implementation in the international class of SMAN 3
Yogyakarta, and the second one is the influences of CBI implementation in the
international class of SMAN 3 Yogyakarta on the eleventh grade students’
speaking participation.
In relation to the first research problem, after seeing the observations
result, especially in relation to the role of teacher and learners, comprehensible
input, and three models of CBI, the researcher concluded that the international
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
61
class of SMAN 3 Yogyakarta did not fully implement the main principles of CBI
and there were no significant influences of the CBI implementation in the
international class. Hence, the international class here did not refer to a class in
which the teaching-learning activities implement the basic principles of CBI, but
referred to a class in which the teachers produced and presented the materials in
English.
In relation to the second research problem, the researcher concluded that
there was no significance influence of the CBI implementation in the international
class of SMAN 3 Yogyakarta on the students’ speaking participation. The
international class of SMAN 3 Yogyakarta paid more attention on the development
of students’ writing skill mastery and put aside the students’ development in
speaking skill. Teachers and lecturers of science class in SMAN 3 Yogyakarta who
were supposed to teach by using the target language as the language of
communication inside the class did not fully implement this CBI principle. Most
of the teachers and visiting lecturers used Indonesian for the reasons that they
were not prepared yet to use English all the time in the classroom and because
they were afraid their students did not comprehend their explanations. Moreover,
the teachers and lecturers still employed the teacher-centred classroom that made
the students only as the listeners and had little time to be the active speakers.
Therefore, students tended to be passive learners because the teachers and lecturer
did not give sufficient exposure and opportunity to practice their speaking ability
and they could not participate actively to practice their speaking skill inside the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
62
classroom. They also had difficulties to find the encouragement to speak English
outside of the class.
The researcher concluded that there was no significance influence of the
CBI implementation in the international class of SMAN 3 Yogyakarta on the
students’ speaking participation because of the inadequate implementation of CBI
in the international class of SMAN 3 Yogyakarta. This is because the teachers and
lecturers of the international class did not give students enough opportunity to
participate in the classroom activities that might result in students’ rapid
development of English speaking skill.
B. Suggestions
In relation to the conclusions that the researcher had, the researcher
provides two suggestions related to the CBI implementation in international class.
The researcher expected the suggestions will be constructive for the improvement
of Indonesia’s national education quality. These suggestions are expected to be
useful not only for SMAN 3 Yogyakarta, but also for all schools in general that
want to open international class or are operating international class.
The researcher’s first suggestion is related with the implementation of
CBI. It is suggested that all schools which will open their international class
should be well prepared. The researcher recommends those schools to re-learn and
really comprehend the basic principles of CBI and also prepare the human
resources who are ready to implement the CBI. For the schools that have opened
their international class, they are suggested to review their regulation and practice
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
63
in implementing CBI and try to implement the principles of CBI correctly.
Therefore, the researcher expected that CBI will be rightly implemented in the
international class for the sake of the students’ English improvement.
The researcher’s second suggestion is related to the improvement of the
students’ speaking participation. It is proven that the students have low
participation in speaking English without the help and encouragement from the
teachers. Thus, in Chapter Four, the researcher provides five principles to teach
speaking by Bailey to help the teachers provide right and clear way to enhance
students’ speaking participation in speaking English inside and outside the
classroom.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
64
REFERENCES
Ary, D., Jacobs, L.C. and Razavieh, A. 2002. Introduction to Research in Education: 6th Edition, California: Wadsworth/Thomson Learning.
Brinton, D.M., Snow, M.A. and Wesche, M.B. 1989. Content-based Second
Language Instruction. New York: Newbury House. Dewi, A.R.P. 2001. Speaking Instructional Materials for the Discussion Method
for the Intermediate Level Students. Yogyakarta: Sanata Dharma University.
Harmer, J. 2001. The Practise of English Language Teaching. New Edition. New
York: Longman. Holliday, A. 2002. Doing and Writing Qualitative Research. London: Sage
Publication, Inc. Ismarini, A.M. 2006. Why English is Difficult for Senior High School Students.
Undergraduate Thesis Yogyakarta: Sanata Dharma University. Kartono, G. 1984. Kedudukan dan Fungsi Bahasa Asing di Indonesia. Paper in
Politik Bahasa Nasional. Jakarta: Penerbit Nasional Balai Pustaka. Lightbown, P.M. and Spada, N. 2000. How Languages are Learned: Revised
Edition. Oxford: Oxford University Press. Maharani, D.F. 2006. Designing a Set of English Public Speaking Materials and
Evaluation Instruments Using the Competency-based Curriculum for the Pengembangan Wawasan Khusus Program of the First Grade Students of SMA 7 Yogyakarta. Yogyakarta: Sanata Dharma University.
