59 Despite the negligible mistakes he made, P-Man’s second composition
showed a positive development from the first one. He went from two Subject- Verb agreement mistakes to none in half a semester. This proved the assumption
that the progress came from the English used in his Mathematics, Physics, Chemistry, and Biology lessons. The discovery was strengthened by P-Man’s
testimony in the interview that the exposure of English in those subjects contributed to his English skills development.
b. Research Subject’s Today’s Composition
In order to obtain an in-depth description of P-Man’s grammar accuracy in writing, the researcher decided to check on his current accuracy. It was done by
initiating a contact with him via a social network, namely Facebook. The researcher posed some questions in the form of a short message as follows:
“Hi P-Man. I need a favor. Can I ask you some more questions, please? I need more information about you. Here they are. Do you like English? Have you ever
taken any English courses outside school? What sources do you usually make use of to improve your English; books, movies, songs? In your opinion, do you think
your exposure to English in the international class of SMAN 3 Yogyakarta has any influences on your current day’s English? Do you have any blogs that you write in
English? Thanks in advance, P-Man. I appreciate your help.”
After waiting for a day, P-Man responded by elaborating his answers in a short composition as follows:
“I really love English because it’s a cool and universal language, without forgetting my own language, Indonesian and Javanese. The first intensive
contact to English came
when I was 4
th
grade. I learned it in the first and last English course I’ve ever joined and at my school too. I found it nice and
interesting at that time. So, I keep learning English more and more by myself until now. I thank God that I can improve my ability. In my opinion, the keys
are
the English learning sources, e.g. songs I love Josh Groban’s, Michael
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60 Jackson’s, Sarah Brightman’s, Celine Dion’s, David Archuleta’s, and many
more, movies let me mention some of them: The King’s Speech, Harry Potter series, Pirates of the Caribbean series, etc., and books. Honestly, I have had no
conversation to native speakers again since I met them in English lesson in SMA 3. It was such a great experience for me. Nowadays, I find it easy enough to read
and understand the books and journals of Dentistry in English. In my faculty, the lecturers insist
the students to read the newest supporting learning sources in English in order to deepen the knowledge of Medical and Dental Sciences. By the
way, I don’t have any blog or anything else in English. I simply enjoy English with all its beauty. Well, that’s all about me. I hope my short story can help
you. Thanks for the opportunity, Mbak. May God always bless you, your work and family.”
Even though the researcher did not demand P-Man to use English to answer the researcher’s message, he wrote in the target language. As seen in the
text, P-Man did not make any Subject-Verb agreement mistakes. He constructed his sentences using the proper combinations of subjects and verbs even though the
tenses used in his message were varied. It was an informal type of writing, but he did not forget to make sure that he used the correct singular and plural forms of
verbs and pronouns. Aside from his success in making no Subject-Verb agreement mistakes, P-
Man also managed to make his short writing comprehensible. There were no serious grammatical mistakes that change meanings. Some word choice was off,
but it did not confuse the researcher while reading it. He also used accurate tenses. Compared to his compositions in high school, it was obvious that he had
made some progress in writing. His awareness of English grammar rules had always been good, but individual sentences in his previous compositions were not
connected to one another. On the other side, the flow of ideas in his latest work was quite smooth, so it was easier to understand.
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61
CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter consists of two parts; the conclusions of the study and suggestions for further researchers, schools implementing the principles of
Content-based Instruction in their international class, as well as English, Sciences, and Mathematics teachers.
A. Conclusions
This study was conducted to provide answers to two research questions: a how Content-based Instruction principles 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 answer the research questions, the researcher conducted a case
study in a certain setting, namely 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.
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