Theory of Language Learning in Content-Based Instruction

objectives are to activate and develop existing English language skills, to develop general academic skills which are applicable in all subject areas, and to broaden students’ understanding of English speaking people. The syllabus in CBI is mostly derived from content areas and these vary widely in detail and format. The contents and instructional sequences are chosen accordingly to language learning goals. The syllabus usually refers to a typical syllabus which organization is built around the topics and subtopics. In addition, there are macro and micro levels in CBI syllabus. At the macro –level, the syllabus consists of a sequence of modules selected to reflect students’ interests and multidisciplinary perspectives. The modules are designed and sequenced so that they relate to one another and create a cohesive transition of certain skills. At the micro-level, those modules move from an initial exercise which are aimed at developing students’ ability. The final activity for each module should provide students with opportunities to use the appropriate language for a certain situation. However, there are several types of activities which can be applied in Content –based instruction classrooms. Grabe and Stoller 1997 classify those activities into five categories, i.e. 1 language skills improvement, 2 vocabulary building, 3 discourse organization, 4 communicative interaction, and 5 study skills and synthesis of content materials and grammar. Rather than language used to merely convey meaning, Brinton 2003 claims that content also serves several purposes. First, it provides a rich context for the language classroom, allowing the teacher to present and explain specific language features. Additionally, it provides for what Stephen Krashen as cited in Brinton 2003, calls comprehensible input -challenging language that is slightly above the current linguistic level of the students which provides the foundation for successful language acquisition. Accordingly, Stoller in Richards and Renandya 2002: 94 states that CBI seeks to use content as a vehicle for developing language skills. Furthermore, she notes that focus on content not only provides valuable real-world knowledge, but also provides the basis for a meaning-based pedagogy that goes beyond a focus on studying language separated from the context of its use. The meaningful learning principle makes learners more focused on very useful, practical objectives as the subject matter is perceived to be relevant to long term goals. Consequently, this also increases the intrinsic motivation that is so important to learning of any kind Brown, 2001. Auerbach in Richards 2006: 42 identifies several features involved in implementation of CBI: 1. A focus on successful functioning in society. The purpose is to make students enable to be autonomous individuals living in the demand of the worlds. 2. A focus on life skills. In teaching students using CBI, teachers mostly use the materials in function of communication in the concrete task. Students are just taught those language formsskills required by the situation in which the language has its function. 3. Task- or performance-oriented instruction. This approach orientate on what students can do after they get the instruction while learning. This approach emphasizes in the forming of behavior of communication rather than on the knowledge or ability to talk about language and skills. 4. Modularized instruction. Language learning is broken down into meaningful chunks. Objectives are broken into small amount of focused themes of learning, so teacher and students can see the progress clearly. 5. Outcomes are made explicit. The final product of the learning is clearly explained before the learning process is started. They are specified in term of behavioral objectives so that the students know what they are expected to be. 6. Continuous and ongoing assessment. Students are conducted in a pre-test to find the level of their proficiency and their lack on the skills. Post-test also conducted after the instruction on those skills. If the students are failed, the students should be retested after continuing to work in the objective. 7. Demonstrated mastery of performance objectives. Rather than the traditional paper-and-pencil test, assessment is based on the ability to demonstrate pre-specified behaviors. 8. Individualized, student-centered instruction. In the content, level, and pace, objectives are defined in terms of individual needs; prior learning and achievement are taken into account in developing the curricula. Instruction is not time- based; students’ progress at their own rates and concentrate on just those areal which lack competence.

d. Roles of Materials in Content-Based Instruction

One key factor to effective language learning is the availability of learning materials. Tomlinson 1998: 2 describes materials as anything which is deliberately used to increase the students’ knowledge andor experience of the language. Materials are commonly paper – based but it is also possible for materials in other forms such as recordings, videos, interactive multimedia and real objects Dudley-Evans St John, 1998. Materials become a crucial part in the success of language learning and teaching in many language courses. Tomlinson 1998: 15 argues that materials are effective to help learners to notice features of the authentic language as they are exposed to facilitate and accelerate language acquisition. Hence materials should provide exposure to authentic use of English through both spoken texts and written texts with the potential to engage the learners cognitively and affectively. This approach has been widely used as the basis for design of work-related and survival-oriented language teaching programs commonly used for adults. It seeks to teach students the basic skills they need in order to prepare them for situation they commonly encounter in the work place Richards, 2006:41.