Definition of Terms INTRODUCTION

2.1.1.2 The Principles of Content-Based Instruction As defined before in the previous chapter, content-based instruction mainly deals with the subject matter and the content, and thus it is not organized around the formal aspects of the language or the linguistic fields. According to Richards and Rodgers 2001, there are two central principles in Content-Based Instruction, namely : a. 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. b. Content-Based Instruction better reflects learners’ needs for leaning a second language. This implied the fact that many content-based programme serves to prepare ESL students for academic purpose or for mainstreaming, therefore the main emphasis of this case is the effectiveness and the speed of learning and mastering the content. Considering the two central principles in Content-Based Instruction, we can really see that it deals mainly with the content, not the language used in delivering the course. Thus, language will be the by-product of this method, not the main focus. On the other hand, the effectiveness and the learning pace will also be increased. 2.1.1.3 Objectives of Content-Based Instruction As an approach in language teaching, Content-Based Instruction possessed some objectives. These objectives have been elaborated by Brinton, Snow, and PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Wesche 1989 in their book, Content-Based Second Language Instruction. They are : a. To activate and develop existing English language skills b. To acquire learning skills and strategies that could be applied in future language development opportunities c. To develop general academic skills applicable to university studies in all subject areas d. To broaden students’ understanding of English-speaking people Seeing the stated objectives, we can clearly see that content-based instruction aims to excel both the content mastery and language mastery. Furthermore, there is also the objective to help the further improvement. The additional aim is also related to the cross-cultural understanding, as seen in the last stated objective. 2.1.1.4 The Role of Teacher and Learners The ideal role of teacher in the implementation of the Content-Based Instruction is to be the facilitators. They need to keep context and comprehensibility especially in their planning and presentation, analyze the students’ needs, and responsible to create a truly-learner centred class. The learners themselves should also assume their role as the autonomous beings responsible for their own learning process. The real nature of Content- Based Instruction is “learning by doing”, and thus most Content-Based Instruction anticipate that students will support each other in collaborative learning. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Therefore, the learners are also expected to be active learners. They may become the source of content and joint participants in the selection of topics and activities. 2.1.1.5 Comprehensible Input and the Material Design According to Krashen 1985, the material for the immersion class should be constructed by considering the comprehensible input hypothesis. Comprehensible input itself will give significant impact towards students’ language acquisition, especially in the immersion program such as the international class. Enough exposure of the comprehensible input itself will give higher guarantee of achieving success in acquiring the language for the students. To place material as the comprehensible input does not necessarily mean that the difficulty level should be downgraded, but placing the difficulty level at least a level higher than students’ proficiency i + 1. Other than posing challenge towards students, they will actually be able to decode the message, by utilizing extra linguistic context, knowledge of the world, and the previous linguistic competence. Thus, by utilizing previous competence to decode higher level message, students will subconsciously tap into a higher level of language proficiency. In the case of immersion program, the speech taking place around the students is considered as the comprehensible input. So, by the constant trial of using second language in class, students are having a larger exposure. And since most of them are in the same proficiency level, then the input is comprehensible PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI