own learning strategies although there were many new vocabularies in the materials and students had to read the materials by themselves. It is supported by
the lecturer ‟s opinion that can be seen in Appendix 6. The lecturer said:
“When we entered English Education, we have already known the consequence that when discussing something, we will certainly discuss it
in English. Its a concept that should have been there since the first semester.
”
In the implementation of CBI method, the researcher input three kinds of curriculum models related to this research to integrate the learning of language
with the learning of content according to Brinton, Snow, and Wesche 1989. Those three kinds of curriculum models are elaborated as follows.
1. Theme-Based Language Instruction
Theme-Based Language Instruction is when the teacher generated or adapted topic from outside sources to integrate the topic into the teaching of all
skills Brinton et. al., 1989. In this research, Psikologi Belajar dan Pembelajaran course became the Theme-Based Language. The researcher gathered the data by
giving questionnaire about the use of CBI method that develops students‟
knowledge about new vocabulary. Peachy 2003 stated that CBI method helps students to develop valuable study skills such as note taking, summarizing and
extract ting key information from texts. Based on the questionnaire result number 3 as can be seen in Appendix 4, 100 of 30 students had experienced getting new
vocabulary in Psikologi Belajar dan Pembelajaran course. It is supported by the interview result of student A as can be seen in Appendix 6. She said that the use
of CBI method in Psikologi Belajar dan Pembelajaran course helped her to improve her knowledge and understanding about new vocabulary.
2. Sheltered Content Instruction
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 take benefit from the adjustments and simplifications made by native speakers in communication with the second language learners Krasheb, 1981. It
was applied in Psikologi Belajar dan Pembelajaran class because the lecturer always divided the students in group discussion and each student had to master
and explain the material to others based on their job. Then, the lecturer guided the students to understand the material that was given by the lecturer.
Learners from a small circle ask a message or meaning they want to express, the teacher translates or interprets it into the target language, and the
learners repeat the teacher‟s translation Richards and Rodgers, 1986. It was a kind of support from the lecturer for the students to help them in reading task.
Based on the Mathewson model 1985 the source of a book or magazine might be a friend, a teacher, or a club important in determining a decision to read because
in this model involves the affective processes of attitude, motivation, affect, and physical feelings. It is support by Cramer 1994 who says that the ideas of
classroom teachers can help to promote positive reading attitudes in students Cramer, 1994. Table 4.1 shows that 100 of 30 students had understood the
material because the lecturer helped them in translating the difficult word or sentence into the easier meaning. Moreover, it was useful for them. Student A
said: “The lecturer helps student to interpret the vocabulary that is not
understood by replacing the vocabulary with the word that be understood easily by students
.” It means that the lecturer‟s help in interpreting the difficult word was very
important for the students . The lecturer‟s help would make the students
understood what they wanted to know. Based on the interview result, Student B stated that:
“The lecturer can associate material delivered in accordance with the learning needs of students, so that students can understand the material
easily”.
It is supported by Student E who said that the lecturer did not help students directly, but if there was a sentence or new vocabulary that was difficult to be
understood, the lecturer replaced it with a sentence or another word which was familiar, so that the students would be easy to understand the real meaning.
3. Adjunct Language Instruction
Adjunct Language Instruction is when the students enrolled concurrently in two linked courses, namely a language course and a content course with the idea
that the two courses share the content base and complement each other in terms of mutually coordinated assignments Brinton, 1989. It was implemented in
Psikologi Belajar dan Pembelajaran class because students did not only learn the material, but also learned the language. It is not easy to learn both of them.
Students needed strategy to understand the material easily, especially in reading PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
skill because all of the materials are in English. One of the strategies that can be make understanding the material easier is by using note taking because the
students will be easy to remember the words or sentences. It is supported by Hartley 2002 who states that note taking is an effective information-processing
way that is commonly used to remember the words easily. The questionnaire result shows that 19 students or 63,4 of the participants did the note taking in
the fourth statement while 11 students or 36,6 of the participants applied this way. It means that almost half of students did not apply this way to develop their
vocabulary. It is supported by interview results of Student C as can be seen in Appendix 6. She said that she rarely wrote new vocabulary, but she only
underlined or thickened the words that heshe did not understand with a
highlighter and read it again.
Students are more willing to learn when they have created the material themselves Larsen-Freeman and Anderson, 2011. Mathewson 1994 depicts
attitude which may influence attention and comprehension through the decision process. The secondary component includes recall, reflection, and application.
