58 pure passive students since they were just waiting for the instructions from the
lecturers to do the activities, such as discussing or answering the instructor’s questions.
d. Plan Speaking Tasks that Involved Negotiation for Meaning
The objective of the negotiation for meaning clarification, repetition, and explanation is to make the learners get the person with whom they have the
conversation with to address them with language at level they can learn from and understand Bailey in Nunan, 2003. In the science class of the international class
of SMAN 3 Yogyakarta, the researcher did not see this principle implemented by the lecturers. Since the classroom activity was conducted in teacher-centred way,
the students did not actively engage with the classroom activity. The tasks from the lecturers were mostly in the form of written tasks that were done individually.
If there were any discussion among the students, the discussion was not done in the target language but in Indonesian. This made the students did not have time to
interact with the lecturers or the other students in the target language. Hence, the progress of the students in communicating using the target language was not
observed. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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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.
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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
