seeing if the purpose is achieved and how their own interests relate to the purpose Richard and Rodgers, 2001: 208.
3 Theory of Learning
The concept of learning in CBI is quite different from any existing approaches in language teaching in which the language form is the primary focus of
the syllabus and of the classroom teaching. Here are the concepts of learning in CBI cited by Richard and Rodgers 2001:209:
• People learn a second language most successfully when the information they are
acquiring is perceived as interesting, useful, and leading to a desired goal. •
Some content areas are more useful as a basis for language learning than others. •
Students learn best when instruction addresses students’ needs. •
Teaching builds on the previous experience of the students.
b. Design
In the design of CBI, there are five theories to be considered, namely objectives, learning and teaching activities, learner roles, teacher role, and the role of
the materials. Those theories are used as a framework to design the instructional materials using CBI. Below are the detail explanations.
1 Objectives
Referring to the approach that has been mentioned above, the language learning in CBI is considered as an incidental learning. It means that the language
learning is done indirectly. Generally, CBI has no intention purpose to learn a language. It emphasizes the information in the content subject. According to Richard
and Rogers 2001: 211, the objectives of CBI course are stated as the objectives of the content course. So, the achievement in content course objectives is viewed as the
adequate evidence that language learning objectives have been successfully achieved. However, as CBI has been developed well, the objectives of CBI can be varied. It
depends on the model of CBI which is implementing in the classroom. For the further explanation about models of CBI, it will be discussed in the next part in this chapter.
2 Learning and Teaching Activities
Regarding the definition of CBI which has been stated in the previous paragraph, the activities in CBI are not merely limited to how to get the information
within the context. In contrast, the activities in the classroom may vary. As what has been stated by Stoller in Richard and Rogers’ book 2001: 212, there are some types
of activities in CBI. They are vocabulary building, discourse organization, communicative interaction, study skill, and synthesis of content materials and
grammar.
3 Learner Roles
In CBI, the learners should be independent learners. CBI requires the learners to be more autonomous. They are demanded to be active in interpreting the
input or even finding the best learning strategy. Besides, they also become the sources of the content and the participants of selecting the topics and activities as
what has Richard and Rodgers noted 2001: 213.
4 Teacher Role
The most important of the teacher role in CBI is the teacher should not only master the target language but also master in the subject matter since CBI usually
uses the topics which are related to a particular subject matter. CBI requires more than a good language teacher in order to achieve the more effective teaching-learning
process in the classroom. Stryker and Leaver 1993 in Richard and Rogers’ book 2001: 214 give the description about the skills which should be possessed by the
teacher. They are varying the format of the classroom instruction, using group work and team-building techniques, organizing jigsaw reading arrangements, defining the
background knowledge and language skills required for student success, helping students develop coping strategies, using process approaches to writing, using
appropriate error correction techniques, and developing and maintaining high levels of student esteem.
5 The Role of Materials
According to Brinton et al 1989: 17, the materials in CBI should not originally be produced for language and teaching purposes. In other words, it refers to
the authentic materials such as magazine articles or newspaper. Thus, the authentic materials are used in order to provide a rich variety of materials for the learners.
Furthermore, the modification of the authentic materials is necessary to fix the difficulty level with the learners and it is to get the maximum comprehensibility.
4. Models of Content-Based Instruction
