Data Gathering Technique METHODOLOGY

37 6. Collecting the data This step began with the observations to the international class. Then, the researcher reported the observation results in forms of field notes see Appendices 7-9 pp. 93-101 to write down all the necessary data. Besides that, modules and handouts see Appendices 3-5 pp. 74-88 from the Science classes were also obtained in this process. The data gathering continued into the deeper level by employing the interview see Appendix 6 pp. 90-91 technique, so that the personal data from the students may be collected. 7. Analysing the data Data analysis was conducted by comparing the field notes observation results and the existing theories on Content-Based Instruction CBI, international class, and reading comprehension. Further analysis was made by comparing the field notes from classroom observations and the interview results. The comparison was needed to see whether CBI really played a significant role in improving the students’ reading comprehension. 8. Preparing the report Within this step, the researcher started to arrange the obtained data and process all data into a report. By implementing these steps, the result of the research is expected to be organized and structured in a logical order. The result and the discussion of the results will be elaborated in the next chapter. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 38

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

This chapter presents the research results and the answers to the formulated problems. This chapter contains two main sections, namely the discussion of Content-Based Instruction CBI implementation in the international class of SMAN 3 Yogyakarta and the influences of CBI implementation to the eleventh grade students’ reading comprehension. Each analysis is discussed in accordance with the theories stated in the review of related literature section, field notes, and also the interviews conducted with the research participants and the teaching team of the international class of SMAN 3 Yogyakarta.

4.1 Content-Based Instruction Implementation in the International Class of SMAN 3 Yogyakarta

This section discusses Content-Based Instruction CBI implementation in the international class of SMAN 3 Yogyakarta. The discussion includes the basic nature of the international class of SMAN 3 Yogyakarta, the roles of teacher and learners during the classroom activities, the analysis of the authentic materials used in the teaching-learning activities based on the principles of comprehensible input, and the type of CBI which is implemented. This discussion is expected to give a brief yet clear portrayal of the teaching-learning activities in the international class of SMAN 3 Yogyakarta that the researcher encountered during the research. Thus, this section addresses the first formulated problem. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI