12 Richards Rodgers stated that learning a second language should be done
by using the language as the means of conveying and acquiring information. It means that the second language is mastered through incidental acquisition through
the assistance of other subjects. This approach makes use of the familiarization of the target language by using it regularly. The target language in CBI which
functions as the medium of learning, then, is considered as a by-product of learning about real-world content.
2.1.1.3 The Objectives of Content-Based Instruction
As an approach of language teaching, Content-Based Instruction CBI has some objectives. The objectives are:
a. To activate and develop existing English language skills. b. To acquire learning skills and strategies that could be applied in future
language development opportunities. c. To develop general academic skills applicable to university studies in all
subject areas. d. To broaden students’ understanding of English speaking peoples.
Brinton et al., 2003 It can be seen from the objectives stated by Brinton et al. that the
implementation of CBI is more appropriate in classroom of students with sufficient knowledge or ability of the second language. The first objective proposed by
Brinton et al. stated that CBI is useful in activating and developing existing language skills, hence the students’ background knowledge of the second language
will furthermore be used as the basis of the teaching. Other than that, the teaching- PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
13 learning activities using CBI are expected to develop both the content mastery and
the language mastery. Then, once the teaching-learning activities are done, students are also expected to have a broad understanding of the people using the
target language cross-culture understanding.
2.1.1.4 The Role of Teacher and Learners
The ideal role of learners in Content-Based Instruction CBI is as active interpreters of input who are willing to tolerate uncertainty along the path of
learning and explore alternative learning strategies, also to seek multiple interpretations of oral and written texts. Other than that, learners are seen as the
sources of content and joint participants in the selection topics and activities Richards Rodgers, 2001. In short, learners are regarded as autonomous beings
responsible for their learning process. Alongside the learners, the teacher who sometimes in CBI is referred as
instructor is the person responsible for selecting authentic materials for classroom use, the students’ needs analysts, and the creator of truly learner-centred classroom
Brinton et al., 2003. However, the most ideal role for teacher in CBI is as the facilitator of the content learning. As a facilitator, teacher should be responsible in
keeping context and comprehensibility, especially in planning and presentation, analyzing students’ needs, and creating a truly learner-centred class.
2.1.1.5 Comprehensible Input: Material and Delivery
According to Brinton et al. 2003, the content used in Content-Based Instruction CBI may serve as a provider of rich context for the language
