IMPLEMENTASI JAZZ CHANTS VIDEO DALAM MENINGKATKAN PENGUASAAN KOSA KATA BAHASA INGGIRIS DI ABA DIAN CIPTA CENDIKA

Penelitian ini bertujuan untuk mendeskripsikan proses pembelajaran kosa kata Bahasa Inggris menggunakan media Jazz Chants video , dan. peningkatan penguasaan kosa kata Bahasa Inggris mahasiswa. Jenis penelitian ini adalah penelitian tindakan kelas dengan melibatkan mahasiswa Akademi Bahasa Asing Dian Cipta Cendikia Bandar Lampung pada kelas D3-BI-IA dan D3-BI-IB tahun pembelajaran 2020-2021. Penelitian tindakan ini dilakukan dalam dua siklus. Pada siklus I, tindakan dilakukan berupa menyimak Jazz Chants dalam bentuk audio, membaca teks lagu, pemahaman arti kata, dan mencari fungsi kata dalam kalimat. Pada siklus II, aktivitas pembelajaran dikembangkan dengan menyimak dan mengisi rumpang yang kosong (cloze procedure), membaca teks Jazz Chants dalam bentuk audio visual, pemahaman makna kalimat dalam teks lagu, mengucapkan kalimat dan menceritakan kembali isi lagu. Instrumen penelitian yang digunakan adalah observasi dan tes. Hasil penelitian menunjukkan bahwa (1).adanya peningkatan jumlah mahasiswa yang aktif dalam pembelajaran, yaitu; kelas D3-BI-IB, dalam siklus I, pada pertemuan 1 berjumlah 12 orang atau sebesar 60% dan pertemuan 2 berjumlah 14 orang atau 70% dan siklus II, pada pertemuan I berjumlah 15 orang atau sebesar 75% dan pertemuan 2 berjumlah 18 orang atau 90%. Sedangkan kelas D3-BI-IB , dalam siklus I pada pertemuan I berjumlah 10 orang atau sebesar 50%, dan pertemuan 2 berjumlah 13 orang atau 65% dan siklus II, pertemuan I berjumlah 16 orang atau sebesar 80% dan pertemuan 2 berjumlah 17 orang atau sebesar 85%, dan (2) hasil prestasi belajar pada tes penguasaan I menunjukkan bahwa kelas D3-BI-IA jumlah mahasiswa yang tuntas 11 orang atau sebesar 55% dan kelas D3-BI-IB juga berjumlah 11 orang atau 55%. Data yang diperoleh dari hasil prestasi belajar pada Tes Penguasaan II, mahasiswa yang tuntas pada kelas D3-BI-IA berjumlah 18 orang atau sebesar 90% dan kelas D3-BI-IB berjumlah 16 orang atau 80%.

A Readability Level of Reading Materials for Vocational High School Students in Lombok, NTB

This study aims to find out a readability level of reading materials for the students in one of the Vocational High Schools in Lombok, NTB using Cloze procedure, Flesh formula, and Fry Graph formula for the 12th grade. This study is a descriptive quantitative research. The sample of the study were 32 students using English textbooks presented for 12th graders in one of Vocational High Schools in Lombok, NTB. There were three genres performed; descriptive, recount, and narrative text. For the Flesh formula, and Fry Graph, the researcher’s observations were as the instrument of the study, meanwhile, for Cloze procedure, a test was employed to collect the data needed. The data was analyzed quantitatively described in the form of numerical description and percentage. The result revealed that analyzing the readability level through Cloze procedure was 42%, designated that the reading materials were instructional/assisted to read, and Flesh formula was 82.7%, indicated that the reading materials were easily understandable by the students, and Fry Graph formula showed that the reading materials were readable for the students. Thus, reading materials for students in one of the Vocational High Schools in Lombok, NTB was readable for 12th graders to read.

Scrambled Cloze Procedure: Does It Influence EFL Learners’ Reading Comprehension and Writing Performance?

The present study investigated the effect of using scrambled cloze procedure on reading and writing among intermediate EFL learners. To fulfill the purpose of the study, 60 participants were tested on a PET test, from whom 48 homogeneous participants were selected and assigned randomly to two groups of 25 and 23, as experimental and control group. Then, both groups were given a pre-test of writing and reading comprehension. During 14 sessions, the experimental group were provided with scrambled cloze samples and tasks while practicing paragraph writing and reading, whereas the control group did not, while they were practicing paragraph writing and reading. At the end, the two groups were tested in reading comprehension and writing, based on a posttest. Two raters scored the writing samples collected from two groups in the pre and posttest. Pearson correlation was used to compute the inter-rater reliability. The results showed the experimental group outperformed the control group in paragraph writing and reading comprehension. However, it was found that gender did not make a significant difference in reading comprehension and writing performance.

Readability Assessment of English Junior High School Textbooks by Implementing Cloze Procedure

<p>Textbooks that are too difficult to read will decrease students’ motivation in learning, while textbooks that are too easy to read will make students less interested in reading them. Therefore, the readability analysis needs to be done so that the textbooks used as learning media are suitable for the students who become the target readers of the books. This study analyzes the texts in Junior High School English textbooks entitled “English in Focus” grades VII, VIII, and IX published by the Center of Book Archieve of the Department of National Education by using cloze procedure. The tests were carried out in SMPN 1 Gunungputri and SMP Sejahtera 2 Cileungsi, involving students in grades VII, VIII, and IX. The texts tested were adapted to their grade levels. The tests were made in the form of 100 words which were then omitted at every 5th word. The readability results of “English in Focus” textbook are that not all texts in the book are suitable for students who use it. If the books are considered as suitable teaching material, these books need some changes because there are 6 texts from the total of 24 texts that are considered too difficult for students.</p><p>Keywords: textbook assessment, readability, cloze procedure</p>

Time limits and English proficiency tests: Predicting academic performance

English is the primary language of instruction in South African higher education, but entering students of first year are often not sufficiently proficient. Therefore, a need is evident for proficiency testing to guide intervention initiatives. International proficiency tests are lengthy and expensive, but Cloze procedure and vocabulary tests have been used as effective alternatives. However, time limits may affect observed reliability and predictive validity in the context of higher education. The present research assessed a cohort of first-year tourism management students using versions of the English Literacy Skills Assessment (ELSA) Cloze procedure and Vocabulary in Context tests under three time-limit conditions: normal, double and no time limits. Students in double and no time-limit conditions performed significantly better than the normal time-limit group. Group scores were correlated with, and significant predictors of, academic subject first-test scores. Better performance and more accurate prediction under extended time limits may be related to students attempting more questions. As the ELSA Vocabulary in Context was the better predictor in this research, the importance of non-technical vocabulary, as opposed to semantic and contextual understandings in Cloze procedure, is highlighted. Therefore, screening the English proficiency levels of students admitted to higher education institutions may be useful to flag likelihood of success and guide interventions.