THE READABILITY OF ENGLISH TEXTBOOK OFTHE ELEVENTH GRADE STUDENTS OF SMASWASTA AL-AZHAR MEDAN.

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THE READABILITY OF ENGLISH TEXTBOOK

OFTHE ELEVENTH GRADE STUDENTS OF

SMASWASTA AL-AZHAR MEDAN

A THESIS

Submitted to Partial Fulfillment of the Requirements for the Degree of

SarjanaPendidikan

By:

NADYA RIZKI ARDHANI

RegistrationNumber 2123121034

ENGLISH AND LITERATURE DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

STATE UNIVERSITY OF MEDAN

2016

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i

ABSTRACT

Ardhani, Nadya Rizki. Registration Number: 2123121034. The Readability of

English Textbook of the Eleventh Grade Students of SMA Swasta Al-Azhar

Medan. A Thesis. English Educational Program, State University of Medan,

2016.

This study was carried out to find out the readability level of Talk Active 2 for

Senior High School (Compulsory Program) textbook by using the Dale-Chall

readability formula and cloze test at the plus class of the eleventh grade students

of SMA Swasta Al-Azhar Medan. The population of this study was 21 reading

texts and 5 plus classes, but the researcher only took 5 reading texts and class

XI-D plus consisting of 20 students as the sample using random sampling technique.

The method used in this study was using quantitative research design. The

procedures were conducted by counting the text by using Dale-Chall readability

formula and distributing the cloze test to the students, collecting data, correcting

data, calculating data, analyzing data, interpreting data and the last was

concluding the result of the study. The analysis found that by using the

Dale-Chall readability formula (1) 2 texts have an appropriate level with the corrected

level score in Dale-Chall formula (11

-12

grade): Text 3 (8.76) and Text 4

(8.00); (2) 2 texts have 9

_-10

_{grade level score: Text 2 (7.57) and Text 5 (7.97);}

(3) 1 text that has 5

-6

grade level score: Text 1 (5.55). The result for cloze test,

all the texts are in the Unassisted Reading Level: Text 1 (74.34%), Text 2

(90.88%), Text 3 (91.89%), Text 4 (87.59%) and Text 5 (85.66%). Based on the

Dale-Chall readability formula, the researcher gets the average score of five

reading texts is 7.57 (9

-10

grade) and cloze test result 86.072% (Unassisted

Reading Level). Based on it, it can be concluded that reading texts of Talk Active 2

for Senior High School (Compulsory Program) that is used by the plus class of the

eleventh grade of SMA Swasta Al-Azhar Medan are readable. It is expected that

the finding of this research is useful for everyone who wants to study about

readability level of textbook.

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ii

ACKNOWLEDGEMENT

First of all, the researcher would like to thank to the Almighty Allah SWT.

for his blessings, strength, and patience so the researcher is able to accomplish

her thesis as a partial fulfillment of the requirements for the degree of Sarjana

Pendidikan at the English Department, Faculty of Language and Arts (FBS) in

State University of Medan (UNIMED).

The historical and meaningful process of realizing this thesis, surprisingly

has created relationship and involvement between the researcher and a great

number of people who have contribution in finishing this thesis. The researcher

would like to express her sincere gratitude to:

1. Prof. Dr. Syawal Gultom, M.Pd., the Rector of State Universisty of Medan.

2. Dr. Isda Pramuniati, M.Hum., the Dean Faculty of Language and Arts.

3. Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department and Nora

Ronita Dewi, S.Pd., S.S., M.Hum., the Head of Education Program of

English Department.

4. Dr. Anni Holila Pulungan, M.Hum. and Rita Suswati, S.Pd., M.Hum., her

Thesis Supervisors.

5. Dr. Rahmad Husein, M.Ed., and Indra Hartoyo, S.Pd., M.Hum., her

Thesis Reviewers.

6. All the Lecturers of English Department who have taught and guided her

throughout the academic years that could not be mentioned one by one.

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iii

7. Drs. Arfin Awal (Alm.) and Dahniar, S.Pd., her beloved parents for their

unconditional love, warmth, pray, motivation, material, and spiritual supports.

