ABSTRACT
THE IMPLEMENTATION OF CLOZE PROCEDURE IN ENGLISH READING CLASS AT THE FIRST YEAR OF
SMK NEGERI 1 BANDAR LAMPUNG
By Ellynda Sari
Reading is one of the skills that should be taught at school. Based on the writer’s teaching experience at SMK Negeri 1 Bandar Lampung, it was found that the students still have difficulties in reading. Therefore, the writer employed Cloze Procedure as a technique to improve the students’ reading achievement and their participation in learning.
The subject of this research is the students of the first year of SMK Negeri 1 Bandar Lampung, class X (ten) TKJ. The research was conducted from March 23rd until April 4th 2011. A classroom action research was carried out in order to improve students’ reading achievement by using Cloze Procedure in English reading class.
The result of the research shows that Cloze Procedure improves the students’ reading achievement.There were two indicators that were used in this research, i.e. learning product and learning process. In term of learning product, there are 75% students who passed the score of 60, as the passing grade. Meanwhile, it was also found that there were 80% students who were actively involved during the lesson in the first cycle. In the second cycle, there were 77.27% students who reached the passing grade. It was found that there were 80.83% students who actively involved during the teaching learning was conducted.
ACKNOWLEDGEMENTS
Alhamdulillaahirobbil’aalamiin. Praised be merely to Alloh SWT, The Most Beneficent for His gracious mercy and blessing that enables me to accomplish and complete my script entitled “The Implementation of Cloze Procedure in English Reading Class at The First Year of SMK Negeri 1 Bandar Lampung”.
Among many individuals who have generously offered suggestion for improving this script, first of all I would like to express my sincere gratitude and deep respect to my first advisor, Drs. Hery Yufrizal, M.A., Ph.D. and my second advisor Drs. Huzairin, M.Pd. who have guided, assisted and encouraged me during the completion of this script. My gratitude is also extended to Dr. M. Sukirlan, M.A. who has given me valuable suggestions as my examiner. Budi Kadaryanto, S.Pd.,M.A. as my academic advisor, thanks for your advices and suggestions. To all lecturers of English Program, who have contributed their guidance and knowledge for the writer, thank you.
I also want to extend my great appreciation to Dra. Hj. Mike Elly Rose, the Headmaster of SMKN 1 Bandar Lampung, and Restika Indah, S.Pd., the English teacher of SMKN 1 Bandar Lampung. My appreciation is also expressed to the X (ten) TKJ students of SMKN 1 Bandar Lampung for their good cooperation.
The greatest honor and appreciation would finally be dedicated to my beloved parent, Yadin Supyadin and Sukarni. It is truly undoubted that loves, cares, tears and timeless prayers during days and nights, are everything for me. Thanks for the patience and willingness to wait for my graduation. To my beloved brothers (the late) Denny Asgar, Benny Sadam, Febri Madoni, and Rizky Rizmawan, thanks for love and supports given to keep my spirit alive. To someone, Oka Ibnu Dinata, S.STP., thank you for everything.
Nothing in this world is perfect and this final project is no exception. I hope that this final project will be useful and beneficial for the readers, especially those who are involved in English teaching profession.
Bandar Lampung, January 2012
ADMITTED BY
1. Examination Comittee
Chairperson : Drs. Hery Yufrizal, M.A., Ph.D. ...
Examine : Dr. M. Sukirlan, M.A. ...
Secretary : Drs. Huzairin, M.Pd. ...
2. The Dean of Teacher Training and Education Faculty
Dr. H. Bujang Rahman, M.Si. NIP 19600315 198503 1 003
Title : THE IMPLEMENTATION OF CLOZE PROCEDURE IN ENGLISH READING CLASS AT THE FIRST YEAR OF SMKN 1 BANDAR LAMPUNG
Student’s Name : ELLYNDA SARI
Student’s Number : 0543042010
Department : Language and Arts Education
Study Program : English Education
Faculty : Teacher Training and Education Faculty
APPROVED BY Advisory Comittee
Advisor Co-Advisor
Drs. Hery Yufrizal, M.A., Ph.D. Drs. Huzairin, M.Pd.
NIP 19600719 198511 1 001 NIP 19580704 198503 1 006
The Head of Language and Arts Department
THE IMPLEMENTATION OF CLOZE PROCEDURE IN ENGLISH READING CLASS AT THE FIRST YEAR OF
SMKN 1 BANDAR LAMPUNG (A Classroom Action Research)
By
ELLYNDA SARI
A Script
Submitted in a Partial Fulfillment of the Requirements for S-1 Degree
in English Education
The Language and Arts Department of Teacher Training and Education Faculty
Lampung University Bandar Lampung
THE IMPLEMENTATION OF CLOZE PROCEDURE IN ENGLISH READING
CLASS AT THE FIRST YEAR OF
SMKN 1 BANDAR LAMPUNG
(
A Classroom Action Research)
A Script
By
ELLYNDA SARI
LAMPUNG UNIVERSITY
BANDAR LAMPUNG
CURRICULUM VITAE
The writer’s name is Ellynda Sari. She was born in Fajar Bulan, Way Tenong, West Lampung, April 10th, 1987. She is the second child of harmonious couple, Yadin Supyadin and Sukarni. She has four brothers (the late) Denny Asgar, Benny Sadam, Febri Madoni, and Rizky Rismawan.
She began her study at Dharma Wanita Kindergarten, Fajar Bulan, Way Tenong, West Lampung in 1992. She studied in elementary school at SD Negeri 2 Fajar Bulan, Way Tenong, West Lampung at 1993 and graduated in 1999. She
continued her study to SMP Negeri 1 Way Tenong, West Lampug and graduated in 2002. After graduating from Junior High School, she entered SMA Negeri 9 Bandar Lampung and graduated in 2005. In 2005, she was registered as an S1 (Non-Regular) student of English Education Study Program at Teacher Training and Education Faculty (FKIP) of Lampung University.
DEDICATED TO
My beloved Father, Yadin Supyadin My beloved Mother, Sukarni
LIST OF APPENDICES
Appendix Page
1. Students’ Reading Test Score ... 76
2. Try Out Test 1 ... 77
3. Try Out Test 2 ... 79
4. The Rank of Students’ Score in Try Out ... 82
5. Distribution of Students’ Answers of Try Out 1 ... 84
6. Level of Difficulty & Discrimination Power of Try Out Test 1 ... 86
7. Computation of Reliability of Try Out Test 1 ... 88
8. Distribution of Students’ Answers of Try Out 2 ... 89
9. Level of Difficulty & Discrimination Power of Try Out Test 2 ... 91
10. Computation of Reliability of Try Out Test 2 ... 93
11. Lesson Plan 1 ... 94
12. Lesson Plan 2 ... 99
13. Test Analysis and Students’ Reading Score ... 105
LIST OF TABLES
Page
Table 1.1. Table of Students’ Reading Score ... 3
Table 3.1. Table of Specification of Reading Test ... 46
Table 3.2. Table of Specification of Observation Sheet ... 47
Table 4.1. Table of Frequency of Students’ Reading Score in Cycle 1 ... 48
Table 4.2. Table of Students’ Scores in each Component Cycle 1 ... 50
Table 4.3. Table of Students’ Observation Sheet in Cycle 1 ... 51
Table 4.4. Table of Frequency of Students’ Reading Score in Cycle 2 ... 61
Table 4.5. Table of Students’ Scores in each Component Cycle 2 ... 62
Table 4.6. Table of Students’ Observation Sheet in Cycle 2 ... 64
Table 4.7. Table of Progress of Students’ Reading ... . 68
Table 4.8. Table of Students’ Reading Components in Cycle 1 & 2 ... .. 68
MOTTO
Give thanks for what you are now and keep fighting for what you want to be tomorrow
TABLE OF CONTENT
Chapter II LITERATURE REVIEW 2.1 Notion of Reading ... 9
2.7 The Advantages and Disadvantages of Cloze Procedure ... 32
2.8 Classroom Action Research ... 33
2.9 Theoretical Assumption ... 34
Chapter III RESEARCH METHODS 3.1 Setting of the Research ... 36
3.2 Description of the Research ... 37
3.3 Research Procedures ... 38
3.4 Indicators of the Research ... 40
3.6 Data Analysis ... 43
Chapter IV RESULTS AND DISCUSSIONS 4.1 Result of the Research ... 44
4.1.2 Cycle 1 ... 44
4.1.2.1 Planning ... 44
4.1.2.2 Implementing ... 45
4.1.2.3 Observing ... 48
4.1.2.4 Analysis and Reflection ... 53
4.1.3 Cycle 2 ... 57
4.1.3.1 Planning ... 57
4.1.3.2 Implementing ... 58
4.1.3.3 Observing ... 59
4.1.3.4 Reflection ... 62
4.2 Discussion ... 63
Chapter V CONCLUSIONS AND SUGGESTIONS 5.1 Conclusion ... 73
5.2 Suggestions ... 74
REFERENCES
Chapter I INTRODUCTION
This chapter discusses several points i.e. the background of the problem, the
formulation of the problems, the objectives of the research, the uses of the
research, the scope of the research, and the definition of terms.
1.1 Background of The Problem
The implementation of School Based Curriculum (KTSP) in most schools in
Indonesia functions as the instrument to guide teaching learning activities
towards the main goals of national education. The goal of the teaching of English
stated in the Curriculum for English subject is that students are projected to be
able to master and use the language skills for any relevant needs and situations.
To support the students’ language skills acquisition, language components have
important role in it. However, according to the English teacher of SMKN 1 Bandar
Lampung, the students’ reading achievement class X (ten) TKJ (Networking
Technique) is still far from the expectation of the curriculum. It is also found that
the school, that is 60. The students’ low performance might be caused by their
lack of involvement and active participation during the learning process.
Furthermore, the students’ score of English was also very low. Beside that, most
of the students’ English skill was far from the target expected. This fact might be
caused by their lack of knowledge. From the teacher’s exprience, it was also
found that most of students faced the difficulties to comprehend or to
understand reading material. This is supported by McWhorter in Jumawan
(1996) who states bellow:
“Most students have a basic competence in reading. They have required a core vocabulary and developed an understanding of language structure that allows basic understanding (comprehension) of unit of written expression. Yet many students frequently complain that they have difficulty getting through the required reading in a course, that they cannot keep their minds on what they read or that they cannot remember what they have read.”
There is a tendency that some of the students are not interested in English or do
not follow the English learning process well. Some of them said that when they
read the reading texts, they found some problems in answering the inferred
information and sometimes they fell stuck and bored.
Based on the observation, it was found that class X (ten) TKJ (Networking
Technique) was the lowest class in reading achievement, therefore the
Classroom Action Research was conducted to improve students’ reading
achievement and their participation in learning. Based on the result when the
multiple choices), there were 15 students (68.18 %) failed because their score
didn’t pass the minimum score, which is 60, and there were only 7 students
(31.82 %) passed the test. See the table (1.1) below:
Table 1.1. Students’ reading score
Number of Students Score Percentage
15 < 60 68.18 %
7 > 60 31.82 %
Based on the table that there were less than 50% students who passed the
passing grade, the researcher used 60 as passing score in this Classroom Action
Research.
In teaching-learning process, the teacher as facilitator who has responsibility to
make the students interested in the lesson given. The teacher should be able to
choose and create an interesting technique in order to reach the aims of
teaching English stated in the curriculum. Hill and Lewis (1985:5) stated that the
more the students feel involved in the process of learning, the more successful
and enjoyable they will find it. In other words, if a teacher is able to teach his or
her students well by using appropriate technique, they will enjoy the lesson
better.
Anthony in Vauliani (1997:4) states that technique is particular trick, strategy, or
on teacher, he or she should be able to select or choose the technique which can
support the teaching learning process. So, whatever the techniques will be used
by the teacher, it is better for the teacher to consider which technique is the
most effective in teaching reading, so that the teaching of reading will be useful
and enable the students to learn enthusiastically.
Having known some of the problems occurred in that school, the researcher
intended to conduct Classroom Action Research. This research attempts to solve
the problem by implementing Cloze Procedure. Cloze Procedure has close
meaning with prediction. The writer chooses Cloze Procedure as one of
technique that is used to find out its relation towards students’ reading
achievement and their participation in during the teaching-learning process.
Cloze Procedure originated as a diagnostic reading assessment technique. In a
cloze procedure, every nth word is deleted from a selected reading. Students are
then asked to read the passage, inserting a word into each blank to create a
meaningful reading. Since Cloze Procedure encourages the reader to be actively
involved with the reading of the material and to link the new information being
learned with information previously learned, it may be used effectively in the
classroom for purposes other than reading assessment.
The statement above is supported by Markstein and Hirasawa in Şahindokuyucu
language. Bastidas (1984:20) also says that Cloze Procedure is a process of
systematically deleting word from a passage and replacing them with blanks to
be filled by the students.
In line with notion above, Enderson (1971:110) stated that Cloze Procedure is
basically a very simple technique. Words are just deleted from passage of phrase
in some mechanical fashion and replace by blanks of a standard length. The
mutilated passages are then given to readers with instruction to restore the
missing words.In short, Cloze Procedure is a technique of teaching reading which
stress on how the students use their schemata or background knowledge based
on the pictures and deleted words or phrases in the text given.
It has been mentioned earlier that Cloze Procedure has close relationship with
prediction. Prediction plays an important role in this technique. The students
would be able to fill the blanks through prediction based on their background
knowledge.
Cloze Procedure tests are quite popular and they generally easy to prepare, so
they are very useful to asses students’ level of reading comprehension. This
statement is supported by Suter (2002:3) who argues that the advantages of
Cloze Procedure is their relative ease of preparing, administering and scoring, a
important and limited validity can be compensated for by the fact that a learner
placed inadequately can easily change classes.
Referring the background above, the writer conducted the Classroom Action
Research. This research is expected to improve not only on the students’ reading
achievement but also the students’ participation in learning in the classroom.
Therefore, this research is entitled: “The Implementation of Cloze Procedure in
English Reading Class at the First Year of SMKN 1 Bandar Lampung.”
1.2 Formulation of The Problem
Based on the background mentioned above, the researcher formulated the
problems as follow:
1. Can the Implementation of Cloze Procedure improve the students’ reading
achievement?
2. Can the implementation of Cloze Procedure improve the students’
participation in learning?
1.3 Objective of The Research
Referring to the formulation above, the writer proposed the objectives as follow:
1. To find out whether the implementation of Cloze Procedure can improve
2. To find out whether the implementation of Cloze Procedure can improve the
students’ participation in learning or not.
1.4. Uses of the Research
Hopefully, the research could have the following uses:
1. Theoretically: hopefully this Classroom Action Research can give
contribution to teachers and the curriculum developers about the quality of
Cloze Procedure in reading class, the problems that they experienced, and
the strategies that the high and low proficiency readers used to cope with
the problems in reading class.
2. Practically: it might help the students improve their reading achievement
using Cloze Procedure and to give contributions to English teachers in the
classrooms in order to help the low proficiency reader to use good strategy
that have been proved successfully in helping the high proficiency readers in
comprehending the English texts.
1.5 Scope of The Research
This classroom action research discussed the process of reading class using Cloze
Procedure. The text employed in the research was descriptive text; this is one of
the texts taught in second semester of the first year of senior high school. This
research was conducted at SMKN 1 Bandar Lampung and the subject of the
In this research, the writer held two cycles. The first cycle was based on the
problems of the research then second cycle was done based on the result of the
analysis and reflection of the first cycle. The next cycle was held because the
indicators of the research in the first cycle were not achieved.
The reading test was done by asking them to read and fill the incomplete text
based on the selected topic. The result of the test was evaluated by two raters,
the researcher and the class teacher.
The researcher worked together with the English teacher of the school. The
researcher acted as the teacher by implementing Cloze Procedure since
Classroom Action Research (CAR) is a kind of research that based on the
teacher’s problem and how the teacher solve the problem by herself; meanwhile
the English teacher of SMKN 1 Bandar Lampung acted as collaborator and also
observed her own students. Beside that, the researcher also was helped by an
observer who observed students activities. The researcher made the lesson plan
and performed in the class based on the lesson plan. So, during the research, the
researcher, the collaborator and the observer observed everything that occurred
in the classroom.
Reading is an active cognitive process of brain, which works together with eyes
in order to get the information in verbal or printed symbol
Cloze Procedure is a technique of teaching reading comprehension which stress
on how the students use their schemata or background knowledge to fill in the
Chapter II LITERATURE REVIEW
This chapter provides explanation related to theories used in this study such as
notion of reading, notion of teaching reading, notion of passage, notion of cloze
procedure, notion of students’ learning activities, notion of teaching reading
through cloze procedure in reading class, notion of classroom action research,
the advantages, and the theoretical assumption.
2.1 Notion of Reading
Reading is “a receptive language process” (Goodman, 1988:12). It creates an
interaction between readers and writers. He further says, “reading is a
psycholinguistics process in that it starts with linguistic surface presentation
encoded by writer and ends with meaning which reader construct”. There is thus
an interaction between language and thought. The writer of the text encodes
thought and the readers decide language to thought. It is also supported by Clark
and Silberstein in Simanjuntak (1988:24) who defined that reading is an active
cognitive process of interacting with print and monitoring comprehension to
establish meaning. It means that the students are required to be able to get a lot
Nuttal (1982) in Simanjuntak (1988:8) defines “reading as the meaningful
interpretation of printed or written verbal symbol”. It means that reading is a
result of the interaction between the perception graphic symbols the represent
language and the reader’s language skill, cognitive skill and the knowledge of the
world. From the definition above, it can be concluded that reading is a process of
brains, which work together with eyes in order to get the information in verbal
or printed symbol.
In relation to Nuttal’s statement above, it seems that reading is the outcome of
reader’s interpretation toward a text. In this case, the readers try to make a
meaningful interpretation based on the signal given by writer through a text. For
example, see the sentences in the text below:
“In 1962, the first important United States Communication Satellite, Telstar I, was placed in orbit. Three year later, the United States launched Early Bird” (Windows for Second Year SMU, 1999).
From the sentences above, the reader tries to make an interpretation, Telstar I is
a name of the satellite, based on the signal given by the writer, comma, which
functions as modifier. In other words, the readers tried to use certain strategies
to make sense of the idea in a text.
“Reading is more than the simple recognition of the graphic symbols or words. It is a progressive comprehension of the meaning and idea represented by a sequence words. It includes seeing the word and recognizing the word to its context. It can be assumed that reading is not simple process, calling out names of any words, but a complex intellectual process, knowing and understanding the meaning of the words and message of this text.”
Based on Grabe in Carrel, et al (1988:56), “Reading process is not simply a matter
of extracting information from the text”. It seems that reading process is not
merely getting the idea of the text. There are likely the other matters. Grabe also
says “It is one in which the reading actives a range of knowledge in the readers’
mind that they use, and that in turn, may be refined and extended by the new
information supplied by the text”.
Reading thus is viewed as a kind of dialogue between reader and the text in
which it actives the readers’ background knowledge, “previously acquired
knowledge” (Carrel, 1988:76), to the new information provided by the text. It
means that when the readers are reading, their background knowledge seems to
be stimulated actively used. Later, it may be getting improvement and progress
in respect to all the new information supplied by the text. It is not only
understanding a text but also interaction between text, reader and writer which
collaborate each other so that the reading process is going round.
In the process of reading, both in intensive and extensive reading, Eskey in
1. Bottom-up process is a process of reading involving exact, detailed,
sequential perceptions and identification of letters, words, spelling patterns
and larger language units.
2. Top-down model deals with the general notion of reading as the
reconstruction of meaning based on skillful sampling of the text, and such
specific notions as the use of linguistic redundancy, the crucial role of prior
knowledge in prediction, and the necessity for reading at a reasonable rate in
larger, more meaningful chunks of a text.
3. Interactive model deals with a particular cognitive behavior based on certain
kinds of knowledge which forms a part of reader’s cognitive structure. To
begin with, the reader must know both the written forms and the meaning of
the subject matter, structures and words of which this sentence is composed.
Furthermore, Woods (2005:62) argues that reading skills can be seen in terms of
bottom up and top down skills. Bottom up (or systemic) skills consist of building
up meaning from analyzing the form of the language used (e.g. from words to
clauses to sentences to paragraph). A text maybe partially understood at this
level, but it is unlikely that a full understanding can be achieved without top
down skills. Top down (or schematic) skills involve the prior word knowledge
brought by the reader to the text. This kind of knowledge can be seen as being
cultural or world knowledge. Our learners therefore need both types of skill if
they are to make sense of a text, and our methodology needs to pay attention to
In addition, Nuttal (1982) states that reading involves communication process
between encoder and decoder. The encoder is the writer since he can well speak
his message. The encoder has a message in his mind which he wants somebody
else to share. To make it possible he must first put it into words: that is, he must
encode it. Once it is encoded, in either spoken or written form, it is available
outside his mind as a text. The text is accessible to the mind of another person
who hears or reads it, i.e. who decodes the message it contains. Once it is
decoded, the message enters the mind of the decoder and communication is
achieved. In other words, reading means getting out of the text as nearly as
possible the message that the writer put into it.
He further says reading approach can be categorized into two:
1. Extensive Reading
Extensive reading program is a private world of reading for reader’s own
interest. Reader reads what they want to read for their own pleasure. This
program should be encouraged to do because by reading extensively, a
reader will find the best way to improve his knowledge of a foreign language.
The more students read in the foreign language, the better results in their
progressing at increasing speed of productive skill’s improvement, for
example they can read novel, magazine, article, and short story.
Intensive reading program deals with assignment of reading lesson in the
classroom to students guided by teachers. It is sometimes labeled as reading
for accuracy while the extensive reading is labeled as reading for fluency. In
the classroom, student’s role is as a reader. It demands that he should make
sense of the text for himself. Then, the teacher has to take the
responsibilities to find out what students can or can not do, work out on the
program aimed at giving them the skills they need, choose suitable texts to
work on the activities, prepare the class to undertake the tasks, make sure
everyone in class works productively and improves steadily according to his
capabilities.
In addition, Moore-Dodson (1995:1) implies that the purpose of intensive
reading program is to understand and remember the content of reading text.
There are seven stages cover the program for very effective reading focused for
detailed comprehension and long retention:
a. Overview
The teaching reading activity that implies intensive reading method is
preceded by overview stage. At this stage, the teacher makes the students
explore the content of the text. Next, the teacher asks them to obtain some
news, messages and information from the text.
b. Planning Purpose
After conducting the overview stage, the teacher should formalize the target
reading comprehension that must be increased after the students pass the
teaching reading activity.
c. Questioning
After conducting the overview stage and plan the purpose his teaching
reading activity, he should arrange several questions for the students about
the content of the text. Te questions should reflect the whole content of the
text in order to ease the students in comprehending the content of the text
in the next stage.
d. Reading
Reading is the core of intensive reading program because at this stage the
students’ reading comprehension is really trained to be increased
e. Summarizing
After the teacher conducts the reading stage, he asks the students to
summarize the content of the text.
f. Testing
At this stage, students’ reading comprehension is tested.
g. Understanding
The end of the intensive reading is to be sure that the students understand
the content of the reading text in details. They have to be able to answer
Based on notions above, it can be concluded that reading is an active cognitive
process which requires brain work together with eyes in order to get information
and knowledge in verbal or printed symbol.
2.2 Notion of Teaching Reading
Reading skills are often regarded as perceptive skills and link to listening skills.
There are similarities, but one important difference is that the reader can take
control of the input more easily. Woods (2005:62) says that a listening input is
often taped with pauses built in or controlled by teacher. When reading,
however, a reader determines the speed of the activity by himself so that this
becomes one of the positive things to stress to students in the teaching of
reading.
When trying to gauge how difficult a particular text will be for students, teachers
need to bear in mind not only the inherent difficulty of the text, but also the
nature of the tasks they plan to set and whether they require students to
attempt such tasks before, during or after students have studied the text. Woods
(2005:63) classifies the activities in reading class into three as follows:
1. Pre-reading tasks
This task can be in form of vocabulary games, word searches and matching
synonyms. These activities can help students to approach a text in a more
confident way. Other pre-reading activities that can help readers relate to
schematic knowledge. All of them enable students to familiarize themselves
with the content of a text. The activities can be systemic (such as vocabulary
exercise) or schematic (such as thinking of the purpose of a text or predicting
the content from its title).
2. While-reading tasks
These kinds of task, as Hedge in Woods (2005:63) states, have become more
used since the adoption of the idea of reading as an interactive process.
These encourage learners to be active as they read. Students can be given
activities which require them to do any of the following: follow the order of
the ideas in a text; react to the opinion expressed; understand the
information it contains; asks themselves questions; make notes; confirm
expectations of prior knowledge or predict the next part of a text from
various clues.
3. Post-reading tasks
These tasks follow up the work covered and seek to extend candidates. Such
activities are directed writing activities are directed writing activities, or role
play and group discussion activities.
2.3 Passage
Cohen (1980:18) says that the passage which will be selected may either be of
students in the humanities, or it may be a passage of general interest. The
passage used in this study has non-specific structure and a general theme.
In addition, Rye in Şahindokuyucu (2006: 12), states that the language the passage
should not be beyond the independent reading level of the students before
deletions are made from it. If the unmutilated language would cause only
difficulty, then the further difficulty that would be caused by deletions would
result in the students becoming frustrated and alienated from the task.
Sometimes, the difficulty level of a passage depends on the teacher. By deleting
the words, the teacher is making the reading task more difficult than it ordinarily
would be. It is therefore important to encourage the motivation of students with
an interesting passage. Referring to the explanations above, it can be inferred
that selecting a suitable passage for students is very important.
2.4 Notion of Cloze Procedure
Cloze procedure originated as a diagnostic reading assessment technique. Cloze
procedure has close relationship with prediction. In a cloze procedure, every nth
word is deleted from a selected reading. Students are then asked to read the
Johnson (1984) says that Cloze Procedure originally developed by Taylor (1953)
as a test of readability of a particular text in relation to a particular population of
readers. The cloze procedure involves taking a text to be evaluated, deleting
some words in the text (every 5th, 7th, … word) and then asking subjects to guess
the missing words. The idea of cloze procedure can be seen from this situation:
“Cloze, is derived from Gestalt notion of closure, the tendency to perceive as complete (closure) from which are actually incomplete. It is for example, the tendency to perceive broken or incomplete circle as a whole.” (De Vito, 1979:92)
The name cloze comes from “closure”, this being the term that “gestalt
psychology applies to the human tendency to complete a familiar but
not-quite-finished pattern” to see broken circle as a whole one, for example, by mentally
closing up the gaps (Taylor, 1953:415).From these statements, it can be inferred
that cloze procedure is an activity in which a person is intended to complete the
broken circle as a whole. Cloze procedure encourages the reader to be actively
involved with the reading of the material and to link the new information being
learned with information previously learned.
The cloze procedure was originally used to determine the difficulty level of
passages of English speakers. A cloze test is a useful means of assessing students’
reading strategies and abilities to make sense of texts. Since it was invented, it
and they generally easy to prepare, so they are very useful to asses students’
level of reading comprehension.
Bastisdas (1989:91) states the following on cloze procedure:
When using the cloze procedure, the students is guided to see the passage as a whole and to refer back or ahead into the text in order to find a clue to meaning. The same process occurs in reading, since when we read, our eyes move in saccades (small, jerky movements) which progress in a forward direction and, when necessary, in regressions in order to get the visual information that goes to brain.
Bastidas (1984:20) also says that cloze procedure is a process of systematically
deleting word from a passage and replacing them with blanks to be filled by the
students. Based on the information above, the researcher defines that cloze
tests can be regarded as a gap-filling activity. The students are asked to complete
the deleted words or phrase using exact or suitable words. The tests aim to
measure the ability to predict from context.
In line with Bastisdas, Markstein and Hirasawa (1981) state that cloze procedure
is building an awareness and semantic cues in language. This definition is
supported by Enderson (1971:110) who says that cloze procedure is basically a
very simple technique. Words are just deleted from passage of phrase in some
mechanical fashion and replace by blanks of a standard length. The mutilated
passages are then given to readers with instruction to restore the missing words.
From the explanation, it is clear that cloze procedure consists of passage with
In addition, Alderson (1979) in Sahindokuyucu (2006:34) states that the term
cloze procedure is used in at least three different ways. The first and most
general level of definition is “the systematic deletion of words from text”. The
second definition takes the word systematic and divides it into two types of
systems: either a random (or, better, pseudo-random) deletion of words, or a
rational deletion. The third definition, which is increasingly common in the
literature, is the deletion of every fifth word from text (i.e., not just
pseudo-random, but a specific deletion frequency). Cloze tests can be marked in either of
two ways: by accepting as correct or by accepting only word which fits
syntactically and semantically. The former system is easier to mark because only
one word can be correct in each gap; the aim of the test is to check the learners’
ability to use their knowledge of the language, not to guess which word the
original writer chase.
Goodman cited in Bastisdas(1989) argues that the reader must have a knowledge
of the language (semantic, syntactic, and graphonemic systems), a knowledge of
the story or topic being read, and understanding of what has happened
previously in the story.
He further states that the cloze procedure encourages the learner to make
predictions. The systematic blanks provided in cloze passage require the students
answer these questions and supply the missing words, the students must sample
the graphic display, make educated guesses (predictions), and test and confirm
hypothesis. The process constitutes the act of reconstructing the writer’s
message.
It has been mentioned earlier that cloze procedure has close relationship with
prediction. Prediction plays an important role in this technique. The students
would be able to fill the blanks through prediction based on their background
knowledge.
The material of cloze procedure should be relevant to the students, in order to
overcome the difficulties of the students in predicting or making anticipation
towards the text. It is supported by Moy (1975:21) who states that the passage
to be selected may either be of particular relevance to the students being tested.
On preparing a cloze test, Madsen (1983:48) states that the steps in preparing a
cloze test are simple: 1) select an appropriate passage; 2) decide on the ratio of
words to take out; 3) write the instructions and prepare an example. The first
and most important step is to choose a story or an essay on the right level. The
length of the selection depends on the number of blanks you plan to have, but
most are not longer than 300 to 400 words. This means that you will often have
to use only part of an article or a story. When you do this, be sure your except
passage in cloze procedure; usually we ignore a passage that is full of proper
nouns, numbers and technical words. When these are left out, it is often
impossible to know what to write in.
2.4.1 Word deletion in Cloze Procedure
Oller (1979:345) argues that there are two types of cloze procedure; one is called
fixed-ratio method, where the cloze test is constructed by deleting every nth
word of a passage (5th, 6th, 7th, ...). Other type is what has been called
variable-ratio method (random deletion). In this type of cloze test, words are selected on
some basis, for instance, it is possible to delete only words that are richly laden
with meaning, typically then would include the nouns, verbs, adverbs, adjective
or some combination of them.
Bachman (1985: 535) in his study, argues that although research on the cloze test
has offered differing evidence regarding what language abilities it measurers,
there is a general consensus among researchers that not all the deletions in a
given cloze passage measure exactly the same abilities. An important issue for
the test developers, therefore, is the extent to which it is possible to design cloze
test that measure specific abilities.
Anderson (1976:92) states that both system (random deletion and every nth word
deletion) are mechanical and completely objective. The more simple every nth
Cohen (1980:92) recommends the following on deletion:
A low of frequency words may be deleted if this word appears
elsewhere in the text, since part of reading skill is recognizing lexical
repletion.
If a word is a key word without which the passage is less
comprehensible, or part of an unfamiliar idiom, deleting an adjacent
word is recommended.
It may also be advisable to avoid deleting part of an idiom,
particularly if the idiom is not a common one.
Although deletion of the same word several times is acceptable,
excessive deletion of a function word like and, and the should be
avoided.
The frequency of deletion must be taken into consideration before
the test is administered. It usually depends on the difficulty level of
the text. One in five can make the reading passage too difficult to
deal with for students, but Anderson (1979) found that deletion of
every sixth word was not more difficult than the one based on the
deletion of every twelfth word.
Here are the examples of the deletion in Cloze Procedure:
1. Fixed-ratio method (regularly deletion)
John Santiago is a salesman. He (goes) from door to door selling vacuum (cleaners). On his first day of work, (he) decided to sell his goods by (knocking) on the doors of a private (housing) area.
b. every 5th word is deleted
Many people like camping. (camping) is one of the (most) interesting hobbies. It is (not) very expensive and it (is) very useful for us. (It) can make us love (our) environment. You can enjoy (camping) very much because you (can) do many interesting things.
2. Variable-ratio method (random deletion)
a. every noun deletion
The Indonesian (society) consists of rural and urban society. Rural society lives in (villages). They usually make their living by farming. Urban society lives in (cities). There are many kinds of (jobs) people can do in cities. Cities are the center of big industries.
b. every verb deletion
Arthur (needs) some books for his English class. The school library (has) those books. Arthur (loves) to read and study but hates to go to the library. He (likes) to study at home.
c. every adjective deletion
My mom is a (great) woman in the world. She can handle everything in a (nice) way. In the morning, she cooks our breakfast and the taste is always (good). She always prepares my daily needs. I love my mom!
Since the students had been familiar to the content words such as noun,
verb, and adjective, so the researcher adopted variable-ratio method
(random deletion). It is rather difficult to use fixed-ratio method since the
2.4.2 Passage in Cloze Procedure
Cloze passages, from the word closure, are short passages (250 words) from
expository books commonly used in the teacher’s classroom that have certain
words deleted (usually every fifth word) and replaced with a blank. Students are
asked to read the cloze passages and fill in the missing words based on what they
feel makes sense using context clues. If students are reading effectively and with
adequate comprehension, usually they are able to accurately guess the missing
words—or, at least, a word of the same part of speech. This helps the teacher
know whether the student is able to use context clues when reading expository
materials in the selected field of study, and whether he has a strong enough
vocabulary to cope with the textbook being used.
Cooter & Flynt, (1996) argue that cloze tests cause students to use their
background knowledge of a subject, their understanding of basic syntax (word
order relationships), and semantics (word and sentence meaning) to guess what
a missing word might be. They encourage teachers to first assess the student’s
performance using cloze passages from narrative or descriptive texts as a
baseline indicator of general reading ability. To find out how well the student
normally performs at reading narrative or descriptive texts, which are the main
focus of reading in the high school years, this approach helps students to practice
the cloze procedure before being asked to take on the different – and perhaps
1. Choose a passage of about 150-250 words from the textbook. It is usually
best to choose a passage at the beginning of a chapter or unit so that
needed introductory information is included.
2. Prepare the cloze passage. The first sentence should be typed exactly as it
is written in the original text. Thereafter, beginning in the second
sentence, delete one of the first five words and replace it with a blank,
then repeat this procedure every fifth word. (The blanks need to of a
uniform size to avoid giving unnecessary clues.) The process is complete
when you have 50 blanks in the cloze passage. After the 50th blank, finish
typing the sentence in which the last blank occurred. Then, type at least
one more sentence with no deletions.
3. Have students read the passage all the way through once without
attempting to fill in any of the blanks, then reread the passage and fill in
the blanks to the best of their ability.
4. To score cloze tests, use the one-half/one-third formula. Students who
correctly complete one-half (25 of 50) or more of the blanks are
considered to be at the independent reading level, at least with the
passage selected. Students who complete less than one-third of the
blanks correctly (17 of 50) will probably find the text too frustrating or
too difficult even with assistance. Those students falling somewhere
between the one-third and one-half range will probably be able to
succeed with the text if they receive some preparatory assistance from
2.4.3 Scoring in Cloze Procedure
There are a lot of ways of scoring. The most common way to mark the cloze test
are a) by accepting only exact words that were deleted and b) by accepting any
semantically and grammatically acceptable answers.
The statement was presented by Aitken (1977:36) who states that when the test
has been completed, marking is relatively simply. There are two ways to mark
the cloze test; either by accepting only the exact word that was deleted, or by
accepting any contextually acceptable answer. Incorrect spelling should not be
penalized as long as the word is recognizable. However, the word must be
grammatically correct. The wrong verb tense, for example, would not get credit.
Each correct (or acceptable) answer is worth one point.
In line with Aitken, Heaton (1989:91) argues that when you make the answers to
cloze test, you may count as correct either the exact word which has been
deleted or any acceptable word. Research work which has been carried out on
cloze testing has shown that it makes scarcely any difference whichever method
is used. If the cloze testing is a proficiency test or part of an examination
measuring achievement, you will find it easier any quicker to count any exact
words as correct—especially if a large number of students have taken the test.
However, if the cloze test is a part of a progress test, you may wish to mark any
According to Sciarne and Schoorl (1989), the scoring method depends on the
number of deletions. If a passage has 50 deletions, exact word scoring will give
very low marks. If there are 100 deletions, it does not matter which is used.
In addition, Kobayashi (2002) remarks that the deletion of words at regular
intervals ostensibly produces a representative sample of the linguistic features of
the text, which makes it possible to obtain a valid measure of the test-taker’s
underlying language ability. He also states that as changing the deletion rate
seems to result in significant different mean scores for some texts which some
scoring procedures, not all cloze test measure exactly the same language
abilities.
Based on notions above, the researcher adopted both two systems of scoring in
Cloze Procedure, firstly by accepting only exact words that were deleted,
secondly by accepting any semantically and grammaticaly acceptable answer.
2.5 Notion of Students’ Learning Activities
Learning activities can be defined as what students do in order to learn in your
teaching sessions and program. Learning activities are underpinned by what we
do as educators, and what we encourage or require students to do as learners, to
support them in the achievement of learning outcomes. Douglas in Hamalik
seeing, hearing, smelling, feeling, thinking, physical or motor activity. The learner
must actively engage in the “learning”, whether it is of information a skill, an
understanding, a habit, an attitude, an interest, or the nature of task”.
In view of the description above, learning activities mean any activity done by
the students in the teaching and learning process. The result of the activities is
determined by what the teacher does and gives to the students. During the
teaching and learning process, the teacher must provide the activities that must
be done by themselves because the students will learn something if they are
given an opportunity to do the activities themselves. By doing many activities
they will get knowledge, comprehension, aspects of behavior. They will also be
able to develop their skills that may be meaningful for social life.
Because of a large number of learning activities that can be done by the
students, Dierich in Hamalik (2001:172) classifies the learning activities into eight
groups, they are as follows:
1. Visual Activities
Examples: reading, observing, demonstrating, looking at the pictures, etc. 2. Oral Activities
Examples: expressing something, asking, discussing, interrupting, formulating, giving advice, etc.
3. Listening Activities
Examples: listening to a conversation, a speech, radio, etc. 4. Writing activities
Examples: writing an essay, paper, summarizing, doing a test, filling out the questionnaires.
5. Drawing Activities
Examples: doing an experiment, dancing, farming, etc. 7. Mental Activities
Examples: responding, solving problem, analyzing, taking a decision,
memorizing. 8. Emotional Activities
Examples: feeling happy, tired, excited, nervous, etc.
2.6 Teaching Reading through Cloze Procedure
Here the steps of teaching reading through cloze procedure adapted from J.
Bastidas’ article “The Close Procedure as Teaching Technique”.
1. The teacher introduces cloze procedure to the students.
T : “Students,Cloze Procedure is a technique that requires us to use our background knowledge in completing deleted words in text given. Later, I will give you a text that contains some blank or deleted words, so you have to fill it based on your own answer.”
S : “Yes, miss.”
2. The teacher writes the title of the text on the whiteboard and asks them to pronounce it.
T : (writes SPORT). “Class, spell and pronounce it together!”
Ss : “Ummh.. S-P-O-R-T. Sport!”
T : “Ok, good!”
3. The teacher distributes the picture to the students and asks the students to
guess the story or content of the text based on the pictures given by using
students’ background knowledge.
T : “Students, I have some pictures here. I want you to pay attention to the pictures. Look at Picture A. What picture is it? “
S1 : (raising his hand) He is Luis Figo, miss!” equipment. Based on your mind, what sport that relates to the picture?” on your mind and the pictures will help you. Is it clear?
Ss : Ummmh.. (confused)
T : Ok, class, I’ll explain it. But before that, I’ll put the gapped text. Read it and try to understand the content!
4. The teacher places the gapped text on the whiteboard (random deletion)
Sports
Sport is good for our health. It can make us __1__ and physically strong. People like playing sport to keep __2__. They also play it for __3__. Thus, everyone should play sport to make their life healthy and happy.
Nowadays, many people like __4__. They like not only doing it, but also __5__ it when it is broadcast live on television. They are even willing to spend their money to see a football match, boxing, or badminton. People who watch a sporting event are called __6__.
There are different kinds of sports such as football, volleyball, badminton, swimming, boxing, golf, tennis, jogging etc. We are free to decide what sport we would like to play. Most people like __7__ because it is cheap and easy to do, and we can do it anywhere.
6. The teacher distributes complete text and asks one of the students to read
the complete text in front of the class.
T : Ok class, now I want one of you to read the text. Who wants to read it in front of class?
S4 : I do miss..
T : Ok, good. Everybody listen to her carefully!
Ss : Yes, miss…
7. The teacher explains the content of the text.
T : Alright, class. I’ll explain you about the text. The text tells us about sport, the kind of sports, the popular sports in the world and in our country, and some potential players of badminton in our country. Is it clear for you, class?
Ss : Yes, it is miss..
T : Good!
8. The teacher closes the lesson
2.7 The Advantages and Disadvantages of Cloze Procedure
In using the technique, there must be the strength and the weaknesses. The
advantages and disadvantages of using cloze procedure in English reading class
are as follows:
1. The advantages of cloze procedure:
Cloze procedure motivates the students to use their schemata or
background knowledge in reading the text.
Cloze procedure uses pictures as a media so that the students interested in
the reading text.
It is rather difficult to select reading materials to accompany suitable
pictures.
Teacher should consider alternative fillers in doing cloze procedure test.
2.8 Notion of Classroom Action Research
Action research is a form of self-reflective enquiry undertaken by participants
(teachers, students, or participants for example) in social (including educational)
situation in order to improve the rationality and justice of (a) their own social or
educational practices, (b) their understanding of these practices, and (c) the
situation in which these practices are carry out (Carr and Kemmiss, 1986).
Classroom Action Research is a continual process of search of a formal
organization for devising solution for everyday difficulties of classroom life (Mc
Niff, 1995). It means that action research is used to solve the problems in daily
classroom activities in order to make teaching learning process effective. In this
sense, action research is seen as a way of characterizing a lose set of activities
designed to improve the quality of education; it is essentially electic way into a
self-reflective program aimed at such educational improvement. And the second
prospective attempts to identify the criteria of these activities; to formulate the
systems that will account for the improvement that is an anticipated outcome of
the self-reflective program. So, the term action research is a term used to
In addition, Kemmiss and Mc. Taggart (1982:3) stated that action research is
deliberate, solution-oriented investigation that is group as personally owned and
conducted. The linking term of “action” and “research” highlights the essentials
features of this method; trying out ideas in practice as a mean of increasing
knowledge about or improving curriculum, teaching and learning.
Kemmiss’ model follows the cycle of: planning, action, observation, and
reflection. Planning involves the determination of the question that needs
answering and the strategy to be used in answering it. During the action stage,
the practioner tries out the strategy. The observation stage including recording
data on the result of the strategy and also keeping a journal on the practioner’s
thoughts and reacting to the entire experience. Finally, during the reflection
stage, concluded that a new cycle can begin (Kemmiss, 1982:5).
Applying in the classroom, action research is an approach of (1) improving
education through change, by encouraging teachers to be aware of their own
practice, to be critical to the practice, and to be prepared to change it, (2) it is
participatory, in the sense that it involves the teacher in his own inquiry, and
collaborative, in that it involves other people as part of a shared enquiry. It is
research “with” rather than research “on”.
Based on the explanation above, it can be concluded that action research is
a particular classroom using empirical measurement. This action research project
attempts to explore the problem related to students’ reading ability.
2.10 Theretical Assumption
English teaching is regarded to improve students’ ability in using English as a
means of communication. According to School Based Curriculum for the first
grade of SMA, students are expected to improve their language skills – listening,
speaking, reading and writing skills. One of the ways to improve students reading
skills is by asking them to complete deleted words in a paragraph based on their
background knowledge.
Since reading is process of matching information in the text, every teacher needs
to pay attention seriously. It is not only information processing but also
information interpreting. What we understand from the text depend on what we
have known previously. In teaching reading through cloze procedure the students
are asked to use their schemata or background knowledge to comprehend the text.
So the students can catch the ideas of the text easily. As we know that schemata
are concept on reader’s mind or framework on which new information can be
Chapter III RESEARCH METHOD
This chapter discusses about the methods of research used in this study such as
setting, research procedure, research targets and indicators, research
instruments, and data analysis.
3.1 Setting and Subject of the Research
In this research, the writer used Classroom Action Research (CAR). In this
research, students’ problem related to reading achievement. This research was
done at SMK Negeri 1 Bandar Lampung. Based on the problem found, the writer
examined the causes of the problem and then found the solution for the
problem.
The subject of this research was the first grade students of SMK Negeri 1 Bandar
Lampung class X (ten) TKJ (Networking Tech). There were 22 students in this class
which consist of 13 male students and 9 female students. Based on the writer’s
experience in teaching that class for two months, it was identified that most of
students have low ability in reading achievement. It can be seen from the result
of their test that 7 out of 22 could reach 60 as the minimum score. The students
of this school were not so active when they were learning English especially
Therefore, in this classroom action research, the researcher acted as a teacher
and also an observer, meanwhile the English teacher at SMK Negeri 1 Bandar
Lampung acted as collaborator. The researcher made the lesson plan based on
procedures of the technique that was implemented and taught the students
based on the lesson plan.
3.2 Description of the Research
Based on the problem identified by the researcher, she examined the cause of
the problems and tried to find the solution. The solution which was conducted is
teaching Cloze Procedure in English reading class. Researcher made lesson plan
and taught the students based on the lesson plan. Then, the collaborator
observed student’s activities in teaching and learning process.
Furthermore, the researcher and collaborator analyzes and discussed the
observation result during teaching and learning process (the strength and
weaknesses which were done by the teacher and students using Cloze
Procedure) and learning result (the cloze procedure test).
This research was done by researcher with the English teacher at the first year of
TKJ (Networking Tech) class of SMK Negeri 1 Bandar Lampung. The researcher
acted as the teacher and also an observer, who made the lesson plan, taught the
student using the technique, observed the students’ activity and conducted the
process of teaching and learning in the classroom including students’ activity to
be the input for better process in the following cycle. While the researcher was
applying the Cloze Procedure in the classroom, the collaborator observed the
students’ activities. Besides, she observed on the weaknesses of the first cycle in
order to make improvement on the next cycle. During the teaching and learning
process, the teacher held a cloze procedure test. The test, therefore, scored by
both teacher and researcher. The result of the test and the observation data
were discussed together to decide whether or not the next cycle needs to be
done.
3.3 Research Procedure
In conducting the research, the researcher used the procedure of classroom
action research designed by Arikunto. According to her, the research procedure
in a classroom action research consists of planning, implementing, observing,
and reflecting (2006:16). Therefore, this research is designed as follow:
1. Planning
The research was done until the minimum score of the test, that is 60, is
reached by 75% of the students. The researcher prepared lesson plan in each
cycle, selected materials from textbook, and prepared Cloze Procedure test
for the students and also observation sheet that was filled out by
collaborator when the researcher was teaching.
In order to get the data, the researcher taught the students, got the
Process of teaching including test taking took one meeting and the process of
analyzing and discussing the result of the observation and the test took two
days in each cycle.
2. Implementing
In this step, the researcher taught the material by using Cloze Procedure with
the lesson plan and the materials prepared. The materials were some texts
about sport and electronic appliances.
3. Observing
Observation was done by collaborator and the researcher during the teaching
and learning process. The collaborator and the researcher observed students’
activities and then the result of the observation was filled out in the
observation sheet.
4. Reflecting
Here, the collaborator and the researcher discussed about the strength and
the weaknesses of a cycle to determine what to do in the next cycle and to
determine whether or not the result of the cycle is satisfactory.
the result of the cycle is satisfactory.
Planning
Reflecting CYCLE I Implementing
Observing
Planning
CYCLE 2 Implementing
The Cycle of Classroom Action Research (Arikunto, 2006:16)
3.4 Indicators of the Research
To find out the improvement of students’ reading achievement through Cloze
Procedure, the writer determines the indicator dealing with the learning process
and the learning product. Learning process was in form of the observation report
of the collaborator while learning product was in form of students’ reading test
score.
a. Learning Process
In learning process, there one aspects which become the focus on this
research, that is the students’ learning activities. The observation of the
process of teaching was based on the lesson plan made by researcher and
the real process in the classroom. It covered pre-activity, while activity, and
post activity. The target is that 80 % of students are active during the process.
The students involve in each activity and response to teacher’s instruction
appropriately. Students’ activity is measured through written report of the
collaborator and researcher in observation sheet.
The researcher decided to set up 80% as the target since according to
Arikunto in Thaib (2004:4), if more than 75% students are actively involved in
Observing
teaching learning activities, it can be categorized as a good level. The
researcher had also to discuss it to the English teacher.
b. Learning Product
The Cloze Procedure is applicable to improve students’ reading achievement
if at least 75 % of the students reach the target score of the test, 60. So, it
means that students, at least, should answer 60 % of the test correctly. It
based on the standard score or KKM (Kriteria Ketuntasan Minimal)
considered by the school for English subject of learning product is 60.
3.5 Instruments of the Research
There were two instruments of the research going to be employed in this
classroom action research. They are as follows:
1. Cloze Procedure Test
Cloze Procedure test was the product of teaching and learning process. The
test was in form of essay. The result of this test was considered as the data
of students’ achievement. The test is valid and reliable. It had been tried out
and it was a good reflection of what had been taught and of the knowledge
which the teacher wanted the students to know, the writer compared it with
a table of specification. If the table represented the materials that the writer
wanted to test, then it was considered to be a valid test. A table of
Table 3.1. Table of Specification of Cloze Procedure Test
No Objectives Number of Items Item Numbers Percentage
1 Noun 23
There were 40 items in the test asking about three components of reading
test, they were noun, verb, and adjective. They were 23 items (57.50%)
asking about noun, 11 items (27.50%) asking about verb and 6 items (15%)
for adjective.
2. Observation Sheet
The observation sheet was filled out by collaborator and researcher during
the process of teaching learning. The collaborator and researcher took a note
on students’ activities and the process of the teaching learning in the
classroom reflected on pre-activity, while activity, and post-activity. The
making of the observation sheet was based on the procedure in Cloze
Procedure as written in lesson plan so that it fulfilled the requirement of
content validity. The observation sheet is used to determine whether or not
students are active in class and whether or not the next cycle is needed to be
