b. The Principles of Good Materials
At this point of time, learning materials provide almost everything the learners need in the teaching and learning process, but not all materials are
considered good and suitable for the learners. Before deciding to develop learning materials, materials developers should consider the principles of
good materials proposed by Tomlinson 1998:7-22 below: 1.
Materials should achieve impact. 2.
Materials should help learners to fill at ease. 3.
Materials should help learners to develop confidence. 4.
What is being taught should be perceived by learners as relevant and useful.
5. Materials should require and facilitate learner self-investment.
6. Learners must be ready to acquire the points being taught.
7. Materials should expose the learners to language in authentic use.
8. The learners’ attention should be drawn to linguistic features of the
input. 9.
Materials should provide the learners with opportunities to use thetarget language to achieve communicative purposes.
10. Materials should take into account that the positive effects of
instruction are usually delayed. 11.
Materials should take into account that learners differ in the style. 12.
Materials should take into account that learners differ in affective attitudes.
13. Materials should permit a silent period at the beginning of
instruction. 14.
Materials should maximize learning potential by encouraging intellectual, aesthetic and emotional involvement which stimulates
both right and left brain activities. 15.
Materials should not rely too much on controlled practice. 16.
Materials should provide opportunities for outcome feedback.
4. Content-Based Instruction CBI
a. Definition and Principles of CBI
Content-Based Instruction or CBI has currently become popular in developing language competence because it has the ability to help students
to develop many skills. CBI is also considered as the most suitable method to be applied in teaching and learning process of English in vocational
high school because it focuses on the content while bringing many skills within the learning process. CBI is defined by Richards and Rodgers
2001:204 as a teaching approach that organizes the content the students will likely acquire through language rather than the language used to
convey. They specify that CBI is based on the two priciples which are: people learn their second langauge successfully when they use the
language as a means of receiving information than as an end; and Content- Based Instruction better reflects learner’s needs in learning second
language. Krahnke in Richards 2006:27 defines CBI as the teaching of content or certain information in the language with little or even no direct
effort in teaching the language itself separately from the content. Teachers that apply CBI in their classrooms specify the language tasks to the subject
matter being taught. This can help the students to learn and think through the use of target language. Students can also develop a wider knowledge
that will improve their needs through the use of CBI. There are five principles of CBI set out by Brinton in Nunan 2003
which are: 1
CBI is based on instructional decisions on content rather than language criteria.
2 CBI integrates the skills of language teaching and learning. 3 CBI encourages the students to learn actively in the learning process.
4 CBI allows the students to choose the relevant learning contents to
their interests and their academic goals. 5 CBI selects authentic texts and tasks used in the classroom.
b. The Role of Materials in Content-Based Instruction CBI
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