the effect of using cloze passage technique toward
TRANSCRIPT
Journal of English Language Learning (JELL), Vol. 5 No 1, 49-62
ISSN 2599-1019
Page | 49
THE EFFECT OF USING CLOZE PASSAGE TECHNIQUE TOWARD
STUDENTS’ READING COMPREHENSION IN NARRATIVE TEXT
Fenturisa Kusfitriyatna1, Sutrisno Sadji Evenddy2, Dhafid Wahyu Utomo3 1The Student of English Education Study Program, University of Sultan Ageng Tirtayasa,
2,3The Lecturers of English Education Study Program, University of Sultan Ageng Tirtayasa,
E-mail: [email protected], [email protected], [email protected]
Abstract. The aim of this research was to find out whether the Cloze Passage Technique
has effect on students’ reading comprehension in narrative text. This research was
conducted at the eighth grade of SMPN 8 Kota Serang in academic year 2019/2020 during
the COVID-19 pandemic. This research used quantitative method and true experimental
design. The populations of this research were all classes in class VIII. The sample of this
research were class VIII B which consisted 0f 20 students as the experimental class and
class VIII F which consisted of 20 students as the control class. The experimental class
was taught by using Cloze Passage Technique and control class without using Cloze
Passage Technique. The research instrument was a test which consisted pre-test and post-
test. The pre-test was given to students before treatment and the post-test was given to
students after treatment. After collected and calculated the data, it was found that there
was any effect of using Cloze Passage Technique. This was indicated by the value of tcount
was higher than ttable (5,131 ≥ 2,024) at the level of significance of α 0,05 and degree of
freedom is 38. It means that the alternative hypothesis (Ha) was accepted. For those
findings, this research showed that there is any effect of using Cloze Passage Technique
on students’ reading comprehension in narrative text.
Keywords: Cloze Passage Technique, Reading Comprehension, Narrative Text, Fable
INTRODUCTION
Reading is an English language skill used to learn English. It must be mastered by English
learners. This is a lesson for students to know the writer’s idea or the way the writer
communicates with the readers by the written or printed words. Reading is important for the
students to get information from the text. Students should be able to read the text effectively and
efficiently.
Reading is not just eyes movement to see the words. According to Nunan (2006), reading has a
goal, that is comprehension. Reading comprehension is a skill which must be obtained in
language learning. This can make students enrich their knowledge and experience while they
read. Reading comprehension is very complex. Students need to understand the sentence or the
text. Many research results said that most students are not able to read English with complete
comprehension (Wallace, 1992, 2001; Wahyuni, 2000; Li Juan, 2007). So, the students need
help in reading comprehension.
Journal of English Language Learning (JELL), Vol. 5 No 1, 49-62
ISSN 2599-1019
Page | 50
One of the difficulties faced by students is to comprehend a text, that is narrative text. Narrative
text is a text to retell the story or tells something imaginative. The purpose of the text is to
entertain or to amuse the readers concerning the story. Rebecca (2003: 11) stated that narrative
text is a text related to a series of logically and chronologically based on the events that are
caused or experienced by factors. It makes the students to follow the chronology of the story and
to find out who, when, where and what happened to the story. Narrative text is interesting for
students in learning English because they can read the story. It does not make them bored.
Based on the researcher’s experiences in teaching English at SMPN 8 Kota Serang, most of the
students are difficult to comprehend the text. The researcher found some problems such as
students are not able to read a text, students are lack of vocabulary and students are less
motivated in studying English. So, they could not find the main idea, the setting, or the
characteristics and difficult to understand the story of narrative text.
Therefore, to make students comprehend the text easily, the researcher is attempted to use cloze
passage technique, especially in narrative text. The concept of cloze passage technique is to help
students fill in missing words in a text. Developed by Wilson Taylor (1953) the cloze technique
is an effective instructional tool, helpful in the use of situational signs as aids in word
recognition and comprehension. There is a written passage with random words blanked out for
the students to fill in by guessing the word. In addition, Mulyati and Harjasudjana (1982) said
that cloze procedure as known as cloze passage technique not only can be used to evaluate
readability, but also to be used as a technique in teaching reading to develop the students
reading skills. So, this can improve students’ reading comprehension and make the students to
understand what the narrative text tells about.
