i
THE INFLUENCES OF CONTENT-BASED INSTRUCTION IMPLEMENTATION IN INTERNATIONAL CLASS OF SMAN 3 YOGYAKARTA
ON THE 11TH GRADE STUDENTS’ SPEAKING PARTICIPATION
A Thesis
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Ratna Paramita Student Number: 041214024
ENGLISH LANGUAGE EDUCATION STUDY PROGRAMME DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
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ACKNOWLEDGEMENTS
I would like to express my gratitude to God Almighty, the one who always give His grace and blessing to me even in the hardest moments of my life. Without Him, this thesis would have never been finished.
My great gratitude goes to my major sponsor, Paulus Kuswandono, S.Pd., M.Ed., who is always patient and helpful in guiding and waiting for me to complete my thesis. I would like to show my deep appreciation to Markus Budiraharjo, S.Pd., M.Ed., he is the first person who opened the possibilities and gave encouragement to research the international class. I would also like to show my thankfulness to all the PBI lecturers for their lectures, their guidance, their criticism, and their feedback from my very beginning days in PBI.
My sincere gratitude goes to all the teachers and students in SMAN 3 Yogyakarta, Bu Teri, Bu Susilowati, Pak Kusworo, Pak Ichwan Aryono, Bu Ninik Sutarsini, Pak Budi Setiawan, Bu Cherry, Bu Iik, and all the students of XIA1 SMAN 3 Yogyakarta, who helped me in completing my research and data collection with their participation, cooperation and attention.
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To all of my best friends and research collaborators, Chrysogonus Siddha Malilang, S.Pd., Elizabeth Bara Christina, Brigitta Andriani Lestari, and Theresia Vina Indriani, S.Pd., I would like to express my deep gratitude for all the help, suggestions, and supports, even in my most depressed times. Hopefully I can always share my moments with them. I would also thank all friends in PBI year 2004, for sharing the precious moments with me. My big gratitude goes to Patricia Angelina Lasut, S.Pd., as my heartfelt and helpful proof-reader, for her enourmous help and guidance. At last, I would like to show my deep gratitude to Daniel Yosika Munte, S.H. for his love and for sharing our moments together although we are in separate ways now.
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If I can reach the stars
Pull one down for you
Shine it on my heart
So you could see the truth
That this love I have inside
Is everything it seems
But for now I find
It’s only in my dreams And I can change the world
I will be the sunlight I your universe
You would think my love was really something good
If I could change the world
(Eric Clapton – Change the World)
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CHAPTER II. REVIEW OF RELATED LITERATURE …………. 10
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CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION ……. 36
A. Learners’ Background: Learners’ Characteristic and Their Attitude towards Speaking ……… 36
B. The Significance of the Influences of Content-Based Instruction Implementation in the International Class ………. 38
1. Brief Overview of International Class in SMAN 3 Yogyakarta ……. 38
2. The Implemented Principles of Content-Based Instruction in the International Class of SMAN 3 Yogyakarta ……… 43
3. The Role of Teacher and Learners ………. 45
4. Comprehensible Input and Material Design ……….. 47
5. Types of Content-Based Instruction Implemented ……… 50
C. The Influences of Content-Based Implementation on Students’ Speaking Participation ……… 52
1. Speaking Skill in the International Class of SMAN 3 ……… 52
2. The Influences of CBI Implementation in the International Class on Students’ Speaking Participation ……… 55
CHAPTER V. CONCLUSIONS AND SUGGESTIONS ……… 60
A. Conclusions ………. 60
B. Suggestions ………. 62
REFERENCES ……… 64
APPENDICES ……… 65
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APPENDIX B Interview Checklists ……… 68
APPENDIX C Interview Transcripts ……….. 70
APPENDIX D Field Notes ………. 75
APPENDIX E Physics Handout ………. 84
APPENDIX F Biology Handout ………. 88
xii ABSTRACT
Paramita, Ratna. 2009. The Influences of Content-Based Instruction Implementation in International Class of SMAN 3 Yogyakarta on the 11th Grade Students’ Speaking Participation. Yogyakarta: English Language Education Study Programme, Department of Language and Art Education, Faculty of Teachers Training and Education, Sanata Dharma University
This thesis is about the relation between Content-Based Instruction implementation and students’ participation in speaking English. It is quite interesting and new to talk about the international class phenomenon. The reason is because international class has become a new trend these recent days since it uses English as the main instructional language in the teaching-learning process. But, there are also doubts in the process of international class implementation since it is not clear yet whether international class really brings something different in answering the increasing challenges in global needs or not. To answer the premise, the researcher chose speaking as an object, since speaking is one of the productive skills, along with writing, that is hard to learn and master.
Regarding the background above, the research was done to answer two research problems, namely 1) how significant is the influence of Content-Based Instruction implementation in the international class of SMAN 3 Yogyakarta? and 2) what are the influences of the implementation of Content-Based Instruction in the international class to the students’ speaking participation?
The research is a descriptive study with qualitative method. The population of the research is the eleventh grade students of international class in SMAN 3 Yogyakarta with random sampling. To answer the first and second question, the researcher used both field notes and interview.
The findings of this research stated that the international class of SMAN 3 Yogyakarta did not fully implement the principles of Content-Based Instruction and there were no significant influences of CBI implementation. Hence, this situation did not give significant improvement towards students’ speaking participation. The researcher then suggests the schools to comprehend the basic principles of CBI, prepare the human resources who are ready to implement CBI and to review the regulation and practice in implementing CBI for schools that have already opened international class. In relation to the improvement of the students’ speaking participation, the researcher provides the principles to teach speaking in order to help teachers in enhancing students’ participation in speaking English.
xiii ABSTRAK
Paramita, Ratna. 2009. The Influences of Content-Based Instruction Implementation in International Class of SMAN 3 Yogyakarta on the 11th Grade Students’ Speaking Participation. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Jurusan Pendidikan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma
Skripsi ini membahas tentang hubungan antara penerapan Content-Based Instruction and partisipasi siswa dalam berbahasa Inggris. Cukup menarik dan merupakan hal baru untuk membicarakan fenomena kelas internasional ini. Ini karena kelas internasional telah menjadi trend baru belakangan ini karena penggunaan bahasa Inggris sebagai bahasa pengantar utama dalam proses belajar mengajarnya. Namun, muncul juga keragu-raguan dalam proses penerapan kelas internasional karena belum jelasnya kemampuan kelas internasional dalam memberikan perbedaan dalam menjawab tantangan yang semakin besar di kebutuhan global. Untuk menjawab tantangan tersebut, peneliti memilih kemampuan berbicara dalam bahasa Inggris sebagai obyek penelitian karena kemampuan berbahasa Inggris, bersama dengan kemampuan menulis, merupakan salah satu dari kemampuan produktif yang sulit untuk dipelajari dan dikuasai.
Berkaitan dengan latar belakang di atas, penelitian dilakukan untuk menjawab dua permasalahan, yaitu 1) seberapa signifikankah pengaruh dari implementasi Content-Based Instruction di kelas internasional SMAN 3 Yogyakarta? dan 2) apakah pengaruh-pengaruh dari implementasi Content-Based Instruction di kelas internasional terhadap partisipasi siswa dalam berbicara dalam bahasa Inggris?
Penelitian ini merupakan kajian deskriptif yang menggunakan metode kualitatif. Populasi penelitian adalah siswa-siswa kelas sebelas dari kelas internasional di SMAN 3 Yogyakarta yang dipilih secara acak. Untuk menjawab pertanyaan pertama dan kedua, peneliti memakai field notes dan interview.
1 CHAPTER I INTRODUCTION
In this chapter, the researcher discusses the background of the research, the problem identification, problem formulations, problem limitation, research objectives, research benefits and definitions of terms.
A. Research Background
Indonesia’s education field today is facing a new era in perceiving English language. Nowadays, English has become a subject that is very important in Indonesia’s education. It is not only considered as an elective and secondary subject, but also one of the most important subjects that the students need to master. This is related to the fact that English plays an important role and is really needed in Indonesia’s education since English is used as the “lingua franca” of the international communication, scientific and modern technology, trade, and political change (Kartono, 1984:3). English is an international language that needs to be mastered by those who want to succeed in the world’s globalization.
International class here refers to a class in which every subject is taught in English.
In reality, the implementation of international class does not run smoothly because there are a lot of questions and doubts whether the international class is really different from the regular class and whether it would bring advantages to the students. Currently, the implementation of the international class is seen as the way to promote the school and to gain prestige from the society. Some schools also take advantages from the international class by labelling it as a “prestigious and special class”, a class that really needs special preparations because it has so many differences compared to the usual traditional class. Thus, they also give “special price” or very expensive school fee to enter the international class. Because of that, not all of the schools in Yogyakarta, in particular, have the opportunity to open the international class. Only a few of them have international classes, such as SMA Negeri 1 Yogyakarta, SMA Negeri 3 Yogyakarta, and SMA Muhammadiyah 1 Yogyakarta. It is also doubted whether the teachers who teach in the international class have proficient English to teach in such class.
structure of the language. The practice of CBI must expose all of the English language skills, namely listening, speaking, reading and writing.
Since the teaching-learning activities in the international class are done in English as the students’ minority language, it means that the acquisition of English to the international class students plays an important role for them in absorbing the subjects and material successfully. English is also needed for stating their opinions and thoughts or getting involved in the class discussion. This is where speaking for the international class students takes significant part. Speaking is one of the productive skills, along with writing; it indicates the language skills that are generated from the students for communication. The speaker’s proficiency in English will be known directly from their speaking. Speaker’s competence to speak up his mind and give response to others’ comment in daily conversation, the speaker’s ability to convey the words and sentences meaning in conversation, and also his fluency in English, will be known firstly from the words and sentences he speaks. So the students’ speaking proficiency later on will affect their ability in engaging with the international communication in global era. They will be able to follow, to absorb and to share information or opinion worldwide when they have sufficient English speaking skill.
Indonesia’s international class, especially related to the students’ English speaking competence.
Related to speaking, there are so many researchers who have discussed this field, even though no one has related speaking skill to CBI in the immersion programme. Some of the works are intended to design a set of speaking instructional materials for the discussion method of intermediate students (Dewi, 2001). The researcher designed the material after observing the difficulties that the students faced in learning speaking, since the effective oral communication requires the ability to use the language appropriately in social interactions such as for arguing, persuading, or promising (2001:2). She then saw the discussion method as one way to stimulate students to express ideas and opinions and to interact in meaningful and realistic context.
The last author, Ismarini (2006) examined the difficulties that the students found when they were learning English. Ismarini was seeking the problems occur from all the English skills, but now the researcher wants to limit the example only from the speaking skill field. Difficulties in speaking occur when the students produce their own sentences without a model or format guidance; these will lead into poor grammar and vocabulary mastery, lack of fluency and accuracy in pronunciation, including stress and intonation (2006:26).
B. Problem Identification
The awareness of the needs to master English as the international language, the international classes’ phenomenon in Indonesia, and the speaking competence are the reasons for the researcher to conduct a research based on these topics. International class is based on the specific approach named Content-Based Instruction or CBI. All of the teaching-learning activities in the international class ideally should be based on this approach. This approach requires the teacher to teach all the content areas in the target language.
The researcher limits the research only in the students’ speaking participation in order to obtain deeper and better understanding. Moreover, speaking as the productive skill becomes the basic needs of communication. The students’ English ability and mastery will be known first from how they speak, choose the vocabulary, and their fluency. The researcher chooses the eleventh grade students for two specific reasons; first, because they are seen to have had enough exposure in English, and second, they have not been given the burden to prepare for the final examination.
C. Problem Formulation
After having known the problems in conducting international class, the researcher formulates two questions that need to be answered by this research. They are:
1. How significant is the influence of the CBI implementation in the international class of SMAN 3 Yogyakarta?
2. What are the influences of the implementation of CBI in the international class on the students’ speaking participation?
D. Problem Limitation
discussed more in Chapter III, is the students in 11th Grade of SMA Negeri 3 Yogyakarta who join the international class.
E. Research Objectives
According to the problem formulation, the research’s objectives are: 1. To find out how significant is the influence of the CBI implementation in
the international class of SMAN 3 Yogyakarta.
2. To know the influences of CBI implementation in international class towards students’ speaking participation.
F. Research Benefits
The researcher expects that the research would bring benefits for the sake of better education in Indonesia. The thorough discussion of the research benefits will be:
1. For the English teachers, this research is expected to help the teachers in understanding more about CBI implementation in the international class, knowing its pluses and minuses, so that the teachers are able to develop better approach and method related to the situation that the teachers have in their classes.
policy of the international class in schools later on will really be prepared for the sake of national education development.
3. The schools which have already opened international class in Indonesia are also expected to get benefits from this research. This research’s goal is to see whether they have done what are needed to make qualified and successful international class. Furthermore, through this research, the schools will also know the best ways to raise the students’ English comprehension and proficiency and their motivation to join international class.
4. This research is also expected to give a basic foundation about the implementation of CBI in the international class, so that this research will be helpful for those who want to conduct a deeper research on the same topic.
The researcher expects that this research will bring benefits to the researcher and the readers especially English teachers, the government especially the decision-makers in Indonesian Education Department and the schools which have already opened and run international classes in Indonesia, and also will bring clearer and more understandable explanation on the implementation of CBI in the international class.
G. Definition of Terms
1. International class or known as immersion program is described by Lightbown and Spada as they referred to 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 the language itself (2000:431). In this study, international class refers to a specific class that is conducted by several schools decided by the government which has a speciality in conducting the teaching-learning activity by using English as the main language.
2. In this study, according to Bailey (as stated in Nunan, 2003: 48), speaking is the productive oral skill that deals with ability and the fluency of speaking English language in the real time situation.
3. In this study, Content-Based Instruction or CBI according to Brinton (in Nunan, 2003: 200) is learning the second language in the subject matter classroom through the content. It refers to an approach to second language teaching that teach around the content or the information that will be acquired by the students instead of teaching the linguistic.
4. SMA Negeri 3 Yogyakarta, in this study, is one of several state schools in Yogyakarta which have implemented International Class for several years in their teaching-learning activity.
10 CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the researcher explains all the theories that the researcher uses in conducting the research. This Review of Related Literature Chapter is divided into two sections, Theoretical Description and Theoretical Framework. Theoretical Description describes all relevant theories that are used in the research, namely Content-Based Instruction or CBI, International Class, and Speaking Skill. The Theoretical Framework synthesizes all the major relevant theories to solve the research problems and relate all the theories to the research.
A. Theoretical Description
In this section, the theoretical description includes the fundamental theory of CBI, which becomes one of the main considerations in this research. Besides talking about CBI, this theoretical description discusses the nature of the international class itself, to give a clear insight about the object of the research. The researcher also provides a theoretical description of the nature of English speaking skill and its teaching.
1. Content-Based Instruction a. Background
the content or information that students will acquire, rather than around a linguistic or other type of syllabus.” (2001:204). Here, Content-Based Instruction does not teach the pattern or the strict rules of the language, but pays most attention to the context of where the language is used. Besides that, CBI also emphasizes on how this approach can help learners to understand the second or the foreign language from their daily-life situations.
CBI lies under the principles of Communicative Language Teaching that is well-known around 1980s. It believes that the ideal situation of learning second or foreign language is as a classroom that focuses on the real communication and enables learners to exchange the information; the subjects taught are more on contents, the subject matter from outside the domain. Hence, learners will learn broader life context and learn language as a by-product of learning about real-world content (Richard and Rodgers, 2001).
b. Principles
According to Richard and Rodgers (2001:207), CBI is formed into two central principles, namely:
1) People learn a second language more successfully when they use the language as a means of acquiring information rather than as an end in itself. This first principle accommodates one motivation for CBI, to lead to more effective language learning.
ESL/EFL students is mainly for academic studies or mainstreaming. Hence, the main priority is to make the content of academic teaching-learning can be accessed as quickly as possible and also the processes through which such learning and teaching are realized.
These two principles will be used as the basic consideration in conducting the CBI class in deciding the materials, making a syllabus, and conducting the teaching-learning activities.
c. Theory of Language
According to Richard and Rodgers (2001: 207), there are numbers of theory about the nature of language that underlies CBI
1) Language is text- and discourse based.
2) Language use draws on integrated skills.
CBI views language use as involving several skills together. In CBI class, learners are often involved in activities that link the skills, because this is how the skills are generally involved in the real world. 3) Language is purposeful.
In this theory, language is used for specific purposes which may be academic, vocational, social, or recreational. But the purpose gives direction, shape, and ultimately meaning to discourse and texts. For learners, in order to receive maximum benefit from CBI, they must get along clearly with its purposes and the language codes that signal and link the expressions of purpose. Language is potential to communicate meaning. In order to make the learners comprehend the content, teachers have to make some adjustments, modifications and simplifications that native speakers make in communicating with second language learners. The discourse that results from these simplifications is often referred to as “foreigner talk.” The modifications include simplification, well-formedness, explicitness, regularization, and redundancy (Stryker and Leaver, 1993 in Richard and Rodgers, 2001: 209).
d. Theory of Learning
Brinton, Snow & Wesche (1989: 17) stated that any kinds of CBI model that are being used
Share the fact that content is the point of departure or organizing principle of the course-a feature that grows out of the common underlying assumption that successful language learning occurs when students are presented with target language material in meaningful, contextualized form with the primary focus on acquiring information.
Second language is best learned when the focus is on mastery of content rather than on mastery of language. CBI thus stands in contrast to traditional approaches to language teaching in which language form is the primary focus of the syllabus and of classroom teaching.
One important effect from the core principles of CBI is that people learn a second language most successfully when the information they are acquiring is perceived as interesting, useful, and leading to a desired goal. If content with a high level of interest is chosen, learners may acquire the language more willingly. Some content areas in CBI are becoming more useful as a basis for language learning that others and the students will learn in their best performance when the instruction addresses the students’ needs.
e. Objectives and Types of Learning and Teaching Activities
An example of the objectives in CBI comes from the theme-based Intensive Language Course (ILC) at the Free University of Berlin. There are four objectives, linguistic, strategic, and cultural, identified for multi-themes programme (Brinton et al., 1989:32)
1) To activate and develop existing English language skills.
2) To acquire learning skills and strategies that could be applied in future language development opportunities.
3) To develop general academic skills applicable to university studies in all subject areas.
4) To broaden students’ understanding of English-speaking people.
For types of learning and teaching activities, Stoller (1997 in Richard and Rodgers, 2001: 212) provides a list of activities classified according to their instructional focus
1) Language skills improvement 2) Vocabulary building
3) Discourse organization 4) Communicative interaction 5) Study skills
In designing the class which uses CBI, there are two principles that need to be acquired, the objectives and the types of teaching and learning activities. The example of making objectives in CBI can be seen from Free University of Berlin with four objectives in linguistics, strategic, and cultural. Stoller (1997) provides a list of activities to decide the types of learning and teaching activities, which are: language skills improvement; vocabulary building; discourse organization, communicative interaction, study skills, and synthesis of content materials and grammar.
f. The Role of Teacher and Learners
multiple interpretations of oral and written texts” (Richard and Rodgers, 2001: 213).
The teachers or the instructors in CBI are expected to be more than just good language teacher. They have to be knowledgeable in the subject matter and also able to draw out that particular knowledge from their learners (Stryker and Leaver 1993:292, in Richard and Rodgers, 2001: 214). Therefore, the instructors in CBI are expected to make context and comprehensibility as the main concern in their teaching planning and execution, to become the need analysts for their students, to be responsible in selecting and adapting the authentic materials for teaching, and to create a real learner-centred class.
g. Comprehensible Input: Material and Delivery
linguistic competence and their knowledge of the world. In the international class, this comprehensible input will give reputable results for students in acquiring language that results in students’ achievement in obtaining the language.
The comprehensible input in the immersion class can be seen in all the speeches that happen around the students. Hence, giving them sustainable opportunities to use the second language in the classroom will allow the students to improve their language proficiency without concerning more on their errors or grammar.
h. Content-Based Instruction Teaching Models
According to Brinton et al. (1989: 14), there are three CBI teaching models which are now implemented in immersion classes. They are:
1) Theme-Based Language Instruction
In this teaching model, the class is conducted in particular topics or themes. These topics or themes play role as the primary pillar of the curriculum. This kind of model gives input both in language and skill-based for the classroom activities.
2) Sheltered Content Instruction
teaching model is helping students to acquire the subject matter, and in the same time, the teacher can help the students with the language problem.
3) Adjunct Language Instruction
This model of implementation requires more than one instructor or teacher in the class. This is because the teachers have to deal with different things to emphasis although they are dealing with the same materials. One teacher utilizes the material to teach the language skill, whereas the other teacher with the same material teaches the content matter.
i. Advantages and Disadvantages of Content-Based Instruction
There are several advantages that Richard and Rodgers (2001) stated in CBI implementation, particularly those that related to the content learning, namely:
a. Learners are relatively more motivated in learning due to the variation of the subject matters and contents.
b. The content of the study is selected according to students’ need. c. The target language mastery happens subconsciously.
d. The approach seeks to build on students’ knowledge and basic experience.
their own comprehension on the second or foreign language based on their own knowledge and experience.
Nevertheless, CBI also still has several disadvantages. One of the problems is the difficulty for the adults to learn the second or foreign language, which is rarely seen in young learners. This problem is related to the critical period and the adults’ needs of formal and analytical instruction.
As a method, CBI is then used as the basic consideration in conducting immersion programme or international class. Hence, after discussing CBI, the researcher then discusses the international class programme, which becomes one of the major terms used in this research. This is because there is a strong and inseparable relation between CBI and international class programme.
