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.