1977 or they may be defined in terms of particular set of texts to be mastered by the learners.
d. Three CBI Method Teaching Models at the University Level
CBI models have appeared on the second language teaching scene. These models provide other alternatives for integrating the language curriculum with the
academic or occupational interests of students. There are three kinds of CBI models, namely theme-based, sheltered, and adjunct courses. The three models
characteristics which are distinguished from one another and discuss the implications for teacher training, curriculum design, and materials development in
postsecondary setting. According to Richards and Rodgers 2001, CBI method
is “a method to second language teaching in which teaching is organized around the content or
information that students will acquire, rather than around a linguistic or other type of syllabus” p. 204. It means that learning of language and learning of content
happen in one situation or simultaneously, such as in Psikologi Belajar dan Pembelajaran course. In that course, language is utilized as the medium for
teaching subject content. In addition, CBI provides the opportunity for teachers to match students‟ interests and needs with interesting, comprehensible, and
meaningful content by applying
three CBI teaching model.
Brinton, Snow, and
Wesche, 1989.
1 Theme-Based Language Instruction
Theme or topic-based language courses are one way to increase the use of subject matter content in language classes. A language curriculum is developed
around selected topics or themes drawn from content area and Psikologi Belajar dan Pembelajaran course becomes the content in this research. Psikologi Belajar
dan Pembelajaran becomes the basis for the analysis of language and practice. The material is presented as a choice of reading, and vocabulary material will then
be received in a guided discussion. According to Brintoon 1989, teachers generate or adapt topic from
outside sources to integrate the topic into the teaching of all skills. In this study, the lecturer integrates the material of Psikologi Belajar dan Pembelajaran to
assist students to develop general academic language skills through relevant content.
2 Sheltered Content Instruction
The second method, sheltered courses, consists of content courses taught in the second language to a segregated group of learners by a content area specialist,
such as a university professor who is a native speaker of the target language. Sheltered courses are closely in keeping with the tradition of elementary and
secondary immersion education where second language learners are separated or sheltered from native-speaking students. This sheltered arrangement places all
second language learners in the same linguistic boat, thereby enabling them, it is believed, to benefit from the adjustments and simplifications made by native
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