2. International Class
The immersion class or international class has several interpretations. Richard and Rodgers (2001: 206) define international class as “… a type of foreign language instruction in which the regular school curriculum is taught through the medium of the foreign language.” Meanwhile, the others defined international class as a class with international curriculum.
content instruction; it is not the subject of the instruction.” (2001: 206). One of the most visible characters of the international class is the assumption that those who join the international class must be smart students. This is because the students will be able to join the international class only after they pass the test provided for international class. In immersion programme, the students’ goals are:
a. Developing a high level of proficiency in the foreign language
b. Developing positive attitude toward those who speak the foreign language and toward their culture
c. Developing English skills commensurate with expectations for a student’s age and abilities
d. Gaining designated skills and knowledge in the content areas of the curriculum (Richards & Rodgers, 2001)
In international class, the teaching and learning context is not focusing on the structure or the linguistics of the language. Students in international class are considered to use their second language, which is English, as the mean of communication inside their classroom.
skill is becoming the particular skill which differentiates this research with another. Beside that, by explaining the speaking skill, the researcher will be able to explain its importance as the principle skill needed to be acquired by learners in international class.
3. Speaking
Speaking, when it comes to the new language, is considered harder than listening, reading and writing. This is because in speaking the new foreign language, the speakers deal with the different sentence structure system and the grammar, pronunciation and also vocabulary. Speaking happens in real time: it means that the speaker has to respond directly to what the other speakers have said, and it also cannot be revised, unlike writing (Bailey, in Nunan, 2003: 48). The nature of speaking skill is one defined by Bailey (in Nunan, 2003) as productive language because it is generated by the learner. Speaking also has another important point, a channel, which refers to the medium of the message (aural or written). In conclusion, speaking is a productive oral skill that consists of producing systematic verbal utterance to convey meaning (Bailey, in Nunan, 2003: 48). Harmer (2001: 269) defined speaking as the ability to speak fluently presupposes not only knowledge of language features, but also the ability to process information and language “on the spot”. Bailey also provides the principles that are needed in teaching speaking (in Nunan, 2003: 54):
A second language context is one where the target language is the language of communication in the society. Meanwhile, a foreign language context is one where the target language is not the language of communication in the society. The challenges for the teachers are decided partly by the target language context.
b. Teacher should give students practice with both fluency and accuracy.
Fluency is the extent to which speakers use the language quickly and confidently, with few hesitations or unnatural pauses, false starts, word searches, etc. Accuracy is the extent to which students’ speech matches what people actually say when they use the target language.
c. Teacher should provide opportunities for students to talk by using group work or pair work, and limiting teacher talk.
Since the students of the international class are expected to be active, autonomous students and the class is expected to be students-centred class, the teachers should be aware of how much they talk in the class so that they do not take the students’ opportunity to speak in class. Pair and group work activities can be done to increase the students’ time to speak.
d. Teacher should plan speaking tasks that involve negotiation for meaning.
meaning. Clarification, repetition, or explanations during conversations make the students get the people they are speaking with to address the language at a level they can learn from and understand.
e. Teacher should design classroom activities that involve guidance and practice in both transactional and interactional speaking.
Transactional speech involves communicating to get something done, including the exchange of goods and/or services. Interactional speech is communicating with someone for social purpose included both establishing and maintaining social relationship.
In conclusion, speaking is considered as the hardest skill to be acquired since it happens in the real time and the speaker cannot revise what he has said (Bailey, 2003). Bailey also considers the nature of speaking as a productive language for the learner has to generate the skill.
B. Theoretical Framework
The major theories that have been stated above are used by the researcher to conduct the research. They are the basic theory of Content-Based Instruction, the theory of International Class, and the nature of Speaking.
CBI is an approach to Second Language Teaching in which teaching is organized around the content or information that the students will acquire, rather than around a linguistic or other types of syllabus. The theory of CBI also becomes the major basis and the main influence in conducting the international class. From the theory above, the researcher assumes that SMAN 3 Yogyakarta has already conducted the international class with its deep deliberation in applying the theory of CBI in its international class. The theory of CBI afterward is used to identify whether the teaching-learning activities done in the international class have really been conducted inside CBI framework and objectives. The theory of CBI is used later in data gathering analysis to answer the first research problem, namely, how significant is the influence of CBI implementation in the international classes.
the classroom activities. The theory of International Class above then helped the researcher to see and decide whether SMAN 3’s international class has already obtained the main characteristic of the real international class, using English as the means of communication, or whether the label of international class is not appropriate to be used in SMAN 3’s international class.
27 CHAPTER III METHODOLOGY
In this chapter, the researcher discusses all the methodologies which were being used in conducting the research. There are several sub-titles in this discussion: method, research participants, research instruments, data gathering technique, data analysis technique, and research procedures.
A. Method
data collected. The data collection methods that were used by the writer are: the observation, field notes, and interview, all of the data collection methods will be explained in data gathering techniques.
B. Research Participants
The subject of this research was students in the 11th grade of SMA Negeri 3 Yogyakarta who were included in XI IA1 class as the international class students. The main consideration to choose the students in the 11th grade was because students in this year was considered to have more sufficient English exposure compared to the 10th grade students. They were also considered to have enough adjustment to the school and the class situation. The next consideration for choosing the 11th grade students would be because the 12th grade students were on their way in facing National Examination, which needs all their energy and time. It would be unwise to ask them to get involved in this research.
The background of the subject, related to the nature of the international class, was considered to be good and sufficient in their English proficiency. The reason was because to be able to join international class, all of the students had to face the entrance test and they also should have a good pre-test result to be able to join international class. Therefore, the researcher was confident enough to say that all the students in 11th grade international class had enough English proficiency.
presence list with the random choice. The number of the students in the class was 38 (N) students. The formula would be
n = (38 / 2) + 1 = 20
From the result of the calculation, the researcher would take 20 (twenty) students in the class from the attendance list.
