Content-based Instructions and effects in teacher training classroom
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Abstract
Content-based instruction (CBI) is believed to be a practical way to make learners study langauge meaningfully as it allows knowledge construction in meaningful way. Students can learn about language in the context of learning through particular topic, so they can cognitively engaged in specific content. This study aimed at investigating the use of Content-based instruction (CBI) in a teacher training classroom. Twenty-eight senior students majoring in teaching English, faculty of Education enrolled in the course called “English for Other Field of Sudy” in academic year 2018. Scientific content was taught by a science teacher before presenting their science experiment regarding Earth Science. English teachers were responsible for languge parts by focusing on oral presentation and writing experimental reports. Focus groups interview was conducted to investigate students’ attitude towards Content-based instruction (CBI). The results showed a positive attitude toward learning through CBI in three aspects of behavioral, cognitive, and emotional.
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