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CONTENT BASED APPROACH
Kurbonoy Bobokalonova
Student at Denov Institute of Entrepreneurship and Pedagogy
https://doi.org/10.5281/zenodo.15469086
ABSTRACT
Content-based Instruction (CBI) is an approach in English learning that integrates
certain topic and English learning objectives. This approach focuses on using English
competencies as a “bridge” to comprehend certain topic or theme in English. Nowadays, this
approach can be used in instructional multimedia to support English learning by using
computer. Instructional multimedia with computer system refers to the sequential or
simultaneous use of variety of media formats in a given presentation of selfstudy program in a
computer. Instructional media combines several aspects such as text, pictures, graphic, sound
and video. There are many English materials that are presented in a computer display by
combining all aspects of multimedia. This method can help learner to understand the material
better by visualizing the concept. In integrating CBI approach in instructional multimedia by
using computer, there are two important aspects in creating effective multimedia, such as
displaying reading text and integrating all English skills. In displaying reading text, CBI
approach play important role in presenting reading passages about certain topic based on
students' interest and multimedia aspects also play significant role in visualizing all concepts
and vocabularies from the reading passage. This paper will discuss the integration of CBI
approach in instructional multimedia for English learning deeply by presenting the basic
concept and providing some examples of CBI approach in instructional multimedia for English
learning deeply by presenting the basic concept and providing some examples of instructional
multimedia display.
Keywords:
Content-Based Instruction Approach, Instructional Multimedia, English
Learning.
INTRODUCTION
Content-based instruction (CBI) is one of the approaches in English learning. This
approach refers to second language teaching which is organized around the content or
information that students will acquire, rather than around linguistic or type of syllabus
(Richards & Rogers, 2006: 204). In CBI, students learn English by building knowledge and
English competencies at the same time, for instance: students learn how to use different
tenses from reading passages about Australia. In this instructional process, students will learn
two things; a) tenses and b) Australia. Students will gain more knowledge about other
countries while learning grammar. This approach gives positive atmosphere in the lass
because students will learn English competencies in fun and flexible situation. This approach
has a great potential to improve students' motivation in learning English. However, well-
planned learning process needs to be supported by effective media to present the material.
Nowadays, more teachers choose multimedia with computer-supported learning to deliver
English content. Multimedia refers to the sequential or simultaneous use of variety of media
formats in a given presentation or self-study program (Smaldino, et.al, 2005: 141).
Multimedia can present materials effectively because it consists of several aspects, such as
text, images, audio, video and animation. This paper will discuss about the integration of CBI
approach in instructional multimedia to deliver English content.
LITERATURE REVIEW
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Content-based Instruction Approach
Content-based Instruction (CBI) (Brinton, et.al: 1989: 1) is an approach in English
language learning that integrates specific language learning goals in certain topic (Brinton,
et.al: 1989: 2). This approach focuses on studying the specific knowledge through English, for
instance: learning English competencies by using Islamic reading text for students in Islamic
university. In this process, students will learn English through reading text and getting more
information about Islamic issues. Two basic concepts in CBI approach states that (Richards
and Rodgers, 2006:207) : a) people learn a second language more successfully when they use
the language as a means of acquiring information, rather than as an end in itself and b) CBI
better reflects learner's needs for learning a second language. By integrating English
competencies into interesting themes or specific information, learning English may become
more engaging for students. Two basic concepts above are supported by language theories
which state that English lessons focuses on how information and meaning can be facilitated by
reading text as a complete comprehension, not by individual sentences. In other words,
English language learning aims to understand reading text. In addition, all English skills
(Listening, Speaking, Reading and Writing) are integrated in a single topic to help students
comprehend complete skills. Finally, learning languages always ??has a specific purpose and a
key goal that focuses on using language to convey meaning (Richards and Rodgers, 2006:208).
Brinton et.al (1989:14-16) outlines three types of CBI approach, such as sheltered model,
adjunct model and theme-based models. Sheltered model is sheltered course that consists of
content course taught in the second language to a segregated group of learners by a content
area specialist (Brinton et.al , 1989: 15). Meanwhile, adjunct model links two courses,
language course and content course. It needs two specialists, language specialist and content
course. In terms of themebased model, it is a common model for Indonesia because this model
is used to teach English as a second language, whether small or large classes. This model can
be used by the teacher or lecturer in English studies or expert specialists by developing
learning material based on learner interest. CBI approach gives several positive impacts in
English learning (Peachey, 2003:1), such as: a. Learning process can be more interesting.
Learners can use language to do things, related to their learning objectives so that learners
will be more independent and confident. b. Learners can develop their own knowledge to
support their academic needs. c. Learners can develop academic skills such as collecting data,
summarizing and analyzing. d. Learners will be trained to retrieve information from a variety
of sources, evaluate and restructure information in order to develop their thinking skills that
can be used to study various sciences. e. Working group, which is one of the learning methods
in CBI, can help learners to improve their communication skill to gain so a high social skill.
However, CBI still has some challenges (Peachey, 2003: 2) for example: a. Learners are
sometimes confused about how they improve the language skills because this approach does
not teach grammar specifically. b. Learners are more likely to use the first language rather
than target language. c. Sometimes it is difficult for teachers to find learning resources for
elementary students d. Some learners will be directly copied the information from reading
text to answer questions or discuss the topic. In fact, this approach actually wants to help
students to be able to draw conclusions and make analysis from the text with their own
words. Some solutions are offered to encounter the challenges. Peachey (2003: 2) suggests
that teachers can provide some practices to ensure that they are able to understand English
grammar. Teachers also can give rationales in using English or combine the us age of first l
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anguage and t a rge t l anguage , for example: teachers can give reading text in students'
vernacular language, but the discussion should be in English or vice versa. This strategy is
used primarily for elementary level. Finally, teachers can provide a well-organized material to
help students understand the content, for instance: teachers give reading passages, complete
with related pictures, charts, table or diagrams. CBI in Instructional Multimedia Based on the
description about CBI concept, it is concluded that CBI approach has several characteristic,
such as: a. CBI approach uses reading activity as the main resources of learning. It uses
reading passages, essays, articles or journals to describe English competencies, for example:
learning how to identify conditional sentences by reading an article about education. b. CBI
approach integrates other English skills (Listening, Speaking and Writing in reading activity).
Now, the big question is: “how to visualize the characteristics of CBI into instructional
multimedia?”. Multimedia refers to the sequential or simultaneous use of variety of media
formats in a given presentation of self-study program. Multimedia combines several aspects
such as text, pictures, graphic, sound and video. The goal of multimedia is to immerse the
learner in a multimedia sensory experience to promote learning. Today, multimedia is used in
the format of computer instructional program (Smaldino, 2005: 141). Computer is used to
support the utilization of multimedia in learning process because computer provides virtually
response to student input. It also provides capacity to store and manipulate information.
There are two applications of computer in instruction: computer-assisted instruction (CAI)
and computer-managed instruction (CMI). In CAI students interact directly with the computer
as part of the instructional activity. Meanwhile, CMI helps both instructor and students in
maintaining information about students and in guiding instruction (Smaldino, 2005: 110).
There are two important aspects in creating effective multimedia and integrating the
characters of content-based instruction in computer learning model, such as: 1. Displaying
reading Text Reading passages can be visualized by considering some multimedia guidance.
Azhar Arsyad (2011: 99-100) explains several multimedia designs for reading text in
computer display: a. Reading text in a computer screen should have appropriate space
between sentences, for example: use double line spacing to make it easier to read. b. Use
normal font and combine uppercase and lowercase based on their function, for example: use
capital letter in front of Places' name, title, sub title, etc. c. Use seven to ten words per line
because it will be easier to read short sentences. d. Place the text in the center of the screen. e.
Consistent with style and writing format. f. Use certain characters in the title and key words,
such as bold, underline or italics. g. Use table or line to separate text and images, text and
graphs or other visual representation. Other multimedia elements that should be provided to
complete the text are (Phillips, 1997: 82-86): 1. Line. The line is an important element in the
design of multimedia to determine the focus of eyes when looking at a computer screen. 2.
Shape. Elements form has its own function in the use of text and symbols. There are three
basic forms of multimedia design: a square, rectangle and triangle. Square shape is usually
associated with text, rectangular shape is associated with the title and triangle shape is
associated with symbol or logo. 3. Texture. Use soft color for reading text to create a good
balance between words and screen display. 4. Balance. Balance is an element that contains all
combinations of multimedia design from the line, form, texture, space, color and text. To
ensure that this balance can be achieved in multimedia design, a designer can try to make a
draft on a piece of paper to visualize the design. 5. Space. Space can create positive and
negative space elements. Positive space is the space in which an object is placed while
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negative space is the space element around the object. These both elements are very
important in order to view an object from different angles to create a better perspective. 6.
Color. Color can produce a good effect in multimedia design, but designer should consider
about how a color can be related to the topic. 7. Text. Text in multimedia design is divided into
two categories: div text and title text. Body text forms the main part of the text that contains
information. The font size should be small, clear and easy to read. In addition, font size in one
screen should be limited to two types of fonts. If the design requires a variation of text, a
designer can use bold, italic, upper case or change the color.
CONCLUSION AND SUGGESTION
By integrating CBI approach in instructional multimedia, English content can be
presented effectively because it is designed based on students' interest and the material is
visualized by using all aspects of multimedia such as text display, images, audio, video and
animation. Picture 3. Media Combination between Text and Animation Journal of English and
Education, Vol. 6 No.1 - Juni 2012 75 This approach can encourage students to understand the
material easily, get involve in classroom activity, minimize limited structure concepts and
understand English competencies as a set of skills.
References:
Используемая литература:
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Arsyad, Azhar. (2011). Media Pembelajaran. Jakarta: Rajawali Press.
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Brinton, D.M; Wesche, M.B & Snow, M.A. (1989).
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Content-based second language instruction.Boston: Heinle & Heinle Publishers. Lee,
W.W & Owens, D. L. (2004).
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Multimedia-based instructional design: computer-based training, web-based training,
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Wiley & Sons, Inc. Mayer, R. E & Moreno, R. (2002).
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Animation as an aid to multimedia learning. Educational psychology review. Vol. 14
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N.
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