Abstract
The articles aims of discussing about using content based approach in accelerating non-English lecturers’ mastery of English. Out of three main types of Content-Based Instruction, this study uses the theme-based language instruction to accelerate the non-English lecturers’ mastery of English. Therefore, the question was asked; can the content based approach accelerate the non-English lecturers’ mastery of English. This study was an action research study, where pre-test and posttest were administered to obtain the data, in addition to observation and literature study. The study is conducted in two cycles; each cycle consists of 5 meetings. The indicator of the study is that the study is completed when 75% of the lecturers were able to reach at least 75 points in the test. The pretest reveals that the average lecturers’ score is 63.50 and following the treatment using this approach at the end of the second cycle, the average lecturers’ mastery is 80.2%. Therefore, it is concluded that content-based instruction can accelerate the non-English lecturers’ mastery of English.
Highlights
Content-based instruction ( will be called as Content Based Instruction (CBI)) is one of approaches in teaching language as part of the communication process
Content-based instruction is one of approaches in teaching language as part of the communication process
Similar result is found by Amiri and Fatemi (2014) where they found that Content Based Instruction (CBI) significantly increases the students’ achievement compared to grammar translation method (GTM)
Summary
Content-based instruction ( will be called as CBI) is one of approaches in teaching language as part of the communication process. This research focused on the participant of non-English lecturers in Islamic higher education. The research question was formulated in; can content based instruction accelerate the non-English lecturers’ mastery in English.
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