Based on the description, the research question can be formulated as follow: Is there any effect
of using cloze passage technique toward students’ reading comprehension in narrative text? The
objectives of this research is to find out the effect of using cloze passage technique toward
students’ reading comprehension in narrative text.
This research will be conducted in Junior High School, at the eighth grade of SMPN 8 Kota
Serang and focuses on the narrative text. The results of this research expected to give additional
learning in teaching reading comprehension and expected to support the existing theories about
reading comprehension.
According to Lems, et all (2010: 170) stated, “reading comprehension is the ability to construct
meaning from a given written text”. Then, Snow (2002: 11) said that reading comprehension is
the process of extracting and building meaning at the same time through interaction and
involvement with written language. Then, It means that reading comprehension is a complex
that include the successful or unsuccessful use of many abilities.
Journal of English Language Learning (JELL), Vol. 5 No 1, 49-62
ISSN 2599-1019
Page | 51
In reading comprehension, sometimes the students have difficulty comprehending the reading
material. The students feel confused and disinterested to get meaning and receive the message
from a text paragraph. The students must be able to understand the reading materials by
mastering the reading component in order to be successful in teaching and learning reading.
Based on the explanation above, it can be concluded that reading comprehension is a process of
understanding a text that is read by the reader. In reading, the reader needs comprehension in
constructing meaning from a text. Therefore, if the reader can get information on the text, the
interaction between the reader and the writer is going well.
Narrative is one of the forms of the genre text. Narrative text is a text to retell the story or tells
something imaginative. The purpose of the text is to entertain or to amuse the readers
concerning the story. According to Montgomery (2007: 251), narratives are stories that include
a series of related events. In a narrative, there are various kinds of relationship between events.
Where one event causes another is the most obvious kind. Then, Rebecca (2003: 11) stated that
narrative text is a text related to a series of logically and chronologically based on the events
that are caused or experienced by factors. It makes the students to follow the chronology of the
story and to find out who, when, where and what happened to the story.
One of the most commonly read and understandable genres for all ages is the narrative text. It is
can entertaining the reader and it can influence the reader for changing their social opinion and
attitude through the powerful social role contained in narrative text (Knapp and Watkins, 2005:
220-221).
Narrative text has many types. Based on Barwick (1998), narratives can be divided into
traditional fiction and modern fiction. Traditional fiction consists of folktales, fairy tales, fables,
moral tales, myths and legends. Meanwhile, modern fiction consists of modern fantasy and
contemporary realistic fiction.
In teaching English there are many techniques to deliver the materials, cloze passage technique
also known as cloze procedure is one of them. Some said that cloze was first developed around
1890 by a Russian (Manzo, 1990: 60). Cloze procedure was introduced by Wilson L. Taylor. In
1953, Taylor has developed a simple technique, which he called “cloze” passage, for studying
the effect on comprehension. The cloze passage test created by Taylor, described in detail, is
basically a written passage with random words blanked out for the reader to fill in (Manzo,
1990: 61).
According to Oller (1979: 34), the reader guessing missing words is a kind of gap filling-task
that is not terribly different from the perceiver’s completion of incomplete visual patterns.
Meanwhile, Liewelyn (1990: 128) said that in cloze exercise, learners are presented with a short
Journal of English Language Learning (JELL), Vol. 5 No 1, 49-62
ISSN 2599-1019
Page | 52
text part of which have been deleted. Learners were asked to read the text and fill with words
the gaps left by the deletion.
According to Mulyati and Harjasudjana (1982), the cloze procedure not only can be used to
evaluate readability, but also to be used as a technique in teaching reading to develop the
students reading skills. In addition, Fitriah (2017:10) said that in reading instruction, this
technique is extremely beneficial because it can be easily performed by any teacher and provide
useful information on reading comprehension.
From the definition above, it concluded that cloze passage can be used as a technique to
improve students’ reading comprehension by guessing the deletion words in the text.
Several researchers have conducted some theme-related studies. The researcher has therefore
chosen some previous studies that are closer to the subject.
The first previous study was conducted by Apsari (2016). The title is Cloze Passage in
Improving Students’ Reading Comprehension. In her study, she used the quantitative method.
The purpose of this study, she wanted to find the differences between students practice with
cloze passage and students practice with full passage but followed by carefully written
comprehension questions at the university level. Based on the purpose, she also used
experimental research where two groups are observed. She collected the data by using
instruments, that are pre-test and post-test. She gave the students some treatments before post-
test. After that, she analyzed the data with statistical analysis and then compare with paired
sample statistics by using t-test. The result of her research shows that students who are treated
with cloze passages are significantly better than students who are treated with full passages in
terms of their ability to comprehend or understand.
The second previous study was conducted by Hermanto (2009). The title is The Use of Cloze
Procedure in Teaching Reading Narrative Texts. This is an experiment research. The main
purpose is to improve the achivement of reading comprehension by the students, especially in
narrative text of comprehension. The subjects were the students in Senior High School. He used
a test for instrument. He gave pre-test before the treatment and post-test after treatment. To
analyzed the data, he used simple descriptive, explanatory analytical and quantitative method.
To determine the mean of the test, the quantitative method was used. The result of his research
can be seen from the average. The experimental class got a high average of 24.50 points than the
control class only got 15.33 point. So, he concluded that cloze procedure is a good choice for
teaching the comprehension of reading in narrative text.
From the previous studies above, the researcher is interested to analyze the students’ reading
comprehension. The differences of this research with some previous studies above were: the
first was the sample, in the previous study they used university level and Senior high school.
Journal of English Language Learning (JELL), Vol. 5 No 1, 49-62
ISSN 2599-1019
Page | 53
The second was a type of the text, in Apsari’s study, she did not mention what text about.
Therefore, the researcher will choose Junior high School as the sample and a narrative text as a
type of text. Whereas, the similarity of this research are the technique used is cloze passage
technique and using a quantitative method.
METHODOLOGY
In this research, the researcher used quantitative method. Some quantitative problems allow the
researcher to explain how one variable affects another. By using quantitative, the researcher
calculated the numeral data through statistical analysis.
This research was conducted in true experimental design. According to Hatch and Farhady
(1982: 22), the characteristics of true experimental design are: A control group (or groups) is
present, the class are randomly selected and assigned to the groups, pretest is administered to
capture the initial differences between the groups. They further argue that these three basic
characteristics allow the reseacher to avoid almost all internal and external validity issues.
In this research, there were two classes as the sample treated with different treatment. Each of
the two classes named as the experimental class and control class. The first class as the
experimental class was given a pre-test. After that, this class was given treatment by using cloze
passage technique and then provided a post-test. Meanwhile, the second class as the control
class was given a pre-test. After that, this class was given a treatment by using conventional
teaching and then provided a post-test (Hatch and Farhady, 1982: 21). The research design is
described as follows:
Pre-test Treatment Post-test
EG T1 X T2
CG T1 -X T2
(Kerlinger, 1965: 247)
Where:
EG = Experimental Group
CG = Control Group
T1 = Pre-test
T2 = Post-test
X = Treatment using close passage technique
-X = Treatment using conventional teaching
The table shows that a pre-test and post-test were given to both classes, but the difference was in
giving the treatments. In using conventional teaching, the researcher gave the treatment by using
lecturing only and together with students discussed the material. In conducting this research,
Journal of English Language Learning (JELL), Vol. 5 No 1, 49-62
ISSN 2599-1019
Page | 54
there were steps taken by the researcher. The research design should be suitable for the research
situation. Because of COVID-19 pandemic, the researcher used E-Learning in giving the
material, treatment and test to the students through WhatsApp application. For this reason, to
make the research successful, the researcher must obey the research design.
In this research, there were two types of variables that used for the researcher, as follows:
1. Independent variable: Cloze passage technique
2. Dependent variable: Students’ reading comprehension in narrative text
The researcher took the population of this research was the whole eighth grade students divided
into nine classes of SMP Negeri 8 Kota Serang.
The sample of this research was taken by using cluster random sampling. The researcher chose
randomly the sample from the population. The research took two classes of the eighth grade
students at the second semester of SMPN 8 Kota Serang. First, from VIII B consisted of 20
students as experimental class. Second, from VIII F consisted of 20 students as control class.
In this research, the researcher used a test to obtain the data. There were pre-test and post-test.
Pre-test was conducted to determine the student’s ability in the English language before
treatment. This test was used to determine reading skill in narrative text. The test was given to
the experimental class and the control class. The test consisted of some questions in multiple
choices about the narrative text. Furthermore, after gave the treatment, the researcher gave a
post-test to the experimental class. Post-test was used to measuring the mastery of learning
outcomes at the end of the treatment.
To see test were valid and reliable or not, the researcher used validity and reliability to measure
the test.
In this research, the researcher used validity form to get the validity of the test. According to
Creswell (2012: 159), validity is the development of sound evidence to demonstrate the
interpretation of the test (scores of the concept or assumption of measurement). Then, the
researcher used Pearson Product Moment formula to know the validity of the test.
According to Creswell (2012: 159), reliability is an instrument’s scores are reliable and
consistent. In this research, the researcher used reliability form to measure the reliability of the
test. The researcher used Spearman-Brown to know reliability of the test.
In this research, the researcher used a test as an instrument namely: try out, pre-test and post-
test. Try out as the instrument of the research to measure the validity and reliability of the test.
The form of try-out was multiple choice that consists of 50 questions. It was used to measure
students’ reading comprehension. Pre-test and post-test were used to measure students’ reading
comprehension before and after the treatment by using cloze passage technique. The researcher
Journal of English Language Learning (JELL), Vol. 5 No 1, 49-62
ISSN 2599-1019
Page | 55
developed the test based on the lesson plan or table specification of the test. There were 20
questions with the options a, b, c and d for pre-test and post-test.
In data analysis technique, the researcher used normality of the test, homogeneity of the test,
and t-test to analyze the test.
The normality test was applied to measure normality distribution of score in the experimental
class and the control class were normally distributed or not. In this research, the researcher used
the Chi – Square formula to measure the normality test, as follows:
x2 = Σ(𝑓𝑜−𝑓𝑒)2
𝑓𝑒
(Riduwan, 2011: 124)
Notes:
x2 = Chi-Square
fo = The observed frequency (fo)
fe =The observed frequency (fe)
The criteria of the normality test as follows:
If x2count ≤ x2
table : it means that the distribution of data is normal.
If x2count ≥ x2
table : it means that the distribution of data is not normal.
The homogeneity test announces to ensure the same variant for the data group. To
measure the homogeneity of the two-class variant data, the researcher used Fcount formula, as
follows:
Notes:
Fcount : F value
BV : The biggest variant
SV : The smallest variant
The criteria of testing as follows:
If Fcount ≤ Ftable : it indicates homogenous
If Fcount ≥ Ftable : it indicates not homogenous
(Riduwan, 2011: 120)
The data will indicate homogeny if Fcount ≤ Ftable in significant level is 0.05.
Fcount = 𝑩𝑽
𝑺𝑽
Journal of English Language Learning (JELL), Vol. 5 No 1, 49-62
ISSN 2599-1019
Page | 56
In this research, the researcher presented the alternative hypothesis (Ha) and the null hypothesis
(H0). The alternative hypothesis (Ha) was that cloze passage technique is effective on students’
reading comprehension in narrative text. Whereas, the null hypothesis (H0) was that cloze
passage technique is not effective on students’ reading comprehension in narrative text.
Hypotheses were formulated as follows:
Txy = 𝑀𝑥−𝑀𝑦
√[∑𝑥2 + ∑𝑦2
𝑁𝑥+ 𝑁𝑦−2]
1
𝑁𝑥+
1
𝑁𝑦
Notes:
Txy : T-test
Mx : Mean of deviation of experiment class
My : Mean of deviation of control class
∑𝑥2 : Sum of the squared deviation score of experimental class
∑𝑦2 : Sum of the squared deviation score of control class
Nx : The number of student of experimental class
Ny : The number of student of control class
2 : Constant number
(Arikunto, 2010: 280)
The criteria of significant value of the correlation, as follows:
If tcount ≥ ttable = Ha accepted
If tcount ≤ ttable = Ha rejected
According to Arikunto (2010: 72), a hypothesis is formulated to explain the effect of the
relationship between two variables. Therefore, the research will be able to support the
correctness of the alternative hypothesis by rejecting the null hypothesis, which means the
experiment is working.
Results and Discussion
There were different result between experimental class which was taught by using cloze passage
technique and control class which was taught without using cloze passage technique on reading
narrative text.
Validity of the Test
Before the pre-test and post-test were given to the experimental and control class to find out the
effect of using cloze passage technique on students’ reading comprehension in narrative text, the
Journal of English Language Learning (JELL), Vol. 5 No 1, 49-62
ISSN 2599-1019
Page | 57
first step was a tryout. One class was taken to be the tryout class. It was VIII A class. This class
consisted of 25 students. The test can be said valid if tcount ≥ ttable. It was obtained from 50 items;
42 items were valid and 8 items were invalid.
Table 4.2.1
Validity of Each Item
Criteria ttable Number of
question Total
Valid
0,396
1, 2, 3, 4, 5, 6, 8, 9,
11, 12, 13, 14, 15,
16, 17, 18, 19, 21,
22, 23, 24, 25, 26,
27, 28, 29, 30, 31,
33, 34, 37, 38, 39,
40, 41, 43, 44, 45,
46, 47, 48, 49
42
Invalid 7, 10, 20, 32, 35,
36, 42, 50 8
Based on the table above, the calculation of tcount in each item can be seen in appendix. After
found the valid items from the tryout data. The researcher divided them into two tests; pre-test
and post-test. In each test there were 20 items of the test.
Reliability of the Test
Table 4.2.2
Reliability of the Test
Items r11 rtable
50 0,898 0,396
Based on the table, the calculation of reliability showed that 50 items of the test were realiable
because r11 ≥ rtable or 0,898 ≥ 0,396. So, the items of test can be used as a research instrument.
The Result of Pre-Test and Post-Test
The pre-test scores were gained before they got the treatment from the researcher in control and
experimental class. So, the mean of students’ pre-test score of control class was 51,25.
Meanwhile, the mean of students’ pre-test score of experimental class was 50,75.
The researcher gave the post-test to the experimental class after teaching them by using cloze
passage technique. Meanwhile, the control class was given the post-test after they got treatment
by lecturing only. It can be concluded that the mean of students’ post-test score of control class
was 54,75. Meanwhile, the mean of students’ post-test score of experimental class was 76.
Journal of English Language Learning (JELL), Vol. 5 No 1, 49-62
ISSN 2599-1019
Page | 58
Normality Test
Table 4.4.1
Normality Test of Pre-Test in Experimental Class and Control Class
Class x2count x2
table Criteria
Experimental 3,496 11,070 Normal
Control 10,638 11,070 Normal
Table 4.4.2
Normality Test of Post-Test in Experimental Class and Control Class
Class x2count x2
table Criteria
Experimental 7,578 11,070 Normal
Control 5,417 11,070 Normal
Based on the result of tables above, it can be seen that x2count from the pre-test and post-test in
experimental and control class are lower than x2table (x
2count ≤ x2
table), H0 accepted. So, it can be
concluded that the distribution data of pre-test and post-test were normal.
Homogeneity Test
Table 4.4.3
Homogeneity Test of Pre-Test and Pos-Test
in Experimental Class and Control Class
Class Fcount Pre-Test Fcount Post-Test Ftable
Experimental and Control 1,110 1,079 2,168
Based on the table above, it can be seen :
Pre-Test : Fcount ≤ Ftable = 1,110 ≤ 2,168
Post-Test : Fcount ≤ Ftable = 1,079 ≤ 2,168
It can be concluded that Fcount is lower than Ftable. So, the pre-test and post-test in experimental
class and control class have same variance or homogeneous.
Journal of English Language Learning (JELL), Vol. 5 No 1, 49-62
ISSN 2599-1019
Page | 59
Hypothesis Test
To find out the mean difference between experimental and control class, the researcher used T-
test formula. There are alternative hypothesis (Ha) and null hypothesis (H0) that assumed in this
research. The statistical hypothesis of this research can be seen as follows:
tcount ≥ ttable = it describes that the alternative hypothesis (Ha) is accepted and the null hypothesis
(H0) is rejected. So, it means that there is significant difference between the
experimental class and control class after got treatment by using cloze passage
technique and without using cloze passage technique.
tcount ≤ ttable = it describes that the alternative hypothesis (Ha) is rejected and the null hypothesis
(H0) is accepted. So, it means that there is no significant difference between the
experimental class and control class after got treatment by using cloze passage
technique and without using cloze passage technique.
