This document contains information about Eka Weny Widyaningsieh, a non-regular student in their fourth semester studying Language Testing. It also provides definitions and examples of cloze procedure and modalities testing, which are methods used to test language and learning styles. Cloze procedure involves omitting words from passages for students to fill in, while modalities testing identifies whether students learn best through visual, auditory, or tactile/kinesthetic means. The document examines theories behind different learning modalities and provides a chart to help determine a person's primary learning style.

1. Name : Eka Weny Widyaningsieh
Class : Non Regular
Semester : IV
Subject : Language Testing
A. CLOZE PROSEDURE
1. Definition Cloze Prosedure
The cloze procedure is a reading comprehension activity in which words are omitted from
a passage and students are required to fill in the blanks. This procedure is incredibly useful in
reading instruction because it can be easily done by any teacher and provides valuable reading
comprehension information.
2. Example Cloze Prosedure
A language teacher may give the following passage to students:
Today, I went to the ________ and bought some milk and eggs. I knew it was going to rain, but I
forgot to take my ________, and ended up getting wet on the way.
Students would then be required to fill in the blanks with words that would best complete the
passage. Context in language and content terms is essential in most, if not all, cloze tests. The
first blank is preceded by "the"; therefore, a noun, an adjective or an adverb must follow.
However, a conjunction follows the blank; the sentence would not be grammatically correct if
anything other than a noun were in the blank. The words "milk and eggs" are important for
deciding which noun to put in the blank; "supermarket" is a possible answer; depending on the
student, however, the first blank could be store, supermarket, shop, shops, market,
or grocerwhile umbrella, brolly or raincoat fit the second.

2. B. Definition of PROBE
1: a slender medical instrument used especially for exploration (as of a wound or body
cavity)
2a : any of various testing devices or substances: such as
(1) : a pointed metal tip for making electrical contact with a circuit element being
checked
(2) : a usually small object that is inserted into something so as to test conditions at a
given point
(3) :a device used to penetrate or send back information especially from outer space or
a celestial body
(4) : a device (such as an ultrasound generator) or a substance (such as radioactively
labeled DNA) used to obtain specific information for diagnostic or experimental
purposes
b : a pipe on the receiving airplane thrust into the drogue of the delivering airplane in
air refueling
C. MODALITY TESTING
1. Theory Behind the Model
Learning modalities are the sensory channels or pathways through which individuals give,
receive, and store information. Perception, memory, and sensation comprise the concept of
modality. The modalities or senses include visual, auditory, tactile/kinesthetic, smell, and
taste. Researchers, including Reiff, Eisler, Barbe, and Stronck have concluded that in a
classroom, the students would be approximately:
§ 25-30% visual
§ 25-30% auditory
§ 15% tactile/kinesthetic
§ 25-30% mixed modalities
Therefore, only 30% of the students will remember most of what is said in a classroom lecture
and another 30% will remember primarily what is seen.

3. Visual learners are those who learn by seeing. They need to see overheads, diagrams, and read
text books, etc. to understand a concept.
Auditory learners must hear what they are learning to really understand it. They enjoy
listening, but cannot wait to have a chance to talk themselves. These students respond well to
lecture and discussion.
Tactile/kinesthetic learners need to feel and touch to learn...these learners also learn better if
movement is involved. They may be those students who are not doing well in
school. Instruction geared to the auditory learner can be a hindrance to these learns, causing
them to fall behind. One key reason at-risk children have trouble with school is that they tend to
be these types of learners. About one-third of students do not process auditorially and are
educationally deaf. Students with a tactile strength learn with manipulatives such as games, the
internet, and labs.
An effective means to reach all learners is modality-based instruction; this consists of organizing
around the different modalities to accommodate the needs of all learners. Most students learn
with all their modalities, but some students may have unusual strengths and weaknesses in
particular modalities. For example, students strong in the visual modality will be frustrated or
confused with just verbal explanations.
The following chart describes each modality and can help you determine your learning style;
read the word in the left column and then answer the questions in the successive three columns to
see how you respond to each situation. Your answers may fall into all three columns, but one
column will likely contain the most answers. The dominant column indicates your primary
learning style.
MODALITES….How do you Learn?
When you.. Visual Auditory Kinesthetic & Tactile
Spell Do you try to see the word? Do you sound out the Do you write the word

4. word or use a phonetic
approach?
down to find if it feels
right?
Talk
Do you sparingly but dislike
listening for too long? Do
you favor words such
as see, picture,
and imagine?
Do you enjoy listening
but are impatient to
talk? Do you use words
such as hear, tune,
and think?
Do you gesture and use
expressive movements?
Do you use words such
as feel, touch, and hold?
Concentrate
Do you become distracted
by untidiness or movement?
Do you become
distracted by sounds or
noises?
Do you become
distracted by activity
around you?
Meet someone
again
Do you forget names but
remember faces or
remember where you met?
Do you forget faces but
remember names or
remember what you
talked about?
Do you remember best
what you did together?
Contact people
on business
Do you prefer direct, face-
to-face, personal meetings?
Do you prefer the
telephone?
Do you talk with them
while walking or
participating in an
activity?
Read
Do you like descriptive
scenes or pause to imagine
the actions?
Do you enjoy dialog
and conversation or
hear the characters talk?
Do you prefer action
stories or are not a keen
reader?
Do something
new at work
Do you like to see
demonstrations, diagrams,
slides, or posters?
Do you prefer verbal
instructions or talking
about it with someone
else?
Do you prefer to jump
right in and try it?
Put something
together
Do you like at the directions
and the picture?
Do you ignore the
directions and figure it
out as you go along?
Need help with Do you seek out pictures or Do you call the help Do you keep trying to

5. a computer
application
diagrams? desk, ask a neighbor, or
growl at the computer?
do it or try it on another
computer?
Adapted from Colin Rose(1987). Accelerated Learning.