50 level, it was expected that the students can reach higher linguistic level which
might lead to easier target language acquisition and mastery. On the contrary, the Physics lecturer barely employed the adapted English linguistic level. The lecturer
took the presented materials given in the PowerPoint from the university textbooks which could not give contribution to students to understand the
materials in easier target language.
d. The Handouts in Lecturer’s Class
The researcher did not find any misspelling or incorrectness in the words or the sentence structure from the handouts given by the visiting lecturers within
their classes. This was because the lecturers compiled the materials for the handouts from more than one university level authentic materials or textbooks.
The perfect word choice and sentence structure in the handouts helped the students to understand the materials better and they would not find any
misconception in relation to the language use. But, the choice of taking the materials from university level textbook made the linguistic level in the materials
was far higher than the students’ linguistic level.
5. Types of Content-Based Instruction Implemented
From the classroom observations done in the international class of SMAN 3 Yogyakarta
, the researcher gathered the fact that the teaching-learning activities in the international class of SMAN 3 Yogyakarta did not fully implement the three
CBI teaching models Brinton et.al., 1989: 14: the Theme-Based Language PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
51 Instruction, the Sheltered Content Instruction, and the Adjunct Language
Instruction. They just seized little characteristics from each of the three CBI teaching model and then applied them in the international class in combination.
The researcher found that the first CBI teaching model, Theme-Based Language Instruction, was hardly employed in this international class of SMAN 3
Yogyakarta . The researcher did not see particular topics or scheme that were
employed as the basic teaching-learning activities and supplied rich input for the lesson. Furthermore, despite the missing of the topic for teaching-learning
activities’ basis, the researcher did not see the willingness from the regular teachers to provide the students’ language skills needs because they were barely
set up to accustom to use English as a means of communication and conveying information in the class.
The international class of SMAN 3 Yogyakarta only implemented small portion of Sheltered Content Instruction, as well as the second teaching model.
This is because the regular teachers were still having a training process to master it. On the contrary, the visiting lecturers have been successful enough to deliver
the materials in English as the instructional language. But, they still have not fulfilled the goal of Sheltered Content Instruction, which is at the same time
helping the students in both the language-related issue and the subject. The visiting lecturers never supported students to use English as the instructional
language in the classroom and never gave the students supporting feedback in their language use. The visiting lecturers did not become ideal role models to
enable students to improve their language skills. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
52 Adjunct Language Instruction as the third teaching model was also not
fully employed in the international class of SMAN 3 Yogyakarta. The implementation of Adjunct Language Instruction ideally needs two teachers or
instructors in the same class with the same materials with different discussion. The first instructor discusses everything related to the content of the subject
material, whereas the second one discusses everything related to the language skills. The international class of SMAN 3 Yogyakarta did employ the model of two
instructors in the same class because they had both the regular teachers and the visiting lecturers. Although they handled the same class, they put an emphasis in
the content of the materials, sometimes with different kinds of material, and never discussed the language skills in the materials.
C. The Influences of CBI Implementation on Students’ Speaking Participation
This part is going to answer the second problem in the problem formulation. The discussion is divided into two sections, namely how speaking
skill is obtained in the international class of SMAN 3 Yogyakarta and the influences of CBI implementation in the international class on the students’
speaking participation.
1. Speaking in the International Class of SMAN 3 Yogyakarta
This part explains the activity of teaching and learning speaking in the international class of SMAN 3 Yogyakarta. The explanation consists of two
