12 subject matter such as math, science, social studies, art, and music in the target
language.” Ideally, the program is started from the elementary level; between the age
of two to puberty, which is believed as the best time for children to learn and acquire any languages in accordance with Critical Period Hypothesis Penfield
and Roberts, 1959 and Lenneberg, 1967. However, the initial immersion program in Indonesia was started behind schedule in secondary school level. Students of
these programs are exposed to English in their classes by using it the major means of delivering subject matters. They may sometimes use Indonesian when they find
difficulties in delivering what they want to say in the target language, yet the teachers try their best to respond to them in English in any possible situations.
2. Cambridge International Examinations curriculum
The curriculum used as a guideline in the international class of SMAN 3 Yogyakarta is specifically referred to as Cambridge International General
Certificate of Secondary Education IGCSE English as a Second Language. It provides syllabuses for English teachers in countries whose native language is not
English but whose students use English as a lingua franca or language of study. The curriculum has specific aims and assessment objectives which are constantly
consulted by the teachers in SMAN 3 Yogyakarta in running their programs.
a. The Aims of Cambridge IGCSE
The aims set out below describe the general educational purposes of a course in an English as a Second Language IGCSE examination, and are the same
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
13 for all students. They are not listed in order of priority. The aims are to develop
the ability to use English effectively for the purpose of practical communication, form a sound base for the skills required for further study or employment using
English as the medium, develop an awareness of the nature of language and language-learning skills, along with skills of a more general application, as well as
promote students’ personal development.
b. The Assessment Objectives of Cambridge IGCSE
The assessment objectives of Cambridge IGCSE 2010 are divided based on the four English skills as follows:
1 READING Candidates will be assessed on their ability to understand and respond to
information presented in a variety of forms, select and organize material relevant to specific purposes, recognize, understand and distinguish between facts, ideas
and opinion, as well as infer information from texts [Extended tier only]. 2 WRITING
Candidates will be assessed on their ability to communicate clearly, accurately and appropriately, convey information and express opinions
effectively, employ and control a variety of grammatical structures, demonstrate knowledge and understanding of a range of appropriate vocabulary, observe
conventions of paragraphing, punctuation and spelling, as well as employ appropriate registerstyle.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14 3 LISTENING
Candidates will be assessed on their ability to understand and respond to information presented in a variety of forms, recognize, understand and distinguish
between facts, ideas and opinions, select and organize material relevant to specific purposes, as well as infer information from texts [Extended tier only].
4 SPEAKING Candidates will be assessed on their ability to communicate clearly,
accurately and appropriately, convey information and express opinions effectively, employ and control a variety of grammatical structures, demonstrate
knowledge of a range of appropriate vocabulary, engage in and influence the direction of conversation, as well as employ suitable pronunciation and stress
patterns.
3. Content-based Instruction a. Definition of Content-based Instruction