Especially for her father, she knows that he is not here with her, but she knows

he keep supporting her from up there, may Allay give him best place for him

on his side. Especially for her mother, she thanks her for everything. She

thanks her for guiding her in every step. She is nothing without her.

8. Bang Tezar, Bang Hafiz, Kak Nazlia, and Bang Razif, her brothers and

sister for their motivation and support.

9. Zidan and Aliyah, her nephew and niece, for their cheerfulness.

10. Eis Sri Wahyuni, M.Pd. and Mr. Pantes, the administration staff of English

Department, for their attention, assistance and information.

11. Her beloved best friends Irma and Iza, for being her friend, for all the things

happen in these four years, for all the motivation and support. Her best friend

Nurul, for being her. Her thesis fighter mates, Flo and Boy.

12. Her best friends from PPLT UNIMED 2015, Alfi and Nisyah for the support.

13. All the students of B Class of English Education 2012 for these four years.

There are many people whose names are not mentioned above, the

researcher thanks them for their support in finishing her study, may Allah SWT.

bless you all.

Medan, September 2016

The Researcher

Nadya Rizki Ardhani

Reg, Number. 2123121034

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Pages

ABSTRACT ... i

ACKNOWLEDGEMENT ... ii

TABLE OF CONTENTS ... iv

LIST OF TABLES ... vii

LIST OF PICTURES ... viii

LIST OF APPENDICES ... ix

CHAPTER I. INTRODUCTION ... 1

A. The Background of the Study ... 1

B. The Problems of the Study... 5

C. The Objectives of the Study ... 5

D. The Scope of the Study ... 5

E. The Significance of the Study ... 5

CHAPTER II. REVIEW OF LITERATURE ... 7

A. Theoretical Framework ... 7

1. Textbook ... 7

a. The Understanding of Textbook ... 7

b. Selecting a Textbook ... 8

2. Reading Comprehension ... 10

3. Text... 11

a. The Understanding of Text ... 11

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4. Readability ... 13

a. The Understanding of Readability... 13

b. Elements of Readability ... 14

c. Factors Affecting Readability ... 15

d. Approaches of Measuring Readability of a Textbook ... 17

1. The Dale-Chall Readability Formula ... 17

2. Cloze Test Procedure ... 19

B. Relevant Studies ... 21

C. Conceptual Framework... 22

CHAPTER III. RESEARCH METHODOLOGY ... 24

A. Research Design ... 24

B. Population and Sample ... 24

1. Population ... 24

2. Sample ... 25

C. Techniques of Collecting Data ... 26

D. The Instruments for Collecting Data ... 26

E. The Technique of Data Analysis ... 26

CHAPTER IV. DATA AND DATA ANALYSIS ... 29

A. Data Analysis ... 29

1. Dale-Chall Formula ... 29

2. Cloze Test ... 34

B. Findings ... 37

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CHAPTER V. CONCLUSION AND SUGGESTION ... 43

A. Conclusion ... 43

B. Sugession ... 44

REFERENCES ... 46

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vii

LIST OF TABLES

Pages

Table 2.1 Dale-Chall Grade-Correction Chart ... 19

Table 2.2 Cloze Test Scores ... 21

Table 4.1 The Analysis of Data Based on Dale-Chall Formula ... 30

Table 4.2 The Score of the Text Based on the Dale-Chall Formula ... 33

Table 4.3 The Number of Data Analysis of the Deleted Words ... 34

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viii

LIST OF PICTURES

Pages

Picture 4.1 Diagram of the Average Scores of Readability Level Based on

Dale-Chall Formula ... 34 Picture 4.2 Diagram of the Average Scores of Readability Level Based on

