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 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
