LESSON PLAN CLOZE DICTATION

LESSON PLAN I

Subject                       : Listening I

Time Allocation         : 1 x 90’ (per meeting)

Class/Semester           : B/ I

Department                : English

A. Competence Standard

      Comprehending concepts and rethoric development represented in written discourses, as shown in simple descriptive, narrative, and recount.

B. Basic Competence

      Students will be able to increase their understanding about the information in the functional texts.

C. Indicators

      1. Discriminating sounds

2. Identifying the main idea

      3. Listening for detailed information

     

D. Objectives

1. Through functional texts students will be able to discriminate sounds.

2. Students will be able to outline the main ideas of functional texts.

3. Through functional texts students will be able to listen the detailed information of functional texts.

E. Materials and Equipment

1. A monologue text.

2. A set of laboratory equipment (computer, DVD/CD, microphone,    headphone.

F. Method

 Cloze Dictation

G. Procedure : Cycle 1

MEETING 1:

1. Opening

1. Lecturer greets the students.
2. Lecturer explains the competence they have to achieve.

2. Main activities  :

1. Lecturer explains about how to discrimintae sounds, identify main idea, and listen for detailed information.
2. The lecturer gives out a worksheet. The student is presented with a sheet of paper on which some parts of the text have already been reproduced. Some refer to it as "fill-in-the-blank" work due to worksheets and tests in which words are removed from text and replaced with blanks.
3. The lecturer tells the students that she is going to play (or read) a passage and that she wants them to listen, read along on their sheets, and write in the missing words by choosing the option in the box.
4. The lecturer plays the CD or reads the passage at normal speed with a pause after each sentence allowing the students to write in the missing words.
5. At last the students have to discriminate sounds, identify main idea, and listen for detailed information based on the text given in each cloze dictation task.

Part 1

Direction: In this part of the test you will hear short sentence. They will be spoken two times. After you hear a sentence, fill in cloze dictation by choosing the option in a box and decide which one would be the best answer.

two        fair       heel soar        steel     flew too         fare      heal flu          pair     weak     sun        write    sore pear        son       week steal       right

1.  I wanted to go _____.
2. How much is the bus _____?
3. My feet are ______ from walking.
4. A small cut like this will _____ quickly.
5. He's been very sick with the ____.
6. I had a ______ for lunch.
7. The ____ always come up in the east.
8. Let's get together for lunch next _____.
9. This plant produces _____.
10. Please turn_____ at the next corner.

Part 2

a.    meters       b.    of     c.    with d.   century e.    Cambodia    f.     well g.    stupa     h.    of     i.      five           j.      summit    k.    Mataram  l.      its m.  in n. steps n.    centre o.    Gupta p.    by q.    Magelang r.     are s.       of t.     It

Test takers hear :

Borobudur is Hindu – Buddhist temple. ___ was built in the ninth ____ under Sailendra dynasty of ancient ______ kingdom. Borobudur is located in ______, Central Java, Indonesia.

Borobudur is ___ known all over the world. __ construction is influenced by the ­____ architecture of India. The temple is constructed on a hill 46 ____ high and consists of eight____ like stone terrace. The first _____ terraces are square and surrounded ___ walls adorned with Buddhist sculpture ___ bas-relief. The upper three____ circular. Each of them is ____ a circle of bell shape-____. The entire edifice is crowned by a large stupa at the _____ of the top circle. The way to the _____ extends through some 4.8 km ___ passage and stairways. The design __ Borobudur which symbolizes the structure ___ universe influences temples at Angkor, _________.

Borobudur temple which is rededicated as an Indonesian monument in 1983 as a valuable treasure for Indonesian people.

1. What is the main idea of paragraph 1 in the text above?

a. Borobudur is Hindu – Buddhist temple and It was built in the ninth century.

    b. Borobudur is located in Magelang, Central Java, Indonesia.

     c. Borobudur was built by Syailendra.

     d. Borobudur is Indonesian Heritage.

2. Where is the location of Borobudur temple?

a. Yogyakarta

b. Magelang

c. Solo

d. Semarang

3.  When was Borobudur built?

a. Sixth century

b. Seventh century

c. Eighth century

d. Ninth century

Part 3

Direction: In this part of the test you will hear short monologues. They will be spoken three times. After you hear a monologue, fill in cloze dictation by choosing the option both the box and multiple choice and decide which one would be the best answer based on each text.

	a.    young b.    in c.    use d.   useful e.    tropical f.     or g.    hard h.    are i.      used j.      reneweable k.    the l.      tall m.  it n.    the o.    the p.    the q.    dry r.     stem s.     material t.     ribs

 

Test takers hear:

Coconut tree is a useful tropical plant. We can find a lot __ Indonesia because Indonesia is a _______ country. It is one of __________ natural resource.

