and writing Vygotsky, 1978. Therefore, if students are interested and accustomed to learning English, they will master and understand everything in
English easily, especially in improving their reading skill because all of the materials and sources in Psikologi Belajar dan Pembelajaran course are in
English. The use of CBI method
to improve students‟ reading skill reviewed the patterns of instruction for reading in a second language that were recommended at
the time. As a skill which supports other language skills, reading instruction is seen as a process based on typical first-language instructional model, such as
skimming and scanning, the use of pre-questions, oral reading, vocabulary, and techniques to be used.
a. The Roots of Content-Based Instruction Language Teaching
Current interest in language-teaching methods which emphasize the mastery of particular informational content as an integral element of second
language instruction represents of practical experience and theory. In light of the assumption that language can be effectively taught through the medium of subject
matter, CBI method becomes the target language largely as the vehicle through which subject matter content is learned rather than as the immediate object of
study. At the same time teachers recognize that important gains in language proficiency occur incidentally, as language is used in the understanding and
expression of meaning. Thus, the traditional focus of both native and second language classes on awareness of linguistic is largely subordinated to a focus on
acquiring information through the second language. Such an method has been PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
increasingly espoused by teachers and researchers involved in the teaching of native language skills across the curriculum, and it is also the cornerstone of such
innovations in second and foreign language teaching as immersion language programs.
b. Language Across the Curriculum
The principles of language across the curriculum for native speakers of English have been further specified in instructional programs at the postsecondary
level Griffin et al., 1985. As the consequence of this cross-curricular focus, the language across the curriculum movement has resulted in new developments in
teacher training and materials development. As the example, several publication describe strategies for cross-curricular teaching at the secondary and post-
secondary levels deal with such issues as designing effective reading, making essay questions, improving the reading process, and evaluating students work
Anderson et al., 1983.
c. Language for Specific Purpose
According to Widdowson 1978, the primary emphasis has traditionally been on the “what” of language instruction-language content which reflects the
second language needs of learners for whom the learning of English is auxiliary to some other professional or academic purposes.
Materials are usually created in relation to a systematic analysis of the learner‟s needs on second language. These may take the form of taxonomy of
micro skills and functions such as the form purposed by Munby 1987, they may take more flexible method of the Council of Europe Richterich and Chancerel,
1977 or they may be defined in terms of particular set of texts to be mastered by the learners.
d. Three CBI Method Teaching Models at the University Level
CBI models have appeared on the second language teaching scene. These models provide other alternatives for integrating the language curriculum with the
academic or occupational interests of students. There are three kinds of CBI models, namely theme-based, sheltered, and adjunct courses. The three models
characteristics which are distinguished from one another and discuss the implications for teacher training, curriculum design, and materials development in
postsecondary setting. According to Richards and Rodgers 2001, CBI method
is “a method to second language teaching in which teaching is organized around the content or
information that students will acquire, rather than around a linguistic or other type of syllabus” p. 204. It means that learning of language and learning of content
happen in one situation or simultaneously, such as in Psikologi Belajar dan Pembelajaran course. In that course, language is utilized as the medium for
teaching subject content. In addition, CBI provides the opportunity for teachers to match students‟ interests and needs with interesting, comprehensible, and
meaningful content by applying
three CBI teaching model.
Brinton, Snow, and
Wesche, 1989.
