continued
Aspects Components
Subcomponents
Presentation c.
Instructional presentation 19. Self-reflection and
assessment d.
Completeness of the presentation
20. Opening section
21. Main section
22. Closing section
Layout a.
Layout 23.
Consistency 24.
Harmony 25.
Completeness b.
Typography 26.
Font types 27.
Font size 28.
Mistyping c.
Illustration 29.
Interesting 30.
Adding clarity
7. Content-Based Instruction CBI
a. The Definition of Content-Based Instruction CBI
Content-Based Instruction or CBI is considered as the most appropriate method used in teaching English for vocational high school since it considers
content as the starting point. According to Brinton in Nunan 2003:201, CBI refers to the language teaching through exposure to the content that is
interesting and relevant to learners. She also stated that content serves several purposes such as providing a rich context for the language classroom,
allowing the teacher to present and explain specific language features, and providing the comprehensible input.
Richards 2006:28 defines CBI as the information or subject matter that students learn or communicate through language rather than the language
used to convey it. Added to this, Krahnke in Richards 2006:27 defines CBI as the teaching of content or information in the language with little or no
direct effort to teach the language itself separately from content being taught.
Richards 2006:28 states that CBI is based on some assumptions about language teaching. Those assumptions are: 1 people learn a language more
successfully when they use it as a means of acquiring information; 2 CBI reflects learners’ needs for learning a second language; and 3 content
provides a coherent framework that can be used to link and develop all of language skills. Therefore, in CBI learners focus more on content rather than
in language. Brinton in Nunan 2003:201 states that learners learn a language
optimally when: 1 language is being continually recycled throughout the unit and 2 learners are given multiple opportunities to use the new language
they acquire as they read, discuss, and write about the topics. In short, Content-Based Instruction CBI can be defined as learning
language with the integration of other contents.
b. The Principles of Content-Based Instruction CBI
There are six principles of CBI proposed by Brinton in Nunan 2003: 1.
Base instructional decisions on content rather than language criteria. CBI allows the choice of content to dictate or influence the
selection and sequencing of language items rather than selecting and sequencing what to include in the instructional process based on the level
of difficulty and complexity of language items. 2.
Integrate skills. CBI uses an integrated skills approach to language teaching,
covering all four skills as well as grammar and vocabulary. Brinton in
Nunan 2003:206 states that this integration reflects what happens in the real-world communication that is interaction involves multiple skills
simultaneously. She also stated that in the application of CBI, there is no set sequence of skills to be taught. A lesson may begin with any skill or,
alternatively, with a focus on grammar or vocabulary. 3.
Involve students actively in all phases of the learning process. Because CBI falls under the more general rubric of communicative
language teaching CLT, the CBI classroom is learner rather than teacher centered Littlewood in Nunan 2003:207. In this classroom, students
learn through doing and actively engaged in the learning process. Students do not depend on the teacher as the source of information.
Brinton in Nunan 2003:207 stated that central to CBI is the belief that learning occurs not only through exposure to the teacher’s input, but also
through peer input and interactions. 4.
Choose content for its relevance to students’ lives, interests, andor academic goals.
According to Brinton in Nunan 2003:207-208, the choice of content in CBI depends on the students and instructional settings. In many
school contexts, content-based language instruction closely parallels school subjects. She also states that topics of learning may be drawn from
students’ occupational needs or be determined by general interest inventories.
