through language, while the second type stresses doing tasks that require communicative language use. The explanation of those two types is elaborately as
follow:
a. Task-based Instruction
In task-based instruction, students participate in communicative tasks in English. According to Brown 2001 task-based curriculum specifies what a
learner needs to do with the English language in terms of target tasks and organizes a series of pedagogical tasks intended to reach those goals. Target task
is target which students must accomplish beyond the classroom, while pedagogical task which form the nucleus of classroom activities. Those targets are
different with function of language. They are more related to classroom instruction. Basic pair work and group work are often used to increase student’s
interaction and collaboration. The goals of a course with task-based instruction center on learner’s pragmatic language competence.
b. Content-based Instruction
Content-based language learning integrates the learning of some specific subject-matter content with the learning of a second language. Students
learn about this subject using the language they are trying to learn, rather than their native language, as a tool for developing knowledge and so they develop
their linguistic ability in the target language. This is thought to be a more natural way of developing language ability and one that corresponds more to the way
people originally learn their first language. Brinton, Snow, and Wesche 1989 divide this model of instruction into three types:
1 Theme-based language instruction In such instruction, the language class is structured around topic or themes.
The course might be organized around several unrelated topics or, it might involve organizing curriculum for an entire course around one major topic. The
primary purpose of theme-based instruction is to help student develop L2 competence within specific content areas. The evaluation in this model focuses on
language skills and functions. 2 Sheltered content instruction
The second type of instruction, sheltered content, consists of content course taught in the second language by a content area specialist. This course assumes an
institutional framework such as high school, community college, or university. Its primary purpose is to help students to master content material, while the focus of
evaluation is on the content mastery. 3 Adjunct language instruction
In this model, students at the same time are enrolled in two link courses: a language course and a content course. The idea is that the two courses share the
content base and complement each other in terms of mutually coordinated assignments. The purposes of the course is not only helping students to master the
content material, but also introducing students to L2 academic discourse and develop transferable academic skills. The evaluation is done to both the content
mastery and the language aspect. Brinton, et al. 1989 stated some points that show how the content-based
models can be beneficial. First, content-based instructions lead to high level of
language development and academic achievement while providing students with worthwhile and interesting subject matter. It also enhances both language and
concept development and promotes positive attitudes. The models also provide students with opportunities to learn conversation and conversation skills which
may not be practiced as effectively in the more traditional literature-based curriculum. Giauque, 1987 as reviewed by Brinton et. al, 1989.
Peachey 2002 states that by taking information from different sources, re-evaluating and restructuring that information can help students to develop very
valuable thinking skills that can then be transferred to other subjects. The inclusion of a group work element within the framework given above can also
help students to develop their collaborative skills, which can have great social value.
5. Instructional Material Design Models