THE IMPLEMENTATION OF CLOZE PROCEDURE IN ENGLISH READING CLASS AT THE FIRST YEAR OF SMK NEGERI 1 BANDAR LAMPUNG

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ABSTRACT

THE IMPLEMENTATION OF CLOZE PROCEDURE IN ENGLISH READING CLASS AT THE FIRST YEAR OF

SMK NEGERI 1 BANDAR LAMPUNG

By Ellynda Sari

Reading is one of the skills that should be taught at school. Based on the writer’s teaching experience at SMK Negeri 1 Bandar Lampung, it was found that the students still have difficulties in reading. Therefore, the writer employed Cloze Procedure as a technique to improve the students’ reading achievement and their participation in learning.

The subject of this research is the students of the first year of SMK Negeri 1 Bandar Lampung, class X (ten) TKJ. The research was conducted from March 23rd until April 4th 2011. A classroom action research was carried out in order to improve students’ reading achievement by using Cloze Procedure in English reading class.

The result of the research shows that Cloze Procedure improves the students’ reading achievement.There were two indicators that were used in this research, i.e. learning product and learning process. In term of learning product, there are 75% students who passed the score of 60, as the passing grade. Meanwhile, it was also found that there were 80% students who were actively involved during the lesson in the first cycle. In the second cycle, there were 77.27% students who reached the passing grade. It was found that there were 80.83% students who actively involved during the teaching learning was conducted.

Based on the data, it can be concluded that there is an improvement of the students’ reading achievement after being taught using Cloze Procedure. Therefore, Cloze Procedure is recommended to be used by English teachers to improve their students’ reading achievement and the participation in learning. However, since students have opportunity to interact in discussion, the teacher should pay careful attention to overcome the noisy class.

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ACKNOWLEDGEMENTS

Alhamdulillaahirobbil’aalamiin. Praised be merely to Alloh SWT, The Most Beneficent for His gracious mercy and blessing that enables me to accomplish and complete my script entitled “The Implementation of Cloze Procedure in English Reading Class at The First Year of SMK Negeri 1 Bandar Lampung”. Among many individuals who have generously offered suggestion for improving this script, first of all I would like to express my sincere gratitude and deep respect to my first advisor, Drs. Hery Yufrizal, M.A., Ph.D. and my second advisor Drs. Huzairin, M.Pd. who have guided, assisted and encouraged me during the completion of this script. My gratitude is also extended to Dr. M. Sukirlan, M.A. who has given me valuable suggestions as my examiner. Budi Kadaryanto, S.Pd.,M.A. as my academic advisor, thanks for your advices and suggestions. To all lecturers of English Program, who have contributed their guidance and knowledge for the writer, thank you.

I also want to extend my great appreciation to Dra. Hj. Mike Elly Rose, the Headmaster of SMKN 1 Bandar Lampung, and Restika Indah, S.Pd., the English teacher of SMKN 1 Bandar Lampung. My appreciation is also expressed to the X (ten) TKJ students of SMKN 1 Bandar Lampung for their good cooperation. The greatest honor and appreciation would finally be dedicated to my beloved parent, Yadin Supyadin and Sukarni. It is truly undoubted that loves, cares, tears and timeless prayers during days and nights, are everything for me. Thanks for the patience and willingness to wait for my graduation. To my beloved brothers (the late) Denny Asgar, Benny Sadam, Febri Madoni, and Rizky Rizmawan, thanks for love and supports given to keep my spirit alive. To someone, Oka Ibnu Dinata, S.STP., thank you for everything.

Last but not least, I would also address my appreciation to all of my beloved comrades of English’05 (Non-regular) of English Department, especially Ika Marthalia, Novi Wilia Pura, Tri Haryono, Nurkodri, Rio De Chaniago, Syauqi Wafa, Irawan Prayogo, Anin Pangesti, Faradiaswita, Hartini, Marisa Retilova Sari, Puji Rahmawati Ningsih and Rahmaiza Ilyani. To whom I don’t mention in this script, it doesn’t mean your supports are worthless, I do appreciate it.

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Nothing in this world is perfect and this final project is no exception. I hope that this final project will be useful and beneficial for the readers, especially those who are involved in English teaching profession.

Bandar Lampung, January 2012

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ADMITTED BY

1. Examination Comittee

Chairperson : Drs. Hery Yufrizal, M.A., Ph.D. ...

Examine : Dr. M. Sukirlan, M.A. ...

Secretary : Drs. Huzairin, M.Pd. ...

2. The Dean of Teacher Training and Education Faculty

Dr. H. Bujang Rahman, M.Si. NIP 19600315 198503 1 003

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Title : THE IMPLEMENTATION OF CLOZE PROCEDURE IN ENGLISH READING CLASS AT THE FIRST YEAR OF SMKN 1 BANDAR LAMPUNG

Student’s Name : ELLYNDA SARI

Student’s Number : 0543042010

Department : Language and Arts Education

Study Program : English Education

Faculty : Teacher Training and Education Faculty

APPROVED BY Advisory Comittee

Advisor Co-Advisor

Drs. Hery Yufrizal, M.A., Ph.D. Drs. Huzairin, M.Pd.

NIP 19600719 198511 1 001 NIP 19580704 198503 1 006

The Head of Language and Arts Department

Drs. Imam Rejana, M.Si. NIP 19480421 197803 1 004

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THE IMPLEMENTATION OF CLOZE PROCEDURE IN ENGLISH READING CLASS AT THE FIRST YEAR OF

SMKN 1 BANDAR LAMPUNG (A Classroom Action Research)

ELLYNDA SARI

A Script

Submitted in a Partial Fulfillment of the Requirements for S-1 Degree

in English Education

The Language and Arts Department of Teacher Training and Education Faculty

Lampung University Bandar Lampung

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THE IMPLEMENTATION OF CLOZE PROCEDURE IN ENGLISH READING

CLASS AT THE FIRST YEAR OF

SMKN 1 BANDAR LAMPUNG

(

A Classroom Action Research

)

A Script

ELLYNDA SARI

LAMPUNG UNIVERSITY

BANDAR LAMPUNG

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CURRICULUM VITAE

The writer’s name is Ellynda Sari. She was born in Fajar Bulan, Way Tenong, West Lampung, April 10th, 1987. She is the second child of harmonious couple, Yadin Supyadin and Sukarni. She has four brothers (the late) Denny Asgar, Benny Sadam, Febri Madoni, and Rizky Rismawan.

She began her study at Dharma Wanita Kindergarten, Fajar Bulan, Way Tenong, West Lampung in 1992. She studied in elementary school at SD Negeri 2 Fajar Bulan, Way Tenong, West Lampung at 1993 and graduated in 1999. She

continued her study to SMP Negeri 1 Way Tenong, West Lampug and graduated in 2002. After graduating from Junior High School, she entered SMA Negeri 9 Bandar Lampung and graduated in 2005. In 2005, she was registered as an S1 (Non-Regular) student of English Education Study Program at Teacher Training and Education Faculty (FKIP) of Lampung University.

In 2009, precisely in February to May she conducted the Teaching Practice Program (PPL) as one of the requirements for FKIP students at SMP Negeri 1 Natar, South Lampung.

