plagiat merupakan tindakan tidak terpuji engl ish ... fileiv sand and stone a story tells that two...

ENGLISH INSTRUCTIONAL READING MATERIALS USING

INTERACTIVE MODELS FOR THE TENTH GRADE STUDENTS

OF SMK BOPKRI 1 YOGYAKARTA

A THESIS

Presented as Partial Fulfilment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By:

Katarina Atik Andriyani

Student Number: 031214149

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2009

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i




A THESIS

Presented as Partial Fulfilment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By:


Student Number: 031214149

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2009


iv

Sand and Stone

A story tells that two friends were walking through the desert. During some

point of the journey they had an argument, and one friend slapped the other one

in the face. The one who got slapped was hurt, but without saying anything,

wrote in the sand: "TODAY MY BEST FRIEND SLAPPED ME IN THE

FACE."

They kept on walking until they found an oasis, where they decided to take a

bath. The one, who had been slapped, got stuck in the mire and started

drowning, but the friend saved him. After the friend recovered from the near

drowning, he wrote on a stone: "TODAY MY BEST FRIEND SAVED MY

LIFE."

The friend who had slapped and saved his best friend asked him, "After I hurt

you, you wrote in the sand and now, you write on a stone, why?"

The other friend replied: "When someone hurts us, we should write it down in

sand where winds of forgiveness can erase it away. But, when someone does

something good for us, we must engrave it in stone where no wind can ever erase

it."

LEARN TO WRITE YOUR HURTS IN THE SAND, AND TO CARVE

YOUR BENEFITS IN STONE

(UNKNOWN)

I dedicate this thesis to God, my family,

my boyfriend, and for my friends


vii

ABSTRACT

Andriyani, Katarina Atik. 2009. English Instructional Reading Materials Using Interactive Models for the Tenth Grade Students of SMK BOPKRI 1.Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Reading is one of important skills in learning English. In school, reading is

used as a media to facilitate teaching learning activities and increase the result of academic learning. In fact, students often find that reading is difficult. Therefore, this study attempts to design reading materials using Interactive Models. Interactive Models combine both bottom-up and top down models. This reading strategy is believed to help the students comprehend reading passages effectively.

This research was conducted to design English Instructional Reading Materials using Interactive Models for the Tenth Grade students of SMK BOPKRI 1 Yogyakarta. There were two problems in this research. The first is how a set of English Instructional Reading Materials using Interactive Models is designed. The second is what a set of English Instructional Reading Materials using Interactive Models looks like.

To answer the research questions, the researcher adapted Kemp’s Model as the realization of R&D cycle (Research and Development Method). To answer the first research question, the researcher adapted Kemp’s Model. There were seven steps applied by the researcher. The first step was obtaining learners’ characteristics. The second was formulating goals, topics and general purposes. The third step was stating the learning objectives. The fourth step was listing the subject contents. The fifth step was selecting teaching learning activities. In this step, the researcher developed the reading materials using Interactive Models. The sixth step was conducting evaluation survey and the last step was revising the materials.

To develop the designed materials, the researcher distributed questionnaire to 71 students of SMK BOPKRI 1 Yogyakarta and interviewed 2 English Teachers of SMK BOPKRI 1 Yogyakarta. After designing the material, the researcher distributed questionnaires to obtain opinions, suggestions and comments from the respondents toward the reading materials. The respondents consisted of two Lecturers of English Language Education Study Program Sanata Dharma University, two English Teachers of SMK BOPKRI 1 Yogyakarta and one English Teacher of SMK N 4 Klaten. Next, after the researcher obtained the evaluation from the respondents, the researcher analyzed the data. The result of the data analysis showed that the designed materials were acceptable since the mean was 3.53 on a scale of 1- 4.

To answer the second research question, the researcher presented the final version of the designed materials. The final versions of the designed materials are presented after making some revisions based on the comments, critics and suggestions from the respondents. The designed materials consisted of eight units. Those eight units were: “My New School”, “Home”, “Market”, “Camping”, “Memo”, “Job”, Application Letter”, and “Business Letter”. Each unit contains three parts, namely: Let’s Begin, Let’s Practice, and Let’s Finish the Lesson.

Finally, the researcher hopes that the designed materials will be useful for students to improve their reading skill and for teachers to be applied in teaching learning process, especially to teach reading. The researcher also hopes that the designed materials will inspire other researchers or instructors to develop the designed materials from different point of view.


viii

ABSTRAK

Andriyani, Katarina Atik. 2009. English Instructional Reading Materials Using Interactive Models for the Tenth Grade Students of SMK BOPKRI 1.Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Membaca (reading) merupakan salah satu keahlian dalam pembelajaran Bahasa Inggris. Di sekolah, reading merupakan salah satu media belajar mengajar untuk meningkatkan nilai akademik. Kenyataanya, siswa seringkali mengalami kesulitan dalam untuk memhami bacaan. Oleh sebab itu, penelitian ini bermaksud untuk merancang seperangkat materi reading dengan menggunakan Interactive Models. Interactive Models ini merupakan penggabungkan antara bottom-up dan top down model. Reading strategy ini dipercaya memudahkan siswa dalam memahami bacaan dalam Bahasa Inggris secara efektif.

Penelitian ini dilaksanakan untuk merancang seperangkat materi reading dengan menggunakan Interactive Model untuk siswa kelas sepuluh di SMK Bopkri 1 Yogyakarta. Ada dua masalah yang dibahas dalam studi ini. Pertama, bagaimana seperangkat materi pembelajaran reading dengan menggunakan Interactive Model dirancang. Kedua, bagaimanakah bentuk seperangkat materi reading tersebut?.

Untuk menjawab pertanyaan tersebut, penulis mengadaptasi Kemp’s model sebagai realisasi dari metode lingkaran R&D (Research and Development). Untuk menjawab pertanyaan pertama, penulis mengadaptasi Kemp’s Model. Ada tujuh langkah yang diterapkan oleh penulis. Langkah pertama adalah mencari karakteristik siswa. Langkah kedua adalah menetapkan topik dan tujuan umum. Langkah ketiga adalah menentukan tujuan pembelajaran khusus. Langkah keempat adalah merinci isi materi dan langkah kelima adalah memilih kegiatan pembelajaran dan sumbernya. Dalam langkah ini, penulis merancang materi reading menggunakan Interactive Models. Langkah keenam adalah mengevaluasi materi dan langkah terakhir adalah memperbaiki materi.

Untuk mengembangkan materi yang dirancang, penulis menyebarkan kuesioner kepada 71 siswa SMK BOPKRI 1 Yogyakarta dan mengadakan interview dengan dua guru Bahasa Inggris SMK BOPKRI 1 Yogyakarta. Setelah merancang materi, penulis menyebarkan kuesioner untuk mendapatkan pendapat, saran, dan komentar dari responden. Para responden terdiri dari dua dosen dari jurusan Bahasa Inggris di Universitas Sanata Dharma, dua guru Bahasa Inggris di SMK BOPKRI 1 Yogyakarta dan satu guru Bahasa Inggris SMK N 4 Klaten. Setelah penulis mendapatkan evaluasi dari responden, penulis menganalisa data tersebut. Hasil dari data analisis tersebut menunjukkan bahwa materi yang dirancang sesuai dan dapat diterima karena nilai rata-ratanya adalah 3.53 pada skala 1-4.

Untuk mejawab pertanyaan kedua, penulis mempersembahkan versi materi akhir yang telah dirancang. Rancangan materi akhir tersebut dipersembahkan setelah melakukan beberapa revisi berdasarkan pendapat, kritik dan saran dari responden. Rancangan materi tersebut terdiri dari delapan unit. Delapan unit tersebut adalah: “My New School”, “Home”, “At the Market”, “Camping”, “Memo”, “Job”, Application Letter”, and “Business Letter”. Setiap unit terdiri dari tiga bagian, yaitu: Let’s Begin, Let’s Practice, and Let’s Finish the lesson.

Akhirnya, penulis berharap rancangan materi ini dapat berguna bagi para siswa untuk meningkatkan kemampuan mereka dalam reading dan untuk para guru rancangan materi ini dapat diterapkan dalam proses pembelajaran reading. Penulis berharap rencangan materi ini dapat menginspirasi penulis lain dan guru-guru untuk mengembangkan rancangan materi ini dari sisi yang berbeda.


ix

ACKNOWLEDGEMENTS

First of all, I would like to dedicate my deepest gratitude to my Lord the

Almighty for His blessing, greatest love and guidance so that I can accomplish my

thesis. Nothing can be true without His desire. People can only try hard to make

the best choice for my life.

Second, I would like to address my sincere gratitude to my major

sponsor C. Tutyandari, S.Pd., M.Pd., for always guiding and encouraging me

with her valuable advice, supports, critics and suggestions in accomplishing my

thesis. I also would like to address my deepest gratitude to Ch. Lhaksmita

Anandari, S. Pd., M.Ed. as my co-sponsor for giving me suggestions and advice

in completing my thesis. Thank you for both of them for helping me accomplishes

my thesis. Also, I would like to express my deep gratitude to them for being

patient, kind, friendly, nice lecturers for me. I really appreciate their willingness to

guide me to solve problems.

I would like to give my sincere gratitude to all lecturers of English

Language Education Study Program for teaching me many things during my study

here. I would also like to thank my academic advisor Ag. Hardi Prasetyo, S.Pd.,

M.A. for his support and kindness during my study here. I also express my

gratitude to F. Chosa Kastuhandani S.Pd., and Yuseva Ariyani Iswandari,

S.Pd., M.Ed. for helping me revise my thesis so that I can accomplish my thesis

well.

I address my gratitude to the headmaster of SMK BOPKRI 1 Yogyakarta

for allowing me to do my research there. I would also like to express my great

appreciation to Drs. C. Suprantiyo and Drs. FX. Sri Suwantoro as English

teachers of SMK BOPKRI 1 Yogyakarta who help me revise my thesis. I would

also express my gratitude to Dra. Indriasrini Listyowati as an English teacher of

SMK N 4 Klaten who helps me revise and evaluate my thesis. I would also like to


x

thank the tenth grade students of SMK BOPKRI 1 Yogyakarta who help me

accomplish my thesis. I have spent beautiful moments with them.

My deepest gratitude is addressed to my beloved mother, Ch. Siti

Haryani who always supports and gives me advice for the sake of my life. I really

thank her for every single prayer and sacrifice to make me obtain Sarjana

Pendidikan Degree. She gives me necessary skills to make my life better. I also

address my sincere gratitude to my beloved father, Andreas Suwandi who is

always patient every time I cope with problems. I really thank both my beloved

parents for their endless love, patience, trust, mental and financial support. I also

thank my lovely sister, Yuliana Andriastuti S.E, who is always patient toward

my attitude. I really thank for her advice, criticism and financial support.

My special deepest gratitude is addressed to my lovely boyfriend, Indra

Bayu Perdana R, S.H, who helps me make the layout of my designed materials. I

really also thank him for his patience, love, faithfulness, support, prayer, and

guidance. He is the greatest inspirations for every single thing I do in my life. He

makes my life very colorful and very meaningful. He helps me open my eyes and

heart to choose the best thing to get a better life. He is the one who always listens

to me when I feel stressed and depressed during the process. He is my savior. I

also thank him for very wonderful moments we have spent together.

I would also like to address my sincere gratitude to my best friends,

Melon, Nina, Priska, Kiki, Titik, Urie, Dono, Siwi, Palupi, Upik, Deni, Timur,

Cipok, Gendut, Dudung, Rinma for their help, support and prayer. I also thank

Rika, Wati, Bekti, Didi, Sabrin, Diksa, Janah, Inyong, De’na, Nita, and Vina,

for their support and patience. My gratitude also addressed to those whom I

cannot mention by names, I would like to thank them for their support, guidance,

and encouragement. Thank you all.



xi

TABLE OF CONTENTS

Page

TITLE PAGE ............................................................................................ i

APPROVAL PAGES ................................................................................. ii

DEDICATION PAGE ................................................................................ iv

STATEMENT OF WORK’S ORIGINALITY .......................................... v

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ........................... vi

ABSTRACT ............................................................................................... vii

ABSTRAK ................................................................................................... viii

ACKNOWLEDGEMENTS ....................................................................... ix

TABLE OF CONTENTS ........................................................................... xi

LIST OF FIGURES ................................................................................... xv

LIST OF TABLES ..................................................................................... xvi

LIST OF APPENDICES ............................................................................ xvii

CHAPTER I: INTRODUCTION ................................................................ 1

A. Research Background .......................................................................... 1

B. Problem Formulation ........................................................................... 4

C. Problem Limitation .............................................................................. 4

D. Research Objectives ............................................................................. 4

E. Research Benefits ................................................................................. 5

F. Definition of Terms .............................................................................. 5

CHAPTER II: LITERATURE REVIEW ................................................... 8

A. Theoretical Description ........................................................................ 8

1. Kemp’s Model .............................................................................. 9

2. Reading ........................................................................................ 12


xii

3. Models of Reading Processes ....................................................... 14

a. Interactive Models ................................................................. 14

b. Bottom –up model ................................................................. 16

c. Top down model .................................................................... 18

4. Cloze Procedure ............................................................................ 20

a. Fixed-ratio deletion ................................................................ 21

b. Rational deletion .................................................................... 21

c. C-test procedure ..................................................................... 21

d. Cloze-elide procedure ............................................................ 22

5. SMK BOPKRI 1 Yogyakarta ......................................................... 22

B. Theoretical Framework ........................................................................ 24

CHAPTER III: METHODOLOGY ............................................................ 28

A. Research Method ................................................................................. 28

1. Conducting Research and Information Collecting ........................ 28

a. Collecting Information about the Theories ............................ 29

b. Collecting Information about the Learners ............................ 29

2. Conducting Planning ..................................................................... 30

3. Developing Preliminary Form of Product..................................... 30

4. Conducting Preliminary Field Testing .......................................... 31

5. Presenting Main Product Revision................................................ 31

B. Research Participants ........................................................................... 31

1. Conducting Research and Information Collecting ........................ 32

2. Conducting Preliminary Field Testing .......................................... 32

C. Research Instruments ........................................................................... 32

1. Interviews ...................................................................................... 32

2. Questionnaires............................................................................... 33

D. Data Gathering Techniques .................................................................. 34

E. Data Analysis Techniques .................................................................... 35

1. Interview ....................................................................................... 35

2. Questionnaires............................................................................... 35

F. Research Procedures ............................................................................ 39

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION ................ 42

A. Conducting Need Survey ..................................................................... 42

1. Data Presentation .......................................................................... 42

a. The results of questionnaire for students ............................... 43

b. The result of interview the English teachers .......................... 45


xiii

B. Formulating Goals, Topics, and General Purposes .............................. 47

1. Goals ............................................................................................. 48

2. Topics ............................................................................................ 48

3. General Purposes .......................................................................... 49

C. Stating the Learning Objectives ........................................................... 49

D. Listing Subject Content ....................................................................... 50

1. Pre-reading activity ........................................................................ 51

2. Whilst reading activity ................................................................... 51

3. Post reading activity ....................................................................... 52

E. Selecting Teaching and Learning Activities and Resources ................ 52

F. Conducting Evaluation Survey ............................................................ 56

1. The Description of the Respondents ............................................. 57

2. Data Presentation .......................................................................... 57

3. Respondents’ comments on the Designed Materials .................... 59

G. Revising the Materials ......................................................................... 60

1. Response to the Respondents’ Evaluation .................................... 60

2. The Presentation of the Designed Materials ................................. 62

CHAPTER V: CONCLUSIONS AND SUGGESTIONS .......................... 63

A. Conclusion ........................................................................................... 64

B. Suggestions .......................................................................................... 65

REFERENCES ............................................................................................ 66

APPENDICES

Appendix A: Letters of Permission ............................................................ 69

Appendix B: Gambaran Umum Materi ...................................................... 72

Appendix C: Questionnaire of Research and Information Collecting for

Students .................................................................................. 77

Appendix D: Interview of Research and Information Collecting

for Teachers ........................................................................... 80

Appendix E: Questionnaire for Feedback Gathering ................................. 82


xiv

Appendix F: Syllabus ................................................................................. 89

Appendix G: Lesson Plans ......................................................................... 95

Appendix H: Presentation of the Materials ................................................ 120


xv

LIST OF FIGURES

Page

Figure 2.1 Kemp’s Model of Instructional Development……..………….........

Figure 2.2 Interactive Approach to Reading…………………………….........

Figure 2.3 Bottom-up model…………………………………………………...

Figure 2.4 Top down model……………………………………………………

Figure 2.5 The Adapted Instructional Design Model.…………………………

Figure 3.1 The Adapted Instructional Design Model …………………………

12

15

17

18

27

28


xvi

LIST OF TABLES

Page

Table 3.1. The presentation of assessing respondents’ opinion

using Likert scale ............................................................................. 36

Table 3.2 The presentation of eachers’ opinion

about the designed materials ........................................................... 37

Table 3.3 The format of the presentation of product evaluation results ......... 37

Table 4.1. The Result of Questionnaire for Students ...................................... 43

Table 4.2. The Result of Interviewing English Teachers ................................ 45

Table 4.3. The Adapted Goals from the syllabus of SMK BOPKRI 1 ............. 48

Table 4.4. Topics .............................................................................................. 48

Table 4.5. General Purposes............................................................................. 49

Table 4.6. Stating the Learning Objectives ...................................................... 49

Table 4.7 The combination of microskills and makroskills criteria................. 53

Table 4.8 Reading Materials Blueprint ........................................................... 54

Table 4.9. The Description of Preliminary Field testing Respondents ............ 57

Table 4.10. The Results of the Preliminary Field Testing Questionnaire ....... 58

Table 4.11. The Topics, the Titles, the Sections and Subsections of the

Designed Materials ....................................................................... 61


xvii

LIST OF APPENDICES Page

Appendix A: Letters of Permission ............................................................. 69

Appendix B: Gambaran Umum Materi ........................................................ 72

Appendix C: Questionnaire of Research and Information Collecting

for Students ................................................................................. 77

Appendix D: Interview of Research and Information Collecting

for Teachers ................................................................................ 80

Appendix E: Questionnaire for Feedback Gathering .............................. 82

Appendix F: Syllabus ...................................................................................... 89

Appendix G: Lesson Plans ............................................................................ 95

Appendix H: Presentation of the Materials ............................................... 120


1

CHAPTER I

INTRODUCTION

This research is intended to design a set of instructional reading materials

using Interactive models. This chapter discusses the research background,

problem limitation, problem formulation, research objectives, research benefits,

and definitions of terms.

A. Research Background

Reading is one of the most important things to keep up with up-to-date

technology and the latest news. People read books, advertisements,

newspapers, messages and the like. Therefore, reading becomes a learning

media either in schools or outside schools. In other words, reading is needed

everywhere. In school, for instance, reading is used as a media to facilitate

teaching learning activities or to increase the results of academic learning.

Furthermore, reading gives us several advantages to improve our personal

competence. Therefore, we will not be a person who lacks of information.

Reading is very important especially for students to achieve their

academic result. However, teachers often find that students have difficulties in

reading. Reading often makes students feel so bored and sleepy. Looking from

the students‟ behaviour toward reading subject then such question arises. First,

why does that kind of situation appear? Second, why do they feel bored or

even sleepy when reading in a reading class?


