(A Case Study at the Eighth Grade Students of SMPN 17 Depok)
A “Skripsi”
Presented to the Faculty of Tarbiyah
and Teachers’ Training in Partial
Fulfillment of the Requirements for the Degree of Strata 1 (S.Pd)
in English Language Education
By:
AHMAD RIJAL AZIZI
NIM. 108014000070
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS
’
TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
I
17 Depok.Skripsi of Department of English Education at Faculty of Tarbiyah
and Teachers’ Training of State Islamic University Syarif Hidayatullah Jakarta, 2015.
Key Word: Textbook, Reading Texts, and Readability Level
This study aimed to describe the readability level of reading texts in Passport to the World 2 textbook for the second grade of junior high school students. The writer used Descriptive Analysis method in which the writer attempted to analyze, elaborate, and describe the readability level of the selected reading texts in Passport to the World 2 textbook by using the Flesch Reading Ease Formula. The data analyzed in this study were 8 reading texts that consist two descriptive texts, three recount texts, and three narrative text . Based on the analysis by using the Flesch Reading Ease Formula, 1 text was classified into Very Fairly Easy Level, 3 texts were classified into Easy Level, and 4 texts were classified into Very Easy Level. The result of the research based on the Cloze Procedure Test, 5 texts is in Independent Level, 3 texts are in Instructional Level, and there is no text is in Frustrational Level.
II
ABSTRAK
Ahmad Rijal Azizi (NIM: 108014000070), AN ANALYSIS OF THE
READABILITY LEVEL OF READING TEXTS IN PASSPORT TO THE
WORLD 2 TEXTBOOK. A Case Study at the Eighth Grade Students of SMPN 17 Depok.Skripsi of Department of English Education at Faculty of Tarbiyah
and Teachers’ Training of State Islamic University Syarif Hidayatullah Jakarta, 2015.
Key Word: Textbook, Reading Texts, and Readability Level
III
Lord of the world who has blessed the writer in completing this study. Peace and blessing be upon the Prophet Muhammad SAW, his family, his companion, and his followers.
In this oppurtunity, the writer would like to express his greatest honor to the following people, who in any way have contributed and inspired the writer to the overall success of the undertaking:
1. The writer’s parents, M. Soleh and Sundusiyah, who always keep my hopes up high, support, and encourage the writer with their best wishes. 2. Dr. Alek, M.Pd, as the first advisor, for his guidance and patience in
correcting and motivating the writer to finish his study.
3. Zahril Anasyi, M.Hum, as the second advisor, for her guidance, caring, and wisdom in correcting and helping the writer to finish his study.
4. Dr. Alek, M.Pd, as the Head of English Education Departement.
5. All lectures of English Education Departement, for the knowledge and motivation during his study at UIN Syarif Hidayatullah Jakarta
6. H. Sahir, S.Pd. The principal of SMPN 17 Depok for giving permission and helping the writer to do his study.
7. All of his friends from English Education Departement. Thanks for the
Perhaps this study can be useful for the readers, particularly to the writer. Also, the writer realized that this study is much far from being perfect
Jakarta, 6 July 2015
APPROVAL SHEET ... I
SURAT KETERANGAN KARYA SENDIRI ... II
ABSTRACT ... III
ACKNOWLEDGMENT ... IV
TABLE OF CONTENTS ... V
LIST OF TABLES ... VI
CHAPTER 1. INTRODUCTION ... 1
A. Background of The Study ... 1
B. Focus of the Research ... 5
C. The Objective of the Study ... 5
D. Method of the Study ... 5
E. Significance of the Study ... 6
CHAPTER II. THEORITICAL FRAMEWORK ... 7
A. Reading 1. Definition of Reading ... 7
2. Reading Comprehension ... 8
B. Textbook 1. Definition of Textbook ... 10
2. The Role of Textbook ... 11
3. Textbook Selection ... 13
2. Readability Formula ... 18
3. Guidelines in Readability ... 24
D. Previous Study ... 25
CHAPTER III. RESEARCH METHODOLOGY ... 27
1. Place and Time of the Research ... 27
2. Method of the Research ... 27
3. Instrument of the Research ... 27
4. Data and Data Source ... 28
5. The Technique of Data Collecting ... 28
6. The Technique Data Analysis ... 28
CHAPTER IV. RESEARCH FINDING ... 31
1. Textbook Description ... 31
2. Data Description a. The Flesch Formula ... 32
b. The Cloze Test ... 32
3. Data Analysis ... 32
4. Interpretation ... 42
CHAPTER V. CONCLUSION AND SUGGESTION ... 45
1. Conclusion ... 45
2. Suggestion ... 46
REFERENCES ... 47
ix
Table 4.1 The Calculation of the Number of Sentences, Words, and Syllables ……33 Table 4.2 The result of ASL and ASW Calculation ………...35 Table 4.3 The Readability Score of the Reading Texts Based on the Reading Ease
Scale ………...37
CHAPTER I
INTRODUCTION
A. Background of the Study
Almost all of information are spoken and written in English. English is used to a means of communication and it plays an important role in people’s life, either in written or oral forms, such as in books, newspaper, magazine,
television, radio, and internet. There are many books, especially textbooks for University students which are written in English
There are many English textbook which have been written and produced by authors and publishers. It has been produced for various levels of students. The important of using textbook encourage many publishers to produce textbook that will be used in school. Publishers offer a variety of textbook including English textbook. Thus, teacher should be able to select
and use the most appropriate textbook to be used in the class. As stated by Skirso “The important of textbook in an English as second or foreign language class makes the selection process crucial. Sometimes it is responsibility of the teacher to select textbook in a given class”.1Many foreign language students often have reading as one of their most important goal. They want to be able to red for information and pleasure, for their carrier and study purposes. In fact, in most EFL situation, the ability to read in foreign language is all that students ever want to acquire. Second, written text serves various pedagogical purposes. Extensive exposure to linguistically comprehensible written text can enhance the process of language acquisition. Good reading text also provide good models for writing, and provide
1
opportunities to introduce new topics, to stimulate discussion, and to study language.2
This selection of English textbook is not an easy process. Harmer said that it is often difficult to convince students of English as a foreign language that text in English can be understood even though there are vocabulary items and structures that student has never seen before. 3 Furthermore, According to John T. Guthrie “in English, the challenge of finding readable literature is serious, but can be addressed. Easier stories, high interest book, and adult
fiction can be located. We do advocate that the curriculum should be confined to text on the pop culture of drugs, sex, and fantasy. But high-interest, low-difficulty books can represent at least of the portion of the mainstream curriculum for all students”.4
From that issue, the writer concluded that finding readable text is crucial and play an important role in learning and teaching process. So, we have to know matching the text or textbook with the students, in order to encourage the students improve their reading skill.
Matching students’ reading level to appropriate reading material is a difficult problem for many teachers. This is because the principle those students read most successfully if the reading material they are given matches their reading level is easy to accept but difficult to use. The importance of reading materials, especially prescribed textbooks in the school system need to be emphasized. This is because textbooks are a vital instrument for teaching and learning. Any textbook should be used judiciously, since it cannot cater equally to the requirements of every classroom setting. In bilingual and multilingual situations, there are special limitations on the amount of English language teaching that can be done via the textbook. The textbook can present
2
Jack C Richard, The Role of a Textbooks in Language Program, (New York: Cambridge University Press, 2002), p. 273
3
Jeremy Harmer, The Practice of English Language Teaching, (London: Longman Group Limited, 1983), p.153
4
examples of common difficulties, but there are problems specific to different language groups which are left for the teacher to deal with it. It is also likely that a textbook will outlast its relevance because of changes in the language policy of the community for which it was written.5
A good English textbook is readable, understandable, and comprehensible for students. Good textbooks often contain lively and interesting material; they provide a sensible progression of language items, clearly showing what has to be learnt and in some cases summarizing what
has been studied so that student can revise grammatical and functional points that they have been concentrating on. Textbooks can be systematic about the amount of vocabulary presented to the student and allow the student to study on his own outside the class.6 It will motivate them to learn English. If they have difficulty to understand the textbook, they usually get bored and it will make them frustrated in learning English.
English textbook selection aims to choose the appropriate textbook to be used in the classroom based on their educational level. One way to know whether an English textbook is appropriate for the students is readability analysis. It is used to analyze the readability of text in a textbook. Readability test, is the tool for analyzing, is needed to know whether English text provided in English textbook is difficult, plain or easy for students.
According to Chaedar Al-Wasilah, readability level is one of some aspect of textbook standardization
“Buku pelajaran disususun berdasarkan kaidah-kaidah keilmuan dan dapat dipertanggungjawabkan kebenarannya. Untuk itudiperlukan standarisasi agar penyusunan buku pelajaran itu sesuai dengan standar nasional berdasarkan pemenuhan kurikulum nasional maupunstandar komptensi yang bersifat internasioanal….standarisasi ini meliputi aspek materi ajar, aspek penggunaanbahasa / keterbacaandan aspek grafika” (Textbook is designed based on the scientific rules and its truth can be responsible. Therefore, it is necessary to make
5
David Williams, Developing Criteria for Textbook Selection, ELT Jurnal Vol 37/Juli 1983
6
standardization in order to the arrangement of textbook is suitable with the national standard, in accordance with the requirements of national curriculum and international competency….the standardization consists of the content, language and readability, and graphic aspect.)”7
The factors that affect readability have been established by previous research. Many different factors influence readability for example, content of the texts, vocabulary and style of writing. The concept of readable or not, is not as important as the concept of who can read this? Since texts often are produced for a specific target group. The term readability level is often used to describe the educational level a reader needs to understand a text.
Based on the statement above, the writer analyzes the readability level of English textbook used at second grade. The English textbook entitled
“Passport to the World 2”. The textbook is based on School-Based Curriculum. The writer is interested in analyzing the textbook because according to the publisher, the textbook is developed by considering the readability aspect and the language used in the textbook is appropriate with the students’ level. In other side, the writer has observed that the second grade students of the school have difficulty in understanding the English textbook. Most of them have complained that the textbook is difficult to be read and understood.
Encouraged by this problem, the writer analyzes and interprets it under title AN ANALYSIS ON READABILITY LEVEL OF “PASSPORT TO THE WORLD 2”A TEXTBOOK FOR SECOND GRADE OF JUNIOR HIGH SCHOOL” (A Case Study at the Eighth Grade of SMPN 17 Depok)
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B. Focus of the Research
To analyze the readability of the English textbook in this school, the writer only focuses on analyzing the reading text in the textbook. Reading texts are easier to be analyzed, and readability analysis is related to reader’s comprehension.
The formulation of the problem based on Passport to the World 2 textbook, Do the passages on textbook Passport to the World 2relevant for the students of the second grade of junior high school?
C. The Objective of the Study
In line with what has been stated in the formulation of the problem, the study describes the readability of text in ”Passport to the World 2” textbook which is published by Platinum Publisher in 2012 and the author of this textbook is Djatmika, AgusDwiPrayanto, and Ida KusumaDewi. More specifically the study is aimed to be used by the students of the second grade of junior high school.
D. Method of the Study
E. Significance of the Study
The result of this study is expected to contribute to the English teachers, the principles, the publishers, and other researchers. This study is significant in that teachers would be able to identify some of the strategies used in teaching the prescribed English Language Textbooks. It will also enable teachers to have knowledge of reading interest and tastes of students. Teachers would in addition, be able to determine the readability level of
Junior Secondary English Language Textbooks and identify the reading problems and skills of their students.
CHAPTER II
THEORETICAL FRAMEWORK
A. Reading
1. Definition of Reading
Reading is one of the four language skills: reading, writing, listening and speaking. It is receptive skill, like listening. For many years, reading specialists have attempted to define reading. There is general agreement that reading involves the ability to construct meaning from printed symbols.1 This
means it involves responding to text, rather than producing it. Very simply we can say that reading involves making sense of text. To do this, we need to understand the language of the text at word level, sentence level and whole-text level. We also need to connect the message of the whole-text to our knowledge of the world.2
Reading is an exercise dominated by the eyes and the brain. The eyes receive message and the brain then has to work out the significance of this messages. Unlike, for example, a listening text, a reading text moves at the speed of the reader (except the reader trying to read, for example, an advertisement that flashes past a train window)3
According to Peter Strevens, reading is a skill of great importance to the student, because it provides him with access to great quantity of further
1
Margaret Ann Richek, Reading Problems Assesment and Teaching Strategies, 2nd ed. (New Jersey: Prentice Hall, Inc, 1989), p.