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DEDICATED TO

My beloved Father, Yadin Supyadin My beloved Mother, Sukarni

My beloved brothers Denny, Beben, Eby, Iky My Almamater

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LIST OF APPENDICES

Appendix Page

1. Students’ Reading Test Score ... 76

2. Try Out Test 1 ... 77

3. Try Out Test 2 ... 79

4. The Rank of Students’ Score in Try Out ... 82

5. Distribution of Students’ Answers of Try Out 1 ... 84

6. Level of Difficulty & Discrimination Power of Try Out Test 1 ... 86

7. Computation of Reliability of Try Out Test 1 ... 88

8. Distribution of Students’ Answers of Try Out 2 ... 89

9. Level of Difficulty & Discrimination Power of Try Out Test 2 ... 91

10. Computation of Reliability of Try Out Test 2 ... 93

11. Lesson Plan 1 ... 94

12. Lesson Plan 2 ... 99

13. Test Analysis and Students’ Reading Score ... 105

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LIST OF TABLES

Page

Table 1.1. Table of Students’ Reading Score ... 3

Table 3.1. Table of Specification of Reading Test ... 46

Table 3.2. Table of Specification of Observation Sheet ... 47

Table 4.1. Table of Frequency of Students’ Reading Score in Cycle 1 ... 48

Table 4.2. Table of Students’ Scores in each Component Cycle 1 ... 50

Table 4.3. Table of Students’ Observation Sheet in Cycle 1 ... 51

Table 4.4. Table of Frequency of Students’ Reading Score in Cycle 2 ... 61

Table 4.5. Table of Students’ Scores in each Component Cycle 2 ... 62

Table 4.6. Table of Students’ Observation Sheet in Cycle 2 ... 64

Table 4.7. Table of Progress of Students’ Reading ... . 68

Table 4.8. Table of Students’ Reading Components in Cycle 1 & 2 ... .. 68

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MOTTO

Give thanks for what you are now and keep fighting for what you want to be tomorrow

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TABLE OF CONTENT

LIST OF TABLES ... vi

LIST OF APPENDICES ... vii

Chapter I INTRODUCTION 1.1 Background of the Problem ... 1

1.2 Formulation of the Problems ... 6

1.3 Objective of the Research ... 6

1.4 Uses of the Research ... 7

1.5 Scope of the Research ... 7

1.6 Definition of Terms ... 8

Chapter II LITERATURE REVIEW 2.1 Notion of Reading ... 9

2.2 Notion of Teaching Reading ... 15

2.3 Notion of Passage ... 17

2.4 Notion of Cloze Procedure ... 18

2.4.1 Word Deletion in Cloze Procedure ... 22

2.4.2 Passage in Cloze Procedure ... 24

2.4.3 Scoring in Cloze Procedure ... 26

2.5 Notion of Students’ Learning Activities ... 28

2.6 Teaching Reading through Cloze Procedure ... 30

2.7 The Advantages and Disadvantages of Cloze Procedure ... 32

2.8 Classroom Action Research ... 33

2.9 Theoretical Assumption ... 34

Chapter III RESEARCH METHODS 3.1 Setting of the Research ... 36

3.2 Description of the Research ... 37

3.3 Research Procedures ... 38

3.4 Indicators of the Research ... 40

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3.6 Data Analysis ... 43

Chapter IV RESULTS AND DISCUSSIONS 4.1 Result of the Research ... 44

4.1.2 Cycle 1 ... 44

4.1.2.1 Planning ... 44

4.1.2.2 Implementing ... 45

4.1.2.3 Observing ... 48

4.1.2.4 Analysis and Reflection ... 53

4.1.3 Cycle 2 ... 57

4.1.3.1 Planning ... 57

4.1.3.2 Implementing ... 58

4.1.3.3 Observing ... 59

4.1.3.4 Reflection ... 62

4.2 Discussion ... 63

Chapter V CONCLUSIONS AND SUGGESTIONS 5.1 Conclusion ... 73

5.2 Suggestions ... 74 REFERENCES

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Chapter I INTRODUCTION

This chapter discusses several points i.e. the background of the problem, the formulation of the problems, the objectives of the research, the uses of the research, the scope of the research, and the definition of terms.

1.1 Background of The Problem

The implementation of School Based Curriculum (KTSP) in most schools in Indonesia functions as the instrument to guide teaching learning activities

towards the main goals of national education. The goal of the teaching of English stated in the Curriculum for English subject is that students are projected to be able to master and use the language skills for any relevant needs and situations.

To support the students’ language skills acquisition, language components have important role in it. However, according to the English teacher of SMKN 1 Bandar Lampung, the students’ reading achievement class X (ten) TKJ (Networking Technique) is still far from the expectation of the curriculum. It is also found that the students’ final tests result are still far from the target aimed as the KKM of

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the school, that is 60. The students’ low performance might be caused by their lack of involvement and active participation during the learning process.

Furthermore, the students’ score of English was also very low. Beside that, most of the students’ English skill was far from the target expected. This fact might be caused by their lack of knowledge. From the teacher’s exprience, it was also found that most of students faced the difficulties to comprehend or to understand reading material. This is supported by McWhorter in Jumawan (1996) who states bellow:

“Most students have a basic competence in reading. They have required a core vocabulary and developed an understanding of language structure that allows basic understanding (comprehension) of unit of written expression. Yet many students frequently complain that they have difficulty getting through the required reading in a course, that they cannot keep their minds on what they read or that they cannot remember what they have read.”

There is a tendency that some of the students are not interested in English or do not follow the English learning process well. Some of them said that when they read the reading texts, they found some problems in answering the inferred information and sometimes they fell stuck and bored.

Based on the observation, it was found that class X (ten) TKJ (Networking Technique) was the lowest class in reading achievement, therefore the Classroom Action Research was conducted to improve students’ reading achievement and their participation in learning. Based on the result when the students were given a test (asking about fill in the blank in some texts and

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multiple choices), there were 15 students (68.18 %) failed because their score didn’t pass the minimum score, which is 60, and there were only 7 students (31.82 %) passed the test. See the table (1.1) below:

Table 1.1. Students’ reading score

Number of Students Score Percentage

15 < 60 68.18 %

7 > 60 31.82 %

Based on the table that there were less than 50% students who passed the passing grade, the researcher used 60 as passing score in this Classroom Action Research.

In teaching-learning process, the teacher as facilitator who has responsibility to make the students interested in the lesson given. The teacher should be able to choose and create an interesting technique in order to reach the aims of

teaching English stated in the curriculum. Hill and Lewis (1985:5) stated that the more the students feel involved in the process of learning, the more successful and enjoyable they will find it. In other words, if a teacher is able to teach his or her students well by using appropriate technique, they will enjoy the lesson better.

Anthony in Vauliani (1997:4) states that technique is particular trick, strategy, or contrivance use to accomplish an immediate objective. The technique depends

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on teacher, he or she should be able to select or choose the technique which can support the teaching learning process. So, whatever the techniques will be used by the teacher, it is better for the teacher to consider which technique is the most effective in teaching reading, so that the teaching of reading will be useful and enable the students to learn enthusiastically.

Having known some of the problems occurred in that school, the researcher intended to conduct Classroom Action Research. This research attempts to solve the problem by implementing Cloze Procedure. Cloze Procedure has close meaning with prediction. The writer chooses Cloze Procedure as one of technique that is used to find out its relation towards students’ reading achievement and their participation in during the teaching-learning process.

Cloze Procedure originated as a diagnostic reading assessment technique. In a cloze procedure, every nth word is deleted from a selected reading. Students are then asked to read the passage, inserting a word into each blank to create a meaningful reading. Since Cloze Procedure encourages the reader to be actively involved with the reading of the material and to link the new information being learned with information previously learned, it may be used effectively in the classroom for purposes other than reading assessment.

The statement above is supported by Markstein and Hirasawa in Şahindokuyucu (2006:35), Cloze Procedure is building an awareness and semantic cues in

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language. Bastidas (1984:20) also says that Cloze Procedure is a process of systematically deleting word from a passage and replacing them with blanks to be filled by the students.

In line with notion above, Enderson (1971:110) stated that Cloze Procedure is basically a very simple technique. Words are just deleted from passage of phrase in some mechanical fashion and replace by blanks of a standard length. The mutilated passages are then given to readers with instruction to restore the missing words.In short, Cloze Procedure is a technique of teaching reading which stress on how the students use their schemata or background knowledge based on the pictures and deleted words or phrases in the text given.

It has been mentioned earlier that Cloze Procedure has close relationship with prediction. Prediction plays an important role in this technique. The students would be able to fill the blanks through prediction based on their background knowledge.

Cloze Procedure tests are quite popular and they generally easy to prepare, so they are very useful to asses students’ level of reading comprehension. This statement is supported by Suter (2002:3) who argues that the advantages of Cloze Procedure is their relative ease of preparing, administering and scoring, a fact that enables use as a placements test where rapid analysis of data is

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important and limited validity can be compensated for by the fact that a learner placed inadequately can easily change classes.

Referring the background above, the writer conducted the Classroom Action Research. This research is expected to improve not only on the students’ reading achievement but also the students’ participation in learning in the classroom. Therefore, this research is entitled: “The Implementation of Cloze Procedure in English Reading Class at the First Year of SMKN 1 Bandar Lampung.”

1.2 Formulation of The Problem

Based on the background mentioned above, the researcher formulated the problems as follow:

1. Can the Implementation of Cloze Procedure improve the students’ reading achievement?

2. Can the implementation of Cloze Procedure improve the students’ participation in learning?

1.3 Objective of The Research

Referring to the formulation above, the writer proposed the objectives as follow: 1. To find out whether the implementation of Cloze Procedure can improve

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2. To find out whether the implementation of Cloze Procedure can improve the students’ participation in learning or not.

1.4. Uses of the Research

Hopefully, the research could have the following uses:

1. Theoretically: hopefully this Classroom Action Research can give

contribution to teachers and the curriculum developers about the quality of Cloze Procedure in reading class, the problems that they experienced, and the strategies that the high and low proficiency readers used to cope with the problems in reading class.

2. Practically: it might help the students improve their reading achievement using Cloze Procedure and to give contributions to English teachers in the classrooms in order to help the low proficiency reader to use good strategy that have been proved successfully in helping the high proficiency readers in comprehending the English texts.

1.5 Scope of The Research

This classroom action research discussed the process of reading class using Cloze Procedure. The text employed in the research was descriptive text; this is one of the texts taught in second semester of the first year of senior high school. This research was conducted at SMKN 1 Bandar Lampung and the subject of the research was students of class XTKJ (Networking Technique).

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In this research, the writer held two cycles. The first cycle was based on the problems of the research then second cycle was done based on the result of the analysis and reflection of the first cycle. The next cycle was held because the indicators of the research in the first cycle were not achieved.

The reading test was done by asking them to read and fill the incomplete text based on the selected topic. The result of the test was evaluated by two raters, the researcher and the class teacher.

The researcher worked together with the English teacher of the school. The researcher acted as the teacher by implementing Cloze Procedure since Classroom Action Research (CAR) is a kind of research that based on the

teacher’s problem and how the teacher solve the problem by herself; meanwhile the English teacher of SMKN 1 Bandar Lampung acted as collaborator and also observed her own students. Beside that, the researcher also was helped by an observer who observed students activities. The researcher made the lesson plan and performed in the class based on the lesson plan. So, during the research, the researcher, the collaborator and the observer observed everything that occurred in the classroom.

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 Reading is an active cognitive process of brain, which works together with eyes in order to get the information in verbal or printed symbol

 _{Cloze Procedure is a technique of teaching reading comprehension which stress} on how the students use their schemata or background knowledge to fill in the deleted words or phrases in the text given.

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Chapter II LITERATURE REVIEW

This chapter provides explanation related to theories used in this study such as notion of reading, notion of teaching reading, notion of passage, notion of cloze procedure, notion of students’ learning activities, notion of teaching reading through cloze procedure in reading class, notion of classroom action research, the advantages, and the theoretical assumption.

2.1 Notion of Reading

Reading is “a receptive language process” (Goodman, 1988:12). It creates an interaction between readers and writers. He further says, “reading is a psycholinguistics process in that it starts with linguistic surface presentation encoded by writer and ends with meaning which reader construct”. There is thus an interaction between language and thought. The writer of the text encodes thought and the readers decide language to thought. It is also supported by Clark and Silberstein in Simanjuntak (1988:24) who defined that reading is an active cognitive process of interacting with print and monitoring comprehension to establish meaning. It means that the students are required to be able to get a lot of information based on what they are reading in the text.

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Nuttal (1982) in Simanjuntak (1988:8) defines “reading as the meaningful interpretation of printed or written verbal symbol”. It means that reading is a result of the interaction between the perception graphic symbols the represent language and the reader’s language skill, cognitive skill and the knowledge of the world. From the definition above, it can be concluded that reading is a process of brains, which work together with eyes in order to get the information in verbal or printed symbol.

In relation to Nuttal’s statement above, it seems that reading is the outcome of reader’s interpretation toward a text. In this case, the readers try to make a meaningful interpretation based on the signal given by writer through a text. For example, see the sentences in the text below:

“In 1962, the first important United States Communication Satellite, Telstar I, was placed in orbit. Three year later, the United States launched Early Bird” (Windows for Second Year SMU, 1999).

From the sentences above, the reader tries to make an interpretation, Telstar I is a name of the satellite, based on the signal given by the writer, comma, which functions as modifier. In other words, the readers tried to use certain strategies to make sense of the idea in a text.

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“Reading is more than the simple recognition of the graphic symbols or words. It is a progressive comprehension of the meaning and idea represented by a sequence words. It includes seeing the word and recognizing the word to its context. It can be assumed that reading is not simple process, calling out names of any words, but a complex intellectual process, knowing and understanding the meaning of the words and message of this text.”

Based on Grabe in Carrel, et al (1988:56), “Reading process is not simply a matter of extracting information from the text”. It seems that reading process is not merely getting the idea of the text. There are likely the other matters. Grabe also says “It is one in which the reading actives a range of knowledge in the readers’ mind that they use, and that in turn, may be refined and extended by the new information supplied by the text”.

Reading thus is viewed as a kind of dialogue between reader and the text in which it actives the readers’ background knowledge, “previously acquired knowledge” (Carrel, 1988:76), to the new information provided by the text. It means that when the readers are reading, their background knowledge seems to be stimulated actively used. Later, it may be getting improvement and progress in respect to all the new information supplied by the text. It is not only

understanding a text but also interaction between text, reader and writer which collaborate each other so that the reading process is going round.

In the process of reading, both in intensive and extensive reading, Eskey in Simanjuntak, (1989:7) says that there are three models of reading process:

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1. Bottom-up process is a process of reading involving exact, detailed,

sequential perceptions and identification of letters, words, spelling patterns and larger language units.

