Data Analysis Technique METHODOLOGY

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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

This chapter presents the research results and the answers to the formulated problems. This chapter contains two main sections, namely the discussion of Content-Based Instruction CBI implementation in the international class of SMAN 3 Yogyakarta and the influences of CBI implementation to the eleventh grade students’ reading comprehension. Each analysis is discussed in accordance with the theories stated in the review of related literature section, field notes, and also the interviews conducted with the research participants and the teaching team of the international class of SMAN 3 Yogyakarta.

4.1 Content-Based Instruction Implementation in the International Class of SMAN 3 Yogyakarta

This section discusses Content-Based Instruction CBI implementation in the international class of SMAN 3 Yogyakarta. The discussion includes the basic nature of the international class of SMAN 3 Yogyakarta, the roles of teacher and learners during the classroom activities, the analysis of the authentic materials used in the teaching-learning activities based on the principles of comprehensible input, and the type of CBI which is implemented. This discussion is expected to give a brief yet clear portrayal of the teaching-learning activities in the international class of SMAN 3 Yogyakarta that the researcher encountered during the research. Thus, this section addresses the first formulated problem. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 39

4.1.1 The International Class of SMAN 3 Yogyakarta

This section discusses the overview of the teaching-learning activities taking place in the international class of SMAN 3 Yogyakarta throughout the research. The overview covers the brief overview of Content-Based Instruction implementation, the teaching technique of the international class, and the emphasis on the language use.

4.1.1.1 The Brief Overview of Content-Based Instruction Implementation

The international class of SMAN 3 Yogyakarta did not implement Content- Based Instruction CBI in all subjects being taught. CBI implementation only took place in Science classes, namely Physics, Chemistry, and Biology classes. According to the teaching team of the international class, the consideration on implementing CBI only in those classes was mainly because the terms which were used in those subjects were not too different from the translated terms which are generally used in Indonesian. Several examples found in the modules and handouts were terms such as ‘sodium carbonate’ and ‘acetate ion’ in Chemistry translated as sodium karbonat and ion asetat see Appendix 5 pp. 84-88, ‘moment of inertia’ and ‘kinetic energy’ in Physics translated as momen inersia and energi kinetik see Appendix 4 pp. 79-82, and also ‘cell membrane’ and ‘Golgi body’ in Biology translated as membran sel and badan Golgi see Appendix 3 pp. 74-77. The teaching team of the international class in SMAN 3 Yogyakarta expected the system of translation as elaborated above could lead the students into a better understanding of the materials, especially considering the similarity found in the terms. Thus, it is expected that through the system of translation, the