ENGLISH LANGUAGE EDU DEPARTMENT OF LANGUA FACULTY OF TEACHERS THE INFLUENCES OF THE ENGLISH USED IN THE INTERNATIONAL CLASS OF SMAN 3 YOGYAKARTA TOWARDS THE STUDENT ENGLISH GRAMMAR ACCURACY: A CASE STUDY A THESIS Presented as Partial Fulfillment of the Re
THE
IN THE INTE TOWARDS TH Presente to ENGLISH L DEPARTME FACULTY O E INFLUENCES OF THE ENGLISH USED
TERNATIONAL CLASS OF SMAN 3 YOGY THE STUDENT ENGLISH GRAMMAR AC A CASE STUDY A THESIS nted as Partial Fulfillment of the Requiremen to Obtain the Sarjana Pendidikan Degree in English Language Education
By Brigitta Andriani Lestari
Student Number: 041214029
LANGUAGE EDUCATION STUDY PROG MENT OF LANGUAGE AND ARTS EDUCA Y OF TEACHERS TRAINING AND EDUCA SANATA DHARMA UNIVERSITY YOGYAKARTA ED GYAKARTA
ACCURACY: ents
OGRAM CATION CATION
THE
IN THE INTE TOWARDS TH Presente to ENGLISH L DEPARTME FACULTY O E INFLUENCES OF THE ENGLISH USED
TERNATIONAL CLASS OF SMAN 3 YOGY THE STUDENT ENGLISH GRAMMAR AC A CASE STUDY A THESIS nted as Partial Fulfillment of the Requiremen to Obtain the Sarjana Pendidikan Degree in English Language Education
By Brigitta Andriani Lestari
Student Number: 041214029
LANGUAGE EDUCATION STUDY PROG MENT OF LANGUAGE AND ARTS EDUCA Y OF TEACHERS TRAINING AND EDUCA SANATA DHARMA UNIVERSITY YOGYAKARTA ED GYAKARTA
ACCURACY: ents
OGRAM CATION CATION
A Thesis on
THE INFLUENCES OF THE ENGLISH USED
SMAN 3 YOGYAKARTAIN THE INTERNATIONAL CLASS OF
TOWARDS THE STUDENT ENGLISH GRAMMAR ACCURACY:
A CASE STUDY
Prepared and Presented by BRIGITTA ANDRIANI LESTARI
Student Number: 041214029 Approved by
Sponsor Dr. Retno Muljani, M.Pd. Date: 5 July 2011
A Thesis on
THE INFLUENCES OF THE ENGLISH USED
IN THE INTERNATIONAL CLASS OF SMAN 3 YOGYAKARTA
TOWARDS THE STUDENT ENGLISH GRAMMAR ACCURACY:
A CASE STUDY
By BRIGITTA ANDRIANI LESTARI
Student Number: 041214029 Defended before the Board of Examiners on 29 July 2011 and Declared Acceptable
Board of Examiners
Chairperson : C. Tutyandari, S.Pd., M.Pd. __________________ Secretary : Made Frida Yulia, S.Pd., M.Pd. __________________ Member : Dr. Retno Muljani, M.Pd. __________________ Member : Carla Sih Prabandari, S.Pd., M.Hum. __________________ Member : Gregorius Punto Aji, S.Pd., M.Hum. __________________
Yogyakarta, 29 July 2011 Faculty of Teachers Training and Education Sanata Dharma University Dean,
i iv
STA ATEMENT OF WORK’S ORIGINALITY
I honestly declare tha hat this thesis, which I have written, does not c not contain the work or parts of the work of k of other people, except those cited in the quot quotations and the references, as a scient entific paper should.
Yogyakarta, 29 July 2011 The Writer
Brigitta Andriani Lestari 041214029
ABSTRACT
Andriani Lestari, Brigitta. 2011. The Influences of the English Used in the
International Class of SMAN 3 Yogyakarta towards the Student English Grammar
Accuracy: A Case Study . Yogyakarta: English Language Education Study
Program, Sanata Dharma University.
SMAN 3 as one of the best high schools in Yogyakarta has been running
international classes for a while. The teaching-learning activities in the international classes are based on some principles of Content-based Instruction (CBI) and Cambridge International Examinations (CIE) curriculum. Principally, CBI allows students to learn English through maximum exposure to content that is interesting and relevant to them. Its main goal is the mastery of the subject matter. Therefore, the language mastery will be the by-product of its implementation. For that reason, it is interesting to relate the English used in the international class to students English grammar accuracy in writing, for both grammar and writing are not of the highest priority in either CBI or CIE curriculum.
This study was aimed to address the following research problems: (a) how the principles of Content-based Instruction are implemented in the international class of SMAN 3 Yogyakarta, and (b) how the English used in the international class influences the student English grammar accuracy in writing in terms of the application of Subject-Verb agreement.
In order to provide answers to the research questions, the researcher conducted a case study in class XI A1. Due to time limitation, it was decided that the study would focus on one research participant who was chosen because of his unique characteristics. To acquire required information to answer the first question, the researcher conducted observations, wrote field notes, and held interviews. An interview with the research subject then was done to gather personal details that might be useful to answer the second research question. The researcher also collected samples of the student’s writing. The data then were analyzed and related to the theories of CBI and Subject-Verb agreement.
The research discovered that the implementation of CBI principles in the international class of SMAN 3 Yogyakarta was not ideal because the school has only managed to apply three out of the six major principles. However, the imperfect implementation worked one way or another. This discovery is supported by the second finding that the samples of the student’s compositions, which were written in different points along the timeline of the semester, showed some positive development.
In conclusion, the English used as the means of delivering materials in Mathematics and Science classes has brought about some constructive changes to the student English grammar accuracy in writing. However, due to the size of the study, other researchers might consider conducting a bigger study with a bigger population of research subjects to get a larger picture of the topic.
ABSTRAK
Andriani Lestari, Brigitta. 2011. The Influences of the English Used in the
International Class of SMAN 3 Yogyakarta towards the Student English Grammar
Accuracy: A Case Study . Yogyakarta: Program Studi Pendidikan Bahasa Inggris,
Universitas Sanata Dharma.
SMAN 3 sebagai salah satu sekolah menengah atas terbaik di Yogyakarta telah mengadakan kelas internasional selama beberapa waktu terakhir. Kegiatan belajar-mengajar di kelas internasional tersebut mengacu pada beberapa prinsip
Content-based Instruction (CBI) dan kurikulum Cambridge International
Examinations (CIE). Pada dasarnya, CBI berusaha untuk meningkatkan
kemampuan bahasa Inggris siswa dengan mengajarkan materi yang menarik dan sesuai dalam bahasa Inggris. Fokus utama dari CBI adalah penguasaan mata pelajaran sehingga kemampuan bahasa Inggris adalah produk sampingan dari penerapan metode ini. Oleh karena itu, menemukan pengaruh penggunaan bahasa Inggris di kelas internasional terhadap kemampuan struktur bahasa siswa dalam menulis adalah suatu hal yang menarik karena struktur bahasa dan kemampuan menulis bukanlah prioritas utama dalam CBI maupun CIE.
Penelitian ini bertujuan untuk menjawab dua masalah berikut: (a) bagaimanakah prinsip-prinsip CBI diterapkan di kelas internasional di SMAN 3 Yogyakarta, dan (b) apakah pengaruh penggunaan bahasa Inggris di kelas internasional terhadap akurasi penggunaan rumus kesesuaian antara subjek dan kata kerja dalam tulisan siswa.
Untuk menjawab kedua pertanyaan di atas, peneliti mengadakan studi kasus di kelas XI A1. Karena keterbatasan waktu, peneliti memutuskan untuk memusatkan perhatian pada seorang siswa sebagai subjek penelitian yang dipilih karena keunikkannya. Peneliti mengadakan observasi, wawancara, dan membuat catatan untuk memperoleh informasi yang dibutuhkan untuk menjawab pertanyaan pertama. Kemudian peneliti mengadakan wawancara terpisah untuk mendapatkan informasi pribadi yang berguna untuk menjawab pertanyaan kedua. Selain itu, peneliti juga mengumpulkan contoh hasil tulisan siswa tersebut untuk diteliti. Data yang diperoleh kemudian dianalisis dan dikaitkan dengan teori-teori CBI dan kesesuaian antara subjek dan kata kerja dalam kalimat.
