language, about the situation where and when the language will be used Hutchinson and Waters, 1987: 59-60.
The target situation analysis can determine the destination. It can guide the writer by giving general direction but it is not reliable indicator of what is needed
or useful in the ESP learning situation. Therefore, from the starting point that is analysis of target needs, the writer needs to have learning needs which covers the
conditions of the learning situation, the learners’ knowledge, skills and strategies, and the learners’ motivation. In order to analyze the learning needs, Hutchinson
and Waters outline a framework which also consists of some questions. They are about the reason why the learners are taking the course, about how the learners
learn, about the available resources, about the specification of the learners, about the situation where and when the course will take place Hutchinson and Waters,
1987: 62-63.
4. Content-Based Instruction CBI
One of the four absolute characteristics which differentiate ESP to General English Purpose is shown by language teaching methodology. Some important
principles of the methodology have been discussed in the ESP Methodology. One of approaches in language teaching which is going to be implemented by the
writer to develop a set of English reading materials for Biology teachers is CBI. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
a. Objectives of CBI
As stated in Content-Based Second Language Instruction Brinton, 1989: 2 that “…content-based instruction as the integration of particular content with
language-teaching aims”, its aim is not only for developing second language skills but also maintaining the learners’ knowledge of a particular subject at once.
Moreover, Brinton 1989: 2 clearly states that “The focus for students is on acquiring information via the second language and, in the process, developing
their academic language skills.” Larsen-Freeman 2000:137 also states that “the special contribution of content-based instruction is that it integrates the learning of
language with the learning of some other content, often academic subject matter.” Thus, knowledge of language and knowledge of subject matter which is Biology
in the research are developed simultaneously.
b. Characteristics of CBI
Since the purpose of CBI is to integrate the content of a particular subject area and the second language teaching, Brinton 1989: 5 states that the teaching
learning activities will be in the scope of the subject area and the second language as a means of communication. Accordingly, there are three teaching models of
CBI presented in Content-Based Second Language Instruction Brinton, 1989: 14. Those three models are as follows:
1 Theme-Based Language InstructionTopic-Based Language Instruction The model is constructed around topics or themes. In accordance with the
research, there is one main topic e.g. Biology which is specified into some PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
specific topics e.g. reproduction, global warming, etc.. It means that the language mastery is developed within the topics. Nevertheless, the model
focuses the learning on the language mastery. Thus, the language elements e.g. vocabulary, grammar are selected from the texts under the topics.
2 Sheltered Content Instruction Unlike the theme-based language instruction, this model focuses the learning
on the content mastery. Thus, here, language is seemingly functioned only as a medium. It happens in an immersion class in which students study subject
matter e.g. Mathematics, Science, etc. in second language. 3 Adjunct Language Instruction
This model is not only developing the language mastery but also the content mastery. Therefore, it is difficult to be implemented in low level of language
proficiency. From the three teaching models above, theme-based instruction model is
considered appropriate to be implemented to the research since the model focuses on the language learning, in which the language learning is the objective of the
research. This model brings about three advantages Brinton, 1989:31 which are: 1 presenting different skills in one topical context e.g. reading and writing,
listening and speaking, 2 stimulating the interest of the varied learners e.g. learners who have
different level of proficiency, learners who come from different background of education, and
