Theoretical Framework REVIEW OF RELATED LITERATURE

the exposure to English, the experience, and the broader knowledge compared to those of first year students. Another consideration of choosing the second year students was the fact that the third year students should not be disturbed and should place their concentration and the priority to the coming National Exam. Beside based on the fact that the second year students are having more exposure to the English, the sampling was also based on the consideration that the second year students are by far more relaxed because they have adjusted themselves to the school environment, whereas the first year should adjust themselves to their new school environment, which puts burden on them. Basically, the background knowledge of the samples on English Language was quite good because of the nature of the immersion class. Every student who is accepted in the international class has been selected by using a test, especially on English, and thus we could safely assume that their basic ability in English is quite good, compared to those in regular class. But, things needed to be taken into account were the talented people who were not interested in the immersion class, and thus were placed on the regular class. For the sake of the research reliability and validity, the researcher made use of random sampling, which draws a sample randomly from the whole population, so that it was not subject to the researchers biases. In this case, the list of population was generated through student number in the presence list. The number of the subject is n = N 2 + 1, in which N is the total number of population, to maintain the validity of the sample as well as limiting the probability of data saturation. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI The total number of students in the class is 38 N. So, the number of the sample is: n = 38 2 + 1 = 20 Seeing the result of the calculation, then the researcher would take 20 students out of the whole population.

3.3 Research Instruments

The research instruments employed in this research were the field notes of class activity, rubric for the document analysis, the interview checklist, and the tests. 1. Field Notes The field notes were employed as one of the research instruments to ensure the validity, reliability, and the objectivity of the observation. Other than that, it was also used to provide a clearer insight and references in analyzing the real teaching-learning activity as well as the unbiased judgement. The unbiased observation data was acquired through the division of the fact and the observer’s comment OC. The use of field notes is closely related to the first research question, the implementation of the main principle of Content Based Instruction in the immersion class. The result of the field notes can be seen in the Appendix 7 – 10. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 2. Rubric The rubric was adapted from the original Holistic Scoring rubric developed by Callahan 1997, as quoted in Hyland, 2002. There are five categories scored in the rubric, which are the awareness of audience and or purpose, the development of the idea and detail usage, organization of the composition, sentence structure used within the writing, and the word choice. Each category will be classified again in three levels, regarding the condition, as seen in the following table. Category Novice 1 Apprentice 2 Proficient 3 Distinguished 4 Awareness of the audience andor purpose Limited awareness of audience andor purpose Attempting to establish and maintain purpose and communication with the audience Focused on purpose, evidence of voice andor suitable tone Establishes and maintains clear focus; evidence of distinctive voice andor appropriate tone Idea development and details use Minimal idea development, limited details Unelaborated idea development, unelaborated andor repetitious details Depth of idea development supported by elaborated details Depth and complexity of ideas supported by rich details; insight analysis, reflection Organization of the composition Random andor weak organization Lapses in focus andor coherence Logical organization Careful andor subtle organisation Sentence structure Incorrect andor ineffective sentence structure Simplistic andor awkward sentence structure Controlled and varied sentence structure Variety in sentence structure and length Word choice Incorrect andor ineffective wording Simplistic andor imprecise language Acceptable, effective language Precise andor rich language Table 3.1 Rubric of writing proficiency PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI