THE EFFECTIVENESS OF LIMITED CLOZE TEST FOR STUDENTS .

THE EFFECTIVENESS OF LIMITED CLOZE TESTFOR STUDENTS’ READING ABILITYIN NARRATIVE TEXT(A Quasi Experimental Study at Eleventh Grade ofMA At-TawaazunPemalang in the Academic Year of 2015/2016)THESISSubmitted in Partial Fulfillment of the RequirementFor Degree of Bachelor of Educationin English Language EducationBy:FITRI MEIYENNY123411043EDUCATION AND TEACHER TRAINING FACULTYWALISONGO STATE ISLAMIC UNIVERSITYSEMARANG2016i

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THESIS PROJECT STATEMENTI am, the student with the following identity:NameStudent NumberDepartment: FitriMeiyenny: 123411043: English Language EducationCertify that this thesis is definitely my own work. I am completelyresponsible for the content of this thesis. Other writer’s opinions orfindings included in the thesis are quoted or cited in accordance withethical standards.Semarang, June 17th 2016The Writer,FitriMeiyennyNIM: 123411043ii

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ABSTRACTTitle:WriterStudent’s Number::The Effectiveness of Limited Cloze Testfor Students’ Reading Ability inNarrative Text(A Quasi ExperimentalStudy at Eleventh Grade of MA AtTawaazunPemalang in the AcademicYear of 2015/2016)FitriMeiyenny123411043In some Madrasah Aliyah, reading is still not easy. In fact,students of eleventh grades MA At-TawaazunPemalang have theproblem to understand their English learning especially in reading.They are still lack of vocabulary. To solve this problem, writer choosecloze procedural test as the assessment that will help them in theirreading. Because as Jongsma said in his research that cloze test iscompletion-type exercises had been used previously measureintelligence and teacher constructed tests. Deletions in these tests wereusually highly selective and focused on high content words thatconveyed meaning.In learning English, as well as other areas of assessment neednot waituntil the middle or the end of the semester but can be doneduring the learning process take place using a variety of evaluationtools. Both testing and teaching are so closely interrelated that isvirtually impossible to work in other field without being constantlyconcerned with the other. So the writer held quasi experimentalresearch for this case to help the student compare the pre-test andpost-test result using limited cloze test as the treatment.There are some significant differences between pre-test andpost-test score. The average score in reading skill for the experimentalclass was 24.76 for the pre-test and 63.81 for the post-test. Also forthe result of calculation by using t-test showed that ttable 2.086, fromthe result of calculation paired t-test tcount 6.87, tcount ttable. It can beconcluded that there is a significant difference in the students’ score innarrative text with eleventh grade students of MA AtTawaazunPemalang in academic year of 2015/2016 between beforeand after treatment by using limited cloze test.v

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lah, I would like to express my deepest gratitudeby saying thank to Allah SWT for the blessing and mercy given to me,so that I could compose and finish this research completely. Peace andsalutation for the Prophet Muhammad who brings us from thedarkness to the brightness.I realize that I cannot complete this research without support,cooperation, help and encouragement from a lot of people. Therefore,I would like to extend my appreciation to all of them, especially to:1. The Dean of Education and Teacher Training Faculty, Dr. H.Raharjo, M.Ed. St.2. The Head of English Department, Dr. H. Ikhrom, M.Ag.3. The Advisor, Nadiah Ma’mun, M.Pd for the patience in providingcareful guidance, helpful corrections, very good advice assuggestion and encouragement during the consultation.4. All of my lecturers of English Education Department ofWalisongo State Islamic University Semarang for valuableknowledge, and guidance during the years of my study.5. Principal and Vice Principal of MA At-TawaazunPemalang,Kustadji, S.Pd.I and SitiAsiyah,S.Ag, and English Teacher ofeleventhgrade, AndiWiharto, S.Pd and all students of eleventhgrade who have helped the writer in doing research.vi

6. All of my friends at UIN Walisongo Semarang and also myfriends with the same major English Language Education PBI A,PBI B and PBI C especially my class PBI B Nationalism, successfor you all.7. The deepest gratitude for my beloved parents, SorihinMukrim andIftitahDjam’an who always give me love and support in bothmaterial and immaterial.My beloved sisters, AnisaFatimatuzzahroand AdindaNurulKaunain, also my dearestbrother, MuhammadNaufal who are always in my happiness and sorrow.8. Last but not least, those who cannot be mentioned one by one,who had supported me to finish this thesis.Finally, the writer realizes that this thesis is still far frombeing perfect, therefore, the writer will happily receive criticism inorder to make it better. The writer hopes that this thesis would bebenefical for everyone. Amin.Semarang, 17th of June, 2016Writer,FitriMeiyennyNIM. 123411043vii

TABLE OF CONTENTPAGE OF TITLE .iTHESIS STATEMENT .iiRATIFICATION .iiiADVISOR NOTE .ivABSTRACT.vACKNOWLEDGEMENT .viTABLE OF CONTENT .viiiLIST OF APPENDICES .xiCHAPTER I: INTRODUCTIONA. Background of Research .1B. Reason for Choosing Topic .6C. Question of the Research .7D. Objectives of the Research. .7E. Pedagogical Significances of the Research .7CHAPTER II: REVIEW OF RELATED LITERATUREA. Literature Review .91. Reading .a. The Definition of Reading .9b. The Importance of Reading .10c. Reading Ability.112. Cloze Test.13a. The Definition of Cloze Test .13viii

b. The types of Cloze Test .14c. The Usage of Cloze Test .163. Genre of the Text .204. Narrative Text .27a. The Definition of Narrative Text .27b. Social Function of Narrative Text .28c. Generic Structure of Narrative Text28d. The Language Feature of NarrativeText .30B. Previous Research .31C. Research Hypothesis .35CHAPTER III: RESEARCH DESIGNA. Research Design .36B. Research Setting .37C. Subject of Research .37D. Variable and Info Research .38E. Technique of Data Collection .39F. Method of Data Analysis .40CHAPTER IV: RESEARCH FINDING AND DISCUSSIONA. Profile of MA At-Tawaazun .47B. Description of Research.47C. Data Analysis.49D. Discussion of Research Finding .59ix

E. Limitation of Research.61CHAPTER V: CONCLUSION AND SUGGESTIONA. Conclusion .62B. Suggestion.63C. Closing .64BIBLIOGRAPHYCURRICULUM VITAEAPPENDICESx

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APPENDICES LIST1.1.Validity of Pre-test1.2.Reliabilityof Pre-test1.3.Discriminating Power of Pre-test1.4.Validity of Post-test1.5.Reliabilityof Post-test1.6.Discriminating Powerof Post-test1.7.Pre-test Score1.8.Post-test Score1.9.Normality of Pre-test1.10. Normality of Post-test1.11. Paired T-test Analysis1.12. The Subject Name List1.13. Syllabus1.14. Lesson Plan1.15. 1.18.Documentation Picturesxi

post-test result using limited cloze test as the treatment. There are some significant differences between pre-test and post-test score. The average score in reading skill for the experimental class was 24.76 for the pre-test and 63.81 for the post-test. Also for the result of calculation by using t-test showed that t table 2.086, from