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

c. Principles of CBI

According to Brinton 1989:3-4, there are five considerations in integrating language teaching and the content of specific area. The principles are: 1 It is believed that language forms and functions which are presented systematically will be suitable with the learners. 2 To make language learning more effective, any other informational materials which are relevant and interesting are needed to establish learners’ motivation. 3 Prior knowledge and experience of the learners are very essential to be recalled before they continue to the next step of learning. 4 Language should be learned in context so that it can be meaningful. Subsequently, the focus is on the language use instead of the language usage. 5 Language is easier to be acquired in context.

d. The Role of Learners and Teachers

In CBI, learners Biology teachers are expected to be independent learners. It means learners are active to seek out their own learning ways in order to gain knowledge. Learners also take part in selection of topics and activities. While, the teachers course instructors have role as the learners’ needs analysts. The teachers also select and adapt authentic materials, plan lesson materials to keep in context, and create learner-centered classrooms.