32 potentially affects his English grammar accuracy. Besides, there were also
questions related to the implementation of several principles of Content-based Instruction in his immersion class and the participant’s opinion on it.
2. Collection of Existing Information
Johnson 1992 describes collection of existing information as students’ written work or test data. In this study, the researcher collected the research
participant’s test results consisting of two English compositions to be analyzed in terms of the application of Subject-Verb agreement concord. The grammar
component was selected because the type of each composition is different. One of them is an explanation, while the other one is an argumentative kind. Therefore,
the researcher drew a line to connect both by finding the common element present in them, namely Subject-Verb agreement.
3. Observation
Ary 1999 defines observation as the most basic method in qualitative research which is more global than the one in qualitative studies. The purpose of
using this instrument is to know the complete description of behavior in a specific natural setting. In this study, an observation was done in a few science classes in
order to gain an insight into how the school ran its international classes with an emphasis on the implementation of CBI principles in the teaching-learning
activities. While observing, the researcher served as a non-participant observer.
Louis Cohen, Lawrence Manion, and Keith Morrison 2000 state that non-
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investigating and avoid group membership. The researcher applied this principle by sitting at the back of the classroom without participating or taking part in the
class activities.
4. Field Notes
Field notes are one of the most popular instruments in qualitative studies. Cohen et al. 2000 assert that the recording of observations in the form of field
notes is a frequent source of concern to inexperienced case study researchers. One interesting trivial point about field notes was said by Wolcott 1973 who
admitted that note-taking helped him fight the acute boredom that he sometimes felt while observing his case.
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, they were also used to provide a clearer insight and references in analyzing the real teaching-learning activities as well as the unbiased judgment. The
unbiased observation data were 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 Content-based Instruction principles in the immersion class of SMAN 3 Yogyakarta. The field notes in this study were
written by different observers, for it was a collaborative research conducted by four researchers.
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D. Data Gathering Technique