Nunan, D. (Ed.). 2003. Practical English Language Teaching. New York:
McGraw Hill. Richards, J.C. and Rodgers, T.S., 2001. Approaches and Methods in Language
Teaching 2nd Edition. Cambridge: Cambridge University Press. Yin, R.K. 2003. Case Study Research: Design and Method. London: Sage
Publication, Inc.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
65
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
66
APPENDIX A
PERMISSION LETTER
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
68
APPENDIX B
INTERVIEW CHECKLISTS
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
69
INTERVIEW CHECKLISTS
1. Have you had English course outside the school? How long have you been
studying English?
2. How did you deal with the problem solving and deduction?
3. Are you nervous in making mistake and sounding silly when speaking the
language?
4. Is there plenty of time available for language learning to take place and plenty
of contact with proficient speaker of the language? Are you encouraged to use
English outside the class?
5. Do you receive corrective feedback?
6. What are the difficulties you faced in international class?
7. Do you find your English improving more rapidly during the international
class?
8. What is the biggest difference between learning English in a regular class and
international class?
9. Do you find sufficient exposure of English in the international class?
10. What do you think about international class? What are your suggestions
towards the international class?
11. Do you find it interesting to study in the international class?
12. Is it easy to express your ideas in English?
13. Do you think the program you are now in with English as the means of
delivering materials helps you to understand the structure of sentences?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
68
APPENDIX C
INTERVIEW TRANSCRIPTS
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
71
Interview with Pedro
1. Have you had English course outside the school? How long have you been
studying English?
Sudah pernah, di ELTI. Kalo belajar bahasa Inggris, sejak kelas 4 SD. Jadi dah
sekitar 8 tahunan lah.
2. How did you deal with the problem solving and deduction?
Lihat kamus, kalo enggak ya nanya temen yang sudah ngerti.
3. Are you nervous in making mistake and sounding silly when speaking the
language?
Ya pasti. Apalagi kalo speaking. Tapi harus dicoba juga. Kalo enggak, ga jadi-
jadi.
4. Is there plenty of time available for language learning to take place and plenty
of contact with proficient speaker of the language? Are you encouraged to use
English outside the class?
Enggak, soalnya mau ngomong ma siapa di luar kelas? Kalo kontak sama
mereka yang bener-bener ngomong Inggris, kayaknya kurang. Soalnya dosen-
dosen yang ngajar juga ga selalu ngomong pake bahasa Inggris.
5. Do you receive corrective feedback?
Pasti. Biasanya guru selalu ngasih tahu ini yang betul gimana. Pokoknya pasti
ngasih masukan lah.
6. What are the difficulties you faced in international class?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
72
Ya, gimana ya. Pastinya susah karena pake bahasa Inngris. Padahal bahasa
Inggrisnya murid belum tentu bagus.
7. Do you find your English improving more rapidly during the international
class?
Iya.
8. What is the biggest difference between learning English in a regular class and
international class?
Ya, kalo di international class kan pake bahasa Inggris, terus kalo kelas
regular kan pake bahasa Indonesia biasa. Lainnya kayaknya ga ada mbak.
9. Do you find sufficient exposure of English in the international class?
Enggak juga.
10. What do you think about international class? What are your suggestions
towards the international class?
Udah bagus lah, mbak. Kalo saran? Ya lebih ditingkatkan aja. Terus bahasa
Inngrisnya mungkin disesuaikan.
11. Do you find it interesting to study in the international class?
Ya.
12. Is it easy to express your ideas in English?
Enggak juga mbak. Soalnya kadang gat au mau ngomong gimana, terus vocab
sama tensesnya bikin susah.
13. Do you think the program you are now in with English as the means of
delivering materials helps you to understand the structure of sentences?
Iya juga sih mbak.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
73
Interview with Anna
1. Have you had English course outside the school? How long have you been
studying English?
Belum. Sejak kelas 3 SD.
2. How did you deal with the problem solving and deduction?
Tanya.
3. Are you nervous in making mistake and sounding silly when speaking the
language?
Pasti ada, tapi tetap harus mencoba.
4. Is there plenty of time available for language learning to take place and plenty
of contact with proficient speaker of the language? Are you encouraged to use
English outside the class?
Sebenarnya ada, tapi siswa kadang terlalu sibuk dengan bermacam-macam
hal. Terdorong, tapi tidak terlalu dilakukan.
5. Do you receive corrective feedback?
Kalo yang bahasa Inggris iya. Kalo kelas lain, tidak.
6. What are the difficulties you faced in international class?
Materi yang terlalu rumit akan susah diterima. Vocab dan pronunciation.
7. Do you find your English improving more rapidly during the international
class?
Lumayan berkembang.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
74
8. What is the biggest difference between learning English in a regular class and
international class?
Secara langsung tidak ada, hanya dari bahasa pengantar yang berbeda. Tidak
pakai penjelasan bahasa.
9. Do you find sufficient exposure of English in the international class?
Masih kurang.
10. What do you think about international class? What are your suggestions
towards the international class?
Nggak efektif, karena penjelasan dosen berbeda dengan guru. Kita belum tentu
ngerti. Saran? Tambahan jam bahasa Inggris.
11. Do you find it interesting to study in the international class?
Ya.
12. Is it easy to express your ideas in English?
Lumayan susah. Vocabulary.
13. Do you think the program you are now in with English as the means of
delivering materials helps you to understand the structure of sentences?
Lumayan juga.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
75
APPENDIX D
FIELD NOTES
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
76
Field Notes
Biology Class
Saturday, 3rd of May 2008
Class XIA1
Topic : Reproduction
Through a short conversation, the observers were able to observe another
science class in XIA1 that will have a guest lecturer, Biology Class. The guest
lecturer is from UGM also, along with the guest lecturer in Physics Class. She
seemed to have had her doctoral degree in Biology. The guest lecturer presented
the materials from the topic from her own notebook. She chose a good way to
explain about the cell reproduction with a lot of pictures and videos. The
materials, pictures and videos were in good written English regarding their
sentence structure, diction and vocabulary for they came from the authentic
material resources. At first, the guest lecturer were so promising for me, she said
that all process of the lecturing will be conducted in English, along with the
materials, pictures and videos that were in English.
The guest lecturer opened the class with moderate English and Javanese-
like pronunciation with several errors in diction and sentence structure. She
started to explain the topic in English and used the pictures and videos to help the
students understand. But, unfortunately, in the progress, she used less and lesser
English, and she ended up by keep explaining all in Indonesian.
The guest lecturer first explained all the material for the topic to the
students. She tended to rely on the videos and the pictures a lot to explain to
students. She didn’t give a deep explanation about the cell reproduction and only
gave short explanation about the register and the process. The students themselves
were already having a basic knowledge about the topic for they were able to
comment on the videos and pictures with correct answers and response. The
process of teaching-learning was teacher-centered, the guest lecturer only explain
and didn’t throw questions or hints that enable the students to get involved in the
teaching-learning process, the students were the passive learners. Some of the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
77
students didn’t pay good attention to the lecture, one of them on the back row was
even able to get sleep. This situation happened because the guest lecturer was only
paying attention on the continuation of materials presentation and she neglected
the students’ condition. She only paid attention on the students in the nearest row
with her.
When the lecturing was over, the teacher gave questions that needed
impromptu answer in relation to the cell reproduction topic to see the students’
comprehension for the topic. She chose the students randomly. She asked several
questions in Indonesian and the students answered them in Indonesian also. After
that, she chose several explanations that were in English and had been given
before. Then, she chose students randomly again to explain the English sentence
to the students’ own understanding in Indonesian. The students who read the
materials in English were lack of a good pronunciation and afraid of making
mistakes in pronouncing the words. The students had difficulties to explain them
in Indonesian although they had enough vocabulary items.
From the exercises given by the guest lecturer, I noticed that the majority
of the students were having a good comprehension for the topic and they were
able to re-stated them again with their own language and knowledge. The class
was ended without the guest lecturer gave other tasks for their homework. I also
noticed lately that the regular teacher didn’t involve in the lecturing process for
she didn’t stay in class during the teaching-learning process.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
78
Field Notes
Physics Class
Friday, 18th of April 2008
Class XIA5
08.35-10.10
By Mr. Triyana (UGM)
Topic : Thermodynamic, Theory and Approach
I didn’t have a chance to have an observation in class XIA1 as the sampled
class in my research. So, I took class XIA5 which had an opportunity to be taught
by the same guest lecturer in class XIA1. The consideration of taking the different
class out of my observed class was because I wanted to observe the way the
teacher or the guest lecturer teaches the International Class with a little
consideration in students’ behaviour. I didn’t observe particular things from the
students’ side, I only wanted to observe the way the lecturer conduct the class, did
he implement the CBI in his class, and the general response by the students.