2

There are some factors influencing the learning process toward reading

subject such as reading strategy, vocabularies, passages, types of text, and

students‟ self motivation toward reading itself. Those are the factors that

play important roles in influencing students‟ difficulties toward reading

subject. Based on the researcher‟s experience, when the researcher taught in

SMK BOPKRI 1 Yogyakarta, she found out that it was difficult to teach

reading. The researcher asked the students why they were less motivated

primarily in reading subject. As a result, most of them answered that the

reading strategy was not interesting.

The most common way to comprehend reading passages is finding

difficult vocabulary and searching for the meaning. Therefore, here the

researcher is interested in one reading strategy called Interactive Models.

Interactive Models combine both bottom up and top down models. Bottom-

up model views reading as a process of decoding written symbols into their

aural equivalents in a linear fashion (Anderson, as edited by Nunan, 1999).

Top-down models views one begins with a set of predictions about the

meaning of the text and then selectively samples the text to determine

whether or not one‟s predictions are correct (Anderson, as edited by Nunan,

1999). Here, the researcher would like to design a set of reading

instructional materials using Interactive Models.

Interactive Models combine both bottom-up and top-down models.

Murtagh (1989) stresses that the best second language readers are those who

can „efficiently integrate‟ both bottom-up and top-down processes (p. 102).


3

Furthermore, Nuttal (1996) compares bottom-up processes with the images

of a scientist with a magnifying glass or microscope examining all the

minute details of some phenomenon while top-down processing is like

taking an eagle‟s eye view of a landscape below. Here, bottom-up process is

viewed as a process to get meaning by recognizing the printed letters and

words, and develop a meaning for a text from the smallest textual unit at the

„bottom‟ (letters and words) to larger and larger units at the „top‟ (phrases,

and clauses). Top-down process, however, is viewed as an active reading

process. The readers are to make predictions and find out the information in

which the reader‟s prior knowledge plays a significant role in this process.

Later, both bottom-up and top-down are combined to make the reading

process more effective.

Furthermore, the researcher would like to describe how the Interactive

Models are implemented. For instance, the teacher gives students a passage

and then the teacher provides some questions to develop the students‟

background knowledge which include the important vocabularies from the

text. Next, the researcher provides passages with blank words and alphabets

of some words are eliminated. Then, the students are to find the missing

words and letters, in this case the students apply 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.

Therefore, in one passage bottom-up and top down model are combined to

make the students understand passages effectively. Looking from the


4

combination of bottom-up and top-down approach, therefore the researcher

would like to design a set of English instructional reading materials using

Interactive Models for the tenth grade students of SMK BOPKRI 1

Yogyakarta.

B. Problem Formulation

Considering the research background, the problems are formulated as follows:

1. How is a set of English instructional reading materials using Interactive

Models for the tenth grade students of SMK BOPKRI 1 Yogyakarta

designed?

2. What does the designed set of English instructional reading materials

using Interactive Models for the tenth grade students of SMK BOPKRI 1

Yogyakarta look like?

C. Problem Limitation

The focus of this research is on designing a set of instructional reading

materials based on Interactive models. This research is limited only to the

tenth grade students of SMK BOPKRI 1 Yogyakarta. This research also limits

itself only in designing a set of English instructional reading materials using

Interactive Models for the tenth grade students of SMK BOPKRI 1

Yogyakarta.

D. Research Objectives

This research attempts to answer the problem formulation as follows.


5

1. To describe how a set of English instructional reading materials for the

tenth grade students of SMK BOPKRI 1 Yogyakarta is designed.

2. To present a set of English instructional reading materials for the tenth

grade students of SMK BOPKRI 1 Yogyakarta.

E. Research Benefits

This research is intended to give benefits for:

1. English Teachers

English teachers of SMK BOPKRI 1 Yogyakarta can use the design to

teach their students or as an alternative material to be taught in class.

2. Students

The designed materials help the students develop their reading ability.

3. Other researchers

They can learn from this thesis how to design a set of English instructional

reading materials, how to select materials that match to the needs of the

tenth grade students of SMK BOPKRI 1 Yogyakarta and how to

reconstruct the materials.

F. Definition of Terms

1. Reading

According to Mitchell (1982: 1), reading can be defined as the ability

to make sense of written or print symbols. Nunan (1991) said that reading

is a fluent process of readers combining information from a text and their


6

background knowledge to built meaning. In this research, reading means

understanding the meaning of texts or passages in which vocabulary and

reader‟s prior knowledge are taken into account.

2. Strategy

In this research, the term „strategy‟ refers to language learning

strategy. According to Anderson as edited by Nunan (2003, p.77), strategy

can be defined as conscious actions that learners take to achieve desired

goals or objectives. In addition, Cohen (1998, p.68) writes language

learning strategies are the conscious thoughts and behaviour used by

learners with the explicit goals of improving their knowledge and

understanding of a target language. In this research, strategy defines as

series of actions to achieve particular goal in target language.

3. Interactive models

Interactive Models combine bottom-up and top-down model.

Interactive Models combine elements of both bottom-up and top-down

model assuming “that a pattern is synthesized based on information

proposed simultaneously from several knowledge sources”(Stanovich,

2000). In this research, Interactive Models define as a way to combine

vocabularies and reader‟s prior knowledge through reading

comprehension.

4. Bottom-up

Bottom-up model views reading as a process of decoding written

symbols into their aural equivalents in a linear fashion (Anderson, as


7

edited by Nunan, 1999). Moreover, according to Swaffar (1991), bottom-

up model focuses on the surface of language features such as letters,

words, and individual sentences in order to understand a reading text. In

this research, bottom up model focuses on the surface of language features

such as letters, words and individual sentences.

5. Top-down

Top-down model views one begins with a set of hypothesis or

predictions about the meaning of the text one is about to read and then

selectively samples the text to determine whether or not one‟s predictions

are correct (Anderson, as edited by Nunan,1999). According to Swaffar

(1991), top down model focuses on students‟ background knowledge in

order to understand a reading text. In this research, top down model

focuses on students‟ background knowledge in order to understand a

reading text.


8

CHAPTER II

THEORETICAL REVIEW

This chapter discusses the theories underlying this research. There are two

major points of discussion. The first deals with the theoretical description that

covers five main points, namely Kemp’s Model, reading works of literature,

models of reading processes, and Cloze procedure SMK BOPKRI 1 Yogyakarta.

Second, the researcher describes the theoretical framework employed in designing

English instructional reading materials using Interactive Models.

A. Theoretical Description

This part explains the theories related to Kemp’s Model, model of

reading processes called Interactive Model, reading works of literature, and

vocational high school students. The theories related to Kemp’s model help

the process of designing materials and providing an illustration of how the

instructional materials should be presented. The theories related to reading

provide information about the importance of reading skills for the tenth

grade students of SMK BOPKRI 1 Yogyakarta. Next, the theories related to

the model of reading processes called Interactive Models. This section

provides information about what Interactive Model is. Thus, those theories

are discussed as follows.


9

1. Kemp’s Model

Kemp (1977: 8-9) proposes a program development consisting of eight

interdependent elements. These steps of Kemp’s program development are

as follows:

a) Formulating goals, topics and general purposes

The researcher identifies goals and then lists topic for teaching

learning activities. These goals will be derived from three sources:

society, students and content areas. Topics are chosen in this research

within curriculum areas. For each of these the teacher explicitly

expresses the general statements of purposes to achieve goals.

b) Obtaining learner characteristics

The researcher identifies the important characteristics of the

students for the design. Knowing their characteristics, the teacher

must obtain information about capabilities, needs and interests. This

information should affect the emphasis on instructional planning,

including the determination of topics and the levels at which topics are

introduced, the choice of sequencing objectives, the depth of

treatments and the variety of learning activities.

c) Stating the learning objectives

The researcher identifies the learning objectives to achieve in

terms of measurable students’ behaviour outcomes. All objectives

must be stated in terms of activities that will best promote learning.

Objectives tell the students: what goals they must attain, what ideas


10

and skills will be included in the next instruction and what type of

behaviour will be expected during the evaluation.

d) Listing the subject content

The researcher lists the subject content to support specific

objectives. It is chosen according to learning objectives. Kemp offers

four questions in selecting the subject content: What specifically must

be taught or learned in this topic? What facts, concepts, and principles

relate to this topic? What steps are involved in necessary procedures

relating to this topic? What techniques are required in performing

essential skills?

e) Conducting pre-assessment

The researcher develops pre-assessment to determine the students’

background knowledge. In order to plan the learning activities, Kemp

suggests finding out specifically: to what extent each student has

acquired the necessary prerequisites for studying the topic and what

the student may have already mastered about the subject to be studied.

f) Selecting teaching learning activities and resources

The researcher selects teaching learning methods and instructional

resources that will be most appropriate for accomplishing each

objective through subject content. Kemp argues that there is no

formula for matching activities to objectives. Therefore, the teacher

needs to know the strengths and weaknesses of alternative methods

and of various materials. They can make their selection in terms of


11

students’ characteristics and needs that will best serve the objectives

they have established.

g) Coordinating support services

The researcher coordinates the support services that are required to

implement the design plan such as budget, facilities, equipment, and

schedules.

h) Conducting evaluation survey

The researcher makes the evaluation of students’ learning.

Evaluation is needed to control and decide the results of the design

that has been constructed. The teachers are ready to measure the

learning outcomes relating to the objectives that indicate what

evaluation should be. By stating them clearly, teachers have assured

measuring directly what they are teaching. According to Kemp, the

plan is flexible. There is interdependence among the eight elements;

decisions relating to one may affect others. The planners may begin

any step then move back and forth to another steps. The sequence and

order are the planner’s choice. However, they should eventually treat

most of the eight.

i) Revising the materials

After evaluating the materials, the researcher revises the materials.


12

Figure 2.1: Kemp’s Model of Instructional Development (1977: 8-9)

2. Reading

Reading is a fluent process of readers combining information from a text

and their background knowledge to build meaning (Anderson, as edited by

Nunan, 2003). To achieve the goal of reading comprehension, good readers

need to know what to do when they encounter difficulties. Anderson, as

edited by Nunan (2003: 68) states that strategic reading is defined as the

ability of the readers to use a wide variety of reading strategies to

accomplish a purpose for reading. In addition, fluent reading is defined as

the ability to read at an appropriate rate with adequate comprehension

(Anderson, as edited by Nunan, 2003: 68). Therefore, to comprehend text

readers need to integrate background knowledge with the literary text to

Goals, topics

and general

purposes

Learner

characteristi

c

Learning

objectives

Subject

content

Pre-

assesment

Teaching

learning

activities

Support

services

Evaluation

REVISE


13

create the meaning. To achieve the goal, the researcher uses Interactive

Models in designing the reading materials.

In addition, the researcher takes many sources to develop the reading

materials such as magazines, folk tales, newspaper, and other interesting

books as long as it is relevant for the tenth grade students of SMK BOPKRI 1

Yogyakarta and also relevant to the requirement that students should achieve

to develop students abilities in reading. Again, the reading materials do not

limit to such materials that are taken from newspaper, literary works and so

on. Moreover, the topics that are chosen are interesting for the students at

that age.

The materials are divided into three sections: pre-reading activities,

whilst reading activities, and post-reading activities. In the first part, pre-

reading activities, the students are to answer some questions before they read

the reading texts. The researcher provides some questions in which the

questions are to develop the students’ background knowledge. A reader’s

background knowledge can influence reading comprehension (Carrell, 1983;

Carrell and Connor, 1991). However, in those questions involved the

important vocabularies that should be understood by underlining the words.

Levine and Reves (1990) have found that “it is easier for the reader

academic texts to cope with special terminology than with general

vocabulary” (p. 37). The second is whilst reading activities. Here, the

students are to read the reading texts and then answer the questions


14

provided. The third is post-reading activities; here the students are to answer

some questions after discussing the text.

The materials involved in pre-reading activities aim to exploit the

reader’s background knowledge. Whilst reading activities aim to make the

students comprehend the reading passages by obtaining information in the

passages easier. Guessing is primarily needed here to reduce students’

dependence on a dictionary. Post-reading activities is purposed to remind

what the students have learned so far.

3. Models of Reading Processes

There are three models in reading processes: interactive models, bottom-

up, and top-down. The researcher uses interactive model to be used as a

basis in designing the materials.

a. Interactive Models

The Interactive models combine elements of bottom-up and top-down

models assuming that “a pattern is synthesized based on the information

provided simultaneously from several knowledge sources” (Stanovich,

2000: 22). Therefore, word recognition need to be fast and efficient,

however background knowledge is the major contributor to text

understanding as an inference and predicting what will come next in the text.

An interactive approach to reading would include aspects of both intensive

and extensive reading. The readers need to be provided with shorter


15

passages to teach specific reading skills and strategies explicitly. Moreover,

they need to be encouraged to read longer texts without an emphasis on

testing their skills.

Reader background knowledge

Individuals’ letters and sounds

Figure 2.2: Interactive approach to Reading (Anderson, as edited by

Nunan, 2003)

Rumelhart views that the reader makes use of whatever strategies are

needed at a given time (Pehrrson and Robinson, 1985: 6). The reader might

place semantic or syntactic strategies but when necessary will emphasize

visual or auditory strategies. As a consequence, when the text is difficult to

understand and is not highly predictable, a reader tends to read it more

slowly and make greater use of the information.

Out of those models above, Mitchell (1982: 2-3) argues that it is likely

that different people read in different ways. Thus, the strategy depends on

the response they make to the text. Gibson and Levin (1975: 438) state that:

A skilled reader is very selective. Sometimes he skims,

sometimes he skips and sometimes he concentrates. He plans his

strategy ahead, suiting it to his interests, to the materials and to

his purpose, which may entertainment, searching the wants for

job, reading someone else’s text while typing it, cramming for a

quiz, completing a Double-Crostic, to name but few of a million

or so possibilities.

Comprehension


16

Furthermore, the researcher would like to describe how the Interactive

Model is implemented. For instance, students are given a passage, and then

the teacher provides some questions in which the questions are to develop

the students’ background knowledge. However, in those questions involved

the important vocabularies that should be understood by underlining the

words. Next, the researcher provides passages in which alphabets of some

words are eliminated. Then, the students are to find the missing words, in

this case the students apply bottom-up model. In order to find the missing

words the students have to read the complete sentences or the whole

passages. Here, the students apply top down model. Therefore, in one

passage bottom-up and top down model are combined to make the students

understand the passages effectively.

b. Bottom-up model

Bottom-up model consists of lower level reading process. The lower

processes represent the more automatic linguistic process and viewed as

more skill oriented. Bottom-up model suggests that all reading follows a

mechanical pattern in which the reader creates reader piece-by-piece mental

translation of the information in the text, with little interference from the

reader’s background knowledge. Readers start with the fundamental basic

letters and sound recognition, which in turn allow for morpheme

recognition, followed by word recognition, building up to the identification

of grammatical structures, sentences and longer texts. Gaugh cited by

Pehrsson and Robinson (1985: 6) says:


17

The process begins when a reader look at each letter, produces

an equivalent phoneme (sound) for each grapheme (written

symbol that represent a phoneme), synthesizes these into words

and eventually deals with the syntactic structure (sentence, etc)

and meaning intended by the researcher.

When a reader comes to unknown words, he or she can sound out the

word because of the knowledge of the individual units that make up the

word. The blending together of the various sounds allows the reader to move

toward the comprehension.

Comprehension

Figure 2.3: Bottom-up model (Anderson, as edited by Nunan, 2003)

From the process above, the reader employs strategies in the following

orders: visual (look at print), auditory (ascertain sounds) and syntactic

(synthesizes words into sentence). Moreover, Swaffar (1991) states that

there are some factors influencing the relationship between textual meaning

and reader processing. Those factors are as follows.

Bottom-up factors: text and reader

a) Illustrative detail (micropropositions).

b) The surface language features of the text in letters, words, and

individual sentences

c) Reader language proficiency.

In addition, bottom-up model includes microskills criteria for reading

comprehension. As stated by Brown (2004: 187), those microskills criteria

are as follows.


18

1. Discriminate among the distinctive graphemes and orthographic patterns

of English.

2. Retain chunks of language of different lengths in short-term memory.

3. Process writing at an efficient rate of speed to suit the purpose.

4. Recognize a core of words, and interpret word order, pattern and their

significance.

5. Recognize grammatical word classes (nouns, verb, etc.) systems (e.g.,

tense, agreement, pluralization), patterns, rules, and elliptical forms.

6. Recognize that a particular meaning may be expressed in different

grammatical forms.

7. Recognize cohesive devices in written discourse and their role in

signalling the relationship between and among clauses.

c. Top down model

Top-down model begins with the idea that comprehension resides in the

reader. They assume that reading is primarily directed by reader goals and

expectations. The reader uses the background knowledge, makes

expectations and searches the text to confirm or reject the expectations they

have made. The mechanism by which a reader would generate expectation is

not clear, but a general monitoring mechanism may create these

expectations.

Reading begins with Reader’s background knowledge

Figure 2.4: Top-down model (Nunan, 2003)


19

According to Godman as cited by Pehrrson and Robinson (1986: 6), in

this model the readers use strategies on the following orders: semantic

(predict meaning), syntactic (generate anticipated language possibilities to

structure meaning and visual in combination with auditory (confirm

expectation). Moreover, Swaffar (1991) states that there are some factors

influencing the relationship between textual meaning and reader processing.

Those factors are as follows.

1) Top down factors: reader

a) Reader background knowledge (semantic knowledge).

b) Reader perspectives (reading strategies).

2) Top down factors: text

a) Text schema (topic).

b) Text structure (organizational pattern of the information).

c) Episodic sequence (scripts or story grammar).

In addition, top down model includes macroskills criteria for reading

comprehension. As stated by Brown (2004: 187), those macroskills criteria

are as follows.

1. Recognize the rhetorical forms of written discourse and their

significance for interpretation.

2. Recognize the communicative functions of written text, according to

form and purpose.

3. Infer context that is not explicit by using background knowledge.


20

4. From described events, ideas, etc., infer links and connections

between evens, deduces causes and effects, and detect such relations

as main idea, supporting idea, new information, given information,

generalization, and exemplification.

5. Distinguish between literal and implied meaning.

6. Detect culturally specific references and interpret them in a context

of the appropriate cultural schemata.

7. Develop and use a battery of reading strategies, such as scanning,

and skimming, detecting discourse markers, guessing the meaning of

words from context, and activating schemata for the interpretation of

the texts

4. Cloze Procedure

To design the reading instructional materials, the researcher used cloze

tasks procedure. Cloze procedure was one of the most popular of reading

assessment task. Brown says:

“The word cloze was coined by educational psychologists to

capture the Gestalt psychological concept of “closure,” that is the

ability to fill in gaps in an incomplete image (visual, auditory, or

cognitive) and supply (from background schemata) omitted

details.”

Cloze Tasks aimed to help the students understand passages and dialogs

effectively. Moreover, cloze tasks made the text more interesting to read.

