Listing the Subject Content
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.
4. Students are to answer the questions
related to the dialog. 5.
Students are to choose the odd words from group of words.
6. Students are to write the amount of money
in sentences.
Units Topics
Tasks
4 Camping
1. Students read the dialogue and complete
the missing words by choosing the correct answer provided.
2. Students are to answer the questions given
related to the dialog. 3.
Students answer true or false questions. 4.
Students complete the missing words from each sentence.
5. Students are to do a simple game named
“words spell.” 6.
Students arrange the jumbled words into good sentences.
7. Students identify sentences taken from two
pictures 5
Job 1.
Students are to choose their expectation from working and state their reason.
2. Students are to choose the correct words to
support the dialogue. 3.
Students answer the questions given related to the topic.
4. Students are to answer true or false
questions. 5.
Students put a check toward the job they like and state their opinion about it.
6 Memo
1. Students read and complete the missing
words from the sentences about memo. 2.
Students are to make a list of the missing words and write down the correct spelling.
3. Students are to answer the questions given
related to the memo. 4.
Students are to answer true or false questions.
5. Students are to complete a note on a memo
form 7
Application Letter 1.
Students are to read and complete the missing letters from application letter
2. Students are to answer Wh- the questions
given related to the application letter 3.
Students are to answer multiple choice questions.
4. Students are to complete the missing words
from the text. 5.
Students are to complete the missing letters from the text.
Units Topics
Tasks
8 Business Letters
1. Students are to read and complete the
missing words from the order letter. 2.
Students are to answer the questions given related to the order letter.
3. Students are to complete the missing words
of a complaint letter using the answers provided.
4. Students are to label the picture using the
clues provided. 5.
Students are to make business letters using requirements provided.
In this step, the researcher adapted Kemp’s step Evaluating Materials step
as the realization of RD. However, the designed materials were to be improved. Therefore, the researcher planned to evaluate the designed materials by
distributing the questionnaires and the instructional materials to the respondents. The respondents were two English Teachers of SMK BOPKRI 1 Yogyakarta and
three English Lecturers of English Education Program of Sanata Dharma University. The researcher hoped the respondents gave feedback, comments, and
suggestions, and evaluation. Therefore the researcher could revise and present the final version of the designed materials.