PROPOSAL

THE IMPLEMENTATION OF CONTENT BASED INSTRUCTION IN TEACHING

SPEAKING FOR HOSPITALITY AND TOURISM STUDENT

AT POLTEKPAR MAKASSAR

IMPLEMENTASI CONTENT BASED INSTRUCTION

DALAM PENGAJARAN BERBICARA BAHASA INGGRIS

PADA MAHASISWA JURUSAN PERHOTELAN DAN PARIWISATA DI POLTEKPAR

MAKASSAR

KARTINI

NIM. 210010101012

ENGLISH EDUCATION DEPARTMENT

POSTGRADUATE PROGRAM

STATE UNIVERSITY OF MAKASAR

2023
 CHAPTER I

INTRODUCTION

This research describes the implementation of content based instruction in

teaching speaking at Poltekpar Makassar. This section presents the background of

the research, the question of the research, the objective of the research, the

significance of the research, and the scope of the research.

A. Background of the Research

The necessity and requirement of English proficiency has become an

essential requirement that every individual must possess in the coming era of

globalization. This is associated with the positioning of English as the first

international language used in many aspects such as: social, political, commercial,

commercial. So the non-English speaking staff remain idle and unhelpful during this

period. In this regard, the Indonesian Minister of Education has tried many things to

improve the quality and English proficiency of Indonesia. Some are seen as failures,

others fail to achieve their deepest hopes and goals. 

Conducting content-based teaching refers to the main feature of teaching

other subjects in a second or foreign language. Language proficiency is therefore a

by-product rather than a primary goal or goal. A major goal of content-based

education is mastery of material (Richards & Rodgers, 2001). Content-based

education itself is based on the principle of providing more exposure through

authentic materials rather than directly teaching the formal aspects of language.

Students will have a better environment to facilitate language learning and

acquisition. As such, this method must in one way or another involve the students'

2
language skills such as reading, listening, speaking and writing. The role of content

in foreign language teaching has always been an important research topic. Richards

& Rodgers (2001) define the concept of content in this context as "a substance or

object learned or communicated through language, as opposed to the language used

to communicate the content". (p. 204). Content-based instruction (CBI) organizes

specific language learning by shifting the focus of instruction from subject matter to

the target language itself (Leaves and Stryker, 1989). It is based on the following

principles: (1) Languages are most effectively learned when used as tools for

mastering subjects other than the target language (Richards and Rodgers, 2001). (2)

content-based language learning prepares students for the transition to the academic

community (Leki & Carson cited in Garner & Borg, 2005); 

Since the 1970s, several language programs have been established. These

include cross-curricular languages, including teaching, immigration on arrival,

students with limited English, language and content-integrated learning (CLIL), and

languages for special needs. We have emphasized the role of content in education.

Academic Purposes (LSP) and Academic Purposes (LAP) (Richards & Rodgers,

2001, p. 205). The Protected Instruction Observation Protocol (SIOP), a model

developed by Echevarria, Vogt, and Short (cited in Echevarria, Short and Powers,

2006), is also effective in presenting concepts of curriculum content to English

learners. main emphasis. They all emphasize the importance of meaning and purpose

in foreign language teaching. Although the success of integration programs in

Canada and the United States in the 1970s was recognized as a major factor in the

development of CBI (Met, 1991), an increasing number of universities around the

3
world offer full or partial language instruction. offers. I use English to stimulate

interest among researchers and practitioners in his CBI related to EFL (Crandal &

Kaufman, 2002). 

Students enlisted in such English-speaking universities in non-English-

speaking countries require intensive training in English as the language of instruction

and the academic practice of courses and genres to be exhibited in the future (Garner

& Borg, 2005). As a result, today many college preparatory programs around the

world are choosing content-based instruction (CBI) to prepare students for future

colleges in languages other than their native language. As a natural consequence of

the increasingly diverse environment (from K-12 immersion programs to EFL/ESL

college settings), there is disagreement about the range of languages and content

taught.  Over the years, diversifying uses and conflicting views on language and

content integration in language programming have led to different approaches to CBI

(Stoller, 2002). The schematic model proposed and modified by Brinton, Snow, and

Wesche (1989) is considered the archetypal model of CBI, along with other

forms that have recently evolved using these archetypes. (Brington and Jensen,

2002). His most recent CBI models used at the university level, Richards & Rodgers

(2001) list his five: (1) technical language instruction, (2) protection content

instruction, (3) supplementary language instruction, (4) group instruction, and (5)

ability. 

Despite the many CBI models, all are said to have inherited the spirit of the

original CBI movement (Brinton & Jensen, 2002). As Stoller (2002, p. 109)

4
suggests, they all share the following characteristics: Additional stimulation and

content support, facilitate integration of language learning, content and strategy. 

a) View language as a means of learning content and view content as a source

of language learning and improvement; 

b) use content to guide better educational decisions

c) Encourage intentional and meaningful use of language in the classroom 

d) d) Encourage active student participation

e) Focuses on developing skills at the discourse level.

These features strengthen CBI's focus on meaningful context for language

learning. This is consistent with the principles of teaching communicative language

(Richards & Rodgers, 2001). It has been argued that it is appropriate to have non-

verbal content rather than the language itself because if communication is really at

the heart of language teaching, then the primary purpose of language teaching is

appropriate (Richards & Rodgers, 2001). Over time, many other foreign language

teaching researchers and practitioners (Crandall, 1993; Short, 1997; Snow, 1998;

Stoller, 2004) have also endorsed his CBI, demonstrating that CBI is a skill

Suggested to promote development. I have focused on studying and language skills

(Pessoa, Hendry, Donato, Tucker & Lee, 2007). Peretz (1988) suggests that shifting

the focus of language instruction to specific content rather than the media can reduce

student anxiety. Morley (cited in Peretz, 1988) states that self-studying a language is

not difficult enough for college students. Also, since language was used in all cases

to convey the content of knowledge, non-linguistic content had to be touched upon

as well. She also argues that including them in content can be viewed as a 'narrow'

5
rather than a 'broad' approach to language teaching. Processing and learning offer a

broader perspective of language teaching because it sets broader goals and objectives

for language learners. It cites the benefits of using CBI as a cultural

understanding. These proposed advantages have made CBI a favorite topic of many

researchers (e.g., 1997; Leaver and Stryker, 1989; Met, 1991; Pawan, 2008; Peretz,

1988 years; Pessoa, Hendry, Donato, Tucker, and Lee). Silver, 2008. Snow and

Brinton, 1988. Tsai and Chuong, 2010). These studies can be grouped under three

broad headings: (1) Her research on CBI from a learner's perspective. (2) To study

her CBI from the perspective of an educator in the content field; (3) He studies CBI

from the perspective of a language teacher. For example, Chapple & Curtis (2000)

investigated using movies as the basis for a content-based approach from the

learner's perspective at the Chinese University of Hong Kong, people from all

countries found that they improved their language skills. .

Learners also report improved critical/analytical thinking skills, range of

perspectives, and content knowledge. Peretz (1988) examined the effect of using

topics that learners are already familiar with in language courses to motivate learners

to learn English. He found that learners were highly motivated because participants

found the topics interesting. Similarly, Crawford (2001) examined the effect of using

step-by-step reading materials and movies as sources of instructional content in low-

level classrooms on student responses to courses. Tsai & Shang (2010) focus on the

influence of language on content. 

In another study, Snow and Brinton (1988) also sought to clarify learner

perceptions and test the effectiveness of complementary CBI models for teaching

6
necessary reading and study skills. For some Asian immigrant students to succeed

academically in college. Kasper (1997) conducted a quantitative study to determine

the impact of a content-based curriculum on student achievement in ESL. Other

studies have focused on teachers' views of content areas. For example, Canbay

(2006) looked at the academic English requirements for English-taught courses at

Karadeniz University of Technology from the perspective of CBI teachers and deans.

In a later study, Pawan (2008) examined teachers' content staging methods for

English learners in their research on academic content taught in English. It is also

used to determine to which category this scaffold belongs. 

The results offer some suggestions on how teachers can teach lessons in English

and help English learners become familiar with the language. Zugegrell & Deoliveira

(2006) showed how content teachers use linguistic tools and text analysis to help

students understand terminology. As the final research group, Silver (2008) explores

future teachers' perceptions of the role of language in subject teaching in Singapore's

bilingual education system, as well as students wishing to teach the language. along

with specific content areas. Explore through projects - reflections of students during

the semester. Finally, Pessoa, Hendry, Donato, Tucker & Lee (2007) point out that

much of the literature ignores the contributions of in-service language teachers who

are also involved in the educational process and assumes that the two professionals

A qualitative study was conducted to examine the role of speech at home.

Implementation of content-based teaching refers to the main feature of teaching

other subjects in a second or foreign language. Therefore, language proficiency is a

by-product rather than a primary goal or goal. The main goal of content-based

7
instruction is to master the topic (Richards & Rodgers, 2001). Content-based

instruction is based on providing broad exposure through authentic materials rather

than directly teaching formal aspects of the language. With greater exposure to

language, students will have a better environment to facilitate language learning and

acquisition. Thus, in a way, the method must integrate the students' language skills,

such as reading, listening, speaking and writing. Of all these skills, writing is the

most difficult to learn and master. Since the early 1990s, the curriculum and

curriculum policies of Indonesian vocational schools have developed rapidly. This

program and program is intended to enable students to acquire English skills in

reading, writing, and communication. According to a survey of all high school

students, about 60-70% chooses tourism English as their future career. However, the

tour program requires the use of English as a means of communication with tourists

and people of other countries, in which speaking ability is emphasized. 

People who can read, listen and write but cannot speak are not considered

professional entrepreneurs in international trade. For this reason, one of the goals of

Poltekpar Makassar is to improve students' speaking skills and prepare them for

future jobs, tour guide, hotel business, hotel manager, etc Therefore, working and

speaking skills in the Poltekpar Makassar curriculum are the main and final goals of

students in the language class of the Faculty of Tourism and Hospitality. Therefore,

they must be able to communicate verbally. This means that students should be able

to communicate accurately, fluently, and appropriately with people about everyday

aspects of the tourism industry. In general, hospitality and tourism students are

required to master basic and specific speaking skills relevant to their daily lives and

8
future careers. Since speaking is a useful skill, students should be able to articulate a

basic and specific British accent in ongoing communication. Therefore, one of the

goals of the researchers is to improve the students' speaking skills and prepare them

for future jobs, depending on the field of study or work abroad. Therefore, the ability

to work in the program and the ability to speak is the main and ultimate goal of

students of the Hotel and Tourism Department, who must be able to communicate

verbally. In other words, students must be able to communicate accurately, fluently,

and appropriately with people about their daily lives. 

B. Question of the Research

Based on the background of the research, it is noted that some problems were

encountered in teaching speaking for tourism and hospitality students at Poltekpar

Makassar. Therefore, the researcher formulates the question of the research will be;

1.  How do the lecturers perceive the content based instruction (CBI) in

teaching speaking for hospitality and tourism student at Poltekpar Makassar?

2. How is content based instruction CBI) implemented in teaching speaking for

hospitality and tourism student at Poltekpar Makassar?

3. What are the challenges of using content based instruction (CBI) in teaching

speaking for hospitality and tourism student at Poltekpar Makassar?

4. How is the students’ engagement in the implementation of content based

instruction (CBI) in teaching speaking for hospitality and tourism student at

Poltekpar Makassar?

C. The Objectives of the Research

This research has four objectives listed below:

9
 1. To describe the lecturers’ perceptions about the content based instruction

(CBI) in teaching speaking for hospitality and tourism student at Poltekpar

Makassar.

2. To investigate implementing content based instruction (CBI) in teaching

speaking for hospitality and tourism student at Poltekpar Makassar.

3. To explain the challenges of using content based instruction (CBI) in

teaching speaking for hospitality and tourism student at Poltekpar Makassar.

4. To describe the students’ engagement in the implementation of the content

based instruction (CBI) in teaching speaking for hospitality and tourism

student at Poltekpar Makassar.

D. Significance of the Research

The researcher hopes this study's outcome will help teach and learn English,

especially in conversations with hospitality and tourism students from Poltekpar

Makassar. By providing CBI learning materials that are interactive, engaging and

challenging. The next implication of the study is how this study will affect people. 

1. Examining the factors that influence English language lecturers` using

content based instruction can raise their understanding of the importance of

CBI across all disciplines in teaching and learning processes especially in

students’ speaking competence. Furthermore, teaching using CBI will alter

and improve these academics' professional practices and performance.

Hospitality and tourism students, acceptance theories greatly determine what

factors make people want to speak English fluently and accurately. The

research is planned to better understand usage behavior by clarifying the

10
 important factors that encourage students at Poltekpar Makassar to utilize

the implementation of CBI.

2. University; a university administrator's ability to construct plans, establish

policies, and make decisions in the institution's context is made possible by

the aspects that impact students' and lecturers' acceptance of CBI.

3. Researcher; this research can inspire other researchers in academics'

perspectives to benefit from the next research, which will assist them in

better understanding the elements that influence acceptance of content based

instruction (CBI) among the general English for hospitality and tourism

student and lecturers at poltekpar Makassar.

11
 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter covers the key theories and concepts related to the research. The

first basic review is Content Based Instruction (CBI). It also presents the proposed

theoretical framework investigating the key determinant of hospitality and tourism

department at poltekpar Makassar and EFL lecturers’ intention to use Content Based

Instruction in teaching and learning. Other key concepts to discuss are principles for

CBI, Theory of speaking, teaching English as a Foreign Language, and the theory of

perception..

A. Historical Development of CBI

The integration of language and content into the curriculum has attracted many

authors involved in the teaching and learning English as a Second Language (ESL)

and English as a Foreign Language (EFL). Much effort has been made to help

English learners achieve academic success by combining content with language

learning (Pohan & Kelly, 2004). It aims to develop students' content and language

skills by providing an authentic and meaningful learning journey. According to

Stoller (2002, p. 109), the integrated nature of content and language in content-based

teaching (CBI) is defined as "the use of language as a vehicle for content learning

and" use the content for language learning and innovation'. as a resource for Stoller

(2008, p. 59) considers CBI to be a 'common' approach to combining language and

subject teaching. However, emphasis may vary by language and subject.

The main features of the CBI method are: (1) Students are provided with

authentic readings of the material. This requires learning to read verbatim

12
and to interpret and critique. (2) Content-based instruction allows students to

verbally respond to content-based material, an opportunity not typically offered in

content-based classes. (3) provide a format for students to summarize factual

information and ideas from lectures and reading materials; (4) Content-based

instruction that enables students to improve their language skills, such as listening,

speaking, reading, and writing, as well as academic skills such as note-taking,

synthesis, and interpretation texts and lectures can allow learners to become better

scholars. 

Although the success of inclusion programs in Canada and the United States

during the 1960s and 1970s is considered an essential factor in the development of

CBI (Met, 1991), its roots date back to 389 AD. They can be traced back to

Important Content in Language Acquisition: "Once all is known, knowledge of

words follows. You cannot expect to learn words you do not know unless you

understand their meaning. This is not achieved by listening but by their meaning."

This comes from knowing that" (Saint Augustine 60:XI, Brinton, Snow & Wesche,

1989, quoted on page 4). Since the late 1970s, CBI has appeared in many

educational initiatives emphasizing achieving meaningful content through language

(Richards & Rodgers, 2001). These new content-based programs cannot be seen as

alternatives but as variations on an early understanding of the relationship between

language learning and the acquisition of meaningful content. (Leaver & Stryker,

1989) presumably, the movements derived from the CBI will be detailed in the

following sections. 

13
 In Canada, during the 1960s and 1970s, CBI was used as the basis of

instruction for K-12 students in immersion programs aimed at teaching French to

predominantly English-speaking children (Leaver and Stryker 1989). The success of

the immersion programs in simultaneously teaching functional French and

specialized knowledge has attracted the attention of many theorists and practitioners

worldwide (Brinton, Snow and Wesche). 1989) the student goals in the immersion

program are: (1) Develop advanced foreign language skills. (2) Cultivate a positive

attitude towards native speakers of the target language and culture. (3) Develop

English language skills appropriate to students' ages and abilities. (4) Acquire

specific skills and knowledge in areas of curriculum content (Richards & Rodgers,

2001, p. 206). 

The Limited English Language Learner Program (SLEP) is generally appropriate

for school-age children who do not have the language proficiency to participate in

the regular school curriculum. It focuses on teaching language and other skills

necessary for learning (Richards & Rodgers, 2001). Language for a Specific Purpose

(LSP) is defined by Hutchinson and Waters as 'an approach to language teaching in

which all decisions about content and methodology are based on the learner's goals

for language learning' ' (quoted in Teodorescu, 2010, p. 68) daily communication,

education, access and exchange of information, commerce, etc. (Teodorescu, 2010). 

This is consistent with the rationale for using content-based instruction, as the

LSP first identifies the learner's needs and determines the appropriate content and

language program. Developed primarily in British universities and UK professional

settings, English for Specific Purposes (ESP) is the dominant model for this type of

14
language program (Brinton, Snow & Wesche, 1989). ). Teodorescu (2010) suggests

that ESP can be divided into two models since learners' needs seem to be very

diverse. Have English for Academic Purposes (EAP), primarily aimed at developing

learners' academic language skills, and English for Professional Purposes (EOP).

The researchers also note that English for Professional Purposes can be

divided into sub-disciplines, such as Orientation English, Business English and

Technical English. 

Content-based instruction, or the term Integrated Language and content

learning (CLIL), as it is known in Europe, is a language that allows students to learn

academic content in a second or foreign language. It refers to different

educational models taught in the language. Language skills at the same time. The

idea of studying school content in a second language is not new. This concept was

introduced by Saint Augustine as early as 389 AD (cited in Brinton, Snow &

Wesche, 1989). In Europe, Latin continued to be the language of university

instruction long after it disappeared from the colloquial language. 

In modern times, the integration of foreign languages and skills originates in

Canada and the United States. Immigrants from all over the world have settled here

and their children are not native English speakers. These descendants must study

non-fiction literature and English at the same time. In the United Kingdom, a 1975

government report called for an emphasis on reading and writing in all subjects, not

just English lessons. The slogan of this report, "Every teacher is an English teacher",

means that teachers of other subjects can become English teachers. This is not

entirely true for non-English speaking countries like Indonesia. However, we can do

15
the opposite or simply take advantage of English teachers who have enough kn

Introduction In an era where English is becoming the language of academia, most

students taking their first steps into higher education are not fully prepared

academically and linguistically for university life as So; therefore require intensive

training, which presents an increasing challenge for organizations (Snow & Brinton,

1988). College preparatory classes, which often constitute the first year of higher

education, are certainly seen as the gateway to facilitating a student's transition to

the academic stream. However, despite this same role, different college preparatory

classes may use different teaching methods in their institutions depending on the

student's academic and educational goals. 

The concept of Content, as in "content-based instruction", is described by

Richards & Rodgers (2001) as "a substance or subject with which we learn or

communicate through a language as opposed to the language used. for transmission"

(p. 204) The question of the role of Content in foreign language teaching has been a

classic problem for English language teaching (ELT) researchers and practitioners

for several decades. (Brinton, Snow and Wesche, 1989) Generally, language is

most effective when taught with meaningful Content. In other words, separating

language instruction from thought, meaning, and actual communication may not be

suitable for human nature's complexities and may reduce language teaching's

effectiveness (Met, 1991). It is also important to note that, particularly at the

university level, Content can only be meaningful if it has some value to the learner.

In particular, content and language learning can be significant to students in a college

16
preparatory class. The language course provides the same academic tasks and

texts students will encounter in their future subjects (Crandall & Kaufman, 2002). 

Brinton, Snow & Wesche (1989) define content-based instruction (CBI) as

characterized by the duality of having both language- and content-related goals

(Stoller, 2004). They suggest that the academic needs of university students are a

critical determinant in the development of language programs. It also provides an

opportunity to practice academic language skills throughout the process (Brinton,

Snow & Wesche, 1989). Leaver & Stryker (1989) defined CBI as a method of

organizing learning a particular language by shifting the pedagogical focus to a

subject rather than the target language. They also suggest that a CBI program should

have four characteristics :(1) Core theme. This means the curriculum is essentially

structured around history, economics, and the social sciences. (2) use authentic texts

from sources intended for native speakers of the target language; (3) learn new

information; (4) specific needs of the student; the student's future academic plans

largely determine this. 

Richards and Rodgers (2001) describe CBI as “an approach of second language

instruction that revolves around the content and information that students absorb, not

another language or program” (p. 204). Garner & Borg (2005) presented CBI as a

problem-solving tool for the following problem, stating: “CBI advocates see CBI as

the solution to many problems, including: teaching materials in English lack

credibility (MacDonald, 2003; Spector-Cohen, Kirschener & Wexler, 2001);

Separation of academic skills and their application (Benesch, 1992; Canagarajah,

2002; Dlaska, 2003);  unprepared to enter the university community (Leki & Carson,

17
1994, 1997). The need to accommodate diversity in discourse and specialized texts

(Baynham, 2000; Jordan, 1997)” (quoted in Garner & Borg, 2005, p. 120). 

All these definitions focus only on content integration and language learning, and

although the definition of CBI seems clear enough, the degree of such integration is

subject to differing interpretations by ELT theorists and practitioners. So there is still

some controversy. This has led to the emergence of several CBI models. Almost all

attempts to apply CBI in new language programs have resulted in different versions

of CBI (Leaver & Stryker, 1989). Its various understandings of CBI are detailed in

the CBI modeling section. 

B. Growing global interest in CBI 

Most content-based programs mentioned so far have been used in English as a

second language (ESL) context. Still, many people worldwide use English partially

or fully. An increasing number of universities in the EFL context also use CBI

(Crandall & Kaufman, 2002). Several international conferences have been held in

various parts of the world in recent years. "Integrating content and language:

Meeting the Challenges of Multilingual Higher Education” and “Integrating Content

and Language: Making knowledge accessible through language (quoted in Stoller,

2004). 

English-language university students whose native language is not English will

require intensive training in English as the language of instruction for future courses

and academic practice. Although no direct positive association has been found

between language proficiency and academic performance (cited in Graham, Snow &

Brinton, 1988), it is clear that language proficiency thresholds cannot be ignored. For

18
this reason, many college preparation programs around the world have begun using

content-based instruction (CBI) to develop the academic and gender-biased reading

that students need throughout their careers. Garner & Borg Song, 2006). From his K-

12 immersion program to his EFL/ESL college setting, he uses CBI at almost every

level of learning, so there are disagreements about implementation. Finally, there

have been various approaches to CBI over the years (Verlag, 2002).  

C. CBI Curriculum Model 

Brinton, Snow and Wesche (1989) describe three CBI models: one thematic

protection model and one additional model. They are generally accepted as

archetypal models for his CBI that others have deviated from (Brinton & Jensen,

2002). Subject or topic language education is defined as a language program in

which units are organized around specific themes or themes such as “the effects of

global warming”, “ rapid population growth”, or “endangered species”. (Brinton,

Snow and Wesche, 1989; Richards and Rogers, 2001). These language programs can

also be designed around more general themes, such as the planet's future. This allows

you to assign a topic for class work over two to three weeks (Richards & Rodgers,

2001). This form of instruction arranges a semester-long curriculum with priority

topics such as technology, tourism, and marketing (Brinton, Snow, & Wesche,

1989). 

Content-based instruction in language teaching A

continuum of language and content integration

Content driven Language driven

Content is taught in L2/FL Content is used to learn L2/FL

19
 Content learning is priority. Language learning is priority.

Language learning is secondary. Content learning is incidental.

Content objectives determined by Language objectives determined by

course goals or curriculum. L2/FL course goals or curriculum.

Teachers must select language Students evaluated on content to be

objectives. integrated.

Students evaluated on content master Students evaluated on language

proficiency.

Tabel 1 A continuum of language - content integration Myriam & Met (1999)

Integration of language skills with initial presentation of a given topic in a

reading task followed by discussion activities aimed at reusing newly learned

topics and vocabulary, and audio and/or video processing listening activities.

Rodgers, 2001). 

Protected content instruction is used in content courses where the

instruction material is in a second language. Education is provided only to second

language learners who are isolated or "shielded" from native students due to the lack

of a second language by subject experts such as university professors (Brinton, Snow

and Wesche, 1989; Richards and Rodgers, 2001). According to Brinton, Snow &

Wesche (1989), this type of teaching differs from subject-based teaching in that

protected language lessons show that teachers in the content area are very good at a

second language and learn that language quickly. There must be an appropriate

difficulty level for each group of students. Techniques used in this model include

speaking slowly and articulating clearly, using pictures and illustrations, staging,

20
developing focused vocabulary, connecting with students' experiences, and

interacting with students and use of instructional materials. Adjustments, use of

additional materials, etc. (Addison, 1988; Echevarria, 1995; Echevarria & Graves,

2003; Genesee, 1999; Kauffman, Sheppard, Burkart, Peyton, & Short, 1995; Short,

1991; Vogt, 2000, all Echevarria, Short, & Powers, 2006).

In professional language courses, students take two additional courses

simultaneously (one language course and one specialized course). In this

course, native and non-native speakers of a second language attend the same lessons.

Coordination of tasks with a similar content background strengthens the link

between the two courses. However, for comprehensive language support to be

successful, adequate coordination between teachers is the program's backbone, and

the two courses' curricula must complement each other. The curriculum often

requires careful modification (Brinton, Snow, & Wesche, 1989; Richards & Rodgers,

2001). 

Richards & Rodgers (2001) lists two other modern CBI models: group teaching

methods and competency-based teaching methods. Group teaching is considered an

extension of the contingency model. In this type of teaching, lessons are

split between language teachers and subject teachers, who are always present in the

classroom to help students immediately (quoted in Shih, Richards & Rodgers,

2001). The skill-based approach emphasizes specific academic skills, such as

writing, which allows students to write in various formats (e.g., essay

tests and abstracts) to demonstrate an understanding of the topic.

21
 On the other hand, Crandall & Kaufman (2002) believe that initial designations

such as these are insufficient to fully explain the complex nature of these content-

language collaborations. He points out that new programming paradigm, such as

permanent content, model additions, and content-focused language teaching, are

constantly emerging. Teaching languages with continuous content is often done with

single texts because language learners find it much more challenging to deal with

discrete sets of texts (Heyden, 2001). With a unique yet broad context underpinning

language instruction, this model is helpful in helping students memorize and practice

key concepts and specific vocabulary related to specific topics. As a result, they

become perfectly familiar with the subject (Heyden, 2001). 

 Brinton & Jensen (2002) explain that the Simulated Supported Language

Instruction designation is an authentic content-based language course in which the

language instructor simply enters pre-existing course content. ; rather than formally

combining a language and a regular course as in the complementary model. It also

differs from the relief model in that the continuous relief model requires the

daily effort of the language teacher to decide how to refer to the content

and integrate it into the curriculum. Teach language, but engaging content allows

ESL instructors or curriculum developers to organize content more freely (Brinton &

Jensen, 2002). 

Similarly, in content-centred language teaching, second language lessons also

focus on something meaningful, such as academic content, and this target language

diversion makes learning easier. Favourable conditions for language acquisition and

for second language learners to access educational content (Crandall, 1994). Despite

22
these different interpretations, the CBI, “under various guises” (Snow, quoted in

Stoller, 2004, p. 262), aims to continue the spirit of the original CBI movement

(Brinton & Jensen, 2002) and follows the General Principles. Theoretical directions

are discussed in the next section.  

D. Theoretical basis of CBI 

Krashen (cited in Crandall, 1994) defines the ideal situation for foreign/second

language learning as providing the same conditions as those for first language

acquisition. He also summarizes these requirements as follows: (1) making meaning

the main focus of the course rather than form; (2) using input language with suitable

difficulty so that this particular group of learners can both understand and absorb

new knowledge; and (3) provide students with multiple opportunities to use the

target language in meaningful contexts in a relatively anxiety-free environment. 

Brinton, Snow, and Wesche (1989) mention five different valid reasons for

language learning and collaborative content implicit in all CBI models. First,

proponents of this approach argue that considering learners' potential to use

the target language should be central to successful language programs. Second,

although in general, each learner may have his or her own individual interests and

needs, the use of certain information likely to capture the attention of all learners,

such as informational texts related to the field of study by the learner. Third, CBI

models are based on the principle that teaching is best practiced when the course

aims to build on the learner's prior experience and knowledge when they take into

account prior knowledge. Learners' prior knowledge of the content area and their

second language skills. The fourth rationale is that language teaching must be given

23
in a contextualized environment. Finally, the fifth is the input that the target

language being taught must be understandable to the learners (Krashen, 1985a; 1985,

cited in Brinton, Snow, & Wesche, 1989) (Brinton, Snow, & Wesche, 1989), p. 3). 

Richards & Rodgers (2001) link CBI to two central principles: (1) language is

more effective when used as a means of acquiring another topic, rather than the

target language itself; and (2) content-based instruction that better identifies and

responds to the language instruction needs of learners. They also suggest that some

nature of language also underlines the rationale for CBI. First, language is based on

text and discourse, meaning linguistic entities' primacy and complexity go beyond

simple sentences. Therefore, studying text structure, discourse essays, book

chapters, and articles is required. Also, practicing production skills through

presentations and lectures is essential. Second, language use requires integrated

skills. 

Most CBI models emphasize the unification of knowledge, language, and higher-

order thinking skills, which can be mastered by integrating many skills, such as

reading, note-taking, writing and responding in writing. Finally, learning a

second/foreign language cannot be separated from specific purposes such as

educational, professional, social or recreational use. To get the most out of CBI,

language teachers and language learners must be aware of the purpose for which that

particular language is being taught and learned. Language and proficiency programs

must be organized accordingly. Only then will the information received by the

learner be considered attractive, functional and leading to the desired goal.

 Stoller (2002, p.109) summarizes the rationale of CBI programs in six elements:

24
 a. They promote language learning, content integration, and strategy.

b. They see language as a medium for learning content and content as a source

for language learning and improvement.

c. They use content documentation to make most of the directional decisions.

d. They advocate the intentional and meaningful use of language in the

classroom.

e. They encourage active student participation.

f. They focus on developing speaking skills.  

These features reiterate that CBI emphasizes meaningful contexts for language

learning. This shows that this method is consistent with the principle of teaching

communicative languages (Richards & Rodgers, 2001). As has been argued, if

authentic communication is indeed an essential part of language teaching, it would

be more appropriate to emphasize nonverbal content rather than the

language itself (Richards & Rodgers, 2001). 

De Escorcia (cited in Peretz, 1988) argues that integrating appropriate content

into language instruction can provide an environment that is not dangerous for

students and, therefore, increases their motivation. Students will not feel

disadvantaged before their teachers in traditional language classes and can

act effectively as the absolute authority on all answers. The same author argues that

traditional language teaching, which mainly attempts to use readings on various

topics, is often unrelated to the student's field of study and tests learning ability.

Their. Student understanding only generates surface treatments (Alderson &

Urquhart,  cited in Peretz, 1988). This means that learners taught in such traditional

25
classrooms begin to see English as "disaggregated" linguistic knowledge used only

to read language-specific texts and to answer reading comprehension questions

created by their teacher in that language; and is not a fundamental tool for acquiring

new knowledge in later university studies (Peretz, 1988).   

E. CBI in Teaching Speaking

1. CBI approach in speaking

Content-based instruction (CBI) is an important approach to second language

acquisition (Brinton, Snow, & Wesche, 1989). A central tenet in favor of second

language acquisition theory is that “people learn second languages more successfully

when they use language as a means of obtaining information, rather than as a natural

end.” body” (Richards and Rogers, 2005: 207). Encountered (in

HTTP://www.ccsenet.org/journal/index.php/ass/article) also shows that natural

language acquisition takes place in a context that is never learned and separate from

meaning, and CBI provides a context in which meaningful communication takes

place. CBI supports language learning for the following seven reasons:

First, with CBI, students are exposed to a significant amount of language while

learning the content. In content-based classrooms (CBC), teachers and students

explore engaging content while students engage in relevant language activities that

reflect the learning process students make in the classroom. Classes have different

content, so the activities that lead to language learning opportunities are not

contrived. Second, students learn useful language embedded in relevant speech

contexts rather than individual language passages. In CBC, students have many

opportunities to interact with language, use language, and negotiate content through

26
language in the context of natural discourse. Thus, CBI enables clear language

instruction, integrated with content instruction, in a relevant and useful context.

Third, students in CBI classes are increasingly given the opportunity to use the

knowledge and expertise they bring to the classroom. Using consistently developed

content sources allows students to draw on their prior knowledge to learn more

languages and content. 

Fourth, CBI creates increased motivation in students; In CBC, students are

exposed to helpful and authentic material and engage in challenging activities that

can lead to intrinsic motivation. Motivation and interest often derive partly from the

recognition that learning is ongoing and worthwhile, and partly from the appropriate

fit between enhancing a student's knowledge of a subject and increased task (or

learning) challenges. Fifth, CBI supports learning methods such as collaborative

learning, learning by learning, experiential learning, and project-based learning. It is

also well-suited to strategy teaching and practice, as subject units naturally require

and reuse key strategies through diverse learning content and tasks. 

Sixth, CBI allows greater flexibility and adaptability to be integrated into the

sequence of program activities. Because additional topics and issues can be

incorporated into the course, teachers have ample opportunity to tailor the classroom

to meet students' interests and needs. Seventh, CBI supports student-centered

classroom activities; In content-based classes, students have the opportunity to

exercise choices and preferences regarding specific content and learning activities.

So, with CBI, teachers, and students can achieve their goals in the teaching and

learning process. In CBI, content plays a central role and language is used to convey

27
meaning. Language instruction focuses on how information and meaning from

meaningful content are used in speech or writing, not in simple sentences. The

importance of addressing is primarily about the meaning rather than the form of the

language and taking into account the needs of the learners. In addition, in CBC,

students learn by doing and actively participate in the learning process. They do not

depend on teachers to guide all learning or to be the source of all information, they

can learn through peer input and interaction. 