It is a ____ and hard tree. People can ___ all parts of this plant. ____ coconut, its fruits, is usually ____ for Javanese cooking. It is ____ material of cooking oil. The ____ coconut is called copra. The _____ can be used for building _______ for example frame of doors __ windows. The leaves are also _______. The old leaves are for ____ roof of houses and the _______ ones are for decoration or ___ pack of cakes and the ribs ___ also used for broom. It is not ____ to find coconut tree. It can grow everywhere, but it usually grows in the seashore well.

1. Why does the coconut tree grow well in Indonesia?

a. It comes from Indonesia

b. Indonesia has forested island

c. Indonesia has many seashores

d. It is a tropical tree

2. What is the main idea of the text above?

a. The coconut tree is a useful tropical plant

b. The coconut tree and its function

c. The coconut tree is from Indonesia

d. The coconut tree is very useful

III. Evaluation

a.       Listening’ score

  x 100 = NILAI                            

IV. Discussion

a.       Based on the implementation of Cloze Dictation technique in meeting 1, the lecturer as researcher discusses the weaknesses and the strength in applying the technique. The researcher finds out the students difficulties. They are (1) the speed of functional texts is too fast to listen (2) spelling error, homophone and students pronunciation. In this section, cloze dictation has benefits, they are (1) students can do more things such as spelling, punctuation and listening (2) These tasks can be administered to beginning and advanced language learners alike. Students can be very challenged to write, however, because they must fit with certain criteria in order to allow the students to respond based on their understanding both main idea and detailed information (3) cloze dictation has the advantage of forcing students to show how much they know about a specific topic (grammar, vocabulary, listening comprehension etc.) On the other hand they could get the answer right just because they could discriminate sounds..

b.      In the next meeting, the lecturer will give monologues with some parts of them conveyed by lecturer and CD.

V. Closing Activity

a.         Lecturer asks the students’ impression to the material that has been given.

b.        Lecturer closes the session by summing up the materials.

c.         The lesson was closed with leave taking by saying goodbye.

MEETING 2:

1. Opening

a.                                                                                                         Lecturer greets the students.

b.                                                                                                         Lecturer explains the competence they have to achieve.

2. Main activities  :

1. Lecturer explains about how to discrimintae sounds, identify main idea, and listen for detailed information.
2. The lecturer gives out a worksheet. The student is presented with a sheet of paper on which some parts of the text have already been reproduced. Some refer to it as "fill-in-the-blank" work due to worksheets and tests in which words are removed from text and replaced with blanks.
3. The lecturer tells the students that she is going to play (or read) a passage and that she wants them to listen, read along on their sheets, and write in the missing words by choosing the option in the box.
4. The lecturer plays the CD or reads the passage at normal speed with a pause after each sentence allowing the students to write in the missing words.
5. At last the students have to discriminate sounds, identify main idea, and listen for detailed information based on the text given in each cloze dictation task.

Part 1

Direction: In this part of the test you will hear short sentence. They will be spoken three times. After you hear a sentence, make circle the option and decide which one would be the best answer.

1. My car's broken down. Can you give me a _____             a.toe      b. to    c. tow

2. I've got a headache and my throat's _______                   a. soar   b. sore c. soul

3. They'll reach the ______ of the mountain by daybreak.   a. peek  b. peak c. pick

4. He gave me a _____                                                          a. hog    b. hug  c. hag

5. Hand me the ______                                                         a. pen    b. pin   c. pine

Part 2

Text 1

Direction: In this part of the test you will hear short monologues. They will be spoken three times. After you hear a monologue, fill in the cloze dictation text by choosing the option both in the box and multiple choices and decide which one would be the best answer based on each text.

any are with  maroon be between part 4 Good Omega  when oval The Guava

Test takers hear:

Guava is cultivated in many tropical and subtropical countries for its edible fruit. Guava fruit, usually 2 to __ inchies long, is round or ____ depending on the species. Varying ______ species, the skin can be ____ thickness, it is usually green _____ unripe, but becomes yellow or ________ when ripe. The flesh of ______ fruit is sweet or sour. color of the flesh may ___ white, pink, yellow, or red, ____ the seeds in the central ____ of the flesh. The seeds ____ numerous but small. In some ____ varieties, they are edible. Actual _______ -3 and omega-6, fatty acids and high levels of dietary fibre.

