task to the students to make their own composition, serving as the data of their achievement after underwent the teaching learning process
Appendix 15. g. Analysis of the data. The analysis of the data was conducted through the
analysis of students´ compositions. The compositions were analyzed by employing the theory of discourse analysis to find about the students’ level
of English writing mastery, and also the diction and choice of words. To help the analysis, the rubric elaborated in this chapter was used. The result
of the document analysis was taken into account and the researcher peeked at the result of the pre-test as the comparison. The score from pre-test and
the post-test were calculated for t-test by SPSS 16.0.1 Full Version. Using the automatically converted t-value to p-value, the significance was
concluded. h. Preparation of the report. Within this step, the researcher started to
arrange the gained data, and then processed all the 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 discussion of it will be done in the next chapter.
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CHAPTER IV RESULTS AND DISCUSSION
This chapter discusses the answers to questions that are formulated in the problem formulation and the result of the whole research. The discussion is
divided into two parts. The first part is the discussion of the implementation of content-based instruction within the international class. This part provides the
answer to the first formulated problem. The second part provides the answer for the second formulated problem. The last part overviews the general result of the
content-based implementation in the class. Each analysis is discussed and strengthened by using theories that are stated in the review of related literature.
4.1 The Content-Based Instruction Implementation in the International Class
This section specifically discusses the whole content-based instruction implemented in the International Class in SMAN 3 Yogyakarta. The discussion
includes the basic nature of this international class to give a brief and clear portrayal of the real condition in the research setting. The implementation of this
method will also be discussed in some sections covering the role of teacher and learners within the class, the analysis of the authentic material used in the teaching
learning process based on the consideration of the principle of comprehensible input, as well as the type of the content-based instruction implemented. Thus, this
section specifically addresses the first research question in chapter I. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
