proficiency. However, in the deeper analysis, it was found that the significant increases were in the learners’ awareness and organization. Those two aspects
were not directly influenced by the implementation of the Content-Based Instruction. Instead, those two criteria were the main material of English class in
the second semester, which mean that the students received drilling in those criteria.
The wording and structure criteria, which were supposed to get more exposure from the implementation of Content-Based Instruction, underwent no
significant increase. It should also be noted that the wording criteria was the highest scored criterion in the pre-test, and still remained as one of the highest
scored criteria in the post-test. An interesting phenomenon happened within wording criterion, as some students underwent decreasing score. At the closer
analysis, the decrease happened as they wrote scientific things in the pre-test and social things in the post-test. Thus, the vocabulary mastery in this case focused
more on the science-related register. Within these two criteria, the researcher also found that there was a great deal of L1 interference. The arbitrary use of word
caused by the confusion of semantic properties from L1 and L2 and interference from L1 grammar had strengthened the finding.
In conclusion, the imperfect implementation of the Content-Based Instruction brings no significant improvement towards students’ English writing
skill proficiency. The lack of exposure of the authentic material did not facilitate the significant growth of students’ English proficiency as it is supposed to take
place in the theory of Content-Based Instruction. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5.2 Suggestions
This part consists of two parts. They are the suggestions for the future researches and suggestions for the SMAN 3 Yogyakarta. The first section concerns
with future researchers who are interested in the study of Content-Based Instruction or international class in Indonesia. Considering that this has become a
widespread phenomenon within nation, the further and various studies regarding this matter are still needed to criticize and bring improvement towards education
in Indonesia. The next section concerns on the implementation of the approach within
the school. To be able to provide a better improvement towards educational system, this research has provided several suggestions. These suggestions are
expected to bring about betterment.
5.2.1 Suggestions for Future Researchers The main discussion of this study is the general implementation of the
content-based instruction and its influence towards students’ English writing skill proficiency. Since this is a new matter in Indonesia, and this research is a pioneer,
there are many aspects left to be elaborated further. By conducting follow-up researches, there will be more and more development within the Indonesian
educational system. Stepping from the general discussion within this research, the researcher
saw that there are many different aspects yet to elaborate. The further researches can conduct the analysis on the more in-depth factors, such as the difference in
female students and male students, as well as in how they differ and in what criterion can they perform better. The analysis on different and specific genre can
also be conducted, since this research only utilizes the general essay. The different setting in which Content-Based Instruction has been fully
implemented can also be used to see whether it really brings about an improvement or not. This can make up two different studies. One might concern
only with the whole new situation of full and perfect implementation of Content- Based Instruction. The other might come with the comparison study of two
different settings, combining both in-depth research and quantitative research.
5.2.2 Suggestions for SMAN 3 Yogyakarta Seeing from the implementation of the Content-Based Instruction in the
international class of SMAN 3 Yogyakarta, the researchers suggests them to study more on the basic principles. By studying the basic principles, the program will be
expected to undergo betterment, both in the teaching-learning process as well as the outcome. The full utilization of the Content-Based Instruction is not solely
delivering some materials using English. Thus, the training of the teacher should not be solely in the language proficiency, but also in the teaching technique and
methodology. The adjustment in the material should also be done, regarding the students’
level of understanding. The adjustment should make the material more comprehensible. Thus, this might help with their acquisition in second language