Hasil penelitian menunjukkan bahwa penerapan prinsip-prinsip CBI di kelas internasional di SMAN 3 Yogyakarta tidaklah ideal karena hanya tiga dari enam prinsip utama yang berhasil diterapkan. Akan tetapi, penerapan seperti itu pun tampaknya cukup berhasil. Hal ini didukung oleh penemuan kedua yang menunjukkan bahwa ada peningkatan dalam hasil tulisan siswa yang ditulis dalam waktu berbeda di sepanjang semester.
Sebagai kesimpulan, penggunaan bahasa Inggris di kelas internasional di SMAN 3 Yogyakarta membawa pengaruh positif terhadap akurasi penggunaan rumus kesesuaian antara subjek dan kata kerja dalam tulisan siswa. Akan tetapi, mengingat kecilnya ukuran penelitian ini, peneliti-peneliti lain bisa mengadakan
LEM EMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KAR ARYA ILMIAH UNTUK KEPENTINGAN A N AKADEMIS
Yang bertanda tangan an di bawah ini, saya mahasiswi Universitas Sa Sanata Dharma: Nama : Brigitta Andriani Lestari Nomor Mahasi hasiswa : 041214029
Demi pengembangan gan ilmu pengetahuan, saya memberikan kepada pada Perpustakaan Universitas Sanata Dh Dharma karya ilmiah saya yang berjudul:
THE INFLUENCES OF THE ENGLISH USED TH
KARTA
IN THE INT
INTERNATIONAL CLASS OF SMAN 3 YOGYAKA
TOWARDS THE STU TUDENT ENGLISH GRAMMAR ACCURACY: A : A CASE STUDY
beserta perangkat yan ang diperlukan (bila ada). Dengan demikian sa saya memberikan kepada Perpustakaan aan Universitas Sanata Dharma hak untuk untuk menyimpan, mengalihkan dalam be bentuk media lain, mengelolanya dalam be bentuk pangkalan data, mendistribusika kan secara terbatas, dan mempublikasikannya ya di Internet atau media lain untuk kepe kepentingan akademis tanpa perlu meminta ijin ke n kepada saya atau memberikan royalti ke i kepada saya selama tetap mencantumkan nam nama saya sebagai penulis. Demikian pernyataan an ini saya buat dengan sebenarnya. Dibuat di : Yogy ogyakarta Pada tanggal : 29 Jul Juli 2011 Yang menyatakan,
ACKNOWLEDGEMENTS
” I would thank you from the bottom of my heart, but for you my heart has no bottom.”
Author Unknown
First and foremost, my greatest gratitude goes to Lord Jesus who has made all things possible.
I am heartily thankful to my sponsor, Dr. Retno Muljani, M.Pd., for her limitless patience, support, and guidance during the seemingly never-ending thesis writing process.
I would also like to make a special reference to all PBI lecturers for the magical seven years as well as Mbak Dhanniek and Mbak Tari whose persistent help I will never forget.
I am indebted to the teaching staff and the students of XI A1 of SMAN 3 Yogyakarta who have made the completion of this thesis possible.
Many thanks go to my family for caring about and loving me in their own inexplicable ways.
I would like to give my sincerest thanks to all my friends, whose names I cannot mention one by one, for sticking with me through thick and thin.
I cannot find words to thank my IELSP brothers and sisters for constant reminders and much needed motivation.
Last but not least, I would like to extend my heartfelt gratitude to any
other individuals
who in one way or another have contributed their valuable assistance in the preparation and completion of this thesis. I also wish to apologize if I have unintentionally failed to mention anyone to whom an acknowledgement of appreciation is due.
Brigitta Andriani Lestari
TABLE OF CONTENTS
Page
TITLE PAGE ………………………………………………………. i APPROVAL PAGES
………………………………………………. ii
DEDICATION PAGE ……………………………………………… iv
STATEMENT OF WORK’S ORIGINALITY……………............ v
ABSTRACT .……..…………………………………………………. vi
ABSTRAK …………...……………………………………………... vii
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYAviii ILMIAH UNTUK KEPENTINGAN AKADEMIS ………………….
ACKNOWLEDGEMENTS
……………………………..…………. ix
TABLE OF CONTENTS …………………………………………... xi
LIST OF TABLES …………………………………………………. xvi
LIST OF APPENDICES…………………………………………… xvii
CHAPTER I: INTRODUCTION ………………………………….
1 A. Research Background …………………………………………..
1 B. Problem Formulation ……....…………………………………..
4 C. Problem Limitation …………………………………………….
4 D. Research Objectives ……………………………………………
5 E. Research Benefits ………………………………………………
6
1. Case Study ………………………………………………….
7 2. Immersion Programs ……………………………………….
7 3. Content-based Instruction ………………………………….
8 4. Grammar Accuracy ………………………………………...
9 5. Subject-Verb Agreement (Concord) ……………………….
9 CHAPTER II: REVIEW OF RELATED LITERATURE ……….
10 A. Theoretical Description ………………………………………...
10 1. Immersion Programs ……………………………………….
10 2. Cambridge International Examinations Curriculum ……….
12 a. The Aims of Cambridge IGCSE ……………………….
12 b. The Assessment Objectives of Cambridge IGCSE …….
13 3. Content-based Instruction ………………………………….
14 a. Definition of Content-based Instruction ………………..
14 b. Principles for Content-based Instruction ……………….
15 c. The Role of Teachers and Students …………………….
16
d. The Advantages of Content-based Instruction …………
17 e. Prototypes of Content-based Instruction ……………….
17
4. Theories of Grammar ………………………………………
21 a. The Importance of English Grammar ………………….
21 b. The Teaching of Grammar ……………………………..
22
c. Spoken and Written Grammar …………………………
24
B. Theoretical Framework ………………………………………...
35 CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION ….
a. The Modules ……………………………………………
44
4. Comprehensible Input in the Material Delivery ……………
42
40 3. The Emphasis of Language Used …………………………..
2. The Teaching System ………………………………………
39
1. A Brief Overview of the International Class in SMAN 3 Yogyakarta …………………………………………………
39
39 A. The International Class of SMAN 3 Yogyakarta ……………….
34 F. Research Procedure …………………………………………….
25 CHAPTER III: METHODOLOGY ....…………………………….
34 E. Data Analysis Technique ………………………………………
33 D. Data Gathering Technique ……………………………………..
4. Field Notes …………………………………………………
32
32 3. Observation ………………………………………………...
31 2. Collection of Existing Information ………………………...
30 1. Interview …………………………………………………...
29 C. Research Instruments …………………………………………..
27 B. Research Participant ……………………………………………
27 A. Research Method ……………………………………………….
44
5. General Analysis on the CBI Principles Implementation in
45 the International Class of SMAN 3 Yogyakarta …………… B. The Influences of the English Used towards the Student
46 English Grammar Accuracy in Writing ………………………..
1. Research Subject’s Characteristics ………………………...
46 a. Overall Description of P-Man ………………………….
47 b. Research Subject’s Attitude towards English ………….
48 c. Research Subject’s X-Factors ………………………….
48 2. The Results of the Interview ……………………………….
50 3. Research Subject’s Grammar Accuracy in Writing ………..
54 a. Research Subject’s High School Compositions ………..
54 1) Composition 1 – Mid-term Test ……………………
54 2) Composition 2 – Final Test ………………………...
55 b. Research Subject’s Today’s Composition ……………..
59 CHAPTER V: CONCLUSIONS AND SUGGESTIONS ………...
61 A. Conclusions …………………………………………………….
61 B. Suggestions …………………………………………………….
63 1. Suggestions for Further Researchers ……………………….
63 2. Suggestions for Schools …………………………………....
63 3. Suggestions for Teachers …………………………………..
64
APPENDICES ………………..…………………………………….
76
86
85
84
3. Research Subject’s Latest Writing …………………………
2. Research Subject’s Second Composition …………………..
1. Research Subject’s First Composition ……………………..
82 D. Student Compositions ………………………………………….
80
75
67 A. Letters of Permission …………………………………………..
3. Biology Class ………………………………………………
1. Chemistry Class …………………………………………… 2. Physics Class ..……………………………………………..
71 C. Field Notes ……………………………………………………..
70 B. Interview Transcript ……………………………………………
69
68
2. Surat Izin Penelitian dari Dinas Perizinan ………………...
1. Surat Permohonan Ijin Penelitian dari FKIP ……...……....
88
LIST OF TABLES
Page 4.1 Composition 1 – The Mid-term Test ………………………...
