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principle above, there are still a number of additional assumptions that derived from the core principles of CBI. The first assumption 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. In this case, the use of
informational content which is perceived as relevant by the learners is to increase motivation in the language learning, as Brinton says in Richards and Rodgers
2001:209. The second assumption is that students learn best when instruction
addresses students’ needs. This principle emphasizes that in CBI the content that the students study is selected according to their needs. In SMK or vocational
school, the academic needs of the students across the curriculum form the basis for the curriculum content. Authentic texts, both written and spoken, that the
students will encounter in the real world provide the starting point for developing the syllabus, so relevance to learners’ needs is assured.
The last assumption is teaching builds on the previous experience of the learners. This principle emphasizes that students do not start out as blank slates
but are treated as bringing important knowledge and understanding to the classroom. The starting point in presenting a theme-based lesson is therefore what
the students already know about the content.
e. The Role of Teacher
In CBI teacher must be more than just good language teachers. According to Stryker and Leaver as cited by Richards and Rodgers 2001:214,
teachers must be knowledgeable in the subject matter and able to elicit that
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knowledge from their students. In addition, Brinton in Richards and Rodgers, 2001:214 says at a more detailed level, teachers have to keep context and
comprehensibility foremost in their planning and presentations, they are responsible for selecting and adapting authentic materials for use in class, they
become students needs analysts, and they have to create truly learner-centered classrooms.
f. The Role of Learner
Richard and Rodgers state that in CBI, the students are expected to be autonomous so that they come to understand their own learning process and take
charge of their own learning from the very start 2001: 213. CBI implements the principle “learning by doing” so that the learners must be active participate in the
learning process. Learners are expected to be active interpreters of input, willing to tolerate uncertainty along the path of learning, willing to explore alternative
learning strategies, and willing to seek multiple interpretations of oral and written texts,
g. The Role of Materials
In CBI, the materials that facilitate language learning are the materials that are used typically with the subject matter of the content course. Richards and
Rodgers emphasize authenticity and comprehensibility of materials in CBI classrooms 2001:215. Authenticity implies that the materials are like the kinds
of materials used in native- language instruction that are not originally produced for language teaching purposes, for examples: newspaper ads, job vacancies,
tourist guidebooks. Comprehensibility implies the level of complexity of materials
