Stating the Learning Objectives
form of team work such as pair work and group work without ignoring individual task. The activities in the instructional reading materials were in
a form of Cloze Procedure. Cloze Procedure aimed to support the instructional materials
which is developed based on Interactive Model. As the researcher stated before, Interactive Model is the combination of bottom-up and top down
process. Thus, the selected microskills and microskills criteria were combined to design the reading materials. Those criteria were as follows.
Table 4.7 The combination of microskills and macroskills criteria No
Microskills Macroskills
1 Recognize a cord of words and
interpret word order, pattern and their significance.
Recognize the rhetorical forms of written
discourse and
their significance interpretation
2 Recognize grammatical word classes
nouns, verb, etc systems e.g. tense, agreement, pluralization, patterns,
rules, and elliptical forms Infer context that is not explicit by
using background knowledge
3 Recognize that a particular meaning
may be expressed in different grammatical forms
Distinguish between literal and implied meaning
Next, the students completed missing letters and words from the text and dialog based on the topic of each unit. Here, the students bottom-
up model. In order to find the missing words and letters, the students have to read the complete sentences or the whole passages. Here, the students
apply top down model. Those activities aimed to give a clear comprehension of both literary and meaning. Therefore, in one passage
bottom-up and top down model are combined to make the students understand the passage efficiently and effectively. Some research on
second language acquisition defends cloze testing as an integrative PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
measure not only of reading activity but also of other language ability Oller, 1973, 1976, 1979. Moreover, cloze tasks had many variations in
form to avoid boredom in reading. In addition, individu
al task was used to generate students’ ideas and thought as well as to evaluate their own performances. Furthermore,
basic pair work and group work were applied to increase students’ interaction and collaboration. The students had to exchange and share their
ideas to their different partners so that the students could also learn how to negotiate, comprehend and identify the correct words of each task. As a
result, students could obtain benefit from their partners’ experiences.
Table 4.8 Reading Materials Blueprint Units
Topics Tasks
1 My New School
1. Students read the dialogue and complete
the missing letters from the sentences. 2.
Students are to make a list of the missing letters and find the meaning.
3. Students answer the questions given related
to the topic. 4.
Students arrange sentences into a good paragraph.
5. Students read a paragraph and complete the
missing letters. 2
Home Sweet Home 1.
Students read a letter and choose the correct words to support the paragraph.
2. Students are to answer the questions given
related to the topic. 3.
Students are to match passages with the titles given.
4. Students are to label the picture with the
correct corresponding items provided. 3
At the Market 1.
Students read a paragraph and complete the missing letters from the sentences
2. Students are to answer questions given
related to the story. 3.
Students are to read and complete the missing words from the dialogue.