2
Mary Spratt, The TKT Teaching Knowledge Test Course, (Cambridge: Cambridge University Press, 2005), p. 21
3
experience of the language and gives him a window onto the normal means of continuing his personal education.4
Reading is such a pervasive activity that we all know what reading is,
yet the term “reading” has not been clearly defined up to date. Reading
usually means dealing with language messages in written or printed form, it involves processing language messages, hence knowledge of language. Widdowson (1979) defines reading as “the process of getting linguistic information via print”. By talking about “getting information”, Widdowson appears to imply that this is a fairly one-way process from writer or text to reader, although Widdowson would not want to appear to be implying this, since he has been an important advocate of the view that the reader interprets and contributes to incoming messages. The problem is present in an ambiguity
in Widdowson‟s definition. One would say that “linguistic information” is
restricted to information about, say, syntax, morphology and lexis. Actually the information can be of any kind that is encoded in language. So reading is
“the process of receiving and interpreting information encoded in language
form via the medium of print”(Urquhart & Weir, 1998)5
2. Reading Comprehension
We define reading comprehension as the process of simultaneously extracting and constructing meaning through interaction and involvement with written language. We use the words extracting and constructing to emphasize both the importance and the insufficiency of the text as a determinant of reading comprehension. Comprehension entails three elements:
• The reader who is doing the comprehending
• The text that is to be comprehended
• The activity in which comprehension is a part.
In considering the reader, we include all the capacities, abilities, knowledge, and experiences that a person brings to the act of reading. Text is broadly construed to include any printed text or electronic text. In considering activity, we include the purposes, processes, and consequences associated with the act of reading. These three dimensions define a phenomenon that occurs within a larger socio-cultural context (see Figure 1) that shapes and is shaped by the reader and that interacts with each of the three elements.6
The RRSG‟s (RAND Reading Study Group) thinking about reading comprehension was informed by a vision of proficient readers who are capable of acquiring new knowledge and understanding new concepts, are capable of applying textual information appropriately, and are capable of being engaged in the reading process and reflecting on what is being read. The RRSG began its thinking by defining the term reading comprehension as the process of simultaneously extracting and constructing meaning through interaction and involvement with written language. It consists of three elements: the reader, the text, and the activity or purpose for reading. The RRSG developed a heuristic to show how these elements interrelate in reading comprehension, an interrelationship that occurs within a larger socio-cultural context that shapes and is shaped by the reader and that interacts with each of the elements iteratively throughout the process of reading.7
From the opinion above, writer can conclude that reading comprehension is emphasis in understanding the meaning from the written text. Readers should not comprehend everything from the text, but the messages or the ideas can be understood. Each paragraph can represent one
6
Catherine, Snow. Reading For Understanding, (Pittsburg: RAND, 2002), p. 33
7Ibid
main idea that could be comprehended and concluded by the reader from no electronic, and non-print materials collectively designed to support a
substantial portion of the Ontario curriculum expectations for a specific grade and subject in elementary school or for a course in secondary school, or a substantial portion of the expectations for a learning area in the Ontario Kindergarten program. Such a resource is intended for use by an entire class or group of students.8
Textbook is considered as the primary instructional resources in school. It plays an important role in educational programs; it is still used dominantly in teaching learning process. Moreover, the term of textbook, is not only as a course book but also as a set of teaching and learning guidelines, as van Els, et. al. point out, “textbook by for a coherent body of teaching materials which may consist of either just the course book(s),
but also for the learning package consisting of several parts”.9
When we have a gap between students and texts, we take a big step. We match text to the student reading levels. This is our tallest challenge in
supporting students‟ self – efficiency for reading. To implement this
practice of matching students to texts, we have to know our students.
Starting this process, we identify student‟s reading levels. Guessing about
this does not work effectively because some student read less well than we expect them to or than others have suggested. We use many ways to check
8
website at http://www.edu.gov.on.ca.
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our student‟s reading level, including, (1) having student reading aloud, (2) asking the student to write a summary of one page, (3) requesting that students write questions on a brief section of text, (4) giving a short answer test, (5) giving a multiple – choice test, (6) asking students to explain the text aloud. We use these informal classrooms assessment with the textbook, supplementary materials, or trade books. Although oversimplified these assessment jump – start the process of linking books to our learners.10
From the statement above, it means that to evaluate readability of the material will be given to the students is let them to read the material, and question them about the author‟s message. The second technique is cloze readability procedure, which the teacher prepares a cloze passage taken from the material slated, then pupils fill in the deleted words. Another way is by using a readability formula involving use of average sentence length, vocabulary list, and syllable length to estimate reading difficulty level.
2. The Role of Textbook
Textbooks are a key component in most language programs. In some situations they serve as the basis for much of the language input learners receive and the language practice that occurs in the classroom. They may provide the basis for the content of the lessons, the balance of skills taught and the kinds of language practice the students take part in. In other situations, the textbook may serve primarily to supplement the teacher's instruction. For learners, the textbook may provide the major source of contact they have with the language apart from input provided by the teacher. In the case of inexperienced teachers textbooks may also serve as a form of teacher training
10
- they provide ideas on how to plan and teach lessons as well as formats that teachers can use. Much of the language teaching that occurs throughout the world today could not take place without the extensive use of commercial textbooks. Learning how to use and adapt textbooks is hence an important part of a teacher's professional knowledge.
The advantages of using textbooks are:
1) Provides structure and a syllabus for a program. Without textbooks a program may have no central core and learners may not receive a syllabus that has been systematically planned and developed.
2) They help standardize instruction. The use of a textbook in a program can ensure that the students in different classes receive similar content and therefore can be tested in the same way.
3) They maintain quality. If a well developed textbook is used students are exposed to materials that have been tried and tested, that are based on sound learning principles, and that are paced appropriately.
4) They provide a variety of learning resources. Textbooks are often accompanied by workbooks, CDs and cassettes, videos, CD ROMs, and comprehensive teaching guides, providing a rich and varied resource for teachers and learners.
5) They are efficient. They save teachers' time, enabling teachers to devote time to teaching rather than material's production.
6) They can provide effective language models and input. Textbooks can provide support for teachers whose first language is not English and who may not be able to generate accurate language input on their own.
