Six-T’s Approach, namely designing tasks and designing transitions. The detail elaboration is presented as follows.
a. Designing Tasks
After the learning indicators had been formulated, the writer designed the tasks in order to facilitate the students to accomplish the learning indicators. Since
this study employed CBI as the method in designing the reading instructional materials, the tasks referred to the activities and techniques suggested in CBI, namely
activities for teaching vocabulary, language structure, discourse organization, communicative interaction, study skills, academic language skills. Besides, the tasks
which were designed were also based on the results of the needs survey so that it would serve the students’ needs. Therefore, the tasks of the designed materials were
organized based on the stages of teaching reading to EFL students as it had been stated in Chapter Two. Here is the presentation of the designed tasks:
a. Pre-Reading Before Reading. The activities in this stage which is presented in
the designed materials cover predicting the texts, scanning, skimming, reviewing information from previous reading texts, watching the video, making inferences,
and finding the meanings of key words used in the texts being learned. b.
Whilst-Reading During Reading. The activities designed in this stage are not only reading. The writer tries to explore more activities to draw students’
motivation. Those activities are group discussions, small presentation, looking for answers to questions, getting the main idea, and summarizing.
c. Post-Reading After Reading. As the final stage, the activities of this section
involve expressing the students’ opinions on the problem related to the reading passages, applying a principle, evaluating a program, planning a program,
making conclusion about something, making a poster, making a short paragraph etc.
b. Designing Transitions
The next step was designing transitions. The purpose of the transitions is to link the topics within the theme so that the students will be aware of logical
progression from one topic to the next topic within the theme. In other words, the students can relate the topic which they have learned in the previous topic to the
present topic. Besides, the transitions can also activate the students’ background knowledge so they will be ready to follow the next activities. Therefore, in order to
fulfill the purpose of the transitions, the transitions in these instructional materials are stated in the form of activities. The transitions that were designed are presented below.
No Themes Topics
Transitions
Go to School 1 Education
National Exams The students are asked to
interview one of his friends and complete the table. In Unit 2
The Greenhouse Gases 2 Global
Warming Save the Earth
The students are asked to watch a video and complete the table. In
Unit 4
Meteor 3 Astronomy
Solar Storm The students are asked to watch a
video and discuss some questions related to the video. In Unit 6
Free Trade Area 4
International Trade
Dumping Policy The students are asked to watch a
video and discuss with a partner some questions related to the
video. In Unit 8 Attack on Pearl Harbor
5 World War
II Hiroshima and Nagasaki
Bombing The students are asked to watch a
video and discuss some questions related to the video. In Unit 10
6. Evaluating the Designed Materials
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