activities for teaching vocabulary, language structure, discourse organization, communicative interaction, study skills, academic language skills. Besides, the writer
will design the reading activities based on the stages of teaching reading to EFL students as what has been explained in the sub section above.
Afterwards, the writer designs the transitions as the realization of the Six-T’s Approach. The transitions itself provide coherence across topics in a theme unit.
Therefore, the transitions are designed in order that the students can relate what they have learned in the previous topic. In addition, the transitions are stated in the form of
learning activities.
6. Evaluating the Designed Materials
The last step of the writer’s model is evaluation. The designer evaluates the instructional materials by asking the lectures’ and teacher’s opinions. Therefore, the
revision will be made after gathering the data. To illustrate the writer’s instructional model, the figure below shows the
description of the writer’s instructional model.
Figure 2.3: The Writer’s Instructional Design Model Conducting Needs Survey
Determining Goals and General Purposes
Establishing Contents
Selecting Possible Threads
Sequencing the Contents
Designing Tasks
Designing Transitions Evaluating the Designed
Materials Specifying Learning Objectives
Listing and Organizing Subject Contents
Selecting Teaching Learning Activities
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CHAPTER III METHODOLOGY
This chapter discusses the methodology which was used in designing a set of reading instructional materials using Content-Based Instruction for the tenth grade
students of SMA BOPKRI I Yogyakarta. The methodology is used to answer the two questions in the Problem Formulation; first how a set of reading instructional
materials using Content-Based Instruction for the tenth grade students of SMA BOPKRI I Yogyakarta is designed, second, what a set of reading instructional
materials using Content-Based Instruction for the tenth grade students of SMA BOPKRI I Yogyakarta looks like. The methodology covers the Research Method,
Research Participants, Research Instruments, Data Gathering Techniques, Data Analysis Techniques, and Research Procedures.
A. Research Method
In this study, the writer used Educational Research and Development R D as the reference to check whether the writer’s model in line with R D method.
According to Borg and Gall 1983, R D is a process used to develop and validate educational products. R D consists of several steps which include research and
information collecting, planning, preliminary form of product, preliminary field testing, main product revision, main field testing, operational product revision,
operational field testing, final product revision, and dissemination and