1. What is the text about?

a. The nutritious value of Guava fruit

b. The certain variety of Guava

c. The guava plant in general

d. The special edible fruit

2. The main idea of the text above is ...

a. Guava is grown for its edible fruit

b. guava’s skin is thick

c. Guava is planted in all countries

d. Guava consist of shrubs and small trees

Indonesian be reality of to comment  have stars  appearance only  score show is prefer that and

Text 2

            Indonesian Idol a commercial TV program which is broadcasted by RCTI, one of the private TV station in Indonesia. It’s a combination of _______ show and a talent show. __________  Idol is the Indonesian fashion ___  American Idol.

I personally think _____ the winner of the talent _____ which is not guaranteed to ___ a good quality because the ______ comes from the audience’s ____ supporter’s SMS.

People sometimes do not consider the jury’s _______ on the contestants. They would ______ focusing on the contestant figure ___________. After the contestant arrived ____ few winners get a chance ___ be professional stars.

Why it __ served because they don’t _____ grade skills to be professional _____. At time for the committee to consider the winners not only from their popularity but also the quality. 

1. What is the main idea of paragraph 1 in the text above?

a.       Indonesian Idol a commercial TV program which is broadcasted by RCTI, one of the private TV station in Indonesia.

b.      Indonesian Idol is a combination a reality show and a talk show.

c.       To persuade the readers that something is the case.

d.      To present two important points of view.

2. What is Indonesian Idol?

a.       Indonesian Idol a commercial TV program which is broadcasted by RCTI, one of the private TV station in Indonesia.

b.      Indonesian Idol is a combination a reality show and a talent show.

c.       Indonesia Idol is broadcasted by RCTI.

d.      Indonesia Idol is competition of professional stars.

3. What is the Indonesian Idol influence?

a.       Indonesia fashion

b.      American fashion

c.       Australia fashion

d.      Malaysia fashion

III. Evaluation

a.       Listening score

 X 100 = …… %

IV. Discussion

a.       Based on the implementation of Cloze Dictation technique in meeting 2, the lecturer as researcher still discusses the weaknesses and the strength in applying the technique. The researcher finds out the students difficulties. They are (1) the students still find the difficulties in catching the content of the functional texts given. It is because the functional texts are too fast to listen and do not deliver in the students’ mother tongue. It means the texts are given in foreign language (English). As we know that the student’s mother tongue is Indonesian. They rarely hear to the foreign language. So that they cannot catch the meaning and the detailed information (2) the same homophone and pronunciation which they have heard make them confused. But here the researcher finds the strength of using cloze dictation technique that is the students have great curiosity to solve their problem in listening. By reading again after they have heard text, the students can filter words based on the text given.

b.      In the next meeting, the lecturer will give monologues with some parts of them conveyed by lecturer and CD.

V. Closing Activity

1. Lecturer asks the students’ impression to the material that has been given.
2. Lecturer closes the session by summing up the materials.
3. The lesson was closed with leave taking by saying goodbye.

MEETING 3:

1. Opening

a.                                 Lecturer greets the students.

b.                                 Lecturer explains the competence they have to achieve.

2. Main activities  :

a.         Lecturer explains about how to discrimintae sounds, identify main idea, and listen for detailed information.

b.        The lecturer gives out a worksheet. The student is presented with a sheet of paper on which some parts of the text have already been reproduced. Some refer to it as "fill-in-the-blank" work due to worksheets and tests in which words are removed from text and replaced with blanks.

c.         The lecturer tells the students that she is going to play (or read) a passage and that she wants them to listen, read along on their sheets, and write in the missing words by choosing the option in the box.

d.        The lecturer plays the CD or reads the passage at normal speed with a pause after each sentence allowing the students to write in the missing words.

e.         At last the students have to discriminate sounds, identify main idea, and listen for detailed information based on the text given in each cloze dictation task.

Part 1

Direction: In this part of the test you will hear short sentence. They will be spoken three times. After you hear a sentence, make circle the option and decide which one would be the best answer.

1. This room is full of _____               a. cat                b. cats              c. cut

2. It’s very ________                          a. withered      b. weathered   c.watered

3. The ____ will come soon                a. man              b. men             c. mam

4. I’d like to see that ______              a. chick            b. check           c. chuck

5. That’s my _____                             a. luck              b. lock             c. lack

Part 2

Direction: In this part of the test you will hear short monologues. They will be spoken three times. After you hear a monologue, fill in the cloze dictation text by choosing the option in the box and decide which one would be the best answer based on each text.