2. Top-down model deals with the general notion of reading as the

reconstruction of meaning based on skillful sampling of the text, and such specific notions as the use of linguistic redundancy, the crucial role of prior knowledge in prediction, and the necessity for reading at a reasonable rate in larger, more meaningful chunks of a text.

3. Interactive model deals with a particular cognitive behavior based on certain kinds of knowledge which forms a part of reader’s cognitive structure. To begin with, the reader must know both the written forms and the meaning of the subject matter, structures and words of which this sentence is composed.

Furthermore, Woods (2005:62) argues that reading skills can be seen in terms of bottom up and top down skills. Bottom up (or systemic) skills consist of building up meaning from analyzing the form of the language used (e.g. from words to clauses to sentences to paragraph). A text maybe partially understood at this level, but it is unlikely that a full understanding can be achieved without top down skills. Top down (or schematic) skills involve the prior word knowledge brought by the reader to the text. This kind of knowledge can be seen as being cultural or world knowledge. Our learners therefore need both types of skill if they are to make sense of a text, and our methodology needs to pay attention to both.

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In addition, Nuttal (1982) states that reading involves communication process between encoder and decoder. The encoder is the writer since he can well speak his message. The encoder has a message in his mind which he wants somebody else to share. To make it possible he must first put it into words: that is, he must encode it. Once it is encoded, in either spoken or written form, it is available outside his mind as a text. The text is accessible to the mind of another person who hears or reads it, i.e. who decodes the message it contains. Once it is decoded, the message enters the mind of the decoder and communication is achieved. In other words, reading means getting out of the text as nearly as possible the message that the writer put into it.

He further says reading approach can be categorized into two: 1. Extensive Reading

Extensive reading program is a private world of reading for reader’s own interest. Reader reads what they want to read for their own pleasure. This program should be encouraged to do because by reading extensively, a reader will find the best way to improve his knowledge of a foreign language. The more students read in the foreign language, the better results in their progressing at increasing speed of productive skill’s improvement, for example they can read novel, magazine, article, and short story. 2. Intensive Reading

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Intensive reading program deals with assignment of reading lesson in the classroom to students guided by teachers. It is sometimes labeled as reading for accuracy while the extensive reading is labeled as reading for fluency. In the classroom, student’s role is as a reader. It demands that he should make sense of the text for himself. Then, the teacher has to take the

responsibilities to find out what students can or can not do, work out on the program aimed at giving them the skills they need, choose suitable texts to work on the activities, prepare the class to undertake the tasks, make sure everyone in class works productively and improves steadily according to his capabilities.

In addition, Moore-Dodson (1995:1) implies that the purpose of intensive reading program is to understand and remember the content of reading text. There are seven stages cover the program for very effective reading focused for detailed comprehension and long retention:

a. Overview

The teaching reading activity that implies intensive reading method is preceded by overview stage. At this stage, the teacher makes the students explore the content of the text. Next, the teacher asks them to obtain some news, messages and information from the text.

b. Planning Purpose

After conducting the overview stage, the teacher should formalize the target of his teaching reading activity. He should analyze the elements of students’

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reading comprehension that must be increased after the students pass the teaching reading activity.

c. Questioning

After conducting the overview stage and plan the purpose his teaching reading activity, he should arrange several questions for the students about the content of the text. Te questions should reflect the whole content of the text in order to ease the students in comprehending the content of the text in the next stage.

d. Reading

Reading is the core of intensive reading program because at this stage the students’ reading comprehension is really trained to be increased

e. Summarizing

After the teacher conducts the reading stage, he asks the students to summarize the content of the text.

f. Testing

At this stage, students’ reading comprehension is tested.

g. Understanding

The end of the intensive reading is to be sure that the students understand the content of the reading text in details. They have to be able to answer every important question that asks about the content of the reading text.

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Based on notions above, it can be concluded that reading is an active cognitive process which requires brain work together with eyes in order to get information and knowledge in verbal or printed symbol.

2.2 Notion of Teaching Reading

Reading skills are often regarded as perceptive skills and link to listening skills. There are similarities, but one important difference is that the reader can take control of the input more easily. Woods (2005:62) says that a listening input is often taped with pauses built in or controlled by teacher. When reading, however, a reader determines the speed of the activity by himself so that this becomes one of the positive things to stress to students in the teaching of reading.

When trying to gauge how difficult a particular text will be for students, teachers need to bear in mind not only the inherent difficulty of the text, but also the nature of the tasks they plan to set and whether they require students to

attempt such tasks before, during or after students have studied the text. Woods (2005:63) classifies the activities in reading class into three as follows:

1. Pre-reading tasks

This task can be in form of vocabulary games, word searches and matching synonyms. These activities can help students to approach a text in a more confident way. Other pre-reading activities that can help readers relate to the full meaning of a text are ones which activate top-down skills, or

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schematic knowledge. All of them enable students to familiarize themselves with the content of a text. The activities can be systemic (such as vocabulary exercise) or schematic (such as thinking of the purpose of a text or predicting the content from its title).

2. While-reading tasks

These kinds of task, as Hedge in Woods (2005:63) states, have become more used since the adoption of the idea of reading as an interactive process. These encourage learners to be active as they read. Students can be given activities which require them to do any of the following: follow the order of the ideas in a text; react to the opinion expressed; understand the

information it contains; asks themselves questions; make notes; confirm expectations of prior knowledge or predict the next part of a text from various clues.

3. Post-reading tasks

These tasks follow up the work covered and seek to extend candidates. Such activities are directed writing activities are directed writing activities, or role play and group discussion activities.

2.3 Passage

Cohen (1980:18) says that the passage which will be selected may either be of particular relevance to the students being tested such as a history passage for

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students in the humanities, or it may be a passage of general interest. The passage used in this study has non-specific structure and a general theme.

In addition, Rye in Şahindokuyucu (2006: 12), states that the language the passage should not be beyond the independent reading level of the students before

deletions are made from it. If the unmutilated language would cause only difficulty, then the further difficulty that would be caused by deletions would result in the students becoming frustrated and alienated from the task.

Sometimes, the difficulty level of a passage depends on the teacher. By deleting the words, the teacher is making the reading task more difficult than it ordinarily would be. It is therefore important to encourage the motivation of students with an interesting passage. Referring to the explanations above, it can be inferred that selecting a suitable passage for students is very important.

2.4 Notion of Cloze Procedure

Cloze procedure originated as a diagnostic reading assessment technique. Cloze procedure has close relationship with prediction. In a cloze procedure, every nth word is deleted from a selected reading. Students are then asked to read the passage, inserting a word into each blank to create a meaningful reading.

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Johnson (1984) says that Cloze Procedure originally developed by Taylor (1953) as a test of readability of a particular text in relation to a particular population of readers. The cloze procedure involves taking a text to be evaluated, deleting some words in the text (every 5th_{, 7}th_{, … word) and then asking subjects to guess} the missing words. The idea of cloze procedure can be seen from this situation:

“Cloze, is derived from Gestalt notion of closure, the tendency to perceive as complete (closure) from which are actually incomplete. It is for example, the tendency to perceive broken or incomplete circle as a whole.” (De Vito, 1979:92)

The name cloze comes from “closure”, this being the term that “gestalt

psychology applies to the human tendency to complete a familiar but not-quite-finished pattern” to see broken circle as a whole one, for example, by mentally closing up the gaps (Taylor, 1953:415).From these statements, it can be inferred that cloze procedure is an activity in which a person is intended to complete the broken circle as a whole. Cloze procedure encourages the reader to be actively involved with the reading of the material and to link the new information being learned with information previously learned.

The cloze procedure was originally used to determine the difficulty level of passages of English speakers. A cloze test is a useful means of assessing students’ reading strategies and abilities to make sense of texts. Since it was invented, it has been used as a testing technique. Cloze procedure tests are quite popular

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and they generally easy to prepare, so they are very useful to asses students’ level of reading comprehension.

Bastisdas (1989:91) states the following on cloze procedure:

When using the cloze procedure, the students is guided to see the passage as a whole and to refer back or ahead into the text in order to find a clue to meaning. The same process occurs in reading, since when we read, our eyes move in saccades (small, jerky movements) which progress in a forward direction and, when necessary, in regressions in order to get the visual information that goes to brain.

Bastidas (1984:20) also says that cloze procedure is a process of systematically deleting word from a passage and replacing them with blanks to be filled by the students. Based on the information above, the researcher defines that cloze tests can be regarded as a gap-filling activity. The students are asked to complete the deleted words or phrase using exact or suitable words. The tests aim to measure the ability to predict from context.

In line with Bastisdas, Markstein and Hirasawa (1981) state that cloze procedure is building an awareness and semantic cues in language. This definition is

supported by Enderson (1971:110) who says that cloze procedure is basically a very simple technique. Words are just deleted from passage of phrase in some mechanical fashion and replace by blanks of a standard length. The mutilated passages are then given to readers with instruction to restore the missing words. From the explanation, it is clear that cloze procedure consists of passage with missing parts in a regular way that have to be filled by the students.

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In addition, Alderson (1979) in Sahindokuyucu (2006:34) states that the term cloze procedure is used in at least three different ways. The first and most general level of definition is “the systematic deletion of words from text”. The second definition takes the word systematic and divides it into two types of systems: either a random (or, better, pseudo-random) deletion of words, or a rational deletion. The third definition, which is increasingly common in the literature, is the deletion of every fifth word from text (i.e., not just pseudo-random, but a specific deletion frequency). Cloze tests can be marked in either of two ways: by accepting as correct or by accepting only word which fits

syntactically and semantically. The former system is easier to mark because only one word can be correct in each gap; the aim of the test is to check the learners’ ability to use their knowledge of the language, not to guess which word the original writer chase.

Goodman cited in Bastisdas(1989) argues that the reader must have a knowledge of the language (semantic, syntactic, and graphonemic systems), a knowledge of the story or topic being read, and understanding of what has happened

previously in the story.

He further states that the cloze procedure encourages the learner to make predictions. The systematic blanks provided in cloze passage require the students to ask specific questions about the words that might fill the blanks. In order to

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answer these questions and supply the missing words, the students must sample the graphic display, make educated guesses (predictions), and test and confirm hypothesis. The process constitutes the act of reconstructing the writer’s message.

It has been mentioned earlier that cloze procedure has close relationship with prediction. Prediction plays an important role in this technique. The students would be able to fill the blanks through prediction based on their background knowledge.

The material of cloze procedure should be relevant to the students, in order to overcome the difficulties of the students in predicting or making anticipation towards the text. It is supported by Moy (1975:21) who states that the passage to be selected may either be of particular relevance to the students being tested.

On preparing a cloze test, Madsen (1983:48) states that the steps in preparing a cloze test are simple: 1) select an appropriate passage; 2) decide on the ratio of words to take out; 3) write the instructions and prepare an example. The first and most important step is to choose a story or an essay on the right level. The length of the selection depends on the number of blanks you plan to have, but most are not longer than 300 to 400 words. This means that you will often have to use only part of an article or a story. When you do this, be sure your except makes sense by itself. There are a few things to avoid in choosing an appropriate

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passage in cloze procedure; usually we ignore a passage that is full of proper nouns, numbers and technical words. When these are left out, it is often impossible to know what to write in.

2.4.1 Word deletion in Cloze Procedure

Oller (1979:345) argues that there are two types of cloze procedure; one is called fixed-ratio method, where the cloze test is constructed by deleting every nth word of a passage (5th, 6th, 7th, ...). Other type is what has been called variable-ratio method (random deletion). In this type of cloze test, words are selected on some basis, for instance, it is possible to delete only words that are richly laden with meaning, typically then would include the nouns, verbs, adverbs, adjective or some combination of them.

Bachman (1985: 535) in his study, argues that although research on the cloze test has offered differing evidence regarding what language abilities it measurers, there is a general consensus among researchers that not all the deletions in a given cloze passage measure exactly the same abilities. An important issue for the test developers, therefore, is the extent to which it is possible to design cloze test that measure specific abilities.

Anderson (1976:92) states that both system (random deletion and every nth_word deletion) are mechanical and completely objective. The more simple every nth procedure is preferred rather than a random deletion.

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Cohen (1980:92) recommends the following on deletion:

 A low of frequency words may be deleted if this word appears elsewhere in the text, since part of reading skill is recognizing lexical repletion.

 If a word is a key word without which the passage is less

comprehensible, or part of an unfamiliar idiom, deleting an adjacent word is recommended.

 It may also be advisable to avoid deleting part of an idiom, particularly if the idiom is not a common one.

 Although deletion of the same word several times is acceptable, excessive deletion of a function word like and, and the should be avoided.

 The frequency of deletion must be taken into consideration before the test is administered. It usually depends on the difficulty level of the text. One in five can make the reading passage too difficult to deal with for students, but Anderson (1979) found that deletion of every sixth word was not more difficult than the one based on the deletion of every twelfth word.

Here are the examples of the deletion in Cloze Procedure: 1. Fixed-ratio method (regularly deletion)

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John Santiago is a salesman. He (goes) from door to door selling vacuum (cleaners). On his first day of work, (he) decided to sell his goods by (knocking) on the doors of a private (housing) area.

b. every 5th_{word is deleted}

Many people like camping. (camping) is one of the (most) interesting hobbies. It is (not) very expensive and it (is) very useful for us. (It) can make us love (our) environment. You can enjoy (camping) very much because you (can) do many interesting things. 2. Variable-ratio method (random deletion)

a. every noun deletion

The Indonesian (society) consists of rural and urban society. Rural society lives in (villages). They usually make their living by farming. Urban society lives in (cities). There are many kinds of (jobs) people can do in cities. Cities are the center of big industries.

b. every verb deletion

Arthur (needs) some books for his English class. The school library (has) those books. Arthur (loves) to read and study but hates to go to the library. He (likes) to study at home.

c. every adjective deletion

My mom is a (great) woman in the world. She can handle everything in a (nice) way. In the morning, she cooks our breakfast and the taste is always (good). She always prepares my daily needs. I love my mom!

Since the students had been familiar to the content words such as noun, verb, and adjective, so the researcher adopted variable-ratio method (random deletion). It is rather difficult to use fixed-ratio method since the students are hard to predict the function, subtitute, and distributed words.

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2.4.2 Passage in Cloze Procedure

Cloze passages, from the word closure, are short passages (250 words) from expository books commonly used in the teacher’s classroom that have certain words deleted (usually every fifth word) and replaced with a blank. Students are asked to read the cloze passages and fill in the missing words based on what they feel makes sense using context clues. If students are reading effectively and with adequate comprehension, usually they are able to accurately guess the missing words—or, at least, a word of the same part of speech. This helps the teacher know whether the student is able to use context clues when reading expository materials in the selected field of study, and whether he has a strong enough vocabulary to cope with the textbook being used.

