36 tenth grade students from different high schools. However, each researcher
implemented different approach in the designed materials. A study related to the implementation of Content-Based Instruction CBI
had been conducted by Damayanti 2015. She designed reading materials using CBI for the tenth grade students majoring Teknik Komunikasi dan Jaringan TKJ
in SMK Negeri 1 Nanggulan. Most of the instructions in the computer are written in English so she designed reading materials which topics were related to
computer. In this study, the researcher attempts to design reading and writing
materials. However, it should be noted that the participants of the research are different from previous studies. The researcher designs a set of reading and
writing materials for the first semester students of the History Department of Sanata Dharma University. The researcher implements Content-Based Instruction
CBI in the designed materials so that the students are able to learn both the language and the content of the materials.
B. Theoretical Framework
The focus of the study is to design a set of reading and writing supplementary materials using content-based instruction for the first semester
students of History Department of Sanata Dharma University. The characteristics of the materials are adapted from the principles of CBI. Then, in order to address
the formulated problem the theories of reading by Harmer 2007a, 2007b, principles of reading, and reading strategies by Farrell 2009, the theory of
37 grammar by Nunan 2003, the theory of vocabulary learning by Nation 1990,
the theory of writing, principles of teaching wiriting by Nunan 2003, content- based instruction by Nunan 2003 and Brinton, Snow Wesche 1989 as well
as instructional design by Kemp 2011 are employed. The
researcher implements Kemp‟s instructional design 2011. In the first step, namely, identifying instructional problem, the researcher identifies the
students‟ English level, learning style, appropriate teaching strategies as well as the suitable materials for the students of the History Department. This step is
carried out by conducting classroom observation in Bahasa Inggris 1 class and interviewing the head of the curriculum of the History Department and the vice
chairperson of the History Department. Th e next step is analyzing learners‟
characteristics. In this step, the researcher distributes pre-design questionnaires to the students of the History Department to gain specific information about
students‟ characteristics, needs, interests, and academic record. The third step is analyzing tasks in which the researcher lists and selects
the topic based on the data collection from the classroom observation, interviews and pre-design questionnaire result. Then, the next step is determining
instructional objectives. In this step, the researcher determines the objectives of each topic selected to meet the targets of English learning set by the History
Department. After that, in the step of content sequencing, the researcher decides the
appropriate content for each topic and gathers data needed for the designed materials. The sixth step is developing instructional strategies in which the