Text 1

Test takers hear:

areas fleshy take offsets  like 60  a  the  sharp  aloe

Aloe vera is also known as the “crocodile’s tongue” plant in Indonesia. It is called so because ___ leaves is thick, long, and _____, and the sides are serrated _____ the body of a crocodile. ______ vera is planted in dry ____ and in warm climates. It _____ a little water to grow.

Aloe vera is __ short-stemmed succulent plant growing to ___-100 cm tall. Spreading by ______, the stems are thick and ______, green to green, with some varieties showing white flecks on the upper and lower stem surfaces.

1.  Where does aloe vera grow?

a. In dry areas and warm climate

b. In wet areas and cold climates

c. In the mountain and dry areas

d. In wet and damp places

2. What does text above tell us about?

a. The advantages of aloe vera

b. The description of aloe vera

c. The reason why aloe vera called crocodile’s tongue

d. The procedure to plant aloe vera

Text 2

Direction: In this part of the test you will hear short monologues. They will be spoken three times. After you hear a monologue, fill in the cloze dictation text by choosing the option both in the box and multiple choices and decide which one would be the best answer based on each text.

	a.       are b.      an c.       leaves d.      three e.       before f.       meter g.      the h.      garden i.        the j.        parts k.      petals l.        grows m.    in n.      who

 

Test takers hear:

The vast archipelago and the great number of island have made in Indonesia the home of a large variety of plant life. The Indonesian flora ranges from ___ tiny Orchid to the giant  rafflesia plant. No wonder many botanists ____ curious to study these plants.

The Rafflesia Arnoldi is the biggest flower in the world. It is _________ because of its large size. __ has flower almost a _____ in diameter and 1.40 meters ___ height.

          “Rafflesia” is derived from ___ name of the British Governor _______, Sir Thomas Stamford Raffles, who _____ governed and built the botanical ______ in Bogor. Though it is _____ Rafflesia after Raffles, the man _____ discovered the plant was beccary, ___ Italian botanist who visited Sumatra ___ 1928.

o.      general p.      unusual q.      once r.        it s.       called t.        in

Rafflesia consists of three ____: the stick like part which _____ in the middle, and the _____ around and bellow it.

The rafflesia  plant begins to flower in its tenth year. It blooms _____ or four times a year, ______ it begin to flower, the _______ and the stem become dry and look dead, but the main root in the ground is still alive.

While the flower is blossoming, it has a very unpleasant smell which attracts in sects, especially green flies. They seem eager to explore the flower, but if the flies touch the bottom of the stick, like centre, they die.

1. What flowers are mentioned in the monologue?

a.     Rose and Rafflesia                           c. Rafflesia and orchid

b.    Orchid and rose                                d. Palm and orchid

2.    The insects are attracted when the flowers are blossoming because?

a.  They want to study the plant

b.    They explore the flower

c.     Of its very unpleasant smell

d.    They are eager to touch it

3.    Who has found Rafflesia Arnoldi?

a.  Sir Thom Stamford Raffles                c. Mr. Jack Daniel

b.    Mr. Thomas Daniel                           d. Sir Thomas Stamford Raffles

4.  Where Rafflesia is found in the first time?

a.     Kalimantan                                       c. Sulawesi

b.    Kupang                                             d. Sumatra

5. Rafflesia bloom _________ a year.

a.     Once                                     c. Twice

b.    Three times                           d. Five times

6. What is the text above about?

a.  The giant Rafflesia                  c. The Archipelago

b.  The botanists                           d. The Indonesia flora

III. Evaluation

a.       Listening score

 X 100 = …… %

IV. Discussion

a.       Based on the implementation of Cloze Dictation technique in meeting 3, the lecturer as researcher still discusses the weaknesses and the strength in applying the technique. To expand the student’s abilities the researcher makes some efforts in this meeting. As the result there are just few mistakes appear (1) only few students who feel that the listening materials are too fast to listen so they could not discriminate sounds well. Some students have known the technique and can do the task well. It happens because they have good concentration and focus on the listening material. Many advantages also can be found in this section (1) the students have understood how to differentiate some homophones and pronunciation in the functional texts given (2) the students also have good response because of their understanding of both main idea and detailed information (3) they have heard to the listening material given patiently and it makes them have abilities to know about grammar, vocabularies and listening materials.  

b.      In the next meeting, the lecturer will give monologues with some parts of them conveyed by lecturer and CD.

