44 solution, the school emphasizes more on written English for the time being while
they are continuously trying to improve the program. As gathered in the interview with the teaching team, in the upcoming years, English is expected to be used
fully in all teaching-learning activities. It means that the lack of spoken English issue will soon be attended to.
4. Comprehensible Input in the Material Delivery
Comprehensible input is defined as “challenging language that is slightly above the current linguistic level of the students which provides the foundation for
successful language acquisition” Krashen, 1985. In the international class of SMAN 3
Yogyakarta, the students supposedly received comprehensible input in the forms of modules and handouts.
a. The Modules
The modules used in Science and Mathematics classes were made by the teaching team consisting of the teachers of the Matematika dan Ilmu Pengetahuan
Alam MIPA subjects. They were written in English, so they provided more
exposure of written English. However, although the students did not have any serious challenges in understanding the language used in the modules, the
researcher found a number of incorrect sentence structures which might lead the students into misconception of the sentence meaning, for example “The moment
of inertia of an object about an axis is that property of the object that causes it to resist a change in its angular velocity about that axis
.” In the above sentence, the writers of the module used proper scientific
terms, namely moment of inertia, axis, and angular velocity. However, those
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
45 terms were not organized in the appropriate order so that the sentence was hard to
comprehend. Such case appeared especially when the modules being used in the teaching learning activities were the ones being compiled and translated by the
regular teachers. The poor sentences came from certain teachers’ lack of translating skill and English mastery.
b. The Handouts
In the lecturers’ class, materials were often given in the form of handouts. Most of the handouts given were taken from the authentic materials, mainly some
textbooks for university students. Therefore, the language used in the handouts was fairly good. The handouts contained no misspelled words or ambiguous
sentences which might make the students misunderstood the real meaning of them. For that reason, the handouts fulfilled the criteria of authentic materials in
Krashen’s comprehensible input theory 1985. However, they lacked in the adjustment of i + 1, which means that the language used should be a little above
the students’ current linguistic level, since their level of difficulty was far beyond that of the students. Thus, in general, the handouts might be challenging, but they
were not comprehensible enough for students.
5. General Analysis of The CBI Principles Implementation in the International Class of