Cooter & Flynt, (1996) argue that cloze tests cause students to use their background knowledge of a subject, their understanding of basic syntax (word order relationships), and semantics (word and sentence meaning) to guess what a missing word might be. They encourage teachers to first assess the student’s performance using cloze passages from narrative or descriptive texts as a baseline indicator of general reading ability. To find out how well the student normally performs at reading narrative or descriptive texts, which are the main focus of reading in the high school years, this approach helps students to practice the cloze procedure before being asked to take on the different – and perhaps more difficult – expository cloze passages:

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1. Choose a passage of about 150-250 words from the textbook. It is usually best to choose a passage at the beginning of a chapter or unit so that needed introductory information is included.

2. Prepare the cloze passage. The first sentence should be typed exactly as it is written in the original text. Thereafter, beginning in the second

sentence, delete one of the first five words and replace it with a blank, then repeat this procedure every fifth word. (The blanks need to of a uniform size to avoid giving unnecessary clues.) The process is complete when you have 50 blanks in the cloze passage. After the 50th blank, finish typing the sentence in which the last blank occurred. Then, type at least one more sentence with no deletions.

3. Have students read the passage all the way through once without

attempting to fill in any of the blanks, then reread the passage and fill in the blanks to the best of their ability.

4. To score cloze tests, use the one-half/one-third formula. Students who correctly complete one-half (25 of 50) or more of the blanks are considered to be at the independent reading level, at least with the passage selected. Students who complete less than one-third of the blanks correctly (17 of 50) will probably find the text too frustrating or too difficult even with assistance. Those students falling somewhere between the one-third and one-half range will probably be able to succeed with the text if they receive some preparatory assistance from the teacher.

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2.4.3 Scoring in Cloze Procedure

There are a lot of ways of scoring. The most common way to mark the cloze test are a) by accepting only exact words that were deleted and b) by accepting any semantically and grammatically acceptable answers.

The statement was presented by Aitken (1977:36) who states that when the test has been completed, marking is relatively simply. There are two ways to mark the cloze test; either by accepting only the exact word that was deleted, or by accepting any contextually acceptable answer. Incorrect spelling should not be penalized as long as the word is recognizable. However, the word must be grammatically correct. The wrong verb tense, for example, would not get credit. Each correct (or acceptable) answer is worth one point.

In line with Aitken, Heaton (1989:91) argues that when you make the answers to cloze test, you may count as correct either the exact word which has been deleted or any acceptable word. Research work which has been carried out on cloze testing has shown that it makes scarcely any difference whichever method is used. If the cloze testing is a proficiency test or part of an examination

measuring achievement, you will find it easier any quicker to count any exact words as correct—especially if a large number of students have taken the test. However, if the cloze test is a part of a progress test, you may wish to mark any acceptable answer (i.e., synonyms) as correct.

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According to Sciarne and Schoorl (1989), the scoring method depends on the number of deletions. If a passage has 50 deletions, exact word scoring will give very low marks. If there are 100 deletions, it does not matter which is used.

In addition, Kobayashi (2002) remarks that the deletion of words at regular intervals ostensibly produces a representative sample of the linguistic features of the text, which makes it possible to obtain a valid measure of the test-taker’s underlying language ability. He also states that as changing the deletion rate seems to result in significant different mean scores for some texts which some scoring procedures, not all cloze test measure exactly the same language abilities.

Based on notions above, the researcher adopted both two systems of scoring in Cloze Procedure, firstly by accepting only exact words that were deleted, secondly by accepting any semantically and grammaticaly acceptable answer.

2.5 Notion of Students’ Learning Activities

Learning activities can be defined as what students do in order to learn in your teaching sessions and program. Learning activities are underpinned by what we do as educators, and what we encourage or require students to do as learners, to support them in the achievement of learning outcomes. Douglas in Hamalik (2001:172) states that “one learns only by some activities in the neural system:

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seeing, hearing, smelling, feeling, thinking, physical or motor activity. The learner must actively engage in the “learning”, whether it is of information a skill, an understanding, a habit, an attitude, an interest, or the nature of task”.

In view of the description above, learning activities mean any activity done by the students in the teaching and learning process. The result of the activities is determined by what the teacher does and gives to the students. During the teaching and learning process, the teacher must provide the activities that must be done by themselves because the students will learn something if they are given an opportunity to do the activities themselves. By doing many activities they will get knowledge, comprehension, aspects of behavior. They will also be able to develop their skills that may be meaningful for social life.

Because of a large number of learning activities that can be done by the

students, Dierich in Hamalik (2001:172) classifies the learning activities into eight groups, they are as follows:

1. Visual Activities

Examples: reading, observing, demonstrating, looking at the pictures, etc. 2. Oral Activities

Examples: expressing something, asking, discussing, interrupting, formulating, giving advice, etc.

3. Listening Activities

Examples: listening to a conversation, a speech, radio, etc. 4. Writing activities

Examples: writing an essay, paper, summarizing, doing a test, filling out the questionnaires.

5. Drawing Activities

Examples: drawing maps, graphics, charts, etc. 6. Motor Activities

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Examples: doing an experiment, dancing, farming, etc. 7. Mental Activities

Examples: responding, solving problem, analyzing, taking a decision,

memorizing. 8. Emotional Activities

Examples: feeling happy, tired, excited, nervous, etc. 2.6 Teaching Reading through Cloze Procedure

Here the steps of teaching reading through cloze procedure adapted from J. Bastidas’ article “The Close Procedure as Teaching Technique”.

1. The teacher introduces cloze procedure to the students.

T : “Students,Cloze Procedure is a technique that requires us to use our background knowledge in completing deleted words in text given. Later, I will give you a text that contains some blank or deleted words, so you have to fill it based on your own answer.”

S : “Yes, miss.”

2. The teacher writes the title of the text on the whiteboard and asks them to pronounce it.

T : (writes SPORT). “Class, spell and pronounce it together!”

Ss : “Ummh.. S-P-O-R-T. Sport!”

T : “Ok, good!”

3. The teacher distributes the picture to the students and asks the students to guess the story or content of the text based on the pictures given by using students’ background knowledge.

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T : “Students, I have some pictures here. I want you to pay attention to the pictures. Look at Picture A. What picture is it? “

S1 : (raising his hand) He is Luis Figo, miss!”

T : “I ask you ‘what’, not ’who’.”

S2 : (raise her hand) A man is playing a ball, miss..”

T : “Good! Do you like football? Why?”

Ss : “Yes, miss. It is very popular in the world.”

T : “Yes, good! Now, pay attention to the last pictures. There are some equipment. Based on your mind, what sport that relates to the picture?”

Ss : “Badminton, miss…!!!!”

T : Great! Alright, now I want you all conclude what we’re going to do today?

Ss : To do some sport, miss..?

T : No, we’re not. We’re going to fill the deleted words in the text based on your mind and the pictures will help you. Is it clear?

Ss : Ummmh.. (confused)

T : Ok, class, I’ll explain it. But before that, I’ll put the gapped text. Read it and try to understand the content!

4. The teacher places the gapped text on the whiteboard (random deletion)

Sports

Sport is good for our health. It can make us __1__ and physically strong. People like playing sport to keep __2__. They also play it for __3__. Thus, everyone should play sport to make their life healthy and happy.

