speakers in communication with the second language learners Krasheb, 1981, and from a low-anxiety situation.
Sheltered courses frequently involve certain modifications made for the second language population. As the example, texts are carefully selected for their
organization and clarity, the instruction might gear lecturers more closely to the written text and make certain linguistic adjustments to allow for students‟
listening comprehension difficulties, and the overall course requirements might be altered to include greater emphasis on receptive skills.
3 Adjunct Language Instruction
Students are 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. Second language learners are sheltered in the language course and
integrated in the content course, where both native English and nonnative English- speaking students attend the same lecture.
According to Brinton 1989, the reason behind this model is that the linked courses will assist students to develop academic coping strategies and
cognitive skills that will transfer from one discipline to another. In this research, the students not only focus on the language, but also focus on the material in
Psikologi Belajar dan Pembelajaran class. Therefore, students have to make their own strategy to understand the material which is explained in English.
e. The Advantages of Content-Based Instruction CBI Method
CBI method is praised for many reasons. Peachy 2003 proposes the advantages of CBI method as follows.
1 CBI method can make learning a language more interesting and motivating.
Students can use the language to fulfill a real purpose, which can make students both more independent and confident.
2 Students can also develop a much wider knowledge of the world through CBI
method which can feedback into improving and supporting their general educational needs.
3 CBI method is very popular among EAP English for Academic Purposes
teachers as it helps students to develop valuable study skills such as note taking, summarizing and extract ting key information from texts.
4 Taking information from different sources, reevaluating and restructuring that
information can help students to develop very valuable thinking skills that can then be transferred to other subjects.
5 The inclusion of a group work element within the framework given above can
also help students to develop their collaborative skills, which can have great social value.
From the above advantages of CBI method, it is obvious that the use of CBI method in Psikologi Belajar dan Pembelajaran class helps the students to
improve their reading skill. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