V. Closing

a.         Lecturer asks the students’ impression to the material that has been given.

b.        Lecturer closes the session by summing up the materials.

c.         The lesson was closed with leave taking by saying goodbye.

                                                                        Ngawi,            2011

Collaborator                                                              Researcher

Ery Retno Wulandari, M.Pd                                Theresia Budi Sucihati

Acknowledgement by

Head of Study Programme

Drs. Zaenal Abidin, MP.d

LESSON PLAN II

Subject                       : Listening I

Time Allocation         : 1 x 90’ (per meeting)

Class/Semester           : B/ I

Department                : English

A. Competence Standard

      Comprehending concepts and rethoric development represented in written discourses, as shown in simple descriptive, narrative, and recount.

B. Basic Competence

      Students will be able to increase their understanding about the information in the functional texts.

C. Indicators

      1. Discriminating sounds

2. Identifying the main idea

      3. Listening for detailed information

     

D. Objectives

1. Through functional texts students will be able to discriminate sounds.

2. Students will be able to outline the main ideas of functional texts.

3. Through functional texts students will be able to listen the detailed information of functional texts.

E. Materials and Equipment

2. A monologue text.

2. A set of laboratory equipment (computer, DVD/CD, microphone,    headphone.

F. Method

 Cloze Dictation

G. Procedure : Cycle 2

MEETING 1:

1. Opening

a.    Lecturer greets the students.

b.    Lecturer explains the competence they have to achieve.

2. Main activities  :

a.    Lecturer explains about how to discrimintae sounds, identify main idea, and listen for detailed information.

b.    The lecturer gives out a worksheet. The student is presented with a sheet of paper on which some parts of the text have already been reproduced. Some refer to it as "fill-in-the-blank" work due to worksheets and tests in which words are removed from text and replaced with blanks.

c.    The lecturer tells the students that she is going to play (or read) a passage and that she wants them to listen, read along on their sheets, and write in the missing words by choosing the option in the box.

d. The lecturer plays the CD or reads the passage at normal speed with a pause after each sentence allowing the students to write in the missing words.

e.    At last the students have to discriminate sounds, identify main idea, and listen for detailed information based on the text given in each cloze dictation task.

Part 1

Direction: In this part of the test you will hear short sentence. They will be spoken three times. After you hear a sentence, make circle the option and decide which one would be the best answer.

1. They _____ around                                       a. spin     b. spun       c. spoon

2. They _____ weights at the gym                    a. lift       b. left          c. Leave

3. You can't say ______ on a gravestone.        a. dad      b. dead      c. Died

4. Charles confesses: I love ___                        a. Alan    b. Ellen      c. Alen.

5. Will the _____ come?                                   a. man     b. men        c. mam

Part 2

Direction: In this part of the test you will hear short monologues. They will be spoken three times. After you hear a monologue, fill in the cloze dictation text by choosing the option both in the box and multiple choices and decide which one would be the best answer based on each text.

Test takers hear:

sunset follow  then because  dusk  get water square it  the will activities shelter  this and field Demak  village

Bandengan Beach or Tirta Samudra Beach is the famous beach in jepara. The place is very beautiful ___ romantic. People around Jepara, Kudus, _______ knows this place.

This place is located 7 kilometres north of Jepara city centre. The way to ___ there is very easy. Just ______ the traffic sign and you ___ find it. From the town ______, follow the road to Bangsri ____ turn left when reached kuwasen _______. You can take public transportation or by your own vehicle.

The white sandy beach which has pure water is good for swimming. The _____ is save enough for swimming ________ the beach is shallow and ___ wave is not so big. ____ place is more beautiful at _____. We can see the beautiful _______ with our family or friends.

In this location, we can sit and relax on the ______ while enjoy the natural beach breezy wind. ___ also has large pandan tree _____. It is suitable for youngster _______ such as camping.

1. What is the main idea of paragraph 1 in the  text above?

 a. Bandengan Beach or Tirta Samudra Beach is the famous beach in Jepara.

b.People around Jepara, Kudus, Demak knows this place.

c.Bandengan Beach is romantic place.

d.Bandengan beach is a Tirta Beach

2.  Where is Bandengan Beach location?
a. North of Demak city centre

b. North of Jepara city centre

c. South of Demak city centre

d. South of Jepara city centre

3. What is the main idea of paragraph 2 in the text above?

 a. Bandengan Beach is located 7 kilometres North of Jepara city centre.

b. The way to get there is very easy.

c.    From the town square, follow the road to Bangsri then turn left when reached Kuwasen village.

d.   Bandengan Beach is the nearest place.

