Formulating Goals, Topics and General Purposes

needed 90 minutes time allocation for each meeting since the students spent more time to read the materials. Here, the researcher was to develop learning activities and experiences. Moreover, the researcher prepared three sections to help students understand the reading materials. Those are pre-reading activity, whilst reading activity, and post reading activity. The detailed were as follows. 1. Pre-reading activity This section aimed to stimulate students’ background knowledge through several questions related to the topic of the passages or dialogs. In addition, the questions involved difficult vocabulary from the passages or dialogs. The difficult vocabulary was to be underlined to make the students easier to find the meaning. Here the students were to make prediction of what the meaning of the underlined word was. Therefore, the students were ready to discuss the detail of the passages or dialogs. 2. Whilst reading activity This section consisted of passages, dialogs, memo, and business letters. The activities in this section used Interactive Model as a basis to develop the materials. As the researcher stated before, Interactive Model is the combination of bottom-up and top down process. 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 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 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. In addition, the students were to answer several Wh- questions and true false questions based on the passages given. The students also were to make application letter and give a correct respond to an order letter. This activity helped the students understand passages easier and helped the students to know how to make an application letter and order letter. 3. Post reading activity The students were to ask some questions based on their understanding from the previous sections. This section aimed to measure whether the students understand the lesson or not.

E. Selecting Teaching and Learning Activities and Resources

In this research, the researcher selected teaching learning activities based on the Research and Information Collecting. The development and the variation of the designed materials were very important to avoid the monotonous which result boredom. The materials were designed based on the facts revealed in the questionnaires distributed to the tenth grade students of SMK BOPKRI 1 Yogyakarta and interviewed the English Teachers of SMK BOPKRI 1 Yogyakarta. The tasks accomplished in the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 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