16 instructional time, they may get enough opportunity to decide what topics fit their
students’ interest and needs. The fifth principle is to select authentic texts and tasks. Brinton, Snow,
and Wesche 1989 define authentic texts as written or oral texts which are created for a purpose other than language teaching, while Brinton 2001 defines authentic
tasks as the ones that resemble the real-life tasks that learners are going to perform. They provide certain structures or language features for students to
identify which can then be taught in isolation. The last principle is to draw overt attention to language features. So, even though the focus of CBI is to give
sufficient comprehensible input which mostly comes from the teachers and peers, building awareness and drawing attention to specific language features found in
authentic texts are also important.
c. The Role of Teachers and Students
Content-based Instruction applied in Indonesian immersion programs has certain similarities with the definition presented above. The ideal role of teachers
in the implementation of the Content-based Instruction is to be the facilitators. They keep context and comprehensibility especially in their planning and
presentation, analyze the students’ needs, and attempt to create a learner-centered classroom by building up the students’ learning motivation.
Ideally, the learners should perceive their role as an autonomous being and thus be responsible for their own learning. They have to actively participate in any
teaching-learning activities in the classroom such as deciding on what topic to be
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
17 discussed based on their preference and optimally use the target language for
communication with their peers which may help them acquire the language faster.
d. The Advantages of Content-based Instruction
In relation with the effectiveness of implementing CBI in Indonesian immersion programs, the method itself has several positive characteristics that
may help students acquire English better. First, it allows students to learn two things simultaneously; the subject matter and the target language. By using
English as the medium of delivering subject materials, the students are likely to absorb some parts of the language subconsciously. Second, the language learning
occurs in the context of its use. This is very important if the key of success of language learning does not lie in the way that students master the language by
memorizing the words and rules or reading texts from books, yet by applying the language in appropriate contexts. Third, as proposed by Krahnke 1987, there is
almost perfect match between what needs to be fulfilled and what is provided. In this case, students learn what they need to learn. Fourth, as there are always some
students in any classes who are reluctant to learn the target language, students will be more strongly motivated in learning the target language by using CBI which
provides them with interesting materials. They may be more enthusiastic in learning the language when it is used to deliver content materials that are
motivating for the students.
e. Prototypes of Content-based Instruction
