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D. Data Gathering Technique
The next step was to choose the data collection methods that would be used in the study. In this study, the researcher made some observations on the
implementation of Content-based Instruction principles in SMAN 3 Yogyakarta’s international class. With the purpose of avoiding the observer’s bias, the
researcher acted as a non-participant observer; meaning that the researcher interacted with the subjects enough to establish rapport but was not really
involved in the behaviors and activities of the group of research participants. During the observations, the researcher made some field notes to document any
phenomena happening in the class. Backstrom and Cesar 1981 propose that in a personal view, the
interviewer gathers information in the physical presence of the respondent. Accordingly, the researcher interviewed and held an informal discussion with the
headmaster and teachers in charge of the immersion program in order to get specific details that were useful for the research. In addition, the researcher also
collected samples of the research participant’s writing in the form of compositions. The two compositions were to be analyzed in terms of the
application of Subject-Verb Agreement.
E. Data Analysis Technique
Since it was a qualitative research, the data collected were in the form of words e.g. descriptions, observations, impressions, recordings, and the like. The
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
35 writer first organized and coded the large mass of data into several categories in
order to make it easier to interpret and describe them. In analyzing the data, the researcher compared and contrasted the data
collected with the literature review to see the ways in which they are similar and the ways in which they are different. By comparing the data collected from both
studies, the researcher might find out if there was any divergence in the implementation of the basic principles of Content-based Instruction in SMAN 3
Yogyakarta’s international class. To analyze the student’s English grammar accuracy, the researcher
observed the written grammar in the compositions written by the student. The first composition was written in the middle of the semester, while the second one was
written at the end of the semester. The influences of the English used in Mathematics and Sciences classes were determined by the number of mistakes
and correct sentences made by the student in each composition. Then, the researcher compared the results. If P-Man made more mistakes in the second
composition, thus the exposure to English had no significant influences on the student English grammar accuracy in writing. On the other hand, if he made fewer
mistakes in the second composition, thus the use of English had considerable influences on the student English grammar accuracy in writing
F. Research Procedure
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