They will take on active social roles in the classroom and involve interactive

learning, negotiation, information gathering, and-construction of meaning. In

addition, authentic and meaningful content motivates students to make stronger

connections between topics, build learning materials, and better retain information.

Based on the above analysis, content-based teaching is said to be an effective method

to overcome the problem of improving students' speaking skills. 

2. Speaking in second language

Many language learners when learning a second language consider speaking

ability as a measure of knowledge of that language. These learners define fluency

and precision as the ability to converse with others, rather than the ability to read,

write, or understand spoken language. They consider speaking to be the most

important skill they can learn, and they measure their progress based on their

achievements in verbal communication. The ability to speak in a second language

can more or less be divided into two categories: precise and fluent (Cotter Hue in

HTTP://hubpages.com). 

28
a) Accuracy focuses on the correct use of grammar, vocabulary, and other skills.

In most lessons, teachers develop accuracy from the very beginning through

controlled or semi-controlled activities. Students practice a pattern and use

the language in context. Exercises, scripted conversations, and short

questions that promote language are all common examples at all lesson

levels.

b) Fluency is the ability to speak softly and clearly. For good students, it also

refers to the ability to participate rather than react to the conversation.

Fluency-focused activities often appear towards the end of the lesson, when

more open-ended (but focused) activities emerge. 

According to Florez (1999), a good second language speaker usually acts as

follows: 

a) produce the sounds, accents, rhythmic structure, and intonation of the

language;

b) use correct grammar/structure;

c) assess target audience characteristics, including shared knowledge or shared

reference points, participants' status and power relations, levels of interest,

or difference of opinion;

d) choose vocabulary that is easy to understand and appropriate to the

audience, subject, and the context in which the act of speaking takes place;

e) adopt strategies to improve comprehension, such as emphasizing keywords,

rephrasing, or checking listener comprehension;

f) use of gestures or body language; And

29
 g) Pay attention to interaction success and adjust speech components such as

vocabulary, speed of speech, and complexity of grammatical structures to

maximize listener comprehension and engagement (Brown, 1994).  

Based on the above descriptions, it can be concluded that speech is an interactive

communication process between speaker and listener. It is often conducted in

different ways, under different circumstances, and with different purposes, not only

with regard to mechanical knowledge but also with regard to function, social rules,

and culture to skills that learners can speak. use words fluently and accurately

(vocabulary); put them in the correct order (grammar); sound like a native

(pronunciation); even create common sense (understanding). 

3. Teaching speaking

Speaking is an important part of learning and teaching a second language. Despite its

importance, teaching speaking has long been underestimated. The purpose of

learning is to improve students' communication skills. This is the only way

students learn to express themselves and follow social and cultural norms

appropriate to their communicative environment. 

Nunan (Kai, 2006, http: //iteslj.org/Techniques) states that teaching speech teaches

students to:

a) Generate English sounds and sound patterns

b) Use the accent, intonation patterns, and rhythms of the words and sentences

of the second language.

c) Select appropriate words and phrases according to the appropriate social

setting, target group, situation, and topic.

30
 d) Organize your thoughts in a meaningful and logical order.

e) use language as a means of expressing values and judgments;

f) Use language quickly and confidently with few unnatural pauses called

fluency.  

Baker and Westrup (2003:5) Also give the following reasons for practicing speaking

in class.

a) Speaking activities can reinforce learning of new vocabulary, grammar, or

functional language.

b) speaking activities give students the opportunity to use the new language they

are learning

c) Speaking activities provide more advanced students with the opportunity to

test the language they already know in different situations and

different topics.  

All of these help our students learn English better and succeed. Therefore,

according to the above, the goal of teaching speaking skills is communication

efficiency. In other words, learners should be able to understand themselves and

make full use of their current knowledge. Messages should not be confused with

incorrect pronunciation, grammar, or vocabulary, and should be mindful of social

and cultural norms that apply to all communication situations.

Speaking English as a foreign language is a difficult skill to teach and learn as it

requires learners to master several aspects such as All these aspects should also be

considered if learners want to talk. (Haryudin and Jamilah, 2018:59).

Therefore, speaking is the most difficult aspect for learners to master. This is

31
difficult. Because when people want to talk or say something to another person, there

are several related things such as the idea, the language they use, what they say, the

use of grammar and vocabulary, pronunciation,  and listening because you have to

consider react and react to them. 

There are lots of definitions about speaking according to some expert. Speaking

is process of conveying or sharing ideas orally (Eliyasun, Rosnija, and Salam,

2018:1). Therefore, if learners do not learn how to speak and never practice in the

classroom, they soon lose interest in learning and get motivation to learn or practice

English speaking. Learners who do not develop strong oral skill during this time will

find it difficult to keep face with their peer in the later years. Additionally, according

to Zuhriyah (2017:122), speaking is the way of people to express something and for

communicating to other people orally. Speaking is the first way to interact with

others in the social community because in daily activities people cannot be separated

from interaction and communication.

Meanwhile Leong and Ahmadi (2017:34) state that speaking not only just saying

words trough mouth (utterance) but it means conveying message through the words.

By speaking the people can convey information and ideas, express opinion and

feeling, share experiences, and mention social relationship by communicating with

others. Ur (2009:120) states that speaking is the most important skills of all the four

language skills because individuals who learn a language are referred to as the

speakers of that language. speaking not only know how to produce specific point of

language like grammar, vocabulary, pronunciation, and other that are in linguistic

32
competence, but also learners need understanding about when, why, and in what

ways to produce language or apply the sociolinguistic competence.

Haryudin and Jameela (2018:61) Stated that speaking English is a foreign

language that can be mastered with a lot of practice. Learners need to practice

outside the classroom as well as in classroom activities. With practice, learners will

become familiar with the use of English and become fluent in it.

Based on some of the descriptions of speaking above, researchers believe that

speaking is one of the most important language skills to communicate or have a

verbal dialogue, share ideas with others, and focus on specific speech points. We can

conclude that it is also the first way to generate Use your language skills. Speaking is

the most difficult aspect of teaching and learning English as it has to involve several

aspects such as grammar, vocabulary, pronunciation and some language elements.

Speech is thus a tool for communication and interaction with other people, by which

those who speak can receive and share information, ideas, knowledge, etc. 

To master speaking skills, learners must know not only language skills but also

culturally acceptable ways of interacting with others in a variety of situations and

relationships. Abbaspour (2016:146) summarizes several factors of speech

effectiveness. According to his research, grammar, discourse, sociolinguistics,

strategy, interaction, accuracy, and fluency are factors in speaking effectiveness. 

a. Grammar

Grammar competence is a comprehensive concept that includes increased

knowledge of grammar, vocabulary, letter and syllable sounds, word pronunciation,

intonation, and stress. All languages have a grammar or system that establishes rules

33
for how code should be used when communicating with each other. A learner must

have a good knowledge of a word or phrase in order to understand its meaning. That

is, you need to understand how words are divided into different sounds,  and how

phrases are stressed in certain ways. Learners need to form correct sentences in

conversation. In this way, grammatical competence helps speakers to use and

understand English structures accurately and immediately, and when speech

is delivered using appropriate structures, spoken English is perceived by listeners as

Promoting fluency for easy acceptance.

b. Discourse

The rules of cohesion and consistency must be applied to any discourse, whether

formal or informal, in order to preserve communication in a meaningful way. In

communication, both language creation and comprehension require the ability to

recognize and process sections of speech and formulate semantic representations of

references in surrounding sentences. Learners, therefore, need to master a large

repertoire of structures and discourse makers to express ideas, show temporal

relationships, and show causes, contrasts, and emphasis.  

c. Sociolinguistic Factors

In order to speak English well, learners should not only be proficient in grammar,

vocabulary, pronunciation, etc. but also proficient in linguistics and sociolinguistics.

Learners must be familiar with the native speaker's culture in order to be able to use

a target language that is socially and culturally indistinguishable from native

speakers. Abbaspour (2016:146) to achieve this goal, it explores the sociolinguistic

aspects of language that enable learners to distinguish between appropriate

34
comments,  ask questions during dialogue, and respond nonverbally according to

conversational goals. it is essential to

d. strategy

Strategic competencies are the ways learners manipulate language to achieve

communicative goals. Every learner has a different strategy for learning or mastering

English. B. How to master vocabulary, pronunciation, and grammar. Some learners

train by watching videos, listening to English songs, or reading their favorite articles

and stories. Moreover, strategic competence can be compensating for erroneous

knowledge of linguistic, sociolinguistic, and discursive rules.

e. Interaction

Interaction is one of the most important things when learners want to speak

English. There are some issues when learners want to interact with others. B.

Shyness, anxiety, nervousness, etc. Interaction develops the learner's speaking

ability. Learners can practice their skills, expand their vocabulary and increase their

confidence to speak English with others. The goal of the interaction is to maintain

social relationships, whereas the goal of the latter is to convey information and ideas.

This is because much of our everyday communication is two-way and the ability to

interact is essential (Abbaspour, 2016:147). In teaching and learning, speaking skills

usually involve meaning-based activities, and learners, with the help of their

teachers, learn how to listen and speak to others, how to negotiate to mean, and how

to communicate verbally and non-verbally context. Interaction is one of the

very important elements in learning and practicing to acquire English skills, so in the

lessons, the teacher helps the learners to participate in the English learning process.

35
f. Accuracy and Fluency

Accuracy and fluency are related because accuracy is the foundation of fluency

and fluency is the further development of a person's fluency (Abbaspour, 2016:147).

In general, accuracy refers to the ability to produce grammatically correct sentences,

while fluency refers to the quality or state of being able to speak or write a language

and perform actions smoothly, accurately, and easily. . This includes the ability to

write and speak. Easily generate languages.

The ability to speak with good but not necessarily perfect use of intonation,

vocabulary, and grammar; the ability to communicate ideas effectively; the ability to

deliver a continuous speech without compromising understanding or interrupting

communication. Simply put, accuracy is more commonly emphasized in formal

instruction, language acquisition, grammatical competence, and grammatical

translation methods, whereas fluency refers to levels of communicative competence,

including procedural skills, expressive skills, phrases, and focus on social

interaction, necessary topics and discourse.  

4. Motivation Concern for Good Speaking

Some learners are not particularly interested in speaking, while others do. The

degree to which a learner's intrinsic motivation drives improvement is perhaps the

most powerful influence of all six factors on this list. Brown (2007:341) state that

they are highly motivated and concerned and put in the necessary effort to pursue

their goals. This means that motivation is very important when teaching speaking. 

a. External Factors

a) Limited Time

36
 Teaching speaking presents the challenge of designing appropriate lessons.

Middle school and high school English classes are usually only four hours a

week, so your time is limited and you don't get the most out of your English

skills. Also, the learning materials may be independent of the needs and

learning needs of the learner, as well as the appropriate language teaching

approach used in teaching speaking. 

b) Large Class

Alam (2016:34) most teachers agree that large classes are a major problem in

teaching English, and she also suggests that the number of learners in an

English class should be no more than 30. Teaching learners in large classes is

always controversial, especially in countries where English is a foreign

language. The average large class size in the US is 80 for him, 45 in India, 16

in HongKong, and 20 in Singapore. The intimidating atmosphere that

students tend to have in a class prevents them from avoiding participation in

activities, makes it difficult for teachers to give individual attention, gives

teachers feedback that is not accurate enough and makes teachers feel guilty.

In a mixed class, it is difficult to solve all problems. In order to overcome the

difficulties of large classes, teachers need to focus on the needs of the

learners. Teachers must be open to innovating to help learners succeed in

speaking. More and more modern approaches and methods should be

introduced. Ultimately, the experience gained in these classes will be an

invaluable asset for any language teacher. 

37
c) Learners Autonomy

Teaching English as a foreign language requires learners to be prepared

for the target language both outside and inside the language class. Learners

have great advantages. The laboratory is at your fingertips 24 hours a day,

365 days a year. For this reason, teaching English as a second language is

easier than teaching it as a foreign language. Language teaching in a context

where English can be broadly classified as a foreign language is clearly a

major challenge for both learners and teachers. Intrinsic motivation is often a

major problem, as learners may struggle to see relevance in learning English

(Brown in Nuraini, 2016:1). Their immediate use of the language can

seem far removed from their own situation, and lessons may be the only part

of their day in which they come into contact with English. is a skill that

requires practice. English as a foreign language has limited practice time in

class. When learners leave the class, they use their native language. This fact

forces teachers to choose the most appropriate method of teaching speaking.

Therefore, the language teachers introduce, model, evoke, and work with is

of great importance. 

Javel (2017:253) has shown in his research that there are several problems and

barriers to learning English.

a. Fear of making mistakes and shyness

Learners are often hesitant to say something in a foreign language in

class.You worry about making mistakes or avoiding the attention your speech

attracts. A study by Jahbel (2017:244) considers fear to be an emotional

38
 variable and one of the main factors that most strongly influence the language

learning process.

b. motivation and trust

The learner cannot think of what to say and has no motivation to express

himself beyond the guilt he should speak. The learner may have nothing to

say, the topic chosen by the teacher does not suit them, or they simply do not

have the clues.

c. Lack of Vocabulary and Incorrect Pronunciation

However, some learners find it difficult to answer when asked to speak in

English on topics they rarely talk about, or when asked what vocabulary and

grammar to use. Javel (2017:244) states that in order to achieve good

speaking skills, a learner must master her three components of speaking:

vocabulary, grammar, and pronunciation. When learners are asked to discuss

a specific topic and cannot express their thoughts, they switch to their native

language. Mother tongue is considered one of the reasons for her low

language proficiency in learners. It makes it easier for learners to use their

native language in the classroom because it looks natural. Therefore, most of

the learners are not disciplined in using the target language in the learning

process.

However, some learners find it difficult to answer when asked to speak in

English on topics they rarely talk about, or when asked what vocabulary and

grammar they should use. Jabel (2017:244) states that a learner must master her

three elements of speaking in order to achieve good speaking her skills.

39
Vocabulary, Grammar, Pronunciation. When a learner is asked to discuss a

specific topic and cannot express her thoughts, the learner switches to her native

language. Mother tongue is considered one of the reasons for her low language

proficiency in learners. It looks natural, so learners can easily use their native

language in class. 

1. Lack of trust

Confidence is the key to improving your speaking ability. When learners try

to speak English, they need to be confident because it will at least help them

to stand up and keep speaking as much as possible.

2. Limited practice

Learners can master any language, not just English, with practice anytime,

anywhere. If a learner does not practice, no matter how much vocabulary he/she

has accumulated in his/her head, even if he or she masters all the grammar, it

will be useless.

3. Native language dominance

The problem lies in both the teacher and the learner himself. During the

teaching and learning process, the teacher mainly used Indonesian. His reason is

that the learner should understand what the teacher is saying. When teachers use

English more than Indonesian, it becomes impossible for learners to understand

the material. When both teachers and learners prefer to use their native language

over the target language, they become more passive, unable to speak English,

and their English proficiency remains low. 

40
a. Low motivation

Motivation is an important aspect to improve speaking ability, but most learners

do not have much motivation, especially for learning English. is not. Her sense

of English varied. It is due to the materials, the teachers, the methods they use,

and the immersion of time. For example, if the material is too difficult for

learners, they will not like English, but if the material is simple and easy to

understand, they will prefer English.

b. Facility issues

Educational institutions can influence learners' motivation to learn English.

Each school has different facilities to enhance the learning process. If the school

is well-equipped, learners will enjoy the learning process more and will be more

interested in the materials intended by the teacher. The teacher can also teach

the learner to the maximum and make the learner very good. For example,

leading a dialogue before practice, the teacher displays a video of the native

speaker via an LCD projector. Provide references to the learner before entering

the dialogue. 

c. Bad at teaching English strategy

Teacher strategies are ways to keep learners interested, focused, and entertained

during the teaching and learning process. In order to improve learners' English

proficiency, it is first necessary to arouse learners' interest in English. Because if

learners are not interested in English, will learners do well in English?

Therefore, teachers need to master different strategies in teaching English.

Based on some of the experts' descriptions of the factors that impede the

41
 teaching and learning process above, researchers conclude that the impediments

in the teaching and learning process are caused by many factors. Based on some

of the explanations above, barrier factors come from internal and external

factors. Internal factors are factors that arise from within the learner himself.

Factors include:

(1) Motivation, (2) Lack of vocabulary due to not saying anything,

mispronunciation, grammatical stumbling blocks, (3) Confident shyness, fear of

making mistakes, nervousness and fear of criticism, ( 4) mother tongue, (5) age

and (6) identity and linguistic ego. On the other hand, external factors are

different from internal factors. External factors come from outside the learner or

other people. Factors include:

(1) teacher factors, (2) learner autonomy, and (3) limited time, large classes,

limited practice, minimal opportunities, facility issues, and inadequate English

teaching strategies. Become a school factor. (4) environmental factors; 

F. Perceptions on CBI

Perception is the process by which someone forms an opinion about something.

The Latin term perceptio, percipio, which denotes receiving and collecting, as well

as the action of occupation, possession, and apprehension with the mind or senses, is

the source of the English word perception (Qiong, 2017). The relationship between

the stimuli and the individual's environment affects perception. Perception is

obtaining data through our senses: hearing, seeing, and sensing. It is how people

construct their worldviews. When discussing perception, we must remember that we

don't know the world as it is but how we believe it to be. Perception begins with the

42
sensory organs. This process is connected to the human brain's acceptance of

messages or information. During this process, people use all five senses to interact

with their surroundings. These include taste, smell, touch, hearing, and vision. When

people interact with their surroundings using these senses, the brain registers the

stimuli and sends them to the nervous system. Moreover, this process is referred to

as sensation, a perception component. Individual happiness and the experience of the

viewed item are the sources of perception(Helton, 2016).

Perception is a short-term, multi-stage process that begins with external things and

results in us having an experience. By doing this, each person's brain bridges the gap

left by their imagination and prior experience. Selection, structuring, and

interpretation all contribute to perception's impact on the experience's rating.

This research investigated how English students and lecturers experienced using

CBI in non-English major students, which entails finding, characterizing, and

evaluating students and lecturers’ experiences with CBI implementation. Finally, the

literature identifies a short-term, multi-stage process called perception that starts

with things outside of us and ends with an experience. Interactions between inputs

and the surrounding environment effect perception

a. Justifying the Cognitive Perspective 

Content-based language teaching involves the simultaneous integration of

language learning and content learning. Content here usually means academic

subjects such as math, science, and social studies. The basic concepts behind the

introduction of the CBI approach come from second language acquisition (SLA)

research and cognitive learning theory. Cognitive, associative, autonomous.

43
(Anderson, 1983). Regarding SLAs, Krashen (1985) emphasizes the importance of

comprehensive input that is meaningful and understandable to learners. Input must

be comprehensible to the learner and presented in a way that provides multiple

opportunities to understand and use the language. Language acquisition occurs when

comprehensible input is given and students are enthusiastic about learning.

Moreover, this content is relevant to the learner's interest and cognitive level and

comes from the right context, making it meaningful and understandable. According

to Krashen, the only route to second language acquisition is through comprehensible

input rather than through conscious grammar learning based on form-based

instruction. He believes that his ESL/EFL courses that promote second language

acquisition focus more on meaning than form. In her content-based ESL/EFL

classes, English learners acquire English and its structure naturally and incidentally

to understand language expressed in content-based concepts. Brinton, Snow, and

Wesche (1989) present the rationale for CBI. First, CBI abolishes arbitrary

distinctions between language and content. Second, it reflects learners' interests and

needs. Third, it takes into account the ultimate use of the learner's will to use the

second or foreign language. Expose learners to authentic materials and tasks. Fourth,

it provides optimal conditions for second language acquisition by exposing learners

to meaningful and cognitively challenging language. Finally, it provides educational

adaptations to the learner's proficiency and abilities. 

b. Pedagogical perspective rationales

Pedagogically, Richards & Rodgers (2001, p. 207) argue that ``people learn

better when they use a second language as a means of obtaining information rather

44
than as an end in itself''. doing. CBI also fits well into general communication

approaches to language teaching and learning. The communicative approach

assumes that language is the means of communication and is therefore best learned

by using language for communication, such as reading, listening, speaking and

writing about meaningful topics. This allows for ``a curriculum of so-called

academic subjects (geography, history, business administration, etc.)'' (Dalton-

Puffer, 2007, p. 3). Wiesen (2001) is the year students who learn authentic content

realize the fact that what they learn, especially in ESL/EFL classes, is associated

with academic success and better prepared for mainstream classroom work. For

senior students, it can be highly motivating. Chamot & O'Malley (1994) found that

the reading included in content-based ESL instruction helps students develop

technical vocabulary specific to the content domain. It claims to help you master the

grammars used in academic and academic languages. Reading content areas and

classroom discussions provide background knowledge that content English learners

often lack, and this knowledge makes mainstream education more comprehensible

(Brown, 2004a). 

This research will describe how lecturers and students implement CBI in the

classroom.

Three stages make up the perception process: selection, organization, and

interpretation. According to Qiong (2017), perception has three stages: selection,

organization, and interpretation.

45
a. Selection

It is the first stage of the perceptual process, where we convert environmental

stimuli into meaningful experiences. Things around us are sensed, and then we

receive knowledge in our minds. Perhaps because you are interested in seeing this

information, only a small portion of the information is the focus of this phase. 

b. Organization

The organization is the second stage of the perceiving process. By

categorizing the things we view, we can reach this stage. After that, we create our

general knowledge of the object we sense.

c. Interpretation

The process of giving the chosen stimuli significance is referred to as this step.

We can interpret the selected stimuli as specific once they have been grouped

into stable, structured patterns.

In sum, this review shows that the process of perception is a short-term one

that involves multiple stages and begins with items in the outside world and ends

with us having an experience. This research examines the instructor's and students'

experiences with CBI in EFL lessons in non-English major. Finding, describing, and

assessing students and lecturers experiences with CBI implementation are required.

The perceptual process consists of three steps: Select, Organize, Interpret. 

Another important practical implication is that types of perceptions,

according to Robbins & Judge (2013), have three types: positive, negative, and

neutral. All knowledge continued with the effort to employ it is described by

positive perception. Positive perception refers to a person's evaluation of

46
information with a favorable view of what is anticipated from the current

regulations. Conversely, a negative perception is a perspective that views someone

in opposition to their interests (Démuth, 2012). Neutrality happens when both the

good and bad effects are small. This situation indicates a state of indifference in

which neither positive nor negative emotions are strongly felt (Gasper, 2018). When

a person is impartial, neither good nor bad effects are felt. The neutral effect means

not feeling anything tangible, so it differs from feeling literally nothing. It is all too

easy to feel neutral, indifferent, and without a strong choice (Gasper, 2018). Neutral

perception is when a person feels neither overly positive nor overly negative about

the perceived object. 

This section explained that there are three categories of perception. Positive,

Negative, Neutral. A positive perception is a factual assessment by a person who has

a positive image of what is to be expected from the applicable regulations. An

opinion that sees someone as contrary to one's own interests is a negative perception.

Neutral effects are different from simply not experiencing anything, as they allude to

the absence of certain emotions. It can be as simple as feeling indifferent, neutral,

and unable to make important decisions. 

Perception, one of the functions of the human mind, consists of various elements.

Lewis argues that the fundamental elements of perception are the experiencing

individual or perceiver, the object, person, situation, or relationship, the context of

the situation in which the object, person, situation, or relationship is perceived, and

the process of inclusion. doing. The quality of perception that begins with the

experience of multiple sensory stimuli and ends with the formation of perception. 

47
 Additionally, three crucial aspects of perception, as identified by Johns & Saks

(2011), are as follows:

a. The perceiver

The term "perceiver" or "experiencer" refers to a person whose attention is

focused on the stimulus and begins to perceive it.  .Someone who perceives

something is called a perceiver. According to this research, the perceiver, in

this instance, is a student. When students attempt to interpret what they see

by looking at a target, their interpretation is greatly influenced by their traits,

including attitudes, personalities, motives, interests, prior experiences, and

expectations. Because each student has a unique attitude, personality,

motivation, area of interest, background experience, and expectation that can

affect how they perceive English, they each have a unique view of how

English is used in the classroom. For example, students interested in English

tend to have a positive opinion of the usage of English in the classroom.

b. The target

The target is what is being viewed; it could be something or someone. The

target is the thing being noticed. The target's characteristics also have an

impact on how we view it. The objective of this research is to the lecturers,

keeping with the research's title. It follows that the professors' personalities

impact how the students perceive them. When facilitators demonstrate virtues

such as kindness, patience, and wisdom, faculty traits influence students'

positive attitudes toward using English in the classroom. Despite English's

difficulties, the students will naturally view it positively.

48
 c. The situation

Environment, timing, and level of stimulus are the circumstances that have an

impact on perception. The moment we observe an object or event can affect

our attention, as can location, light, temperature, and other environmental

elements. It indicates that the classroom environment might also influence

our view of the lecturers' usage of English in the classroom. The students will

have a positive opinion of using English if the classroom is welcoming,

comfortable, clean, and so forth.

Finally, this part of the literature refers to a person who focuses his attention

on a stimulus and begins to perceive it as a 'perceiver' or 'experiencer'. Based on

this research, the person seeing this is a student. Students' interpretations of what

they perceive when staring at a target are heavily influenced by their attitudes,

personalities, motives, interests, prior experiences, and expectations. Students'

views on CBI implementation in the classroom may be affected by their

lecturers' teaching style and setting. When lecturers demonstrate values like

compassion, patience, wisdom, etc., students interested in English are more

likely to have a favorable assessment of how English is used. The students will

automatically have a positive opinion of English despite its challenges if the

speakers model values like politeness and patience. If the classroom is friendly,

cozy, tidy, etc., students will likewise see English favorably.

G. Students’ Engagement

There are some definitions of student engagement according to experts.

Trowler (2010) defines student engagement as the willingness and effort of

49
students to participate effectively in school activities and to achieve results.

Ranks student engagement in behavioral, cognitive, and emotional engagement.

Participatory behavior includes student attention, participation in learning

opportunities, and polite behavior. Kuh (2009) defines student engagement as

“the time and effort students spend on practical activities that produce the results

the school desires, and what organizations do to encourage student participation

in those activities.” is defined as (2012), the concepts of student engagement are

behavioral superstructure (active participation), emotional (cooperative in

relation to school rules), and cognitive (following group instruction). Gosselin

(2012) revealed that engaging in learning requires effort or the ability to learn. 

These include paying attention, listening, concentrating, and trying to remember,

think and practice.

Axelson and Flick (2010) define student engagement as: “how students are

involved or interested in learning, and how connected they are to class, to

institutions, and to each other." While Marks (2000) opinion is of student

involvement in activities, Academics is a psychological process with interest,

Attention, Investment and Student Effort Appeared in the Process learning.

Students are extremely engaged, according to Skinner and Belmont

Demonstration of ongoing behavioral engagement in activities Engagement

learning in accompanying learning activities in a positive emotional tone. They

generally show effort concentration in performing learning tasks, they also

generally display positive emotions during behavior On-going, including

enthusiasm, optimism, and curiosity I know and am interested. 

50
Based on the above definitions, we can conclude that: Student engagement is a

form of active student participation in school activities inside and outside the

classroom, the effort, enthusiasm, belonging (belonging), attention and interest,

concentration and adherence to rules, etc.

Student engagement assesses students' engagement with teachers and

classmates toward activities (Shah & Barkas, 2018). Student involvement in

education refers to the level of interest, curiosity, enthusiasm, encouragement,

and amusement that students demonstrate in the learning or learning process, as

well as the degree of motivation with which they must learn and their

progress during their studies (Northey et al., 2015).  Participation is

generally studied to improve this learning when students are curious,

enthusiastic, or encouraged (Moreira et al., 2018). Students are expected to do

well in school outcomes if they have a high level of involvement in the learning

environment.

According to Delfino (2019), behavioral, emotional, and cognitive

coherence is three characteristics of student engagement. Involvement of scholars

in academic activities and extracurricular sports, with a focus on educational,

social and extracurricular sports, this is called participation behavior. Students

perceived involvement refers to their attention and motivation to master complex

abilities and focus on their level of participation in learning. In contrast,

emotional attachment refers to the feelings they have in experiments and

demonstrations in the course. Confusion and fear are standard, as are excitement,

expectation, and indifference.

51
 In addition, there are many reasons why EFL students have difficulty

communicating in English. Students, pedagogy, program, and history can affect

student learning outcomes (Shah & Barkas, 2018). Students participate in

environmental classes in various academic and pedagogical activities common to

or related to school is one of the strongest predictors of academic success.

Students also want to achieve learning goals. Therefore, students need to increase

their participation in achieving academic success (train students) in emotional,

behavioral and cognitive aspects. Engaging students is the time and effort spent

on learning activities based onmdesired learning outcomes to encourage students

to participate in these activities (Chi & Wylie, 2014).  According to Dwivedi et

al. (2019), student participation behavior is necessary for students because this

behavior may draw attention to the teacher.

Other researcher also said that students with a high degree of student

engagement always try to be cheerful and diligent in teaching and

learning activities inside and outside the classroom (Soffer & Cohen, 2019). So

students can develop their English skills if they participate in teaching and

learning activities. Teachers can encourage student participation and create

appropriate learning activities. In addition, several previous studies have focused

on student engagement and learning outcomes. For example, there is a

correlation between students' cognitive involvement and learning outcomes (Chi

& Wylie, 2014). Another research illustrates that student participation is one of

the critical factors for co-educational succession. (Dwivedi et al., 2019), and

Komo et al. (2021) studied the relationship between student engagement

52
and using digital technologies in the learning environment. In

contrast, previous research did not investigate the correlation between students'

commitment and oral expression. Therefore, this study is conducted to determine

the students’ engagement in teaching speaking through the implementation of

CBI.

To explore more about student engagement here some of aspects and factors

influencing student engagement;

1. Aspects of Student Engagement

Fredricks et al. (2010) described the following aspects of student engagement.

1) Participating Behavior

Behavioral participation is often defined as a behavior positive, likes to

follow the rules and follow the rules in school, including how students adhere

to their homework class rules. This is also related to engagement in learning

and learning tasks, including behaviors such as effort, persistence, focus,

attention, request, and question and contribute to class discussions, and the

absence of disruptive behaviors such as absenteeism from school.

2) Emotional engagement

Emotional engagement is an emotional response given by students in the

class. When students enter interests, grades, and emotions in learning

activities, they will actively participate in emotions. Relating to emotions

refers to emotional reactions accompanying student learning activities in

class, such as hobbies, boredom, happiness, sadness and worried. 

53
3) Cognitive Engagement

Cognitive engagement is the use of learning strategies, including repetition,

synthesize and construct to remember, organize and understand

learning material and apply metacognitive strategies in the process of

planning, monitoring and assessing cognitive complete the learning task. 

Meanwhile, according to Reeve & Tseng, quoted by Sa'adah and Ariati claim

that there are four dimensions of students’ engagement, including:

1) Agent Engagement

The student's constructive contribution to the instruction or assignments

receives as part of their studies.

2) Behavioral Engagement

It is the effort the students mobilized to pay attention, academic activities,

diligence in academic work, and follow the school rules to stay out of

trouble.

3) Emotional Engagement

The student's interest and enthusiasm can be described as emotions actively

demonstrated in teaching and learning or distance learning activities feelings

of discomfort, anxiety and boredom. 

4) Cognitive Engagement

It is described with the use of self-regulation and technique update and study

intensively in learning activities that made by student

54
2. Factors Influencing Student Engagement

According to Fredricks, student participation is influenced by different factors.

These factors include personal factors and environmental factors.

a. personal factor

a) Student Personality

Students' personal factors will affect their level of participation in classroom

activities. Things about students' self-integration, personalities, emotional

state, beliefs, students self and inner motivation.

b) Minority group

Usually, ethnic minorities do not participate in learning activities at school

because there is a compulsion majority group. This kind of coercion makes

students discomfort after studying in class. The worst signs of student

discomfort are many minority students drop out of school. 

c) Students with special needs

Students with special needs need facilities and different learning methods with

students in general. The difference between these methods is often an obstacle

to change classroom learning materials. Some cases of students suffering from

have special needs find it difficult to follow the process study in class, so I

decided to get out school. 

b. Environmental factor

Environmental factors are things other than students. These factors can

encourage students to actively participate in school activities.

These environmental factors include:

55
a) Friendship relationship

Responsive friendship model allows students hold meetings that can help

them deal with difficulties they face in the academic process. Students who

getting good support from friends can make students participate actively in

school activities.

b) Family

Family is the closest component to students most capable of influencing

student behavior. Support parents to their children will affect the spirit of

students to be involved in the learning process in class. The support and

motivation provided by the family are also able to make students are more

motivated to participate in activities at school.

c) Interaction with teachers

The teacher is the party authorized to organize a fun meeting in class. Teacher

support for students can make students more motivated to participate in class

activities. This will affect the level of student participation in class activities.

Giving various interesting teaching techniques in the classroom can support

student participation.

d) School Climate

Conducive climate can make students more comfortable and able to increase

student involvement in the process learning. Conducive classroom

environment can be seen from there is a mutually supportive relationship

between teachers and students. Support from teachers and peers positively

56
 impacts student engagement in class. This is because there is comfortable

environment for learning in class.

e) School rules

The rules set by the school are made to create supportive teaching and

learning atmosphere. Student participation in drafting school regulations that

allow students understands the importance of these rules. Students have a

strong will and a good understanding of the rules can include the importance

of existing rules and understanding the consequences such offence. 

