their learning. It is said in Hutchinson and Waters 1987:56 that learners may have clear idea of the necessities of the target situations. In conclusion, wants is
the necessity which is derived from the students’ point of view in the learning.
2 Learning Needs
Both target needs and learning needs should be taken into consideration in doing needs analysis. Target needs will provide information of what learners do
with language while learning needs will give information of what learners learn to do what they do with language Hutchinson and Waters, 1987.
In conclusion, needs analysis is done in order to find out the target needs and learning needs of the students. This research will use needs analysis from ESP as
the preliminary step in developing materials.
3. Content-Based Instructions
a. Definition and Principles of CBI
According to Richard 2001:204, Content-Based Instruction refers to an approach in which the organization of teaching is emphasized on the content or
information that will be acquired by the students rather than linguistic or other types of syllabus. It is supported by Brinton, Snow and Wesche 1989 in Brown
2001:49 who state that CBI is an approach that integrates content learning with aims of language. In the application of CBI, language is not seen as subject,
however language is used as a medium instruction. Brown 2001:49 states that the use of language as a medium of instruction builds the intrinsic motivation of
the students because the language is used to deliver informational content and relevance to the learners.
Every approach has its own principles. Brinton 2003 in Nunan 2004: 132 points out five principles for CBI. The principles are summarized by Nunan into
the following: -
Base instructional decisions on content rather than language criteria. -
Integrate skills integrated skills approach is used by the CBI practitioners to language teaching covering all four language skills as well as grammar and
vocabulary. -
Involve students actively in all phases of the learning process in CBI classroom, the students do not depend on teacher, they learn through doing
and are actively engaged in the learning process -
Choose content for its relevance to students’ lives, interests andor academic goals the content on CBI courses is chosen based on the students and the
instructional settings. -
Select authentic texts and tasks CBI uses authentic tasks and materials.
b. Theory of Language
The assumptions of the nature of language underlie Content Based Instruction Richards and Rodgers, 2001. Those assumptions include:
- Language is text- and discourse- based
The role of language in CBI is as a vehicle for learning content. This means that the centrality of linguistic is not only single sentences but it is
longer than them because the teaching is focused on how meaning and information are communicated and constructed through text and discourse.
The linguistics units include of how longer stretches of language are used and the linguistics features that create coherence and cohesion within speech
events and text types. It involves the study of the textual and discourse structure written texts such as letters, reports, essays, descriptions, book
chapters, or of speech events such as meetings, lectures and discussions. -
Language use draws on integrated skills In CBI, language use is viewed as involving skills together. The
classroom activities involve activities that link the skills because the activities are intended to be similar like real word activities. The activities can be read
and take notes, listen and write a summary, or respond orally to the things they have read or written rather that viewing grammar as a separate
dimension of language. It is stated that the teacher or course developer is responsible for indentifying relevant grammatical and other linguistic focuses
to complement the topic or theme of the activities. -
Language is purposeful Language is used for specific purposes. The purpose gives direction,
shape, and ultimate meaning to discourse and texts. “For learners to receive maximum benefit from CBI they need to be in tune with its purposes and the
language c odes that signal and link these expressions of purpose”.
Some of adjustments and simplification that native speakers make in communicating with second language learners need to be made in order to
make content comprehensible to learners. Stryker and Leaver 1993 in Richards and Rodgers 2001 show the examples of these modifications.
They include simplification use the shorter T units and clauses, well- formedness using few deviation from standard usage, explicitness speaking
with nonreduced pronunciation, regulation use canonical word order and redundancy highlighting important material through simultaneous use of
several linguistic mechanisms
c. Theory of Learning
