71 representation, organization, interpretation, and transformation. The researcher
started to design the layout as good as possible to make a communicative design. Pictures and figures were taken from the internet were redesigned by the
researcher and they were arranged to attract the students‟ interest.
d. Development of Instruction
Learning activities were formulated in this part. Content-Based Instruction CBI principles were implemented to develop the learning activities. Thus, the
content of the designed materials became the focus of English learning as Nunan 2003 states that CBI refers to the teaching of language through exposure to
content that is interesting and relevant to learners p. 201. Moreover, one of the CBI principles mentions that CBI uses integrated skills approach to language
teaching covering all language skills as well as vocabulary and grammar. This helped the researcher to develop the learning activities in which the students were
not only able to learn English through the content but also gain more knowledge in grammar and vocabulary.
The researcher implemented theme-based model of CBI in designing the materials because in this model the students were able to move to higher levels of
language processing through the variety of text types, formats and activities to which they were exposed. Besides, using the theme-based model, the researcher
was able to select the topics based on the students‟ interest. The researcher then combined all of the materials into the form of the
designed materials. They were arranged and compiled into an organized designed materials based on the syllabi combination. Finally, the designed materials were
72 the combination of reading and writing skills with the addition of grammar and
vocabulary sections.
4. Preliminary Field Testing
a. Evaluation Instrument
After the designed materials were combined into four units of learning, the researcher distributed the materials to the evaluators. The materials should be able
to meet the needs and the objectives as well as help the students to achieve the targets of study. Thus, evaluations from the experts were needed to gain some
opinions, comments, and suggestions. The evaluators were the people who were considered as experts in designing materials and or the representatives who were
familiar with the subject that the research was conducted. Later, the feedback was going to be used as the evaluation for the researcher to revise the product and to
achieve well-designed materials which were suitable for the first semester students of History Department.
The researcher conducted evaluation to the English lecturer of History Departments and two English lecturers of English Language Education Study
Program ELESP of Sanata Dharma University. The data description of the evaluators was presented in Table 4.7.
Table 4.7 The Description of Evaluators Background
Respondents Sex
Educational Background
Teaching Experiences in Years
Male Female
S1 S2
S3 1-5
6-10 11-15
16-20 20
The English lecturer of
History Department
√ √
√