8) They are visually appealing. Commercial textbooks usually have high standards of design and production and hence are appealing to learners and teachers.11
3. Textbook Selection
The Dominant role of textbook makes the selection of the textbook is an important decision. The important of the textbook encourage many writers
and publishers producing textbook in a large number for various students‟ level. Swan states, “there are fewer dull courses around their days and many modern courses contain interesting, and motivating materials, with good text,
attractive visual and well chosen reading”.12
Due to that problem, the teachers job is the ability to decide which one of the appropriate textbook for large numbers of students although the lack precise information about individual students. The teachers need to have enough information about it. The teacher is expected to be wise in selecting the texts which are readable, understandable and interesting. To be truly effective to choose the texts, the teacher has to pay attention to some factors influencing a text which includes its vocabulary and writing style, and more significantly can modify teaching strategies accordingly. Thus, the students will be encouraged to read the material well
The information of textbook can be obtained from two sources; they are textbook description and textbook evaluation
11
Jack C. Richards, Curriculum Development in Language Teaching, ( New York: Cambridge University Press, 2001) , p. 254
12Michael Swan, “The Textbook: Bridge or Wall?”, in Roger Browers and Chistopher
a. Textbook Description
Textbook selection is defined as the collection and description of data on the content and form of the textbook itself. They are;
1) Authors‟ and publishers‟ information
The information provided by authors and publishers of textbooks usually leaves much to be desired. Boot (1976) giving information as „the provision of pertinent and verifiable details about the textbook.
2) Textbook review
Reviews could be called the most general and widely used type of textbook description. The most important merit reviews is that they provide prompt information, If, of course, the editors of journals publish quickly enough.
3) Checklist
Both textbook description and evaluation can be carried out at the basis of checklists. We shall limit ourselves to checklists aimed at textbook description.
b. Textbook Evaluation
Refers to the collection and description of the data on the effects textbooks have on their users. In textbook evaluation usually distinguish between two, they are;
1) Users‟ judgment (teachers and learners)
Users‟ judgment plays an important role in textbook selection, but more often than not they are very hard to come by. Most textbooks, in fact, have been on the market for years before the opinions that have been formed of them become in any way generally known.
Experimental research into the effects of textbooks is high on the list of desiderata of many authors (Heuer and Muller 1973:7. Bung 1977: 233) but it is only rarely carried out, especially where entire textbooks are concerned.13
The type of evaluation a textbook receives, however, will also reflect the concerns of the evaluator. One teacher may look at a book in terms of its
usability. The teacher is primarily interested in whether the book works easily in her class, can be used flexibly, and could easily be adapted. Another teacher may look at a book much more critically in terms of its theoretical orientation and approach. If it is a book that teaches conversation skills what theory of conversation is it based on? What kind of syllabus is it based on and what is the validity of the activities it makes use of? Two teachers evaluating a writing text may likewise look at it from very different perspectives. One may subscribe to a process-oriented view of writing and look for activities that practice such processes as generating ideas, drafting, reviewing, revising, and editing. Another may be more concerned to see that adequate treatment is given to different conventions for organizing different kinds of texts, such as narrative writing, expository writing, and descriptive writing. In any language program therefore it is unlikely that a published checklist can be used without adaptation as a basis for evaluating and choosing textbooks. Based on the factors in each situation questions specific to that situation need to be generated around the main issues involved in textbook evaluation and selection:
• program factors - questions relating to concerns of the program
• teacher factors - questions relating to teacher concerns
13
Edward Arnold, Applied Linguistics and Learning and Teaching of Foreign Languages,
• learner factors - questions relating to learner concerns
content, exploitability. Further issues are whether the texts should be authentic, simplified, or specially, written, and how they should be presented. We will examine each in turn.
a. Suitability of content
Far and away the most important criterion is the text should interest the readers. The interesting content makes the learner‟s task far more rewarding. Enjoyable texts also make class work more effective. b. Exploitability
Arguably is the most important after interest. When you exploit a text, you make use of it to develop students‟ competence as readers. A text you cannot exploit is no use for teaching even if the students enjoy reading it.15
C. Readability
The research on readability has been done for more than eighty years in many languages. Readability is assumed as a simple concept yet it can be very broad. To know what readability is and matters related to it, it is better to study what experts say about this matter.
15
1. Definition of Readability
Readability is derived from the root word “read”, “able” and “ity”. In Webster Collegiate Dictionary, readability is noun form of readable (adj) that
means able to read easily. Readable is also defined as a fit to read, interesting,
agreeable, attractive in style and enjoyable.16
Wimmer and Dominick (2005) defined “Readability describes the ease
with which a document can be read. It is the “sum total of the entire element
and their interactions that affect the success of a piece of printed material”.
Also as stated by Bentley (1972) “readability is an attempt to match the
reading level of written materials to the „reading with understanding‟ level of
the reader”.
Readability concerns itself with how a text is readable. It has its
beginning with consideration of how scientific books could be read with
understanding. Comprehension is vital in reading. It is the ability to
understand languages. Thorndike (1973) provided a means for measuring the
difficulties in words and this permeated the development of mathematical
formula. It is believed that Thorndike tabulated words according to the
frequency of their first meaning and later adopted other word lists as a means
of measuring word difficulty. This practice assumed that words frequently
read by readers proved less difficult.17
Readability is what makes some texts easier to read than others. It is often confused with legibility, which concerns typeface and layout. George Klare (1963) defines readability as “the ease of understanding or comprehension due to the style of writing.” This definition focuses on writing style as separate from issues such as content, coherence, and
16
Merriam Webster, Webster Collegiate Dictionary, 11thed. (Massachussets: Merriam Webster‟s Incorporated, 2003), p. 1035
17
organization. In a similar manner, Gretchen Hargis and her colleagues at IBM (1998) state that readability, the “ease of reading words and sentences,” is an attribute of clarity. The creator of the SMOG readability formula G. Harry McLaughlin (1969) defines readability as: “the degree to which a given class of people find certain reading matter compelling and comprehensible.” This definition stresses the interaction between the text and a class of readers of known characteristics such as reading skill, prior knowledge, and motivation. Edgar Dale and Jeanne Chall‟s (1949) definition may be the most comprehensive: “The sum total (including all the interactions) of all those elements within a given piece of printed material that affect the success a group of readers have with it. The success is the extent to which they understand it, read it at an optimal speed, and find it interesting.18
Based on the definitions above, it can be concluded that readability is the degree of difficulty or ease of a text can be understood by the readers. It deals with how easily a text conveys its intended meaning to the reader of that text.
2. Readability Formula
The readability formula is a predictive device that provides quantitative estimates of the reading ease of written materials, usually through some weighted combination of the measurement of language element. Longer selections, chapters and books can vary in readability. Like other measures of the readability, the use of formula therefore requires the sampling of representative selections within the materials upon which the assessment formula is applied.
18
Here are some readability formulas that used to measure the readability of the textbook:
a. The Fry Readability Chart
- Select three 100-word samples, one each from the beginning, the middle, and the end of the passages or book. Count proper nouns, dates (1776), numerals (5,380), number words (5th), acronym (NATO), and symbols (+, &) as single words. Mark the text after the 100th word.
- Count the number of the sentences in each 100-word sample estimating to
the nearest tenth of a sentence in the case of an incomplete sentence at the end of the passage. Average these three numbers by adding them and symbols, and the like, count each character as a syllable; 1918 has four, GNP has three, and has one. Average the number of syllables by adding them and then dividing by 3 as above
- Plot the graph shown in figure 6.18 the location of the average number of syllables and the average number of sentence. Most will occur near the heavy curved line on the graph. The perpendicular lines show the appropriate grade-level areas. If the syllables and sentence average fall outside or at the extremes o a grade-level band, check your arithmetic for error and, if necessary, recalculate using three new samples.19
b. The Dale-Chall Formula
The Dale-Chall formula is considered of the more precise of the formula
available for upper-grade and adult level materials. Published in 1948, it was
19
recalculated for greater accuracy in 1958. To facilitate determination of the Dale-Chall redability scores, Koenke published a graphic computation method in 1971, and Williams recently has developed a table for rapid determination of revised Dall- Chall scores. Several computer programs are available for computing the Dale-Chall. The dale-Chall utilizes a number of specific rules but is based on just two counts: (1). Average sentence length, and (2) percentage unfamiliar words20. The original Dall-Chall formula was developed for adults and children above the 4th grade. They designed it to
correct certain shortcomings in the flesch reading ease formula. It uses a sentence-length variable plus percentage of „hard word‟ – words not found in the Dale-Chall “long list” of 3,000 easy words, 80 percent of which are known to fourth-grade readers. To apply the formula:
- Select 100 word-sample throughout the text (for books, every tenth page is recommended)
- Compute the average sentence length in whole
- Compute the percentage of words outside the Dale list of 3,000 words - Compute this question:
Score: 1579PDW + 0496ASL + 3.6365
Where: PDW = Percentage of Difficult Words ASL = Average Sentence Length21
c. The Flesch Formula
Rudolf Flesch has developed number of readability formulas in his pursuit of more readable writing. His reading ease (RE) has been one of the most frequently employed in evaluating materials for mature reader and is considered among the most accurate for formulas not requiring a special word list. Flesch‟s Reading Ease formula became the most widely used formula and
20
Walter Hill, Secondary School Reading Process, Program, Procedure, (Boston: Allyn and Bacon, Inc, 1979), p.193
21
one of the most tested and reliable (Chall 1958, Klare 1963).In an attempt to further simplify the Flesch Reading Ease formula, Farr, Jenkins,and Paterson (1951) substituted the average number of one-syllable words per hundred
words for Flesh‟s syllable count. The modified formula is:
This formula correlates better than .90 with the original Flesch Reading Ease Formula and .70 with 75% comprehension of 100-word samplings of the McCall- Crabbs reading lessons. In 1976, a study commissioned by the U.S.
Navy modified the Reading Ease formula to produce a grade-level score, This popular formula is known as the Flesch-Kincaid formula, the Flesch Grade-Scale formula or the Kincaid formula. The formula for the updated Flesch Reading Ease score is:
Score = 206.835 – (1.015 x ASL) – (84.6 x ASW) Where:
Score = position on a scale of 0 (difficult) to 100 (easy), with 30 = very difficult and 70 = suitable for adult audiences.
ASL = average sentence length (the number of words divided by the number of sentences).
ASW = average number of syllables per word (the number of syllables divided by the number of words).22
d. SMOG Grading
Another formula delivering a general estimate of readability which requires no external word lists and requires very little time is McLaughlin‟s SMOG grading. Like other quick and practical readability formulas, it samples word and sentence length and is computed as follows:
22
- Choose three passages and ten sentences each from near the beginning, middle, and the end of the text
- Count all words of three or more syllables in the 30 sentences. The total is DW (Difficult Words)
- Calculate the square root of DW
- Add 3 to the square root: the total is the SMOG index
The SMOG index was devised for use with L1 learners, but some FL teachers have found it and similar readability measure useful. You may wish to technique for determining readability of contextual material. This technique is quite different from the other readability indexes discuss so far. In the Cloze Test technique one simply deleted every fifth word from textual material, replacing the deletion with a standard-length blank. The cloze test might be considered a “personalized” measure of readability. It assesses each individual learner‟s ability to comprehend a particular section of the text. Unlike other readability indexes, which offer grade-level designations of difficulty, the cloze procedure attempt to predict whether a given learner will be able to extract meaning from a specific text. Here are some guidelines in constructing a Cloze Test:
1) Select a sample of written text from the assigned textual material
2) Begin with the first sentence in a paragraph
23
3) Leave this first sentence intact – that is, deleted no words
1. Scoring a facilitated if students have transferred words from the blanks to a separate sheet of paper
2. Score only exact word replacement as correct.
3. Compute the percentage of correct responses. If a standard fifty-deletion selection is used, the simply multiplying the number of correct responses by two provides this percentage.
4. Arrange students by scores into the following four groups:
- 60 percent or above correct – text is predicted to be quite easy - 35 – 59 percent correct – text is predicted to be of appropriate
difficulty
- 20 – 34 percent correct – text is predicted to be very difficult - 0 – 19 percent correct – text is predicted to be inappropriate, far
too difficult
5. Begin to plan instructional differentiation based on result24
24
3. Guidelines in Readability
In works about technical communication, we are often told how to avoid such problems. For example, Jo Ann Hackos and Dawn Stephens in Standards for Online Communication (1997) ask us to “conform to accepted
style standards.” They explain: Many experts, through much research, have
compiled golden rules of documentation writing. These rules apply regardless of medium:
• Use short, simple, familiar words • Avoid jargon.
• Use culture-and-gender-neutral language.
• Use correct grammar, punctuation, and spelling.
• Use simple sentences, active voice, and present tense.
• Begin instructions in the imperative mode by starting sentences with an action verb.
• Use simple graphic elements such as bulleted lists and numbered steps to make information visually accessible.
For more suggestions, we recommend referring to one of many excellent books on writing style, especially technical style. We all know of technical publications that do not follow these guidelines and are read only by a small fraction of the potential readership. One reason may be that the writers are not familiar with the background and research of these guidelines. This paper looks most carefully at two of the most important elements of communication, the reading skills of the audience and the readability of the text.25
From the statement above the writer conclude that readability formula provides a quick, objective, and inexpensive means of anticipating the reading
ease of written materials. They are not exact predictors of reading difficulty,
25
of course. Generally, they sample only one dimension of writing - the difficulty imposed by lexical and syntactic complexity of style.