There were many variations in Cloze Procedure named fixed-ratio deletion,

rational deletion, C-test procedure and cloze elide procedure. Those five

variations were discussed as follows:


21

a. Fixed-ratio deletion

Typically, every seventh word (plus or minus two)is

deleted.

e.g:

The recognition that one’ feelings of (1)_________ and unhappiness can coexist

much like (2)_______ and hate in a close relationship (3)__________ over

valuable clues on how to (4)_________a happier life.

Taken from Language Assessment Principles & Classroom Practice

b. Rational deletion

Typically, the words are deleted according to the

grammatical or discourse functions of the words.

e.g:

c. C-test procedure

In the C-test, the second half (according the number of

the letters) of every other words is obliterated and the test taker

must restore each word (Klein-Braley & Raatz, 1984; Klein-

Braley, 1985; Dornyei & Katona, 1992).

The recognition that one’ feelings (1)______ happiness (2)_____ unhappiness

can coexist much like love and hate (3)_______ a close relationship may over

valuable clues (4)______ how to lead a happier life.

Taken from Language Assessment Principles & ClassroomPractice


22

e.g:

d. Cloze-elide procedure

In cloze-elide procedure, the words that don’t belong are

inserted.

e.g:

The recognition that one’ feelings of happiness and unhappiness can under

coexist much like love and hate in a close then relationship may over valuable

clues on how to lead a happier with life.

Taken from Language Assessment Principles & ClassroomPractice

5. SMK BOPKRI 1 Yogyakarta

SMK BOPKRI 1 is located in Yogyakarta. This school was built on

January 19, 1967. SMK BOPKRI 1 Yogyakarta has a good physical

environment for teaching learning process. This school is surrounded by

high hedge in which it makes the students feel safe and protected. Moreover,

the location of the school is very strategic since it is near the main road, a

supermarket, a hospital, and the complex of Gajah Mada University.

Therefore, it will be easier for the students to get their needs. Moreover, the

The recognition th_ _ one’ feel_ _ _ _ of happ_ _ _ _ _ and unhapp_ _ _ _ _

can coe_ _ _ _ much li_ _ love a_ _ hate i_ a cl_ _ _ relati_ _ _ _ _ _ may ov_

_ valuable cl_ _ _ on h_ _ to le_ _ a hap_ _ _ _ life.

Taken from Language Assessment Principles & Classroom Practice


23

school has sufficient facilities to support teaching learning process such as

library, computer laboratory, and a room for typing practice. Sure, the

laboratory would much support the students to develop their computer

ability.

There are six classes in SMK BOPKRI 1 namely 1 Akutansi/AK

(accounting class), 1 Administrasi Perkantoran/AP (administration class), 2

AK, 2 AP, 3 AK, and 3 AP. All the six classes are in the ground floor and

the upstairs floors are used for computer laboratory and typing room. In

addition, there is also a teacher room, a Tata Usaha/TU (administration

room), counselling room, and an Usaha Kesehatan Sekolah/UKS room.

The students in SMK BOPKRI 1 are 80% girls. Only 20% of them are

boys. The teaching learning process begins from 07.15 a.m up to 01.10 p.m.

In addition, some rules are made not only for the sake of students but also

the teachers to make the teaching learning process run well.

The materials to be taught must be suitable for the learners’ level since

vocational school students come to their critical age to learn. For

maximizing their critical age, peer group would help them come to activate

their prior knowledge and share their opinion to others. By doing so, they

are hoped to be mature in receiving critic or opinion from others.

According to Hamacheck (1980), there are six important functions of

peer group. First, the students receive more objective feedback from other

member of the group rather than from their parents. Second, peer group is a

useful stabilizer during the period transition. Third, peer group makes the


24

students have the sense of being important to someone outside the family

unit. Fourth, peer group protects the students from coercion that adults are

likely to impose on young people. Fifth, peer group gives opportunity to

practice by doing. The last one, peer group provides and offers an important

source of feedback. Feedback from their peers is somewhat more objective

and honest, that helps them to find the right way on how to present

themselves to others and how they feel about themselves (Hamacheck, 1990:

117-120).

2. Theoretical Framework

In this research, the researcher tries to develop a set of instructional

reading materials that are suitable for the students’ need and interest for the

first semester of first grade vocational school students.

Here, the researcher uses Interactive Models as the basis for designing

the instructional materials. Interactive model combines elements of both

bottom-up and top-down models. In other words, the vocabulary and

learners’ background knowledge were combined to make the students

comprehend the passages easier. It is believed those successful learners are

those who successfully cover both bottom-up and top-down model. The

researcher hopes by using Interactive Model the learner will be easier to

comprehend and understand the materials.

In addition, the researcher adapts Kemp’s model to design the

instructional reading materials. Here, the researcher considers that Kemp’s

model is appropriate to be implemented in designing the materials through


25

reading. Those steps have sequenced steps that help the researcher in

designing the materials. Some selected steps to be used to design the reading

materials are as follows.

a. Obtaining Learner Characteristics. The researcher identifies the

important characteristics of the students for the design. Knowing

their characteristics, the teacher must obtain information about

capabilities, needs and interests. This information should affect the

emphasis on instructional planning, including the determination of

topics and the levels at which topics are introduced, the choice of

sequencing objectives, the depth of treatments and the variety of

learning activities.

b. Formulating goals, topics and general purposes. The researcher

identifies goals and selects topic for developing the materials in

which KTSP curriculum and the result of need analysis are chosen as

a basis.

c. Stating the learning objectives. All objectives must be stated in terms

of activities that will best promote learning. Its purpose is to tell the

students: what goals they must attain, what ideas and skills will be

included in the next instruction and what type of behaviour will be

expected during the evaluation.

d. Listing the subject content. What specifically must be taught or

learned in this topic? What facts, concepts, and principles relate to

this topic? What steps are involved? and what techniques are


26

required in performing essential skills? Those are four questions in

selecting the subject content.

e. Selecting teaching and learning activities. The researcher selects

teaching learning methods and instructional resources that will be

most appropriate for accomplishing each objective through subject

content. Kemp argues that there is no formula for matching activities

to objectives. Therefore, the teacher needs to know the strengths and

weaknesses of alternative methods and of various materials. They

can make their selection in terms of students’ characteristics and

needs that will best serve the objectives they have established.

f. Conducting evaluation survey. The researcher makes the evaluation

of students’ learning. Evaluation is needed to control and decide the

results of the design that has been constructed. The teachers are

ready to measure the learning outcomes relating to the objectives

that indicate what evaluation should be. By stating them clearly,

teachers have assured measuring directly what they are teaching.

According to Kemp, the plan is flexible. There is interdependence

among the eight elements; decisions relating to one may affect

others. The planners may begin any step then move back and forth to

another steps. The sequence and order are the planner’s choice.

However, they should eventually treat most of the eight.

g. Revising the materials

After evaluating the materials, the researcher evaluates the materials.


27

Figure 2.5: The Adapted Instructional Design Model

Obtaining learners’

characteristics

Formulating goals, topics, and

general purposes

Listing the subject contents

Conducting evaluation survey

Stating the learning objectives

Selecting teaching learning

activities and resources

Revising the materials


28

CHAPTER III

METHODOLOGY

This research is intended to design instructional reading materials using

Interactive models. This chapter discusses methods, research respondents,

research instruments, data gathering techniques, data analysis techniques as well

as research procedures.

A. Research Method

This research used Educational Research and Development (R & D)

theories as a basis in conducting the research. Borg and Gall (1983) stated that

Educational Research and Development (R & D) is a process used to develop

and validate educational products. Here, the researcher adapted Kemp’s Model

as the realization of R&D. The figure of the adapted model is as follows.

Figure 3.1 The Adapted Instructional Design Model

Obtaining learners’

characteristics

Formulating goals, topics, and

general purposes

Listing the subject contents

Conducting evaluation survey

Stating the learning objectives

Selecting teaching learning

activities and resources

Revising the materials

Conducting research and

information collecting

Developing preliminary form of

product

Conducting planning

Conducting preliminary field of

testing

Presenting main product revision


29

Some steps in educational research and development (R & D) theories

were as follows.

1. Conducting Research and Information Collecting.

The researcher was to find out the learners’ need by interviewing

vocational school teachers and distributing questionnaires for the tenth

grade students of SMK BOPKRI 1 Yogyakarta. In Educational Research

and Development (R & D) theory, there were two kinds of information

that should be collected in this research, first is information about the

theories and second is information about the learners. They were explained

as follows.

a. Collecting Information about the Theories

In the review of literature, the researcher was to find out references

and information as the basis for this research by conducting library

research. Here, the researcher studied KTSP (Kurikulum Tingkat Satuan

Pendidikan) since the indicators were used to design a set of instructional

reading materials. Moreover, the researcher collected the information from

book sources and theses. In accordance with this research, the researcher

tried to collect the theories related to the tenth grade students of SMK

BOPKRI 1 Yogyakarta, reading work of literature and Interactive Models

theories.

b. Collecting Information about the Learners

In order to find out the learners’ needs, the researcher used

questionnaires and interview. Here, the researcher distributed


30

questionnaires for the tenth grade students of SMK BOPKRI 1Yogyakarta.

Moreover, the researcher needed support and opinion from other

resources. Therefore, the researcher interviewed two English teachers of

SMK BOPKRI 1 Yogyakarta to obtain the information. The researcher

carried out informal interview with the respondents. Therefore, the

researcher was able to determine and design the reading materials that

were appropriate for teaching reading through Interactive Models.

2. Conducting Planning

The researcher was to make a syllabus and develop materials based

on the information collected in the previous step. Moreover, the researcher

intended to develop instructional reading materials using Interactive

Models as the strategy to help the students comprehend reading passages

effectively. Besides, the estimation of money, manpower and time were

important factors that should be considered to develop the product.

3. Developing Preliminary Form of Product

The researcher developed the instructional reading materials based

on Interactive models. In addition, the researcher also made the syllabus

and learning activities that were used in many reading topics. After

collecting the information from the interview and questionnaire

distribution, the researcher developed the reading materials based on the

result of data analysis. The materials contained many interesting passages

and dialogs that were suitable for the tenth grade students of SMK

BOPKRI 1 Yogyakarta to stimulate students’ interest to read the passages.


31

However, the most important thing was the design of reading materials

were based on Interactive models.

4. Conducting Preliminary Field Testing

Here, the second type of questionnaires was distributed for the

second time for two English teachers of SMK BOPKRI 1 Yogyakarta, one

English teacher of SMK N 4 Klaten and two English lecturers of Sanata

Dharma University. Therefore, the data gathered from the questionnaires

were to be analyzed, and then the data were used to revise and improve the

designed materials.

5. Presenting Main Product Revision

After gathering the result from the Preliminary Field Test and

Product Revision Step, the researcher revised the designed materials. The

last revised of the designed materials were presented as the last version of

the reading materials.

B. Research Participants

In conducting the study, the researcher needed some respondents. There

were two groups of respondents in this research. The first respondents were

the tenth grade students of SMK BOPKRI 1 Yogyakarta. The second

respondents were two English teachers of SMK BOPKRI 1 Yogyakarta, one

English teacher of SMK N 4 Klaten and two English lecturers of Sanata

Dharma University.


32

1. Conducting Research and Information Collecting

The respondents of the interview were English teachers in SMK

BOPKRI 1 Yogyakarta since they usually use some strategies in teaching

learning especially in reading class. Here, the researcher was to obtain

information about teachers’ strategies that had been done so far. In

addition, the researcher distributed questionnaires for the tenth grade of

SMK BOPKRI 1 Yogyakarta. The reason for choosing the tenth grade

students of SMK BOPKRI 1 Yogyakarta was that the students of that age

came to their critical age to learn. In other words, the students start to

think of something in a critical way.


In this step, the respondents were two English teachers of SMK

BOPKRI 1 Yogyakarta, one English teacher of SMK N 4 Klaten, and

two English lecturers of Sanata Dharma University since they

experienced in making such materials very often. Therefore, they were

able to decide the appropriate learning materials for the students.

C. Research Instruments

There were two kinds of instruments to be used to obtain the data in this

research, first was interviews and the second was questionnaires.

1. Interviews

According to Ary et al (1979: 175), there were two types of

interviews. The first was structured interviews and the second was


33

unstructured interviews. Here, the researcher chose the second one since

the answer needed will be in the form of information about the

respondents’ views, opinions, and attitudes. Moreover, this interview

was done informally.

The purpose of this interview was to obtain information about the

students’ interests, needs, and lacks. The interview was done by

interviewing two English teachers of SMK BOPKRI 1 Yogyakarta.

2. Questionnaires

There were two types of questionnaires (Ary et al.: 1979) namely

structured or closed form and unstructured or open form. The closed

form items were used to help the respondents fill the questionnaires

easier since the answers of the questions were available. The open form

items were used to get more information from the respondents because

they were permitted to answer freely. Here the researcher chose semi

structured form items since the respondents were allowed to choose

more than one answer.

After designing the materials, the second questionnaire was

distributed for the second time in a form of closed-ended question. The

questionnaires were for two English teachers of SMK BOPKRI 1

Yogyakarta and one English teacher of SMK N 4 Klaten. The result of the

questionnaires was to evaluate the designed materials whether the

designed materials were appropriate for students’ need or not.


34

D. Data Gathering Techniques

There were several steps to find out the learners’ need for designing the

materials. First, the researcher distributed the questionnaires for the tenth

grade students in SMK BOPKRI 1 Yogyakarta. The questionnaires contained

several questions related to their interest and difficulties in learning reading

subjects. The purpose of distributing the questionnaires was that the researcher

knew the problem emerge in learning reading subject. The researcher asked

the students several questions about how they learned English especially

reading, and their difficulty in understanding passages for knowing that there

were problems in reading subject. Therefore, the researcher knew how to

overcome the problem.

Second, the researcher interviewed vocational school English teachers in

which the content is about the teachers’ difficulties in teaching particularly in

teaching reading. Learning from teachers’ experience was valuable to know

the reality happen in teaching-learning process. Therefore, through the

distribution of questionnaires and interview, the researcher knew the weakness

and strength in teaching reading and the reason why the students mostly had

difficulties in learning reading subjects.

The next step was Preliminary field testing questionnaires. The data

gathered from questionnaires and interviews were analyzed. The results of the

data were used as the source of basis to design the instructional materials.


35

Therefore, the researcher was able to design appropriate materials for

students’ needs.

E. Data Analysis Techniques

According to Bogdan and Biklen (1982:145), data analysis was the

process of searching and organizing the accumulated data in order to increase

our understanding of the data and to enable us to present the findings to

others. In this research, the research collected the data by interviewing two

English teachers of SMK BOPKRI 1 Yogyakarta and distributing

questionnaires for the tenth grade students of SMK BOPKRI 1 Yogyakarta.

Several steps that were done in data analysis were as follows.

1. Interview

The researcher conducted an interview with the teachers concerning

about the difficulties in teaching reading subjects. The information

obtained from the teachers through teachers’ answer then was used as a

basis for designing the instructional materials.

2. Questionnaire

In this research, the data gathered from the questionnaires represented

the students’ need, interest and lacks toward reading subjects. The

researcher used closed-ended question type of questionnaires since the

answer were already available, therefore, the answer were able to be

counted easily. For instance, the researcher asked the students whether

they have any difficulty in reading subject or not. For about 40 % of the


36

students answered no and 60 % of the students answered yes. The

percentage showed that most of the students have any difficulty in

reading subject. Then the 60% are to be used as a basis to design the

materials. Here, the researcher tried to design materials that make the

students understand passages, dialogs, effectively. Then, the results of

questionnaires were used to design appropriate materials for students.

Next, the data collected from the questionnaires were counted. The

researcher used descriptive statistics for analyzing the data. One of the

ways to count the data was by using Central Tendency formulation.

Central Tendency was the tendency of a set of numbers to cluster around a

particular value. Here, the researcher used Mean, Median, and Mode.

The mode, median, and mean were derived from the analysis of the

data from the evaluation questionnaires. Students’ answers were counted

to find the average values of the questionnaires as a basic of students’

needs. The assessment of the respondents’ opinion of the designed

materials used five points of agreement:

Table 3.1 The presentation of assessing respondents’ opinion using

Likert Scale

The data were presented in the form of table as follows.

Points of Agreement Meaning

4 Strongly agree

3 Agree

2 Disagree

1 Strongly Disagree


37

Table 3.2 The presentation of teachers’ opinion about the designed materials

No. Question 1 2 3 4

1.

2.

3.

The data resulted were presented as follows.

Table 3.3 The format of the presentation of product evaluation results

No Respondents’ Opinion Central Tendency

N Mn

Note: N : The number of the respondents

Mn : Mean, indicated the central tendency of the respondents

Mdn : Median, indicated the middle point of the gathered data

Md : Mode, indicated the value in a distribution that occurs

most frequently

The results of the analyzed questionnaires were used to evaluate and

revise materials designed. In the questionnaires for evaluation, the data

analyzed to find out the mode, median, and mean. Mode is the value in a

distribution that occurs most frequently. Median is the score that is at the

centre of the distribution after the data are arranged in a rank order. The


38

mean or average point ( X ) is obtained by counting the sum of the score (

) divided by the number of the subjects (N). The formula is:

N

XX

Where X : mean (the average point)

X : scores

N : number of scores

: sum (or add)

The formulation was used to analyze the answer in each number. For

instance, there were eight respondents and the first question asked was

whether the designed materials were suitable for students in that level or

not. The answers might be like this 4, 4, 4, 4, 4, 3, 3, 3. Then to look for

the mean, the researcher used this formula { N

XX }. From the data

above, the mean was 3.53. The median, the score that was at the centre of

the distribution after the data were arranged in rank order, was 4.

Moreover, the rest of the data were analyzed similarly from the data

above. The standard point used to measure whether the designed materials

appropriate or not were as follows.

Very good : 3.5 – 4.0

Good : 3.0 – 3.4

Average : 2.5 – 2.9

Poor : 2.0 – 2.4

Very Poor : 0 – 1.9


39

Therefore, the researcher concluded that most of the respondents

agreed that the designed materials were suitable for the tenth grade

students in SMK BOPKRI 1 Yogyakarta.

F. Research Procedures

To design the materials, this research conducted through the following

steps:

1. Doing library research

The researcher collected many theories from books and others

2. Asking permission letter to conduct research.

The researcher asked permission letter to conduct the research.

3. Asking the school headmaster of SMK BOPKRI 1 Yogyakarta to conduct the

research.

4. Conducting Research and Information Collecting

First, the researcher collected the information by studying the theories

and finding out the learners’ need. The steps were discussed as follows.

a. The researcher studied related theories concerning one of the learning

strategies that the researcher used for designing the materials. The

learning strategy was called Interactive Models. The information

obtained from several books was used to support the researcher’s

opinion to conduct this research.

b. The researcher distributed the first questionnaire for the tenth grade of

SMK BOPKRI 1 Yogyakarta to find out the learners’ need. In addition,

the researcher interviewed vocational school English teachers to find


40

out the information related to the teachers’ difficulties in teaching

reading subjects. Later, the results were used as a consideration to

design the instructional materials.

5. Planning

Second, the researcher tried to design the materials based on the results

obtained from the questionnaires and interview. This step included defining

skills and stating objectives in which it was provided in a form of lesson

plan.

6. Developing Preliminary Form of Product

Next, the data obtained from the interview and questionnaires were

interpreted to be used to design appropriate materials for learners.


In this step, the researcher distributed the second questionnaire for

vocational school English teachers and lecturers. The purpose of the

distribution of the questionnaires was to know whether the designed

materials were appropriate for the students or not. The results obtained from

the questionnaires were to evaluate and revise the designed materials.

8. Presenting Main Product Revision

The result gathered from the questionnaires was used to evaluate and

revise the designed materials. Then, the researcher revised the designed

materials based on the result obtained in which it improved the instructional

reading materials.


41

9. Presenting the designed materials

The researcher made the final version of the designed materials in

which the materials were ready to be published and ready to be used as

supplementary reading materials.


42

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter discusses the result of need analysis for designing the materials

and evaluating the materials. There are seven major steps in this chapter, such as

Conducting Need Survey, Formulating Goals, topics and general purposes, Stating

the Learning Objectives, Listing the Subject Content, Selecting Teaching

Learning activities and resources, Conducting Evaluation Survey, and Revising

the Materials. Those are discussed as follows.

A. Conducting Need Survey

The researcher found out the information about the learners’ needs,

characteristics and interest toward English subject. Based on the R & D, this

step was included in Research and Information Collecting. Here, the

researcher interviewed two English teachers’ of SMK BOPKRI 1 Yogyakarta

and distributed questionnaires for the tenth grade students of SMK BOPKRI 1

Yogyakarta. The result of the interview and questionnaires were used to

design the materials.

1. Data Presentation

The researcher presented the results of questionnaire distributed to the

students, and the interview of the teachers. The results were discussed as

follows.


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a. The results of questionnaire for students

There were 71 respondents who filled in the questionnaires. The

respondents should be 85 students, however the rest of them were absent. The

questionnaires were in a form of semi structured items since the respondents

were allowed to choose more than one answer. The questions of the

questionnaire were about the students’ interest toward reading subject, the

difficulties of understanding the reading subject, the reading strategy that

usually used by the teacher and the students to understand the reading

passages, tasks that the students’ prefer to and the topic that students were

interested on. The results were as follows.

Table 4.1. The result of the questionnaire for students.

No Questions Answer Percentages

1 Are you interested in reading

subject?

a. yes

b. no

80.2%

19.7%

2 Do you have any difficulties

toward reading subject?

a. yes

b. no

56.3%

43.6%

3 What factors that make

reading subject are difficult?

a. Passages

b. Vocabulary

c. Teaching strategy

15.4%

40.8%

43.6%

4 Why those factors are

difficult?

a. Unfamiliar vocabulary

b. The passages are not

interesting

c. The reading strategy

make the students

bored

30.9%

11.2%

57.7%

5 What reading strategy do you

prefer?

a. Teacher explains one

by one

b. Students find new

vocabulary actively

c. Finding the theme

d. Question-answer

5.6%

38%

50.7%

5.6%


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No Questions Answers Percentages

6 What reading strategy do

your teachers usually use?

a. Question – answer

b. Translate

c. Finding the theme

d. A and b are combined

46.4%

1.4%

45%

7.4%

7 What tasks do you prefer in

reading subject?

a. Finding the meaning of

vocabulary

b. Finding the theme

c. Answering question

d. Review

e. Quiz

29.5%

50.7%

5.6%

8.4%

4.2%

8 What strategy do you use

very often?


vocabulary


c. Combining the two of

them

23.9%

21.8%

54.9%

9 What strategy do you use to

understand passages easier?


vocabulary


c. Combining the two of

them

22.5%

21.1%

56.3%

10 What article do you prefer to

read?

a. Magazine

b. Science

c. Fiction story

d. Newspaper

39.4%

18.3%

29.5%

12.6%

Based on the questionnaire above, the result showed that students were

interested toward reading subject. The table showed that 80.2% of the students

answered yes. It means students were interested in reading subject. However,

about 56.3% of the students answered that they have difficulties in reading

subject. The reason why the students have difficulties based on the result above is

that the teaching strategy make the students less motivated in reading subject. The

table showed that 57.7% of the students chose teaching strategy as the reason why

reading is difficult for them. Other reasons were the passages contained many

difficult vocabularies and the topic of passages were not interesting. Those factors

indeed influence students’ interest toward reading subject which result the

students were reluctant in understanding passages.


45

For about 46.4% of the students said that their teacher often used question-

answer and 45% of the students said their teacher often used finding the theme as

the strategy to teach reading. In addition, the result showed that 38% of the

students chose option a (finding new vocabulary actively) and 50.7% of the

students chose option b (finding the theme). In other words, the students prefer to

use both of the strategies. Moreover, 54.9% of the students chose to combine

between finding the theme and finding out new vocabulary in order to make

students understand the passages effectively.

Moreover, the students prefer to find out the meaning of new vocabulary

actively. The result also showed that the students prefer to combine between

finding the new vocabulary and finding the theme of the passages in order to

make the students understand the passages easier. The students mostly chose the

article taken from magazines.

b. The result of interview the English teachers

The researcher interviewed the teachers of SMK BOPKRI 1 Yogyakarta.

The purpose of conducting the interview was to obtain the information about

teachers’ difficulty in teaching reading. The researcher also found out how the

teachers solve those difficulties. There were two English teachers in SMK

BOPKRI 1 Yogyakarta. The researcher provided 10 questions for each of

them. The questions and summary were as follows.

Table 4.2. The result of interviewing English teachers

No Questions Answer Teachers

1 In your opinion, is it

important to teach reading

in English subject?

Yes, of course it is important 2

2 Do you have any

difficulties in teaching

Yes, of course 2


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English, especially

reading?

No Questions Answer Teachers

3 What are the difficulties? English is not an exact science.

Students’ lack of motivation,

passages that are not interesting

and lack of the time

1

1

4 Why do you think that

those factors make you

difficult to teach reading?

Culture, most of the students

speak Indonesian and Javanese

in their daily life. So it is

difficult for them to have such

kind of habit to speak in English.

Environment, I mean English in

Indonesia is taught as a foreign

language. Therefore the

frequency to speak in English or

just read a book or magazines in

English is seldom or even never.

1

1

5 How do you solve the

problem? Find out the most difficult thing

that is able to be changed. For

example, vocabulary. I can

improve student’s vocabulary

bank by giving them interesting

passages, etc.

I try to motivate them that

reading is not a boring subject by

giving them the freedom of

choice and interpretation to

understand passages.

1

1

6 What strategy do you use

to teach reading? Personal guiding. It is purposed

to encourage the students that

reading is not a scary subject.

Questions and answer,

skimming, scanning, finding the

theme, find out difficult

vocabulary, etc.

1

1

7 What successful strategy

do you use to teach reading

so far?

I can say, personal guiding is

successful for reducing the

students’ fear of English.

Find out the difficult vocabulary

and find out the theme of

passages.

1

1

8 In your opinion, what kind

of topic that is appropriate

for the students?

Dialog, memo, business letter,

etc

2


47

The result of the interview showed that reading is important indeed in

English. However, there was difficulty in teaching English, especially reading

subject. For instance, students’ lack of motivation toward reading subject,

unfamiliar passages which contain difficult vocabulary, and lack of the time

were considered as factors that make teaching reading process difficult.

Another factor was that Indonesian culture and environment consider English

as a foreign language. Therefore the use of English in students’ daily life was

very minimum. Even to read magazines, newspaper, or articles in English,

students were better not to read it instead of making them headache.

There was also strategy to teach reading, for example question-answer,

finding the theme, and finding new vocabulary. A teacher applied guiding

personal strategy that was purposed to reduce students’ fear of English. The

teacher said that that strategy was successful so far to reduce students’ fear of

English. Moreover, the appropriate topics for the students were about business

letters, dialog, and memo. However, it was possible to have additional topic as

long as it was suitable for the students.

B. Formulating Goals, Topics and General Purposes

The researcher made preparations to design reading materials based on

the result obtained from the previous step. This step was known as Planning

on the R & D step. The preparations consisted of formulating goals, topic and

general purposes. Those were discussed as follows.


48

1. Goals

This research focused on the strategy to teach reading by using one

of reading strategy called Interactive Models. Therefore, the objective of

this course was to facilitate students to understand reading passages and

dialog easier by implementing Interactive Models. The goals formulated

based on the curriculum of SMK BOPKRI 1 Yogyakarta.

Table 4.3. The Adapted Goals from the syllabus of SMK BOPKRI 1

Yogyakarta

Goal: The students are able to communicate in English equal to Novice Level

2. Topics

Here, the students were to learn 8 topics of reading materials based

on the research and information collecting. The topics presented were as

follows.

Table 4.4. Topics

Units Topics Title

1 My New school

My New School

2 Home Home Sweet Home

3 Market At The Market

4 Camping Mom’s Disapproval

5 Job Cathy gets a job

6 Memo Memo

7 Application Letter Urgently Required

8 Business Letters Order Letter

Complain Letter


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3. General Purposes

Next, the researcher formulated general purposes for every topic of

learning. The descriptions of the general purposes are as follows.

Table 4.5. General Purposes

Units Topics General Purposes

1 My New school Comprehend a dialogue or passage about

greetings using Interactive Model strategy

2 Home Comprehend a letter about describing places

using Interactive Model strategy.

3 Market Comprehend the dialogue about bargaining

using Interactive Model strategy

4 Camping Comprehend the dialogue about agreement /

disagreement using Interactive Model strategy.

5 Job Comprehend a dialogue about Job using

Interactive Model strategy

6 Memo Comprehend a passage about memo using


7 Application Letter a. Know how application letter look like and

how to make it

b. Comprehend an application letter using


8 Business Letters A. Understand how business letter look like

and how to make it

B. Comprehend a business letter using


C. Stating the Learning Objectives

Next, the researcher determined the learning objectives that should

be achieved by the students in the end of the course. The learning

objectives were as follows.

Table 4.6. Learning Objectives

Units Topics Learning Objectives

1 My New School a. Identify the correct spelling of the missing

letters.

b. Answer the Wh-questions based on the

information from the dialog.

c. Make a family tree.

2 Home a. Identify the correct words from the


50

paragraph.

b. Answer the Wh- questions based on the

information from the paragraph.

c. Identify the correct titles for the paragraphs.

d. Label the picture with the correct item.

Units Topics Learning objectives

4 Camping a. Complete and identify the correct words

from the sentences.

b. Find the specific information from the

dialog.

c. Arrange jumbled words and make correct

sentences.

5 Job a. Identify the correct words from the dialog


information from the dialog.

c. State opinion based on the jobs provided.

6 Memo a. Identify the correct spelling of the missing

letters.

b. Find the specific information from the

paragraph.

c. Answer true or false questions based on the

text.

7 Application Letter a. Identify the correct spelling of the missing

letters from the text.


information from the application letter.

c. Complete the missing words from the

sentences.

d. State opinion toward the jobs based on the

pictures provided.

8 Business Letters a. Infer meaning by choosing the correct

words from the text.


information from the business letters.

c. Write a correct order letter and complaint

letter.

D. Listing the Subject Content

Based on the data resulted from the previous step, the researcher

developed the reading materials. There were 8 units in this instructional

material. Each unit consisted of several questions in pre reading activity.

The questions consisted of difficult vocabulary that was underlined to

make the students easier to understand the materials. The researcher


51

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


52

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


53

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


54

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, individual 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.


55

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.


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


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.


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


56

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.


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 R&D. 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.

F. Conducting Evaluation Survey

This step consisted of three sections; the description of the respondents; Data

Presentation; Respondents’ Comments and Suggestions on the Designed

Materials. Those three sections were discussed as follows.


57

1. The Description of the Respondents

The respondents to evaluate the instructional materials consisted of

two English Teachers of SMK BOPKRI 1 Yogyakarta, one English

teacher of SMK N 4 Klaten and two English Lecturers of English Study

Program of Sanata Dharma University. The two English teachers had

Master’s Degree (S2) while the other had Bachelor’s Degree. Moreover,

the two English Lecturers had Bachelor’s Degree. All of the respondents

had a lot of experiences in teaching which was indicated by their

teaching period. All of them had more than five years teaching

experiences. The following table described the respondents of the

Preliminary Field Testing.

Table 4.9. The Description of Preliminary Field Testing Respondents

Group of

Respondents

Educational Background Teaching Experience Sex

D3 S1 S2 S3 < 1 1 - 5 5-10 10 > M F

English

Teachers - 1 2 - - - - 3 2 1

English

Lecturers - 1 1 - - - 2 - 1 1

2. Data Presentation

The researcher distributed the questionnaires to the respondents to

obtain the evaluations on the designed materials. The feedback given

aimed to show the appropriateness of the materials for the tenth grade

students of SMK BOPKRI 1 Yogyakarta. There were four points of

agreements to express the respondents’ opinion in numbers. The numbers

ranged from 1 to 4. The degrees of agreement are categorized as follows.


58

1 : strongly disagree with the statement

2 : disagree with the statement

3 : agree with the statement

4 : strongly agree with the statement

Then, the evaluation data were presented in the following table:

Table 4.10. The Results of the Preliminary Field Testing Questionnaire

No Respondents’ opinion on Central Tendencies

N Mean

1 The goals are well formulated 5 3.6

2 The materials on each unit are relevant to the topic 5 3.2

3 The materials are appropriate for the tenth grade

students of SMK BOPKRI1 Yogyakarta 5 3.6

4 The materials enable the learners to improve their

reading ability to understand passages and dialogs. 5 3.4

5 The difficulties of the materials are appropriate for the

tenth grade students of SMK BOPKRI1 Yogyakarta. 5 3.4

6 The variations of tasks are able to support the

attainment of the goal and the learning objectives. 5 3.6

7 The use of Interactive Model to teach reading is well

developed. 5 3.8

8 The instructions for every task are clear. 5 3.6

N : Number of respondents

Mean : Indicators of central tendency of the sources set. The Mean was

counted using the formulation below:

X = Σ X

N

Note: X : the range point

Σ X : the sum of all scores

N : the number of respondents


59

Based on the results of the questionnaires, generally, the designed

materials were good and suitable for the tenth grade students of SMK BOPKRI1

Yogyakarta. The table of data presentation showed that out of eight statements

stated in the questionnaires, there was none statement which had score below 3.

Apparently, most of the scores of the mean were above 3. In addition, the result of

the Mean was 3.53. Therefore, based on the results, the researcher concluded that

the respondents agreed that the instructional materials were appropriate and

acceptable, although there were some revisions that should be conducted.

3. Respondents’ comments and Suggestions on the Designed Materials

Here, the researcher also distributed open-ended questionnaires to

obtain the respondents’ comments, criticism, and feedback on the designed

materials. There were three questions asked. The questions asked about the

respondents’ opinions for the designed materials, the weaknesses and

strength, and the suggestions and comments. Those four points of feedback

and suggestion were discussed as follow:

a. The reading materials were good and well done. The tasks in the

materials were interesting and suitable with the objectives and

applicable for the tenth grade students of SMK BOPKRI 1 Yogyakarta.

b. The instructions for the tasks should be presented clearly.

c. The reading forms which based on cloze procedure should be more in

variety.

d. The pictures should not overlap the tasks.

e. The order letter presented in Unit 8 should be presented clearly


60

f. The reading task should be more developed.

G. Revising the Materials

In this step, the researcher adapted Kemp’s step (Revising the Materials)

as the realization of R&D. After obtaining the respondents’ evaluations on the

designed materials, the researcher revised the materials based on the feedback

and suggestion of the respondents. Finally, after revising the materials, the

researcher presented the final version of the reading instructional materials.

This step consisted two sections; Response to the Respondents’ Evaluation and

The Presentation of the Designed Materials. Those were discussed as follows.

1. Response to the Respondents’ Evaluation

Dealing with the results of the second part of the Preliminary Field

Testing questionnaires, the researcher agreed to revise materials based on

the suggestions given by the respondents which were suitable in order to

improve the designed materials. Then, the researcher revised the

designed materials based on the accepted feedback and suggestion. The

revisions were as follows.

a. The researcher revised the instructions for the tasks to make it

clear.

b. The researcher changed the position of the missing letter in the

middle or at the end of the words based on cloze procedure to make

the tasks more in variety.


61

c. The researcher reduced pictures that were unusable for the

materials.

d. The researcher presented the order letter in Unit 8 clearly.

e. The researcher developed the reading tasks more for each unit.

2. The Presentation of the Designed Materials

After revising and improving the designed materials, the researcher

presents the final version of the instructional reading materials. There are eight

units developed in the designed materials. Each unit requires 2 x 45’. Every

unit consists of three sections and each section has a subsection. The first

sections namely Let’s Begin, the second section namely Let’s Practice, and and

the last section namely Let’s Finish the Lesson. Here, Interactive Model is

implemented in the second section. The final revision of the designed materials

is attached in Appendix H. Therefore, the second question in the research

formulation has been answered. The topics, the titles and sections are showed

in the following table.

Table 4.11: The Topics, the Titles, the Sections and Subsections of the Designed Materials

Units Topics Titles Sections (with the sub-sections)

1 My New School My New School Pre-reading

Let’s Begin!

Whilst Reading

Let’s Practice!

Post-reading

Let’s Finish the Lesson!

2 Home Home Sweet Home Pre-reading

Let’s Begin!

Whilst Reading

Let’s Practice!

Post-reading


3 Market At the Market Pre-reading


62

Let’s Begin!

Whilst Reading

Let’s Practice!

Post-reading


Units Topics Titles Sections (with the sub-sections)

4 Camping

Mom’s disapproval Pre-reading

Let’s Begin!

Whilst Reading

Let’s Practice!

Post-reading


5 Job Cathy gets a Job! Pre-reading

Let’s Begin!

Whilst Reading

Let’s Practice!

Post-reading


6 Memo What is Memo? Pre-reading

Let’s Begin!

Whilst Reading

Let’s Practice!

Post-reading


7 Application

Letter

Urgently Required Pre-reading

Let’s Begin!

Whilst Reading

Let’s Practice!

Post-reading


8 Business Letter Order letter and

Complaint letter

Pre-reading

Let’s Begin!

Whilst Reading

Let’s Practice!

Post-reading



63

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter discusses conclusions and suggestions of this research. Fisrt,

the researcher provides the conclusions of the research. Second, the researcher

provides suggestions for the English teachers who will implement the designed

materials and also fir other researchers who would like to conduct the same type

of research

A. Conclusions

The purpose of this research is to design a set of English reading materials

using Interactive Model for the tenth grade students of SMK BOPKRI 1

Yogyakarta. There were two problems in this research. First, how a set of English

instructional reading materials using Interactive model is designed. Second, what

a set of English reading materials using interactive model looks like.

To answer the first question, the researcher combined the instructional

design model from Kemp with R&D. The result of adaptation was five stages in

designing the materials. The first step was Research and Information Collecting.

In this step, the researcher included one step of Kemp namely Learner

characteristics. The second was Planning. This step consisted of two sub step

namely goals, topics and general purposes and learning objectives. Next, the third

step was Develop Preliminary Form of Product. This step also consisted of two

sub step namely subject content and teaching learning activities and resources.


64

The fourth step was Preliminary Field Testing. The last step was Main Product

Revision.

