that the teacher of an adjunct course is an ESL teacher. In addition, some adjunct courses are usually conducted during the summer months before regular college
classes begin, while others run concurrently with regular lessons. Besides, this model may also have the same idea with EPA English for Academic Purposes or ESP
English for Specific Purposes. According Brinton et al 1989, the purposes of this model are to help the
students master content materials and introduce students to L2 academic discourse and develop transferable academic skills. Since the teacher is not a content teacher,
this model requires a large amount of coordination between the ESL teacher and the content teacher in order to ensure the two courses complement each others.
Furthermore, Davies 2003 also sates that developing transferable academic skills is conducted by acquiring specific target vocabulary, facilitating the students with
listening, note taking and skimming and scanning texts.
c. The Theme-Based Model
This model usually occurs in EFL contexts such as in schools or other language courses. According to Brinton et al 1989: 19, the purpose of this model is
to help students develop L2 competence within specific topic areas. In implementing this model, ESL teachers may use subject matter content as the learning materials for
the students. Davies 2003 argues that the teachers should explore various aspects of subject matter content being used rather than attempting to give the students a
thorough grounding in a subject in which it would have been too difficult for them to
understand. In addition, the interesting topics which can motivate the students in the learning process are highly recommended.
In its implementation, theme based model refers to a language class in which the syllabus is structured around themes or topics, with the linguistic items in the
syllabus subordinated to the “umbrella” organizing of the theme which has been selected Brinton et al, 1989: 26. In other words, the content is exploited to explore
the linguistic items conveyed by the content being used. By doing so, it is expected to generate various activities so that the students find it enthusiastic about the content.
Therefore, the teachers are demanded to be knowledgeable in the subject matter and they must be creative enough to stimulate the students’ interests.
Considering that the implementation of CBI can be classified into three models, the reading instructional materials of this study refer to the third model of
CBI, namely theme-based model. The objective of theme-based model which is to develop the students English competence becomes the basis in designing the reading
materials for the tenth grade students of SMA BOPKRI I Yogyakarta. Besides, the subject matter content used in the reading instructional materials also reflects the
characteristic of theme-based model as it has been stated in the elaboration of theme- based model above. Moreover, the reading instructional materials are intended for the
students in EFL contexts.
5. The Framework for Implementing Content-Based Instruction