In this writing, the writer uses cloze test procedure, why? Because according to Taylor‟s point was that cloze test provide a more accurate estimate of readability since it involved real readers processing text. Then to support the accuracy of that readability level, writer uses one of the readability formula.26
D. The Previous Study
Some previous studies which are related to analysis of th readability level of the reading texts in English textbook have been conducted by some researchers. First, Darmayanti studied about The Readability Level of the Reading Texts on “Linked to the World”: an English Textbook for Senior High School”: A Case Study at the Tenth Grade of MA Pembangunan UIN Syarif Hidayatullah Jakarta. She used the descriptive analysis method to describe the readability level of the reading texts in the textbook. The instruments of her study are the Flesch Reading Ease Formula and the Cloze Test. The result of the Cloze Test revealed that from six reading texts, there are four readable texts are included in the Independent level since their scores over 60%, and two reading texts are included in the Instructional level because they have the cloze test scores approximately 40%-60%.65 Second, Meilia who studied about An Analysis on the ReadabilityLevel of the Reading Texts on the Textbook “English on Sky” Published by Airlangga: A Case Study at the Eighth Grade Students of MTs. Soebono Mantofani Ciputat. She also used the descriptive analysis method to describe the readability level of the reading texts, and the Flesch ReadingEase Formula and the Cloze Test as the instrument of her research. From the analysis through the Cloze Test
26
CHAPTER III
RESEARCH METHODOLOGY
A. Place and Time of the Research
To get the data, the writer conducted the research at SMPN 17 Depok, which is located in Jl. H. Muhajir Kelurahan Gandul, Kecamatan Cinere, Kota Depok. The writer took the data from the eighth grade student of this school
by giving the test about 2 times. The test was hold about two days since 6th and 7th February 2015
B. Method of the Research
In this research, the writer uses Descriptive Method in which the writer tries to describes, elaborate, and analyze the readability level of textbook entitled “Passport to the World 2” a textbook for second grade of junior high school. He is also conduct Library Research to find and read some reading sources, such as books, articles, web-site, and other sources, which are related to the topic of this study.
C. Instrument of the Research
The first instrument was Flesch Reading Ease. The writer conducted 6 steps; counting the words, counting the syllable, counting the sentences, figuring the average number of syllable per word, figuring the average number of words per sentence, and the last step finding the readability score.
The second instrument utilized in this study was the Cloze Test. The Cloze Tests were distributed to students to get the data about the text understandability. Previously, the writer made the cloze test from the selected reading texts. Then, she deleted the 5th to 8th words in the texts. The deleted words are replaced by underlined blank spaces of some standard length. The
deleted words are provided and the students are asked to fill in the underlined blank spaces with the appropriate words given. Each reading texts had different number of deletion words depend on the length of the texts
D. Data and Data Source
1. Data
The data is 8 reading texts on the textbook “Passport to the World 2”. They are Rina, I-thung the Bear, Dina Won the Match, The First Camping, George Washington and the Cherry Tree, The Lion and the Mouse, Moon Game, The Story of Helen Keller 2. Data Source.
For conducting the research, the writer used a textbook entitled Passport to the World 2 published in Platinum in 2012. This textbook is compiled by Djatmika, Agus Dwi Priyanto, and Ida Kusuma Dewi
E. The Technique of Data Collecting
The writer collects data by using two techniques. For the first, he analyses the selected reading text from the textbook by using Statistical Analysis (flesh reading ease formula). Then, the writer conducts Cloze Test Procedure to the students of the second grade of SMPN 17 Depok
F. The Technique Data Analysis
For analyzing the data, the writer uses: 1. Flesh Reading Ease Formula
The Procedures are:
- Find the average sentence length (ASL) and average number of syllables per word (ASW)
- Find the readability score formula by using:
Reading Ease Score : 206.835 – (1.105 x ASL) – (84.6 x ASW) - Determine the difficulty level and reading grade by reading ease
scale of Flesch Formula:
-Table 3.1
Difficulty Level and Reading Grade by Reading Ease Scale
Score Difficulty Level Reading Grade
0 – 30 Very Difficult College Graduate
30 – 40 Difficult 13th to 16th grade
(college student
50 – 60 Fairly Difficult 10th to 12th grade
60 – 70 Standard 8th and 9th grade
70 – 80 Fairly Easy 7th grade
80 – 90 Easy 6th grade
90 – 100 Very Easy 5th grade
2. Cloze Test Procedure The procedure:
- Correct the students‟ answer
- Find the percentage by using formula
P = x 100% where, P: percentage
- Find the average of the score:
The average score is over 53% = independent level
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
The problem of this study tries to observe is the readability level of reading texts. To get the data about this, the writer distributed the cloze tests of the eight reading texts. After analyzing and interpreting the data of the eight reading texts in the Passport to the World 2 textbook through cloze tests, the result shows that there are five texts have the cloze test score over 53%. They are the first text, Rina (82.00%); the second text, Ithung the Bear (83.05%); the third text, Dina Won the Match (62.21%); the forth text, The First Camping (70.64%); and the fifth text, George Washington and the Cherry Tree (75.71%) so the judgment score is in the Independent level. The texts are predicted to be quite easy; it means that the students are likely to be able to cope with the text alone. While three others texts have the cloze test score approximately 44%-53%. They are the sixth text, The Lion and the Mouse (48.78.06%); the seventh text, Moon Game (43.67%); and the eighth text, The Story of Helen Keller (49.59%) so the judgment score is in the Instructional level. The texts are predicted to be of appropriate difficulty; it means that the students may need some continuing assistance with the texts.
Based on the cloze test result, the writer gets the average score of 8 reading texts is 71.11% so it can be concluded that reading texts of Passport to the World 2 are in the Independent level because the reading texts are readable and understandable to the eighth grade students of SMPN 17 Depok, and the texts are predicted to be quite
Hence, for the Flesch Reading Ease Formula, the writer concluded that there are 4 texts in very ease level, 3 texts in Easy level, and 1 text in Fairly Easy level. From the result above, the textbook is categorized readable for the second grade of junior high school students.
B. Suggestion
Based on the conclusion above, the writer would like to give a
suggestion for:
1. The English teacher/School
Classrooms reading activities will be interesting with various reading materials. The teachers have to select a suitable textbook to their students which are suitable, understandable and interesting. Particularly, a textbook must be suitable to the level of the student‟s ability so they will not be bored to read it.