To obtain the data, the researcher distributed questionnaires for the tenth

grade students of SMK BOPKRI 1 Yogyakarta. These questionnaires were

intended to obtain the students’ difficulty toward reading and the learners’

strategy to understand the reading subject. In addition, the researcher conducted

an interview with the English teacher in order to find out teacher’s difficulty in

teaching reading and teacher’s strategy to teach reading. Next, the researcher

developed goals, topics, and general purposes and specify learning objectives

based on the data obtained in the previous steps. Then, the researcher designed the

materials. In order to complete the designed materials, the researcher distributed

questionnaires to two lectures of English Language Education Study Program

Sanata Dharma University Yogyakarta, two English teacher of SMK BOPKRI 1

Yogyakarta and one English teacher from SMK N 4 Klaten. The result of the

questionnaire revealed that the designed materials were well developed and

acceptable. However, there were some revisions that were needed to be carried

out in order to make the designed materials better. Therefore, the last step was the

researcher revised the designed materials based on the suggestions from the

lecturers of English Language Study Program Sanata Dharma University

Yogyakarta and the English teachers of SMK BOPKRI 1 Yogyakarta.

To answer the second question, the researcher described the final version of

eh designed materials. The English materials consist of eight units. These eight

units were “ My New School”, “Home”, “At The Market”, “Camping”, “Job”,


65

“Memo”, “Application letter” and “Business Letters”. Each unit contained three

sections. There were Let’s Begin, Let’s Practice and Let’s finish the lesson.

B. Suggestions

The researcher would like to give some suggestions to the English teacher

who would like to apply the designed materials and to the future researchers who

would like to conduct the same type of research.

1. For the English teachers

a. The English teacher is suggested to help students to stimulate students’

background knowledge by giving clear explanation of the topics.

b. The English teacher is recommended to make a good preparation before

the teaching learning activities in order top provide the students clear

instructions in every task.

c. The English teacher should be able to manage time well because of the

limited time.

2. For the future researchers

Since the materials were designed in general English type, the future

researchers could try to develop the materials in English for a specific purpose

type especially related to accounting. The future researchers could develop such

materials in different kind of difficulty level.


66

REFERENCES

Ary, D., L. C. Jacobs, A. Razavieh. 1979. Introduction to Research and

Education (second edition). New York: Rinehart and Winston, Inc.

Barnitz, J. G. 1985. Reading Development of Non-Native Speakers of

English. Orlando, Florida. Harcourt Brace Jovanovich, Inc.

Bodgan and Biklen. 1982. Qualitative Research for Education: An

Introduction to Theory and Methods.

Borg, W. R. and Gall, M. D. 1983. Educational Research. New York:

Longman Inc.

Brown, D. H. 2001. TEACHING by PRINCIPLES: An Interactive Approach

to Language Pedagogy Second Edition. New York: Addison Wesley

Longman, Inc.

Carrel. 1988. Interactive Approaches to Second Language Reading. New

York: Cambridge University Press.

Cohen, Andrew, D. 1998. Strategies in Learning and Using a Second

Language. London: Addison Wesley Longman Limited.

Cook, V. J. 1982. English for Life II. Meeting People. German. Pergamon

Press, Ltd.

Cook, V. J. 1983. English for Life III. Living with People. German.

Pergamon Press, Ltd.

Dick, W and Persen, R.A. 1989. Planning Effective Instruction. Boston :

Allyn and Bacon.

Easton, L.B, Klein, M and Harold, B.A. 1981. Expressways. A Basal

Language Program Level 4. Oklahoma. The Economy Company.

Gibson, Eleanor and Harry Levin. 1975. The Psychology of Reading. New

York: The Murray Printing Company.

Hornby. A.S. 1995. Oxford Advanced Learner’s Dictionary. Oxford: Oxford

University Press.

Houle, C. O. 1978. The Design of Education. San Fransisco: Jesse-Bass

Publisher.


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Hutchinson, T, and Waters, A. 1995. English for A Specific Purposes. New

York: Cambridge University Press.

Kemp, J. 1997. Instructional Design: A Plan for Unit and Course Mc

Worther, Kathleen T. 1990. Academic Reading. USA. Scott Foresman

Development. Belmont, California: Fearon-Pitman Publisher,

Inc.Company.

Mitchell, D. C. 1982. The Process of Reading A Cognitive Analysis of

Fluent Reading and Learning to Read. New York: John Willey and

Sons, Ltd.

Muslich, M. 2007. KTSP Dasar Pemahaman dan Pengembangan. Jakarta:

Bumi Aksara.

Nunan, D. 1991. Language Teaching Methodology: A Textbook for

Teachers. New York, NY: Prentice Hall.

Nunan, D. 1999. Second Language Teaching and Learning. Boston, MA:

Heinle & Heinle.

Nunan, D. 2003. Practical English Language Teaching. New York:

Mcgrawhill Company.

Pehrsson, R. S. and Robinson, H. A. 1985. The Semantic Approach to

Writing and Reading Instructions. Maryland: Aspen System

Corporation.

Simanjuntak, G and Edithia. 1988. Developing Reading Skills for EFL

Students. Jakarta. Departemen Pendidikan dan Kebudayaan Direktorat

Jenderal Pendidikan Tinggi.

Stanovich, K. E. 2000. Progress in Understanding Reading: Scientific,

Foundation and New Frontiers. New York: The Guilford Press.

Swaffar. 1991. Reading for Meaning: An Integrated Approach to Language

Learning. Prentice Hall.


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Internet Sources:

http://www.blogexplosion.com/review.php?SiteID=91099(last accessed on

Tuesday July 15, 2008)

http://www.clipartof.com/details/clipart/17031.html (last accessed on Tuesday

July 15, 2008)

Polson, T. The Knife Family Home. www.flickr.com (last accessed on Tuesday

15 July, 2008)

www.home-and-family.info (last accessed on Tuesday July 15, 2008)

www.caricature.com.sg (last accessed on Tuesday July 15, 2008)

motivationalcartoons.wordpress.com (last accessed on Tuesday July 15, 2008)

http://www.clan-frank.de/html/body_family.html (last accessed on Tuesday July

29, 2008)

www.chezchalmet.com (last accessed on Tuesday July 29, 2008)


69


72


73

Gambaran Umum Materi

Studi ini berjudul English Instructional Reading Materials Using Interactive

Model for the Tenth Grade Students of SMK BOPKRI 1 Yogyakarta. Tujuan

Pokok dari studi ini adalah membantu pengajar untuk memilih alternative strategi

pengajaran yang tepat untuk mempermudah siswa dalam memahami bacaan

dalam Bahasa Inggris.

A. Latar Belakang

Reading merupakan salah satu subjek mata pelajaran yang penting

dalam Bahasa Inggris. Reading memberikan banyak keuntungan bagi

pembacanya, seperti mendapatkan banyak informasi dan, bagi siswa

khususnya, reading dapat ,membantu meningkatkan nilai akademik siswa.

Tetapi, terkadang guru-guru ataupun siswa sendiri kesulitan untuk reading

subjek dalam Bahasa Inggris. Beberapa faktor yang mempengaruhi hal

tersebut antara lain siswa bosan atau bahkan malas untuk membaca teks

dalam Bahasa Inggris. Hal tersebut dikarenakan teks bacaan kurang

menarik, dan kosakatanya terlalu sulit. Faktor lainya adalah startegi

mengajar reading yang digunakan oleh para pengajar kurang menarik bagi

siswa sehingga siswa sering menjadi malas dalam mata pelajaran reading.

Oleh sebab itu, untuk mengatasi kesulitan diatas, penyusun bermaksud

memberikan alternative pembelajaran menggunakan Interactive Model.

Interactive Model adalah penggabungan dari bottom-up dan top down

model. Bottom up merupakan strategi pemahaman bacaan yang dimulai dari


74

hal yang lebih spesifik seperti huruf, kata-kata kemudian kalimat.

Sedangkan top down merupakan strategi pemahaman bacaan yang dimulai

dari hal yang lebih luas seperti, tema bacaan yang berawal dari pengetahuan

siswa tentang topik yang akan dipelajari.

Dalam hal ini siswa akan diberikan bacaan yang dalam satu kalimat

terdapat kata-kata yang sebagian dihilangkan, kemudian siswa menacari

kata apa yang terdapat dalam kalimat tersebut. Untuk mencari kata-kata apa

yang hilang tersebut, siswa harus mengetahui maksud dari kalimat tersebut.

Disitulah Interactive Model ini berperan penting bagi siswa untuk

memahami bacaan tersebut.startegi ini diharapkan dapat memberikan suatu

pengalaman baru bagi siswa dalam belajar Bahasa Inggris sehingga dapat

meningkatkan motivasi siswa untuk belajar Bahasa Inggris terutama

reading.

B. Topik dan Penyusunan

Topik-topik yang diberikan disesuaikan dengan kurikulum SMK

BOPKRI 1 Yogyakarta dan kebutuhan siswa untuk level kelas satu. Topik-

topik yang disusun berdasarkan analisa kebutuhan yang didapat dari hasil

kuesioner yang disebarkan untuk siswa kelas satu SMK BOPKRI 1

Yogyakarta. Selain itu, analisa tersebut juga berdasarkan hasil wawancara

dengan dua pengajar Bahasa Inggris di SMK BOPKRI 1 Yogyakarta.

Dari hasil analisa kabutuhan tersebut, maka dipilih delapan topik yang

disusun sesuai kebutuhan siswa kelas satu SMK BOPKRI 1 Yogyakarta.

Kedelapan topik tersebut adalah sebagai berikut:


75

Units Topics Title

1 My New school My New School

2 Home Home Sweet Home

3 Market At The Market

4 Camping Mom’s Disapproval

5 Job Cathy gets a job

6 Memo Memo

7 Application Letter Urgently Required

8 Business Letters Order Letter

Complain Letter

Setiap topik terdiri dari tiga bagian utama yaitu, Let’s Begin, Let’s

Practice, and Let’s Finish the lesson. Penjelasan dari ketiga tahap tersebut

akan dijelaskan lebih lanjut dibawah ini:

a. Let’s Begin

Ini merupakan bagian awal pelajaran dimana sebelum siswa

membaca bacaan dalam bahasa inggris, siswa diberikan pertanyaan-

pertanyaan yang mengguanakan kata-kata sulit yang terdapat dalam

bacaan tersebut.

b. Let’s Practice

Pada tahap ini, siswa mengerjakan tugas-tugas yang setelah

mendengarkan penjelasan dari guru. Tugas-tugas diberikan dalam


76

bentuk teks rumpang yang berdasar pada salah satu strategi reading

yaitu Interactive Model. Interactive Model merupakan penggabungan

dari bottom up dan top down model. Pemberian materi dalam bentuk

teks rumpang menerapkan prinsip penggabungan bottom up dan top

down model dimana siswa tidak hanya fokus terhadap bentuk kata

tetapi juga arti keseluruhan dalam sebuah kalimat.

c. Let’s Finish the Lesson

Ini merupakan bagian terakhir pada pengajaran siswa dimana

siswa mengerjakan tugas-tugas sederhana sebagai review dari

pelajaran hari ini. Permainan juga disediakan selama proses belajar

mengajar untuk mengurangi stress pada siswa.

Setiap topik yang disusun untuk satu kali pertemuan berdurasi 90

menit. Alokasi waktu ini dapat disesuaikan dan diatur dengan waktu yang

tersedia dan dengan keadaan dan kemampuan siswa supaya efektif.

C. Tujuan

Tujuan utama yang ingin dicapai dari penyusunan materi ini adalah

sebagai berikut:

1. Memberikan alternatif pengajaran Bahasa Inggris menggunakan

Pembelajaran Berbasis Tugas untuk memotivasi siswa agar lebih siap

menghadapi pelajaran Bahasa Inggris

2. Membantu siswa meningkatkan kemampuan penguasaan Bahasa Inggris.


77


78

ENGLISH INSTRUCTIONAL READING MATERIALS USING INTERACTIVE

MODELS FOR THE TENTH GRADE STUDENTS


Nama:____________________(P/L)

1. Apakah anda suka dengan pelajaran membaca (reading) dalam mata pelajaran bahasa

Inggris?

a. ya

b. tidak

2. Menurut anda, apakah pelajaran membaca (reading) dalam mata pelajaran bahasa Inggris

itu sulit?

a. ya

b. tidak

3. Faktor apa yang membuat pelajaran membaca (reading) dalam mata pelajaran bahasa

Inggris itu sulit?

a. teks

b. kosakata

c. teknik pengajaran

4. Mengapa faktor tersebut dirasa sulit?

a. kosakata yang tidak familiar

b. teks tidak menarik

c. metode pengajaran yang membosankan

5. Teknik apa yang anda sukai dalam pelajaran membaca (reading)?

a. guru menjelaskan satu persatu

b. siswa aktif mencari kosakata baru

c. menentukan tema bacaan

d. ………….

6. Teknik pembelajaran reading seperti apa yang diajarkan oleh guru anda ?

a. tanya-jawab

b. menterjemahkan (translate)

c. menentukan tema bacaan

d. lainnya……………………….

7. Latihan – latihan apa saja yang anda sukai dalam pelajaran membaca (reading)?

a. mengartikan kosakata


79

b. menentukan tema bacaan

c. menjawab pertanyaan

d. menceritakan kembali

e. lainnya…………..

8. Teknik apa yang paling sering anda gunakan untuk memahami sebuah bacaan Bahasa

Inggris?


b. menentukan tema

c. menggabungkan keduanya

9. Menurut anda, teknik seperti apa yang membuat anda lebih mudah dalam memahami

sebuah bacaan?


b. menentukan tema bacaan

c. menggabungkan keduanya

10. Bacaan seperti apa yang anda suka?

a. majalah

b. ilmu pengetahuan

c. cerita fiksi

d. …………..


80


81

ENGLISH INSTRUCTIONAL READING MATERIALS USING INTERACTIVE

MODELS FOR THE TENTH GRADE STUDENTS


Interview

Nama :

Jenis kelamin :

Umur :

Tingkat pendidikan :

Masa mengajar :

Mengajar di kelas :

1. Menurut anda, apakah pelajaran reading dalam pembelajaran Bahasa Inggris itu

penting?

2. Apakah anda pernah mengalami kesulitan dalam mengajar Bahasa Inggris

khususnya reading?

3. Kesulitan – kesulitan apa saja yang anda hadapi?

4. Kenapa faktor-faktor tersebut dirasa sulit?

5. Bagaimana anda mengatasi kesulitan – kesulitan tersebut?

6. Teknik apa saja yang anda gunakan dalam mengajar Bahasa Inggris?

7. Menurut anda, teknik seperti apa yang paling sering anda gunakan dalam

mengajar reading dan bisa dikatakan berhasil?

8. Menurut anda, topik apa yang sesuai untuk mengajar pelajaran reading untuk

siswa SMK?


82


83

KUESIONER




Kuesioner ini disusun untuk kepentingan penelitian dalam menyusun materi

pembelajaran bahasa Inggris dengan menggunakan Interactive Model. Interactive

Model merupakan penggabungan dari dua strategi reading yaitu bottom-up dan

top down. Bottom-up merupakan strategy reading yang fokus terhadap bentuk luar

bahasa seperti huruf dan kata-kata untuk memahami bacaan. Top down

merupakan startegi reading yang fokus terhadap gambaran umum yang dimiliki

siswa, seperti pengetahuan tentang topik yang akan dipelajari.

Identitas Responden

Nama :

Jenis Kelamin :

Latar belakang Pendidikan :

Lama Pengalaman Mengajar :

I. Berilah pendapat anda terhadap pertanyaan-pertanyaan dibawah ini

dengan cara melingkari angka-angka yang mewakili pendapat anda

berdasarkan kriteria dibawah ini.

1 = Sangat tidak setuju

2 = Tidak setuju

3 = Setuju

4 = Sangat setuju


84

Pertanyaan berikut ini berhubungan dengan materi dan latihan terlampir.

1 Materi pembelajaran sesuai dengan tujuan pengajaran

yaitu untuk mempermudah siswa memahami bacaan

bahasa Inggris menggunakan Interactive Model.

1 2 3 4

2 Materi bacaan sesuai dengan level siswa kelas 1

SMK

1 2 3 4

3 Topik bacaan sesuai dengan kurikulum SMK kelas 1 1 2 3 4

4 Bentuk-bentuk latihan yang diberikan dapat

membantu siswa dalam pemahaman bacaan.

1 2 3 4

5 Tingkat kesulitan latihan sesuai dengan tingkat

kemampuan siswa kelas 1 SMK

1 2 3 4

6 Materi yang disusun cukup variatif dan menarik

untuk mempermudah siswa memahami bacaan

dengan menggunakan Interactive Model

1 2 3 4

7 Penggunaan Interactive Model untuk mengajar

reading sudah dikembangkan dengan baik.

1 2 3 4

8 Instruksi untuk setiap latihan cukup jelas. 1 2 3 4

II. Berilah pendapat dan saran Anda dalam pengembangan materi reading

dengan menggunakan Interactive Model untuk siswa kelas 1 SMK

BOPKRI 1 Yogyakarta.

1. Bagaimanakah pendapat Anda mengenai penyusunan materi dan

pengembagannya?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________


85

_____________________________________________________________

_____________________________________________________________

2. Apakah kekurangan dan kelebihan materi pengajaran ini?

Kekurangan:

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

Kelebihan:

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

3. Apakah saran Anda terhadap pengembangan materi ini?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

TERIMA KASIH


86

QUESTIONNAIRE




This questionnaire aimed to find out the feedback of the designed materials.

the researcher develop the materials based on Interactive Model. Interactive model

is the combination of bottom up and top down model. Bottom up is a kind of

reading approach which focus on the surface of language features such as letters,

words, and individual sentences in order to understand a reading text. Top down is

kind of reading approach by which its focus on students’ background knowledge

in order to understand a reading text.

Identity of respondent

Name :

Sex :

Educational background :

Teaching experience :

I. Put a cross (X) in one of the five points in the points of agreement

column for each statement.

1 = Totally Disagree

2 = Disagree

3 = Agree

4 = Totally Agree


87

These statements are related to the materials enclosed.

No The Respondents’ Evaluation on Points of

Agreement

1 The goal is well formulated 1 2 3 4

2 The learning objectives (achievement indicators) are

well formulated.

1 2 3 4

3 The topics are well selected and arranged. 1 2 3 4

4 The materials match with the goals and the

achievement indicators.

1 2 3 4

5 The materials are interesting, suitable, and relevant

for the tenth grade students of the senior high school.

1 2 3 4

6 The variations of tasks are able to support the

attainment of the goal and the learning objectives.

1 2 3 4

7 The use of Interactive Model to teach reading is well

developed.

1 2 3 4

8 Generally, the instructional materials are well

elaborated.

1 2 3 4

II. Please give comments (opinions or suggestions) on the reading materials

using Interactive Models for the tenth grade students of SMK BOPKRI

1 Yogyakarta.

8. What is/are your comment(s) about the overall materials?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________


88

9. What are the strengths and weaknesses of the English instructional reading

materials using Interactive Models for the tenth grade students of SMK

BOPKRI 1 Yogyakarta?

