and designing transitions. The tasks and transitions are designed based on the specific goals that have been formulated before.
As the final step, the writer implements the step of evaluation which is adapted from Kemp’s instructional materials. The step of evaluation is conducted as
the final revision of the designing a set of reading instructional materials using CBI for the tenth grade students of SMA BIOKRI I Yogyakarta. In addition, the steps of
learners’ characteristics and pre-assessment proposed by Kemp are excluded since their ideas share with the step of needs survey proposed by Yalden. Besides, the
writer also does not need any support services proposed by Kemp 1977 because the writer views that it is unnecessarily needed in designing these instructional materials.
To sum up what has been discussed above, the formulation of the writer’s instructional model is presented below.
1. Conducting Needs Survey
Needs survey is conducted by gathering the data about the students. The data includes the learners’ needs, wants, and lacks. Furthermore, the data is gathered by
using questionnaires and interview. The purpose of conducting needs survey is to design the realistic and acceptable instructional materials for the tenth grade students
of SMA BOPKRI I Yogyakarta.
2. Determining Goals and General Purposes
After gathering the data about the students, the writer determines the goals and general purposes of the instructional materials. This is done by referring to
competence standard and basic competence in School-Based Curriculum KTSP.
3. Listing and Organizing Subject Contents
In this step the writer starts to list and organize the subject contents. Therefore, the writer employs some steps of the Six-T’s Approach, namely
establishing contents, selecting possible threads, and sequencing the contents.
According to Six-T’s Approach, the contents consist of themes, texts, and topics. After the contents have been selected, the writer, then, creates the link that connects
coherence idea among the theme units. Finally, as themes, texts, topics, and threads have been established, the writer continues arranging the themes, texts, and topics
into an appropriate order so that it can be developed into appropriate tasks.
4. Specifying Learning Objectives
In this step the writer formulates the learning objectives that should be achieved by the students in each theme. The formulation of the learning objectives is
stated in form of learning indicators. Therefore, the learning indicators should reflect the activities that the students have to do in each theme.
5. Selecting Teaching Learning Activities
After specifying the learning objectives, the writer selects the teachinglearning activities by implementing two steps of the Six-T’s Approach,
namely designing tasks and designing transitions. The writer designs tasks for the students in order to facilitate the students to accomplish the learning objectives in
each unit. The tasks are the activities and techniques that develop students’ language learning, facilitate the learning of content, and model strategies for language and
content learning. The writer will also refer to the activities used in CBI such as
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