To prove the hypothesis of this research, the researcher calculated the data by using t-test
formula with the degree of significance 0,05 (5%). The formula can be seen as follows:
tcount = 𝑀𝑥 − 𝑀𝑦
√[∑𝑥2 + ∑𝑦2
𝑁𝑥 + 𝑁𝑦 − 2]
1
𝑁𝑥 +
1
𝑁𝑦
tcount = 25,25 − 3,5
√[3323,75 + 3505
20+ 20 − 2]
1
20 +
1
20
tcount = 21,75
√[6828,75
38](0,1)
tcount = 21,75
√(179,704)(0,1)
tcount = 21,75
√17,9704
tcount = 21,75
4,239
tcount = 5,131
To find the value of ttable , the researcher used the formula as follows:
df = (Nx + Ny – 2)
= (20 + 20 – 2)
= 38
= 2,024 (see the table of Ttable in appendix)
The ttable value of df 38 at the degrees of significance 0,05 (5%) is 2,024. It can be seen in the
table of Ttable.
Journal of English Language Learning (JELL), Vol. 5 No 1, 49-62
ISSN 2599-1019
Page | 60
Based on the calculation and the result of t-test, it can be seen that tcount = 5,131 and ttable =
2,024. So, it was found that tcount is higher than ttable (5,131 ≥ 2,024). It means that the alternative
hypothesis (Ha) is accepted and the null hypothesis (H0) is rejected. The conclusion is there is
significant difference between students’ reading comprehension in narrative text using cloze
passage technique and students’ reading comprehension in narrative text without using cloze
passage technique.
After the researcher did the research about cloze passage technique toward students’ reading
comprehension in narrative text at the eight-grade in SMPN 8 Kota Serang, it said that cloze
passage technique made students understand about narrative text and enjoyed the learning
process. The students of the experimental class were more interested in reading English using
cloze passage technique than the students of the control class. The result from pre-test and post-
test showed that there were differences between students’ reading comprehension in
experimental class that received the treatment and control class that did not receive the
treatment. In experimental class, the students got a better score than in the control class. All
students in experimental and control class showed that after treatments there was an increase in
the score. The experimental class score was higher than the control class. This research indicates
that using cloze passage technique affect teachers in teaching reading comprehension to
students.
Conclusion
The conclusion of this research is described in accordance with the results of the data. Based on
the result in research findings, the students get a better score after the researcher gave the
treatment. It can be concluded that cloze passage technique is effective and it can help the
students to increase their reading comprehension in narrative text. The result can be seen from
the data analysis t-test with a significant level of 0,05 with df = 38. It shows that tcount is higher
than ttable (5,131 ≥ 2,024), which indicates that the alternative hypothesis (Ha) is accepted and
the null hypothesis (H0) is rejected. So, this research showed that there is any effect of using
cloze passage technique toward students’ reading comprehension in narrative text at the eighth
grade of SMPN 8 Kota Serang. Cloze passage technique is one of the teaching technique that
can be useful. The learning process will be more effective, motivating and interesting in the
class.
REFERENCES
Ahluwalia, N. (1992). Major Issues in the Cloze Procedure. Indian Journal of Applied
Linguistics, Volume is not available, 81-96.
Journal of English Language Learning (JELL), Vol. 5 No 1, 49-62
ISSN 2599-1019
Page | 61
Alcantara, R. D., Cabanilla, J. Q., Espina, F. P., & Villamin, A. M. (2003). Teaching Strategies
I: For the Teaching of the Communication Arts: Listening, Speaking, Reading and
writing (3rd ed.). Makati: Katha Publishing.
Anderson, M., & Anderson, K. (2003). Text Types in English 2. Macmilla Education Australia
PTY, Ltd.
Apsari, Y. (2016). Cloze Passage in Improving Students’ Reading Comprehension. ELTIN
Journal, 14, 53-62. https://e-
journal.stkipsiliwangi.ac.id/index.php/etlin/article/view/379
Arikunto, S. (2010). Prosedur Penelitian Suatu Praktik. Jakarta: PT. Rineka Cipta.
Barwick, J. (1998). Targetting text: Photocopiable Units Based on English Text Types:
Narrative, Poetry, Drama: Upper Level. Leichhardt, NSW: Blake Education. Web.
Brown, J. D. (1993). Understanding Research in Second Language Learning: A Teacher’s
Guide to Statistics and Research Design. Cambridge: CUP.
Cahyono, B.Y., & Utami, W. (2011). The Teaching of English as A Foreign Language in
Indonesia. Malang: State University of Malang Press.
Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research. United Stated of America: Pearson
Education
Derewianka, J. W. (2004). Exploring How Text Work. Newton: PETA.
Fitriah, S. (2017). The Effectiveness of Cloze Procedure Technique to Improve Students’
Reading Comprehension. University of Sultan Maulana Hasanuddin Banten.
