students’ statement in the interview. “The things that were discussed were the content of the text and some difficult words, the questions and the answers as well.
We questioned the reason of correct and incorrect answer .” See Appendix 14,
Q4, S-De. The discussion was conducted in English. The researcher invited the students to share their understanding of answering the questions and tell the
reason why certain answer was considered as correct or incorrect by finding the clues from the text.
3. Authentic Task
Authentic task involves cognitive domain challenging in the complicated real- world task that must be performed Chapelle as cited in Egbert Hanson-Smith
1999, 101. Authentic task in this study involve learner-teacher interaction. Learner-teacher interactions appeared in the Presentation Section and post activity
in Mytext Exercise. In Presentation Section, teacher explained the material for the students and guided them to read the reading text aloud.
In Mytext exercise students were instructed to make role play script and acted it out. The activities conducted in Presentation Section and Mytext Exercise such
as involving the students to do discussion, reading aloud the text, writing role play script and act it out were kind of simulation of real life activity. Simulation of real
life activity was defined as the concept of authentic task according to Egbert 1999. This activity was the description of the third pedagogical aspect PA3
involving the learners to the authentic task. PA3 appeared in three statements including number 8, 9, and 10. The result mean was 3.95. The students gave
examples of the implementation of materials in designed learning model with their
real life. “For example when we are reading English magazines we can applied the reading strategies that was taught from Interactive PowerPoint
.” See Appendix 14, Q3, S-Ce.
4. Producing Varied and Creative Language
In attempt to do the authentic task through the designed learning model, learners were exposed and encouraged to produce varied and creative language.
This was the fourth pedagogical aspect PA4 appeared in statement number 17 and 18 4.15. To produce varied and creative language, it involved receptive and
productive skills Egbert 1999. The focus of this study was reading skill. However, it did not mean that the other language skills were not involved. The
learning model was designed not only to stimulate students reading skill but also other language skills. This statement appeared in the user’s questionnaire in
question number 17. Among 25 students agreed that they learn reading skill and other language skills through the designed learning model.
The main activity focused on reading skill while pre activity and post activity involved other language skills such as speaking such as discussion and role play
and writing such as Mytext exercise. A thoughtful and well-designed learning model is potential to awaken creative language Huh, as edited in Egbert and
Hanson-Smith, 2007: 221. Most of the user considered the designed learning model was well-designed. It appeared in the question number 2 which stating that
learning reading through Interactive PowerPoint Application was more interesting 4.38. High interest toward the designed learning model indicated that the
learning model was well-designed.
5. Feedback