This was important to the model to depict that students should do more with their reading. Based on the questionnaire result number 6 which can be seen in
Appendix 4, it shows that 29 students or 96,7 of the participants thought that they were helped by the use of CBI method in Psikologi Belajar dan
Pembelajaran on reading skill while one 1 student or 3,3 of the participants disagreed. It can be concluded that most students agreed that the students‟ reading
attitude towards the use of CBI method in Psikologi Belajar dan Pembelajaran on PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
reading skill helped them to be creative on making strategy for learning. CBI method can make learning a language more interesting and motivating. Students
can use the language to fulfill a real purpose by using creativity in making the learning strategies they create. It can make students both more independent and
confident Peachy, 2003. Moreover, the interview results supported this conclusion. Three of five interviewees agreed with the statement. Student A said:
“I love to write new vocabulary in a small note such a dictionary to help me memorize new vocabulary. It is my strategy to improve my reading
skill, because by knowing the meaning of every word then I could
understand the reading well.”
Actually, Student B and D almost had the same way on their reading attitude to improve their reading skill in Psikologi Belajar dan Pembelajaran
course. However, they did not write down the vocabulary in a book or note, they were more confident to underlined new vocabulary and give the meaning behind
or besides the word. In addition, the students‟ reading attitude towards the use of CBI method in
Psikologi Belajar dan Pembelajaran on reading skill helped students to build spirit in learning English. Based on the questionnaire result number 7, as can be
seen in Appendix 4, shows that 27 students or 90 of the participants built spirit in learning English while three 3 students or 10 of the participants did not built
spirit in learning English. It means that for this statement, the students had positive perception. Based on the interview result, Student B said:
“In my opinitowards the use of CBI really helped me to improve my English skills, especially in reading skill. For me, by having a good
reading skill, it will be easier to fix other skills, such as writing and speaking, because I have remembered vocabulary well.
” PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Another questionnaire results which has the relation with the theory above is about the use of CBI method in Psikologi Belajar dan Pembelajaran for
reading skill has good impression for students. According to Mathewson 1994, reading attitude includes evaluations of content and purpose, feelings about
engaging in a particular kind of reading, and action for maintaining reading activity. The questionnaire result, as can be seen in Appendix 4 shows that 27
students or 90 of the participants had a good impression while three 3 or 10 of the participants did not have good impression with the use of CBI method in
Psikologi Belajar dan Pembelajaran for reading skill. It is supported by the interview result of Student C as can be seen in Appendix 6. She said that at the
first time, she was not able to learn the general course which was in English. Therefore, after using CBI method she became trained and happy to learn
anything in English. It means that students had positive perception about the statement.
Based on the positive perception above, it is needed to know how long students‟ reading attitude towards the use of CBI method helps students in
learning English. Reading attitude is developed over time. Mathewson, 1994. Based on the questionnaire result of item 9, as can be seen in Appendix 4, 28
students or 93,3 of the participants became accustomed to study in English while two 2 students or 6,7 of the participants were not accustomed to study in
English. It means that the use of CBI method helped the students accustomed to English, especially in reading skill, because all of the materials from the lecturer
were always in English. In the interview, Student A said: PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
“As a student I realize that I have to master English well and I should also have good skills. Therefore, I have to be accustomed to English so that I
could do it easily. ”
In addition, the interview result which can be seen in Appendix 6, shows that the lecturer agreed to the statement in the questionnaire. She explained that
she forced students a little to always use English to discuss something so that it can become a habit and make them accustomed to discuss anything in English.
Language is the main tool that promotes thinking, develop reasoning, and supports cultural activities. It can be expressed through reading and writing
Vygotsky, 1978. Therefore, the researcher asked some questions to the students in the questionnaire and interview which were related to the students‟ reading
attitude for their achievement towards the use of CBI method. The questions were asked to know the students‟ satisfaction when practicing and improving their
reading skill by using CBI method. The questionnaire result of item 10 and 11, which can be seen in Appendix
4, has relation one to another. The questionnaire result number 10 shows that the students‟ reading attitude towards the use of CBI method in Psikologi Belajar dan
Pembelajaran made students happy to study the general material in English. It shows that 24 students or 80 of the participants were satisfied when practicing
and improving their speaking skill while six 6 students or 20 of the participants were not satisfied. However, almost all of the students agreed that
they had enjoyed studying Psikologi Belajar dan Pembelajaran course using CBI method. Based on the questionnaire number 11 as can be seen in Appendix 4, we
can see that 29 students or 96,7 of the participants enjoyed study Psikologi Belajar dan Pembelajaran using CBI method while one 1 students or 3,3 of
the participants did not enjoy it. It can be concluded that students‟ satisfaction was
different one to another based on the interview results which can be seen in Appendix 6. Student B said that she really enjoyed the learning process in
Psikologi Belajar dan Pembelajaran class by using CBI method because she had felt a lot of positive changes in herself-development capabilities.
The students gave positive view or opinion about the implementation of CBI method in Psikologi Belajar dan Pembelajaran. More than half of the
students saw that the students‟ reading attitude towards the use of CBI method
was helpful for them in improving their reading skill. Students also saw CBI method as a part of learning. They learned how to be a teacher by using this
method, not only learn about the main course, but also learning about the language. Therefore, they could make an innovation to teach in the future by
using CBI method. It is supported by the interview results of the lecturer as can be seen in Appendix 6. The lecturer stated:
“I forced students a little to always wear English to discuss something so that it can become a habit or to make them accustomed to discuss anything
outside of skills in E nglish.”
The lecturer also supported that statement by saying that as a teacher
candidate, students must have good reading skill in English, from the easiest to the most difficult that will inevitably arise. In fact, when they enter fourth
semester, all of the books use English. Since the fifth semester there are LLA, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LPD that all of the books in English. The lecturer said that the point is that students are more accustomed to the reading passage that is not novel, which is
not for fun but more for academic research, more enthusiasm there. It was very struggling, either from the lecturer or from students.
Based on the questionnaire result of item 12 as can be seen in Appendix 4, 28 students or 93,3 of the participants agreed that having a good reading attitude
towards the use of CBI method helped their reading skill improve while two students or 6,7 of the participants disagreed. The improvement was reflected in
their understanding when they were implementing CBI method. In Psikologi Belajar dan Pembelajaran class, the lecturer always divided the students into
group discussion and asked the students to read the material by dividing the part of the text. The inclusion of a group work element in Psikologi Belajar dan
Pembelajaran class help students to develop their collaborative skills, which can have great social value Peachy, 2003. The students should explain their own part
to other students in their group. The researcher did not determine whether their explanation was really improved by seeing their explanation directly, but by
understanding their reflection. It means that the researcher tried to gain deeper understanding by trying to make meaning related to
students‟ perception on their reading skill after implementing CBI method.
The researcher would also present the description of the students‟ opinion taken from the questionnaires results and the description of students‟ opinion
based on the interview result that was conducted on five students. The interview results can be seen in Appendix 6. Students A, B and C were the interviewees
who agreed that their reading skill was improved after implementing CBI method while Student D and E were the interviewees who disagreed. Student D said:
“I feel nothing has changed from my reading ability, because sometimes I still do not understand even after reading the material over and over again.
Maybe because Im too lazy to read the material because of having to open the dictionary to see the meaning of the vocabulary that I think is
complicate
d.” It is almost the same with Student E
’s opinion who said that his reading ability did not change because he was lazy if the lecturer gave reading material as
the task. He preferred asking friend about the need rather than read it by himself, and he thought that just made him dizzy and confused. They said that their
reading skill did not get better even though they followed the lecturer’s instructions. It happened because they did not do it seriously which meant that
they could not persist in facing the difficulties even though actually they really wanted to improve their reading skill and be able to master the materials using
English. Their main problem is the laziness during their time in the process of learning. They still lazy although reading attitude towards the use of CBI method
in Psikologi Belajar dan Pembelajaran has benefit for ELESP students. Based on the analysis, it can be concluded that the improvement was obtained by all of the
students in Psikologi Belajar dan Pembelajaran class, except for Student D and student E.
Based on the Table 4.1, it shows the result of the questionnaire about the students‟ reading attitude towards the use of CBI method which is implemented in
Psikologi Belajar dan Pembelajaran class help students to improve their reading PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
skill. Actually, almost all of the students had good reading attitude to improved their reading skills after implementing CBI method in Psikologi Belajar dan
Pembelajaran. Based on the interview result as can be seen in Appendix 6, student A, B, and C experienced more significant changes in improving their
reading skill because they have good reading attitude. It was proved from their answer in the interview which were more positive towards the improvement they
experienced after implementing CBI method even though student D and E did not feel it. It was proved from their answers in the last question of interview as can be
seen in Appendix 6. Students D and E did not experience the improvement after the implementation of CBI method because they were lack of good reading
attitude. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
50
CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the conclusions of the research and
recommendations related to the research. There are two sections in this part. The first section discusses the conclusions of the research. The second section
discusses the recommendations related to this research for the ELESP lecturers, the ELESP students, and future researchers.
A. Conclusions
The research aimed at knowing to the students‟ reading attitude towards
the use of CBI method which is implemented in Psikologi Belajar dan Pembelajaran class. After presenting the research findings and the analysis, the
researcher draws some conclusions and provides several recommendations towards the use of CBI method which is implemented in Psikologi Belajar dan
Pembelajaran class of ELESP of Sanata Dharma University in academic year 20152016 that is influence
the students‟ reading attitude. The research problem was answered by distributing questionnaires and
interviewing some students. According to the result of the questionnaire and interview, it could be concluded that that the majority of the students have good
reading attitude on the implementation of CBI method in Psikologi Belajar dan Pembelajaran class. Th
e students‟ reading attitude towards the use of CBI method PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
were; students like reading English book, students always take note of new vocabularies, students being creative on making strategy for learning, students
build spirit in learning English, students were impressed with the use of CBI method, students were accustomed to English, and students were enjoyed learning
English. The students‟ reading attitude has big relation to the students‟ achievement
toward reading. The use of CBI method is helpful for the students to improve their reading skill. This could be seen from the average of the percentage in the use of
CBI method in Psikologi Belajar dan Pembelajaran improved students‟
reading skill.
Based on the result, the students‟ percentage increased. The average of students‟ percentage of their reading improvement
was 93,3. It was shown on the improvement on students‟ material understanding when they explained what they
read to other students. The students‟ reading attitude towards the use of CBI
method were significant as students could become creative on making strategy for learning;
develop knowledge about new vocabularies;
build spirit in learning English;
make the students happy to study the general courses in English;
and be accustomed to English. Most of the students agreed that CBI method influence their reading
attitude in Psikologi Belajar dan Pembelajaran class. Therefore, it could be concluded that the use of CBI method in Psikologi Belajar dan Pembelajaran
class has good influence on the students reading attitude. Students can develop their reading skill if their reading attitude affects student achievement in reading.
B. Recommendations
After conducting this research, the researcher proposed some recommendations in order to maximize the
students‟ reading attitude towards the use of CBI method which is implemented in Psikologi Belajar dan Pembelajaran
class for English teachers, ELESP students, and future researchers. 1.
The English Lecturers The students‟ reading attitude towards the use of CBI method which is
implemented in Psikologi Belajar dan Pembelajaran class show good responses from the students although there are some implications. Most of students agreed
that CBI method should be applied in Psikologi Belajar dan Pembelajaran class because it was influence the students‟ reading attitude to improve their reading
skill. Even though they were confused of this method, students said that it gave them some benefits, such developing their knowledge about new vocabulary in
English, being creative on making learning strategies, and being accustomed to studying English.
However, it would be better if the lecturers give some innovations in delivering the material of Psikologi Belajar dan Pembelajaran course. CBI
method is an alternative teaching method for the lecturers who teach general courses in order to make the students accustomed to learning everything in
English. Therefore, the lecturers should be more creative in conveying the material.
2. The ELESP Students
After knowing the students‟ reading attitude towards the use of CBI
method which is implemented in Psikologi Belajar dan Pembelajaran class that has good responses from the students and it helps students to improve their
reading skill, the researcher recommends that ELESP students use the result of this research as source of information to evaluate their abilities in English,
especially in reading skill. If their reading skill is enhanced, the students will have better skill such as writing, speaking, and listening skill. If they have mastered all
of the skill in English, they will be easy to understand all of the materials in English.
3. Future Researchers
This research can be a reference for future researchers who conduct a research or study in the same field. The future researchers are recommended to
conduct a study about CBI method in different settings, such as in Pengantar Pendidikan course with the different skill, for example in speaking, writing, and
listening skill. By conducting a study in other courses, future researchers will know how CBI method is implemented in general courses, especially in the first
semester, and what is the use of CBI method in helping students improve their skill. Moreover, futures researchers will gain a better of students‟ belief in other
abilities to achieve the goals in relation to the use of CBI method. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
54
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