Nowadays, many people like __4__. They like not only doing it, but also __5__ it when it is broadcast live on television. They are even willing to spend their money to see a football match, boxing, or badminton. People who watch a sporting event are called __6__.

There are different kinds of sports such as football, volleyball, badminton, swimming, boxing, golf, tennis, jogging etc. We are free to decide what sport we would like to play. Most people like __7__ because it is cheap and easy to do, and we can do it anywhere.

Football and __8__ are the most popular sports in our country. Most people like playing football or watching the football matches. They also like playing badminton or watching the matches. We have many __9__ in this game. They often win international championships which makes Indonesia is popular in the __10__. There are Alan Budi Kusuma, Susi Susanti, Taufik Hidayat, Marxis Kido, etc.

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6. The teacher distributes complete text and asks one of the students to read the complete text in front of the class.

T : Ok class, now I want one of you to read the text. Who wants to read it in front of class?

S4 : I do miss..

T : Ok, good. Everybody listen to her carefully!

Ss : Yes, miss…

7. The teacher explains the content of the text.

T : Alright, class. I’ll explain you about the text. The text tells us about sport, the kind of sports, the popular sports in the world and in our country, and some potential players of badminton in our country. Is it clear for you, class?

Ss : Yes, it is miss..

T : Good!

8. The teacher closes the lesson

2.7 The Advantages and Disadvantages of Cloze Procedure

In using the technique, there must be the strength and the weaknesses. The advantages and disadvantages of using cloze procedure in English reading class are as follows:

1. The advantages of cloze procedure:

 Cloze procedure motivates the students to use their schemata or background knowledge in reading the text.

 Cloze procedure uses pictures as a media so that the students interested in the reading text.

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 It is rather difficult to select reading materials to accompany suitable pictures.

_{Teacher should consider alternative fillers in doing cloze procedure test.}

2.8 Notion of Classroom Action Research

Action research is a form of self-reflective enquiry undertaken by participants (teachers, students, or participants for example) in social (including educational) situation in order to improve the rationality and justice of (a) their own social or educational practices, (b) their understanding of these practices, and (c) the situation in which these practices are carry out (Carr and Kemmiss, 1986).

Classroom Action Research is a continual process of search of a formal

organization for devising solution for everyday difficulties of classroom life (Mc Niff, 1995). It means that action research is used to solve the problems in daily classroom activities in order to make teaching learning process effective. In this sense, action research is seen as a way of characterizing a lose set of activities designed to improve the quality of education; it is essentially electic way into a self-reflective program aimed at such educational improvement. And the second prospective attempts to identify the criteria of these activities; to formulate the systems that will account for the improvement that is an anticipated outcome of the self-reflective program. So, the term action research is a term used to

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In addition, Kemmiss and Mc. Taggart (1982:3) stated that action research is deliberate, solution-oriented investigation that is group as personally owned and conducted. The linking term of “action” and “research” highlights the essentials features of this method; trying out ideas in practice as a mean of increasing knowledge about or improving curriculum, teaching and learning.

Kemmiss’ model follows the cycle of: planning, action, observation, and reflection. Planning involves the determination of the question that needs answering and the strategy to be used in answering it. During the action stage, the practioner tries out the strategy. The observation stage including recording data on the result of the strategy and also keeping a journal on the practioner’s thoughts and reacting to the entire experience. Finally, during the reflection stage, concluded that a new cycle can begin (Kemmiss, 1982:5).

Applying in the classroom, action research is an approach of (1) improving education through change, by encouraging teachers to be aware of their own practice, to be critical to the practice, and to be prepared to change it, (2) it is participatory, in the sense that it involves the teacher in his own inquiry, and collaborative, in that it involves other people as part of a shared enquiry. It is research “with” rather than research “on”.

Based on the explanation above, it can be concluded that action research is concerned with trying to improving one specific point in a teacher's technique in

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a particular classroom using empirical measurement. This action research project attempts to explore the problem related to students’ reading ability.

2.10 Theretical Assumption

English teaching is regarded to improve students’ ability in using English as a means of communication. According to School Based Curriculum for the first grade of SMA, students are expected to improve their language skills – listening, speaking, reading and writing skills. One of the ways to improve students reading skills is by asking them to complete deleted words in a paragraph based on their background knowledge.

Since reading is process of matching information in the text, every teacher needs to pay attention seriously. It is not only information processing but also

information interpreting. What we understand from the text depend on what we have known previously. In teaching reading through cloze procedure the students are asked to use their schemata or background knowledge to comprehend the text. So the students can catch the ideas of the text easily. As we know that schemata are concept on reader’s mind or framework on which new information can be attached.

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Chapter III RESEARCH METHOD

This chapter discusses about the methods of research used in this study such as setting, research procedure, research targets and indicators, research

instruments, and data analysis.

3.1 Setting and Subject of the Research

In this research, the writer used Classroom Action Research (CAR). In this research, students’ problem related to reading achievement. This research was done at SMK Negeri 1 Bandar Lampung. Based on the problem found, the writer examined the causes of the problem and then found the solution for the

problem.

The subject of this research was the first grade students of SMK Negeri 1 Bandar Lampung class X (ten) TKJ (Networking Tech). There were 22 students in this class which consist of 13 male students and 9 female students. Based on the writer’s experience in teaching that class for two months, it was identified that most of students have low ability in reading achievement. It can be seen from the result of their test that 7 out of 22 could reach 60 as the minimum score. The students of this school were not so active when they were learning English especially reading.

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Therefore, in this classroom action research, the researcher acted as a teacher and also an observer, meanwhile the English teacher at SMK Negeri 1 Bandar Lampung acted as collaborator. The researcher made the lesson plan based on procedures of the technique that was implemented and taught the students based on the lesson plan.

3.2 Description of the Research

Based on the problem identified by the researcher, she examined the cause of the problems and tried to find the solution. The solution which was conducted is teaching Cloze Procedure in English reading class. Researcher made lesson plan and taught the students based on the lesson plan. Then, the collaborator observed student’s activities in teaching and learning process.

Furthermore, the researcher and collaborator analyzes and discussed the observation result during teaching and learning process (the strength and weaknesses which were done by the teacher and students using Cloze Procedure) and learning result (the cloze procedure test).

This research was done by researcher with the English teacher at the first year of TKJ (Networking Tech) class of SMK Negeri 1 Bandar Lampung. The researcher acted as the teacher and also an observer, who made the lesson plan, taught the student using the technique, observed the students’ activity and conducted the evaluation. While the teacher acted as the collaborator who observed the

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process of teaching and learning in the classroom including students’ activity to be the input for better process in the following cycle. While the researcher was applying the Cloze Procedure in the classroom, the collaborator observed the students’ activities. Besides, she observed on the weaknesses of the first cycle in order to make improvement on the next cycle. During the teaching and learning process, the teacher held a cloze procedure test. The test, therefore, scored by both teacher and researcher. The result of the test and the observation data were discussed together to decide whether or not the next cycle needs to be done.

3.3 Research Procedure

In conducting the research, the researcher used the procedure of classroom action research designed by Arikunto. According to her, the research procedure in a classroom action research consists of planning, implementing, observing, and reflecting (2006:16). Therefore, this research is designed as follow: 1. Planning

The research was done until the minimum score of the test, that is 60, is reached by 75% of the students. The researcher prepared lesson plan in each cycle, selected materials from textbook, and prepared Cloze Procedure test for the students and also observation sheet that was filled out by

collaborator when the researcher was teaching.

