experience well to the content and be able to select and adapt materials, to provide scaffolding for students’ linguistic content learning, and to create learner-
centredclassrooms. CBI requires teachers who can teach language as well as the content to the students.
Thus, it is important for teachers and learners to have meaningful interaction in order to reach the goal of learning. Both of teachers and students
have to coordinate and create a good circumstance to learn English.
g. Roles of Materials
The materials used in CBI classroom are typically including subject matter in the content. The sources of the content should be authentic in order to make the
learning become meaningful. There are actually two implications of authenticity: the materials are similar with native-language instruction or they relate to the use
of products that are not produced for language teaching purpose Brinton:1989 such as article, newspaper, etc. Richards Rodgers 2001 suggest some sources
such as tourist guidebooks, technical journals, railway time tables, newspaper ads, or TV broadcasts. All the sources thus should be
matched to students’ needs and discipline in order to reach the effective learning.
4. Reading Theory
The materials that are going to develop in this study concern on reading skills and as one of the basic four skills in English, reading has its own learning
principles. The following description will discuss reading skills principles proposed by Alyousef 2006.
a. Reading Learning Principles
Reading learning principles claimed by Alyousef 2006 contain three procedures of reading: pre-, while-, and post- reading stages. If learners want to be
competence in the skills, they are required to pass the three phases that can help them to comprehend texts.
1. Pre-Reading Zhang says that Pre-reading acivity enables learners to get the
comprehension in Reading since it provides schemata explicitly 1993:5. Pre- reading can activate the relevant schema or background knowledge the
learners have already known before. Unfortunately, teachers tend to neglect the pre-reading procedure claiming that there is not enough time. In fact, pre-
reading activities motivate students before the actual reading takes place. For example, teachers can ask students questions that arouse their interest while
previewing the text.
2. While-Reading While-reading stage or interactive process has an aim to develop
students’ ability in undertaking texts by developing their linguistic and schematic knowledge. Hedge 2003 in Alyouself 2006:210 argues that
