THE INFLUENCES OF CONTENT-BASED INSTRUCTION IMPLEMENTATION IN THE INTERNATIONAL CLASS OF SMAN 3 YOGYAKARTA ON THE 11

THE INFLUENCES OF CONTENT-BASED INSTRUCTION IMPLEMENTATION

  IN THE INTERNATIONAL CLASS OF SMAN 3 YOGYAKARTA TH ON THE 11 GRADE STUDENTS’ READING COMPREHENSION A Thesis

  Presented as the Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

  By: Elizabeth Bara Christina Student Number: 041214022 ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2009

THE INFLUENCES OF CONTENT-BASED INSTRUCTION IMPLEMENTATION

  

IN THE INTERNATIONAL CLASS OF SMAN 3 YOGYAKARTA

TH

ON THE 11 GRADE STUDENTS’ READING COMPREHENSION

A Thesis

  Presented as the Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

  

By:

Elizabeth Bara Christina

Student Number: 041214022

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

  

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2009

  i

PAGE OF DEDICATION

  There are fine things which you mean to do someday, under what you think will be more favourable circumstances. But the only time that is surely yours is the present, hence this is the right time to speak the word of appreciation and

sympathy, to do the generous deed, to forgive the fault of a thoughtless friend, to

sacrifice self a little more for others. Today is the day to express your noblest

qualities of mind and heart, to do at least one worthy thing which you have long

postponed, and to use your God-given abilities for the enrichment of someone less

fortunate. Today you can make your life significant and worthwhile. The present

is yours to do with as you will. – Grenville Kleiser

  This thesis is dedicated with lots of gratitude, love and appreciation to: My beloved parents, Maximianus Bagyo Nugroho, S.E. and Endang Suhartini, My friends of PBI 2004, My friends and best-friends from SMAN 7 Yogyakarta and Sanata Dharma University, And to Yohannes Jatmiko Yuwono. vi

  

ACKNOWLEDGEMENTS

  With endless gratitude and love, I would like to thank everyone who helped me complete this thesis. Firstly and most importantly, I would like to thank

  

Almighty God for His never-ending love. His blessings gave me the inspiration

and determination to remain focused and complete this study.

  My biggest gratitude goes to Mr. Paulus Kuswandono, S.Pd., M.Ed., my thesis advisor, for giving much of his time, attention, guidance, patience, and encouragement as his contributions to the completion of this study. My gratitude also goes to Mr. Fidelis Chosa Kastuhandani, S.Pd. for giving me his advice during the completion of the study. Furthermore, I would like to thank all lecturers of English Language Education Study Programme for their help, advice, and education since the first day I studied in Sanata Dharma University.

  My big appreciation goes to the big family of SMAN 3 Yogyakarta, especially to Mr. Kusworo, Mr. Budi Setyawan, Mr. Ichwan Aryono, Mrs.

  

Ninik Sutarsini, and Mrs. Terry, for being very cooperative in giving me the

  permission to conduct classroom observations and being very helpful in providing me with as much information as needed during the observation. I would like to thank the students of XI IPA 1 for providing me with their opinions and thoughts during the interview sessions.

  My love and appreciation go to my parents, Maximianus Bagyo Nugroho,

  

S.E. and Endang Suhartini, for giving me their unconditional love and support

  during my lifetime, and to my brother, Joseph Abrahm Prima, S.T. Their vii understanding, patience, sacrifices, trust, determination, and education have given me strength and courage to live my life.

  I would like to thank my partners in this collaborative research,

  

Chrysogonus Siddha Malilang, S.Pd., Ratna Paramita, and Brigitta Andriani

Lestari for the time which was shared together, from the hectic preparation of the

  research to the help and support during the completion of the study.

  My greatest affection goes to Yohannes Jatmiko Yuwono for being there for me, especially during the hard times of completing this study. His presence, trust, support, understanding, and love have contributed a lot, not only to the completion of the study, but also in my day-to-day life.

  I would like to thank all my friends from English Language Education Study Programme, especially to An, Ibam, Yason, Oon, Nora, Vina, Lani,

  

Ochan, Rini Woro, Adit Margono, Wiwin, Dhee, and many other friends which

  I cannot mention one by one. I thank Antonius Jody, S.Pd. for the grammar correction. I thank Theresia Vina Indriyani, S.Pd. and Andreas Haris Cahyo

  

Raharjo, S.Pd. for their support, and to Azhar Akhmad, S.Si. for his advice and

  support. Lastly, I would like to thank every single person who helped me throughout the study, whose names cannot be mentioned one by one.

  Elizabeth Bara Christina viii

  TABLE OF CONTENTS

  TITLE PAGE............................................................................................ i PAGES OF APPROVAL.......................................................................... ii STATEMENT OF WORK’S ORIGINALITY......................................... iv LEMBAR PERSETUJUAN PUBLIKASI............................................... v PAGE OF DEDICATION........................................................................ vi ACKNOWLEDGEMENTS...................................................................... vii TABLE OF CONTENTS.......................................................................... ix LIST OF APPENDICES........................................................................... xiv ABSTRACT.............................................................................................. xv ABSTRAK................................................................................................ xvi

  

CHAPTER I. INTRODUCTION.......................................................... 1

1.1 Research Background.....................................................................

  1 1.2 Problem Identification....................................................................

  4 1.3 Problem Formulation......................................................................

  5 1.4 Problem Limitation.........................................................................

  5 1.5 Research Objectives.......................................................................

  5 1.6 Research Benefits...........................................................................

  6 1.7 Definition of Terms........................................................................

  7 CHAPTER II. REVIEW OF RELATED LITERATURE.................. 9

  2.1 Theoretical Description....................................................................

  9 2.1.1 Content-Based Instruction.......................................................

  9

  2.1.1.1 The Definition of Language in Content-Based Instruction........................................................................ 10 2.1.1.2 The Principles of Content-Based Instruction..................

  11 2.1.1.3 The Objectives of Content-Based Instruction.................

  12 2.1.1.4 The Role of Teacher and Learners...................................

  13 2.1.1.5 Comprehensible Input: Material and Delivery................

  13 2.1.1.6 Content-Based Instruction Teaching Models..................

  15

  2.1.1.7 Advantages and Disadvantages of Content-Based Instruction........................................................................

  16 2.1.2 International Class...................................................................

  17 2.1.3 Reading...................................................................................

  19 2.1.3.1 The Nature of Reading....................................................

  19 2.1.3.2 Reading Comprehension..................................................

  21

  2.1.3.2.1 Provide Direct Instruction and Model When and How to Use Multiple Comprehension Strategies.....

  22 2.1.3.2.2 Model Questioning Strategies..................................

  23

  2.1.3.2.3 Teach Students to Connect Prior Knowledge with New Information...................................................... 24

  2.1.3.2.4 Teach Students Strategies for Monitoring Their Own Comprehension............................................... 25 2.2 Theoretical Framework..................................................................

  26 CHAPTER III. METHODOLOGY...................................................... 29 3.1 Research Method............................................................................

  29 3.2 Research Participants......................................................................

  30 3.3 Research Instruments.....................................................................

  31 3.3.1 Field Notes..............................................................................

  31 3.3.2 Interview Checklist.................................................................

  32 3.4 Data Gathering Technique..............................................................

  33 3.5 Data Analysis Technique................................................................

  34 3.6 Research Procedure........................................................................

  35 CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION.......... 38

  4.1 Content-Based Instruction Implementation in the International Class of SMAN 3 Yogyakarta...........................................................

  38 4.1.1 The International Class of SMAN 3 Yogyakarta.....................

  39

  4.1.1.1 The Brief Overview of Content-Based Instruction Implementation................................................................ 39 4.1.1.2 The Teaching Activity in the International Class............

  40 4.1.1.3 The Emphasis on the Language Use...............................

  41

  4.1.2 The Implemented Principles of Content-Based Instruction in the International Class of SMAN 3 Yogyakarta..................

  43 4.1.3 The Role of Teacher and Learners..........................................

  44 4.1.4 Comprehensible Input: Material and Delivery.......................

  46 4.1.4.1 The Material Delivery within the Teacher’s Class..........

  47 4.1.4.2 The Modules....................................................................

  47 4.1.4.3 The Material Delivery within the Lecturer’s Class.........

  49 4.1.4.4 The Handouts Given within the Lecturer’s Class...........

  49 4.1.5 Content-Based Instruction Teaching Models........................

  50

  4.2 The Influences of Content-Based Instruction Implementation on Students’ Reading Comprehension................................................

  51

  4.2.1 The Correlation between Reading Comprehension and Content-Based Instruction.....................................................

  52

  4.2.2 Reading Skill in the International Class of SMAN 3 Yogyakarta............................................................................

  53 4.2.2.1 Reading in the English Reading Class...........................

  53 4.2.1.2 Reading in Science Classes............................................

  54

  4.2.3 The Influences of Content-Based Instruction on Students’ Reading Comprehension.......................................................

  55

  4.2.3.1 Provide Direct Instruction and Model When and How

  to Use Multiple Comprehension Strategies....................

  56 4.2.3.2 Model Questioning Strategies........................................

  58

  4.2.3.3 Teach Students to Connect Prior Knowledge with New Information.................................................................... 59

  4.2.3.4 Teach Students Strategies for Monitoring Their Own Comprehension.............................................................. 60

  

CHAPTER V. CONCLUSIONS AND SUGGESTIONS.................... 61

5.1 Conclusions....................................................................................

  61 5.2 Suggestions...................................................................................

  64 REFERENCES ....................................................................................... 66

  xii

  LIST OF APPENDICES Appendix 1: Recommendation letter from Sanata Dharma University....

  70 Appendix 2: Permission letter from Dinas Perizinan............................... 72 Appendix 3: Excerpt of Biology module..................................................

  74 Appendix 4: Excerpt of Physics module...................................................

  79 Appendix 5: Example of Chemistry handout............................................

  84 Appendix 6: Interview checklist...............................................................

  90 Appendix 7: Biology field notes...............................................................

  93 Appendix 8: Chemistry field notes...........................................................

  96 Appendix 9: Physics field notes................................................................ 100

  

ABSTRACT

Christina, Elizabeth Bara. 2009. The Influences of Content-Based Instruction th

  Implementation in the International Class of SMAN 3 Yogyakarta on the 11 Grade Students’ Reading Comprehension. Yogyakarta: English Language Education Study Programme, Department of Language and Arts Education, Faculty of Teachers Training and Education, Sanata Dharma University.

  International class as a way for Indonesians to learn English more thoroughly makes use of the principles of Content-Based Instruction (CBI). CBI refers to an approach in teaching, in which the learners learn the target language through the content of the learning on regular subjects, not through the teaching of the target language. Through CBI, the learners are expected to be familiar with many real-life uses of the target language.

  This research aims to see how CBI is implemented in its natural environment, the international class of SMAN 3 Yogyakarta. This research also aims to seek the significant influences of CBI implementation in the international class of SMAN 3 Yogyakarta on the eleventh grade students’ reading comprehension. Reading is chosen as the skill being observed because its objective is comprehension. Thus, a good reading comprehension is then perceived as the indicator of a successful English learning in the research.

  The research is a qualitative research, making use of descriptive study as the method. The research participants were twenty of the eleventh grade students of the international class of SMAN 3 Yogyakarta, chosen randomly. The data were gathered by employing field notes and interviews with the respondents. The data were then analyzed by comparing and contrasting the teaching-learning activities taking place in the international class of SMAN 3 Yogyakarta with the existing theories of CBI, international class, and reading comprehension.

  The research resulted that the principles of CBI were only implemented in the international class of SMAN 3 Yogyakarta by exposing the students with English modules, exercises and guest lecturers who were teaching in English. Also, the research resulted in the fact that there was no significant improvement on students’ English reading comprehension through CBI in the international class. This is because the teachers of SMAN 3 Yogyakarta did not explicitly teach and model students the ways to enhance their reading comprehension.

  The researcher provided two suggestions in accordance with the results of the research. First, schools should review and learn the basic principles of CBI before implementing it in the international class. Second, teachers should explicitly teach and model students the ways to enhance their reading comprehension to improve their reading skill mastery.

  Key words: CBI, international class, reading comprehension

  ABSTRAK Christina, Elizabeth Bara. 2009. The Influences of Content-Based Instruction th

  Implementation in the International Class of SMAN 3 Yogyakarta on the 11

Grade Students’ Reading Comprehension. Yogyakarta: Program Studi

Pendidikan Bahasa Inggris, Jurusan Pendidikan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.

  Kelas internasional sebagai sebuah cara bagi orang-orang Indonesia untuk belajar bahasa Inggris secara lebih menyeluruh menggunakan prinsip-prinsip Content-Based Instruction (CBI). CBI merupakan sebuah metode pengajaran di mana pembelajarnya mempelajari bahasa sasaran melalui isi pembelajaran dalam mata pelajaran reguler, bukan melalui pengajaran terhadap bahasa sasaran. Melalui CBI, para pembelajar diharapkan untuk terbiasa dengan bermacam-macam penggunaan bahasa sasaran dalam kehidupan nyata.

  Penelitian ini bertujuan untuk mengetahui bagaimana CBI diimplementasikan dalam lingkungan aslinya, yaitu di kelas internasional di SMAN 3 Yogyakarta. Penelitian ini juga bertujuan untuk mengetahui pengaruh signifikan implementasi CBI di kelas internasional SMAN 3 Yogyakarta terhadap pemahaman membaca siswa-siswa kelas sebelas dalam Bahasa Inggris. Kemampuan membaca dipilih sebagai kemampuan yang diteliti karena tujuan membaca adalah untuk mendapatkan pemahaman, maka suatu kemampuan membaca yang baik dipandang sebagai indikator keberhasilan pembelajaran Bahasa Inggris dalam penelitian ini.

  Penelitian ini merupakan penelitian kualitatif, dengan menggunakan metode pembelajaran deskriptif. Peserta penelitian adalah dua puluh siswa kelas sebelas dari kelas internasional SMAN 3 Yogyakarta yang dipilih secara acak. Data diperoleh melalui catatan lapangan serta wawancara dengan responden. Data tersebut lalu dianalisa dengan membandingkan dan mengkontraskan kegiatan belajar-mengajar yang terjadi di kelas internasional SMAN 3 Yogyakarta dengan teori-teori mengenai CBI, kelas internasional, dan pemahaman membaca.

  Penelitian ini menghasilkan kesimpulan bahwa prinsip-prinsip CBI hanya diterapkan dengan memberikan modul dan latihan dalam bahasa Inggris serta adanya dosen tamu yang mengajar dalam bahasa Inggris kepada siswa kelas internasional di SMAN 3 Yogyakarta. Selain itu, penelitian ini menghasilkan kesimpulan bahwa tidak ada peningkatan yang berarti dalam pemahaman membaca siswa dalam Bahasa Inggris dengan implementasi CBI di kelas internasional. Hal ini terjadi karena guru-guru SMAN 3 Yogyakarta tidak mengajarkan dan memberi contoh secara eksplisit cara-cara untuk meningkatkan pemahaman membaca kepada para siswa yang penting dalam meningkatkan penguasaan kemampuan membaca mereka.

  Peneliti mengajukan dua saran sehubungan dengan hasil penelitian ini. Pertama, sekolah-sekolah harus mengkaji dan mempelajari prinsip-prinsip dasar dalam CBI sebelum mengimplementasikannya pada kelas internasional.

  Kedua, guru harus mengajarkan dan memberikan contoh secara eksplisit kepada

  Kata-kata kunci: CBI, international class, reading comprehension

CHAPTER I INTRODUCTION This chapter presents the elaboration of the introduction to the research

  being conducted. In detail, this chapter contains seven sections, namely research background, problem identification, problem formulation, problem limitation, research objectives, research benefits, and the definition of terms. Further elaboration of each section mentioned above will be given in detail.

1.1 Research Background

  The need of being able to master oral and written English is essential in the globalization era, where English is used as the main language of communication.

  In this era, English mastery is an important requirement for someone to be referred as a qualified human resource. For that reason, people from non-speaking English countries employ many ways to learn and master English.

  Indonesia is one of the non-speaking English countries, in which English functions as a foreign language. Considering the position of English in the Indonesian society and the need for English-mastering competitive human resources, the Minister of Education has tried to implement some strategies for Indonesians to learn English. One of the strategies is by implementing the international class, which is an immersion class in which every subject of the school curriculum is taught by the use of English as the medium of instruction.

  In Indonesia, international class soon gained its popularity in a relatively short period of time. However, despite the instant popularity, there are controversies behind the implementation of international class in Indonesia. Some people questioned the feasibility of the implementation of international class. They questioned whether or not such class would bring any benefit to the students and whether or not the teachers are competent in teaching the subjects in English.

  However, regardless the controversies, the international class has brought about the implementation of Content-Based Instruction (CBI). CBI refers to an approach of second language teaching by integrating the learning of language with the learning of some other content, often academic subject matter (Larsen- Freeman, 2000). With such approach, it is expected that students improve their English skills gradually.

  In conducting this study, after seeing the problems exist in relation with international class and CBI, the researcher chose the research setting and participants. The researcher then chose SMAN 3 Yogyakarta as the research setting because this school gave the most exposure of English in its international class compared to other high schools in Yogyakarta. In addition, the researcher chose the eleventh grade students of the international class of SMAN 3 Yogyakarta as the research participants. They were chosen because they have more experience, bigger amount of the exposure of English, and broader knowledge compared to the tenth grade students. They were chosen also because they were not as busy as the twelfth grade students in preparing themselves for the national examination.

  This research was conducted because the researcher wanted to know how CBI is implemented in the international class in Yogyakarta. Also, the researcher would like to know how CBI, which was implemented in the international class, contributes to students’ English mastery. These two reasons in choosing the research topic would be the researcher’s motivation in conducting this research.

  To limit the topic, the researcher focused the research into seeking the influence of CBI implementation in the international class on students’ reading mastery, or to be specific, on students’ reading comprehension. Reading was chosen as the object of research for several reasons. One of the reasons was that amongst the other skills, reading is considered as the focus of learning. This is due to the fact that reading is an essential skill to master in order to ensure success in learning in any content class where reading in English is required (Anderson, 2003 as quoted in Nunan, 2003). In addition to that, reading combines the information from the written text with the readers’ background knowledge on the topic to build meaning from the text or to obtain comprehension. Hence, reading comprehension is seen as the key in mastering the learning in the international class, where reading in English is required.

  In accordance with the aim of international class to prepare competitive human resources in this globalization era and the importance of English skills mastery, the researcher would like to start a study of CBI implementation in the international class on the eleventh grade students’ reading comprehension.

  Considering that no sufficient research studies have been conducted on this topic, the researcher expected that this research will give insight into other researchers in conducting research studies related to the same or similar topic.

  Seeing the importance of mastering English in this globalization era, alongside with the emergence of international classes on high schools as one of many ways in learning English, the researcher would like to conduct a research study based on this particular topic. International class makes use of a specific approach of teaching in conducting the teaching-learning activities, namely Content-Based Instruction (CBI). In CBI implementation, English is taught through content areas. In this context, content areas refer to any subjects other than English.

  With the implementation of CBI, students are getting familiarized to English through the learning of content subjects. By experiencing such familiarization way to English, it is expected that the students who enrol into the international class will improve their English gradually yet significantly. The researcher then would like to see how CBI implementation in the international class takes part in improving the students’ English mastery.

  To limit the study, the researcher focused on seeking the influences of CBI implementation in the international class on students’ reading mastery, or to be specific, reading comprehension. Reading is chosen because reading activities aimed at comprehension, whereas reading mastery led to the mastery of other skills, and thus the students’ English reading mastery can be seen through their reading comprehension. As the research participants, the eleventh grade students of SMAN 3 Yogyakarta were chosen because they have had sufficient exposure to English compared to the tenth grade students, and also because they were not busily preparing themselves for the national examination.

  Considering the research background and problem identification, the researcher is going to answer two questions as the guideline of conducting and writing this study. The questions are:

  1. How is Content-Based Instruction (CBI) implemented in the international class of SMAN 3 Yogyakarta?

  2. How does CBI implementation in the international class influence the eleventh grade students’ reading comprehension?

  1.4 Problem Limitation

  In order to help the researcher address the formulated problems easily, this research specifically discusses the influence of Content-Based Instruction (CBI) implementation in the international class on the students’ English reading comprehension. Hence, the research focuses on CBI as the teaching approach which is used and on reading comprehension. The population used as the sampling of the research is the eleventh grade students of the international class of SMAN 3 Yogyakarta. Further elaboration on the research participants will be discussed in Chapter III.

  1.5 Research Objectives

  This research has two objectives in accordance with the formulated problems. The objectives are:

  1. To provide a clear and critical analysis of the implementation of the basic principles of Content-Based Instruction (CBI) in the immersion class, or to be

  2. To seek significant influences of CBI implementation in the international class on the eleventh grade students’ reading comprehension.

1.6 Research Benefits

  This research has three benefits in accordance with the objectives of the research. The benefits are:

  1. Other researchers

  The research is expected to give insight into Content-Based Instruction (CBI) implementation in the international class. It is also expected that the research will be helpful for everyone needing it for further research studies on the same or similar topic, especially considering that not many research studies have been conducted on this topic.

  2. Policy makers

  The research is expected to give suggestions and guidelines for the evaluation of the education policy. Thus, with this research, the policy makers will be able to review the existing policies in education that will lead into a better quality of education in Indonesia.

  3. Teachers

  The research is expected to give a clear evaluation on CBI implementation so that teachers will be able to make necessary improvement in implementing the approach. It is expected that through this research, non- English teachers as well as English teachers can learn about CBI and will be able to implement it well.

1.7 Definition of Terms

  Below are the list of the terms which are used in this research and the definitions of the terms.

  1. Content-Based Instruction

  Content-Based Instruction (CBI) is an approach to second language teaching in which the teaching of content or information in the language being learned with little or no direct or explicit effort to teach the language itself separately from the content being taught (Krahnke, 1987 as quoted in Richards & Rodgers, 2001).

  From the definition proposed by Krahnke, the researcher defines CBI as an approach of teaching second or foreign language in which the target language is learned by using it as the instructional language instead of using it as the focus of learning (the materials being taught).

  2. International Class

  Lightbown & Spada (2000) define immersion class, which is the principle of international class, as an educational program in which a second language is taught via Content-Based Instruction (CBI). The definition proposed by Lightbown & Spada (2000) is considered to be the most suitable definition, especially in accordance with the focus and the limitation of the study. Therefore, the researcher refers to the definition by Lightbown & Spada in this research study, in which international class is defined as an educational program in which a second language is taught via CBI.

  3. Reading Comprehension

  1 Reading comprehension is defined by Partnership for Reading (2005)

  as an activity of “understanding a text that is read, or the process of ‘constructing meaning’ from a text”. This definition is related with the definition of reading stated by Anderson (2003 as quoted in Nunan, 2003), “a fluent process of readers combining information from a text and their own background knowledge to build meaning”, which implicitly stated that the goal of reading activity is to build comprehension. Therefore, the researcher refers to the definition of reading comprehension as stated in Partnership for

  Reading , and defines reading comprehension as a process of constructing meaning from a text.

  4. The eleventh grade students

  The eleventh grade students in this study refer to the second-year students enrolled to the international class of SMAN Negeri 3 Yogyakarta, a state high school in Yogyakarta.

  5. SMAN 3 Yogyakarta SMAN

  3 Yogyakarta in this study refers to the state high school in Yogyakarta whose international class is considered to be the one fulfilling the most characteristics of international class as defined by Lightbown & Spada (2000).

  1

CHAPTER II REVIEW OF RELATED LITERATURE This chapter consists of two sections, namely the theoretical description

  and the theoretical framework of the research. The theoretical description section covers the elaboration of each theory related to the research topic, namely the elaboration of Content-Based Instruction, immersion class, and reading theories. Other than that, this chapter provides the theoretical framework section as the elaboration of the theories which will be used in conducting the research study.

2.1 Theoretical Description

  The theoretical description consists of three main theories related to the research topic. One of the main theories is about Content-Based Instruction (CBI) as the approach being observed. Other theory is about the nature of the international class as the medium of CBI implementation. The next theory is about the nature of reading and reading comprehension.

