Needs Analysis English for Specific Purposes ESP
specific topics e.g. reproduction, global warming, etc.. It means that the language mastery is developed within the topics. Nevertheless, the model
focuses the learning on the language mastery. Thus, the language elements e.g. vocabulary, grammar are selected from the texts under the topics.
2 Sheltered Content Instruction Unlike the theme-based language instruction, this model focuses the learning
on the content mastery. Thus, here, language is seemingly functioned only as a medium. It happens in an immersion class in which students study subject
matter e.g. Mathematics, Science, etc. in second language. 3 Adjunct Language Instruction
This model is not only developing the language mastery but also the content mastery. Therefore, it is difficult to be implemented in low level of language
proficiency. From the three teaching models above, theme-based instruction model is
considered appropriate to be implemented to the research since the model focuses on the language learning, in which the language learning is the objective of the
research. This model brings about three advantages Brinton, 1989:31 which are: 1 presenting different skills in one topical context e.g. reading and writing,
listening and speaking, 2 stimulating the interest of the varied learners e.g. learners who have
different level of proficiency, learners who come from different background of education, and
3 giving access in the second language which is relevant to the learners e.g. the use of authentic texts which are appropriate for the learners.
According to Mohan as cited by Khranke 1987:72, “Content-based instruction does not guarantee successful communicative ability, especially
productive ability unless extensive productive activities are included as part of the overall instructional experience.” Consequently, there should be enough portion of
learning activities in the designed materials which are expected to meet the learning goal. Furthermore, there are three cores activities and a supplementary
activity in the theme-based instruction model suggested by Brinton 1989:31-32. Those activities are presented below:
1 activating the learners’ background knowledge and presenting vocabularies relating to the topic
2 leading main activities reading, listening, etc. to a discussion or other learning tasks
3 making summarization of what being learnt 4 working on vocabulary, relevant grammar items, more main activities
supplementary activities In accordance with the syllabus choosing, topic syllabus is recommended
to be used in this teaching model. Richards and Rodgers 2003:216 state that the teaching model “refers to a language course in which the syllabus is organized
around themes or topics.…” Thus, the writer selects themes or topics or content syllabus to be established in the research. This supports the selection of syllabus
in the previous discussion. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI