Warm Up Vocabulary Reading Comprehension Task

1. Warm Up

This section contains an overview of the topic that is going to be learned. The activities of this section are reading a short preview about the topic being learned, watching videos The files are on the CD, discussions, and answering questions. By giving the overview, the students are expected to explore their background knowledge and relate it to the topic that is going to be learned. Besides, the purpose of this section is to relate the topic which has been learned in the previous unit to the present topic.

2. Vocabulary

This section contains difficult words which are used in the reading section. The activity of this section is matching the difficult words related to the reading passage. Through this section, the students are expected to enrich their vocabulary by guessing the meaning of those difficult words from the context. Besides, after completing this section, the students will be easier to understand the text in the reading section.

3. Reading

This section contains a reading passage which is going to be discussed the reading passage can be more than one passage. The activity in the reading passage is not restricted to one activity; reading the text carefully. It also covers scanning, skimming, generating questions, discussions, and getting the main idea.

4. Comprehension

This section contains the activities that demand the students to acquire the specific information of the text in the reading section. The activities in this section are varied. They are answering the questions related to the reading passage, deciding whether the sentences are true or false, and completing mind-mappings.

5. Task

This section contains culminating activities or final activities of the all activities within the unit. The activities in this section involve productive skills such as writing or speaking as it is in accordance with theory of language in CBI in which CBI draws on integrated skills. From the sections of the designed materials presented above, it can be concluded that ‘Warm Up’ section and ‘Vocabulary’ section are included in pre- reading stage. Meanwhile, ‘Reading’ section and ‘Comprehension’ section are the part of whilst-reading stage. Furthermore, ‘Task’ section is incorporated in post- reading stage. In addition, the complete designed materials of this study are presented in Appendix I. 83

CHAPTER V CONCLUSIONS AND SUGGESTIONS

There are two main points discussed in this chapter. The first point examines the discussion of this study which is drawn from the results and discussion found in Chapter Four. Meanwhile, the second point discusses the suggestions for further researchers and English teachers, especially the English teachers of the tenth grade students of SMA BOPKRI I Yogyakarta.

A. Conclusions

To sum up what has been accomplished in this study, the writer concludes two points. The first point is related to the first question formulated in the Problem Formulation, namely how a set of reading instructional materials using Content- Based Instruction for the tenth grade students of SMA BOPKRI I Yogyakarta is designed. To answer the question, this study adapts Kemp’s instructional model and Yalden’s instructional model. Besides, the writer also implements the Six-T’s Approach proposed by Stoller and Grabe 1997 as the part of the steps of the writer’s model in designing the instructional reading materials. The reason of implementing the Six-T’s Approach is that the Six-T’s Approach is the framework for developing CBI course. The writer’s model comprises six steps including conducting needs survey, determining goals and general purposes, listing and organizing subject