III. Evaluation

a.       Listening score

 X 100 = …… %

IV. Discussion

a.       Based on the implementation of Cloze Dictation technique in meeting 1, the lecturer as researcher discusses the weaknesses and the strength in applying the technique. The researcher finds out the students difficulties. They are (1) when the students hear to the new materials, they always think that the functional texts given too fast to hear (2) spelling error in the first meeting such as homophone and students pronunciation appear frequently. In this section, cloze dictation has some benefits, they are (1) students can know and understand more things such as spelling, punctuation and hearing (2) These assignments can be used to  advance their knowledge in hearing ability. Students have an opportunity to write, because they must fit with certain criteria in order to allow the students to respond based on their understanding of both main idea and detailed information (3) cloze dictation also shows how much the students know about a specific topic (grammar, vocabulary, hearing comprehension etc.), and it makes the researcher interests to make assessment in their exercises. It cannot be denied that the students could get the answers, because they could discriminate sounds.

b.      In the next meeting, the lecturer will give monologues which some part of them conveys by lecturer and CD.

V. Closing Activity

1. Lecturer asks the students’ impression to the material that has been given.
2. Lecturer closes the session by summing up the materials.
3. The lesson was closed with leave taking by saying goodbye.

MEETING 2:

1. Opening

a.    Lecturer greets the students.

b.    Lecturer explains the competence they have to achieve.

2. Main activities  :

a.    Lecturer explains about how to discrimintae sounds, identify main idea, and listen for detailed information.

b.    The lecturer gives out a worksheet. The student is presented with a sheet of paper on which some parts of the text have already been reproduced. Some refer to it as "fill-in-the-blank" work due to worksheets and tests in which words are removed from text and replaced with blanks.

c.    The lecturer tells the students that she is going to play (or read) a passage and that she wants them to listen, read along on their sheets, and write in the missing words by choosing the option in the box.

d. The lecturer plays the CD or reads the passage at normal speed with a pause after each sentence allowing the students to write in the missing words.

e.  At last the students have to discriminate sounds, identify main idea, and listen for detailed information based on the text given in each cloze dictation task.

Part 1

Direction: In this part of the test you will hear short sentence. They will be spoken three times. After you hear a sentence, make circle the option and decide which one would be the best answer.

1.      This ______ leaks.                                                      a. pane  b. pan   c. pen

2.      They bought a lot of _____ from the specialty shop. a. jams  b. gems c. germs

3.      He was _______ some furniture when I called.         a. sanding      b. sending

4.      I like _______ best.                                                    a. Barrys        b. Berry’s

5.      I hope you will ______me a fish.                              a. land     b. lend   c. line

Part 2

Direction: In this part of the test you will hear short monologues. They will be spoken three times. After you hear a monologue, fill in the cloze dictation text by choosing the option both in the box and multiple choices and decide which one would be the best answer based on each text.

length orange 500  d.                 plant e.      as f.       juicy g.      with h.      cultivated i.        strongly j.        subtropics k.      25 l.        into m.    sometimes n.      as o.      cylindrical p.      the q.      to  also  enzyme  which  others  various  the  are  year  fruit development and juices  fruit  also before

Text 1

            Papaya is also called pepaya in Indonesian, is a fruit of a large plant (Carica papaya). It is considered a tree, though its palm like trunk, up to 8 m ( 26 feet) tall. It is not as woody___ the designation generally implies. The ____ is crowned by deeply leaves, _________ 60 cm (2 feet) across.

            ____ fruit is commonly spherical to ________ in form, is 75 to ___ mm or even more in______, and sometimes weights as much ___ 9 to 11.5 kg ( 20 __ 25.5 pounds). In general character it ______ resembles a muskmelon. They very ____ flesh is deep yelloow or _______ to salmon coloured and about __ mm thick.

            Today is __________ throughout the tropical world and _____ the warmest parts of the _________.

            The papaya fruit is sweet, ____ an agreeable musky tang, which is more pronunced in some varieties ___ in some climates than in _______. It is a popular breakfast _____ in many countries and is ____ used in salads, pies, sherbets, _______, and confections. The unripe fruit ____ can be cooked.

            The unripe ____ contain a milky juice in _____ is present a protein-digesting _______ known as papain. This juice is used in the preparation of _______ remedies for indigestation and in ___ manufacture of meat tenderizers.

            Papayas ____ usually grown from seed. Their ___________ is rapid, fruit being produced ______ the end of the firsty _____. Under favourable conditions, a plant may live years or more.

1. What is the main idea of paragraph 4 in the text about?

a. The taste of papaya fruit

b. Papaya is suitable for breakfast

c. Papaya is favourite fruit for breakfast

d. The papaya fruit’ description

Text 2

razor blade pieces invented  are long use be A his        to

            A razor is a tool with the sharp blade which is used to remove hair from your skin. The razor can be easily ______ found in nearly every bathroom, ___ man was sticking hair on ____ face for example may up ___ shave twice a day.

For many years razor was handle with a long pieces of steel which is sharp and flat at one hand. This razor had a _____ open blade. Today’s razors ___safer and more convenient to____. The thing which make today’s ______ safe is its blade. The ______ which is small, thin, sharp _____ of steel. The person who ________ razor blade whose the man called King Gillette.

1. What is the main idea of paragraph 1 in the text above?

a. The razor can be easily being found in nearly every bathroom.

b. The razor is a tool only for a man

 c. Razor is a tool with the sharp blade which is used to remove hair from your  skin.

 d. Razor is a tool that will be found in bathroom and saloon

2. What is razor?

a. The razor can be easily being found in nearly every bathroom.

b. Razor is a tool with the sharp blade which is used to remove hair from your skin.

c. The old razors are much safer than a short one.

d. A long open blade is safer than a short one

3. Which of the following statement is true?

a. Gillette was a king.

b. The part of the razor which cuts hair called the blade.

       c. The old razors are much safer than a short one.

       d. A long open blade is safer than a short one

4. Why today’s razor is more convenient?

a. Because they have special handles

b. Because the blade is small, thin and sharp

c. Because they were invented by Gillette

d. Because they can shave twice a day

Text 3

at because seven water not features also  printouts  this good

Yesterday I bought a new printer. It’s Epson stylish CX 605.000. Did you know why? Because, I’d rather review about it three days ago by Teransian. _____ printer is pretty large and it’s _____ resistant. Good, isn’t? These _______ are parts of to me _______ of my work. Teransite, that ___ many printers handle capabilities. The _____ thing about the printer is __ produces a good quality of _________. In addition, it’s got ______ in one memory card reader and good CDR package. However, Terans _____ talk about the weaknesses, there 13) is no fax support and it spends so long time warming up.

1. What is the main idea of the text above?

a.           Epson stylish CX 605 characteristics

b.          Epson is part of Terans

c.           Epson stylish features

d.          Epson has one memory card

2. What is the weakness of this product?

a.     The product has too many features

b.    It produces a good quality of printouts

c.     There is no fax support and it spends a long time warming up

d.    The printer is pretty large and it’s water resistant

3. Which the following thing is not included in the product?

a.    It produces a good printouts

b.    It has reasonable price

c.    It has a good CDR package

d.   It is water resistant

III. Evaluation

Listening score

 X 100 = …… %

IV. Discussion

a.    In every meeting the lecturer as researcher always discusses the weakness and the strength in applying Cloze Dictation technique. In meeting 2 the students find the difficulties in (1) catching the content of the hearing material delivered by the CD or the researches (2) But, surprisingly, the students only make few mistakes in pronunciations.

     In this section, cloze dictation has benefits, they are (1) students can learn more things such as spelling, punctuation and listening (2) These tasks can improve the students’ listening ability. Giving the various materials allow the students to respond based on their understanding both main idea and detailed information (3) cloze dictation has the advantage of forcing students to show how much they know about a specific topic (grammar, vocabulary, listening comprehension etc.).

b.    In the next meeting, the lecturer will give monologues which some part of them conveys by lecturer and CD.

V. Closing Activity

a.    Lecturer asks the students’ impression to the material that has been given.

b.    Lecturer closes the session by summing up the materials.

c.    The lesson was closed with leave taking by saying goodbye.

MEETING 3:

1. Opening

a.                                  

b.                                 Lecturer greets the students.

c.                                 Lecturer explains the competence they have to achieve.

2. Main activities  :

a.    Lecturer explains about how to discrimintae sounds, identify main idea, and listen for detailed information.

b.    The lecturer gives out a worksheet. The student is presented with a sheet of paper on which some parts of the text have already been reproduced. Some refer to it as "fill-in-the-blank" work due to worksheets and tests in which words are removed from text and replaced with blanks.

d.   The lecturer tells the students that she is going to play (or read) a passage and that she wants them to listen, read along on their sheets, and write in the missing words by choosing the option in the box.

d. The lecturer plays the CD or reads the passage at normal speed with a pause after each sentence allowing the students to write in the missing words.

e.  At last the students have to discriminate sounds, identify main idea, and listen for detailed information based on the text given in each cloze dictation task.

