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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

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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.


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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


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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.


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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


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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


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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


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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.


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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.


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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.


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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


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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


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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.


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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.


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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


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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


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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


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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.


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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


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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


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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.


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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.


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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.


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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


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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


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


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


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


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


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


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.


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


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.


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


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.


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


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


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


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.


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.


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


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.


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


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.


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.


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.


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,


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


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


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


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


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


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.


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,


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


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


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


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


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


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.


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


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,


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.


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:


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


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


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.


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.


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


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


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


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.


64

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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.


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66

APPENDIX A

PERMISSION LETTER


68

APPENDIX B

INTERVIEW CHECKLISTS


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?


68

APPENDIX C

INTERVIEW TRANSCRIPTS


71

Interview with Pedro


studying English?

Sudah pernah, di ELTI. Kalo belajar bahasa Inggris, sejak kelas 4 SD. Jadi dah

sekitar 8 tahunan lah.


Lihat kamus, kalo enggak ya nanya temen yang sudah ngerti.


language?

Ya pasti. Apalagi kalo speaking. Tapi harus dicoba juga. Kalo enggak, ga jadi-

jadi.




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.


Pasti. Biasanya guru selalu ngasih tahu ini yang betul gimana. Pokoknya pasti

ngasih masukan lah.



72

Ya, gimana ya. Pastinya susah karena pake bahasa Inngris. Padahal bahasa

Inggrisnya murid belum tentu bagus.


class?

Iya.



Ya, kalo di international class kan pake bahasa Inggris, terus kalo kelas

regular kan pake bahasa Indonesia biasa. Lainnya kayaknya ga ada mbak.


Enggak juga.



Udah bagus lah, mbak. Kalo saran? Ya lebih ditingkatkan aja. Terus bahasa

Inngrisnya mungkin disesuaikan.


Ya.


Enggak juga mbak. Soalnya kadang gat au mau ngomong gimana, terus vocab

sama tensesnya bikin susah.



Iya juga sih mbak.


73

Interview with Anna


studying English?

Belum. Sejak kelas 3 SD.


Tanya.


language?

Pasti ada, tapi tetap harus mencoba.




Sebenarnya ada, tapi siswa kadang terlalu sibuk dengan bermacam-macam

hal. Terdorong, tapi tidak terlalu dilakukan.


Kalo yang bahasa Inggris iya. Kalo kelas lain, tidak.


Materi yang terlalu rumit akan susah diterima. Vocab dan pronunciation.


class?

Lumayan berkembang.


74



Secara langsung tidak ada, hanya dari bahasa pengantar yang berbeda. Tidak

pakai penjelasan bahasa.


Masih kurang.



Nggak efektif, karena penjelasan dosen berbeda dengan guru. Kita belum tentu

ngerti. Saran? Tambahan jam bahasa Inggris.


Ya.


Lumayan susah. Vocabulary.



Lumayan juga.


75

APPENDIX D

FIELD NOTES


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


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.


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


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.


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,


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?).


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


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.


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APPENDIX E

PHYSICS HANDOUT


92

APPENDIX F

BIOLOGY HANDOUT


92

APPENDIX G

CHEMISTRY HANDOUT


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