C. Research Instruments
To carry out this research, the researcher used several research instruments. To answer the first and second problem in this research, namely how significant is the influence of the CBI implementation in the international class and the influences of the implementation of CBI in the international class to the students’ speaking participation, the researcher used field notes and interview checklist.
1. Field notes
research method, decision and problems, record of ethical issues, and speculations about data analysis.
The researcher used field notes as one of the instruments in this research because field notes may provide detailed and accurate data of the situation inside the class. Moreover, the usage of the observer comments in the field notes may prevent the observer bias that happens when the observer’s personal attitudes and values affect the observation and/or the interpretation of the observation (Ary et al., 2002:431). The use of the field notes in the research was to answer the question related to the first and second question of this research. In particular, the researcher would like to see the students’ speaking participation during the teaching-learning process in relation to their condition as international class students. The results of the field notes were presented in Appendix D pages 76-84. 2. Interview checklist
By using field notes and interview checklist, the results of this research was expected to be clear and comprehensive. It was because field notes may provide detailed and accurate data of the situation inside the class and the use of observer’s comments in the field notes may prevent the observer bias, and the interview checklist makes the data gathering focused directly on the research topic.
D. Data Gathering Technique
The techniques that were used in gathering the data for this research are: 1. Observation
Observation was used to obtain a complete description of participants’ behaviour in a specific natural setting. In this research, the writer took position as a non-participant observer who did not participate or to take any active part in the situation. The observation in this research served as the basic and the primary way to collect the data.
2. Field notes
3. Interview
Interview was used by the researcher to gain deeper information from the participants in order to discover more findings related to the research questions. In this research, the researcher interviewed 20 students from class XIA1 of SMAN 3 Yogyakarta. The interview was used to acquire data on subjects’ opinions, beliefs, feelings, or problems about situation with their own words. In this qualitative research, the interview was more in open-ended questions and less in question structure. The structure followed the development of the questioning and answering process in the interview. The results of the interview were presented in Appendix C pages 71-75.
E. Data Analysis Technique
To analyze the data obtained in the interview and observation, the researcher used the existing theories as the background. The theories of CBI and international class were compared and then contrasted with the results of the observation and interview to gather the final results that answer the research questions. For example, to find out how significant is the influence of CBI implementation in the international class of SMAN 3 Yogyakarta, the researcher contrasted the result of the observation in the classroom activity in SMAN 3 Yogyakarta with the ideal principles of CBI implementation in the international class.
in speaking to find out the students’ speaking participation through CBI in the international class of SMAN 3 Yogyakarta.
F. Research Procedure
In conducting the research, the researcher used the steps from Ary et al. (2002:29-30). The steps are
1. The researcher selected the problem and the topic of the research. The reason of choosing this was discussed in Chapter One.
2. The researcher identified the information that was needed to solve the problem. In this step, the researcher listed what information to be collected, as well as classified the information. The review of the literature that was needed to serve as the basic of the research was also conducted here. From the wide range of the theories available, the researcher chose some that were appropriate for this research. Those theories were put into the theoretical framework of the research. This also included designing the rough draft of the research.
4. The researcher identified the target population and determined any necessary sampling procedures. In this step, the researcher looked for the information needed to identify the characteristic of the sample. After the researcher acquired the information that all the XI students in SMAN 3 Yogyakarta were in the international class, the researcher then had the discussion with the teacher responsible to the classes. From the discussion, the researcher decided to use XI IPA 1 as the sample. However, since the class consisted of 38 students, it was difficult to conduct in-depth research, thus the method of random sampling with the amount of 50 % + 1 was chosen.
5. The researcher designed the procedure for data collection. In this step, the researcher made the practical schedule for obtaining the sample and using the instruments (Appendix A page 70).
became the last steps of the data gathering, so that the personal data may be collected. In the interview, the concept of data saturation was also employed to avoid the redundancy of the information.
7. The researcher analyzed the data. The analysis of the data was conducted through the analysis of field notes and interview checklists. The students’ participation were analyzed by employing the theory of teaching English speaking skill to find about the students’ speaking participation. The result of the document analysis was taken into account. Then, the efficiency of having the content-based instruction in the international class was seen, whether it was really significant or not.
8. The researcher prepared the report. Within this step, the researcher started to arrange the collected data, and then processed all the data into a report.
36 CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
In this chapter, the researcher explains all the findings that are collected from the observations and interviews of the international class students of SMA Negeri 3 Yogyakarta to find out how significant is the influence of CBI implementation in the international class are implemented and what the influences of the implementation of CBI in the international class to the students’ speaking participation are. This chapter includes the data analysis and data interpretation and contrasted with the theories in Chapter Two. The results are arranged according to the problem formulation explained in Chapter One and preceded by the explanation in students’ characteristic.
A. Learners’ Background: Learners’ Characteristic and Their Attitude towards Speaking
From the interviews and discussions that the researcher had with the teaching team prior to the observation, the researcher collected the fact that all of the Science Classes in SMAN 3 Yogyakarta were considered as international classes. It means that the school did not conduct a pre-test or placement test to determine the students’ capability and quality to join the international class. All of the Science Class students’ were directly placed into the international class without considering their capability. However, from the interview (Appendix C pages 72-75) the researcher found that some students had difficulties to express their ideas with the language used inside the classroom. Some of the students in XI grade were still having many difficulties in conveying and understanding information in English, both in written and spoken form.
B. The Significance of the Influences of Content-Based Instruction Implementation in the International Class
This section particularly discusses the holistic Content-based Instruction that is implemented in the international class in SMAN 3 Yogyakarta and its significant influences. The discussion includes brief overview of this international class to give brief and clear explanation of the real condition in the research setting. The implementation of this method is also discussed in some sections of 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.