In addition, LaNasa, Cabrera and Trangsrud also added student engagement

factors, among others; 1) active learning and collaborative, 2) interaction

between students and institutions, 3) enriching process educational experience,

4) academic challenges, and 5) environment supporting institutions

H. Previous Related Research

Lalu Mashar (2020), Empirical research on CBI, discussed the teaching

English using content-based instruction (CBI) in improving students' English

speaking skills (a classroom action research in the second-grade students of

poltekpar Lombok) This study examines the improvement of student speaking skill

through content-based students' English speaking skill. More specifically, this study:

(1) finding to what extent content-based instruction improved the students' speaking

skills, and (2) describing the teaching and learning situation when content-based

instruction was applied in the speaking class. This study applied the action research

technique to conduct the research which is consisted of two cycles, with four

meetings in each cycle; while each cycle consists of planning, action, observation,

57
and reflection. The research was conducted at Poltekpar Lombok Praya; the subjects

of the research were university students in second grade in the Academic year of

2018-2019. This study reveals that teaching using CBI was effective in two aspects:

(1) in improving students' speaking ability: students' speaking level increased;

students could answer the teacher's questions; students could fluently communicate

with their friends by using correct grammatical forms and appropriate vocabulary

with good pronunciation; the use of mother tongue was reduced; (2) in improving

class situation: the atmosphere in the whole class became alive; students enjoyed the

speaking activities; there were many chances for students to practice their speaking

skills; students had great motivation to learn to speak; speaking became easy and fun

for the students. This research further shows that CBI is effective and beneficial in

improving students' speaking and classroom performance. 

Another study, Ananda novita (2019), discusses the influence of content-based

teaching (CBI) on students' ability to write descriptive passages in the second

semester of 8th grade of SMPN 35 elementary school during the year. This study

aims to determine the influence of the content-based teaching method (CBI) on the

ability to write descriptive passages of 8th-grade students, 2nd semester, SMPN 35

Bandar Lampung school year 2019/2020. Writing is the complex skill of writing

ideas down in written language. It is a skill where the writer understands the topic or

situation and then writes it down as a text with good sentence organization. Content-

based instruction (CBI) can make writing easier for students. It is an approach where

the teacher gives instructions according to the classroom situation. According to him,

the content of teaching materials is based on the guidance of teachers. There are two

58
variables in this study, the independent variable is content-based instruction (CBI)

(X) and the dependent variable is students' ability to write descriptive text (Y). In

this research method used is a semi-empirical design with pre-test and post-test. The

population of this study was the eighth year of SMPN 35 Bandar Lampung. To

determine the research sample, the author uses the random cluster

sampling technique. The research sample is 2 class VIII B with 23 students and class

VIII E with 25 students. During data collection, there are pre- and post-test tools.

After giving the test, the researcher analyzed the study data. From the data analysis,

the results show that the t-test is larger than Sig α 0.05 (2.69 > 1.68). Therefore, it

can be concluded that there is a significant influence of Content-Based Instruction

(CBI) on the descriptive text writing ability of SMPN 35 Bandar Lampung second-

semester 8th graders in the 2019/2020 school year. . 

Furthermore, Widya astuti (2015), discussed improving students' speaking skills

through content-based instruction (CBI). The objective of this study was to explore

the use of content-based instruction (CBI) to improve student's English language

skills. in the tenth year of SMA Negeri Sawa and discovered that using a Content-

Based Instruction (CBI) approach can get students excited about learning to speak.

In this study, the researcher used a pre-test design. The study was conducted in the

tenth year of SMA Negeri Sawa. The study sample consisted of 23 students. The

tools are an oral expression test and a questionnaire. The data obtained from the

trial were tabulated and analyzed as percentages and t-tests. The results of t test

21.314 and t table 1,717 significance level α = 0.05 and degrees of freedom (df) =

23 in which N1-1 = 22 analyzed data results show that there is a significant

59
 difference between pre-test and post-test. Students are also interested in using

content-based instruction (CBI). It turned out to be due to the results

of questionnaire 70.22. Based on the findings, the researcher concludes that content-

based instruction (CBI) can improve students' speaking skills and student’s interest

in using content-based instruction.

Learner Perceptions Chapple & Curtis (2000) explores the use of film as

a foundation for a content-based course from the perspective of students at the

Chinese University of Hong Kong, where the formal medium of instruction is music.

Languages, English, and Chinese/Cantonese. The participants were 31 Cantonese

students from the second to the last year of their undergraduate program enrolled in

different degree programs but under a joint elective course, entitled “Thinking

Through Electronic Culture pictures”, taught in English only. Although Hong Kong

is a colony of the United Kingdom and therefore most students have received

considerable English education, their English proficiency levels vary widely. No

explicit information is provided about the student's level. Participants attended two

classes per week for a total of 13 weeks. Classes taught by ELT teachers are often

based on small-group and whole-group film discussions. There is little or no official

language guide. At the end of the semester, in an attempt to investigate students'

perceptions of the course and their own academic/language development, the

researchers gave students a four-point Liker scale questionnaire and Ask them to

reflect on their cognitive progress throughout the course of the course. The following

six areas:  

60
 1. Confidence in expressing themselves in English;

2. Ability to express their ideas when speaking English;

3. Ability to express their ideas when writing English;

4. English listening skills;

5. Knowledge and use of English vocabulary; and

6. English presentation skills.

Student feedback indicates that their assessment of their language skills has

increased in all areas, despite the absence of clear language instruction, and also

identified some improvements in other areas. Other aspects of the course, such as

analytical/critical thinking skills, perspective, and understand content knowledge

(movies). This very positive feedback from the participants can be partly

understood as the effect of focusing on a different topic in the target language.

However, as noted in the paper, this small-scale study did not attempt to measure

other factors such as faculty teaching styles, faculty-student relationships, and

choice of resources.

Snow and Brinton (1988) also consulted with learners in an attempt to test the

effectiveness of the complementary CBI modeling in teaching essential reading,

writing, and academic skills to some entry-level students. Immigrated to Asia for

academic success at the University of California, Los Argentina. (UCLA). The

study was conducted in two phases as part of the Freshman Summer Program

(FSP), a seven-week interdisciplinary supplementary program aimed at training

freshmen who lack language skills. Language and academics needed to succeed in

their program of study. The program consists of two concurrent courses – a

61
language course (12 to 14 hours per week) and a content course (8 hours per week).

In the first phase, data from 79 FSP alumni were collected through questionnaires to

verify their current academic performance at UCLA. The questionnaire had four

parts (1) demographic characteristics, (2) assessment of some of the learning tasks

they were exposed to in the FSP, and (3) the actual amount of writing they had to do

in the classrooms and (4) completed the questionnaire about their general

perception of the program. The results of the questionnaire indicate that alumni

often find FSP very effective in facilitating their adjustment to university life at

UCLA. The second phase of the study was conducted through a series of interviews

with another group of FSP alumni, and a final mock exam was administered

to both group of FSP alumni and the control group. Include non-FSP students for

impact program on academic success. The results of the interviews

reiterate that helps students complete the academic work required in their

disciplinary studies. On the other hand, the final mock test naturally showed that

non-FSP students outperformed FSP students in placement scores because these

students lacked certain study skills in the first place. However, FSP students

performed as well as non-FSP students in listening, reading comprehension, and

higher-order thinking skills such as synthesis and assessment. This very detailed

study also highlights the effectiveness of content-based teaching in foreign language

teaching. 

Finally, Kasper (1997) also conducted a quantitative study in which she

attempted to determine the impact of content-based curricula on students' academic

progress in English as a second language. second by simply comparing the academic

62
achievement of students who follow the content-based curriculum. course with

students who are not enrolled in any content-based courses. The experimental group

(CBI group) consisted of 73 students while the control group (non-CBI group)

consisted of 79, for a total of 183 students all studying at Kingsborough Community

College. The main difference between the groups was the material they were

exposed to during this time. The course content is organized around five topics

related to language acquisition, computer science, anthropology, biology

and psychology to cover multiple subject areas in a single course; while the non-CBI

group was exposed to texts dealing with a large number of diverse topics unrelated to

specific academic disciplines. At the end of the course, each group took an end-of-

course test to assess their reading and writing skills. The results of this test showed

that students in the experimental group outperformed students in the control group

over the four semesters of this study (t(182)=5.58. With an overall average score of

81% for the experimental group and 68% for the control group. 

63
 I. Conceptual Framework

Content Based Instruction

Implementation Content based instruction in teaching

speaking at hospitality and tourism
student at Poltekpar Makassar

Perspective Lecturers’ Perspective on the

Implementation of CBI

Challenge for lecturer

Challenge

Behavior Engagement
Perspective
Students’ Engagement Emotional Engagement
on CBI
Cognitive Engagement

Based on the conceptual framework above, the paradigm concepts established in this

literature review can be applied to justify the use of content-based instruction to help

master language principles and skills, especially to improve speaking. become It is

established that there are methods and master skills. There are different learning

styles in non-English majors, especially in the hospitality and tourism sectors. It is

instructive to examine how mastery learning theory offers different pedagogical

approaches to meet the diverse learning needs of students. It shows how an instructor

implements CBI to impact a student, how assignments affect her CBI performance,

and more. 

CHAPTER III

64
 RESEARCH METHOD

This chapter details the study design used in this research. It describes the

study design used in this study and the rationale for the choice of study methods.

Second, the framework and participants for conducting the research are selected.

Third, this chapter describes techniques and means of data collection, such as

conducting observations, interviews, and document analysis. 

A. Research Design

This study used qualitative research case study design. There are three reasons

why qualitative research methodology will be used for this research. First, according

to Anderson & Arsenault (2018), qualitative research does not aim to generalize to

other geographic regions or populations; instead, it focuses on getting a rich and

detailed understanding of a particular social context or phenomenon. This research is

related to the implementation of content based instruction in teaching speaking for

hospitality and tourism department. In this study, there are seven English lecturers

will be selected as this study cases.

Secondly, qualitative research offers researchers an in-depth view of the

particular environment and setting to develop conclusions regarding various

contextual aspects that influence how participants behave and act in the actual

situation (Creswell, 2014). In qualitative research, participants' experiences in a

natural setting are described expressively and narratively (Creswell, 2014), showing

how problems relate to their lives in a local setting over a long period (Miles et al.,

2014).  This research will describe the lecturers’ behavior and action, including how

65
they teach and implement content based instruction in teaching speaking for tourism

and hospitality students at Poltekpar Makassar.

Finally, Yin (2014) stated that qualitative research simply allows individuals or

organizations to study complex therapies, relationships, communities, or programs.

The purpose of this study was to examine an English class specifically designated to

speak in the local context of the study among non-English speaking students.

Researchers will examine the impact of content-based instruction, the difficulty of

intervention, and the impact on participants' knowledge and skills when using

content-based instruction. 

There are at least three reasons for using the case study design. First, this study

aims to gain a deeper understanding of the phenomenon of English teachers'

perceptions of the implementation of CBI in teaching speaking in the Hospitality and

Tourism Student of Portekpar Makassar. In this regard, according to Lincoln, Guba

and Yin, a case study design is considered and claims to be empirical investigations

that examine contemporary phenomena in their real context, especially when the

boundaries between phenomena and context are not clear. 

Second, the study demonstrates that case studies are used when 'how' or 'why'

questions are asked about a set of recent events about which the researcher has little

knowledge or control. Finally, this study aims to provide a broad account of the

experiences, thoughts and feelings of English teachers and students regarding

implementing CBI in teaching speaking. Experiences, thoughts and feelings could

not be fully recorded and comprehensively described by quantitative research

methods. Quantitative methods focus on the frequency or quantity of events, as they

66
lead to accurate, numerical results. In contrast, qualitative case studies focus on the

quality of phenomena, leading to comprehensive, holistic, expansive, and

explanatory-rich insights (Merriem in Raihani:2016). Therefore to reach the

objectives, the research is designed to be a single-case study. Following Yin's (1994)

idea of single-case study, the research tends to view the implementation of CBI at

the research site as a single case to study in order to explore appropriateness of the

related theories.

B. Setting and Participants

This research will be conducted at Poltekpar Makassar. The researcher will

choose this university as a part of this research setting because CBI is considered

implemented, and researchers strive to improve the quality of teaching and learning

processes. Thus, It is an approach to second language teaching that focuses on the

content and information the student acquires rather than on the language or other

curriculum" (Richards & Rodgers, 2001, p. 204). ) therefore, it helps the lecturer to

easily access the material related to the content or information to gain the students

knowledge and push them to speak. This way of thinking also impacts how students

think.

Second, integrating the specific content, information, and communication into

the teaching-learning process increases the efficiency of instruction. A qualitative

investigation reveals the depth and complexity of the phenomenon. Determine

problems from the participant's point of view. Experiences from the lecturers are

displayed in a natural setting. Investigate the integration of mobile-assisted language

learning with current classroom activities. A case study recognizes the phenomenon

67
and gives the participants the chance to exchange ideas, consider their prior teaching

experiences, and benefit from one another.

Purposive sampling is used to select participants. Criteria for selecting

participants were established before this conscious selection began (Lapan &

Quartaroli, 2009; Patton, 2002). The idea behind qualitative research is the specific

selection of participants or locations (documents or images) that best help the

researcher understand the problem and research question. This does not necessarily

imply random selection or selection of large numbers of participants or locations.

Separately, as Miles and Huberman have pointed out, there are four dimensions to

the discussion of participants and locations: setting (where the study takes place),

actor (who is observed and interviewed), and events (what does process observations

or questions) and process (the evolving nature of the events performed by the actors

in the setting). Sampling is the technique to identify, select, and get access to the

informants and the sources of the data (Mason, 2002). Purposive sampling technique

is used in this research as it is important to find the informants that provide data to

answer the problem of the research (Patton, 2002). The informant chosen in this

research are assumed have the potential to answer the research questions.

In this study, researchers selected informants who are considered to have in-

depth knowledge and trust in the information regarding the practice of content-based

instruction. Informants are English lecturers who teach and implement content-based

instruction where research is conducted. In the Hospitality and Tourism Department,

has four English lecturers, but two of them who are practically been teaching

content-based instruction at Poltekpar Makassar. 

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C. Data collecting technique and instrument

Data is a critical research tool because it can be viewed as both a reality in the

field and a numerical representation of that phenomenon. In qualitative research,

multiple data sources are frequently employed to ensure a comprehensive

understanding of the phenomenon(Creswell, 2014).

This study uses interviews as a data collection technique. Interviews are a very

common form of data collection in case studies. A qualitative interview is conducted

when the researcher asks one or more of participant’s general, open-ended questions

and records their responses. In qualitative research, this technique is usually

conducted in the form of unstructured, focused, and in-depth interviews. 

Interview questions were developed to obtain comprehensive information on

teachers' perceptions of implementing content-based instruction in teaching

speaking for hospitality and tourism students. In this study, English lecturers and

students will be interviewed. 

The connection between the research questions and interview questions are

displayed in Table 3.1

Research Questions Interview Questions

1. How do the lecturers perceive the 1. Would you please tell me your

Content Based Instruction (CBI) in view when you knew the content
based instruction?
teaching speaking for hospitality and
2. How is your understanding about
tourism student at poltekpar
content based instruction?
Makassar? 3. Have you ever got the training of

69
 content based instruction?
4. Do you always prepare your
teaching? Why?
5. Can you define what preparation
are they? Daily, monthly,
annually?
6. Regarding to the CBI
implementation, do you think that
CBI is able to reach the learning
goals? Can you explain about
that?
7. How do you select your teaching
media?

2. What are the challenges of using 1. Based on your view, is the CBI

Content Based Instruction (CBI) in implementation suitable with your

need?
teaching speaking for hospitality and
2. Which one do you prefer
tourism department at poltekpar
between the implementation of
Makassar ? CBI or the previous approach
which the other lecturers always
use? Why?
3. We know that CBI is not a new
approach in teaching process, do
you have any difficulties in
implementing it?
4. What's your colleague lecturer's
understanding about CBI? Does it
influence your understanding?
5. We know that CBI is an old
approach in teaching process. Do

70
 you consider any obstacles in
applying it?

Meanwhile, the research required the data collecting technique and the

instruments to collect data. Gathering data in a scientific study is to obtain the

necessary materials. In most qualitative investigations, data collection and analysis

occur simultaneously(Ary et al., 2014). It indicates that the researcher does not wait

until all data has been acquired before analyzing it. The researcher will use the

following data collection procedures and instruments in this research:

1. Observation

The aim of observations is to get the full picture of the scenario, and the

results of observations are recorded or explained. . The goal of direct observation is

to identify a specific present behavior. Typically, the observation defines the

behavior of interest and establishes a systematic technique for recognizing,

categorizing, and documenting the behavior in a natural or artificial setting (Ary et

al., 2014). The purpose of the qualitative researcher is to provide a comprehensive

account of behavior in a specific situation rather than a numerical summary of the

frequency or length of observed activities. Therefore, in this research, observation is

necessary to understand the teaching process in the classroom directly. According

toO’Leary (2020), there are two kinds of observation.

a) Participant Observation

In studies involving participant observation, researchers participate in the

event or environment they are watching. The researcher completely engages in the

71
activities of the group being researched when the lecturers select the role of

participant-as-observer, but the lecturers also make it known that he is conducting

the research.

b) Non-Participant Observation

In nonparticipant observation research, researchers "sit on the sidelines" and

observe rather than participate in the action being watched. They are not directly

involved in the circumstance they are witnessing. When a researcher opts to take on

the position of an observer-as-participant, she identifies herself as such but does not

attempt to pass as a member of the group she is monitoring. The researcher simply

observes a group's activities without taking part in them in any way.

In this study, researchers use non-participants because researcher will

observe the situation without participating or actively participating in order to

construct a natural educational activity. 

2. Interview

Interviews are one of the most commonly used research tools for data collection

in educational research. It is often used to gather information about intangibles such

as interests, opinions, values, and personal experiences (Borg, 2014). As reported by

Ali et al. (2018), interviews help gather information about people's thoughts, beliefs,

and feelings in their own words. He has three types: structured interviews, semi-

structured interviews, and unstructured interviews. 

a) Structured Interviews; Structured interviews are organized to elicit accurate

information from participants. This indicates that the interviewer is making a

list of questions to ask the interviewee. 

72
 b) Semi-structured Interviews; Semi-structured interviews combine structured and

unstructured formats. Like the structured type, it uses a list of questions, but it

also allows the interviewer to ask additional questions to further explore the

topic. 

c) Unstructured Interviews; Unstructured interviews ask questions that arise

during the conversation. This indicates that the interviewer is asking the

respondent contextual questions. 

Researchers prefer semi-structured interviews where questions can be prepared in

advance. This structure is an easy way to keep the conversation focused (Miles et

al., 2014). This allows the interviewer to be well prepared and appear

knowledgeable during the interview. This type of interview is suitable for

researchers who already know a lot about their topic and want to feel free to ask

questions. For this reason, we recommend testing these open-ended questions

beforehand. 

3. Documentation

Documentation is one of the data sources that can be derived in the form of

written or visual that can contribute to our understanding of what is happening in the

classroom (Bowen, 2009). In this section, the researcher will collect the teaching

materials given. The researcher also identifies the data source of the students’

worksheets and textbooks. Then, visual data or photos will be used to record all the

steps in this research, and information will be gathered through documentary

evidence. Meanwhile, In this research, the lesson plans verified how teachers

73
implement CBI in the teaching and learning process and corroborated evidence from

observations and interviews (Bowen, 2009).

D. Operation definitions

a. A case study is one type of qualitative research design that can explain the

complexity of a situation (eg: there are many factors, not just one, that

contribute to understanding a phenomenon). Case studies describe the

influence of people (such as disagreements among respondents) and the

effect of time on phenomena. Information about case studies comes from

many sources (interviews, observations, etc.). 

b. Content-Based Instruction. According to Stoller (2002, p. 109), the

integrated nature of content and language in content-based instruction (CBI)

is defined as ``using language as a medium for learning content, and for

learning and improving the language. as a resource for Stoller (2008, p. 59)

sees CBI as a ``generic'' approach to combined language and subject

teaching, although the focus may differ with respect to language and

content. The main features of the CBI approach are: (1) Students are

presented with authentic reading texts from the subject area. This requires

learning not only to read verbatim but also to read interpretively and

critically. (2) Content-based instruction gives students the opportunity to

respond verbally to content-based material, an opportunity not

normally afforded in content-based classrooms. (3) provide a format for

students to summarize factual information and ideas from lectures and

reading material; (4) Content-based teaching enables students to improve

74
 their language skills such as listening, speaking, reading, and writing, as

well as their academic skills such as note-taking, summarizing

and paraphrasing texts and lectures. I can. This enables learners to become

better scholars. 

c. Perception is the opinion of people who can tell others about what they are

feeling. 

d. Hospitality and tourism are one of majors which primary learning English as

a foreign language and English is not the dominant language. Students share

the same language and culture. Instructors are the only native English

speakers they have contact with. Outside of class, students have

few opportunities to use English. 

E. Data Analysis

In this part, the researcher seeks to understand, explain, and interpret the object

or event to which the researcher's data relate. Therefore, data analysis to gather real

structural information based on research questions is absolutely essential in any

research. Data analysis is the process of decomposing data into constituent parts to

reveal their characteristic elements and structures. Data analysis is the systematic

searching and organizing of data obtained from interviews, field notes, and

documentation, organizing them into categories, describing them into units,

synthesizing them, shaping them, and identifying the most important The process of

selecting, discussing, and summarizing them. Easy to understand for yourself and

others 

75
 Data analysis will be conducted after the data have been collected. The following

procedures will be applied to analyze the data (Patton & Cochran, 2002):

a. Transcribing
All the data collected from the interview will be transcribed. The transcript will

be transcribed in verbatim style and will be sent to the participants of interview

to do the member checking step.

b. Identify Themes (Coding)

After transcribing the data, the next step is to identify some themes within the

transcript. To identify the data subject, a preferential encoding method is used

that assigns subject-related codes to some of the data postings based on the

designed subject. 

c. Categorizing

After identifying the subject of the data, the next step is to organize all the data

into groups in order. Data that are not useful for research are reduced.

Researchers categorize main themes and sub-themes of an overall theme related

to the research. After topics are categorized, case summaries are created. 

d. Interpreting

The next step after classifying the topics is data interpretation. Based on the

categorized subject groups, researchers begin to interpret the data and draw

conclusions for the study. 

If the data are determined to be insufficient or complete, the researcher will

conduct another interview to collect the data necessary to meet the research

objectives. The data collection and analysis process runs continuously until the

76
researcher has collected enough data to answer all research questions and achieve the

research objectives. 

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