The nature of vocational school students as ESP learners makes the students see the language as a means of communication, not as knowledge or
see the language through the eyes of a linguists. ESP learners learn language to make them able to communicate using the language, not to learn about them.
CBI proves to be compatible with the way of thinking of the ESP learners. Through the theories of the language according to CBI, it can be inferred that
CBI teaches the students how to use the language and how the language is used in the real life. So, putting that point into consideration, using CBI as one of the
basis in developing the English learning materials is deemed to be necessary.
2. Theories of Learning
CBI has its own theory regarding the process of teaching and learning. In CBI, it is believed 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. This is closely related to the learning motivation of
the students. For example, a welding engineer think that it is easier to learn report text from a report text which content is related to welding rather than a
report text which content is related to biology or any topics other than welding. Another theory of CBI states that some content areas are more useful as a basis
for language learning than others. It means, the steps of learning for every kind of students is different. Some may find that learning descriptive text after
learning about present tense makes learning easier, while others may find it otherwise.
CBI also believes that students learn best when instruction addresses students’ needs. This way, students have clear pictures about why they attend
the class and what they will do in order to achieve the learning goals. The last theory states that teaching builds on the previous experience of the students.
This theory proposed in CBI support the notion that learning processes must be continuum. What the students learn today must be useful if they want to
effectively learn in the next meeting. This way, the students will not easily forget the previous topic as they enter the new topic in the learning process.
3. Learner Roles
CɒI has its own view about the learner’s role. In CBI, students are the active interpreters of input. One of the goals of CBI is for learners to become
autonomous so that they come to understand their own learning process and take charge of their own learning from the very start Stryker and Leaver
1993:286. Students in CBI are the ones who actively decide how the course will be going. They need to willingly explore alternative learning strategies,
make multiple interpretations about the input, and even take active in choosing the topic and the activity in the class.
4. The Role of Teachers