1. Brief Overview of International Class in SMAN 3 Yogyakarta
This section provides the lecture activities that happened in the international class of SMAN 3 Yogyakarta during the researcher’s observation. This brief overview contains the implementation of CBI, the system of the classes, and the emphasis of the language use.
a. The Implementation of Content-Based Instruction
Content-Based Instruction was only implemented in Science Class for Biology, Physics, and Chemistry subject. It was because the terms and register that are used in these subjects had little differences with those of Science in Indonesian. For example, from what the researcher had found in the modules and handouts, the terms Thermodynamics in Physics (Appendix E page 88) is usually translated into Termodinamika in Indonesian, the terms Hydrostatic is translated as Hidrostatis, Chemistry terms Titration is translated as Titrasi, Biologic terms Plasma Membrane and Prokaryotic is translated as Membran Plasma and Prokariotik, and many more (Appendix F page 91). Hence, the learners were expected to have better understanding in these fields for they do not have to memorize or learn about the different terms and registers in English and Indonesian. The teaching team also expected the students to be able to acquire new vocabulary easier, since the students experience the deduction process automatically.
b. The System of the Classes
The system of the international classes in SMA Negeri 3 was somehow different from the common system that is usually assumed and implemented in the international class. Besides that these international classes did not conduct a pre-test and placement pre-test, there were two sections or two types of teaching-learning process in this particular international class in SMA Negeri 3. The first one is a class carried out by regular teacher and the second one is by substitute teachers.
process was fully in Indonesian. The teacher discussed and explained the material in Indonesian. However, the modules and the exercises were given in English. The teacher, though, did not give exercises in English directly when the teaching-learning process is in progress. The teacher somehow had prepared for the exercises in the form of modules or handouts before the class. According to the teaching team of this school, this situation was done since not all of the regular teachers were prepared and skilled to teach their subjects in English for the whole class.
The second section is when the regular teacher is replaced by the high-rank lecturers from some highly-reputed universities in Yogyakarta. It was expected that the class experienced full CBI class from the lecturers because they were expected to give and to explain the material in English all the time. However, this expectation was rarely happened. A lecturer who has responsibility to teach each subject only came to the class once a month. In that rare occasion itself, most of the lecturers did not fully employ English as the instructional language in the teaching-learning process. The extreme case in the international class is when the Physics lecturer of XI grade students used Indonesian all the time or 0% of English was used, whereas the English exposure was only given in the presented short-Power Point-material.
comprehend topic. The Biology lecturer stated to the class at first that she would use mixed language between English and Indonesian as the instructional mean in the class. But, eventually, she continued using Indonesian most of the time and leaving only less than 40% in English. However, she still tried to use English in asking students to present their own interpretation towards the material and also to answer the questions, and in providing the videos projected.
c. The Emphasis of the Language Use
Based on the interview conducted with the teaching team, the international class in SMAN 3 Yogyakarta put greater prominence on the written language rather than the spoken language. Hence, writing had bigger portion than speaking. The students in the international class were expected and considered to be able to compose their practice reports, to do the exercises and tests or quizzes in English without having too many quandaries. To support the expectation, all of the modules that are given to the students were written in English. Therefore, even though almost all of the explanation in class was delivered in Indonesian by the regular teachers and most of the visiting lecturers, it was expected that the students did not have any difficulties in the register of the subject employed within the course with the modules’ contribution.
English and in conducting the teaching-learning process in English for the whole time in the class. The situation, however, happened since the policy makers in that school put into consideration the fact that the majority of students encountered difficulty in having English as the main communicative and instructional language in class and school environment all the time. But, the main reason of this particular system was still because of the situation where the teachers were unable to employ full English class. However, based on the interview, it was stated that there will be an improvement and adjustment in the system every year. The policy makers are improving the system by adding the English exposure for the students, including the English exposure by the regular teachers and lecturers. They hoped that in the following years, the international classes will improve their quality and they are able to employ full English in the teaching-learning process. Therefore, students of the international class who obtain full English exposure will have sufficient comprehension in written English along with the improvement in their spoken English.
scientific English more often than they need to communicate orally in English. Therefore, the teachers have to familiarize the students with the English scientific literature.
Thus, from what the researcher found during the observations and interviews with the teaching team and the students in the international class, the researcher concluded that the definition of language used within this international class program is in text and discourse based. According to the definition of language in Content-based Instruction discussed in the previous Review of Related Literature, the third definition is also applied here. This definition of language as something purposeful and may be used for specific purpose. In this situation, the purpose is to achieve the capability to reach the understanding in higher education. Hence, the view of language as the combination of several skills was not demonstrated and applied within the implementation of international class in SMAN 3 Yogyakarta.
2. The Implemented Principles of Content-Based Instruction in the International Class of SMAN 3 Yogyakarta
3. The Role of Teacher and Learners
creating a learner-centred class, and also analyzing students’ needs. But, on the observation, the researcher did not see the implementation of these ideal roles.
The researcher found out the fact that the teachers and the visiting lecturers in international class of SMAN 3 focused on the material delivery. Hence, they were obliged only to deliver the material to the students. They never helped and provide chances for students to utilize the target language during the teaching-learning activities although supporting students’ acquisition of target language was one of their roles. Almost 100% of classroom activities in the international class of SMAN 3 were executed in Indonesian, and teachers or lecturers rarely supported students to use English to ask or answer questions.
