Theoretical Framework REVIEW OF RELATED LITERATURE

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B. Theoretical Framework

The major theories that have been stated above are used by the researcher to conduct the research. They are the basic theory of Content-Based Instruction, the theory of International Class, and the nature of Speaking. CBI is an approach to Second Language Teaching in which teaching is organized around the content or information that the students will acquire, rather than around a linguistic or other types of syllabus. The theory of CBI also becomes the major basis and the main influence in conducting the international class. From the theory above, the researcher assumes that SMAN 3 Yogyakarta has already conducted the international class with its deep deliberation in applying the theory of CBI in its international class. The theory of CBI afterward is used to identify whether the teaching-learning activities done in the international class have really been conducted inside CBI framework and objectives. The theory of CBI is used later in data gathering analysis to answer the first research problem, namely, how significant is the influence of CBI implementation in the international classes. The basic understanding and meaning of international class is that this is becoming a particular kind of class which lies under the theory of CBI. This class focuses on the meaning and the context of the daily life, so it does not focus on the structure or linguistic matter of the language. International class is a very specific class which is different from any standard classes in school. It focuses on the learners’ Second Language Acquisition. In Indonesia, international class would refer to a class that uses English as the major means of communication in 26 the classroom activities. The theory of International Class above then helped the researcher to see and decide whether SMAN 3’s international class has already obtained the main characteristic of the real international class, using English as the means of communication, or whether the label of international class is not appropriate to be used in SMAN 3’s international class. The theory of CBI and its implementation in the international class is then used to see the real implementation of CBI in the international class of SMAN 3 Yogyakarta related with the students’ speaking participation. Speaking is chosen because it is still considered as the hardest language skill to learn. Moreover, speaking happens in real time that makes the speaker has to respond directly to what the other speakers have said and there is no chance for revising. Speaking skill is also defined as the ability to speak fluently presupposes not only knowledge of language features, but also the ability to process information and language “on the spot”. Related with CBI, it is considered that the second language class value immersion class lies not in the grammar instruction but in the simpler “teacher talk” and the students will be able to speak fluently not by practicing talking but by understanding input through listening and reading. The researcher then used the Principles of Teaching Speaking as the main guidance to see whether the teachers of international class of SMAN 3 Yogyakarta have helped the students to practice talking and also to see the students’ speaking participation. 27

CHAPTER III METHODOLOGY

In this chapter, the researcher discusses all the methodologies which were being used in conducting the research. There are several sub-titles in this discussion: method, research participants, research instruments, data gathering technique, data analysis technique, and research procedures.

A. Method

This research was classified into qualitative research. It focuses on understanding social phenomena from the perspective of the human participants in the study Ary, Jacobs, Razavieh, 2002:22. The researcher decided to use the qualitative research method for it was appropriate to a research which faced several different variables in the cases being researched. According to Holliday, qualitative research presents a statement about reality and social life 2002:1. By considering all the variables that the cases had, the researcher hoped that the result of the research would be dependable, would have minimum research bias, and also would be reliable and valid. The other reason would be that qualitative research was considered to be a method which gives better, thorough, and trustworthy result to the research. The methodology that the researcher used to find the answer of the research was descriptive study. The descriptive study served as the primary study of the research. In the descriptive study, the researcher used the multiple data collection to obtain more than one point of view from the