53 sections, namely the activity of speaking in the conversation class and the activity
of speaking in the science class for general. In the international class of SMAN 3 Yogyakarta,
the activity of speaking is acquired in two different kinds of classes, English class and science class. In the English class, students learn four different
skills in separated class with different teachers. They have conversation, writing, reading, and listening class.
a. Speaking in the Conversation Class
The conversation class in SMAN 3 Yogyakarta had two teachers to handle the same class in the same time. Both teachers divided the class into two groups
and gave them different materials and different tasks to complete. CBI requires the teachers to teach the language skills in integrated way. This integrated way of
teaching could be seen in the conversation class, even though not all of the skills were taught together, where the teachers tried to include at least two English skills
in one material presentation. The teachers divided the class into two groups and asked one group to discuss and present their interpretation on English songs,
while the other group discussed and presented their interpretation on English poem.
The researcher had an opportunity to observe one group of students presented their analysis on the English poem. In this task, the students were not
only required to read the poem and present the analysis in English in front of the class, but they are also asked to give the teacher the written outline of the
presentation. Here the researcher saw two different skills were exposed together, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
54 speaking and writing skill. In general, the flow of conversation class was
dominated with the students’ presentation. The students were asked to be as creative and active as possible to deliver their presentations while the teachers
were acting as facilitator for students. At first, teachers gave the background knowledge of the topic and let the students to develop it. During the assessment,
the teachers played role as the assessors and gave the written feedback for the students. Unfortunately, the researcher did not have the opportunity to observe the
feedback process by the teachers, if any.
b. Speaking in Science Classes
In the science class, there were two types of teaching; one is the teaching by regular science teachers, the other is the teaching by visiting science lecturers.
In the class conducted by visiting lecturers, all English skills were expected to be used by lecturers and students were expected to actively speak English throughout
the classroom activity. The researcher had opportunities to observe the class conducted by visiting lecturers in Biology, Chemistry and Physics Appendix D
page 76. Different with the situation in the conversation class and the ideal expectation, English speaking activity inside the Science class seldom happened.
It is because during the class observation, the researcher only saw one visiting lecturer, the Chemistry lecturer, who delivered the materials in 98 of English.
However, she did not encourage the students to speak English actively to ask and answer the questions in English. In Biology class by the visiting lecturer, the
lecturer used only 40 of her presentation in English at the beginning. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
55 Eventually, she used full Indonesian to present her materials. The Biology lecturer
did not encourage the students to use active English during the learning activities as well. The students seldom asked questions, while the questions by the lecturer
were all in Indonesian, except when she was asking students to re-explain the explanation by the lecturer in their own interpretation. The most extreme result
was found in Physics class by the visiting lecturer. He did not use English actively; he presented the materials in Indonesian, except the material given in
PowerPoint. The students were never encouraged to use English during the class. From the observation, the researcher found out that the lecturing situation
in lecturers’ class did not allow students to participate actively by using English. They preferred to use Indonesian in discussion, questioning, and answering
questions unless they were asked by the lecturers to use English. CBI class is supposed to be more as a learner-centred class and the lecturers are only as a
facilitator, but from the observation the researcher knew that the class was still conducted as a teacher-centred class and the students did not participate actively.
2. The Influences of CBI Implementation in the International Class on Students’ Speaking Participation
On the first part, it is seen how speaking activity in conversation and reading class were conducted in the international class of SMAN 3 Yogyakarta. It
is stated by Richards and Rodgers 2001 that students in CBI should be active learners and participators since the ideal class of CBI is conducted in learner-
centred class and the teachers play role as facilitators. Bailey in Nunan, 2003: PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
56 54 proposed five principles for teaching speaking that help the students to
participate more in learning English speaking skill. All of the five principles are discussed below.
a. Be Aware of the Differences between Second Language and Foreign Language Learning Contexts
In the international class of SMAN 3 Yogyakarta, English was still taught in foreign language context. This is due to the reason that English is not the
language of communication or second language of communication in Indonesia. The students had difficulties to practice their English outside the classroomin
order to make English as their second language Appendix C page 72. Moreover, the teachers and visiting lecturers did not encourage the students in speaking
English as language of communication inside the class. It is because although they were labelled as international class, the main spoken language of communication
is still Indonesian Appendix D page 77.
b. Give Students Practice with Both Fluency and Accuracy