55 4.2 Composition 2 – The Final Test ……………………………..
56
LIST OF APPENDICES
80
88
86
85
84
6. Research Subject’s Latest Writing …………….
5. Research Subject’s Second Composition ……...
4. Research Subject’s First Composition ………...
82 Appendix D: Student Compositions ……………………………..
Page Appendix A: Letters of Permission ………………………………
1. Surat Permohonan Ijin Penelitian dari FKIP …
75
6. Biology Class ………………………………….
5. Physics Class ……………………………..…....
4. Chemistry Class ………………………………..
71 Appendix C: Field Notes ………………………………………...
70 Appendix B: Interview Transcript ……………………………….
69
68
2. Surat Izin Penelitian dari Dinas Perizinan ……
76
CHAPTER I INTRODUCTION This chapter provides an introduction of what the researcher will discuss in
this research paper. The introductory part contains six subheadings, namely Research Background, Problem Formulation, Problem Limitation, Research Objectives, Research Benefits, and Definition of Terms.
A. Research Background
International classes (immersion programs) in schools have currently become a popular trend in Indonesia. The implementation of the program is mainly intended to fulfill the demand of English mastery starting from early ages. Ideally, the program should be 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, considering certain factors such as the limited number of qualified teachers who have proficient English skills, international classes in this country were started from secondary education.
Sekolah Menengah Atas Negeri 3 (SMAN 3) , one of the best senior high
schools in Yogyakarta, has been chosen as the research setting. In its regular day- to-day execution, the international class of SMAN 3 utilizes a curriculum called Cambridge International Examinations (CIE) as a guideline which clearly states believed to have adequate English skills, for they were specifically chosen out of a large number of applicants in the beginning of school year. Furthermore, the students of SMAN 3 are very unique, for their windows of opportunity to continue their post-secondary education abroad are widely open. To prepare for this future prospect, they are equipped with several supporting facilities such as a language lab and an English club in which they can develop their English skills. All of the points mentioned above make this school interesting to be observed.
In its daily implementation, the school asserts that the program employs principles of Content-Based Instruction (CBI) which is one of the recommended approaches to be implemented in international classes, for its characteristics go along with the basic principles of running an immersion class. Principally, CBI allows students to learn English through maximum exposure to content that is interesting and relevant to them. It is based on the assumption that by forming good habits of using English as the means of delivering materials in classes, the process of mastering English would be accelerated. However, the main goal of Content-Based Instruction is the mastery of the subject matter (Richards & Rodgers, 2001). It means that the second/foreign language mastery will be the by- product of this method.
As one of the four English skills being developed, writing is crucial for students. It is widely used these days in a variety of events and thus, is of importance. Mastering this skill helps with the transfer of knowledge and information. Students have to be able to make use of English appropriately in letter for a job or a scholarship, composing a proposal to hold a school event, etc. In a broader and wider sense, writing is needed in a larger and industrialized society in order for bureaucratic organization to be successful (Harmer, 2004).
Based on the Cambridge curriculum used in SMAN 3 Yogyakarta, the emphasis is on the development of communicative competences which to some extent ignores the rules of English grammar. It is evident in the aims of the curriculum. The first item mentioned is to build up the ability to use English effectively for the purpose of practical communication which means that it is of the highest priority over the others. This might result in a low level of grammar accuracy. Meanwhile, in order to compose a good writing in English, students are required to have sufficient knowledge of basic English grammar. As one of the supporting elements in English language learning, knowing grammar is still important for several reasons. First, Widdowson (1988: 154) argues that the communicative approach does not involve the rejection of grammar. On the contrary, it involves a recognition of its central mediating role in the use and learning of language. For that reason, an understanding of grammar speeds up learners’ language learning. In addition, Wilkins (1976), the proponent of the functional and notional approach, believes that the acquisition of the grammatical system of a language is still the most important element in second language learning. The knowledge of grammar helps them understand why some ways of using the language are more efficient than others. It widens the range of linguistic resources available to a language learner.
B. Problem Formulation
Having presented the background of the research and identified the problems, the researcher formulates two questions to be addressed in this study.
The questions are as follows:
1. How are the principles of Content-Based Instruction implemented in the international class of SMAN 3 Yogyakarta?
2. How does the English used in the international class influence the student English grammar accuracy in writing?
C. Problem Limitation
This study is a small scale one which focuses on the implementation of Content-Based Instruction (CBI) principles in SMAN 3 Yogyakarta in which immersion programs are carried on and whether or not the English used in the class affects the student grammar accuracy in writing. The attempt is done by using some theories of Content-based Instruction and English grammar as well as the principles of Cambridge International Examinations curriculum as the basis of the analysis. In order to make a clear boundary of the research, the researcher needs to make some limitations.
First, the type of research is a case study, for it is commonly used in explanations of how and/or why a specific event takes place. Second, the researcher is concerned only with the student grammar accuracy which has recently been one of the major problems in English language learning related to its is in the form of written compositions. Written grammar is selected because it tends to occur in formal conversation and writing. Naturally, it requires complete grammar features. Fourth, the researcher will only analyze Subject-Verb agreement mistakes in the student’s compositions. It is based on the fact that subject and verb are the two most important elements of a sentence, for they are the minimum requirements for a certain words construction to be called a sentence.
The researcher will also pay attention to some English grammar rules the student can successfully apply in his writing, for it is not viable to expect perfection from an eleventh grade student. Fifth, the population used as the sampling of the research is limited to the 11th grade students of the international class of SMAN 3 Yogyakarta. Considering the time limitation, the researcher decides to narrow it down to one research participant who is chosen based on his distinctive individual characteristics shown during the researcher’s observations as well as the teacher’s recommendation.
D. Research Objectives
In line with the problems stated in the problem formulation, the objectives of the study are:
1. To provide a clear and analytical illustration of Content-Based Instruction principles implementation in the international class of SMAN 3 Yogyakarta.
2. To describe the influences of the English used in the international class on the
E. Research Benefits
The result of the study is expected to give valuable contributions to any individuals who are concerned about the improvement of the quality of Indonesia’s education. It is also contributed to the teaching of English as a foreign language in Indonesia. The expected benefits are as follows:
1. For schools After learning the effectiveness of immersion classes in improving the student English grammar accuracy through the research, schools or any educational institutions will hopefully know what steps towards development to take later on. It is expected that they will then be able to design and run their own immersion programs which are suitable for their students and effective to improve their English proficiency and mastery so that they can survive in the globalization era with exceptional feats.
2. For English teachers This study is presented to help English teachers understand more about international classes including the methods used, activities done, and how they build up the student English grammar accuracy in writing. Several facts proposed in the study may also give them a new perspective on immersion programs as well as the limitations and benefits of using English as the means of delivering materials in class.
3. For further studies This inquiry is expected to support other related studies in revealing the done in this field will bring about positive developments to the country's education which may lead us to a better Indonesia.
F. Definitions of Terms
In order to avoid misconception and help readers grasp the concepts of the discussion in the paper, the researcher provides the definitions of several key- terms which are used in writing the research paper.
1. Case Study
This study is categorized as a case study because it focuses on a specific event in terms of the relationships between the use of English as the means of delivering materials in an international class and the student English grammar accuracy in writing. Based on the three main types of case studies identified by Stake (1994), this case study is an intrinsic case study, for it is carried on in order to understand a particular case in question. Stake (1995) also states that an intrinsic case study is the one where the interest lies in the case itself for its own sake, for example: a teacher looking at a problematic student. In this study, a case study is intended to explain the “how” aspect of the use of English in regard to its effects on the student English grammar accuracy.
2. International Classes
Lightbrown and Spada (1990: 431) states that “Immersion programs are referred to by Krashen (1984) as 'communicative programs par excellence' since the focus is almost exclusively on meaning through subject matter instruction
(1990) propose that “Immersion environment provides ample incentive and opportunity for learners to acquire both receptive (reading & listening) and productive (speaking & writing) teaching-learning skills.”
In this study, immersion programs will sometimes be referred as international classes as well as content activities. According to Stephen D.
Krashen and Tracy D. Terrell (1983), content activities refer to “learning academic subject matter such as math, science, social studies, art, and music in the target language.” The major principle of content activities goes along the same line with the execution of Content-based Instruction (CBI) in SMAN 3’s international class. In short, since the core idea of the immersion programs, international classes, and content activities is more or less the same, the use of them is interchangeable.
3. Content-Based Instruction
According to Brinton (2001), CBI refers to “the teaching of language through exposure to content that is interesting and relevant to learners.” In this study, the writer selects a senior high school international class as the main subject. The school asserts that the program employs CBI in the sense that English is used as the means of delivering materials. Materials are delivered in English in Biology, Chemistry, Physics, and Mathematics classes. Therefore, the researcher aims to analyze how CBI principles are implemented in reality and connect the English used to the student English grammar accuracy in writing.
4. Grammar Accuracy
According to Scott Thornbury (1999), grammar is defined as “a description of the rules that govern how a language's sentences are formed.” In this study, the researcher takes grammar, one of the language elements which are sometimes regarded only as the supporting component in language learning, as the sub-topic. Some people think that grammar is an important feature in language learning, for it teaches us how to constitute a sentence correctly. However, some others believe that it is not necessary. Thus, it is significant for us to analyze more on English grammar and whether or not the exposure to English in international classes has any effects on English language mastery.
Accuracy in this study refers to its definition by Nunan (2003: 329). He defines accuracy as the ability to produce grammatically well-formed words, phrases, and sentences. Specifically, the grammar accuracy being addressed in this study is the student’s ability to produce sentences with correct agreement between the subject and the verb.
5. Subject-Verb Agreement (Concord)
Phillips (2003) regards Subject-Verb agreement as a simple matter in the sense that if the subject of the sentence is singular, then the verb must be singular, while if the subject is plural, then the verb must follow. In this study, the researcher will analyze the student’s Subject-Verb agreement mistakes in two compositions. One of them is in the form of an explanation, while the other one is an argumentative kind. Subject-Verb agreement is chosen because it is present in
CHAPTER II REVIEW OF RELATED LITERATURE In this chapter, the researcher would like to discuss some theories related to the topic of the study. The discussion is presented in two main parts i.e. Theoretical Description and Theoretical Framework. In the Theoretical Description part, the researcher presents theories of immersion programs, Cambridge International Examinations curriculum, Content-Based Instruction,
and English grammar, whereas in the Theoretical Framework section, the researcher presents the theories used as the foundation of conducting the research and analyzing the research findings.
A. Theoretical Description
This part of discussion is divided into four major parts. The first part is concerned with immersion programs, while the second is concerned with Cambridge International Examinations curriculum. The third part will address Content-Based Instruction, while the fourth will discuss several theories of English grammar. All of these theories will be the basis of the research.
1. Immersion Programs
Swain and Lapkin (1982) illustrate a special class in Canada. The class consists of several nine-year-old children. Their mother tongue is English, but from the time they arrive at school to the time they leave, they are spoken to lessons are all delivered in French, their teachers speak to them in the playground as well as in the dinner hall in French, and then say goodbye to them at the end of the day in French. Shortly speaking, the medium of communication among teachers and students of that class in the school is simply French, the non-native language spoken by people in the environment. This condition is far different from when they began the class early on. In the beginning, they used to reply to their teachers’ French in English naturally, but over time this has changed, and now the students are increasingly using French during their school days.
The teaching-learning style used by the teachers in Canada as exemplified above is called “immersion”. It is based on the idea that learners may ‘acquire’ a second/foreign language in much the same way as children ‘pick up’ their native language, which is through exposure (Johnson, 2001: 135).
Immersion programs or international classes are defined differently by many experts. The followings are some of those definitions proposed by several most influential researchers in language learning. Even though the terms used are distinctive, the basic meaning of them is more or less the same.
Krashen (1984: 74) states that “Immersion programs are public school programs in which majority language students study in a minority language.” In addition, Lightbrown and Spada (2000) propose that “Immersion programs are referred to by Krashen (1984) as ‘communicative programs par excellence’ since the focus is almost exclusively on meaning through subject matter instruction rather than on the form of language itself.” Moreover, Stephen D. Krashen and 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 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