2.1.1 Content-Based Instruction

  Content-Based Instruction (CBI) emerged from “the situation in which learners need to improve their second language skills for purposes of university study unites second language instruction with real and present functional needs” (Brinton, Snow & Wesche, 2003: 5). CBI is an approach to second language teaching in which the teaching of content or information in the language is learned with little or no direct or explicit effort to teach the language itself separately from the content being taught (Krahnke, 1987 as quoted in Richards & Rodgers, 2000). In other words, by using CBI implementation in an immersion class, students learn a second language or foreign language implicitly throughout the teaching-learning activities conducted in classroom.

2.1.1.1 The Definition of Language in Content-Based Instruction

  In Content-Based Instruction (CBI), language is defined as text-based and discourse-based, which is considered as the medium of teaching-learning activities or content learning. In this approach, language learning is regarded as the by- product of the content learning. The focus of the teaching-learning activities is how meaning and information are communicated and constructed through various texts and discourses.

  The second definition of language in CBI is the combination of several skills, and thus it makes use of draws on integrated skills. In the implementation of the approach, students are often involved in various activities which link the skills, according to how the skills are generally involved in the real life context. This is supported by one of the CBI principles proposed by Larsen-Freeman, which said that “communicative competence involves more than using language conversationally. It also includes the ability to read, discuss, and write about content from other fields” (Larsen-Freeman, 2000: 140).

  The third definition of language in CBI stated that language is regarded as something purposeful and may be used for specific purpose. The purpose in this context may be academic, social, recreational, entertaining, etc. However, it should optimal benefits from CBI, students need to be clearly in tune with its purposes and the language codes that signal and link these expressions of purpose (Richards & Rodgers, 2001).

  A brief yet clear illustration of the approach being discussed can be seen from the three definitions of language in CBI as elaborated above. The illustration also involves insight into the main principles of CBI as stated by Richards & Rodgers. The elaboration of CBI principles will be given in the next section.

2.1.1.2 The Principles of Content-Based Instruction

  There are two main principles of Content-Based Instruction (CBI) according to Richards & Rodgers. The principles are: 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. CBI better reflects learners’ needs for learning a second language.

  (Richards & Rodgers, 2001) From the two main principles of CBI stated by Richards & Rodgers, it can be seen that CBI as an approach deals mainly with the content rather than the language which is used in delivering the content during the teaching-learning activities. Richards & Rodgers (2001: 204) also argued that “an ideal situation for second language learning would be one where the subject matter of language teaching was not grammar or functions or some other language-based unit of organization, but content, i.e., subject matter from outside the domain of language.” Richards & Rodgers stated that learning a second language should be done by using the language as the means of conveying and acquiring information. It means that the second language is mastered through incidental acquisition through the assistance of other subjects. This approach makes use of the familiarization of the target language by using it regularly. The target language in CBI which functions as the medium of learning, then, is considered as a by-product of learning about real-world content.

2.1.1.3 The Objectives of Content-Based Instruction

  As an approach of language teaching, Content-Based Instruction (CBI) has some objectives. The objectives 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 peoples.

  (Brinton et al., 2003) It can be seen from the objectives stated by Brinton et al. that the implementation of CBI is more appropriate in classroom of students with sufficient knowledge or ability of the second language. The first objective proposed by Brinton et al. stated that CBI is useful in activating and developing existing language skills, hence the students’ background knowledge of the second language learning activities using CBI are expected to develop both the content mastery and the language mastery. Then, once the teaching-learning activities are done, students are also expected to have a broad understanding of the people using the target language (cross-culture understanding).

  2.1.1.4 The Role of Teacher and Learners

  The ideal role of learners in Content-Based Instruction (CBI) is as active interpreters of input who are willing to tolerate uncertainty along the path of learning and explore alternative learning strategies, also to seek multiple interpretations of oral and written texts. Other than that, learners are seen as the sources of content and joint participants in the selection topics and activities (Richards & Rodgers, 2001). In short, learners are regarded as autonomous beings responsible for their learning process.

  Alongside the learners, the teacher (who sometimes in CBI is referred as instructor) is the person responsible for selecting authentic materials for classroom use, the students’ needs analysts, and the creator of truly learner-centred classroom (Brinton et al., 2003). However, the most ideal role for teacher in CBI is as the facilitator of the content learning. As a facilitator, teacher should be responsible in keeping context and comprehensibility, especially in planning and presentation, analyzing students’ needs, and creating a truly learner-centred class.

  2.1.1.5 Comprehensible Input: Material and Delivery

  According to Brinton et al. (2003), the content used in Content-Based classroom, allowing the teacher to present and explain specific language features. Rich context here refers to the comprehensible input, a challenging language that is slightly above the current linguistic level of the students, or formulated by (i + 1), which provides the foundation for successful language acquisition (Brinton, 2003 as quoted in Nunan, 2003). By placing the difficulty level slightly above the students’ linguistic level, the input will be challenging in a way that the students will be able to decode the message by utilizing extra linguistic context, knowledge of the world, and the previous linguistic competence.

  In accordance with Brinton et al., Krashen (1985) also stated that the materials for the immersion class should be constructed by considering the comprehensible input hypothesis. The comprehensible input will give respectable impact on students’ language acquisition, especially in the international class, which employs the principle of immersion class. Hence, sufficient exposure of the input will give higher guarantee of achieving success in acquiring the language for the students.

  In the immersion class, the speech that takes place around the students is also considered as the comprehensible input for the students. Therefore, by exposing them to the constant trial of using the second language in the classroom, students are allowed to improve their own proficiency with little emphasis on error correction and grammatical accuracy. Other than that, students are allowed to give responds in their first language during the early years of studying to gather sufficient grammatical rules and vocabulary items of the second language. Therefore, they are expected to be able to develop their communication and

2.1.1.6 Content-Based Instruction Teaching Models

  In the development of Content-Based Instruction (CBI) implementation across the time, there are three common teaching models of CBI which are widely implemented in language immersion classes. According to Brinton et al. (2003) in

  Content-Based Second Language Instruction, these models are:

  a. Theme-Based Language Instruction In this model, the class is structured around topics or themes, with the topics forming the backbone of the course curriculum. The thematic content in this model provides rich input for lessons that are either language-based or skill-based.

  b. Sheltered Content Instruction In this model, the subject-matter teacher, who has had special training in working with the second language, modifies the presentation style to help the students comprehend the materials. This is due to the ongoing process of students to acquire the second language. The objective of this model is to help students master the subject matter, but at the same time, teacher spends more time helping the students with language-related issue.

  c. Adjunct Language Instruction In this model, there have to be more than two instructors in the class.

  These instructors teach the class the same materials but with two different points of emphasis. One instructor uses the material to teach the content matter, whereas the other instructor uses it to teach the language skills.

2.1.1.7 Advantages and Disadvantages of Content-Based Instruction

  Content-Based Instruction (CBI) has some advantages in its implementation, especially related to the content learning. The advantages are: a. Learners are relatively more motivated in learning due to the variation of the subject matters and contents.

  b. The content of the study is selected according to students’ need.

  c. The target language mastery happens subconsciously.

  d. The approach seeks to build on students’ knowledge and basic experience.

  (Richards & Rodgers, 2001) Since the materials for the teaching-learning activities are chosen based on students’ needs, it can be inferred that this approach can be more effective in helping students master the second language compared to other approaches or methods. By using this approach, students will be able to construct their understanding of the second language based on their knowledge and basic experience, combined with the materials that are chosen according to their needs.

  Also, students will acquire the language in the context of its use, eliminating the problem of transfer from instruction (Krahnke, 1987 as quoted in Richards & Rodgers, 2001).

  Regardless the advantages in its implementation, CBI also have some disadvantages. The main disadvantage of CBI is the problem of adult learners in learning the language. It happened because of adult needs’ of analytical and formal instruction. This kind of problem is rarely encountered in children learners, most possibly because of the existence of the brain lateralization process, following the

  The next theory which will be elaborated is the theory of immersion class as the basis of international class. This is based on the reason that CBI is mainly implemented in immersion class, which is also the focal point of this study. Due to this reason, the researcher discusses the theories of immersion class to give an insight into CBI implementation in the real life teaching-learning activities.

2.1.2 International Class

  Immersion class, which is the basis of international class, is an educational program in which a second language is taught through Content-Based Instruction (CBI). In the immersion class, students study the regular subjects in the target language. The emphasis is on the subject matter learning, and little time is spent focusing on the formal aspects of the target language (Lightbown & Spada, 2000).