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B. The Significance of the Influences of Content-Based Instruction Implementation in the International Class
This section particularly discusses the holistic Content-based Instruction that is implemented in the international class in SMAN 3 Yogyakarta and its
significant influences. The discussion includes brief overview of this international class to give brief and clear explanation of the real condition in the research
setting. The implementation of this method is also discussed in some sections of the role of teacher and learners within the class, the analysis of the authentic
material used in the teaching learning process based on the consideration of the principle of comprehensible input, as well as the type of the content-based
instruction implemented.
1. Brief Overview of International Class in SMAN 3 Yogyakarta
This section provides the lecture activities that happened in the international class of SMAN 3 Yogyakarta during the researcher’s observation.
This brief overview contains the implementation of CBI, the system of the classes, and the emphasis of the language use.
a. The Implementation of Content-Based Instruction
Before the researcher conducted the research in the international class in SMAN 3 Yogyakarta
, the researcher had brief interview with the international class teaching team to gather basic background about this international class.
From the discussion with the teaching team, the researcher found out that SMAN 3 Yogyakarta
did not fully implement the CBI in its international classes. In reality, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
39 Content-Based Instruction was only implemented in Science Class for Biology,
Physics, and Chemistry subject. It was because the terms and register that are used in these subjects had little differences with those of Science in Indonesian. For
example, from what the researcher had found in the modules and handouts, the terms Thermodynamics in Physics Appendix E page 88 is usually translated into
Termodinamika in Indonesian, the terms Hydrostatic is translated as Hidrostatis,
Chemistry terms Titration is translated as Titrasi, Biologic terms Plasma Membrane
and Prokaryotic is translated as Membran Plasma and Prokariotik, and many more Appendix F page 91. Hence, the learners were expected to have
better understanding in these fields for they do not have to memorize or learn about the different terms and registers in English and Indonesian. The teaching
team also expected the students to be able to acquire new vocabulary easier, since the students experience the deduction process automatically.
b. The System of the Classes
