18 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
In this model, the subject matter teacher has had special training in dealing with teaching second or foreign language. The teacher can help the students who
are still acquiring the second or foreign language by modifying the delivery style in order to make students comprehend the material better. The goal of this CBI
19 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.
From the points above, it is clear that this approach will be more effective than the other approaches in helping the students to master the second or foreign
language because the materials for the classroom activities are taken and adapted based on the learners’ needs. Using this approach, along with the materials that
are specially chosen based on the students’ needs, students will be able to build PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
20 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
