A Brief Overview of the International Class in SMAN 3 Yogyakarta

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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

In this chapter, the researcher will first submit the research findings. They will be presented in accordance with the problem formulations proposed in Chapter I; the implementation of CBI principles in the international class of SMAN 3 Yogyakarta and the influences of the English exposure towards the student English grammar accuracy. Then, each problem will be discussed and analyzed using theories that are stated in the review of related literature.

A. The Implementation of Content-based Instruction Principles in the International Class of

SMAN 3 Yogyakarta This section describes and discusses the implementation of CBI principles and the use of English in the international class of SMAN 3 Yogyakarta which includes a brief outline of the program to give the readers a clear illustration of the research setting, the teaching system used in it, the emphasis of the language used, and the comprehensible input in the material delivery.

1. A Brief Overview of the International Class in SMAN 3 Yogyakarta

The researcher interviewed some of the teaching staff to get some introductory concepts of the research subject before starting the research. Based on the information given by the teachers, the type of international class applied in SMAN 3 Yogyakarta was different from the common type people usually think of in which all lectures are delivered in English. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 40 The first fact acquired from the interview was that the authority applied the method to all classes of the first and second year without exceptions. The third year students were excluded considering the importance of reaching the best results in the national exam UAN. Therefore, the teachers thought it was best to focus more on the materials than the language used in delivering the lectures for the third grade. Furthermore, the teachers interviewed mentioned that the Content-based Instruction method was partly applied, for there were only four lessons, namely Physics, Biology, Chemistry, and Mathematics which were delivered in English. This goes along with Stephen D. Krashen and Tracy D. Terrell’s suggestion that “Content activities refer to learning academic subject matter such as math, science, social studies, art, and music in the target language.” 1983 Those subjects were chosen to be the models of CBI principles implementation because, in fact, most of the English specific terminologies used in them are similar with the commonly-used Indonesian terms. This reasoning led the teaching team to expect no difficulties for the students in learning, since it was easy for them to refer the English terms to the Indonesian ones which are not much different. This way, the students might acquire new vocabulary items more easily, since they would automatically work out both the English and Indonesian terms to get the meaning while learning the new words for the first time.

2. The Teaching System