The guest lecturer, as far as I know, is a lecturer from Physics Department
in UGM. He presented the materials using his notebook and OHP while he was
also explaining some important things from his materials. The materials presented
were all in English, with several schemes, pictures, and tables, which gave more
clearly explanation for the students. The materials were having some mistakes in
sentence structure, diction and vocabularies; for example, it was written ignitation
instead of ignition.
Unfortunately, the guest lecturer barely used English as his
communication language in the class. He only used English in several words and
register that all the students have known before. Prior the class, the guest lecturer
had small conversation with the observers and he said that he has difficulty in
using English for he doesn’t speak English well and he was afraid that the
students have difficulties in understanding the materials.
Regarding the materials given to the students in this session, apparently,
the materials are not the continuation from the regular materials given to the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
79
students by the regular teacher. So, the students had to learn something new
brought by the guest lecturer in a very short time. Moreover, the guest lecturer
didn’t give enough and thorough explanation related to the topic. Although the
guest lecturer explained the materials in English the students had to do the
exercise given in English with English language. The exercises seemed having no
relation to the topic given that day.
The teaching-learning style in this Physics Class was pure teacher-centered
for the guest lecturer explained all the materials and threw a small amount of
questions to the students to build their eagerness and attention. The students were
very passive. Only few of them asked questions, sadly in Indonesian language,
and answered briefly by the guest lecturer. Several students were not given
enough attention by the guest teacher because he apparently only paid attention to
the closest row with the teacher’s desk and neglected the other rows. This
situation caused some students in the back to be able to do their own business and
didn’t pay attention to the materials, even one of the students was able to open her
personal notebook and got busy with it during the class before she was
commented by the teacher.
Although the guest teacher had given the exercise in English, the class
didn’t have enough time to discuss the questions and the answers. So, the class
was ended and the students were asked to do the exercise at home and they were
asked to collect it to their teacher, not to their guest lecturer.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
80
FIELD NOTES
Date: April 14, 2008
9.45 – 10.30
SMAN 3 Yogyakarta
Chemistry Class (XI IPA 1)
I came to SMAN 3 Yogyakarta with Mita at around 9.15, before the first
period of break. Siddha and Riri could not come with us because they were stuck
in Thesis Writing class. Mita and I went to the teacher’s room directly to meet Bu
Ninik. We were supposed to arrange an observation schedule for her Chemistry
class. (OC: We felt a little petrified. Bu Ninik was never our favourite teacher in
SMAN 3 Yogyakarta).
After having a short argument with Mita of who should be talking to Bu
Ninik, I approached Bu Ninik who was just seen walking towards the teacher’s
room at around 9.30. (OC: The argument with Mita was important since neither of
us wanted to talk face to face with Bu Ninik. Unfortunately, I lost the argument). It
seemed that Bu Ninik was not in a good mood that morning since she snapped at
us, saying that we were late. She said that the class, which we were supposed to
observe, had already been started at 8.30. Mita and I stood in silence, because last
time Bu Ninik said that the Chemistry class for XI IPA 1 would be on Monday, 11
o’clock. That was why Mita and I came at 9.15, to arrange an observation
schedule with her and ask for her permission to conduct an observation in her
classroom. (OC: I was so sure that we heard it right; Monday at 11 o’clock.
Besides, there were the four of us who heard it from Bu Ninik. Could it be that all
of us heard it wrong?).
Being determined to fix the error as soon as possible, Mita and I directly
asked for Bu Ninik’s permission to conduct the observation after the break, which
would be on 9.45. She firmly nodded for approval and asked us to meet her again
before 9.45 so that we could go to the class together.
Mita and I then waited outside the teacher’s room, arguing the schedule for
XI IPA 1’s Chemistry class on Monday. I also sent a text message to Siddha,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
81
telling him that Riri and he could not possibly join us on conducting the
observation due to the schedule since our plan was that Mita and I arranged an
observation schedule prior the class so that the four of us can do the observation
together. Siddha replied, telling us to do the observation today while he and Riri
would do the next observation together. (OC: I thought that it sounded quite fair,
although Siddha and Riri were so lucky that they did not have to deal with Bu
Ninik and her bad mood that day).
At around 9.45, we followed Bu Ninik who was walking towards the
Multimedia Room alongside with a woman. It seemed that this woman was the
guest lecturer for Chemistry today. We entered the room together after taking off
our shoes outside the class since the room were covered in a thick layer of carpet.
Mita and I sneaked to the back of the class and sat on two empty seats. I
noticed that Bu Ninik sat in the front row, handing the entire class to the guest
lecturer. While the guest lecturer was still preparing for her lecture and students
were still walking here and there to find a better seat, I looked around to notice
that the Multimedia Room consisting of four noise-proof walls, a wide LCD
screen, a viewer, a big television set, and a whiteboard. (OC: Wow, what a room. I
can probably live in a room like this. Noticing the whiteboard, I thought that it
might have been there for teachers or lecturers who were not capable in
operating those modern electricity sets, hehehehe).
Soon, the guest lecturer started her lecture that day. It appeared to me that
the first Chemistry period was being used to Bu Ninik to deliver her material,
while the second Chemistry period was given to the guest lecturer. However, I did
not hear the lecturer greet the class or introduce herself to the class. And neither
the lecturer nor Bu Ninik introduced Mita and I to the class. (OC: Which made me
wonder: Did the lecturer greet the class and introduce herself to the class but I
could not hear that due to her low voice or because I did not pay enough attention
on her? And one more thing, was it considered as ‘normal’ to have two strangers
sitting at the back of your class while you were having a Chemistry lesson with a
lecturer you barely knew the name?).
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
82
The material of the lecturer’s Chemistry period was Acid-Base Titration.
She, then, gave out some handouts for the students. It was a five-page handout, all
written in English. Afterwards, she started to deliver the material of Acid-Base
Titration in English. (OC: At this point, I must say that I was impressed. Her
English was quite good. Well, actually, I was easily impressed by anything or
anyone). Her English fluency was quite good, although Mita and I agreed that she
needed to improve her grammar and pronunciation. (OC: The lecturer sometimes
took a moment of silence before she was going to utter a sentence. I think she was
just trying to get the sentence out right. And anyway, her pronunciation sounds a
bit too Javanese). During the material delivering, the lecturer mostly spoke
English to the class. She only used Indonesian to put emphasis on some points of
her teaching.
Despite the use of English in the teaching-learning activity, the lecturer did
not seem to know how to handle the class well. She did not take any effort to keep
the students focus on the materials given. She even ignored some students who
were busily talking to their friends or sending text messages through cell phones.
Some male students even put their cell phones on the table and sending text
messages or playing games and she did not even notice that. (OC: I must say that
it seemed a bit extreme to me). Bu Ninik did not do anything either. (OC: I guess
she was thinking that the class is totally the lecturer’s responsibility at that time.
However, I found it a little not responsible).
When it came to the exercise session, I was surprised to find the lecturer
led the session in Indonesian. She did not expect the students to answer in English
as well. However, some students managed to answer the questions in English,
with correct use of English terms. (OC: I actually expected the lecturer to lead the
session in English to encourage the students to speak English more). The lecturer
gave a positive feedback towards the students’ answer, but none of the feedback
was a compliment that the students were using English. (OC: I thought that the
whole idea of an international class is also for the teacher to encourage the
students to speak English, right?). During the exercise session, I noticed that Bu
Ninik was busy helping the students who were facing difficulties in finishing the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
83
exercise. (OC: Joining this class just reminded me why I did not choose science
programme on my third grade of high school. God, it was nightmare).
After a short wrap-up session as the closing session of the Chemistry
period, the class was finally over. The lecturer said, “Anak-anak, sebelum keluar
kelas tolong handout-nya dikumpulkan di meja saya ya.” There was a loud bell
interrupting the class and the students did not wait for the lecturer to stop; they
simply packed their belongings, hand in the handouts and leave the room. Mita
and I waited until most of the students have left the room before approaching the
lecturer. We thanked her for letting us doing our observation in her classroom and
asked whether or not we were allowed to borrow one of the handouts to copy it.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
84
APPENDIX E
PHYSICS HANDOUT
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
92
APPENDIX F
BIOLOGY HANDOUT
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
92
APPENDIX G
CHEMISTRY HANDOUT
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI