Research Procedure RESEARCH METHODOLOGY
skill makes me happy to study the general material in English.
11. I
enjoy studying
Psikologi Belajar
dan Pembelajaran
course using
Content-Based Instruction.
1 3.3
23 76.7 6
20
12. The
use of
Content-Based Instruction in Psikologi Belajar
dan Pembelajaran improves my skill, especially in reading skill.
2 6.7
24 80
4 13.3
Based on the questionnaire result, the researcher concluded that each student had their own perceptions toward the implementation of CBI method
indicated by the result of each statement as can be seen in Appendix 6 that was different opinion one to another.
Language is the main tool that promotes thinking, develops reasoning, and supports cultural activities. It can be expressed through reading and writing
Vygotsky, 1978. In the implementation of Psikologi Belajar dan Pembelajaran course, the lecturer asked the students to read a lot during the class. It would make
the students become accustomed to reading activities. Therefore, in applying the method,
the students‟ reading attitude was very important to know the students‟ interest towards the use of CBI method in Psikologi Belajar dan Pembelajaran
class. It was because r eading attitude is an important factor that affects students‟
reading achievement and reading activities in class, and determines whether they will become independent readers or not Logan Johnston, 2009. Based on the
questionnaire result number 1 in Table 4.1 shows that 20 students or 66,7 of the participants did the process in the first statement while 10 students or 33,3 of
the participants did not perform it. It means that not all of the students liked to PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
read books in English. It is supported by the interview result of student C as can be seen in Appendix 6. Student C said:
“In my opinion, if I read a lot everything which are in English, I will be easier to learn English. Reading a book in English really helps me in
learning English. I can be easy to learn grammar and structure properly. I also become easier to remember words and writing correctly.
”
The students found the difficulties of the material that they had read because all of the materials used English Bradley and Bryant, 1985. Students
really needed support from the lecturer in order influence their reading attitude. Peachy 2003 stated that 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. Based on the questionnaire result number 2, it
shows that 17 students or 56,7 of the participants found the difficulties while 13 students or 43,3 of the participants did not find the difficulties. It means that
more than a half of the participants found the difficulties in the material that they read. Student C who was interviewed said:
“There are many new words that I have never known and it is difficult to understand, so sometimes I have a different understanding of the intended
meaning.”
It is supported by Student D who said that sometimes there were some vocabularies used by experts which were difficult to be understood. Almost all of
the students interviewees said that the main problem in Psikologi Belajar dan Pembelajaran course is about the new vocabulary. However, since that problem
came from students, they must have their own learning strategies to make them easier in learning Psikologi Belajar dan Pembelajaran they needed to have their
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.