Considering the teachers’ role to provide a learner-centred class characteristic, the researcher has not found the fulfilment of this role by the teachers and the visiting lecturers in international class of SMAN 3 Yogyakarta. The common teaching-learning activities in that class were lecturing, where the teachers or visiting lecturers deliver the materials in front of the class, literally. Teachers considered the class finished when they could deliver all the materials targeted for that day. The role of the students was occurred only on asking or answering questions but they did not have encouragement to use English in class.
their lack of English pronunciation proficiency. Subconsciously, the problems experienced by the teachers in their pronunciation, might be dangerous for the students. The students would tend to imitate the wrong examples given by the teachers and bring them to the incorrect English pronunciation. Moreover, the use of incorrect grammar and careless code switching to Indonesian by the teachers was seen as evidence that the teachers did not have enough competence in the target language. This insufficient competence made the teachers unable to play as good role models.
4. Comprehensible Input and Material Design
Several types of input were utilized in the teaching-learning activities in the international class of SMAN 3 Yogyakarta. In this section, the researcher explains them one after another by considering the nature of comprehensible input or Content-Based Instruction and international class. The section contains the lecture within the teacher’s class, the modules, the lecture within the lecturer’s class, and the handouts given within the lecturer’s class. This explanation is hoped to provide a clear description of the input within the material designed by the international class of SMAN 3 Yogyakarta.
a. The Lecture within the Teacher’s Class
in the teacher’s class were fully involved and understood the material since it was fully conducted in Indonesian. But, in relevance with Krashen’s comprehensible input theory, the material delivery was not considered as comprehensible. It is because not only the material delivery that used fully Indonesian, the notes were also delivered in Indonesian.
The lecture within the teacher’s class in SMAN 3 Yogyakarta had not executed the theory of comprehensible input as a challenging language that is slightly above the current linguistic level of the students or (i + 1), which supplies the foundation for successful language acquisition (Brinton, in Nunan 2003: 201). This is because the lecture or material delivery within the teacher’s class was done fully in Indonesian and had not facilitate students with the subconscious challenge which is needed to achieve higher level of English proficiency.
b. The Modules in the Teacher’s Class
The modules that were used for lecturing in the international class of SMAN 3 Yogyakarta were compiled by the teaching team and used in the classroom. The teaching team compiled the modules according to the materials needed from different sources, mostly written in English. The students did not find difficulties in comprehending the materials because the modules used the vocabulary which were not too different from the Indonesian vocabulary.
dangerous for the students because they might have misunderstood the sentence meaning. The problems were found in the modules which were compiled by the individual subject teacher and not by the teaching team. The researcher found one example of the incorrect sentence structure which was “Note that the axis about which the torques must equal zero was not specified. This is because the sum of the torques must be zero about any axis” (Physics, Appendix E page 87). Apparently, the teacher’s first language interfered with the translation process and there were incorrectness in the conjunction and the sentence structure.
Hence, the researcher saw the evidence that the modules made and compiled for the international class in SMAN 3 Yogyakarta could not be considered as a good and reliable comprehensible input because the students did not get advantageous challenges that they needed to get into the higher linguistic level they had to acquire. Furthermore, the modules did not apply the (i + 1) principle because the linguistic level applied in the modules were not higher than the students’ linguistic level.
c. The Lecture within the Lecturer’s Class
level, it was expected that the students can reach higher linguistic level which might lead to easier target language acquisition and mastery. On the contrary, the Physics lecturer barely employed the adapted English linguistic level. The lecturer took the presented materials given in the PowerPoint from the university textbooks which could not give contribution to students to understand the materials in easier target language.
d. The Handouts in Lecturer’s Class
The researcher did not find any misspelling or incorrectness in the words or the sentence structure from the handouts given by the visiting lecturers within their classes. This was because the lecturers compiled the materials for the handouts from more than one university level authentic materials or textbooks. The perfect word choice and sentence structure in the handouts helped the students to understand the materials better and they would not find any misconception in relation to the language use. But, the choice of taking the materials from university level textbook made the linguistic level in the materials was far higher than the students’ linguistic level.
5. Types of Content-Based Instruction Implemented
Instruction, the Sheltered Content Instruction, and the Adjunct Language Instruction. They just seized little characteristics from each of the three CBI teaching model and then applied them in the international class in combination.
The researcher found that the first CBI teaching model, Theme-Based Language Instruction, was hardly employed in this international class of SMAN 3 Yogyakarta. The researcher did not see particular topics or scheme that were employed as the basic teaching-learning activities and supplied rich input for the lesson. Furthermore, despite the missing of the topic for teaching-learning activities’ basis, the researcher did not see the willingness from the regular teachers to provide the students’ language skills needs because they were barely set up to accustom to use English as a means of communication and conveying information in the class.
Adjunct Language Instruction as the third teaching model was also not fully employed in the international class of SMAN 3 Yogyakarta. The implementation of Adjunct Language Instruction ideally needs two teachers or instructors in the same class with the same materials with different discussion. The first instructor discusses everything related to the content of the subject material, whereas the second one discusses everything related to the language skills. The international class of SMAN 3 Yogyakarta did employ the model of two instructors in the same class because they had both the regular teachers and the visiting lecturers. Although they handled the same class, they put an emphasis in the content of the materials, sometimes with different kinds of material, and never discussed the language skills in the materials.
C. The Influences of CBI Implementation on Students’ Speaking Participation
This part is going to answer the second problem in the problem formulation. The discussion is divided into two sections, namely how speaking skill is obtained in the international class of SMAN 3 Yogyakarta and the influences of CBI implementation in the international class on the students’ speaking participation.
1. Speaking in the International Class of SMAN 3 Yogyakarta
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.
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
