7 Tax Function for Indonesia
- 8
The Controversy of National Exam 47
9 Atomic Bomb
28 10
ASEAN-China Free Trade Area ACFTA 21
11 Circular Flow of Income
- 12 Prehistoric
Life 5
Based on the results of the interview and questionnaires stated above, the learners’ needs, interests, and lacks were successfully discovered. The learner’s needs
are the learning activities that involve integrated skills, the authentic reading materials, the pre-reading activities that can lead the students to the main activities,
and the effective study skills. Meanwhile, the learner’s interests are the reading materials which related to solar storm and global warming. Furthermore, the learners’
lack is the limited vocabulary. Thus, the results were used to design the realistic and relevant instructional reading materials using CBI for the tenth grade students of
SMA BOPKRI I Yogyakarta.
2. Determining Goals and General Purposes
After conducting the needs survey, the writer determined the goals and general purposes by referring to School-Based Curriculum KTSP, the curriculum
that is currently used by the schools in this country. The KTSP was used so that the instructional reading materials were in line with the curriculum that was formulated
by the government. Thus, the goals and general purposes were based on Competence
Table 4.1: The Summary of the Interesting Topics Based on the Students’ Opinions
Standard and Basic Competence in KTSP. According to KTSP, the goal or Competence Standard of reading skills for the tenth grade students is to understand
the meanings of short functional texts and simple essays in the form of narrative, report, descriptive, and news item in daily life contexts in order to access knowledge.
Meanwhile, the general purposes or Basic Competence of reading skills for the tenth grade students is to respond to the meaning and the rhetorical steps of simple essays
accurately, fluently, and acceptably in daily life contexts in order to access knowledge in the form of narrative, report, descriptive, and news item texts.
3. Listing and Organizing Subject Contents
After the competence standard and the basic competence had been determined, the writer started to select and organize the contents which were used in
the reading instructional materials. To accomplish this step, the writer employed some steps of the Six-T’s Approach, namely establishing contents, selecting possible
threads, and organizing the contents. Below is the elaboration of the steps of the Six- T’s Approach that is used in this step.
a. Establishing the Contents
The contents itself consist of themes, texts, and topics. Furthermore, considering that CBI is the integration of a particular content – both educational and
informational contents − with language-teaching objectives in which it aims at the
improvement of students’ language competence, the writer restricted the contents which were related to the students’ subject matter classes, such as physical science
subjects, economy, and history, and the informational contents. Afterwards, the selection of the contents was done by referring to the results of the needs survey on
the students’ opinion about the interesting topics in learning reading. In addition, internet and some educational books were used as the reference to establish the
contents. To see the results of establishing the contents, please see Appendix E.
b. Selecting Possible Threads
Based on the contents that had been selected, the writer created the threads that connected coherence ideas among the themes. The threads were created in order
to link each theme unit. Therefore, awareness and responsibility were chosen as the threads to connect the each theme units. Here is the description of the threads:
Themes Threads
Astronomy •
Responsibility to save energy to fight against global
warming. •
Awareness
on why we should persuade people to save energy.
Global Warming •
Responsibility to save energy to fight against global
warming. •
Awareness on why we should persuade people to
save energy. Education
•
Responsibility to know the condition of education in
this country. •
Awareness on why education is important.
World War II •
Responsibility to know important events in the past
that have changed the world. •
Awareness on how war is not a right way to achieve
peace. International Trade
•
Responsibility to support Indonesia economy.
•
Awareness on how to face the globalization era.
Table 4.2: the Description of the Threads in the Designed Materials
c. Sequencing the Contents
After the themes, texts, topics, and threads had been established, the writer organized the themes, texts, and topics into an appropriate order. The organization of
the themes, texts, and topics was done based on the level of difficulty possessed by its texts. Therefore, the result of organizing the contents can be seen in Appendix F.
4. Specifying Learning Objectives
The next step to accomplish was formulating the learning objectives in each theme unit. The writer, then, formulated indicators as the learning objectives in which
they were used to measure whether the students had achieved the competence standard and basic competence in each theme unit. Therefore, the presentation of the
learning indicators is presented below.
No Themes Indicators
1
Education Students are able to:
1. identify the word’s meaning within the
context. 2.
identify the specific information of a news item text.
3. make an announcement.
4. express their opinions on the problem related
to the text. 2
Global Warming Students are able to:
1. identify the word’s meaning within the
context. 2.
identify the specific information of a report text.
3. identify the specific information of a news
item text.
4. express their opinions on the problem related
to the text. 5.
make a poster. 3
Astronomy Students are able to:
1. identify the word’s meaning within the
context. 2.
identify the specific information of a descriptive text.
3. identify the specific information of a news
item text. 4.
express their opinions on the problem related to the text.
4
International Trade Students are able to:
1. identify the word’s meaning within the
context. 2.
identify the specific information of a news item text.
3. make a short descriptive essay.
4. express their opinions on the problem related
to the text. 5
World War II Students are able to:
1. identify the word’s meaning within the
context. 2.
identify the specific information of a narrative text.
3. make a short descriptive essay.
4. make a short narrative essay.
5. Selecting TeachingLearning Activities
