25 Phillips 2003 regards Subject-Verb agreement as a simple matter in the sense
that if the subject of the sentence is singular, then the verb must be singular, while if the subject is plural, then the verb must follow.
Even though it is considered pretty simple, beginning ESLEFL learners often make mistakes regarding Subject-Verb agreement. According to Celce-
Murcia, Larsen-Freeman, and Williams 1999, they tend to simplify and leave off altogether the third person singular inflection, overgeneralize the inflection and
apply it to uninflected forms i.e. modals, auxiliaries, or verbs following modals, overuse it as an agreement marker with subjects of inappropriate person or
number, and interpret the –s ending as a plural marker on the verb to be used in agreement with plural subjects.
According to Bram 1995, there are several things to consider in terms of Subject-Verb agreement which include the use of masculine and feminine
pronouns as well as singular and plural forms of verbs and pronouns. Awareness of the forms of nouns after one, a, an, each, another, every, both, many, thisthat,
thesethose, a few, and much is also important.
B. Theoretical Framework
In this section, the writer will summarize and synthesize all major relevant theories mentioned in the previous chapter to answer the research questions. The
questions addressed are related to the implementation of Content-based Instruction in the international class of SMAN 3 Yogyakarta and the effects the
English used on the student English grammar accuracy in writing.
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26 The researcher proposed the English language learning in Indonesia as the
broad major topic of this research. She aims to analyze the implementation of the core values of Content-Based Instruction in immersion programs and then relate
the exposure to English to the students’ English grammar accuracy in writing. The objectives of the Cambridge International Examinations used in the international
class of SMAN 3 Yogyakarta will also give a valuable insight into the execution of the school’s international class. The principles of Content-Based Instruction
which is used as the method of teaching in the programs may also contribute some important points in the study and the nature of English grammar, in both the
teaching and learning, is a significant foundation in solving the research problem. The discussion is then continued by analyzing the students’ compositions
in terms of their mistakes in Subject-Verb agreement. Therefore, Subject-Verb agreement rules will specifically be used as the basis in evaluating the students’
work. Besides, to create balance and fairness in assessing the students’ compositions, the writer will also value correct basic English grammar rules used
by the students in their writing. In short, the researcher will use the theories of CBI to reveal the activities
done in the teaching learning process as well as to see if the English used somehow affects the student English grammar accuracy in writing. The theories of
Subject-Verb agreement will also be employed to analyze the student compositions to see if there are any changes in terms of Subject-Verb agreement
mistakes made by the student over time. This will be done by comparing the number of mistakes made in each sample of writing.
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27
CHAPTER III METHODOLOGY
In this chapter, the researcher will discuss the methods of research and analysis. This section will be presented in several subdivisions; Research Method,
Research Participant, Research Instruments, Data Gathering Technique, Data Analysis Technique, and Research Procedure.
A. Research Method
This research deals with the implementation of the main principles of Content-based Instruction in the international class of SMAN 3 Yogyakarta and
the influences of the English used in materials delivery on the student English grammar accuracy in writing. The two phenomena are worth-studying because an
international class is an existing trend in education and thus an illustration of how the principles of CBI are put into practice in it and the influences of the English
used on the student English grammar accuracy in writing are interesting to be explored.
Generally, the research is a qualitative study as it enables descriptions and analyses on its focal points, while specifically, the type of research chosen to
address the research questions is a case study. According to Creswell 2007, a case study research is a qualitative approach in which the investigator explores a
bounded system a case or multiple bounded systems cases over a period of time, through detailed, in-depth data collection and reports a case description as
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