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Language is a means to communicate. Richards and Rodgers 2001:207 reveal a number of assumptions about the nature of language in CBI. The first
assumption is that language is text and discourse-base. Basically learning language is learning how to communicate and construct a meaning through text
written as well as discourse oral. It is not only learning a single sentence but also studying of the textual and discourses to make it meaningful structure like
letters, discussion, essays, etc. The second nature is that language use draws on integrated skills. In
CBI’s point of view, language use is seen as involving several skills together at the same time.
It reflects how the real communication happens in real life. Students might listen to a recording while taking a note. In this case, listening skill
is integrated with writing skill while grammar is seen a component of those skills. The last is that language is purposeful. It is used for specific purposes. It
can be academic, occupation, and other aims to give announcement, direction, etc. The nature of language described above depicts the use of language in
real life in which people always communicate around content or topic and with a certain purpose.
d. Theory of Learning
Earlier it has been mentioned that one of the core principles of CBI is that people learn a second language more successfully when they use the language
as a means of acquiring information, rather than as an end in itself. Besides the
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principle above, there are still a number of additional assumptions that derived from the core principles of CBI. The first assumption is that people learn a second
language most successfully when the information they are acquiring is perceived as interesting, useful, and leading to a desired goal. In this case, the use of
informational content which is perceived as relevant by the learners is to increase motivation in the language learning, as Brinton says in Richards and Rodgers
2001:209. The second assumption is that students learn best when instruction
addresses students’ needs. This principle emphasizes that in CBI the content that the students study is selected according to their needs. In SMK or vocational
school, the academic needs of the students across the curriculum form the basis for the curriculum content. Authentic texts, both written and spoken, that the
students will encounter in the real world provide the starting point for developing the syllabus, so relevance to learners’ needs is assured.
The last assumption is teaching builds on the previous experience of the learners. This principle emphasizes that students do not start out as blank slates
but are treated as bringing important knowledge and understanding to the classroom. The starting point in presenting a theme-based lesson is therefore what
the students already know about the content.
e. The Role of Teacher
In CBI teacher must be more than just good language teachers. According to Stryker and Leaver as cited by Richards and Rodgers 2001:214,
teachers must be knowledgeable in the subject matter and able to elicit that
