16 In designing the class which uses CBI, there are two principles that need to
be acquired, the objectives and the types of teaching and learning activities. The example of making objectives in CBI can be seen from Free University of Berlin
with four objectives in linguistics, strategic, and cultural. Stoller 1997 provides a list of activities to decide the types of learning and teaching activities, which are:
language skills improvement; vocabulary building; discourse organization, communicative interaction, study skills, and synthesis of content materials and
grammar.
f. The Role of Teacher and Learners
Stryker and Leaver 1993: 286, in Richard and Rodgers, 2001: 213 stated that the main objective of CBI is to create autonomous learners in order to
“understand their own learning process and … take charge of their own learning from the very start. Richard and Rodgers then added that in CBI the learners are
expected to support each other in their collaborative modes of learning Richard and Rodgers, 2001: 213. Hence, it is clear that CBI encourages students to be
autonomous and be able to cooperate with other students in order to gain a better understanding in the teaching-learning activities. In CBI, the learners learn
something by really doing the thing. This assumption of learners role then is enhanced by Richard and Rodgers who stated that “learners are expected to be
active interpreters of input, willing to tolerate uncertainty along the path of learning, willing to explore alternative learning strategies, and willing to seek
17 multiple interpretations of oral and written texts” Richard and Rodgers, 2001:
213. The teachers or the instructors in CBI are expected to be more than just
good language teacher. They have to be knowledgeable in the subject matter and also able to draw out that particular knowledge from their learners Stryker and
Leaver 1993:292, in Richard and Rodgers, 2001: 214. Therefore, the instructors in CBI are expected to make context and comprehensibility as the main concern in
their teaching planning and execution, to become the need analysts for their students, to be responsible in selecting and adapting the authentic materials for
teaching, and to create a real learner-centred class.
g. Comprehensible Input: Material and Delivery
Brinton defines CBI’s characteristic feature as “…the teaching of language through exposure to content that is interesting and relevant to the learners”
Brinton in Nunan, 2003: 201. The content itself has several purposes. One of them, it supplies a rich context for the language classroom, and allows the teacher
to present and explain specific language features. The rich context that is stated by Brinton gets along with what Krashen 1985, in Nunan, 2003 stated as
comprehensible input, the challenging language that is slightly above the current linguistic level of the students which provides the foundation for successful
language acquisition, or usually referred as i + 1. Making the materials higher than the students’ linguistic level will force the students to comprehend the
materials by using more linguistic context they have, all of their previous PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
18 linguistic competence and their knowledge of the world. In the international class,
this comprehensible input will give reputable results for students in acquiring language that results in students’ achievement in obtaining the language.
The comprehensible input in the immersion class can be seen in all the speeches that happen around the students. Hence, giving them sustainable
opportunities to use the second language in the classroom will allow the students to improve their language proficiency without concerning more on their errors or
grammar.
h. Content-Based Instruction Teaching Models