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LIST OF APPENDICES

Pages

Appendix A. How to Make a Pencil Holder from a Water Bottle ... 49

Appendix B. Emperor Penguin ... 51

Appendix C. Bullying and Teasing: No Laughing Matter ... 54

Appendix D. Ismail Marzuki ... 56

Appendix E. What Are Clouds ... 59

Appendix F. The Score of Students ... 61

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1 CHAPTER I INTRODUCTION

A. The Background of the Study

Reading is one of the important skills that students need to be mastered in English. By carrying out reading, students will discover new things which are very important in life because book is one of the great tools to improve their knowledge. Reading will also help students to enrich their vocabularies and help them to be familiar with English spelling. Reading can be seen as an “interactive” process between a reader and a text which leads to automaticity or (reading fluency). In this process, the reader interacts dynamically with the text as he/she tries to elicit the meaning (Alyousef, 2006: 63). Reading is a process very much determined by what the reader’s brain and emotions and beliefs bring to the reading: the knowledge/information (or misinformation, absence of information), strategies for processing text, moods, fears and joys—all of it (Weaver, 2009).

One of the key components in teaching English is the learning material. Learning material should be appropriate with the need and level of the students. Diniah (2013: 75) states that materials on textbooks should be authentic that the students can see that the textbooks are relevant to their real lives. Hutchinson and Waters (1986: 107) explain the good material as follows:

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2 “Materials should (1) provide a stimulus to learning; (2) help to organize the teaching learning process; (3) embody a view of the nature of language and learning; (4) reflect the nature of learning task; (5) have a very useful function in broadening the basis of teacher training; and (6) provide models of correct and appropriate language use.”

Therefore, to help students to improve their reading ability, the textbook that is used in school should be appropriate with the background and the needs of the students. According to Kiato and Kitao (1997), students learn what is presented in the textbook, and the way the textbook presents material is the way students learn it. The educational philosophy of the textbook will influence the class and the learning process.

The textbook has an important role to the students’ understanding. When reading, the students do not just read the text but they also have to understand the meaning of the text. So, the content of the textbook should be appropriate with the background and the needs of the students. Mohammad and Kumari (2007:2) state that textbook is a helpful learning recourse; it can be used as a limitation of the learning material. The limitation of the learning material will then help the teachers to find an appropriate material for the students.

Students work with textbook most of their time in learning process. Teachers also use the textbook most of the time as a guide in teaching learning process. Mohammad and Kumari (2007) also note that textbooks are the main source of knowledge in many subjects. These also explain more about the importance of textbook.

Having highlighted the importance of textbook, it is needed to emphasize that the textbook has to be readable. But, most of the textbook that is used in

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3 school still do not match with the level of the students. The text in the textbook tends to be too difficult, not clear or too easy for the students. It makes them lost their motivation in learning and mastering reading because they think that English reading is not match with their ability. For example, most of the students find difficulty in reading the text in page 98 in Talk Active 2 English textbook. The title of the text is Emperor Penguin which consists of 7 paragraphs. The hardest paragraph in the text is the fourth paragraph, as follows:

“Emperor penguins spend the long winter on the open ice—and even breed during this harsh season. Females lay a single egg and then promptly leave it behind. They undertake an extended hunting trip that lasts some two months! Depending on the extent of the ice pack, females may need to travel some 50 miles (80 kilometers) just to reach the open ocean, where they will feed on fish, squid, and krill. At sea, emperor penguins can dive to 1,850 feet (565 meters)—deeper than any other bird—and stay under for more than 20 minutes.”

From the data above, the students find some difficult words such as harsh ‘keras’, promptly ‘segera’, extended ‘luas’ and krill ‘udang krill’. They do not know the meaning of those words because they think those words are unfamiliar. DuBay (2004:2) states that educators discovered a way to use vocabulary difficulty and sentence length to predict the difficulty level of a text. Based on it, the difficulty in finding the meaning of some words in the text will affect the understanding of the text, and the difficulty in understanding a text will affect the reading ability of the students. So, the teacher needs to find a textbook which is suitable with the ability of the students.

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4 Then, to find a match of the textbook and the need of the students, the writer use readability analysis. The readability studies are concerned with ensuring that a given piece of writing reaches and affects its audience in the way that the author intends (Zavanian & Heydari, 2012). The readability of a text relates to how easily human readers can process and understand a text as the writer of the text intended (Islam, Mehler & Rahman, 2012). Readability measures how match the textbook with the level of the students. Readability refers to the general difficulty level of written material which can affect readers’ comprehension (Peng, 2015:37). Based on it, it is concluded that readability means matching the text with the readers which in this case, matching the textbook and the students. By using its formula, the stage of difficulties of the textbook will be known.

