The previous theories proposed by some experts show that needs analysis become a crucial thing in developing ESP materials. The developed materials
should present students’ needs and interests in order to deliver the materials effectively.
3. Content – Based Instructions
a. Definition of Content – Based Instruction
Content-based instruction is used in a variety of language learning context. CBI has been applied for the teaching and learning process of second
language students as well as foreign language students. This approach is appropriate for English for Academic Purposes program.
Krahnke 1987:65 cited in Richards 2006 defines CBI as “the teaching
of content or information in the language being learned with little or no direct explicit effort to teaching the language itself separately from the content
being taught”. In this case, content means the information or subject matter that learners; learn or communicate through language. In line with this
statement, Richards 2006 claims that content-based instruction can be used as the framework of a unit, as the guiding principle for course, as a course
that helps students in mainstreaming, and as the basic thought for the use of English as a medium for teaching some school subjects in an English foreign
language setting.
Further Richards 2006:28 states some of assumptions about language learning in content-based instruction as mentioned below.
1. People learn a language more successfully when they use the language
as a means of acquiring information, rather than as an end in itself. 2.
CBI better reflects learners’ needs for learning a second language. 3.
Content provides a coherent framework that can be used to link and develop all of the language skills.
Furthermore, Crandall and Tucker 1990: 187 define CBI as an approach to language instruction that integrates the presentation of topics or tasks from
subject matter classes e.g., math, social studies within the context of teaching a second or foreign language.
In line with some theories above, this research aims to develop the English reading learning materials by applying content
– based instruction. This approach is appropriate for students of International Mathematics Education.
This research aims to present English reading skills within the context. In this case, the students will be provided the English texts related to mathematics
study. By applying this approach, it is expected that the students will be having a meaningful learning since the CBI tends to combine the language
skill with the context or circumstances of students. b.
Principles of Content – Based Instruction
Richards 2006:207 proposes the principles of content-based instruction as mentioned below.
1. People learn a second language more successfully when they use the
language as a means of acquiring information, rather than as an end in itself.
2. Content-Based Instruction better reflects learners’ needs for learning a
second language.
The first principle shows that the movement of content-based instruction is that this approach is more effective in doing language learning. Furthermore,
the second principle reflects that content-based instruction prepares ESL students for academic studies. It means that this approach needs to be able to
access the content of academic learning and teaching. Furthermore, Brinton 2003 in Nunan 2003: 205-209 proposes six
principles of CBI as mentioned below: 1.
The instructional decision is based on content rather than language criteria.
2. CBI integrates the four skills as well as grammar and vocabulary.
3. CBI involves students actively in all phases of the learning process that
students learn thorough doing and are actively engaged in the learning process and do not depend on the teacher to direct all learning to be the
source of all information. 4.
CBI chooses content for its relevance to students’ life, interests and or academic goals.
5. Since the key component of CBI is authenticity, the tasks associated with
a given text should mirror those that would take place in the real world. 6.
CBI makes use of awareness raising tasks to draw attention to specific language features found in the authentic texts.
c. Teaching and Learning Activities
There are some types of activities in content-based instruction. Stoller 1997 cited in Richards 2006: 212-213 classified the activities of CBI
based on their instructional focus like mentioned below. 1.
Language skill improvement 2.
Vocabulary building 3.
Discourse organization 4.
Communicative interaction 5.
Study skills 6.
Synthesis of content materials and grammar In addition, Mohan 1986 sited in Richards 2006 also defines that
content-based instruction is built around the notion of knowledge structures. It means that the knowledge structure over the frameworks and schemas of
curriculum. Further he divided the framework into six universal knowledge structures such as practical elements and theoretical element. The practical
elements represent the specific of knowledge structures including description, sequence, and choice. Meanwhile the theoretical knowledge represents the
general of knowledge structures including concepts classification, principles, and evaluation.
d. Roles of Materials
It is known that the materials play the important role in the development of content-based instruction. Stryker and Leaver 1997 propose two
characteristics of CBI materials as follows: 1
The provided materials must be authentic. It means that the materials must be like the ones used in native language instructions.