The strengths are:

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

The weaknesses are:

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

10. What is/are your suggestion(s) in order to improve the reading materials

using Interactive Models for the tenth grade students of SMK BOPKRI 1

Yogyakarta to be better?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

THANK YOU


89


90

90

SILABUS BAHASA INGGRIS

Nama Sekolah : SMK BOPKRI 1 YOGYAKARTA

Mata Pelajaran : BAHASA INGGRIS

Kelas/semester : X / 1-2

Standar Kompetensi : Berkomunikasi dengan Bahasa Inggris setara Novice Level

Metode Kompetensi : Interactive Model

Alokasi Waktu : 720 menit (@x 45 menit)

KOMPETENSI

DASAR

INDIKATOR MATERI

PEMBELAJARAN

KEGIATAN

PEMBELAJARAN

PENILAIAN ALOKASI

WAKTU

SUMBER

BELAJAR

I. Memahami

dialog dan

paragraf

dengan topik

“My New

School”

menggunakan

strategi

Interactive

Model.

Ucapan

salam(greeti

ngs) pada

saat bertemu

dan berpisah

digunakan

secara tepat.

Mengidentifi

kasi ejaan

kata dalam

bahasa

Inggris

secara tepat.

My New School

Good morning

How are you

I‟m fine, thanks.

See you later.

Introducing

May I Introduce

my self, I am

Tomy

Ana, this is Ida

Nice to meet you

Reading for

information

Short passages

Dialogues

Tes tertulis:

Melengkapi

dialog

Menulis

macam-

macam

surat: memo,

application

letter,

business

letter

English for Life

III. Living with

people.(Cook,

V.1983)

Practical

English

Conversation 2

(Multi Media

Metropolitan.20


91

II. Memahami

dialog dan

paragraf

dengan topik

„Home‟

menggunakan

strategi

Interactive

Model

III. Memahami

dialog dan

paragraf

berjudul

“Market”

menggunakan

strategi

Interactive

Model

IV. Memahami isi

surat tentang

deskripsi

tempat

menggunakan

Mengidentifi

kasi kata

yang tepat

dari kalimat.

Menemukan

informasi

khusus

dalam

sebuah surat

Mengidentifi

kasi ejaan

yang tepat

dalam

kalimat

Melengkapi

dan

mengidentifi

kasi kata

yang tepat

Home

There is an/ a….

It looks very……

Market

How much does it

cost?

I‟d like some……

please

Camping

I agree.

That‟s a good idea

Sorry, I disapprove

your idea.

Completing

dialogues

Reading for

information

Short passages

Dialogues

Reading for

information

Short passages

Dialogues

Completing a

letter

Reading for

information

Short passages

04)

Yancey.ces.ncsu

.edu

Beatriceboatan

dcamperclub.co

m

www.clipart.co

m

English for Life

II(Cook, V.

1982)

Teaching Large

Multilevel

Classes


92

strategi

Interactive

Model

V. Memahami isi

dialog dengan

topic “Job”

menggunakan

strategi

Interactive

Model

VI. Memahami

dialog tentang

“Memo”

menggunakan

strategi

Interactive

dari kalimat.

Menemukan

informasi

khusus

dalam

sebuah

dialog.

Melengkapi

dan

mengidentifi

kasi kata

yang tepat

dalam

dialog.

Menemukan

informasi

khusus

dalam

dialog.

Melengkapi

dan

mengidentifi

kasi kata

yang tepat

dalam

Job

Memo

Completing a

short paragraph

Reading for

information

Short passages

Completing

dialog

Reading for

information

dialogues


93

Model

VII. Mengetahui

bentuk surat

lamaran(appl

ication

letter)

Memahami

isi surat

lamaran

dengan

startegi

Interactive

Model.

sebuah

paragraf.

Menemukan

informasi

khusus

dalam

sebuah

memo

Menulis

memo

dengan tepat

Melengkapi

dan

mengidentifi

kasi kata

yang tepat

dalam

sebuah

paragraf.

Menemukan

informasi

khusus

dalam

sebuah surat

lamaran

Menulis

surat

lamaran

Application Letter

Completing a

short paragraph

Reading for

information

Short passages


94

VIII. Mengetahui

bentuk surat

bisnis(busine

ss letter)

Memahami

isi surat

lamaran

dengan

startegi

Interactive

Model.

dengan tepat

Melengkapi

dan

mengidentifi

kasi kata

yang tepat

dalam

sebuah

paragraf.

Menemukan

informasi

khusus

dalam

sebuah surat

lamaran

Menulis

surat

lamaran

dengan

tepat.

Business Letter

Completing a

short paragraph

Reading for

information

Short passages


95


96

LESSON PLAN UNIT 1

ENGLISH INSTRUCTIONAL READING MATERIALS USING INTERACTIVE MODELS

FOR THE TENTH GRADE STUDENTS OF SMK BOPKRI 1 YOGYAKARTA

Subject : Reading

Level : Beginner

Unit : 1

Topic : My New School

Time allocation : 2 x 45 minutes (90 minutes)

Competence Standard: The students are able to communicate in English equal to Novice Level

Basic competencies Indicators Learning Activities Time

Allocation

Media Sources

At the end of the

course, the students

are able to:

1. Comprehend a

dialogue or

At the end of the


are able to:

a. Identify the

correct spelling

Pre-Task:

1. Greetings

2. Teacher asks the

students several

questions to develop

3’

7’

Board marker

White / black

board

Handouts

English for Life III.

Living with

people.(Cook,

V.1983)


97

passage about

greeting using

Interactive

Model strategy

of the missing

letters.

b. Answer the Wh-

questions based

on the

information

from the dialog.

c. Make a family

tree.

students background

knowledge

Main Task:

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

20’

10’

15’

15’

15’


98

paragraph and complete

the missing letters.

Post Task:

1. Teacher gives

opportunity to the

students to ask about

the topic they have

discussed

2. Students are to make

family trees as a

homework.

5’


99

LESSON PLAN UNIT 2



Subject : Reading

Level : Beginner

Unit : 2

Topic : Home



Basic

competencies

Indicators Learning Activities Time

Allocation

Media Sources

At the end of the


are able to:

1. Comprehend a

letter about

At the end of the

course, the

students are able

to:

a. Identify the

Pre-Task:

1. Greeting

2. Teacher asks the

students several


3’

7’

Board

marker

White / black

board

Handouts

Practical English

Conversation 2(Multi

Media

Metropolitan.2004)

www.clanfrank.de/htm


100

describing

places using

Interactive

Model strategy.

correct words

from the

paragraph.

b. Answer the

Wh-

questions

based on the

information

from the

paragraph.

c. Identify the

correct titles

for the

paragraphs.

d. Label the

picture with

the correct

item.

students’ background

knowledge.

Main Task:

1. Students read a letter

and choose the correct

words to support the

paragraph.

2. Students are to answer

the questions given


3. Students are to match

passages with the titles

given.

4. Students are to label the

picture with the correct

corresponding items

provided.

20’

15’

20’

15’

l/body_family.html


101

Post Task:

1. Teacher gives

opportunity to the

students to ask about the

topic they have

discussed.


the crossword provided

as homework.

10’


102

LESSON PLAN UNIT 3



Subject : Reading

Level : Beginner

Unit : 3

Topic : Market




Allocation

Media Sources

At the end of the


are able to:

1. Comprehend the

At the end of the


are able to:

a. Identify the

Pre-Task:

1. Greeting

2. Teacher asks the

students several

3’

7’

Board marker

White / black

board

Handouts

Practical English

Conversation

2(Multi Media

Metropolitan.2004)


103

dialogue about

bargaining using

Interactive

Model strategy

correct spelling

of the missing

letters.

b. Answer Wh-

questions based

on the story.

c. Answer

multiple choice

questions based

on the dialog.

d. Write the

correct amount

of money in

sentences.


students’ background

knowledge.

Main Task:

1. Students read a

paragraph and

complete the missing

letters from the

sentences



to the story.

3. Students are to read

and complete the

missing words from

the dialogue.


the questions related to

15’

10’

20’

10’


104

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.

Post Task:

1. Teacher gives

opportunity to the

students to ask about

the topic they have

discussed.


the crossword

provided as

homework.

5’

15’

5’


105

LESSON PLAN UNIT 4



Subject : Reading

Level : Beginner

Unit : 4

Topic : Camping



Basic

competencies

Indicators Learning Activities Time

Allocation

Media Sources

At the end of the

course, the

students are able

to:

1. Comprehend

At the end of

the course, the

students are

able to:

a. Complete

Pre-Task:

1. Greeting.

2. Students are given

some key words, and

then guess the topic

2’

3’

Board marker

White / black

board

Handouts

Practical English

Conversation 2 (Multi

Media

Metropolitan.2004)

Yancey.ces.ncsu.edu


106

the dialogue

about

agreement /

disagreement

using

Interactive

Model

strategy

and identify

the correct

words from

the

sentences.

b. Find the

specific

information

from the

dialog.

c. Write

correct

sentences

based on the

pictures

provided.

d. Arrange

jumbled

words and

of the dialogue.

Main Task:

1. Students read the

dialogue and


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

15’

5’

10’

15’

10’

Beatriceboatandcamper

club.com

www.clipart.com


107

make correct

sentences.

simple game named

“words spell.”

6. Students arrange the

jumbled words into

good sentences.

7. Students identify

sentences taken from

two pictures

Post Task:

1. Students give

opinion toward the

topic they have

discussed.

10’

15’

5’


108

LESSON PLAN UNIT 5



Subject : Reading

Level : Beginner

Unit : 5

Topic : Job




Allocation

Media Sources

At the end of the


are able to:

1. Understand and

comprehend a

At the end of the


are able to:

a. Identify the

correct words

Pre-Task:

1. Greeting

2. Teacher gives the

students a game

2’

8’

Board marker

White / black

board

Handouts

English for Life

II(Cook, V.

1982)

Teaching Large

Multilevel


109

dialogue about

Job using

Interactive

Model strategy

from the dialog

b. Answer the Wh-

questions based

on the

information from

the dialog.

c. State opinion

based on the jobs

provided.

Main Task:


their expectation from

working and state their

reason.


the correct words to

support the dialogue.

3. Students answer the


to the topic.


true or false questions.

5. Students put a check

toward the job they like

and state their opinion

about it.

Post Task:

15’

15’’

20’

10’

15’

Classes


110


questions reviewing the

topic they have

discussed.

5’


111

LESSON PLAN UNIT 6



Subject : Reading

Level : Beginner

Unit : 6

Topic : Memo


Competence Standard: The students are able to communicate in English equal to Novice Level.


Allocation

Media Sources

At the end of the


are able to:

1. Understand and

comprehend a

At the end of the


are able to:

a. Identify the

correct spelling

Pre-Task:

1. Greeting

2. Teacher asks the

students several


3’

7’

Board marker

White / black

board

Handouts

www.samples-

help.org.uk

www.clipart.co

m


112

passage about

memo using

Interactive

Model strategy

of the missing

letters.

b. Find the specific

information

from the

paragraph.

c. Answering true

or false

questions given

related to

memo.

d. Write a correct

memo.

students background

knowledge

Main Task:

1. Students read and


words from the

sentences about

memo.

2. Students are to make a

list of the missing

words and write down

the correct spelling.


the questions given

related to the memo.


true or false questions.

5. Students are to

20’

10’

15’

10’

15’


113

complete a note on a

memo form

Post Task:

1. Teacher gives the

students a game.

2. Students are to a

memo as a homework.

10’


114

LESSON PLAN UNIT 7



Subject : Reading

Level : Beginner

Unit : 7

Topic : Application Letter




Allocation

Media Sources

At the end of the


are able to:

1. Know how

application letter

At the end of the


are able to:

a. Identify the

correct spelling

Pre-Task:

1. Greeting

2. Teacher asks the

students several


4’

6’

Board marker

White / black

board

Handouts

Letter Writing in

English(Malkoc,

A, N. 1988)


115

look like and

how to make it

2. Comprehend an

application letter

using Interactive

Model strategy

of the missing

letters from the

text.

b. Answer the Wh-

questions based

on the

information from

the application

letter.

c. Complete the

missing words

from the

paragraph.

d. Answer multiple

choice questions

from the

paragraph.

e. State opinion

toward the jobs

students background

knowledge

Main Task:

1. Students are to read and


letters from application

letter


Wh- the questions given

related to the

application letter


multiple choice

questions.

4. Students are to complete

the missing words from

the text.


15’

15’

10’

10’

20’


116

based on the

pictures

provided.

the missing letters from

the text.

Post Task:

1. Teacher gives

opportunity to the

students to ask about the

topic they have

discussed

2. Homework:

Students are to find

job vacancies in

newspaper

Students are to write

application letter

5’

5’


117

LESSON PLAN UNIT 8



Subject : Reading

Level : Beginner

Unit : 8

Topic : Business Letter




Allocation

Media Sources

At the end of the


are able to:

1. Understand how

business letter

At the end of the


are able to:

a. Infer meaning

by choosing the

Pre-Task:

1. Greeting

2. Teacher asks the

students several


2’

3’

Board marker

White / black

board

Handouts

Letter Writing in

English(Malkoc, A,

N. 1988)


118

look like and

how to make it

2. Comprehend an

business letter

using Interactive

Model strategy

correct words

from the text.

b. Answer the

Wh- questions

based on the

information

from the

business letters.

c. Write a correct

order letter and

complaint

letter.

students background

knowledge

Main Task:

1. Students are to read and


words from the order

letter.


the questions given

related to the order

letter.


the missing words of a

complaint letter using

the answers provided.

4. Students are to label the

picture using the clues

provided.

15’

15’

15’

15’


119

5. Students are to make

business letters using

requirements provided.

Post Task:

1. Students are to arrange

jumbled letters into a

meaningful word.

15’

10’


120


1

MY NEW SCHOOL

Answer the following questions before reading the dialogue.

1. Have you ever felt nervous? Why?

2. What do you feel when you are in a crowded situation? Why?

a. Angry

b. Emotional

A. Read the following dialogue and try to complete the missing letters from

the sentences.

My New School

handshake clipart.gif

Indra was rather nervous about his first day at Business School. He did not

know any other students and he did not (1) kn_ _ his way round the buildings. At

nine (2)o’clo_ _ he was at the main entrance with a crowd of (3)hund_ _ _s of

other students. All of them seemed to (4)kn_ _ what to do, except Indra. Indra

looked at his (5)timeta_ _ _. His first class was Bussines Studies and was in Room

316.

Indra: (6)Excu_ _ me, do you know where Room 316 is?

Man(1): I do not (7)ha_ _ a clue, mate.

Indra: Do you know where Room 316 is?

Woman(1): No. Do (8)yo_?

Indra: I’m looking for Room 316.

Man(2): Not another first year. (9)Lo_ _ at the notice-board!


2

Indra: But where is the notice-board?

Man(2): Do not (10)as_ me.

Indra: Could you tell me where Room 316 is?

Kate: Do you (11)me_ _ Business Studies for catering students?

Indra: Exactly.

Kate: Well, I am (12)loo_ _ _ _ for it myself. You’re first year?

Indra: Yes.

Kate: (13)S_ am I. Let’s see if we can find it together.

Indra: Mmm……. by the (14)w_ _, my name is Indra. Nice to meet you.

Kate: My (15)na_ _ is Katherine. Nice to meet you too.

Indra: Where do you live Kate?

Kate: I live in London. How about you?

Indra: Fortunately. I live there too.

Kate: Good. Anyway, I think I see our class. Let’s get in.

Indra: Okey..

Adapted from English for Life III

Part of Speech

No

Word

Noun (N)

Verb (V)

Adjective

(adj)

Adverb

(adv)

- ly Singular Plural (-s/-es)

1 bottle bottle bottles - - -

2 eat - - eat - -

3 beautiful - - - beautiful beautifully

1. After you read the dialogue, make a list of the missing letters and write

down the correct spelling of the words. Then identify the part of speech

of the word (n, v, adj, adv)

Example: 1. f-i-r-s-t : first


3

2. ……………………..

3. …………………….

4. ……………………..

5. …………………….

6. ……………………..

7. ……………………..

8. ……………………..

9. ……………………..(etc)

www.freefever.com

2. Answer the following questions.

1. What is the topic of the dialogue?

_______________________________________________

2. What are they talking about?

_______________________________________________

3. Find the specific information from the dialogue by answering the

following questions.

1. Why was Indra nervous?

_____________________________________________

2. What was Indra’s first class?

_____________________________________________

3. Where was it? _____________________________________________

4. Were the other students helpful?

_____________________________________________

5. How did the last student he asked help him?

_____________________________________________


4

B. Please arrange the following sentences into a good paragraph.

1. I have one brother who works in Jakarta. He is going to get married

next month

2. My parents work in two different places. My father, Mr. Bayu, works as

a graphic designer. My mother, Mrs. Caterine, works as an English

teacher.

3. Hello friends, let me introduce my self. My name is Melly Puspita Sari.

My friends usually call me ‘Mei-Mei.’ I am the youngest children in my

family.

4. I am very lucky to have them. I love you all.

5. I also have two sisters. They are twin. Both of them study at the same

university in Jogjakarta.

C. Read this paragraph carefully.

My family

Hello friends, let me introduce myself. My name is Catherine Parker. I

live in Hawaii. I have a very (1)hap_ _ family. My father, John Parker, works in

a bank. (2)M_ sister, Andrea Parker, is studying in one of favorite (3)univer_ _

_ _ in my town. My mother, Ann Parker, has a (4)bouti_ _ _. Although my

parents are busy, they still have time for me and my sister to go on a vacation

together.

1. Please complete the sentence with the correct words. Be careful

with the spelling.

2. Please look at the following family tree.


5

Please take a look at the following family pictures and make the family tree.

Picture A

Advanced communication games book

Picture B

Advanced communication games book

After you read the dialogue titled “My new school”, please tell your friends

what experience you may obtain from Indra’s situation?

Mr. Parker Mrs. Parker

Catherine

Parker

Andrea

Parker


6

Glossary:

Entrance: pintu masuk

Found: menemukan

Main: utama

Crowd: berdesakan

Nervous: grogi


7

HOME

Answer the following questions before reading the letter.

1. Where do you live? In a House or a boarding house?

2. How many floors does it have?

3. How does it look like?

4. Dou you feel protected living there?

1. Read the following letter and circle the correct words to support the

paragraph.

Home Sweet Home

July, 2108

Dear friends,

I am writing this while I look out the (1)window or mirror of my lovely

house. My house is the most (2)comfortable or uncomfortable place for me. Home

is a place where all (3)the or a members of my family get together sharing and

talking (4)about or of their problems and experiences.

Here, I can see (5)an or a white gate surrounded my house. When I enter

the yard, (6)I or my can see a small garden with green lawn and (7) faded or

colorful flowers. On the top of the house there is (8)a or an chimney over the

black roof. There is one main door (9)in the opposite or between two windows in


8

front of the house. On the (10)left or top there is a small garage. Next, I can see

(11)a or an nice living room with one sofa, three armchairs and (12)one or once

table. There is also a beautiful lamp hanging on (13)a or the top of the wall.

There are also two bedrooms. (14)The or a big one is for my parents and the small

(15)one or once is for me. Last, there is a small bathroom (16)and or with a clean

kitchen. Although my house is small, I (17)am or was happy living there with my

family. But still I (18)miss or hate all of you. Please write soon.

Yours truly,

Kelly

1. Please answer the following questions.

1. What does this letter describe?

____________________________________________

2. Who is the writer?

____________________________________________

3. What does she/he feel about the place?

____________________________________________

4. What are the facilities that can be found there?

____________________________________________

5. What do you think of that place?

____________________________________________

6. Do you think you will enjoy living there?

____________________________________________


9

2. Now work with a friend. Read the compositions and match the titles to

them. One composition hasn’t got a title. Can you think of a good one?

a. Transport

b. Books

c. Money

d. Houses

e. Politics

f. Education

1. In the future, everyone will have a helicopter. All the cars, buses

and trains will be in museums. People won’t walk at all.

2. There won’t be any books in the future. People will watch videos

all the time, and they’ll be able to get information about

everything from their computers.

3. Every country will have exactly the same money. There won’t be

any coins or notes because everyone will use credits cards.

4. Children won’t go to school because they’ll have computers and

robots at home. The robots will teach them everything.

5. All houses will be underground in the future because the air will

be poisonous and the sun’s rays will be hot and dangerous. People

will have to wear special clothes outside

6. They will eat pills instead of food. People won’t eat any meat or

fruit or vegetables. They won’t have to cook, so meals will be

much easier and quicker.

7. I think the whole world will be one country with one government.

Everyone will speak the same language and there won’t be any

war.

Taken from Mosaic 2


10

B. Please look at the following picture.

www.clan-frank.de/html/body_family.html

Complete the missing letters and label the picture with the letter of the

following corresponding item:

A. Garage: a building for kee_ _ _ _ a car in, usually next to the house.

B. Chimney: a pipe inside a buil_ _ _ _ that goes from a fire to the roof

in order to let smoke out.

C. Gate-house: a small building at the entra_ _ _ to the land

surrounding a big house.

D. Window: an opening in the wa_ _ of a building.

E. Roof: the outside surfa_ _ on a top of a building.

F. Door: the large fl_ _ object that you open and close at the entrance

to a building.

G. Yard: the ground around a house usually cove_ _ _ with grass.


11

Try the crossword

1 2 3 4 5

6

7 8 9 10 11

12 13 14

15

16 17

ACROSS DOWN

1. between hip and foot

3 ……..me, have you got a light?

7. I’m sorry, there’s………….more

roasted beef

9. Just a ………..

12. No wet

13. You drive it

14. You see with it

15. My name………..George

16. I’m sorry to…………you

17. United Kingdom

1. Could you……..Me your

umbrella. Please?

2. I ………..to work by bus

4. Could I borrow your dictionary?

Yes, of……….

5. You usually do this at right

6. Do you ………….. English?

8. Have you got any brothers

…………. sisters?

10. She’s a very nice person

11. At the end of your finger


12

- Good Luck -


13

MARKET skdua.blogspot.com

Please answer the following questions before reading the story.

1. Where do you usually go for shopping? In a Supermarket or Traditional

Market?

2. What do you think about the price?

3. Is it more expensive in Supermarket or Traditional Market?

A. Please read the story.

This is a story about a woman who wants to go to a supermarket.

Usually she goes by motorcycle, but unfortunately her motorcycle (1)i_

borrowed by her neighbor to visit neighbor’s grandmother. So (2)th_ woman

decides to go by taxi. Sooner, she (3)arri_ _s in the supermarket. She takes a

walk around the ground (4)flo_ _ looking for her needs.

Then she goes to the (5)upsta_ _ _ floor looking for a dress. “What a

nice and (6)beaut_ _ _ _ dress”, she said. “I will look very beautiful in (7)m_

friend’s party”. “Everybody will look at me”. The woman (8)deci_ _s to buy

the beautiful dress. She is satisfied with (9)he_ choice. After taking for a rest

in a while, she (10) deci_ _ _ to go home.

It is so crowded outside. She walks through many people outside the

supermarket to get a taxi. Finally, he gets it. Suddenly, she is shock when she

looks at inside her bag, her purse has gone. Then ……..……..


14

The story about the woman has not finished yet. What you should do are:

1. Answer the following questions:

a. Does she go to the supermarket by motorcycle? Why?

____________________________________________

b. Why does she decide to buy a new dress?

____________________________________________

c. How does the woman go to the supermarket?

____________________________________________

d. What happen to the woman when she decides to go home?

____________________________________________

2. Discover the missing letters and write down the correct spelling.

_______________________________________________

3. Give a suitable title for the story.

_______________________________________________

B. Please read the dialogue in pairs and complete the missing letters.

At The Market

A: Good morning. Can I help you?

B: Good morning. I (1) W_ _ ld like some potatoes, please.

A: How much would (2) y _ u like?

B: How much is one kilogram of (3)po _ _ toes?

A: One kilogram? It’s Rp. 700,-

B: It’s (4)_ne hundred rupiahs more expensive that it last week.

A: (5)T _ _t is true madam. Prices have gone up.

B: I(6) w_ _ld like three kilos, please.

A: Would you (7)l _ ke anything else?

B: Yes, I’d like two (8)o _ _ces of chili, please.

A: Two ounces of chili. (9)T _ _t is Rp. 500,-. www.barbspics.com

B: And I’d like some (10)g_ _en vegetables


15

A: We have green beans, celery and lots of(11) ot_ _r things.

B: I’d like to (12)s_t for soup, please.

A: A set of green (13) ve_ _ _ _bles for soup is Rp. 500,-

B: How much is (14)t _ _m in all?

A: Let me see. Three kilos of (15) pot_ _ _es. That’s three times Rp. 700,- That’s

Rp. 2100,-

B: And two ounces of chili.

A: that’s Rp. 500,- so Rp. 2100,- plus Rp. 500,- and another Rp. 500,- for the soup

vegetables. That’s Rp. 3100,- in all.

B: Here you are. All are three thousand and one hundred rupiahs.

A: Thank you madam.

B: You’re welcome.

(Taken from Practical English conversation 2)

1. After you read the dialogue, make a list of the missing letters and write

down the correct spelling of the words. Then identify the part of speech of

the word (n, v, adj, adv).

Example: 1. w-o-u-l-d : would

2. ……………………..

3. …………………….

4. ……………………..

5. …………………….

6. ……………………..

7. ……………………..

8. ……………………..

9. ……………………..(etc)

2. Please choose the correct answer from the following questions.

1. What does the woman buy at the market…….

a. a cooking set

b. fruits


16

c. vegetables

d. basket

2. How much does she spend for 3 kilograms of potatoes….

a. Rp 700,-

b. Rp 1.400,-

c. Rp 2.100,-

d. Rp 2.800,-

3. The following statement is false according to the dialog, except……

a. The price is cheaper than last week

b. Two ounces of chili are Rp 1000,-

c. The woman spends Rp 3500,- in all

d. She wants a set of green vegetables for soup

4. The word “price” (7th line) has an opposite meaning to….

a. cost

b. value

c. fee

d. money

5. The word “expensive” (6th line) has similar meaning to….

a. economical

b. costly

c. low-priced

d. cheap

3. Circle the ‘odd’ item, the one that doesn’t ‘belong’

e.g.:

book

pen

ruler

ribbon


17

fruit

sugar

juice

salt

vegetables

salt

soup

cheese

apple

grape

orange

tomato

price

bargain

shopkeeper

basket

broccoli

carrot

carrot

onion


18

C. Write the amount of money as shown in the example.

Examples: 25 twenty five cents

$3.10 three dollars and ten cents

Try the crossword

1 2 3 4

5

6 7 8 9

10 11 12

13 14

15

16 17

18 19

20

(Taken from Practical English Conversation 2)

$100 75

20

$165

$2.25

$10.35

$1000

$8.40

$1.20

$99.10


19

ACROSS DOWN

1. More than one child

2. The opposite of yes

5. I look like ………….father

6. A heavy weight

11. Part of your body at the top of your

leg

13. Galileo said that the earth

goes………..the sun

14. I’m sorry. ‘That’s …………right.’

15. You’d better pick the glass up

…………you will break it

16. I beg your……………..?

19. I didn’t do it ……………purpose

20. A person who specializes in one of

the sciences

1. You take photos with it

2. Not out

3. Many

4. The past of run

8. Not young

9. Petrol is made from it

10. People thought the planets moved in

circles ………..in fact it moved in

ellipses

11. It’s……………work learning a

language

12. The earth is one; so is Mars

15. The same as 15 across

16. An American writer; Edgar Allan

……….

17. A woman’s first name

18. You’re not quite as tall……….me,

are you?

- Good Luck -

Glossaries

Shopping: belanja

Price: harga

Expensive: mahal

Beans: buncis

Celery: seledri


20

CAMPING

There are some key words taken from the following dialog. Based on

these, what do you think the dialogue is about?

yancey.ces.ncsu.edu

A. Read the dialogue and complete the missing words from the dialogue by

choosing the correct answer.

a. Besides b. Girls c. Lots d. Can e. Are f. Planned g. Camping h. You

i. Time j. Whatever k. I will l. Your m. Little n. Get o. In p. No

Mom’s Disapproval

A: Mom we are going to the country for (1) _______ next week.

B: What? You’re going to the country.

A: All the (2) _____ in class will go

camping

bored

near

join

plan

permission


21

21

B: No. You mustn’t go. (3) ______ you’ll have an exam.

A: But mom, we have (4) _______ it.

B: Your father wouldn’t let you go.

A: We (5) _____ take care of ourselves.

B: Angel, you and your friends (6) _____ too young to go alone.

A: We are no longer (7) ________ girls. We know what to do.

B: What if you (8)_____ lost? You’ll be in trouble.

A: There will be (9) ______ of other school children there.

B: Listen to me Ani. (10) _____ must study for the exam.

A: I have. I need (11) ______ for refreshing now.

B: You can go somewhere near

A: Somewhere (12) ______ town? No, mom. We get bored of those places.

B: (13) __________ you say. I disapprove your idea.

A: I am afraid (14)_______ have to join the camping.

B: We’ll talk to (15) _______ teacher about this.

A: The teacher will (16) ______ us go

B: No, not without our agreement.

Taken from Practical English Conversation 2

beatriceboatandcamperclub.co

1. Answer the following questions.

1. What is the topic of the dialogue?

_______________________________________________________

2. What are they talking about?

_______________________________________________________


22

22

2. Write ( T ) if the statement is true, and ( F ) if the statement is false.

1. […….] Ani plans to go camping in weekend.

2. […….] Her mother allows Ani to go camping.

3. […….] Her father will allow Ani to go camping this weekend.

4. […….] Ani isn’t allowed to go because she has to study.

5. […….] Ani’s teacher will allow Ani to go without her parents’

permission.

B. Complete the sentences by finding the missing letters

Now your job is to discover the difficult words from the dialogue

above.

Procedure:

Study your own list

Exchange the list of difficult words with your partner

You and your friends give each other spelling test

Mark whether you and your friend pronounce the correct

spelling

Review the words

1. My mother doesn’t allow me to g_ with the other girls.

2. I am afr_ _ _ I can’t let you go.

3. How will you be away, dear? wi_ _ you

4. You have to ask your father abo_ _ it

5. Te_ _ me why I shouldn’t go?

6. A_ _ the girls in my class are going camping.

7. Prom_ _ _ me you will never go without my permission.

8. We all be back before Sunday lo_ _

9. I am no long_ _ a little girl.

10. Be care_ _ _! You have to go with the other students.


23

23

B. The following is a paragraph about Ani’s plan, but the words and the

sentences are not written in the correct order. Please arrange these

words into good sentences and the sentences into a coherent paragraph.

1. plan – go – camping – We – to – for – days – three.

2. mother – My – not – allow – does – go – camping – to – me.

3. have – will – I – exam – an – week – next.

4. beautiful – place – The – very – is.

5. teacher – the – ask – a – from – permission – parents – our – should.

C. Take a look at theses pictures.

Picture A(illustrated by Pram) Picture B(illustrated by Pram)

Your job is to complete the missing letters and identify the sentence

taken from the picture A and B. Please put a check ( ) if the statement

is correct.

1. [ ] The boy looks out the wind_ _ when the day is raining outside.

2. [ ] His mother doesn’t all_ _ the boy to play outside.

3. [ ] There is no one outsi_ _ the house.

4. [ ] There are two coconut tre_ _ in the beach.

5. [ ] A boy is play_ _ _ with his father.

6. [ ] The beach is very crowd_ _.

7. [ ] The sky is very brig_ _.

8. [ ] The boy is wearing a sho_ _ green pant.


24

24

9. [ ] The picture of mount_ _ _ and sun is put beside the door.

10. [ ] There is a red umbr_ _ _ _ inside the basket.

In your opinion, is camping an interesting activity or a boring activity?

What can you learn from the conversation between mother and her

daughter?

www.clipart.com

- Good Luck -

Glossary:

Country: desa

Camping: berkemah

Exam: ujian

Plan: rencana

Bored: bosan

Disapprove: tidak setuju

Agreement: persetujuan


25

JOB

Let’s have fun!

Rules: www.clipart.com

In small groups, please take turns giving three minute talks about your

father’s occupation; your mother’s occupation; and your own present

or future career.

Each group chooses the best presentation to give to the whole class.

Ask questions

A person’s career choice is influenced by ones family. Is that right?

(Taken from Teaching Large Multilevel Classes)

A. What do you expect from working? Please choose one or more that most

suitable for you. State your reason

Suggested list of what people want from their careers

Money

Prestige

Friends

Interesting things to do

Pleasant work place

Opportunity for

advancement

Challenges

Chance to be helpful

Chance to add meaning to

life

Chance to be creative

Chance to meet interesting

people

Chance to adventure

Job security

Lots of vacations

www.clipart.com


26

26

B. Please read the dialogue and circle the correct words to support the

dialog.

“Cathy gets a job”

John: Hello. Where are you going, Cathy?

Cathy: Hello, John. I (1)am or is going to see Matt Scott.

John: Oh? Who is he?

Cathy: The (2) accountant or editor of YES magazine.

John: Oh yes, of course. I’ve (3)heard or hear of him. They say he’s very

good. And (4)YES or SEY is a very good magazine.

Cathy: Yes, I know

John: Well, (5)good or bad luck. See you.

Cathy: Thank you. See you.

(next day)

Cathy: I have (6)an or a appointment with Mr. Scott at 11.30.

Receptionist: Oh yes. What is (7) you or your name?

Cathy: Catherine King

Receptionist: Catherine with a C?

Cathy: Yes, that’s (8)right or wrong.

Receptionist: Ah yes, Miss King. Mr. Scott is busy at the moment (9)

because or but he’ll be free in ten minutes. Would you

(10)like or mind to take a seat?

Cathy: Thank you.

Matt Scott: Miss King? How do (11)you or your do?

Cathy: How do you do?

Matt: I liked your story (12) for or about that footballer very much.

Cathy: Ronaldo, you mean? Yes, he (13)is or are an introvert man. He is

very intelligent.


27

27

Matt: Well, you (14)uncertainly or certainly wrote a very good story.

Cathy: Thank you.

Matt: Tell me, (15)do or are you free at the moment?

Cathy: I have one small job next week but I (16)was or am not busy after

that.

Matt: Good! Well, I’ve (17)got or get a story for you.

Cathy: Have you? What about?

Matt: We want (18)one things or something about Michael Jackson.

Cathy: James Perivale? I haven’t heard of him (19)for or since years.

Matt: Nobody has heard of him for years.

Cathy: What (20)is or are the story then?

Matt: Well, we want you to find out what has happened to him.

Cathy: Mmm, that sounds interesting.

Taken from English for Life II

1. Please answer the following questions.

1. Who does Cathy meet outside the office?

___________________________________________________

2. Why is she going there?

___________________________________________________

3. Who is Matt Scott?

___________________________________________________

4. When is her appointment?

___________________________________________________

5. How does she spell her name?

_______________________________________ www.clipartguide.com

6. Who is Ronaldo?

___________________________________________________


28

28

7. Did Matt like Cathy’s story about him?

___________________________________________________

8. What story does he want Cathy to write?

___________________________________________________

9. Does Cathy like this story?

___________________________________________________

10. Does she like her job? Why?

___________________________________________________

2. Write (T) if the statement is true, and (F) if the statement is false.

1. [ ] Cathy is going to go to a supermarket.

2. [ ] YES is a name of a magazine company.

3. [ ] Cathy has an appointment at 12.30 p.m.

4. [ ] The editor will meet Cathy at 11.40 a.m

5. [ ] Matt doesn’t like Cathy’s story about the footballer.

6. [ ] Michael Jackson is a footballer.

7. [ ] Ronaldo is an introvert man.

8. [ ] Cathy will write a story about movie soon.

3. Put a check ( ) based on your opinion toward the following jobs. Please

state your opinion.

Jobs interesting boring well-paid useful hard work

Doctor

Film star

Athlete

Chef

Businessman

Engineer


29

29

Jobs interesting boring well-paid useful hard work

Teacher

Journalist

Accountant

Supermodel

Questions of opinion

1. What is Cathy’s job?

2. How well does she know John?

3. Has she met Matt Scott before?

4. Who do you think James Perivale is?

www.dennisholmesdesigns.com

- - - - - Good Luck - - - - -

Glossaries:

Job: pekerjaan

Appointment: janji

Busy: sibuk

Intelligent: cerdas

Free: luang

Heard: mendengar


30

MEMO

Answer the following questions before you read the following passages.

1. Have you ever heard the word “memo”?

2. What come in your mind when you heard about it?

3. For what reason usually people write memo?

www.clipart.com

A. Read the dialogue in pairs and try to find the missing letters from the

dialogue.

What is a memo?

The word memorandum is derived from the Middle English word

'memorandus' meaning 'to be remembered’. A memo or memorandum is a

(1)ty_ _ of communication commonly used in business. (2)Me_ _s are sent to

colleagues and co-workers. (3)Th_ _ differ from letters as they are (4)mor _

information and do not require a (5)saluta_ _ _ _ or a closure statement as in

Business (6)Lett_ _s.

A memo is used as a (7)writ_ _n reminder or to convey a short (8)purpo_ _

_ or some basic information. A memo (9)form_ _ is generally short consisting of

between (10)on_ and four sentences. A longer format might consist of several

paragraphs but should never exceed one page in length.

(Taken from www.samples-help.org.uk)

1. After you read the passage, make a list of the missing letters. Then

write down the correct spelling of the words. Then identify the part of

speech of the word (n, v, adj, adv).

Example: 1. t-y-p-e: type


31

2. ……………………..

3. …………………….

4. …………………….

5. …………………….

6. …………………….

7. ……………………..etc

2. Answer the following questions

1. What is memo?

___________________________________________________

2. How does memo differ from letter?

___________________________________________________

3. How many sentences usually a memo consisted of?

___________________________________________________

4. Should a memo be written more than one page in length?

___________________________________________________

5. What is the function of a memo?

___________________________________________________

C. Please look at the format of the following memo.

Sample Memo Format / Template TO: FROM: DATE: SUBJECT: First Sentence: (Reason for the memo) Second Sentence - Main Body: (Any Instructions or information) Closing Sentence (What is required of the reader e.g. Confirmation, answers or feedback)


32

Sample Memo TO: All managers FROM: John Smith, Director of company DATE: September 29, 2008 SUBJECT: Annual meeting September 30, 2008, all managers will have an annual meeting discussing the progress of company. All managers should come at 8 a.m, no exception. Please call my secretary at 789 if you have any questions.

Write ( T ) if the statement is true, and ( F ) if the statement is false.

1. *…….+ The memo is issued on September 30, 2008.

2. *…….] The memo is due to John Smith, director of the company.

3. *…….+ The managers should come at 8.am without exception.

4. *…….+ All managers should come to those daily meeting.

D. Read the dialogue between Cathy and Indra , then complete Indra’s Notes

on the following memo form. Before that please find the missing words.

Indra: Good morning. This is Redlabel Independent Boutique. Can I help you?

Cathy: Hello, this is Cathy. Could I speak with Mr.Simon, please?

Indra: I’m sorry. He is having a meeting with all the staffs at the moment.

Can I take a mesage?

Cathy: All right. Please tell him that I will be in your office, between 3 and 4

this afternoon.

We will talk about the clothing order next month.

Indra: Fine, I’ll give them the message.

www.clipart.com

For (Mr/Ms):………………….( ) Please ring back

From (Mr/Ms):………………...( ) Will call again

Message

……………………………………………………………………………………………………………………………


33

……………………………………………………………………………………………………………………………

……………

Time: ………………………

Date: ……………………….

Taken by: ………………….

Now your job is to make a memo. Inform your friend that there is an

incidental OSIS meeting at 1 p.m. discussing about school’s decision for

sports competition

Let’s have fun

Rules: Use any list of words that the class has recently worked on. Put those

words on the board. Review all the colors. Give each word a color. State your reason why you choose the color. For

example: I colored the word ‘exercise’ green because I like to run outside when it is spring and everything is green.

Stand and mingle (membaur) then tell one another how and why you colored your words.

At the end, tell the class about any usual coloring that you encountered as you mingled.

(Taken from Teaching Large Multilevel Classes)

----------------- Good Luck ----------------

Glossary:

Type: tipe

Colleagues: rekan bisnis

Salutation: salam penutup

Reminder: pengingat

Exceed: meluas


34

APPLICATION LETTER www.fotosearch.com

Answer the following questions before you read the passage.

1. Have you ever heard the word ‘apply’?

2. What do you think? Is it related to job?

3. Have you ever tried to write an application letter?

A. Please read the following application letter then answer the following

questions.

930 Mangga Street,

Yogyakarta, 60609

September 15, 2010

Director of Bank Indonesia

111 Mawar Street

Jakarta, 22233

Dear Sir/Madam,

I would like to apply for the position of an accountant as advertised in September

14, 2010 Kompas Daily News. I feel that I am especially (1)quali_ _ _ _, and would

appreciate an opportunity to (2)disc_ _ _ this position.

I am available for (3)a_ interview at your most convenient schedule. Please

contact me at above address, or by phone 085123456789.

I am looking forward to hearing from you soon.


35

Yours faithfully,

Anna McDonald

(Taken from Letter Writing in English)

1. Who sends the application letter?

__________________________________________________________

2. Where is the application letter sent?

__________________________________________________________

3. What position does the company required?

__________________________________________________________

4. Where does the applicant get the information?

__________________________________________________________

5. Does the applicant know the name of the director of the company? Who is

she/he?

__________________________________________________________

www.fotosearch.com

B. Read the paragraph and complete the missing words from the paragraph

by choosing the correct answer.

a. experience

b. position

c. as

d. in

e. techniques

f. reliable

g. and

h. sounds

i. new

j. employer

k. consultant

l. an


36

NICK CHALLENGE Jl. Tenggilis Mejoyo W-24

T : 031-2981000 HP: 081330245751

e-mail: [email protected]

27 February 2010 Iwan Zuhriyanto Human Resources Manager PT Bagi Bagi Duit (B2D) Surabaya Barat Dear Mr Zuhriyanto, I wish to apply for the (1)_______ of Accounting Staff that was advertised (2)_____ Buletin Info Kerja on 21 February 2010. I have over one year experience (3)____ an Accounting with PT. Gulung Tikar and have (4)_______ of a wide variety of pattern (5)______. My computer skills are very good, (6)____ I have an excellent record as a (7)_____, productive employee. I am looking for (8)______ challenges and the position of Accounting Staff (9)______ the perfect opportunity. Your organization has (10)___ enviable record innovation in investor financial (11)_________, and an excellent reputation as an (12)______, making the position even more attractive. I enclose my CV for your inspection and look forward to hearing from you soon. I am available for interview at your convenience. Yours sincerely, Nick Challenge

Taken from carrier.ubaya.ac.id

Please choose the correct answer from the following questions.

1. Who is the name of the applicant…….


37

a. Mr. Zuhriyanto

b. Mr. Challenge

c. Mr. Iwan

d. Mr. Yanto

2. What position does he apply for….

a. Human Resources Department(HRD)

b. Teller

c. Teacher

d. Accounting Staff

3. What is the name of the company he applied for…..

a. PT. Rezeki Nomplok

b. PT. Bagi-Bagi Duit

c. PT. Uang Kaget

d. PT. Gulung Tikar

4. What is the word enclose similar to….

a. give

b. attach

c. remove

d. send

5. What does the second paragraph tell us about…..

a. PT. Gulung Tikar

b. The applicant ‘s experience on working and skills

c. The applicant’s computer skills

d. The applicant’s excellent reputation

6. The word “excellent” has the same meaning as the following, except..

a. Outstanding

b. Great

c. Poor

d. Brilliant


38

7. Where does the applicant get the information of the vacancy…..

a. magazine

b. newspaper

c. buletin

d. advertisement

8. The applicant has the following qualified criteria, except…..

a. productive

b. good

c. introvert

d. enviable

9. Which of the statement that is true according to the text above…..

a. The name of the applicant is Iwan Zuhriyanto

b. The company is looking for an Accountant Staff

c. The applicant has no computer skills

d. The applicant get the information from his friend

10. What date is the vacancy advertised on…..

a. February 21, 2011

b. February 10, 2009

c. February 21, 2010

d. February 27, 2010

C. Look at the following job vacancy attached on a newspaper. Complete the

missing words from the dialogue by choosing the correct answer.

a. Friendly

b. Work

c. Team

d. Graduate

e. Pothograph

f. letter


39

First

URGENTLY REQUIRED

KOMPAS, November 27, 2008

Accounting

D3 __________ in accounting with the GPA min.2.75

Female/male, single & max 28 years old

Willing to be placed in Jakarta

Communicative, ________ and hard working

Willing to _____ under pressure

Able to work in a _______

Send your application ______ with a recent _______ no later than two weeks

to:

HRD Department Pasar Swalayan ADA

Jl. Raya Padjajaran No.31 Bogor

Director: Drs. Indra Bayu Perdana

D. Please read the following text and complete the missing letters inside the

box.

Second

URGENTLY REQUIRED


ACCOUNTING (ACC)

SEKRETARIS (SEKR)

Requirements:

Female/Male, max. 27 yea_ _ old, attractive appearance

Major _n computer application


40

Min. D3 gradu_ _ _ in Accounting

Min. D3 gradu_ _ _ in Secretary

Nice personality, ea_ _ going, communicative, and hard work_ _ _

Send your application letter wi_ _ a recent photograph no lat_ _ than two weeks

to:

PO BOX 2720 JAKARTA 10027

E. Please read the following text and complete the missing letters inside the

box.

Third

VACANCY


An established undergarment factory _ _cated in Cakung is seeking _or qualified

and highly motivated _or:

ASSISTANT MANAGER

The applicant should meet _he following requirements:

Female/male. Max. 30 _ _ _rs old

Min D3 graduate _n Economy

Strong analytical and _ _ _erpersonal skills, team player

Fluent _n English both oral and _ _ _tten

Send your application letter _ _th a recent photograph no _ _ter than two weeks

to:

PO.BOX 6087 / JKU TG

Supposing that you have graduated from university, write an application

letter from the job vacancy above.

If you are to choose one of the following occupation, which one do you

like most?why?


41

patrickweb.com www.fotosearch.com

www.dennisholmesdesigns.com www.fotosearch.com

Glossary:


42

BUSINESS LETTERS

Answer these questions before you read the passage.

1. Have you heard the word ‘order’?

2. What does ‘order’ mean?

A. Please read the following order letter and fill in the blanks by giving a

cross (X) to the correct answers.

November 28, 2010

Book Agency

Gejayan Street 19

Yogyakarta 55281

Dear Mr. Bayu:

Would you please send me 1000 copies of World Wide Dictionary, second

edition, 2000. I am enclosing a money (1)______ for $137.50 to cover cost

(2)_____ handling. If this amount is not correct, please let me (3)______.

Thank you for your attention

Yours sincerely,

Dr.White

Dr. White

Principal City College

Riau, 55555

(Adapted from Letter Writing in English)


43

1. A. order

B. ordered

2. A. with

B. for

C. and

3. A. know

B. knew

Please answer the following questions.

1. Who sends the order letter?

____________________________________________________

2. Where is the order letter sent?

____________________________________________________

3. What does the person order?

____________________________________________________

4. How much does the book cost?

____________________________________________________

5. When is the order letter sent?

____________________________________________________

6. Who is Dr. White?

____________________________________________________

7. What does the word enclose similar meaning to?

____________________________________________________

8. What does the word ‘you’ in the first line of the letter refer to?

____________________________________________________


44

B. Please read the following complaint letter and fill in the blanks by choosing

the correct answers.

December 5, 2010

Book Agency

Gejayan Street 19

Yogyakarta 55281

To Whom It May Concern:

This is to register a (1)__________ about the shipment of World Wide Dictionary

(2)______ I received today. Several pieces (3)_______ broken, and others were

chipped. (4)_______ send me a replacement order.

(5)____ will appreciate your prompt attention.

Yours faithfully,

Dr. White

Dr. White

Principal City College

Riau, 55555

1. A. complaint

B. order

4. A. may

B. would

C. please


45

2. A. those

B. that

3. A. was

B. were

5. A. my

B. I

Complete the missing letters and label the picture with the letter of the

following corresponding item from the following picture:

A. Inside address: the name of a str_ _ _ and town where someone lives

or works.

B. Date: the number/words used to ta_ _ about a particular day, month,

and year.

C. Letter head: the name and address print_ _ at the top of a sheet of

writing paper.

D. Typed name: name that is typ_ _.

E. Body of text: main idea of a let_ _ _

F. Complementary closing: word or phrase used to en_ a speech or

letter.

G. Signature: your name writ_ _ _ in the way you usually write it, usually

at the end of a letter.

H. Salutation: a word/ phrase used at the beginni_ _ of a letter such as

“Dear Mr. Smith.”


46

www.texscience.org

C. Please write an order letter and a complaint letter to a company supposing

that you are a principal of a developed factory.

First

Date: November 27, 2010

To : Mr. Indra Bayu PR

Redlabel Clothing

Cempaka Street 26

Yogyakarta, 44444

Order: Purchase ten score of clothes


47

Second

Arrange these jumbled letters into a meaningful words and apply the

word in a sentence

1. r-o-d-e-r:

2. r-u-c-h-e-s-a-p:

3. m-o-p-c-a-n-y:

4. t-r-e-l-e-t:

5. d-e-n-s:

6. t-o-c-s

www.clipart.com

----- Good Luck -----

Date: November 27, 2010

To: Ms. Catherine Smith

Book company

Hayam Wuruk Street 20

Jakarta, 66677

Order: Purchase six boxes of books

Glossary

Order: pesanan

Purchase: membeli

Cost: biaya

Send; megirim

Enclose: menyertakan


48

ANSWER KEY

UNIT 1

I. Let’s Begin (Answer may vary)

II. Let’s Practice

A. 1. e.g.: 2. Know, 3. O’clock, 4. Hundreds, 5. Know, 6. Time table, 7. Excuse, 8.

Have, 9.you, 10. Look, 11. Ask, 12. Mean, 13. Looking, so, name.

2. 1. Introducing people

2. They are talking about finding a room to study

3. 1. Because it was his first day at school

2. Bussines Studies was Indra’s first class

3. it was in room 316

4. no, they weren’t

5. the student was nice and helpful. She asked Indra to find the room together.

B. 3, 2, 1, 4, 5

C. 1. Happy, 2. My, 3. University, 4. Boutique.

III. Let’s finish the lesson (Answer may vary)

UNIT 2

I. Let’s Begin


A. 1. Window, 2. Comfortable, 3. The, 4. About, 5.a, 6.I, 7.colorful, 8.a,

9.between, 10.left, 11.a, 12.one, 13.top, 14.the, 15.one, 16.and, 17.am,

18.miss

1. (Questions and answer)

1. This letter describes about Kelly’s house

2. The writer is Kelly

3. She feels comfort and happy

4. Garage, living room with one sofa and three armchairs, one table,

two bedrooms, one bathroom and one kitchen.

5. I think that place is very comfortable

6. Yes, I will because the atmosphere seems very comfortable.

2. 1.a, 2.b, 3.c, 4.f, 5.d, 6…, 7.e.

B. 1.B, 2.E, 3.D, 4.F, 5.G, 6.A, 7.C

C. A. keeping, B. building, C. entrance, D. wall, E. surface, F. flat, G.

covered

III. Let’s finish the lesson Across Down

1.Leg

3.excuse

7.no

9.minute

12.dry

13.cqr

14.eye

15.is

16.trouble

17.UK

1.lend

2.go

4.course

5.sleep

6.speak

8.or

10.IC

11.nail


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UNIT 3

I. Let’s Begin (answer may vary)


A. 1.is, 2.the, 3.arrives, 4.floor, 5.upstairs, 6.beautiful, 7.my, 8.decides.

9.her, 10.decides

1. a. no, she doesn’t because her motorcycle is borrowed by her

neighbour

b.because she has been invited to her friend’s party

c.she goes by taxi

d.her purse has gone/lost

2. 1.is, 2.the, 3.arrives, 4.floor, 5.upstairs, 6.beautiful, 7.my, 8.decides.

9.her, 10.decides

3. Unlucky day (answer may vary)

B. Read the story

1. Find missing letters

2.you, 3.potatoes, 4.one, 5.that, 6.would, 7.like, 8.ounces, 9.that,

10.green, 11.other, 12.set, 13. Vegetables, 14.them, 15.potatoes

2. 1.c, 2.c, 3.a. 4.a, 5.b

3. Basket, salt, cheese, tomato, onion

C. 1.one hundred dollars

2.twenty cents

3.two dollar and twenty five cents

4.one thousand dollars

5.one dollar and twenty cents

6.seventy five cents

7.one hundred and sixty five dollars

8.ten dollars and thirty five cents

9.eight dollars and forty cents

10.ninety nine dollars and ten cents

III. Let’s Finish the Lesson

ACROSS DOWN

1.children

5.no

6.my

7.ton

11.hip

13.round

14.all

15.or

16.pardon

19.on

20.scientist

1.camera

2.in

3.lot

4.ran

8.old

10.but

11.hard

12.planet

15.or

16.Poe

17.ann

18.as

UNIT 4




50

A. 1.g, 2.b, 3.a, 4.f, 5.d, 6.e, 7.m, 8.n, 9.c, 10.h, 11.i, 12.o, 13.j, 14.k, 15.l,

16.p

1.1.the topic is about disagreement, 2.they are talking about the

disagreement about a plan to go camping on weekend

2. 1.T, 2.F, 3.F, 4.T, 5.F

B. 1.go, 2.afraid, 3.will, 4. About, 5.tell, 6.all, 7.promise, 8.long,

9.longer, 10.careful

C. 1. We plan to go camping for three days

2. My mother does not allow me to go camping

3. I will have an exam next week

4. the place is very beautiful

5. the teacher should ask a permission from our parents

D. The correct sentences taken from the picture are 1, 2, 5, 7, 8, 9

1.window, 2.allow, 3.outside, 4.trees, 5.playing, 6.crowded, 7.bright,

8.short, 9.mountain, 10.umbrella

III. Let’s Finish the Lesson (answer may vary)

UNIT 5

I. Let’s Begin (game)


A. (reasons may vary)

B. 1.am, 2.editor, 3.heard, 4.YES, 5.good, 6.an, 7.your, 8.right, 9.but, 10.like,

11.you, 12.about, 13.is, 14.certainly, 15.are, 16.am, 17.got, 18.something,

19.for, 20.is

1. 1. Cathy meets John outside the office

2.she is going there because she has an appointment with Mr. Scott

3.Mr. Scott is the editor of YES magazine

4. her appointment is at 11.30

5.Catherine with C

6.Ronaldo is a football player

7. yes, he did

8. he wants cathy to write story about Michael Jackson

9. yes, she does

10. yes, she does because she chooses to be a writer

2. 1.F, 2.T, 3.F, 4.T, 5.F, 6.F, 7.T, 8.F

3. Answer may vary

III. 1. A writer

2. They are good friend

3. No, she hasn’t

4. Michael Jackson is a singer

UNIT 6



A. 2.memo, 3.they, 4.more, 5.salutation, 6.letters, 7.written, 8.purposed,

9.format, 10.one


51

1.memo is type of communication commonly used in business

2. memo require specific information and does not need a closure

statement where as a letter should.

3. one up to four sentences

4. no, it should not

5. memo is used as a written reminder or to convey a short purposed or

some basic information

B. 1.F, 2.F, 3.T, 4.T

C. For Mr. Smith

From Ms. Cathy

Message: she will be in your office between 3 and 4 this afternoon to

talk about clothing order next month

Taken by: Indra

III. Let’s Finish the Lesson (game)

UNIT 7



A. 1.qualified, 2.discuss, 3.an

1.Anna Mc Donald

2. the application letter is sent to 111 Mawar Street, Jakarta 22233

3. accountant

4. the applicant gets the information from Kompas Daily News

5. No, she doesn’t.

B. 1.b, 2.d, 3.c, 4.a, 5.e, 6.g, 7.f, 8.i, 9.h, 10.l, 11.k, 12.j

1.b, 2.d, 3.d, 4.b, 5.b, 6.c, 7.c, 8.c, 9.b, 10.c

C. d,a,b,c,f,e

D. years, in, graduate, graduate, easy, working, with, later

E. located, for, for, the, years, in, interpersonal, in, written, with, later

III. Let’s Finish the Lesson (answer may vary)

UNIT 8



A. 1.A, 2.C, 3.A

1.Dr. White

2.the order letter is sent to Book Agency, Gejayan Street 19, Yogyakarta

55281

3.1000 copies of World Wide Dictionary

4.the book costs $137.50

5.the order letter is sent on November 28, 2010

6.Dr. White is the Principal of City College

7. enclose=attach

8.’you’ refers to Mr. Bayu

B. 1.A, 2.B, 3.B, 4.C, 5.B

A.street, B.talk, C.printed, D.typed, E.letter, F.end, G.written,

H.beginning


52

III. Let’s Finish the Lesson

order (Mr. Black orders 1000 copies of Ensiclopedia)

purchase (he purchased a lot of stuffs for his company yesterday)

company (Cate works in a very big company)

teller (My mother works as a teller in a bank)

send (I would like to send you my story)

cost (the computer costs very expensive)


plagiat merupakan tindakan tidak terpuji engl ish ... fileiv sand and stone a story tells that two...

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