After knowing that selecting a textbook is important. The researcher tries to conduct a research about it. The writer does the research to the plus class of the eleventh grade students of SMA Swasta Azhar (SMA Swasta Plus Al-Azhar) Medan. Then, the researcher chooses the eleventh grade because she thinks that this grade is the essential grade. The tenth grade students still need to learn more and the twelfth grade students will focus on their national examination.

B. The Problem of the Study

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- How is the readability of English textbook that is used by the eleventh

grade students of SMA Swasta Plus Al-Azhar Medan?

C. The Objective of the Study

In line with what has been stated in problem of the study, this study tries to analyze the readability level of reading texts in Talk Active 2 for Senior High School (Compulsory Program) that is written by Lanny Kurniawan and published in 2014 by Yudhistira.

D. The Scope of the Study

The scope of the study is analyzing the readability level of five reading texts that are taken from the English Textbook Talk Active 2 for Senior High School (Compulsory Program) using Dale-Chall readability formula and Cloze Test in the plus class of SMA Swasta Azhar (SMA Swasta Plus Al-Azhar) Medan.

E. The Significance of the Study

After doing this research, hopefully, this research will gives some significances theoretically and practically. Theoretically, the finding of this research can add new horizon in language learning especially reading and readability.

Practically, it will be useful for other researchers who want to investigate the English textbook, especially dealing with the readability. In addition, it

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6 will help teachers to choose a proper textbook that is match with the level and the ability of the students especially in reading material. It will also help the students to be motivated in learning English especially reading because they can understand the meaning of the text in the textbook and it match with their ability.

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43 CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

The problem of this study tries to observe is the readability level of textbook. To get the data about this, the researcher counting the five reading texts

by using the Dale-Chall readability formula and distributed the cloze tests of the

five reading texts. After analyzing and interpreting the data of the five reading

texts in Talk Active 2 for Senior High School (Compulsory Program) textbook

through Dale-Chall readability formula and cloze tests, the result shows that there are two texts have an appropriate level with the corrected level score in

Dale-Chall formula (11th_-12th_{grade); they are}_{Bullying and Teasing: No Laughing}

Matter (8.76) and Ismail Marzuki (8.00). These texts are predicted to be of

appropriate difficulty. Then, there are two texts that have 9th_-10th_{grade level}

score; they are Emperor Penguin (7.57) and What Are Clouds? (7.97). These two

texts are predicted to be quite easy. Then, there is one text that has 5th_-6th_grade

level score; it is How to Make a Pencil Holder from a Water Bottle (5.55). This

text is predicted to be too easy. The result for cloze test, all the texts are in the

Unassisted Reading Level; they are How to Make a Pencil Holder from a Water

Bottle (74.34%), Emperor Penguin (90.88%), Bullying and Teasing: No Laughing

Matter (91.89%) Ismail Marzuki (87.59%) and What Are Clouds? (85.66%). All

the five texts are predicted to be easy.

Based on the Dale-Chall readability formula, the researcher gets the average score of five reading texts is 7.57 (9th_-10th_{grade) and cloze test result}

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44 86.072% (Unassisted Reading Level). Based on it, it can be concluded that reading texts of Talk Active 2 for Senior High School (Compulsory Program) that is used by the plus class of the eleventh grade of SMA Swasta Al-Azhar Medan are readable.

B. Suggestion

From the foregoing discussions, some suggestions are offered. The suggestions are intended to principals, to English teachers, to the publishers and authors, and to other researchers.

1. To principals

The principals have to be more selective in choosing the textbook that will be used by students. A textbook should be appropriate with the need of the students, interesting, and improving students’ potential.

2. To English teachers

The teacher should check and select a textbook that is suitable to the students. The textbook should be readable, understandable and interesting. Particularly, the textbook must be suitable to the level of students’ ability so they won’t be bored to read it.

3. To Publishers and authors

The publishers and the authors are expected to pay attention in producing the better textbooks which match with the level of the students’ ability. A good textbook is a textbook that can help both the teacher and the students to reach the goal of teaching and learning process.

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4. To Other Researchers

There are still so many title textbooks that are offered by other publishers. The other researchers can use them as the subject of the research especially for those who are interested in studying about the readability. The other researcher can use the other formula besides the Dale-Chall readability formula and other

techniques besides cloze test. The writer hopes that this research can give more

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References

Alyousef, H. S., (2006), “Teaching Reading Comprehension to ESL/EFL Learners”. Journal of Language and Learning. Volume 5, No.1.

Boroujeni, A. A. J., Mahmood H. & Mandani Z., (2013), “The Impact of Formal Schema and Readability on Cloze Test for EFL Learners”. International Research Journal of Applied and Basic Sciences, Volume 4, No.6.

Cain, Kate, J. O. & Peter B., (2004), “Children’s Reading Comprehension Ability: Concurrent Prediction by Working Memory, Verbal Ability, and Component Skills”. Journal of Educational Psychology, Volume 96, No. 1. Day, R., (1994), “Selecting a Passage for the EFL Reading Class”. Forum,

Volume 3, No. 1.

Diniah, S. N., (2013), “Teachers’ Perceptions Towards The Use Of English Textbook In EFL Classrooms”. Journal Of English And Education, Volume 1, No.2.

DuBay, W. H. (2004). The Principles of Readability. Costa Mesa, CA: Impact Information.

Ernawati, D. (2013). An Analysis Of The Readability Level Of Reading Texts In Passport To The World 2 Textbook By Using Cloze Test (Unpublished Thesis). Syarif Hidayatullah State Islamic University, Jakarta.

Griffies, S.M., Perrie, W. A. & Hull, G. (2013). Elements of Style for Writing Scientific Journal Articles. Oxford: Elseiver.

Hill, C., (2011), “What can Teachers do to Improve Reading Comprehension?: An Examination of Second Language Reading Research and Implications for English Language Teaching Practices”. The Arbutus Review, Volume 2, No. 1.

Hutchinson, T. & Alam W. (1986). English for Specific Purposes: A learning-centered approach. Lancaster: Cambridge University Press.

Islam, Z., Alexander M. & Rashedur R., (2012), “Text Readability Classification of Textbooks of a Low-Resource Language”. 26th _{Pacific Asia Conference} on Language, Information and Computatio, pp. 545-553.

Iswara, R.W., (2013), “Analysis of Character Education Aspects in Narrative Texts of the Electronic Textbook “Developing English Competencies””. Journal of English Language Teaching. Volume 2, No.2.

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47 Kitao, K. & Kitao, S. K., (1997), “Selecting and Developing Teaching/Learning Materials”. The Internet TESL Journal, Volume 4, No. 4, http://iteslj.org/Articles/Kitao-Materials.html, 30 Maret 2016.

Kolahi, S. & Shirvani, E., (2012), “A Comparative Study of the Readability of English Textbooks of Translation and Their Persian Translations”. International Journal of Linguistics. Volume 4, No. 4.

Kothari, C. R. (2004). Research Methodology: Methods and Techniques (Second Revised Edition). New Delhi: New Age International Publishers.

Kouamé, J. B., (2010), “Using Readability Tests to Improve the Accuracy of Evaluation Document Intended for Low-Literate Participants”. Journal of MultiDisciplinary Evaluation. Volume 6, No, 14.

Kurniawan, R. (2008). An Analysis on The Readability Level of Focus (A Naturalistic Study on Elementary School Students English Worksheet (Thesis). Sebelas Maret University, Surakarta.

Lorge, I., (1944), “Predicting Readability”. The Classic Readability Studies. Volume 45.

Mohammad, R. F. & Roshni K. (2007). “Effective Use of Textbooks: A Neglected Aspect of Education in Pakistan”. Journal of Education for International Development. Volume 3 No.1.

Murphy, R. (2013). “Performance of a Cloze Procedure as a Method for Assessing ER-induced Versus Incidental Reading Gains. Stages of Foreign Language Learning, pp. 10 – 16.

Owu-Ewie, C., (2014), “Readability of Comprehension Passages in Junior High School (JHS) English Textbooks in Ghana”. Ghana Journal of Linguistics. Volume 3. No.2.

Pardiyono. (2007). Pasti Bisa: Teaching Genre-Based Writing. Yogyakarta: Andi. Peng, C., (2015), “Textbook Readability and Student Performance in Online

Introductory Corporate Finance Classes”. The Journal of Education Online. Volume 13, No.2.

Richards, J. & Richard, S. (2010). Longman Dictionary of Language Teaching &Applied Linguistics. London: Pearson Education.

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48 Sarayah, A. (2016). The Readability of Reading Texts in Advanced Learning English 2 Textbook by Using Cloze Test (Unpublished Thesis). State University of Medan, Medan.

Sudjiono, A. (2011). Pengantar Statistik Pendidikan, Jakarta: PT. Raja Grafindo Persada.

Teddlie, C. & Fen Y., (2007), “Mixed Methods Sampling: A Typology With Examples”. Journal of Mixed Methods Research. Volume 1, No.1.

Umoke, C.C. & Nwafor, C.E., (2015), “Examination of the Readability Level of Some Approved Science Textbooks in Use in Junior Secondary Schools in Ebonyi State of Nigeria”. British Journal of Education. Volume 3, No.11. Ulusoy, M., (2006), “Readability approaches: Implications for Turkey”.

International Education Journal, Volume 7, No.3.

Weaver, C. (2009). Reading Process: Brief Edition of Reading Process and Practice, Third Edition. Oxford: Constance Weaver.

Zavanian, M. & Pooneh H., (2012), “Readability of Texts: State of the Art”. Academy Publishers Manufactured in Finland. Volume 2, No.1.

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43 CHAPTER V

CONCLUSION AND SUGGESTION A. Conclusion

The problem of this study tries to observe is the readability level of textbook. To get the data about this, the researcher counting the five reading texts by using the Dale-Chall readability formula and distributed the cloze tests of the five reading texts. After analyzing and interpreting the data of the five reading texts in Talk Active 2 for Senior High School (Compulsory Program) textbook through Dale-Chall readability formula and cloze tests, the result shows that there are two texts have an appropriate level with the corrected level score in Dale-Chall formula (11th_-12th_{grade); they are}_{Bullying and Teasing: No Laughing}

Matter (8.76) and Ismail Marzuki (8.00). These texts are predicted to be of appropriate difficulty. Then, there are two texts that have 9th_-10th_{grade level}

score; they are Emperor Penguin (7.57) and What Are Clouds? (7.97). These two texts are predicted to be quite easy. Then, there is one text that has 5th_-6th_grade

level score; it is How to Make a Pencil Holder from a Water Bottle (5.55). This text is predicted to be too easy. The result for cloze test, all the texts are in the Unassisted Reading Level; they are How to Make a Pencil Holder from a Water Bottle (74.34%), Emperor Penguin (90.88%), Bullying and Teasing: No Laughing Matter (91.89%) Ismail Marzuki (87.59%) and What Are Clouds? (85.66%). All the five texts are predicted to be easy.

Based on the Dale-Chall readability formula, the researcher gets the average score of five reading texts is 7.57 (9th_-10th_{grade) and cloze test result}

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86.072% (Unassisted Reading Level). Based on it, it can be concluded that reading texts of Talk Active 2 for Senior High School (Compulsory Program) that is used by the plus class of the eleventh grade of SMA Swasta Al-Azhar Medan are readable.

B. Suggestion

From the foregoing discussions, some suggestions are offered. The suggestions are intended to principals, to English teachers, to the publishers and authors, and to other researchers.

1. To principals

2. To English teachers

3. To Publishers and authors

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4. To Other Researchers

(4)

Alyousef, H. S., (2006), “Teaching Reading Comprehension to ESL/EFL Learners”. Journal of Language and Learning. Volume 5, No.1.

Boroujeni, A. A. J., Mahmood H. & Mandani Z., (2013), “The Impact of Formal

Schema and Readability on Cloze Test for EFL Learners”. International

Research Journal of Applied and Basic Sciences, Volume 4, No.6.

Day, R., (1994), “Selecting a Passage for the EFL Reading Class”. Forum,

Volume 3, No. 1.

Diniah, S. N., (2013), “Teachers’ Perceptions Towards The Use Of English

Textbook In EFL Classrooms”. Journal Of English And Education,

Volume 1, No.2.

DuBay, W. H. (2004). The Principles of Readability. Costa Mesa, CA: Impact Information.

Ernawati, D. (2013). An Analysis Of The Readability Level Of Reading Texts In

Passport To The World 2 Textbook By Using Cloze Test (Unpublished

Thesis). Syarif Hidayatullah State Islamic University, Jakarta.

Griffies, S.M., Perrie, W. A. & Hull, G. (2013). Elements of Style for Writing Scientific Journal Articles. Oxford: Elseiver.

Hill, C., (2011), “What can Teachers do to Improve Reading Comprehension?: An Examination of Second Language Reading Research and Implications for

English Language Teaching Practices”. The Arbutus Review, Volume 2,

No. 1.

Hutchinson, T. & Alam W. (1986). English for Specific Purposes: A learning-centered approach. Lancaster: Cambridge University Press.

Islam, Z., Alexander M. & Rashedur R., (2012), “Text Readability Classification

of Textbooks of a Low-Resource Language”. 26th _{Pacific Asia Conference}

on Language, Information and Computatio, pp. 545-553.

(5)

47 Kitao, K. & Kitao, S. K., (1997), “Selecting and Developing Teaching/Learning

Materials”. The Internet TESL Journal, Volume 4, No. 4,

http://iteslj.org/Articles/Kitao-Materials.html, 30 Maret 2016.

Kothari, C. R. (2004). Research Methodology: Methods and Techniques (Second

Revised Edition). New Delhi: New Age International Publishers.

Kouamé, J. B., (2010), “Using Readability Tests to Improve the Accuracy of

Evaluation Document Intended for Low-Literate Participants”. Journal of

MultiDisciplinary Evaluation. Volume 6, No, 14.

Kurniawan, R. (2008). An Analysis on The Readability Level of Focus (A

Naturalistic Study on Elementary School Students English Worksheet (Thesis). Sebelas Maret University, Surakarta.

Lorge, I., (1944), “Predicting Readability”. The Classic Readability Studies. Volume 45.

Mohammad, R. F. & Roshni K. (2007). “Effective Use of Textbooks: A Neglected Aspect of Education in Pakistan”. Journal of Education for International Development. Volume 3 No.1.

Murphy, R. (2013). “Performance of a Cloze Procedure as a Method for

Assessing ER-induced Versus Incidental Reading Gains. Stages of

Foreign Language Learning, pp. 10 – 16.

Owu-Ewie, C., (2014), “Readability of Comprehension Passages in Junior High School (JHS) English Textbooks in Ghana”. Ghana Journal of Linguistics. Volume 3. No.2.

Pardiyono. (2007). Pasti Bisa: Teaching Genre-Based Writing. Yogyakarta: Andi. Peng, C., (2015), “Textbook Readability and Student Performance in Online

Introductory Corporate Finance Classes”. The Journal of Education

Online. Volume 13, No.2.

Richards, J. & Richard, S. (2010). Longman Dictionary of Language Teaching &Applied Linguistics. London: Pearson Education.

(6)

Sarayah, A. (2016). The Readability of Reading Texts in Advanced Learning English 2 Textbook by Using Cloze Test (Unpublished Thesis). State University of Medan, Medan.

Sudjiono, A. (2011). Pengantar Statistik Pendidikan, Jakarta: PT. Raja Grafindo

Persada.

Teddlie, C. & Fen Y., (2007), “Mixed Methods Sampling: A Typology With Examples”. Journal of Mixed Methods Research. Volume 1, No.1.

International Education Journal, Volume 7, No.3.

Weaver, C. (2009). Reading Process: Brief Edition of Reading Process and

Practice, Third Edition. Oxford: Constance Weaver.

Zavanian, M. & Pooneh H., (2012), “Readability of Texts: State of the Art”. Academy Publishers Manufactured in Finland. Volume 2, No.1.