70 Stacy A. Hagen 2013. Then, the texts and learning materials would be combined
into one unit of learning. Pictures and figures were also added to make the designed materials more colorful and to attract the students‟ interest. The
elaboration of the designed materials was presented in Table 4.6.
Table 4.6 The Learning Materials of the Designed Materials No
Topics Learning Materials
1. Kris
Reading: A text entitled “Kris” Vocabulary: Parts of Speech
Grammar: Basic Sentence Patterns and Types of Sentences Declarative, Imperative, Interogative, and Exlamatory
Writing: Personal Information and its example in the reading text entitled “My Dream? A Journalist”
2. R. A. Kartini
Reading: A text entitled “R. A. Kartini” Vocabulary: Word endings
Grammar: Simple Past Tense
Writing: Informative Writing and Mind Mapping 3.
Ullen Sentalu Reading: A text entitled “Ullen Sentalu Museum of
Yogyakarta” Grammar: Simple Present Tense and Present Progressive
Tense Writing: Expository Writing and its example in the reading
text entitled “Major Causes of Stress among Students” 4.
Borobudur Temple Reading: A text entitled “Borobudur: A Wonder of
Indonesia” Vocabulary: Synonym
Grammar: Kinds of Sentences Simple, Compound, and Complex
Writing: Narrative text and its example in the reading text entitled
“The Most Memorable Experience in My Life”
c. Designing the Message
In this part, the researcher selected and sorted the layout, the fonts, the pictures and the figures to make the designed materials more interesting. This
view was supported by Kemp et al 2011, mentioned that the function of layouts, fonts, pictures, decoration, and etcetera was to communicate the message as a
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