Part 1

Direction: In this part of the test you will hear short sentence. They will be spoken three times. After you hear a sentence, make circle the option and decide which one would be the best answer.

1.    We had ______ for lunch.                             a. Brad    b. bread     c. brand

2.      It's a new ____ that you need.                      a. pedal   b. paddle    c. puzzle

3.    I can't find the ______                   .                a. kettle  b. cattle      c. castle

4.    The _________ might arrive tomorrow.         a. letter   b. latter      c. laten

5.    Don't ______ that dog.                                   a. pat       b. pet        c. put

Part 2

Direction: In this part of the test you will hear short monologues. They will be spoken three times. After you hear a monologue, fill in the cloze dictation text by choosing the option in the box and decide which one would be the best answer based on each text.

ears of trunk forest with  grow also  and are of legs like  the decreased can or will  suit  flesh

Text 1

In the zoo, this animal stands like a mountain. This animal may be 3 or 4 meters high. The weight may be 5 ___ 6 tons. This mountain of ____ is wrapped in a wrinkled ____ of rough, grey skin. It ____ are like lillars. Its huge ___ flap gently back and forth ____ wings. Look at the long ____.

            When you throw some peanuts, ___ trunk pick up the peanuts ___ the “finger” at the tip ___ the trunk. The huge beast ___ put it into his mouth ___ eat happily. This animal is ____ remarkable for its tusks. Tusks ___ long teeth that continue to ____ throughout its life.

            The number ___ these animals how ever has _________ a lot. More and more __ them are killed for their tusks. Many die because trees in the ____ have been cut down. They ____ not find food and protection in the forest anymore. If people aren’t able to save them, these animals, sooner or later may vanish from this earth.

Text 2

Wide  From In  a less cabbage good or some Sprouts or red be or The eaten wrapped

            A cabbage belongs to vegetables. The word cabbage derives from French word caboche, a colloquial term for “head”. The cabbage family is ____ and varied such as Brussels ______, broccoli, cauliflower and kale.

The cabbage itself comes in many forms. ___ shapes can be flat, conical  __ round. The heads are compact __ loose. The leaves are curly __ plain.

In the United States, the most widely used cabbage comes in compact heads of waxy, tightly _____ leaves that range in colour ____ almost white to green to ___.

            Savoy cabbage and Chinese cabbage are considered culinary superior but are ___ readily available.

            The cabbage may ___ refrigerated and tightly wrapped for __ week. It can be cooked ___ a variety of ways or _____ raw, as in salads. The ______, a cruciferous vegetable, contains a _____ amount of vitamin C and _____ vitamin A.

1. What is the main idea of paragraph 1 in the text above?

a.    Cabbage belongs to vegetable

b.    The word cabbage derives from the French

c.    The cabbage family is wide and varied

d.   Cabbage comes in many forms

2.Which of the following statements is not correct?

a.    Cabbage must be well cooked before it is eaten

b.    The word cabbage in French means “head”

c.    Cabbage contain vitamin A and C

d.   There are many kinds of cabbage

III. Evaluation

a.       Listening score

 X 100 = …… %

                                                           

IV. Discussion

a.       The weakness and the strength of the implementation of Cloze Dictation technique in meeting 3 still can be found. But, they are not so many as in meeting 1 and 2. From the meeting 1 and 2 the lecturer learns how to improve the students understanding in oral text. As a result the researcher finds out (1) only few students who feel that the speed of functional texts is too fast to listen (2) the students have been heard the listening material for many times so they are able to differentiate the homophone and pronunciation which occur in it. Every technique must have advantages. Likewise the implementation of cloze dictation technique in meeting 3. The advantages are (1) because of their successful in listening, the students get the complete information from the functional text given. They know about how to spell the words, how to give punctuation in the right place and hear attentively (2) they have desire to listen the other functional texts (3) they can respond and answer the questions well without any cunfusing

b.      In the next meeting, the lecturer will give monologues which some part of them conveys by lecturer and CD.

V. Closing Activity

1. Lecturer asks the students’ impression to the material that has been given.
2. Lecturer closes the session by summing up the materials.
3. The lesson was closed with leave taking by saying goodbye

Ngawi,            2011

Collaborator                                                              Researcher

Ery Retno Wulandari, M.Pd                                Theresia Budi Sucihati

Acknowledgement by

Head of Study Programme

Drs. Zaenal Abidin, MP.d