Fortune, T. W., & Tedick, D. J. (2003). The Six Protoptypical Written Text Types (Genres) of
Schooling. PDF file.
Grabe, W., & Stoller, F. L. (2002). Teaching and Researching Reading. New York: Pearson
Education.
Grellet, F. (2010). Developing Reading Skills. England: Cambridge University Press.
Hacth, E & Farhady, H. (1998). Research Design Applied for Linguistics. London: Newbury
House Publisher, Inc.
Harmer, J. (2007). How to Teach English. Essex: Pearson Education Limited.
Hermanto, R. (2009). The Use of Cloze Procedure in Teaching Reading Narrative Texts.
University of Semarang.
Kerlinger. (1965). Foundation of Behavior research. New York University: Holt, Rinehart and
Winton Inc.
Knapp, P., & Watkins, M. (2005). Genre, Text, Grammar. Sydney: University of New South
Wales Press Ltd.
Kopitski, M. (2007). Exploring the Teaching of Inference Skills (A Capston submitted in partial
fulfillment of the requirements for the degree of Master of Arts in English as a
Second Language). Minnesota: Hamline University.
Liewelyn, S. (1990). The Second Language Curriculum in Action. Sydney: Macquarie
University.
Journal of English Language Learning (JELL), Vol. 5 No 1, 49-62
ISSN 2599-1019
Page | 62
Li-Juan, J. (2007) Problems in EFL Reading Teaching and Possible Solutions. Dallan, China:
School of Foreign Language Dallan Polytechnic University.
Madsen, H. S. (1983). Techniques in Testing. Oxford: Oxford University Press.
Manzo, A. V., & Manzo, U. C. (1991). Content Area Reading: A Heuristic Approach.
Columbus, Ohlo: Merrill Publishing Company.
McElmeel, S. L., & Deborah, L. (1996). Educator’s Companion to Children’s Literature:
Folklore, contemporary realistic fiction, fantasy, biographes, and tales from here and
there, 2. Westport: Libraries Unlimited. Web.
Mikulecky, B. S. (2011). A Short Course in Teaching Reading: Practical Technique For
Building Reading Power. United States: Pearson Longman.
Montgomery, M., et all. (2007). Ways of Reading: Advance Reading Skillfor Students of
English Literature. New York: Routledge.
Mulyanti, Y., & Harjasudjana, A. S. (1986). Materi Pokok: Kloze Procedure (Materi V). Jakarta
: Depdikbud.
Nazir. (1999). Metode Penelitian. Jakarta: Ghalia Indonesia.
Nunan, D. (2006). Practical English Language Teaching: Young Learners. Singapore: McGraw
Hill.
Nuttal, C. (1985). Teaching Reading Skill in a Foreign Language. London: British Library
Cataloguing in Publication.
Oller, J.R. (1986). Language Test in School. London: Longman.
Puspita, A. (2017). Students’ Difficulties in Comprehending English Reading Text at Second
Grade Students of SMAN 2 Metro. University of Lampung.
Rebecca, J. L. (2003). A Critical Handbook of Children’s Literature. Massachuset: Pearson
Education, Inc.
Reimer, M. (2009). Stanford Encyclopedia of Philosophy: “Reference”. Retrieved December 06,
2019, from http://plato.stanford.edu/entries/reference/Riduwan. (2011). Dasar-
Dasar Statistika. Bandung: Alfabeta
Routman, R. (2005). Genre Characteristics. Web. PDF file.
Rye, J. (1982). The Cloze Procedure and the Teaching of Reading. Oxford: Heinemann
Educational Books Ltd.
Segretto, M. (2002). Roadmapping to 8th Grade Reading: Virginia Edition. New York:
Princeton Review Publishing, L.L.C.
Snow, C. (2002). Reading Understanding, Toward an R&D Program in Reading
Comprehension. Ran Education.
Vener, D. (2002). Landmark School Outreach Program: Finding the Main Idea. Retrieved
December 06, 2019, from
http://www.lndmarkoutreach.org/publications/spotlight/findingmain-idea
Wallace, C. (1992). Reading. Oxfrod: Oxford University Press.
Wallace, C. (2001). Critical Reading in Language Education. Macmillan: Palgrave Macmillan.
Journal of English Language Learning (JELL), Vol. 5 No 1, 49-62
ISSN 2599-1019
Page | 63