4. Determining and Organizing the Subject Contents
This step is adapted from Taba’s model. In this step, the writer lists specific strategies in the reading activity offered by Brown and Palinscar where these
reading strategies need to be obtained by the students at the end of the program. They are predicting, questioning, clarifying, and summarizing. Then, the
organizing of contents is conducted to help the students acquire the strategies and to ensure that by the end of the program the students achieve the objectives. In
addition, three activities proposed by Bonnie and Jean are used by the writer; that is, pre-reading, while-reading, and post-reading activities. Prediction is a desired
strategy conducted in pre-reading activity. In while reading activity, the students carry out question generation strategy, and while in post-reading activity, the
students apply summary and clarification strategies.
5. Determining and Organizing the Teaching – Learning Experiences
This step is adapted from Taba’s model. The well-chosen teaching learning activities may also assist the students to gain expected skills for their learning
outcomes. Furthermore, the teaching learning activities need to be organized in order to create enjoyable and interesting atmosphere in the learning process. By
creating comfortable situation in the classroom, it may motivate the students in learning and facilitate them to achieve the objectives.
6. Designing the Materials
After all steps complete, the next step is to design the materials. The designing of the reading materials is based on the results of need analysis, the
theory of Curriculum Based Material Development, the theory of reading,
reciprocal teaching strategy, and the instructional design models Taba’s and Kemp’s models.
7. Determining What to Evaluate, the Ways and Means of Doing the
Kategori