Problem Limitation Research Objectives

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CHAPTER II REVIEW OF RELATED LITERATURE

In this chapter, the researcher provides the theoretical description serving as the basis and ground for the whole research itself. Beside the theoretical description, the researcher also provides the theoretical framework which will link and give the logical order of the theories used in the research as a whole.

2.1 Theoretical Description

The theoretical description includes the basic theory of Content-Based Instruction, which is one of the main emphases in this research. The next theory provided is the nature of the international class itself, to give a clear insight of the object of the research. After explaining the nature of the international class, the researcher also provides a theoretical description of the nature of English Writing skill and its teaching. The next theoretical description will deal with the theory of discourse analysis and the L1 interference which will be employed in the analysis. 2.1.1 Content-Based Instruction 2.1.1.1 The Definition of Language In the implementation of certain method or approach, the first thing to do is to define the language, so that it will help reaching the goal of the method. Therefore, it also provides a clear basis of the method’s direction. This thing is also applied in the Content-Based Instruction. In this approach, the language is defined as text and discourse based, which is considered as a vehicle for learning content. Thus learning the language is considered as a by product of learning the content or subject matter. The focus of the teaching itself is in how meaning and information are communicated and constructed through texts and discourse. The central linguistic unit is not limited to the level of the sentence, but also to the discourse in form of authentic material. The second definition of language in content-based instruction is the combination of several skills. This in turn makes language as a single integrated skill. In the flow of the programme, the students are often involved in activities that link the skills, according to how the skills are generally involved in the real context. In the third definition, language is regarded as something purposeful, and may be used for specific purpose. The purpose may be academic, social, recreational, but it gives direction, shape, and ultimately meaning to discourse and text. In order to receive maximum benefits from Content-Based Instruction, the learners need to be clearly in tune with its purposes and the language codes that signal and link these expressions of purpose Richards Rodgers, 2001. From the definition of the language used in formulating Content-Based Instruction, we can get a clear illustration of the method. This illustration also involves insight on the main principles of Content-Based Instruction. These principles will be elaborated in the next part. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI