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
The system of the international classes in SMA Negeri 3 was somehow different from the common system that is usually assumed and implemented in the
international class. Besides that these international classes did not conduct a pre- test and placement test, there were two sections or two types of teaching-learning
process in this particular international class in SMA Negeri 3. The first one is a class carried out by regular teacher and the second one is by substitute teachers.
The first section is when the regular teacher from SMA 3 taught the regular class. When the regular teacher walked into the class, the teaching-learning
40 process was fully in Indonesian. The teacher discussed and explained the material
in Indonesian. However, the modules and the exercises were given in English. The teacher, though, did not give exercises in English directly when the teaching-
learning process is in progress. The teacher somehow had prepared for the exercises in the form of modules or handouts before the class. According to the
teaching team of this school, this situation was done since not all of the regular teachers were prepared and skilled to teach their subjects in English for the whole
class. The second section is when the regular teacher is replaced by the high-
rank lecturers from some highly-reputed universities in Yogyakarta. It was expected that the class experienced full CBI class from the lecturers because they
were expected to give and to explain the material in English all the time. However, this expectation was rarely happened. A lecturer who has responsibility
to teach each subject only came to the class once a month. In that rare occasion itself, most of the lecturers did not fully employ English as the instructional
language in the teaching-learning process. The extreme case in the international class is when the Physics lecturer of XI grade students used Indonesian all the
time or 0 of English was used, whereas the English exposure was only given in the presented short-Power Point-material.
From the observation Appendix D page 81, only the Chemistry lecturer used English most of the time within the class, approximately 98, both in the
given material, notes, explanation, and in the class discussion. The Chemistry lecturer only used Indonesian to explain the topic when the students could not
41 comprehend topic. The Biology lecturer stated to the class at first that she would
use mixed language between English and Indonesian as the instructional mean in the class. But, eventually, she continued using Indonesian most of the time and
leaving only less than 40 in English. However, she still tried to use English in asking students to present their own interpretation towards the material and also to
answer the questions, and in providing the videos projected.
c. The Emphasis of the Language Use