In order to get the data, the researcher taught the students, got the collaborator observe, and asked the students to do Cloze Procedure test.

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Process of teaching including test taking took one meeting and the process of analyzing and discussing the result of the observation and the test took two days in each cycle.

2. Implementing

In this step, the researcher taught the material by using Cloze Procedure with the lesson plan and the materials prepared. The materials were some texts about sport and electronic appliances.

3. Observing

Observation was done by collaborator and the researcher during the teaching and learning process. The collaborator and the researcher observed students’ activities and then the result of the observation was filled out in the

observation sheet. 4. Reflecting

Here, the collaborator and the researcher discussed about the strength and the weaknesses of a cycle to determine what to do in the next cycle and to determine whether or not the result of the cycle is satisfactory.

the result of the cycle is satisfactory.

Planning

Reflecting CYCLE I Implementing

Observing

Planning

CYCLE 2 Implementing

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The Cycle of Classroom Action Research (Arikunto, 2006:16)

3.4 Indicators of the Research

To find out the improvement of students’ reading achievement through Cloze Procedure, the writer determines the indicator dealing with the learning process and the learning product. Learning process was in form of the observation report of the collaborator while learning product was in form of students’ reading test score.

a. Learning Process

In learning process, there one aspects which become the focus on this research, that is the students’ learning activities. The observation of the process of teaching was based on the lesson plan made by researcher and the real process in the classroom. It covered pre-activity, while activity, and post activity. The target is that 80 % of students are active during the process. The students involve in each activity and response to teacher’s instruction appropriately. Students’ activity is measured through written report of the collaborator and researcher in observation sheet.

The researcher decided to set up 80% as the target since according to

Arikunto in Thaib (2004:4), if more than 75% students are actively involved in

Observing

?

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teaching learning activities, it can be categorized as a good level. The researcher had also to discuss it to the English teacher.

b. Learning Product

The Cloze Procedure is applicable to improve students’ reading achievement if at least 75 % of the students reach the target score of the test, 60. So, it means that students, at least, should answer 60 % of the test correctly. It based on the standard score or KKM (Kriteria Ketuntasan Minimal) considered by the school for English subject of learning product is 60.

3.5 Instruments of the Research

There were two instruments of the research going to be employed in this classroom action research. They are as follows:

1. Cloze Procedure Test

Cloze Procedure test was the product of teaching and learning process. The test was in form of essay. The result of this test was considered as the data of students’ achievement. The test is valid and reliable. It had been tried out and it was a good reflection of what had been taught and of the knowledge which the teacher wanted the students to know, the writer compared it with a table of specification. If the table represented the materials that the writer wanted to test, then it was considered to be a valid test. A table of

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Table 3.1. Table of Specification of Cloze Procedure Test

No Objectives Number of _Items Item Numbers Percentage

1 Noun 23

2,3,5,6,8,9,13,16,17,18,19,22,

57.50% 24, 27,28,29,30,31,33,

34,36,38,40

2 Verb 11 4,7,10,11,12,14,20,21,25,37,39 27.50%

3 Adjective 6 1,15,23,26,32,35 15.00%

Total 40 100%

There were 40 items in the test asking about three components of reading test, they were noun, verb, and adjective. They were 23 items (57.50%) asking about noun, 11 items (27.50%) asking about verb and 6 items (15%) for adjective.

2. Observation Sheet

The observation sheet was filled out by collaborator and researcher during the process of teaching learning. The collaborator and researcher took a note on students’ activities and the process of the teaching learning in the

classroom reflected on pre-activity, while activity, and post-activity. The making of the observation sheet was based on the procedure in Cloze Procedure as written in lesson plan so that it fulfilled the requirement of content validity. The observation sheet is used to determine whether or not students are active in class and whether or not the next cycle is needed to be done.

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Table 3.4. Table of Specification of Students’ Observation Sheet

No Activities Objectives

Pre-Activities

 Interested in the opening of the class  Responding to the teacher’s

questions about the topic enthusiastically

 To make students interested in lesson  To build clarity of what is going to be

learnt

2 While Activities  Following teacher’s instruction to work in group

 Following teacher’s modeling enthusiastically

 Actively involved in the discussion of the tests in group

 Actively presenting the results of group discussion in front of the class  Recording the presented difficult

words in worksheet actively  Answering questions of reading test

in group

 Checking together the answer of the question with teacher

 To make students work freer and enabled fast learner help slow learners  To give clarity of the stages going to do

in the lesson

 To build students’ understanding to the test

 To build long term acquisition of the reading learnt

 To keep the reading that has been learnt to be used later

 To test whether students’ reading relate to reading comprehension  To enable students know how to reveal

unstated information from text 3 Post-Activity  Answering reading test individually  To check students’ mastery in lesson

Adapted from Haggard (1982) and Rudell, M.R., & Shearer, B.A. (2002)

3.6 Data Analysis

In analyzing the data, the researcher classified the data into two categories: the data of the learning process and the data of the learning product. The data of the

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learning process is the result of the observation and the data of the learning product is the result of Cloze Procedure test.

The data analysis was done after the data were collected from every cycle (1st_, 2nd_{). After getting the data the researcher together with the teacher analyzed the} data and did reflection based on them. From the analysis and reflection, the researcher knew what should be improved on the next cycle.

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Chapter V

CONCLUSION AND SUGGESTION

In line with the result of the research, the conclusion and the suggestion are formulated like the followings.

5.1 Conclusion

In line with the result of learning process and learning product in the research, conclusion formulated is like the followings:

1. Cloze Procedure can improve the students’ reading score especially in filling in the blank of the descriptive text based on their background knowledge. This can be seen from the increase of students’ scores from Cycle 1 to Cycle 2. In Cycle 1, there were 13 students only or 59.09 % who passed the passing grade, 60. While in Cycle 2, the number of students who passed the passing grade increased to 77.27% or 17 students. Thus through Cloze Procedure technique, the teaching reading became more effective, as it was relevant to the students’ need and interest, it was also

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able to present and to reinforce the language to be learnt, stimulate the language production and it was as a model for a learner to follow.

2. Cloze Procedure can improve the students’ participation in the teaching-learning process. It can be seen from the increase of students’

participation during the learning process from Cycle 1 to Cycle 2. It was found that there were only 13 students (61%) who involved in the activities in Cycle I, but there were 18 students (80%) who involved or were active in the activities in Cycle II.

5.2 Suggestions

In line with the result of learning process and learning product in the research, suggestions formulated are like the followings:

1. By considering of the advantages of Cloze Procedure, it is advisable for English teachers to use Cloze Procedure technique language learning in teaching reading in the classroom. The high interest of the students will motivate them to join every single activities instructed by teacher so that they can improve their English.

2. The text discussed during the reading lesson, especially when using Cloze Procedure should be ended up with an assessment. Pictures are

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suggested to attract students’ interest so they can make up their background knowledge easily.

3. The text chosen should be also exploitable and interesting to make students interested and learn in the lesson. For example, the teacher may use materials which are common to the students’ background

environment or social lives, for example in Lampung, traditions, cultures, flora, and fauna aspects can be taken into consideration.

4. For further research, since it has been proved that Cloze Procedure can improve students’ reading and students’ participation in senior high school level, the next researcher can investigate whether or not this technique can also be used in elementary and junior high school level.

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