2. The other researchers
There are still so many textbook offered by other publishers. The other researchers can use them as a subject of the research. For those interested in studying about the readability, you can use the other techniques beside cloze test. The writer hopes that this research can give more information for further research
3. The author and publisher
The publisher and the authors are expected to pay attention in producing the better textbook which matches with the level of the
students‟ ability as the good textbook can help both the teacher and
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Bowers, Roger and ChristoperBrumfit, (eds.), Applied Linguistics and English Language Teaching, London: MacMillan Publishers Limited, 1991.
Cashdan, Asher, Language, Reading, and Learning, London: University Park Press, 1979.
Celce-Murcia, Marianne, Teaching English as a Second or Foreign Language, Second Edition, Boston: Heinle&Heinle Publishers, 1991.
Chall, Jeanne S., and Edgar Dale, Readability Revisited: The New Dale-Chall Readability Formula, Cambridge: Brookline Books, 1995.
Dubay, William H., The Principles of Readability, Costa Mesa: Impact Information, 2004..
Gillet, Jean Wallace, et. al, Understanding Reading Problems, Boston: Pearson Education inc., 2012.
Group UK Limited, 1991.
Hill, Walter R., Secondary School Reading: Process, Program and Procedures, Boston: Allyn &Abcon, Inc. 1979.
Hughes, Arthur, Testing for Language Teachers, Second Edition, Cambridge: Cambridge University Press, 2003.
Nation, I. S. P., Teaching ESL/EFL Reading and Writing, New York: Routledge, 2009.
Nuttal, Christine, Teaching Reading Skills in a Foreign Language, Oxford: Heinemann International, 1982.
Osborn, Jean, et. al., Reading Education: Foundations for a Literate America, Lexington: DC. Heath and Company, 1985.
Richards, Jack C., Curriculum Development in Language Teaching, New York: Cambridge University Press, 2001.
Richards, Jack c. and Willy A. Renandya, Methodology in Language Teaching: an Anthology of Current Practice, Cambridge: Cambridge University Press, 2002.
Richek, Margaret Ann, Reading Problems Assessment and Teaching Strategies, New Jersey: Prentice Hall-Inc, 1983
Roe, Betty D., et. al.,,Reading Instruction in the Secondary School, Revised Edition, Boston: Houghton Mifflin Company, 1978.
Oller, John W., Language Tests at School: A Pragmatic Approach, London: Longman Group Limited, 1979.
Spratt, Mary, The TKT Teaching Knowledge Test, Cambridge: Cambridge University Press, 2005.
Shoki, Godwin,Readability as Consideration for Book Selection Criterion in Book Selection Practices in Some Academic Libraries in Nigeria, Ibadan:
Department of Communication and Arts University of Ibadan
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APPENDIX 1
Text 1: Rina
Rina is celebrating her 14th birthday. She looks very happy. She wears a beautiful white gown. The gown has long sleeves. She also wears a pink belt around her slim waist. The matches the gown. Rina also has a pink necklace on her neck on her hair, she wears a pretty pink fancy banana. It has a ribbon rose the ribbon rose is
red. She has pink earrings too. For her feet, Rina wears her new beautiful shiny pink shoes. Rina really looks gorgeous
Text 2: I-Thung the Bear
Naila collects animal dolls. She loves them very much. The most favourite animal doll for her is I-Thung the bear. It is big enough, about 40 cm tall. It is mainly made of wool, except the nails that are made of cotton cloth. The fur feels so soft that Naila loves to hug the bear doll very much. Like the real animal, I-Thung is black in colour. All the body is black except the mouth which is pink. Furthermore, the nose is green, not black. I-Thung has two big round eyes and big flat ears, too. On the left
sole the name of „I-Thung‟ is printed.
Text 3: Dina Won the Match!
match was held there. There were five badminton final matches on that day, man double, woman double, mix double, man single, and woman single. Dina‟s match, woman single, was the second match. It would be held after man single match.
Dina easily got the victory over her rival. Dina beat her for 21-10 in the first set and 21-15 in the second. After the match finished, the town mayor presented her a golden medal and money. Dina was very happy.
Text 4: The First Camping
In the begining of last holiday, Arya and several friends of his went camping to Merbabu mountain. They departed the city after dinner by bus going up to the mountain. The journey took three hours. They reached the slope of the mountain almost midnight. The bus could not go further, so they walk up to the camping ground. The boys felt sleepy when they got there. After preparing the sleeping bag, each of the boys asleep his his own bag.
Text 5: George Washington and the cherry Tree
When George Washington was a little boy, her father gave him an axe for his birthday. George wanted to practice with his axe, so he cut down a tree near his house when George father came home, he didn‟t find his cherry tree. He was very angry.
Who cut down my cherry tree?” he shouted. George was very afraid. He was sure
that his father would punish him. But he did not tell a lie. „Father,‟ said George, “I cannot tell a lie. I cut down your cherry tree with my new axe.”
„My son,‟ said George‟s father. I‟m sad that I have lost my cherry tree. But you
have given me something better. You told the truth. That makes me a very happy father‟. He hugged and kissed George and did not punish him.
Text 6: The Lion and the Mouse
Once, as a lion was asleep in his den, a naughty little mouse ran up his tail. He then ran onto his back and up his mane and jumped on his head. This soon wakened the lion.
The lion grabbed the mouse and held him in his large claws, roared in anger. „How dare you wake me up! Don‟t you know that I am King of Beasts? Anyone who disturbs my rest deserves to die! I shall kill you and eat you!.
The mouse was terrified. He begged the lion to let him go. „Please don‟t eat me Your Majesty! I didn‟t mean to wake you. it was a mistake. I was only playing. Please let me go – I promise I will be your friend forever. Who knows but one day I could save your life.
mood again, so I shall you go.‟ And the lion opened his claws and let the mouse go free.
„Thank you Your Majesty‟, squeaked the mouse, then he ran away as fast as he could. A few days later, the lion was caught in a hunter‟s snare. He tried to struggle, but he couldn‟t break free and became even more entangled in the net of ropes. He let out a roar of anger that shook the forest. Every animal heard it, including the tiny mouse.
„My friend lion is in trouble,‟ cried the mouse. He ran as fast as he could in the direction of the lion‟s roar. Soon he found the lion trapped in the hunter‟s snare. „Hold still, Your Majesty,‟ squeaked the mouse. „I‟ll have you out of there in a jify! And without further delay, the mouse began nibbling through the ropes with his sharp little teeth. Very soon the lion was free.
„I didn‟t believe that you could help me, little mouse. But today you saved my
life,‟ said the lion humbly. „It was my turn to help you, Your Majesty,‟ answered the mouse.
Text 7: Moon Game
One day, Little Bird showed Bear a new game; hide and seek. First, he told bear to hide and counted to ten: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Then, he went looking for Bear. „I found you!‟ chirped Little Bird when he found Bear hiding behind some bushes.
„Now it‟s your turn to find me!‟
fast as he could until he came to an old hollow tree. Climbing inside, he ducked down so the moon couldn‟t see him. Bear waited for a while, and then he poked his head up. When he did, the moon was right there looking down at him.
„Okay‟, said Bear, you found me. Now it‟s your turn to hide.‟
Closing his eyes, Bear began to count just as Little Bird had shown him. At the moment a gentle breeze slowly hid the moon behind a big cloud. When Bear
finished counting, he set out to find the moon. First, he thought he found the moon hiding behind some rocks. Then he thought he found the moon hiding in someone‟s house. When Bear thought he found the moon hiding in a tree he shook the tree and cried.
„I found you, Moon!‟
But Bear was mistaken. All he found was a big balloon. Then, Little Bird
came by to visit. „Will you help me to find the moon?‟ asked Bear. „Sure, I‟ll
help,‟chirped Little Bird. Bear and Little Bird looked but they couldn‟t find the moon. So they went to the forest to ask for help.
„I think the moon is lost.‟ Explained Bear
„Can you help me find him?‟
„Don‟t worry, we‟ll help you,‟ replied the animals in the forest. Together they
searched and searched. But they couldn‟t find the moon. At last, Bear sat down and sighed, „The moon is lost, and it‟s all my fault!. Then, Bear got an idea. He jumped up and cried, „Okay, Moon, I give up. You win!‟
„Look,‟ chirped Little Bird,‟ The moon wasn‟t lost. He was just hiding behind that big cloud.‟ Bear was so happy. He danced and danced. Then, everyone played hide and seek.
Text 8: The Story of Helen Keller
Helen Keller was a famous American. She was a writer and a speaker. She wrote books and articles about education and politics. She travelled to every part of
the world. But the surprising fact about Helen Keller is this: she could not see and she could not hear. This blind, deaf woman was a very special person
Helen Keller was not always blind and deaf. She was all right when she was born on June 27, 1880. But she became very sick the next year. After that, she was not the same. Her parents loved her and they tried to take care of her. But it was not easy. Her parents could not show her what to do.
When Helen was seven, they decided to find help for Helen. They wrote to Michael Anagsos, a teacher in Boston. They asked him to find a teacher for Helen.
He wrote to them and said: „I know a good teacher for Helen. Her name is Annie
Sullivan. I will send her to you.‟
Annie Sullivan finally came to the Keller‟s home. She came by train from
Boston. Helen‟s mother and father tried to tell Helen that Annie was her friend. They could not make her understand.
Then Annie took Helen‟s hand. She used her finger to write “WATER” on
Helen‟s hand. Suddenly, Helen understood! She knew that Annie was telling her
something. The feeling on her hand was the name for water.
The next year, Helen went to a special school. She learned how to speak and listen with her hand. She learned to read books with her fingers. Soon Hellen became nineteen years old. She passed the examinations. She went to a famous college in Massachusetts, and she graduated in 1904.
Name :
Score :
Fill in the blanks with the words given in the box
Rina
Rina is celebrating her 14th birthday. She (1)_________ very happy. She wears (2)___________ white gown. The gown has long sleeves. (3)________ also wears a pink belt around her (4) ________ waist. The matches the gown (5) _______ also has a pink necklace on her (6) _______
On her hair, she wears a pretty (7) ________ fancy banana. It has a ribbon rose (8) _______ribbon rose is red. She has pink (9) ______ too.
For her feet, Rina wears her (10) ________ beautiful shiny pink shoes. Rina really looks gorgeous
1. Looks 6. Pink
2. Beautiful 7. Rina
3. Earrings 8. She
4. Neck 9. Slim
Name :
Score :
Fill in the blanks with the words given in the box
I-Thung the Bear
Naila collects animal dolls. She loves them very much. The most (1)__________ animal doll for her is I-Thung the (2) ________. It is big enough, about 40 cm (3) __________. It is mainly made of wool, except (4) ________ nails that are made of cotton (5) _________. The fur feels so soft that Naila (6) _________ to hug the bear doll very much. (7) ________ the real
animal, I-Thung is black in (8) ________. All the body is black except the (9) ________ which is pink. Furthermore, the nose is (10) _________ , not black. I-Thung has two big round (11)
________ and big flat ears, too. On the left sole the name of „I-Thung‟ is (12) _________
bear
cloth
colour
eyes
favourite
green
like
loves
mouth
tall
the
Name :
Score :
Fill in the blanks with the words given in the box
Dina Won the Match!
Dina, a student of Class VIIIA, won the final badminton match in the Junior Competition for SMP students last week. In the final match she beat the (1) ________ from another school in
town. Dina told (2) ________ happened in the match day. As the (3) ________ started at nine, she had time for (4) ________ several things in the morning after she (5) ________ up. She did the morning prayer and (6) ________ exercises after that. Her mother prepared a (7) ________ breakfast for her. She had toast and (8) ________ glass of milk. She left for the (9) ________ at 8. The match was held there. (10) ________ were five badminton final matches on that (11) ________, man double, woman double, mix double, man (12) ________, and woman single.
Dina‟s match, woman single,(13) ________ the second match. It would be held (14) ________
man single match.
Dina easily got the (15) ________ over her rival. Dina beat her (16) ________ 21-10 in the first set (17) ________ 21-15 in the second. After the match finished, the town mayor presented her a golden medal and money. Dina was very (18) _________
a did got single happy
after doing gym there
and finalist light victory
Name :
Score :
Fill in the blanks with the words given in the box
George Washington and the cherry Tree
When George Washington was a little boy, her father gave him an axe for his birthday. George wanted to practice with his axe. (1) ___________ he cut down a tree near his (2) ___________.
When George father came home, he didn‟t (3) ___________ his cherry tree. He was very angry. (4)” ___________ cut down my cherry tree?” he shouted.
(5) ___________ was very afraid. He was sure that (6) ___________ father would punish him. But he did (7) ___________ tell a lie.
„Father,‟ sad George, “I (8) ___________ tell a lie. I cut down your (9) ___________ tree with my new axe.”
„My son,‟ (10) ___________ George‟s father. I‟m sad that I (11) ___________ lost my cherry tree. But you have (12) ___________ me something better. You told the truth. (13) ___________ makes me a very happy father‟. He hugged (14)_______ kissed George and did not punish him.
cannot George his said who
cherry given house so and
