Problem Limitation Research Objectives

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CHAPTER II REVIEW OF RELATED LITERATURE

This chapter consists of two sections, namely the theoretical description and the theoretical framework of the research. The theoretical description section covers the elaboration of each theory related to the research topic, namely the elaboration of Content-Based Instruction, immersion class, and reading theories. Other than that, this chapter provides the theoretical framework section as the elaboration of the theories which will be used in conducting the research study.

2.1 Theoretical Description

The theoretical description consists of three main theories related to the research topic. One of the main theories is about Content-Based Instruction CBI as the approach being observed. Other theory is about the nature of the international class as the medium of CBI implementation. The next theory is about the nature of reading and reading comprehension.

2.1.1 Content-Based Instruction

Content-Based Instruction CBI emerged from “the situation in which learners need to improve their second language skills for purposes of university study unites second language instruction with real and present functional needs” Brinton, Snow Wesche, 2003: 5. CBI is an approach to second language teaching in which the teaching of content or information in the language is learned with little or no direct or explicit effort to teach the language itself separately from 10 the content being taught Krahnke, 1987 as quoted in Richards Rodgers, 2000. In other words, by using CBI implementation in an immersion class, students learn a second language or foreign language implicitly throughout the teaching-learning activities conducted in classroom.

2.1.1.1 The Definition of Language in Content-Based Instruction

In Content-Based Instruction CBI, language is defined as text-based and discourse-based, which is considered as the medium of teaching-learning activities or content learning. In this approach, language learning is regarded as the by- product of the content learning. The focus of the teaching-learning activities is how meaning and information are communicated and constructed through various texts and discourses. The second definition of language in CBI is the combination of several skills, and thus it makes use of draws on integrated skills. In the implementation of the approach, students are often involved in various activities which link the skills, according to how the skills are generally involved in the real life context. This is supported by one of the CBI principles proposed by Larsen-Freeman, which said that “communicative competence involves more than using language conversationally. It also includes the ability to read, discuss, and write about content from other fields” Larsen-Freeman, 2000: 140. The third definition of language in CBI stated that language is regarded as something purposeful and may be used for specific purpose. The purpose in this context may be academic, social, recreational, entertaining, etc. However, it should give direction, shape, and meaning to discourse. Hence, in order to receive the